MODULE 2

Overview of the Module

Purpose
This module is designed to help you explore different facets of mathematics that will

Module Title
strengthen your understanding of our environs.

& Description
Mathematics in the World is about mathematics as system of knowing or
understanding our surroundings. It provides glimpses into the nature of mathematics
and how it is used to understand our world. This understanding contributed to a more
complete portrait of the world. This begins with an introduction to the nature of
mathematics as an exploration of patterns and as an application of inductive and
deductive reasoning. Then it 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, geometric designs, understanding
codes used in data transmission and security, and dividing limited resources only.

Module Guide
The course module facilitates independent and self-directed learning suited in a flexible
learning environment. There are four (4) modules in this learning material composed of
lessons to achieve each module outcome. These are the overview of each module:
In Module 1, we will be looking at patterns and regularities in the world, and how
mathematics comes into play, both in nature and in human endeavor.
Module 2 will introduce you to some of the special language that is a foundation for
much mathematical thought, the language of variables, sets, relations, and functions.
The goals of Module 3 are to help you become a better problem solver and to
demonstrate that problem solving can be an enjoyable experience.
Module 4 covers topics which may help you to compute and interpret numerical
summaries and generate appropriate statistical tables and graphs based on the nature
of variables measured.
In these course modules, learners may start by pre-assessing their prior knowledge of
the subject through a course pre-test. Each lesson is sequentially arranged according to
the 4As learning model (Activity, Analysis, Abstraction, Application) to make students’
learning experiences meaningful. The following are the supporting features of the
modules, namely:
Let’s Start! are opening activities at the start of every lesson. This gives you an idea
what to expect in the lesson. Sometimes, it serves as a review of the topic prior to the
present lesson.
Let’s Analyze! are follow up activities or questions that will let you think and share your
thoughts and ideas in connection with the Let’s Get Started activity.

Let’s Dig Deeper! presents a thorough explanation of the lesson which includes
detailed solution for every problem.

Let’s Use It! presents realistic problem scenarios from fields such as geometry,
physics, geology, biology, finance, and the social sciences that is required for you to
answer and will also be recorded as part of your assessment.

Check Your Progress are exercise/s which provides the student with an immediate
opportunity to solve on their own similar problems to the examples presented in the
lesson. An answer key module is included for you to confirm your answer.
Course Outline

At the end of the modules, you will be able to:

1. Demonstrate knowledge and skills in mathematics to analyze personal and social
problems through the use of mathematical tools and to explain and present
solutions effectively in written or oral form.
 For the module outcomes to be achieved, the learners are expected to submit
outputs from the learning activities of each lesson. They should submit based on the
timeline provided by the instructor. Furthermore, learners should follow the instructions
and do the activities in each lesson before proceeding to the next lesson. Avoid jumping
from one lesson to another since every lesson is interconnected to the succeeding
lesson.

Below are the rules and reminders you need to adhere to in taking this course module
online or offline learning.

 Academic Integrity. Academic dishonesty should be treated as an extremely

serious matter with severe consequences that can range from receiving no
credit for an assignment or test to failing the class, to expulsion. It is never
permissible to turn in any work not been authored by you without properly
acknowledging the source. It is your responsibility to ensure that your work
meets the standard of academic honesty set forth in the student handbook.

 Special Accommodations. Students with special needs who require

reasonable modifications, special assistance, or accommodations in this
course should promptly direct their request to the Student Affairs and Services
Office (SASO). Any student who currently has a documented disability (ADHD,
Autism Spectrum Disorder, Learning, Physical, or Psychiatric) needing
academic accommodations should contact SASO or University Guidance
Office as early in the semester as possible. All discussions will remain
confidential.

 Communication. You are encouraged to send questions and clarifications

through a private message in our University Learning Management System
(LMS), or post it in our respective class Messenger group chat to address your
queries and concerns. Also, you may send an SMS through this number
09466449791 email to sharlenejaneaporbo@gmail.com.

 Etiquette. You are reminded to observe proper etiquettes in communicating to

your instructor and classmates, may it be in online or offline modality.

 Missed Exams. If you miss an exam or submission assignments, send an

explanation letter to your instructor, with documentary evidences that will
prove the circumstances why you were not able to pass a submission
assignment or take an exam. Only those who provide valid reasons and
evidences shall be given considerations.
  Online Portal. Assignments and course resources can only be accessed
through the University LMS and Google Classroom. You are advised to visit
the course portal any time convenient for you.

