Course Code

Math Ed 14 - LINEAR ALGEBRA

and Title:

BICOL UNIVERSITY Monday/Wednesday

BSED Math 3B
Legazpi City Term First Semester, SY 2022 - 2023
Class Schedule
Tuesday/Thursday
BSED Math 3A
Revision Date 5:30 pm to 7:00 pm
Credit 3 unit lecture Pre-Requisite/s None
Course Placement First Semester, 3rd Year Type of course Lecture
College: TABACO CAMPUS Faculty JENALYN T. CARDANO Consultation Hours
jenalyn.cardano@bicol-u.edu.ph
Department: EDUCATION DEPARTMENT Contact Details
jncardano@gmail.com Dean/Director MARIA GISELLA N. MORTEGA
Program: BS Education – Mathematics Department Chair DOMINGO B. BOGÑALBAL
A world-class university producing leaders and
Vision change agents for social transformation and Core Values Scholarship, Leadership, Character, Service
development
Give professional and technical training, and provide
advanced and specialized instruction in literature, Bicol University commits to continually strive for excellence in instruction, research and extension
Mission philosophy, the sciences, and arts besides providing Quality Policy by meeting the highest level of clientele satisfaction and adhering to quality standards and
for the promotion of scientific and technological applicable statutory and regulatory requirements
researches (RA5521, Section 3.0)

INSTITUTIONAL LEARNING OUTCOMES:

Every BU graduate should:

1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

COLLEGE LEARNING OUTCOMES:

Every BUTC graduate:

1. Articulates global trends and developments in specific fields of practice;
2. Demonstrates managerial skills and technical competency matching national and international requirements;

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 3. Communicates effectively and responsively through appropriate media;
4. Abides by professional, social and moral standards;
5. Adapts to multi-cultural and cross-cultural work environment; and
6. Introduces innovations supportive to sustainable regional development

PROGRAM LEARNING OUTCOMES:

1. Exhibit competence in mathematical concepts and procedures.

2. Exhibit proficiency in relating mathematics to other curricular areas.
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
4. Demonstrate competence in designing, constructing, and utilizing different routine and non-routine problems with different levels of complexity.
5. Demonstrate proficiency in problem-solving and creating routine and non-routine problems with different levels of complexity.
6. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
7. Appreciate mathematics as an opportunity, discovery and gaining insights of the world.

Course Description:

This course provides a basic understanding of vector spaces and matrix algebra; with application to solutions of systems of linear equations and linear transformation. Students of this course are
expected to employ computer applications/software and other technological devices as tools in learning and problem solving.

Course Learning Outcomes:

Course Learning Outcomes P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11

1. Determine and use appropriate techniques for solving systems of linear equation-related
problems/models with and/or without the use of technology;
P P D P P P

Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision

Course Outline:

Time
Instructional Performance Assessment
Specific Learning Outcomes Learning Content Instructional Delivery Allot
Resources Standard Tasks/Outputs
ment
At the end of the session, the 1. Orientation to: E-copies of the VMGO and Quality Course Syllabus and 90 % of the students
students will be able to: a. Vision, Mission, Goals & Policy of Bicol University; Goals & Course Guide can contribute to the
Objectives of BU, BUTC, and Objectives of BUTC, and Education goal setting of the
2
Recognize the importance of the Dept. course and submit the KWL Chart
Education Department. hours
attainment of the learning KWL Chart
outcomes of BU, BUTC and b. Course Objectives, Content,
Education Department. Expectations and Requirements

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 of the Course

At the end of the lesson, the I. LINEAR EQUATIONS 1. Interactive Discussion

students should be able to: AND MATRICES 2. Problem Solving (Group A. Printed Books
1. Linear Systems Activity) Finkbeiner, D. (1960).
● solve different kinds of a. The students are Introduction to Matrices 80 % of students
2. Matrices
linear systems using asked to solve and Linear acquired the learning
elimination method; 3. Matrix Addition different kinds of Transformation. D.B. content by submission
● correctly identify different and Matrix linear systems (no. of Taraporevala of the assessment
kinds of matrices; Multiplication equations =, > or < or tasks and/or outputs.
● add and multiply 4. Transpose of a no. of variables ) Herstein, H. (1964).
matrices; Matrix using elimination Topics in Algebra.
● prove the different 5. Solutions of Linear methods. Wiley
properties of matrix b. The students are
Systems of
addition and matrix asked to give Kolman, B. (1970). Formative
multiplication Equations (Gauss examples of the Elementary Linear Assessment:
● solve linear systems - Jordan different kinds of Algebra. Pearson 1. Oral
using Gauss - Jordan Reduction matrices. Recitation
9
Reduction Method Method) c. The students are Lang, S. (1971). Linear 2. Pen and
hours
● find the inverse of the 6. The Inverse of a asked different linear Algebra. Springer. paper quiz
matrix using different Matrix systems using Gauss 3. Clas
methods - Jordan Reduction B. Curated lecture participation
Method. materials 4. Seatwork
d. The students are C. Lecture
asked to formulate Videos;
real life situation D. Prepared
problems where they lecture
can apply linear presentation
systems. (pdf/ppt)
3. Boardwork
Some groups are asked to write on
the board the solutions to the
problems they have solved and let
somebody from the group explain it.

