Gordon College

Olongapo City
College of Education, Arts and Sciences
Mathematics and Physics Department
1st Semester A.Y 2019 – 2020
_______________________________________________________________________________________________________________________________________________
COURSE TITLE : MATHEMATICS IN THE MODERN WORLD

COURSE CODE : GEC04

NUMBER OF UNITS : 3

PRE-REQUISITE : NONE

A. COURSE DESCRIPTION:
This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and application of mathematical tools in daily life.

This course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and as an application of inductive and
deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical understanding of mathematics as merely a set of formulas but as a source of
aesthetics in patterns of nature, for example, and a rich language in itself (and science) governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of present-day living, such as managing
personal finances, making social choices, appreciating geometric designs, understanding codes used in data transmission and security, and dividing limited resources fairly.
These aspects will provide opportunities for actually doing mathematics in a board range of exercises that bring out the various dimensions of mathematics as a way of
knowing, and test the students’ understanding and capacity. (CMO No. 20, series of 2013)

B. PROGRAM LEARNING OUTCOMES

Program Outcomes for BSEd
1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.
Program Outcomes for BEEd
1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.

Program Outcomes for BAComm

1. Define and access information needs; assess and organize information and knowledge; produce, share and utilize information and knowledge;
2. Communicate in different formats and platforms (print, broadcast, and online);
3. Prepare communication/media plan;
4. Conduct communication and media research and evaluation;
5. Develop and produce communication materials in different formats and platforms;
6. Demonstrate communication management and leadership skills;
7. Develop entrepreneurial capabilities;
8. Adhere to ethical standards and practices;
9. Know and practice rights and responsibilities and accountabilities in the communication profession;
10. Demonstrate a development orientation in communication work.
11. Apply communication theories/models, principles, practices, and tools in development work.

(BSA, BSBA,CHTM)
A graduate of a business or management degree should be able to:
1. Demonstrate Corporate and Social Responsibility
2. Implement the basic functions of management such as planning, organizing, staffing, directing, leading and controlling
3. Use information and communication technology (ICT) effectively and efficiently.
4. Work well with others
5. Use the proper decision tools to critically, analytically, and creatively solve problems and drive results.
Specific to a Bachelor in Business Administration and major
1. Identify unmet or under-served ethical service and product needs of specific customer groups and markets.
2. Specify the service and/or product value contributions of the company which addresses identified needs of customers.
3. Formulate organizational design and arrangements which effectively delivers desired value contributions of the company while ensuring humane working conditions.
4. Design wealth-sharing arrangements for participants in the value chain, both external and internal.
5. Incorporate environment-protection considerations in planned business operations.
6. Plan for effective government compliance and engagement for the business.

(BSCS,BSIT,ACT)
A graduate of a computer science degree should be able to:
1. Application of fundamental computer concepts as problem solving skills.
2. Design and implementation of computer-based solutions.
 3. Recognition and application of technical standards and interoperability.
4. Research in Computer Science related areas.
5. Integration of knowledge learning in different areas of Computer Science.
A graduate of an information technology degree should be able to:
1. Systems analysis and design
2. Operation of database networks and multimedia systems.
3. Software integration, testing and documentation.
4. Systems management and administration
5. Principles of accounting.

(BSN, BSM, GM)

A graduate of a nursing and midwifery degree should be able to:

1. Develop a deeper understanding of himself/herself and the multi-factorial dimensions of the individual which can affect health and well being.
2. Recognize his/her duty in improving the quality of life not only for his self/ herself but for others as well.
3. Develop a deeper awareness of his/her rights, duties and responsibilities to God, country and the world.
4. Demonstrate the beginning skills in the use of the nursing process in caring for healthy individuals.
5. Explain the theoretical foundation of nursing with the four meta-paradigms as guide to his/her nursing practice.
6. Apply the scientific method to his activities wherever possible;
7. Imbibe the values cherished by the nursing profession such as teamwork, respect, love of God, integrity and caring.
8. Discuss the competency-based BSN program and the core competencies under the 11 key areas of responsibility; and
9. Demonstrate critical thinking skills in relating with self and others.

