SECTION 1: THE NATURE OF MATHEMATICS

MODULE 1: DISCOVERING PATTERNS AND NUMBERS IN NATURE

CORE IDEA: Mathematics is a useful way to think about nature and our world.
(Course Syllabus Mathematics in the Modern World by CHED, 2016)

What to expect in this module?

This module engages both teachers and students in exploring the nature and application
of mathematics. The main goal of this module is to debunk the idea that mathematics is just for
the books, confined in the classroom, and has no place in our life. It motivates everyone specially
the non-mathematically oriented students about the beauty and usefulness of mathematics in
several important fields. We begin with one’s personal view of what mathematics is, and then
followed by how some personalities view mathematics, then proceed to discuss its importance
and application to some areas, and further unearthed its beauty through patterns in numbers and
patterns in nature. The module is self-directed, and users will surely learn by doing even without
any help from the teacher. Substantial discussions focus on discovering patterns in our life, and
patterns in numbers and in nature such as Fibonacci Numbers and the Golden Ratio. Other
patterns (in numbers and natures) will be brought to class by the students and will be discussed
in class by group. There are worksheets which can be individual, by pair or by group. Activities
which reflect the application of mathematics to the real world are evident in the whole module,
but more can be found in the “Let’s make connections” and “Project and Paper Ideas”.

This module is divided into two lessons, namely: Lesson 1: Defining Mathematics; and
Lesson 2: Investigating Patterns and Numbers in Nature

Learning Outcomes: Upon completion of this module, you should have

Knowledge

1. discussed and argued about the nature, definition, and application of mathematics, what is
it, how it is expressed, represented and used;

2. articulated the importance of mathematics in one’s life;

3. discovered that the ratio of two consecutive Fibonacci Numbers is a Golden ratio Phi
(“  ”) which approaches the value 1.618…

Skills
4. critically investigated patterns in life, number patterns, and numbers in nature, especially
how Fibonacci sequence appears in nature, including the human body and arts, by
exploring real life models;
 5. confidently used appropriate technology to research on the nature and application of
mathematics and to accurately determine the nth term in a Fibonacci sequence and the
Golden ratio;
6. honestly reported results of collaborative research on chosen topics using technology and
various media presentations;

Values

7. expressed appreciation of mathematics as a human endeavor through calculation,

application, and inspiration;
8. developed maximum collaboration and engagement through flexible learning space,
group-friendly seating and easy access technology
MATERIALS NEEDED: scientific calculator, Microsoft Excel, video, a measuring device, etc.

YOUR OUTPUT: As part of showing how much you learn and apply the concepts of patterns
and numbers in nature specifically Fibonacci Sequence and the Golden Ratio, you are required to
produce, present and submit individually, by pair or by group any of the suggested activity,
“Project and Paper Ideas” or topics in the “Let’s Make Connections” found at the end of this
module.

LESSON 1: DEFINING MATHEMATICS

Mathematics is the within of all things. It plays a vital role in all our technological,
scientific, medical, educational and economic accomplishments in our global society. However,
just as important is the fact that mathematics indirectly interweaves every aspect of our daily
lives; it is the most powerful interdisciplinary language in almost all fields of engineering, every
aspect of health sciences, education, social and physical sciences, economics, finance,
environmental sciences, Global Warming, and of course music and art, among many other
disciplines (Tsokos & Wooten, 2016). BUT WHAT IS MATHEMATICS?

1.1 Definition: If we ask a dozen persons, “What math is”, we would probably get more
than a dozen answers. This writer’s personal definition of mathematics is that “Math
is the language of mind, body and soul – mind and body because it deals with every
aspect of our daily life, and soul because of its power to create abstractions”.
 Think about This! Activity 1a: INDIVIDUAL & GROUP ACTIVITIES:

1. Write a word, a phrase, express your emotions, or anything that comes to your mind right
now to answer the questions:

INDIVIDUAL REFLECTION
1) “Where do you see Mathematics?” 2) “For you what is mathematics”
.

2. Put together all your individual answers in the boxes which follow; try to group them in
at least three categories;
3. Label section below according to your agreed categories/classification.
  What categories/classifications did your group arrive at?

 Now, what is the consensus of the group as regards the nature of Mathematics?

At this point, let us see how some known personalities viewed or defined mathematics.
Argue whether you agree or disagree, and try to categorize each statement/definitions according
to your group’s classifications.

Mathematician/Philosopher Definition or
Mathematical Statement
Albert Einstein (1879–1955) was a German-
born theoretical physicist. He developed the "Do not worry too much about your
theory of relativity, one of the two pillars of difficulties in math, I can assure
modern physics. Einstein’s works are also known you that mine are still greater."
for their influence on the philosophy of science.

Aristotle (384–322 BC) was a Greek “The science of quantity”.

philosopher. He made significant and lasting “The mathematical sciences
contributions to nearly every aspect of human particularly exhibit order,
knowledge, from logic to biology to ethics and symmetry, and limitation; and these
aesthetics. Aristotle’s surviving writings were are the greatest forms of the
incredibly influential. In Arabic philosophy, he beautiful”.
was known simply as “The First Teacher”; in the
West, he was “The Philosopher.”
Benjamin Franklin: (1706-1790) was one of
the Founding Fathers of the United States. "No employment can be managed
Franklin was a renowned polymath and a leading without arithmetic, no mechanical
author, printer, political theorist, politician, invention without geometry."
freemason, postmaster, scientist, inventor, civic
activist, statesman, and diplomat.
Galileo Galilei (1564–1642) was an Italian “The laws of nature are written in the
polymath: astronomer, physicist, engineer, language of Mathematics”.
philosopher, and mathematician.
“Mathematics is a language with
which God has written the universe.”

