South East Asian Institute of Technology, Inc. National Highway, Crossing Rubber, Tupi, South Cotabato

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF TEACHERS EDUCATION

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LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD
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WEEK 1
GE 114: Mathematics in the Modern World Page 1 of 28

COURSE OUTLINE
COURSE CODE : GE 114

TITLE : MATHEMATICS IN THE MODERN WORLD
TARGET POPULATION : 1ST YEAR STUDENTS
INSTRUCTOR : MS. FARRAH M. LUCERO
Overview:
This course deals with nature of mathematics, appreciation of its practical, intellectual and aesthetic
dimensions and application of mathematical tools in daily life. The course begins with an introduction
to the nature of mathematics as an exploration of patterns (in nature and the environment). By
exploring this topics, students are encouraged to go beyond the typical understanding of mathematics
are merely a set of formulas but as a source of aesthetics in pattern of nature, for example, and a rich
language in itself (and of science) governed by logic and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool for understanding
and dealing with various aspects of present-day living, such as managing personal finances, making
social choices, appreciating geometric designs, understanding codes used in the data transmission
and security, and dividing limited resources fairly. These aspects will provide opportunities for actually
doing mathematics in a broad range of exercise that bring out the various dimensions of mathematics
as a way of knowing and test the students understanding and capacity.
General Objective:
Discuss and argue the nature of mathematics, what it is, how it is expressed, represented and
used. Acknowledge that mathematics is a language itself. Use a variety of statistical tools to process
and manage numerical data. Affirm honesty and integrity in the appreciation of mathematics to
various human endeavors.
The following are the topics to be discussed
Week 1 NATURE OF MATHEMATICS

Week 2 PATTERNS IN NATURE
Week 3 FIBONACCI SEQUENCE
Week 4 ARITHMETIC SEQUENCE
Week 5 GEOMETRIC SEQUENCE
Instruction to the Learners

Each chapter in this module contains a major lesson involving Mathematics in the Modern World.
The units are characterized by continuity, and are arranged in such a manner that the present unit is
related to the next unit. For this reason, you are advised to read this module. After each unit, there
are exercises to be given. Submission of task given will be every Tuesday during your scheduled
class hour.

WEEK 1
NATURE OF MATHEMATICS
What is Mathematics?
Mathematics has no universally accepted definition. The following are some definition from famous
mathematicians:
a. Mathematics is the science of quantity. Aristotle (384-322 BCE)
b. It is the science of indirect measurement. Auquste Comte (1798-1857)
c. Mathematics is a science that draws necessary conclusions. Benjamin Pierce (1809-1880)
d. All mathematics is symbolic logic. Bertrand Russel (1872-1970)
Study of Patterns
Patterns are regular, repeated or recurring forms or designs. It is an arrangement which helps
observers anticipate what they might see or what happens next. It also shows what may have come
before.
The human mind is programmed to make sense of data or to bring order where there is
disorder. It seeks to discover relationships and connections between seemingly unrelated bits of
information. In doing so, it sees patterns. Patterns are everywhere, people just need to learn to notice
them.
Example of Pattern-seeking behaviour of humans:
 A toddler separates blue blocks from red blocks
 A third grader notices that multiples of two are even numbers
 A college biology student studies the sequence of DNA and protein
 A weatherman makes forecasts based on atmospheric patterns
 A doctor decides who is healthy and who is not by recognizing certain health patterns
Example of patterns:
 LOGIC PATTERNS
 Logic patterns are usually the first to be observed, for example, classifying things comes
before numeration. Identifying things if they are blocks or not comes first before learning
how to count blocks.
Example:
1. What is the next figure in the pattern?
Solution:
Looking at the given figures, the black square in each figure is decreasing, so the next
figure must only have one black square, thus all choices are possible. Checking the other
patterns, while the black square is decreasing, the figure rotates in a counter clockwise
direction, thus the next figure is option B.

