Math in The Modern World Module 1

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE & TECHNOLOGY
MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR
Learning
MODULE 1 FIRST YEAR
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE & TECHNOLOGY
MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR
Learning
MODULE
NAME OF STUDENT: ________________________________

COURSE/YR. & SEC.: _______________________________
INSTRUCTOR: ______________________________________
LEARNING MODULE IN MATHEMATICS IN THE MODERN WORLD
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR
INTRODUCTION TO COLLEGE VMGQ 1
GET READY
GOALS
Upon accomplishing this module, you will be able to:
A. identify emphasized ideas in college VMGQ;
B. justify presented course objectives, requirements and grading system;
C. recite with understanding the college vision and mission; and
D. write personal reflection on the college vision and mission.
LEARNERS
First Year students, all programs
DURATION
This module will be accomplished in 1 1/2 hours
REFERENCE
Student’s Handbook and ASSCAT at Its Best—College of Arts and Sciences Official Orientation Video
accessed through http//youtube.com
LET’S START
1
Welcome to the new academic year in ASSCAT! We are glad you are now part of the
institution as you begin the exciting educational journey of discovery. Prior to the beginning of
classes, you will engage in an overview of the complete realm of college life. Whether you are a
returnee, first-year, or transfer student, you will find exciting opportunities to enjoy college life by
learning, exploring, and engaging together.
ACTIVITY 1 ▪ Brain Twist
But before going further, let us examine first your word ability. Complete the crossword
puzzle below by filling in the boxes with letters of words defined beside the puzzle.
1 2
3 ACROSS
4 5 1. BS IT, BS Math, AB English, BS

Biology, etc.
6
4. aim or desired result
6. the college you enrolled in:
abbreviation
7. instruction, pedagogy
8. eye of the future
7
9. a scholar
DOWN
8
1. tertiary institution
2. desired purpose
3. standard of excellence
5. purpose and intention: plural
9
COLLEGE OF ARTS AND SCIENCES

BACHELOR OF SCIENCE IN APPLIED MATHEMATICS
INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
LET’S DISCOVER
ACTIVITY 2 ▪ First Impression
Agusan del Sur State College of Agriculture and Technology is a premier institution in Caraga
Region and among those educational intuitions present at the turn of the century. We are very
grateful that you chose this institution to spend the rest of your college years. What made you decide
to enroll in ASSCAT? To find this out, you are tasked to write a 50-word paragraph of your description
and impression about the college.
ASSCAT: AN IMPRESSION
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LET’S LEARN
ACTIVITY 3 ▪ Our Beloved Institution
Read the texts below to discover the beginnings of Agusan del Sur State College of Agriculture
and Technology. Take note of the important events in its history and understand well its vision,
mission, goals and quality policy. As your final task in this module, you will make a reflection on the
vision, mission, goals and quality policy of the college.
THE HISTORY OF ASSCAT

ASSCAT started as a Manobo Farm School of upper Agusan in 1908. Later, it became the
Bunawan National Agricultural School on June 17 1984 through RA 301 sponsored by former
Congressman Marcos L. Calo. On June 21, 1969 it was changed into Southern Agusan National
Agricultural College (SANAC) by virtue of R.A. 5917 passed by former Congressman Jose C. Aquino.
In 1974-1975, the College offered two-year Post-Secondary Agricultural Technician
Curriculum. Commencing the first semester of school year 1992-1993, two (2) additional courses
were offered—the Bachelor of Secondary Education major in Technology and Home Economics and
the Bachelor of Elementary Education. On the same year, Congressman Ceferino S. Paredes, Jr.
sponsored to the Batasang Pambansa House Bill 1432 for the conversion of SANAC in to State College
which was also indorsed by Senator Edgardo J. Angara through Senate Bill No. 1690. On March 1,
1995 it was signed by President Fidel V. Ramos by virtue of RA 7932 converting SANAC into Agusan
del Sur State College of Agriculture and Technology (ASSCAT) offering collegiate courses in
education, engineering and agriculture.
ASSCAT VISION, MISSION, GOALS AND QUALITY POLICY

