OSMEÑA COLLEGES

City of Masbate
COLLEGE OF TEACHER EDUCATION

Osmeña Colleges
Vision Statement Mission Statement

Osmeña Colleges envisions graduates equipped with knowledge, skills, and values, who will With the aid of Divine Providence, Osmeña Colleges dedicates itself to develop a responsible
be productive, resilient, and self-sufficient individuals. and resilient citizenry who will be committed to serve God, country, home, and to adhere to
sustain the principles of productivity and self-sufficiency to translate development goals towards
the attainment of a better quality of life.
To produce professionally competent, resilient, and self-sufficient graduates by providing service for a better quality of life guided with our strong core
Goals
values
Osmeña Colleges shall endeavor to:
1. Produce graduates who can integrate their knowledge and skills and values in their service to God, country and family;
2. Contribute to the economic development, social, intellectual, moral, and scientific progress of the community, through relevant and
accessible course offerings and services;
3. Produce graduates equipped with skills, knowledge and attitude, who will be productive, self-sufficient, and resilient professionals in any setting
where they are in;
Objectives 4. Be an active promoter in the review and preservation of desirable cultural heritage, values, practices, traits and other distinctive features that
compose the Filipino national identity;
5. Provide opportunities for freedom of inquiry and honest research in the field of learning;
6. Promote the advancement and spread of new knowledge through the conduct of demand driven/ identified priority researches by CHED/ NEDA
as well as establish research linkages through modern technology;
7. Strengthen research utilization through research utilization through research-based community extension services; and
8. Address regional, national issues and concerns by institutionalizing and integrating research-based programs in all colleges.
We will be guided with our strong core values of:
L-LEADERSHIP-Osmeña Colleges strives to attain graduates with skills in self-sufficiency, confidence, competence, strong communication and
management skills, demonstrates integrity and ethical behavior, act responsibly in influencing change guided by the principles of good governance as
Professionals.
E-EXCELLENCE -The school strives to attain high performance in the practice of their profession guided by the necessary knowledge, skills, and
attitudes shared by our skilled, committed employees working as a team in providing a conducive environment that facilitates an effective and
efficient teaching-learning process.
Core Values
A- ACCOUNTABILITY AND RESPONSIBILITY -The school commits to provide the students with skills in communicating goals, objectives, and key
results (OKR’s) in fostering alignment and team focus guided by the principles of accountability and delegation, and the importance of acting responsibly
in personal and professional roles.
D- DISCIPLINE – Osmeña Colleges commits to exhibit awareness of the importance of a God-fearing professional manifesting Christian values in one's
personal and professional life; practice ethical behavior in all aspects of life; follow rules and regulations; and demonstrate the skills of a self-oriented
and well-mannered professional at all times.
S- SERVICE- We foster a culture that will ensure the delivery of quality service to others and a positive response to the needs of others.
 R-RESILENCE– We strive to provide the necessary knowledge, skills, and attitude in the development of the ability or capacity of our students to recover
quickly from difficulties, adapting well in the face of trauma and other difficult situations and making them aware of the importance of not giving up and
being able to evolve to these situations

College of Teacher Education

Vision Statement Mission Statement

Osmeña Colleges College of Teacher Education envisions to produce teachers who will Osmeña Colleges College of Teacher Education is committed to the preparation of teachers who
transform the results of their activities into effective instruments of progress and thus are imbued with the Filipino traditions and culture to make them effective conveyors of
become forerunners of change in the political, social, economic and moral structure of knowledge so that they can translate national and local development goals into viable programs of
society. instruction.
SpecificObjectives Core Values
1. Prepare and produce teachers possessing an objective and scientific outlook and
are conscious of their significant roles in the realization of national and local development Leadership
goals; Excellence
2. Know and understand the nature, needs and problems of the students and Accountability
the community; Discipline Service
3. Implement sound educational and management practices; and
4. Develop a feeling of concern and involvement in the international, national
and local issues that affect the well-being of the community and society as a whole.

