II.

COURSE LEARNING PLAN

Time Frame Learning Teaching And Learning

Topic Resources Assessment
Outcome Activities
WEEK 1 1. Identify Activities to do. (i) video Required: (1) Nature's Evaluation
(3 HOURS) patterns in watching (ii) pair-sharing Numbers by Ian Requirements. (i) short
nature and Section 1. The Nature or small group sharing (iii) Stewart or Mathematics response/essay writing at the
regularities in of Mathematics journal writing (iv) whole in Nature: Modeling end of class to one question.
the world (K) l. Mathematics in our class discussion Patterns in the Natural Examples of these questions
World World by John A. are: what new ideas about
WEEK 2 2. Articulate Core Idea. Questions to Pose. (i) Adam or A mathematics did you learn?;
(3 HOURS) the Mathematics is a What is mathematics? Mathematical Nature what is it about mathematics
importance of useful way to think (ii) Where is Walk by John A. that might have changed
mathematics about nature and our mathematics? (iii) What Adam, or any book of your thoughts about it?, and
in one's life world therefore, role does mathematics the same level, intent what is most useful about
(V) refrain from play in your world? and approach mathematics for humankind?
3. Argue about discussing at the level (2) (ii) Two- to three-page
the nature of of Eaves or the like. Some ideas to elicit and https://vimeo.com/99533 synthesis paper focusing on
mathematics, (ii) This is not simply encourage. (i) Many 68 one of the following aspects
what it is, how it a math appreciation patterns and occurrences Recommended: (I) A of mathematics:
is expressed, course; therefore, exist in nature, in our Day's Adventure in Math (a) Mathematics helps
represented, and refrain from merely world, in our life. Wonderland by Akiyama organize patterns and
used (K) showing or telling the Mathematics helps makes & Ruiz; (2) The Number regularities in the world
 WEEK 3 4. Express "beauty" or sense of these patterns and Devil by Enzensberger (b) Mathematics helps redact
(3 HOURS) appreciation for usefulness of occurrences. (ii) the behavior of
mathematics as mathematics alone understanding of these 3
a human Mathematics is a tool to points — The student not
endeavor (V) quantify, organize, and only elicits the correct ideas
control our world from the readings and video
but also shows evidence of
internalizing these. 4 points
— The student elicits the
correct ideas from the
readings and video, shows
evidence of internalizing
these, and consistently
contributes additional
thoughts to the Core Idea
WEEK 4 5. Discuss the Section 1. The Nature Activities to do. (i) Required for Instructors. Evaluation Requirements.
(3 HOURS) language, of Mathematics Individual or small group Jamison, R. E. (2000). (i)Writing exercise sets
symbols, and ll. Mathematical exercises including games Learning the language (ii)Quiz
conventions of Language and (see exercises in The of mathematics.
mathematics (K) Symbols Language of Language and Learning Standards/Basis for
Mathematics (from One across the Disciplines, Gradinq to Use. Use
WEEK 5-6 6. Explain the
Core Idea. Like any Mathematical Cat, 4(1), 45-54. (attached) numerical scores.
(6 HOURS) nature of
language, mathematics Please! by Carol Burns Required for Students.
mathematics as
has its own symbols, Fisher) (ii) Whole class (i) The Language of
a language (K)
syntax and rules. discussions of the Mathematics (from One
comparisons between the Mathematical Cat,
Characteristics of English language and Fisher)
7. Perform mathematical Mathematical language (iii) (ii) The
operations on language: precise, Compilation of Language and Grammar
mathematical concise, powerful mathematical symbols and of
expressions Expressions vs. notations and their Please! by Carol Burns
correctly (S) sentences meanings Mathematics (both
Some ideas to elicit and attached)
 Conventions in the encourage.
mathematical (i) Mathematics is a
language language in itself. Hence,
it is useful in
Four basic concepts. communicating important
sets functions, ideas.
relations, binary (ii) Mathematics as a
operations language is clear and
objective.
• Elementary logic: iii)Language conventions
connectives, are(necessary in
quantifiers, mathematics for it to be
negation, variables understood by all.
Formality
Note. This part of the Some ideas to discourage
course is intended to or debunk or disprove.
be light and easy. The (i) Mathematics is not a
intention is to expose Ianguage but a useless set
the students to the of formal rules and alien
world of mathematics symbols.
as a language in order (ii) Mathematics confuses
that they may be able the communication of
to read and write concepts and ideas.
mathematics texts and (iii) Mathematics is full
communicate ideas of unnecessary symbols,
with precision and rules, and conventions.
conciseness.
