CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

COLLEGE OF ARTS AND SCIENCES

OBE COURSE SYLLABUS in GEC 4 (Mathematics in the Modern World)
Second Semester, S.Y. 2018 – 2019

VISION
CPSU as center of excellence attuned to global diversity.

MISSION
Provide quality research, instruction, production, and extension programs responsive to the local and global challenges and demands.

GOAL
CPSU as a function higher learning institution leading in local and global development through instruction, research, extension and production with an effective and efficient
front line services.

COMMON OUTCOME TO A HORIZONTAL TYPE OF THE SCHOOL

To participate in the generation of new knowledge or in research and development projects.

PROGRAM OUTCOMES

a. Common to All Types of School (Based on CMO 40, series of 2017)

a.1 The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice.
a.2 The ability to effectively communicate orally and in writing using both English and Tagalog.
a.3 The ability to work effectively and independently in multi- disciplinary and multi- cultural teams.
a.4 A recognition of professional, social and ethical responsibility
a.5 An appreciation of “Filipino historical and cultural heritage” (based on RA 7722)

b. Specific to Social Sciences and Communication

b.1 Understand and apply social science concepts and theories to the analysis of social issues;
b.2 Design and execute social research using appropriate approaches and methods
b.3 Practice professional and ethical standards in the fields of social sciences.

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Kabankalan City, Negros Occidental

I. PROGRAM : Bachelor of Arts major in Social Science

II. COURSE NUMBER : GEC 4

III. COURSE TITLE : Mathematics in the Modern World

IV. COURSE DESCRIPTION

Based on CMO 20, S 2017 : This course begins with the introduction to the nature of the mathematics as an exploration of the patterns (nature and environment) and
as application of the inductive and deductive reasoning. By exploration of this topics, students are encouraged to go beyond the technical
understanding of the mathematics as a merely bunch of formula but as a source of aesthetic in patterns of nature, for example, and as a
rich language in itself (and of science) govern by logic and reasoning.

This course then proceeds to survey ways in which mathematics provides tool for understanding and dealing of various aspects of present
daily living, such as managing personal finances, making social choices, appreciating geometric design, understanding codes used in
the data transmission and security, and dividing limited resources fairly. This aspect will provide opportunities for actually doing
mathematics in broad range of various exercises that bring out the various dimensions of mathematics as a way of knowing and test the
students’ understanding and capacity.

The course is also intended to build capacity among the students/participants to be able to train additional security who can teach the
new GE courses, Mathematics in the Modern World.

V. CREDIT : 3 units

VI. CREDIT HOURS : 54 hours

VII. COURSE PREREQUISITE : None

VIII. COURSE OUTCOMES : At the end of the semester, the students must have:

Knowledge
1. Discussed and argued about the nature of mathematics what it is now, how it is express, represented and used;
2. Used different type of reasoning to justify statements and arguments made about mathematics and mathematical concepts;
3. Discussed the language and symbols of mathematics.
Skills
4. Used variety of statistical tools to process and manage numerical values;
5. Used mathematics in other areas such as finance, business, codes and coding schemes, networks, voting, health and medicines,
environment, arts and designs and recreation;
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6. Taught and trained others to teach the new GE course in Mathematics in the Modern World;
Values
7. Appreciated the nature and use of mathematics in everyday life;
8. Affirmed honestly and integrity in the application of mathematics to various human endeavors.

IX. LEARNING PLAN

Desired Learning Course Content References Time Teaching and Assessment Task Resources Materials
Outcomes (DLO) Frame Learning Activities
(hrs)
Midterm Unit 1  References from unit 1 1.5 hour Summative Pencil and  Summative
At the end of the (Sections 1 – 3) Examination Paper test Examination
Midterm Examination, Essay Test  TOS
the students must have
Portfolio Assessment
answered correctly at
least 75 percent of the
written exam and
completed 75 percent
of the authentic
assessment.
At the end of the unit, Unit 0: Course
the students must Orientation and the
have: Institutional Vision,
Mission, Core,
Values, and
Outcomes

