CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
COLLEGE OF TEACHER EDUCATION
OBE COURSE SYLLABUS IN MA 121 (TRIGONOMETRY)
2nd Semester, S.Y. 2024- 2025
VISION
CPSU as the leading technology-driven multi-disciplinary University by 2030
MISSION
CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the
community.
GOAL
To provide efficient, quality, technology-driven and gender-sensitive products and services
HIGHER EDUCATION INSTITUTIONAL OBJECTIVES
1. Provide access to relevant, quality and inclusive education;
2. Capacitate faculty to promote a vibrant, gender-sensitive and supportive intellectual environment;
3. Create and promote science, technology and innovations (STI) in the multi-disciplinary teaching-learning processes;
4. Redefine the academic system, processes and operations employing uniform measures for equitable education;
5. Promote clientele satisfaction on the higher education undertakings that could generate technology-driven outputs for community adoption; and
6. Ensure protection of academic freedom for intellectual advancement on multi-disciplinary fields.
CPSU QUALITY POLICY
CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support
services.
We shall endeavor to:
Continually improve its Quality Management System (QMS) at par with International standards;
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CENTRAL PHILIPPINES STATE UNIVERSITY
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Provide timely, efficient and effective delivery of products and services;
Satisfy the needs and expectations of the customers and relevant Interested parties; and
Uphold applicable statutory, regulatory, organizational and International standard requirements.
CORE VALUES
Committed – refers to CPSU’s strong commitment to provide quality result to a plan of action.
Productive – refers to working hard to be able to achieve good results.
Service-oriented – refers to focusing on helping and providing customers’ satisfaction.
Unified System – refers to working together towards achieving the same goals to increase efficiency
and enable centralized management.
COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)
Graduates with the ability to participate in the generation of new knowledge or in research and development projects. Graduates of State Universities
and Colleges must, in addition, have the competencies to support “national, regional and local development plans.
PROGRAM OUTCOMES
A. Common to All Types of School
a.1 Articulate and discuss the latest developments in the field of practice (PQF level 6 descriptor);
a.2 Effectively communicate orally and in writing using both English and Filipino;
a.3 Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
a.4 Act in recognition of professional, social, and ethical responsibilities;
a.5 Preserve and promote ‘’ Filipino historical and cultural heritage’’ (based on RA 722).
B. Specific for College of Teacher Education
b.1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts;
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
b.2. Demonstrate mastery of subject-matter discipline;
b.3. Facilitate learning using a wide-range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
b.4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners;
b.5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
b.6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
b.7. Practice professional and ethical teaching standards sensitive to the local, national and global realities; and
b.8. Pursue Lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
C. Specific to a sub-discipline and major – Bachelor of Secondary Education Major in Mathematics
c.1 Exhibits competence in Mathematical concepts and procedures.
c.2 Exhibit proficiency in relating mathematics to other curricular areas.
c.3 Manifest meaningful and comprehensive pedagogical content knowledge (PCK)
c.4 Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
c.5 Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity.
sc.6 Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
c.7 Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.
PROGRAM OUTCOMES FOR BSED MATHEMATICS
Program Outcomes
Performance Indicators
a. Exhibits competence in Mathematical concepts and
procedures.
Explain and illustrate clearly, accurately, and comprehensively the basic mathematical
concepts, using relevant examples needed.
Demonstrate in detail basic, mathematical procedures.
Show the connections between mathematical concepts that are relate to one another
Provide examples to illustrate the application of mathematical concepts and procedures.
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CENTRAL PHILIPPINES STATE UNIVERSITY
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b. Exhibit proficiency in relating mathematics to other
curricular areas.
Create curriculum guide that shows mathematics can be integrated with other curricular
areas.
Identify teaching activities which support the implementation of the curriculum.
Develop and utilize instructional materials that support the integration of mathematics with
other curricular areas.
Utilize appropriate technologies to achieve the learning outcomes.
c. Manifest meaningful and comprehensive
pedagogical content knowledge (PCK)
Demonstrate skills in various methods of learning in mathematics such as conducting
investigations, modeling and doing research.
Create and utilize learning experiences in the classroom which develop the learner’s skills
in discovery learning, problem solving and critical thinking.
d. Demonstrate competence in designing, constructing
and utilizing different forms of assessment in
mathematics.
Design and utilize varied assessment tools in mathematics, including alternative forms
of assessment.
Analyze assessment results and use these to improve learning and teaching.
