Cordillera Career Development College

Buyagan, Poblacion, La Trinidad, Benguet

Tel. No.: (074) 422-2221/Email: [email protected]
COLLEGE OF TEACHER EDUCATION

COURSE GUIDE FOR SED MATH 2C

ABSTRACT ALGEBRA

CTE Department Form No.: 01 Version No.: 02 Approval Date: July 2021 Effective date: August 2021

CCDC VISION CCDC MISSION CTE PROGRAM OBJECTIVES

The center of global Deliver quality education through holistic, To develop globally competitive, empowered and morally upright
21st century accessible and inclusive learning ( HAIL ) educators who will be the instigator of development in the 21st
education for all. experiences to build socially and environmentally century. Specifically,
responsible global citizens and leader. 1. To produce graduates with wide range of pedagogical theories
and innovative teaching skills for an outstanding performance
GOALS in their own fields of specialization.
Leverage our key strengths (programs, people, 2. To instill ethical values, leadership traits, professionalism,
partnerships, products, policies and physical plant) cultural rootedness and digital citizenship among its graduates
for effective delivery of quality education. which are necessary as significant global citizens.
3. To develop the research competence among students to
VALUES contribute in the discovery of knowledge needed for
Competence, Commitment, Global Citizenship and professional growth and improvement of the teaching and
Synergy. learning process.
CCDC advocates competence relevant to the 21st 4. To sustain community engagements involving students,
century world, steadfast commitment to our shared faculty and stakeholders through internship and linkages to
goals and to our families and immediate meet the emerging demands of the 21st century education.
communities, while advancing global citizenship
and exhibiting synergy in daily activities.

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COURSE CONTENT AND LEARNING PLAN
COURSE CODE: SED MATH 2C Units/Number of Hours per Week: 3 units/3 Hours Prerequisite(s):
COURSE TITLE: ABSTRACT ALGEBRA
COURSE DESCRIPTION: This course is designed to facilitate understanding of basic concepts and properties of algebraic structures. The
topics include Groups, Subgroups, Cyclic Groups, Permutation Groups, Cosets, Isomorphism, Normal and Factor
Groups, Homomorphism, and introduction to rings. It aims to develop symbolic thinking, enhance skills in writing
proofs, and foster appreciation for mathematical structures which are all helpful in dealing with higher mathematics.
COURSE LEARNING At the end of the course, the pre-service teachers should be able to:
OUTCOMES (CLOs): A. demonstrate critical thinking in interpreting and applying fundamental concepts and proving claims concerning
basic algebraic structures (e.g. groups, subgroups, homomorphisms);
B. exhibit competence in identifying as well as producing examples and non-examples of particular algebraic
structures using their properties and relevant mathematical concepts;
C. show skills in working with functions to relate seemingly dissimilar algebraic structures;
D. reconstruct algebraic concepts and reformulate principles based on mathematical investigations;
E. communicate abstract algebra ideas in both written and oral form; and
F. design classroom activities and materials on selected abstract algebra concepts with the use of ICT.

Learning Outcome Content Teaching and Learning Activity Reference Learning Assessment Method
Material Schedule

Orientation Rules and Via google meet/ Zoom/ Messenger

Regulations on
Abstract Algebra
(Sed-Math 2C)
Updated
information related
on their remote
learning

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At the end of the week, the Chapter I:
pre-service teacher (PST) Preliminary
should be able to: Topics

1. illustrate the concept of Lesson 1: Sets and Self-Study: Reading printed module Printed module Week 1 E-discussion 1:
function, one-to-one function, Relation chapter 1 (August 9- Abstracting abstract
onto function, one-to-one Problem Solving: Sets and Relation, (pages 7-24) 13, 2021)
correspondence, inverse of a Lesson 2: Modular Aritmnetic Modulo Assignment 1. 1
function, and equivalence Arithmetic Solving sets and
relation; Interactive Learning relations problem
2.use modulo concepts and
(p.14)
properties to solve modular
arithmetic problems and
Assignment 1.2
compose proofs; and
3. evaluate a function and Solving arithmetic
identify its domain and range; modulo problems (p.
formulate proofs for 24)
propositions related to
functions, function
composition, and equivalence
relations.
At the end of the week, the Chapter II:
pre-service teacher (PST) Groups
should be able to:
Lesson 1: Binary Self-study: Reading printed module Printed module Week 2 Performance Task 1:
1. explain the definition of a operations (pages 26-30) (August Solving binary
group and identify as well as Problem solving: Binary operations nd 16-20) operation problems
produce examples and non- Lesson 2: Groups Groups Construct and/or
examples; complete Cayley
Lesson 3: Interactive learning tables for finite groups
2. prove the elementary Elementary
properties of a group; Properties of
Groups
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3. construct and/or complete
Cayley tables for finite groups;
and

4. use the elementary

properties of a group in
proving related propositions.

