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LEARNING MODULE 1
Subject: G-Math (Mathematics in the Modern World)
Semester: First Semester
Mathematics in the Modern World

Introduction
Mathematics in the Modern World is about mathematics as a system of knowing or
understanding our surroundings. It provides glimpses into the nature of mathematics and how
it is used to understand our world. This understanding, in conjunction with other disciplines,
contributes to a more complete portrait of the world.

The central purpose of Mathematics in the Modern World is to explore those facts that will
strengthen your quantitative understandings of our environs.

Pre-Assessment

Let’s Find Out: Mathematics in the Modern World

Let’s Do It This Way: Choose one word that best describes each word or phase in the box
below. Write your answer in the worksheet.

Mathematics as a Language Variable

______________________________________ ______________________________________

Pattern Sequence

______________________________________ ______________________________________

Patterns in Nature Logic

___________________________________ _____________________________________

GMATH (Mathematics in the Modern World) | 1

Chapter 1
Nature of Mathematics

Objectives
At the end of this module, the learners should be able to:
a) Identify patterns in nature;
b) use mathematics to think about the world and nature;
c) articulate the importance of mathematics in individual’s life; and
d) Express appreciation for mathematics a human endeavor.

Let’s Explore
Let’s Find Out: The Patterns in Nature
Let’s Do It This Way:
a) Discover the patterns found in nature through a video clip by accessing the link in
YouTube: https://youtu.be/me6Dnl2DOtM.
b) Answer the following process questions in the box. Write your answer in the worksheet.

1. What part of the video clip that gives you a clear understanding
about pattern in nature?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

2. What do you know about Pattern?

___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

GMATH (Mathematics in the Modern World) | 2

 Deepening in Details
Lesson 1.1
Patterns and Numbers in Nature and the World

Let’s Start Here!

Many professions that use mathematics are interested in one specific aspect – finding
patterns, and being able to predict the future. See more examples in Mathigon by accessing
the link: https://mathigon.org/course/sequences/introduction and discover some simple
patterns and sequences in nature.

Patterns , in the general sense of the word, are regular, repeated, or recurring
forms or designs. A pattern is a discernible regularity in the world or
in a manmade design. As such, the elements of a pattern repeat in a predictable manner. We
see patterns every day – from the layout of floor tiles, designs of skyscrapers, to the way we
tie our shoelaces. Studying patterns help you in identifying relationships and finding logical
connections from generalizations and make predictions.

Example:

A. What do you think will be the next face in the sequence?

__________

Solution:
It should be easy enough to note that the pattern is made up of two faces – one
is a smiling face and one is a sad face. The sequence begins with a smiling face,
followed with a sad face, the faces then alternate. Logically, the face that should follow
is a smiling face.

B. What is the next figure in the pattern below?

?
____________
A B
Solution:
Looking at the given figures, the lines seem to rotate 90-degrees intervals in a
counterclockwise direction, always parallel to one side of the square. The length of the
lines inside the box follow a decreasing trend. Each succeeding figure has the number

GMATH (Mathematics in the Modern World) | 3

 of lines increase by 1. This means that the next figure should have five lines inside.
Therefore, the next figure is the option A.

C. What number comes next?

Solution:
The constant in the pattern is 2, which is added to
each term to get the next number. Such as, 1+2=3;
1, 3, 5, 7, 9, _______
3+2=5; 5+2=7; 7+2=9; and 9+2=11. Thus, the next
number is 11.

Each number in the pattern is added by odd

number. The first term, 1 added by 3 that gives 4; 4
1, 4, 9, 16, 25, _________ added by 5 is 9; 9+7=16; 16+9=25, and 25+11=36.
Thus, the next term in the pattern is 36.

The common difference of the pattern is 2. 2 is

41, 39, 37, 35, 33, ________ subtracted from each of the term that gives the next
term. Thus, if 33 subtracted by 2, the next term is 31.

Activity 1
Let’s find out: The Patterns
Let’s do it this way: Determine what comes next in the given patterns. Write your answer in
the worksheet.

1. __________
A B
2. A, C, E, G, I, _________

3. 15, 10, 14, 10, 13, 10 _________

4. 1, 4, 9, 16 _________

5. CSD, ETF, GUH, __________, KWL

GMATH (Mathematics in the Modern World) | 4

 Natural Patterns
Patterns indicate a sense of structure and organization that it seems only human are
capable of producing these intricate, creative, and amazing formations. It is from this
perspective that some people see an “intelligent design” in the way that nature forms.

A. Symmetries are formed when different sides of something are alike.

1) Line or Bilateral Symmetry
– When both left and right portions of something are exactly the same. This is evident
in most animals, including humans.

