MATHEMATICS IN MODERN

WORLD
Course Code : NGEC 4
By: Engr. Alfred C. Clavo
 Course Timetable

WEEK Course Course Course Code: NGEC 4

Outcome Outline
Course Description: Mathematics in Modern Worlds
Teaching Learning Activity (TLA) Wt.%
Course Topic Assessment

Course Introduction
LO1.1 Natural Order
- Explain personal concept of Map
1 CO1 LO1.2 Purpose of Mathematics Simple Recall Test
Globalization
LO1.3 Integrated Mathematics

Violins to videos
2 CO1 LO2.1 Broken Symmetry - Interactive Classroom Discussion Oral recitation With Rubrics
LO2.2 Rhythm of life

Mathematical Languages
LO3.1
3 CO2 Grammar of Mathematics - Interpretation of symbols Simple Recall Test
LO3.2
Mathematical Symbols
LO3.3

Elementary logic
4 CO2 LO4.1 - Discussion Short Response quiz
Logical equivalence
LO4.2

Solving Problem
Short response quiz, Puzzle
LO5.1 Inductive/deductive reasoning - Board work
5 CO2
LO5.2 Problem Solving with pattern - Problem solving with formula
Output presentation with rubrics
Problem solving with strategies
LO6.1 Numerical Data use of tables and charts Interactive Discussion
6 CO3 Activity output on line activity
LO6.2
 Course Outline
Module Week Topic Course Code: NGEC 4 TIME
Numb Number
er Course Description: Mathematics in Modern Worlds FRAME
HRS
Course Topic LEC LAB

Course Introduction 0.5

LO1.1 Natural Order 4.5
1 1 LO1.2 Purpose of Mathematics
LO1.3 Integrated Mathematics
Violins to videos 4.5
2 2 LO2.1 Broken Symmetry
LO2.2 Rhythm of life
Mathematical Languages 4.5
LO3.1
3 3
LO3.2
Grammar of Mathematics
LO3.3 Mathematical Symbols

4 4 LO4.1
Elementary logic 4.5
LO4.2 Logical equivalence
Solving Problem 4.5
LO5.1 Inductive/deductive reasoning
5 5
LO5.2 Problem Solving with pattern
Problem solving with strategies
LO6.1 Numerical Data use of tables and charts
6 6
LO6.2
4.5
LEGAL PROVISIONS:

STCW Function: STCW Chapter 11

Competence: Plain and conduct a

passage and determine position
KUP:
COURSE OUTCOMES: CO1

MATHEMATICS IN NATURE AND

UNIVERSE
 Module 1 – Week 1

1. The Natural order

2. Purpose of Mathematics
3. Integrated Mathematics for Maritime
Studies
LEARNING OUTCOMES:
LO 1.1 Identify the pattern in nature and
regularities in the world
LO 1.2 Explain fluently the importance of
mathematics in one’s life and in nautical
studies
LO 1.3 Explain the integration of
mathematics in the maritime studies and
navigational problems
Pattern and Numbers in Nature and in the World
Pattern in nature are visible regularities of form found in the natural world
and can also be seen in the universe. These patterns recurring in different
context can sometimes be modeled mathematically. Man has developed a
formal system of thought for recognizing, classifying, and exploiting patterns
which we called mathematics.
Patterns such as..
1. stars which move in circles across the sky each day
2. The weather season each year, winter, spring, summer and fall
3. All snowflakes contain six fold symmetry, which no two are exactly the same
4. pattern can be seen in fish, such as spotted trunkfish, blue spotted string gray
5. Animals, zebras, tiger snakes covered in pattern of stripes
FIBONACCI SEQUENCE
The Fibonacci Sequence is the series of numbers: 0, 1, 1, 2, 3, 5, 8, 13,
21, 34, ... The next number is found by adding up the two numbers before it.
It is the sequence f₁, f₂, f₃, f₄….. Which has its frst two terms f₁, and f₂
bothequal to one and satisfy thereafter the recursion formula
C fn = f n-1 + fn-2)
FIBONACCI GOLDEN RECTANGLE
a sequence of number each number is obtain by adding the first the last
two number. Petals exhibit the fibonacci numbers, white calla lily – 1 petal,
euphorbia-n 2 petals,Trillium – 3 petals
GOLDEN RATIO two quantities are in the golden ratio if the two ratio of their sum is
the same as the larger of the two quantities.
Golden ratio in Arts
The golden ratio can be used to achieve beauty, balance and harmony
in art , architecture , and design. It can be used as a tool in art and
design to achieve balance in the composition.
Golden ratio was named by the Greeks, ( Golden Section, Golden
proportion, Devine Golden Proportion is usually denoted by phi
They were called Phidians

