Module 1

Mathematics in Our world

About This Module
This module is for students to appreciate the beauty of
mathematics which can be viewed in our surroundings
through physical symmetries and patterns in number
sequences
Subtopics
Identifying symmetries and patterns in our surroundings
and appreciation of the beauty of mathematics.
Introduction to number sequences. Identifying patterns
in numbers and predicting the succeeding terms in a
sequence.
Mathematics In Our
World
Symmetries and Patterns
Intended Learning
Outcomes
1. Identify patterns in nature and regularities in the world
2. Articulate the importance of mathematics in one’s life
3. Argue about the nature of mathematics, what it is, how
it is expressed, represented, and used
4. Express appreciation for mathematics as a human
endeavors
Symmetries and
Patterns
Symmetry is when a figure has two sides that are mirror
images of one another. It would then be possible to draw
a line through a picture of the object and along either
side the image would look exactly the same. This line
would be called a line of symmetry.
in which an object has two
sides that are mirror images of
each other.

bilateral 1
in which an object has two
sides that are mirror images of
each other.

bilateral 2
in which an object has two
sides that are mirror images of
each other.

bilateral 3
in which an object has two
sides that are mirror images of
each other.

bilateral 4
in which an object has two
sides that are mirror images of
each other.

bilateral 5
in which an object has two
sides that are mirror images of
each other.

bilateral 6
in which an object has two
sides that are mirror images of
each other.

bilateral 7
in which an object has two
sides that are mirror images of
each other.

bilateral 8
in which an object has two
sides that are mirror images of
each other.

bilateral 9
in which an object has two
sides that are mirror images of
each other.

bilateral 10
in which an object has two
sides that are mirror images of
each other.

bilateral 11
in which an object has two
sides that are mirror images of
each other.

bilateral 11
in which an object has two
sides that are mirror images of
each other.

bilateral 12
in which an object has two
sides that are mirror images of
each other.

bilateral 13
there is a center point and
numerous lines of symmetry
could be drawn at equal angle
intervals.

radial 1
there is a center point and
numerous lines of symmetry
could be drawn at equal angle
intervals.

radial 2
there is a center point and
numerous lines of symmetry
could be drawn at equal angle
intervals.

radial 3
there is a center point and
numerous lines of symmetry
could be drawn at equal angle
intervals.

radial 4
there is a center point and
numerous lines of symmetry
could be drawn at equal angle
intervals.

radial 5
Fibonacci posed the following question:
“If a pair of rabbits is placed in an enclosed area, how
many rabbits will be born there if we assume that
every month a pair of rabbits produces another pair,
and that rabbits begin to bear young two months
after their birth?”
1 1 2 3 5 8
The Fibonacci Sequence:

1, 1, 2, 3, 5, 8, 13, 21, 34, 55,...

The sum of two consecutive terms gives the

succeeding term.
 fibo 2

fibo 1
fibo 3

fibo 4
The relative ratio of the Fibonacci sequence approaches
a very famous ratio with a long and honored history; the
Golden Mean of Euclid and Aristotle, the divine
proportion of Leonardo da Vinci, considered the most
beautiful and important of quantities.

This ratio is evident in many art work and buildings

 𝑏 𝑎+𝑏 a
=
𝑎 𝑏

“The ratio of the parts is

equal to the ratio of a part to b

the whole”
 golden 2
golden 1
golden 3
golden 4 golden 5
a curve or geometric figure,
each part of which has the
same statistical character as
the whole.

fractal 1
a curve or geometric figure,
each part of which has the
same statistical character as
the whole.

fractal 2
a curve or geometric figure,
each part of which has the
same statistical character as
the whole.

fractal 3
a curve or geometric figure,
each part of which has the
same statistical character as
the whole.

fractal 4
Frieze patterns consists of repeated copies, along a line,
of a single figure or block. We will call this block that
repeats a tile.

Frieze patterns are formed by functions or actions on the

plane that preserve distances. These functions are called
isometries. The isometries that generate frieze patterns
have the additional property that they map a fixed
line, L back onto itself.
Identity
Rotation
Translation
Reflection
Vertical Reflection
Glide Reflection
Identity
Rotation
Translation
Reflection
Vertical Reflection
Glide Reflection
Identity
Rotation
Translation
Reflection
Vertical Reflection
Glide Reflection
Identity
Rotation
Translation
Reflection
Vertical Reflection
Glide Reflection
Identity
Rotation
Translation
Reflection
Vertical Reflection
Glide Reflection
Identity
Rotation
Translation
Reflection
Vertical Reflection
Glide Reflection
frieze 1
 frieze 3

frieze 2
frieze 4
 frieze 6

frieze 5
Mathematics In Our World
Number Patterns
Intended Learning
Outcomes
1. Recognize number patterns
2. Identify succeeding terms in a number pattern
Number Patterns
 𝟐, 𝟒, 𝟔, 𝟖, 𝟏𝟎, …

