LANAO SCHOOL OF SCIENCE AND TECHNOLOGY, INC

Maranding, Lala, Lanao del Norte

2nd Semester 2022-2023

COLLEGE OF EDUCATION
SYLLABUS IN NUMBER THEORY
OBE BASED
Course: BSED Math II Schedule: WThF Time: 11:00-12:00 NN Instructor’s Information
Course Description:
This course intends to facilitate understanding of number theoretic concepts and properties as well Name: NOEL RAYNO HEPIGA
as enhance skills in employing different proving techniques which are useful in most areas in
mathematics. Generally, it entails exploration, seeking of patterns, generating and proving conjectures
as students engage in mathematical investigations. Topics include divisibility, prime numbers, unique
Phone 09558029980
factorization, Diophantine equations, linear congruences, and multiplicative functions. Number:

Course Learning Outcomes: BTI’s Covered

At the end of the course, the pre-service teachers should be able to :
A. Prove and solve number theoretic propositions and problems by applying fundamental concepts and principles in number theory; 1.1.1
B. Recognize and or generate number theory concepts and properties from inferring patterns embedded in problems and real-world phenomena; 1.1.1
C. Generate and communicate results of a mathematical investigation on a number theoretic conjecture carried out using ICT and research;
D. Design and use activity sheets for selected number theory topics in a teaching demonstration. 1.1.1
1.1.1 & 4.5.1

Time Intended Learning Outcomes BTI’s CONTENT Suggested Teaching Learning Activities Suggested Assessment BTI’s
Allotment (ILO)
Week 1 At the end of the week, the pre-service teacher I. The Integers  Interactive Discussion with  Oral Presentation of 1.1.1
(PST) should be able to: 1. Numbers and  Background Knowledge Probe Proofs and Problem
 explain the definitions and properties Sequences where students answer a short Solutions
1.1.1
of basic concepts related to numbers 2. Sums and Products diagnostic test  K-U-L Graphic
and sequences by producing examples [B]  Guided Reciprocal Peer Organizer outlining
and non-examples; Questioning where students what students know,
 use the Well-Ordering Property in form and pose questions based unsure about, and
proving propositions about the 1.1.1 on question-stems provided by learned
integers; [A] the teacher  Pen and Paper Tests
 prove the properties on sums and  Think-Pair-Share problem solving that engage students
products and other related and proving activities where in problem solving
propositions; 1.1.1 students write initial
[A] and proving
 apply appropriate properties in solving solutions/proofs, then are paired
 problems involving sums and products. off to consolidate mathematical
 delineate and solve problems involving 1.1.1 solutions/proofs with a peer, and propositions
arithmetic, geometric, and harmonic share consolidated work to the
[A]
sequences and series. whole class
1.1.1
 K-U-L Graphic Organizer where
[A] students describe what they
know, unsure about, and learned
from the discussion

Week 2-3 At the end of the week, the pre-service teacher 3. Mathematical  Interactive Discussion with  (Videotaped) Oral 1.1.1
(PST) should be able to: 1.1.1 Induction  Follow-up questioning where the Presentation of Proofs
 prove the first and second principles of [A] 4. Fibonacci teacher uses Q & A as a strategy and Problem Solutions
Mathematical Induction (PMI); Sequence to engage students in critical  Student-generated
 conjecture formulae based on 1.1.1 thinking and deepen students Videos of numeric
tabulated data gathered from [B] conception patterns and sequences
explorations;  Think-Pair-Share problem solving in real life
 apply the principles of mathematical 1.1.1 and proving activities  Pen and Paper Test
induction in proving formulae and [A]  Student Video where students that engage students
other claims related to the integers; 1.1.1 prepare a video recording of in problem solving
 produce counterexamples to show [A] their oral discussion of
and proving
falsity of statements; 1.1.1 solutions/proofs
 generate actual sequences for given [A]  Team Project where students mathematical
recursive functions; 1.1.1 search for numeric patterns and propositions
 prove claims on the Fibonacci [A] sequences reflected in real-life
sequence and other similar recursive and prepare a mini video lecture
functions on the chosen sequence (e.g. the
Fibonacci sequence reflected in
real life)

