MMW 101

MATHEMATICS IN THE
MODERN WORLD

UNIT I
The Nature of Mathematics
“Seeing a New Yet the Same World
Through Mathematics”
Dear Student,

Welcome to MMW 101: Mathematics in the Modern World. Let me first give
you some guidelines to observe and follow as we journey together in this course.
Let me start by saying that the modules are intended for you to learn and work
as independently as you can. THESE MODULES ARE DO-IT-YOURSELF
LEARNING MATERIALS. Thus, you are encouraged to comply with these guidelines
accordingly and read each in its entirety.

1. The content of the course is divided into units and each unit, into lessons and
sub-lessons. It is best to learn the modules in sequence because there are
concepts in the previous unit/lesson that you may need in the succeeding ones.

2. Read the lessons and take your time to understand the concepts being
discussed. Questions and points for clarifications can be written for discussion
with your teacher. If necessary, go over the lesson until you have fully and
clearly understood it. Do not skip lessons.

3. There is a pre-assessment activity at the beginning of each unit to determine

your current knowledge of the lessons and a unit test at the end. Activities to
assess what you have learned are given after mostly every lesson for you to
apply the recalled and newly-learned concepts. Answer tests and perform
activities as honestly as possible.

4. Activities are of two types, namely:

4.1 Self-checked activities where you are the one to check your answer
against the answer key, as indicated at the end of the activity. YOU ARE
DISCOURAGED TO SEE THESE ANSWER KEYS before taking any self-
checked activities.
4.2 Activities to be rated by your instructor
They are usually with a required date of submission on the top portion
of the paper.
Read and follow all indicated directions and instructions. You have to
submit on the scheduled date all tests and activities, whether self-checked or
not, after each unit for your instructor to have a record of your
outputs/accomplishments.
 5. You also have to do a REFLECTION ACTIVITY where you must write of
something expressing your thoughts, feelings, or emotions or relate something
that transpired while learning the module.

6. Aside from listed references, there is also a provision for suggested readings
and videos to watch to enhance your knowledge and skills further.

I hope that our teaching-learning experience in this course will be a fruitful and
enjoyable one.

God bless. Stay healthy, strong, and safe.

Wishing you the best,

Your Instructor
 Unit 1: The Nature of Mathematics

TABLE OF CONTENTS

Overview of the Unit ................................................................................................. 1

Objectives of the Unit ............................................................................................... 1
Pre-Assessment Activity I ....................................................................................... 2
Lesson 1.1 Patterns and Numbers in Nature and the World................................. 5
1.1.1 Patterns in Nature ................................................................................ 5
1.1.2 Other Types of Patterns ....................................................................... 8
1.1.2.1 Logical Patterns ........................................................................ 8
1.1.2.2 Geometric Patterns ................................................................. 11
1.1.2.3 Word Patterns ......................................................................... 16
1.1.2.4 Number Patterns ..................................................................... 16
Activity 1.1 ................................................................................................. 20
Lesson 1.2 The Fibonacci Sequence .................................................................... 23
1.2.1 Who is Fibonacci?.............................................................................. 23
1.2.2 Where Can You Find the Fibonacci Sequence? ................................ 24
1.2.2.1 Fibonacci Sequence in Nature ................................................ 24
1.2.2.2 The Fibonacci Spiral ............................................................... 25
Activity 1.2 .................................................................................................. 29
Lesson 1.3 The Golden Ratio ................................................................................ 30
1.3.1 The Golden Ratio Derived from the Fibonacci Sequence .................. 30
1.3.2 Application ......................................................................................... 31
Activity 1.3 .................................................................................................. 33
Lesson 1.4. The Indispensability of Mathematics ................................................ 37
Reflection ................................................................................................................ 40
Unit Test I ................................................................................................................ 41
Suggested Readings and Websites ...................................................................... 47
References .............................................................................................................. 47
Online Sources ....................................................................................................... 47
Answer Keys ........................................................................................................... 48
 Unit 1: The Nature of Mathematics

"Seeing a New Yet the Same World Through Mathematics"

Duration: 12 hours

Overview of the Unit

Have you ever tried counting the petals of flower blossoms around your
community? How you ever wondered why bees made honeycombs in such shape and
structure? Do you admire the architectural design, the design motifs, or the textiles'
intricate patterns? Was there ever a time when you are amazed and expressed
appreciation for the beauty of things around you, especially in nature?
If not, you are welcome to take a closer look at your surroundings. Discover the
patterns, relationships, and connections explored and studied by mathematicians to
show the roles that mathematics plays in human beings' lives and undertakings.
Let us create a new look and understanding of the world by going through the
following lessons:
1. Patterns and Numbers in Nature and the World
2. The Fibonacci Sequence
3. The Golden Ratio
4. The Indispensability of Mathematics.

Objectives of the Unit

At the end of the unit, you are expected to:

1. identify patterns in nature and regularities in the world,
2. explain the nature of mathematics: what it is, how it is expressed, represented and
used,
3. articulate the importance of mathematics in one's life, and
4. express appreciation for mathematics as a human endeavor.1

1 "Mathematics in the Modern World - CHED." https://ched.gov.ph/wp-content/uploads/2017/10/KWF-

Mathematics-in-the-Modern-World.pdf. Accessed 12 Sep. 2020.
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 Unit 1: The Nature of Mathematics

Pre-Assessment Activity I
(#Show Me What You Know)

Student Name: ____________________________ Score: __________________

Surname, First Name, Middle Initial Descriptive Rating: ________
Program/Year/Section: ______________________ Date Accomplished: _______
Instructor: ________________________________

Instruction: Answer this activity without going through the lesson modules. Observe
the given time allotment strictly and DO THIS ON YOUR OWN. Do not forget to write
Time Started right before you begin answering and Time Finished right after finishing.
Time Allotment: 30 minutes Time Started: _______ Time Finished: _________

Write the capital letter of the correct answer on the space provided before each
number.

_____1. What type of pattern can be observed in nature and art showing abstract
shapes?
A. Number pattern C. Geometric pattern
B. Word pattern D. Nature pattern

_____2. Which does not belong to the group?

A. pineapple C. pine cone
B. apple D. nautilus shell

_____3. A great European Mathematician of the Middle Ages who discovered the
sequence 0,1,1,2,3,5,8…
A. George Cantor C. Rene Descartes
B. Leonardo Pisano D. Euclid

_____4. What type of pattern can be observed in the figure below?

A. Number pattern
B. Word pattern
C. logic pattern
D. Geometric pattern

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 Unit 1: The Nature of Mathematics

_____5. Which does not belong to the group?

A. Doctor Strange C. Ant-Man
B. Black Panther D. Aquaman

_____6. Moon: Satellite :: Earth:__________

A. Sun B. Solar System C. Planet D. Asteroid

_____7. Bow: Violin :: _______ : _______

A. String: Guitar C. Brass: Trumpet
B. Stick: Drum D. Keyboard: Piano

_____8. Complete the sequence: M5NP, _____, MNP7, M8NP, MN9P

A. M5N5P B. MN6P C. M5N6P D. MNP9

_____9. Complete the sequence: CY 29, FW 27, IU 32, LS 30, OQ 35 ___

A. SN 33 B. TM 33 C. PM 33 D. RO 33

_____10. What letter completes the table below?

A. E
B. Z
C. X
D. C

_____11.

_____12. Choose the image that completes the pattern:

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 Unit 1: The Nature of Mathematics

_____13. Numbers are arranged in triangular shapes, as shown below. If the pattern
continues, what number is inside the third triangle to make the sequence
complete?