There is geometry in the humming

Pythagoras: (570 BC – 495 BC) of Samos of the strings. There is music in the
was an Ionian Greek philosopher, spacing of the spheres.
mathematician, and putative founder of the
Pythagoreanism movement. He is often Geometry is knowledge of the
revered as a great mathematician and eternally existent.
scientist and is best known for the
Pythagorean theorem which bears his name.
 These are just few things people say about Mathematics, there are a lot more we can give.
Some of these definitions or statements emphasize its being a science, some highlight its
abstractness like an art, others specifically said it is a language, while another expressed what he
feels about mathematics. Today, there is no single definition that exists, even among modern
mathematicians. There is not even a consensus on whether mathematics is an art, a language or
a science. Many professionals and educators take no interest in a definition of mathematics.
Some just say, “Mathematics is what mathematicians do”, but this writer says, “Mathematics is
what everybody does!”

Some say that Mathematics is just for the books, confined in the
classroom, and only those who are gifted can understand the concepts and
Synthesis use it. Discuss here your reactions.

(For individual or group output in this lesson, please see project and paper ideas at the end of
this module).

LESSON 2: INVESTIGATING PATTERNS and NUMBERS IN NATURE

2.1 Patterns in Life: Many patterns and occurrences exist in nature, in our world, and in
our life. Patterns can help us change things about ourselves, and make our life beautiful. In the
movie “Groundhog Day,” Bill Murray realized that he was living the same day over and over
again – then, he came up with ways to fix the things that went wrong before (You are required to
watch the movie.). Patterns help us improve our lives. They balance our perspectives, and they
add to its beauty. They give us order and stability.

Watch the movie Groundhog Day (1993) Full HD Online - PutLocker at

www1.putlockertv.se/watch/groundhog-day.oj2j

These patterns can be anything, like:

 Procrastination on doing something; always being “too busy” or having “no time”;
 Always giving up before finishing something;
 Constant struggles with friendships or relationships;
 Addictions to smoking, drinking, drugs, mad partying, etc.;
 Constant issues with teachers, classmates, groupmates, etc.;
 Making a sign of a cross everytime you go down the stairs;
 Always put on the shirt with the right arm first;

While the patterns above vary in seriousness and nature, they all have a commonality: they have
a tendency to recur in one’s life. At times, we may think that the pattern has been broken, but it
repeats after a period of calm hence proving us wrong. Thus, it is important to know the not too
good patterns in our life that keep on coming back so that we can do something to stop it. So,
let’s start reflecting on it by doing the activity which follow.

Think about This! Activity 1b: PATTERNS IN LIFE [can be individual,

by pair or by group and can be a project.]

For Aristotle, what are patterns in life?

Do you agree with Aristotle? Explain

your answer.

Reflecting on your patterns/habits

1. Reflect and then write as many patterns/habits in your life:

a. silly/funny
b. good/bad
2. Share what you have written with your groupmates; find out if similar patterns had
ever occurred with anyone in the group;
3. Draw a plan of action on how you can possibly change the pattern or stop the not so
good pattern from recurring in your life; ask advise from the group;
4. What messages do you think God is trying to send you with this pattern?
5. What are you going to do about these messages?

Contemplating on the world’s patterns

6. Now, as a group, deliberate on patterns in the world around us which repeat at least
twice;
7. Think of doable action plans so that you as a group can do something to avoid its
recurrence in the future;
8. You will share with the class your output for further discussions and reflections.
 1.
2. Synthesis

1. What lesson did you learn from the sharing?

2. Which of among the shared patterns in life/world around us touched you the most?
2.2 Number Patterns: Beauty is the source of inspiration, and inspiration makes our lives
meaningful and beautiful. Mathematics inspires few people, but there is beauty in there that
many of us never got a chance to know and see because they are not found in the curriculum or
taught in school. This writer is not referring to the beauty in Euler’s identity, “ e i   1  0 ”
which was voted as the formula choice by mathematicians as reported in BBC news by James
Gallagher (2014) but instead, the beauty seen in patterns in numbers and nature like patterns in
animal skin and feathers, plants, mountains, oceans, and many other creations which if we study
carefully will show how mathematics is entrenched in them.
This section discusses number patters and relationships. Let us examine some wonderful
patterns in numbers. Look for any video about number patterns or the beauty of numbers, and
you will be amazed because they form amazing sets of numbers and awesome symmetry. Take a
look at these examples retrieved from: http://www.youtube.com/watch?v=tfo6MmyPLIo.

1x8+1=9 1x1=1
11 x 11 = 121
12 x 8 + 2 = 98 111 x 111 = 12321
123 x 8 + 3 = 987 1111 x 1111 = 1234321
1234 x 8 + 4 = 9876 11111 x 11111 = 123454321
111111 x 111111 = 12345654321
12345 x 8 + 5 = 98765 1111111 x 1111111 = 234567654321
123456 x 8 + 6 = 987654 11111111 x 11111111 =
1234567 x 8 + 7 = 9876543 123456787654321
12345678 x 8 + 8 = 98765432 111111111 x 111111111=
12345678987654321
123456789 x 8 + 9 = 987654321

Retrieved from: https://www.youtube.com/watch?v=tfo6MmyPLIo

Maybe you will agree that mathematics is the science of patterns. Patterns are all around
us. A challenge to all is for you to come up with your own pattern somewhat similar to the ones
seen in this page or in the video! But let us see some coincidences in numbers and letters of the
alphabet.
A: Here is a little mathematical wonder. Simply assign numbers 1, 2, 3,… to the
alphabet A, B, C,…and Z, like the one below. This practice exercise is inspired by the article
retrieved from: http://www.youtube.com/watch?v=tfo6MmyPLIo
 Practice 1a: A simple mathematical coincidence?