Provide timely feedback of assessment results to students.
e. Demonstrate proficiency in problem-solving by
solving and creating routine and non-routine problems
with different levels of complexity.
f. Use effectively appropriate approaches, methods,
and techniques in teaching mathematics including
technological tools.
Demonstrate skills in various problem-solving heuristics.
Select suitable examples to explain the various problems heuristics.
Manifest creativity and critical thinking when selecting examples and problems to be
used in the classroom and in the assessment of student’s learning.
Use varied resources for selecting and creating problems to develop the student’s
problem-solving skills.
Demonstrate knowledge and skills in varied approaches and methods of teaching
mathematics.
Manifest discretion when selecting approaches or methods that would be effective in
teaching particular lessons.
Utilize variety of student-centered approaches and methods in the classroom.
Demonstrate skills in the use of common mathematical software for teaching and learning
mathematical concepts. e.g. Graphmatica, GeoGebra, Geometer’s sketched pad.
Develop and use materials that guide the software for discovering and learning
mathematical concepts.
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
g. Appreciate mathematics as an opportunity for
creative work, moments of enlightenment, discovery
and gaining insights of the world.
Model in class such mathematical attitudes as delight after having found the solution to a
problem or a sense of wonder at how certain mathematical concepts evolved.
Develop lessons that can help students appreciate the use of mathematics in daily life.
COURSE OUTCOMES
At the end of the semester, the students must be able to:
1. Demonstrate critical thinking through finding solutions to application and/or real-life problems that require trigonometric
concepts and computations.
2. Show skills in using appropriate computer application/software and graphing calculators to carry out computations and
explorations of trigonometric problems.
3. Exhibit competence in proving trigonometric identities.
I. PROGRAM
:
Bachelor of Secondary Education Major in Mathematics
II. COURSE NUMBER
:
MA 121
III. COURSE TITLE
:
TRIGONOMETRY
IV. COURSE DESCRIPTION
:
The course aims to enable students to achieve thorough grasp of circular and trigonometric functions, solutions
to triangles, trigonometric identities and the polar coordinate system that will translate into proficient application
of these concepts in problem solving and readiness for higher mathematics. Students of this course will engage
in inquiry learning and problem-solving using computer applications/software and other technological devices.
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CENTRAL PHILIPPINES STATE UNIVERSITY
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V. CREDIT
:
3 Units
VI. CREDIT HOURS
:
3 Hours/week (60 hours)
VII. COURSE PREREQUISITE
:
NONE
VIII. LEARNING PLAN:
DESIRED
LEARNING
OUTCOMES
(DLO)
MIDTERM
At the end of the
Midterm
Examination, the
students
Must have answered
correctly at least 75
percent of the
written exam and
completed
Assessment
COURSE
CONTENT/
SUBJECT MATTER
REFERENCES
TIME
FRAME
TEACHING AND
LEARNING
ACTIVITIES
References
from Chapters
1-4
1. hour
Summative
Examination
ASSESSMENT
TASK
RESOURCE
MATERIALS
Pencil and
Paper test
Rubric to measure
students’ outputs
Written
Assessment
Test Questionnaire
Table of
Specification for the
midterm exam
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
At the end of the
chapter, the
students must have:
1. Achieved total
awareness of the
importance and the
general desired
outcomes of the
course,
Developmental
Reading, including the
class policy and
grading criteria.
2. Demonstrated the
vision, mission, goals
and core values of the
University as well as
the institutional and
program outcomes by
abiding with school
policies and inspiriting
the values of a truehearted Cenphilian.
At the end of the
chapter, the
students must have:
1. Used correct
mathematical notation
and terminology.
Chapter 0: Course
Orientation and the
Institutional Vision,
Mission, Core,
Values, and
Outcomes
1. Course
Description, General
Desired Objectives,
Class Policies
2. The University
Vision, Mission,
Goals, Core Values,
Quality Policy and
program outcomes
Chapter 1:
1. Trigonometric
points
2. Trigonometric
functions
a. University
Code
1 hour
Making reflections
on the advocacies
of becoming a
Cenphilian
b. QMS Manual
Compilation of
various
images/pictures and
related infographics
of school programs
focused on student
welfare &
development, and
its VMGO
c. Student’s
Manual
d. Bulletin of
Information
e. Course design
and Course
Outline
https://www.slide
share.net/slidesh
ow/trigonometricfunctions231501554/2315
01554?from_sear
ch=0
9 hrs
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Interactive
Discussion on the
Basic Trigonometric
Points, functions,
arc length and the
area of the sector.
