UM PEAPLATA COLLEGE College of Education

VISION A dynamic, research - extensive and leader institution that promotes a culture of innovation and propels individuals to LEARN lifelong skills LIVE a decent life and LEAD the leaders of the community

GOALS To attain our mission, we commit to: a. Provide a learning environment that supports student faculty and staff. b. Provide curricula that enable students to achieve leadership competence and academic excellence. c. Provide educational programs and services which meet complex and changing needs of community. d. Provide lifelong educational experiences within all the college program. e. Incorporate technologies, scientific methods and novel ideas into instructional programs and administrative services inorder to maintain relevant programs and services. f. Develop connections between the college and community inorder to improve the educational and financial bases of the college. g. Foster a college community in which individuals, committees and organizations for mutually supportive relationship for the common good. Goals A B C D E F G

MISSION To provide a safe and supportive environment which shall help reach their full potentials in order to become responsible analytical, creative and productive persons through excellent educational programs, research and extension.

PROGRAM EDUCATIONAL OBJECTIVES 1. 2. 3. 4. 5. 6. 7. To update curricular programs reflecting pedagogical approaches at par with global requirements To expose the academic community to research endeavors that will lead to new changes and improvements in the formal, informal, and non-formal education. To provide avenues for involvement of stakeholders in outreach programs that will harness the educational aspects of the beneficiaries. To develop collaboration and linkage programs that will address the current trends and demands of effective teaching-learning process. To produce graduates who can demonstrate and practice ethical standards in the teaching profession. To expose human resources to various training and activities that will deepen their capability in fostering a conducive learning environment. To enhance curricular offerings with novel and multi-faceted activities showcasing new trends in teaching methodologies.
Date Effective Date Revised Prepared by 2nd sem, 2010-11 November, 2010 Jovenil R. Bacatan

Checked by Dr. Chona M. Calatrava Approved by Page 1 of 8 Alberto M. Condes, MA.Ed.

Course Title Ed Math 2

1 2 3 4 5

. . . . .

Course Code Course Title Pre-requisite Credit Course Description

: : : : :

Ed Math 2 Plane and Solid Geometry Ed Math 1 3 units This course intended to provide the concepts and skills needed by the students to consolidate their understanding of basic geometry principles, axioms, properties and theorems. The course aims to provide a basic yet formal understanding of shapes and figures, their properties, and preparation for a course in Analytic Geometry. The use of graphing calculators and computer algebra systems are highly encouraged.

6 . Program Outcomes and Relationships to Program Educational Objectives: Program Outcomes 1 a . Ability to apply different strategies that level to global needs. b . Skill in conducting research work indispensable in enhancing and developing new academic programs. c . Ability to understand the societys needs and harnessing the role of academic institution towards the community. d . Develop skill in establishing collaboration useful in strengthening the practices of the academic community. e . Responsible individual with positive work values. f . Professionally-trained individuals who are flexible in the changes and demands of academic world. g . Innovative individuals who can demonstrate new approaches in enhancing teaching learning process. 7 . Course Objectives and Relationship to Program Outcome Course Objectives 1 . To use innovative approaches in discussing idemtified topics on plaine and solid ensuring active participation from students. 2 . To do group research work in proving and illustrating mathematical theorems, axioms and postulates. 3 . To take part in the academic growth of every students thus, in one way or another he/she also acquire sense of responsibility in the community where he belongs. 4 . To apply cooperative practices in the development of students' spacial skills in geometry. 5 . To appreciate the application of geometry in real-life situation. 6 . To develop reasoning skills, analytical skills and ability to solve verbal and non verbal geometric problems. 7 . To integrate new learning in the other fields of Mathematics. Program Outcomes a b c d e f Program Educational Objectives 2 3 4 5 6

Course Title Ed Math 2

Date Effective 2nd sem, 2010-11

Date Revised November, 2010

Prepared by Jovenil R. Bacatan

Checked by

Approved by Page 2 of 8

Alberto M. Condes, MA.Ed. Dr. Chona M. Calatrava

pts and skills needed by the students to consolidate their understanding of basic geometry principles, urse aims to provide a basic yet formal understanding of shapes and figures, their properties, and ry. The use of graphing calculators and computer algebra systems are highly encouraged.