C. COURSE OBJECTIVE:
At the end of the course, the students are expected to:

1. Appreciate the importance of math and patterns in nature and regularities in the world.
2. Explain the nature of mathematics as a language.
3. Use different types of reasoning to justify statements.
4. Use a variety of statistical tools to process and manage numerical data.
5. Advocate the use of statistical data in making important decisions.
6. Apply geometric concepts, especially isometrics in describing and creating designs.
7. Used coding schemes encode and decode different types of information for identification, privacy and security purposes.
8. Use mathematical concepts and tools in other areas such as in finance, voting, logic, business, networks and systems.
D. REFERENCES :
 Adam, John A. Mathematics in Nature: Modeling Patterns in the Natural World
 Adam, John A. A Mathematical Nature Walk
 Aufmann, R. et al. Mathematical Excursions (Chaps. 1, 3, 4, 5, 8, 11, and 13) 3rd Ed (International Edition) COMAP Inc. For All Practical Purposes, Introduction to
Contemporary Mathematics (2nded.)
 Fisher, Carol Burns. The Language of Mathematics (from One Mathematical Cat, Please! by Carol Burns Fisher) Fisher, Carol Burns. The Language and Grammar of
Mathematics
 Hersh, R. What is Mathematics Really? (Chaps. 4 & 5)
 Johnson and Mowry. Mathematics, A Practical Odyssey (Chap. 12) Moser and Chen. A Student’s Guide to Coding and Information Theory Stewart, Ian. Nature’s
Numbers
 Vistro-Yu, C. Geometry: Shapes, Patterns and Designs (A Chapter for the new ed. of the Math 12 textbook for Ateneo de Manila University)
 https://vimeo.com/9953368
 Jamison, R. E. (2000). Learning the language of mathematics. Language and Learning across the Disciplines, 4(1), 45-54.
 Akiyama and Ruiz. A Day’s Adventure in Math Wonderland
 Aufmann et al. Mathematical Excursions (Chap 2)
 Averbach and Chein. Problem Solving Through Recreational Mathematics
 Enzensberger. The Number Devil
 Johnson and Mowry. Mathematics, A Practical Odyssey (Chaps. 1 and 4) Nocheseda. Palaspas
 Stewart, Ian. Professor Stewart’s Cabinet of Mathematical Curiosities
 Sobecki, Bluman, and Schrick-Matthews. Math in Our World
 http://www.exploratorium.edu/ronh/secret/secret.html

E. COURSE OUTLINE

Time Frame TEACHING AND

STUDENT LEARNING ASSESSMENT
TOPIC LEARNING RESOURCES
Weeks Hours OUTCOMES (SLO) TASKS
ACTIVITIES/STRATEGIES
1st 3  Become oriented with class Student Orientation Discussion Student None
policies and be acquainted with  Presentation of the VMGO-Gordon Handbook
classmates College
 Rules and Regulations of the College
 Institutionalize Grading System

