DOCUMENT: SYLLABUS COURSE: MATHEMATICS IN THE MODERN WORLD COPIES ISSUED TO:

College of Education, Arts and Sciences

DATE OF EFFECTIVITY: 25 June 2019 COURSE CODE: GEMMW01X Learning Resource Center
Faculty

VISION CORE VALUES

We are National University, a dynamic private institution committed to nation building, 1. Integrity 2. Compassion 3. Innovation 4. Industry 5. Respect 6. Resilience 7. Patriotism
recognized internationally in teaching and research.
GRADUATE ATTRIBUTES INTENDED FOR
INSTITUTIONAL LEARNING OUTCOMES (ILOs)
MISSION NATIONALIANS (GAINs)
Guided by the core values and characterized by our cultural heritage of Dynamic Filipinism, a. Exhibit the capacity for self-reflection
National University is committed to providing relevant, innovative, and accessible quality 1. Conscientious and Reflective Leader b. Exhibit the willingness to engage in self-appraisal
education and other development programs. c. Apply moral and ethical standards in leading others
We are committed to our: 2. ICT Literate and Competent d. Express ideas effectively
Communicator e. Effectively use various ICT tools to convey ideas
STUDENTS, by molding them into ethical, spiritual and responsible citizens.
3. Socially and Community-engaged Citizen f. Participate actively in community-oriented advocacies that
FACULTY and EMPLOYEES, by enhancing their competencies, cultivating their Imbued with the Spirit of Patriotism contribute to nation building
commitment and providing a just and fulfilling work environment. g. Produce alternative solutions, processes, and approaches
ALUMNI, by instilling in them a sense of pride, commitment, and loyalty to their alma mater. h. Apply problem-solving skills
4. Innovative, Creative, and Critical Thinker
INDUSTRY PARTNERS and EMPLOYERS, by providing them Nationalians who will i. Provide solutions to challenges in respective areas of
contribute to their growth and development. specialization
5. Interculturally Competent Collaborator j. Work effectively in teams of different cultures
COMMUNITY, by contributing to the improvement of life’s conditions.
6. Life- and career-skilled Individual k. Engage in continuing personal and professional development

ILO
General Education Learning Outcomes
a b c d e f g h i j k
1. Engage in self-reflection of their personal values and the extent to which their ethical values and behaviors are congruent ✓
2. Engage in self-appraisal voluntarily for academic, personal, and professional advancement ✓
3. Observe moral and ethical standards when responding to situations that demand ethical inquiry ✓
4. Express themselves clearly and appropriately in various social, academic, and professional contexts ✓
5. Use appropriate technologies in various social, academic, and professional communication ✓
6. Contribute their knowledge and skills to their own communities and the broader society ✓
7. Explore novel perspectives and approaches for a wide range of contexts and everyday situations ✓
8. Develop skills in gathering, organizing, refining, analyzing, and evaluating information and ideas necessary for solving a variety of issues ✓
9. Develop new ideas, products, or solutions aligned to 21st century milieu ✓
10. Demonstrate skills, knowledge, and values necessary for effective teamwork in academic, personal, and professional contexts ✓
11. Engage in academic, personal, and professional development necessary for the advancement of the field and society as a whole ✓

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COURSE DESCRIPTION
This course deals with the nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and applications of mathematical tools in daily
life. It begins with an introduction to the nature of mathematics as an exploration of patterns in nature and the environment as well as an application of inductive and
deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical understanding of mathematics as merely set of formulas but as a
source of aesthetics in patterns of nature, for example, and a rich language in itself governed by logic and reasoning. The course then proceeds to survey ways in
which mathematics provides a tool for understanding and dealing with various aspects of present-day living, such as managing personal finances, making social
choices, appreciating geometric designs, understanding codes used in data transmission and security, and dividing limited resources fairly. These aspects will provide
opportunities for actually doing mathematics in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing, and test the
students’ understanding and capacity.