A B C X Y Z
1 2 3 24 25 26

What equals 100%? What does it mean to give more than 100%?

Take a look at the example in the next table.

H A R DXXX W O R K %
8 1 18 4XXX 23 15 18 11 98
This means “hard work” is giving your 100%!

What about the following items? Please investigate!

K N O W L E D G E %

?
A T T I T U D E %

?
L O V E XXX O F XXX G O D %
XXX XXX
?
B A D XXX H A B I T S %
XXX
?
Write a reflection on the result of your investigation. Where will hard work, knowledge, attitude,
and love of God bring you? What about bad habits?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

This writer hopes that you are convinced that mathematics deals with patterns. Number
patterns such as 2, 5, 8, 11,… is familiar to us since they are among the patterns we first learned
in school. However, as we advance, we experience number patterns again through the huge
concept of functions in Algebra, Trigonometry, Calculus, etc. Mathematics is especially useful
because it helps us predict, and number patterns are all about prediction. Recognizing number
patterns is also an important problem-solving skill. If you see a pattern when you look
systematically at specific examples, you can use that pattern to generalize what you see into a
solution to a problem. So, we begin with the patterns in one of our favorite geometric design,
“the Pascal’s triangle”.

Recall- The Patterns in Pascal’s Triangle: This is named after the French mathematician
Blaise Pascal (1623-62)
Side Trip: whoPast
A Colorful brought the triangle to the attention of Western mathematicians (it
was known as early as 1300 in China, where it was called then as the "Chinese Triangle".

Practice 1b: You can work by pair or individually, but should fill in both of your
Pascal’s Triangles.

a. Recall how the numbers in Pascal’s Triangle are constructed; a little Pascal’s
triangle is given on the left side.
b. Fill in all the blocks of your Pascal’s Triangle;

_________________________________________________________________________
________________________________________________________________________

c. Discover and discuss at least three patterns within the Pascal’s Triangle. (Hint)
Spot any of the following in your Pascal’s Triangle like numbers along the
diagonal lines, horizontal sums, power of 11, etc.
d. Discuss and continue the pattern you have spotted by adding at least 3 more
numbers in the pattern.
e. Share to class an application of Pascal’s triangle in Algebra.
 Activity 1c: LOOKING FOR PATTERNS [can by pair or by group]

Directions: Research for any number, or object pattern or you may create your own pattern.
There should be no duplication, so please tell your teacher what pattern in numbers or objects
you are going to report; patterns in numbers, are other than those found in the Pascal’s Triangle.
There will be written and oral report in class. It will be assessed using the rubric below;
Time Allotment: One week to research & prepare for the oral and written presentation

RUBRIC FOR EVALUATING THE PROJECT

Component 4 3 2 1

Written: Content Shows and discusses Shows patterns in Shows patterns in Not able to show clearly
(40%) clearly the chosen numbers but discussion numbers but no the pattern; not in news
News article patterns in numbers; is not clear; in news discussion is offered; article format; no
format; with in news article article format; includes in news article format; references.
references format; includes references. includes references.
references.

Written Clear, precise, Clear, precise, with few Not so clear, with Not clear, with many
Presentation grammatically errors. some errors. errors.
Language correct.
(15%)

Oral Presentation All members of the At most three members At most two members Only one member of the
(15%) group show of the group show of the group show group show confidence
confidence; mastery confidence and confidence and and mastery of their
of their patterns is mastery of their mastery of their patterns is very evident.
very evident. patterns is very evident. patterns is very
evident.

Individual All members showed At most three members At most two members Only one member
Reflection/New understanding, new showed understanding, showed showed understanding,
Learning learning and deeper new learning and understanding, new new learning and
(20%) appreciation of deeper appreciation of learning and deeper appreciation of
mathematics. mathematics appreciation of mathematics
mathematics.

Punctuality On time One meeting after the One week after the Two and more weeks
(10%) deadline deadline beyond the deadline.

Total (90-100) (80-89) (70-79) (below 70)

2.3: Patterns in Nature-Fibonacci Sequence and the Golden Ratio: Patterns in nature
are regular arrangement of objects in any form found everywhere, in plants, animals, humans,
earth formations, and many others. These include symmetries, spirals, waves, arrays, cracks,
stripes, and etc. Some of these patterns which recur in different contexts can be modeled
mathematically. So, let us start looking for patterns!

Think about this!

“ Catholics do not have to breed like rabbits, and should instead practice responsible parenting
(Pope Francis, 2015)”.
 Pope Francis in the Philippines: Jan. 15 – 19, 2015
Pope Francis is firmly
upholding church teaching
banning contraception,
but said that Catholics do
not have to breed "like
rabbits" and should
instead practice
"responsible parenting".
He said there are plenty
of church-approved
ways to regulate births
[Reuters]
http://www.aljazeera.com/news/europe/2015/01/po
pe-francis-contraception-201512064928953752.html
Philippines
Pope Francis: No need to breed 'like rabbits'
Pontiff defends church's ban on artificial contraception calling on Catholics to
use 'licit' ways to regulate births.
20 Jan 2015 09:30 GMT | Philippines, Vatican, Pope Francis, Europe, US & Canada

Investigate As a group, you are going to:

A. Reflect on the statement of Pope Francis, “ Catholics do not have to breed like rabbits and
should instead practice responsible parenting (Pope Francis, 2015)”. You are given 10
minutes, and then turn to your groupmates to discuss your answer.

