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30 views2 pages

Week 1-Ip

Uploaded by

Ainie Bulkais
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Capitol University

College of Arts and Sciences

MODULE 1
THE NATURE OF MATHEMATICS

Mathematics is a useful way to think about nature and our world.

SECTION 1: MATHEMATICS IN OUR WORLD

In our modern world, the usefulness of mathematics is inevitable. Mathematics is used in


different fields to calculate effectively the results of different activities, predict the behavior of a variable
when the other variables are known, identify fully well the requirements of a particular dosage of
medicine to cure a certain illness verify whether a specific solution is applicable to general set-ups
ascertain the chronology of events in the past identify patterns of situations; and many more.
What is mathematics? Where is mathematics? What role does mathematics paly in our world?
These are questions that we want to have answers for us to regain our interest in the subject matter.
We look at mathematics as a useful way to think about the nature and the world in general;
thus, patterns and numbers that are useful in this world will be dealt with – to think about the Fibonacci
sequence and other arrays of numbers in order to predict and control the behavior of nature and
phenomena in this world. In the long run, we think about the numerous applications of mathematics as
aids in decision-making.

Intended Learning Outcomes

At the end of this section, the students should be able to:


1. Identify patterns in nature and regularities in the world;
2. Articulate the importance of mathematics in your life;
3. Argue about the nature of mathematics, what it is, how it is expressed, represented, and
used; and
4. Express appreciation for mathematics as a human endeavor.

PATTERNS AND NUMBERS IN NATURE AND THE WORLD

Let us look at the things that surround us. What numbers do we see? Do they establish a
pattern? If they do, what is the pattern?
SITUATIONS NUMBERS PATTERNS
1. The number 46-1 46-1. This refers to the block number and the lot number.
where your house This indicates that the house adjacent to you is 46-2.
is situated
234 234. This indicates that your house is marked the 234 th and
the house next to you is 235th, and so on.

III-A III-A. This house is situated first on the third block.


2. The final grades 86 86, 75, and 99. These grades represent the outcome of a
shown in your 75 student’s performance using specific criteria.
Grade 12 subjects 99
3. The feast day of Every 3rd This has no specific date since the 3 rd Sunday of January
the infant Jesus in Sunday of may fall on the 15th, 16th, or even the 17th.
Shrine Hills in January
Davao City
Capitol University
College of Arts and Sciences

THE FIBONACCI SEQUENCE

The Fibonacci sequence is an array of numbers that given two terms, the next term is
determined by adding the given terms. Mathematically,
fn = fn-1 + fn-2
Though a little bit confusing, it simply means that f n can be determined if the previous two
terms, fn-1 and fn-2 are added. Ergo, we only need to have two numbers as the first two terms in order
to get the third, fourth, fifth terms. Consider the following as examples.
GIVEN TERMS EXPANSION EXPLANATION
0+1=1
1+1=2
f0 = 0; f1 = 1 fn = 0, 1, 1, 2, 3, 5, 8, 13, … 1+2=3
2+3=5
3+5=8
5+8=13, and so on…
1+3=4
3+4=7
f0 = 1; f1 = 3 fn = 1, 3, 4, 7, 11, 18, 29, … 4+7=11
7+11=18
11+18=29, and so on…
2+2=4
2+4=6
f0 = 2; f1 = 2 fn = 2, 2, 4, 6, 10, 16, 26, … 4+6=10
6+10=16
10+16=26, and so on…

WE GREW UP WITH NUMBERS

Our orientation with numbers can be traced back to our childhood. We grew up with numbers in
our midst. We should remember that our parents taught us how to count first; thus, the counting
numbers were introduced to us. Later on, our curiosity was developed when we encountered the
number 0. We were taught also that this number is a representation of a number that is smaller than 1.
Apparently, the set of numbers was introduced to us.
In school, our teachers taught us how to perform the mathematical operation of subtraction. It
is so nice to know that when a smaller number is subtracted from a bigger one, the difference is still
present in the set of whole numbers that we know. On the other hand, when a bigger number is
deducted from a smaller one, we realize that there are numbers that are smaller than zero, which we
call the negative numbers. Thus, a new set of numbers is introduced and we call it – the set of integers.
Then we divided two numbers. When we divided larger number by a number that was divisible,
like ten and two, the quotient was still in the set of numbers that were introduced to us. We also
learned that not all division processes were like that. There were times when we divided smaller
numbers by larger ones. We were then introduced to the set of fractions and decimals.
Then we had rational numbers – a combination of fractions/decimals and integers, irrational
numbers, numbers that could not be expresses as a quotient of two numbers. Then we had the real
numbers and the non-real ones – the subset of the complex number system.
Our ability to like these numbers was a product of how they were presented to us. Some may
like numbers and others do not. Whatever our attitudes are, one thing is very certain: We cannot get rid
of numbers, for numbers are everywhere.

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