A. 45
B. 34
C. 43
D. 54

For numbers 14 – 15. Discover the pattern involved in each of the following images
and choose the letter corresponding to the correct answer.

_____14.
A. 7
B. 9
C. 6
D. 1

_____15.
A. 1,3,9 ; 2,5,6 ; 4,7,8
B. 1,3,9 ; 2,7,8 ; 4,5,6
C. 1,2,4 ; 3,5,7 ; 6,8,9
D. 1,3,6 ; 2,4,8 ; 5,7,9

End of Test

What you have answered is a Self-Check Test. Turn to page 46 for the
answer key. Write your score and the corresponding descriptive rating in the space
provided for using the score guide below:

11 - 15 Very Good Recall (You have a good background of the lessons

ahead and are expected to show remarkable outcomes.)
6 - 10 Good Recall (You are ready to explore the lessons and learn more!)
1-5 Keep Your Focus (The lessons will help you gain more knowledge
about the different mathematics concepts presented.)

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 Unit 1: The Nature of Mathematics

Let's Start!

Lesson 1.1 Patterns and Numbers in Nature and the World

Objectives of the Lesson

At the end of the lesson, you should be able to:
1. describe the types of natural patterns,
2. distinguish the other types of patterns from another,
3. create an artwork or design using patterns, and
4. analyze logic and number patterns.

To most of us, the common concept of mathematics is that it is all about

numbers and their operations. The usual reaction is that mathematics is a difficult
subject, disliked, and even hated.
However, that concept is just one aspect of mathematics because it also
pertains to

a study of patterns,
a language,
a set of problem-solving tools, As we journey in this module, be aware and
a process of thinking, and open your mind to the roles of mathematics
an art. in your life.

1.1.1 Patterns in Nature

We see a great diversity of living things all around us, from the microscopic to
the gigantic, from the simple to the complex, from bright colors to dull ones. Do you
agree that the most intriguing things we see in nature are patterns? But before
answering that question, let me give you a hint:
Anything that REPEATS with recurring characteristics or a SERIES of a regular
or consistent arrangement according to a specific rule or SEQUENCE is considered a
PATTERN. Can you now identify patterns in nature? Here are some more tips to help
you.
Patterns in nature are visible regularities of form found in the natural world.
These patterns recur in different contexts and can sometimes be modeled
mathematically. 2

2"Patterns in nature - Wikipedia." https://en.wikipedia.org/wiki/Patterns_in_nature. Accessed 12 Sep.

2020.
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 Unit 1: The Nature of Mathematics

Types of Natural Patterns

1. Symmetry. There is symmetry if an imaginary line is drawn across an object,
the resulting parts are mirrors of each other, like the following figures.

2. Spiral. It is a curved pattern that focuses on a center point and a series of

circular shapes that revolve around it.3 This is common in plants and some
animals.

3. Meander is a series of regular sinuous curves, bends, loops, turns, or windings

in the channel of a river, stream, or other watercourses. It is produced by a
stream or river swinging from side to side as it flows across its floodplain or
shifts its channel within a valley.4

4. Cracks are linear openings that form in materials to relieve stress. The pattern
of cracks indicates whether the material is elastic or not. 5

5. Stripes is a line or band that differs in color or tone from an adjacent area. This
may be seen in various living things, especially animals.
Examples: Look at some of the typical examples of natural patterns in the following:
Symmetry
Amazon Lily Pad Butterfly Dragon Fly

https://www.reddit.com/r/oddlysatisfying/comment https://www.pinterest.ph/pin/454582774 https://i.pinimg.com/736x/75/98/f0/7598f

s/a34icr/bottom_of_an_amazon_lily_pad/ 62777265/ 050a5efe4442259c6f53f1a3932--teal-
blue-bokeh.jpg

3 "Math Patterns in Nature | The Franklin Institute." https://www.fi.edu/math-patterns-nature. Accessed 12 Sep.

2020.
4 "Meander - Wikipedia." https://en.wikipedia.org/wiki/Meander. Accessed 10 Aug.
2020.
5 "Crack Propagation - an overview | ScienceDirect Topics." https://www.sciencedirect.com/topics/earth-and-
planetary-sciences/crack-propagation. Accessed 12 Sep. 2020.
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 Unit 1: The Nature of Mathematics

Spirals
Aloe polyphylla Tendrils Navy red flower

https://bozannical.com/2011/09/20/fibonacci- https://www.pinterest.ph/joannehunt22/te https://tse3.mm.bing.net/th?id=OIP.za_hi3OxvVUc

fascination/fiboromanesque/ ndrils-and-ferns/ FltuRr4qRQAAAA&pid=Api&P=0&w=198&h=159

Millipede Chameleon’s tail Ram’s horns

https://fineartamerica.com/featured/curled- https://www.wikiwand.com/en/Patterns_in_nature https://www.pinterest.ph/pin/2111131045242170/

millipede-james-l-davidson.html

Meander

https://geography-revision.co.uk/a-level/physical/meander/ https://www.gapyear.com/articles/travel-ideas/the-22-most-deadly-
highways-in-the-world

Cracks

https://stockfresh.com/image/5456010/the-cracks-texture https://www.squaretrade.com/en-gb/node/663

Stripes
emperor angelfish zebra tiger heliconius charithonia

https://www.fishkeepingworld.com https://www.dailymail.co.uk/sciencetech/a http://www.catherinejenkins.com/cre https://www.pikist.com/free-photo-

/wp- rticle-2908552/So-S-zebra-got-stripes- ative-academic-writing-animals- xmvug
content/uploads/2018/04/Emperor Alternating-pattern-absorbs-reflects-heat- different-stripes/
-Angelfish-Three.png create-air-conditioning.html

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 Unit 1: The Nature of Mathematics

If you are interested in enhancing your learning, you may want to watch the
following videos:
Suggested Videos to Watch:
https://imaginary.org/film/mathlapse-patterns-of-nature
https://www.youtube.com/watch?v=SjSHVDfXHQ4
https://www.youtube.com/watch?v=6nSfJEDZ_WM
https://www.youtube.com/watch?v=92ZiDsOf2z0
https://www.youtube.com/watch?v=0vVxL60YFJU
https://www.youtube.com/watch?v=Yo_6xhG-Bcc
//www.youtube.com/watch?v=lXyCRP871VI
https:https://vimeo.com/9953368
https://vimeo.com/263240585
https://vimeo.com/263243238
https://www.youtube.com/watch?v=aKjuyHz3MDI
https://www.youtube.com/watch?v=CINfrC-qJRM
https://www.youtube.com/watch?v=OmJ-4B-mS-Y

Notes:
1. Some patterns cannot be seen because they are already parts of human
experience like, for example, the water cycle of evaporation, condensation, and
precipitation. With this knowledge, people were able to understand the world better
and make intuitive decisions to improve the ability to forecast weather, climate, water
resources, and the ecosystem's health.
2. Regardless of the purpose by which natural patterns served, such as for
camouflage, for adaptation to the environment, or they are caused by natural
phenomena, all of them are considered to be closely related to mathematics.

1.1.2 Other Types of Patterns

Aside from the natural patterns, you can also come across four (4) main types
of patterns in which you are also familiar with or if not, now is the time to know them.