PRE-REQUISITE(S)
NONE

COURSE LEARNING OUTCOMES (CLO)

General Education Learning Outcomes
At the end of the course, the student must be able to: 1 2 3 4 5 6 7 8 9 10 11
1. Reflect and discuss the impact of one’s knowledge of mathematics in the modern world ✓
2. Assess and discuss the importance of one’s knowledge of mathematics in the modern world ✓
in one’s professional advancement
3. Demonstrate honesty and integrity in the application of mathematics to various human ✓
endeavors
4. Discuss and argue mathematics as a useful way of to think about nature and the world as ✓
well as its definition, expressions, representations, importance, and usage
5. Use variety of statistical tools and procedures to process and manage numerical data ✓
6. Share learned insights and appreciation on the nature and use of mathematics in everyday ✓
life
7. Apply mathematics to other fields such as business and finance, codes and coding
schemes, networks, voting, health and medicine, environment, arts and geometric designs, ✓
hypothesis testing, as well as to some utilizations in graphs, mathematical systems, and
logic
8. Discuss mathematics as problem solving and reasoning to justify statements and arguments ✓
made about mathematics, mathematical concepts, and related problems
9. Discuss and argue mathematics as a language as well as its symbols, conventions, ✓
operations, and usage
10. Perform tasks effectively and efficiently with peers. ✓
11. Propose mathematical researches or projects that will showcase one’s knowledge of
mathematics in the modern world ✓

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CREDIT
3 Units
TIME ALLOTMENT
13.5 weeks
COURSE REQUIREMENTS
1. Students should promptly comply all written works and performance tasks.
2. Students are expected to take the midterm exam and final exam as scheduled.
3. Students are required to submit and present an integrating project.

CLASS POLICIES
1. A student should be prepared for online learning. Each student may secure an internet connection and a device (e.g., cellphone, computer) to connect to the
internet.
2. A student is strongly encouraged to join the MS Teams created for the class. Each student is encouraged to visit the teams every scheduled meeting, check-in for
attendance purposes, and be informed of the tasks and announcements for the week.
3. A student should be responsible for any missed lessons, written works, performance tasks, or major exams. Students are expected to communicate with the faculty
regarding issues and concerns on the course.
4. All class requirements must be submitted on time. Work submitted late will be penalized.
5. Cheating or any act of academic dishonesty is a MAJOR offense with corresponding sanction as provided in the NU student handbook.
GRADING SYSTEM
1. A 60% passing score with base 0% shall be implemented for all types of assessments.
2. There will be two grading periods for a regular term, midterm period and final period.
3. Assessments will be in three forms: (a) written works such as quizzes, seatworks, homeworks, final long test, etc. (pen-and-paper tests), (b) performance tasks
such as recitation, individual/group presentation, demonstration, e-portfolio, debate, etc., and (c) major exams (midterm and final long test).
4. The midterm grade shall be comprised of written works (30%), performance tasks (30%) and major performance task/test (40%). The final grade on the other hand
shall be comprised of accumulated written works, accumulated performance tasks, accumulated midterm exam, and integrating project.
5. Percentages for each grade component in computing the midterm and final grades are shown on the first table below. The computed midterm and final percentage
grades will then be re-transmuted into point-grade equivalents and codes using the second table and third tables.

Final Grade
Grade Component Grade Equivalent Grade Equivalent
LEC
Written Works 30% 4.00 96% - 100% 1.00 60% - 65%
Performance Tasks 30% 3.50 90% - 95% R 59% - 0%
Major Midterm 15% 3.00 84% - 89%
Performance Exam 0.00 Cheating, Excessive Absences
Task/Test Integrating 25% 2.50 78% - 83%
Project 2.00 72% - 77% Dr Officially Dropped
1.50 66% - 71% INC Incomplete

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COURSE CONTENTS

COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
Orientation on National University
VMGs, Core Values, GAINs and
Class Policies
SECTION 1: THE NATURE OF
MATHEMATICS