If you have inquiries related to our class, you can contact me through the following
platforms:

SHARLENE JANE APORBO

Mobile No.: 09466449791
Email Address.: sharlenejaneaporbo@gmail.com
Messenger: Sharlene Jane Aporbo

Class participation 20%

Examination 40%
Midterm Exam 20%
Final Exam 20%
Personality Development 20%
Project (Completeness of the Activities) 20%
-----------
Total 100%
POST-TEST
Test 1
Directions: Solve the following.
1. 2 + xy =?

2. 5-z=?

3. 3x+2y+x=?

4. -5x+3x=?

5. 1/2x+(-x)=?
 Key Terms
Variables
In mathematics, a variable is a symbol which works as a placeholder for
expression or quantities that may vary or change; is often used to represent the
argument of a function or an arbitrary element of a set. In addition to numbers, variables
are commonly used to represent vectors, matrices and functions.
Sets
In mathematics, a set is a collection of elements. The elements that make up a
set can be any kind of mathematical objects: numbers, symbols, points in space, lines,
other geometrical shapes, variables, or even other sets. The set with no element is the
empty set; a set with a single element is a singleton.
Relation
A relation between two sets is a collection of ordered pairs containing one object
from each set. If the object xx is from the first set and the object yy is from the second
set, then the objects are said to be related if the ordered pair (x,y)(x,y) is in the relation.
Function

In mathematics, a function is a binary relation between two sets that associates

each element of the first set to exactly one element of the second set. Typical examples
are functions from integers to integers, or from the real numbers to real numbers.
MODULE 2 SPEAKING MATHEMATICALLY

Do you speak math? Not sure what we mean? Well, math can be thought of as a
language filled with vocabulary, symbols, and sentence structures. These can make
things difficult for students who wish to relate math to their everyday language and
experiences. For students learning English as their second language, learning the
language of mathematics may seem as though they are simultaneously learning yet
another language. And like any language, students have to speak math proficiently in
order to use it efficiently.
https://www.languagemagazine.com/mathematically-speaking
Although there are many similarities among number systems across the world,
mathematics (particularly as taught in schools) is far from being a universal language.
English language learners (ELLs) have to learn new words (hypotenuse), concepts (pi),
and expressions (3y + 6 = 10(x)), and, in some cases, relearn different procedures (e.g.,
long division).
English number names are highly irregular. For example, we say fourteen, sixteen,
seventeen, eighteen, and nineteen. Shouldn’t we also say oneteen, twoteen, threeteen,
and fiveteen? In counting by tens, we have a similar discontinuity. There are forty and
sixty, which resemble four and six. But there are also twenty, thirty, and fifty, somewhat
related to two, three, and five. If we keep counting up, the numbers above twenty will
have the tens first (e.g., fifty-six), whereas for the numbers below twenty we put the
ones first (e.g., thirteen).

By comparison, languages spoken in China, Japan, and Korea have a more logical
counting system. For example, eleven is ten-one, twelve is ten-two, and so on. This
irregularity in English number names has important consequences in basic
computations. If you ask fourth graders to add three-hundred-twelve plus thirty-five in
English, they will need to convert those words to numbers (312 + 35) and then do the
computation. In Japanese, this same request would sound like, “three-hundreds; one-
ten; two plus three-tens; five.” Thus, Japanese students do not need to do the extra step
of translating the words into numbers because the place value ideas are embedded
directly into the number words.
In addition to the irregular nature of English number names, there are many other
concepts and notations that ELLs have to learn. For example, many ELLs in the U.S.
are familiar with the metric system but are new to pints, pounds, feet, quarts, and
ounces. Other students come from school systems that emphasize calculations, not
communicating mathematical thinking. Some students come from places where decimal
numbers are represented with commas instead of periods, or where large numbers are
written using periods instead of commas. The challenges for ELLs can be tremendous,
as they are trying to learn (or perhaps relearn) mathematics in an environment that uses
a language they have not yet mastered. By becoming more aware of the unique
characteristics of the language of mathematics, teachers can be more strategic and
deliberate when planning and implementing instruction.

This article is organized in two sections — the first of which discusses the new Common
Core State Standards (CCSS) for Mathematics. These standards, being implemented
throughout the U.S., provide a set of uniform benchmarks for the teaching and learning
of mathematics. Second, we explore the unique features of the language of
mathematics, including vocabulary, symbolic representations, grammatical structures,
and discourse features. This section analyzes the language of mathematics and
provides many instructional suggestions for all students, but particularly ELLs.