2nd-4th 9  Identify patterns in nature and
regularities in the world (K)
 Articulate the importance of
mathematics in one’s life (V)
 Argue about the nature of
mathematics, what is it, how it
is expressed, represented, and
used (K)
 Express appreciation for
mathematics as a human
endeavor (V)
 Course Requirements
Section 1. The Nature of Mathematics Activities to do. (i) video- Required: (1) Evaluation
I. Mathematics in our World watching (ii) pair-sharing or Nature’s requirements. (i)
Schedule Weeks 1-2 small group sharing (iii) Numbers by Ian short response/essay
Number of Hours, 4 Hours
journal writing (iv) whole class Stewart or writing at the end of
Core Idea: Mathematics is a useful way to
think about nature and our world discussion Mathematics in class to one
 Patterns and Numbers in Nature and the Questions to Pose. (i) What is Nature: question. Examples
World: the snowflake and honeycomb; mathematics? (ii) Where is Modeling of this questions
tiger’s stripes and hyena’s spots; the mathematics? (iii) What role Patterns in the are: What new ideas
sunflower; the snails shell, flower petals; does Mathematics play in your Natural World about mathematics
the world’s population, the weather, etc. by John A. did you learn?; what
world?
 Fibonacci Sequence Adam or A is it about
 Mathematics helps organize patterns and Some ideas to elicit and
Mathematical mathematics that
regularities in the world encourage. (i) Many patterns in
Nature Walk by might have changed
 Mathematics helps predict the behavior of occurrences exist in nature, in
nature and phenomena in the word John A. Adam, your thoughts about
our world, in our life.
 Mathematics helps control nature and or any book of it?, and; what is
Mathematics helps make sense
occurrence in the world for our own ends. the same level, most useful about
of these patterns and
 Mathematics has numerous applications intent and mathematics for
in the world making it indispensable. occurrences. (ii) Mathematics
approach. humankind? (ii)
Caution: (i) This is not a Philosophy of is a tool to quantify, organize
Two-to-three-page
Mathematics course; therefore, refrain from and control our world; predict (2)
synthesis paper
discussing at the level of Eaves or the like. phenomena and make life https://vimeo.co
focusing on one of
(ii) This is not simply a math appreciation easier for us. m/9953368
course; therefore, refrain from merely the following
showing or telling the “beauty” or usefulness Some ideas to discourage or Recommended: aspects of
of mathematics alone. debunk or disprove. (i) (1) A Day’s mathematics: (a)
Mathematics is just for the Adventure in Mathematics helps
books, confined in the Math organize patterns
classroom. (ii) Mathematics and regularities in
Wonderland by
has no place in my life. the world. (b)
Akiyama &
Mathematics helps
Ruiz; (2) The
predict the behavior
Number Devil
by Enzensberger of nature and
phenomena in the
world. (c)
Mathematics helps
control nature and
occurrences in the
world for our own
ends.
Standards/Basis for
Grading to Use. 0
point – The student
is unable to elicit
ideas and concepts
from the readings
and video indicating
that s/he has not
read the prescribed
reading or watched
the video. 1 point –
The student is able
to elicit the ideas
and concepts from
the readings and
video but shows
erroneous
understanding of
these. 2 points –
The student is able
to elicit the ideas
and concepts from
the readings and

5th -6th 6  Discuss the language, symbols,
and conventions of
mathematics (K)
 Explain the nature of
mathematics as a language (K)
 Perform operations on
mathematical expressions
correctly (S)
 Acknowledge that mathematics
is a useful language (V)
video shows correct
understanding of
these. 3 points –
The students not
only elicits the
correct ideas from
the readings and
video but also
shows evidence of
internalizing these.
4 points – The
student elicits the
correct ideas from
the readings and
video, shows
evidence of
internalizing these,
and consistently
contributes
additional thoughts
to the Core Idea.
II. Mathematics Language and Symbols Activities to do. (i) Individual Required for Evaluation
Schedule, Weeks 2-3 or small group exercises Instructors: requirements. (i)
Number of Hours, 3 including games (see exercises Jamison, R. E. Writing exercises
Core idea: Like any language, mathematics in The Language of (2000). sets (ii) Quiz
has its own symbols, syntax and rules
Mathematics (from One Learning the Standards/Basis for
 Characteristics of mathematical
language: precise, concise, powerful Mathematical Cat, Please! By language of Grading to Use. Use
 Expressions vs. sentences Carol Burns Fisher) (ii) Whole mathematics. numerical scores
 Conventions in the mathematical class discussion of the Language and
language comparisons between the Learning across
 Four basic concepts: sets, functions, English language and the Disciplines,
 relations, binary operations Mathematical language (iii) 4(1), 45-54
 Elementary logic: connectives, Compilation of mathematical (attached).
quantifiers, negation, variable symbols and notations and Required for
 Formality their meanings
Note. This part of the course is intended to Students: (i) The
be light and easy. The intention is to expose Some ideas to elicit and Language of
the students to the world of mathematics as a encourage. (i) Mathematics is a Mathematics
language in order that they may be able to language in itself. Hence, is it (from One
read and write mathematics texts and useful in communicating Mathematical
communicate ideas with precision and important ideas. (ii) Cat, Please! By
conciseness.
Mathematics as a language is Carol Burns
clear and objective. (iii) Fisher) (iii) The
Language conventions are Language and
necessary in mathematics for it Grammar of
to be understood by all. Mathematics
Some ideas to discourage or (both attached).
debunk or disprove. (i)
Mathematics is not a language
but a useless set of formal rules
and alien symbols. (ii)
Mathematics confuses the
communication of concepts
and ideas. (iii) Mathematics is
full of unnecessary symbols,
rules, and conventions.
TEACHERS DAY CELEBRATION
th
7