1.1.2.1 Logical Patterns

Logic reasoning and pattern observing are the first two math standards, which
are the most important measurement of IQ and the core component of many careers.6

6 "Common Core State Standards for Mathematics." http://www.corestandards.org/wp-

content/uploads/Math_Standards.pdf. Accessed 6 Aug. 2020.

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 Unit 1: The Nature of Mathematics

Logical patterns are usually the first to be observed since making categories or
classification comes before numeration. For children, logical patterns include studying
shapes and colors. For older ones, logic tests can be seen on aptitude tests wherein
takers are shown a sequence of pictures and asked to select which figure comes next
among several choices.
To identify logic patterns, you have to look out four (4) things, namely:
(1) rotating shapes
(2) increase and decrease in numbers of shapes or patterns
(3) alternating patterns, colors, and shapes
(4) mirror images or reflections
In solving problems in logical reasoning, you have to look for patterns or rules
and identify which object does follow those patterns or rules.
Here is a list of examples of Logical Patterns and how they are to be identified.
1.) Identify the odd one out.

For this question, you may notice that there are three or four items inside the
squares. Ask yourself if that is important. On closer look, you may also find that the
largest shape is grey while the bottom shape is black. Since in C, the bottom shape
is a combination of white and blue, C is the odd one.
2.) Identify the missing square.

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 Unit 1: The Nature of Mathematics

In this item, you have to look for the following:

1. Relative Positional Rule: This is how the black square is positioned
inside each box.
2. Movement Rule: This pertains to how the square moves in each box, in
the clockwise direction.
3. The arrows in the first and third columns are reflections of one another.
Considering the above conditions, C is the missing square in the last
row.7

3.) Which frame comes next?

In each frame, black and white squares are placed from top to bottom while the
number of squares is increasing by one from the first to the fourth frame. The answer
is A.

4.) Which frame will complete the statement?

Here you have to consider the rotation of the elements. Notice that the
elements rotate in a counterclockwise direction. The answer, therefore, is C.

7 "Logical Reasoning Test ▷ 10 Practice Questions & 5 Key Tips." 27 Jul. 2020,
https://www.wikijob.co.uk/content/aptitude-tests/test-types/logical-reasoning/. Accessed 3 Aug. 2020.
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 Unit 1: The Nature of Mathematics

5.) Which figure completes the grid?

1. Notice the following from the given:

● The first and the fourth columns and the first and second rows contain
one shape only.
● The diamond and crescent moon shapes are dark white; the circles
and the squares are white.
2. Divide the grid by columns, by rows, or by four groups of four squares and
look for relationships.
Therefore, to complete the grid, the answer is A.8
Aside from the examples presented above, there are still numerous examples
under the first type of pattern. Can you think of your own example of this type of
pattern?

1.1.2.2 Geometric Patterns

Geometric patterns are a collection of shapes,

repeating, or altered to create a cohesive design.9
These patterns are observed regularly. They appear in
paintings, drawings, tapestries, wallpapers, tiling, and
carpets.

https://lh4.googleusercontent.com/proxy/5CWbjaQXb5
4oupH_KVT624dGVlD7fEO2YLf-
6771fdkhdrZ0NurdLazHAMOC-
bPT6vVWxyYkpqSHaMbsGYekAbegL4jl906g-
pCPBcDHQJ-2rIrLRU4Scc_YnLzKe1Q=w1366-h625

Presented in the succeeding pages are examples of Geometric Patterns.

8 "Abstract Reasoning Tests: 90 Free Questions With ... - WikiJob." 12 Jun. 2020, https
://www.wikijob.co.uk/content/aptitude-tests/test-types/abstract-reasoning/. Accessed 3 Aug. 2020.
9 "40 Beautiful Geometric Patterns and How to Apply Them to ...." https://visme.co/blog/geometric-patterns/.
Accessed 5 Aug. 2020.
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 Unit 1: The Nature of Mathematics

Tessellations

Tessellations are repeating patterns of polygons that cover a plane with no

gaps or overlaps. Some examples showing tessellations are the honeycombs made
by honey bees and scales of fish.

http://www.slate.com/content/dam/slate/articles/he https://i.pinimg.com/736x/37/ee/55/37ee5583d
alth_and_science/science/2015/07/150721_SCI_H 54187db47e3d7a2aaf592f5.jpg
ex-Honeycomb.jpg.CROP.promo-large.jpg

It may be a regular tessellation (composed of regular polygons symmetrically

tiling the plane), semi-regular tessellation (made of two or more regular polygons), or
demi- regular tessellation (or polymorph).10

https://www.mathsisfun.com/geometry/tessellation.html

Fractals
Fractals are mathematical constructions characterized by self-similarity. Two
objects are self-similar if they can be turned into the same shape by stretching or
shrinking (and sometimes rotating). They are some of the most beautiful and most
bizarre objects in all of mathematics.11 This means as one examines finer and finer
details of the object, the magnified area is similar to the original but is not identical to
it.
Some famous fractals are the Sierpinski Triangle, Pascal's Triangle, Koch
Snowflake, and Fractal Tree.

Sierpinski Triangle
The Sierpinski triangle begins as an equilateral triangle. The recursive
procedure is to replace the triangle with three smaller congruent equilateral triangles
such that each smaller triangle shares a vertex with the large triangle.

10 "Tessellation -- from Wolfram MathWorld." https://mathworld.wolfram.com/Tessellation.html. Accessed 5 Aug.

2020.
11 "Britannica." https://www.britannica.com/. Accessed 5 Aug. 2020.

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 Unit 1: The Nature of Mathematics

To draw the Sierpinski triangle easier, start with an equilateral triangle. Then mark the
midpoint of each side and connect these points. Repeat the procedures to create the
triangle.

https://fractalformulas.wordpress.com/2017/12/18/sierpinski-triangle/

Pascal's Triangle

The Pascal's triangle contains the numerical coefficients of binomial expansions. The
triangle below shows the coefficients of (𝑥 + 𝑦)0 up to (𝑥 + 𝑦)15 .

In Pascal's triangle, the Sierpinski triangle can also be drawn by connecting or shading
the odd numbers.

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 Unit 1: The Nature of Mathematics

https://upload.wikimedia.org/wikipedia/commons/thumb/8/87/Sierpinski_Pascal_triangle.svg/220px-Sierpinski_Pascal_triangle.svg.png

Can you make a work of art or design using the Sierpinski triangle?

Fractal Tree
In making a fractal tree, start at some point and move a certain distance in a particular
direction. At that point, make a branch (two branches in this example). Turn some
angle to the right (and left) and then repeat the previous step using a shorter distance.
Then, do the same in making the succeeding branches.12

https://coefs.uncc.edu/ksmit351/files/2018/08/FractalTree2-1.png

12 (2020, March 1). How to Make a Tree With Fractals | WIRED. Retrieved August 6, 2020, from
https://www.wired.com/story/how-to-make-a-tree-with-fractals/
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 Unit 1: The Nature of Mathematics

Koch Snowflake

In drawing a Koch Snowflake, one needs to start by drawing an equilateral

triangle. Then, divide each side into three equal parts. After that, draw an equilateral
triangle on each middle part.

https://i.pinimg.com/originals/3b/9d/58/3b9d5827fbc4b0291eca7ec233c42663.jpg

Then, divide each outer side into thirds and again, draw an equilateral triangle,
but draw on each middle part.