Solution:
The first pattern we could see in the figure is that the black and white portion of the figure is
alternating, so options A, B, and C could be the answer. The next pattern we could observe
is the number of square inside is increasing, so the next figure should have four squares
inside. The only option that we could observe both pattern is option A, thus option A is the
next pattern.
 NUMBER PATTERNS
 Number patterns such as 2, 4, 6, 8,10, are familiar because it is the first patterns we
encounter in school. Mathematics is especially useful when it helps predict events.
“How many cookies is needed if the party was for the school instead of just for the
class?”
 In this kind of patterns we could see a common relationship between numbers.
Example:
1. What are the next three terms in the pattern: 8, 13, 18, 23, 28, __, __, __?
Solution:
We could observe that the numbers are increasing with each term being 5 more than
the previous term. Thus the next three terms of the pattern are; 33, 38, and 43.
2. What is the 7th term in the pattern: 3, 5, 10, 12, 24, 26, __?
Solution:
3 5 10 12 24 26 ?
+2 x2 +2 x2 +2 x2
Base from the pattern the 7th term is 52.
 GEOMETRIC PATTERNS
 Geometric patterns is a motif or design that depicts abstract shapes like lines, polygons,
and circles, typically repeats like a wallpaper.
Example:
A B C D E

Solution:
Looking at the figure, the first pattern we could observe is the alternating shade of the
polygons, thus the next figure must be white. Checking the other patterns, the number of
sides of the polygon is increasing, so the next pattern should have 7 sides or a heptagon.
The figure that satisfy both patterns is option C.
ACTIVITY 1
Directions: Read and understand this module. Provide what is asked. Write your answer in a whole
sheet of yellow paper and attach it to the last page of this module.
1. Give your own definition of Mathematics using the concept map below.
MATHEMATICS
1. Draw the next figure for the patterns below then explain how you get your answer.
a.
b.
c.

2. Find the next three terms of the following number patterns then explain how you get your
answer.
a. 8, 27, 64, 125, __, __, __
b. 1,1 ,2 ,3 ,5 ,8 , __, __, __
c. 2, 4, 16, __, __, __


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LEARNING MODULE
FOR
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WEEK 2
WEEK 2
PATTERNS IN NATURE

Patterns indicate a sense of structure and organization that it seems only humans 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. In this lesson we will learn some of the
pattern that is formed by nature.
SYMMETRY
Symmetry indicates that you can draw an imaginary line across an object and the resulting
parts are mirror of each other.
Type of symmetry
 LINE OR BILATERAL SYMMETRY
- The right and left portions of a figure are exactly the same when you put an imaginary line.
- It is evident in most animal, including humans
Example:
 SYMMETRY BASE ON SYMMETRICAL SIDES
THREE- FOLD SYMMETRY

- It has three symmetrical sides
Example: Spiderwort
FIVE-FOLD SYMMETRY
-It has five symmetrical sides
Example: Starfish
SIX-FOLD SYMMETRY

- it has six symmetrical faces
Example: SNOWFLAKES
ROTATIONAL SYMMETRY
- A figure has rotational symmetry when it still looks the same after some rotation
- The smallest angle that a figure can be rotated while preserving the original formation is
called the angle of rotation
- To compute for the angle of rotation, we use the following formula:
360°
Angle of Rotation = where n is the number of times a pattern is
n
repeated
Example:
1. Three- fold symmetry
360°
Angle of Rotation = = 120°
3
2. Five-fold symmetry
360°
5
3. Six-fold symmetry
360°
6
OPTIMIZATION
- It is a field of mathematical investigation used to aid decision making in business and
industrial engineering. The goal of optimization is to maximize (or minimize) the quantity of
an output, while at the same time minimizing the quantity of resources needed to produce
it.
- The best example of optimization in nature are the Honeycombs built by bees. The cells of
honeycombs in the shape of hexagons allow bees to store the largest quantity of honey
given a limited amount of beeswax.
HONEYCOMB