Program Educational Objectives 7

Program Outcomes g

Page 2 of 8

1. Course Coverage Learning Contents/Topics Classroom Orientation 1. VMG of UM Peaplata College 2. School Rules & Regulations 3. Classroom policies Terms, Planes & Separation a. Points, Lines & Planes b. Segments, Between neos & midpoints c. Convex Sets & Separation Week 1 Course Objectives Program Objectives Activity and Learning Values Integration Approach Self-introduction The use of Students Handbook is evident. A Symposium of Drug Prevention Use of manipulative models, investigation, problem solving, discussion and exposition. Research on the relationship between the areas of certain plane figures and the factors affecting the production of models of certain figures. <ACTIVE LEARNING> Students are engaged in different activities. The students learn to obey the rules and regulations of the school & exercise ones right & privileges with the greatest sense of responsibility. Rises promptly when for oral recitation. The students learn to align their professional and personal vision with their schools vision and realize the importance of obeying the rules and regulations of the school in order to maintain harmonious relationship. Students perform self-reliance in working independently Appreciate the rule of mathematics in everyday life. Suggested References Students Handbook Venema, Gerald A. (2006). The Foundation of Geometry. Pearson Education, Inc.

Week

Course Competencies Get acquainted with each other Internalize & site ways to actualize UM Vision, Mission & Goal Commit to follow the rules & regulation of UM Illustrate, define& differentiate the three basic undefined terms in Geometry, Convex Sets & Separation Locate by geometric construction the midpoints & between of segments. Relate the concepts of betweeness in real life situations.

Evaluation Oral Recitation Essay Writing test on how to actualize the VMG Quiz on Illustration, definition & differentiation of the three basic undefined terms in geometry Project construction of midpoints of lines and planes

1 2 3 4 5 6 7 a b c d e f g

Ed Math 2 Plane and Solid Geometry ( Page 7 of 14 Pages )

Week

Learning Contents/Topics Lines, Planes & Angles a. Classification of Angles b. Angle Pair Relations c. Congruent Angles & Angle Bisectors d. Right Angle & perpendicularity e. Triangles: Its Parts & Classifications according to sides f. Triangle Congruence Overlapping Triangles

Course Competencies Classify & illustrate angles & angle bisectors Verify and prove angle pair relations & perpendicularity Discuss the concepts of triangles, its parts and classifications according to sides Prove triangle congruence using different proving methods & techniques Construct & overlapping triangles

Course Objectives

Program Objectives

1 2 3 4 5 6 7 a b c d e f g

Activity and Learning Values Integration Approach Use of manipulative models, investigation, problems solving, discussion and exposition. The use of cooperative learning is enhanced /Games and Structures are used as basic tools for group work skills. Students discover to be engaged in meta cognitives practices with develop accuracy in proving theorems related to angles. Responsibility to learn the concepts is highly evident.

Evaluation Focus group discussions on the concepts of triangles and their classifications.

Suggested References

Week 2

<STUDENT CENTERED LEARNING> Establishing the needy abilities and interest of students. Placement-A group activity for sharing of ideas in solving a mathematical problem Think-Pair & Share An activity that allows groups to check understanding of the problems being solved. Research on Hinges Theorem and the factors affecting the production of models of certain figures Brainstorming-A process used for generating many ideas & write down ideas. <DIVERSITY> Students model good practices Varying assessment practices increase students awareness in which their work is closely monitored to check their progress towards the subject. Individual output on answering exercises from the textbook Focus group discussion on geometric inequalities and exterior angle theorem Projects on the construction of altitude of triangles Seat work

(cont)

Week 3

Geometric Inequalities a. Inequalities for numbers, segments and angles b. The exterior Angle Theorem c. Inequalities in a single Triangle d. The triangle Inequality Theorem e. The Hinge Theorem & Its Converse f. Altitude of Triangles

Discuss & explore geometric inequalities Apply the properties of inequalities of numbers to prove & illustrate geometric properties. Discuss & prove the exterior angle theorem to solve geometric problems Solve geometric problems involving Evaluate and demonstrate the theorems on inequalities in a single Discuss the triangle inequality theorems to solve real life problems

Ed Math 2 Plane and Solid Geometry ( Page 8 of 14 Pages )