INSTITUTIONAL INTENDED LEARNING OUTCOMES

Forecasted Osmenian Graduate Attributes (FOGA)
FOGA Competencies/ Skills FOGA Competencies/ Skills
FOGA 1: Compassionate Commitment FOGA 7: Leadership and Leadership/Management Skills, Creativity Skills
facilitation skills-ready
FOGA 2: Resilient Survival Skills FOGA 8: Interpersonal skills- Communication skills
equipped
FOGA 3: Law-Abiding Ethical Competencies FOGA 9: Service-Oriented Service-orientation
FOGA 4: Disciplined Integrity, Self-control FOGA 10: Responsible and Stewardship skills
Accountable
FOGA 5: God-fearing Spiritual, Religious Competencies FOGA 11: Integrity and Integrity, honesty, transparency skills
development skills-focused
FOGA 6: Competent Innovation and creativity skills, problem-solving skills,
critical thinking skills, technical skills, information
technology skills
 Class Information Instructor’s Information
Section 2207 Instructor’s Name, Qualification ANA JEAN B. CANLAS
Schedule TTHS Office Designation & Location Senior High School Office
Time 2:00-3:00 PM Office/ Consultation hours 8:00AM to 11:30AM
Venue Room 605 Office contact number 09319921714
Term 2nd semester E-mail Address boaanajean60@gmail.com

Course Information
Course Title Calculus 2 Differential and integral calculus Course Code MC Math 10

Pre-requisite subject Course Credit 4 Units

Date last revised (Syllabus) Revision date (Syllabus) March 24, 2022
Numerical Grade Point Value Description
99-100 1.0 Excellent
96-98 1.25 “
93-95 1.5 “
90-92 1.75 Very Good
EMA/ Quizzes 30% 87-89 2.0 “
Course Assessment/
Outputs 20% Grading System 84-86 2.25 Good
Evaluation
Major Exams 50% 81-83 2.5 “
78-80 2.75 Fair
75-77 3.0 Passed
4.0 Conditional
5.0 Failed
6.0 Dropped
Leithold, L. (1996). The Calculus 7. Harper Collins.
Differential and Integral Calculus by Feliciano and Uy Stewart, J.( 2016). Calculus: Early Transcendentals (8th
Textbooks References
Ed.). Cengage Learning

Articles Websites
Differential and Integral Calculus by Feliciano and Uy
Complete Solution Manual | Engineering Mathematics and
Sciences (engineering-math.org)
 Course Policies

 Rules and Regulations. Set first the policies, and expectations for learning and engagement.
 Attendance. Students are expected to attend scheduled meeting and exercise and to be present promptly at the start of instruction, unless prevented from doing so by illness or another
compelling cause.
 Participation. Always participate during class discussion.
 Communication. If the learners had their questions or problem, they can easily communicate their instructor.

On Examinations
 The course uses alternative assessment on case-to-case basis. Thus, less pen and paper exams are expected.
 An examination permit/promissory note must be presented by the student to take the examination.
 Delayed examination may be given consistent to the policy of the college.

Rationale
As the course description indicates, "Calculus 2 (Integral)" there is an in-depth focus on enhancing the varied skills concerning the area of specialty in Mathematics such as critical thinking,
problem-solving, analytical thinking, quantitative reasoning, ability to manipulate precise and intricate ideas, construct logical arguments and expose illogical arguments, communication,
time management, etc. This is useful for all learners especially; in today's state of the community and society. Furthermore, it leads to more career opportunities in the future

Course Description

Calculus II is the continuation of Calculus I with Analytic Geometry - the second of a series of three calculus courses. The course aims to further develop and strengthen the students’
understanding of differential and integral calculus. Topics include the applications of definite integrals, techniques of integration, indeterminate forms, improper integrals of algebraic and
transcendental functions.