Practice 1c: You work individually; then turn to the person seated beside you to
share and discuss your answers; and then to your group.
.
Regarding the statement:

1. For you, what is the meaning of Pope Francis’ statement?

2. Do you have the same interpretation with your seatmate/partner?

3. How many different interpretations do you have in your group?

4. Discuss, resolve, and agree on the meaning of this statement. Your group can have
several interpretations as long as everybody agrees that all such interpretations can be
attributed to the Pope’s statement.
 5. Your group should create own statement different from that of Pope Francis’, but
parallel in the message it tries to convey.
Regarding rabbits:

6. Why do you think Pope Francis used “rabbits” rather than other pets like “cats” or
“dogs”, etc…

7. Explain the phrase, “breeding like rabbits”.

8. Are rabbits as prolific as everybody says?

9. Discuss rabbit’s reproduction cycle.

10. Is there any truth to the phrase “breeding like rabbits”, as applied to human being?

In the next discussion, you will discover the connection between Pope Francis’ statement
and the topic “Fibonacci Sequence” and the “Golden Ratio”.
In the apparent unpredictability of the natural world, we can find many instances of
mathematical order involving the Fibonacci numbers themselves and the closely related "Golden
Ratios”. Thus, in this module we will discover how a seemingly abstract mathematical concept
plays a very interesting role in the development of natural phenomena. You will be surprised that
math appears in leaves, in flowers, in insects and animals, in trees and mountains, rivers, oceans,
in us human beings, and many others. But our appreciation of these "artworks" in nature will
level up when we understand a little bit of the math behind them. So, let us walk through them
and discover the interrelatedness of nature and mathematics!
We enjoy nature but many of us are not interested in going deeper about what
mathematical ideas are in it. Here are a very few examples of mathematics that are depicted in
nature.

Watch the video “the Magic of Fibonacci by Arthur Benjamin. The video is one of
the many inspiring talks from the famous TEDTalk.. Watch out for the following items in the
video:

1. Three reasons why we learn mathematics. __________, __________, __________.

2. The speaker’s favorite collection of numbers. _______________________________
3. The most important application of Math according to the speaker. _______________
 4. Mathematics as a science of pattern teaches us how to think ______________,
_______________, & ________________.
5. How is Fibonacci numbers generated?____________________________________.
6. The speaker’s parting words: “Mathematics is not just
______________________________________________________________.”

Mr. Arthur Benjamin talked about the famous Fibonacci Numbers. Some of you were
able to spot this pattern in the Pascal’s Triangle.

Pascal’s Triangle and the Fibonacci Sequence

Let us recall and investigate! Trace the paths and then add the digits of the next three
shallow diagonals as they are done, the sequence has the following elements:
1, 1, 2, 3, 5, 8, 13, 21, _____, _____, _____.

1
1
1 2
1 1 3
5
1 2 1 8
13
1 3 3 1 21

1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1
1 7 21 35 35 21 7 1
1 8 28 56 70 56 28 8 1
1 9 36 84 126 126 84 36 9 1
1 10 45 120 210 252 210 120 45 10 1

Trace
Trace the paths for 3 more sums of the shallow diagonals!

The pattern is known as Fibonacci sequence, and according to some, it is nature’s

numbering system. Can you see how the series is formed and how it continues?
 Recall A Colorful Past
Side Trip:

Fibonacci was not the first to know about the sequence, it was known in India hundreds
of years before! His real name was Leonardo Pisano Bogollo, and he lived between 1170 and
1250 in Italy. "Fibonacci" was his nickname, which roughly means "Son of Bonacci". Aside
from being famous for the Fibonacci Sequence, he helped spread through Europe the use of
Hindu-Arabic Numerals (like our present number system 0,1,2,3,4,5,6,7,8,9) to replace Roman
Numerals (I, II, III, IV, V, etc). The original problem that Fibonacci investigated (in the year
1202) was about how fast rabbits could breed in ideal
circumstances.

Suppose a newly born pair of rabbits, one male, one

female, are put in a field. Rabbits are able to mate at the age of
one month so that at the end of its second month a female can
produce another pair of rabbits. Suppose that our rabbits never
die and that the female always produces one new pair (one male,
one female) every month from the second month on. The puzzle that Fibonacci posed
was...How many pairs will there be in one year? At the end of the first month, they mate, but
there is still one only 1 pair.

1. At the end of the second month the female produces a new pair, so now there are 2 pairs
of rabbits in the field.
2. At the end of the third month, the original female produces a second pair, making 3 pairs
in all in the field.
3. At the end of the fourth month, the original female has produced yet another new pair, the
female born two months ago produces her first pair also, making 5 pairs.

3.1 Can you see how the series is formed and how it continues?
3.2 Do you think the rabbit problem is realistic? Explain!

http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibnat.html#Rabbits
 Fibonacci numbers appear everywhere in nature, from the leaf and flower arrangement in
plants, to the animal skin, to the scales of a pineapple and many others. The Fibonacci numbers
can be found to the growth of all living things, and even in human beings.
Let us look at few examples below. Anthurium, which is locally grown, has flowers with
only one petal, while some variety of gumamela has five petals. There are many other native
plants or trees with leaves, flowers, branches, roots, fruits, and other parts which show Fibonacci
numbers.

Here are few examples of the many local plants,

the number of petals is a Fibonacci number;

Challenge!
Next meeting bring
to class plants,
flowers, fruits, or
One petal Five petals vegetables which
shows Fibonacci
The sunflower Number.
seeds are arranged
clockwise in 34
spirals and 21 spirals Picture is
counter-clockwise. It acceptable provided
varies according to you were the one who
the size of flowers, took it or you are also in
but the number of the picture.
spirals is always
close to Fibonacci
Numbers.
 Do you see how the squares fit neatly together? Like 1 & 1 makes 2, 1 & 2 makes 3, 2
& 3 makes 5, and so on. When you make squares with those widths, you get a nice
spiral! The sequence: 1, 1, 2, 3, 5, 8, 13, 21, 34, …
http://en.wikipedia.org/wiki/Fibonacci_number

Notice how the squares fit neatly in the snail-shell, which implies that Fibonacci numbers
are very much present in any spirals similar to the one above.

