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SOUTHVILLE INTERNATIONAL SCHOOL AND COLLEGES1281 Tropical Avenue corner Luxembourg Street,

SISC/QSF-OCD-007Rev 005 06/16/12BF International, Las Pias CityCOLLEGE DIVISION

COLLEGE SYLLABUS2nd Semester, SY 2012 2013 Course Code: G Math 2E Course Title: CONTEMPORARY MATH Number of Units: 3 Prerequisite Course: G Math 1E (Fundamentals of Math) Faculty: Robert F. Norberte

I. COURSE DESCRIPTION This course offers to the student an opportunity to learn when and how mathematics can be used in many different real-life situations. Consequently, this course will help students expand their content knowledge in mathematics. The course covers topics on matrices, sequences, series, similarity, descriptive and inferential statistics.The following principles underlie this course: Mathematics is useful Mathematics is realistic and relevant Mathematics is interesting Mathematics is needed by all

II. GENERAL EDUCATION PROGRAM LEARNING OUTCOMES AND TARGETSStudents who have taken the Gen Ed courses are expected to be individuals who posses knowledge, skills attitudes and values associated with college educated citizens; who demonstrate knowledge of the diversity of academic disciplines enabling them to seek creative solutions to problems through continuous learning, technically literate, who understand and apply the values of critical thinking, strong communications skills , cultural awareness , acting ethically at all times personally and professionally. As such, they:1. Demonstrate effective communication (Filipino and English) in clear and correct styles, both orally and in writing, appropriate to the subject, purpose, occasion and audience; and listen effectively to enhance critical thinking, problem solving and collaborative abilities. 2. Manifest the ability to apply higher order analytic and creative cognitive processes to arrive at reasoned and supportable conclusions; synthesize and apply knowledge within and across courses and disciplines to develop creative solutions to problems. 3. Demonstrate the ability to use computer technology and appropriate software applications to produce documentation, quantitative data presentations, and functional graphical presentations appropriate to various academic and professional settings. 4. Exhibit an appreciation and awareness of other cultures and times, an appreciation of literature and the arts, and a perception and discernment of a level of skill and ability in the craft of creating and the cultural impact of the creative process and media. 5. Undergo a continuous development of the skills and awareness necessary to liveas responsible, ethical, and contributing citizens of the community, state, nation, and world and the interpersonal skills required for effective performance in group interactions and collaborative practice6. Demonstrate scientific literacy through the process of scientific reasoning and applying scientific principles inside and outside the laboratory or field setting7. Develop quantitative skills and abilities; applying the basic mathematical tools to the solution of real world problems and the ability to use the concepts to develop arguments, draw inferences , interpret and use them in other disciplines8. Apply study and critical thinking skills to deal with academic concerns and problems across disciplines recognizing that skills learned in one area can be applied in another area.

III. TEACHING LEARNING GOALS At the end of the semester, students are expected to:

Course GoalsLearning Outcomes Mission Deployment (Specified 5Cs, Positive Learning Environment, Empirical Research Orientation, Innovative and Relevant Curriculum and Instruction, Updated Technological Applications)

A1. Represent and interpret cross categorized data in matrices.

2. Perform operations on matrices to model and interpret problem situations.

3. Model and solve systems of equations with technology.

A1. Create links between their own language and ideas, and the formal language and symbols of mathematics.

2. Use a variety of forms of communication while learning mathematics.

3. Communicate their learning using mathematical terminology.

4. Explore and create patterns, examine relationships, test conjectures and solve problems using technology.

Competence

Demonstrate an acceptable level of proficiency in Math

Produce more results with less resources

Have an accurate perception of ones personal strength, weakness, limitations and habits of the mind and how these either shape or impede ones growth, performance and output


B1. Analyze and represent sequences and series

2. Investigate how recursive relationships and their associated sequences can model the long-term behaviour of situations involving sequential change.

B1. Use estimation in mathematical judgements and in developing useful, efficient strategies for dealing with situations in daily life.

2. Reach new conclusions by building upon what is already known or assumed to be true.

3. Use the language of mathematics to express mathematical ideas precisely.Character

Adhering to principles and standards in ones day-to-day life and in the practice of ones profession

Demonstrate honesty, transparency and responsibility in dealing with people and institutions

Being open to learning

C1. Develop and apply similarity relationships.

2. Apply the concepts of surface area and volume to measure three dimensional figures.

C1. Use prior learnings in new ways and contexts through problem solving.

2. Use multiple, creative and innovative solutions in solving problems.

3. Look openly for, and engage in, finding a variety of strategies for solving problems.

4. Explore and record results, analyze observations, make and test generalizations from patterns.

Commitment to Achieve

Stay at a task until its completion

Persist until goals are successfully attained

Setting specific and realistic goals

Translating ideas into practical and concrete applications

Producing outputs that meet the standards of quality, accuracy and timeliness


D1. Formulate and answer questions about small populations by collecting and analyzing univariate/bivariate data from the populations.