Week

Learning Contents/Topics Perpendicular and Parallel Lines in a Plane a. Basic theorems or Perpendicular lines & Planes b. Perpendicular lines & Planes c. Condition that generated parallelism d. Quadrilaterals e. Theorems on Right Triangles

Course Competencies Construct, demonstrate & define perpendicular lines & their properties Prove by constructing theorems on perpendicular lines & planes Demonstrate by constructing parallel lines & conditions that guarantee parallelism & transversal Define and draw different kinds of quadrilaterals Prove theorems on right triangles Illustrate fundamental law of proportion in solving unknown lengths Define similarity Apply similarity concepts to right triangles and any triangles

Course Objectives

Program Objectives

1 2 3 4 5 6 7 a b c d e f g

Activity and Learning Values Integration Approach Construction- A Students show process of learning using diligence fulfilling the drawing presentation assigned tasks. Illustration- Allows students to draw concepts presented constructions <ACTIVE LEARNING> Students make choices to suit how they learn best.

Evaluation

Suggested References

Week 4

Week 5

Similarity a. Similarities Between Triangles b. The perpendicular Bisector Theorems and its converse c. Areas and Perimeters of similar triangles d. Applications of Similar Figures

Mind map- A simple process for stimulating creative thinking and summarizing Exposition- A process of discussing and interacting the lessons imparted Community circle- A group of activity that allows discussion come on issues or topics KWL- A process used to identify prior knowledge and experience as a bridge to a new concept <HOTS> A variety of intelligences are addressed.

Board work Exercises An activity used in evaluating the level of problems solving ability & present thereafter on the board Rubrics on drawing perpendicular lines & planes Group discussion on theorems of right triangles Students learn to Focus Group obey and follow Discussion on instruction correctly in applying concepts group activities to on similarities achieve the desire areas and output perimeters of similar triangles Assignment Compilation of drawings related to triangles

Ed Math 2 Plane and Solid Geometry ( Page 9 of 14 Pages )

Week

Learning Contents/Topics Mensuration of Plane Figures a. Square b. Rectangle c. Right Triangle d. Pythagorean Theorem e. Oblique Triangle f. Parallelogram g. Trapezoid h. Circle i. Sector of A Circle j. Segments of a circle k. Ellipse l. Similar Figures

Course Competencies

Course Objectives

Program Objectives

1 2 3 4 5 6 7 a b c d e f g Illustrate, identify and define polygonal regions of different types through Find areas of polygons such as a triangle and quadrilaterals Apply similarity concepts to geometric figures Measure the circumference and areas of the circle; lengths and areas of sectors Explain the concepts of surface area Identify the mensuration of the standard plane figures, square, rectangles, parallelogram, trapezoid, circle, ellipse and parabolic segment State the relationship between the areas of certain plane figures and the factors affecting

Activity and Learning Values Integration Approach Students initiate to utilize locally used materials in the construction of different geometric figures and shapes The value of perseverance is highly evident.

Evaluation Quiz on finding the areas of polygons and measurements of circumference of the circles Report on the different types of polygons Projects on different types of polygons using indigenous materials Research on the applications of the different types of polygons in the fields of engineering and architecture.

Suggested References

Week 6

Use of manipulative models, investigation, problems solving, discussion and exposition. Research on the relationship between the areas of certain plane figures and the factors affecting the production of models of certain figures. Tangram activity Challenge students in solving puzzle Exposition in the process of discussing and interacting the lessons imparted. <HOTS> students are engaged in a wide variety of tasks that involve analyzing, synthesizing and evaluating.

Chapter 3 Solids for which V=Bh a. Solid sectors b. Cube c. Rectangular Parallelepiped d. Cavaliers Theorem e. Volume Theorem f. Prism g. Cylindrical Surface h. Circular Cylinder Week 7

Visualize a dimensional figure and compute for its volume identify the relationship between the volumes of certain solids Discuss the principles of Cavaliers theorem Identify the concept on the different solids for which V=Bh

Placement a group activity or sharing of ideas in solving mathematical problem Think, Pair and Share an activity that allows groups to check understanding of the problems being solved Problem Solving Encouraging students in applying their thinking skills and strategies to solve everyday problems BEC Integrating values education to students Varying Assessment Practices Like an observation checklist to monitor how students demonstrate their learning

The students Learn the idea of doing things in a step way. They discover the secret of doing things accurately by following carefully the prescribed process. The students learn to value their learning of the mathematical process.