Practice 1d: This worksheet will give you a first hand experience in generating Fibonacci
sequence which will lead you to the discovery of the Golden Ratio.

Directions: Use your recent discovery on how Fibonacci sequence is generated:

a. Write the first 25 Fibonacci Numbers in the table below. The first 11 were done for you.
b. Get the ratio/quotient of consecutive Fn (Fibonacci Number), that is Bigger Fn ; and
Smaller Fn
Smaller Fn , where F is Fibonacci Number
n
Bigger Fn

F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11 F12 F13

F0

0 1 1 2 3 5 8 13 21 34 55 89

F15 F16 F17 F18 F19 F20 F21 F22 F23 F23 F24 F25 F26
F14
Ratio of consecutive Fibonacci Numbers in 3 decimal places: Bigger/Smaller
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ______ ______ _____

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ______ ______ _____

Ratio of consecutive Fibonacci Numbers in 3 decimal places: Smaller/Bigger

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ______ ______

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ______ ______

d. What value is approached by the ratios, that is: Rbig = Bigger Fn : ________________
Smaller Fn

According to the video, this ratio is called: ______________, symbol _______.

e. What value is approached by the ratios, that is: Rsmall = Smaller Fn : ________________
Bigger Fn

1
f. Now, what value is approached by ? _______________
Rbig

g. Construct your own sequence patterned after the Fibonacci Sequence. For example, if the
sequence starts with 6, then the 1st 12 numbers in the sequence are… please complete the table
below.

1 2 3 4 5 6 7 8 9 10 11 12
6 6 12

h. Now, construct your own sequence similar to Fibonacci sequence.

1 2 3 4 5 6 7 8 9 10 11 12

a. What value is approached by the ratios of two consecutive numbers in your sequence?
R=B/S_____________ and R=S/B_______________
 b. Is your number pattern also a Fibonacci sequence? Justify!

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

The Golden Ratio [Phi =  ]

The value approached by dividing two consecutive Fibonacci numbers, that is

Bigger Fn
is called the Golden Ratio. It is symbolized by the Greek letter Phi “  ” and is
Smaller Fn
approximately equal to 1.6180339887… It appears many times in geometry, art, architecture and
other areas. Below is the geometric explanation of the Golden Ratio.

When we divide a line into two parts so that:

The longer part the smaller part = the whole length  the longer part,
THEN WE HAVE THE GOLDEN RATIO!

Let x be the longer part & y be the shorter part

x y

x+y

x x y
    1.6180339887...
y x

Using Fibonacci Numbers and the Golden Ratio, and since we had established in our
1
previous discussions that Rbig =  , and    1, then, we can find the value of “  ” using the

general quadratic formula!

You should get   1.6180339887... Show your derivation in this box!

1
Using,    1 solve for 


The Golden Ratio is seen all over the human body, from the face to the length of the arms
and legs compared to the torso, etc…and it seems to define how a proportionate body looks best.
In fact, the human face abounds with examples of the Golden Ratio. The head forms a golden
rectangle with the eyes at its midpoint. The mouth and nose are each placed at Golden sections of
the distance between the eyes and the bottom of the chin. See video of “Facial Beauty Analysis
and the Golden Ratio” at https://www.youtube.com/watch?v=kKWV-uU_SoI.
On another note, the leaves of most plants appear more or less 0.618…of a clockwise
turn from the previous leaf. Also most art works are based on the Golden ratio.

THE GOLDEN RATIO

1 5
  1.618033989...
2

http://plus.maths.org/co
ntent/sites/plus.maths.or
g/files/articles/2013/fibo
nacci/sunfleavesgrid.gif
The leaves of the plant
appear exactly 0.618 of
https://www.youtube.com/watch?v=kKWV-uU_SoI http://www.goldennumb a clockwise turn from
Facial Beauty Analysis and the Golden Ratio er.net/human-body/ the previous leaf
(Phi, 1.618), featuring Florence Colgate and The divine proportion
PhiMatrix In the body.

Activity 1d: Are You Golden? Investigating Mathematics in Nature

This group activity will further deepen your appreciation of Fibonacci sequence and the Golden
ratio, enhance your prediction and measuring skills, and enjoy mathematics…

Direction: Investigate several body measurements which you suspect have golden or nearly
golden ratio; determine how many people in your group are golden or nearly golden.

Materials: Activity sheets with directions; meter stick/tape measure; strings; calculator; scratch
papers; pen/pencils; and data table.

Time Allotment: 30 minutes for the measurement; 30 minutes for the analysis; 30 minutes for
presentation
 Remember: It is the longer divided by the shorter measurement!

Identify the body part: Identify the body part:

L – Longer
A: ________________L S – Shorter I: ________________ L

B: ________________ S J: ________________ S

C: ________________L K: ________________ L

D: ________________S L: ________________ S

E: ________________L M: ________________ L

F: ________________S N: ________________ S

G: ________________L O: ________________ L

H: ________________S P: ________________ S

Express each ratio up to 3-decimal places.

Name A/B C/D E/F G/H I/J K/L M/N O/P

Chief Learner: Fraction

Decimal

V-Chief Learner: Fraction

Decimal

Recorder: Fraction

Decimal

Analyzer: Fraction

Decimal

Prompter Fraction

Decimal
Highlight the ratios ( 1.500  R  1.800 ): Greater than or equal to 1.5, but less than or equal to 1.8.

