VPAA-QF-10

CvSU Vision CvSU Mission

Republic of the Philippines Cavite State University shall provide
The premier university in
historic Cavite recognized for
CAVITE STATE UNIVERSITY excellent, equitable and relevant educational
excellence in the development Silang Campus opportunities in the arts, science and
Biga 1, Silang, Cavite technology through quality instruction and
of globally competitive and
relevant research and development activities.
morally upright individuals. 🕾0977-803-1917 It shall produce professional, skilled and
morally upright individuals for global
competitiveness.

TEACHER EDUCATION DEPARTMENT

COURSE SYLLABUS
1st Semester, AY 2022-2023

Course NUMBER Lecture __

BSEM 32 Course Title Type Credit Units 3
Code THEORY Laboratory ___
Course
This course provides students the Nature of Mathematics, appreciation of its practical, intellectual and aesthetic
Description dimensions, and application of mathematical tools in daily life.
Lecture: ________ _____________________
Pre-
requisites
ADVANCED ALGEBRA Course Schedule Laboratory: ______________________________

Core Students are expected to live by and stand for the following University tenets:
Values
TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the
development of projects.

EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the assigned
tasks, class performance and other course requirements.

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 SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers and
members of the community.
In addition, they should exhibit love and respect for nature and support for the cause of humanity.

Teacher Education Department shall endeavor to achieve the following goals:

1. Offering of varied undergraduate and graduate degree courses leading to various professions that will cater to the
Goals of
needs of the society;
the
College/ 2. Improvement of student performance;
Campus 3. Improvement of facilities for both students and facilitators of learning;
4. Strengthening of research and extension programs;
5. Strengthening linkage with GOs, NGOs and international agencies.

Teacher Education Department shall endeavor to produce graduates who:

1. are competent elementary and high school teachers who can teach primary school and in any one of the learning
areas in secondary school such as English, Mathematics and Biological Science;
2. possess varied learning experiences that will meet the demands of the learning environment of Primary and
Secondary Education
Objectives
in Basic Education Schools (BES);
of the
Department 3. conduct relevant researches and development activities in the field of education;
4. promote the development and transfer of appropriate technology in education; and
5. practice professional and ethical standards in the work place.

Program Educational Objectives (based on the program CMO)

1. Articulate the rootedness to education in philosophical, socio-cultural, historical, psychological, and political context
2. Demonstrate the mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environment.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learning.
5. Apply skills in the development and utilization of ICT promote quality, relevant and sustainable educational practices.

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6. Demonstrate a variety of thinking skills of planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to local, national, and global realities.
8. Pursue lifelong learning to personal and professional growth through varied experiential and field-based opportunities.
Student Outcomes and Relationship to Program Educational Objectives
Program Educational Objectives Code (based
Program/Student Outcomes (based on the program CMO) on the program CMO)
1 2 3 4 5 6 7 8 9 10
The students should:
a. Exhibit competence in mathematical concepts and procedures.
b. Exhibit proficiency in learning Mathematics to other curricular ideas.
Manifest meaningful and comprehensive pedagogical content knowledge
c.
(PCK) of Mathematics.
Demonstrate a variety of thinking skills in planning, monitoring, assessing,
d.
and reporting learning processes and outcomes.
Demonstrate proficiency in problem-solving by solving and creating routine
e. and non-routine problems with different levels of complexity

Use effectively appropriate approaches, methods, and techniques in teaching

f.
Mathematics including technological tools.
Appreciate Mathematics as an opportunity for creative work, moments of
g.
enlightenment, discovery and gaining insights of the world.
Course Outcomes and Relationship to Student Outcomes
Program/Student Outcomes Code
Program Outcomes Addressed by the Course
After completing this course, the students must be able to:
a b c d e f g
1. Prove and solve number theoretic propositions and
problems by applying fundamental concepts and
principles in number theory; I I I I I I I

2. Recognize and or generate number theory concepts and

properties from inferring patterns embedded in problems E E E E E E E
and real-word phenomena;
3. Generate and communicate results of a mathematical
investigation on a number theoretic conjecture carried out D D D D D D D
using ICT and research;

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 *Level : I-Introductory E- Enabling D-Demonstrative

COURSE COVERAGE
Resources Due
Mode of Outcomes-
Week Topic Teaching and Needed Date of
Intended Learning Delivery based
No. Learning Submis
Outcomes (ILO) Assessment
Activities (TLA) sion of
(OBA)
Output
1-2 At the end of the I. The Integers Interactive Online Oral Presentation
week, the students Discussion with Synchronous of Proofs and
should be able to: 1. Numbers and and Problem
Asynchronous Solutions
Sequences  Background
 explain the Knowledge
definitions and 2. Sums and Probe where Pen and Paper
properties of basic Products students Tests that
concepts related to answer a short engage students
numbers and diagnostic test in problem
sequences by solving and
producing proving
 Guided mathematical
examples and non-
Reciprocal Peer propositions
examples;
Questioning
where students
 use the Well- form and pose
Ordering Property questions
in proving based on
propositions about question-stems
the integers; provided by the
teacher
 prove the
properties on sums  Think-Pair-
and products and Share problem
other related solving and
propositions; proving
activities where
students write
 apply appropriate
initial
properties in
solutions/proofs
solving problems
, then are
involving sums and
paired off to
products.
consolidate

