COURSE SYLLABUS

Course Code: EducMath 313 Course Title: Number Theory

No. of Units: 3 units Pre-requisite/C-requisite: C&A Algebra, L&S Theory Total No. of Hours: 54 hours (3 hrs/week)
Course Description:
This course intends to facilitate understanding of number theoretic concepts and properties as well as enhance skills in employing different proving techniques which are useful in most areas in
mathematics. Generally, it entails exploration, seeking of patterns, generating and proving conjectures as students engage in mathematical investigations. Topics include divisibility, prime
numbers, unique factorization, Diophantine equations, linear congruences, and multiplicative functions. (CMO No. 78, s. 2017)
Course Learning Outcomes
After completing this course, the student must be able to:
LO1. Internalize the vision, mission, goals and objectives of the institution;
LO2. Prove and solve number theoretic propositions and problems by applying fundamental concepts and principles in number theory;
LO3. Recognize and or generate number theory concepts and properties from inferring patterns embedded in problems and real-world phenomena;
LO4. Generate and communicate results of a mathematical investigation on a number theoretic conjecture carried out using ICT and research; and
LO5. Design and use activity sheets for selected number theory topics in a teaching demonstration .

COURSE LEARNING PLAN

LO LO LO LO LO Outcomes-Based References/
Topic Time Allotment Teaching & Learning Strategies
1 2 3 4 5 Assessment Materials
ORIENTATION
Oral recitation with the use of
A1. University Vision & Mission &
Self- Introduction and Interactive rubric
Quality Policy 1 hour
Discussion via Google Meet Reflection on the VMGO and
A2. Goals & Objectives of the College
policies as a COED students
A3. Course & Classroom Policies
Chapter 1. 3 hours Interactive Discussion with K-U-L Graphic Organizer 2, 3, 4
Lesson 1. THE INTEGERS - Background Knowledge Probe where outlining what students know,
students answer a short diagnostic test unsure about, and learned
a. Numbers and Sequences - Guided Reciprocal Peer Questioning

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 where students form and pose
questions based on question-stems
provided by the teacher Pen-and-Paper Type of
- Think-Pair-Share problem solving and Testing that engage students
proving activities where students write in problem solving and
initial solutions/proofs, then are paired proving mathematical
b. Sums and Products off to consolidate solutions/proofs with a propositions
peer, and share consolidated work to
the whole class Oral Presentation of Proofs
- K-U-L Graphic Organizer where and Problem Solutions
students describe what they know,
unsure about, and learned from the
discussion
Online Interactive Discussion with
- Follow-up questioning where the (Pre-recorded video)
teacher uses Q & A as a strategy to Presentation of Proofs and
engage students in critical thinking and Problem Solutions
deepen students conception
Lesson 2. THE INTEGERS - Student’s Video Presentation where
c. Mathematical Induction Student-generated Videos of
students prepare a video recording of numeric patterns and
d. Fibonacci Sequence 6 hours their discussion of solutions/proofs 2, 3, 4
sequences in real life
- Team Project where students search
for numeric patterns and sequences Pen-and-Paper Test that
reflected in real-life and prepare a mini engage students in problem
video lecture on the chosen sequence solving and proving
(e.g. the Fibonacci sequence reflected mathematical propositions
in real life)
Lesson 3. THE INTEGERS 3 hours Interactive Discussion with Pattern Recognition Activity 2, 3, 4
- Study Session (Homework) where Sheet
d. Binomial Coefficients students are asked to view video-

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 lectures on the binomial coefficients and Oral Presentation of Group
divisibility. Students are asked to write Output
one question on a note card intended to
clarify a Muddiest Point. Pen and Paper Test that
- Think-Pair-Share where the teacher engage students in problem
distributes an activity sheet and solving and proving
students are asked to construct the mathematical propositions
e. Divisibility Pascal Triangle, and then search for
number patterns which they will share to
a partner and then to the whole class
- Group Problem Solving and Proving
activity where students work
collaboratively to solve problems and
prove claims on the divisibility concept.
8 hours Interactive Discussion and Punctuated Oral Presentation of Proofs 2, 3, 4
Chapter II. Primes and Greatest Common Lectures with and Problem Solutions
Divisors and Prime Factorization - Solve First - Before Discussion Activity
where students are asked to answer a Student-Generated End of
Lesson 1: short diagnostic test on prime numbers Class Summary
a. Prime Numbers and greatest common divisors.
b. Greatest Common Divisor Questions and responses will be 15-Minute Teaching
c. The Euclidean Algorithm processed during discussion Demonstration using student-
d. The Fundamental Theorem of Arithmetic - One-Discussion-Question per Student designed activity sheets
where students are required to write and intended to foster meaningful
pose one question to the whole class exploration and discovery
- Think-Pair-Share Problem Solving and (Performance Task with
Proving sessions Rubrics)
- Student-Generated End of Class Pen and Paper Test that
Summary where students write a engage students in problem
summary of learning points on a note solving and proving
card to be shared to the whole class mathematical propositions
within a 2-minute time-frame