Phidias – used the golden ratio in his works of sculpture

The best example of the Golden ratio in art are by Renaisssance Artist
Leonardo da Vince, Michelangelo, and Raphael
Plato’s – Golden ratio: Cube, Tetrahedron,
Octahedron, dodecahedron
The Golden ratio in Architecture
Application of Mathematics in the World
Mathematical ideas are so basic to our world and every day in our lives
we encounter mathematics, we use mathematics directly or indirectly
in various fields. Such as engineering, business, and industry, statistic,
graph theory to solve crimes, medicine . Modern computers are
invented thru the help of mathematics, we have cryptography is a
combination of both mathematics and computer science
In archaeology, archeologist use a variety of mathematical and
statistical techniques to present the data from archeological surveys
and try to find patterns to shed lights on past humans and in carbon
dating artifacts.
Fibonacci sequence
Tilling with square, golden spiral, rabbit pairs
The Fibonacci Sequence is the series of numbers:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ...
• The next number is found by adding up the two numbers before it.
• The 2 is found by adding the two numbers before it (1+1)
• The 3 is found by adding the two numbers before it (1+2),
• And the 5 is (2+3),
• and so on!
 Teaching-Learning Activity
No.1

ESSAY : RELATIONSHIP OF
MATHEMATICS IN NATURE

Note: See attached TLA No.1

with rubrics
 SCORE SHEET
NGEC 4 : MATHEMATICS IN THE MODERN WORLD

PERFORMANCE
COURSE OUTCOME ASSESSMENT CRITERIA SCORE WEIGHT SCORE
STANDARDS
(Based on Topics per CO)

ORGANIZATION
35%
35%

CONTENT
25%
Mathematics in 25% See attached Rubrics
Nature and Universe (per Assessment Criteria )
SENSIBILITY 20%
20%

SENTENCE
FLUENCY
10%
10%

GRAMMAR 10%
10%
SCORE
 NGEC 4: MATHEMATICS IN THE MODERN WORLD
MATHEMATICS RUBIC COMPUTATION ANALYSIS
Course Outcome MATHEMATICS IN NATURE AND UNIVERSE
ASSESSMENT CRITERIA POOR1 FAIR2 GOOD3 EXCELLENT4 SCORE
Organization may be Organization is clear and may Organization is clear including
Organization is lacking and hampered by minimal details include use of compare and compare and contrast or
ORGANIZATION
interferes with understanding. and weak transitional contrast or organization by organization by categories, and
35%
(8.75%) expressions categories, and transitional transitional expressions
(17.5%) expressions (26.25%) (35%)
Little attempts to engage the Attempts to engage the reader Engages the reader with the topic Engages the reader with a clear
CONTENT reader with the topic or with the topic or purpose or purpose view or purpose
purpose The information stated is The information stated is related The information is clearly
25% The information stated does limited in relationship to the to the topic. ( related to the topic.
not relate to the topic (6.25%) topic (12.5%) 18.75%) (25%)
Writing shows no sense of Writing shows little sense of Writing shows a sense of Writing shows a strong tone
SENSIBILITY
audience(5%) audience (10%) audience (15%) and has a clear sense of
20%
audience (20%)
Demonstrates awkward Demonstrates sentences Demonstrates some variety Demonstrates consistent
SENTENCE FLUENCY
choppy and run-on that are understandable and complexity of sentence variety and complexity of
10%
sentences (2.5%) (5%) structure (7.5%) sentence structure 10%)
Spelling, capitalization, Spelling, capitalization, Spelling, capitalization, Spelling, capitalization,
punctuation, paragraphing, punctuation, paragraphing, punctuation, paragraphing, and punctuation, paragraphing, and
and grammar errors are so and grammar create problems grammar are mostly correct. grammar are effective and
GRAMMAR
numerous that they make that slow the reader or cause (7.5%) make the paper easy to read
10% writing difficult to follow. confusion and understand.
(2.5%) (5%) (10%)
Total Rating
Check the appropriate box:

Passing score is 70%

Passed Failed
 Module 2 – Week 2

1.Violins to videos
2.Broken Symmetry
3.Rhythm of life
 LEARNING OUTCOMES:
LO 2.1 Argue about the natures of
mathematics, what it is and how it is express,
presented and used
LO 2.2 Express appreciation for mathematics as
a human endeavour and seafaring challenges
BIOLOGICAL SETTING
 Nature
Fibonacci sequence appear in biological setting, such as branching in
trees, arrangement of leaves on a stem, fruitless of pineapple,
pentagonal form of some flowers.
Pattern and Regularities
Mathematics is all around us. As we discuss about our environment, we can
mathematically describe nature. The beauty of a flower, the majestic tree,
even the rock formation exhibits natures sense of symmetry
There are different types of patter such as symmetry, fractals, and spirals.

A. Symmetry
Symmetry is a sense of harmonious and beautiful proportion of balance,
or an object to invariant to any various transformation (reflection,
rotation, or scaling)
Types of symmetry
Bilateral symmetry – is a symmetry in which the left and the right sides
of the organism can be divided into approximately mirror image of
each other along the midline. Symmetry exist in living things such as
insect, animals, plants, and some flowers such as orchids.

Radial Symmetry – or rotational symmetry is a type of symmety around

a fixed known as the center and it can be classified as either cyclic or
dihedral. Plants often have radial or rotational symmetry
Fractals – is curve or geometric figure each part of which has the same
statistical character as the whole.
Nature Sequence
Sequence nature
 Teaching-Learning Activity
TLA No. 2
Week 2

ESSAY : Discuss any Fibonacci sequence

that appears as biological setting

Note: See attached TLA No.2

with rubrics
 SCORE SHEET
NGEC 4 : MATHEMATICS IN THE MODERN WORLD

PERFORMANCE
COURSE OUTCOME ASSESSMENT CRITERIA SCORE WEIGHT SCORE
STANDARDS
(Based on Topics per CO)

ORGANIZATION
35%
35%

CONTENT
25%
Mathematics in 25% See attached Rubrics
Nature and Universe (per Assessment Criteria )
SENSIBILITY 20%
20%

SENTENCE
FLUENCY
10%
10%

GRAMMAR 10%
10%
SCORE
 NGEC 4: MATHEMATICS IN THE MODERN WORLD
MATHEMATICS RUBIC COMPUTATION ANALYSIS
Course Outcome MATHEMATICS IN NATURE AND UNIVERSE
ASSESSMENT CRITERIA POOR1 FAIR2 GOOD3 EXCELLENT4 SCORE
Organization may be Organization is clear and may Organization is clear including
Organization is lacking and hampered by minimal details include use of compare and compare and contrast or
ORGANIZATION
interferes with understanding. and weak transitional contrast or organization by organization by categories, and
35%
(8.75%) expressions categories, and transitional transitional expressions
(17.5%) expressions (26.25%) (35%)
Little attempts to engage the Attempts to engage the reader Engages the reader with the topic Engages the reader with a clear
CONTENT reader with the topic or with the topic or purpose or purpose view or purpose
purpose The information stated is The information stated is related The information is clearly
25% The information stated does limited in relationship to the to the topic. ( related to the topic.
not relate to the topic (6.25%) topic (12.5%) 18.75%) (25%)
Writing shows no sense of Writing shows little sense of Writing shows a sense of Writing shows a strong tone
SENSIBILITY
audience(5%) audience (10%) audience (15%) and has a clear sense of
20%
audience (20%)
Demonstrates awkward Demonstrates sentences Demonstrates some variety Demonstrates consistent
SENTENCE FLUENCY
choppy and run-on that are understandable and complexity of sentence variety and complexity of
10%
sentences (2.5%) (5%) structure (7.5%) sentence structure 10%)
Spelling, capitalization, Spelling, capitalization, Spelling, capitalization, Spelling, capitalization,
punctuation, paragraphing, punctuation, paragraphing, punctuation, paragraphing, and punctuation, paragraphing, and
and grammar errors are so and grammar create problems grammar are mostly correct. grammar are effective and
GRAMMAR
numerous that they make that slow the reader or cause (7.5%) make the paper easy to read
10% writing difficult to follow. confusion and understand.
(2.5%) (5%) (10%)
Total Rating
Check the appropriate box:

Passing score is 70%

Passed Failed
 Modular Assessment
Week 1-2
QUIZ 1
Problems/computation regarding
Mathematical sequence
Note: see attached Quiz no.1
 MODULE 1&2:QUIZ 1
From the given sequence of numbers/letters find the next appropriate
number/letter
1. 1 , 3 , 5 , 7 , 9 , _____
2. 1 , 2 , 4 , 8 , 16 , _____
3. 10 , 50 , 250 , _____
4. 3 , 7 , 11 , 15 , _____
5. 1 , 8 , 27 , ____
6. 5 , 10 , 15 , 20 , _____
7. a , d , g , j , ____
8. d , f , h , j , ____
9. abc , bcd , cde , ____
10. abc , hij , nop , _____
LEGAL PROVISIONS:

STCW Function: STCW Chapter 11

Competence: Transmit and receive
information by visual signalling
KUP:
COURSE OUTCOME: CO2

MATHEMATICAL LANGUAGE
AND SYMBOLS 1
 Module 3 – Week 3

1. Mathematical Languages
2. Grammar of Mathematics
3. Mathematical Symbols
 LEARNING OUTCOMES:

LO 3.1 Identify the pattern in nature and

regularities in the world
LO 3.2 Construct statement in order to
communicate mathematically
LO 3.3 Interpret the different common
mathematical symbols used in navigation
Mathematical Language
Mathematical Language-Is the system used to communicate
mathematical ideas This language consist of some natural
language using technical terms and grammatical conventions
that are uncommon to mathematical discourse, supplemental by
a highly specialized symbolic notation for mathematical
formulas. The mathematical notation used for formulas has its
own grammar and shared by mathematician anywhere around
the world.
The characteristic of Mathematical Language is being
Precise-Precision in mathematics is like a culture of being correct
all the time
Concise or shows simplicity, it desire a simplest possible exposition at
the highest possible level.
Powerful- it is a way of expressing complex thoughts with relative case
is the desire to unify diverse instances under a single
conceptual framework and allows easier penetration of the
subject and development of more powerful methods.
Based from Galileo “ mathematics is the language in which God has
written the universe “
Expression versus sentences
Mathematical Expression – is a finite combination of symbols that
is well defined according to the rules that depend on the
context. Is a correct arrangement of mathematical symbols
used to represent the object of interest. But it does not contain a
complete thought it cannot determines if it is true or false.
Some types of expression are numbers, sets, and function
Mathematical sentences – makes a statement about two
expression either by using numbers , variables, or combination
of both, it can used symbols, or words like equals, greater than
or less than and states a complete thought and can determined
whether it is true or false sometimes true or sometimes false.
Conventions in the mathematical language
Mathematical languages have conventions and it helps individual
distinguished between different types of mathematical expression .
Mathematical conventions is a fact, name, notation, or usage which is
generally agreed upon by mathematician

Mathematical notation has its own grammar

 Four Basic Concepts
A. Languages of Sets
Set theory is the branch of mathematics that studies sets or the
mathematical science of finite
Example : A = ( x/x is a positive integer less than 10 )
B = ( x/x is a real numbers and x² - 1 = 0 )
C = ( x/x is a letter in the word dirt )
D = (x/x is an integer 1˂ x ˂ 8 )
E = ( x/x is a set of vowel letters
FINITE SET is a set whose elements are limited and countable
ex: A = x/x is a positive integer less than 10
C = { d , I , r, t }
Infinite set whose elements are unlimited or uncountable
A = { …, -2, -1, 0 , 1 , 2, 3 ,…. }
B = { x/x is a set of whole numbers }
 Teaching-Learning Activity
TLA No.3
Week 3

Note: see attached TLA No.3

with rubrics
 TLA no 3
List the elements of the following sets
1. A = ( y/y an integer , -1 ≤ y ≤ 5 )
2. C = (h/h positive integer , h² ≤ 5 )
3. E = ( x/x a letter in the word volleyball )
4. G = ( s/s is an integer such that s² = 9 )
5. K = ( m/m is a set of continents of the world )
 SCORE SHEET
NGEC 4 : MATHEMATICS IN THE MODERN WORLD