Repeat until you're satisfied with the number of iterations, like the example below.

https://orderinchoas.files.wordpress.com/2013/05/biomimicry-koch-snowflake-537x402.jpg

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 Unit 1: The Nature of Mathematics

1.1.2.3 Word Patterns

Often, in mathematics education, we forget how many connections we can

make to language arts. The metrical patterns of poems and the syntactic patterns of
making nouns plural or verbs past tense are both word patterns13. Each supports
mathematical and natural language understanding. Patterns can also be found in
languages like morphological rules and metrical rules in poetry.

These are examples of word patterns.

1.) An analogy compares two different things, but they do it by breaking them into
parts to see how they are related. The colons stand for words; single colon
reads as is to, double colon reads as.

Analogy How to read

mother: home:: teacher: school mother is to home as a teacher is to school

black: white:: out: in black is to white as out is to in

obese: fat:: slender: thin obese is to fat as slender is to thin

2.) Rhyme Scheme is the rhymes' pattern at the line of a poem or song (often in
nursery rhymes). Can you recall some nursery rhymes? It is typically referred to by
using letters to indicate which lines rhyme; lines designated with the same letter all
rhyme with each other.
A Haiku may be considered as a pattern concerning words. It is a Japanese
poem with 17 syllables divided into three lines of 5, 7, and 5 syllables. 14

Clouds murmur darkly, 5

it is a blinding habit— 7
gazing at the moon. 5

1.1.2.4 Number Patterns

A number pattern is a list of numbers that follow a particular sequence or order.

Consider the example below. The given sequence of numbers is 11, 17, 23, 29,
35, 41, 47, and 53. The following figure helps to understand the relationship between
the numbers.

13 "Examples 2 Number Patterns It is a list of numbers that follow ...."

https://www.coursehero.com/file/proqt9j/Examples-2-Number-Patterns-It-is-a-list-of-numbers-that-follow-a-
certain/. Accessed 14 Sep. 2020.
14 "Haiku: Definition and Examples | LiteraryTerms.net." https://literaryterms.net/haiku/. Accessed 6 Aug. 2020.

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 Unit 1: The Nature of Mathematics

11 17 23 29 35 41 47 53

+6 +6 +6 +6 +6 +6 +6

In the given pattern, the sequence is increased by 6. It means the addition of

the number 6 to the previous number gives the next number. Also, the difference
between the two consecutive numbers is 6.
In answering number patterns, it is important to examine the interval or the
difference between the consecutive numbers. Often, these intervals reveal the correct
responses.
In constructing a pattern, we must know the rules and the nature of the
sequence.

Other Examples of Number Patterns

1.) What comes next in the sequence 1, 2, 5, 10, 17, 26,…?

Solution:
Given sequence: 1, 2, 5, 10, 17, 26,…

+1 +3 +5 +7 +9 +11
1, 2, 5, 10, 17, 26, 37
The number in the sequence is increasing by adding consecutive odd numbers.

2.) What comes next in the sequence 50, 49, 47, 44, 40, 35,…?
Solution:
Given sequence: 50, 49, 47, 44, 40, 35,…

-1 -2 -3 -4 -5 -6
50, 49, 47, 44, 40, 35, 29

Here, you may observe that the numbers in the sequence are decreasing by
consecutive integers.

3.) What is the missing number in the sequence 1, 4, 9, x, 25, 36,…?

Solution:
Given sequence: 1, 4, 9, x, 25, 36,…
This item follows the same pattern as the first example, but here we are looking
for a number in the middle of the sequence.
It takes us to the idea that the answer should be 16.
The numbers are also belonging to the set of perfect squares listed in
increasing order.

17
 Unit 1: The Nature of Mathematics

4.) Determine the value of R and S in the following pattern.

90, 86, 82, 78, 74, 70, 66, 62, R, 54, 50, S
Solution:
Given sequence: 90, 86, 82, 78, 74, 70, 66, 62, R, 54, 50, S

You can observe that each number in the sequence is decreasing by 4. Since
the number before R is 62, then R = 62 - 4 = 58. For S, we have S = 50 - 4 = 46.

Item number 4 is an example of an arithmetic sequence, where the difference

between two consecutive terms is called the common difference.

A geometric sequence is a sequence where a term is multiplied by a constant,

called the common ratio, to get the next term.
The following image shows geometric sequences with three (a whole number)
and one-half (a fraction) as common ratios.

There are other types of number patterns aside from arithmetic and geometric
sequences. These other types of number patterns are as follows:

Triangular Numbers: The terms of a triangular sequence are related to the number
of dots needed to create a triangle. Begin forming a triangle with three dots; one on
top and two on the bottom. The next row would have three dots, making a total of six
dots. The next row in the triangle would have four dots, making a total of 10 dots. The

18
 Unit 1: The Nature of Mathematics

following row would have five dots, for a total of 15 dots. Therefore, a triangular
sequence begins: "1, 3, 6, 10, 15…"

Square Numbers: In a square number sequence, the terms are the squares of their
position. A square sequence would begin with "1, 4, 9, 16, 25…"

Cube Numbers: In a cube number sequence, the terms are the cubes of their position.
Therefore, a cube sequence starts with "1, 8, 27, 64, 125…" 15

Fibonacci Numbers. (An in-depth lesson for this number pattern is in the next
lesson of this unit.)

15 "Types of Number Patterns in Math - Sciencing." https://sciencing.com/types-number-patterns-math-

8093943.html. Accessed 4 Aug. 2020.
19
 Unit 1: The Nature of Mathematics

Activity 1.1
Patterns and Numbers in Nature and the World

Name: _______________________________ Score:_____________________

Program/Year/Section: ______________ Descriptive Rating:___________
Date Accomplished: ________________

Time Allotment: _________ Time Started: _________ Time Finished: _________

Objective: For you to determine the pattern in the given items and to predict what
comes next

Direction: Write your answer on the space before each item. (1 point each)

_________1.) sleep : slept :: sweep : _____

_________2.) measles. :epidemic:: COVID 19 : ____

_________3.) Bulgogi : Korea :: _____ : Japan

_________4.) Data : Statistics :: Variables : _____

_________5.) What number comes after 54 in the sequence 486, 162, 54,__, 6, ... ?

_________6.) What formula is needed to get the sequence 7, 11, 15, 19, ... ?

_________7.) What completes the following pattern: ERF, GSH, ITJ, ______, MVN?

_________8.) D419, V617, G815, R1013, J1211, ______?

For numbers 9 and 10, choose the image that completes the pattern.

_________9.)

20
 Unit 1: The Nature of Mathematics

________10.)

A B C D

_______11.) Which of the following is the odd one?

For numbers 12-15, identify the next shape in the series.

_______12.)

_______13.)

_______14.)

21
 Unit 1: The Nature of Mathematics

_______15.)

End of Activity

Self-Check: Turn to page 48 for the Answer Key. Write your score and descriptive
rating on the space provided.