» identify patterns in nature 1A. Mathematics in our World » Pattern Exploration, Group » (Real or Images): Leaves and » Completed Worksheet &
and regularities in the - Patterns and numbers in Discussion, & Video Watching Flower Petals of Certain Plants, Group Presentation
world (K) Nature and the world: Pinecone/Pineapple … » Debate (modified)
Snowflake and honeycomb, » Guided Discussion & Triad Sharing Video [9]: Nature by Numbers » Creative/Artistic
CLO1 » argue about the nature of tiger’s stripes and hyena’s Some Points for Discussion: » Resources: [1]; [17], [2], or [3]; Expression through
CLO2 mathematics, what it is, spots, the sunflower, the snail (i) Is Mathematics discovered or Video [5]: The Great Math poem, song, play, poster,
1-2 CLO4 how it is expressed, shell, flower petals, the invented? Mystery …
CLO6 represented, and used (K) world’s population, the (ii) Mathematics is a tool to » PowerPoint slides
CLO10 » articulate the importance of weather, etc. understand and control the » Cartolina, coloring materials,
mathematics in one’s life - The Fibonacci sequences world. papers, props
(V) - Organizing patterns and (iii) Mathematics is a language.
regularities in the world (iv) Mathematics is needed in my (Others: Pens, Laptop, Projector,
- Predicting the behavior of life. Speaker)
nature of nature and (v) Mathematics is the study of
phenomena in the world patterns.
- Controlling nature and » Group work (on Creative/Artistic
occurrences in the world for Expression)
our own ends
- Applications of mathematics
in the world
» discuss the language, 1B. Mathematical Language and » Film Viewing, Small Group Sharing, » Video [16]: Is Math a Language? » Journal
symbols, and conventions Symbols & Lecture Discussion PowerPoint slides » Group Oral Presentation
of mathematics (K) - Characteristics of » Group Discussion » Resources: [1]; [14], [7], & [8] » Quiz
CLO1 » explain the nature of mathematical language: » Lecture Discussion » Papers
CLO2 mathematics as a Precise, concise, powerful
3 CLO4 language (K) - Expressions vs. sentences
CLO9 » acknowledge that - Conventions in the
CLO10 mathematics is a useful mathematical language
language (V)

GEMMW01X Mathematics in the Modern World 17 October 2019 Arnold A. Eniego [email protected]
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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
» use different types of 1C. Problem Solving and » Guided Discussion & Group » Worksheets, PowerPoint Slides, » Completed Worksheets
reasoning to justify Reasoning Exercises Resource [4] Ch. 1 » Completed Worksheets
statements and arguments - Inductive and deductive » Guided Discussion Resource [12] Ch. 4 & 5 » Problem Set
made about mathematics reasoning » Small-group Problem Solving » Worksheets, PowerPoint Slides, » Solution Map
CLO1 and mathematical - Polya’s 4-steps in Problem » Solution Mapping » Sample Problems
CLO2 concepts (K) Solving, Strategies in Solving » Submitted Worksheets and
4-5.5 CLO6 » solve problems involving Problems Problem Set
CLO8 patterns and recreational - Mathematical problems
CLO10 problems using Polya’s involving patterns
four steps (S) - Recreational problems using (Others: Pens, Laptop, Projector,
» organize one’s methods mathematics Speaker)
and approaches for solving
problems (V)
SECTION 2: MATHEMATICS AS A
TOOL

» use a variety of statistical 2A. Data Management » Lecture Discussion/ Demonstration » Research instrument » Collected and
tools to process and - Data gathering and Data Collection & Summarization (questionnaire) Summarized Data
manage numerical data (S) organizing data; representing Computer Data Management Resources: [1], [4], [6] Quiz
» use methods of linear data using graphs and » Lecture and Demonstration Excel or other Statistical Software Computer hands-on
regression and correlations charts; interpreting organized Group Discussion (PSPP) » Quiz
to predict the value of a data Computer Data Management » Collected Data Computer hands-on
variable given certain - Measures of Central » Mini-research Production (Group) Excel or other Statistical Software » Mini-research defense
conditions (S) Tendency: Mean, Median, (PSPP)
CLO1 » advocate the use of Mode, Weighted Mean Resources: [1], [4], [6]
5.5-6 CLO2 statistical data in making - Measures of Dispersion: » Mini-research Guide/Template
CLO5 important decisions (V) Range, Standard deviation
and Variance (Others: Pens, Laptop, Projector,
- Measures of Relative Speaker)
Position: z-scores,
percentiles, quartiles, and
box-and-whiskers plots
- Probabilities and Normal
distributions
- Linear Regression and
Correlation: Least-Squares
Line, Linear Correlation
Coefficient
CLO1-CLO6
7 MIDTERM EXAMINATION
CLO8-CLO9

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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
Choose at least Three Topics from
the list depending on student’s
program needs:

» apply geometric concepts, 2B. Geometric Designs » Lecture Discussion/Demonstration » Worksheets » Completed Worksheets
especially isometries in - Recognizing and analyzing Small Group Exercises Resource [18] » Class Exhibit of
describing and creating geometric shapes » Small group sharing of indigenous PowerPoint Slides Indigenous Designs
designs (S) - Transformations designs » Art Materials
» contribute to the - Patterns and Diagrams Crafting of own Indigenous Designs
enrichment of the Filipino - Design, Arts, & Culture (Others: Pens, Laptop, Projector,
culture and arts using Speaker)
concepts in geometry (V)

