College of Arts, Sciences and Social Work

School Year 2020-2021

MODULE in GEC 3 Mathematics in the

Modern World

MADELYN A. REYNON
 O of the Course
Overview

This course deals with the nature of mathematics,

appreciation of its practical, intellectual, and aesthetic dimensions,
and application of mathematical tools in daily life.

The course begins with an introduction to the nature of

mathematics as an exploration of patterns (in nature & the
environment) and as an application of inductive & deductive
reasoning. By exploring these topics, students are encouraged to
go beyond the typical understanding of mathematics as merely a set
of formulas but as a source of aesthetics in patterns of nature, for
example, & a rich language in itself (and of science) governed by
logic & reasoning.

The course then proceeds to survey ways in which

mathematics provides a tool for understanding & dealing with
various aspects of present day living, such as managing personal
finances, making social choices, appreciating geometric designs,
understanding codes used in data transmission & security, &
dividing limited resources fairly. These aspects will provide
opportunities for actually doing mathematics in a broad range of
exercises that bring out the various dimensions of mathematics as a
way of knowing, & test the students’ understanding & capacity
(CMO 20, series 2013).
 TARGET LEARNER

Welcome to the world of Mathematics

These are the topics for

the first module

The Nature of
Mathematics

Mathematical
Language and Symbols

Problem Solving and

Reasoning
 Objectives

At the end of this module, you should be able to:

1. Identify patterns in nature and regularities in the

world.
2. Explain the importance of mathematics in one’s life
3. Express appreciation for mathematics as a human
endeavor.
4. Discuss the language, symbols, and conventions used
in mathematics
5. Explain the nature of mathematics as a language
6. Evaluate mathematical expressions correctly
7. Recognize that mathematics is a useful language
8. Apply inductive and deductive reasoning to solve
problems
9. Solve problems involving patterns and recreational
problems following Polya’s strategy
10. Organize one’s methods and approaches for
proving and solving problems.
 INSTRUCTIONS TO THE LEARNER

This Module has three lessons. Each lesson has the following
parts, which will guide you as you study alone.

These are the keywords and that you should memorize the
meaning and some symbols and formulas that you should know
when and how to use them.

This serves as the introduction, a short teaser into what the

lesson will be about. It hopes to encourage you to read on, work
diligently, study harder, learn more and continue on.

This is where the topic is discussed. It is presented in a

simple way so you could understand. Keep notes on important terms
and formulas.

This consists of assessment activities to determine if you

have learned something or not. Remember to learn while doing.
 ENTRY BEHAVIORS

Before going through this Module, you are

expected to:

1. Pray first. Ask the guidance and wisdom of the Lord

to help you in your studies.

2. Have basic knowledge and skills on algebraic

solutions.

3. Have focus. Be orderly and systematic in the

solutions of your work.

4. Have experienced graphing and putting into practice

the skills learned to real life situations.
5. Have positive attitude towards math.

6. Be always ready with your notebook, paper,

calculator, ruler, pencil and ball pens.
 O Pretest

Read the questions carefully and encircle the letter of the

correct answer. Erasures or any traces of erasures are considered
wrong. Be HONEST. Use the space below for you to compute.

1. Who discovered the sequence of numbers that form the set {

1, 1, 2, 3, 5, 8, 13, . . . }?

a. Gauss b. Kepler c. Pisano d.

Pythagoras

2. What is the approximate value of the Golden Ratio?

a. 1.61803… b. 2.8142… c. 3.1416…. d.

4.1234…..

3. What is the symbol for null set?

a. ∩ b. € c. Σ d. Ø

4. Use inductive reasoning to predict the next number in 1, 4, 9,

16, 25, ?

a. 36 b. 49 c. 64 d. 81

5. What is next in the given pattern 10, 6, 2, -2?

a. – 4 b. – 6 c. – 8 d. – 10
 Lesson 1

The Nature of Mathematics

Mathematics ( What? Where? Who? How? and

Why? )

WELCOME TO THE WORLD OF MATHEMATICS! Can

you see numbers in nature? Where are they? How is it? Who
discovered it? What are its uses? Do we need them?
“Mathematics is the alphabet with which God has written the universe”
Galileo Galilei , How about you what is mathematics?