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Creative output
(scrapbook
of school programs
and activities that
reflect/
demonstrate the
institutional vision,
mission, core
values and
outcomes)
Rubric to measure
students’ creative
output on the
programs and
activities that reflect/
demonstrate the
institutional vision,
mission, core values
and outcomes
Reflection paper
demonstrating the
institutional vision,
mission, core
values and
outcomes
Chapter test on the
first chapter
covering
trigonometric
functions, points
outside the unit
circle, arc length
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Projector/
Projector/LCD
screen for the PPT
lesson presentations
in Chapter 1
Board Marker with
CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
2. Defined and draw a
unit circle and identify
the coordinates of
trigonometric points of
special angles.
3. Identified the 6
trigonometric/ circular
functions and their
value limits based on
this unit circle.
3. Points outside the
unit circle
4. Arc length
5. Area of a circular
sector
Individual and
Group Activity on
the points outside
the unit circle.
https://www.slide
share.net/slidesh
ow/area-of-asector-and-acrlength/26759703
?from_search=4#
15
and area of a
sector.
Problem solving on
the arc length and
area of a circular
sector.
different colors on
the points outside
the unit circle.
Graphing
board/paper on the
points outside the
unit circle.
Course Syllabus
Bradford, E.
(2023).
Rubric on problem
solving to assess
students’
comprehension,
critical thinking, and
ability to apply
knowledge in realworld situations on
arc length and area
of a sector.
https://www.math
.net/trigonometric
-functions
4. Converted degree
measure to radian
measure and vice
versa and use the
radian measure
appropriately when
solving problems
5. Solved problems
involving arc length
and area of circular
sector.
At the end of the
chapter, the
students must have:
Chapter 2: Graph
of Trigonometric
Functions
1. Sketched the graph
of trigonometric
functions based on its
1. Sine Function
Bradford, E.
(2023).
12 hrs
Young, C. Y.,
(2021)
2. Cosine Function
Interactive
Discussion on the
trigonometric
functions and it’s
reciprocals
Online Drill and
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Chapter test on the
second chapter
covering Graphs of
trigonometric
functions.
Projector/
Projector/LCD
screen for the PPT
lesson presentations
in Chapter 2
Sketching the
Board Marker with
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
periodicity and
amplitude with (or
without) the use
online trigonometry
games /graphing
calculator/ computer
graphing applications
and pen and paper
activity.
3. Tangent Function
Gutierrez, M. C.,
et al. (2020).
4. Cotangent
Function
5. Cosecant
Function
6. Secant Function
2. Analyzed the
general behavior of
the trigonometric
function graphs.
Practice on the
trigonometric
functions and its
reciprocals and the
students are asked
to graph the
different
trigonometric
functions using
GeoGebra or any
computer graphing
applications.
graph of
trigonometric
functions using
graphing papers
and without the use
of online tools or
calculators.
Chapter 3:
Trigonometric
identities
Bradford, E.
(2023).
9 hrs
Interactive
discussion on the
fundamental
identities.
Chapter test on the
3rd chapter
covering
trigonometric
identities.
1. Applied basic
1. Fundamental
trigonometric identities Identities
and algebraic
Graphing
board/paper for drill
and practice on
sketching the graph
of trigonometric
functions
Online tools
(GeoGebra,
Desmos) for
exploration and real
online application on
the graphs of
trigonometric
functions
3. Stated the
appropriate domain,
range, amplitude, and
period for each graph
of Sine, Cosine,
Tangent, Cosecant,
Secant and
Cotangent functions.
4. Explained the effect
of a change in period
and amplitude.
At the end of the
chapter, the
students must have:
different colors on
graphing the
functions
Projector/
Projector/LCD
screen for the PPT
lesson presentations
in Chapter 3
Board Marker with
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
properties to express
one trigonometric
function in terms of
the other trigonometric
functions.
2. Proved which
verifies the validity of
a stated identity.
2. Sum and
Difference of Two
Angles Identities
3. Double Angle
Identities
4. Half Angle
Identities
3. Solved the values
of trigonometric
functions using
identities.
At the end of the
chapter, the
students must have:
1. Sketched the graph
for each basic inverse
trigonometric function
and state the correct
domain and range.
2. Explained well how
inverse trigonometric
functions facilitate the
solving of
trigonometric
functions.
Chapter 4: Inverse
of the
Trigonometric
Functions
different colors for
students to show
their solutions on the
board.