Golden : if s/he has at least five highlighted ratios within 1.500  R  1.800
Nearly Golden: if s/he has at most three or four highlighted ratios within 1.500  R  1.800
Far from Golden: if s/he has at most two highlighted within 1.500  R  1.800 .

Findings (in paragraph form):

What proportion of the members of the group is golden and nearly golden? Which body parts of
the members of your group are the most Golden?

Discuss here!

Conclusion:

Synthesis
Look at the seed head of this sunflower. Do you see how neatly packed in
the seeds are? But none of them gets smashed. The spiral pattern lets the
flower fit the most seed heads in the least space. How do you think you
could use this information in your life? Discuss it here!

____________________________________________________________
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 Now, let us see how technology handles Fibonacci Sequence and the Golden ratio. The
box below shows how succeeding Fibonacci Numbers and the Golden ratio are generated using
Microsoft Excel.

Microsoft Excel handles Fibonacci Sequence and the Golden Ratio

=B2/A2 Just copy and paste the formula to generate the

=A2/B2 succeeding numbers!

With Microsoft Excel, finding any “Fn” is a lot easier than repeatedly adding two
consecutive “Fn” to get the succeeding number.
Your next task is to generate your own sequence of numbers similar to Fibonacci
sequence. Please see the instructions which follow.
 Practice 1e: This worksheet will give you the opportunity to use technology in generating
Fibonacci sequence & the Golden Ratio.

Direction: Create your own sequence of numbers patterned after the Fibonacci Sequence with
your birth date as the starting number; generate the 1st 50 numbers in your sequence, and the
golden ratios, using Microsoft Excel.

B: I will call my sequence ____________________________________.

C: My birthday is ____________________________.

D. Get the Golden ratio of two consecutive numbers in your sequence (Bigger/Smaller and
Smaller/Bigger).

Example: Given here is the first 30 Fibonacci Numbers generated using Microsoft Excel.

F1 F2 F3 F4 F5 F6 F7 F8 F9 F10
1 1 2 3 5 8 13 21 34 55
R: B/S 1 2 1.5 1.666667 1.6 1.625 1.615385 1.619048 1.617647
R: S/B 1 0.5 0.666667 0.6 0.625 0.615385 0.619048 0.617647 0.618182

F11 F12 F13 F14 F15 F16 F17 F18 F19 F20
89 144 233 377 610 987 1597 2584 4181 6765
R: B/S 1.617978 1.618056 1.618026 1.618037 1.618033 1.618034 1.618034 1.618034 1.618034
R: S/B 0.618056 0.618026 0.618037 0.618033 0.618034 0.618034 0.618034 0.618034 0.618034

F21 F22 F23 F24 F25 F26 F27 F28 F29 F30
10949 17714 28663 46377 75040 121417 196457 317874 514331 832205
R: B/S 1.617865 1.618099 1.618009 1.618043 1.61803 1.618035 1.618033 1.618034 1.618034
R: S/B 0.618099 0.618009 0.618043 0.61803 0.618035 0.618033 0.618034 0.618034 0.618034

“Remember to generate the 1st 50 numbers in your sequence!”

Where: R: B/S = the Ratio of the bigger number to the smaller number
R: S/B = the Ratio of the smaller number to the bigger number

E. Discuss below what you will do to get the 100th Fibonacci number.
Finding the nth term in a Fibonacci Sequence

By now, the obvious learning we encounter in this module is that Fibonacci Numbers
grow very quickly and very large in a very short span of time. Just like its origin, the “Rabbit
Problem”. But how can we find any Fibonacci number without enumerating the previous
numbers.
For example, how can we find F30 , without knowing F28 & F29 ? Finding this ( F30 =
832,205) is quite easy and can be done using repeated addition with a little help from the
calculator or Microsoft Excel. But how could one find F100 ? Still, with a little patience, with the
help of a calculator or Microsoft Excel, we will hit the F98 and F99 , and finally the F100 , which
is “354, 224,848,179,261,915,075”! But is there a more convenient way to get Fn or a formula to
shorten the process? Yes, there is, the Binet Formula!

Recall Side Trip: A Colorful Past

Many authors say that this formula was discovered by J. P. M. Binet (1786-1856) in 1843
and so call it Binet's Formula. But Tannenbaum in Excursions in Modern Mathematics (7th
edition, 2010) said that in 1736 Leonard Euler discovered a formula for Fibonacci Numbers that
does not rely on previous Fibonacci Numbers. However, the formula was lost and rediscovered
100 years later by French Mathematician and Astronomer Jacques Benit. Benit ended up getting
all the credit, as the formula is now known as “Binet’s Formula”.
Just like many other formulas in Mathematics and Science, it is often not the original
discoverer who gets the credit of having their name attached to it, but someone later!
 n  (1   ) n
The Benit’s Formula, Fn  , where  is the Golden Ratio.
5
Though it looks like it is complicated, it is obviously a lot more convenient to use. In the
1 5
formula, let us use the value    1.6180339887.. for the Golden ratio. Since - (1  ) is
2
less than 1, therefore (1  ) n decreases rapidly as n increases.

Therefore, the formula can be reduced to a friendlier version, that is:

 n  (1   ) n n
Fn  =
5 5

Examples: 1. Use your calculator to check the 11th and the 20th Fibonacci Numbers. Also, verify
them from the Excel output. Use   1.6180339887.
  11  (1  )11 = 88.99550547 or 89 and F11  
11
= 88.99775272 or 89
F11 
5 5

Find: F20 
 20  (1  ) 20 = ______________ and  20
F20  = ________________
5 5

Practice 1f: This worksheet will test your ability to use the Binet’s formula and to apply
the concepts you just learned about Fibonacci sequence and the golden ratio.

Directions: Use the concepts of Fibonacci Sequence and the Golden Ratio which we learned in
this module to help you in work on the following items.