TIGER’S STRIPES AND HYENA’S SPOTS
Patterns are also exhibited in the external appearances of animals. The tiger have distinctive
reddish- orange fur and dark stripes. Hyenas are covers in patterns of spots. These seemingly
random designs are believed to be governed by mathematical equations.
According to the theory of Alan Turing chemical reactions and diffusion processes in cells
determine these growth patterns. Recently, some studies explain why some species grow vertical
stripes while others have horizontal ones. A Harvard University researchers predicts that there are
three variables that could affect the orientation of these stripes: the substance that amplifies the
densities of stripe patterns; the substance that changes one of the parameters involved in stripe
formation; and the physical change in the direction of the stripe.
TIGER HYENA
SUNFLOWER
Looking at a sunflower up close, you will notice that there is a definite patterns of clockwise
and counterclockwise arcs or spirals extending outward from the center of the flower. This is another
demonstration of how nature works to optimize the available space. This arrangement allows
sunflower seeds to occupy the flower head in a way that maximizes their access to light and
necessary nutrients.
SUNFLOWER

SNAIL’S SHELL

We are familiar with spiral patterns, most common are seen in whirlpools and in shells of snails
and other similar mollusks. Snails are born with their shells, called protoconch, which start out as
fragile and colorless. As snails grow, the shell hardens and expand proportionately so that they can
continue to live inside their shells. The shell of snails are equiangular spiral, it follows the rule that as
the distance from the spiral center increases (radius), the amplitudes of the angles formed by the radii
to the point and the tangent to the point remain constant. This show how nature seems to follow a
certain set of rules governed by mathematics.
SNAIL’S SHELL LOGARITHMIC SPIRAL
FLOWER PETALS

We could see flowers everywhere. Their vibrant colors and fragrant odors make them very
appealing as gifts or decorations. If you look more closely, you could observe that each species of
flowers have different number of petals. Iris and trillium have 3 petals; buttercup, columbine, and
hibiscus have 5 petals; clematis and delphinium have 8 petals; ragworts and marigold have 13 petals.
These numbers are all Fibonacci numbers, which we will discuss in the next lesson.
TRILLIUM CLEMATIS
MARIGOLD
BUTTERCUP
ACTIVITY 2
1. Name an object for each type of symmetry given below then solve for its angle of symmetry
a. 4-fold symmetry
b. 8-fold symmetry
2. Why is it important to study patterns?
3. Go outside then look for patterns in your surroundings. Describe the patterns you observed.
Give at least three patterns.


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LEARNING MODULE

FOR
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WEEK 3
WEEK 3
FIBONACCI SEQUENCE
FIBONACCI SEQUENCE : Leonardo Pisano Bigollo of

F1 F2 F3 F4 F5 F6 F7 F8 Pisa
F In Italy
9
1 1 2 3 5 8 13 21 34
- Also known as Leonardo
Fibonacci
Definition - An Italian mathematician
- He first observed the
The first two numbers of Fibonacci sequence are 1 and 1, and Fibonacci sequence while
we could find the next number or term by adding the previous two, investigating how fast
the recurrence relation: rabbits could breed under
F n=F n−1+ F n−2, where F 1=1∧F 2=1. ideal circumstances.
Examples:
1. Find the 5th term of the Fibonacci sequence.
Solution:
n= 5
F 5=F5 −1 + F 5−2
F 5=F 4 + F3 F 4 ( 4 th term ) ∈the sequenceis 3
F 3 ( 3 rd term )∈the sequence is 2
F 5=3+2
F 5=5
Thus, the 5th term in the Fibonacci sequence is 5.
2. Find the 10th term of the Fibonacci sequence.

Solution:
n= 10
F 10=F10−1 + F10−2
F 10=F9 + F 8 F 9 ( 9 th term ) ∈the sequence is 34
F 8 ( 8 th term ) ∈the sequenceis 21
F 10=34+21
F 10=55
Thus, the 10th term of the Fibonacci sequence is 55.