Think-Pair-Share on
all identities where
students first solve
individually, then
discuss with a
partner, and finally
share their solutions
with the class.
Bradford, E.
(2023).
6 hrs
1. Inverse
trigonometric
functions
Board Activity on
proving and solving
trigonometric
identities.
Interactive
Discussion on the
invers of the
trigonometric
functions
Online drills and
practices on
sketching the graph
of inverse
trigonometric
function using
desmos.
Problem solving on
inverse
trigonometric
2. Solving
trigonometric
equations
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Chapter test on the
4th chapter covering
inverse
trigonometric
functions.
Problem solving on
inverse
trigonometric
functions
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Projector/LCD
screen for the PPT
lesson presentations
in Chapter 4
Board Marker with
different colors for
graphing inverse
trigonometric
functions
Online tools
(GeoGebra,
Desmos) for further
exploration on the
graphs of inverse
trigonometric
functions
CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
3. Applied inverse
trigonometric and
algebraic solving
techniques on
trigonometric functions
to correctly solve a.)
numerical problems
on inverse
trigonometric
functions. b.)
problems involving
inverse trigonometric
equations.
FINAL
Trigonometry Laws
At the end of the
and Polar
Final
Coordinate System
Examination, the
students
Must have answered
correctly at least 75
percent of the
written exam and
completed
assessment
At the end of the
chapter, the
students must have:
1. Distinguished the
Chapter 5:
Solutions of
Triangles
functions and
equations using
real-world
applications where
trigonometric
identities help in
finding unknown
values.
Rubric on problem
solving to assess
students’
comprehension,
critical thinking, and
ability to apply
knowledge in realworld situations on
the inverse of a
trigonometric
function
1 hr
Summative
Examination
Chapters 5 - 6
Pencil and
Paper test
Rubric to measure
students’ outputs
Written
Assessment
Test Questionnaire
Table of
Specification for the
final exam
Bradford, E.
(2023).
9 hrs
Lial, M., et al.
(2016).
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Interactive
Discussion on the
solutions of
triangles
Effective Date: 09/12/2018
Chapter test on the
5th chapter covering
solutions of
triangles
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Projector/LCD
screen for the PPT
lesson presentations
in Chapter 5
CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
difference between
right triangle and
oblique triangle.
2. Use the
trigonometric
functions to solve
problems involving
right triangles.
1. Solving Right
Triangles
Online drill and
practice on solving
oblique triangles
using the law of
sines and cosines.
2. Solving Oblique
Triangles
2.1. Law of Sines
2.2. Law of Cosines
Problem solving on
right and oblique
triangles
Rubric on problem
solving to assess
students’
comprehension,
critical thinking, and
ability to apply
knowledge in realworld situations on
solving triangles.
Board Activity on
solving right and
oblique triangles
3. Specified the
conditions when to
use the law of sines
and law of cosines.
Board Marker with
different colors for
solving
4. Solved oblique
triangle problems
using the law of sines
and the law of
cosines.
5. Used the
ambiguous case of
the law of sines to
solve
At the end of the
chapter, the
students must have:
1. Distinguished the
difference between a
Cartesian Coordinate
and Polar Coordinate.
Chapter 6: Polar
Coordinate system
Lial, M., et al.
(2016).
1. Converting from
Cartesian
Coordinates to Polar
Coordinates
Gutierrez, M. C.,
et al. (2020).
12
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Interactive
Discussion on polar
coordinate system
Chapter test on the
6th chapter covering
polar coordinate
system.
Projector/LCD
screen for the PPT
lesson presentations
in Chapter 6
Individual and
Group Activity on
plotting a point and
Plotting and
sketching on the
points in a polar
coordinate
Board Marker with
different colors for
plotting and
sketching.
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
2. Converted
Cartesian Coordinates
to Polar Coordinates.
3. Converted Polar
Coordinates to
Cartesian
Coordinates.
4. Plotted points in a
Polar coordinate
system.
5. Graphed polar
functions.
system/function.
graphing polar
functions
2. Converting from
Polar Coordinates to
Cartesian
Coordinates
Online drill and
practice converting
cartesian
coordinates to polar
coordinates and
vice-versa
3. Plotting a Point in
Polar Coordinate
System
Graphing
board/paper for
plotting and
sketching.
4. Distance between
to Polar Points
5. Graphing Polar
functions
Total of
60
hours or
equivale
nt to 20
weeks
This course design is flexible. It may include additional topics and activities deemed necessary by the instructor and the students.