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 - Performance Task where students are
asked to choose a property, prepare an
activity sheet, and do a 15-minute demo
teaching covering the property
Interactive Discussion and Punctuated Double Entry Learning Logs:
Lectures with Problem Solutions with
- Guided Reciprocal Peer Questioning explanations (including Non-
where students are asked to write routine Problems and Math
questions to ask each other for the Olympiad Problems)
Chapter 2: Primes and Greatest Common
purpose of appraising understanding of
Divisors and Prime Factorization
the proof of the Linear Diophantine Oral Presentation of Problem
3 hours 2, 3, 4
Equation Theorem Solutions
Lesson 2
- Think-Pair-Share Problem Solving
Linear Diophantine Equations
session Pen and Paper Test that
- Homework Problem Set where engage students in problem
students are asked to submit a Double solving
Entry Learning Log, that is, a solution
script with explanation or reasons
Chapter 3: CONGRUENCES Interactive Discussion and Punctuated Four-Square Graphic 2, 3, 4
Lectures with Organizer (definition,
Lesson 1 3 hours - Four-Square Graphic Organizer where example, non-example,
the students are to illustrate the application in real life)
Introduction to Congruences definition and provide examples, non-
examples and application in real life. A Oral Presentation of Proofs
video lecture (or advanced and Problem Solutions
reading/study session) is given prior to
class session (Flipped Learning) Pen and Paper Test that
- Muddiest Point Discussion engage students in problem
- Guided Reciprocal Peer Questioning to solving and proving
give the students the opportunity to mathematical propositions
explore and enhance their
understanding of the concept of

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 congruence
- Think-Pair-Share Problem Solving and
Proving activity
MIDTERM EXAMINATION (1 hour)
Interactive Discussion and Punctuated Double Entry Learning Log
Lectures with that outlines annotated
- Study Session with Video Lectures solutions to a problem set
Chapter 3. CONGRUENCES
made accessible to students in
Lesson 2
advance. Students are asked to submit Oral Presentation of Problem
a. Linear Congruence 6 hours 2, 3, 4
a Double Entry Learning Log outlining Solutions
b. The Chinese Remainder Theorem
annotated solutions to a problem set
c. Systems of Linear Congruence
- Muddiest Point Discussion Pen and Paper Test that
- Group Problem Solving session engage students in problem
solving
Chapter 4 SOME APPLICATIONS OF Oral Presentation of Problem
CONGRUENCES Interactive Lectures with Solutions from Gallery Walk
a. Divisibility Test - Videotaped Lectures (or advanced (with Grading Rubric)
b. Perpetual Calendar reading/study session) given to students
c. Round-Robin Tournaments prior to class session (Flipped Learning) Oral Presentation of Think-
9 hours 2, 3, 4
- Gallery Walk (by team) with application Pair-Share Output
problems posted on the stations.
- Think-Pair-Share Proving session on Pen and Paper Test that
the divisibility tests engage students in problem
solving and proving
Chapter 5. SOME SPECIAL CONGRUENCES 9 hours Interactive Lectures with Double Entry Learning Log 2, 3, 4
a. Wilson’s Theorem - Videotaped Lectures (or advanced from Think-Pair-Share proving
b. Euler’s Theorem reading/study session) given to students activity
prior to class session (Flipped learning) Oral Presentation of Proofs
- Muddiest Point Discussion and Problem Solutions (with
- Think-Pair-Share Proving activity grading rubric)
where each pair is to submit a Double Pen and Paper Test that

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 Entry Learning Log outlining the proof of engage students in problem
an assigned theorem solving and proving
- X Games where students solve mathematical propositions
extreme problems (Math Olympiad
Problems) by groups in class/ via online
Final Examination (1 hour)
REFERENCES:
1. University Student Handbook
2. Burton, D.M. (2010). Elementary Number Theory (7th Edition). New York, USA: McGraw-Hill Education.
3. Rosen, K.H. (2011). Elementary Number Theory and its Applications (6th Edition). Boston, USA: Pearson.
Tattersal, J.J. (1999). Elementary Number Theory in Nine Chapters. New York, USA: Cambridge University Press.
Class Policies Grading System
1. Students should participate actively and get involved There will be two (2) rating periods: Midterm and Finals.
in all virtual discussions. 1. The grades for each rating period shall be computed as:
2. All students are expected to behave with academic 60% - Class Standing
honesty. It is not academically honest to 40%- Major Examination
misrepresent another person’s work as your own, to -------------------------------------------------------------
take credit for someone else’s words or ideas, to Grade for the corresponding rating period
obtain advanced information on confidential test
materials, or to act in a way that might harm another 2. Class Standing (60%)
student’s chances for academic success. These Quizzes 20%
students will automatically have a grade of 5.0 after Class Participation 20%
three (3) offences of academic dishonesty. Reqts/Written output 20%
3. Activities should be submitted on the period set as 3. Major Examination (40 %)
deadline. Late activities will be deducted accordingly. 4. Average Grade = (Midterm Grade + Final Grade)/2
Outputs shall be submitted through Google
Classroom or Messenger, except for those Note:
necessary to be submitted with hard copies. *Class Participation includes all the activities posted in Google Classroom
4. All students are expected to take Major Exams (Mid- *Quizzes will be unannounced (5 to 10-item quiz) and announced (long test.
term/Final) on specified approved dates. In general, *Requirements include quizzes and project about planning and creating authentic assessment.
no make-up test or re-test will be given except when

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 circumstances warrant but with valid supporting
documents.
5. For smooth and fast communication, maintain your
active contact number. Do not be changing your
mobile numbers if not necessary.
6. Username of your social media accounts like
Facebook and Messenger must be your real
complete name. No pseudonyms, no aliases, no
codenames.
7. Other course policies will be based on the student
handbook.
Date Prepared: Class Schedule: Consultation Hours:
August 13, 2021 Monday and Wednesday
7:30 – 9:00 BSED Math III Tuesday and Friday
(3:00 – 4:30)

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