Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion, Talisay City, Cebu
2nd Semester, Academic Year 2021-2022

GE MATH 4: MATHEMATICS IN THE MODERN WORLD

Module Write Debbie Osorio- Villavelez Department TEACHER EDUCATION
Module Reviewer Norman C. Cabigas

Course Facilitator Contact No.

E-mail Address
Program & Year Credit Units 3.0
This course deals with nature of mathematics, appreciation of 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) and as an application of inductive and deductive
reasoning. By exploring these topics, students are encouraged to go beyond the typical
understanding of mathematics as merely a set of formula but as a source of aesthetics in patterns
of nature, for example and a rich language in itself (and of science) governed by logic and
Course Description 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 data
transmission and security, and dividing limited resources fairly. These aspects will provide
opportunities for actually doing mathematics in a broad range of exercises that bring out the
various dimensions of mathematics as a way of knowing, and test the students’ understanding
and capacity.
Design a comprehensive statistical report based on the data analysis of the survey result of the
following:
Culminating Outcome Education: Students’ test scores
HM: Employment rate of HM graduates
IT: Survey on the common computer related problems and causes among users
Prelim Unit Outcome Pictures of architectural structures that exhibit mathematical patterns

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment 9 hours
Residence Inclusive Date/s

Course Material 1 Nature of Mathematics

CONTENT LEARNING OBJECTIVES
❖ Patterns and Numbers At the end of this module, you will…
❖ Fibonnaci ✓ recognize patterns found in nature
✓ identify number sequences and patterns in nature
✓ develop appreciation for Golden Spiral
ENGAGE
Mathematics can be found in every corner of our room and can be viewed in different perspectives.
For example, Britannica defines mathematics, the science of structure, order, and relation that has evolved from
elemental practices of counting, measuring, and describing the shapes of objects (C. Fraser). These shapes of objects
even the ones we find in nature provide an insight of the world around us. Take a look at the illustration below and
answer the questions.

Wordpress.com mathgeekmama.com mapawars.com

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Questions:
1. What can you see in the picture?
2. Are there patterns found in the picture?
Word Search
Directions: Find the hidden terms that you will encounter as we go along our lesson.

A S E Q U E N C E D L
U I B C D F T X Y M Z
Z X C V D T Y W M ZI R
R E T K F D V N C C F
P A T T E R N C I D P
W E T Y L F A D R R L
G O L D E N R A T I O
L H J D O L M F E P G
R X C B F N E G M O I
E Z I V G H D H O K C
D F P A T T E R E J D
F T F P Y U Y T G H E
Write your answers here.

EXPLORE
Mathematics is the science of patterns and relationships that provide a sense of order. It also allows
one to make an educated guess (Guillermo, 2018). These educated guess are often based on patterns. Thus,
recognizing patterns in nature aids in the development of mental skills needed to perform series of mental activities that
might include sequencing and hypothesis testing.
In this lesson, you will learn patterns and shapes that are visible in nature. These patterns help you classify
objects and figure. To know the next figure, one should pay attention to the movement of the shapes as they change
the order or the pattern.
Patterns essentially provides a means of recognizing broader aspects that can be shoved down in order to
arrive at a specific answer to a particular problem (R.Guillermo).

Common Patterns
A. Logic Patterns
Logic patterns are related to geometric patterns and number patterns that are usually part of the Aptitude
test. It helps you arrange the order of the figures.
Example 1: Look at the following pattern

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B. Number Pattern-

These are numbers that are arranged either in ascending or descending order. Thus, these set of numbers
follow a sequence or arrangement. The arrangement of numbers can be done by performing arithmetical operation
like addition or subtraction repeatedly. An arithmetic sequence is a pattern that involves adding or subtracting a
number to each term to get the next term. The value added to each term is called the common difference. In arithmetic
sequence, the difference between consecutive terms is always the same. For example, 2, 5, 8 , 11,… whose first term
is 2 and jumps 3 in every term to get the other terms.

Check your understanding

Extended the sequences according to their pattern.
Pattern 1: Add 4 to the previous term
3, 7, 11, ,…
Pattern 2: Subtract 2 from the previous term
5, 3, 1, ,…
Pattern 3: Multiply the previous term by 3
6, 18, 54, ,…

To recognize the sequence, first find a rule behind it. Sometimes the rules don’t need to be complicated for
you to determine the pattern. Sometimes pattern is already visible by just looking at the numbers. Let us consider 1,
4, 9,16,.. As you have noticed, you cannot determine the common difference of each term. Thus, a different rule must
be applied. In this case. One needs to study the characteristics the number has. Here you can find the next number as
follows: 4 is 22, 9 is 32 and 16 is 42. Thus, you write the sequence as 12, 22, 32,42, and so forth. What is the next term if
you are to extend the sequence? Write your answer here:____

