Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

COLLEGE OF EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning
experiences.
2. Generate and utilize 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
QUALITY POLICY  Professionalism Liberalism
 Institutional Pride
Central Bicol State University of Agriculture committed to lead innovations in
instruction, research, extension, and resource generation for clients’ CORE VALUES
satisfaction, uphold its core values and principles and satisfy all applicable
requirements and standards through continual improvement of its quality  Discipline
management system.  Respect
 Care
 UNIVERSITY
COLLEGE GOALS GOALS
1 2 3 4
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.

PROGRAM OUTCOMES COLLEGE GOALS

After four years, the graduates of the BSE and shall: 1 2 3 4 5
1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environments.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and
educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

COURSE SYLLABUS
1. Course No. Math 102
2. Course Name Trigonometry
3. Course Description The course aims to enable students to achieve thorough grasp of circular and trigonometric functions,
solutions to triangles, trigonometric identities and the polar coordinate system that will translate into proficient
application of the concepts in problem solving and readiness for higher mathematics. Students of this course will
engage in inquiry learning and problem-solving using computer applications/software and other technological
devices.
4. Credit Units 3
5. Contact Hours 3 hours per week
6. Pre-requisite Math 101

7. Course Learning Outcomes: PROGRAM OUTCOMES*

After completing this course, the student must be able to: 1 2 3 4
1. Demonstrate critical thinking through finding solutions to application and/or real-life problems that
I I I E
require trigonometric concepts and computations;
2. Show skills in using appropriate computer application/software and graphing calculators to carry out
I I E E
computations and explorations of trigonometric problems;
3. Exhibit competence in proving trigonometric identities I E E E
*Level: I – Introductory, E – Enabling, D – Demonstrative

8. Course Coverage
Time Intended Learning Outcomes Teaching and Learning
Topics Assessment Task
Allotment (ILO) Activities
In this learning experience, the CLASS ORIENTATION
students are expected to: 1. Review on CBSUA Philosophy, ▪Lecture Discussion
• Inculcate the sense of Vision, Mission, Quality Policy, ▪Slide Presentation
pride on CBSUA Goals, Core Values, and College ▪Open Forum
Philosophy, Vision, Objectives.
Open-ended
Week 1 Mission, Quality Policy 2. The new normal environment in
questions
and Goals, and College the academe through blended
Objectives learning approach in delivering
• Understand the subject the lessons
coverage, requirements 3. Course requirements and grading
and policies system.

Time Intended Learning Outcomes Topics Teaching and Learning Assessment Task
Allotment (ILO) Activities
4. Course policies and other
guidelines implemented in
CBSUA
Week • Use correct mathematical Chapter 1 – Introductions to 1. Interactive Discussion Formative
2-3 notation and terminology. Trigonometry 2. Individual and Group Assessment:
Activity 3. Pen and Paper
a.. Trigonometric points a. The students are quiz
• Perfectly define and draw a a. Angles and its parts asked to make a 4. Seatwork 3.
unit circle and identify the b. Triangles and its Parts Concept Map. Class
coordinates of trigonometric c. Angle Measures b. The students are participation
points of special angles. c. asked to answer
some drills Performance
3. Points outside the unit circle individually or by pair. Assessment:
• Correctly identify the 6 3. Online drill and practice. Reflection Paper
trigonometric/circular The students are asked
functions and their value 1. Arc length to go to the websites
limits based on this unit below and choose
circle. problem/s to solve:
2. Area of a circular sector 1. 4. Formative
 Accurately solve problems Assessment:
involving arc length and 2. Pen and Paper quiz
area of circular sector. 3. Seatwork 3. Class
4. participation

Week 4 • Assessment 3 4.

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

• Properly sketch the graph of 1. Interactive Discussion Formative

trigonometric functions 2. Drill and Practice (Group Assessment:
based on its periodicity and and Individual) 1. Reflection
Trigonometry the use online 3. Online drill and practice 2. Pen and Paper
trigonometry games / a. The students are asked quiz
graphing calculator / to go to the website 3. Seatwork
computer graphing below and choose 4. Class
applications and pen and problem/s to solve: participation
paper activity. 5. Performance

Chapter II - Trigonometric Assessment:

• Analyze the general Functions and its graph b. The students are asked Reflection Paper
behavior of the to graph the different
Week trigonometric function 1. Sine Function trigonometric functions
5-7 graphs. 2. Cosine Function using geo - gebra or
• State the appropriate 3. Tangent Function any computer graphing
domain, range, amplitude 4. Cotangent Function applications.
and period for each graph 5. Cosecant Function
of 6. Secant Function 4. Reflection Activity: The
Sine, Cosine, Tangent, students are asked to
Cosecant, Secant and write down 3 things they
Cotangent functions. learned about the lesson on
trigonometric functions,
• Point out and properly anything the students find
explain the effect of a difficult, and questions that
change in period and they have for this topic.
amplitude

Time Intended Learning Outcomes Teaching and Learning

Topics Assessment Task
Allotment (ILO) Activities
Week 6 Assessment 1. Test coverage are the topics from week 1 – 5
 Formative
• Properly apply basic 1. Interactive Discussion Assessment:
trigonometric identities 2. Drill and Practice (Group
and algebraic properties and Individual) 1. Pen and Paper
to express one Chapter III – Trigonometric 3. Online drill and practice. quiz
trigonometric function in Identities The students are asked to 2. Seatwork
terms of the other go to the website below and 3. Class participation
trigonometric functions. 1. Fundamental Identities choose problem/s to solve:
• Write a proof which 2. Sum and Difference of
verifies the validity of a 2. Two Angles Identities
Week stated identity. 3. Double Angle Identities 4. Reflection Activity: The Performance
9 - 11 • Solve the values of 4. Half Angle Identities students are asked to write Assessment:
trigonometric functions down 3 things they learned Reflection Paper
using identities. about the lesson on
trigonometric identities,
anything the students find
difficult, and questions that
they have for this topic.