a. Gained full 1. Course  University Code 3 hrs  Group Discussion Creative output  Rubric to measure
understanding of the Description,  Student’s Manual (scrapbook containing students’ creative
nature and the General Desired  Bulletin of Information pictures taken from output
general desired
Objectives, Class  Syllabus and Course around the University
Policies Outline
outcomes of the 2. The University which reflect the
 QMS Manual
course Literary Vision, Mission, demonstrate the
Criticism, including institutional vision,
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the class policy, and Values, Outcomes, mission, core values

institutional grading and Quality Policy outcomes, and quality
criteria policy

b. Internalized and
demonstrated the
vision, mission, core
values of the
University and the
institutional, college,
degree and course
outcomes
At the end of the Unit 1: Nature of
unit, the students Mathematics
must have: (Mathematics in our
world, mathematical
language and
symbols, Problem
Solving and
Reasoning)

1. Identifies patterns Section 1. The Nature https://vimeo.com/995336 6 hrs Activities: Come up with a Computer/Laptop
in nature and of Mathematics 8 picture/short
regularities in the (i) Slide show video/essay/poem/any Projector
world (K). I. Mathematics in our Aufmann, R. N., et al. presentation of the
creative artwork of
World (2018). Mathematics in different patterns
related to nature. how important is Math Handouts
2. Articulated the the Modern World
importance of Core Idea. Questions to pose: is in their personal life
(Chapter 1). Philippines: as group of 4 to 5 Art materials
mathematics in Mathematics is a useful
Rex Book Store * What have you
one’s life (V). way to think about students per group.
nature and our world. observe?
3. Argued about the  Patterns and
nature of Numbers in
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mathematics, what Nature and the Sirug, W. (201). * What is common to

it is, how it World: the Mathematics in the the all the pictures
expressed, snowflake and Modern World you have seen?
represented, and honeycomb;
used (K) tiger’s stripes * Do you think these
and hyena’s pictures used Math?
4. Expressed spots: the
appreciation for sunflower; the Strategy:
mathematics as a snail’s shell,
human endeavor flower petals, Small group
(V). world’s discussion
population, the
weather etc.
 The Fibonacci
Sequence (ii) Video
 Mathematics watching on
helps organize Importance of
patterns and Mathematics
regularities in Suggested Video:
the world. Story of Math
 Mathematics
helps predict
the behavior of
nature and Questions to pose:
phenomena in
the world. * What is Math?
 Mathematics
helps control * What is it about?
nature and
occurrences in * Where is Math?
the world for * Who uses Math?
our own ends.
 Mathematics * What is it for?
has numerous
applications in
the world

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making it (iii) Brain

indispensable. Storming on these
ideas
Caution. (i) This is not * Math is difficult.
Philosophy of
Mathematics course *I don’t like Math.
therefore, refrain from
discussing at the levels * Math is important.
of Eaves or the like. (ii)
This is not simply a Strategy:
math appreciation Debate on conflicting
course therefore, ideas
refrain from merely
showing or telling the
“beauty” or usefulness
of mathematics alone.
5. Discussed the Section 2. Aufmann, R. N., et al. 12 hrs Discussion of the
language, symbols and Mathematical (2018). Mathematics in concept of K – W – L Chart (2  Chalkboard
conventions of Language and the Modern World Mathematics by own items)  Flashcards
Mathematics symbols (Chapter 2). Philippines: understanding.  Fishbowl
Rex Book Store
Individual activity (10  Journal Notebook
6. Explained the nature Core Idea. Like any Conversion of items) – Quiz  Drawing Materials
of Mathematics as a language, Jamison, R.E. (2000). Mathematics
Presentation of the
language mathematics has its Learning the language of language to
output from the small
own symbols, syntax mathematics. Language expressions and vice-
7. Performed group activity to elicit
and rules. and Learning across the versa
operations on understanding (5
disciplines (pp 45-54).
mathematical  Characteristics Discussion on the questions)
Retrieved from
expressions correctly of mathematical characteristics of
https://wac.colostate.edu Problem – solving (5
language: mathematical
8. Acknowledged that precise, questions for each
Burns, C.F. (n.d.) The language,
mathematics is a useful concise, concept)
Language of expressions versus
language powerful
 Expressions vs Mathematics. Retrieved sentences, and Written exercises on
sentences from conventions in sets, functions,

