For instructional purposes only + 1% Semester SY 2020-2021 a : Mathematics in Our World Lesson 1. Lesson Summary This lesson talks about how mathematics began and applied in real life. Various topics are included in this, such as mathematics in counting, different patterns, the Fibonacci sequence, and the golden ratio. Learning Outcomes At the end of this lesson, the students will be able to’ 1. Define mathematics, 2. Articulate the importance of mathematics in one's life, 3. Determine the applications of the golden ratio in arts and architecture, Motivation Question What will happen to our world if mathematics does not exist? Discussion Mathematics in counting Mathematics was around since the beginning of time, and it presumably started } with counting. People at a young age indulge in counting various quantities. The primary property of counting is so fundamental to our perception of the quantity that it is seldom articulated expressly. Figure 7. Counting The essence of counting is to (mage retrieved from: assign a numeric value to a httos:/www.myjewishlearning.com/rabbis-without- collection of objects, and what borders/counting-for-e-heart-of-wisdom/) makes it possible? The fact that a specific value exists. Moreover, this primitive activity results in the concepts of numbers, numerals, and the four fundamental operations and their properties (Hengania, et al, 2018) Vision: A globally competitive university for scence, technology, and envonmental conservation Page sof 60 Mission: Development ofa highly competitive human resource, euting-edge scientific knowledge Te-1mp-02 and innovative technologies for sustainable communities and environment,4 Math1 In: Mathematics in the Modern World Mathematics as a study of patterns Studying patterns provided an opportunity for people to observe, hypothesize, experiment, discover, and create. By understanding its regularities based on data gathered, one can predict what comes next. "Study of pattern integrates both the strands of mathematics and a variety of curricular areas. We can use and extend skills and knowledge of number, measurement, geometry, data collection and statistics, probability, and algebraic thinking. It allows us to bring together mathematics with music, visual art and craft, vocabulary building, creative writing and verbal communication, social studies, science and environmental studies, talent and technology” (Buchanan, 2011) The following are examples of different patterns: 1. Logical Patterns. "Young children usually first look at logic patterns. After all, making categories and doing classification comes before numeration. We must be able to tell which things are blocks before we can learn to count blocks. One kind of logic pattern deals with the characteristics of various objects. Another kind deals with an order: there is a sequence of objects and a pattern in the attributes the objects possess" (Annenberg Foundation, 2017). Commonly used patterns which include classification, partition, chronology, cause/effect, problem/solution, if/then, and evaluation. As the term "logic" implies, we use these patterns to think. (Hengania, et al., 2018). Examples: Try to solve the following logic patterns. a b. " eyo, 8 oO ® a a | « or |i : ° Ol a a . ‘Adapted from: (Logical Reasoning, 2020) Vision: Mission: ‘A globally compettive university for science, technology and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment, Page 4 of 60 ‘TP-Mo-02For instructional purposes only + 1% Semester SY 2020-2021 5 Answers to the examples: a. In this case, there are two rules. The first is that the largest shape must be grey, and the second is that the bottom shape must be black. The odd one out is, therefore, C, as the bottom shape is stripy and not black. b. This type of question requires us to look at the patterns in the squares and understand their relationship to one another, to identify the missing square. There are three rules to spot in this question. Firstly, there is a relative positional rule: the position of the black square corresponds to the square holds within the diagram. Secondly, there is a movement rule, in that the circle moves around the boxes in a clockwise position. Finally, the arrows in the first and third columns are reflections of one another. The correct answer is, therefore, C. (Logical Reasoning, 2020) 2. Geometric Patterns. A geometric pattem may be a design or motif depicting abstract, nonrepresentational shapes like lines, circles, ellipses, triangles, rectangles, and polygons. Geometric patterns encompass a series of forms. These patterns are the same as the number pattern from the fact that it follows a certain rule. (Hengania, etal, 2018) Example: What will come next? APB? If we observe from the example above, we can see that the figures are like mirrored numbers. Thus, the next figure would be Answer: 3. Number Patterns. Numbers are everywhere, especially on day by day basis. In real life, while dealing with numbers, we often find different number patterns. A number pattern is an arrangement of numbers in such a way that it follows a particular property or pattern. This pattern is said to be a numeric pattern. (Hengania, et al., 2018) Examples’ Find the missing terms, 2,5,10,17,__. 