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CENTRAL PHILIPPINES STATE UNIVERSITY
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IX. COURSE REQUIREMENTS
:
a. institutional mandated exams (Midterms and Finals)
b. authentic assessments
c. course output / project
d. portfolio
e. lesson plan
f. curriculum mapping
CLASS POLICIES / ETIQUETTE
1. Students should wear their prescribed school uniform and ID at all times inside the campus.
2. Minimum health protocols must be followed at all times when inside the school premises. These include one (1) meter social distancing and wearing
of face mask. Regular and proper handwashing is also encouraged.
3. Students must participate actively in the class discussion and perform all the required tasks.
4. Students should complete the requirements and required tasks to pass the subject.
5. Final course requirements and major outputs must be submitted to avoid obtaining an INC. grade.
6. Students are only given one (1) year to comply an incomplete grade. Beyond the given period, the student will be advised to re-enroll/retake the
subject.
7. Students are required to take the Midterm and Final examinations on the scheduled date. Failure to comply with these institution-mandated exams is
tantamount to an incomplete (INC.) grade.
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
X. GRADING SYSTEM:
Knowledge :40%
60% - Summative Tests (Midterm and Final exams)
40% - Written Examinations (Long tests, e.g. unit tests, chapter tests)
Skills
:50%
40 % - Course Output (Projects, Portfolio and others)
30 % - Activities/seatwork and other outputs
20 % - Assignment
10 % - Class Participation
Attitude
: 10%
50% - Timeliness/Promptness in submitting course requirements and other class outputs
50% - Active engagement
Total
100% (Final Grade: 40% (MG) + 60% (TFG))
*The faculty may have the freedom to identify the needed criteria/components under Skills and Attitude to be evaluated for their
respective courses handled.
XI. REFERENCES :
Gutierrez, M. C., et al. (2020). General Mathematics 2nd Edition. Books Atbp. Publishing Corp. Manila
Bradford, E. (2023). Trigonometry. States Academic Press. NY, USA.
Young, C. Y., (2021) Trigonometry. 5th Edition. John Wiley and Sons, Inc. NB, USA.
Lial, M., et al. (2016). Trigonometry. Cengage Learning. Manila
https://www.slideshare.net/slideshow/trigonometric-functions-231501554/231501554?from_search=0
https://www.slideshare.net/slideshow/area-of-a-sector-and-acr-length/26759703?from_search=4#15
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
XII. RESOURCE MATERIALS:
This syllabus, video clips, Powerpoint/multi-media presentations, reference books, modules, TOS, Rubrics, activity sheets, exam
Rubric for Problem Solving
Characteristic
Question
identified /
Clarified
Excellent (4)
Math information / numbers
identified.
Appropriate labels identified.
Math information used to
solve the problem.
Strategy
chosen and
applied
Used an appropriate
strategy.
Reasonable strategy
selected and developed.
Content knowledge is used
correctly.
Calculations
performed
Calculated the correct
answer. Work shown is
logical.
Diagrams or labeled work
support the strategy.
Calculations are completely
correct, and answers
Proficient (3)
Math information /
numbers identified.
Appropriate labels
identified.
Most of the math
information is used to
solve the problem.
Used an appropriate
strategy.
Reasonable strategy
selected, moderately
developed.
Content knowledge used
appropriately, with minor
computation errors.
Calculated a correct
answer but was unable to
explain the strategy.
Work shown has gaps.
Calculations are mostly
correct, may contain
minor errors.
Doc Control Code: CPSU-F-VPAA-11
Developing (2)
Math information /
numbers identified.
Labels may be missing.
Some of the math
information is used to
solve the problem.
Needs Improvement (1)
No math information /
numbers identified.
Prompt is copied.
No math information is
used to solve the
problem.
0
No attempt or
below grade
level work
shown.
Used an appropriate
strategy.
Reasonable strategy
selected, minimally
developed.
Uses content knowledge
with conceptual errors.
There is an attempt to
solve the problem.
No strategy is applied
that could lead to an
answer.
Uses no content
knowledge.
No attempt at
using a
strategy or
below grade
level work
shown.
Work is partially shown.
Major errors may be
evident.
Calculations contain
major errors.
Attempted to solve the
problem.
A limited amount of work
shown.
Calculations are
completely incorrect
leading to an incorrect
No attempt or
below grade
level work
shown.
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
Correct Answer
properly labeled.
Arrived at a correct answer.
Arrived at correct answer
that comes from
computation 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.
No justification for the
strategy, conclusion,
and/or answer.