Example:

Vitruvian Man Bilateral Symmetry of

by Leonardo da Vinci the human body

2) Rotational Symmetry
– The smallest angle that a figure can be rotated while still preserving the original
formation and it is called angle of rotation. A more common way of describing
rotational symmetry is by order of rotation.

Example:

Snowflake Rays of sun in the The triskelion appearing

Philippine Flag on the Isle of Man flag

GMATH (Mathematics in the Modern World) | 5

Order of Rotation
A figure has a rotational symmetry of order n (n-fold rotational symmetry) if 1/n
of a complete turn leaves the figure unchanged. To compute the angle of rotation,
we use the following formula:

360°
𝐴𝑛𝑔𝑙𝑒 𝑜𝑓 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛 =
𝑛
Where:

360° – constant angle measure of 1 full rotation

n – number of rotation that an object can make

Example:

Find the Angle of Ration of the following:

Solution:

n=6
360°
1. 𝐴𝑛𝑔𝑙𝑒 𝑜𝑓 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛 =
𝑛
360°
=
6
= 60°

n=8
360°
2. 𝐴𝑛𝑔𝑙𝑒 𝑜𝑓 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛 =
𝑛
360°
=
8
= 45°

n=3
360°
𝐴𝑛𝑔𝑙𝑒 𝑜𝑓 𝑅𝑜𝑡𝑎𝑡𝑖𝑜𝑛 =
𝑛
3. 360°
=
3
= 120°
GMATH (Mathematics in the Modern World) | 6
 B. Fractals are detailed patterns that look similar at any scale and repeats itself over
time.

Example:

Triangle repeated Fern

itself over time Fractals in trees

C. Tessellations are patterns that are formed by repeated cubes or tiles.

Example:

Chess board Honey comb Floor tiles

Activity 2
Let’s find out: Angle of Rotation
Let’s do it this way: Solve for the Angle of Rotation of the following. Write your answer in
the worksheet.

1. 3. 5.

2. 4.

GMATH (Mathematics in the Modern World) | 7

 World Population
As of 2019, it estimated that the world population is about 7.6 billion. World leaders,
sociologists, anthropologists are interested in studying population, including its growth.
Mathematics can be used to model population by using exponential growth formula:

𝑨 = 𝑷𝒆𝒓𝒕
Where: A – size of population after it grows
P – initial number of population
e – Euler’s constant, approximate value of 2.718
r – rate of growth per time
t – time
Example:

1. The exponential growth models A = 30e0.02t describes the population of Tacloban City
in thousands, t years after 1995.
a. What was the population of the city after 1995?
b. What will be the population in 2017?

Solution:
a. Since our exponential growth model describes the population t years after 1995,
we consider 1995 as t=0 (1995 is the initial year which is equal to 0 year) and then
solve for A, the population size.

A = 30e0.02t
A = 30e0.02(0) Replace t with t = 0
A = 30e0 Any number raised to 0 is always equal
A = 30(1) 1. Thu, e0 = 1
A = 30
Thus, the city population in 1995 was 30,000.

b. We need to find A for the year 2017, to find t, subtract 1995 from 2017 to get t=22,
which we then plug in to the exponential growth model.

A = 30e0.02t t = 2017 – 1995 = 22

A = 30e0.02(22) Replace t with t=22
A = 30e0.44
A = 30(2.718)0.44 e is approximately 2.718
A = 30(1.553)
A = 46.59
Thus, the city population would be about 46,590 in 2017.

GMATH (Mathematics in the Modern World) | 8

2. Solve for the initial number of population (P) in the exponential growth A = Pert .
Solve for P
When: A = 1, 240, 000 Solution:
r = 8% per year 1, 240,00 = P(2.718)(0.08)(30)
t = 30 years 1, 240,00 = P(2.718)2.4
1, 240,00 = P(11.02)
1,240,00 P(11.02)
=
11.02 11.02
P = 112, 522.686
Thus, the initial population in 30 years with 8% rate/year is 112, 522.686.

3. Solve for the rate (r) and time (t) in the exponential growth using its inverse function, the
natural logarithm (ln) to bring down the exponent of the Euler’s constant e.