PERFORMANCE
COURSE OUTCOME ASSESSMENT CRITERIA SCORE WEIGHT SCORE
STANDARDS
(Based on Topics per CO)

KNOWING:
35%
Understands the
mathematical concepts
35%
and/or procedures
Mathematical See attached Rubrics
Language and SOLVING: (per Assessment Criteria )
Symbols 1 40%
Thinks critically -
chooses a plan or strategy 45%
and uses reasoning and proof
that accomplishes the
purpose of the task
TELLING:
25%
Communicates reasoning or
results clearly through words as 20%
well as numbers, and/or
diagrams
SCORE

Course Outcome
ASSESSMENT CRITERIA
KNOWING:
35%
Understands the
mathematical concepts
and/or procedures
NGEC 4: MATHEMATICS IN THE MODERN WORLD
MATHEMATICS RUBIC COMPUTATION ANALYSIS
Mathematical Language and symbols 1
Beginning Developing Proficient Advanced SCORE
1 2 3 4
Demonstrates little Demonstrates partial Demonstrates partial Demonstrates deep
understanding of the understanding of the understanding of the understanding of the
mathematical concepts mathematical concepts mathematical concepts and mathematical concepts and
and related procedures. and related procedures. related procedures. related procedures and
Calculations are incorrect. Calculations are mostly Calculations are mostly uses them correctly.
correct. correct. All calculations are correct.

Shows little evidence of a Selects or devises a plan Selects or devises a plan or Selects or devises an
SOLVING:
plan or strategy. May or strategy but it is strategy but it is partially efficient or sophisticated
40%
have attempted to use a partially incorrect, incorrect, unworkable or strategy to solve the
Thinks critically -
completely inappropriate unworkable or incomplete. problem.
chooses a plan or strategy
plan or strategy – there is incomplete.
and uses reasoning and proof
no solution, or the solution
that accomplishes the
has no relationship to the
purpose of the task
task.
TELLING: Explanation does not Explanation partially Explanation partially Explanation clearly and
25% describe the describes the describes the thoroughly describes
Communicates reasoning or process/reasoning used or process/reasoning used to process/reasoning used to process/reasoning using
results clearly through words the solution to the find the solution. find the solution. Inference correct mathematical
as well as numbers, and/or problem. Inference is required by is required by the audience. vocabulary, numbers,
diagrams the audience. and/or diagrams.
Total Rating
Check the appropriate box:

Passing score is 70%

Passed Failed
LEGAL PROVISIONS:

STCW Function: STCW Chapter 11

Competence: Maintain seaworthiness
of the ship
KUP:
COURSE OUTCOME: CO2

MATHEMATICAL LANGUAGE
AND SYMBOLS 2
 Module 4 – Week 4

1. Elementary logic
2. Logical equivalence
3. Connectives
4. Truth Table
5. Logical
6. Equivalence
7. Conditional
8. Quantifiers
 LEARNING OUTCOME:
•LO 4.1 Construct writing a rigorous
mathematical arguments in navigation and
seamanship
•LO 4.2 Determine the truth values for a given
statement and its logical equivalence and
express in symbolic and sentence form
INDUCTIVE and DEDUCTIVE REASONING
Inductive Reasoning is drawing a general conclusion from a repeated
observation or limited sets of observation of specific example.
Basically, there is a given data, then we draw conclusion based from
the frame these data or simply from specific case to general case.
The conclusion drawn using inductive reasoning is called conjecture.
The conjecture may be true or false depending on the truthfulness of
the argument
A statement is a true statement provided that it is true in all cases and
it only takes one example to prove the conjecture is false such
example is called counterexample.
Example 1: 1 is an odd number
11 is an odd number
21 is an odd number
Therefore , all numbers ending with 1 are odd numbers
Example 2: Essay test is difficult.
Problem solving is difficult
Therefore all test are difficult
Example 3: Mark is a science teacher
Mark is bald
Therefore , all science teacher are bald
Deductive Reasoning is drawing general to specific examples or simply
from general case to specific case. Deductive reasoning starts with a
general statement or hypothesis and examine to reach a specific
conclusion
Ex All birds have feathers
Ducks are birds
Therefore, ducks have feathers
Ex Christopher is sick
if Christopher is sick, he wont be able to go to work
Therefore, Christopher wont be able to go to work
Ex All science teachers are bald
Mark is a science teacher
therefore , mark is bald
POLYAS PROBLEM SOLVING