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 Conventions in https://onemathematicalc mathematical relations and binary

the at.org language. system.
mathematical
language The Language and Discussion of the Individual journal on
 Four basic Grammar of operations on sets, importance of
concepts: sets, Mathematics. Retrieved functions, relations mathematics
functions, from and binary system.
relations, binary Group Activity
operations http://dpmms.cam.ac.uk
Perform operations (Creative writing /
 Elementary
using elementary drawing on the
logic:
connectives, logic. importance of
Sirug, W. (2018) mathematics as a
quantifiers,
Group discussion on language)
negation,
variables the importance of
 Formality mathematics as a Standards/Basis for
language Grading to Use

Numerical scores for

the quizzes, and
problem sets

Rubrics for the project

and group activity

9. Use different types Section 3. Problem Aufmann, R. N., et al. 6 hrs Activities: Take-home and  Hand outs
of reasoning to justify solving and (2018). Mathematics in classroom sit-down  Books
statements and reasoning the Modern World (i) Group Activity by problem sets on  PowerPoint
arguments made about (Chapter 3). Philippines: answering sentence Proofs and Problem presentation
mathematics and Core Idea. Rex Book Store completion. Solving  Calculator
Mathematics is not  Laptops/Computers
mathematical concepts Compilations of
just about numbers; Aufmann, R. N., et al. Sentence to Pose:  Rubric to measure
problems with students’ output
10. Write clear and much of it is problem (2013). Mathematical * I took an exam solutions using the
logical proofs Excursions (Chapter 1). without studying, different strategies

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11. Solve problems solving and Brooks/Cole: Cengage therefore

involving patterns and reasoning. Learning _________________.
recreational problems Standards/Basis for
following Polya’s four  Inductive and * I slept early last Grading to Use
Deductive night, therefore
steps
Reasoning _________________.
12. Organize one’s
methods and * I won first prize in the Numerical scores for
 Intuition, proof, and Lotto, therefore the quizzes, and
approaches for proving certainty problem sets
and solving problems ________________.
 Polya’s 4-steps in Rubrics for the project
problem solving and group activity
Discussed the
 Problem solving Inductive and
strategies Deductive reasoning
by presenting
 Mathematical examples.
problems involving
patterns

 Recreational Solicit prior

problems using knowledge of
mathematics students on intuition,
proof and certainty.
Caution: (i) This is not
a full-fledged problem-
solving course; (ii) Small group
therefore, refrain from discussion on
giving problems that comparing and
are beyond the differentiating
students’ abilities. (ii) intuition, proof and
while it seems

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Kabankalan City, Negros Occidental

important to be able to certainty using

think through and different situations.
attempt to solve
problems, there is a Situations to be
higher value in actually posted:
completing solutions to *Maria felt she will
problems. Hence, pass in the class.
dissuade students from
merely attempting to * Maria is assured to
solve and encourage pass the subject
them instead to because she passed
complete their the exams with flying
solutions. (iii) Avoid colors.
giving problems that do
not have known * Maria is very sure to
solutions. Such passé the subject.
problems are not for
this course.
(iii) Used “Teaching
through Problem
Solving” approach in
discussing the various
types of problem
solving.

Finals 1.5 hour

 Unit 2  References from Unit 2 Summative Pencil and  Summative
At the end of the Finals (Sections 1 to 6) Examination Paper test Examination
Examination, the Essay Test  TOS
students must have Portfolio Assessment
answered correctly at
least 75 percent of the

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 CENTRAL PHILIPPINES STATE UNIVERSITY
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written exam and

completed 75 percent
of the authentic
assessment

At the end of the unit, Unit 2. Mathematics

the students must as a Tool
have:

13. Used a variety of Section 1. Data Aufmann, R. N., et al. 15 hrs Activities to do: (i) Evaluation  Hand outs
statistical tools to Management (2018). Mathematics in lectures (ii) work with requirements  Books
process and manage the Modern World appropriate computer  PowerPoint
numerical data (S) (Chapter 4). Philippines: statistical software, (i) 1 group activity
presentation
on collection and
Core Idea: Statistical Rex Book Store like Excel and  Calculator
GeoGebra, etc. (iii) organization data
tools derived from  Laptops/Computers
class discussions (iv) and its
14. Used the methods mathematics are useful  Rubric to measure
pseudo- defense management
of linear regression in processing and Aufmann, R. N., et al. students’ output
presentation using statistical
and correlations to managing numerical (2013). Mathematical software
predict the value of a data in order to Excursions (Chapter 13). (ii) 1 problem set
variable given certain describe a Brooks/Cole: Cengage about prediction
conditions (S) phenomenon and Learning Examples of and correlation
predict values applications using statistical
1. A brisk walk at 6.4 software
15. Advocated the use Lawsky, E., et al. (2014). km/hr burns an (iii) 1 group project
of statistical data in  Data: Gathering and CK-12 Probability and average of 300 that adopted a
making important Organizing Data; Statistics (Second calories per hour. study that used
decisions (V) Representing Data Edition). Retrieved from If the standard quantitative data
using graphs and www.ck12.org deviation of the to be presented
charts; Interpreting distribution is 8 orally with
organized data calories, find the critiquing
probability that a

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 Measures of Central person who walks

Tendency: Mean, 1 hour at the rate
Median, Mode, of 6.4 km/hr will Standards/Basis for
Weighted Mean burn the given Grading to Use
number of
 Measures of calories. Assume
Dispersion: Range, the variable is Numerical scores for
Standard Deviation normally the quizzes, and
and Variance distributed. (a) problem sets
More than 280
 Measures of Relative calories (b) Less
Position: z – scores, than 293 calories
Rubrics for the project
Percentiles, (c) Between 285
and expository activity
Quartiles, and Box- and 320 calories
and-Whiskers Plots (From: Sobecki et.
Al., Math in Our
World) Caution: Define the
Interpret the result bounds of the project
 Probabilities and to be exposed to
for each number of
Normal Distributions ensure that the work
calories
required is
 Hypothesis Testing 2. Does good health commensurate to the
relate to hours allotted for this
 Linear Regression education? Below section of the course
and Correlation: are the figures for
Least-Squares Line, the Philippines
Linear Correlation
Coefficient Immunization
(measles. % of
 Chi –square children ages 12 –
23 months)

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 Exposing and 2005 … 92

critiquing a 2006 … 92
conducted 2007 … 92
experiment or study 2008 … 92
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?

16. Used coding Section 2. Codes For All Practical 9 hrs Discussion on the Written exercises  Hand outs
schemes to encode Purposes, Introduction to use of coding  Books
About Encoding and
and decode different Contemporary schemes to code and  PowerPoint
types of information for decode information decoding activity
presentation

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 CENTRAL PHILIPPINES STATE UNIVERSITY
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identification, privacy Core Idea. The utility of Mathematics (2nd Ed) by Creative discussion (10 items)  Calculator
and security purposes mathematics goes COMAP, Inc. on appreciation of  Laptops/Computers
Group activity on
beyond the mundane. honesty on the  Rubric to measure
17. Exemplified authenticity of codes Math tricks
students’ output
honesty and integrity Mathematics enables and how to avoid
when using codes for the development of Moser, S.M. and Chen, Standards/Basis for
P.N. (2012). A Student’s card cloning Grading to Use
security purposes. codes and ciphers that
are useful to individuals Guide to Coding and
Information Theory. Numerical scores for
and to society. the quizzes, and
United Kingdom:
Cambridge University problem sets
Press
 Binary Codes
 Integers in Rubrics for the project
computers and expository activity
 Logic and
computer
addition
 Text data
 Error and error
correction
 Error detecting
codes
 Repetition and
Hamming
Codes

