ST.

DOMINIC SAVIO COLLEGE

COLLEGE OF ARTS, SCIENCES, AND EDUCATON
SY 2018 - 2019
CURRICULUM INSTRUCTIONAL GUIDE (CIG)

I. COURSE CODE : MATH 3

II. COURSE TITLE : COLLEGE AND ADVANCED ALGEBRA

III. COURSE DESCRIPTION : The course will provide understanding of the basic concepts of Sets and Operations, The Real Numbers, Operation
on Algebraic Expressions, Factoring and Operations on Rational Expression, Exponents and Radicals, Relations
and Functions, Linear and Quadratic Equations, Systems involving Linear and Quadratic Equations, Inequalities,
Progression, The Binomial Theorem and Mathematical Induction.

IV. COURSE CREDIT : 3 units Mathematics of The Modern World

V. COURSE OBJECTIVES : At the end of the course the student are expected: to demonstrate an understanding of:
1. demonstrate understanding and appreciates the key concepts and principles of mathematics as applied in problem solving,
critical thinking, communicating, reasoning, making connections, representation and in decision making in the world they live

VI. COURSE REQUIREMENTS : Attendance Quizzes Seatwork Summative test

80% of the total number 85% of the total 85% of the total 85% of the items of the
of hours items of the quiz items of a given given test
activity
Oral Recitation Books Projects
5- gives and state answer clearly 1. Colege Algebra compilation on the
4- state answer only (Gordon Fuller/ Vance) students constructed
3- answers question abruptly problems parallel to the
2- try to give answer even it is not correct problems given by the
1- refuse to participate teacher and assigned
Activities

VII. COURSE GRADING SYSTEM : AFFECTIVE (10%) FORMATIVE (50%) SUMMATIVE (40%)
-Attendance -Class Standing -Prelim
 -Attitudes towards work -Participation -Midterm
-Towards superiors -Quizzes -Semi-Final Exam
-Towards peer -Long Tests -Final Exam
-Assignment
-Term Paper

VIII. COURSE REFERENCE : College Algebra by; Gordon Fuller, and Modern Algebra by Vance

IX. COURSE OUTLINE

LEARNING TIME
INSTRUCTIONAL RESOUR EVALUATI MASTERY
TOPICS INSTRUCTIONAL SC STRATEGIES ACTIVIES FRA
OBJECTIVE CES ON TOOLS LEVEL
OUTCOMES ME
The learners are able to: The learners were After the lesson 1.The teacher ask 1. The teacher provide 1. manuals, 1. Summative 11 At least 95%
Sets and Set 1. To write set in two able learner were able the student to name varied examples of books and test, quiz and hours accuracy in
operation ways, listing method and 1. define and to; all the things in side sets and ask the previous chapter exams writing the set
the set notation understand the key 1. write sets in his/her bag, and student how was these lectures in two ways
concepts of Sets and two ways, the allow the student to set was written (e.i
2. Write the element that relates sets roster method, 0r explain why are this roster or notation)
will contain in the set as in a set notation thins inside his/her
2. Identify the
describe. bag. 2. The teacher provide At least 95%
different kinds of set
2. Let the student varied examples of accuracy in
and its element to 2. collect and
3. Solve complex group the things sets and ask the solving
contain identify the
problems using the Venn according to its student why this things problems
diagram. 3. use the Venn elements that purpose are group accordingly. related to sets
Diagram to portray contain in a set as using the Venn
the problems in set desired 3. the teacher provides Diagram
operation making it an activity that will
easy to solve 3. Solve problems allow the students to
using the Venn demonstrate their
Diagram learnings of the day.