Recognize the pattern from one number to the next

 𝟐, 𝟒, 𝟔, 𝟖, 𝟏𝟎, …

Notice that the next number can be obtained by adding 2

to the previous number

From 𝟐, 𝟐 + 𝟐 = 𝟒 so the next number is 4

From 𝟒, 𝟒 + 𝟐 = 𝟔 so the next number is 6
From 𝟔, 𝟔 + 𝟐 = 𝟖 so the next number is 8
 𝟐, 𝟒, 𝟔, 𝟖, 𝟏𝟎, …

Using this pattern, we can predict succeeding terms in

this sequence

From 𝟏𝟎, 𝟏𝟎 + 𝟐 = 𝟏𝟐 so the next number is 12

From 𝟏𝟐, 𝟏𝟐 + 𝟐 = 𝟏𝟒 so the next number is 14
….and so on
𝟐, 𝟒, 𝟔, 𝟖, 𝟏𝟎, 𝟏𝟐, 𝟏𝟒, …
 𝟏, 𝟑, 𝟗, 𝟐𝟕, …

Recognize the pattern from one number to the next

 𝟏, 𝟑, 𝟗, 𝟐𝟕, …

Notice that the next number can be obtained by

multiplying the previous number by 3.

From 𝟏, 𝟏 × 𝟑 = 𝟑 so the next number is 3

From 𝟑, 𝟑 × 𝟑 = 𝟗 so the next number is 9
From 𝟗, 𝟗 × 𝟑 = 𝟐𝟕 so the next number is 27
 𝟏, 𝟑, 𝟗, 𝟐𝟕, …

Using this pattern, we can predict succeeding terms in

this sequence

From 𝟐𝟕, 𝟐𝟕 × 𝟑 = 𝟖𝟏 so the next number is 81

From 𝟖𝟏, 𝟖𝟏 × 𝟑 = 𝟐𝟒𝟑 so the next number is 243
….and so on
𝟏, 𝟑, 𝟗, 𝟐𝟕, 𝟖𝟏, 𝟐𝟒𝟑 …
Find the values of the last two numbers in the sequence
25,50,75,100,125,_____,_____

Find the values of the last two numbers in the sequence

448,224,112,56,28,_____,_____
 𝟐, 𝟒, 𝟔, 𝟖, 𝟏𝟎, …
𝟔, 𝟗, 𝟏𝟐, 𝟏𝟓, 𝟏𝟖, …

Find the values of the last two numbers in the sequence

25,50,75,100,125,_150_,_175_

Find the values of the last two numbers in the sequence

448,224,112,56,28,_____,_____
 𝟐, 𝟒, 𝟔, 𝟖, 𝟏𝟎, …
𝟔, 𝟗, 𝟏𝟐, 𝟏𝟓, 𝟏𝟖, …

Find the values of the last two numbers in the sequence

25,50,75,100,125,_150_,_175_

Find the values of the last two numbers in the sequence

448,224,112,56,28,_14_,_7_
http://malini-math.blogspot.com/2010/08/maths-and-nature.html
https://curiodyssey.org/blog/mathematics-of-natures-patterns/
https://www.planetdolan.com/15-beautiful-examples-of-mathematics-in-
nature/
https://math.temple.edu/~reich/Fib/fibo.html
http://mathcentral.uregina.ca/RR/database/RR.09.01/mcdonald1/

https://www.youtube.com/watch?v=O7x3LBWn-Ao
https://www.youtube.com/watch?v=rl1N7i5ra7Y
https://www.youtube.com/watch?v=VE_RU0fNjt0
https://www.youtube.com/watch?v=n2WHNMfRmHE
 GED027-
Mathematics in
Modern World
 Course Description
➢ This course is intended to develop student’s sense of appreciation of the
practical, intellectual and authentic dimensions of mathematics and students’ skills in
applying mathematical tools in daily life.
➢ Basic math concepts include nature of mathematics as shown in the exploration of
regular patterns in nature and environment, Fibonacci sequence, and mathematical
language and symbols.
➢ It also includes problem solving and reasoning to enhance 21st century students’ critical
and creative thinking skills.
➢ Mathematics on data management, apportionment and voting, and logic are included
in order to apply the concept of mathematics in other fields like politics, economics, and
in other social sciences. this remind students that mathematics does not only take place
within the four walls in the classroom but more so in real life situations.
 Learning Outcomes:

At the end of the term, the students must be able to:

1.discuss and argue about the nature of mathematics, what it is, how it is
expressed, represented and used;
2.use different types of reasoning to justify statements and arguments made
about mathematics and mathematical concepts;
3.use a variety of statistical tools to process and manage numerical data;
4.use mathematics in other areas such as finance, voting, health and medicine,
business, environment, arts and design, and recreation; and
appreciate the nature and uses of mathematics in everyday life.
 Unit 1
Lessons
A. Nature of Mathematics and Its Concept
B. Patterns in Nature and the Regularities in the World
C. Fibonacci Sequence
D. The Language of Mathematics
 Lesson 1
Nature of Mathematics and Its Concept
Objectives
At the end of the lesson, you should be able to:
1. use mathematics to think about the world and nature;
2. articulate the importance of mathematics in one’s life;
3. identify the role of mathematics in some discipline; and
4. express appreciation for mathematics as human endeavor.
 Introduction to Lesson 1
Mathematics is a useful way to think about nature and our world. The nature of
mathematics underscores the exploration of patterns in nature and the
environment. Mathematics exists everywhere and it is applied in the most
useful phenomenon. Even looking by just at the ordinary part of the house, the
room and the street, mathematics is there. This is one subject thought as the
sole objective language that people in the modern world understand each other.
 Question?
Explain briefly this statement ‘Mathematics is used to understand the world and
the world is used to understand mathematics’.
 Explore

What have you learned from school on

mathematics so far?
 Explore

Did you ever perform well in mathematics?

why or why not?
 Explore

Do you think the subject mathematics in which

you are enrolled is important? Why or why not?
 Explain
According to the American Association for the Advancement of Science
(1990), mathematics relies on both logic and creativity, it is pursued both for
a variety of practical purposes and for its intrinsic interest. For some people,
and not only professional mathematicians, the essence of mathematics lies in
its beauty and its intellectual challenge.
 Nature of Mathematics
• Patterns and Relationships
• Mathematics, Science, and Technology
• Mathematical Inquiry
• Abstraction and Symbolic Representation
• Manipulating Mathematical Statements
• Application
 Patterns and Relationships
Mathematics is the science of patterns and relationships. As a theoretical
discipline, mathematics explores the possible relationships among
abstractions (can be anything from strings of numbers to geometric figures
to sets of equations)
 Mathematics, Science and Technology
Mathematics is abstract. Because of its abstractness, mathematics is universal
and it finds useful applications in many other fields of human thought
 Mathematical Inquiry
Normally, people are confronted with problems. Mathematics can be used in
expressing an idea to a concrete concept.
 Abstraction and Symbolic Representation
Mathematics as being abstract in form can be represented by symbols such as
numbers, letters, other marks, diagrams, geometrical constructions, or even
words.
 Manipulating Mathematical Statements
After abstractions have been made and symbolic representations of them are
selected, those symbols can be combined in various ways according to precise
defined rules. Typically, string of symbols are combined into statements that
express ideas and propositions.
 Application
Mathematical processes can lead to a kind of model of a thing from which
insights can be gained about the thing itself. Any mathematical relationships
arrived at by manipulating abstract statements may or may not convey
something truthful about the thing being modeled.
 The Role of Mathematics in Some Discipline

As posted by Angel Rathnabai (2014), mathematics is not only number work or

computation, but is more about forming generalization, seeing relationships,
and developing logical thinking and reasoning.
 Here are some main disciplines in which the
role of mathematics is widely accepted:
• Mathematics in Physical Sciences, Chemistry, and Biological Sciences
Mathematical calculations occur at every steps in physics, its concept is
involved like in Fluid Dynamics, Physical Oceanography and many others.
The field of chemistry also use a significant amount of math such as Binding
Theory and Kinetics. The use mathematical programming and reliability
theory is used in Biosciences, Bioengineering, and Bioelectronics.
• Mathematics in Engineering Technology Mathematics is considered as
foundation of engineering. Its application is used in dealing with surveying,
levelling, designing, estimating, construction and many others.
 Here are some main disciplines in which
the role of mathematics is widely accepted:
• Mathematics and Economics The level of mathematical literacy required for
personal and social activities is continually increasing. According to Marshall
– ‘The direct application of mathematical reasoning to the discovery of
economic truths has recently rendered great services in the hand of master
mathematicians.’
• Mathematics in Philosophy The function of mathematics in the development
of philosophical thought has been very aptly put by the great educationist
Herbart, in his words, ‘The real finishers of education is philosophy, but it is
the office of mathematics to ward off the dangers of philosophy.’
 Elaborate
Importance of Mathematics in Life
According to Katie Kim (2015), math is a subject that makes a student either
jump for joy or rip their hair out. However, math is inescapable as you become
an adult in the real world. it becomes versatile and important.
 Think!
Consider different reasons why learning math is important to you and the
world.
 Consider these activities
• Calculating bills • Making countdowns
• Computing test scores • Baking and cooking
• Doing exercise
 Appreciating Mathematics as a Human
Endeavor
Mathematics is appreciated as human endeavor because all professionals and ordinary
people apply its theories and concepts in the office, laboratory and marketplace.
according to Mark Karadimos (2018), the following professions use mathematics in
their scope of work such as:
1. Accountant
2. Engineers
3. Architects
4. Doctors
5. Teachers
 Evaluate
A. From the five (5) reasons why mathematics is important, state three (3)
additional reasons (first column). State disadvantage if a person does not
know and understand mathematics (second column).
 Evaluate
Cite mathematical application that you commonly do in the following
suggested (you can state your own if it is not found on the list) stations.
Choose only four stations. State your appreciation briefly.
End of Lesson 1