» use coding schemes to 2C. Codes » Lecture Discussion/Demonstration » Worksheets » Completed Worksheets
encode and decode - Binary Codes Small Group Exercises Resources: [11], [15] Quiz
different types of - Integers in computers » Role-Playing PowerPoint Slides » Group Presentation
CLO1 information for - Logic and computer addition Computer
Topic 1 CLO2 identification, privacy, and - Text data » Props needed for role playing
8-9 CLO3 security purposes (S) - Errors and error correction
CLO4 » exemplify honesty and - Repetition and Hamming (Others: Pens, Laptop, Projector,
Topic 2 CLO6
10-11 integrity when using codes codes Speaker)
CLO7 or security purposes (V)
Topic 3
CLO8
12-13 CLO9
CLO10 » use linear programming 2D. Linear Programming » Lecture Discussion/Demonstration » Worksheets » Quiz
techniques to formulate - Linear Inequalities Computer Simulation of Procedures Resource [13] » Group Presentation of
and solve optimizations - Geometry of Linear » Small group Case Study PowerPoint slides Case Study
problems (S) Programming Excel Solver
» advocate the use of linear - Simplex Method » Recording Materials
programming techniques in Camera
real life situations (V) (Others: Pens, Laptop, Projector,
Speaker)

» apply mathematical
concepts/procedures to 2E. The Mathematics of Finance » Lecture Discussion/Demonstration » Worksheets » Quiz
mathematical finance (S) - Simple and compound Calculator/Computer Simulation of Resource [4] » Group Presentation of
» advocate the use of interest procedures PowerPoint slides case study
mathematics in making - Credit cards and consumer » Small group case study Calculator/Computer
sound financial decisions loans » Calculator/Computer

GEMMW01X Mathematics in the Modern World 17 October 2019 Arnold A. Eniego [email protected]
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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
(V) - Stocks, bonds, and mutual (Others: Pens, Laptop, Projector,
funds Speaker)
- Home ownership

» apply mathematical
concepts/procedures to 2F. Apportionment and Voting » Lecture Discussion/Demonstration » Worksheets » Quiz
voting schemes (S) - Introduction to Apportionment » Small group discussion Resource [4] » Group Presentation of
» propose a voting scheme - Introduction to Voting PowerPoint slides case study
for the election in the - Weighted Voting Systems » Philippine Election Guide
Philippines (V) (Others: Pens, Laptop, Projector,
Speaker)

» use logic to justify

statements and to create 2G. Logic » Lecture Discussion/Demonstration » Problem Sets » Quiz
proofs (S) - Logic statement and Proof Writing and Critiquing Resource [4] » Group Presentation of
» advocate the use of logic quantifiers » Small group discussion on given PowerPoint slides solutions to case studies
in solving real life problems - Truth tables and tautologies case study » Case studies
(V) - Conditional, Biconditional and (Others: Pens, Laptop, Projector,
related statements Speaker)
- Symbolic arguments
- Arguments and Euler
diagrams

» apply concepts/procedures
in graph theory to real life 2H. The Mathematics of Graphs » Lecture Discussion/Demonstration » Worksheets » Quiz
problems (S) - Graphs and Euler circuits Computer simulation of procedures Resource [4]; PowerPoint Slides » Group Presentation of
» advocate the use of graphs - Weighted graphs » Case study » Some case studies Case studies
in real life situations (V) - Euler’s formula (Others: Pens, Laptop, Projector,
- Graph coloring Speaker)

» apply concepts/procedures
in modular arithmetic and 2I. Mathematical Systems » Lecture Discussion/Demonstration » Worksheets » Quiz
group theory to real life - Modular Arithmetic » Case study Resource [4]; PowerPoint Slides » Group Presentation of
problems (S) - Applications Clock Case studies
» advocate the use of - Group Theory » Some case studies
mathematical systems in
real life situations (V) (Others: Pens, Laptop, Projector,
Speaker)

GEMMW01X Mathematics in the Modern World 17 October 2019 Arnold A. Eniego [email protected]
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 COURSE TOPIC
WEEK LEARNING LEARNING TOPICS METHODOLOGY RESOURCES ASSESSMENT
OUTCOMES OUTCOMES
» apply statistical tests and
procedures to make 2J. Hypothesis Testing » Lecture Discussion/Demonstration » Worksheets » Quiz
statistically sound - t-test (one and two means) Computer simulation of procedures Resources: [4], [6] » Mini-research
decisions, generalizations, - F-test (One-way ANOVA) » Mini-research Production PowerPoint Slides presentation of results
and recommendations of - Chi-square test Excel, PSPP (Oral Presentation)
real life phenomena (S) - Non parametric alternatives » Sample research studies
» advocate the use of
statistical tests/procedures (Others: Pens, Laptop, Projector,
in making important Speaker)
decisions (V)

