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GEC 3 – Mathematics in the Modern World Page 1 of 8

 Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

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INSTITUTE OF COMPUTER STUDIES

GEC 3 – MATHEMATICS IN THE MODERN WORLD

ENGR. LEO GREG D. VILLASANTA
Instructor 1

Contact Details
Contact Number: 09491970587
E-mail Address: leogregs@gmail.com

Consultation Schedule
Friday – 1:00-2:00 PM

OUTLINE OF LEARNING TOPICS TIME ALLOCATION

A. The Nature of Mathematics Week 2 [Prelim]
A.1 Mathematics in the Modern World
-Patterns and Numbers in Nature and the World
-The Fibonacci Sequence

INTENDED LEARNING OUTCOMES (ILOs)

At the end of the topic, students should be able to
 Identify patterns in nature and regularities in the world.
 Articulate the importance of mathematics in one’s life.
 Argue about the nature of mathematics, what it is, how it is expressed, represented and used.
 Express appreciation for mathematics as a human endeavor.

INSTRUCTIONS TO THE LEARNERS

This learning material serves as a reflection among one of the flexible learning strategies that complement
the outcomes-based education approach. This material contains the essential discussions for the specified
topic together with a learning activity in order to achieve the indicated intended learning outcomes.

In addition, students will undergo pre-test and post-test short-examination. The pre-test questionnaires will
be given at the start of each rating period (Prelims, Midterms, Finals) while the post-test questionnaires will
be given at the end of each rating period. The results of the assessment will serve as one of the key
indicators that determine the effectiveness of this learning material. Thus, exemplifying honesty and
rectitude in this particular undertaking are highly appreciated and commendable.

Always keep connected and updated with announcements and relevant information concerning this course.
Lastly, do not hesitate to ask for assistance and raise your concerns to your instructor / professor.

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A. The Nature of Mathematics

Introduction
Mathematics is more than numbers (constants) and variables (e.g. a, b, or x & y). It does not end in
finding the value of a variable nor finding the solution set to a particular mathematical expression. It is more
than graphing on a Cartesian plane and constructing a 3-dimensional figure. During your Research Subject,
mathematics plays a big role in collecting, organizing and presenting your data. However, its application
goes beyond than that of an academic requirement. In this learning material, you will find out how
mathematics is reflected in our nature.

A.1 Mathematics in the Modern World

A.1.1. Patterns and Numbers in Nature and the World
A pattern may have a list of numbers in which a constant is added to get the succeeding terms. For
other sequences, the terms are increasing because the number to be added is increasing in a
predictable way. There are also number patterns whose terms are decreasing, because the number to
be added is decreasing in an expected way.
Let us refer to Table 1 for the different set of examples.
Table 1. Patterns and Numbers
To generate the next term, Example 1 Example 2
the number to be added is
repeating 10, 20, 30, 40, 50, 60, … 9, 18, 27, 36, 45, 54, …
growing / increasing 14, 15, 17, 20, 24, 29, … 4, 5, 7, 10, 14, 19, 25, …
shrinking / decreasing 118, 98, 73, 43, 8, -32, … 200, 190, 170, 140, …

Learning Activity No. 1 – Abstraction (Critical Thinking)

Write the next three terms of the following sequences. Once you are done, present your output to your
instructor/professor or classmates. Then share how did you able to conceptualize and arrive on those
answers.
1) 8, 16, 24, 32, … Answers: 40, 48, 56 --------------- Repeating

2) 1, 2, 4, 7, 11, … Answers: 16, 22, 29 --------------- Increasing

3) 100, 78, 54, 28, 0, … Answers: -30, -62, -96 --------------- Decreasing

4) 30, 35, 45, 60, 80, … Answers: 105, 135, 170 --------------- Increasing

5) 151, 149, 145, 137, 121, … Answers: 89, 25, -103 --------------- Decreasing

6) 36, 43.5, 51, 58.5, 66, … Answers: 73.5, 81, 88.5 --------------- Repeating

7) 500, 450, 350, 200, … Answers: 0, -250, -550 --------------- Decreasing

71 91 113
8) Answers: 2 , 2 , 2 ---------------Increasing

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45 53 61
9) Answers: 6 , 6 , 6 --------------- Repeating

10) Answers: 9  3 , 12  3 , 15  3 ------ Repeating

Learning Activity No. 2 – Application (Creativity)

Create a sequence satisfying the following conditions as stated below. Once you are done, share your
output to your classmate/s, then observe both of your answers. Prove each answers that they both
satisfy the given condition.
1) The fifth term is 40.
 24, 25, 28, 33, 40
 8,16, 24, 32, 40
 0, 10, 20, 30, 40

2) The tenth term is 300.