LET’S TRY
1. Find the next number in the pattern 35, 42, 49, ___ , …
What is the common difference? _____
2. What is the next number in the pattern 35, 33, 31, ____, …

There are other types of patterns that can be done by adding up the two numbers before it. For example, 0,
1, 1, 2, 3, 5, 8, 13, and so forth. This pattern is of the nature of the well-known Fibonacci sequence.
Fibonacci sequence has a special relationship with golden ratio. When you take any two successive (one after the
other) Fibonacci Numbers, their ratio is very close to the Golden Ratio "φ" which is approximately 1.618034...
In fact, the bigger the pair of Fibonacci Numbers, the closer the approximation. Let us try a few:

A B B/A
2 3 1.5
3 5 1.666666666...
Hint:
5 8 1.6
8 13 1.625 Golden ratio is derived from Fibonacci
... ... ... sequence and has a value of 1.618. The
symbol used is φ
144 233 1.618055556...
233 377 1.618025751...
... ... ...

The Golden Ratio is a mathematical ratio you can find almost anywhere, like nature, architecture, painting,
and music. When specifically applied to design, it creates an organic, balanced, and aesthetically pleasing composition
(Esposito, 2018). Below are natural examples where you can find the application of the golden ratio.
Golden Ratio finds huge application in print design like: posters, marketing materials, visiting cards etc. This
discussion revolves more around how can you use golden ratio effectively in your work as user interface
designers. (Hegde,2017)

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Mathematical Problems Involving Number Patterns
A Sequence is a list of things (usually numbers) that are in order. Like 3,5,7,9, and so forth. The numbers
separated by commas are called terms. In the given sequence above, 3 is the first term represented by 𝑎1, 5 is the
second term represented by 𝑎2, and so on. The three dots indicate that the sequence extends beyond 9. The subscript
notation 𝑎𝑛 designate the nth term of a sequence (R. Guillermo).
In the examples above, it shows that 𝑎𝑛 = 𝑎1 + 𝑑(𝑛 − 1)
𝑛 𝑛
The sum of the n terms is Sn = (a1 + an) or Sn = [2a1 + (n – 1)d]
2 2
Where:
• 𝑆𝑛 is the sum of the first n terms
• n is the number of terms
• 𝑎1 is the value of the first term
• d is the common difference
researchgate.com

Example:
Rex decided to save money for one week from his allowance. Each day he saves 10 pesos more than the
previous day. If he started saving 5 pesos in the first day, how much will he set aside in the 5 th day? After a week,
how much would he have saved?
Ω Solution: Identify the given
TIP BOX
𝑎1 = 5 d= 10 n= 5 𝑎5 = ? Finding the nth term
Ω Using the formula : 𝑎𝑛 = 𝑎1 + 𝑑(𝑛 − 1)
Ω You get, 𝑎5 = 5+ 10( 5-1) • Use the formula below to
= 5+40 find the missing term in a
= 45 pesos * Thus, he will set aside 45 pesos on the 5 th day number pattern.
𝑛
Ω For the total savings after a week, use 𝑆𝑛 = [ 2𝑎1 + (𝑛 − 1)𝑑 ] 𝑎𝑛 = 𝑎1 + (𝑛 − 1)
2

7
𝑆7 = [ 2(5) + 10(6)]
2

= (70)
= 245 pesos * Thus, his total savings after a week is 245 pesos.

Check your Understanding

15500 cars passed through a town in the last 10 years. Every year the number of cars passing by increased
by 50. Find the number of cars passing by the town in the 1st year. Show your solution.

In the previous lesson on arithmetic sequence, you get the next term by adding the common difference.
How about if the sequence goes like this, 3, 6, 12, 24, 48,…? Observe the movement of the numbers as it jumps to the
next term. You are no longer adding the common difference and the mathematical operation used in the given
example is multiplication. Thus, this type of sequence is found by multiplying a fixed number r, from one term to the
next.

This is the well-known geometric sequence.

Example 1: 2, 6, 18,54,… r= 3
Example 2. 0.05, -0.15, 0.45, … r= -3

You can find the r-value (common ration) by dividing two consecutive terms in a geometric sequence.
𝑎𝑛
rn = 𝑎
𝑛−1
Where n is any positive integer greater than 1.

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Practice Exercises
1. Find the common ratio in the sequence:
a. 1, 3, 9, …
b. 16, 4, 1, …
c. 5, 25, 125, …

2. Find the nth term in the sequence.

a. -81,-27, -9, … n=5
1 1
b. 2, 1, , , … n=7
2 4
c. 0. 15, 1.5, 15, … n=8

WHAT IS THE FORMULA FOR A GEOMETRIC SEQUENCE?

The formula for a geometric sequence is

where a1 is the first term and r is the common ratio

Finding the nth term of a geometric sequence.