8th 3  Use different types of reasoning III. Problem Solving and Reasoning Activities to do. (i) reading and Required: Evaluation
to justify statements and Schedule Weeks 3-4 writing proofs (ii) small-group Mathematical requirements. (i)
arguments made about Number of hours, 5 hours problem solving (iii) whole Excursions one take-home
 mathematics and mathematical
concepts (K)
 Write clear and logical proofs
9th
 Solve problems involving
patterns and recreational
problems following Poyla’s
four steps (S)
 Organize one’s methods and
approaches for proving and
solving problems (V)
10th 3 solve problems, there is a higher value in
Core Idea: Mathematics is not just about class discussions of key (Ch.1) by R. problem set (ii) quiz
numbers; much of it is problem solving and problems and solutions Aufmann et al.; on proving using
reasoning deductive or
 Inductive and Deductive Reasoning inductive reasoning.
 Intuition, proof, and certainty
MIDTERM EXAMINATION
 Polya’s 4-steps in Problem Solving Some ideas to elicit and What is Standards/Basis for
 Problem solving strategies encourage. (i) Mathematics Mathematics Grading to Use. 0
 Mathematical problem involving requires not only facility with Really? (Ch. 4 point – The students
patterns numbers but also the ability to & 5 ) by R. did not make any
 Recreational Problems using critically think through Hersh; attempt to solve any
mathematics
situations, to reason and argue Recommended: of the problems in
Caution. (i) This is not a full-fledged logically and to creatively Mathematical the problem set or
problem-solving course; therefore, refrain
solve problems. (ii) Excursions prove any of the
from giving problems that are beyond the
students’ abilities. (ii) While it is important Mathematics is an active (Ch.2) by R. statements in the
to be able to think through and attempt to human endeavor. We can Aufmann et al.; quiz. 1 point – The
create the mathematics we Mathematics, A students attempted
actually completing solutions to problems. need to solve problems. (iii) Practical to solve 50% of the
Hence, dissuade students from merely Mathematics is for everyone Odyssey (Ch. 1) problems in the
attempting to solve and instead to complete and anyone who cares to learn by Johnson & problem set or
their solutions. (iii) Avoid eating problems
it. (iv) Mathematical problem Mowry; displayed logical
that do not have known solutions. Such
problems are not for this course. solving takes time. Solutions reasoning 50% of
are not always apparent to the the time in
solver. (v) There may be more attempting to prove
than one approach in solving statement/s in the
mathematical problems. quiz. 2 points
Some ideas to discourage or The Number The students
debunk or disprove. (i) One Devil by attempted to solve
only needs to learn numbers Enzensberger, all the problems in
and fractions to be Professor the problem set or
mathematically proficient. (ii) Stewart’s displayed logical
Mathematics is a spectator Cabinet of reasoning 75% of
sport. Mathematics is just out Mathematical the time in
there to be discovered and Curiosities by attempting to prove
appreciated. (iii) Mathematics Ian Stewart; statement/s in the
is only for the gifted. (iv) One Problem quiz. 3 points – The
is dumb if s/he cannot solve a Solving student is able to
mathematical problem right Through completely solve
away. (v) There is only one Recreational 50% of the
way to solve a mathematical Mathematics by problems in the
problem. Averbach and problem set or
Chein. completed 75% of
the proof/s in the
quiz. 4 points –The
student is able to
completely solve
75% of the
problems in the
problem set or
completed all the
proof/s in the quiz.
 11th
12th-14th 9  Use a variety of statistical tools
to process and manage
numerical data (S)
 Use the methods of linear
regression and correlation to
predict the value of the variable
given certain conditions (S)
 Advocate the use of statistical
data in making important
decisions (V)
 Proposal.
SPORTSFEST
Section 2. Mathematics as a Tool (Part 1) Activities to do. (i) lectures (ii) Required: Evaluation
I. Data Management work with appropriate Mathematical requirements. (i) 1
Core Idea: Statistical tools derived from computer statistical software quiz (ii) 1 test (iii) 1
mathematics are useful in processing and excursions, 3rd
(iii) class discussions (iv) problem set (iv) 1
managing numerical data in order to Edition
describe a phenomenon and predict values. pseudo-proposal defense (International project proposal for
 Data: Gathering and Organizing Data; Examples of applications, Edition) by a quantitative study
Representing Data using graphs and Aufmann et al. to be orally
1. A brisk walk at 6.4 km/hr
charts; Interpreting organized data (Ch. 13) proposed
burns an average of 300
 Measures of Central Tendency: Mean, Sample Project
Median Mode, Weighted Mean calories per hour. If the
 Measures of Dispersion, Range, standard deviation of the Recommended:
Standard Deviation and Variance distribution is 8 calories, find Mathematics, A You want to offer
 Measures of Relative Position: z-scores, the probability that a person Practical free shuttle rides for
Percentiles, Quartiles and Box-and- who walks 1 hour at the rate of students, faculty,
Odyssey by
Whiskers Plots 6.4 km/hr will burn the given and staff from
Johnson &
 Probabilities and Normal Distributions number of calories. Assume strategic points
 Linear Regression and Correlation: Mowry (Ch. 4)
the variable is normally outside your
Least-Squares Line, Linear Correlation Math in Our
distributed. (a) More than 280 university in order
Coefficient World by
 Note. (i) Although the concepts and calories (b) Less than 293 to improve traffic
Sobecki,
skills appear to be the same as the calories (c) Between 285 and flow in your
Bluman, &
Statistics taught at Junior and Senior 320 calories campus. The
High School, they are not. Hence, the Schirck-
(From: Sobecki et al., Math in university
intention is to build on the concepts and Matthews
chancellor asks your
skills learned prior to university/college, team to present hard
deepen what have been learned and
data that will
highlight skills in interpreting statistical
results. (ii) Exert effort technology that Methodology convince the
are available to students. administration.
Our World) Interpret the result
Prepare a proposal
for each number of calories.
on how you will do
2. Does good health this task.
relate to education? Below are