 75, 80, 90, 105, 125, 150, 180, 215, 255, 300
 -350, -300, -200, -150, -50, 0, 100, 150, 250, 300
 30, 60, 90, 120, 150, 180, 210, 240, 270, 300

3) The first term is ½.

 12 , 32 , 52 , 72 , 92 ,...
 1
2 , 2 , 3 12 , 5 , 6 12 ,…
 1
2 , 1 , 1 12 , 2 , 2 12 ,…

4) The third term is 0.

 -16, -8, 0, 8, 16
 -10, -5, 0, 5, 10
 -6, -4, 0, 6, 14

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A.1.2. The Fibonacci Sequence

The Fibonacci sequence is one of the most famous formulas in mathematics. Each number in the
sequence is the sum of the two numbers that precede it.
So, the sequence goes: 0, 1, 1, 2, 3, 5, 8, 13, 21, and so on.
The man behind this sequence is Leonardo Pisano Bogollo,
whose nickname was “Fibonacci” which roughly means “Son of
Bonacci”. He lived between 1170 and 1250 in Italy.
Study the pattern of the Fibonacci sequence below.

Term 0 1 1 2 3 5 8 13 21 …
Term
0 1 2 3 4 5 6 7 8 …
Number (n)

What is the 9th term?

Answer: 34 n = 9, F9 = F8 + F7 = 21 + 13 = 34
How did you solve the 9th term?
Answer: just add the value assigned to the seventh and eighth terms which are 13 and 21 to get
the value of the ninth term with a value of 34.
What is the pattern of the Fibonacci Sequence?
Answer: The Rule is you add the last two numbers to get the next number.

If you have noticed, adding the two consecutive terms will result to another term of the Fibonacci
sequence, Hence, it could be expressed as:
Fn = Fn-1 + Fn-2
Where: Fn = Fibonacci number
Fn-1 = previous term
Fn-2 = the term before Fn-1

Apply this concept to be able to find the 10th to 15th term of the Fibonacci Sequence.
10th term: 55 11th term: 89

Fn  Fn 1  Fn  2  Fn  Fn 1  Fn  2 

F10  F10 1  F10  2  F11  F111  F11 2 
F10  F9  F8 F11  F10  F9
F10  34  21 F11  55  34
F10  55 F11  89

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12th term: 144 13th term: 233
Fn  Fn 1  Fn  2  Fn  Fn 1  Fn  2 

F12  F12 1  F12  2  F13  F131  F13 2 

F12  F11  F10 F13  F12  F11

F12  89  55 F13  144  89

F12  144 F13  233

14th term: 377 15th term: 610

Fn  Fn 1  Fn  2  Fn  Fn 1  Fn  2 

F14  F14 1  F14  2  F15  F151  F15 2 

F14  F13  F12 F15  F14  F13

F14  233  144 F15  377  233

F14  377 F15  610

Since you’re already familiar with the numbers that constitutes the Fibonacci Sequence, prepare for
a learning activity where you’ll be able to see that Fibonacci numbers exist in nature.

Learning Activity No. 3 – Activity (Self-Exploration)

Look for three (3) certain flowers that are nearly available within your vicinity. Identify the flower and the
number of its petals. Put the data of your findings in the table as provided below and answer the
succeeding questions.

Details Flower 1 Flower 2 Flower 3

Name gumamela santan rose

Number of Petals 5 6 21

What did you find out? Do they follow the numbers stipulated in the Fibonacci Sequence?
All flowers has a different or unique numbers of petals. And they have no pattern.

What can you say about on the results of this activity?

Its amazing. To discover that even in the numbers of petals, Fibonacci is present.

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Have you considered if you’re being asked what is the 80th term of the Fibonacci Sequence? It may
take you an hour or more to find it. However, one may calculate the Fibonacci number using the Golden
Ratio. It is usually denoted using the Greek letter “phi” or .
The Golden Ratio is a special number, which is approximately equal to 1.618034 and may be used
to find the nth term of a Fibonacci Sequence using the Binet’s formula.