At the end of the week, the Chapter III:

pre-service teacher (PST) Subgroups
should be able to:
Lesson 1: Order of Self-study: Reading printed module Printed module Week 3 Assignment 3.1
1. illustrate the order of a a Group and Order (pages 33-35) (August Solving subgroups
group, order of an element, of an Element Problem solving on Subgroups 23-27, problem (p. 35)
and the subgroup concept by 2021)
producing examples and non- Lesson 2: Interactive learning Quiz 1 (Summative
examples; and Subgroups and Test 1): Problem
Cyclic Subgroups solving (LMS)
2. assess and justify whether a
given set of elements together
with a binary operation is a
subgroup.

At the end of the week, the Chapter IV:

pre-service teacher (PST) Cyclic Groups
should be able to:
Lesson 1: Self-study: Reading printed module Printed module Week 4 Assignment 4.1
1. explain the structure of a Definition and (pages 36-37) (August Solving cyclic groups
cyclic group and determine Properties of Problem solving on cyclic groups 31- problems (p. 37)
examples and non-examples; Cyclic Groups Sepember
2. derive and prove properties Interactive learning 3, 2021)
of cyclic based on exploration; Lesson 2: Finite
and Cyclic Groups

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3. apply relevant theorems to
determine the subgroups of a
given cyclic group and draw
its subgroup lattice.

At the end of the week, the Chapter V:

pre-service teacher (PST) Permutation
should be able to: Groups

1. transform permutations from Lesson 1:

array form to cycle form and Permutations and Self-study: Reading printed module Assignment 5.1
Printed module Week 4
the other way around; the Symmetric (pages 39-44) (August Solving Permutation
Groups Problem solving on permutation groups problem (p.
groups 31-
2. express permutations as Sepember 44)
products of disjoint cycles or Lesson 2: Orbits 3, 2021)
products of transpositions; and Cycles Interactive learning

3. determine the order, inverse, Lesson 3:

product of permutations; and Properties of
Permutations
4. write solutions and proofs to
problems involving the
permutation groups.

At the end of the week, the Chapter VI:

pre-service teacher (PST) Cosets and
should be able to: Lagrange’s
Theorem
1. explain the definition of a
coset and illustrate through Lesson 1: Cosets Self-study: Reading printed module Printed module Week 5 Performance Task 2:
examples; (pages 46-51) (Sept. 6- Solving cosets
Lesson 2: Problem solving on cosets
10) problems using
2. express in words and Lagrange’s Lagrange’s Theorem
Interactive learning
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elucidate theorems written in Theorem (p. 51)
symbolic form;

3. use the Lagrange’s theorem

to determine the subgroups of
a given group; and

4. apply properties of cosets in

solving problems and
composing proofs involving
the coset concept.

At the end of the week, the Chapter VII:

pre-service teacher (PST) Isomorphisms
should be able to:
Lesson 1: Self-study: Reading printed module
1. explain the definition of an Isomorphisms Printed module Week 5 Assignment 7.1 Essay
isomorphism and recognize Problem solving on isomorphism and (pages 54-55) (Sept. 6- and Modified true or
examples and non-examples of Lesson 2: automorphism 10) false (p. 55)
isomorphism; Automorphisms
Interactive learning
2. use function concepts to
establish isomorphism between
two groups; and

3. prove theorems on
isomorphism

At the end of the week, the Chapter VIII:

pre-service teacher (PST) Normal
should be able to: Subgroups and
Factor Groups
1. explain the definition and
significance of a normal Lesson 1: Normal
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subgroup; Subgroup Self-study: Reading printed module Printed module Week 6 Assignment 8.1
a. (pages 56-58) (Sept. 13- Proving (p. 58)
2. use the definition and Lesson 2: Factor Problem solving on normal subgroups 17, 2021)
theorems to appraise whether a Groups and factor groups (proving)
given subgroup is normal; and
Completing the Table
3. construct the Cayley table of
a Factor Group. Interactive learning

At the end of the week, the Chapter IX:

pre-service teacher (PST) Group
should be able to: Homomorphism
Self-study: Reading printed module Printed module Week 6 E-discussion: ICT
1. delineate between Lesson 1: Group (pages 60-61) (Sept. 13- designing
isomorphism, homomorphism, Homorphisms Problem solving on group 17, 2021)
and automorphism; homomorphism Assignment 9.1 Essay
Lesson 2: (p. 61)
2. write solutions to problems Properties of ICT designing
involving homomorphism; and Homomorphisms
Open-ended question and answer
3. use ICT in designing
materials and in implementing Interactive learning
a mini-teaching episode on an
assigned property of
homomorphism and implement
a mini teaching episode
covering a homomorphism
property.