Individual Output on answering exercises from the textbook Focus Group Discussion on identifying solid sectors Experiential learning on visualization of prisms Projects on construction of solids using recycled materials

OHaffer P, et. al (1992) Geometry : An Investigative approach 2nd edition. Reading, MA : AddisonWesley.

Ed Math 2 Plane and Solid Geometry ( Page 10 of 14 Pages )

Week

Learning Contents/Topics Chapter 4 Solids for which V= 1/3Bh a. Pyramid b. Regular Pyramid c. Similar figures d. Conical Surface e. Cone f. Right Circular Cone

Course Competencies Visualize and draw a three dimensional figure and measure its volume Discuss the concepts of solids for which V=1/3Bh Solve problems pertaining to solids like pyramids and regular

Course Objectives

Program Objectives

1 2 3 4 5 6 7 a b c d e f g

Activity and Learning Values Integration Approach Three Step Interview A cooperative structure in which team mates interview one another on a particular problem solved Brainstorming A process used for generating many ideas and write ideas down Assessment Students learn to write freely during the brainstorming, thus all viewpoints are accepted which develops positive attitude

Evaluation Rubrics on doing three-dimensional figure Short Quiz on Solving for a conical surface Group Discussion on the concepts of solids for which V=1/3Bh

Suggested References

Week 8

Week 8 (cont)

Practices have metacognitive reflection doing self-assessment and peer assessment HOTS developing students to be engaged in a wide variety of tasks which involve synthesizing and evaluating

Chapter 6 The Sphere a. Sphere b. Terrestrial Sphere c. Zone d. Spherical Segment e. Spherical Sector

1. Apply the concepts of Spheres in solving capacity of solids 2. Relate the concept of volumes of spheres in actual and real life situations 3. Discuss spherical segment and sector comprehensively

Three Step Interview A cooperative structure in which team mates interview one another on a particular problem solved Brainstorming A process used for generating many ideas and write ideas down

Week 9

Student Centered Learning Students prior knowledge and experiences are determined and taken into account when solving a problem Problem Solving Problems are posed or students identify problems, suggests solutions, investigates possibilities, make decisions, choose solutions solve the problems and evaluate the outcome The students discover the value of putting strength together to achieve success in any endeavor.

Rubrics on drawing spheres and its segments and sectors as projects Focus Group Discussion on applying the concepts of spheres in solving capacity of solids

Moise E, et. al (1991) Geometry Menlo Park, CA : AddisonWesley

Ed Math 2 Plane and Solid Geometry ( Page 11 of 14 Pages )

9. Course Evaluation Quizzes and assignments Recitation Research Major Examinations Final Examination 10. References Commandante, Felipe Jr. (2006). Analytical and Solid Geometry. Mandaluyong Bookstrore. Cuaresma, Genaro A. et.al. (2004). Analytical geometry and calculus. Quezon City:C&E Publishing Co. Smart, JR (1998). Modern geometries. 5th Edition. Pacofoc Groves: Brooks/cole. Venema, Gerald A. (2006). The Foundation of Geometry. Pearson Education, Inc. Dyan, Mark (2008). Mathematical Illustrations: A mannual of Geometry and Postrupt.New York: Cambridge University Press. Villarmil, Sr. Ma. Mauricia R.V.M. et.al (1984). Geometry: Metric Edition. Mandaluyong City: Cacho Hermanos Inc. 15% 10% 15% 30% 30%

Course Title

Date Effective

Ed Math 2 Plane and Solid Geometry 2nd sem, 2010-

Page 8 of 8 November, 2010 Jovenil R. Bacatan Dr. Chona M. Calatrava Alberto M. Condes, MA.Ed.

Date Revised

Prepared by

Checked

Approved by

Course Title Date Effective Date Revised Prepared by Checked by Approved by Pages

Ed Math 2 2nd sem, 2010-11 November, 2010 Jovenil R. Bacatan Dr. Chona M. Calatrava Alberto M. Condes, MA.Ed. 8

Please Leave a space before actual entry ( Excluding Pages )