Vision
ASSCAT as the premier agro-industrial Higher Education Institution in Caraga Region capable
of producing morally upright, competent and globally competitive human resource capable to
effectively implement sustainable development.
Mission
ASSCAT shall primarily provide higher professional, technical instructions for special
purposes and to promote research and extension services, advanced studies and progressive
leadership in agriculture, education, forestry, fishery, engineering, arts and sciences and other
relevant fields.
Goals
Implementing plans and strategies, ASSCAT has also the following goals: (1) Develop and
offer curricular programs that are relevant and responsive to the peculiar needs and urgencies of the
region; (2) Generate, develop and transfer appropriate technologies to address the needs of the
agro-industrial sector in the service area; (3) Develop disciplined, responsible, and well-trained
students to become effective citizens in the community and ready to face the challenge in the highly
competitive world of works; (4) Have a pool of service and person-oriented professional workforce
who are educationally and technologically prepared well equipped to effect desired and necessary
changes to the service area and among the clientele; (5) Acquire state-of-the-art facilities and
equipment to be attuned to the trend of the changing times; (6) Build, construct, improve and
upgrade appropriate physical facilities in harmony with the ecosystem to attain harmonious co-
existence of man and nature; (7) Adopt and institutionalized efficient, effective and judicious
utilization of resources to maximize, strengthen and sustain development and fiscal security and
autonomy; and (8) Expand networking and linkages locally, nationally and globally.
Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier agro-
industrial Higher Education Institution in Caraga Region is fostered by the following principles: (1)
sustaining quality education experience and community engagement; (2) encouraging optimum
resource management; (3) developing an environment that is conducive for intellectual and personal
growth; and (4) generating relevant knowledge through innovative thinking.
To continually improve our Quality Management System, we commit to comply with all
applicable requirements and provide service excellence in our four-fold functions.

INSTITUTIONAL OUTCOMES
The Agusan del Sur State College of Agriculture and Technology is committed to produce (1)
globally competitive professionals who are innovative and progressive leaders in their specific fields
of specialization; (2) empowered and committed researchers and community extension specialists;
and (3) effective human resources who are capable of initiating change, nurturing intellectual and
moral values, and sustaining ecological and national development.
GRADING SYSTEM
In essence to quality, the institution has unified grading system for each subject discipline
to asses and measure student’s knowledge, learning and performance.
Criterion Reference Semestral Grade

Student’s Output 60% Midterm 40%
Term Exam 40% Final Term 60%
Total 100% Total 100%
CONCLUSION
ASSCAT continues to reap successes in the fields of academics, planning, research, extension
and resource generation that are worth remembering. It has time and again distinguished itself in
its role of catering excellence in higher education. Indeed, ASSCAT truly endeavors to withstand its
meaningful history in order to achieve its vision, mission and goals. The fervor towards a target will
remain aflame and bring further triumphs to the community and to the world as a whole in the
coming years, truly living in its tagline: ASSCAT at Its Best!
For a virtual experience on ASSCAT Vision, Mission, Goals and Quality Policy, you may visit/access
the following online platforms/social media:
YouTube :
Facebook Page :
Facebook Group :
You can also secure an electronic copy/video format from your instructor or college secretary.
LET’S PRACTICE
ACTIVITY 4 ▪ Extend Your Understanding
The following items talk about the history of ASSCAT including its vision, mission, goals and quality
policy. Read and understand carefully each item and encircle the letter of your choice.
1. Agusan del Sur State College of Agriculture and Technology was first known as _____ through
RA 301 sponsored by former Congressman Marcos L. Calo.
A. Southern Agusan National Agricultural College
B. Manobo Farm School
C. Bunawan National Agricultural School
D. Agusan del Sur State University
2. In what year did Cong. Ceferino S. Paredes, Jr. sponsor to the Batasang Pambansa House Bill
1432 the conversion of SANAC into State College?
A. 1974 C. 1992
B. 1960 D. 1995
3. When was ASSCAT officially founded?
A. March 1, 1995 C. March 1, 1992
B. March 1, 1690 D. March 1, 1974
4. ASSCAT is an agro-industrial academic environment promoting the mandates of a higher
learning. Which of the following core competences are enhanced by the institution?
A. Instruction, research, and qualified human resources
B. Instruction, cultural heritage and research
C. Instruction, research and cultural services
D. Instruction, research, extension and production