Use this formula to find the following terms of the Fibonacci Sequence.

A. 15th term: 610 b. 20th term: 6765

Fn 
   
1 5
2
n
1 5
2
n

Fn 
   
1 5
2
n
1 5
2
n

5 5

F15 
   
1 5
2
15
1 5
2
15

F20 
   
1 5
2
20
1 5
2
20

5 5

F15 
 2 
3.236067977 15
  1.236067977
2 15

F20 
 
3.236067977 20
2   1.236067977
2 20

5 5

F15 
1.618033989 15   0.618033989 15 F20 
1.618033989 20   0.618033989 20
5 5

(1364.000733)  (0.000733137 ) (15126.99993)  (0.000066107 )

F15  F20 
5 5

1364.001466 15126.99987
F15  F20 
5 5
F15  610 F20  6765

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c. 25th term: 75025

Fn 
   
1 5
2
n
1 5
2
n

F25 
   
1 5
2
25
1 5
2
25

F25 
 2 
3.236067977 25
  1.236067977
2 25

F25 
1.618033989 25   0.618033989 25
5
(167761.0000)  (0.000005961)
F25 
5
167761.0000
F25 
5
F25  75025

Learning Activity No. 4 – Abstraction (Critical Thinking)

Use the Binet’s Formula to find the following terms of the Fibonacci Sequence.
1) 40th term Answer: 102334155

Fn 
   
1 5
2
n
1 5
2
n

F40 
   
1 5
2
40
1 5
2
40

F40 
 2 
3.236067977 40
  1.236067977
2 40

F40 
1.618033989 40   0.618033989 40
5
(228826127 .0)  (0.000000004 )
F40 
5
228826127 .0
F40 
5
F40  102334155 .0

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2) 47th term Answer: 2971215073

Fn 
   
1 5
2
n
1 5
2
n

F47 
   
1 5
2
47
1 5
2
47

F47 
 3.236067977
2 47   1.236067977
2 47
5

F47 
1.618033989    0.618033989 
47 47

5
(6643838879 )  (1505153900 )
F47 
5
6643838879
F47 
5
F47  2971215073

3) 59th term Answer: 956722026041

Fn 
   
1 5
2
n
1 5
2
n

F59 
   
1 5
2
59
1 5
2
59

F59 
 2 
3.236067977 59
  1.236067977
2 59

F59 
1.618033989 59   0.618033989 59
5
(2139295485 799)  (4.6744360778 497)
F59 
5
2139295485 799
F59 
5
F59  9567220260 41

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Aside from the famous painting Mona Lisa, Leonardo da Vinci was also known for his Vitruvian Man.
It was one of the most important works of the Italian Renaissance. According to Vitruvius (1492), the
15th century drawing was also known as “the proportions of the human body”.

Learning Activity No. 5 – Activity (Collaboration)

Form a group with four (4) members and discover how golden ratio is evident on human body. But you
must also provide yourself a certain measuring instrument (i.e. meter stick, ruler, tape measure,
measuring tape). Then, measure the following parameters as indicated below in the data sheet. You
are free to choose whichever unit of measurement is convenient to your group.

My Data Sheet
Parameters Measurement /inches
Distance from your knees to the ground A = 20
Distance from your belly button to the ground B = 37
Distance from the top of your head to your belly button C = 27
Distance from your wrist to your elbows D = 10
Length of your hand E=7
Refer to the figure below: F = 0.75
G = 1.5
H = 0.75

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Get the ratio of the following and express your answer in three decimal places.
1) B C = 37/10=3.700
2) B A = 37/20=1.850
3) D E = 10/7=1.429
4) G F = 1.5/0.75=2.000
5) H G = 0.75/1.5=0.500

What can you say about the ratios from numbers 1 to 5?

 The answers are somehow nearly/inter connected with each other.

Collect the data from the members of your group and fill in the table for group’s data.

Group’s Data

No. Members B C B A D E G F H G
1
2
3
4

Abstraction (Critical Thinking)

Write your conclusion on how evident is golden ratio on the human body.
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References:
Manlulu, E.A. and Hipolito, L.M.M. (2019) A Course Module for Mathematics in the Modern World.
https://www.mathsisfun.com/numbers/fibonacci-sequence.html
https://www.livescience.com/37470-fibonacci-sequence.html

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