FINAL EXAMINATION (Integrating Project)

Working with a group, decide on a project that integrates topics you learned from Section 2 (2B to 2J). Such integrating project could be a Math gallery (similar to
an art gallery), an exhibit (e.g. poster exhibit, projects and innovations exhibit), documentary video, and the like. The idea is to integrate topics discussed into one
coherent theme.

Aside from the actual execution/implementation of this project, you will also be required to submit a 2-3 pages Integrating Project proposal which should contain
the following: a) Title of the Project, b) Specific Output, c) Project Description, d) Mathematical Concepts Covered in the Project, e) Significance of the Project,
f) Procedure/Execution, g) Tasks of Members, h) Logistics, i) Budget, and j) References.
13.5 CLO1-CLO11
Grading Rubric for Proposal [40 points of FE grade]:
Soundness of the Project (10pts), Appropriateness and Correctness of the Concept (16pts), Significance of the Project (10pts), and Conformity to Format
(4pts).

Grading Rubric for Actual Implementation of the Project [60 points of FE grade]:
Presentation (Ability to present/answer queries) (18pts), Organization/Execution (18pts), Relevance to Real Life (18pts), and Distribution of Tasks (6pts).

NOTE TO PROFESSORS: Due to high demand of preparation time for such project, students should be informed about it as early as Week 8 and all instructions
as well as assessments should be aligned to it.

TEXTBOOK
[1] Nocon, R.C. & Nocon, E.G. (2016). Essential Mathematics for the Modern World. Philippines: C & E Publishing, Inc.

REQUIRED RESOURCES
[2] Adam, J.A. (2009). A Mathematical Nature Walk. New: Jersey: Princeton University Press.
[3] Adam, J.A. (2003). Mathematics in Nature: Modeling Patterns in Natural World. New Jersey: Princeton University Press.
[4] Aufmann, R.N., Lockwood, J.S., Nation, R.D., & Clegg, D.K. (2010). Mathematical Excursions (2nd ed.). Australia: Brooks/Cole Cengage Learning.

GEMMW01X Mathematics in the Modern World 17 October 2019 Arnold A. Eniego [email protected]
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 [5] BBC Universe Documentary. The Great Math Mystery. 2015, https://www.youtube.com/watch?v=JiH7lMGW60A.
[6] Bluman, A.G. (2017). Elementary statistics: a step by step approach (10th ed.). New York, NY: McGraw-Hill Education.
[7] Burns, Carol JVF. (2016, April 4). The Language of Mathematics. One Mathematical Cat, Please!. Retrieved from http://www.onemathematicalcat.org/cat_book.htm.
[8] Burns, Carol JVF. (nd). The Language and Grammar of Mathematics. Retrieved from http://assets.press.princeton.edu/chapters/gowers/gowers_I_2.pdf.
[9] Cristobal, Vila. “Nature by Numbers.” March 5, 2000, https://vimeo.com/9953368.
[10] Dougherty, Michael. (n.d.). Mathematical Logic and Sets. Retrieved from http://faculty.swosu.edu/michael.dougherty/book/chapter01.pdf.
[11] For all practical purposes: Mathematical literacy in todays world. (2009). New York: Freeman.
[12] Hersh, R. (1999). What is Mathematics Really? Oxford University Press
[13] Hiller, F., & Lieberman, G. (2014). Introduction to Operations Research (10th ed). New York: McGraw Hill Companies, Inc.
[14] Jamison, R.E. (2000). Learning the language of Mathematics. Language and Learning across the Disciplines, 4(1), 45-54. Retrieved from https://wac.colostate.edu/llad/v4n1/jamison.pdf.
[15] Moser Chen (2012). A Student’s Guide to Coding and Information Theory. Cambridge University Press.
[16] NobleStudentFilms. Is Math a Language?. 2010, https://www.youtube.com/watch?v=dw-fXwJjcAg&t=44s.
[17] Stewart, I. (2005). Natures Numbers. New York: Basic Books.
[18] Vistro-Yu, C. (2015). Math We Use. Ateneo de Manila University Press.

RECOMMENDED RESOURCES
[19] Akiyama, J. & Ruiz, M.J. (2008). A Day’s Adventure in Math Wonderland. Singapore: World Scientific Publishing Co. Pte. Ltd.
[20] Anderson, D.R., Sweeny, D.J., Williams, T.A., et.al. (2018). Introduction to Management Science: Quantitative Approach. Cengage Learning.
[21] Brechner R., Bergeman G. (2017). Contemporary Mathematics for Business and Consumers (8th Ed.). Cengage.
[22] D'Angelo, J. & West, D. (2018). Mathematical Thinking: Problem-Solving and Proofs (Classic Version, 2nd Edition). Pearson.
[23] Gallian, J. A. (2017). Contemporary Abstract Algebra (9th ed.). Cengage Learning.
[24] Gallian, J. (2016). Resources for Abstract Algebra. Retrieved from http://www.d.umn.edu/~jgallian/
[25] Gravetter, F., & Wallnau, L. (2017). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
[26] Johnson, D.B. & Mowry, T.A. (2012). Mathematics: A Practical Odyssey (7th ed.). Australia: Brooks/Cole Cengage Learning.
[27] Kolman, B., Busby R., Ross, S. (2018). Discrete Mathematical Structures (Classic Version, 6th Ed.). Pearson.
[28] Larson, R., Faber, B. (2014). Elementary statistics: Picturing the world. Pearson
[29] Polya, G., Conway, J.H. (2015). How to Solve It: A New Aspect of Mathematical Method. Princeton University Press.
[30] Stewart, I. (2008). Professor Stewart’s Cabinet of Mathematical Curiosities. USA: Basic Books.
[31] Taha, H. (2016). Operations Research: An Introduction (10th ed.). New Jersey: Pearson Prentice Hall.
[32] Triola, M. F., & Lossi, L. (2017). Elementary statistics (13th ed.). United States: Pearson.

GEMMW01X Mathematics in the Modern World 17 October 2019 Arnold A. Eniego [email protected]
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RUBRICS

DEBATE RUBRIC
CRITERIA 5 points 4 points 3 points 2 points 1 point
Respect for Other Team All statements, body language, Statements and responses were Most statements and responses Statements, responses and/or Statements, responses and/or
and responses were respectful respectful and used appropriate were respectful and in body language were borderline body language were
and were in appropriate language, but once or twice appropriate language, but there appropriate. Some sarcastic consistently not respectful
language body language was not was one sarcastic remark remarks
Information All information presented in Most information presented in Most information presented in Some information was Information had some major
this debate was clear, accurate this debate was clear, accurate the debate was clear and accurate, but there were some inaccuracies OR was usually not
and thorough and thorough accurate, but was not usually minor inaccuracies clear
thorough
Rebuttal All counter-arguments were Most counter-arguments were Most counter-arguments were Some counter arguments were Counter-arguments were not
accurate, relevant and strong accurate, relevant, and strong accurate and relevant, but weak and irrelevant accurate and/or relevant
several were weak
Use of Facts Every major point was well Every major point was Every major point was Some points were supported All points were not supported
supported with several relevant adequately supported with supported with facts and/or well, others were not
facts and/or examples relevant facts and/or examples examples, but the relevance of
some was questionable
Organization All arguments were clearly tied Most arguments were clearly Most arguments were clearly Very few arguments were All arguments were NOT clearly
to an idea (premise) and tied to an idea (premise) and tied to an idea (premise) and clearly tied to an idea (premise) tied to an idea (premise) and
organized in a tight, logical organized in a tight, logical organized in a tight, logical and organized in a tight, logical organized in a tight, logical
fashion fashion fashion, but usually not fashion fashion
thorough
Understanding of Topic The team clearly understood The team clearly understood The team seemed to The team seemed to The team did not show an
the topic in depth and the topic in depth and understand the main points of understand the main points of adequate understanding of the
presented their information presented their information the topic and presented those the topic, but didn’t present topic
forcefully and with ease with ease with ease
http://course1.winona.edu/shatfield/air/classdebate.pdf

COMPUTER/TECHNOLOGY HANDS ON RUBRIC

CATEGORY 4-Exemplary 3-Accomplished 2-Developing 1-Beginning
Data Preparation & Encoding All data are correctly prepared and Data are correctly prepared and Some data are incorrectly prepared or Majority of the data are incorrectly
encoded without asking for assistance. encoded with minimal assistance. encoded. prepared or encoded.
Execution of Procedures Steps and procedures are correctly Steps and procedures are correctly Some steps and procedures are Majority of the procedures are
performed without asking for performed with minimal assistance. incorrectly performed. incorrectly performed.
assistance.
Interpretation of Results Student correctly interprets all results, Student correctly interprets majority of Student incorrectly interprets majority Student incorrectly interprets all
including the ability to select the results, including the ability to of the results, and incorrectly uses results or cannot interpret the results
appropriate mathematical concepts select appropriate mathematical mathematical concepts and terms. at all.
and terms. concepts and terms.

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 CREATIVE/ARTISTIC EXPRESSION RUBRIC
CRITERIA Extraordinary (5) Above average (4) Average (3) Below average (2) Poor (1)
Understanding The artwork is planned The artwork is planned The art work is planned The artwork shows little The artwork shows no
Demonstration that instructions carefully; understanding of all carefully; understanding of adequately; understanding of evidence of understanding the understanding of the concepts
and concepts are understood. concepts and instructions is most concepts and instructions some concepts and instructions concepts and instructions. and instructions.
clearly shown. is shown. shown.
Craftsmanship/ Skill The artwork shows outstanding The artwork shows good The artwork shows average The artwork shows below The artwork shows poor
Neatness, precision, care. craftsmanship, with clear craftsmanship, with some craftsmanship and attention to average craftsmanship and little craftsmanship and no attention
attention to detail, attention to detail. detail. attention to detail. to detail.
Creativity/ Originality The artwork demonstrates The artwork demonstrates The artwork demonstrates an The artwork demonstrates little The artwork lacks evidence of
Inventiveness, expression of original personal expression some personal expression and average amount of personal personal expression and personal expression.
ideas and imagination. and outstanding problem logical problem solving skills. expression. problem solving skills.
solving skills.
Effort The student put forth The student put forth the effort The student put forth the effort The student put forth the effort The student put forth no effort
What it takes to finish the extraordinary effort to required to complete the required to finish the project; required to finish the project; or the project was not
project as well as possible, time complete the project well as project well; used class time used class time adequately. used class time adequately. completed; class time was not
dedicated to the project inside possible; used class time well. used well.
and/or out of class. extremely well.
Cooperation The student is always willing to The student is usually willing to The student is sometimes The student is rarely willing to The student does not show
Attitude during class time; complete assigned tasks and complete assigned tasks and willing to complete assigned complete assigned tasks and willingness to complete
willingness to complete set up, help set up and cleanup help set up and cleanup tasks and help set up and help set up and cleanup assigned tasks and help set up
art practice and clean up tasks. projects; works very well with projects; works well with others cleanup projects; works projects; sometimes works well and cleanup projects; does not
others and makes the most use and utilizes the studio time. somewhat well with others and with others, late to class or work well with others. Late to
of studio time. uses minimum amount of leaves early (without proper class or leaves early (without
studio time. time allotted to project). proper time allotted to
project).
http://www.rcampus.com/rubricshowc.cfm?code=Q3X9A4&sp=yes

GROUP WORK RUBRIC

CATEGORY 4-Exemplary 3-Accomplished 2-Developing 1-Beginning
CONTRIBUTION All members contribute equally, and All members contribute equally. All members contribute, but some One or more members do not
40% some even contribute more than was contribute more than others. contribute.
required.
COOPERATION All members work well together all of Members work well together most of Members work well together some of Teacher intervention needed often to
30% the time; assist others when needed. the time. the time. Some teacher intervention help group cooperate.
needed.
TASK Team is on task all of the time. Team is on task most of the time. Does Team is on task some of the time. Team needs frequent teacher
30% Does not need any teacher reminders not need any teacher reminders. Needs teacher reminders. reminders to get on task.