A. Determine the value of the following: .

F
(a) F40 (b) F30  F35 (c) 35 (d) 2F25  F20
5
B. Write the following integers as the sum of at least 2 or 3 distinct Fibonacci Numbers:
(a) 19 (b) 27 (c) 68 (d) 97
C. The Fibonacci number of order 2 is a sequence such that “Each term in the sequence,
from the 3rd on, equals two times the term before it plus the term two places before it
(Tannenbaum, 2010)”.

Following this definition, the first 6 numbers in the Fibonacci sequence of order two are
given. Give the next 5 numbers: 1, 2, 5, 12, 29, _____, _____, _____, _____, _____.

D. Verify the following facts about Fibonacci Numbers:

(a) If we make a list of any four consecutive Fibonacci numbers, twice the third number
minus the fourth number is always equal to the first number in the list. Show two
different lists of four consecutive Fibonacci numbers (Tannenbaum, 2010).
(a) Start with F4 (b) Start with F10

(b) If we make a list of any 10 consecutive Fibonacci Numbers, the sum of all these
numbers divided by 11 is always equal to the seventh number on the list. Show two
different lists of consecutive Fibonacci numbers (Tannenbaum, 2010).
(b) Use the first 10 Fibonacci numbers
(c) Start the second list of 10 Fibonacci numbers with F11
Let’s Make Connections:

A. At this point it is clear to everybody that Fibonacci numbers as a pattern has never ending
properties, awesome facts and features which amazes everybody who had been given a chance to
deal with it. All of these concepts started with the Rabbit Problem. The concept which even Pope
Francis (2015) used when he said during his visit in the Philippines from January 15 – 19, 2015
that “Catholics do not have to breed like rabbits and should instead practice responsible
parenting".
Is Pope Francis also fond of Fibonacci Numbers?

CHILDREN. Pope Francis meeting children from the Tulay ng Kabataan in Manila on January
16, 2015. File photo from Osservatore Romano/AFP http://www.rappler.com/move-
ph/issues/hunger/81470-dswd-pope-francis-street-families

1. Do you agree that the phrase “breeding like rabbits” refers to overpopulation/under
population? Explain!

2. Are we over populated/under populated? Explain!

a. According to NSO (2014), the Philippine population increased on the average at
the rate of 1.90 percent annually, during the period 2000-2010 (NSO, 2010).
Explain this finding according to actual number of persons increase annually.
 b. Using this annual average rate (1.90% or 2% ) of increase, and 92M Filipinos in
2010, estimate the country’s population in the given years by completing the
Table 1.

Table 1: Population Growth from 2010-16

Year 2010 2011 2012 2013 2014 2015 2016 2030

Population 92M

c. What strategy or formula (if there is) did you use to get the answer? Explain.
d. If this trend continuous what is the country’s population in 2030?
e. Complete the table of population according to NSO.

2. Complete the Table 2 of Philippine population. Get actual data from the National
Statistics Office (http://census.gov.ph/statistics/census/population-and-housing/2010-
CPH). Round off the population to the nearest million.

Table 2: Population Growth from 1950-2010

Year 1950 1960 1970 1980 1990 2000 2010 2030

Population 92M

3. Another data set is in Table 2. Is it logical to use the data on Philippine population every
after 10 years? Is there a law which governed the taking of census? When will be the next
national census? What is census taking? Why is it important to do census?

a. What is the rule or equation which describes the population? Use your data in the
Table 2. In your equation, explain the meaning of slope and the y-intercept in the
context of the population
b. Show the behavior of the population through scatter points with line of best fit or
trend line.
4. What is the rule of the pattern? If this pattern continuous, what will be the population of
the Philippines in the year 2030?
5. Compare your answer from Table 1 and Table 2. Discuss the difference. Which do you
think gives a more accurate estimate of the country’s population in 2030? Justify your
answer.
6. Given these facts about the Philippine population, is the Philippines over populated?
7. What should the government do to deal with this growing population?
8. What is your thought about REPUBLIC ACT NO. 10354: AN ACT PROVIDING
FOR A NATIONAL POLICY ON RESPONSIBLE PARENTHOOD AND
REPRODUCTIVE HEALTH (formerly known as the controversial RH bill).
 a. The class can invite resource persons and arrange a symposium provided that both
sides are represented.
b. A debate can be arranged: Opposing Views - Government and Church positions

9. The Philippine population for the last 70 years (use data in Table 2) is closed to what
sequence? Justify your answer. Complete the tables for each type of sequence given some
assumptions. Share to class what do you know about the given sequences below.

a. Arithmetic

b. Geometric

c. Fibonacci sequence

Table 3: Arithmetic Sequence: If d = 11

Year 1950 1960 1970 1980 1990 2000 2010 2030

Population 21M

Table 4: Geometric Sequence: If r = 2

Year 1950 1960 1970 1980 1990 2000 2010 2030

Population 21M

Table 5: Fibonacci Sequence: If the first number in the sequence is 21M

Year 1950 1960 1970 1980 1990 2000 2010 2030

Population 21M
 PROJECT and PAPER IDEAS

For Lesson 1: Defining Mathematics

Your task is to make your own definition/statement about Mathematics or you may ask somebody else’s
definition/statement- anybody from the school (janitor, staff, teacher, etc.), a known artist, athlete, vendor, driver,
etc. You can use bag, fan, tarpaulin, etc. to write the statement, symbols, drawings, graphic organizers, or any object
in any way you want to express your/others’ ideas about mathematics. Show evidence of originality. Below is the
rubric for grading this task.
Criterion 94-100 [4] 86-93 [3] 78-85 [2] 70-77 [1]

Originality There is no doubt There is some doubts The originality of There is glaring
the definition/ the definition/ the definition/ evidence that it is not
statement is original. statement is original. statement is very original.
doubtful.

