LESSON 1

 patterns can be sequential, spatial, temporal, and even linguistic.

 There are connections between things that don’t seem connected, but can be observed with the intellect of
math.
 We can therefore say that mathematics is the science of patterns.
WHAT IS MATHEMATICS?

 Mathematics, developed by human mind and culture, is a formal system of thought for recognizing,
classifying, and exploiting patterns. (Ian Stewart)
 Mathematics is perceived as a study of numbers, symbols, and equations, an art of geometric shapes and
patterns, a universal language, a tool in decision-making and problem solving, and a way of life to be exact
and precise.

Study of
Patterns

Art Language

Set of Problem Process of

- solving Tools Thinking

 Indeed, mathematics is a study of patterns, an art, a language, a set of problem-solving tools, and a process of
thinking. (Nocon and Nocon).

WHERE IS MATHEMATICS?
 Mathematics is in every people’s daily task or activity. It is in nature, arts, music, medicine, and in other
disciplines. It is in our communities. Mathematics is everywhere. Moreover, there is always a substantial
interconnection and relationship between mathematics, the world, and the universe.
 Mathematics reveals hidden patterns that help us understand the world around us. Now much more than
arithmetic and geometry, mathematics today is a diverse discipline that deals with data, measurements, and
observations from science; with inference, deduction, and proof; and with mathematical models of natural
phenomena, of human behavior, and of social systems.
 A Fibonacci number is an integer in the infinite sequence 1, 1, 2, 3, 5, 8, 13, … of which the first two
terms are 1 and 1 and each succeeding term is the sum of the two immediately preceding. The
numbers are named after Fibonacci, also known as Leonardo of Pisa or Leonardo Pisano.
 The original problem that Fibonacci investigated in the year 1202 was about how fast rabbits could
breed in ideal circumstances.
 The golden ratio 1.618034 is also called the golden section or the golden mean or just called the golden
number. It is often represented by a Greek letter phi.
The figure at the left is a spiral drawn in the squares, a quarter of a circle in each square. The spiral is not a
true mathematical spiral (since it is not made up of fragments which are parts of circles and does not go on
getting smaller and smaller) but it is a good approximation to a kind of spiral that does appear often in the
nature. Such spirals are seen in the shape of shells of snails and sea shells and in the arrangement of seeds on
floweing plants too.

WHAT IS MATHEMATICS FOR?

 Mathematics is extremely useful in making conclusions and/or prediction of the events of the world. It is used
to describe the natural order and occurrences of the universe.
 In addition, it is used to organize patterns and regularities as well as irregularities, to help us control
weather and epidemics, to provide tools for calculations, and to provide new questions to think about.
WHAT IS MATHEMATICS ALL ABOUT?
 Mathematics is about numbers, symbols, equations, operations, functions, calculations, abstractions, and
devising proofs.
HOW IS MATHEMATICS DONE?
 Mathematics is done with curiosity, with a penchant for seeking patterns and generalities, with a desire to
know the truth, with trial and error, and without fear of facing more questions and problems to solve.
(Vistru-Yu)
WHO USES MATHEMATICS?
 Mathematicians (pure and applied), scientists (natural and social), and practically, everyone uses different
mathematics at different times, for different purposes, using different tools, with different attitudes. (Vistru-
Yu)
WHY IS MATHEMATICS IMPORTANT TO KNOW/LEARN?
 Mathematics puts order in disorder. It helps us become better persons and helps make the world a better
place to live in. (Vistru-Yu).
PATTERNS YOU SEE IN NATURE AROUND YOU
 Nest built by bees- It is made by beeswax and is composed of cells in the shape of hexagon, sometimes
pentagon or heptagon. The mathematician, Thomas Hales proved the honeycomb conjecture in 1999.
Mathematicians tried to prove this conjecture for centuries.

 Snowflakes- A feathery snow crystal which nucleated from dust particles suspended in the atmosphere.
Molecules in ice crystals join to form hexagonal structure which is then repeated as the crystal accumulates
more crystals and grow in size.
 Tiger stripes- The stripes on a tiger are, in general, evenly spaced and perpendicular to the spine. The stripes
 help in camouflage. They allow the tiger to blend with its environment
 Hyena’s spots- The spots on hyenas are shaped and distributed in a pattern that helps also with camouflage.
 Sunflower- A sunflower displays many patterns. The most prominent among them are intersecting families of
spirals.
 Snail’s shell- The snail’s shell has the shape of spiral. The radius of the shell increases in length as the
mollusk grows inside the shell.
 Flower’s petals- The number of petals of a flower is observed to follow the following pattern: 3, 5, 8, 13, …
which are numbers found in Fibonacci sequence
 Weather patterns- Weather is observed to repeat a pattern for days, weeks, or months after which a new
weather sets in. This sequence of weather patterns produces a cycle, such as, dry monsoon seasons, summer–
autumn–winter-spring seasons, habagat-amihan wind patterns etc.
 Human populations- The demographic distribution of people in human populations is observed to follow a
pattern. Poor nations display a pyramid shaped demography with the young occupying a prominently large
section of the population. But as a nation progresses economically, the base thins out in favor of the older
segments of the population.
LESSON 2

Characteristics of Mathematical Language

 It is non – temporal.
 It has no past, present and future. There is no conjugation of words in Mathematics in the
manner that English has a conjugation of verbs.
 It has no emotional content.