Score Descriptive Rating

11 - 15 Very Good
6 - 10 Good
1-5 Practice More

22
 Unit 1: The Nature of Mathematics

Lesson 1.2 The Fibonacci Sequence

Objectives of the Lesson

At the end of this lesson, you should be able to:
1. discuss the contribution of Fibonacci in mathematics
2. explain how the Fibonacci sequence came about
3. find and relate the Fibonacci number with things and happenings in the
environment.
1.2.1 Who is Fibonacci?
Are you interested to know the person who discovered a sequence of
numbers and why he is differently known from his real name?
Let me introduce him to you. The picture at the
right is Leonardo Pisano or Leonardo of Pisa. He was
born in Pisa, Italy, in 1170. He was recognized and well
known for popularizing the Hindu-Arabic numeral
system or decimal system in Europe. He advocated the
use of the digits 0 to 9 and of the place values.
He is popularly known as Fibonacci, a shortened
word for the Latin term "fillius Bonacci," which means
"son of Bonacci" because his father was Guglielmo
Bonaccio. He discovered one of the famous formulas in
mathematics, the FIBONACCI SEQUENCE. Fibonacci
was able to find this number sequence while looking at
how generations of rabbits breed.
The breeding of rabbits led to his discovery of the numbers in the Fibonacci
sequence. Let us try to discover it too. However, certain conditions are to be observed
as follows:
1. Start with a baby male and a baby female rabbit (Generation 0 or G0).
2. This pair will mature in Generation 1 (G1) and can reproduce a pair in
Generation 2 (G2).
3. This sequence continues, as in the illustration that follows.
Note: It is to be assumed that no rabbit is to die in the process.
Legends:
𝑟𝑚 = baby male rabbit

𝑟𝐹 = baby female rabbit

𝑅𝑀 = matured male rabbit

𝑅𝐹 = matured female rabbit

23
 Unit 1: The Nature of Mathematics

Generation Illustration No. of Pairs

0 𝑟𝑚 𝑟𝑓 1

1 𝑅𝑚 𝑅𝑓 1

2 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 2

3 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 𝑅𝑚 𝑅𝑓 3

4 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 𝑅𝑚 𝑅𝑓 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 5

5 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 𝑅𝑚 𝑅𝑓 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 𝑅𝑚 𝑅𝑓 𝑟𝑚 𝑟𝑓 𝑅𝑚 𝑅𝑓 8

Listing the number of pairs in a sequence, we have

1+1 1+2 2+3 3+5 5+8 8+13 13+21 21+34

1, 1, 2, 3, 5, 8, 13, 21, 34, 55, …

Can you now derive the Fibonacci sequence with 30 numbers in the sequence?
Do it here:
___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___,
___, ___, ___, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, _____
Have you written the sequence correctly? I hope you do. CONGRATULATIONS!

1.2.2 Where Can You Find the Fibonacci Sequence?

The Fibonacci sequence application can be seen in nature, on phenomena,
on the human body, and in photographs.

1.2.2.1 Fibonacci Sequence in Nature

1.2.2.1.1 In the number of petals of flowers

Many flowers follow the numbers in the Fibonacci sequence about the number
of petals they possess naturally. These are some examples:

24
 Unit 1: The Nature of Mathematics

calla lily euphorbia milii trillium hibiscus cosmos

with 1 petal with 2 petals with 3 petals with 5 petals with 8 petals

with 1 petal

http://fineartamerica.co http://www.photos-public- https://c.pxhere.com/ph https://www.publicdomain https://pixnio.com/free-

m/images/artworkimag domain.com/wp- otos/92/6e/flower_trilliu pictures.net/pictures/1100 images/flora-
es/medium/1/white-alla- content/uploads/2011/03/pink- m_woodland_forest- 00/velka/pink-hibiscus- plants/flowers/dark-pink-
lily-christine-till.jpg flowers-on-crown-of-thorns- 816382.jpg!d flower- cosmos-flower.jpg
thumbnail-190x190.jpg 1413634461uMB.jpg

1.2.2.1.2 In the number of sections in fruits

When we observe fruits, we may notice that their number of sections is
in the Fibonacci sequence.

https://www.youtube.com/watch?v=ptY7JqfjT6Q

1.2.2.2 The Fibonacci Spiral

Using the first ten (10) numbers in the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13,
21, 34, 55 as dimensions of adjacent squares, you can create a Fibonacci spiral.
When arranged in a certain way, the Fibonacci sequence creates a special spiral
pattern. 16

16 "(PDF) The Fibonacci Sequence: Nature's Little Secret."

https://www.researchgate.net/publication/275994357_The_Fibonacci_Sequence_Nature's_Little_Secret.
Accessed 6 Aug. 2020.
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 Unit 1: The Nature of Mathematics

1.2.2.2.1 How to create a Fibonacci spiral

1. In creating a Fibonacci spiral, begin by drawing

two 1 x 1 squares. Draw a 2 x 2 square using the
sides of the rectangle formed by the first two
squares. Draw a 3 x 3 square using the sides of
the second rectangle formed. You will notice that
the sides of the squares are Fibonacci numbers.
Continue drawing squares using the Fibonacci
numbers as sides of the squares.

2. In creating a spiral-like shape, draw curves in

the squares beginning with the 1 x 1 squares.

https://www.researchgate.net/publication/275994357_The_Fib
onacci_Sequence_Nature's_Little_Secret

Can you make your Fibonacci spiral using the first ten numbers in the Fibonacci
sequence differently from the example?

The Fibonacci spiral is seen in

the nautilus shell as shown in the
picture.

https://format-magazine-production-
res.cloudinary.com/image/upload/c_limit,w_1200,h_1600,f_jpg
,f_auto/mollusc-mother-of-pearl-nautilus-33234

26
 Unit 1: The Nature of Mathematics

The Fibonacci spiral can

be observed in photographs of
storms, specifically hurricanes, and
tornadoes.

https://i.pinimg.com/736x/7d/24/91/7d249115076c1c9342b10646c011b983--
hurricane-sandy-fibonacci-number.jpg

The sunflower seeds are

another example where we can
see the Fibonacci spiral.

https://i.pinimg.com/236x/bc/17/b6/bc17b61ef58ef3be55
338eb3fc29d0d9--fibonacci-number-fibonacci-in-
nature.jpg

https://www.pinterest.ph/pin/594756694526229319/? https://www.publicdomainpictures.net/pictures/310000/vel
nic_v2=1a2T6TQ1I ka/pine-cone-on-a-branch-15731202767Ic.jpg

27
 Unit 1: The Nature of Mathematics

Fibonacci numbers are present on the spirals that appear on the skin of
pineapples and pine cones. The number of spirals found in them belongs to the
Fibonacci numbers.

There are some parts in

the body where the
Fibonacci spiral is evident.

http://www.creomedia.ie/wp- https://www.goldennumber.net/wp-
content/uploads/2016/05/MathsOfDesignIm content/uploads/finger-golden-spiral.png
age3.jpg

28
 Unit 1: The Nature of Mathematics

Activity 1.2
Counting the Spirals of the Sunflower Seeds
Student Name: _____________________________ Date of Submission: ________

Program/Year/Section: ________________Instructor: ___________Score: _______

Objective: At the end of the activity, you will accurately count the spirals of
sunflower seeds in two directions and relate them to the Fibonacci sequence.
Materials:1. the activity sheet
2. two differently colored pens/pencils/highlighters/crayons
The image below is a reproduction of the sunflower seeds of a sunflower head.
Directions:
1. Trace the spirals in the clockwise direction using one color and the spirals in
the counterclockwise direction with the other color.
2. Count the number of spirals in each direction and write the results below.
3. Show your artistic talent in coloring.