Attempted an
explanation, but incorrect
or unclear.
No attempt or
below grade
level work
shown.
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.
Uses little or no
mathematical language,
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.
No attempt or
below grade
level work
shown.
Justification of
strategy,
conclusion
and/or answer
Justifies the strategy,
conclusion, and/or answer to
the problem.
Justifies the strategy,
conclusion, and/or
answer, but leaves out
details.
Explanation of
strategy for
solving the
problem.
Adequately explained the
answer.
Exemplary explanation.
Detailed and clear, examples
may have been provided.
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.
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.
answer.
Incorrect answer.
Doc Control Code: CPSU-F-VPAA-11
Effective Date: 09/12/2018
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No attempt or
below grade
level work
shown.
No attempt or
below grade
level work
shown.
CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
Rubric for Math Portfolio
Criteria
Excellent (4)
Proficient (3)
Developing (2)
Needs Improvement (1)
Mathematical
Concepts &
Accuracy
All work is accurate, demonstrating
a deep understanding of concepts
with correct solutions and
justifications.
Most work is accurate, with
minor errors that do not affect
understanding.
Several errors are present,
affecting understanding of
some concepts.
Numerous errors indicate a
lack of understanding of
key concepts.
Problem-Solving
& Application
Shows strong problem-solving
skills, applies concepts effectively in
real-world situations, and explains
reasoning clearly.
Demonstrates good problemsolving skills with mostly clear
applications and
explanations.
Some problem-solving
attempts, but explanations
are unclear or incomplete.
Little to no problem-solving
demonstrated, with weak
or missing explanations.
Clarity &
Organization
Well-organized with clear labels,
step-by-step solutions, and logical
structure. Easy to follow.
Mostly organized, but some
parts may be unclear or
missing labels.
Some disorganization
makes it difficult to follow
the work.
Poorly organized or
incomplete, making it hard
to understand.
Presentation &
Neatness
Professionally presented, neat, and
visually appealing. Uses graphs,
tables, and diagrams effectively.
Generally neat and
presentable, with some effort
in visual organization.
Some effort in
presentation, but lacks
consistency and clarity.
Messy, difficult to read, or
lacks effort in presentation.
Reflection &
Explanation
Provides thoughtful reflections,
explaining learning experiences,
challenges, and improvements.
Includes reflections, but they
lack depth or detail.
Minimal reflection with
limited insight into learning
progress.
No reflection or
explanations provided.
Doc Control Code: CPSU-F-VPAA-11
Effective Date: 09/12/2018
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
XIII.
Course Mapping
COURSE OUTCOMES/
RELATIONSHIP TO PROGRAM OUTCOME
PROGRAM OUTCOMES
a.1 a.2 a.3 a.4 a.5 b.1 b.2 b.3 b.4 b.5 b.6 b.7 b.8 c.1 c.2 c.3 c.4 c.5 c.6 c.7
A. Demonstrate critical thinking through finding
solutions to application and/or real-life
problems that require trigonometric
concepts and computations.
B. Show skills in using appropriate computer
application/software and graphing calculators
to carry out computations and
explorations of trigonometric problems.
C. Exhibit competence in proving trigonometric
identities.
P
P
D
P
D
L
D
P
L “Learned” - This refers to the outcomes (knowledge, skills, values) as introduced by the teacher that facilitates learning and competencies (Input is
provided and competency is evaluated).
P “Practiced” - This allows students to practice competencies (No input but competency is evaluated) with the aim of improving proficiency in a particular
area of knowledge or skill. Focus is on the process of learning and improvement through repeated exercises or activities.
D “Demonstrated” - involves showing or proving that a particular skill or knowledge has been mastered. Focus is on the outcome or the ability to
showcase the learned skill or knowledge effectively.
Doc Control Code: CPSU-F-VPAA-11
Effective Date: 09/12/2018
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CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental
Prepared by :
MARK ANTHONY T. VICENTE
Name of Faculty
Date: ______________________________
Reviewed by :
ELGIE C. AMARO, MAED
Program Head/Coordinator
Date: ______________________________
Noted by:
KARLA S. SALVALLON Ph. D.
Dean of Instruction
Date: _____________________________
Recommending Approval:
BELLA D. SUPE, MAED
Campus Administrator
Date: _____________________________
Approved by :
FERNANDO D. ABELLO, Ph. D.
Vice President for Academic Affairs
Date: _____________________________
Doc Control Code: CPSU-F-VPAA-11
Effective Date: 09/12/2018
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