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With these tangible evidences, would you consider mathematics as a science or as an art?
What is the nature of the world without mathematics? Is mathematics considered the queen of
science given that Number Theory is the queen of mathematics, and sciences and other discipline use
numbers as a tool to express their ideas and concepts? With your interest, active participation and
attendance during the teaching and learning process these questions will be addressed.
Though problems of science have been the chief interest for mathematicians there are still
other motivations for mathematical works. One of these is the search for beauty. Certainly, there
many theorems, axioms and algorithms that have no bearing on science but that appeal to many
mathematicians as beautiful such as the Fibonacci sequence, Pascal’s triangle and other numerical
patterns and their applications to our daily lives, nature, and in the world in general.
Learning outcomes:
At the end of this chapter, the students are expected to:
1. Specify mathematical patterns in nature and regularities in the world;
2. Recognize mathematics as a science and as an art;
3. Make and test conjectures based on their own exploration especially when the material
presented is carefully chosen;
4. Appreciate the beauty of mathematics and its application in our daily lives.
Mathematics in Nature
The existence of mathematics in our environment is undeniable. The shapes and heights of
the buildings, the speed of the moving vehicles, the formations of mountains and terrains, the growth
of the plants and pistil formations, and the human daily activities such as the way we buy in the
market, asking weights and prices of any commodities, and even in dancing; they all involve numbers,
and needless to say, mathematics.
Mathematics as a Science
Basically, mathematics is a science of numbers and magnitudes. Everything that involves
quantity and its equivalent and those activities and experiments that show direction are
mathematics. Generally, mathematics is a science because it follows the scientific procedure from
problem to conclusion.
Mathematics as an Art
Math is an art because it can deduce any data or set of informations into forms without losing
any informative details through graphs, diagrams, statements and figures.
Illustration 1: Graphs
Classroom population 50
Male 20
Female 30
Pie graph
Classroom Population
Female, 30,
60%
Male
Female
Illustration 2 : VEDIC MATH
23 x 32 = ?
Direction:
Draw 2 horizontal lines and not in the far distance below draw
another 3 horizontal lines for the multiplicand 23.
Also draw 3 vertical lines across the horizontal lines and another 2
vertical lines not far distance to the right for multiplier 32.
Group 1 the unit digit or the lower right (in case of 10 or more retain
the unit digit and add the ten digit to the next group) in this case
only 6.
1+6=7
6 4
9
9 + 4 = 13
3 Carry 1
Therefore,
23 x 32 = 736
ILLUSTRATION 3. THE PASCAL’S TRIANGLE
1 1 (𝑥 + 𝑦)1
1 2 1 (𝑥 + 𝑦)2
1 3 3 1 (𝑥 + 𝑦)3
1 4 6 4 1 (𝑥 + 𝑦)4
1 5 10 10 5 1 (𝑥 + 𝑦)5
1 6 15 20 15 6 1 (𝑥 + 𝑦)6
…………………………………………….. …………………. .
……………………………………………………………………….. .
……………………………………………………………………………….. . (𝑥 + 𝑦)𝑛
Explanation:
The digits coloured red above serve as the numerical coefficients
of our answer. Note that our answer might be in the forms of
(𝗑 + 𝑦)5 = 1x5 + 5x4y + 10x3y2 + 10x2y3 + 5xy4 + 1y5
ILLUSTRATION 4: STATEMENTS
Dr. OLRUGSTAVE, a mathematician and a psychiatrist, promotes a new
approach of diagnosing patients. Every patient who comes to visit his clinic will just
select 3 numbers that correspond to every letter of his name.
0 = O, 1 = L, 2 = R, 3 = U, 4 = G, 5 = S, 6 = T, 7 = A, 8 = V, 9 = E.
One day, Nikka and Algasher visit the clinic for consultation regarding
the BSMATH course they are going to take looking if it fits their field of interest.
Without much ado Dr. Olrugstave told them to choose 3 numbers from 0 to 9 to
determine how interested they are in mathematics.
Nikka chose 143 while Algasher select 761. To determine their interest
towards Mathematics these are the following steps.
by substitution
1 = L, 0 = O, 8 = V, 9 = E
Thus, LOVE
By substitution
4 = G, 3 = U, 5 = S, 6 = T, 0 = O
Thus, GUSTO
As per result the doctor’s diagnosed that both Nikka and Algasher were both
interested in mathematics with an adjectival rating of LOVE and GUSTO respectively.
FIBONNACI SEQUENCE
Fibonnaci sequence is an array of numbers 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144 and so on
and so forth. These numbers were found by adding the two preceding numbers i.e,
Complex Numbers
(a + bi)
Rational Irrational
(π, √2, √3, ….)