The Real 1. To name what axioms, 1. tell which axioms After the lesson 1.The teacher: as a 1. The teacher provide 1. manuals, 1. Summative 12 At least 95%
Numbers properties or theorems is is illustrated by a learner were able review ask the varied examples of books and test, quiz and hours the student will
illustrated by the statement to; students about the statement and let the previous chapter exams 1. tell the kind
statement. (statement is written 1. identify the field properties of student to tell the field lectures of theorems,
in symbols) axiom illustrated numbers if still axiom or theorems or field axiom and
2. Differentiate and give 2. identify which in a statement remember, give the properties the properties
examples of a rational examples and ask illustrated in each on operation
properties of
and irrational numbers. them to tell the statement. illustrated in
operation is 2. classify a
properties as each
illustrated in a given numbers whether
 3. demonstrate the use of
real number line. In
addition of integers
Operation on 1. To perform operations
Algebraic on algebraic expression,
Expressions such as addition ,
subtraction, multiplication
and division
2. Find the product of an
algebraic expression
speedily using the special
product.
statement it is a rational or included in the statement
(statement are irrational. statement. (students 2. Give examples of
written in symbols) are guided numbers and ask 2.
3. tell what theorems accordingly) students to identify demonstrate
is indicated from a 3. facilitate whether the number is the process
field axioms as learning using the rational or irrational of addition
real number 2. the teacher gives using the
stated
jumbled numbers 3. Give set of numbers real number
4. identify whether a system
and ask the students and let the student to
number is said to be line.
to group as to locate he position of
rational or irrational rational or irrational, the number as to
5. demonstrate let them express positive or negative
understanding of real themselves the basis
number line of such grouping .
1. find the sum, the After the lesson The teacher 1. The teacher provide 1. manuals, 1. Summative 12 At least 95%
difference, the learner were able 1. Ask the students varied examples of books and test, quiz and hours accuracy in
product and the to; about their ideas of computing the previous chapter exams giving the
quotient of the given 1. compute the how to multiply product of an lectures product of an
expression as product of an numbers. (in different algebraic algebraic
indicated in each expression way) expression expressions
problem. algebraically
2. allow student to 2. Give students’ At least 95%
2. give products of 2. give the
express their point of time to express accuracy in
algebraic expression product of an
view on the giving the
speedily using the algebraic their selves and let
multiplication product of an
special products. expression fast them tell how they
process presented expression
and accurate come up to their
(the teacher guides using the
the student) answers infront of special product
the class for
3. on a step by step applause.
process the teacher
show the student
how to solve or to get
the products of the
expression using the
special product.
 1. manuals, 1. Summative 9 At least 95%
Factoring 1. Express polynomials or 1.factor algebraic After the lesson The teacher 1. The teacher books and test, quiz and hours accuracy in
and algebraic expression with expression using learner were able 1.gives varied provides the students previous chapter exams
Operation on integral coefficient as the simple type of to; problems to illustrate an activity to manifest lectures 1. giving the
Fraction product of factors. factoring. 1. express the process on the the leaning content of factors of an
algebraic different kinds of the day. algebraic
2. reduce rational 2. factor trinomials expressions as factorings. expression
expressions in lowest
when the expressions factors with
form
have distinct forms. integral exponent
2.demonstrate the 2. Give students 2.Reducing
3. Perform operation on process of deducing enough time work on algebraic
rational expression 3. factor Algebraic 2. get the sum or algebraic the activity and let expression in
(addition, subtraction, expression by the difference of expressions in lowest them explain how they lowest terms
multiplication and division) grouping terms algebraic term come up with their
expression as respective answer
4. reduce algebraic desired. 3. illustrate the 3.Add,
expression in lowest process in the subtract,
term 3. get the product addition, subtraction, multiply and
or the quotient of multiplication and divide
5. Multiply and divide algebraic division of algebraic algebraic
expressions expression as expression expression
indicated
6. Add and subtract
algebraic expressions 4. write complex 4. Writing
rational complex
7. solve complex expression in algebraic
expressions in
rational expression simplest form.
simplest form
5. reduce
algebraic
expression in
lowest term.

12 At least 95%
Exponents 1.demonstrate understand 1. express algebraic After the lesson 1. The teacher 1. The teacher 1. manuals, 1. Summative hours accuracy in
and Radicals on the key concepts on expressions or learner were able educate the students provides the students books and test, quiz and
a. the of laws numbers in its to; on the use of the an activity to manifest previous chapter exams 1. writing
exponents, laws of shortest form 1. write the laws of radicals and the leaning content of lectures the
radicals expanded form of its properties to write the day. expanded
2. determine the expression in expressions form of
(exponential or 2. Give students expression in
rational values of a shortest form
2. perform the radical numbers) in enough time work on shortest
number with
fundamental operation on its simplest form. the activity and let form
fractional exponent 2. give the
radical (addition, them explain how they
subtraction, multiplication rational value of a 2. the teacher will come up with their
3. simplify: add, number having a 2. giving the
and division) give students activity respective answer
 subtract, multiply fractional to prior to the rational
and divide radical exponent concepts presented value of a
numbers number
having a
4. rationalize radical 3. give the sum. 3. let students do fractional
expressions to show Difference, their task giving them exponent
the simplest form product and ample time and let
them explain the
quotient of the 3. giving the
processes they done
radical expression sum.
in arriving at the
Difference,
particular answer.
4. give simplest product and
form of the quotient of
radical expression the radical
expression

