COURSE SYLLABUS

COURSE CAT. NO. : MATH 11

COURSE TITLE : CALCULUS I
COURSE CREDIT : 3 UNITS
COURSE PRE-REQUISITE : ANALYTIC GEOMETRY

Vision

Cor Jesu College, a premier Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and the
charism of the Brothers of the Sacred Heart.

Mission

We, the members of the Cor Jesu College community, commit ourselves to:
1.) advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2.) nurture a compassionate community that journeys as one family united at the Heart of Christ; (COMMUNITY) and
3.) strengthen responsible stewardship towards social transformation, progress and sustainable development (APOSTLESHIP).


Core Value of Compassion
4.) This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness.

GOALS OF THE COLLEGE DEPARTMENT

COLLEGE DEPARTMENT GOALS
CJC MISSION/CORE
VALUE OF COMPASSION
1 2 3 4
1 Offer academic programs that meet local and global demands; /
2 Conduct developmental researches and productive-scholarship activities for dynamic and responsive instruction; / / /
3 Engage in community extension services for capacity building and empowerment of poor communities; / /
4 Provide research and field based instructions for a relevant and functional learning; /
5 Nurture a climate of compassionate community for personal, communitarian, and spiritual growth; / /
6 Send graduates to the field of works as God centered professionals, responsible stewards of nature, agents for cultural preservation and promotion,
initiators of social transformation and sustainable development.
/ /

Course Title:

Math 11
Date Effective:

June 2014
Date Revised:

May 2014
Prepared by:


Endorsed by:

Dr. Maria Elena C. Morales
Approved by:

Dr. Alex D. Niez

TEACHER EDUCATION PROGRAM OBJECTIVES


PROGRAM EDUCATIONAL OBJECTIVES
GOALS
1 2 3 4 5 6
1
Provide the students correct and appropriate knowledge and develop pedagogical content knowledge and competencies for effective teaching and
nurturing the Christian spirit of dedication and commitment;
/ / / / / /
2
Strengthen their value and appreciation of the teaching profession and their roles in the proper formation of the mind and character of the
individuals
/ / / / /
3 Facilitate the integral development of the spiritual, moral, intellectual and physical aspects of man; and / / / / /
4
Implement a well-thought and globally aligned program of studies and learning activities that are responsive to the development and needs of the
students to the signs of time.
/ / / / /

COURSE DESCRIPTION


This is course introduces to students the fundamentals of Calculus: limits, continuity and derivatives. This course assumes a thorough understanding of concepts on analytic geometry and
trigonometry. The use of graphing calculators and computer algebra systems is highly encouraged.


PROGRAM OUTCOMES

COMPETENCY STANDARD
PROGRAM
EDUCATIONAL
OBJECTIVES
1 2 3 4
1 Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; / /
2 Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students / / / /
3 Have a deep and principled understanding of how educational processes relate to higher historical, social, cultural, and political processes; / / / /
4 Have a meaningful and comprehensive knowledge of the subject matter they will teach; / / / /
5
Can apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches);
/ / / /
6 Have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching); / / / /
7 Can demonstrate and practice professional and ethical requirements of the teaching professions; / / / /
8 Can facilitate learning of diverse types of learners, in diverse types of learning environment, using a wide range of teaching knowledge skills; / / / /
9
Can reflect on the relations among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader
social force encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices;
/ / / /
10 Can be creative and innovative in thinking of alternatives approaches, and evaluate the effectiveness of such approaches in improving student learning; and / / / /
11 Are willing and capable to continue learning to better fulfill their mission as teachers / / / /
COURSE OBJECTVES
1. In-depth knowledge and understanding of the concepts of teaching and the teaching profession, principles of teaching, and instructional decision processes
2. Decision-making skills related to appropriate selection of objectives, subject matter, content, methodologies/strategies, different types of instructional materials, and instructional delivery
system
3. Competencies in applying principles of teaching/learning in contrived and if possible in actual natural situations and identi fying teaching strategies for a particular teaching-learning
situations and objectives set
4. Demonstrating positive attitudes towards teaching effectively in appreciating teaching as a profession, manifesting professionalism and appropriate work ethics befitting a teacher, and
demonstrating commitment to his/her tasks assigned and capability to engage in collaborative efforts and teamwork
