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At the end of the lesson, the II. DETERMINANTS 80 % of students
students should be able to: A. Printed Books acquired the learning
1. Definition and Properties Finkbeiner, D. (1960). content by submission
● correctly determine the 2. Cofactor Expansion and Introduction to Matrices of the assessment
determinant of a matrix Applications and Linear tasks and/or outputs.
using different methods; 3. Determinants from a 1. Interactive Discussion Transformation. D.B.
● show detailed proofs of Computational Point of 2. Problem Solving (Individual) Taraporevala
properties of View a. Given some matrices,
determinants students are asked to Herstein, H. (1964).
Formative
compute the Topics in Algebra.
Assessment:
determinants of these Wiley
1. Oral
matrices using the
Recitation
different methods; Kolman, B. (1970). 6
2. Pen and
b. The students are Elementary Linear hours
asked to prove some paper quiz
Algebra. Pearson
properties of 3. Class
determinants, participation
Lang, S. (1971). Linear
3. Boardwork 4. Seatwork
Algebra. Springer.
Some students are asked to write the
solutions of the problems on the board B. Curated lecture
and then explain it. materials
C. Lecture
Videos;
D. Prepared
lecture
presentation
(pdf/ppt)
At the end of the lesson, the
students should be able to: III. VECTORS AND VECTOR 1. Interactive Discussion A. Printed Books 80 % of students
● relate the connection SPACES 2. Problem - solving (Individual) Finkbeiner, D. (1960). acquired the learning
between points in a plane a. The students are Introduction to Matrices content by submission Formative
and vectors in a plane 1. Definition of a Vector in a asked to represent and Linear of the assessment Assessment:
● graph a 2 - vector in the Plane graphically 2 - vectors Transformation. D.B. tasks and/or outputs. 1. Oral
cartesian plane 2. Graphical Representation in the cartesian plane. Taraporevala recitation
● perform operations on 3
of Vector in a plane b. The students are 2. Pen and
vectors accurately and can asked to perform paper quiz
hours
3. Operations involving Herstein, H. (1964).
properly represent sum operations on vectors. 3. Class
Vectors in a Plane Topics in Algebra.
and difference vectors 3. Boardwork participation
graphically Wiley
Some students are asked to write the 4. Seatwork
solutions of the problems on the board Kolman, B. (1970).
and then explain it. Elementary Linear
Algebra. Pearson