18. Use mathematical Section 3. The Aufmann, R. N., et al. Activities to do: Evaluation  Hand outs
concepts and tools in Mathematics of (2013). Mathematical requirement  Books
other areas such as in Finance Excursions (Chapter 11).  PowerPoint
finance, voting, logic, Brooks/Cole: Cengage presentation
 Simple and Learning  Calculator
Compound Interest
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business, networks  Credit Cards and Creative discussion  Paper and pencil  Laptops/Computers
and systems. (S) Consumer Loans on the Mathematics test  Rubric to measure
 Stocks, Bonds and of Finance  Spreadsheet/Excel students’ output
Mutual Funds activity (students
19. Support the use of  Home ownership will formulate a
mathematics in various Role Playing system using
aspects and endeavors Microsoft excel
of life. spreadsheet to
organize data
involving finance,
voting, logic,
business, etc. and
to create a network
or process of such
system)

Aufmann, R. N., et al. Activities to do: (i) Evaluation

Section 4.
(2013). Mathematical lectures (ii) work with requirement
Apportionment and
Excursions (Chapter 4). small group on Group presentation/
Voting
solving exhibit about the
Brooks/Cole: Cengage
Learning apportionment and usefulness of
1. Introduction to voting given various apportionment and
apportionment population sizes and voting
situations
2. Introduction to voting

3. Weighted voting
system

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Section 5. The Aufmann, R. N., et al. Art Activity Standards/Basis for

Mathematics of (2013). Mathematical Grading to Use
Graphs Excursions (Chapter 5).
Brooks/Cole: Cengage  Rubric for group
The Mathematics of Learning presentation/
Graphs exhibit
 Paper and pencil
 Graphs and Euler test
Circuits
 Group Activities
 Weighted Graphs
 Euler’s Formula
 Graph coloring

Section 6.
Mathematical
Aufmann, R. N., et al. Discussion on the  Individual and Group
(2013). Mathematical Appreciation on the Activities on
Systems
Excursions (Chapter 8). usefulness of identifying units’
 Modular Brooks/Cole: Cengage mathematical system digit, remainder,
Arithmetic Learning like modular Chinese Remainder
 Applications arithmetic in solving Theorem on
problems Repacking) etc.
 Modular Arts
 Quiz

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IX. COURSE REQUIREMENTS :

EXAMS AND GRADING POLICY:

A student's grade for the course is based on his/her performance on two major exams (Midterm and Final exams) and actual conducted mini research. Each exam is
based on lectures, textbook readings, assignment and problem sets discussed and tackled in class. Format of exams will include problem analysis and solving and
possibly definition of terms and matching type. No makeup exams are allowed for missed exams except in the cases of college excused absences.

QUIZZES, PROBLEM SETS and RESEARCH PAPER:

Periodically, more or less 10 brief and long quizzes will be given in class. There will be one (1) problem set given for each topic discussed. No makeup tests are
allowed for missed tests except in the cases of university excused absences. Students are expected to pass a research showing the applications of the fundamentals
of the different statistical methods as applied to the different social sciences researches.

READING ASSIGNMENTS, SMALL GROUP WORK (GROUP STUDY) AND CLASS PARTICIPATION:

Students are expected to have read and solve the assigned readings and topics for class each week before the start of each week and be able to discuss the topics
presented. On occasion, small in-class groups will be organized and each group will be asked to help explain to the class the topic assigned. These group tasks will
be ongoing throughout the semester, and full participation on this is required, so attendance on these days is highly recommended.

CLASS ETIQUETTE:

Please turn cellular phones on silent mode. Refrain from engaging in conversations unrelated to class during class time.

CONSULTATION HOURS:

The instructor holds five consultation hours per week on Monday and Wednesday from 1:30 to 3:00 pm and Tuesday and Thursday from 9:30 to 10:30 am. Students
should attempt to talk to the instructor within those hours for questions in relationship to this class. If an appointment outside of that time is necessary, please inform
the instructor to set up such appointment in advance.