Finding the nth term
Binet formula:
n n
1+ √ 5 1−√ 5
F n=
( 2
− ) (
2 )
√5
Examples:
1. Use the Binet formula to determine the 15 th term of the Fibonacci sequence.
Solution:
15 15
1+ √ 5 1−√ 5
F 15=
( 2 ) ( −
2 )
√5
15 15
1+ √ 5 1−√ 5
F 15=
( 2 ) (
−
2 )
√5
F 15=¿ 610
2. Use the Binet formula to determine the 25 th term of the Fibonacci sequence.
Solution:
n n
1+ √ 5 1− √5
F 25=
( 2
− ) (
2 )
√5
25 25
1+ √ 5 1−√ 5
F 25=
( 2 ) ( −
2 )
√5
F 25=75025
Note:
 round off your answer to two decimal places
 round off only when you find the final answer
GOLDEN RATIO

- two numbers is said to be in a golden ratio if their ratio is the same as the ratio between the
sum and the larger of the two numbers
a a+b
= , where a > b > 0 (b is less than a but greater than 0)
b a
n
1−√ 5
- (
the golden ratio symbol is the Greek φ (phi); φ=1.6183 and the natural number
2 ) of the
Fibonacci number are intimately connected to the Golden ratio
Examples:
1 2 3 5 8 13
=1 =2 =1.5 =1.666 … =1.6 =1.625
1 1 2 3 3 8
21 34 55 89
=1.615385 =1.619048 =1.61764 =1.617878
13 21 34 2155
Observe that the answers is getting closer to 1.6183.
APPLICATION OF GOLDEN RATIO

Greeks thought that the rectangles whose sides form a golden ratio were pleasing to look
at. Many artists believe that work using approximately the golden ratio is aesthetically
beautiful. An example is the painting of Mona Lisa.
a a+b
= =1.618
b a

ACTIVITY 3
1. List the first 15 Fibonacci numbers and find the ratio of each two consecutive terms.
2. Find the 17th, 19th, and 21st terms of the Fibonacci sequence using this formula:
F n=F n−1+ F n−2
3. Find the 30th, 42nd and 45th terms of the Fibonacci sequence using the Binet Formula.
4. Give another application of the Golden ratio then explain how it is applied.


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LEARNING MODULE
FOR
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WEEK 4
WEEK 4
ARITHMETIC SEQUENCE
ARITHMETIC SEQUENCE
- A sequence is arithmetic if the differences between consecutive terms are the same.
- The common difference is denoted by d
Example:
1.) The set of even numbers: 0, 2, 4, 6, 8, 10…
2–0=2
4-2=2
6–4=2
8–6=2
10 – 8 = 2
The sequence has a common difference of 2, thus it is an arithmetic sequence.
2.) 48, 45, 42, 39 . . .
45 – 48 = - 3
42 – 45 = - 3
39 – 42 = - 3
The common difference is – 3.
Finding subsequent terms:

Example:
Find the next three terms in the sequence: 28, 31, 34, 37, __, __, __.
Solution:
Step 1: find the common difference of the sequence
31 – 28 = 3
34 – 31 = 3
37 – 34 = 3
d=3
Step 2: add the common difference to the last term

37 + 3 = 40
40 + 3 = 43
43 + 3 = 46
Thus, 28, 31, 34, 37, 40, 43, 46
Finding the nth term:
Formula:
a n=a1 + ( n−1 ) d
Where:
a n is the nth term
a 1is the first term
n is the number of the term
d is the common difference
Example:
1.) Find the 25th term in the sequence of 28, 31, 34, 37 …
Given: a 1= 28 (find all known value and solve for the common difference)
n= 25
d=3
a 25=?
Solution:a n=a1 + ( n−1 ) d
a 25=28+ ( 25−1 ) 3 (substitute all given values)
a 25=28+ ( 24 ) 3 (simplify)
a 25=28+72
a 25=100
Thus, the 25th term of the arithmetic sequence is 100.

2.) Find the 50th term 0f the sequence: 48, 45, 42, 39 . . .
Given: a 1= 48
n= 50
d = -3
a 50=?
Solution:
a n=a1 + ( n−1 ) d
a 50=48+ ( 50−1 ) (−3) (substitute all given values)
a 50=48+ 49(−3) (simplify)

a 50=48−147
a 50=−99
Thus, the 50th term of the arithmetic sequence is – 99

3.) Find the 1st term of the sequence if the 10th term is 40 and the common difference is 4.

Given: a 1 =?
n= 10
d=4
a 10= 40
Solution:
a 10=a1 + ( n−1 ) d
40=a 1+ ( 10−1 ) 4 (substitute all given values)
40=a 1+ ( 9 ) 4
40=a 1+36 (subtract 36 both sides of the equation)

40−36=a1 +36−36 (simplify)
a 1=4
Thus, the 1st term of the arithmetic sequence is 4.
Arithmetic means
- the terms between any two nonconsecutive terms of an arithmetic sequence
Example:
1.) 3, 5, 7,9,11, 13…
Between 5 and 13 there are three arithmetic means; 7, 9, 11
2.) Find three arithmetic means between 8 and 28.

8, __, __, __, 28
In finding the terms between 8 and 28 we must first find the common difference of the
sequence.
Given:
a 1= 8
n= 5 (from 8 to 28 we have 5 terms)
a 5=28
d=?
Solution:
Step 1: In finding the common difference we will use the same formula:
a 5=a1 + ( n−1 ) d
28=8+ ( 5−1 ) d (substitute all given values)

28=8+ ( 4 ) d (simplify)
28−8=8+4 d−8 (subtract 8 both sides of the equation )
20=4 d (divide both sides of the equation by 4)
d=5
Step 2: add the common difference (d) starting from the first term
8+ 5= 13
13+5 = 18

18+5 = 23
Thus, the three arithmetic means between 8 and 28 are 13, 18, and 23.
3.) Find four arithmetic means between 15 and -5.
15, __, __, __, __, -5
Given: a 1= 15
n= 6 (from 15 to -5 we have 6 terms)
a 6= -5
d=?
Solution:
Step 1: find d
a 6=a1 + ( n−1 ) d
−5=15+ ( 6−1 ) d (substitute all given values)

−5=15+ ( 5 ) d (simplify)
−5−15=15+5 d −15 (subtract 15 both sides of the equation )
−20=5 d (divide both sides of the equation by 5)
d=−4
Step 2: add -4 starting from the first term
15 + (-4) = 11
11 + (- 4) = 7
7 + (- 4) = 3
3+ (- 4) = -1
Thus, the four arithmetic means between 15 and 5 are 11, 7, 3, and -1.
ACTIVITY 4
1. Identify if the given sequence is an arithmetic sequence or not. Explain your answer.
a.) 2, 8, 14, 20, …
b.) 9, 13, 17, 20, 23, …
2. Find the 20th and the 25th term of the arithmetic sequence: 5, 11, 17, 23, …
3. Find the first term of an arithmetic sequence when the 15 th term is 252 and the common
difference is 3.
4. Find 10 arithmetic means between 2 and 90.
5. To prove that objects of different weights fall at the same rate, Galileo dropped two objects
with different weights from the Leaning Tower of Pisa in Italy. The objects hit the ground at the
same time. When an object is dropped from a tall building, it falls about 16 ft in the first second,
48 ft in the second second, and 80 feet in the third second, regardless of its weight. How many
feet would an object fall in the twelfth second?


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LEARNING MODULE
FOR

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WEEK 5
WEEK 5
GEOMETRIC SEQUENCE
GEOMETRIC SEQUENCE
- A geometric sequence is a sequence in which each term after the first is obtained by
multiplying the preceding term by a fixed nonzero constant. The amount by which we
multiply each time is called the common ratio of the sequence.
- The common ratio is denoted by r. It is found by dividing any term after the first term by the
term that directly precedes it.
Determining if a sequence is a geometric sequence:
Example:
2.) 6, -12, 24, -48, 96, …
1.) 1, 5, 25, 125, 625, …
5 −12
=5 =−2
1 6
25 24
=5 =−2
5 −12
125 −48
=5 =−2
25 24
625 96
=5 =−2
125 −48
r =5 r =−2
It is geometric because it has a common
Ratio ( r )= 5
Finding the terms of a geometric sequence:

Example:
1. Find the first 6 terms of a geometric sequence when the first term is 7 and the common ratio (r)
is 3
Solution:

To find the next terms in the sequence we just multiply the common ratio starting from the first
term.
7 x 3 = 21
21 x 3 = 63
63 x 3 =189
189 x 3 = 567
567 x 3= 1701
Thus, the six terms of the geometric sequence are 7, 21, 63, 189, 567, 1701,…
1. Find the first 5 terms of a geometric sequence when the first term is 4 and the common ratio
( r) is -2.
Solution:
5 x – 2 = -10
-10 x – 2 = 20
20 x – 2 = - 40
-40 x – 2 = 80
Thus, the 5 first terms of the geometric sequence are 5, -10, 20, -40, 80, …
Finding the nth term of a geometric sequence:

Formula:
a n=a1 r n−1
Where:
a n is the nth term
a 1 is the first term
r is the common ratio

n is the number of the term
Example:
1. Find the eight term of a geometric sequence whose first term is -4 and the common ratio is -2.
Given: a 1=−4
r = -2
n= 8
Solution:
a n=a1 r n−1
a 8=(−4 ) (−2)8−1 (substitute all known values)
a 8=(−4)(−2)7 (simplify)
a 8=(−4 ) (−128 )
a 8=512
Note: Be careful when evaluatinga n=a1 r n−1. Find first r n−1. Then multiply a 1

2. Find the 10th term of the sequence: 3, 9, 27, 81, ...
Given: a 1=3
r=3
n= 10
Solution:
a n=a1 r n−1
a 10=( 3 ) (3)10−1 (substitute all known values)
a 10=(3)(3)9 (simplify)
a 10=( 3 )( 19683 )
a 10=59,049
Finding the first term of a geometric sequence:
Formula:
a n=a1 r n−1
an a 1 r n−1
= n−1
r n−1 r
an
a 1= --------- > we will use this formula to solve for a 1
Example: r n−1
1. Find the first term of the sequence whose 5 th term is 243 and its ratio is 3.
Given:
a 5=243
r=3
n= 5
a 1=?
Solution:
an
a 1=
r n−1
243
a 1= ( 5−1) (substitute all known value)
3
243
a 1= (simplify)
34
243
a 1=
81
a 1=3

2. Find the first term of the sequence whose 10 th term is – 3,072 and its common ratio is -2
Given: a 10=−3 , 072
r = -2
n= 10
a 1=?
Solution:
an
a 1=
r n−1
−3072
a 1= (substitute all known value)
(−2)(10−1)
−3072
a 1= 9 (simplify)
(−2)
−3072
a 1=
−512
a 1=6
Finding the common ratio a geometric sequence:
Formula:
a n=a1 r n−1
an a1 r n−1
=
a1 a1
an n−1
=r
a1
a
(n−1)
√
√r n−1 =(n−1) an
1
an
r=
√
(n−1)
a1
----- > we will use this to solve for the ratio (r)
Example:
1. Find the common ratio of a geometric sequence whose first term is 3 and its fourth term is 81.
Given: a 1=3
n= 4
a 4=81
r =?

Solution:
an
r=
(n−1)
√ a1
81
r=
(4−1)
√ 3
(substitute the given values)
r =√3 27 (simplify)
r=3
2. Find the common ratio of a geometric sequence whose first term is 5 and its sixth term is 5120.
Given: a 1=5
n= 6
a 6=5120
r =?
Solution:
an
r=
(n−1)
√a1
(6−1) 5120
r=
5
√
r =√ 1024
5
(substitute the given values)
(simplify)
r=4
ACTIVITY 5
1. Determine whether the following sequence is a geometric sequence or not. Explain your
answer.
a. 3, 18,108, 648, …
b. 4, 12, 36, 144, 432, …
2. Find the 5th, 25th and 30th term of the sequence whose first term is 4 and its common ratio (r) is
-2.
3. Find the first term of the sequence whose 12 th term is 8,388,608 and its common ratio is 4.
4. Find the common ratio of the geometric sequence whose first term is 8 and its 6 th term is 8192.
5. Explain how arithmetic sequences and geometric sequences differ from each other?

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COLLEGE OF TEACHERS EDUCATION

GE 114: Mathematics in the Modern World Page 1 of 28