Learning Experiences for Math in the Modern World

WEEK 1
Film clip presentation – (a) Fibonacci sequence in Nature (https://www.youtube.com/watch?v=nt2OlMAJj6o)

Assessment for Activity: Write a short essay about the film clip (minimum of two paragraphs)
Scoring Rubric (Maximum of 20 points):
Traits 4 3 2 1

Focus & Details There is one clear, well- focused There is one clear, well- focused There is one topic. Main ideas are The topic and main ideas are not
topic. Main ideas are clear and topic. Main ideas are clear but are somewhat clear. clear.
are well supported by detailed not well supported by detailed
and accurate information. information.
Organization The introduction is inviting, The introduction states the main The introduction states the main There is no clear introduction,
states the main topic, and topic and provides an overview of topic. A conclusion is included. structure, or conclusion.
provides an overview of the the paper. A conclusion is included.
paper. Information is relevant
and presented in a logical order.
The conclusion is strong.
Voice The purpose of writing is very The purpose of writing is somewhat The purpose of writing is somewhat The purpose of writing is unclear.
clear, and there is strong clear, and there is some evidence clear, and there is evidence of
evidence of attention to of attention to audience. The attention to audience. The
audience. The extensive knowledge and/or experience with knowledge and/or experience with
knowledge and/or experience the topic is/are evident. the topic is/are limited.
with the topic is/are evident.
Word Choice Vivid words and phrases are Vivid words and phrases are used. The words that communicate There is limited vocabulary. Jargon
used. The choice and placement The choice and placement of words clearly, but the writing lacks variety. or clichés may be present and
of words seems accurate, is inaccurate at times and/or seems detract from the meaning.
natural, and not forced. overdone.
Sentence Structure, All sentences are well Most sentences are well Most sentences are well Sentences sound awkward, are
Grammar, constructed and have varied constructed and have varied constructed, but they have a similar distractingly repetitive, or are difficult
Mechanics, & structure and length. There are structure and length. There are few structure and/or length. There are to understand. There are numerous
Spelling no errors in grammar, errors in grammar, mechanics, several errors in grammar, errors in grammar, mechanics,
mechanics, and/or spelling. and/or spelling, but they do not mechanics, and/or spelling that and/or spelling that interfere with
interfere with understanding. interfere with understanding. understanding.

WEEK 2
The instructor may incorporate in the discussion of the topic any of the film clips below:
(a) What is the Golden Ratio (https://www.youtube.com/watch?v=6nSfJEDZ_WM) or
(b) Understanding the Fibonacci Spiral (https://www.youtube.com/watch?v=8A3JnWzgXGk&t=37s)

Activity Sheet:
Part I.
It has been claimed that the most beautiful human bodies and faces are also proportioned with the Golden Ratio. Statues of human
bodies that the ancient Greeks considered most “perfect” embodied many Golden Ratios. It turns out that the “perfect” (to ancient
Greeks) human face has a whole flock of Golden Ratios as well.
In ancient Greece, the classical sculptors frequently used the navel (belly button) as the Golden Ratio point of the human body.
How do you compare to their standards of beauty?
(Get a partner to help you with your measurements.)
 Measure your height to the nearest cm: _________
 Measure from the floor to your navel to the nearest cm: __________
 What is the ratio of your height to the height of your navel? Round to the nearest hundredth.

Part II.
Studies suggest that Shania Twain may have one of the most beautifully-proportioned faces. Using your ruler and the face picture
on the succeeding page, find each measurement below to the nearest tenth of a cm. You are measuring the distance or length
between the two locations mentioned. You can use the marking lines to place the ruler for your measurements. Complete the
table:

Facial Distance Measurement (cm)

a Top-of-head to chin
b Top-of-head to pupil
c Pupil to nose tip
d Pupil to lip
e Width of nose
f Outside distance between eyes
g Width of head
h Hairline to pupil
i Nose tip to chin
j Lips to chin
k Length of lips
l Nose tip to lips
 Head Width

Eye Nose Eye

Top of the Head

Hairline

Pupils

Nose Tip
Lips

Chin

Lips

Now use the letters below to compute ratios with them with your calculator.

Shania Twain’s facial ratios:

 Now find the average of all the ratios to the nearest thousandth.
a Answer: ______________
 ___________
g  How close do you think Shania’s face to the classical Greek
standard of beauty? Explain. Make sure you consider both the
b average and the individual ratios in your explanation.
 ___________
d
i
 ___________
j

i
 ___________
c
e
 ___________
l
f
 ___________
h
k
 ___________
e

Part III. (This part may be given as homework, depending on the time remaining
for the class)
 Measure the following lengths of the given star to the nearest tenth of a A C B
cm:
AB: __________ CB: __________
AC: __________ CD: __________
D
 Experiment with finding the ratios of the lengths of different pairs of these
line segments (round to the nearest tenth). Name at least three pairs
that give the Golden Ratio.
 WEEK 3

Procedure for Activity:

1. The Instructor will divide the class into groups of 3-4 members. (This should be done before the end of the class in Week 2).
2. Each group of learners will do research on the applications of mathematical concepts in society.
3. This research is to be presented in class by each group. The manner of presentation will be up to the group.
4. The research topic should focus on the following questions:
a. What mathematical concept is highlighted?
b. How is the mathematical concept applied?
c. Is the mathematical concept applied in other fields?

