West Visayas State University

Janiuay Campus
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero Nat’l Comp.
High School,Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
Mathematics and Science Department
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 317-1894
* Website: janiuay.wvsu.edu.ph*Email Address: janiuay@wvsu.edu.ph

OUTCOMES-BASED EDUCATION (OBE) COURSE DESIGN/SYLLABUS

in
MATHEMATICS IN THE MODERN WORLD

Date Revised/Enhanced: Aug 2, 2021

I. University
Vision: A research university advancing quality education towards societal transformation and global recognition.

Mission: WVSU commits to develop life-long learners empowered to generate knowledge and technology, and transform communities as agents of
change.

Core Values:
Excellence – WVSU continually produce quality, research and service-oriented professionals.
Creativity and Innovation – The institution is the hub in the development and enhancement of creative works and discovering of innovative ideas
Service – WVSU commits to provide quality service to student-clients, partner communities and organizations to actively participate in national
transformation.

Hashtag: WVSU EXCELS

Branding: At WVSU, Excellence is a way of life

Institutional Outcomes: (For Instruction)

Taga-West…
- is creative and critical thinker
- is an effective and responsible communicator
- is technologically-skilled
- has the ability to engage in research
- has teaming and collaborative skills

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 - is socially responsible and has strong national identity
- is globally employable
- is self-directed, competent, and accountable professionals
- has uncompromising personal and professional ethical standards
- can utilize lifelong learning skills for personal development and excellence in professional practice

II. College/Campus : Janiuay Campus

Campus Outcomes:
• Innovative, responsible and committed individuals
• Posses efficient communication skills
• Educationally adaptable to the changing demands of time
• Excellent in teacher education program and other areas of specialization

III. Program/Degree :
a. Bachelor of Secondary Education
b. Bachelor of Elementary Education
c. Bachelor of Science in Industrial Technology
d. Bachelor of Science in information Technology

IV. General Education Outcomes: Based on CMO 20, Series 2013

Intellectual Competencies
a. higher level of comprehension (textual, visual)
b. proficient and effective communication (writing, speaking, and use of new technologies)
c. understanding of basic concepts across the domains of knowledge
d. critical, analytical, and creative thinking
e. application of different analytical modes (quantitative, artistic, and scientific, textual and visual, experimental, observation, etc.) in tackling
problems methodically

Personal and Civic Responsibilities

f. appreciation of the human condition
2

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 g. capacity to personally interpret the human experience
h. ability to view the contemporary world from both Philippine and global perspectives
i. self-assuredness in knowing and being Filipino
j. capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
k. ability to reflect on moral norms/imperatives as they affect individuals and society
l. ability to appreciate and contribute to artistic beauty
m. understanding and respect for human rights
n. ability to contribute personally and meaningfully to the country’s development

Practical Skills
o. working effectively in a group
p. application of computing and information technology to assist and facilitate research
q. ability to negotiate the world of technology responsibly
r. problem-solving (including real-world problems)
s. basic work-related skills and knowledge

V. Course No. and Title: Mathematics in the Modern World Prerequisites: None

VI. School Year/Semester Offered: 2021-2022 / 1st semester

VII. Course Description: CMO # 20, Series 2013

This course deals with the nature of mathematics, appreciation of its practical, intellectual, aesthetic dimensions and application of mathematical tools in daily
life. It 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 bunch of
formulas but as a source of aesthetics in patterns of nature, for example, and a rich language in itself (and of 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. Theses aspects will provide opportunities for actually doing mathematics in a broad range of exercises that bring out the various
dimensions of mathematics as a way of knowing, and test the students’ understanding and capacity.
VIII. Course Credit/Unit : Three (3) units lecture

IX. Course Outcome: CMO # 20, Series 2013

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 At the end of the course the students must have:

1. discussed and appreciated the nature of mathematics, what it is now, how it is expressed, represented and used.
2. applied different types of reasoning to justify statements , arguments and solved problems made about by mathematics and mathematical concepts.
3. discussed the language and symbols of mathematics.
4. used a variety of statistical tools to process and manage numerical data.
5. used mathematics in other areas such as finance and business, codes and coding schemes, networks, voting, health and medicine, environment, arts and
design, and recreation.
6. appreciated the nature of mathematics and affirmed honesty and integrity in its application to various human endeavors.