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At the end of the lesson, the
students should be able to:
● Correctly identify sets
which are real vector
spaces and subsets which
are subspaces;
● Prove properties of real
vector spaces and
subspaces;
● Determine bases of vector
spaces and subspaces
Assess students’ mastery of
concepts
At the end of the lesson, the
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Lang, S. (1971). Linear
Algebra. Springer.
B. Curated lecture
materials
C. Lecture
Videos;
D. Prepared
lecture
presentation
(pdf/ppt)
80 % of students Formative
A. Printed Books acquired the learning Assessment:
Finkbeiner, D. (1960). content by submission 1. Oral
Introduction to Matrices of the assessment recitation
and Linear tasks and/or outputs. 2. Pen and
1. Interactive Discussion
Transformation. D.B. paper quiz
2. Problem Solving (Group)
Taraporevala 3. Class
a. Given some sets, the
participation
students are asked to
Herstein, H. (1964). 4. Seatwork
prove or verify that
IV. REAL VECTOR SPACES AND Topics in Algebra.
the given sets are
SUBSPACES Wiley
real vector spaces or
not.
1. Definition of a Real Vector Kolman, B. (1970). 9
b. The students are
Space and Subspaces Elementary Linear hours
asked to determine
2. Linear Independence Algebra. Pearson
bases for some given
3. Basis and Dimension
vector spaces
4. Rank of a Matrix Lang, S. (1971). Linear
3. Boardwork
Algebra. Springer.
Some students are asked to write the
solutions of the problems on the
B. Curated lecture
board and then explain it.
materials
C. Lecture
Videos;
D. Prepared
lecture
presentation
(pdf/ppt)
Earn at least 70% 2
Midterm examination Face to Face Modality Face to Face Modality
score hours
V. LINEAR TRANSFORMATION 1. Interactive Discussion
Revision: 3
Page 5 of 10
students should be able to:
● Determine whether two
vector spaces are
isomorphic;
● Determine whether a
function from one vector
space to another is a
linear transformation;
● find the kernel and
range, find basis for the
kernel and range,
determine the nullity and
rank;
● Determine whether a
given linear
transformation is one - to
- one or onto
● Find the standard matrix
for a given linear
transformation are
composition of linear
transformation
● Determine whether a
given linear
transformation is
invertible and find its
inverse if it exists
● Know and use the
properties of similar
matrices
At the end of the lesson, the VI. EIGENVALUES AND
students should be able to: EIGENVECTORS
● Verify an eigenvalue and
an eigenvector of a given
matrix;
● Explain the geometrical
interpretation of the
eigenvalue and
eigenvector of a given
matrix;
● Find the characteristic
equation and the
eigenvalues and
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1. Isomorphism of vector
spaces
2. Linear transformation
3. Kernel of a linear
transformation
4. Range, nullity and rank
5. Dimension theorem
6. Nonsingular Linear
transformation
7. Matrix of a linear
transformation
8. SImilarity
1. Eigenvectors and
eigenvalues
2. Characteristic polynomial
3. Hamilton - caley theorem
4. Diagonalization
2. Problem Solving (Group) A. Printed Books
a. Given some sets, the Finkbeiner, D. (1960).
students are asked to prove Introduction to Matrices
or verify that the given sets and Linear
are real vector spaces or not. Transformation. D.B. 9
b. The students are asked to Taraporevala hours
determine bases for some
given vector spaces Herstein, H. (1964). 80 % of students Formative
3. Boardwork Topics in Algebra. acquired the learning Assessment:
Some students are asked to write the Wiley content by submission 5. Oral
solutions of the problems on the of the assessment recitation
board and then explain it. Kolman, B. (1970). tasks and/or outputs. 6. Pen and
Elementary Linear paper quiz
Algebra. Pearson 7. Class
participation
Lang, S. (1971). Linear 8. Seatwork
Algebra. Springer.
B. Curated lecture
materials
C. Lecture
Videos;
D. Prepared
lecture
presentation
(pdf/ppt)
1. Interactive Discussion A. Printed Books
2. Problem - solving (Group) Finkbeiner, D. (1960). 80 % of students Formative
3. Boardwork Introduction to Matrices acquired the learning Assessment:
Some students are asked to write the and Linear content by submission 1. Oral
solutions of the problems on the Transformation. D.B. of the assessment recitation
board and then explain it. Taraporevala tasks and/or outputs. 2. Pen and
6
paper quiz
hours
Herstein, H. (1964). 3. Class
Topics in Algebra. participation
Wiley 4. Seatwork
Kolman, B. (1970).
Elementary Linear
Revision: 3
Page 6 of 10
 corresponding
eigenvectors of a given
matrix;
● Determine whether a
given matrix is
diagonalizable,
symmetrical or
orthogonal
● Find a basis B (if
possible) for the domain
of a linear transformation
L such that the matrix of
L relative to B is
diagonal.
● Find the eigenvalues of a
given symmetric matrix
and determine the
dimension of the
corresponding
eigenspace.
● Find an orthogonal
matrix that diagonalizes
a given matrix
At the end of the lesson, the
students should be able to:
● For a given vector v, find
its length, a unit vector in
the same or opposite
direction, all vectors that
are orthogonal to v, and
the projection of v onto a
given vector or vector
space.
● Find the distance, the dot
product, the inner
product, the cross
product and the angle
between any two given
vectors in a Euclidean
space.
● Verify and use the
Cauchy - Schwarz
Inequality, the Triangle
VII. INNER PRODUCT SPACES
1. Length and Dot Product in
R^(n)
2. Inner Product Spaces
3. Orthonormal Bases:
Gram-Schimdt Process
4. Mathematical Models and
Least Squares Analysis
Algebra. Pearson
Lang, S. (1971). Linear
Algebra. Springer.
B. Curated lecture
materials
C. Lecture
Videos;
D. Prepared
lecture
presentation
(pdf/ppt)
- Interactive Discussion A. Printed Books
- Problem - solving (Group) Finkbeiner, D. (1960). 80 % of students Formative
- Boardwork Introduction to Matrices acquired the learning Assessment:
Some students are asked to write the and Linear content by submission 1. Oral
solutions of the problems on the Transformation. D.B. of the assessment recitation
board and then explain it. Taraporevala tasks and/or outputs. 2. Pen and
paper quiz
Herstein, H. (1964). 3. Class
Topics in Algebra. participation
Wiley 4. Seatwork 3
hours
Kolman, B. (1970).
Elementary Linear
Algebra. Pearson
Lang, S. (1971). Linear
Algebra. Springer.
B. Curated lecture
materials
C. Lecture