COURSE COVERAGE

TIME
FRAME
COURSE CONTENT
STUDENT LEARNING
OBJECTIVES
STRATEGY/ACTIVITIES
VALUES
DESIRED/FORMATION
ASSESSMENT/EVALUATION

Preliminary
Period









Week 1

Introduction:
1. Vision and Mission
2. Spirituality of
compassion
3. Three Pillars
Excellence
Community
Apostleship



Functions and Their
Graphs

Functions as
Mathematical Models

Graphical Introduction to
Limits of Functions


To help the students revisit the
core principles of the institution in
order for them to carry these
principles out during their
incoming practicum



To define Functions

To draw the graphs of functions

To obtain Functions on real world
expressions

To understand the concept of
Limits thru graphs


The teacher will initiate the game charade. Six
students will be randomly picked to act out in
front. Whoever guesses each word correctly
shall have the power to call another classmate
to explain the word based on Cor Jesus core
principles.



The teacher will try and connect previous
descriptions, as described by the students, of
what a function is, having students a make a
formal definition from it. Compiling all the
individual definitions given by the students, I
then give them the complete definition for
function. The students then are asked to do a
certain task with a certain rule, mirroring what
a function is. This then is expanded in having
them give examples in nature which reflects
such phenomenon.
The teacher then presents a problem of how to
get the slope of a line tangent to a curve. This
inevitably introduces the limits of a function



Installation and application of the
institutions core principles while
learning course.








The realization that all that nature
has come to offer are products of a
function.


Students will be asked to create a slogan
related the vision, mission, core value,
and three pillars of the institution.
Slogans will be written in a one whole
long bond paper.






The teacher will conduct a problem
solving exam, solving for x in both
linear and quadratic equations. They are
also to graph these specific functions.
Additionally the teacher will be giving
an essay as to why there is such function
in nature. Scoring will be based on a
rubric.


Week 2

Definition of the Limit of
a Function and Limit
Theorems


One sided limits



To Define the Limit of a Function

To Find the limit of a function

To indicate which theorem is being
used in finding the limit

The teacher will illustrate how the definition of
the limit is derived by recapping the previous
graph tackled in their last meeting.
A presentation is done to illustrate how limits
of a function behave.
The teacher presents theorems used in finding
the limit of a function.



We do the actions following the
good deeds of historical man to
emulate them as a good role model.

The teacher will conduct a True or False
test regarding the topic having 20 items.


Week 3

The Tangent line and the
Derivative


To express the derivative of a
function as a limit.

To evaluate this limit of the
Difference of the Quotient
algebraically

To write the Equation of the
tangent line at a given point on a
curve.


The teacher illustrates the graph that was
tackled during the first meeting to introduce the
limits of a function. He then reminds of the
original question on what should be the
equation of the line tangent to the curve. Given
the Difference of Quotient, the students are
asked to work backwards as to why this would
be the guideline in writing the equation of the
tangent line at a given point on a curve


Learning is not always
straightforward. Working
backwards as to learn why things
work as they do is always viable
and much more meaningful.

The teacher gives the board to the
students and allots a whole 30 minutes
for the students to brainstorm. They are
then tasked to explain why such
phenomena happen, where each of the
variables originate and how they interact
to form the derivative of a function as a
limit. Computing their score will be
based on a rubric, they are scored as a
group.

The teacher will conduct a quiz where
the students will try to find the slope of a
line at a given point on a curve.

Week 4

Theorems on
Differentiation of
Algebraic Functions and
Higher-Order Derivatives
(Constant Rule, Power
Rule for positive and
Negative Integer Powers,
Constant Multiple Rule,
Sum Rule, Product Rule
and Quotient Rule)

To evaluate derivatives by the limit
process

To memorize basic differentiation
rules.