𝑨 𝑨
𝒍𝒏 (𝑷) 𝒍𝒏 (𝑷)
𝒓= 𝒕=
𝒕 𝒓

Solve for rate (r) Solve for time (t)

When: A = 1, 560, 421 When: A = 482, 500
P = 894, 652 P = 62, 482
t = 3 years 6
r = 6%/yr. 6% = = 0.06
100
Solution:
Solution:
1, 560, 421 Get the quotient of
ln ( 894, 652 )
the number inside 482, 500
r= ln ( ) Get the quotient of
3 the parenthesis 62, 482 the number inside
t=
ln(1.744) In your calculator, 0.06 the parenthesis
r= press ln, then type ln(7.722) In your calculator,
3 the number, and t= press ln, then type
0.556 take the answer in 0.06 the number, and
r= approximately 3 2.044 take the answer in
3 decimal places t= approximately 3
r = 0.185 0.06 decimal places
t = 34.067
Thus, the rate of the population growth in 3
years is 18.5%. Thus, the number of years of the population
growth with 6% rate per year is 34.067
years.

GMATH (Mathematics in the Modern World) | 9

 Activity 3

Let’s find out: The Population Growth

Let’s do it this way: Calculate the Population Growth of the following. Write your answer in
the worksheet.

1. Suppose the population of a certain bacteria in a laboratory in a laboratory sample is

100. If it doubles in population every 6 hours, what is the growth rate? How many
bacteria will there be in two days?

2. Solve for A, if P = 680, 000; r = 12% per year; t = 8 years

3. Solve for P, if A = 1, 240, 000; r = 8% per year; t = 30 years.

Lesson 1.2
The Fibonacci Sequence

Let’s Review

Sequence is an ordered list of numbers, called terms, that may have repeated
values. A sequence can be generated from shapes, patterns, or rules.
The number of dots generate the sequences of the figurate numbers. The arrangement of this
of this terms is set by definite rule.

As we have seen in the previous section, the human mind is hardwired to recognize patterns.
Mathematics, we can generate patterns by performing one or several mathematical operations
repeatedly.

Patterns can be expressed through the different ways in finding terms of the sequence.
Here are some of the fundamental sequences that we can use in determining the pattern:

A. Arithmetic Sequence. It is only applicable if and only if the constant of each term is in addition
or subtraction. The formula in finding the nth term of sequence is the following:

𝐚𝐧 = 𝐚𝟏 + (𝐧 − 𝟏)𝐝
where:
an = number sequence
a1 = first term of the sequence
n = term
d = the constant or common difference

GMATH (Mathematics in the Modern World) | 10

 Example:
Find the next two terms of each sequence.
a) 5, 8, 11, 14, ____, ____, …
b) 15, 7, –1, –9, ____, ____, …

Solution:
Use the arithmetic sequence formula an = a1 + (n − 1)d

a) 5, 8, 11, 14, ____, ____, …

+3 +3 +3 d=3
n=5 n=6
a5 = 5 + (5 − 1)3 a6 = 5 + (6 − 1)3
a5 = 5 + (4)3 a6 = 5 + (5)3
a5 = 5 + 12 a6 = 5 + 15
a5 = 17 a6 = 20

b) 15, 7, –1, –9, ____, ____, …

–8 –8 –8 d = –8
n=5 n=6
a5 = 15 + (5 − 1)–8 a6 = 15 + (6 − 1)–8
a5 = 15 + (4)–8 a6 = 15 + (5)–8
a5 = 15 − 32 a6 = 15 − 40
a5 = −17 a6 = −25

B. Geometric Sequence. It is also called Geometric Progression in which each term

after the first is obtained by multiplying the preceding term by a constant nonzero real
number, called common ratio.

𝒂
𝐚𝐧 = 𝒂𝟏 𝒓𝒏−𝟏 𝒓 = 𝒂𝟐
𝟏

where: where:
an = number sequence r = the common ratio
a1 = first term of the sequence a2 = the second term
n = term a1 = the first term
r = the constant or common ratio

GMATH (Mathematics in the Modern World) | 11

 Example:
Find the next two terms of each sequence.
a) 1, 4, 16, 64, ____, ____, …
b) 15, 7, –1, –9, ____, ____, …

Solution:
Use the geometric sequence formula an = 𝑎1 𝑟 𝑛−1
a 4
a) 1, 4, 16, 64, ____, ____, … r = a2 = 1 = 4
1

5−1
a5 = 1(4 ) a6 = 1(46−1 )
a5 = 1(44 ) a6 = 1(45 )
a5 = 1(256) a6 = 1(1,024)
a5 = 256 a6 = 1,024

2
2 2 2 a2 1
2, , , , ____, ____, … r=a = 3
=3
3 9 27 1 2

1 5−1 1 6−1
a5 = 2 {( ) } a6 = 2 {( ) }
3 3

1 4 1 4
a5 = 2 {(3) } a6 = 2 {(3) }
1 1
a5 = 2 (81) a6 = 2 (324)
2 2
a5 = a6 =
81 324

Activity 4

Let’s find out: The Terms of the Sequence

Let’s do it this way: Find the next 3 terms of the following Sequences. Write your answer in
the worksheet.

