LANAO SCHOOL OF SCIENCE AND TECHNOLOGY, INC

Maranding, Lala, Lanao del Norte

2nd Semester 2022-2023

COLLEGE OF EDUCATION
SYLLABUS IN LOGIC AND SET THEORY
OBE BASED
Course: BSED Math I Schedule: Th-Fri Time: 4:00-5:00PM Instructor’s Information
Course Description:
The course is a study of mathematical logic which covers topics such as propositions, logical operators, Name: NOEL RAYNO HEPIGA
rules of replacement, rules of inference, algebra of logic and quantifiers, and methods of proof. It also
includes a discussion of elementary theory of sets such as fundamental concepts of sets, set theorems, set
operations, functions and relations. It prepares the students for higher/advanced mathematics (Number Phone Number: 09558029980
theory, Linear Algebra, Abstract Algebra)

Course Learning Outcomes: BTI’s Covered

At the end of the course, the pre-service teachers should be able to : 1.1.1
A. Exhibit mastery in logic and set theory by constructing truth tables, formulating logical arguments, identifying valid mathematical arguments,
interpreting set notation correctly and determining whether a given function is injective, surjective or bijective.
B. Exhibit competence in mathematical concepts and procedures
C. Exhibit proficiency in relating mathematics to other curricular areas
D. Show proficiency in logic and set theory by constructing and understanding proofs of mathematical propositions which use some standard proof
techniques.

Time Intended Learning Outcomes BTI’s CONTENT Suggested Teaching Learning Activities Suggested Assessment BTI’s
Allotment (ILO)
Week 1-3 At the end of the week, the pre-service 1.1.1 Logic:  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Sentencial connectives  Individual and Group Activity  Pen and Paper quiz
 discuss and apply the sentencial 2. Truth values of arguments a. The students are asked to make a  Seatwork
connectives and truth table Concept Map.  Class participation
 use mathematical symbols and 3. Existence, qualification and b. The students are asked to Performance Assessment:
discern truth values of arguments validation conditions answer some drills individually or Problem Set
 construct truth tables 4. Tautology by pair.
 work with existence, qualification  Reflection Activity:
and validation conditions The students are asked to write down 3
 determine whether the given things they learned about logic (after the
proposition is a tautology discussion of each main subtopic:
 sentencial connectives, truth values of
arguments and truth table, existence,
qualification and conditions, tautology),
what they find difficult in the topics
presented, and questions that they can
generate from the discussion.
Week 4 At the end of the week, the pre-service 1.1.1 Cantor’s Algebra of Sets  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Class construction axiom  Individual and Group Activity  Pen and Paper quiz
 discuss the class construction 2. Class operations a. The students are asked to make a  Seatwork
axiom 3. Russel’s Paradox Concept Map.  Class participation
 discuss class operations b. The students are asked to Performance Assessment:
 discuss and – Russel’s Paradox answer some drills individually or Problem Set
by pair.
 Reflection Activity:
The students are asked to write down 3
things they learned about Cantor’s algebra
of sets (after the discussion of each main
subtopic: class construction axiom, class
operations, Russel’s Paradox), what they
find difficult in the topics presented, and
questions that they can generate from the
discussion.

Week 5 At the end of the week, the pre-service 1.1.1 Zermelo-Fraenkel Axioms  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Zermelo-Fraenkel Axioms  Individual and Group Activity  Pen and Paper quiz
 explain the Zermelo- Fraenkel 2. Empty Sets a. The students are asked to make a  Seatwork
Axioms 3. Power set of a set Concept Map.  Class participation
 identify sets which are empty b. The students are asked to Performance Assessment:
 determine the power set of a set answer some drills individually or Problem Set
by pair.
 Reflection Activity:
The students are asked to write down 3
things they learned about Zermelo-
Fraenkel Axioms (after the discussion of
each main subtopic: Zermelo-Fraenkel
Axioms, empty sets, power set of a set),
what they find difficult in the topics
presented, and questions that they can
generate from the discussion.
Week 6 At the end of the week, the pre-service 1.1.1 Algebra of Sets  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A,B] 1. Operations on sets  Individual and Group Activity  Pen and Paper quiz
 define and perform the operations 2. The axiom of replacement a. The students are asked to make a  Seatwork
on sets Concept Map.  Class participation
 discuss and prove the theorems on b. The students are asked to Performance Assessment:
sets answer some drills individually or Problem Set
by pair.
 Reflection Activity:
 The students are asked to write down 3
things they learned about algebra of sets
(after the discussion of each main
subtopic: operations on sets, the axiom of
replacement), what they find difficult in
the topics presented, and questions that
they can generate from the discussion.
Week 7-9 At the end of the week, the pre-service 1.1.1 Relations and Functions  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A,B] 1. Relations and functions  Individual and Group Activity  Pen and Paper quiz
 define and give examples of between sets a. The students are asked to make a  Seatwork
relations 2. Image and inverse image Concept Map.  Class participation
 define a function between sets and 3. Domain and range of a b. The students are asked to Performance Assessment:
the image and inverse image of relation/function answer some drills individually or Problem Set
subsets of the domain and 4. Equivalence relations, by pair.
codomain, resp. order relations, strict order  Reflection Activity:
 determine domain and range of a relations, and partitions The students are asked to write down 3
relation/function 5. Inclusion, restriction maps things they learned about relations and
 define and give examples of and characteristic functions (after the discussion of each
equivalence relations and functions main subtopic: relations and functions
partitions 6. Composition of functions between sets, image and inverse image,
 discuss the inclusion, restriction 7. Injective, surjective, and domain and range of a relation/function,
maps and characteristic functions bijective functions equivalence relations, order relations,
 prove statements combining the strict order relations, and partitions,
concepts of the image and inverse inclusion, restriction maps, characteristic
image of subsets of the domain functions, injective, surjective and bijective
and codomain, and composition of, functions), what they find difficult in the
or injective, surjective, or bijective topics presented, and questions that they
functions can generate from the discussion.