It’s now September, do you still remember the song “12 days of
Christmas”?
**Play the song “ 12 days of Christmas” RELAX, and sing with it**.
 1. What did you feel when you were singing the carol?
_________________________________________________________________
2. Who is talking in the song? ___________________ Who is sending gifts to me?
___________________________________________
3. On the first day of Christmas,how many gifts did “my true love” send to “me”? What
was it?_________________________________________________________
4. On the 2nd day of Christmas,how many gifts did “my true love” send to “me”? What
were they?________________________________________________________
5. After the 2nd day of Christmas, how many gifts in all did “my true love” send to “me”?
______________________________________________________________
6. On the 3rd day of Christmas,how many gifts did “my true love” send to “me”? What
were they?___________________________________________________________
7. After the 3rd day of Christmas, how many gifts in all did “my true love” send to “me”?
____________________________________________________________
8. On the 4rt day of Christmas,how many gifts did “my true love” send to “me”? What
were they?____________________________________________________________
9. After the 4rt day of Christmas, how many gifts in all did “my true love” send to “me”?
___________________________________________________________
10. On the 5ft day of Christmas,how many gifts did “my true love” send to “me”? What
were they?__________________________________________________________
11. After the 5ft day of Christmas, how many gifts in all did “my true love” send to “me”?
__________________________________________________________

12. Tabulate the results

Day 1st 2nd 3rd 4rt 5ft 6th 7th 8th 9th 10th 11th 12th

Number of 1 2 3
gifts sent

After the … 1st 2nd 3rd 4rt 5ft 6th 7th 8th 9th 10th 11th 12th
day day day day day day day day day day day day

Total 1 3 6
number of
gifts sent
13. If all the numbers in the second row of the table are listed, the sequence of numbers is
called a term, how many terms are there in the sequence?
____________________________________________________
14. What is the 5ft term of the sequence? The 9th term? The 12th term?
______________________________________________________
15. If all the numbers in the 4rt row are listed to form a sequence, what is the 4rt term?
The 7th? The 10th?
__________________________________________________________________
16. Write the mathematical sentence that will explain the 12th term of the second
sequence, what operation is used to cbtain the answer?

Where is math in that song? According to different

authors they said that mathematics is an art, it is a language, it
is a process of thinking, a set of problem solving tools, a study of
numbers and arithmetic operations, and a study of patterns. Look at
nature, are there patterns? Where can you see them? Cite as many
examples as you can aside from the given pictures below:
 Mathematics is everywhere because of its so many practical
applications in daily life. God the Mathematician, Architect, designs everything in
this universe to follow rules or formulas. Whether following regular or irregular
patterns. His creation benefits humankind, His greatest masterpiece. As
Johannes Kepler wrote “Those laws of nature are within the grasp of the human
mind; God wanted us to recognize them by creating us after His own image so
that we would share in His own thoughts” ( Stewart 2010).

1. What is mathematics for you?

2. Where do you apply the principles of mathematics?
3. Do you need mathematics every day? Why?
4. Do you appreciate math? Why or why not?
5. Make a list of the different mathematicians, and identify what
makes them famous? Give applications of their works to real life situations.

Source:
1. Baltazar,Ethel Cecille, Ragasa,Carmelita,& Evangelista, Justina. (2018).
Mathematics in the modern world. Quezon City: C & E Publishing Inc.
2. Nocon Rizaldi C.,& Nocon,Ederlina G.. (2016). Essential mathematics for the
modern world. Quezon City: C & E Publishing Inc.
3. Orines,F B., Mercado,J G., Esparrago, M S. Manalo,C.B., Reyes,Jr. N.V.,& Pilar, S
A (2019). Teachers’ wraparound edition Next century mathematics. (2nd ed.)
Quezon City: Phoenix Publishing House.
4. https://www.google.com/search?
q=you+tube+on+the+12+days+of+christmas&oq=you+tube+on+the+12+days+of+ch
ristmas&aqs=chrome..69i57j69i64.33726j0j7&sourceid=chrome&ie=UTF-8