1. 7, 14, 28, 56, ____, ____, ____, …

2. 24, –12, 6, –3, ____, ____, ____, …
3. 3, 12, 48, 192, ____, ____, ____, …

GMATH (Mathematics in the Modern World) | 12

Fibonacci Sequence
It is named after the Italian mathematician Leonardo of Pisa, who were better known by his
nickname Fibonacci.

The Fibonacci sequence is formed by adding the preceding two numbers, beginning with 0
and 1. The succeeding terms in the sequence can be generated by adding two numbers that
came before the term:

0+1=1 0, 1, 1
1+1=2 0, 1, 1, 2
1+2=3 0, 1, 1, 2, 3
2+3=5 0, 1, 1, 2, 3, 5
3+5=8 0, 1, 1, 2, 3, 5, 8
5 + 8 = 13 0, 1, 1, 2, 3, 5, 8, 13
… 0, 1, 1, 2, 3, 5, 8, 13, …

Fibonacci sequence has many interesting properties. Among these is that this pattern is very
visible in nature. It is also interesting to note that the ratios of successive Fibonacci numbers
approach the number Φ (Phi), also known as the Golden Ratio. This is approximately equal to
1.618.

The Fibonacci numbers are generated by setting F0 = 0, F1 = 1, and then using the recursive
formula Fn = Fn-1 + Fn-2 to get the rest. Thus the sequence begins: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34,
… This sequence of Fibonacci numbers arises all over mathematics and also in nature.

It is easy to solve the next term in the Fibonacci sequence if the preceding numbers are given.
So, to calculate the 100th Fibonacci number, for instance, we need to compute all the 99 values
before it first – quite a task, even with a calculator.

However, if I wanted the 100th term of this sequence, it would take lots of intermediate
calculations with the recursive formula to get a result. There is an easier way to solve the nth
term of the sequence using the formula:
𝑛 𝑛
1+√5 1−√5
(𝜑)𝑛 −(−𝜑)−𝑛 ( ) −( )
2 2
𝐹𝑛 = or 𝐹𝑛 =
√5 √5

where:
Fn = the nth term of the sequence
n = the term
φ = phi which is approximately 1.618

This formula is attributed to Binet in 1843, though known by Euler before him.

Example:
1. Solve for the 12th term of the Fibonacci sequence.
2. Find F32
3. Find Fn, if n = 10

GMATH (Mathematics in the Modern World) | 13

Solution:
1. Solve for the 12th term of the Fibonacci sequence
𝒏 𝒏
𝟏+√𝟓 𝟏−√𝟓
(𝝋)𝒏 −(−𝝋)−𝒏 ( ) −( )
𝟐 𝟐
𝑭𝒏 = or 𝑭𝒏 =
√𝟓 √𝟓
12 12
1+√5 1−√5
(1.618)12 −(−1.618)−12 ( ) −( )
2 2
F12 ≈ F12 ≈
√5 √5
321.916−(0.003) (1.618)12 −(−0.618)12
F12 ≈ F12 ≈
√5 √5
321.913 321.916−0.003
F12 ≈ F12 ≈
√5 √5
321.913
F12 ≈ 143.964 F12 ≈
√5
F12 ≈ 144 F12 ≈ 143.964
F12 ≈ 144

2. Find F20
𝒏 𝒏
𝟏+√𝟓 𝟏−√𝟓
(𝝋)𝒏 −(−𝝋)−𝒏 ( ) −( )
𝟐 𝟐
𝑭𝒏 = or 𝑭𝒏 =
√𝟓 √𝟓
20 20
1+√5 1−√5
(1.618)20−(−1.618)−20 ( ) −( )
2 2
F20 ≈ F20 ≈
√5 √5
15,120.646−(0.00006) (1.618)20−(−0.618)20
F20 ≈ F20 ≈
√5 √5
15,120.64593 15,120.646−(0.00006)
F32 ≈ F20 ≈
√5 √5
15,120.64593
F32 ≈ 6, 762. 158 F20 ≈
√5
F32 ≈ 6, 762 F20 ≈ 6, 762. 158
F20 ≈ 6, 762

3. Find Fn, if n = 10
𝒏 𝒏
𝟏+√𝟓 𝟏−√𝟓
(𝝋)𝒏 −(−𝝋)−𝒏 ( ) −( )
𝟐 𝟐
𝑭𝒏 = or 𝑭𝒏 =
√𝟓 √𝟓
10 10
1+√5 1−√5
(1.618)10 −(−1.618)−10 ( ) −( )
2 2
F10 ≈ F10 ≈
√5 √5
122.966−(0.008) (1.618)10 −(−0.618)−10
F10 ≈ F10 ≈
√5 √5
122.958 122.966−(0.008)
F10 ≈ F10 ≈
√5 √5
122.958
F10 ≈ 54.988 F10 ≈
√5
F10 ≈ 55 F10 ≈ 54.988
F10 ≈ 55

More readings and examples about Fibonacci Number, discover it in Mathigon by accessing
the link: https://mathigon.org/course/sequences/fibonacci.