Step 1 : Understand the problem

Step 2 : Devise a plan
Step 3 : Carry out the plan
Step 4 : Look back
 Teaching-Learning Activity
TLA No. 4
Week 4
Determine if the following arguments
is an example of Inductive Reasoning
or Deductive Reasoning
 TLA No. 4
Determine whether each of the following arguments is an example of inductive reasoning or deductive
reasoning
1. Dogs don’t eat banana
Sam is a dog.
Therefore , Sam does not eat banana
2. All Steven Spielberg movies are worth watching
The movie Jurassic Park is a Steven Spielberg movie
Therefore, Jurassic Park is worth watching
3. It is Usually hot during summer in the Philippines
It is summer now in the Philippines
Thus, it is hot in the Philippines
4. All readers of Harry Potter novels are over 13 years old
Sofia reads Harry Potter novels
Therefore, Sofia is over 13 years old
5. Dennis hasn’t bough any snack
His parents haven’t bough ant snack
Therefore, there won’t be anything to eat for the picnic
 SCORE SHEET
NGEC 4 : MATHEMATICS IN THE MODERN WORLD

PERFORMANCE
COURSE OUTCOME ASSESSMENT CRITERIA SCORE WEIGHT SCORE
STANDARDS
(Based on Topics per CO)

ORGANIZATION
35%
35%

CONTENT
25%
MATHEMATICAL 25% See attached Rubrics
LANGUAGE (per Assessment Criteria )
AND SYMBOLS 2 SENSIBILITY 20%
20%

SENTENCE
FLUENCY
10%
10%

GRAMMAR 10%
10%
SCORE
 NGEC 4: MATHEMATICS IN THE MODERN WORLD
MATHEMATICS RUBIC COMPUTATION ANALYSIS
Course Outcome Mathematical language and symbols 2
ASSESSMENT CRITERIA POOR1 FAIR2 GOOD3 EXCELLENT4 SCORE
Organization may be Organization is clear and may Organization is clear including
Organization is lacking and hampered by minimal details include use of compare and compare and contrast or
ORGANIZATION
interferes with understanding. and weak transitional contrast or organization by organization by categories, and
35%
(8.75%) expressions categories, and transitional transitional expressions
(17.5%) expressions (26.25%) (35%)
Little attempts to engage the Attempts to engage the reader Engages the reader with the topic Engages the reader with a clear
CONTENT reader with the topic or with the topic or purpose or purpose view or purpose
purpose The information stated is The information stated is related The information is clearly
25% The information stated does limited in relationship to the to the topic. ( related to the topic.
not relate to the topic (6.25%) topic (12.5%) 18.75%) (25%)
Writing shows no sense of Writing shows little sense of Writing shows a sense of Writing shows a strong tone
SENSIBILITY
audience(5%) audience (10%) audience (15%) and has a clear sense of
20%
audience (20%)
Demonstrates awkward Demonstrates sentences Demonstrates some variety Demonstrates consistent
SENTENCE FLUENCY
choppy and run-on that are understandable and complexity of sentence variety and complexity of
10%
sentences (2.5%) (5%) structure (7.5%) sentence structure 10%)
Spelling, capitalization, Spelling, capitalization, Spelling, capitalization, Spelling, capitalization,
punctuation, paragraphing, punctuation, paragraphing, punctuation, paragraphing, and punctuation, paragraphing, and
and grammar errors are so and grammar create problems grammar are mostly correct. grammar are effective and
GRAMMAR
numerous that they make that slow the reader or cause (7.5%) make the paper easy to read
10% writing difficult to follow. confusion and understand.
(2.5%) (5%) (10%)
Total Rating
Check the appropriate box:

Passing score is 70%

Passed Failed
 Modular Assessment
Week 3 – 4
POLYA’S Problem Solving
Note: see attached Quiz 2
QUIZ 2: POLYA’S Problem Solving Strategies
PROBLEM
In NCAA basketball Final Championship Game is decided on a
best of five series sgame, Meaning the team must win three games in
five games. What are the possibilities that a team could win the
championship? Write down your answer in words?
Hint: there are ten (10) possibilities
LEGAL PROVISIONS:

STCW Function: STCW Chapter 11

Competence:Plain and conduct a passage
and determine position
KUP:
COURSE OUTCOME: CO2
PROBLEM SOLVING AND REASONING
 LEARNING OUTCOMES:
•LO 5.1 Solved navigational and seamanship
problems in systematic and logical process
•LO 5.2 Perform problem solving with fun and
excitement in a simplified way
Magic square
In recreational mathematics and combinatorial design, a magic square
is a square grid (where n is the number of cells on each side) filled
with distinct positive integers in the range such that each cell contains
a different integer and the sum of the integers in each row, column
and diagonal is equal.
Magic Square
 MAGIC SQUARE
MAGIC SQUARE – is an arrangement of numbers in a square such that
the sum of the n numbers in each row, column, diagonal is the same
number. Same a suduko

= 15
4 9 2
3 5 7 = 15
8 1 6 = 15

= 15 = 15 = 15 = 15
Teaching-Learning Activity
TLA No. 5
Recreational Problem using
Mathematics
Week 5
 TLA No. 5 : MAGIC SQUARE
How many square in the given figure ?
LEGAL PROVISIONS:

STCW Function: STCW Chapter 11

Competence:Plain and conduct a passage
and determine position
KUP:
COURSE OUTCOME: CO2
DATA MANAGEMENT 1
 Module 6 – Week 6

1. Numerical data through the use of tables

and charts including the use of multi-media
office in nautical studies
2. Measure of central tendencies
3. Measure of variations
 LEARNING OUTCOMES:
•LO 6.1 Explain statistical concept and use
analytical tools
•LO 6.2 Perform basic statistical estimation
and analysis on business and economic
data and interpret the results using
appropriate statistical software
 LEARNING OUTCOMES:
•LO 6.1 Explain statistical concept and use
analytical tools
•LO 6.2 Perform basic statistical estimation
and analysis on business and economic
data and interpret the results using
appropriate statistical software
 Organization of Data
When conducting statistical Research, Investigation or study, the
research must gather data for the particular variable under
investigation. To describes situation , make conclusion and draw
inferences about events, the researcher must organize the data
gathered in some meaningful way. The easiest way and widely used of
organizing data is to construct a frequency distribution.

Frequency distribution – is a grouping of data into categories showing

the number of observation in each of non overlapping classes
After organizing the data, the next move of the researcher is to present
the data so they can be easily understood by those who will benefit from
reading the study. The most useful method is presenting the data is by
constructing graphs and charts.
 Definition of Terms
1. Raw Data – is the data collected from original distribution
2. Range – is the difference of the highest value and the lowest value
in the distribution
3. Frequency distribution – is the organization of data in a tabular
form using mutually exclusive classes showing the number of
observation in each
4. Class limits – is the highest and lowest value describing in a class
5. Class boundaries – is the upper and lower value of a class for group
frequency destribution whose value has additional decimal place
more than the class limits and end with the digit five (5)
6.Interval – is the distance between the class lower boundary and the
class upper boundary and it is denoted by I
7.Frequency – is the number of values in a specific class of a frequency
distribution
8.Percentage – is obtained by multiplying the relative frequency by
100%
9.Cumulative frequency – is the sum of the frequencies accumulated
up to the upper boundary of a class in a frequency distribution
10.Midpoint – is the point halfway between the class limits of each
class and is representative of the data within that class
 STATISTICS
Statistics– is the branch of Mathematics that deals with the
Collection
Organization
presentation,
Computation
Interpretation of data
Division of Statistics
Descriptive statistic
Inferential statistic
Descriptive Statistic – deals with the collection , organization,
presentation and computation of data to describe the samples under
investigation.
Inferential Statistics gives information , inferences and implication
regarding population by studying its representative samples
Population – The totality of the object or a set
Sample – small representative cross section of this population
Sampling Method – is the process of choosing a representative part of
the population
Parameter – is some numerical or nominal characteristic of a
population, it is constant it does not change unless the population
itself changes
VARIABLES
- is a quantity ( often denoted by X ) that is capable of assuming
several values. It is used to stand for something which does not have
a permanent value
1. Discreet variables are quantities that can assume finite values only.
variables whose values can be counted such as number of
enrollees/drop-out in college, weekly sale of an appliances dealer,
and items in a test
2. Continuous Variables - quantities that can be counted wherein points
will be so close to one another that spaces can be neglected.
number of heartbeats in a minutes like 80 or 90 could be 83.30r
even 93
 Method of Collecting Data
1. Direct or interview method – tis method may be considered an oral
questionnaire in which the researcher gets the needed information from
the subject or interviewee verbally and direct face to face account
2. The Indirect or questionnaire Method – is a list of planned, written
questions related to particular topic , intended for the subject
respondents reply
3. Registration Method – this data gathering method is governed by certain
laws. Ex. Registry of births, deaths, marriages and licences
4. Experimental method – this is used to find out the the cause and effect
relationship of certain phenomena. usually used by scientific research
 Method of Presenting Data
1. Textual Method – in this method, collected data are presented in
narrative and paragraph formsBy this method the investigation gets
information by merely reading the gathered data.
2. Tabular Method – Data are orderly arranges and presented in rows
and columns for an easier and more comprehensible comparison of
figures.
3. Graphical Method – Data gathered are presented in visual or
pictorial form .
 Teaching-Learning Activity
TLA No. 6
Week 6
Oral Examination : Data Management 1
Note: see as per attached TLA no.6
 SCORE SHEET
NGEC 4 : MATHEMATICS IN THE MODERN WORLD