Reflections

My new learning for today is

_______________________________

I have fun with the concept / lesson in

My Reflections
________________________________________________________

I had difficulty in learning the concept / lesson in

________________________________________________________

MY PRAYER
______________________________________________
____
_______________________________________
 lESSON 2

Mathematical Language & Symbols

Expressions Sentences
Sets Functions Relations
Binary operations

Can you imagine how you would be able to communicate

with a seatmate in the bus who speaks entirely a different language
from yours? These are topics that we will be learning in lesson 2:
2.1. The Language of Mathematics
2.2. Expressions vs. Sentences
2.3. Binary Operations

The Language of Mathematics.

Mathematics is a system of communication about objects like

numbers, variables, set, operations, functions and equations. It is a collection of
both symbols and their meanings shared by a global community of people. Mathematics is a
universal language and uses many symbols. Mathematical language is precise, which means it
can make very fine distinctions and definitions among a set of mathematical symbols. It is
concise for it can express long exposition of sentences briefly. It is powerful for it can express
complex thoughts with relative ease. Example, consider the sentence, “The sum of any two
real numbers is also a real number” In mathematical notation it is written as:
Ɐ a, b ϵ Ɍ, a + b ϵ Ɍ
Mathematics is a symbolic language. Some of the symbols are the following:
Σ the sum of Ǝ there exists Ɐ for every
ϵ element of < lesser than > greater than
Ɍ set of real numbers N set of natural numbers Z set of integers
Q set of rational numbers Ø empty or null set ₵ not a subset of
Activity 1. Make a list of other mathematical symbols that you know.
Mathematical language can describe a subset of the real world using
symbols, operations and numbers. It is a language of the sciences, music,
business, economics, arts, sports, architecture, engineering, politics, etc.

Expressions vs. Sentences

A sentence must contain a complete thought. In the
English language an ordinary sentence must contain a subject and
a predicate. The subject contains a noun or a whole clause. “
Laoag” for example is proper noun but is not in itself a sentence
because it does not state a complete thought. Similarly, a mathematical
sentence must state a complete thought. An expression is a name given to a
mathematical object of interest. The term 1 + 2 is a mathematical expression but
not a mathematical sentence. Examples of mathematical expressions are the
following:
1. An ordered triple ( a, b, c)
2. A function f(x)
3. The set { 1, 2, 3 }

Mathematical sentences may either be true or false but not both.

Example: 1.
Write in English sentences and tell whether the statement is true or false.
 a. Ɐ x ϵ Ɍ, x2 < 0 --------------- For any real number x, its square is lesser
than 0.FALSE
b. 7 + 9 = 16 -------------- The sum of seven and nine is sixteen. TRUE
c. 108/-3 = 36 -------------- The quotient of one hundred eight and negative
three is thirty six. FALSE
d. 3m, n ϵ Z, m – n ≤ m + n ----------- There exist integers m and n such that
m minus n is less than or equal to m plus n. TRUE

Activity 2.
N ow, write the following in English sentences and tell
whether the statement is true or false.
1. Ɐ x,y ϵ Ɍ, ( x + y ) 2 = x2 + 2xy + y2 -----------
________________
________________________________________________________
2. 5 ( 4 + 3 ) = 35 ------------ _________________________________________
_______________________________________________________________
3. - 250 / 100 = - 25 ----------
_________________________________________
______________________________________________________________
4. Ɐ a,b ϵ Q, ab =0 → a = 0 v b = 0 ---------- ______________________________
______________________________________________________________
5. A = { a, e, i, o, u } ---------- __________________________________________
______________________________________________________________

Example 2.
Write the following as mathematical sentences. Discuss how the word “is” is
used. The word is could mean equality, inequality or membership in a set.
1. Ten is the square root of one hundred. -------------- √ 100 = 10, is , is used
for equality
2. Ten is greater than 9. ----------- 10 > 9 , is , is used for equality
3. Ten is an even number. -------- 10 ϵ { 2n, n ϵ N } , is, is used to say that
the number 10 belongs to the set of multiples of 2.

Activity 3.
Do the following activity by translating each English sentences
to mathematical sentences;
1. Ten is a multiple of five.
2. The sum of twenty and ten is equal to the product of six and five.
3. The quotient of thirty nine and three is not fifteen
4. Twice the difference of eighteen and four is twenty eight.
5. Three added to the square root of one hundred forty four is the same as the
sum of two and thirteen.

Binary Operations
The properties of two binary operations, addition and
multiplication, over the set of real numbers are as follows:
1. Closure Binary Operations
The product and the sum of any two real numbers is also a real number.
CONGRATULATIONS!!! You are done with lesson 2

My Reflections
My Reflections
My new learning for today is _____________________________
________________________________________________________________

I have fun with the concept / lesson in ________________

I had difficulty in learning the concept / lesson in ________

_______________________________________________________________________

MY PRAYER

____________________________________________________
________________________________________________
______________________________________________
____________________________________________
__________________________________________
 CHAPTER 3

Problem Solving and Reasoning

Inductive Reasoning Deductive Reasoning Conjecture

Polya’s Problem Solving Strategy
 The type of reasoning that uses specific examples to
reach a general conclusion of something is called
inductive reasoning. The conclusion formed by inductive
reasoning is called a conjecture. A conjecture is an idea
that may or may not be correct.

Example 1: Use inductive reasoning to predict the next number in

each of the following lists.
a. 5, 10, 15, 20, 25, ? b. 1, 4, 9, 16, 25, ?

Solution: a. Each successive number is 5 units larger than the

proceeding number. Thus, it can be predicted that the next number in
the list is 5 units larger than 25, which is 30?.
b. Observe that all the numbers are perfect squares. I = 12 ,
4 = 22 , 9 = 3 2 16 = 42 25 = 52 , Thus, it can be
predicted that the next number to be 36 = 6 2

Example 2: Use inductive reasoning to make a

conjecture out of the following procedures:
1. Pick a number
2. Multiply the number by 10
3. Add 8 to the product
4. Divide the sum by 2
5. Subtract 4

Repeat the procedure for several different numbers. Make a

conjecture between the relationship of the size of the resulting
number and the size of the original number using inductive
reasoning.
Solution:
Suppose we pick 3 as our original number,
so original number 3, multiply 3 by 10 = 30,
Add 8 to the product 8 +30 = 38,
divide the sum by 2, so 38/2 = 19 ,
subtract the quotient by 4, so 19 – 4 = 15.
We started with 3 and the procedure produces 15.
Starting with 4 as our original number produces 20.
Starting with 10 as our original number produces 50.
Starting with 50 as our original number produces 250.
***In each of these cases the procedure produces a number that
is 5 times the original number.
Example 3. Use the data in the table and by
inductive reasoning, answer the following questions below.
Earthquake Max. Tsunami
Magnitude Height in meters
7.5 5
7.6 9
7.7 13
7.8 17
7.9 21
8.0 25
8.1 29
8.2 33
8.3 37

1. If the earthquake magnitude is 8.5 how high in meters can the

tsunami be?
2. Can a tsunami occur when the earthquake magnitude is less
than 7? Explain your answer.
Solution:
1. In the table for every 0.1 increase in earthquake
magnitude, the maximum tsunami height increases by 4
meters. Thus, it is conjectured that the maximum
tsunami height for the earthquake magnitude of 8.5 is
45 meters.
2. No, because when the earthquake magnitude is 7.4, the
maximum tsunami height is only 1 meter. Hence, a
 tsunami does not occur when the earthquake
magnitude is less than 7.
Conclusions based on inductive reasoning may not be always true. A
conjecture formed by using inductive reasoning may be incorrect.