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X. GRADING SYSTEM:

Knowledge : 40%
60% - Written Examination
40% - Summative Test
Skills :50%
40 % - Output (Projects, Portfolio and others)
30 % - Class Participation
15 % - Activities
15% - Assignments
Attitude : 10%
50% - Class Behavior
50% - Participation, Awareness, Interest
Total 100%

XI. REFERENCES :

Aufmann, R. N., et al. (2013). Mathematical Excursions. Brooks/Cole: Cengage Learning

Aufmann, R. N., et al. (2018). Mathematics in the Modern World. Philippines: Rex Book Store
Burns, C.F. (n.d.) The Language of Mathematics. Retrieved from https://onemathematicalcat.org
For All Practical Purposes, Introduction to Contemporary Mathematics (2nd Ed) by COMAP, Inc.
Jamison, R.E. (2000). Learning the language of mathematics. Language and Learning across the disciplines (pp 45-54). Retrieved from
https://wac.colostate.edu
Lawsky, E., et al. (2014). CK-12 Probability and Statistics (Second Edition). Retrieved from www.ck12.org
Moser, S.M. and Chen, P.N. (2012). A Student’s Guide to Coding and Information Theory. United Kingdom: Cambridge University Press
The Language and Grammar of Mathematics. Retrieved from http://dpmms.cam.ac.uk

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XII. RESOURCE MATERIALS:

A. Rubrics for Creative Essay Writing

CATEGORY 4 3 2 1

Clarity Grammar, spelling, and style make it
easy for the reader to follow. Uses
words correctly and avoids jargon
unless it is the most precise word.
Accuracy All statements are accurate relative
to the resource being examined
and/or to the material in the textbook.
Discrepancies between sources are
indicated.
Precision/ Statements are at the best level of
Logic information that answers the
question--not too vague but not "lost
in the details" and missing the big
picture. Statements are mutually
supporting and follow from one
another. Any contradictions are
explained.
Relevance/ Achieves the learning objectives of
Significance the task. Topic is significant to both
the course and in larger senses (e.g.,
to individual, to the region). Makes a
case for that significance.
Occasional (2 or 3 per page)
grammar, spelling or style
problems. Tendency to use vague
words or excessive jargon.
All statements are accurate relative
to the resource being examined
and/or to the material in the
textbook. Discrepancies are
missed.
Most statements are at the best
level of information that answers
the question--not too vague but not
"lost in the details" and missing the
big picture. Statements are usually
mutually supporting and follow from
one another. Any contradictions are
explained.
Achieves the learning objectives of
the task. Topic is obviously central
to the course.
Problems in grammar, spelling
or style that interfere with the
author's statements. (Multiple
problems in each paragraph).
No more than one minor
inaccuracy per page.
Statements are sometimes on
target and sometimes off
center. Segments of the paper
hang together but other parts
are unclear or contradictory
with no good resolution.
Achieves learning objectives
minimally. Topic choice is only
vaguely related to the
assignment.
Significant problems in
grammar, spelling or style that
make it challenging to follow
the author's statements.
More than one inaccuracy per
page.
Fails to provide a level of
information that answers the
question--either too vague or
filled with trivial details.
Statements are internally
contradictory without
explanation.
Fails to achieve the learning
objectives of the task. The topic
is trivial or irrelevant to
assignment.

Depth/Breadth Response displays a full
understanding of the complexity of
the issue addressed and multiple
points of view. Recognizes varied
interpretations and implications.
Of the following 2 tasks, does one Of the following 2 tasks, does Response is both narrower
well and the other partially or does one well and the other not at than appropriate and
both partially all or does both minimally superficial. Fails to recognize
a) Recognizing varied points of a) Recognizing varied points of varied interpretations and
view view implications of topic.

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

b) Exploring the topic in depth from b) Exploring the topic in depth

No Plagiarism Rephrases in most cases. Uses only
occasional quotation that is in
quotation marks and is correctly cited
following APA style.
Source: Sally Kuhlenschmidt, Western Kentucky University
one point of view. from one point of view.
Rephrases in some cases and Quotes properly but excessive Plagiarized. Used more than 3
uses only quotation that is in use of quotations. consecutive words from a
quotation marks. source without quotation marks.