Language Language used is Language used is Language used is Language used is not
very clear; free from clear; with minor not so clear; with clear.
error. error. many errors.

Presentation Very creative and Creative and clear Not so creative & Presentation is dull
Format clear presentation. presentation. not so clear and unclear.
presentation.
Promptness Submitted on or Submitted late but on Submitted on the Submitted one week
before the due date. the same day. following meeting or more after the due
after the due date. date.

SAMPLE OUTPUTS
For Lesson2: Investigating Patterns and Numbers in Nature

As discussed, Fibonacci Numbers and the Golden ratio appear in all forms of nature and
science and at some unexpected objects and places. They can be seen on flower petals, seed
heads, pinecones, tree branches, shells, galaxies, hurricanes, human and animal bodies, even in
DNA molecules, and many others. Below are some project ideas which you can do to boost your
portfolio.

A. Give several detailed examples of the presence or appearance of Fibonacci numbers or

the Golden ratio. Include actual examples, picture or video can be used, but it should be
original. You should be specific with the names of the object, it can be from the plant or
animal world, universe or galaxy, and art works such as music, poems, buildings, etc.
B. Construct a tree diagram, like the Rabbit family tree of your own family. Include names,
pictures, professions, etc. The longer the tree, and the further the generation which you
can create, the better.
C. Your group will open a NEW RESTAURANT or a COFFEE SHOP or a SNACK BAR,
etc… which will highlight Fibonacci Numbers found in nature (plants, flowers,
vegetables, animals, etc…). You are going to advertise it through any of the following:
brochure, flyer, print ad, banner, video, etc…

Component 4 3 2 1
Content: Name of Fibonacci Numbers Fibonacci Numbers are Fibonacci Numbers Fibonacci
place, what it are depicted in the depicted at most twice: are depicted once: Numbers are
offers, prices, name, on what it in the name, on what it in the name, on not depicted in
offers, prices, etc., offers, prices, etc., and what it offers, the name, on
etc… (40%)
and shows shows originality. prices, etc., and what it offers,
originality. does not show prices, etc., and
originality. does not show
originality.

Presentation: lay- Appealing to Appealing but not Less appealing and Dull, and does
out, effects, etc… readers and unique. unique. not unique. not appeal to
(30%) readers.

Language: (20%) Clear, precise, Clear, precise, with few Not so clear, with Not clear, with
grammatically errors. some errors. many errors.
correct.

Punctuality; On time One meeting after the One week after the Two and more
(10%) deadline deadline weeks beyond
the deadline.

Total: (90-100) (80-89) (70-79) (below 70)

100%

D. For the whole class: A math and science fair project to test the validity of the Golden
Ratio. The Golden Ratio is a theory based on the ratio of dimensions of facial features in
relation to the dimensions of the face. In the video Facial Beauty Analysis and the Golden
Ratio featuring Florence Colgate and PhiMatrix, we have seen that there are more than 20
golden ratios found on her face.
 So, in this math and science fair project, you will determine the effects of the Golden
Ratio by having participants view photographs of faces and rate their attractiveness. We
will see if people’s attraction to others is rooted more in math than in a beautiful smile or
pretty eyes. These are the things you will do.

 Get a number of headshots (or portraits photographs) of males and an equal

number of headshots of females. The headshots should be a minimum of 5
inches by 7 inches so that you can clearly see the facial features. Photographs
can be from magazines, internet, your own photo collection, or photos you
have taken yourself.
 Assign a number or letter to each photograph. You will use this for tracking
the results of the project.
 Before deciding to use the photographs, it is recommended that you first
determine if you can apply the Golden Ratio to them.
 Have females rate the male photographs, and vice-versa according to level of
attractiveness. Use a scale of 1-5 with one being the lowest and five the
highest.

Find out if the photograph/s that received the highest ratings have the Golden
Ratio. Write a paper on your findings, whether it supports or debunks the Golden Ratio
hypothesis.

Synthesis

You can write in your notes, discuss with a partner, then with your group, and finally share
them with the class!

Component Managing Data Using Managing Data Using

Descriptive Statistics Inferential Statistics

New ideas about mathematics

which you learn.

What is it about mathematics

that might have changed your
thoughts about it?

What is most useful about

mathematics for humankind?

Your group’s or your

contribution to the knowledge
about the “Nature of Math”.

“THINK WELL, FEEL WELL, and DO WELL (Pope Francis, 2015)”

References:

Gallagher, J. (2014). Health and science reporter, BBC News: Mathematics: Why the brain sees
maths as beauty. Retrieved from

Nordhaus, W., Kokkelenberg, E., & National Research Council (U.S.). Panel on Integrated
Environmental and Economic Accounting. (1999). Nature's numbers : Expanding the national
economic accounts to include the environment. Washington, D.C.: National Academy Press.

Peterson, I. (2011). Nature's numbers. Muse, 15(2), 15-15

Smith, K. (2001). The nature of mathematics (Ninth edition. ed.). Australia: Brooks/Cole.

Stewart, I., & Dyson, F. (1997). NATURE'S NUMBERS. The Mathematical Intelligencer, 19(2),
65.

Tsokos, C., & Wooten, R. (2016). The joy of finite mathematics : The language and art of math

File photo from Osservatore Romano/AFP http://www.rappler.com/move-

ph/issues/hunger/81470-dswd-pope-francis-street-families

Videos

Beauty and the Golden Ratio” at https://www.youtube.com/watch?v=kKWV-uU_SoI.

TEDTalk by Arthur Benjamin-Fibonacci Numbers:

https://www.youtube.com/watch?v=SjSHVDfXHQ4