To apply basic differentiation rules

The teacher uses the Socratic method to lead
the students in to forming the theorems of
differentiation, in turn, proving them.
The students are then asked to apply the rules
in finding the derivative and contrast them by
using the definition of the derivative

Not everything is always given in
life. The teacher is only the
facilitator of knowledge.

The teacher will conduct and oral
recitation. The students will be graded
based on the set rubrics.

MidTerm
Period

Week 1




Continuation to the
Theorems on
Differentiation of
Algebraic Functions and
Higher-Order Derivatives





To apply the product, quotient, and
chain rules simultaneously to find
derivatives






The teacher will have a dedicated weeklong
mastery of skills in differentiation.




We need to realize that knowing is
not always enough. Mastery on
different ways of life is as important
as to know what are the ways of
life.




The teacher will conduct a solving test
purely to evaluate their mastery on basic
differentiation. They are to solve the
derivatives of the curve and indicate
what theorem of differentiation they
used. Every theorem will at least have 5
items.




Week 2

Rectilinear Motion


To define Instantaneous Velocity.

To analyze and apply
differentiation techniques to
instantaneous velocity

The teacher will short recapitulate the previous
lesson and connect it to a field of Science,
Physics. There will be a brief discussion about
Instantaneous Velocity through what they
already know in Physics
The teacher will give the students 15 to 20
minutes of time to link the commonalities of
Instantaneous Velocity (in Physics) and
differentiation (in Calculus). They are then
asked to report what they have concluded as a
group.


Math, like everything else, is not
confined with its own realm. As it
turns out, nature is just a huge
connection of cause and effect,
intertwined and definitely not
simple.

The teacher evaluates the students by
their report. Grading them will be based
on a rubric. Further evaluation will be
done by solving word problems based on
instantaneous velocity.

Week 3









Implicit differentiation


To evaluate derivatives by implicit
differentiation

The students will be asked to share their prior
learning about implicit functions. The teacher
then asks them to differentiate the function.
The students, of course, will fail to do so. Then
the method of implicit differentiation is then
introduced.

Not everything in this world is
explicitly given. Some things are
read between the lines. The more
we understand this, the less
confusion there is.

The teacher will have quiz on finding the
derivative implicitly. The quiz will be 5
to 7 items. Scoring will be based on the
complexity of the item.

Week 4









Derivative as a Rate of
Change


To define Instantaneous Rate of
Change

To apply differentiation techniques
to find tangent lines, normal lines,
and rates of change

The teacher will have a lecture- discussion of
the new topic. The students will then be
divided into pairs and will have a pair work
regarding the topic.


As the same as in Rectilinear
Motion, this clearly tells us that
Math is applied every time we make
decisions. This is to say, no area of
knowledge is inferior to the other,
even if we think their usefulness is
less in some scenarios.

The teacher evaluates the students by the
pairs work. Grading them will be based
on a rubric. Further evaluation will be
done by solving word problems based on
Derivative as a Rate of Change.

Semi-Final
Period

Week 1-2




Derivatives of the
Trigonometric Functions



To Use the Limit Definition of the
Derivative to find the derivatives of
the basic sine and cosine functions.

To apply differentiation rules to
obtain the derivatives of the other
four basic trigonometric functions.

To memorize the derivatives of the
six basic trigonometric functions
and be able to apply them in
conjunction with other
differentiation rules.



The graph of both sine and cosine are shown on
the board by an overhead projector. Students
are to establish a connection between these two
graphs and their respective slopes.

After concluding, they are shown the standard
proof in identifying the derivative of both
trigonometric functions.

The students are then asked to research and
write a written report for the other
trigonometric functions derivative.



Resourcefulness will allow us to
flourish on a unforgiving world.