4. giving
simplest
form of the
radical
expression

12 At least 95%
Relations 1. demonstrate 1. utilize Cartesian 1. explain the 1. the teacher ask 1. The teacher 1. manuals, 1. Summative hours accuracy in
understanding the key plane to solve difference between the students the provides the students books and test, quiz and
and
concept of relations problems related to it. a relations from kind of relationship an activity to manifest previous chapter exams 1. writing the
Functions the leaning content of lectures expanded form
and functions. functions that exist within
the day. of expression
2. determine whether their environment in shortest
2. differentiate a given relation a 2. identify whether 2. The teacher ask the form
functions from a function or a mere the relation is a 2. the teacher can students to make a
relations. relation function or a mere also include some reflection in 2. giving the
relation ideas to further themselves the rational value
3. construct the graph 3. determine the show that things difference between of a number
of a relation and domain and the range 3. demonstrate the and phenomenon relation and function having a
function as defined by of a function or a process in has their fractional
the given relation. relation computing the relationships 3. the teacher provides exponent
activity where students
domain and the
will find the zeros of 3. giving the
4.perform the operation 4. Compute for the range of a relation 3. the teacher ask the relation or the sum.
on functions (addition, zeros of the relation or or a function the students to function and also Difference,
subtraction, the functions identify which sketch the graph using product and
multiplication, division 4. find the zeros of relationship can be the Cartesian plane. quotient of the
and composition) 5. sketch the graph of a relation or a called functions or radical
 a given function or a function a mere relation 4. the teacher will give expression
relation an activity to foster the
5. construct the 4. the teacher give operation on functions 4. giving
6. Find the sum, graph of the examples and and relations simplest form
of the radical
difference, product, relation and the explain lucidly
expression
quotient and the function as when is a relation
compose of the described. becomes a function
functions and
relations 6. add, subtract. 5. show illustrative
Multiply, divide and examples on how
compose the given to get the zeros
function or relation and how the sketch
the graph of the
function or a
relation.

6. the teacher
gives varied
examples in the
addition,
subtraction,
multiplication
division and
composition of a
function

12 At least 95%
Linear and 1. To demonstrate 1. identify conditional 1. compute the 1. the teacher ask 1. The teacher 1. manuals, 1. Summative hours accuracy in
understanding on the equations and their solution/s of the the students the provides the students books and test, quiz and
quadratic
key concepts of linear identities from the set linear or a differentiate a an activity to manifest previous chapter exams 1. determining
Equation the leaning content of lectures an equation a
and quadratic equation of equations quadratic equation linear from
the day. linear or
(determinants, quadratic quadratic
2. Determine the 2. find the solution/s elimination, 2. The teacher ask the
solution/s of the linear of the equations given substitution, or 2. the teacher students to make a 2. computing
or quadratic equations (e.i. graphical or comparison) illustrates the reflection in the solution/s
algebraic method) difference of linear themselves the of a linear or a
from quadratic difference between quadratic
(Equation and linear from quadratic equation
3. Apply the key 3. solve problems 2. compute the graph)
concepts of linear or using the concept of solution set of the 3. the teacher provides 3.computing
activity where students the solution set
quadratic equations in linear or quadratics system of linear or 3. Show what is the
will find the solutions of a system of
 solving word problems equation quadratic equation real essence of a or the solution sets of equation a
solution set (x,y) the equation whether linear or a
4. Determine the 4. Find the solution 3. solve problems it is a linear or quadratic in
solution of a system of set of a system of involving linear or 3. the teacher quadratic in form form
linear or quadratic equation using quadratic equation illustrates how to
4. the teacher will 4. Solving
equation by graphical or graph system of provide set of problem problems
determinants, determinants, equation e.i linear for the students to leading to a
elimination, elimination, or quadratic practice solving linear or a
substitution, or by substitution or by quadratic
comparison comparison 4. the teacher give equation
examples by
solving some
problems related to
linear or quadratic
in nature