Scoring Rubric: (Maximum of 30 points)

Criterion Below expected level (1) At expected level (2) Above expected level (3)
Introduction of topic Topic introduced. Topic introduced clearly, and purpose of Topic introduced clearly and in an
talk was made clear. interesting way. Purpose of talk was made
clear. Outline of points was given.
Development of topic Some understanding of topic shown. Good understanding of topic shown. Links A very good understanding of the topic
Some links and connections made and connections between ideas made shown. Links and connections between
between ideas. Points are usually clear. Information was relevant and ideas made clear. Information was
developed with minimum detail. expressed in own words. Points were relevant and well expressed in own words.
Information is usually relevant. developed with sufficient and appropriate Points were well-organised and developed
details. with sufficient and appropriate details.
Ability to engage and Some eye contact was made. An interesting approach taken to topic. Speaker monitored audience and adapts
involve audience Techniques used to engage audience Speaker used techniques such as visual presentation accordingly. An interesting or
were minimal, or mainly ineffective. aids and props, anecdote, surprising facts, original approach taken to the topic.
direct audience participation. Speaker used techniques such as visual
aids and props, anecdote, humour,
surprising facts, direct audience
participation.
Suitability of Attempts were made to tailor the The presentation content and structure The presentation content, structure and
presentation for presentation content to the intended was tailored to the audience and to the delivery were closely tailored to the
purpose and audience purpose of informing, interesting or intended purpose of informing, interesting audience and to the intended purpose of
persuading. or persuading. informing, interesting or persuading.
Voice: clarity, pace, Presenter occasionally spoke clearly and Presenter usually spoke clearly to ensure Presenter spoke clearly and at a good
fluency at a good pace. audience comprehension. Delivery was pace to ensure audience comprehension.
usually fluent. Delivery was fluent and expressive.
Vocabulary, sentence The vocabulary of the presentation was The vocabulary of the presentation was The vocabulary of the presentation was
structure, grammar mainly appropriate for the topic. The appropriate for the topic. Sentence appropriate for the topic. A variety of
presentation content was occasionally structures were usually correct. The phrases and sentence structures were
grammatically correct. presentation content was usually used. The presentation content was
grammatically correct. grammatically correct.
Pronunciation Pronunciation occasionally correct, but Pronunciation and intonation is usually Pronunciation and intonation is correct
often hesitant and inaccurate. correct. and confident.
Cultural conventions for Greetings and general presentation are Greetings are culturally appropriate. Greetings are culturally appropriate.
oral presentation not culturally inappropriate. Questions are answered appropriately. Gestures, stance and eye contact are
appropriate. Questions are answered
appropriately.
Use of visual aids No visual aids were used; OR Visual aids supported the presentation Visual aids were carefully prepared and
Visual aids were occasionally appropriate effectively. They clarified and reinforced supported the presentation effectively.
and related to the spoken message. the spoken message. They clarified and reinforced the spoken
message. The aids added impact and
interest to the presentation.
Conclusion of topic An attempt was made to conclude the The presentation was summed up clearly. The presentation was summed up clearly
presentation. and effectively, with key points
emphasised.

WEEK 4

Activity Sheet: Fill in the blanks to rewrite the give statement.

Part I: Rewriting a Universal Conditional Statement
For all real numbers x, if x is greater than 2, then x2 is greater than 4.
a) If a real number is greater than 2, then its square is ___________________________.
b) For all real numbers greater than 2, _______________________________________.
c) If x _________________ then _________________.
d) The square of any real number greater than 2 is _____________________________.
e) All numbers greater than 2 have ________________________________________.

Part II: Rewriting a Universal Existential Statement

All bottles have a cap.
a) Every bottle ___________________________.
b) For all bottles B, _______________________________________.
c) For all bottles B, there is a cap C such that ________________________________________.

Part III: Rewriting an Existential Universal Statement

There is a person in my class who is at least as old as every person in my class.
a) Some ____________ is at least as old as _________________________________.
b) There is a person P in my class such that P is _____________________________________________.
c) There is a person P in my class with the property that for every person Q in my class, P is ________________________.
 WEEK 6

What’s the Set? (This activity will require the students to be grouped prior to the beginning of the activity)

Procedure for Activity:

a) The instructor will prepare sets of number cards showing numbers 0, 1, 2, 3, 4, 5, and 6 (one set per group)
b) The instructor shall write the above six sets on the board.
c) Divide students into groups of 5-7.
d) Give one set of numbers to each group.
e) Referring to the sets on the board, call out a problem such as ''The union of A and E''.
f) The first group to raise the correct number cards reflecting the answer to instructor’s question gets a point.
g) Continue for as long as desired. The team with the most points at the end of the game wins.
h) Challenge - Instead of calling out the problem in words, write the problem on the board in set notation, like 'A U B'. This
will require students to practice recognizing the symbols used in set notation.

WEEK 7

Functions and Relations around Us (This activity will require the students to be grouped prior to the beginning of the activity)

Procedure for Activity:

1. For the following situations, allow the learners to describe whether the situation represents a function or relation and explain
why, what is the domain and range, and describe whether the relation or function is one-to-one based on the components of
matching rules.
a) Restaurant menu
b) Student report card
c) Student number
d) License plate of a vehicle
e) Cell phone number

2. Each situation has a maximum of 5 points, namely:

Identification of function or relation = 1 point
Explanation as to why it is a function or relation = 1 point
Identification of Domain = 1 point
Identification of Range = 1 point
One-to-One or Not = 1 point

WEEK 8

Ken-Ken Puzzles (Refer to page 64-65 of Textbook)

WEEK 9

Polygonal Numbers (Refer to page 74 of Textbook)