The teacher will evaluate their written
report. Scoring will be based on a
scoring rubric.
The teacher will then evaluate their
skills on differentiating trigonometric
identities by having to solve a 10 item
quiz. Scoring will be based on how
complex the item is
Week 3-4 Derivative of a Composite
Function and the Chain
Rule
To Recognize composite functions,
including their inner and outer
components.
To understand the Chain Rule and
use it to differentiate composite
functions

The teacher will present three examples of
composite functions that could be derived using
other rules of differentiation. The students are
asked to observe the answers and how it got
there. As a group, they are asked to find the
pattern. Given adequate time, they are to
proceed and show their findings.
Not all things should be done
separately, there are things that
dont mean much when it is looked
upon individually, but there is
always a pattern, Mathematics made
sure of that.
The teacher will evaluate their report.
Scoring will be based on a scoring
rubric.
The teacher will then evaluate the
students by letting them differentiate
composite functions. The quiz will
consist of 4 to 5 items. Scoring will be
based on how complex the item is.
Week 4



Derivative of a Composite
Function and the Chain
Rule
To Recognize composite functions,
including their inner and outer
components.
To understand the Chain Rule and
use it to differentiate composite
functions

The teacher will present three examples of
composite functions that could be derived using
other rules of differentiation. The students are
asked to observe the answers and how it got
there. As a group, they are asked to find the
pattern. Given adequate time, they are to
proceed and show their findings.




Not all things should be done
separately, there are things that
dont mean much when it is looked
upon individually, but there is
always a pattern, Mathematics made
sure of that.
The teacher will evaluate their report.
Scoring will be based on a scoring
rubric.
The teacher will then evaluate the
students by letting them differentiate
composite functions. The quiz will
consist of 4 to 5 items. Scoring will be
based on how complex the item is.








Final Period

Week 1

Related Rates


To identify what is given in the
problem and what needs to be
determined.

To Make a sketch summarizing this
information.

To Use implicit differentiation to
differentiate with respect to time

The teacher will conduct a 30-minute lecture-
discussion regarding on the topic. The teacher
presents a word problem on related rates. The
students will then be paired and will be
assigned to find the key words and variables of
the problem.
They are then asked to report their findings in
front of the board. The teacher then later
proceeds to have them solve the problem.


A keen eye for detail is needed in a
world of vagueness in order to
decide accordingly.

The teacher will conduct a matching
type test (10-15 items).

Week 2-3

Maximum and Minimum
Function Values


To define Relative Maximum
Value

To define Relative Minimum
Value

To define a Critical Number

To define Absolute Maximum
Value on an interval

To define Extreme Value Theorem

To determine the absolute
maximum and minimum value.

The teacher will have a discussion of the
lesson using DLP. The teacher will solicit
ideas of the students regarding the topic.
Afterwards, the teacher will conduct seatwork
to be answered individually.


For every low point in your life,
there will always be a highpoint to
balance things out.

The teacher will conduct a solving test
having 10 to 15 items. Scoring will be
based on the complexity of the item.

Week 4

Applications Involving an
Absolute Extemum on a
Closed Interval


To apply theorems of Absolute
Minima and Maxima to solve real
world problems.


The teacher will use the DLP that indicate the
instructions of the lesson. The teacher will then
discuss the contents of the acetate film. The
students will then be divided into pairs. They
will brainstorm on their assigned problems.
Afterwards, every representative from every
pair will go to one pair and another to share
what they had discussed within their pair. They
are then tasked to present what the other had
discussed up front.









The teacher will grade the envoy activity
of the pairs using the set rubrics.
Afterwards, there will be a short quiz
regarding the topic.


REFERENCES:

Liethold, L. (1990). The Calculus with Analytic Geometry. 6
th
Edition. New York, USA: Harper and Row
Liethold, L. (1996). The Calculus 7. 7
th
Edition. New York, USA: Addison-Wesley Publishing Company, Inc.
Thomas, G.B., and Finney, R.L. (1996). Calculus and Analytic Geometry: 9
th
Edition. Massachusetts, USA. Addison-Wesley Publishing Company
Sherman, K., and Barcellos, A. (1992). Calculus and Analytic Geometry: New York, USA. Mc Graw-Hill.
Khan, S. (2012). Integral Calculus. Available at https://www.khanacademy.org/math/integral-calculus. Retrieved on April 2012