12 At least 95%
Inequalities 1. to demonstrates 1. identify the order of 1. tell the axioms of 1. the teacher ask 1. The teacher 1. manuals, 1. Summative hours accuracy in
understanding the key axioms in an orders in a given the students to provides the students books and test, quiz and
concepts of Inequalities inequality inequality demonstrate an activity to manifest previous chapter exams 1. determining
the leaning content of lectures the kind of
inequality
the day. axiom
2. Determine the 2. find the solutions of 2. compute the illustrated in
solutions of inequalities the inequality given solution/s of the 2. the teacher 2. The teacher ask the each inequality
by graphical method or (e.i. graphical or inequality explains further students to enumerate
by regional solutions algebraic method) what is inequality axioms of inequality 2. computing
the solutions of
2. compute the 3. Show what is the 3. the teacher provides inequality or
3. Apply the key 3. Solve the solutions solution of the real essence of a activity where students absolute
concepts of absolute of the absolute absolute inequality solution set (x,y) of will find the solutions inequality
inequalities in finding inequality inequality of inequality or
absolute inequality 3.computing
the solutions. 3. find the solution
the solutions of
4. Find the solution of the system of 3. the teacher 4. the teacher will a system of
4. Determine the set of a system of inequality e.i illustrates how to provide set of problem inequality
solution of a system of inequality (by (algebraic method graph system of for the students to
inequalities graphical or algebraic or by regional set) inequality practice solving 4. Solving
. method) problems
4. the teacher give involving
examples on how inequality
inequality is solved
Progression 12 At least 95%
1. to demonstrates 1. identify the 1. differentiate a 1. the teacher ask 1. The teacher 1. manuals, 1. Summative hours accuracy in
understanding the key progression as progression from a the students to cite provides the books and test, quiz and
concepts of illustrated (arithmetic, series example of students an activity previous chapter exams 1. determining
lectures the kind of
progression geometric,, infinite progression by any to manifest the
progression is
geometric progression 2. tell the kind of intervals leaning content of illustrated by
2. Determine the nth harmonic, Fibonacci) progression as the day. the array of the
number of a illustrated 2. the teacher numbers
progression (arithmetic, 2. determine the nth explains further the 2. The teacher ask
geometric,, infinite term of the given 3. compute the nth kind of progression the students explain 2. computing
geometric progression progression term of the given the students has their understanding any nth term
harmonic, Fibonacci) progression made on arithmetic, as desired in a
geometric, infinite progression o
3. Find the sum of the 3. compute the series 3. Show the geometric numbers
progression (arithmetic, of a given progression 4. compute the difference between progression and
3.computing
geometric,, infinite series of the the progressions harmonic, and the series as
geometric progression progression Fibonacci. described by
harmonic, Fibonacci) 3. the teacher will the
explain to the 3. the teacher progression
4. Determine the students what is a provides activity
solution of a system of series is where students will 4. Solving
inequalities find the required problems
. 4. the teacher give term or series as involving
examples on how presented by the inequality
to solve any nth problem
term in a
progression 4. the teacher will
provide set of
problem for the
students to practice
solving
LEARNING TIME
INSTRUCTIONAL RESOUR EVALUATI MASTERY
TOPICS INSTRUCTIONAL SC STRATEGIES ACTIVIES FRA
OBJECTIVE CES ON TOOLS LEVEL
OUTCOMES ME
12 At least 85%
The 1. to demonstrates 1.expand the binomial 1. write the 1. the teacher ask 1. The teacher 1. 1. hours accuracy in
Binomial understanding the key using the binomial binomial with its the students to get provides the manuals, Summative
Theorem concepts of the formula required exponents the square and the students an activity books and test, quiz and 1. .expand
and binomial theorem and in expanded form cube a certain to manifest the previous chapter the binomial
Mathematic mathematical induction binomial, observe leaning content of lectures exams using the
al Induction 2. express the product 2. compute the rth and make your the day. binomial
of consecutive numbers 2. find the indicated term as required in conclusion about formula
 in factorial notation number of terms as the problem what you seen 2. The teacher ask
required in the the students explain
3. determine the rth questions. 2. the teacher their understanding 2. compute
term of binomials using 3. prove the given explains further the on the pattern as the indicated
the binomial formula formula by using pattern whenever observed number of
3. evaluate a certain the mathematical the students can’t terms as
4. Determine the mathematical formula induction find the pattern 3. the teacher required in
whether a using mathematical provides activity the
mathematical theorems induction 3. Show to the where students will questions.
and formulas are true students the expand the binomial
using mathematical pattern made by and also to identify
induction. the numerical the rth term as 3. proving the
. coefficient of the desired given formula
expanded binomial by using the
4. the teacher will mathematical
3. the teacher give provide set of induction
examples on how problem for the
to solve any rth students to practice
term when a solving
binomial is
expanded based
on the given
exponent

Prepared by: Recommending approval:

DANILO R. BARBADO CHRISTIAN JAY Y. ILAGAN

Instructor Dean: CASE

Approved by:

Dr. NESTOR V. DELA CRUZ

President: SDSC