GMATH (Mathematics in the Modern World) | 14

 Evaluate

Let’s find out: The Fibonacci Sequence

Let’s do it this way: Find the missing term in the Fibonacci sequence below. Write your
answer in the worksheet.

Let Fib(n) be the nth term of the Fibonacci sequence, with F1 = 1, F2 = 1, F3 = 3, and so on.

1. Find F8. b. F1 + F2 + F3 = _____

2. Find F9. c. F1 + F2 + F3 + F4 = _____
3. If F22 = 17, 711 and F24 = 46, 368, 5. Determine the pattern in the successive
what is F23? sums from item number 4. What will be
4. Evaluate the following sums: the sum of F1 + F2 + … + F10?
a. F1 + F2 = _____

Lesson 1.3
Mathematics for our World

In general, Mathematics helps organize patterns and regularities in the world.

Mathematics helps predict the behavior of nature and phenomena in the world, as well as helps
humans exert control over occurrences in the world for the advancement of the civilization.

What I know?

Let’s find out: Mathematics in our World

Let’s do it this way: What you know about the concepts in the box? Write your answer briefly
in the worksheet.

Mathematics for Organization Mathematics for Prediction

______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________

GMATH (Mathematics in the Modern World) | 15

 Mathematics for Control Mathematics is Indispensable

______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________

Firming-up
Let’s find out: The General Concepts of Nature of Mathematics
Let’s do it this way: Paste a photo that illustrates the Nature of Mathematics and explain how
it is important to human and today’s generation? Put your answer in the worksheet.

Paste the photo here

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

GMATH (Mathematics in the Modern World) | 16

Chapter 2
Mathematics as a Language

Objectives
At the end of this module, the learners should be able to:
a) explain the nature of mathematics as a language and
b) recognize that mathematics is a useful language.

Let’s Explore
Let’s Find Out: The Characteristics of the Language of Mathematics
Let’s Do It This Way: Discuss the characteristics of the language of mathematics and give
an example to supplement your explanation.

1. The Language of Mathematics is Precise.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Example: _____________________________________________________________

2. The Language of Mathematics is Concise.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Example: _____________________________________________________________

3. The Language of Mathematics is Powerful.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Example: _____________________________________________________________

GMATH (Mathematics in the Modern World) | 17

 Deepening in Details
Lesson 2.1
Variable

Let’s Start Here!

A variable thought of as a mathematical “John Doe” because you can use it as a

placeholder when you want to talk about something.

Example:
a. Is there a number following property: doubling it and adding 3 gives the same result as
squaring it?
b. Are there numbers with the property that the sum of their squares equals the square of
their sum?
c. Given any real number, its square is nonnegative.

Solution:
We can use any variable or placeholder to represent the number in each statement.
a. Let x be the number. Is there a number x with the property that 2x + 3 = x2?
b. Are there numbers a and b such that a2 + b2 = (a + b)2?
c. For any real number r, r2 ≥ 0.

Some Important Kinds of Mathematical Statements

Three of the most important kinds of sentences in mathematics are universal statements,
conditional statements, and existential statements.

A. Universal Conditional Statement. Universal statements contain some variation of the

words “for all” and conditional statements contain versions of the words “if-then”. A
universal conditional statement is statement is a statement that is both universal and
conditional.

Example:
a) For all real numbers x, if x is nonzero then x2 is positive.
b) For all real numbers x, if x is greater than 2, then x2 is greater than 4.

B. Universal Existential Statement. A universal existential statement is a statement that

is universal because its first part says that a certain property is true for all objects of a
given type, and it is existential because its second part asserts the existence of
something.

Example:
a) All real numbers have additive inverse.
b) All bottles have cap.

GMATH (Mathematics in the Modern World) | 18

 C. Existential Universal Statement. An existential universal statement is a statement that
is existential because its first part asserts that a certain object exits and is universal
because its second part says that the object satisfies a certain property for all things of
a certain kind.

Example:
a) There is a person in my class who is at least as old as every person in my class.
b) There is a bird in this flock that is at least as heavy as every bird in the flock.

Activity 5
Let’s find out: The Mathematical Statements
Let’s do it this way: Fill in the blanks using a variable or variables to rewrite the given
statement.

