COR JESU COLLEGE

COLLEGE DEPARTMENT
Sacred Heart Avenue, Digos City, Philippines
Tel. No. (082) 553 2433 local 105* Fax No.: (082) 553 2433
Website: www.cjc.edu.ph * Email: cjccollegedepartment@yahoo.com
TEACHER EDUCATION DIVISION
COURSE CAT. NO. : MATH 16
COURSE TITLE : ABSTRACT ALGEBRA
COURSE CREDIT : 3 units
PRE-REQUISITE : none

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; and (COMMUNITY)
3. Strengthen responsible stewardship towards social transformation, progress and sustainable development. (APOSTLESHIP)

Core Value of Compassion

The 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 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 a research and field based instructions for a relevant and functional learning;
5 Nurture a climate of compassionate community of personal, communitarian and spiritual growth;
6 Send graduates to the fields of works as God-centered professionals, responsible stewards of nature, agents of cultural preservation and promotion,
initiators of social transformation and sustainable development.

Course Title: Date Effective: Date Revised: Prepared by Endorsed by Approved by

Chenie T. Gonzalez, MA
Abstract Algebra June 2015 May 2015 Cristian T. Camanan Anna Liza C. Cerbo, MLMed Ma. Elena C. Morales, Ph.D
 INTENDED LEARNING OUTCOMES

Institutional Level

INTENDED PROGRAM EDUCATIONAL OUTCOMES CJC PILLARS

(CJC IDEAL GRADUATES)
The CJC graduates can: Excellence Community Apostleship
1. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the
field of specialization.
2. Exercise critical and creative thinking in providing solutions to discipline-related problems.
3. Apply effective communication skills, both orally and in writing, using the English language.
4. Utilize lifelong learning skills in pursuit of personal development and excellence in professional practice.
5. Contribute to nation-building and national development through application of new technology.
6. Work effectively in multi-disciplinary and multicultural teams.
7. Actualize professional practices with a sense of community characterized by compassion and trustworthiness.
8. Hold personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global
citizen values.
9. Exhibit professional character as responsible stewards for social progress and development marked by availability and
accountability.

PROGRAM LEVEL

A. PROGRAM EDUCATIONAL OBJECTIVES (PEOs)

INTENDED PROGRAM EDUCATIONAL OUTCOMES Excellence Community Apostleship

(CJCTeacher Education Graduate Attributes) 1 2 3 4 5 6 7 8 9
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and / / / / / / / / /
political contexts.
2. Demonstrate mastery of subject matter/discipline. / / / / / / / /
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific / / /
learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. / / / / / /
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable / / / / / / / /
educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning / / / / / /
processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities. / / / / / / / /
8. Pursue lifelong learning personal and professional growth through varied experiential and field-based / / / / / / / / /
opportunities.
B. PROGRAM OUTCOMES/STUDENT OUTCOMES

INTENDED PROGRAM EDUCATION OUTCOMES Excellence Community Apostleship

(CJCBSME Graduate Attributes) 1 2 3 4 5 6 7 8 9
1. Exhibit competence in mathematical concepts and procedures. / / / / / / /
2. Exhibit proficiency in relating mathematics to other curricular areas. / / / / / / / / /
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of / / / / / / /
mathematics.
4. Demonstrate competence in designing, constructing and utilizing different forms of / / / / / / / / /
assessment in mathematics.
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine / / / / / / / / /
problems with different levels of complexity.
6. Use effectively appropriate approaches, methods, and techniques in teaching mathematics / / / / / / /
including technological tools.
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, / / / / / / / /
discovery and gaining insights of the world.

MATH in the CJC BSED Curriculum Map

COURSE PROGRAM OUTCOMES PROGRAM OUTCOMES

(Common to Teacher Education) (Specific to BSME)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO1 PO2 PO3 PO4 PO5 PO6 PO7

MATH I I P I I I I I L O P P O P O

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 evaluated)
O Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)