PERFORMANCE
COURSE OUTCOME ASSESSMENT CRITERIA SCORE WEIGHT SCORE
STANDARDS
(Based on Topics per CO)

ORGANIZATION
35%
35%

CONTENT
25%
Data Management 1 25% See attached Rubrics
(per Assessment Criteria )
SENSIBILITY 20%
20%

SENTENCE
FLUENCY
10%
10%

GRAMMAR 10%
10%
SCORE
 NGEC 4: MATHEMATICS IN THE MODERN WORLD
MATHEMATICS RUBIC COMPUTATION ANALYSIS
Course Outcome Data Management 1
ASSESSMENT CRITERIA POOR1 FAIR2 GOOD3 EXCELLENT4 SCORE
Organization may be Organization is clear and may Organization is clear including
Organization is lacking and hampered by minimal details include use of compare and compare and contrast or
ORGANIZATION
interferes with understanding. and weak transitional contrast or organization by organization by categories, and
35%
(8.75%) expressions categories, and transitional transitional expressions
(17.5%) expressions (26.25%) (35%)
Little attempts to engage the Attempts to engage the reader Engages the reader with the topic Engages the reader with a clear
CONTENT reader with the topic or with the topic or purpose or purpose view or purpose
purpose The information stated is The information stated is related The information is clearly
25% The information stated does limited in relationship to the to the topic. ( related to the topic.
not relate to the topic (6.25%) topic (12.5%) 18.75%) (25%)
Writing shows no sense of Writing shows little sense of Writing shows a sense of Writing shows a strong tone
SENSIBILITY
audience(5%) audience (10%) audience (15%) and has a clear sense of
20%
audience (20%)
Demonstrates awkward Demonstrates sentences Demonstrates some variety Demonstrates consistent
SENTENCE FLUENCY
choppy and run-on that are understandable and complexity of sentence variety and complexity of
10%
sentences (2.5%) (5%) structure (7.5%) sentence structure 10%)
Spelling, capitalization, Spelling, capitalization, Spelling, capitalization, Spelling, capitalization,
punctuation, paragraphing, punctuation, paragraphing, punctuation, paragraphing, and punctuation, paragraphing, and
and grammar errors are so and grammar create problems grammar are mostly correct. grammar are effective and
GRAMMAR
numerous that they make that slow the reader or cause (7.5%) make the paper easy to read
10% writing difficult to follow. confusion and understand.
(2.5%) (5%) (10%)
Total Rating
Check the appropriate box:

Passing score is 70%

Passed Failed
 Modular Assessment
Week 5 – 6
Computation: Data management 1
Frequency Distribution Table
Note: see attached Quiz 3
 Quiz 3
Problem : From the given set of Data
Twenty applicants were given a performance evaluation appraisal
High High High Low average
Average Low Average Average Average
Low Average Average High High
Low Low Average High High
1. Construct a table ( class/tally/frequency/percentage )
2. Tally the raw data
3. Convert the tallied data into numerical frequencies
4. Determine the percentage ; percentage = f/n x 100%
 MIDTERM
EXAMINATION
START FINAL