Questions?
 Lesson 2
Number Patterns
 Intended Learning Outcomes
1. Recognize number patterns
2. Identify succeeding terms in a number pattern
 Introduction
In examining the development of mathematics from a historical perspective, it
can be seen that much has been directed towards describing patterns of
relationship that are of interest to various individuals. Patterns arouse curiosity
because they can be directly related to common human experiences.
Engage
Engage
 Explore
1. What basic patterns have you notice in the calendar?
 Explore
2. Can you name some animals that have patterns on their skin?
 Explore
3. Can you name a flower having two petals? three petals? four or more petals?
 Explain
According to Ian Stewart (1995), we live in a universe of patterns. Human
mind and culture have developed a formal system of thought for recognizing,
classifying, and exploiting patterns. We call it mathematics. By using
mathematics to organize and systematize our ideas about patterns, we have
discovered a great secret: nature’s patterns are not just there to be admired, they
are vital clues to the rules that govern natural processes
 Definitions
➢A regularity (Collins, 2018), is the fact that the same thing always happens in
the same circumstances.
➢A pattern is a discernible regularity in the world or in a man-made design as
such the elements of a pattern repeat in a predictable manner
➢Patterns in nature are visible regularities of form found in the natural world
 VARIOUS PATTERNS:
➢ Natural patterns include symmetries, trees, spirals, meanders, waves, foams, tessellations,
cracks and stripes
➢ Logic patterns are usually the first to be observed. It deals with the characteristics of various
objects while another deal with order.
➢ Number patterns are encountered through the concept of functions, which is a formal
description of the relationships among different quantities
➢ Geometric patterns are motif or design that depicts abstract shapes like lines, polygons, and
circles, and typically repeats
➢ Word patterns focus in forms and in syntax which lead directly to the study of language in
general and digital communication in particular
 Elaborate
Here are additional facts about patterns and regularities
❖Patterns and counting are correlative. Counting happens when there is
pattern.
❖A pattern also shows what may have come before
❖A pattern organizes information so that it becomes more useful
❖Mathematics is the study of patterns. That is why those who use patterns to
analyze and solve problems often find success compared those who cannot
 Examples
Logic Pattern
These patterns are seen on aptitude tests in which takers are shown a sequence
of pictures and asked to select which figure comes next among several choices.
 Examples
Number Patterns
Number patterns are among the first patterns in school. Mathematics is
especially useful when it helps predict events.
 Examples
Geometric Patterns
They are visual patterns that are observed in nature and art. They appear in
paintings, drawings, tapestries, wallpapers, tiling, and carpets
 Evaluate
Logic Patterns:
Identify the shape/figure that replaces the question mark. Encircle the letter
that corresponds the answer.
 Evaluate
Number Patterns