Number of Spirals in the Clockwise Direction = _________

Number of Spirals in the Counterclockwise Direction = _________
Total Number of Spirals of the Sunflower Seeds = _________
Source: Fibonacci Numbers of Sunflower Seed Spirals – National Museum of Mathematics

29
 Unit 1: The Nature of Mathematics

Lesson 1.3 The Golden Ratio

Objectives of the Lesson

At the end of this lesson, you should be able to:
1. identify the presence of the Golden Ratio in nature, architecture, and artworks
and the human body
2. enumerate the practical application of this concept in your life

The symbol of the golden ratio is the Greek letter "phi" – Ф (uppercase letter)
or φ (lowercase letter). It is named after the Greek sculptor Phidias. It is an irrational
number approximately equal to 1.618. The Golden Ratio is also equal to
√𝟓+𝟏
φ= and φ = 𝟐(𝑺𝒊𝒏 𝟓𝟒°).17
𝟐

The Golden Ratio is also known as Divine Ratio or Divine Proportion.

1.3.1 The Golden Ratio Derived from the Fibonacci Sequence

There are ways to derive the approximate value of the Golden Ratio, such as
1. by using the golden sections, a and b of a line segment where

and is considered as the golden ratio.

2. from the so-called "continued fraction."

Note: You are encouraged to research the complete derivation of the Golden
Ratio from the ways mentioned above.

Surprisingly, there is an easier way to derive the value of the Golden Ratio by
using the Fibonacci sequence. Let us consider the first eleven (11) numbers in the
sequence.

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

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th

Then find the ratio of the next number and the preceding as shown in the table.

17 "Mammalian Skull Dimensions and the Golden Ratio (Φ ...."

https://journals.lww.com/jcraniofacialsurgery/fulltext/2019/09000/mammalian_skull_dimensions_and_the_golden
_ratio.34.aspx. Accessed 6 Aug. 2020.
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 Unit 1: The Nature of Mathematics

Ratio Quotient
2𝑛𝑑 1
1
1𝑠𝑡 1
3𝑟𝑑 2
2
2𝑛𝑑 1
4𝑡ℎ 5
1.5
3𝑟𝑑 3
5𝑡ℎ 8
1.666666…
4𝑡ℎ 5
6𝑡ℎ 13
1.6
5𝑡ℎ 8
7𝑡ℎ 21
1.625
6𝑡ℎ 13
8𝑡ℎ 34
1.61538462
7𝑡ℎ 21
9𝑡ℎ 55
1.61764706
10𝑡ℎ 34
11𝑡ℎ 89
1.6181818…
10𝑡ℎ 55
...

You will notice that the bigger Fibonacci numbers you use as a ratio, the closer
you get to the approximate value of φ (1.61803398874989484820...).

Continue the table using up to the 25th number in the sequence.

1.3.2 Application

Many artists and architects apply the Golden Ratio in their artworks and creative
designs, believing that their works would be more pleasing and beautiful.

1.3.2.1 The Golden Spiral

The Fibonacci spiral, as mentioned in the

previous lesson, is constructed using the numbers in
the Fibonacci sequence. The Fibonacci spiral is also
known as the Golden Spiral.

31
 Unit 1: The Nature of Mathematics

Many artists who lived after Phidias have

used the Golden Rectangle and the Golden Ratio
like Leonardo Da Vinci in his painting "Mona Lisa."

https://i.pinimg.com/originals/78/0d/70/780d70cee
ad6fd4550b0d5dbe137f157.jpg

1.3.2.2 The Golden Rectangle is a rectangle whose sides are in the

proportion of the Golden Ratio. This may be observed in notable architectural
structures dating back to ancient times as well as art.

Temples like the Parthenon in

Greece are believed to have the
Golden Ratio in them.

http://1.bp.blogspot.com/-
RL5ZXm0fPiY/TZ4PKWJcvUI/AAAAAAAAAFk/wJIO2cjskro/s640/parthenon
goldenratio.png

1.3.2.3 Proportions of the human body, such as the face, follows the Divine
Proportion. The closer the body parts' proportion is to the Golden Ratio, the more
aesthetic and beautiful the body is.

https://www.deviantart.com/lighthouse-beacon/art/The-Golden- https://sriyantraresearch.com/Article/GoldenRatio/face1.jpg
Ratio-and-Body-Proportions-289022375

32
 Unit 1: The Nature of Mathematics

Activity 1.3
The Golden Ratio
(In the Parts of Your Body)

Student Name: ________________________________ Number of Ratios Found

(Surname, First Name, Middle Initial) Equal to or Closer to the
Golden Ratio: _________
Program/Year/Section: ________________ Interpretation: ___________
Date Accomplished: _________________

Objective: To count how many ratios of your body parts are equal to or closer to the
Golden Ratio (1.618) as of the date the measurements are taken.

You need to have:

● A person to assist you in the measurement (Please observe proper health

protocols.)
● Tape measure (medida)
● Calculator

Direction:

1. Using the tape measure, take the required measurements in centimeters of

your body parts as accurately as possible. You may ask the assistance of
another person in doing this.
2. Record the measurements in the corresponding blanks.
3. Compute for the indicated ratios to three decimal places and write in the
appropriate blanks.
4. Encircle the ratios that are in the range of 1.600-1.636.
5. Count these ratios and record in the upper right-hand corner with interpretations
as follows:

Number of Encircled Ratios Interpretation

6-8 You can maintain such body profiles.

3-5 You can achieve some more in the near future.

0-2 You can achieve them later in life

Note: This is just for fun. Having none or lesser encircled ratios does not mean you
are imperfect. Everyone is unique and physical appearance is only one aspect of
your lives. Your worth as a person is not solely based on this!

33
 Unit 1: The Nature of Mathematics

(Helpful Tip: Measure using a straight line and do not bend/curve the measuring
tape.)

I. Human Hand
A= __________
B = __________
C = __________
D = __________
Ratio:
𝑩
1. = __________
𝑨

𝑪
2. = __________
𝑩 http://jaycemyers.weebly.com/human-hand.html

𝑫
3. = __________
𝑪

II. Human Arm

E = ___________
F = ___________
Ratio:
𝑭
4. = _________ https://recreationalmathematics.neocities.org/GoldenRatio-Nature.html
𝑬

III. Human Body

_____________G.Top of head to foot __________K. Navel to chin
_____________H.Top of head to tip of middle finger __________L. Navel to foot
_____________I. Top of head to navel __________M. Navel to knee
_____________J. Top of head to chin __________N. knee to foot
Ratio:
𝑮 𝑳
5. = ________________ 7. = ________________
𝑯 𝑰

𝑲 𝑴
6. = ________________ 8. = ________________
𝑱 𝑵

34
 Unit 1: The Nature of Mathematics

IV. Human Face

_______O. Length of face (2 to 33)
_______P. Width of face (19 to 20)
_______Q. Eyebrows (3) to lips (31)
_______R. Length of nose (5 to 23)
_______S. Eyebrows (4) to tip of jaw (33)
_______T. Nose (25) to tip of jaw (33)
_______U. Lower lip (32) to tip of jaw (33)
_______V. Hairline (2) to nose (25)
_______W. Outside distance of eyes (13
to14)
_______X. Width of lips (29 to30) https://www.goldennumber.net/meisner-
beauty-guide-golden-ratio-facial-analysis/