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 Inequality, the Triangle Videos;
Inequality and the D. Prepared
Pythagorean Theorem lecture
for vectors. presentation
● Determine whether any (pdf/ppt)
two given vectors are
orthogonal, parallel or
neither.
● Determine whether a
given set of vectors is
orthogonal, orthonormal
or neither.
● Determine whether given
subspaces are
orthogonal
● Solve problems involving
mathematical models
and least squares
analysis
Assess students’ mastery of Earn at least 70% 2
Final examination Face to Face Modality Face to Face Modality
concepts score hours

Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Midterm Examination Face to face Modality October 22, 2022
Tests and Examinations
Final Examination Oral Comprehensive December 17, 2022
Activity/Problem Solving Worksheets Activity/Problem Solving Worksheets Thru: email and/or snail mail TBA
Video Demo Teaching Video Demo Teaching Thru: email and/or snail mail TBA

Course Assessment:
System of Computing Grades :

Attendance and Class Participation – 20%

Examination (Midterm/Final Examination) – 40%
Written/Activity Outputs/Performance Tasks – 40%

Midterm Grade = Attendance and Class Participation (20%) + Midterm Examination (40%) + Written/Activity Outputs/Performance Tasks (40%)

Tentative Final Grade = Attendance and Class Participation (20%) + Final Examination (40%) + Written/Activity Outputs/Performance Tasks (40%)

Final Grade = Mid-term grade (1/3) + [(Tentative Finals x 2) + Midterm]/3

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References:

Finkbeiner, D. (1960). Introduction to Matrices and Linear Transformation. D.B. Taraporevala

Herstein, H. (1964). Topics in Algebra. Wiley

Kolman, B. (1970). Elementary Linear Algebra. Pearson

Course Policies:

Academic Integrity Policy:

For this course, the Honor Code is that there will be no plagiarizing on written work and no cheating on exams. Proper citation must be given to authors whose works were used in
the process of developing instructional materials and learning in this course. If a student is caught cheating on an exam, he or she will be given zero marks for the exam. If a student is
caught cheating twice, the student will be referred to the Office of Student Services and be given a failing grade in accordance with the guidelines as stated in the BU Students Handbook.

Policies on Absences and Tardiness:

According to CHED policy, the total number of absences by the students should not be more than 20% of the total number of meetings or 7 Hours for a two-unit-course. Students
incurring more than 7 hours of unexcused absences automatically get a failing grade regardless of class standing. This policy is applicable only for residential (face-to-face) mode of
instruction delivery.

Language of Instruction:
The language of Instruction is English. Students are expected to use English in their outputs and reports.

Use of the Learning Management System:

The Google classroom will be used as the primary course site for this course. However, mobile applications on Mathematics will also be part of the learning delivery for those who
have slow connectivity to no connectivity. It will be useful for those with difficulty accessing the virtual classroom, therefore, those apps provide tutorials and other study tools for the subject
matter. Enrolled students must have an official BU email address.

For students with zero internet connectivity, communications will be via phone and submissions will be through Mail or Drop Box.

Special/Make-Up Quiz/Examinations/Work:
Make-Up on the examination will be given to students with valid reasons. Students are allowed to inform the subject professor for rescheduling of exam two (2) days prior to the
schedule. No show or response will be considered as forfeited and will obtain a failing mark. A written letter signed by the parents and/or guardian is needed to reconvene such
examination.

Submission of Laboratory Outputs/Paper Reports

All course requirements such as activity/problem solving worksheets/videos can be sent thru LMS (Google Classroom) or it can be sent via email (jncardano@gmail.com) . The

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 requirements can also be submitted via snail mail or drop it off at the Education Department drop box with a proper label and details. Late submission will earn 2 points deduction per
week.

Dress and Grooming Codes:

All students are expected to wear uniforms during face-to-face meetings. Should there be a synchronous activity through online platforms (e.g., Google Meet, Zoom, etc.) a proper
attire is expected among participants.

Advising and Support:

Consultation schedule for this course are as follow:
a. Online: Weekends (Saturday, 5:00 pm to 7:00 pm)
b. Onsite (Face-to-face) consultation is by appointment basis, please set an appointment at least a day before your intended date of consultation. Health and Safety
protocols will be strictly implemented.

Caveat: Issues and matters not stated in this syllabus that are important for this course should be consulted with the course Instructor.

Prepared by: Reviewed by: Approved:

JENALYN T. CARDANO DOMINGO B. BOGÑALBAL MARIA GISELLA N. MORTEGA, Ph.D

Course Instructor Department Head Dean
Date

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