Find the 10th term of a geometric sequence if a1= 45 and the common ratio(r) = 0.2.
Using the formula an = a1rn – 1 and by substituting the given values above:
a10 = 45(0.2)10 - 1
= 45(0.2)9
= 45(000000.512)
= 00002304 * the 10th term of the geometric sequence

Given a1 = 5, r = 2, what is the 6th term? ____________

Given a1 = 11, r = - 3, what is a8? ___________

C. Geometric Pattern
Geometric pattern are made up of series of shapes and also determined by a rule.

Example 1: Determine what series of figure would follow the sequence.

Example 2:

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 KNOWLEDGE-BUILDING
Assessment Task 1 Complete the pattern
Instructions: For each diagram sketch the next in the pattern in the sequence.
Help Guide Always be cautious of the rotation or sequence of the given figures.
3 points for every correct item
Your Rating/
Basis for Rating: 1 point for wrong answer
Total Points
30
No points for items with no answer.
TIP BOX
Note: Strictly no erasure. Place Identify missing the
your sketch after each diagram __________ pattern
• Identify the series
of the shapes
__________ • Look for some
______ possible changes:
# Size
# Shading/color
__________ # Rotation
______
# shape

__________
______

______
__________

______ Good luck and God bless!

--- END ---

ASSESS

______

CRITICAL THINKING
Assessment Task 2 Mathematical Problems with Sequence and Pattern
Solve the following mathematical problems. Write your solution and box your final
Instructions:
answer.
Use the GAS method in solving each problem.
Given: Write are the given in the problem
Help Guide
Ask: Write what is asked in the problem
Solve: Solve the problem with complete necessary solutions.
5 points for correct use of formula, process
and final answer
3 points correct formula but the final Your Rating/
Basis for Rating:
answer is wrong Total Points
15
1 point wrong formula and wrong final
answer
PROBLEMS:
1. Mrs. Dixon teaches a summer academy at the charter school where she works. Her initial enrollment is
18 students and she adds 4 students every week. How many weeks will it take for her to have 38
students?
GIVEN: ASKED:

SOLUTION:

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 2. Sally grows strawberries. The first year she planted 6 seeds. The next year she harvested and planted
18 seeds. The next year after she planted 54. How many seeds will she plant in her 8 th year?
GIVEN: ASKED:

SOLUTION:

3. A ball bounces to 65% of its previous height after each bounce. If the ball is dropped from 15m, what is
the height does the ball reach after 9 bounces? (note: nearest tenth of a cm)
GIVEN: ASKED:

SOLUTION:

CREATING
Assessment Task 3 Golden Ratio in the Tessellation
Using a short size bondpaper, construct a tessellation that illustrates the application of
Instructions: Fibonacci and Golden Ratio, then briefly answer the questions. You may draw the figure on
a separate sheet of paper.
Search examples of tessellation from the net. Then read and analyze the statement below,
Help Guide
then write your understanding of it.
Rubric:
Appropriateness The Tessellation The image exhibits the The image exhibits the The image exhibits the
30 doesn’t exhibit an appropriate drawing appropriate drawing of appropriate drawing
application of the Tessellation but the Tessellation but of the Tessellation
of the Golden Ratio no proper alignment some figures are not and the proper alignment
0-10 of the figures properly aligned of the figures
30
15 20-25

Writing Explanation shows Explanation shows Explanation shows Explanation shows

Mechanics very limited some understanding substantial complete
30 understanding of the of the Tessellation and understanding of the understanding of the
underlying concept Golden Spiral Tessellation and Tessellation and
of the Tessellation 15 Golden Spiral 20-25 Golden Spiral 30
and Golden Spiral
0-10

Completion The Golden Spiral in The Golden Spiral in the The Golden Spiral in the The Golden Spiral in
40 the Tessellation is Tessellation is present Tessellation is present the Tessellation is
absent. but the and there are few errors present and its
0-15 sequence is incorrect in the sequence sequence is correct.
20-25 30-35 40

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 Reflect on the following questions:
1. What have you discovered about the Tessellation and Golden Ratio?

2. In our country today, what do you think are the possible application of pattern and sequence in the
field of engineering? How?

SOURCES/REFERENCES
Batten, L. (1997). Combinations of Finite Geometries. Cambridge University Pres.
Greenberg. M. (1974). Euclidean and Non-Euclidean Geometries. Development and Histories. W.H. Freeman.
Ryan, P. (1986). Euclidean and Non-Euclidean Geometry. Cambridge University Press.
Smart, J. (1998). Modern Geometries. Brooks/ Cole.
Orines, F. (2012). Next Century Mathematics 7 and 8. Phoenix Publishing House Inc..

COURSE MATERIAL ENGAGEMENT CHECKLIST

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which each statement characterizes your assessment on the course material by checking the appropriate box.

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❖ The given instructions are clear.
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❖ The given information is complete.
❖ The teacher seeks ongoing feedback.

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_________________________________________________________________________________________________

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