X. Course Design Matrix

OUTCOMES-BASED ASSESSMENT OF RESOURCE TIME

DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/
TEACHING & LEARNING MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES
LEARNING (OBTL) OUTCOMES (ALO)

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.

At end of the unit, the
students must have:
1. explained and internalized the 1. The University’s Vision, Mission,
vision, mission, core values of
the University and the
institutional, college/campus,
degree and course outcomes;
and
2. understood and committed to
the rules and regulations
stipulated in the University
Code, and Student Handbook
and set rules in the classroom.
Part I – The Nature of Mathematics
At end of the unit, the
students must have:
1. identified patterns in nature
and regularities in the world; 1. Patterns and Numbers in Nature
2. articulated the importance of
mathematics in one’s life;
3. argued about the nature of
mathematics, what it is, how
it is expressed, represented,
and used; and
4. expressed appreciation for
mathematics as a human
endeavour.
Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
Face to Remote Face to Remote
Face Face
Unit 0: Orientation
2013 University Code Course 1.5 hrs
Core Values, and Outcomes Discussion Discussion Outline
2. The College of Arts and Sciences 2014 WVSU Student
Outcomes Handbook Powerpoint
3. The General Education CMO #49 s.2017 presentations
Outcomes
4. The Course Description CMO # 20, s. 2013 Internet
5. The Course Outcomes College Brochures (website)
6. The Course Content and Grading
System
Unit I: Mathematics in Our
World Nature’s Numbers by Ian
Stewart or Mathematics in Video- watching Short response Videos 3 hrs
Nature: Modeling Patterns
and the World in the Natural World by Books
Essay writing
2. Getting to Know Mathematics John A. Adam or A
a. What is Mathematics? Journal writing Powerpoint
Mathematical Nature Walk
b. Where is Mathematics? by John A Adam or any Two-to three-page presentations
c. What is Mathematics book of same level, intent Whole class discussion synthesis paper
About? and approach (2) module
d. How is Mathematics done?
https://vimeo.com/99533 Performance Task Poster presentation
e. Who uses Mathematics? Activity
68 (Poster making and
3. Importance of Mathematics sheets
presentation) Rubric/Criteria
a. What is Mathematics for?
b. Why is Mathematics Aufmann, R., et al. (2017) Laptop/
Important to Learn or Mathematics in the Cellphone
Know? Modern World. Philippine
4. Various Applications of
ed. Rex Book Store
Mathematics
(Cengage) (Chapter 1)
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

At the end of the unit, the
student must have:
Tannenbaum, P. (2007)
Excursions in Modern
Mathematics. 6th ed. New
Jersey: Pearson Education
Inc. (Chapters 9 & 12)
Unit II: Mathematical Language
and Symbols

1. discussed the language, 1. Importance of Language Aufmann, R., et al. (2017) Individual or small Written Exercises Books 6 hrs
symbols and conventions of 2. The Mathematical Language Mathematics in the group exercises
Mathematics; a. Characteristics of Modern World. Philippine including games Powerpoint
Quiz
2. explained the nature of mathematical language presentations
ed. Rex Book Store
mathematics as a language; b. Mathematical
3. performed operations on (Cengage) (Chapter 2& 5) Practice Drill Module
expressions
mathematical expressions c. Mathematical sentences Whole class Problem Sets
correctly; and 3. Translation of English Aufman, R., et. al. (2013) discussions of the Activity
4. acknowledged that expressions and sentences Mathematical Excursions. comparisons between sheets
mathematics is a useful 4. Elementary logic 3rd ed. Belmont, CA: the English and
language. a. Logic statements Cengage Laerning Mathematical language Laptop/
b. Logic connectives, (Chapter 3) Cellphone
symbols, and negation Compilation of
c. Quantifiers Jamison, R.E. (2000). mathematical symbols
5. Equivalent Statements, and Learning the language of and notations and
Tautologies mathematics. Language their meanings
and Learning across the
Disciplines, 4(1), 45-54

Discrete Mathematics and

Its Application (2012)
[Philippines]:McGrawHill
(Chapter 1)
6

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

Epp, S. (2012). Discrete

Mathematics. Andover:
Cengage Learning
(Chapter 2)
At the end of the unit, the Unit III: Problem Solving and
student must have: Reasoning
1. used different types of 1. Mathematical Reasoning Aufmann, R., et al. (2017) Books 7.5 hrs
Small-group problem Problem set
reasoning to justify a. Inductive Reasoning Mathematics in the solving
statements and arguments b. Deductive Reasoning Powerpoint
made about mathematics and Modern World. Philippine Practice Drill presentations
2. Problem Solving
mathematical concepts; ed. Rex Book Store Whole class
a. Problem Solving involving
2. solved problems involving Patterns (Cengage) (Chapter 3) discussions of key Module
Quiz
patterns and recreational b. Polya’s Problem Solving problems and solutions
problems following Polya’s Strategy Aufman, R., et. al. (2013) Activity
four steps; and c. Recreational Problem Mathematical Excursions. sheets
3. organized his/her methods Solving 3rd ed. Belmont, CA:
and approaches for proving Cengage Laerning Laptop/
and solving problems. (Chapter 1) Cellphone

Long, C. T., De Temple,

D.W., Millman, R. S.
(2012) Mathematical
Reasoning for Elementary
Teachers. 6th ed. Boston:
Addison Wesley (Chapter
1)

Bass, L., et al. (2004).

Prentice Hall
Mathematics: Geometry.
Needham, Massachusetts:
7

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

Pearson Printice Hall

(Chapter 2)

Part II – Mathematics as a Tool

At the end of the unit, the
student must have:
1. used a variety of statistical
tools to process and manage
numerical data;
2. used the methods of linear
regression and correlations to
predict the value of a variable
given certain conditions; and
3. advocated the use of
statistical data in making
important decisions.
Unit IV. Data Management
Aufmann, R., et al. (2017) Lectures Quiz
1. Review: Descriptive Statistics Mathematics in the Books
(Measures of Central Tendecy, Modern World. Philippine Work with statistical Practice Drill Powerpoint
Location and Dispersion), and
ed. Rex Book Store software using Group project presentations
Inferential Statistics (Normal
computer or calculator
Distribution and Hypothesis (Cengage) (Chapter 4) proposal for a
Testing) quantitative study Module
2. Chi-Square, Correlation, and Bluman, A. G. (2013) Planning or Conducting
Elementary Statistics: A a Study Activity
Regression
Brief Version. 6th ed. New sheets
York, NY: MCGraw Hill
Class discussions
(Chapters 3, 8, 9, 10 and Laptop/
11) (small group Cellphone 7.5 hrs
discussion)
Larsen, Richard J., Marx,
Morris L. (2012) An
Introduction to
Mathematical Statistics
and Its Applications. 5th
ed. Boston (Chapters 6, 7,
9, 11 & 12)

Long, C. T., De Temple,

D.W., Millman, R. S.
(2012) Mathematical
Reasoning for Elementary
8

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

Teachers. 6th ed. Boston:

Addison Wesley (Chapter
13)

Walpole, R., Myers, R.,

Myers, S., & Ye, R. (2012)
Probability and statistics
for engineers and
scientists. 9th ed. Pearson
Education Inc.

Tannenbaum, P. (2007)
Excursions in Modern
Mathematics. 6th ed. New
Jersey: Pearson Education
Inc. (Chapters 13, 14 and
16)
At the end of units I to IV, the Unit I. Mathematics in our World
students must have achieved Unit II. Mathematical Language Midterm Exam Test Paper/ 1.5 hrs
at least 75% mastery of the and Symbols Test Booklet/
principles, concepts and skills Unit III. Problem Solving and Google
included in the corresponding Reasoning Forms
units Unit IV. Data Management
At the end of the unit, the Unit V. Linear Programming Robertson, D. (2013). Books 4 hrs
student must have: Linear Programming:
1. Showed understanding of 1. Solving linear inequalities in Solving Systems of Interactive Discussion Quiz Powerpoint
the characteristics of two variables Linear Inequalities. presentations
different types of decision- 2. Systems of linear inequalities ICT Integration
Retrieved from:
making environments and in two variables Problem Sets Module
http://www.mshartleysr Written/Oral Exercises
the appropriate decision- 3. Mathematics of linear oom.weebly.com/uploa Practice Drill Activity
making approaches. programming ds/2/7/3/6/27360631/li Group Work Activity sheets
9