Problem Solving Rubric

Characteristic 4 3 2 1 0
Question identified / Math information / Math information / Math information / No math information / No attempt or below grade
Clarified numbers identified. numbers identified. numbers identified. numbers identified. level work shown.
Appropriate labels Appropriate labels Labels may be missing. Prompt is copied.
identified. identified. Some of the math No math information is
Math information used to Most of the math information is used to used to solve the problem.
solve the problem. information is used to solve the problem.
solve the problem.
Strategy chosen and Used an appropriate Used an appropriate Used an appropriate There is an attempt to No attempt at using a
applied strategy. strategy. strategy. solve the problem. strategy or below grade
Reasonable strategy Reasonable strategy Reasonable strategy No strategy is applied that level work shown.
selected and developed. selected, moderately selected, minimally could lead to an answer.
Content knowledge is used developed. developed. Uses no content
correctly. Content knowledge Uses content knowledge knowledge.
used appropriately, with with conceptual errors.
minor computation
errors.
Calculations Calculated the correct Calculated a correct Work is partially shown. Attempted to solve the No attempt or below grade
performed answer. Work shown is answer but was unable Major errors may be problem. level work shown.
logical. to explain the strategy. evident. A limited amount of work
Work shown has gaps. shown.
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Diagrams or labeled work
support the strategy.
Calculations are
completely correct and
answers properly labeled.
Correct Answer Arrived at a correct
answer.
Justification of Justifies the strategy,
strategy, conclusion conclusion, and/or answer
and/or answer to the problem.
Explanation of Adequately explained the
strategy for solving answer.
the problem. Exemplary explanation.
Detailed and clear,
examples may have been
provided.
Communication Uses mathematical
language, graphs,
diagrams, and/or charts
appropriately.
Solution is presented in a
clear and orderly manner
so the reader can follow
the flow of the solution and
final answer.
CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
Calculations are mostly
correct, may contain
minor errors.
Arrived at correct
answer that comes from
computation errors.
Justifies the strategy,
conclusion, and/or
answer, but leaves out
details.
Adequately explained
the strategy but did not
calculate the correct
answer.
Explanation contained
adequate details.
Adequate clarity.
Uses mathematical
language, graphs,
diagrams, and/or charts
appropriately, but may
contain transcription or
computation errors.
Solution is presented in
a manner so the scorer
can follow most of the
steps in the solution and
final answer.
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Calculations contain major
errors.
Arrived at a correct answer
that comes from
conceptual errors.
Attempts to justify the
strategy, conclusion,
and/or answer, but the
justification is not relevant
to the problem.
Could not explain the
strategy used.
Explanations are
somewhat clear.
Lacks details.
Uses mathematical
language, graphs,
diagrams, and/or charts
appropriately, but contains
conceptual errors.
Solution is presented in an
unclear manner. Scorer
has difficulty following the
sequence of steps.
Effective Date: 09/12/18
Calculations are
completely incorrect
leading to an incorrect
answer.
Incorrect answer. No attempt or below grade
level work shown.
No justification for the No attempt or below grade
strategy, conclusion, level work shown.
and/or answer.
Attempted an explanation, No attempt or below grade
but incorrect or unclear. level work shown.
Uses little or no No attempt or below grade
mathematical language, level work shown.
graphs, diagrams, and/or
charts but contains
conceptual errors.
Presents the problem in an
unclear manner, steps are
missing or out of
sequence. Scorer cannot
determine a sequence of
steps.
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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Mini Research Paper Rubric