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 ORAL PRESENTATION RUBRIC
CATEGORY 4-Exemplary 3-Accomplished 2-Developing 1-Beginning
CONTENT / ORGANIZATION Demonstrates full knowledge by Is at ease with expected answers to all Is uncomfortable with information and Does not have grasp of information
40% answering all class questions with questions without elaboration. is able to answer only rudimentary and cannot answer questions about
explanations and elaboration. Has somewhat clear purpose and questions. subject.
Provides clear purpose and subject; subject; some examples, facts that Attempts to define purpose and Does not clearly define subject and
pertinent examples, facts, supports support the subject; includes some subject; provides weak examples, purpose; provides weak or no support
conclusions/ideas with evidence. data or evidence that supports facts, which do not adequately support of subject; gives insufficient support
conclusions. the subject; includes very thin data or for ideas or conclusions.
evidence.
DELIVERY Holds attention of entire audience with Holds attention of entire audience with Displays minimal eye contact with Holds no eye contact with
30% the use of direct eye contact, seldom the use of direct eye contact, seldom audience, while reading mostly from audience, as entire report is
looking at notes. looking at notes. the notes. read from notes.
Speaks with fluctuation in volume and Speaks with fluctuation in Speaks in uneven volume Speaks in low volume and/ or
inflection to maintain audience volume and inflection to with little or no inflection. monotonous tone, which causes
interest and emphasize key points. maintain audience interest audience to disengage.
and emphasize key points.
CREATIVITY Very original presentation of material; Some originality apparent; good Little or no variation; material Repetitive with little or no variety;
10% uses the unexpected to full advantage; variety and blending of presented with little originality or insufficient use of multimedia.
captures audience’s attention. materials/media. Interpretation.
ENTHUSIASM / AUDIENCE Demonstrates strong enthusiasm Shows some enthusiastic Shows little or mixed feelings about Shows no interest in topic
AWARENESS about topic during entire presentation. feelings about topic. the topic being presented. Presented.
Significantly increases audience Raises audience understanding and Raises audience understanding and Fails to increase audience
10% understanding and knowledge of topic; awareness of most points. knowledge of some points. understanding of knowledge of topic.
convinces an audience to recognize
the validity and importance of the
subject.
LENGTH OF PRESENTATION Within two minutes of allotted time. Within three minutes of allotted time. Within four minutes of allotted time. Too long or too short; five or more
10% minutes above or below the allotted
time.

WRITTEN PROOF RUBRIC

5 4 3 2 1
Completely correct; Proof has the main flow of logic; Proof has the correct hypothesis and Proof has major flaws that make it Completely illogical argument and/or
Use symbols correctly; Correct, but misses one major element conclusion, but has serious deficiencies invalid; invalid logic (e.g. "proving" a false
Statements follow logically from one and that element could be incorrect either in symbolism or in the flow of These flaws could be an incorrect statement to be true, or vice versa).
Another; use of symbols or one major logical logic. initial assumption, completely
Clearly indicate the hypothesis and the error; incorrect use of symbols or major
conclusion of the proof. The majority of the arguments are defects in logic;
correct. The majority of the arguments are
incorrect.

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http://www.artsci.utoronto.ca/wit/resources/resources-by-discipline/csc-rubric-for-proofs.pdf

MATH PROBLEM SOLVING RUBRIC

CATEGORY 4-Exemplary 3-Accomplished 2-Developing 1-Beginning
UNDERSTANDING Solution shows evidence of student’s Solution shows student’s Solution is partially correct and some No solution is given or the solution has
40% deep understanding of the problem, understanding of the problem and the mathematical concepts were no relationship with the given
including the ability to select major mathematical concepts to incorrectly used. problem.
appropriate mathematical concepts to answer the problem.
answer the problem.
STRATEGY Uses very efficient strategy leading to a Uses strategy the leads to a correct Strategy is partially appropriate leading No evidence of strategy or the strategy
20% correct solution of the problem. solution of the problem. to some parts of a correct solution but is inappropriate and does not help in
the correct answer is not achieved. answering the problem.
ORGANIZATION There is a clear, effective, and precise There is a clear explanation of the There is some use of appropriate No explanation given or incorrect use
20% logical sequence of thoughts leading to solution and appropriate use of mathematical terms and notations but of mathematical terms and notations,
the solution of the problem. mathematical terms and notations. the explanation given is only partially and explanation does not help in
Mathematical terms and notations correct. answering the problem.
were properly used.
CONCEPT/CONTENT Computations and solutions are Very few errors in the use of concepts Some errors in the use of concepts and Incorrect use of concepts and major
20% correct. and in the computations were in the computations were noted. errors in the computations were
observed. observed.

PREPARED BY: REVIEWED BY: NOTED BY: APPROVED BY:

ARNOLD A. ENIEGO RAMON A. RAZA JEOJILYN G. NABOR JESSIE S. BARROT, PHD

Faculty, CEAS Chair, Science and Mathematics - CEAS Chief Librarian Dean, CEAS

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