5. Which of the following is not part of ASSCAT goals?

A. Develop and offer curricular programs that are relevant and responsive to the peculiar
needs and urgencies of the region
B. Acquire state-of-the-art facilities and equipment to be attuned to the trend of the
changing times
C. Expand networking and linkages locally, nationally and globally
D. Empowered and committed researchers and community extension specialists
6. In two consecutive years, ASSCAT has produced three topnotchers in the College of Teacher
Education. Which key in the vision statement was hit in this achievement?
A. competent C. morally upright
B. progressive leadership D. globally competitive
7. There was inconsistency in the counting of ballots for the election. One of the representatives
of the counting was seen adding figures during counting. Which quality of the Vision
statement of ASSCAT was defied in this situation?
A. competent C. morally upright
B. progressive leadership D. globally competitive
8. Bunawan, Agusan is a place where water in not sufficiently distributed throughout the areas.
Which objective is needed?
A. Develop and offer curricular programs that are relevant and responsive to the peculiar
needs and urgencies of the region;
B. Generate, develop, and transfer appropriate technologies to address the needs of the
agro-industrial sector in the service area;
C. Expand networking and linkages locally, nationally, and globally.
D. Pursue advance studies in aligned and allied courses.
9. ASSCAT’s vision to be a premier agro-industrial Higher Education in Caraga Region is fostered
by following principles, except _____.
A. Sustaining quality education experience and community engagement.
B. Encouraging optimum resource management.
C. Developing friendly society for personal growth.
D. Generating relevant knowledge through innovative thinking.
10. Which of the following qualities must be developed by an ASSCAT graduate?
A. High level of moral C. High level of confidence
B. Low level of moral and confidence D. Both A and B
ACTIVITY 5 ▪ Forget Me Not
With the aid of the rubric below, recite the vision, mission, goals and quality policy of the Agusan del
Sur State College of Agriculture and Technology. Record your performance using any video recording
device and save it via flash drive/compact disc or send it through the Facebook Messenger.
ORAL RECITATION RUBRIC
Criteria Excellent (4) Good (3) Fair (2) Poor (1)
▪ Student is well- ▪ Student is well ▪ Student is not ▪ The student is
prepared and it prepared but the well prepared obviously
(1) is obvious that presentation of and would unprepared for
Preparation he or she the VMGQ benefit from the task. No
rehearsed. requires a few many more evidence of any
more rehearsals. rehearsal. rehearsals.
▪ The student has ▪ The student has ▪ The student has ▪ The student has
memorized the memorized the memorized the not memorized
entire VMGQ and entire VMGQ and entire VMGQ and the VMGQ
is able to is able to is able to (needs to many
present it present with just present, prompts)
(2) without error one error from however makes
Memorization which he/she three or more
recovers. error and
doesn’t recover
(needs
prompting)

▪ The student ▪ The student ▪ The student ▪ The student

speaks clearly speaks clearly. speaks clearly does not speak
and with Some minor but is, at times, clearly,
appropriate and lapses in pitch, too quiet, and/or mispronounces
(3) varied pitch and tone and volume the pitch is words and is
Clarity and tone modulation or the emotion rarely used or inaudible to the
Expression conveyed did not the emotion it audience.
fit in conveyed often
did not fit the
content.
▪ The student ▪ The student ▪ Presentation is ▪ The student
employs proper employs proper lacking two or slouches, looks
posture and posture and more of the uncomfortable
gestures, is gesture, is criteria. and makes no
relaxed and relaxed and effective contact
(4) confident, and confident, and with the
Physical maintains maintains audience at all.
Presence appropriate appropriate Tension and
audience audience contact nervousness is
contact. most of the time obvious.
or lacing in one
of these
elements.
Source: https://www.rcampus.com/rubricshowc.cfm?code=HBA542&sp=yes&
LET’S EVALUATE
ACTIVITY 5 ▪ Reflect It On!
As you read with understanding the vision, mission, goals and quality policy of the college, what
insights and ideas have you gained and pondered about? Share your interesting personal reflection
and thoughts about ASSCAT’s vision, mission, goals and quality policy. Use the rubric below as a
guide.
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REFLECTION PAPER RUBRIC