2. Organizes and summarizes categorical and numerical data using summary statistics and a variety of graphical displays.

3. Interpret results and communicates conclusions regarding a formulates question using appropriate symbols, notation, and terminology.

D1. Share ideas and insights among group members.

2. Communicate effectively among group members to achieve a certain goal.

3. Select, apply and translate among mathematical representations to solve problems.

Collaboration

Modeling discipline, quality and excellenceAssuming command responsibility by overseeing tasks and coaching people

Influencing others towards the implementation of worthwhile undertakings

E1. Understand the normal distribution.

2. Develop and evaluate inferences and predictions that are based on data.

3. Understand and use hypothesis testing.E1. Make connections among concrete, pictorial, symbolic, oral, written and mental representations of mathematical ideas.

2. Make mathematics as useful, relevant and integrated by using mathematical ideas that are connected to each other or to real- world phenomena.

3. Recreate different aspects of the visual-spatial world using pictures and images Creativity

Employing new approaches of solving problems by bringing in perspectives from other disciplines

Developing an inquisitive mind

IV. TEACHING-LEARNING OUTCOMESWeekCourseGoalsLearningOutcomesIntended Learning ObjectivesContentOB Teaching Learning Activities (OBTLA)Assessment(Expected Outputs)Remarks/Date

1

A1

A2

A2

A1, A4

A2, A3

A2

A1

A41. Familiarize oneself with the requirements and intended outputs by the end of the semester.

2. Classify types of matrices.

3. Perform operations on matrices such as addition, subtraction, and multiplication.

4. Apply the properties of matrix addition and multiplication.

5. Use Cramers rule to find solutions to systems of equations. Orientation

Matrices

Lecture Discussion

Practice & Drills

Pair WorkQuiz

Seatwork:Worksheets 1 3 (Matrices)

2B1

B2

B1, B2

B31. Identify sequences as arithmetic, geometric, or neither.

2. Derive formulas and use them in finding the general terms and sums related to arithmetic and geometric sequences.Sequences and SeriesLecture Discussion

Practice & DrillsQuiz

Seatwork:Worksheets 4 5Sequences and Series

WeekCourseGoalsLearningOutcomesIntended Learning ObjectivesContentOB Teaching Learning Activities (OBTLA)Assessment(Expected Outputs)Remarks/Date

3C1C1, C2

C3

C3, C4

1. Define and identify similarity of two dimensional figures, including the linking of corresponding parts, the similarity ratio, and the measures of corresponding parts.

2. Determines a proportional relationship among measures of corresponding sides of similar figures.

3. Solves indirect measurement problems and scaling problems involving mathematical and real-world contexts using similar figures.Similarity

Lecture Discussion

Practice & Drills

Quiz

Seatwork:Worksheets 6 7

4C2C2, C31. Apply formulas for determining the surface areas and volumes of rectangular prisms, prisms, and cylinders. Measurement(Surface AreasVolumes)Lecture Discussion

Practice & Drills(Pair Work)

Problem SolvingQuiz


5D1

D1

D1D2

D2

D1, D2

1. Differentiate and give examples of descriptive and inferential statistics. 2. Define variable and identify types of data.

3. Identify the measurement level for each variable.Descriptive and Inferential Statistics

Variables and Types of Data

Lecture Discussion


Summative AssessmentLong Quiz



D1

D1, D3

D1D2

D1, D3

D34. Identify the four basic sampling techniques.

5. Use Slovins formula to determine the sample size.

6. Explain the difference between an observational and an experimental study.Data Collection and Sampling Techniques

Observational and Experimental Studies

6PRELIM EXAM

7D1, D2

D2

D2, D3

D2, D3D2, D3

D2

D1, D2

D2, D31. Organize data using a frequency distribution.

2. Represent data in frequency distributions graphically using histograms, frequency polygons, and ogives.3 3. Represent data using bar graphs, Pareto charts, time series graphs, and pie graphs.

4. Draw and interpret a stem and leaf plot.Frequency Distributions and GraphsLecture Discussion

Practice & Drills(Pair Work)Quiz



8D2, D3

D2, D3D1, D3

D2, D31. Summarize data, using measures of central tendency, such as the mean, median, mode, and midrange.

2. Describe data, using measures of variation, such as the range, variance, and standard deviation.Measures of Central Tendency

Measures of Variation

Lecture Discussion


Problem SolvingQuiz


9D2, D3

D2, D3D1, D3

D2, D31. Identify the position of a data value in a data set, using various measures of position, such as z score, percentiles, deciles, and quartiles.

2. Use the techniques of exploratory data analysis, including boxplots and five- number summaries, to discover various aspects of data.Measures of Position

Exploratory Data AnalysisLecture Discussion


Problem SolvingQuiz


10E1

E1

E2E1, E2

E2

E31. Identify distributions as symmetric or skewed.

2. Identify the properties of a normal distribution.

3. Find the area under the standard normalNormal DistributionLecture Discussion


Problem Solving Quiz



distribution, given various z values.

4. Find probabilities for a normally distributed variable by transforming it into a standard normal variable.

11

E2

E2

E3

E2, E3

E2, E3

E1, E2

E1, E2

E2

E3

E1, E21. State the null and alternative hypotheses.

2. Find critical values for the z test.

3. State the five steps used in hypothesis testing.

4. Test means when is known, using the z test.

5. Test means when is unknown, using the t test.Hypothesis Testing

z Test for a Mean

t Test for a Mean

Lecture Discussion


Summative Assessment Lonq Quiz


12MIDTERM EXAM

13E2, E3

E2, E3

E1, E2

E1, E2 1. Test the difference between two sample means, using the z test.

2. Test the difference between two means for independent samples, using the t test.

Testing the difference between(1) two means: Using the z Test(2) two independent samples: t TestLecture Discussion

Practice & Drills(Pair Work)Quiz



14E2, E3

E21.3 Test the difference between two means for dependent samples.Testing the Difference BetweenTwo Means: Dependent SamplesLecture Discussion


Problem SolvingQuiz

Seatwork:Worksheet 26

15E2

E2, E3

E2, E3

E2

E1, E3

E2

E1, E2

E1, E21. Draw a scatter plot for a set of ordered pairs.

2. Compute the correlation coefficient.

3. Test the hypothesis H0: = 0.

4. Compute the equation of the regression line.Scatter Plots and Correlation

RegressionLecture Discussion


Problem SolvingQuiz


16E2, E3

E2, E3E1, E2

E1, E21. Test a distribution for goodness of fit, using chi-square.

2. Test two variables for independence, using chi-square.Chi - SquareLecture Discussion

Cooperative LearningLong Quiz



17E2, E3E1, E2, E31. Present the output using concepts learned in Descriptive and Inferential Statistics

Descriptive & Inferential StatisticsOBE Written Report

Group Presentation

DiscussionOBE Activity

18FINAL EXAM

V. COURSE REQUIREMENTS Quizzes/Long Tests Worksheets Major Exams OBE Activity VI. GRADING SYSTEMClass Standing60% Long Tests/Worksheets Major Exam/OBE Activity 40% 100%

Final Grade = Prelim + Midterm + Final 3

VII. REFERENCES Books: Brase, C.H. & Brase, C.P. (2012). Statistics, 10th ed. Boston: Brooks/Cole, Cengage Learning

Dugopolski, M., (2009). Algebra for College Students, 5th ed. New York: McGrawHill Companies, Inc.

Larson, R. & Falvo, David, F (2011). Linear Algebra. Pasig City: Cengage Learning Asia Pte Ltd

Stewart, Redlin & Watson (2010). College Algebra. Singapore: Cengage Learning Asia Pte Ltd.

Stewart, Redlin & Watson (2012). Algebra & trigonometry. Singapore: Cengage Learning Asia Pte Ltd.

Triola, Mario F (2012). Elementary Statistics, 11th ed. Boston: Pearson Education, Inc.

E-books/Websites: DeCoster, J. (n.d.). Introductory statistics notes. Retrieved November 11, 2011, from http://www.e-booksdirectory.com/details.php?ebook=6639

Stitz, Carl, and Jeff Zeager.College algebra. 3rd ed. United States: [lulu.com], 2011. Retrieved June 1, 2012, from http://cnx.org/content/col10614/latest/

Wallace C. Boyden (n.d.) A first book in algebra by project gutenberg..Project Gutenberg - free books. Retrieved May 29, 2012, from http://www.gutenberg.org/ebooks/1330

Journals: Burns, M. and Silbey, R. (April 2001). Math journals boost real learning. Instructor (1990). p.18. Retrieved Nov. 8, 2011 from http://infotrac.galegroup.com/itweb/gvrlasia48?id=phsisc

Morice, David (May 2003). Castaway numbers. Word Ways. 36.2, p.101. Retrieved Nov. 8, 2011 from http://infotrac.galegroup.com/itweb/gvrlasia48?id=phsisc

Ureta, Jay V. (2010). Tips on how to conquer math anxiety in our pupils. The Modern Teacher. Vol. LIX, No. 4, p. 156.

Prepared by: Reviewed by: Approved by:

______________________ ________________________________________________ Mr. Robert F. Norberte Dr. Gina Caneo Ms. Marjorie G. Tangog Asst Professor III Dean, CAS Vice President for Academics & Research

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