Course Learning Outcomes BTIs Covered

At the end of the course, the pre-service teachers will be able to:
A. Prove and solve number theoretic propositions and problems by applying fundamental concepts and principles in number theory; 1.1.1
B. Recognize and or generate number theory concepts and properties from inferring patterns embedded in problems and real-world phenomena; 1.1.1
C. Generate and communicate results of a mathematical investigation on a number theoretic conjecture carried out using ICT and research; 1.1.1
D. Design and use activity sheets for selected number theory topics in a teaching demonstration. 1.1.1
4.5.1
 Curriculum Mapping
Courses Program Outcomes (Specific to BSEd)
PO1 (a) PO2 (b) PO3 (c) PO4 (d) PO5 (e) PO6 (f) PO7 (g)
History of Mathematics P O P P P P L
College and Advanced Algebra L O P P L P P
Trigonometry L O P P L P P
Plain and Solid Geometry L O P P L P P
Logic and Set Theory L O P P P P O
Elementary Statistics and Probability L O P P L P P
Calculus 1 with Analytic Geometry L O P P L P P
Calculus 2 L O P P L P P
Calculus 3 L O P P L P P
Modern Geometry L O P P P P P
Mathematics of Investment L O P P L P L
Number Theory L O P P L P P
Linear Algebra L O P P L P P
Advanced Statistics L O P P L P P
Problem Solving, Mathematical Investigation and Modeling L O L P L P P
Principles and Strategies in Teaching Mathematics P L P P P L L
Abstract Algebra L O P P O P O
Research in Mathematics P P L O O O L
Technology for Teaching and Learning 2 (Instrumentation and Technology in
P L L P P P P
Mathematics)
Assessment and Evaluation in Mathematics P P O L P O L
Legend: L – Facilitates learning of the competencies (input is provided and competency is evaluated), P – Allows student to practice competencies (no input but competency is evaluates), O –
Opportunity for development (no input or evaluation but there is opportunity to practice the competencies)

COURSE OUTLINE

Intended Forecasted
Course Learning Osmeñan Content Suggested Teaching- Suggested Instructional BTI’s Time
Learning Outcomes (ILO) Graduates’ Learning Activities Assessment Resources Allotment
Outcomes Attributes
 a. Demonstrate FOGA 1, Class Orientation Group discussion; Pre-Test Course 1.1.1 1 hour
familiarity with all the 11 interactive Syllabus; (Week 1)
expectations in the lecture; double- PPT
course entry journal

