MATHEMATICS IN OUR WORLD

During the European Renaissance, renowned artists and architects used an equation known as the
"golden ratio" to map out their masterpieces. Thousands of years later, scientists adopted this
mathematical formula to help explain why some people are considered beautiful...and others are not.

Dr. Kendra, an assistant professor of biostatistics, uses the golden ratio and 29 other measurements to
study facial sex appeal. These measurements are calculated to determine a person's beauty on a scale of
1 to 10. What does she measure?

A. First, Dr. Kendra measures the length and width of the face. Then, she divides the length by the
width. The ideal result—as defined by the golden ratio— is roughly 1.6, which means a beautiful
person's face is about 1 1/2 times longer than it is wide.
B. Next, Dr. Kendra measures three segments of the face— from the forehead hairline to a spot
between the eyes, from between the eyes to the bottom of the nose, and from the bottom of the
nose to the bottom of the chin. If the numbers are equal, a person is considered more beautiful.
C. Finally, statisticians measure other facial features to determine symmetry and proportion. On a
perfect face, Dr. Kendra says the length of an ear is equal to the length the nose, and the width of
an eye is equal to the distance between the eyes.

SECTION 1:
THE NATURE OF MATHEMATICS

Mathematics, developed by human mind and culture, is a formal system of thought for recognizing,
classifying, and exploiting patterns.

Mathematics is a language

Mathematics is a study of patterns

Mathematics is an art

Mathematics is a of problem-solving tools

Mathematics is a process of thinking

WHERE IS MATHEMATICS?
• in every people’s daily task or activity

• in nature, arts, music, medicine, and other disciplines

• in communities

• IT IS EVERYWHERE
WHAT IS MATHEMATICS FOR?
• useful in making conclusions and/or predictions of the events of the world

• use to describe the natural order and occurrences of the universe

• use to organize patterns and regularities as well as irregularities

• help to control weather, epidemics

• provide tools for calculations

• provide new questions to think about

WHAT IS MATHEMATICS ALL ABOUT?

 numbers, symbols, equations, operations, functions, calculations, abstractions, devising proofs
and etc.

HOW IS MATHEMATICS DONE?

• with curiosity

• with a penchant for seeking patterns and generalities

• with the desire to know the truth

• with trial and error

• without fear of facing more questions and problems to solve

WHO USES MATHEMATICS?

• mathematicians (pure and applied)

• scientists (natural and social)

• everyone

WHY IS MATHEMATICS IMPORTANT TO KNOW / LEARN?

• It puts order in disorder.

• It helps us become better persons.

• It helps make a world a better place to live in.

 FIBONACCI SEQUENCE AND THE GOLDEN RATIO

Leonardo Pisano
 European mathematician 1175-1250

 Leonardo of Pisa.

 Author of Liber abaci or Book of the Abacus.

 Remembered today because of Edouard Lucas

WHAT IS THE FIBONACCI SEQUENCE AND WHY IS IT SIGNIFICANT?

 Generalized sequence of first two positive integers and the next number is the sum of the
previous two, i.e. 1,1,2,3,5,8,13,21,...

 Has intrigued mathematicians for centuries. Shows up unexpectedly in architecture, science

and nature (sunflowers & pineapples).

FIBONACCI SEQUENCE AND THE GOLDEN RATIO

 A remarkable property of the sequence is that the ratio between two numbers in the sequence
eventually approaches the “Golden Ratio” as a limit.

 1/1=1 2/1=2 3/2=1.5 5/3=1.6667

 8/5=1.6 13/8=1.625 21/13=1.6154

FIBONACCI’S RABBIT PROBLEM

At the beginning of a month, you are given a pair of newborn rabbits. After a month the rabbits have
produce no offspring; however, every month thereafter, the pair of rabbits produces another pair of
rabbits. The offspring reproduce in exactly the same manner. If none of the rabbits dies, how many pairs
of rabbits will there be at the start of each succeeding month?

MATHEMATICAL LANGUAGE AND SYMBOLS

“The laws of nature are written in the language of mathematics.” - Galileo Galilei

Mathematics as a human language

Mathematics as finding patterns, representing patterns, making assumptions

IMPORTANCE OF LANGUAGE
• To understand the expressed ideas

• To communicate ideas to others

CHARACTERISTICS OF THE MATHEMATICS LANGUAGE

 Precise (able to make very fine distinctions or definitions)

 Concise (able to say things briefly)

 Powerful (able to express complex thoughts with relative ease)

 Nontemporal (has no tenses)

 It has also vocabulary and parts of speech.

PARTS OF SPEECH FOR MATHEMATICS

1. Numbers- use to represent quantity (these are nouns/objects in the English Language).

2. Operation Symbols- (+,-,÷,^ and ˅) can act as connectives in a Mathematical sentence.

3. Relation Symbols- (=,≥,≤ and ~) are use for comparison and act as verbs in the mathematical
language.

4. Grouping Symbols- (),{} and [], are used to associate groups of numbers and operators.

5. Variables- letters that represent quantities and act as pronouns.

ENGLISH LANGUAGE TO MATHEMATICS LANGUAGE

• Noun to mathematical expressions

Examples: x + 5; sinx; logx

• Sentence to mathematical sentence

Example: 2x + y = 6

THE GRAMMAR OF MATHEMATICS

 Structural rules governing the use of symbols representing mathematical objects.

DIFFICULTIES
 • The word “is” could mean equality, inequality, or membership in a set

• Different use of a number (cardinal, ordinal, nominal, ratio)

• Mathematical objects may be represented in many ways such as sets and functions.

• The words “and” and “or” mean differently in mathematics from its English use.

SETS
• Definition. A Set is any well defined collection of “objects.”
• Definition. The elements of a set are the objects in a set.
• Notation. Usually we denote sets with upper-case letters, elements with lower-case letters.
The following notation is used to show set membership
• xA means that x is a member of the set A
• xA means that x is not a member of the set A.

WAYS OF DESCRIBING SETS

• List the elements (Roster Method)

A= 1,2,3,4,5,6  

• Give a verbal description (Rule Method)

“A is the set of all integers from 1 to 6, inclusive”

• Give a mathematical inclusion rule (Set-builder Notation)

FUNCTIONS

• A function ƒ assigns each element x of set A to a unique element, y of set B. In symbols, y =

f(x).

• It can be described verbally, equations/formulas or by diagrams

BINARY OPERATIONS
• A binary operation is an operation that takes two input elements from a set and gives a unique
result that also belongs to the same set. For example “3+5=8”.

• A mapping from a Set A to a set B is a set of ordered pairs (a,b), where a is an element of A and
b is an element of B. it is denoted by * which assigns to each ordered pair of elements of S a
uniquely determined element of S.

TRANSLATE EACH SENTECE USING MATHEMATICAL SYMBOL

 1. 0 is an integer.

2. x is multiple of 5.

3. x belongs to both sets A and B.

4. The values of x range from −2 to 5.

5. The square of the sum of x and y is not more than 20.

6. The square of a number is nonnegative.

7. The sum of two consecutive numbers is 31.

LOGIC
• Allows us to determine the validity of arguments in and out of mathematics

• Illustrates the importance of precision and conciseness of the language of mathematics

STATEMENT OR PROPOSITION
• Must express a complete thought.

• A declarative sentence or statement that is either true or false but not both.

IS IT A PROPOSITION OR NOT?
• All multiples of 5 are odd numbers.

• Liza Soberano is the most beautiful woman on earth.

• English subject is more useful than Mathematics.

• 9 is greater than 8.
QUANTIFICATION
• Universal Quantification
▪ “For all” or “For every”

▪ Symbol: ∀

▪ Example: “For every object x in the universe, x > 1", which is expressed as " ∀x, x > 1"

• Existential Quantification
▪ “There exists” or “For some”

▪ Symbol: ∃

▪ Example: “There exists an object x in the universe, x > 1", which is expressed as "∃x, x
> 1"

THE CONVERSE, THE INVERSE, AND THE CONTRAPOSITIVE

• The conditional statement, p (antecedent)→q (consequent) has the following forms:

A. If p, then q.
B. p implies q.
C. p only if q.
D. Not p or q.
E. Every p is q.
F. q, if p.
G. Q provided that p.
H. Q is a necessary condition for p.
I. p is a sufficient condition for q.
J. P yields q.
K. q follows from p.
EXAMPLES:
Consider the following statements:

P: x is a prime number.