Week 4 At the end of the week, the pre-service teacher 5. Binomial  Interactive Discussion with  Pattern Recognition 1.1.1
(PST) should be able to: Coefficients  Study Session (Homework) Activity Sheet
 prove the properties of binomial 1.1.1 6. Divisibility where students are asked to  Oral Presentation of
coefficients; [A] view video-lectures on the Group Output
 apply the Binomial Theorem in writing 1.1.1 binomial coefficients and  Pen and Paper Test that
the expansions of binomial powers; [A] divisibility. Students are asked to engage students in
 use definitions and theorems in 1.1.1 write one question on a note problem solving and
proving propositions on divisibility; [A] card intended to clarify a proving mathematical
 recognize and describe number 1.1.1 Muddiest Point. propositions
patterns on the Pascal Triangle. [B]  Think-Pair-Share where the
teacher distributes an activity
sheet and students are asked to
construct the Pascal Triangle,
and then search for number
patterns which they will share to
a partner and then to the whole
 class
 Group Problem Solving and
Proving activity where students
work collaboratively to solve
problems and prove claims on
the divisibility concept

Week 5-6 At the end of the week, the pre-service teacher 1.1.1 II. Primes and Greatest  Interactive Discussion and Punctuated  Oral Presentation of 1.1.1
(PST) should be able to: [A] Common Divisors and Prime Lectures with Proofs and Problem
 express relatively large positive 1.1.1 Factorization  Solve First - Before Discussion Solutions
integers in canonical or prime-factored [A] 1. Prime Numbers Activity where students are  Student-Generated End
form. 2. Greatest Common asked to answer a short of Class Summary
 use different methods in finding the 1.1.1 Divisor diagnostic test on prime  15-Minute Teaching
greatest common divisor and least [A,B] 3. The Euclidean numbers and greatest common Demonstration using
common multiple of given integers; 1.1.1 Algorithm divisors. Questions and student-designed
 prove theorems concerning the prime 4.5.1 4. The Fundamental responses will be processed
activity sheets
numbers, greatest common divisor and [D] Theorem of during discussion.
least common multiple of integers; Arithmetic  One-Discussion-Question per intended to foster
 design and use an activity sheet, and Student where students are meaningful
implement an activity-based learning required to write and pose one  exploration and
episode for meaningful exploration question to the whole class discovery (Performance
and discovery.  Think-Pair-Share Problem Solving Task with Rubrics)
and Proving sessions  Pen and Paper Test
 Student-Generated End of Class that engage students
Summary where students write a in problem solving
summary of learning points on a and proving
note card to be shared to the mathematical
whole class within a 2-minute propositions
time-frame
 Performance Task where
students are asked to choose a
property, prepare an activity
sheet, and do a 15-minute demo
teaching covering the property

Week 7 At the end of the week, the pre-service teacher 5. Linear Diophantine  Interactive Discussion and Punctuated  Double Entry Learning 1.1.1
(PST) should be able to: Equations Lectures with Logs: Problem Solutions
 prove the Linear Diophantine Equation  Guided Reciprocal Peer with explanations
Theorem; Questioning where students are (including Non-routine
 solve Linear Diophantine Equations; 1.1.1 asked to write questions to ask Problems and Math
 solve word problems including non- [A] each other for the purpose of Olympiad Problems)
routine problems involving Linear appraising understanding of the  Oral Presentation of
Diophantine Equations. proof of the Linear Diophantine Problem Solutions
Equation Theorem  Pen and Paper Test
 Think-Pair-Share Problem Solving that engage students
session in problem solving
  Homework Problem Set where
students are asked to submit a
Double Entry Learning Log, that
is, a solution script with
explanation or reasons

Week 8 At the end of the week, the pre-service teacher III. Congruences  Interactive Discussion and Punctuated  Four-Square Graphic 1.1.1
(PST) should be able to 1. Introduction to Lectures with Organizer (definition,
 Illustrate the definition of congruence Congruences  Four-Square Graphic Organizer example, non-example,
through examples and non-examples; where the students are to application in real
 recognize the application of illustrate the definition and  Oral Presentation of
congruence in real world contexts; 1.1.1 provide examples, non-examples Proofs and Problem
 construct proofs for the basic [A] and application in real life. A Solutions
properties of congruence; video lecture (or advanced  Pen and Paper Test that
 solve non-routine problems using reading/study session) is given engage students in
properties of congruence. prior to class session (Flipped problem solving and
Learning) proving mathematical
 Muddiest Point Discussion propositions
 Guided Reciprocal Peer
Questioning to give the students
the opportunity to explore and
enhance their understanding of
the concept of congruence
 Think-Pair-Share Problem Solving
and Proving activity

Week 9 Summative Examination

Week 10-11 At the end of the week, the pre-service teacher 2. Linear Congruence  Interactive Discussion and Punctuated  Double Entry Learning 1.1.1
(PST) should be able to: 3. The Chinese Lectures with Log that outlines
 apply appropriate properties in solving Remainder  Study Session with Video annotated solutions to
linear congruences; Theorem Lectures made accessible to a problem set
 use the Chinese Remainder Theorem 4. Systems of Linear students in advance. Students  Oral Presentation of
to solve the ancient Chinese remainder 1.1.1 Congruence are asked to submit a Double Problem Solutions
problem and other similar problems; [A] Entry Learning Log outlining  Pen and Paper Test
 solve systems of simultaneous linear annotated solutions to a problem that engage students
congruences; set in problem solving
 construct and solve linear congruence  Muddiest Point Discussion
derived from word problems with real  Group Problem Solving session
world contexts.