Week 10-11 At the end of the week, the pre-service 1.1.1 Natural Numbers  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Successor sets, inductive  Individual and Group Activity  Pen and Paper quiz
 define successor sets, inductive sets, induction principle a. The students are asked to make a  Seatwork
sets, induction principle 2. Axiom of infinity and Concept Map.  Class participation
 discuss the axiom of infinity and successor sets b. The students are asked to Performance Assessment:
successor sets 3. Peano’s axiom and answer some drills individually or Problem Set
 discuss Peano’s axiom and the recursion theorem by pair.
recursion theorem 4. Transitive sets  Reflection Activity:
 define and give examples of 5. Arithmetic and ordering of The students are asked to write down 3
transitive sets natural numbers things they learned about natural
 discuss the arithmetic and ordering numbers (after the discussion of each
of natural numbers
main subtopic: successor sets, inductive
sets, induction principle, Axiom of infinity
and successor sets, Peano’s axiom and
recursion theorem, transitive sets,
arithmetic and ordering of natural
numbers), what they find difficult in the
 topics presented, and questions that they
can generate from the discussion.

Week 12-13 At the end of the week, the pre-service 1.1.1 Cardinal Numbers  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Equinumerosity  Individual and Group Activity  Pen and Paper quiz
 define an equinumerosity 2. Cardinality of sets, a. The students are asked to make a  Seatwork
 understand cardinality of sets, countability, infinite, finite, Concept Map.  Class participation
countability, infinite, finite, uncountable sets b. The students are asked to Performance Assessment:
uncountable sets 3. Arithmetic and ordering of answer some drills individually or Problem Set
 discuss the arithmetic and ordering cardinal numbers by pair.
of cardinal numbers  Reflection Activity:
The students are asked to write down 3
things they learned about cardinal
numbers (after the discussion of each
main subtopic: equinumerosity,
cardinality of sets, countability, infinite,
finite, and infinite sets, arithmetic and
ordering of cardinal numbers), what
they find difficult in the topics
presented, and questions that they can
generate from the discussion.
Week 14-15 At the end of the week, the pre-service 1.1.1 Axiom of Choice  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Continuum hypothesis  Individual and Group Activity  Pen and Paper quiz
 discuss the continuum hypothesis 2. Construction of the Real a. The students are asked to make a  Seatwork
and Construction of the Real Numbers, set of integers, Concept Map.  Class participation
Numbers set of rational numbers b. The students are asked to Performance Assessment:
 construct the set of integers, the answer some drills individually or Problem Set
set of rational numbers, and the by pair.
set of real numbers  Reflection Activity:
 The students are asked to write down 3
things they learned about axiom of choice
(after the discussion of each main
subtopic: continuum hypothesis,
construction of the real numbers, set of
integers, set of rational numbers), what
they find difficult in the topics presented,
and questions that they can generate from
the discussion.

Week 16-18 At the end of the week, the pre-service 1.1.1 Ordering and Ordinals  Interactive Discussion Formative Assessment: 1.1.1
teacher (PST) should be able to: [A] 1. Ordinal number  Individual and Group Activity  Pen and Paper quiz
 define and ordinal number 2. Transfinite induction a. The students are asked to make a  Seatwork
 discuss and apply transfinite Concept Map.  Class participation
induction b. The students are asked to Performance Assessment:
answer some drills individually or Problem Set
 by pair.
 Reflection Activity:
The students are asked to write down 3
things they learned about ordering and
ordinals (after the discussion of each main
subtopic: ordinal number, transfinite
induction), what they find difficult in the
topics presented, and questions that they
can generate from the discussion.
Suggested References: COMPUTATION SYSTEM: Averaging
Rosen, K. (2019). Discrete Mathematics and its application. McGrawHill. COMPUTATION OF GRADES
A. Performance:40 % (behaviour/Projects/Graded Recitations)
Stoll, R. (2017). Logic and set theory. McGrawHill.
B. Class Standing:20% (Attendance? Quizzes/Classroom and school activities)
C. Examination:40% (Prelim/Midterm/Semi-final/Final)

Prepared by: Checked by:

NOEL R. HEPIGA LYDIA D. LINGGOLINGGO Ed. D DIOSDADO A. RAMIL

Instructor Dean Program Coordinator