Thru Face-to
Face Modality Thru Paper and
Pencil Test
a.Integrate using power FOGA 6, 7, Integration concepts 1. Content Focus / Formative Assessment: Textbook, 1.1.1 9 hours
formula 8, 10, 11 and formulas Discussion 1. Oral PPT and (Week 1-3)
b. Integrate 2. Individual / Recitation. Video
A trigonometric 1. Review on Anti- Group Drill 2. Pen and paper lesson
functions, differentiation and Practice quiz
logarithmic, 2. Review on Indefinite 3. Boardwork 3. Seatwork
exponential, inverse integrals 4. Problem Solving 4. Class
trigonometric and 3. Simple Power formula participation
hyperbolic functions 4. Simple trigonometric
functions
5. Logarithmic functions
6. Exponential functions
7. Inverse Trigonometric
functions
8. Hyperbolic functions
9. General power formula
A a. perform FOGA 6, 7, Techniques of Integration 1. Content Focus / Formative Assessment: Textbook, 11 hours
integration by 8, 10, 11 Discussion 1. Pen and Paper PPT and 1.1.1 (Week 4-7)
parts 1. Integration by Parts 2. Individual / quiz Video
b. perform 2. Integration of Group Drill 2. Seatwork lesson
integration of Powers of and Practice 3. Class
powers of Trigonometric 3. Boardwork participation
trigonometric Functions 4. Problem Solving
functions 3. Integration by
c. perform Trigonometric
integration by Substitution
trigonometric 4. Integration of
substitution Rational
d. integrate Functions by
rational Partial Fractions
functions using 5. Miscellano
partial fractions us
Substitution
 e. perform
integration using
miscellaneous
substitution
Prelim Examination
A a. Write and compute FOGA 6, 7, Definite Integrals 1. Content Focus / Formative Assessment: Textbook, 3 hours
long sums using 8, 10, 11 Discussion 1. Pen and Paper PPT and (Week 8)
sigma notation 1. Summation Notation& 2. Individual / quiz Video 1.1.1
b. Define and evaluate Riemann Sum Group Drill 2. Seatwork lesson
definite integrals; 2. Definition of Definite and Practice 3. Class
c. Identify and apply the Integrals 3. Boardwork participation
properties of definite 3. Properties of Definite 4. Problem Solving
integrals; Integrals
d. Discuss and 4. The Mean Value
verify/prove the Theorem for Integrals
Mean Value Theorem 5. The
for Integrals; and Fundamental
e. Discuss and Theorem of
verify/prove the Calculus
Fundamental
Theorem of Calculus.
A a. Find the area of the FOGA 6, 7, Applications of 1. Content Focus / Formative Assessment: 1.1.1, 14 hours
region bounded by 8, 10, 11 the Definite Integral Discussion 1. Pen and Paper Textbook, (Week 9-13)
curves using 1. Area of a 2. Individual / quiz PPT and
Riemann sum and Region in a Group Drill 2. Seatwork Video 1.1.1
definite integrals; Plane and Practice 3. Class lesson
b. Find the volume of 2. Volume of a 3. Boardwork participation
a solid of Solid of 4. Problem Solving 1.1.1
revolution using Revolution
different methods; 3. Work
4. Length of Arc of a Plane
c. Apply definite
integrals in solving Curve
5. Other miscellaneous
work problems and
finding the length application topic (free topic)
of arc of a plane
curve.
Midterm Examination
A a. enumerate the FOGA 6, 7, Indeterminate Forms 1. Content Focus / Formative Assessment: Textbook, 1.1.1 3 hours
different 8, 10, 11 1. Definition Discussion 1. Pen and Paper PPT and (Week 14)
indeterminate forms 2. L’ Hospital’s Rule 2. Individual / quiz Video
D b. evaluate limits of Group Drill 2. Seatwork lesson
 rational functions at and Practice 3. Class
a point where the 3. Boardwork participation
limit is 4. Problem Solving
indeterminate
A a. evaluate improper FOGA 6, 7, Improper Integrals 1. Content Focus / Formative Assessment: Textbook, 1.1.1 6 hours
integrals with 8, 10, 11 1. Definition of Improper Discussion 1. Pen and Paper PPT and (Week 15-16)
B infinite upper limit Integrals 2. Individual / quiz Video
b. evaluate improper 2. Improper Integrals: Group Drill 2. Seatwork lesson
C integrals with a. with and Practice 3. Class
infinite lower limit Infinite 3. Boardwork participation
Upper 4. Problem Solving
Limit
b. with
Infinite
Lower
Limit
c. with Both Upper & Lower
Limits Infinite
3. Improper Integrals with
Infinite Discontinuities of the
Integrand
A a. draw the graph of a FOGA 6, 7, Polar 1. Content Focus / Formative Assessment: Textbook, 1.1.1 6hours
polar function 8, 10, 11 Coordinate Discussion 1. Pen and Paper PPT and (Week 17-18)
b. find the area of the System 2. Individual / quiz Video
region bounded by 1. Polar Functions Group Drill 2. Seatwork lesson
2. Polar and Practice 3. Cla
the polar curve
Graphs 3. Boardwork ss
c. find the area of the
Polar 4. Pr participatio
region bounded by 2
Curves oblem n
polar curves
3. Area of Solvin Formative
Regions in Polar g 5. Assessment
Coordinates :
1. Pen and Paper
quiz
2. Seatwork
3. Class
participation
Final Examination
Post-test 1 hour

Total number of hours: 54

 Prepared by/ Date Reviewed by/ Date Noted by/ Date Approved by/ Date

ANA JEAN B. CANLAS

02/09/2023
DATE DATE DATE DATE