At the end of the week, the Chapter X:

pre-service teacher (PST) Introduction to
should be able to: Rings
Week 6
1. explain the definition of a Lesson 1: Self-study: Reading printed module Printed module Assignment 10.1
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 ring and a subring and produce Definition and (pages 61-67) (Sept. 13- Enumeration (p. 68)
examples; and Examples of Rings Completion (enumeration) 17, 2021)
Quiz 2 (Summative
2. prove the properties of a Lesson 2: Interactive learning Test 2): Open-ended
ring. Properties of Rings questions and problem
solving on rings
(LMS)

COURSE REQUIREMENTS AND DEADLINES:

A. Assignments: Assignments will be given every after each lesson to ensure a deeper understanding and extend the means of assessment on how
far the students’ mastery. Assignments can be either given through the LMS accounts or word problems given after the online discussions, posted
on their group chats or face book groups or found in their modules. Assignment may also be their written activities in the form of formative
assessment. Students will be given allotted time to answer the given seatwork.
Due date: Assignments should be passed before starting the lesson of the day or every end of the weekly schedule. For LMS
assignment, due date is set the following day except for weekends.
Mode of submission: Email, Messenger, face book group page and LMS accounts
B. Quizzes: Quizzes will be given either in their LMS accounts or it will be posted in their face book group. It will be in a form of summative
assessment. Quizzes will be open notes.

C. Participation in E-Discussion Forum:

 We will be using either the Messenger, Google classroom, Zoom platform, face book group page or their LMS accounts depending on
what will be agreed by the class. All students should be a member of the Group Chat or Google classroom. Each student is expected to do
participate in short conversations, open-ended questions to be asked in the online platform to be used. Answers to questions will be based
on criteria written on the module. Students may also send their queries about that the topic through personal message using either
messenger or Gmail. This will allow the students to share their insights, ask questions freely and seek answers from their classmates and
facilitator.
 Each e-discussion is worth 15 points/ 20 points. Some of the e-discussions were identified on the module.

RUBRICS FOR DISCUSSION FORUM PARTICIPATION

Answer to Guide Questions Score
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The answer shows a depth of ideas gained in the readings 0 1 2 3
They manifest analysis of the concepts through careful study 0 1 2 3
Reaction/Comments to Classmates’ Posts
The reactions show understanding of issues raised by other students 0 1 2 3
The reactions lead to better understanding, in-depth comprehension and ultimately, analysis of the issues raised 0 1 2 3
Timeliness and Organization
The DF postings are timely (within time frame set in the Course Guide) and are organized, clear, concise, and 0 1 2 3
grammatically correct.
TOTAL

D. Written Examination : for immediate feedback – could use an online polling tool (e.g. Google docs) or use a voting system to answer
questions (if available) or through their LMS account.
Midterm: As scheduled by the Registrar’s Office - Objective Type and solving
Finals: As scheduled by the Registrar’s Office – Presentation of SIM output on the selected topics on Abstract algebra with
ICT integration.
EVALUATION AND GRADING SYSTEM
1. Rubrics for Problem Solving (Word problems)
Case 1:
Category 5 3 2 1
Mathematical errors 90-100% of the steps and Almost all (85-89%) of the Most (75-84%) of the steps More than 75% of the steps
solutions have no steps and solutions have no and solutions have no and solutions have
mathematical errors. mathematical errors. mathematical errors. mathematical errors.
Explanation Explanation is detailed and Explanation is clear. Explanation is a little Explanation is difficult to
clear. difficult to understand, but understand and is missing
includes critical several components or was
components. not included.
Neatness and Organization The work is presented in a The work is presented in a The work is presented in an The work appears sloppy
neat, clear, organized neat and organized fashion organized fashion but may and unorganized. It is hard

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 fashion that is easy to read. that is usually easy to read. be hard to read at times. to know what information
goes together.
Diagrams and sketches Diagrams and/ or sketches Diagrams and/ or sketches Diagrams and/ or sketches Diagrams and/ or sketches
are clear and greatly add to are clear and easy to are somewhat difficult to are difficult to understand
the reader/s understanding understand. understand. or not used.
of the procedure(s).
Completion All problems are All but one of the problems All but two of the problems Several of the problems are
completed. is not completed. are not completed. not completed.

