Mathematics in the Modern World

MODULE 1
Chapter 1: Mathematics in our World

Objectives: At the end of this module, the students are expected to;
1. Articulate the importance of mathematics in one’s life.
2. Express appreciation for mathematics as human endeavors.
3. Argue about the nature of mathematics; what it is, how it is expressed, represented, and used.
Lesson 1.1 The Meaning of Mathematics
Mathematics may be viewed in different perspectives. In its wildest significance, it is the development of all types of formal
deductive reasoning. Generally, it is said to be the science of calculation. Others view it as a science of numbers and space and others
say that it is a science of measurement, quantity and magnitude.
Mathematics is derived from the ancient word manthanein meaning “to learn”. The Greek root mathesis means “knowledge”
or its other form mathema meaning science, knowledge, or learning, and mathematikos or mathemata means “fond of learning”. These
have been the notion of the early mathematicians and philosophers that is why they continue to seek for knowledge and the truth.
Mathematics could then be defined as a desire for a particular kind of knowing. Knowing that is self-contained on the individual or may
be seen as an autonomous thinking (Schaaf, 1963).
Mathematics is described in so many ways that fits within the area of human knowledge. Basically, it is seen as a study of
patterns and relations. It is also a way of thinking. Mathematics is seen as an art which is characterized by order and internal consistency.
It is a language that uses carefully defined terms and symbols. Thus, mathematics is a tooll.
Mathematics has five basic characteristics’ namely: precision, definition, reasoning, coherence and purposefulness. They are
not independent of each other. It is precise in the sense that mathematical statements are clear and unambiguous. It is clear what is
known and what is not known. Definitions abound in mathematics. It is the bedrock of mathematical structure and the platform that
supports reasoning. Reasoning is the lifeblood of mathematics. It is the engine that drives proving and problem solving. Its absence is
the root cause of the learning by rote approach. Concepts and skills are interwoven in mathematics. And lastly, mathematics is goal-
oriented, and for every concept or skill there is purpose for it.
Activity 1. Write an essay focusing on the following questions. (1). What is most usefull about mathematics for humankind?
not (2). Do you think the subject Mathematics in the Modern World in which you are enrolled is important? Yes or No? Why or
Why?
Lesson 1.2 Mathematics as a Study of Patterns and Relationships
Mathematics is the science of patterns and relationships. Patterns provide a sense of order. It allows one to make an educated
guess. A lot of disciplines are based on making hypothesis and hypotheses are often based on patterns. Assumptions are also based on
patterns, recurring patterns. Thus, the understanding of patterns aids in the development of mental skills needed in the transformation of
ideas to information then to knowledge.
COMMON PATTERNS
A. LOGIC PATTERNS
Logic patterns are related to geometric patterns and number patterns. It helps us classify objects or figures. One kind of
logic patterns deal with characterisics of various objects. Another kind deals with orders; there is a sequence of objects and a
pattern in the attribute the objcts posses. They are commonly part of aptitude tests. The development of numeracy literacy and
geometric literacy follows after one develops a sense of patterns involving logic or reasoning through association or through
relation.
Example 1. In a polygon, a diagonal connects two vertices that are not already connected by an edge.

How many diagonals can be drawn in a hexagon (6 sided polygon)?

B. NUMBER PATTERNS
A number pattern is a list or set of numbers that follow a certain sequence or arrangement. It is where numbers are
arranged in either ascending or descending order, and have with it basic operations of mathematics or a certain series of
arithmetical operation like addition or multiplication repeatedly done.
a. Arithmetic Sequence – is a sequence of numbers whose term after the first is obtained by adding a constant number
called the common difference (d).
Examples: (i). 1, 2, 3, 4, 5, 6, … (ii). 1, 5, 9, 13, 17, … (iii). 5, 10, 15, 20, …
b. Geometric Sequence – is a sequence that follows a pattern of multiplying a fixed number called common ratio (r).
Examples: (i). 1, 2, 4, 8, … (ii). -5, 10, -20, 40, … (iii). 3, 0.03, 0.003, …
c. Fibonacci Sequence – is a series of numbers where a number is found by adding up the two numbers before it. Starting
with 0 and 1, the sequence goes 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, …
d. Pascals Triangle – one of the most interesting Number Patterns named after Blaise Pascal, a famous French
Mathematician and Philosopher. To build the triangle, start with “1” at the top, then continue placing numbers below it in a
triangular pattern. Each number is the numbers directly above it added together.