WEEK 7 9. Use different Section 1. The Nature Activities to do. (i) reading Required: Mathematical Evaluation
(3 HOURS) types of of and writing proofs (ii) Excursions (Ch. 1) by R Requirements. (i) one take-
reasoning to Mathematics small-group problem Aufmann et al.; What is home problem set (ii) quiz
justify Ill. Problem Solving solving (iii) whole class Mathematics Really? on proving using deductive
statements and and Reasoning discussions of key (Ch. 4 & 5) by R. or inductive reasoning
arguments made problems and solutions Hersh, Standards/Basis for Gradinq
 about Core Idea. Some ideas to elicit and Recommended: to Use. 0 point — The
mathematics and Mathematics is not encourage. (i)Mathematics Mathematical students did not make any
mathematical just about numbers; requires not only facility Excursions (Ch. 2) by R attempt to solve any of the
concepts (K) much of it is problem with numbers but also the Aufmann et al., problems in the problem set
solving and ability to critically think or prove any of the
WEEK 8 10. Write clear
reasoning. through situations, to Mathematics, A Practical statements in the quiz. 1
(3 HOURS) and logical
Inductive and reason and argue logically Odyssey (Ch.1) by point — The student
proofs (K)
Deductive and to creatively solve Johnson & Mowry; attempted to solve 50% of the
11. Solve Reasoning problems. problems in the problem set
problems Intuition, proof, and (ii) Mathematics is an The Number Devil by or displayed logical
involving Certainty Polya's 4- active human endeavor. We Enzensberger, Professor reasoning 50% of the time in
patterns and steps in Problem can create the mathematics Stewart's Cabinet of attempting to prove the
recreational Solving Problem we need to solve problems. Mathematical statement/s in the quiz. 2
problems solving strategies (iii) Mathematics is for Curiosities by Ian points - The student
following Mathematical everyone and anyone who Stewart; Problem attempted to solve all the
Polya's four Problems involving cares to learn it. (iv) problems in the problem set
steps (S) Patterns Mathematical problem Solving Through or displayed logical
solving takes time Recreational reasoning 75% of the time in
WEEK 9 Recreational Solutions are not always Mathematics by attempting to prove the
(3 HOURS) Problems using apparent to the solver. (v) Averbach and Chein. statement/s in the quiz. 3
mathematical There may be more than points — The student is able
Caution. (i) This is one approach in solving to completely solve 50% of
not a full-fledged mathematical problems. the problems in the problems
12. Organize problem solving Some ideas to discouraqe set or completed 75% of the
one's methods course; therefore, or debunk or disprove. (i) proof/s in the quiz. 4 points
and approaches refrain from giving One only needs to learn The student is able to
for proving and problems that are numbers and fractions to be completely solve 75% of the
solving beyond the students' mathematically proficient problems in the problem set
problems (V) abilities. (ii) While it (ii) Mathematics is a or completed all the proof/s
seems more important spectator sport. in the quiz.
to be able to think Mathematics is just out
through and attempt there to be discovered and
to solve problems, appreciated. (iii)
 there is a higher value Mathematics is only for the
in actually completing gifted. (iv) One is dumb if
solutions to problems. s/he cannot solve a
Hence, dissuade mathematical problem right
students from merely away. (v) There is only one
attempting to solve way to solve a
and encourage them mathematical problem.
instead to complete
their solutions. (iii)
Avoid giving
problems that do not
have known solutions.
Such problems are not
for this course.
WEEK 10 13. Use a Section 2. Mathematics Activities to do. (i) Required: Mathematical Evaluation requirements.
(3 HOURS) variety of as a Tool (Part 1) lectures (ii) work with xcursions, Yd Edition (i) 1 quiz
statistical Data Management appropriate computer (International Edition) by (ii) 1 test
tools to statistical software (iii) Aufmann et al. (Ch. 13) (iii) 1 problem set
process and Core Idea. Statistical class discussions (iv) (iv) 1 project proposal for
manage tools derived from pseudo-proposal defense Recommended: a
numerical mathematics are useful Examples of applications. Mathematics, A Practical quantitative study to be
data (S) in processing and 1. A brisk walk at 6.4 km/hr Odyssey by Johnson & orally proposed
WEEK 11 14. Use the managing numerical burns an average of 300 Mowry (Ch.4) Sample Proiect Proposal
(3 HOURS) methods of data in order to calories per hour. If the You want the university to
linear describe a standard deviation of the Math in Our World by offer free shuttle rides for
regression and phenomenon and distribution is 8 calories, Sobecki, Blumant & students, faculty, and staff
correlations to predict values. find the probability that a Schirck-Matthews from strategic points
predict the Data:-Gathering and person who walks 1 hour at outside your university in
value of a Organizing Data; the rate of 6.4 km/hr will order to improve traffic
variable given burn the given number of flow in your campus. The
certain using graphs and calories. Assume the university chancellor asks
conditions charts Interpreting variable is normally your team to present hard
WEEK 12 15. Advocate orgarüed data distributed. (a) More than data that will convince the
(3 HOURS) Measures of Central 280 calories (b) Less than administration. Prepare a
Tendency: Mean, 293 calories proposal on how you will
Median, Mode, (c) Between 285 and 320 do this task.