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

2. Formulated the graphical nearprog

representation and solution rammingrealworldprobl Group Presentation Laptop/
of real-life word problems ems.pdf Cellphone
involving linear
programming. Stapel, E. Linear
Programming: Word
Problems. Purplemath.
Retrieved from
https://www.purplemat
h.com/modules/linprog
3.htm
At the end of the unit, the Unit VI: Apportionment and
student must have: Voting Lecture-Discussion Quiz Books
1. used mathematical concepts 1. Introduction to apportionment Aufman, R., et. al. (2013) Practice Drill
and tools in other areas such a. The Hamilton Plan Mathematical Excursions. PowerPoint
as apportionment and voting; 3rd ed. Belmont, CA: Student-led Discussion Problem Set presentations
b. The Jefferson Plan
2. explained the different Cengage Laerning
c. Fairness in Apportionment (Chapter 4) Brain Storming and Group Reporting/ Module
apportionment and voting d. The Hungting-Hill
methods; and constructing real life Presentations
Apportionment Method Tannenbaum, P. (2007) situation wherein the Activity
3. supported the use of 2. Introduction to Voting Excursions in Modern application of sheets 4 hrs
mathematics in various a. Plurality Method Mathematics. 6th ed. New apportionment and
aspects and endeavours in b. Borda Count Method Jersey: Pearson Education voting may be used Laptop
life.
c. Plurality with Elimination Inc. (Chapters 2 and 4)
Method
d. Pairwise Comparison Voting
Method
3. Weighted Voting Systems

At the end of the unit, the Unit VII. The Mathematics of

student must have: Interactive Discussion Quiz Graphing 4 hrs
10

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

1. defined basic concepts related Graphs Aufman, R., et. al. (2013)
to graphs; 1. Basic concepts of graphs Mathematical Excursions. ICT Integration Problem Set Paper
2. differentiated path and circuit 2. Pathsand circuits 3rd ed. Belmont, CA: (Illustration of Colored Pens
e.g. Eulerian and Hamiltonian a. Euler Cengage Laerning Written/Oral Exercises Grpahs and Solving)
graphs; b. Hamiltonian (Chapter5) Module
3. applied Euler and Hamiltonian 3. Weighted graphs Group Work Activity Graph Coloring
paths and circuits to solve 4. Planarity and Euler’s formula Discrete Mathematics and (Maps, Cartoon Laptop
problems; and 5. Graph coloring Its Application (2012) Group Presentation Characters, etc)
4. applied the concept of graph [Philippines]:McGrawHill Maps
in planning and decision (Chapter 7) Practice Drill
making regarding networks
and designs Tannenbaum, P. (2007)
5. demonstrated patience, Excursions in Modern
accuracy, and orderliness in Mathematics. 6th ed. New
doing once task. Jersey: Pearson Education
Inc. (Chapters 5, 6 & 7)

At the end of the unit, the Unit VIII. Mathematical

student must have:
1. represented mathematically
situations that repeats in
cycles using modular
arithmetic;
2. solved arithmetic operations
modulo n;
3. used codes in data
transmission and security;
4. performed operations in
Group.
Systems
1. Modular Arithmetic Aufman, R., et. al. (2013) Interactive Discussion Quiz Books
2. Application of Modular Arithmetic Mathematical Excursions.
(ISBN, UPC, Credit Card 3rd ed. Belmont, CA: ICT Integration Group Output (Result Module
Numbers, Cryptography) Cengage Laerning of Investigation)
3. Introduction to Group Theory (Chapter8) Written/Oral Exercises Laptop 5 hrs
Problem Sets
Aufmann, R., et al. (2017) Group Work Activity
Mathematics in the Practice Drill
Group Presentation
Modern World. Philippine
ed. Rex Book Store