Mathematical Problems Involving Number Patterns

An ordered list of numbers such as
−3, 1, 5, 9, 13, …
Is called a sequence. The numbers in a sequence that are separated by commas are the terms of the sequence. The
above sequence is called an arithmetic sequence. Sometimes the word series or progression are used in place of
sequence. In the above example, −3 is the first term represented by 𝑎1 , 1 is the second term represented by 𝑎2 , 5 is the
third term represented by 𝑎3 , and so on. The three dots " … " indicate that the sequence continues beyond 13, which is
the last written term. It is customary to use the subscript notation 𝒂𝒏 to designate the nth term of the sequence.

Illustrative Examples
1. Nic decided to save money for one week from his allowance. Each day, he saves 12 pesos more than the previous
day. If he started saving 8 pesos on the first day, how much will he set aside in the 5 th day? After a week, how much
would he have saved?
Solution: The sequence starts with 8 and add 12 until the 5th day.
𝑎1 = 8 𝑑 = 12 𝑛 = 5 , using the formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, it will yield to
(5
𝑎5 = 8 + − 1)12 = 56
𝑛
For the total savings after a week, use 𝑠 = 2 (𝑎1 + 𝑎𝑛 )
𝑛 𝑛
Equivalently, 𝑆𝑛 = 2 (𝑎1 + 𝑎1 + (𝑛 − 1)𝑑 = 2 [2𝑎1 + (𝑛 − 1)𝑑]
7
So, 𝑆7 = 2
[2(8) + (7 − 1)12] = 308 pesos

2. Find the 7th term in the sequence 5, 14, 23, 32, …

Note that the pattern is adding 9 more than the previous number. Therefore 𝑑 = 9 or 𝑑 = 𝑎2 − 𝑎1 = 14 − 5 = 9.
Therefore, 𝑎𝑛= 𝑎1 + (𝑛 − 1)𝑑
𝑎7= 5 + (7 − 1)9 = 59

3 3 3 3
An ordered list of numbers such as 3, − 2 , 4 , − 8 , 16 , … is called geometric sequence. Sequences of numbers
that follow a pattern of multiplying a fixed number, 𝑟, from one term to the next are called geometric sequences. The
following sequences are geometric sequences:
SEQUENCE A: 1, 2, 4, 8, … 𝑟=2
SEQUENCE B: 0.01, 0.06, 0.36, 2.16, … 𝑟=6
1
SEQUENCE C: 16, −8, 4, −2, … 𝑟=2
The 𝑟 − 𝑣𝑎𝑙𝑢𝑒 can be calculated by dividing any two consecutive terms in a geometric sequence. The formula for
calculating 𝑟 is …
𝑎
𝑟 = 𝑎 𝑛 , where 𝑛 is a positive integer greater than 1.
𝑛−1

To find the nth term of a geometric sequence, the formula is 𝑎𝑛 = 𝑎1 . 𝑟 𝑛−1 .

Illustrative Example
 1. Find the 10th term of a geometric sequence if 𝑎1 = 45 and the common ratio, 𝑟 = 0.2.
Solution: 𝑎𝑛 = 𝑎1 . 𝑟 𝑛−1 = (45)(0.2)10−1 = (45)(0.2)9 = 0.00002304

Activity 2. Solve the following problems.

1. Find the nth term of the sequence:
a. 2, 10, 18, 26, 34, … 𝑛=9
b. 8, 6, 4, 2, 0, … 𝑛 = 10
c. 1, 3, 6, 10, 15, … 𝑛=8

2. What is the common ration, 𝑟, in the given sequence

a. −5, 10, −20, 40, …
4 4 4
b. 4, , , , …
3 9 27
1
c. 2
, −1, 2, −4, …

3. Find the nth term of the geometric sequence given the elements.
a. 𝑎1 = −3; 𝑟 = 5; 𝑛 = 5
1
b. 𝑎1 = 4; 𝑟 = 2 ; 𝑛 = 4
1
c. 𝑎1 = 2 ; 𝑟 = −4; 𝑛 = 3

4. A theater in the round has 70 seats in the first row, 78 seats in the second row, 86 seats in the third row, and so
on in a sequence. If the theater has 24 rows of seats, find the total number of seats it contains.

5. Find the value(s) of 𝑥 in the arithmetic series 3𝑥 + 1, 5𝑥 − 1, 5𝑥 + 1, …

Prepared by:
Christian B. Besin
Instructor