Mean calories Standards/Basis for
Measures of (From: Sobecki et al. Gradinq to Use.
Range, Standard Math in Our World) (i)Numerical scores for the
Deviation an&Variance Interpret the result for quizzes, test and problem
Mæsures-of Retaive z- each number of calories. sets
score¶ (ii) rubric for the project
Peræntiles, Quarites 2. Does good health relate proposal
and-Whiskers Plots to education? Below are the
figures for the Philippines: Caution.
Normal- Immunization (measles, % (i) Define the bounds of the
Distributions of children ages 12-23 project proposal to ensure
the use of • Lù1eavRegresSon months) that the work required is
statistical data Coefficient 2005...92 commensurate to the hours
in making 2006...92 allotted for this section of
important 2007...92 the course. (ii) The oral
decisions (V) 2008...92 proposal is not to be graded
2009...88
2010...80
Primary completion rate
(total, % of relevant age
group)
2005. 94
2006. 91
2007. 91
2008. 92
2009. 91
2010 no data
Can you predict the
primary completion rate
for 2010?
 Choose two or three topics for this section. The sections on Geometric Designs and Codes have been developed as samples.
WEEK 13 Activities to do. (i) small Required: Geometry: Evaluation requirements.
(3 HOURS) group or large class Shapes, Patterns and (i) 1 problem set (ii) 1 long
16. Apply Section 3. Mathematics sharing of various Designs (A Chapter for test (iii) class exhibit of
geometric as a Tool (Part 2) indigenous designs found the New Editions of the created or collected
concepts, l. Geometric Desiqns in one's home Math 12 Textbook for indigenous designs
especially Core Idea. Geometry community (ii) lectures Ateneo de Manila Standards/Basis for
isometries in can help enhance one's (iii) written exercises University) by Vistro-Yu Grading to Use.
describing and artistic prowess as well Recommended (i) numerical scores for
creating as enrich one's own Palaspas by Nochesada problem set and long test
designs (S) culture. (ii) rubric for the class
Recognizing and exhibit
17. Contribute analyzing geometric (iii) peer evaluation for
to the shapes the class exhibit
enrichment of Transformations Caution. The content
the Filipino Patterns-and material may prove to be
culture and arts Diagrams a challenge to many
using concepts Des' s, -Arts, & Culture students hence there
in geometry should be few assessment
(V); activities.
WEEK 14 18. Use ll. Codes Required: (i) For All Evaluation requirements.
(3 HOURS) coding Core Idea. The utility of Practical Purposes, (i) 3 quizzes
schemes to mathematics goes Activities to do. Introduction to (ii) 1 long test
encode and beyond the mundane. (i) role playing Contemporary Standards/Basis for Grading
decode Mathematics enables the (ii) lectures Mathematics (2nd Ed.) to Use.
different types development of codes (iii) written exercises by COMAPt Inc. (ii) Numerical scores
of information and ciphers that are (iv) computer exercises A Student's Guide to
for useful to individuals and Coding and Information
identification, to society Theory by Moser and
privacy, and • Binary codes Chen
security Integers in computers Recommended:
purposes Logic and computer http://www exploratoriu
 WEEK 5 19. Exemplify addition m.edu/ronh/secret/secre
(3 HOURS) honesty and Text data t.html
integrity when Errors
using codes Error detecting codes
for security Repetition and Codes
purposes (V)
Caution. It is easy to
get lost in the "fun"
that this section
brings. Do not lose
the mathematics.

WEEK 16-18 20. Use Ill Linear Programming Johnson & Mowry, Ch Evaluation
(9 HOURS) mathematical Linear Inequalities 12 requirements. (i) 1
concepts and Geometry of Linear problem set (ii) an
tools in other Programming Activities. (i) lectures Aufmann et al., Chapter integrating project
areas such as Simplex Method (ii) role playing (iii) 11 Sample Inteqratinq Proiect
in finance, written exercises (by qroups)
voting, logic, IV. The Mathematics of Aufmann et al. Chapter 4 Create a poster aimed at
business, Finance recruiting students to join a
networks and Simple and Aufmann et al., Chapter club that promotes
systems (S) Compound Interest 3 mathematics as an important
21. Support Credit-Cards and tool in everyday life.
the use of Home ownership Standards/Basis for Grading
mathematics V. Apportionment and Aufmann et al Chapter 5 to Use.
in various Votinq (i) Numerical scores for
aspects and Introduction to problem sets
endeavors in apportionment Aufmann et al., Chapter (ii) Rubrics for the project
life (V) Introduction to Voting 8
Weighted-Voting
Systems
VI. Loqic
Logic and quantifiers
Truth tables and
 Conditional,
Biconditional and
related statements
• Symbolic and-Euler
diagrams
Vll. The Mathematics of
Graphs
• Graphs and Euler
circuits
Weighted graphs
Euler's formula Graph
coloring
Vill. Mathematical
Systems
• Modular Arithmetic
Applications
Group Theory