_______Y. Width of eye (13 to 15)

_______Z.1 Eyelid (17) to chin (33)
_______Z.2 Lips (31) to chin (33)

Ratio:
𝑸 𝑶
9. = ______________ 13. = ________________
𝑹 𝑽

𝑶 𝑾
10. = _______________ 14. = ________________
𝑺 𝑿

𝑻 𝑿
11. = _______________ 15. = ________________
𝑼 𝒀

𝑽 𝒁.𝟏
12. = _______________ 16. = ________________
𝑻 𝒁.𝟐

35
 Unit 1: The Nature of Mathematics

Body Proportion like that of a Greek god

𝒔𝒉𝒐𝒖𝒍𝒅𝒆𝒓 𝒄𝒊𝒓𝒄𝒖𝒎𝒇𝒆𝒓𝒆𝒏𝒄𝒆 (𝒔𝒉𝒐𝒖𝒍𝒅𝒆𝒓 𝒕𝒐 𝒔𝒉𝒐𝒖𝒍𝒅𝒆𝒓 𝒕𝒊𝒎𝒆𝒔 𝟐)

17. = = ______
𝒘𝒂𝒊𝒔𝒕 𝒔𝒊𝒛𝒆

What are you going to do if you want to achieve the body proportion of a Greek god?
Your answer:
__________________________________________________________________

Beauty or Sex Appeal

𝒍𝒆𝒏𝒈𝒕𝒉 𝒐𝒇 𝒕𝒉𝒆 𝒇𝒂𝒄𝒆
18. = = ______
𝒘𝒊𝒅𝒕𝒉 𝒐𝒇 𝒕𝒉𝒆 𝒇𝒂𝒄𝒆

36
 Unit 1: The Nature of Mathematics

Lesson 1.4. The Indispensability of Mathematics

Objectives of the Lesson

At the end of this lesson, you will be able to:
1. compare your previous concepts of mathematics with what you have learned
in this module
2. identify at least five instances in your life that mathematics has helped.

This lesson is already your last lesson in this module, where you have to conclude
what mathematics has done, is doing, and will be doing in your life.
Indispensability is the characteristic of being indispensable. Indispensable is a
strong adjective for something necessary that you cannot do without. Thus,
mathematics is indispensable. Do you agree? Continue reading.
Mathematics is everywhere and is very helpful in every aspect of our lives. Our
world would be in chaos, and things would be unorganized, and the form of arts would
not be pleasurable at all if not for mathematics. Here are the reasons:

1. Mathematics helps organize patterns and regulations in the world.

If we are going to have a closer look at the pattern in the world, we will see the
beauty of mathematics. Here are some specific examples. Animals have stripes or
patterns for camouflage. Seasons have patterns to show influence on nature; climate
change, rain comes, snow melts, and earth change color. The sun has patterns; why
the sun sets, where it went and why it returned. Markets and grocery stores have
patterns in categorizing items and products.
Finding and understanding patterns is crucial to mathematical thinking and
problem solving, and it is easier for students to understand patterns if they know how
to organize their information.18

2. Mathematics helps predict the behavior of nature and phenomena in the

world

Using mathematical tools, we create models that correspond to what we can

measure and observe in the world of reality. Models that work really well that predict
behaviors in counterpart to the model which have not been observed, these are taken
as "laws of nature". Occasionally, the mathematics of laws describing phenomena not
considered related reveals surprising, unanticipated relationships. Mathematics

18 "Organizing Patterns in Mathematics | LD Topics | LD OnLine." http://www.ldonline.org/article/63844/.

Accessed 15 Jul. 2020.
37
 Unit 1: The Nature of Mathematics

provides the frameworks within which observations of the physical world can be
encoded.19
Researchers observe nature and phenomena and try to make a mathematical
model that works for their observation and makes sense. They try to generalize or find
a rule for what they observed. After that, these models can be used for simulations
that help predict what will happen.20
For example, researchers found a pattern that a group of bacteria grows
exponentially over a period of time at a particular rate. Using the pattern, they can
develop a model that can be used to determine bacterial growth.

3. Mathematics helps control nature and occurrence in the world for our own
ends.

The world is interconnected. Everyday math shows these connections and

possibilities. The earlier young learners can put these skills into practice, the more
likely we will remain an innovation society and economy. 21
Mathematics can help us control nature and occurrences in the world for our
own good through mathematical modeling. By mathematical modeling, we see the
inputs and their outcomes. Mathematical modeling helps the community respond to
the COVID-19 pandemic by informing decisions about pandemic planning, resource
allocation, social distancing measures, and other instructions. The computer models
are being used by scientists to understand natural phenomena such as typhoons and
earthquakes. These models are being used to improve their mathematical methods
for prediction.

4. Mathematics has numerous applications in the world, making it

indispensable.

In the entire history of education, mathematics has held its leading position
among all other school subjects because it has been considered as an indispensable
tool in the formation of the educated man. According to Griffiths (1974), the educated
man is the knowledgeable man trained to approach the affairs of his daily life with a
sense of detachment and objectivity and to reason about them soberly and correctly.
Mathematics is the only subject that can be used in all world cultures to produce an
educated man. Mathematics has helped to contribute immensely to the general and
basic education of the people of the world. 22

19 "(PPT) MATHEMATICS HELPS PREDICT THE BEHAVIOR OF ...."

https://www.academia.edu/37079573/MATHEMATICS_HELPS_PREDICT_THE_BEHAVIOR_OF_NATURE_AN
D_PHENOMENA_IN_THE_WORLD. Accessed 15 Jul. 2020.
20 "Theory and Observation in Science (Stanford Encyclopedia of ...." 6 Jan. 2009,

https://plato.stanford.edu/entries/science-theory-observation/. Accessed 15 Sep. 2020.

21 "Understanding the World Through Math | Asia Society." https://asiasociety.org/education/understanding-world-

through-math. Accessed 15 Jul. 2020.

22 "Mathematics: Indispensable tool for successful and balance ...."

https://www.imedpub.com/articles/mathematics-indispensable-tool-for-successful-and-balance-human-existence-
on-this-planet.pdf. Accessed 15 Jul. 2020.
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 Unit 1: The Nature of Mathematics

From a house or a building that is measured accurately to withstand calamities;

to cooking that accurately measure ingredients to achieve maximum satisfaction for
the desired dish; to medicines and foods that keep us alive and healthy; to
transportation that helps us to go places anywhere and anytime; to the means of
communications with almost anybody in the world; to our everyday transactions to
make it faster and orderly; to companies that price their goods to ensure that they earn
a profit; to insurance in ensuring that everything is financially viable; to listening to
music that is pleasing to hear with their sound waves and notes; and to fashion design
to suit our taste in our "outfit of the day or OOTD," we see the beauty of symmetry in
them.

Can you list at least five (5) applications of mathematics in your life?

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 Unit 1: The Nature of Mathematics

Reflection

Student Name: _________________________________

(Surname, First Name, Middle Initial)
Program/Year/Section: _________ Remarks from the instructor: _________
Date of Submission: :______________ Instructor: ________________________

Direction: Document your experience in learning this module and list your plans by
accomplishing the table below.

Past Present Future

I thought that Then I learned that And I plan that

40
 Unit 1: The Nature of Mathematics

Unit Test I

Student Name: _________________________________ Score: _____________

(Surname, First Name, Middle Initial)
Program/Year/Section: ____________ Instructor: ______________
Date of Submission: ______________

GENERAL DIRECTIONS: Read the instructions in each type of test. Use black ink
when answering. Any form of ERASURE for your final answers will be considered
wrong. Use the side or back portion of the test paper for your computations (if any).