• Properly sketch the graph Chapter IV- Inverse of the 1. Interactive Discussion Formative
for each basic Trigonometric Functions 2. Drill and Practice (Group Assessment:
inverse and Individual) 1. Pen and Paper
trigonometric function 1. Inverse trigonometric functions 3. Online drill and practice: quiz
and state the correct 2. Solving trigonometric equations The students are asked to 2. Seatwork
domain and range. go to the website below 3. Class
• Explain well how inverse and choose problem/s to participation
trigonometric functions solve:
Week facilitate the solving of
9 - 11 trigonometric functions. http://www.onlinemathlear Performance
• Apply inverse ning.com/trigonometryga Assessment:
trigonometric and mes.html Reflection Paper

Time Intended Learning Outcomes Teaching and Learning

Topics Assessment Task
Allotment (ILO) Activities
 algebraic solving
techniques on 4. Reflection Activity: The
trigonometric functions students are asked to
to correctly solve write down 3 things they
a. numerical problems learned about the lesson
on inverse inverse of trigonometric
trigonometric functions, anything the
functions. students find difficult, and
b. problems involving questions that they have
inverse for this topic.
trigonometric
equations.
Week 12 Assessment 1. Test coverage are the topics from week 7 – 11
• Accurately distinguish the
difference between right Chapter V - Solutions of Triangles 1. Interactive Discussion
triangle and oblique 2. Drill and Practice (Group
triangle. 1. Solving Right Triangles and Individual)
• Use the trigonometric 3. Online drill and practice:
functions to solve The students are asked to
problems involving right 2. Solving Oblique Triangles go to the website below
triangles. - Law of Sines and choose problem/s to
- Law of Cosines solve Formative
• Correctly specify the Assessment:
conditions when to use 1. Pen and Paper
the law of sines and law 4. Reflection Activity: The
of cosines. students are asked to write quiz
Week 13 - 15 • Solve oblique triangle down 3 things they learned 2. Seatwork
problems using the law of about the lesson inverse of 3. Class participation
sines and the law of trigonometric functions,
cosines. anything the students find Performance
• Use the ambiguous case difficult, and questions that Assessment:
they have for this topic. Reflection Paper
of the law of sines to
solve oblique triangles
where more than one
solution exists.
• apply the laws of sines
and cosines to find

Time Intended Learning Outcomes Teaching and Learning

Topics Assessment Task
Allotment (ILO) Activities
 missing angles and sides
for any given triangle.
• Solve story problems
involving triangles.

• Distinguish the difference Chapter VI - Polar Coordinate 1. Interactive Discussion

between a Cartesian System 2. Drill and Practice (Group
Coordinate and Polar and Individual)
Coordinate. 1. Converting from Cartesian 3. Online drill and practice:
• Convert Cartesian Coordinates to Polar Coordinates The students are asked Formative
Coordinates to Polar to graph the different Assessment:
Coordinates. 2. Converting from Polar Coordinates polar functions using 1. Pen and Paper
• Convert Polar to Cartesian geogebra or any quiz
Coordinates to Cartesian Coordinates computer graphing 2. Seatwork
Week
Coordinates. 3. Plotting a Point in Polar Coordinate applications 3. Class
16 - 17
• Plot points in a Polar System participation
coordinate system. 4. Distance between to Polar Points 4. Reflection Activity: The
• Properly graph 5. Graphing Polar functions students are asked to Performance
polar functions. write down 3 things they Assessment:
learned about the lesson Reflection Paper
on polar coordinate
system, anything the
students find difficult,
and questions that they
have for this topic.
Assessment 3: Final Exam. Test coverage are the topics from week 2-17
Week 18
Output: Written Exam

9. Course Assessment

Assessment 1. Test coverage are the topics from week 1 – 5

Assessment 2. Test coverage are the topics from week 7 – 11

Assessment 3. Final Exam. Test coverage are the topics from week 13 – 17

10. Resources Needed

 A. Textbooks/References
[1] Larson, R. (2012). Trigonometry. Philippines: Cengage Learning.
[2] Lial, M, Hornsby, J., Schneider, D., Daniels, C. (2014). Trigonometry. Philippines: Cengage Learning. [3]
McKeague, C., & Turner, M. (2014), Trigonometry. Cengage Learning.
[4] Stewart, J., Redin, L., & Watson, S. (2012). Stewart’s algebra and trigonometry. Hiyas Press, Inc

B. Online Sources
[1] https://www.britannica.com/science/trigonometry
[2] https://www.khanacademy.org/math/trigonometry
[3] https://www.google.com/search?q=solution+of+right+triangle&oq=Solution+of+Right+Triangle&aqs=chrome.
0.0i512l3j0i22i30l7.21074j0j9&sourceid=chrome&ie=UTF-
[4] https://www.google.com/search?q=Oblique+Triangle&oq=Oblique+Triangle&aqs=chrome..69i57j0i512l9.
11897j0j9&sourceid=chrome&ie=UTF-8

C. Teaching – Learning Facilities/Equipment

• Cellphone
• Calculator
• Laptop & Protractor
• Ruler & Triangle
Course Title: Prepared by: Reviewed by: Approved by:

Math 102 - Trigonometry

Date Effective: SALVACION A. EJE JULIE B. LLAGAS DARREL M. OCAMPO, Ph. D.

1st Semester 2023 - 2022 Assistant Professor III Program Chairperson Dean
Date Signed: