Immaculate Conception - I College of Arts and Technology

Sta. Maria, Bulacan

COURSE SYLLABUS
ACADEMIC YEAR 2024-2025

I. Course Code/Title: C - MA - Mathematics in the Modern World

II. No. of Units: 3 units
III. Pre-requisite: None
IV. Course Description: 1.

This course covers the nature of mathematics, how to appreciate its intellectual, practical, and artistic aspects, and how to use mathematical tools in
everyday situations.
The first part of the course provides an overview of mathematics as an application of inductive and deductive reasoning, as well as an investigation of
patterns seen in the natural world. By delving into these subjects, students are inspired to see mathematics not just as a collection of formulas but also as a rich
language in itself guided by logic and reasoning, and as a source of beauty in patterns seen in the natural world.
The course then covers how mathematics can be used as a tool to understand and manage a variety of contemporary issues, including handling personal
finances, making social decisions, appreciating geometric designs, comprehending codes used in data transmission and security, and allocating scarce resources
in a fair manner. These elements will give students the chance to practice using mathematics in a variety of contexts that highlight the different facets of
mathematics as a mode of knowing and assess their comprehension and aptitude.
2.

V. Course Learning Outcomes:

At the end of the course, the students are expected to:
CLO1 Generate an appreciation for the nature of Mathematics, patterns, language and, symbols that help resolve issues and problems involving calculation;
CLO2 Demonstrate skills in using of various types of reasoning and methods of formal proofs;
CLO3 Utilize a variety of statistical tools to process and manage numerical data; and
CLO4 Apply Mathematics in other areas such as finance, business, and wide range of problems that entail Algebraic notions.

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VI. COURSE OUTLINE:

Course
Schedule
Learning Topics and Readings Learning Activities
(Week/s)
Outcomes
Week 1 CLO1 1. Orientation • Lecture and discussion
• School History • Group discussion / sharing
• Vision-Mission-Goals and Philosophy • Hands-on activity
• Course Syllabus • Individual activity
• Expectations of the Course • Individual reflection / journal
Week 2 CLO1 2. Patterns and Numbers writing
CLO1 • Interactive group activity
Week 3 3. Mathematical Language, Symbols and Mathematical Logic
• Pair-sharing or small group
Week 4 CLO2 4. Methods of Formal Proofs sharing, debate, and
Week 5 Prelim Examination discussion
Week 6 CLO2 5. Mathematical Reasoning • Practical exercise
CLO2 • Problem solving
Week 7 6. Converse, Inverse, and Contrapositive
• Role playing
CLO4 7. Consumer Mathematics: Percent, Decimal, Fraction; Percentage, Base and
Week 8 Rate, Percent Increase and Percent Decrease
Week 9 CLO4 8. Simple Interest
Week 10 Midterm Examination
Week 11 CLO4 9. Compound Interest
Week 12 CLO3 10. Organization and Presentation of Data
Week 13 CLO3 11. Descriptive Measures
Week 14 Pre-Final Examination
Week 15 CLO4 12. Linear Equation in One Variable
Weeks 16-17 CLO4 13. Word Problems Involving Linear Equation in One Variable
Week 18 Final Examination

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VII. COURSE CONTENTS:

Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested

Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
Week 1 CLO 1 At the end of the lesson, 1.Orientation • Understanding • Essay: short
• Lecture /presentation of
the students should be • The History, Vision-Mission, • Belongingness reflection about the
able to: the school’s history, school Vision-
Goals, and Philosophy of ICI vision, mission, goals ,
• Explain the school's • Course Syllabus Mission-Goals-
philosophy, objectives, Philosophy
history, vision, mission,
• Course Expectations course contents, and
• Oral Recitation:
goals, and philosophy; requirements.
• Understand the content Sharing of
• Set expectations from expectations from the
and description of the
the course. course
course; and
• State the academic
expectations and
learning outcomes.
Week 2 CLO 1 At the end of the lesson, 2.Patterns and Numbers • Motivation: • Critical thinking • Activitity # 1 on
the students should be • Mathematics Show pictures with • Problem solving
Patterns
able to:
• Patterns different types of
• Explain the nature of patterns, such as
mathematics and why it • Pattern-seeking behavior of
arithmetic, geometric,
is the proper tool for humans from childhood to
and repeating patterns.
exploring nature and the adulthood
Then, ask the students
world, emphasizing the • Examples of various patterns how these patterns are
significance of certain related to numbers.
types of patterns;
• Discuss how • TLA:
mathematics is - Lecture and discussion
exhibited in nature and - Pair-sharing or small
in the world, highlighting group sharing, debate
its usefulness in one and discussion
specific field, and on mathematics
explain how prediction and its properties in
is achieved by nature
examining certain types
of patterns;

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
• Utilize the nature of
mathematics to resolve
issues pertaining to
human activities, natural
occurrences, and social
systems; and
• Demonstrate how
certain patterns can be
controlled to achieve
desired results.
Week 3 CLO 1 At the end of the lesson, 3.Mathematical Language, • Motivation: • Communication • Activity # 2
the students should be Symbols and Mathematical Present the picture of the • Clarity Mathematical Logic
able to: Logic Tower of Babel from the (Multiple Choice)
• Employ mathematical • Mathematical language Bible and ask the
• Individual reflection /
language appropriately students to explain what
• Elements of mathematical journal writing
in speaking and writing the story is all about.
language
mathematical ideas; Ask the students the
following questions:
• Discuss logical
connectives and their 1. What were the people
applications; trying to achieve by
building the tower?
• Construct a truth value 2. What challenges did
for a given compound they face?
statement; and 3. What can we learn
• Express propositional from their experience?
logic symbols in an • TLA:
English sentence and - Lecture /whole class
vice versa. discussion
- Symbol exploration
activity: Ask the students
to think of mathematical
symbols, each one
carrying a specific
meaning and purpose,
carefully selects words to
convey their thoughts.

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
Week 4 CLO2 At the end of the lesson, 4.Methods of Formal Proofs • Motivation: • Openess • Activity # 3 - Methods
the students should be • Arguments Provide a picture of a • Planning of Formal Proofs
able to: • Group report/ sharing
• Formal proofs of validity bridge damaged by a
• Demonstrate storm, and ask the of output from the
understanding of the students for possible activity
concepts of arguments, solutions on how to
formal proofs, and prevent such problems.
inferences; Explain the importance
• Use truth tables to of precise calculations
determine the validity of and methodologies in
an argument; guaranteeing the
• Discuss rules of stability of a bridge, as
inference and rules of well as the significance
replacement; of planning and logical
reasoning in its
• Express arguments
construction.
using logical symbols;
and • TLA:
• Construct a formal proof - Lecture and discussion
to validate an argument. - Interactive group
actiivty : Identifying
arguments: Divide
students into small
groups. Provide each
group with a set of
mathematical
statements or
arguments. Ask them to
identify the premises,
conclusions, and logical
steps used in each
arguments)
Week 5 PRELIMINARY EXAMINATION
Week 6 CLO 2 At the end of the lesson, 5.Mathematical Reasoning • Motivation: • Persistence • Activity # 4
students should be able • Inductive reasoning Present a case scenario • Precise Mathematical
to: to the students, asking Reasoning
• Deductive reasoning
them to imagine

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
• Discuss the concepts of themselves as detectives • Results/ score from
mathematical investigating a case, the activity
reasoning; piecing together clues
and evidence to uncover
• Distinguish between
the truth. Much like
inductive and deductive detectives rely on
reasoning; reasoning to solve
• Classify the reasoning mysteries,
employed in arguments mathematicians utilize
as either inductive or precise forms of
deductive; and reasoning to unlock
• Translate arguments secrets. Just as
into logical symbols and detectives gather
evidence to form
select appropriate rules
hypotheses and draw
of inference for the
conclusions, inductive
arguments. reasoning allows
mathematicians to make
generalizations based on
observed patterns and
data.
• TLA:
- Lecture and
discussion
- A pre-activity on
diagnostic learning
checkpoints in
preparation for the
topic of inductive and
deductive reasoning.
Week 7 CLO 2 At the end of the lesson, 6.Converse, Inverse, and • Motivation: • Problem - • Activity # 5 -
students should be able Contrapositive A blueprint of a house Solving Abilities Converse, Inverse,
to: • If-then statements and ask the students how • Critical Thinking and Contrapositive
• Elaborate on other • Hypothesis or conclusion of
architects prepare it
Skills • Group report/ sharing
forms of if-then during the design of output from the
a conditional statement
statements; process. activity
•

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
• Formulate either the Just as architects
hypothesis or meticulously craft
conclusion of a blueprints to realize their
conditional statement; visions, mathematicians
similarly analyze If-Then
• Transform a conditional statements to construct
statement into its logical arguments,
• converse, inverse, and considering structure and
contrapositive; and implications akin to
• Write statements in architects assessing
symbolic forms and vice layout, functionality, and
versa, and write a aesthetics.
conditional statement in • TLA:
other forms.
- Lecture and discussion
- Problem - solving -
Discussion and
Reasoning: Group the
students into groups of
five members. Provide
each group with a set of
if-then statements, and
ask them to identify the
converse, inverse, and
contrapositive of each
statement.
- Real-World Application
Task: Present students
with real-world
scenarios or problems
that involve logical
reasoning. Have them
analyze the scenarios
and identify relevant if-
then statements, along
with their converses,
inverses, and
contrapositives.

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
Week 8 CLO 4 At the end of the lesson, 7.Consumer Mathematics • Motivation: • Accuracy • Activity # 6 - Percent,
students should be able • Percent, decimal, fraction Imagine you're at a Decimal, Fraction,
• Integrity
to: department store to buy a Percentage, Base
• Percentage, base and rate
• Recall how to convert new cellphone. As you go and Rate, Percent
decimals to fractions • Percent increase and around examining the Increase and
and vice versa; percent percentage decrease price tags of different Percentage Decrease
cellphone models, your
• to decimal or fraction • Group report/ sharing
mind begins to calculate:
and vice versa; of output from the
How much will the price
• Explain the fundamental decrease if you buy a activity
concepts of percentage, different brand?
base, and rate; percent • TLA:
increase and decrease;
- Lecture and discussion
and
• Solve problems - Interactive Group
Activity - Price
involving percentage,
Comparison: Divide
base, and rate, percent
students into small
increase and decrease.
groups. Provide each
group with a list of
products from different
brands along with their
prices. Ask them to
compare prices using
percentages, decimals,
and fractions,
considering factors like
discounts and taxes.
Week 9 CLO 4 At the end of the lesson, 8.Simple Interest • Motivation: • Financial • Activity # 7 - Simple
students should be able • Concept of simple interest Present a picture of a new Literacy Interest
to: formula car along with the prices • Calculation • Output from the
• Recall the concept of for cash and installment
Skills
simple interest; basis. Ask the students to activity
compute the total interest
• Calculate the
on the installment basis
accumulated interest, and calculate the
the principal, or the difference compared to
maturity value in purchasing the car in
cash.

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
problems involving • TLA:
simple interest; and - Lecture and
• Solve word problems presentation
involving simple - Individual activity:
interest. Provide students with a
variety of loan or
investment options, each
with different interest
rates and terms. Ask
them to compare the total
interest earned or paid for
each option over a
specified time period.
Week 10 MIDTERM EXAMINATION
Week 11 CLO 4 At the end of the lesson, 9. Compound Interest • Motivation: • Empowerment • Activity # 8 -
students should be able • Compound interest formula Video clip about planting
• Precise Compound Interest
to: seeds and ask the
• Output from the
• Recall the concept of students to discuss the
compound interest. process of planting seeds, activity
as well as how they can
• Calculate the
earn and save money by
accumulated interest, doing so.
the principal, or the
• TLA:
maturity value in
- Lecture and
problems involving
presentation
compound interest.
- Hands-on activity:
• Solve word problems Provide students with
involving compound real-life scenarios
interest involving compound
interest, such as
investment accounts,
loans, or savings plans.
Ask them to analyze
these scenarios and
calculate the total amount
accrued or paid over time
due to compound
interest.

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
Week 12 CLO 3 At the end of the lesson, 10.Organization and • Motivation: • Integrity • Activity # 9 -
students should be able Presentation of Data Population of the Frequency
• Honesty
to: • Frequency distribution Philippines from 1800 to Dsitribution
• Discuss the tabular • Three basic types of 2020. Ask the student to • Reporting/sharing of
method of organizing frequency distribution analyze the population output from the
and presenting data; growth over the years exercise
• Basic terminologies
• Distinguish different associated with frequency
and how each data point
types of frequency is collected and
tables managed by the PSA
distribution; and
• General rules to construct Office.
• Construct a frequency a grouped frequency
distribution table for a • TLA:
distribution table
set of data. - Lecture and
presentation
- Practical exercise:
Utilize a Google Form to
gather the students'
names, along with their
respective courses,
ages, genders, and
sexes. Afterward,
organize the information
into a table to calculate
the overall totals.
Week 13 CLO 3 At the end of the lesson, 11.Descriptive Measures • Motivation: • Curiosity • Activity # 10.1 -
students should be able • Measures of central Present the abstract
• Decision
Measures of Central
to: tendency painting titled 'Ocean Tendency
• Recall various relevant Symphony' from Making
• Weighted mean vintana.ph, and ask the • Activity # 10.2-
descriptive measures.
Measures of
• Compute the measures • Measures of dispersion or students to share their
Dispersion
interpretations and
of central tendency and variability
understanding of the • Reporting/ sharing of
measures of dispersion
painting with the class. output from the
of a dataset
exercise
• Interpret the resulting • TLA:
figures after applying - Lecture and
different descriptive presentation
measures. - Group discussions

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
- Practical exercise:
Provide students with a
dataset and ask them to
compute the measures
of central tendency and
measures of dispersion,
then interpret the results.
Week 14 PRE-FINAL EXAMINATION
Week 15 CLO 4 At the end of the lesson, 12. Linear Equation in One • Motivation: • Logical • Activity # 11.1 -
students should be able Variable Ask the students to Reasoning Linear Equation
to: • Linear equation measure the size of a • Lifelong • Activity # 11.2 -
• Understand the concept • Suggested steps for room and calculate the Translating Words or
Learning
of a linear equation in solving linear equation distance per student Phrases to Algebraic
one variable; based on the room's
• Translating words or Expressions
• Follow the steps in phrases to algebraic dimensions
solving a linear equation • Reporting/ sharing of
expressions • TLA: output from the
in one variable;
- Lecture /presentation exercise
• Determine the roots of a
- Group discussions
linear equation;
- Problem solving
• Translate words or exercise : Divide the
phrases into algebraic class into small groups
expressions and vice of 3-4 students. Give
versa; and each group a real-life
• Translate verbal problem scenario
statements into involving linear
equations. relationships and ask
them to solve it. For
example:
1. Distance-time
problems: A car
travels at a constant
speed of 60 miles
per hour. How long
will it take the car to
travel 180 miles?

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Schedule Course Intended Learning Topic/s Suggested Teaching Expected Suggested
Learning Outcomes Learning Activities Values to be Assessment
Outcomes Integrated
2. Temperature-change
problems: If the
temperature
increases at a rate of
2 degrees Celsius
per hour, how many
hours will it take for
the temperature to
increase by 10
degrees Celsius?
Weeks CLO 4 At the end of the lesson, 13. Word Problems Involving • Motivation: • Clarity • Activity # 12 - Word
16-17 students should be able Linear Equations in One Supermarket Budget • Persistence Problems Involving
to: Variable Challenge: Provide the Linear Equations in
• Expose themselves to • Number relationship students with a scenario One Variable
different types of word Problem where they need to
• Role- playing
problems. • Consecutive integers calculate their food
spending for the entire Rubrics
• Solve word problems problem - Quality of Content(15pts)
day, including breakfast,
involving linear • Age problem - Quality of Scenario(10pts)
lunch, and dinner. Their
equations in one • Distance or motion budget is limited to 500
- Organization (5 pts.)
- Impact (10 pts.)
variable. problem pesos. - Presentation Skills (10 pts)
• Money problem • TLA: Total = 50 pts.
• Mixture problem - Lecture /presentation
• Digit problem
- Role-playing Activities:
• Investment problem Organize role-playing
• Work problem activities where students
• Geometry problem take on different roles
and act out word
problems. This could
involve scenarios like
buying and selling items,
planning a trip, or
managing a business.
Students must formulate
and solve equations to
address the situations
presented.
Week 18 FINAL EXAMINATION

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MATHEMATICS IN THE MODERN WORLD Course Map
Mathematics in the Modern
GE Learning Outcomes
World
Knowledge (Intellectual Competencies)
1. Analyze “texts” (written, visual, oral, etc.) critically O
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) O
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking L
5. Apply different analytical modes in problem solving P
Values (Personal and Civic Responsibilities)
1. Appreciate the complexity of the human condition L
2. Interpret the human experience from various perspective O
3. Examine the contemporary world from both Philippine and global perspective O
4. Take responsibility for knowing and being Filipino O
5. Reflect critically on shared concerns O
6. Generate innovative practices and solutions guided by ethical standards P
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms O
9. Contribute to aesthetics L
10. Advocate respect for human rights O
11. Contribute personally and meaningfully to the country’s development P
Skills (Practical Skills)
1. Work effectively in a group O
2. Apply computing tools to process information effectively P
3. Use current technology to assist and facilitate learning and research P
4. Negotiate the world of technology responsibility P
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for responsible and productive living P
7. Organize one’s self for lifelong learning L
Legend:
L = Learned
P = Practiced
O = Opportunity to learn

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MATHEMATICS IN THE MODERN WORLD Additional Course Map

Mathematics in the Learning Outcomes

GE Learning Outcomes
Modern World Mathematics in the Modern World
Knowledge (Intellectual Competencies)
1.Analyze “texts” (written, visual, oral, etc.) critically O
2.Demonstrate proficient and effective communication (writing,
O
speaking, and use of new technologies)
• Discuss the language, symbols and conventions
3.Use basic concepts across the domains of knowledge L
of mathematics
• Identify patterns in nature and regularities in the
4.Demonstrate critical, analytical, and creative thinking L world
• Argue about the nature of mathematics, what it is,
how it is expressed, represented, and used
• Explain the nature of mathematics as a language
• Write clear and logical proofs
• Use different types of reasoning to justify
5.Apply different analytical modes in problem solving P statements and arguments made about
mathematics and mathematical concepts
Values (Personal and Civic Responsibilities)
• Articulate the importance of mathematics in one’s
6.Appreciate the complexity of the human condition L life
• Express appreciation for mathematics as a human
endeavor
• Acknowledge that mathematics is a useful
language
• Support the use of mathematics in various
aspects and endeavors in life
7.Interpret the human experience from various perspective O
8.Examine the contemporary world from both Philippine and
O
global perspective
9.Take responsibility for knowing and being Filipino O

10.Reflect critically on shared concerns O

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 Mathematics in the Learning Outcomes
GE Learning Outcomes
Modern World Mathematics in the Modern World
• Organize one’s methods and approaches for
11.Generate innovative practices and solutions guided by proving and solving problems
P
ethical standards. • Exemplify honesty and integrity when using codes
for security purposes
12.Make decisions based on moral norms and imperatives O

13.Appreciate various art forms O

• Contribute to the enrichment of the Filipino culture
14.Contribute to aesthetics L
and arts using concepts in geometry
15.Advocate respect for human rights O

16.Contribute personally and meaning fully to the country’s • Advocate the use of statistical data in making
P
development important decisions
Skills (Practical Skills)
17.Work effectively in a group O
• Use a variety of statistical tools to process and
18.Apply Computing tools to process information P manage numerical data
• Use the methods of linear regression and
correlations to predict the value of a variable
given certain conditions.
19.Use current technology to assist and facilitate learning and • Apply geometric concepts, especially isometrics in
P
research describing and creating designs.
• Use coding schemes to encode and decode
20.Negotiate the world of technology responsibly P different types of information, privacy and security
purposes
• Solve problems involving patterns and
21.Create solutions to problems in various fields P
recreational problems following Polya’s four steps
• Use mathematical concepts and tools in other
22.Manage one’s knowledge, skills, and values for responsible
P areas such as in finance, voting, logic, business,
and productive living
networks and systems.
• Perform operations on mathematical expressions
23.Organize one’s self for lifelong learning L
correctly
Legend:
L = Learned
P = Practiced
O = Opportunity to learn 15
VIII. MAJOR COURSE OUTPUTS:
As evidence of attaining the learning outcomes, students are required to accomplish and submit the following:

Learning Outcome Required Output/ Final Project Due Date

Solving real-world problems using mathematics: Group students into teams of five
members and task each group with identifying practical issues or problems that can be Week 18
CLO 1, CLO 2, CLO3 & CLO 4
addressed using mathematical tools and methods, proposing effective solutions, and
present it in a formal oral defense.

IX. COURSE REQUIREMENTS AND GUIDELINES:

• Course Requirements
- Activities/seatwork (Quizzes, individual/group activities, practical exercises, problem solving, hands-on activities)
- Project
- Recitations
- Class attendance
- Term examinations

• Guidelines
- Students are expected to attend all regularly scheduled classes and to come prepared to participate fully in class activities.
- Students are further expected to arrive on time for all classes, with a 15-minute allowable grace period.
- Excused absences are subject to the approval of the subject teacher, provided there is a valid reason. For health reasons, if a student is absent
for more than three days, a doctor's certificate is required.
- Students must adhere to the schedule of submissions for assignments, activities, and projects.

X. GRADING SYSTEM:

• Activities/seat work (Quizzes, individual/group activities, practical exercises, problem solving, hands-on activities) 30 %
• Project 10 %
• Recitations 10 %
• Class attendance 10 %
• Term examinations 40 %
Total = 100%
.
• Final Rating Midterm Grade + Final Grade
2

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SUGGESTED REFERENCES

Baltazar, E. (2024). Mathematics in the modern world. Quezon City: C&E Publishing.
Daligdig, R. (2019). Mathematics in the modern world. Quezon City: Lorimar Publishing.
Reyes, J. (2023). Mathematics in the modern world (2nd ed.). Mandaluyong: Mindshapers.
Reynoso, C. (2023). Mathematics in the modern world. Manila: Edric Publishing.
Sirug, W. (2023). Mathematics in the modern world: A CHED general education curriculum compliant. Mandaluyong City: Booksatbp Publishing.

Prepared by: Checked and Approved by:

Prof. Raquel T. De Jesus Prof. Rhia M. Sarmiento

Coordinator, Curriculum and Instruction Head, Academics

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