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  delineate and solve solutions/proofs
problems involving with a peer, and
arithmetic, share
geometric, and consolidated
harmonic work to the
sequences and whole class
series.
 K-U-L Graphic
Organizer
where students
describe what
they know,
unsure about,
and learned
from the
discussion

3-6 At the end of the c. Mathematical Induction Interactive Videotaped) Oral

week, the students Discussion with Presentation of
should be able to: d. Fibonacci Sequence Proofs and
Problem
 Follow-up
 prove the first Solutions
questioning
and second where the
principles of teacher uses Q Student-
Mathematical & A as a generated Videos
Induction (PMI); strategy to of numeric
engage patterns and
students in sequences in real
 conjecture life
formulae based critical thinking
on tabulated data and deepen
gathered from students Pen and Paper
explorations; conception Test that engage
students in
 Think-Pair- problem solving
 apply the and proving
principles of Share problem
solving and mathematical
mathematical propositions
induction in proving
proving formulae

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 and other claims activities
related to the
integers;
 Student Video
where students
 produce prepare a video
counterexamples recording of
to show falsity of their oral
statements; discussion of
solutions/proof
 generate actual
sequences for  Team Project
given recursive where students
functions; search for
numeric
patterns and
 prove claims on
sequences
the Fibonacci
reflected in real-
sequence and
life and prepare
other similar
a mini video
recursive
lecture on the
functions
chosen
sequence (e.g.
the Fibonacci
sequence
reflected in real
life)

7-8 At the end of the e. Binomial Coefficients Interactive Pattern

week, the students Discussion with Recognition
should be able to f. Divisibility Activity Sheet
 Study Session
 prove the (Homework) Oral Presentation
properties of where students of Group Output
binomial are asked to
coefficients; view video- Pen and Paper
lectures on the Test that engage
 apply the binomial students in
Binomial coefficients and problem solving

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 Theorem in divisibility. and proving
writing the Students are mathematical
expansions of asked to write propositions
binomial powers; one question on
a note card
intended to
 use definitions
clarify a
and theorems in
Muddiest Point.
proving
propositions on
divisibility;  Think-Pair-
Share where
the teacher
 recognize and
distributes an
describe number
activity sheet
patterns on the
and students
Pascal Triangle.
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

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9 - 12 At the end of the II. Primes and Greatest Interactive Oral Presentation
week, the students Common Divisors and Discussion and of Proofs and
should be able to: Prime Factorization Punctuated Lectures Problem
with Solutions
 express relatively 1. Prime Numbers
large positive  Solve First - Student-
integers in 2. Greatest Common Before Generated End
canonical or Divisor Discussion of Class
prime- factored Activity where Summary
form. students are
3. The Euclidean
Algorithm asked to 15-Minute
 use different answer a short Teaching
methods in diagnostic test Demonstration
4. The Fundamental on prime using student-
finding the
greatest common numbers and designed activity
divisor and least Theorem of greatest sheets intended
common multiple Arithmetic common to foster
of given integers; divisors. meaningful
Questions and
responses will
 prove theorems be processed
concerning the during
prime numbers, discussion.
greatest common
divisor and least
common multiple
of integers;

 design and use

an activity sheet,
and implement an
activity-based
learning episode
for meaningful
exploration and
discovery.

At the end of the III. Congruences Interactive Four-Square

13-15 week, the students Discussion and Graphic
a. Introduction to Punctuated Lectures Organizer

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should be able to: with (definition,
Congruences example, non-
example,
 Illustrate the  Four-Square application in real
definition of Graphic life)
congruence Organizer
through examples where the
and non- students are to Oral Presentation
examples; illustrate the of Proofs and
definition and Problem
provide Solutions
 recognize the
application of examples, non-
congruence in examples and Pen and Paper
real world application in Test that engage
contexts; real life. A video students in
lecture (or problem solving
advanced and proving
 construct proofs reading/study mathematical
for the basic session) is propositions
properties of given prior to
congruence; class session
(Flipped
 solve non-routine Learning)
problems using
properties of  Muddiest Point
congruence Discussion

 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

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 Proving activity

16-17 At the end of the Some Applications of Interactive Lectures Oral Presentation
week, the students Congruences with of Problem
should be able to: Solutions from
Gallery Walk
1. Divisibility Test  Videotaped
(with Grading
 apply the concept Lectures (or
Rubric)
of congruence in 2. Perpetual Calendar advanced
proving the reading/study
different session) given Oral Presentation
c. Round-Robin of Think-Pair-
divisibility tests; to students
 solve problems prior to class Share Output
applying the Tournaments session
perpetual (Flipped Pen and Paper
calendar concept Learning) Test that engage
 construct a students in
round-robin  Gallery Walk problem solving
schedule for a (by team) with and proving
given number of application
teams problems
posted on the
stations.