Integers Non-Integers
Natural Numbers
Definition of Terms
Numbers - are abstract ideas. We count things using numbers. There are many ways in
which we can classify numbers.
Complex Numbers – Any number that can be written in the form of a + bi where a and b are
real numbers, a is called the real part while bi is the imaginary part.
Imaginary Numbers – A non-real number that is usually a multiple of i which is the square
root of -1.
Rational Numbers – Any number that can be expressed as a fraction a/b where a and b are
both integers but b could never be zero.
Integers – Consists of the whole numbers including its negative and Zero.
Natural Numbers – Sometimes called counting Numbers. An integer greater than zero.
The digit zero plays a gigantic role as we count very large number. It helps to track these
multiples of 10 because the larger the number is, the more zeros are needed.
Remarks: Scientific Notation is a way of expressing numbers that are too big or too small to be
conveniently written in decimal. It is commonly used by scientists, mathematicians and engineers
in particular because it can simplify certain arithmetic operations.
DIVISIBILITY TESTS
Divisibility test is the process of determining if one number can be divided by another
number without actually completing the process of division. Some of the numbers were not given
emphasis because they are composite numbers and their divisibility usually follows the divisibility
of their factors. The table below shows the divisibility of some of the numbers.
Thus,
115 x 85 = 9775
B. Numbers with unlike
unit digits.
1. Product of two 98 x 97 = ?
numbers nearest Take the difference of 100 – 98 = 2
to one hundred. 100 and the
multiplicand.
Take the difference of 100 – 97 = 3
100 and the multiplier.
Multiply the two
differences. This 2 x 3 = 6 (could be written as
serves as the unit and 06)
ten digits of the aimed
product.
Subtract the
multiplicand by the 98 – 3 = 95
difference between
100 and multiplier.
Subtract the
multiplier by the 97 – 2 = 95
difference between
100 and multiplicand.
Be sure that the two
previous differences Both 95
are equal.
Combine the equal
differences with the
product of the
computed tens and Thus,
unit digit. 98 x 97 = 9506
C. Other techniques in
Multiplication
1. Using perfect 35 x 37 = ?
square. Take the square of the 35 x 35 =1225
smaller number.
Determine the positive 37 - 35 =2
difference between the
multiplier and the
multiplicand.
Multiply the difference 2 x 35 = 70
by the smaller number.
Add the product and 70 + 1225 = 1295
the square of the
smaller number.
The sum is the product
we wish for. Thus,
35 x 37 = 1295
2. Using Cross 43 x 21 = ?
Multiplication Multiply both unit
digits. The product 3 x 1 = 3
serves as the unit digit.
In case the product is
more than 10 carry
over the tens digit.
Take the product of the
unit digit of the 3x2=6
multiplicand against
the tens digit of the
multiplier.
Similarly, take the 4x1=4
product of tens digit of
the multiplicand
against the unit digit of
the multiplier.
Add the two products. 6 + 4 = 10 (carry over 1) = 0
This serves as your
tens digit. Add the
carried digit from the
product of unit digits if
there is any. Again,
carry over if the sum is
more than 10 to the
hundreds digit.
Distribute your
multiplicand to theunit 4x1=4
digit of themultiplier. 3x1=3
Add the product
respectively. 4 + 3 =7
Add the carried
number from the tens 7+1=8
digit if there is any.
Then combine the
truncated digits and Thus,
thus the product of the 43 x 21 = 803
numerals.
1. In your own opinion what will happen to the world without mathematics?
2. What are the relevance of mathematics in your chosen field of concentration?
3. Would you consider mathematics as a queen of science?
4. Provide the 15 numbers from the left of the Fibonacci sequence.
5. Expound why mathematical jargons are important to the scientists, mathematicians
and engineers?
Test II. MATCHING TYPE: Match Column 1 with Column 2. Write your answer in capital letter
on the blank provided before the number. Erasure is highly prohibited.
COLUMN 1 COLUMN 2
a) 54 x 36 c) 29 x 42
b) 27 x 23 d) 31 x 50
a) 125 x 85 e) 96 x 94
b) 75 x 55 f) 84 x 91
c) 95 x 135 g) 187 x 199
d) 115 x 115 h) 64 x 38
a) Centillion x googol
b) Septillion x Octodecillion
c) (1 x 1018 ) x (1 x 10100)
d) (1 x 1027) x (1 x 1057)
a. ∑10
𝑖=1 𝑖
2
b. ∑14
𝑖=5 𝑖
4
c. ∑12
𝑖=1(2𝑖 + 5)
d. ∑7𝑖=1 35𝑖
e.∑6𝑖=1(2𝑖 + 5)2
7. Verify the diagnoses of the following doctors using the specified chosen numbers of
the patients; (fictitious names just for illustration purposes)