5th 3  Apply geometric concepts,
especially isometrics in
describing and creating designs
(S)
 Contribute to the enrichment of
the Filipino culture and arts
using concepts in geometry
the figures for the Philippines:
Immunization (measles, % of
children ages 12-23 months)
2005…92
2006…92
2007…92
2008…92
2009…88
2010…80
Primary completion rate (total,
% of relevant age group)
2005…94
2006…91
2007…91
2008…92
2009…91
2010…no data
Can you predict the primary
completion rate for 2010?
Section 3. Mathematics as a Tool (Part 2) Activities to do. (i) small group
Time Allocation for Topic 1 or large class sharing of
Schedule: Weeks 8-11 various indigenous designs
Number of Hours: 10
found one’s home community
Time Allocation for Topic 2
Schedule: Weeks 11-14 (ii) lectures (iii) written
Number of Hours: 10 exercises
Standards/Basis for
Grading to Use. (i)
Numerical scores
for the quizzes, test
and problem sets (ii)
rubric for the
proposal
Assessment
Caution. (i) Define
the bounds of the
project proposal to
ensure that the work
required is
commensurate to
the hours allotted
for this section of
the course. (ii) The
oral proposal is not
to be graded
Required: Evaluation
Mathematical requirements. (i) 1
problem set (ii) 1
excursions, 3rd
long test (iii) class
Edition
(International exhibit of created or
Edition) by collected indigenous
 (V); Time Allocation for Topic 3 Aufmann et al. designs
Schedule: Weeks 15-18 (Ch. 13) Standards/Basis for
Number of Hours: 12
I. Geometric Design Grading to Use. (i)
Core Idea: Geometry can help enhance one's Recommended: numerical scores for
artistic prowess as well as enrich one's own Mathematics, A problem set and
culture. Practical long test (ii) rubric
 Recognizing and Analyzing Geometric for the class exhibit
Odyssey by
Shapes (iii) peer evaluation
Johnson &
 Transformations fror the class exhibit
 Patterns and Diagrams Mowry (Ch. 4)
 Designs Arts and Culture Math in Our Caution. The
World by content material
Sobecki, may prove to be a
Bluman, & challenge to many
Schirck- students hence there
Matthews should be few
assessment
activities.
6th 3  Used coding schemes encode II. Codes Activities to do. (i) role Required: (i) Evaluation
and decode different types of Core idea. The utility of mathematics goes playing (ii) lectures (iii) For All Practical requirements. (i) 3
information for identification, beyond the mundane. Mathematics enables written exercises (iv) computer Purposes, quizzes (ii) long test
privacy and security purposes the development of codes and ciphers that exercises Introduction to
(S) Standards/Basis for
are useful to individuals and to society Contemporary
 Exemplify honesty and Grading to Use.
 Binary codes Mathematics Numerical scores
integrity when using codes for
security purposes (V)  Integers in computers (2nd Ed.) by
  Logic and computer addition COMAP, Inc.;
 Text data (ii)
 Errors and error correction
 Error detecting codes A Student’s
 Repetition and Hamming Codes Guide to Coding
Caution. It is easy to get lost in the fun that and Information
this section brings. Do not lose the Theory by
 mathematics. Moser and Chen
Recommended:
http://www.expl
otorium.edu/
ronh/secret/secr
et.html
 Use mathematical concepts III. Linear Programming Activities to do. (i) lectures (ii) Johnson & Evaluation
and tools in other areas such as  Linear Inequalities role playing (iii) written Mowry, Ch. 12 requirements. (i) 1
7th -8th 6
in finance, voting, logic,  Geometry of Linear Programming exercises problem set (ii) an
business, networks and  Simplex Method integrating project
systems (S)
 Support the use of IV. The Mathematics of Finance  Aufmann et Sample Integrating
mathematics in various aspects  Simple and Compound Interest al., Chapter Project (by groups)
10th 3 and endeavors in life (V)  Credit Cards and Consumer Loans 11 Create a poster
 Stocks, Bonds and Mutual Funds
aimed at recruiting
 Home Ownership
students to join a
V. Apportionment and Voting  Aufmann et club that promotes
 Introduction to apportionment al., Chapter 4
11th 3
 Introduction to Voting
 Weighted Voting Systems
VI. Logic  Aufmann et
 Logic statement and quantifiers al., Chapter 3
 Truth tables and tautologies
12th 3  Conditional, Biconditional and related
statements
 Symbolic Arguments
 Arguments and Euler diagrams
13th 3 VII. The Mathematics of Graphs  Aufmann et
 Graphs and Euler circuits al., Chapter 5
 Weighted graphs
 Graph coloring
 VIII.Mathematical Systems  Aufmann et
 Modular Arithmetic al., Chapter 8
14th 3
 Applications
 Group Theory
15th-18th FINAL DEMONSTRATION