1) Is there a real number whose square is –1?

a. Is there a real number x such that ______________?
b. Does there exist ______________ such that x2 = –1?

2) Given any two real numbers, there is a real number in between.

a. Given any two real numbers a and b, there is a real number c such that c is
______________.
b. For any two ______________, ______________ such that a < c < b.

3) The reciprocal of any positive real number is positive.

a. Given any positive real number r, the reciprocal of _____________________.
b. For any real number r, if r is ______________, then ______________.

Ordered Pair
A pair of elements a, b having the property that (a, b) = (u, v) if and only if a = u and b = v.

Example:
a. Is (1, 2) = (2, 1)?
5 1
b. Is (3, )=(√9, 2)?
10

Solution:
a. No. by definition of equality of ordered pairs
(1, 2) = (2, 1) if, and only if, 1 = 2 and 2 = 1
But 1 ≠ 2, and so the ordered pairs are not equal.
b. Yes. By the definition of equality of ordered pairs

GMATH (Mathematics in the Modern World) | 19

 5 1 5 1
(3, )=(√9, 2) if, and only if, 3 = √9 and 10 = 2
10
Because the equations are both true, the ordered pairs are equal.

Cartesian Product
The product of two sets: the product of set A and set B is the set that contains all
ordered pairs (a, b) for which a belongs to A and b belongs to B.
In symbol:
𝑨 × 𝑩 = {(𝒂, 𝒃)|𝒂 ∈ 𝑨 𝐚𝐧𝐝 𝒃 ∈ 𝑩}
Example:
Let A = {1, 2, 3} and B = {u, v}
a) Find A × B.
b) Find B × A.
c) Find B × B.
d) How many elements are in A × B, B × A, and B × B?
Solution:
a) A × B = {(1, u), (1, v), (2, u), (2, v), (3, u), (3, v)}
b) B × A = {(u, 1), (u, 2), (u, 3), (v, 1), (v, 2), (v, 3)}
c) B × B = {(u, u), (u, v), (v, u), (v, v)}
d) A × B has six elements, B × A has six elements, and B × B has four elements

Activity 5
Let’s find out: The Ordered Pairs Using Cartesian Product
Let’s do it this way: Read and understand the problem below. Provide what is ask in each
item. Write your answer on your worksheet.

Let S = {2, 4, 6} and T = {1, 3, 5}. Use the set listing method to write each of the following
sets, and indicate the number of elements that are in each set:
a. S × T b. T × S c. S × S d. T × T

Firming-up
Let’s find out: The Nature of Mathematics as a Language
Let’s do it this way: Explain the following briefly. Write your answer on your worksheet.

1. What is the important role of variables?

_____________________________________________________________________
_____________________________________________________________________

GMATH (Mathematics in the Modern World) | 20

 2. How are variables in mathematics important?
_____________________________________________________________________
_____________________________________________________________________

3. How will you define Mathematics as a language?

_____________________________________________________________________
_____________________________________________________________________

Chapter 3
Word Problem

Objectives
At the end of this module, the learners should be able to:
a) Use of the different types of reasoning to justify statements and arguments made
about mathematics and mathematical concepts;
b) Write clear and logical proofs;
c) Solve problem involving patterns and recreational problems; and
d) Organize one’s methods and approaches for proving and solving problems

Let’s Explore
Let’s Do It This Way: Watch a video about Introduction to Inductive and Deductive Reasoning
by access the link: https://youtu.be/yAjkQ1YqLEE. After watching the video consider the
following process questions.

1. Based on what you have learned from video presentation, what is the relationship
between inductive and deductive reasoning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. On your own understanding, illustrate the inductive and deductive reasoning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 Deepening in Details
Lesson 3.1
Inductive and Deductive Reasoning

Let’s Start Here!

Inductive Reasoning
It is a type of reasoning that forms a conclusion based on the examination of specific examples.
The conclusion formed by inductive reasoning is conjecture, since it may or may not be true.
Example:
A. Consider the following procedure:
a. Pick a number. Multiply the number by 8, add 6 to the product, divide the sum by 2, and
subtract 3. Complete the procedure for several different numbers.

b. Pick a number. Multiply the number by 9, add 15 to the product, divide the sum by 3,
and subtract 5. Complete the procedure for several different numbers.