 Math language carries no emotional content. It has no equivalent words for joy, happiness,
despair, or sadness.
It also does not speak about values in the manner that people speak about human values in
society.
 It is concise and precise.

 Math language is precise and concise. It is exact and accurate in its statements and as a
consequence, it has no need for unnecessary words. This is not always helpful to students,
because being novice in Math they need a little more elaboration, more exploration and more
explanation from their teachers.
MATHEMATICAL EXPRESSION

 group of characters or symbols representing a quantity and/or expression and operations such as
addition, subtraction, multiplication, division, exponentiation, and other operations and functions as
yet unlearned.

ALGEBRIC EXPRESSION

 mathematical expression which contains numbers, variables represented by letters and operations that
indicate addition, subtraction, multiplication and division.

WORDS AND PHRASES THAT IMPLY MATHEMATICAL OPERATIONS

ADDITION SUBTRACTION MULTIPLICATION DIVISION

Plus Minus Times Divided by
The sum of The difference of The product of The quotient of
Increased by Decreased by Multiplied by Per
Total Fewer than
More than Less than
Added to Subtracted from

MATHEMATICAL SENTENCE

 mathematical expression which is either true or false.

OPEN MATHEMATICAL SENTENCE

  mathematical sentence which is true or false depending on the value of unknown quantities.

CLOSED MATHEMATICAL SENTENCE

 mathematical sentence which is known to be either true or false.

MATHEMATICAL EQUATION

 statement of equality between two algebraic expressions which contain one or two unknowns.
LESSON 3

SET

 any group or collection of defined objects.

ELEMENTS

 objects listed in a set separated by a comma

THE THREE DIFFERENT SET NOTATIONS:

Descriptive or Rule Tabular or Listing form Set-builder form

Notation
A is the set of five female A = {Michelle, Mara, A= { x / x set of five female
names starting with letter M Marielle, Mica, Meryl} names starting with M}

B is the set of values in the B= {3 , 2} B= {x | x set of values in the

equation 2 − 5 + 6 = 0 equation 2 − 5 + 6 = 0

C is the set of prime C= {2, 3, 5, 7,11…} C= {x | x set of prime

numbers numbers}

EMPTY SET/NULL SET

 a set with no elements

 A = {} or Ø

FINITE SET AND INFINITE SET

 A set is finite if the number of elements in the set is a whole number. Otherwise, it is infinite. The cardinal
number of a finite set A is the number of elements of set A and is denoted by n(A).

UNIVERSAL SET

 set of all elements considered in a certain investigation or group, and denoted by the symbol U

SET COMPLEMENT

 the complement of a set A, denoted by A’, is the set of all elements in the universal set U that are not elements
of set A.

SUBSET OF A SET

 Set A is a subset of B, denoted by A⊆B, if and only if all elements in A are also element of B
PROPER SUBSET

 Set A is a proper subset of set B, denoted by A⊂B, if only if all elements in A are also elements of B, but
A≠B.

NOTES

 A set is a subset of itself.

 An empty set is a subset of any set.

EQUAL SETS

 Two sets A and B are equal (A=B) if and only if A and B have exactly the same elements.

EQUIVALENT SETS

 Two sets A and B are equivalents (A~B) if and only if A and B have the same number of elements.

NUMBER OF SUBSETS OF A SET

 If A has n elements, then the number of subsets A has is 2n

LESSON 4
SET OPERATIONS

 We apply operations on sets in a manner comparable with how we apply operations on real numbers.
 THREE FUNDAMENTAL OPERATIONS
1. Intersection of Sets
2. Union of Sets
3. Difference of Sets

INTERSECTION OF SETS

 Given two sets A and B, their intersection denoted by A∩B, is the set of elements common to both A and B.

DISJOINT SETS

 Two sets are disjoint if their intersection is empty

UNION OF SETS

 Given two sets A and B, their set union, denoted by ∪ is the set of elements that belong either A or B or to
both.

DIFFERENCE OF SETS

 The set difference of A and B denoted by A-B, is the set of all elements in A that are not in B.

LESSON 5-6
VENN DIAGRAM

 Venn diagram is a visual representation on the different notations use in sets or it is a way on showing sets
diagramtically, it was developed by the logician John Venn (1834 – 1923). Notice the figure 1 , The
rectangle on the figure represent the universal set particularly the letters on the alphabet, and the circle
represent the group or set of letters which is vowels, the importance of this diagram is that you can readily
identify the sets that does not belong to the group which are the consonants, also you can identify the numbers
that belong to the sets of vowels.

RELATION

 Given two arbitrary sets A and B, a relation from A to B is a

subset of A × B. A relation on A is a subset of A × A.
 Relation Representation
 There are other ways to write the relation, apart
from set notation, such as through tables, plotting
it on XY- axis or through mapping diagram.
 RELATION IN TABLE, RELATION IN
GRAPH, RELATION IN MAPPING DIAGRAM
FUNCTION
 A function f from X to Y is a relation from X to Y such that for each
ordered pair (x,y), each first coordinate x is paired to exactly one
second coordinate y.
 A function is a subset of a relation. All functions are
relations, but not all relations are functions.