Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681

COLLEGE OF EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning experiences
2. Generate new knowledge and technologies
VISION 3. Engage and empower communities
4. Intensify internationalization and resource generation
An Agricultural Research University of Global Standards initiatives
5. Establish one e-governance system
6. Enhance management of university resources
MISSION
GUIDING VALUES
Leading innovations, building resilient and sustainable communities
• Quality and Excellence • Teamwork and Unity
• Professionalism • Liberalism
QUALITY POLICY • Institutional Pride
Central Bicol State University of Agriculture is committed to lead CORE PRINCIPLES
innovations in instruction, research, extension and resource generation for
clients' satisfaction, uphold its core values and principles and satisfy all • Discipline
applicable requirements and standards through continual improvement of its • Respect
quality management system. • Care

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 COLLEGE GOALS UNIVERSITY GOALS
1 2 3 4
Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of
instruction, research and publication, and extension; ✓ ✓ ✓ ✓

2. Promote quality teacher education programs that prepare world-class teachers;

✓ ✓ ✓
3. Develop relevant and responsive educational technologies through research;
✓
4. Catalyze development through community engagement; and
✓
5. Improve human and physical resources.
✓

PROGRAM EDUCATIONAL OBJECTIVES COLLEGE GOALS

After 3-4 years, the graduates of the BSE program shall: 1 2 3 4 5
1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas
of instruction, research and publication, and extension; ✓ ✓ ✓ ✓ ✓

2. Promote quality teacher education programs that prepare world-class teachers;

✓ ✓ ✓ ✓ ✓
3. Develop relevant and responsive educational technologies through research;
✓ ✓ ✓ ✓ ✓
4. Catalyze development through community engagement; and
✓ ✓ ✓ ✓ ✓
5. Improve human and physical resources.
✓ ✓ ✓ ✓ ✓

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 COURSE SYLLABUS

1. Course Number Math 113

2. Course Name Modern Geometry

3. Course This course seeks to enrich students’ knowledge of Euclidean Geometry. It discusses the properties and applications
Description of other types of geometries such as hyperbolic and elliptical geometries, finite geometry, and projective geometry.
Students will advance their skills in the use of the axiomatic method and in writing proofs which are both important in
higher mathematics

4. Credit Units 3 units

5. Contact Hours 3 Hours

6. Prerequisite Plane and Solid Geometry, Logic and Set Theory

7. Course Learning Outcomes

STUDENTS OUTCOMES*
At the end of the course, the students must be able to:
a b C d
1. Demonstrate understanding of the 5th Postulate and how it led to the emergence of other types of
geometry; D D D D

2. Demonstrate knowledge of the similarities and differences among the different geometric types in terms
of concepts, models, and properties with or without the use of ICT tools D D D D

3. Show critical thinking and logical reasoning in using the axiomatic method when constructing proofs for
non-Euclidean E E E E

4. Demonstrate understanding of mathematics as a dynamic field relative to the emergence of the different
D D D D
types of geometries.

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 *Level: I – Introductory, E – Enabling, D – Demonstrative

8. Course Coverage

Time Intended Learning Outcomes Topics Teaching and Learning Assessment Task
Allotment (ILOs) Activities

Week 1 In this learning experience, the I. Introduction A. Lecture Discussion Discussion Board
students are expected to: - Open- ended
a. inculcate in them the sense of VMGO B. Slides Presentation questions
pride and the
core values of CBSUA Quality Policy C. Recitation
b. orient students about the course Course Outline, Grading
and its requirements
System and Classroom and
Policies

Week 2-3 At the end of the session/s, the Unit 1. CLASSICAL PowerPoint
preservice teachers should be able EUCLIDEAN GEOMETRY presentations on the
to: 1. The origins of geometry basic concept of Classical Online quiz
Euclidean Geometry Discussion of Insights,
• Discuss the origin of Geometry 2. Undefined terms reflections through the
3. Euclid's first four Synchronous learning via Discussion board
• Discover any hidden Google Meet
postulates
assumptions that are made
4. The parallel postulate
by Euclid in his axioms and 5. Attempts to prove the Advanced
readings/research on the
proofs , or appeals to parallel topic “ Basic Concept of

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 intuition instead of logic.. postulate Geometry”

Synchronous

Week 4-5 a. Familiarize with the different Unit 2 Finite Geometry Video clips and Online quiz
axioms and theorems of four point multimedia presentations Using the
geometry 1. Four Point Geometry may be used to supplement Discussion Board.
the discussion of A critical situation will be discussed and
b. Discuss the different axioms and 1. Definition and Axiomatic system and finite analyzed, and decisions are made about
theorems of five point geometry Illustration
geometry how to
2. Axioms and
c. Familiarize and apply the different Postulate resolve the situation
Synchronous learning via
axioms and theorems of Fano’s Google Meet using knowledge
2. Four Line Geometry derived from library or
geometry
1. Definition and Library/Online research of online research
d. Appreciate the important Illustration information on identified
application of finite geometry in the
modern era. 2. Axioms and topics
Postulate

3. Fano’s Geometry

1. Definition and
Illustration

2. Axioms and
Postulate

Week 6 Assessment 1.
Summative Assessment covering week 1-5.