Verify that each of the following statement is incorrect by

giving a counter example:

x
1. x
=1

2. 2. √ x 2+ 4 = x + 2
Use this part for your comments
and suggestions,
your solutions if
you use another
method.
CONGRATULATIONS!!! You are done.
 My My Reflections
Reflections

My new learning for today is _______________________

__________________________________________________________

I have fun with the concept / lesson in ________________

_________________________________________________________

I had difficulty in learning the concept / lesson in _____

__________________________________________________________

MY PRAYER
__________________________________________
______________________________________________
_________________________________________________
 References
Bacani, jerico B.,& Demegillo,Shiela S.. (2017). Empowering through math. (1st ed.). Quezon City:
Ephesians Publishing Inc.
Cunanan, Bernadette Q. (2016). Experiential mathematics 10. Quezon City: Bookman Publishing Inc.
Esparrago, Mirla S. et al. (2019). Teachers’ wraparound edition Next century mathematics. (2nd ed.) Quezon

https://www.khanacademy.org/math/trigonometry/trig-function-graphs/graphing-sinusoids/e/graphs-of-
trigonometric-functions
http://www.s-cool.co.uk/a-level/maths/trigonometry/revise-it/graphs-of-trigonometric-functions
http://sosmath.com/trig/Trig2/trig2/trig2.htmlhttps://www.khanacademy.org/math/algebra2/trig-functions
https://en.wikipedia.org/wiki/List_of_trigonometric_identities
http://www.sparknotes.com/math/trigonometry/solvingobliquetriangles/problems.html
https://schoolhouseteachers.com/wp-content/uploads/2013/10/Wk11-SHTrigonometryNov11-16_Sines-and-
Oblique-Triangles.pdf
Mathematics in The Modern World: PD courses for ... - YouTubehttps://www.youtube.com › watch
Mathematics in The Modern World: PD courses for ... - YouTubehttps://www.youtube.com › watch
Video for mathematics in the modern world videos▶ 6:46Oct 29, 2014 - UploadedMathsStatsUNSW
Mathematics in the Modern World - YouTubehttps://www.youtube.com › watch
Video for mathematics in the modern world videos▶ 1:35Jun 20, 2018 - Uploaded by VOTT
multimedia
Book video teaser Coming soon July 2018 Mathematics in the Modern World is a GE subject at the
collegiate ...
Mathematics in the modern world - YouTube

Post Test

Read the questions carefully and encircle the letter of the correct
answer. Erasures or any traces of erasures are considered wrong.
Be HONEST.
1. The first 5 terms of a sequence are the following, 2, 5, 8, 11, and 14, what is the
9th term?
a. 20 b. 23 c. 26 d. 30

2. What are the first 3 terms of the sequence defined by a n = 2n + 5?

a. 5, 7, 9, b. 7, 9, 11 c. 9, 11, 13 d. 11, 12, 13
3. What is the next digit in the pattern 1, 4, 9, 16?
a. 20 b. 25 c. 30 d. 32

4. What is a succession of numbers in a specific order?

a. Extremes b. Means c. Sequences d. Series

5. What is next in the given pattern 10, 6, 2, -2, ?

a. – 4 b. – 6 c. – 8 d. – 10

6. What is the common difference in the arithmetic sequence 5, 13, 21, 29, … ?
a. 5 b. 7 c. 8 d. 10

7. What is the next term in the Fibonacci sequence 4, 6, 10, 16, …?

a. 20 b, 24 c. 26 d. 32

8. What is the arithmetic mean between 4 and 76?

a. 28 b. 40 c. 52 d, 80

9. The common ratio in the geometric sequence 80, 40, 20, 10, … is,
a. ¼ b. ½ c. 2 d. 4

10. What is the sixth term in the harmonic sequence 1, ¼, 1/7, 1/10, …?
a. 1/15 b. 1/17 c.1/19 d, 1/20

Feedback to Pretest and Posttest

The answers in the pretest and posttest and all the

activities will be posted on the next module…
Thank you and see you in the next module… Stay
home and be safe...