Solution:
a. Suppose we pick 5, 6 and 7 as the original numbers. Then the procedure would
produce the following result:

5 x 8 = 40 + 6 = 46 ÷ 2 = 23 – 3 = 20
6 x 8 = 48 + 6 = 54 ÷ 2 = 27 – 3 = 24
7 x 8 = 56 + 6 = 62 ÷ 2 = 31 – 3 = 28
In each of these cases the result of number is four times the original number. We
conjecture that following the given procedure produces a number that is four times
the original number.

b. Suppose we pick 9, 12, and 15 as the original numbers. Then the procedure would
produce the following result:

9 x 9 = 81 + 15 = 96 ÷ 3 = 32 – 5 = 27
12 x 9 = 108 + 15 = 123 ÷ 3 = 41 – 5 = 36
15 x 9 = 56 + 15 = 62 ÷ 3 = 31 – 5 = 45
In each of these cases the result of number is three times the original number.
We conjecture that following the given procedure produces a number that is three
times the original number.

GMATH (Mathematics in the Modern World) | 22

B. Use inductive reasoning to solve an application
Length of Period of
Use the data in the table and inductive
Pendulum, in Pendulum, in
reasoning to answer each of the following
units heartbeats
questions.
1 1
a) If a pendulum has a length of 49 units, what
4 2
is it period?
9 3
b) If the length of a pendulum is quadrupled, 16 4
what happened to its period? 25 5
36 6
Solution:
a. In the table, each pendulum has a period that is the square root of its length. Thus
we conjecture that a pendulum with a length of 49 units will have a period of 7
heartbeats.

b. In the table, a pendulum with a length of 4 units has a period that is twice that of a
pendulum with a length of 1 unit. A pendulum with a length of 16 units has a period
that is twice that a pendulum with a length of 4 units. It appears that quadrupling the
length of a pendulum doubles its period.

Counterexamples
A statement is a true statement provided that it is true in all cases. If one case for which a statement is
not true, called counterexample, then the statement is false.

Example:
Verify that each of the following statements is a false statement by finding the counterexample.
For all number x:
a) |x| > 0 b. x 2 > x c. √x 2 = x

Solution:
a) Let x = 0. Then |0| = 0. Because 0 is not greater than 0, we have found a
counterexample. Thus, “for all numbers x, |x| > 0” is a false statement

b) For x = 1, we have 12 = 1. Since 1 is not greater than 1, we have found the

counterexample. Thus, “for all numbers x, x 2 > x” is a false statement.

c) Consider x = –3. Then √(−3)2 = √9 = 3. Since 3 is not equal to –3, we have

found a counterexample. Thus, “√x 2 = x” is a false statement.

Deductive Reasoning
Deductive reasoning is distinguished from inductive reasoning in that it is the process of
reaching a conclusion by applying general principles and procedures.

GMATH (Mathematics in the Modern World) | 23

Example:
A. Consider the following procedure:
a. Pick a number. Multiply the number by 8, add 6 to the product, divide the sum by 2,
and subtract 3.
b. Pick a number. Multiply the number by 6, add 10 to the product, divide the sum by 2,
and subtract 5.

Solution:
Let n represents the original number:
8𝑛+6 8𝑛 6
a. −3= + 2 − 3 = 4𝑛 + 3 − 3 = 4𝑛
2 2
We started with n and ended with 4n. the procedure given in this example
produces a number that is four times the original number.

6𝑛+10 6𝑛 10
b. −5= + − 5 = 3𝑛 + 5 − 5 = 3𝑛
2 2 2
We started with n and ended with 3n. the procedure given in this example
produces a number that is three times the original number.

B. Solving a Logic Puzzle

Each of four neighbors, Sean, Maria, Sarah and Brian has a different occupation
(editor, banker, chef, or dentist). From the following clues, determine the occupation of
each neighbor:

1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian

Solution:
From clue 1, Maria is not a banker or the dentist.
Editor Banker Chef Dentist
Sean
Maria X X
Sarah
Brian

From clue 2, Sarah is not the editor. We know from clue 1 that the banker is not the
last to get home, and we know from clue 2 that Sarah is the last go home; therefore,
Sarah is not the banker.

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 Editor Banker Chef Dentist
Sean
Maria X X
Sarah X X
Brian

From clue 3, Sarah is not a dentist. There are now Xs for three of the four occupations
in Sarah’s row; therefore, Sarah must be a chef. Place a ✓ in that box. Since Sarah is
the chef, none of the other three can be the chef. Write X for these conditions. There
are now Xs for three of the four occupations in Maria’s row; therefore, Maria must be the
editor. Insert a ✓ to indicate that Maria is the editor, and write X twice to indicate that
neither Sean nor Brian is the editor.

Editor Banker Chef Dentist

Sean X X
Maria ✓ X X X
Sarah X X ✓ X
Brian X X

From clue 4, Brian is not a banker. Write X for this condition. Since there are three Xs
in the banker column, Sean must be the banker. Place a ✓ in that box. Thus Sean cannot
be the dentist. Write X in that box. Since there are three Xs in the dentist column, Brian
must be the dentist. Place ✓ in that box.