Criteria Excellent (10) Good (8) Fair (6) Poor (4)
▪ Content is ▪ Content is ▪ Content is not ▪ Content is
comprehensive accurate and comprehensive incomplete.
▪ Major points are persuasive. and /or ▪ Major points
stated clearly and ▪ Major points persuasive. are not clear
are well supported. are addressed, ▪ Major points and/or
▪ Responses are but not well are addressed, persuasive.
excellent, timely supported. but not well
and address ▪ Responses are supported.
(1) assignment inadequate or ▪ Responses are
Content and including course do not address inadequate or
Development concepts. assignment. do not address
▪ Content and ▪ Content is assignment.
purpose of writing inconsistent ▪ Content is
are clear. with regard to inconsistent
purpose and with regard to
clarity of purpose and
thought. clarity of
thought.
▪ Rules of grammar, ▪ Rules of ▪ Paper contains ▪ Paper contains
usage and grammar, numerous numerous
punctuation are usage and grammatical, grammatical,
followed. punctuation punctuation, punctuation,
▪ Spelling is correct. are followed and spelling and spelling
(2) ▪ Language is clear with minor errors. errors.
Grammar & and precise; error. ▪ Language ▪ Language uses
Mechanics sentences display ▪ Spelling is lacks clarity or jargon or
consistently strong, correct includes the conversational
varied structure. use of some tone.
jargon or
conversational
tone.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=L34935
KEY ANSWERS
LET’S START
ACTIVITY 1 – Brain Twist

Across
1. courses
4. goal
6. ASSCAT
7. education
8. vision
9. student
Down
1. college
2. mission
3. quality
5. objectives
ACTIVITY – Extend Your Understanding

1. A 6. A
2. C 7. C
3. A 8. B
4. C 9. C
5. D 10. D

LEARNING MODULE IN ge 04 (mathematics in the modern world)
LESSON 2
PATTERNS AND NUMBERS IN NATURE AND THE WORLD
READY
LESSON OBJECTIVES
A. Define mathematics in their own understanding;
B. recognize patterns and numbers in nature and the environment;
C. appreciate mathematics and go beyond the typical understanding of mathematics as
merely a set of formulas but as a source of aesthetics in patterns of nature; and
D. increase awareness of the importance of mathematics in the modern world.
LEARNERS
First Year Students
TIME FRAME
This module will be accomplished approximately in 3 hours within 1 week to complete all the activities
recommended. This is a distance learning program, thus the time frame is flexible and largely self-
directed.
REFERENCE
1. Ian Stewart. (1995). Nature’s Numbers. BasicBooks.
2. John A. Adam. (2003). Mathematics in Nature: Modeling Patterns in the Natural World.
Princeton University Press.
3. John A. Adam. (2009) A Mathematical Nature Walk. Princeton University Press.
4. https://vimeo.com/9953368
START
ACTIVITY 2.1: Let’s Diagnose Your Knowledge
The following items talk about the Patterns and Numbers that diagnose your understanding related
on the Nature and the World. Read carefully each item and perform the task given below.
1. Determine the pattern and find the missing terms in each of the following:
a) 2, 5, 10, 17, ____, 65_______, 145, _____, _____.

b) _______, 8, _______, 64, ______216, 343,…
c) 1, 1, 1, 3, 5, 9, 17, 31, ____, _____, _____.
2. Each hexagon below is surrounded by 12 dots.
a) Find the number of dots for a pattern with 6 hexagons in the first column.
b) Find the pattern of hexagons with 229 dots.
3. In the figure, a pinball is released at A.

How many paths are there for it to drop from A to E?
(For answers key, see attachments)
DISCOVER
ACTIVITY 2.2: patterns and numbers INQUIRY
Read and answer the following questions based on your prior (stock) knowledge about
the English language. Write your answers on the blanks provided.
1. What is the most common shape in nature? Can one mathematical model explain
all patterns in nature?
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2. How is math found in nature? What is the significance of mathematical patterns in

nature?
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3. What are the 5 patterns in nature? How is Fibonacci related to nature?

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LEARN
ACTIVITY 2.3: EXPAND YOUR KNOWLEDGE
See the attached factsheets on the Patterns and Numbers in Nature and the World . Read the text
carefully and take note of the essential key terms that will help you understand the concepts
presented.