 Think-Pair-
Share Proving
session on the
divisibility tests

18 FINAL EXAMINATION
COURSE REQUIREMENTS

Suggested Lecture Requirements:

1. Mid-Term Examination
2. Final Examination
3. Quizzes/Seat works/Recitations
4. Video presentation

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 5. Fact Sheet
6. Class Reporting/Reaction Paper
7. Assignments
8. Class or Group Project (Term Paper/Project Design/Case Study/Feasibility Study/Culminating Activity/Portfolio)
9. Class Attendance

Suggested Laboratory Requirements:

1. Laboratory Reports
2. Individual Performance
3. Quizzes
4. Mid-Term Examination
5. Final Examination
6. Video presentation
7. Fact Sheet
8. Attendance

*All exams must follow a Table of Specifications (TOS) and Rubrics for evaluation of student’ performance or projects.
GRADING SYSTEM
Examinations 40%
Other Requirements 60%
Total 100%

Examinations (70% passing rate)

Midterm Examination 20%
Final Examination 20%
40%

Other Requirements;
Problem Sets 25%
Reflection Paper/Portfolio 15%
Project 10%
Recitation 10%
60%

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 STANDARD TRANSMUTATION TABLE FOR ALL COURSES

96.7 – 100.0 1.00

93.4 – 96.6 1.25
90.1 - 93.30 1.50
86.7 – 90.0 1.75
83.4 – 86.6 2.00
80.1 – 83.3 2.25
76.7 – 80.0 2.50
73.4 – 76.6 2.75
70.00 – 73.3 3.00
50.0-69.9 4.00
Below 50 5.00
INC Passed the course but lack some requirements.
Dropped If unexcused absence is at least 20% of the Total Class Hours.
Total Class Hours/Semester: (3 unit Lec – 54 hrs; 2 unit Lec – 36 hrs)
(1 unit Lab – 54 hrs; 2 units Lab – 108 hrs; 3 units Lab – 162 hrs)

CLASS POLICIES
A. Attendance
Students are not allowed to have 20% or more unexcused absences of the total face to face class hours; otherwise, they will be
graded as “DROPPED”.

B. Classroom Decorum

During face to face mode

Students are required to:
1. wear identification cards at all times;
2. wear face mask at all times;
3. observe physical/social distancing at all times;
4. clean the classroom before and after classes;
5. avoid unnecessary noise that might disturb other classes;
6. practice good manners and right conduct at all times;
7. practice gender sensitivity and awareness inside the classroom; and
8. come to class on time.

During distance mode

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 Students are required to:
1. sign an honor system pledge;
2. avoid giving or receiving unauthorized aid of any kind on their examinations, papers, projects and assignments,
3. observe proper netiquette during on-line activities, and
4. submit take home assignments on time.

C. Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Mid-term and Final Examinations are scheduled.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of ”0” for the first offense. For the
second offense, the student will be automatically given a failing grade in the subject.
4. Students who will miss a mid-term or final examination, a laboratory exercise or a class project may be excused and allowed
to take a special exam, conduct a laboratory exercise or pass a class project for any of the following reasons:
a. participation in a University/College-approved field trip or activity;
b. due to illness or death in the family; and
c. due to force majeure or natural calamities.

REFERENCES & SUPPLEMENTARY READINGS

References:

Burton, D.M. (2010). Elementary number theory (7th Edition). New York, USA: McGraw-Hill Education.
Rosen, K.H. (2011). Elementary number theory and its applications (6th Edition). Boston, USA: Pearson. Tattersal, J.J. (1999). Elementary number theory in nine
chapters. New York, USA: Cambridge University Press.

REVISION HISTORY
Revision
Date of Revision Date of Implementation Highlights of Revision
Number
1 September 9, 2022 September 12, 2022 References

Prepared by: Evaluated by: Approved:

LOURDVIE S. FORTUS ROSELYN A. YMANA,PhD JOCELYN L. REYES,PhD

Instructor Department Chairperson College/Campus Administrator

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Teacher Education Department Teacher Education Department College/Campus Silang Campus
E-mail E-mail Address:______________________ Date Approved:
Address:[email protected] Date Evaluated:______________________ ________________________
h
Contact No. 09352285392

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