Editor Banker Chef Dentist

Sean X ✓ X X
Maria ✓ X X X
Sarah X X ✓ X
Brian X X X ✓

Sean is the banker; Maria is the editor; Sarah is the chef; and Brian is the dentist.

KenKen Puzzle
An arithmetic-based logic puzzle that was invented by the Japanese mathematics teacher,
Tetsuya Miyamoto in 2004. the noun “ken” has “knowledge” and “awareness” as synonyms.
Hence, KenKen translates as knowledge squared, or awareness squared.

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Rules for Solving a KenKen Puzzle
1. Do not repeat a number in any row or column.
2. The numbers in each heavily outlined set squares, called cages, must combine (in some
order) to produce the target number in the top left corner of the cage using the
mathematical operation indicated.
3. Cages with just one square should be filled in with the target number.
4. A number can be repeated within the cage as long as it is not the same row or column.

Example:
Properly constructed puzzles have a unique solutio
n.

Target column column column column

number 1 2 3 4
   
6× 7+ 6× 7+
row 1 → 2 1 3 4
2 8× 2 8×
row 2 → 3 2 4 1
4× 12× 1– 4× 12× 1–
row 3 → 1 4 2 3
1 1
row 4 → 4 3 1 2
A 4 by 4 puzzles with 8 cages The solution to the puzzle

6+ 3x 60x 40x 5+

2 1 3 3 5 1 4 2
3
5+ 4 3 5 2 1
3 2 1 10+ 4+
5 4 2 1 3
2
4x 36x 14+
1 3 2 2 1 3 5 4

A 3 by 3 puzzles with 4 cages 1 2 4 3 5

A 5 by 5 puzzles with 9 cages

GMATH (Mathematics in the Modern World) | 26

 Activity 6
Let’s find out: The Inductive and Deductive Reasoning
Let’s do it this way: Read and understand the problem below. Provide what is ask in each
item. Write your answer on your worksheet.

A. Verify that each of the following statements is a false statement by finding a

counterexample for each.
𝑥 𝑥+3
1. 𝑥 = 1 2. 3 = 𝑥 + 1 3. √𝑥 2 + 16 = 𝑥 + 4

B. Determine whether each of the following arguments is an example of inductive or

deductive reasoning:
1. During the past 10 years, a tree has produced plums every other year. Last year
three did not produce plums, so this year tree will produce plums.
2. All home improvements cost more than the estimate. The contractor estimated
that my improvement will cost ₱35,000. Thus my home improvement will cost
more than ₱35,000.
3. All Jose Rizal’s novels are worth reading. The Noli Me Tangere is Rizal’s novel.
Thus Noli Me Tangere is worth reading.
4. I know I will win a jackpot on this slot machine in the next 10 tries, because it
has not paid out any money during the last 45 tries.

C. Solve a logic puzzle by completing the table.

Brianna, Ryan, Tyler, and Ashley were recently elected as the new class officers
(president, vice president, secretary, treasurer) of the sophomore class at Summit
College. From the following clues, determine which position each holds.
1. Ashley is younger than the president but older than the treasurer.
2. Brianna and the secretary are both the same age, and they are the youngest
members of the group.
3. Tyler and secretary are next-door neighbors.
4. Ryan and the president are classmates.

Vice
President Secretary Treasurer
President
Briana
Ryan
Tyler
Ashley

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 D. Solve the 4 by 4 and 5 by 5 KenKen Puzzle.

2× 64× 3 160× 45×

8+ 9+ 1 20×

3÷ 15× 20×

1 12+ 4 2÷

Firming-up
Let’s Find Out: The Inductive and Deductive Reasoning
Let’s Do It This Way: Make a generalization about Inductive and Deductive Reasoning using
a Venn diagram. Write the differences of the two in both sides of the diagram and their
similarities in the intersection of the diagram. Write your answer on your worksheet.

Inductive Reasoning Deductive Reasoning

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References

Book
▪ Aufman, R. (2018). Mathematics in the Modern World. Manila: Rex Book Store, Inc.

YouTube link
▪ https://youtu.be/me6Dnl2DOtM
▪ https://youtu.be/yAjkQ1YqLEE

Website
▪ https://mathigon.org/course/sequences/introduction
▪ https://mathigon.org/course/sequences/fibonacci
▪ https://math.hmc.edu/funfacts/fibonacci-number-formula

Prepared by:

MR. ALDUIN L. COPIOSO

Instructor

GMATH (Mathematics in the Modern World) | 29