F. COURSE REQUIREMENTS
1. Class Participation, Group Work
2. Quizzes, assignments and seatworks
3. Midterm Examination
4. Lesson Plan
5. Final Demonstration

G. GRADING SYSTEM
a. Midterm Term b. Final Term
Midterm Examinations 30% Final Demonstration 30% Midterm Grade 50%
Performance Task 40% Performance Task 40% Tentative Total 50%

Quiz/Seatworks 30% Quiz/Seatworks 30% Final Grade 100%

Midterm Grade 100% Tentative total 100%

H. CLASSROOM POLICIES
1. Cellular phones must be in silent mode. Strictly no texting, calling and/or any other use of cell phones in class.
2. In case of urgent or emergency calls, please ask permission to go out and make or take the call 10 meters away from the classroom.
3. Please observe common courtesy by listening to the instructor and your classmates. Kindly raise your hand if you wish to speak and wait until you are duly recognized.
4. During recitation please exercise prudence by staying within the limits of the subject matter.
5. Avoid the tendency to monopolize the recitation so that the others will be given a chance as well.
6. Please refrain from making side comments during the lecture and presentation. Questions may be asked at the proper time so as not to interrupt the flow of the presentation.
 7. Punctuality is likewise a form of courtesy as it reflects sensitivity, responsibility and respect for the time of others. Coming 30 minutes late will be mark absent.
8. Maintain the cleanliness of your classroom.
9. Thank you for not chewing gum in class.

Prepared by: Reviewed by: Recommended by: Approved by:

Katherine D. Yap, LPT Katherine D. Yap, LPT Ediric D. Gadia, Ph.D. Darwin P. Paguio, Ph.D.
Prof Ed./Mathematics Instructor Head, Mathematics and Physics Dean, CEAS VP, Academic Affairs