11

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

(Cengage) (Chapter 7)

Epp, S. (2012). Discrete

Mathematics. Andover:
Cengage Learning
(Chapter 6)
At the end of the unit, the Unit IX. Codes Discrete Mathematics and Power point Quiz Books
student must have: 1. Binary Codes Its Application (2012) Presentation
1. used code schemes to encode 2. Integers in Computers [Philippines]:McGrawHill Group Output (Result Module
and decode different types of (Chapter 4) Lecture-Discussion of Investigation) Laptop
3. Logic and Computer Addition
information for identification,
4. Text Data
Additional References: Group Investigation Paper Pencil Test
privacy and security purposes;
5. Errors and Error Correction Introduction to
2. Exemplified honesty and
integrity when using codes for
6. Error Detecting Code Contemporary Oral Presentation
security purposes. mathematics (2nd Ed.) by
COMAP, Inc. 4.5hrs

A Student’s Guide to
Coding and Information
Theory by Moser and
Chen

At the end of the unit, the
student must have:
1. applied geometric concepts,
especially isometries in
describing and creating
designs manually or with the
use of Geogebra or other
http://www.exploratorium
.edu/ronh/secret/secret.ht
m
Unit X : Geometric Design Tannenbaum, P. (2007)
1. Recognizing and analyzing Excursions in Modern Lecture – Discussion Quiz Laptop
geometric shapes Mathematics. 6th ed. New
Jersey: Pearson Education ICT Integration Module
2. Transformations Group Presentation 4 hrs
Inc. (Chapters 11)
3. Patterns and Diagrams Rubric/Criteria
Small Group Activities Group
4. Design, Arts, & Culture Venema, G (2012). Outputs
12

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 OUTCOMES-BASED ASSESSMENT OF
TEACHING & LEARNING
RESOURCE TIME
DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ LEARNING (OBTL) OUTCOMES (ALO)
MATERIAL ALLOTED
OUTCOMES (DLO) MATTER REFERENCES Face to Remote Face to Remote
Face Face

mathematical softwartes; and Foundations of Geometry. Group Presentations of

2. contribute to the enrichment 2nded. Boston, MA: various indigenous
of the Filipino culture and arts Pearson Education Inc. designs found in one’s
using concepts in geometry. (Chapter 10) homecommunity
(Integrating Project)
Long, C. T., De Temple,
D.W., Millman, R. S. Oral and written
(2012) Mathematical exercises
Reasoning for Elementary
Teachers. 6th ed. Boston:
Addison Wesley (Chapters
9 & 11)

Aufman, R., et. al. (2013)

Mathematical Excursions.
3rd ed. Belmont, CA:
Cengage Laerning
(Chapter7)

At the end of units V – X, the Unit V. Linear Programming

students must have achieved Unit VI. Apportionment and Voting Final Examination Test Paper/
at least 75% mastery of the Test Booklet
Unit VII. The Mathematics of
principles, concepts and skills
Graphs
included in the corresponding
units Unit VIII. Mathematical Systems 1.5 hrs
Unit IX. Codes
Unit X. Geometric Designs

13

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
XI: Course Mapping

A. Course Outcomes in relation to General Education Outcomes and Institutional Outcomes

General Education Outcomes
Intellectual Practical Institutional Outcomes
Course Outcomes Personal and Civic Responsibilities
Competencies Skills
a b c d e f g h i j k l m n o p q r s a b c d e f g h i j
1. discussed and appreciated the
nature of mathematics, what it is
✓ ✓ ✓ ✓
now, how it is expressed,
represented and used.
2. applied different types of reasoning
to justify statements , arguments
and solved problems made about by ✓ ✓ ✓ ✓ v ✓
mathematics and mathematical
concepts.
3. discussed the language and
✓ ✓ ✓
symbols of mathematics.
4. used a variety of statistical tools to
✓ ✓ ✓ ✓ ✓ ✓
process and manage numerical data.
5. used mathematics in other areas
such as finance and business, codes
and coding schemes, networks,
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
voting, health and medicine,
environment, arts and design, and
recreation.
6. appreciated the nature of
mathematics and affirmed honesty
✓ ✓ ✓ ✓ ✓ ✓ ✓
and integrity in its application to
various human endeavors.