My Notes:
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EXAMINE
ACTIVITY 2.4: ONE MORE TRY
The following items talk about the Patterns and Numbers that diagnose your understanding related
on the Nature and the World. Read carefully each item and perform the task given below.
1. The figure shows a series of rectangles where each rectangle is bounded by 10 dots
a) How many dots are required for 7 rectangles?
b) If the figure has 73 dots, how many rectangles would there be?
2. Seven ex-schoolmates had a gathering. Each one of them shook hands with all others once.
How many handshakes were there?
3. The figure shows a string of beads with two parts hidden by block A and B. What would be the
least number of beads under each block (the string of beads are joined under B)?
4. The diagram below shows a series of squares formed by small square tiles. Complete the table
below.
5. About a man who buys 30 birds of 3 kinds for 30 denarii. Somebody buys 30 birds for 30 denarii.
Among these there are partridges, doves, and sparrows: truly he buys a partridge for 3 denarii; a
dove for 2 denarii, and 2 sparrows for 1 denarius, certainly 1 sparrow for ½ denarius. Determine how
many birds he buys of each kind.
EVALUATE

ACTIVITY 2.5: We solve!

Perform the following task below:
1. A plumber has to connect a pipe from a storage tank at the corner, S, of the roof to a tap at the
diagonally opposite corner, T, in the figure below. Find the number of paths for the pipe if the pipe
can only run along the edges of walls A, B, or roof C.
2. Three stamps are to be torn from a sheet of nine stamps as shown below. The three stamps
must be intact so that each stamp is joined to another stamp along at least one edge. Find the
possible patterns for these three stamps.
3. Rachel has to spend exactly $100 on the following gifts. What are the combinations of gifts that
she can buy?
4. The figure below shows 9 matchsticks arranged as an equilateral triangle. Rearrange exactly 5 of
the matchsticks to form 5 equilateral triangles, without leaving any stray matchsticks.
5. Consider a Fibonacci-type of a sequence with rst term 1 and second term x. Is there a value of x
for which all terms of the sequence fall between 100 and 1
6. Study carefully the following diagram.
Number of Dots 1 2 3 4 5
Number of Lines 6 11 16 21 26
a) How many lines are there if the figure has 7 dots?
b) How many lines are there for a figure with 12 dots?
c) How many dots are there if the figure has 46 lines?
d) How many dots are there for a figure with 136 lines?

7. The Fibonacci sequence starts with two 1s, and each term
afterwards is the sum of its two predecessors. Which one of the ten digits is the last to appear in
the units position of a number in the Fibonacci sequence?
8. A colony has rabbit. A rabbit produces one offspring every month. An offspring rabbit takes
one month to grow up. Find a formula for the number of rabbits (including offspring) in the th
month.
1. How about if the colony starts with rabbits and offspring?

2. Use this result to prove the identity .
9. Find the limit of the sequence formed from consecutive terms in the Fibonacci sequence. In
𝐹
short, compute lim𝑛→∞ 𝑛+1 𝐹𝑛
LESSON 3
Mathematical language and symbols
READY
LESSON OBJECTIVES
At the end of this chapter, the student is expected to:
A. Discuss the language, symbols, and conventions used in mathematics;
B. Explain the nature of mathematics as a language;
C. Evaluate mathematical expressions correctly; and
D. Recognize that mathematics is a useful language.
LEARNERS
First Year students
TIME FRAME
This module will be accomplished approximately in 6 hours within 2 weeks to complete all the
activities recommended. This is a distance learning program, thus the time frame is flexible and
largely self-directed.
REFERENCE
Burns Carol JVF. (2004). One Mathematical Cat, Please (A First Course in Algebra) [Journal]. -
Massachusetts : [s.n.]
R.E. Jamison. (2000). Learning the Language of Mathematics. Language and Learning Across the
Disciplines.
Richard Aufmann et al. (2013). Mathematical Excursions, 3rd Edition (Chapter 1). Cengage
Learning.
https://www.toppr.com/guides/+maths/relations-and-functions/relations/
START
ACTIVITY 8.1: Let’s Diagnose Your Knowledge
The following items talk about mathematical language. Read carefully each item and encircle the
letter of your choice.
1. The language of mathematics makes it easy to express the kinds of thoughts that
mathematicians like to express. Which of the following is not part of the characteristics of
the mathematical language?
A. precise C. dynamic
B. concise D. nontemporal
2. This is one of the characteristics of a mathematical language that able to say things briefly.
A. precise C. powerful