Course Name
Course Credits
Course Description
Contact Hours/Week
Prerequisite
Course Outcomes
Desired Learning Outcomes
At the end of the lesson, the
students will be able to:
Review some familiar
mathematical structures.
Determine whether the
statement is a theorem or not.
Determine whether the given
relation is an equivalence
relation.
Finding the number of
different partitions of a given
set.
Proving a statement using
mathematical induction.
Finding all complex solution
of a given equation.
At the end of the lesson, the
COURSE SYLLABUS
Abstract Algebra
3 units
This course is a study of basic algebraic structures such as groups, rings, integral domains and fields. It provides a basic understanding of relations such as
homomorphism focusing on isomorphism. It aims to enhance the students skills in constructing mathematical proofs, and develop their symbolic thinking
and appreciation of mathematical structures.
3 units
Advanced Algebra, Geometry, Logic and Set Theory
At the end of the semester, the students must have:
1. acquired a complete learning package on basic algebraic structures;
2. developed an abstract thought of some mathematical concepts; and
3. proven different mathematical theorems.
Course Content/Subject Teaching and Learning Assessment Task Grading Criteria Resource Time Table
Matter Activities Materials
I. Basic Concepts Lecture/Discussion: The Problem Set: The students Rubrics for checking Laptop 1st Quarter
teacher will have an interactive will work on ten (10) the content of the 12 hours
a. Algebraic Structures. discussion on the concept of problems covering the four problem set LCD Projector
algebraic structures. (4) basic concepts of the (see attachment)
b. Properties of Integers. subject. This task should be
Group Discussion: hand-written particularly
c. Modular Arithmetic Students will be grouped into the process of solving. A
five (5) groups). They will be cover page is required for a
d. Equivalence Relations tasked to discuss the different good output. Designs are
properties of integers. allowed.
Slides Presentations:
Students will be required to Oral Recitation
present a PPT Presentation on
the focus of Modular Arithmetic. Quiz
Problem Solving : The Assignment
teacher will give activity sheets
to students for investigation of
the topic Equivalence Relation
II. Groups Concept Map/Gallery Walk Problem Set: The students Rubrics for checking Laptop 2nd Quarter
students will be able to:
Determine whether the
binary operation gives a
group on the given set.
Investigate the common
properties of groups.
Proving problems on groups
Show that every group can
be thought of as a subgroup
of function under
compositions.
Finding the number of
generators of cyclic group.
Determine whether a group
is cyclic or not and the order
of the given factor group
Compute the expression for
the given permutation.
At the end of the lesson, the
students will be able to:
Determine whether the group
is isomorphic of not.
Show that the map is
homorphism.
Determine whether the amp
is a ring isomorphic or not.
Compute for the indicated
evaluation homorphism.
Determine the fixed field of
the automorphism or set of
automorphisms.
At the end of the lesson, the
a. Properties, Subgroups group is assigned to one property of
b. Cyclic groups
c. Permutation Group
III. Isomorphism
a. Properties
b. Automorphism
c. Cayley & Theorem
Thinking at Right Angles
IV. Rings
Divide the class into 6 groups. Each will work on ten (10) the content of the 12 hours
problems covering the two (2) problem set LCD Projector
groups. The groups are tasked to basic concepts of the subject. (see attachment)
write their associations with the This task should be hand-
concept through a concept map. written particularly the process
of solving. A cover page is
required for a good output.
Designs are allowed.
Lecture- Discussion Oral Recitation
The teacher will have an
interactive discussion on the
cyclic groups. Quiz
Brainstorming: Assignment
Students are given time to
discuss among members
the concept of permutation
group.
Video Clip Paper and Pencil Rubrics for checking Laptop Third
Divide the class into groups. assessments: the content of the Quarter
Present a video clip in the class Quiz: Students will answer set problem set DLP 12 hours
focusing on properties of of items and they will show (see attachment)
isomorphism. Provide guide their solutions.
questions relating to message Problem Set: Students will
conveyed by the video clip accomplish a problem set on
presented. isomorphism.
Assignment: Students will
Students will have the topic answer given questions.
Automorphism and ask them to
list the concepts of it and right it
on the shorter leg. On the longer
leg, feelings and associations of
the topic will be written.
ssociations
Feelings and
FACTS
Eight Squares Role Playing: The students Rubrics for checking Laptop 4th Quarter
students will be able to:
Understand the definition of
various kinds of rings.
Investigate some of the
elementary properties of
rings.
Prove and solve problems
on rings.
Decide whether the given
set together with the given
operations is a commutative
ring or ring with unity, field
skew or an integral domain.
Find all units and
characteristics of the given
ring.
Prove and solve problems
on fields
Show that a factor ring of
an integral domain maybe a
field.
Suggested Readings and
References
Course Requirements
Students to fold a piece of paper will proceed on their the role play 6 hours
a. Properties into 8 squares. respective groups to (see attachment) DLP
Student then search around the conceptualize a role play
room to find 8 people who can showing the application of the
b. Subrings
concept of rings in the real
give 8 different pieces of
information on rings world.
The person who has added the
information is to sign the section
they have added the information
to.
Debrief by asking students for
the information they have
gathered and who provide them
with that information. This can
be recorded on blackboard.
V. Integral Domain Rubric for checking the Laptop and DLP
KWLH Paper and Pencil
Teachers will help students assessments:
content of the problem
a. Examples activate prior knowledge through Quiz: Students will answer set set
group instruction activity that of items and they will show (see attachment)
b. Fields serves as a model for active their solutions.
thinking during Problem Set: Students will
reading/discussion. accomplish a problem set on
What How Integral Domain
What
What We Can
We
We Want We
Know to Find
Learne
Learn Assignment: Students will
d answer given questions.
Out More
K Recall what group KNOWs
about the subject.
W Determine what group WANTs
to learn.
L Identify what group
LEARNEDas they read.
H - HOW they can learn more.
-- Daley, H. (1966). A First Course in Abstract Algebra. Ney York. Holt, Rinehart and Wington .
--Fraley, J. (2000). A First Course in Abstract Algebra. Singapore. Addison-Wesley Publishing Company.
--Hibbard A. & Maycock J. (2002). Innovations in Teaching Abstract Algebra. USA. The Mathematical Association of America
--Hungerford, T. (2013). Abstract Algebra: An Introduction 3rd Ed. Singapore. Cengage Learning Asia.
Course Requirements: Assessment portfolio contains the following:
1. Class Attendance and Active Participation in Class
2. Submission of special project
 3. Reaction Papers / Reflective Journals
4. Examination Results
5. Teaching Evaluation Results

Grading System Evaluation Criteria:

A. Midterm Grade
1. Quizzes, Assignments, Oral Recitation 25%
2. First Quarter Examination . 25%
3. Midterm Examination 50%

B. Final Grade
1. Quizzes, Assignments, Oral Recitation, etc . 12.5%
2. Third Quarter Examination 12.5%
3. Midterm Grade 25%
4. Final Examination 50%
100%
Classroom Policies 1. Observe punctuality
2. Observe responsibility and cooperation in doing group tasks
3. Observe deadlines
4. Strictly No Permit No Exam on major exams
5. No absence during Teaching demonstration
6. Cheating is not allowed. It is a ground for failure of the subject.