14

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
B. Course Outcomes in relation with Teaching Learning Activities and Assessment Strategies

Course Outcomes Teaching and Learning Activities Assessment Strategies

Lecture-discussion, think-pair-share, group-sharing,
1. discussed and appreciated the nature of mathematics, what it is now, Journal or scrapbook, synthesis paper,
video watching, oral presentation, discovery
how it is expressed, represented and used. vignette, poster presentation
method, assigned reading,
2. applied different types of reasoning to justify statements and Lecture-discussion, group-sharing, discovery Seatwork, quiz, problem set, evaluating
arguments made about mathematics and mathematical concepts. method arguments
3. discussed the language and symbols of mathematics. Lecture-discussion, group-sharing, Seatwork, quiz, problem set
Seatwork, quiz, problem set, data
4. used a variety of statistical tools to process and manage numerical Lecture-discussion, group-sharing, model-lead-test,
analysis or research proposal, problem
data. think-aloud, technology-assisted instruction
solving, technology-assisted activities
5. used mathematics in other areas such as finance and business, codes Lecture-discussion, group-sharing, model-lead-test, Seatwork, quiz, problem set, problem
and coding schemes, networks, voting, health and medicine, discovery method, think-aloud, technology-assisted solving, investigatory activity, technology-
environment, arts and design, and recreation. instruction assisted activities
6. appreciated the nature of mathematics and affirmed honesty and
Lecture-discussion, group-sharing Reflection paper
integrity in its application to various human endeavors.
Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher and students.

X. Criteria for Grading

Midterm/Final Examination 40%
Quizzes, Problem Set,& Long Test/Unit Test 40%
Supplementary Outputs and Participations 20%
100%
Final Grade Components : 1/3 of Midterm Grade + 2/3 of Final Term Grade = FINAL GRADE

XI. Other Requirements

Every student must have:
1. read each topic included in the course outline;
2. submitted problem sets and assignments;
3. complied with the project requirements such as poster, vignette, synthesis, research proposal, and others;
4. passed the quizzes, long tests, and major examinations; and
5. participated in class discussions, and other relevant activities e.g. University Math Day Celebration.

15

Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
Prepared and Designed By: ELIZABETH A. MAGALLANES, PhD FRANCIS O. PANTINO, PhD MYRNA H. DELA SAURA ROSEMARIE M. JAVA
CAS- WVSU Main CAS –WVSU Main CAS – WVSU Main CAS – WVSU Main

DOLLY ROSE F. TEMELO,PhD JOEY JANE C. TAYCO, PhD MA. CHONA CATEDRAL ALEXIS PESCUELA
CAS – WVSU Main WVSU- Janiuay Campus WVSU –Pototan Campus WVSU –Pototan Campus

KEITH LESTER A. MALLORCA WILHELM P. CERBO, Ed.D GENEVEVE M. PARREÑO

CAS- WVSU Main CAS- WVSU Main CAS- WVSU Main

Reviewed by: Approved:

ELIZABETH A. MAGALLANES, PhD MA. ELFEDA ECUBE, PhD
Chair, Mathematics Department Dean, College of Arts and Sciences

For this Campus:

Prepared and Revised by:

BELLA A. RETIRACION, Ed. D. ROMELYN B. LAM, MA, Math

Course Facilitator Course Facilitator

FLORENCIO L. CORDURA, JR, MA, Math MARIAN S. ALQUISALAS

Course Facilitator Course Facilitator

Reviewed by: Approved:

JOEY JANE C. TAYCO, Ph. D. LENY A. QUINTILLA, Ed. D.