Week 12-13 At the end of the week, the pre-service teacher IV. Some Applications of  Interactive Lectures with  Oral Presentation of 1.1.1
(PST) should be able to: Congruences  Videotaped Lectures (or Problem Solutions from
 apply the concept of congruence in 1. Divisibility Test advanced reading/study session) Gallery Walk (with
proving the different divisibility tests; 2. Perpetual Calendar given to students prior to class Grading Rubric)
 solve problems applying the perpetual 3. Round-Robin session (Flipped Learning)  Oral Presentation of
 calendar concept 1.1.1 Tournaments  Gallery Walk (by team) with Think-Pair-Share
 construct a round-robin schedule for a [A] application problems posted on Output
given number of teams the stations.  Pen and Paper Test that
 Think-Pair-Share Proving session engage students in
on the divisibility tests problem solving and
proving

Week 14-15 At the end of the week, the pre-service teacher V. Some Special  Interactive Lectures with  Double Entry Learning 1.1.1
(PST) should be able to: Congruences  Videotaped Lectures (or Log from Think-Pair-
 prove Wilson’s Theorem, Fermat’s 1. Wilson’s Theorem advanced reading/study session) Share proving activity
Little Theorem, and Euler’s Theorem 2. Euler’s Theorem given to students prior to class  Oral Presentation of
 apply the Wilson’s Theorem and session (Flipped learning) Proofs and Problem
Fermat’s Little Theorem in solving 1.1.1  Muddiest Point Discussion Solutions (with grading
congruence application problems and [A]  Think-Pair-Share Proving activity rubric)
other related problems; where each pair is to submit a  Pen and Paper Test
 use the Euler’s Theorem in solving Double Entry Learning Log that engage students
linear congruences; outlining the proof of an in problem solving
 use the Wilson’s Theorem, Fermat’s assigned theorem
and proving
Little Theorem, and Euler’s Theorem in  X Games where students solve
establishing other related propositions. extreme problems (Math mathematical
Olympiad Problems) by groups in propositions
class

Week 16-17 At the end of the week, the pre-service teacher VI. Multiplicative Functions  Interactive Lectures with  Pen and Paper Tests 1.1.1
(PST) should be able to: 1. The Euler-Phi  Solve First-Before Discussion that engage students in
 prove theorems on multiplicative 1.1.1 Function Activity problem solving and
functions; [A] 2. The Sum and  Directed Paraphrasing of proving mathematical
 use appropriate theorems in 1.1.1 Number of Divisors Definitions and Properties propositions
determining the values of the Euler-Phi [A]  Collaborative Activity: Problem  Oral Presentation of
Function, Number of Divisors and Sum Sending and Problem Solving Problem Solutions
of Divisors functions;  Inquiry-based project  Three-Minute Write-Up
 conduct a mathematical investigation 1.1.1 (mathematical investigation) (Summary of Points)
on selected arithmetic functions using [A,B,C ] where students engage in  One-Problem
ICT tools and research. mathematical exploration using Mathematical
ICT tools and research Investigation Project

Week 18 Final Examination

Suggested References: COMPUTATION SYSTEM: Averaging

Burton, D.M. (2010). Elementary number theory (7th Edition). New York, USA: McGraw-Hill Education. COMPUTATION OF GRADES
Rosen, K.H. (2011). Elementary number theory and its applications (6 th Edition). Boston, USA: Pearson. A. Performance:40 % (behaviour/Projects/Graded Recitations)
Tattersal, J.J. (1999). Elementary number theory in nine chapters. New York, USA: Cambridge University B. Class Standing:20% (Attendance? Quizzes/Classroom and school activities)
Press. C. Examination:40% (Prelim/Midterm/Semi-final/Final)
Prepared by: Checked by:

NOEL R. HEPIGA LYDIA D. LINGGOLINGGO Ed. D DIOSDADO A. RAMIL

Instructor Dean Program Coordinator