I. Identify what is asked in each of the following.

__________________1. It is anything that repeats with recurring characteristics.
__________________2. It indicates that you can draw an imaginary line across an
object where resulting parts are mirror images of each other.
__________________3. It is the Latin term which means son of Bonaccio.
__________________4. Every fourth element in the Fibonacci sequence is divisible
by what number?
__________________5. It is a cluster of repeating hexagonal patterns that fills the
interior of a honey bee wax.
__________________6. Mathematics is ______ because it is experienced by
everyone and it is everywhere.
__________________7. It is the symbol used to represent the golden ratio which
has the value of 1.618033987…
__________________8. It is a list of numbers that follow a certain sequence or
order.
__________________9. Many artists who lived after Phidias have used this
proportion like Leonardo Da Vinci in his painting “Mona Lisa”.
__________________10. A temple in Greece believed to have the golden ratio.
__________________11. These are mathematical constructions characterized by
self-similarity.
__________________12. The golden ratio is also equal to this irrational number.
__________________13. These are found in rules in language (pluralizing nouns,
conjugating verb tenses, metrical rules of poetry).
__________________14. These are collections of shapes, repeating or altered to
create a cohesive design
__________________15. It is indispensable since we cannot do away with it.

II. Write the letter of the correct answer on the space provided before each number.

_________1. What number should come next in the series 4, 2, 1, 1/2, 1/4?
a. ½ b. 1/3 c. 1/8 d. 2/8

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 Unit 1: The Nature of Mathematics

_________2. What number should come next in the series 8, -16, -13, 26, 30?
a. 54 b. -54 c. 60 d. -60

_________3. What number should come next in the series 36, 12, 4, 4/3?
a. 9/4 b. 4/9 c. 4/12 d. 9/12

_________4. What number should come next in the series 5, 6, 10, 19, 35?
a. 57 b. 60 c. 72 d. 83

_________5. What number should come next in the series 47, 47, 35, 35, 23, 23?
a. 12 b. 13 c. 11 d. 16

_________6. What number should come next in the series 17, 19, 17, 22, 17, 25,
17?
a. 22 b. 21 c. 23 d. 28

_________7. QFG, RHI, SJK, ____, UNO

a. CMN b. UJI c. TLM d. IJT

_________8. K2LM _____, KLM4, K5LM, KL6M

a. KL3M b. K2L2M c. K3L3M d. K2L3

_________9. EP5, JS9, DO6, KT11, CN7, ___

a. BM15 b. MV9 c. IR5 d. LU13

_________10. Which letter replaces the question mark?

a. M c. E

b. N d. Y

_________11. Melt: Liquid :: Freeze: _________

a. ice b. condense c. solid d. crystal

_________12. Yesterday: Tomorrow :: Wednesday: _________

a. Thursday b. Friday c. Saturday d. Sunday

_________13. Galaxy:___ :: Barnsley Fern: Fractal

a. golden ratio b. golden spiral
c. tessellation d. symmetry

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 Unit 1: The Nature of Mathematics

_________14. pi : 𝜋:: phi : __

a. 𝜌 b. 𝜇 c. 𝜎 d. 𝜑

_________15. finger:___ :: petal: flower

a. wrist b. arm c. hand d. forearm

III. For numbers 1-6, identify the figure that completes the pattern.
__________1.

a. b. c. d.

_________2.

a. b. c. d.
__________ 3.

a. b. c. d.
__________ 4.

a. b. c. d.

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 Unit 1: The Nature of Mathematics

_____ 5.

_______ 6. Choose the image that completes the pattern:

_______ 7. In the sequence of patterns shown, Pattern 1 used eight sticks. The
number of sticks required to make Pattern 9 would be:

A. 43
B. 48
C. 53
D. 58

_______ 8. Choose the odd one out:

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 Unit 1: The Nature of Mathematics

______ 9. Choose the next figure in the given pattern.

a b c d
_________ 10.

a b c d

For numbers 11-15, choose the figure that is different from the other four in each
item.
_________ 11.

_________ 12.

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 Unit 1: The Nature of Mathematics

_________ 13.

_________ 14.

_________ 15.

END OF TEST

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 Unit 1: The Nature of Mathematics

Suggested Readings and Websites

Akiyama, J., & Ruiz, M.-J. P. (2008). A day's Adventure in Math Wonderland. New
Jersey: World Scientific.

Du Sautoy, Marcus. (2011) The Number Mysteries: A Mathematical Odyssey through

Everyday Life. New York:St. Martin's Press.

Haigh, J. (2019). Mathematics in Everyday Life. Springer International Publishing

Switzerland

Van Dyke, J., Rogers, J., Adams. H. (2007) Fundamentals of Mathematics (9th ed).
California:Thomson Higher Education.

References
Nocon, R. & Nocon, E.(2018). Essential Mathematics for the Modern Word. C & E
Publishing, Inc.

Baltazar, E., Ragasa, C., & Evangelista, J. (2018). Mathematics in the Modern World.
Quezon City: C & E Publishing, Inc.

Online Sources

http://www.fibonicci.com/images/nonverbal/abstract-reasoning-example.png
https://www.indiabix.com/non-verbal-reasoning/pattern-completion/
https://images.search.yahoo.com/search/images;_ylt=Awr9Il1rBC1fsaAA8gNXNyoA;
_ylu=X3oDMTEyNDV2Y2tjBGNvbG8DZ3ExBHBvcwMzBHZ0aWQDQzAxNTRfMQR
zZWMDc2M-?p=Logic+pattern&fr=mcafee
https://www.indiabix.com/non-verbal-reasoning/pattern-
completion/?fbclid=IwAR2raRenEUFdfk8_E21Nh84sba65Yzk9jsBlZWXJJG3OQO75
RlVAei8WUiY
https://www.jobtestprep.co.uk/images/free-pdf/free-logical-reasoning-questions-
answers.pdf
https://www.jobtestprep.co.uk/images/free-pdf/free-logical-reasoning-questions-
answers.pdf
https://www.practiceaptitudetests.com/logical-reasoning-test.pdf
https://learn.stleonards.vic.edu.au/vcegm/files/2013/06/Number-Patterns-and-
Recursion-Practice-Test.pdf
https://indiabix.com/
www.psychometrics-success.com

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 Unit 1: The Nature of Mathematics

ANSWER KEYS
PRE – ASSESSMENT TEST I
1. C 6. C 11. D
2. B 7. B 12. C
3. B 8. B 13. C
4. C 9. D 14. C
5. D 10. A 15. A

ACTIVITY 1.1 PATTERNS AND NUMBERS IN NATURE AND THE WORLD

1. swept 6. 4n + 3 11. B
2. Iron Man 7. KUL 12. C
3. Sushi 8. N149 13. C
4. Algebra 9. C 14. A
5. 18 10. D 15. D

Explanation to the answers for numbers 9-15:

9.) Inside the hexagon, the shaded square with the unshaded ones moves clockwise.
10.) The figure shows the symmetry. When the figure is folded horizontally, the lower
right figure should be the mirror image of the upper right.
11.) The hearts are inverted in B.
12.) Observe that the figure inside is an alternate unshaded octagon and shaded
triangle.
13.) The figure has overlapping squares with alternate colors. Notice that the
outermost square is removed, while the remaining squares are inverted as the
sequence progresses.
14.) Trace the figure in a counterclockwise manner.
15.) The figure shows that the square moves to the right with alternate white and
black, the
line segment moves in an upward direction, and then the square moves to the left
with alternate black and white.

48