CATEGORY 4 3
Introduction/ Thesis *exceptional introduction that grabs
interest of reader and states topic.
**thesis is exceptionally clear,
arguable, well-developed, and a
definitive statement.
Quality of Information/ *paper is exceptionally researched,
Evidence extremely detailed, and historically
accurate.
**information clearly relates to the
thesis.
Support of Thesis/Analysis *exceptionally critical, relevant and
consistent connections made
between evidence and thesis.
**excellent analysis.
Organization/ *exceptionally clear, logical, mature,
Development of Thesis and thorough development of thesis
with excellent transitions between
and within paragraphs.
Conclusion *excellent summary of topic with
concluding ideas that impact reader.
**introduces no new information.
Style/Voice *style and voice are not only
appropriate to the given audience
and purpose, but also show
originality and creativity.
**word choice is specific, purposeful,
dynamic and varied.
***sentences are clear, active
(subject-verb-object), and to the
point.
*proficient introduction that is
interesting and states topic.
**thesis is clear and arguable
statement of position.
*information relates to the main
topic.
**paper is well-researched in
detail and from a variety of
sources.
*consistent connections made
between evidence and thesis
**good analysis.
*clear and logical order that
supports thesis with good
transitions between and within
paragraphs.
*good summary of topic with
clear concluding ideas.
**introduces no new
information.
*style and voice appropriate to
the given audience and
purpose.
**word choice is specific and
purposeful, and somewhat
varied throughout.
***sentences are mostly clear,
active (SVO), and to the point.
2 1
*basic introduction that states
topic but lacks interest.
**thesis is somewhat clear and
arguable.
*information relates to the main
topic, few details and/or
examples are given.
**shows a limited variety of
sources.
*some connections made
between evidence and thesis.
**some analysis.
*somewhat clear and logical
development with basic
transitions between and within
paragraphs.
*basic summary of topic with
some final concluding ideas.
**introduces no new information.
*style and voice somewhat
appropriate to given audience
and purpose.
**word choice is often
unspecific, generic, redundant,
and clichéd.
***sentences are somewhat
unclear; excessive use of
passive voice.
*weak or no introduction of
topic.
**paper’s purpose is
unclear/thesis is weak or
missing.
*information has little or
nothing to do with the thesis.
**information has weak or no
connection to the thesis.
*limited or no connections
made between evidence and
thesis.
**lack of analysis.
*lacks development of ideas
with weak or no transitions
between and within
paragraphs.
*lack of summary of topic.
*style and voice
inappropriate or do not
address given audience,
purpose, etc.
**word choice is excessively
redundant, clichéd, and
unspecific.
***sentences are very
unclear.

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Grammar/Usage/ *control of grammar, usage, and *may contain few spelling, *contains several spelling, *so many spelling,
Mechanics mechanics. punctuation, and grammar punctuation, and grammar punctuation, and grammar
**almost entirely free of spelling, errors. errors which detract from the errors that the paper cannot
punctuation, and grammatical paper’s readability. be understood.
errors.
Citation Format *conforms to APA rules for *conforms to APA rules for *frequent errors in APA format. *lack of APA
formatting and citation of sources formatting and citation of format/numerous errors.
are perfect. sources with minor exceptions.
Works Cited/Bibliography *entries entirely correct as to APA *entries mostly correct as to *frequent errors in APA format. *lack of APA
format. APA format. format/numerous errors.

B. Course Mapping – Relationship of Course Outcomes to Program Outcomes

COURSE OUTCOMES PROGRAM OUTCOMES
RELATIONSHIP TO PROGRAM OUTCOME a.1 a.2 a.3 a.4 a.5 b.1 b.2 b.3

1. Discussed and argued about the nature of mathematics what it is now, how it is express, represented and used;

2. Used different type of reasoning to justify statements and arguments made about mathematics and mathematical
concepts;
3. Discuss the language and symbols of mathematics.

4. Use variety of statistical tools to process and manage numerical values;

5. Use mathematics in other areas such as finance, business, codes and coding schemes, networks, voting, health and
medicines, environment, arts and designs and recreation;
6. Teach and train others to teach the new GE course in Mathematics in the Modern World;

7. Appreciate the nature and use of mathematics in everyday life;

8. Affirm honestly and integrity in the application of mathematics to various human endeavors.

Legend:
I - Introduce
P- Practice
D- Demonstrate
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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Prepared by : IVAN A. ABARRO Date: ______________________________

Name of Faculty

Reviewed by : MICHAEL M. BACOLOD Date: _____________________________

Chairperson, Division of Mathematics and Statistics

Noted by : MARIA LORINA B. CROBES,Ph.D. Date: _____________________________

College Dean

Approved by : FERNANDO D. ABELLO, Ph.D. Date: _____________________________

Vice President for Academic Affairs

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