Week 7-8 At the end of the session/s, the Unit 3 HILBERT’S AXIOMS video clips and Online quiz
preservice teachers should be able multimedia presentations
1. Axiom of incidence may be used to supplement

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 to: 2. Axiom of Betweenness
3. Axioms of order
• Discuss a version of Hilbert's 4. Axioms of congruence
5. Axioms of continuity
axioms of incidence and 5. 5. Axiom of parallelism
betweenness and prove many of
the theorems that were taken for
granted by Euclid in his Elements
the discussion of Discussion Board.
Hilbert’s Axioms
A critical situation is discussed and
analyzed, and decisions are made about
Synchronous learning via how to resolve the situation.
Google Meet
Library/Online research of
information on identified
topics

• Show how the notions of

incidence and betweeness can
be developed without appealing
to geometric intuitions
CO 9-11 At the end of the session/s, the
preservice teachers should be
able to:
• define neutral geometry
• prove the rest of Hilbert's
axioms, and develop (some
of) Euclidean geometry from
the modern point of view
Unit IV. NEUTRAL
GEOMETRY
1. Geometry without the
parallel
axiom
2. Alternate interior angle
theorem
3. Exterior angle theorem
4. Measure of angles and
segments
5. Saccheri-Legendre
theorem
6. Equivalence of parallel
postulates
7. Angle sum of a triangle
video clips and Online quiz
multimedia presentations
may be used to supplement Discussion Board.
the discussion of
Neutral Geometry A critical situation is discussed and
analyzed, and decisions are made
Synchronous learning via abouthow to resolve the situation
Google Meet
Library/Online research of
information on identified
topics

Week 12 Assessment 2
Summative assessment covering week 7-11.
Week 13 - a. Define transformation of the Unit V. Transformation of video clips and Online quiz

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 14 Euclidean plane the Euclidean plane multimedia presentations Discussion Board.
may be used to supplement
b. Discuss the different properties A. Definition the discussion of A critical situation is discussed and
and theorem of transformation Euclidean Geometry analyzed, and decisions are made
B. Types abouthow to resolve the situation
c. Appreciate the importance Synchronous learning via
application of this geometry in the 1. Translation
Google Meet
modern era.
2. Rotation
Library/Online research of
3. Reflection information on identified
topics
4. Dilation

Week 15-16 At the end of the session/s, the Unit VI. HISTORY OF THE video clips and Online quiz
preservice teachers should be able PARALLEL POSTULATE multimedia presentations
to: may be used to supplement Discussion Board.
• discuss the role of the 1. Proclus the discussion of
parallel postulate in History of the Parallel A critical situation is discussed and
Euclidean geometry 2. Wallis Postulate analysed, and decisions are made about
• investigate the question of 3. Saccheri how to resolve the situation
whether or not the parallel Synchronous learning via
postulate is necessary for 4. Clairaut Google Meet
geometry
• discuss statements in 5. Legendre Library/Online research of
geometry that are equivalent information on identified
to the parallel postulate 6. Lambert and Taurinus topics

7. Farkas Bolyai

Week 17 At the end of the session/s, the Unit VII. HYPERBOLIC video clips and Online quiz
preservice teachers should be able AND NONEUCLIDEAN multimedia presentations
to: GEOMETRY may be used to supplement Discussion Board.
• differentiate hyperbolic and the discussion of
Euclidean geometry. 1. Janos Bolyai Hyperbolic and Non A critical situation is discussed and
• discuss some of the important 2. Gauss Euclidean Geometry analysed, and decisions are made about
theorems in hyperbolic 3. Lobachevsky

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 geometry. 4. Subsequent developments Synchronous learning via how to resolve the situation
discuss models of hyperbolic 5. Hyperbolic geometry Google Meet
geometry
• justify the (relative) consistency Library/Online research of
of hyperbolic geometry. information on identified
• explain how non-Euclidean topics
geometry led to revolutionary
ideas such as Einstein's theory of
relativity, or new fields such as
differential geometry
Week 18 Assessment 3- Test. Coverage are the topics from Weeks 2- 17

Final Exam
9. Course Evaluation

Assessment 1 – 30%
Assessment 2 – 30%
Assessment 3 – 40%

Final Grade = Assessment 1 (30%) + Assessment 2 (30%) + Assessment 3 (40%)= 100%

. Resources Needed
A. Textbooks/Reference
▪ Chen. E. 2016. Euclidean Geometry in Mathematical Olympiads. American Mathematical Society
▪ Needham. C. 2020. Everything You Need to Ace Geometry in One Big Fat Notebook. Workman Publishing Company
▪ Wheater C.2019 Modern Geometry Review and Workbook. McGraw-Hill Education
▪ McMullen,C. 2019. Geometry Proofs Essential Practice Problems Workbook with Full Solutions. Zishka Publishing
▪ Alvaro.E.C. 2015, Analytic Projective Geometry. European Mathematical Society
▪ Abenna, E., Salamon, S. Gray, A. 2017, Modern Differential Geometry of Curves and Surfaces with Mathematica.

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 Chapman and Hall/CRC
B. Online Sources
(https://www.youtube.com/watch?v=ZfHyqm7oinA
(https://www.researchgate.net/publication/322144169_Lecture_note_on_modern_geometry
http://people.math.sc.edu/sharpley/math532/Cederberg_Ch1.pdf
(https://www.youtube.com/watch?v=VCN2KZAPu7M
(https://www.youtube.com/watch?v=nX8tWvg_lHI)
(https://www.youtube.com/watch?v=K6R4MHB2wlM)
(https://www.youtube.com/watch?v=1YeE0yOOAwo)
(https://www.youtube.com/watch?v=1YeE0yOOAwo)
C. Teaching and Learning Materials, Equipment and Modalities
Lecture guides, PDF format, Visual Presentations, Laptop, Mobile phone, Facebook-Messenger, Gmail, Google Classroom, Virtual
Learning Portal, Google Meet, YouTube
Course Title: Prepared by: Recommending Approval: Approved by:

MODERN GEOMETRY
REY A. AÑONUEVO JULIE B. LLAGAS GRACE L. NEGRETE Ph.D.
Date Effective:

August 15, 2022 COS-Instructor Program Chairperson, Dean, College of Education

Secondary Education Program
Date Signed:

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