Case 2:
Score
Correctness/ The student did not Correct formula/equation/first Correct formula/equation/first Correct
accuracy -per make any attempt to step – 2 points step and the derived value but formula/equation/first step,
item solve – 0 point no or wrong final answer – 3 derived value and correct
pts. final answer – 5 pts.

Completeness The student did not The student attempted to solve The student is able to The student is able to
point make any attempt to 50% of the problems in the completely solve 50% of the completely solve 75% of
solve any of the problem set or displayed logical problems in the problem set the problems in the
problems in the reasoning 50% of the time in or completed 75% problem set or completed
problem set – 2 pts. attempting to prove/solve the proof/solution in the all the proofs in the
quiz/activity and with instruction quiz/activity and with quiz/activity with
and given – 4 points instruction and given – 7 pts. instruction and given – 10
pts.
Organization The student did not The solution is 30% systematic The solution is 65% The solution is 100%
and instructions make any attempt to following the instructions – 2 systematic following systematic following
solve-0 points
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 pts. instructions- 4 points instructions – 7 points

2. Grading System
Range: 99 (Highest grade) Midterm Grade: Raw Score Transmuted
75 (Lowest passing grade) Final Grade: 30% (Midterm Grade) + 70% Tentative Final Grade
74 and below (Failing grade)

COURSE POLICIES
1. Students must participate and log in regularly through the School LMS, their class FB Group, GC or any platform identified in the subject
course guide using their real and full name only. For further inquiries, contact your teacher through the contact details provided in this course
guide.
2. Students must follow the class schedule and complete the required activities indicated in the course guide. Activities/assignments/quizzes
should be accomplished within the time frame or schedule indicated in the Course Guide.
3. Students are required to participate in the synchronous/asynchronous class via google meet, online interaction (e-discussions/threaded
discussion) posted in the LMS/FB Group. Interaction and participation in the online discussions is highly encouraged as it is one of the basis
for the tracking of your learning progress. Proper grooming including appropriate background during synchronous sessions should be observed
at all time.
4. Online synchronous quizzes will be on the LMS with a given limited time duration.
5. Students must practice independence and utmost honesty in accomplishing all their designated activities. Plagiarism is strictly prohibited.
When using data from other source/s, cite your references properly.
6. Submission of requirements (assignments) must be in accordance with the deadlines given above. Late submission of requirements
(assignments), without valid reason, will be given credit of 75% of their obtained score. Failure to comply with the requirements for this
subject will incur NG in that particular grading period.
7. Students who does not participate on the scheduled learning activities and who have not submitted at least 30% of the requirements for the
whole duration of the class schedule shall be considered dropped, thus, does not qualify for completion and requirements submitted during the
completion period will not be considered.
8. Students are encouraged to consult with their teachers through the consultation hours indicated by the teacher in this course guide. Students
must observe proper netiquette when messaging teachers and conversing with fellow students at all times.

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 Example: a. void using offensive words, FULL UPPER CASE (Caps Lock) and inserting irrelevant subjects, and using jargons,
shortcuts (jejemon words).

Class Attendance
Students’ participation during the synchronous/asynchronous online class (e.g. asking questions, commenting in the chat box, sharing
insights, among others), online interaction (e-discussions/discussion threads) will be counted as their attendance and will be graded.

CONSULTATION WITH COURSE INSTRUCTOR/FACILITATOR

Ma’am Jomalyn F. Cacanindin
Consultation time via messenger/ email 8 am to 5 pm only (Mondays-Fridays, except holidays)
Contact number 09300919977
Email address [email protected]
Face book account Jomalyn Cacanindin

REFERENCES IN LEARNING PACKS

Beachy, John A. Abstract Algebra: A Study Guide for Beginners. Illinois: Waveland Press, Inc., 2006
Fraleigh, John. A First Course in Abstract Algebra
Robinson, Derek J.S. An Introduction to Abstract Algebra. Walter de Gruyter, Berlin, New York. 2003
Rotman, Joseph J. A First Course In Abstract Algebra. Prentice Hall, Upper Saddle River, New Jersey

ABOUT THE COURSE INSTRUCTOR/FACILITATOR

She is a graduate of Bachelor of Secondary Education Major in Mathematics at Benguet State University. She believes that learners have their own
potentials that needed to be ignited with the joining forces from the external and internal factors.

Prepared by: Noted by:

JOMALYN F. CACANINDIN (Sgd) CORAZON L. OCDEN, PhD
Course Instructor Dean, College of Teacher Education

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