B. concise D. dynamic
3. In English, nouns are used to name things we want to talk about. What is the mathematical
version of an English noun?
A. mathematical noun C. mathematical sentence
B. mathematical expression D. connectives
4. In English, sentences are used to state complete thoughts. What is the mathematical version of an
English sentence?
A. mathematical sentence C. mathematical equation
B. expression D. mathematical symbol
5. It is a correct arrangement of mathematical symbols that states a complete thought.
A. mathematical expression C. set
B. mathematical sentence D. mathematical language
(For answer key, see page 6)
DISCOVER
ACTIVITY 3.2: WHERE DO I BELONG?
Classify each card according to the following categories based on your prior knowledge about the
Language of Mathematics.
Bunawan 5+2 = 7 Y+5 Juan
and ASSCAT is in Butuan City is +

5+6 =
Y+5
Y+5
10 or The capital of Caraga is Butuan City. book Y+3 = 9
Mathematics English
Name given to object
State a complete thought
Verb
Connectives
Follow-up Questions:
1. How did you classify the cards, what are your bases?
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2. How do you compare the language of Mathematics with that of English?

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3. Based on your outputs, formulate the definition of mathematical expression and mathematical
sentence.
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LEARN
ACTIVITY 3.3: EXPAND YOUR KNOWLEDGE
See the attached factsheets on the Estimation. Read the text carefully and take note of the essential
key terms that will help you understand the concepts presented.
My Notes:
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EXAMINE
ACTIVITY 3.4: ONE MORE TRY
The following items describe the language of mathematics and symbols. Read carefully and follow
the instruction of each item. Please answer this one on the provided sheet.
1. Give several synonyms for the English word `similarity’. (A Roget’s Thesaurus may be helpful.)
2. The number `three’ has lots of different names. Give names satisfying the following
properties. There may be more than one correct answer.
a. the `standard name’
b. a name using a plus sign, +
c. a name using a minus sign, −
d. a name using a division sign, ÷
3. Circle the verb in the following sentences and write True if the sentence is correct and False,
otherwise.
a. The capital of the Philippines is Manila.
b. The capital of Caraga is Bayugan City.
c. 3 + 4 = 7
d. 3 + 4 = 8
4. Use set-builder notation to write the following sets.
a. The set of integers less than 9
b. The set of natural numbers greater than 4
5. Determine whether each statement is true or false.
a. {1, 3, 5} ⊆ {1, 5, 9}
b. The set of counting numbers is a subset of the set of natural numbers.
c. ∅ ⊆ 𝑈
d. {−6, 0, 11} ⊆ 𝐼
6. Determine whether each sentence is a statement.
a. Open the door.
b. 8000 is a large number.
c. In the year 2021, the president of the States will be a woman.
d. 𝑥 > 3.
7. Write the negation of each statement.
a. The Queen Mary 2 is the world’s largest cruise ship.
b. The fire engine is not red.

8. Let 𝑃 and 𝑄 be two sets such that 𝑛(𝑃) = 4 and 𝑛(𝑄) = 2. If in the Cartesian product we have
(𝑚, 1), (𝑛, −1), (𝑥, 1), (𝑦 − 1). Find 𝑃 and 𝑄, where, 𝑚, 𝑛, 𝑥, 𝑦 are all distinct.
9. Consider the following statements:

p. All men are created equal.
q. I am trading places.
r. I get Abe’s place.
s. I get George’s place.
Use the above information to translate the dialogue in the speech bubbles below.
10. Which of the following is a function? Explain your answer.
A. B. C. D.
ACTIVITY 3.5: Check me!

The following horizontal bar graph shows the eight states with the greatest number of charter schools
in the fall of 2010.
Use the data in the above graph and the roster method to represent each of the sets in
items 1-3.
1. The set of the states that have more than 200 but less than 300 charter schools.
2. The set of states with more than 350 charter schools.
3. {𝑥 |𝑥 is a state that has between 325 and 450 charter schools}.

For items 4-5, determine whether the given sets are equal. Recall that 𝑊 represents the set of whole
numbers and 𝑁 represents the set of natural numbers.
4. 𝐴 = {2𝑛 + 1| 𝑛 ∈ 𝑊}
𝐵 = {2𝑛 − 1| 𝑛 ∈ 𝑁}
5. 𝐴 = {2𝑛 − 1| 𝑛 ∈ 𝑁}
𝑛(𝑛+1)
𝐵={ | 𝑛 ∈ 𝑁}
2
6. Give an example of a set that cannot be written using roster method
EVALUATE
ACTIVITY 3.6: Check your progress!
In items 1-5, translate the given verbal phrase into its correct algebraic expression/ equation
/inequality. Please write your answers on the provided sheet.
1. Five less than twice a number.