Chair, Mathematics and Science Department Dean of Instruction

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
ATTACHMENTS (RUBRICS)

Short Response
Point Indicator
0 The student is unable to elicit the ideas and concepts from the readings and video indicating that s/he has not read the prescribed reading or watched the video.
1 The student is able to elicit the ideas and concepts from the readings and video but shows erroneous understanding of these.
2 The student is able to elicit the ideas and concept from readings and video and shows correct understanding of these.
3 The student not only elicits the correct ideas from the reading and video but also shows evidence of internalizing these.
4 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.

Problem Solving/Set (Formative Assessment Purposes Only)

Point Indicator
0 The Students did not make any attempt to solve the problem.
1 The student attempted to answer the problem but majority of the parts of the solution are incorrect.
2 The student is able to solve most parts of the problem but with minimal error.
3 The student is able to completely solve the problem but with minimal errors.
4 The student is able to completely solve the problem without any error.

Oral Presentation

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
Standards/C
Weight Very Satisfactory (4) Satisfactory (3) Nearly Satisfactory (2) Poor (1)
riteria
Demonstrates full knowledge by Demonstrates full knowledge by Demonstrates knowledge by answering all
Completely unable
answering all class questions with answering all class questions but with class questions but most parts of the
Content ScoreX3 to correctly answer
comprehensive explanations and in- less comprehensive explanations and in- explanation and elaboration were
questions.
depth elaboration. depth elaboration. irrelevant.
Logically delivered thoughts and Logically delivered thoughts and ideas Thoughts and ideas were not logically
Logical Unable to answer
ScoreX2 ideas and presents facts and and but some facts and evidences cited delivered and most facts or evidence cited
Reasoning questions.
evidences in support to the ideas. do not support the ideas. were irrelevant.
Seldom looking at notes and Unable to deliver
Emphasizes key points clearly and Key points were not emphasized clearly
Delivery ScoreX1 emphasizes key points clearly and without looking at
correctly but mostly looking at notes. and correctly.
correctly. the notes.
Data Analysis Poster Presentation/Scrapbook
Criteria Points Description Standard/Criteria Points Description
Data Gathering • Excellent data gathered from real (or reliable) • appropriate details support main idea
Procedure and sources using appropriate sampling technique. • accurate and detailed information
10 Content 25
Quality of • Sample size is reasonable or sufficient for the • information adequately supports purpose of
Data* analysis. No missing data. visual
• Rationale is clear and grounded • topic and title clear and easily identified
Introduction 5 • Statements of the problem and hypotheses are Clarity 10 • main idea is clearly appropriate to topic
clearly stated • all illustrations complement purpose of visual
• Statistical measures are applied and interpreted • outstanding use of color, design, and space
correctly. Inaccuracies are not present. • original creative design
• Presentation of process and results are easy to • over-all design is pleasing and harmonious
Data Analysis 25 Visual appeal 10
follow.
• Use concepts learned in class plus concepts and
analyses beyond the scope of the discussion.
• Clearly presented the summary of the findings. • free of grammatical errors
Conclusion 10 • Conclusion is comprehensively discussed. Mechanics 5 • words are eligible and pertinent to topic
• Clearly answers the question
* optional
Research Paper Proposal Synthesis Paper
Criteria Points Description Criteria Points Description
• importance of the study • elicits the correct ideas from the readings
Content 25 • substance of the theories used and literatures reviewed Content 15 • shows evidence of internalizing these and
• correct use of method and updated use of information consistently contributes additional thoughts to
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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.
 from varied sources the Core Idea
• offers in-depth and explicit evaluation of the
readings
Quality and • information clearly relates to the main topic
• smooth transitions among paragraphs
Organization 15 clarity of 5 • ideas are clearly and thoroughly presented
• absence of gaps in the text
information • free from grammatical error
• correct use of spelling, grammar, punctuation, and
Mechanics 5 Coherence • smooth transitions among paragraphs
diction
and 5 • absence of gaps in the text
• correct use of the format
Format 5 Organization • logically delivered thoughts and ideas
• completeness of the recommended parts

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Note: This syllabus is the intellectual property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University.
Likewise, the designer(s) of the syllabus must be properly acknowledged.