Q: x is odd

Formalize the following statements:

a. x being prime is a sufficient condition for being odd.

b. x being odd is a necessary condition for being prime.

Solution:

a. p→q b. p→q

EXAMPLE
Write each statement in the form “If p, then q.”

a. I will be able to tour abroad next year provided that I have my passport renewed.

If I have my passport renewed, then I’ll be able to tour abroad next year.

b. Every triangle that is not a right triangle is an oblique triangle.

If a triangle is not a right triangle, then it is an oblique triangle.

EXAMPLE
Write each statement in the form “If p, then q.”

a. I will pass the exam given that I have studied hard.

If I will study hard, then I’ll pass the exam.

b. Every quadrilateral that is a square is not a rectangle.

If a quadrilateral is a square, then it is not a rectangle.

DERIVED FORMS OF A CONDITIONAL STATEMENT

• The conditional statement, p→q, may be restated in the following forms:

CONVERSE FORM: q → p

INVERSE FORM: ~p → ~q

CONTRAPOSITIVE FORM: ~q→ ~p

EXAMPLE
 • Write the converse, inverse, and contrapositive of the following statements:

1. She is allowed to join the volleyball team, only if she knows how to receive the ball.

2. Every rectangle is a parallelogram.

3. I will bring an umbrella, if it will rain.

4. I will be able to tour abroad next year provided that I have my passport renewed.

EXAMPLE

• Write the converse, inverse, and contrapositive of the following statements:

1. She is allowed to join the volleyball team, only if she knows how to receive the ball.

p→ q: If she is allowed to join the volleyball team, then she knows how to receive the ball.

q→ p: If she knows how to receive the ball, then she is allowed to join the volleyball team.

~p→ ~q: If she is not allowed to join the volleyball team, then she doesn’t know how to receive
the ball.

~q→ ~p: If she doesn’t know how to receive the ball, then she is not allowed to join the volleyball
team.

EXAMPLE

• Write the converse, inverse, and contrapositive of the following statements:

3. I will bring an umbrella, if it will rain.

p→ q: If it will rain, then I will bring an umbrella.

q→ p: If I will bring an umbrella, then it will rain.

~p→ ~q: If it will not rain, then I will not bring an umbrella.

~q→ ~p: If I will not bring an umbrella, then it will not rain.

COMPOUND STATEMENTS AND THEIR TRUTH TABLES

• If the truth table of a compound statement is always true regardless of the truth values of each
of the component statements, then the statement is said to be tautology.
 • If the truth table of a compound statement is always false regardless of the truth values of each
of the component statements, then the statement is said to be contradictionn.

PROBLEM SOLVING AND REASONING

LOGIC – the science of correct reasoning.

REASONING – the drawing of inferences or conclusions from known or assumed facts.

When solving a problem, one must understand the question, gather all pertinent facts, analyze
the problem i.e. compare with previous problems (note similarities and differences), perhaps use
pictures or formulas to solve the problem.

METHODS IN MAKING INFERENCES:

1. Inductive Reasoning

2. Deductive Reasoning

INDUCTIVE REASONING
It is the process of reaching a general conclusion by examining specific examples. A conclusion
based on inductive reasoning is called a conjecture. A conjecture may or may not be correct.

DEDUCTIVE REASONING
It is the process of reaching a conclusion by applying general assumptions, procedures, or
principles.

A statement is a true statement provided it is true in all cases.

If you can find one case in which a statement is not true, called a counterexample, then the
statement is a false statement.
PROBLEM SOLVING WITH PATTERNS: SEQUENCES
A sequence is an ordered list of numbers. Each number in a sequence is called a term of the
sequence. The an is used to designate the nth term of a sequence.

A formula that can be used to generate all the terms of a sequence is called an nth – term
formula.

an = a1 + n − 1 d

PROBLEM-SOLVING STRATEGIES
One of the foremost recent mathematicians to make a study of problem solving was George
Polya (1877-1985). He was born in Hungary and moved to the United States in 1940, the basic
problem-solving strategy that Polya advocated consisted of the following four steps .

POLYA’S FOUR-STEP PROBLEM-SOLVING STRATEGY

1. Understand the problem

2. Devise a plan

3. Carry out the plan

4. Review the solution

Polya’s four steps are deceptively simple. To become a good problem solver, it helps to examine each of
these steps and determine what is involved.