37, __ 65,__,_._. 145, 1,1,1,3,5,__,__,31,__.. F,T.F,T.T.._F, 0,7, T.F,F,S,S,_,_.T, — 8, 64, _ 216, 343, ep aooD Page 5 of 60 ‘TP-1M-02 Vision: ‘A globally compettive university for science, technology and environmental conservation, Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,Math1 In: Mathematics in the Modern World 2*3=15 3*4=28 4*5=45 6*2=7 Answers: a. If we get the difference of each term, the answers would be 3, 5, and 7, respectively, of the first four terms. Thus, the pattern is to add an odd number starting from three. So, the answer would be 26, 50, 82, 101, and 122. b. The answers are 9, 17, and 57. The pattern is adding up the previous three numbers. c. Each letter represents the initial of the following numbers: 5, 10, 15, 20, 25, 30, 35, and so on. Thus, the answers are T, T, F, and F, respectively. d. This example has the same concept with "c,” but the numbers involved are 1, 2, 3, 4, 5, and so on. Thus, E, N, and E are the answers. The pattern in this example is simply the cube of the counting numbers: 1°, 2%, 3%.. Hence, the answers are 1, 27, and 125, respectively. {The answer is 16 because the pattern is adding the two terms and multiplying the sum by the second term. That is, (2+3)(3)=15, (3+4)(4)=28, (4+5)(5)=45 then (642)(2)=16. Word Patterns. Patterns can be in language too! "The metrical patterns of poems and the syntactic patterns of how we make nouns plural or verbs past tense are both word patterns, and each supports mathematical as well as natural language understanding. It is not about how to communicate in mathematics; rather, itis about patterns in form and in syntax, which lead directly to learning about language in general and about machine communication in particular’. (Annenberg Foundation, 2017). Mathematics in nature From rainbows, the river meanders, and shadows to spider webs, honeycombs, and also the markings on animal coats, the visible world is filled with pattems that may describe mathematically. Such readily observable phenomena suggest that the wonder of nature is revealing mathematics, and also, the great thing about mathematics; it's shown in our surroundings, (Adam, 2071) One particular application of mathematics in nature is the sequence 1, 1, 2, 3, 5, 8, 13, 21... which called the Fibonacci sequence, this sequence found in many natural patterns such as pineapples, sunflowers, nautilus, and pine cones. (Hengania, et al., 2018) Vision: Mission: ‘A globally compettive university for science, technology and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment, Page 6 of 60 ‘TP-1M-02For instructional purposes only + 1% Semester SY 2020-2021 7 But how did the Fibonacci sequence discovered? The third section of ‘the book "Liber abaci,” written by Fibonacci in the year 1202, describes a challenging problem, which is now generally denoted as "The Rabbit Problem." This problem led to the introduction of the Fibonacci numbers and the Fibonacci sequence, mainly the reason why Fibonacci is very known and remembered today. ah 1 \ at ! 2 tear a 7 eh beath 3 ‘ threaded a . ‘ thdbhbthapee oo ae af * Figure 2 Fibonacci numbers inbreeding process of rabbits (mage retrieved from: htp://centerofmathematics.blogspot.com/2019/10/ fibonaci-sequence-and-the-golden-ratio.html) Fibonacci hypothesized the breeding process of rabbits. It continues every month, and each rabbit pair produces a mixed pair of baby rabbits who mature the next month. The number of rabbits in a month is equal to the total pairs in the previous month. In mathematical terms, this sequence could extend indefinitely. The Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, and so on. It is imperative to understand the differences between the Fibonacci sequence and the golden ratio, which is the golden ratio derived from the Fibonacci numbers. Table 1: Derivation of Phi 2=1 2.000 B22 1s 523 1.666 B55 1.600 13 +8 1.6250 2-13 16154 34421 1.6190 55+ 34 1.6176 89455 1.6182 The Golden Proportion, a mathematical ratio, epitomizes beauty, congruence, and balance in physical form. it is derived by expressing ratio using a line segment where the ratio of the whole segment to the longer segment is equal to the ratio of the longer segment to the shorter segment, as depicted in Figure 3. Mathematically, the precise value of this ratio is expressed as 1.6180339887..., an interminable number that goes to infinity. (Katyal, Gupta, Gulati, & Jain, 2019) Page 7 of 60 ‘TP-1M-02 Vision: ‘A globally compettive university for science, technology and environmental