2. A number less fourteen.
3. The quotient of ten and a number is five.
4. The difference between twelve and a number is less than ten.
5. The square of a number is positive.
For items 6-8, use the following equations: 𝑓 (𝑥 ) = 3𝑥 − 2 and (𝑥 ) = 𝑥 2 − 1 .

6. Evaluate: 𝑓(1) + 𝑔(2)
7. Evaluate: 𝑓(3) ∙ 𝑔(−2)
8. Evaluate: 𝑓(𝑔(1))
For items 9-13, insert either ⊆ or ⊈ in the blank space between the sets to make a true statement.
9. {3, 5, 7} {3, 4, 5, 6}
10. the set of integers the set of rational numbers
11. the set of real numbers the set of integers
12. ∅ {𝑎, 𝑒, 𝑖, 𝑜, 𝑢}
13. {𝑥|𝑥 < 10 𝑎𝑛𝑑 𝑥 ∈ 𝑄 the set of integers
Critical Thinking:
14. Explain why {2} ∉ {1, 2, 3}.

15. Consider the set {1, {1}}. Does this set have one or two elements? Explain.
For items 16-20, write the following statements in the symbolic form using the symbol ¬, ∧, ∨, ⇒
, ⇔.
Let 𝑃: The sun is shining.
𝑄: It is raining.
𝑅: The ground is wet.
16. If it is raining, then the sun is not shining.
17. It is raining and the ground is wet.
18. The ground is wet if and only if it is raining and the sun is shining.
19. The sun is shining or it is raining.
20. The ground is not wet.
For items 21-23, determine the simple statements in each compound statement.
21. The principal will attend the class on Tuesday or Wednesday.

22. 5 is an odd number and 6 is an even number.
23. A triangle is an acute triangle if and only if it has three acute angles.
For item 24-25, write the negation of each statement.
24. The Giants lost the game.

25. The game did not go into overtime.
In items 26-27, construct a truth table for each compound statement.
26. ∼𝑝∨𝑞
27. 𝑝∧∼𝑞
For items 28-30, give the converse, inverse and contrapositive of the following implications.
28. If we have a quiz today, then we will not have quiz tomorrow.
29. If 𝑥 is less than 0 then it is negative.
30. If 𝑖 is a complex number then it is not a real number.
LESSON 4
PROBLEM SOLVING AND REASONING
LESSON 4.1
Inductive and deductive reasoning
READY
LESSON OBJECTIVES
A. Use inductive and deductive reasoning to obtain a general conclusion;

B. Differentiate intuition, proof and certainty;
C. Solve problems using Polya’s 4-steps;
D. Solve problems using the different strategies in problem solving. ;
E. Solve mathematical problems involving patterns; and
F. Solve recreational problems using mathematics
LEARNERS
First Year Students
TIME FRAME
REFERENCE
1. Baltazar, E., Ragasa, C. and Evangelista, J. (2018) . Mathematics in the modern World.
C& E Publishing, Inc
2. Earnheart, R. and Adina, E. (2018) . Mathematics in the modern
3. World. C& E Publishing, Inc
4. Rich,B. and Thomas, C.(2009). Schaum’s Outlines Problem Solve Geometry. McCraw- Hills
companies.Inc
START
ACTIVITY 4.1.1: Let’s Diagnose Your Knowledge
The following items talk about the problem solving and reasoning that diagnose your understanding
related on the inductive and deductive reasoning. Read carefully each item and determine whether
the argument is an example of inductive reasoning or deductive reasoning.

1. All books written by John Grisham make the best-seller list. The book The Last Juror is a
John Grisham book. Therefore, The Last Juror made the bestseller list.
2. Samantha got an A on each of her first four math tests, so she will get an A on the next
math test.
3. We had rain each day for the last five days, so it will rain today.
4. All amoeba multiply by dividing. I have named the amoeba shown in my microscope Amelia.
Therefore, Amelia multiplies by dividing.
5. During the past 10 years, a tree has produced plums every other year. Last year the tree
did not produce plums, so this year the tree will produce plums
(Please see attachments for the answer key)
DISCOVER
ACTIVITY 4.1.2: INDUCTIVE AND DEDUCTIVE INQUIRY
related on the inductive and deductive reasoning. Read carefully each item and provide the answer
as indicated.
1. Use the inductive reasoning to predict the next number.