What formula is needed to get each of the following sequences using the variable n as 1, 2, 3, 4,
5?
1.) 20, 40, 60, 80, 100,…
2.) 11, 22, 33, 44, 55,…
3.) 17, 18, 19, 20, 21,…
4.) 1.5, 2.5, 3.5, 4.5, 5.5,…
5.) 0.5, 1.5, 2.5, 3.5, 4.5,…
 Lesson 3
The Language of Mathematics
 Objectives
At the end of the lesson, you should be able to:
1. describe the language of mathematics;
2. familiarize the symbols/notations and conventions used in mathematics
language;
3. translate Mathematics language into English language and vice-versa; and
4. appreciate that mathematics is a useful language.
 Introduction
Can you imagine how would you be able to communicate with a seatmate in the
bus who is an Ilocano and you are an Ilongo. You may be able to tell him or her
to watch over your bag as you get off the bus for a while to buy something.
That can be done with sign language. Language facilitates communication and
clarifies meaning. It allows people to express themselves and maintain their
identity. Likewise, comprehending a message is better understood once a
person understood how things are said and may know why it is said.
 Introduction
Chinese, Greek, and English languages are the same because they communicate
ideas through symbols that feed the mind with information. More often
however, a Chinese word or symbol may mean differently in the Greek or
English language resulting in confusion. Mathematics tries to avoid this
uncertainty by adopting a universally understood symbolic system for its
language. Thus, the language of mathematics can be considered a common
language of the world. Any student learning mathematics in all parts of the
globe should be able to understand mathematics even if he or she does not
understand English or Tagalog.
 Explore
The world is made up of ideas, and the only way to share these ideas is to speak
the same language. That language, is math. There is a very common debate over
the nature of math. Is it something that exists as part of the universe that we
slowly “discover” or is it something we make up to try and explain our crazy
world? To answer these, please watch this video on YouTube
 Answer the following:
1. How will you define language?
2. Is Math a language? Why do you think so?
3. How will you describe the language of mathematics?
4. How will you relate English and Mathematics language
 Explain
Language is a “systematic” means of communicating by the use of sounds or
conventions symbols” (Chen, 2010, p.353). It is the code human use as a form
of expressing themselves and communicating with others. It may also be
defined as a system of words used in a particular discipline.
These definitions describe language in terms of the following components.
❖ a vocabulary of symbols or words
❖ a grammar consisting of rules on the use of these symbols
❖ a community of people who use and understand these symbols
❖ a range of meanings that can be communicated with these symbols.
 Language
Since all of the aforementioned components are found in mathematics, it also
qualifies as a language. Mathematics is a system of communication about
objects like numbers, variables, sets, operations, functions, and equations. It is a
collection of both symbols and their meaning shared by a global community of
people who have an interest in the subject. Regardless of where in the world
learners of math come form or what language they speak; they will likely
understand what those symbol mean. It must be noted that no language is self-
explanatory. The language of mathematics is certainly non-instinctive and must
be learned.
 Language of Mathematics
The language of mathematics makes it easy to express the kinds of symbols,
syntax and rules that mathematicians like to do and characterized by the
following: a. precise -able to make very fine distinctions b. concise – able to say
things briefly c. powerful – express complex thoughts with relative ease For
example, consider the sentence “the sum of two real numbers is also a real
number.” In mathematical notation, this declarative sentence can be written as:
 Language of Mathematics
Mathematics is a symbolic language. Some of the symbols you may encounter
are the following.
 Mathematical Convention
It is a usage which is generally agreed upon by mathematicians. For instance,
the fact that we evaluate multiplication before addition in the expression (2 + 3)
x 4 is merely conventional. Also, it is conventional to write the number first
before the letters. If in case the letters are more than one, you have to arrange
the letters alphabetically. There is nothing inherently significant about the order
of operations. Mathematicians abide by conventions in order to allow other
mathematicians to understand what they write without having constantly
having to redefine basic terms.
 Elaborate
You learned in your English subject that expressions do not state a complete
thought, but sentences do. Mathematical sentences state a complete thought.
On the other hand, mathematical expressions do not. You cannot tell if it is
true or false.
 Guide questions:
1. Compare and contrast mathematical sentences and mathematical
expressions. Give one example for each.
2. How will you translate English sentences into Mathematical sentences?
3. Why is there a need to translate mathematical sentences into English
sentences (or viceversa)?
 On the web
To further enhance your understanding of this lesson, visit the following websites:
https://www.mathsisfun.com/mathematics-language.html
https://www.thoughtco.com/why-mathematics-is-a-language-4158142
http://www.ascd.org/publications/books/105137/chapters/Mathematics-
asLanguage.aspx
http://www.onemathematicalcat.org/pdf_files/LANG1.pdf
http://www.mash.dept.shef.ac.uk/Resources/web-mathlanguage.pdf
 References
References:
• Nature’s Numbers by Ian Stewart
• Mathematics in Nature: Modelling Patterns in the Natural World by John A. Andam
• Jamison, R.E (2000). Learning the Language of Mathematics. Language of learning across the Disciplines 4
(1). 45-54
• Mathematical excursions, 3rd Edition (International Edition) by Aufman et al.: What is Mathematics really?
• Mathematical Excursions (Third Edition) by Aufmann, et. al.
• Daligdig, R. (2019). Mathematics in the Modern World. Lorimar Publishing, Inc.
• Mathematical Excursions (Third Edition) by Aufmann, et. al