conservation, Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,8 Math1 In: Mathematics in the Modern World SS 1 (Image retrieved from: —hitp:feenterofmathematies blogspo tteom/2019/10)/thesibonaci ---—_}_ttence ante golderato = 1618 = @ The "Rabbit Problem’ leads the Fibonacci numbers to have a deep connection with nature; one particular example is the flower petals. White calla lily has one, Euphorbia contains two, trllium contains three, Columbine contains five petals, Bloodroot contains eight, Black-eyed Susan contains 13, Shasta daisy 21, Field daisies have 34, and the other types of daisies contain 55 and 89 petals, respectively. White Calla Lily Euphorbia Trillium Bloodroot Blackeyed Susan Shasta Daisy Field Daisies Figure 4: Flower petals (Image retrieved from: htps://momath.org/home/fibonacci-numbers-of-sunflower-seed spirals/) The sunflower seed also conveys the Fibonacci sequence. The patterns of two spirals go in opposing directions (clockwise and counterclockwise); these numbers are consecutive and usually contain 34 and 55 seeds. The numbers 34 and 55 are successive in the Fibonacci sequence. Figure 8: Fibonacci spirals on sunflower (Image retrieved from: htips//momath org/hore/fibonacci-numbers-of-sunflower-seed- spirals/) Pineapples have spirals formed by their hexagonal nubs. The nubs on many pineapples form five and eight spirals or eight and 13 spirals that rotate diagonally upward to the right depending on the size of the pineapple. The numbers five, eight, and 13 are the Fibonacci numbers. Same in the case of Page 8 of 60 ‘TP-MD-02 Vision: ‘A globally compettive university for science, technology and environmental conservation, Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,For instructional purposes only + 1% Semester SY 2020-2021 pine cones, which contain spirals from the center, have five and eight arms or eight and 13 arms, depending on the size, which again two sequential Fibonacci numbers. (Sirug, 2018) Figure 10: Fibonacci on pine cones and pineapples. (images retrieved from: https://wwwjesuitroundup.org/news/academics/math/1123-go-fibonacctday-at- jesuit/) Mathematics in real applications Mathematics is in every people's daily task or activity. itis an essential tool in many fields, including scientific discipline, engineering, medicine, finance, and other sociologies. It also serves as the scaffolds for everything, especially in our daily lives that include the invention of mobile devices, planning in architecture, designs in art, accounting monies, building infrastructures, and even sports. Mathematics helps in making the world a better place to live. Learning Tasks/Activities |. Observe the surroundings; list at least five objects where the Fibonacci numbers are applicable. Then take a picture of each and explain to why it is an example of the Fibonacci sequence. Write the answers in the short-sized bond paper. Il, Ina short-sized bond paper, make an essay consisting of 200 to 300 words answering the question: "How is mathematics applied in your field of studies?” I Paste a one by one picture on the upper right comer of a ¥ index card, Copy the following details and measure each part from a to | using a ruler in centimeters. Make sure that the measurements are accurate to avoid errors. You can let other people help you in measuring your face. Refer to the picture provided in identifying how to measure each part. After that, solve for the ratios as given below and discover your beauty is close enough to perfection (perfect face has the ratio 1.61803), Vision: Mission: ‘A globally compettive university for science, technology, and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment, Page 9 of 0 ‘TP-1Mo-0210 Math1 In: Mathematics in the Modern World Adapted from: (Goodstein, 2017) Assessment |. In your own understanding, what is mathematics? ‘Show your answers by creating a POSTER using a % size cartolina Let someone take a photo of you while you are making the poster and then another photo of you holding your finished product. Once you are done, take a photo or scan (if available) of your poster. Il, Find the pattern and provide the missing terms in the following, Write your answer on the blank. a. 2,3,5,.11,13,17,__, 23, b. 1/23/4,__,7/8,__.. c. 0,0,_3,2,6,3, 4,12, d Friday = 625 Tuesday = 732 Saturday = 836 Wednesday ‘Sunday =__ Thursday Present the solution. e. 2*3=7 ae 3*4=10 at Present the solution. f 5*4=17 2*8=10 6*8=22 9*6=__ Present the solution. g. 4*1=20 ot 0*3=0 2* Present the solution. Instructions on how to submit student output Refer to the course policies and course content plan. ‘Aglobally competitive university for sclence, technology. and environmental conservation. age 10 of 60 Development af highly competitive human resource, cutting-edge scientific knowledge Trmo-02 and innovative tecanologies for sustainable communities and environment, ‘ne ome2001