a) 4, 8, 12, 16, 20, 24, ___?
b) 5, 11, 17, 23, 29, 35, ___?
c) 3, 5, 9, 15, 23, 29, 35, ___?
d) 1, 8, 27, 64, 125, ___?
e) 1, 4, 9, 16, 25, 36, 49, ___?
f) 1, 5, 12, 22, 35, ___?
g) 80, 70, 61, 53, 46, 40, ___?
h) 3/5, 5/7, 7/9, 9/11, 11/13, 13/15, ___?
i) 1/2, 2/3, 3/4, 4/5, 5/6, 6/7, ___?
j) 2, 7, -3, 2, -8, -3, -13, -8, -18, ___?
2. Find a number that provides a counter example to show that the given statement is false.
a) For all numbers x, x > 1/x.
b) For all numbers x, x + x > x.
c) For all numbers x, x3 ≥ x.
d) For all numbers x, |x + 3| = |x| + 3.
e) For all numbers x, -x < x.
LEARN
ACTIVITY 4.1.3: EXPAND YOUR KNOWLEDGE
See the attached factsheets on the Inductive and Deductive Reasoning. Read the text carefully and
take note of the essential key terms that will help you understand the concepts presented.
My Notes:
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EXAMINE
ACTIVITY 4.1.4: ONE MORE TRY
related on the inductive and deductive reasoning. Read carefully each item and determine whether
the argument is an example of inductive reasoning or deductive reasoning.
1. All books written by John Grisham make the best-seller list. The book The Last Juror is a
John Grisham book. Therefore, The Last Juror made the bestseller list.
2. Samantha got an A on each of her first four math tests, so she will get an A on the next
math test.
3. We had rain each day for the last five days, so it will rain today.
4. All amoeba multiply by dividing. I have named the amoeba shown in my microscope Amelia.
Therefore, Amelia multiplies by dividing.
5. During the past 10 years, a tree has produced plums every other year. Last year the tree
did not produce plums, so this year the tree will produce plums
EVALUATE
ACTIVITY 4.1.5: let’s solve!
1. Use inductive reasoning to decide whether each statement is correct. Note: The numbers 1, 2, 3,
4, 5 ... are called counting numbers or natural numbers. Any counting number n divided by 2 produces
a remainder of 0 or 1. If n ÷ 2 has a remainder of 0, then n is an even counting number. If n ÷ 2 has a
remainder of 1, then n is an odd counting number.
Even counting numbers: 2, 4, 6, 8, 10, …
Odd counting numbers: 1, 3, 5, 7, 9, …
a) The sum of any two even counting numbers is always an even counting number.
b) The product of an odd counting number and an even counting number is always an even
counting number.
c) The product of two odd counting numbers is always an odd counting number.
d) The sum of two odd counting numbers is always an odd counting number.
e) Pick any counting number. Multiply the number by 6. Add 8 to the product. Divide the sum
by 2. Subtract 4 from the quotient. The resulting number is twice the original number.
f) Pick any counting number. Multiply the number by 8. Subtract 4 from the product. Divide
the difference by 2. Add 2 to the quotient. The resulting number is four times the original
number.
2. Use deductive reasoning to show that the following procedure always produces a number that is
equal to the original number.
Procedure: Pick a number. Multiply the number by 6 and add 8. Divide the sum by 2, subtract twice
the original number, and subtract 4.
3. Use deductive reasoning to show that the following procedure always produces the number 5.
Procedure: Pick a number. Add 4 to the number and multiply the sum by 3. Subtract 7 and then
decrease this difference by the triple of the original number.
4. Each of four siblings (Anita, Tony, Maria, and Jose) is given $5000 to invest in the stock market.
Each
chooses a different stock. One chooses a utility stock, another an automotive stock, another a
technology stock, and the other an oil stock. From the following clues, determine which sibling
bought which stock.
a) Anita and the owner of the utility stock purchased their shares through an online brokerage,
whereas Tony and the owner of the automotive stock did not.
b) The gain in value of Maria’s stock is twice the gain in value of the automotive stock.
c) The technology stock is traded on NASDAQ, whereas the stock that Tony bought is traded
on the New York Stock Exchange
5. Determine whether the argument is an example of inductive reasoning or deductive reasoning.

a) Emma enjoyed reading the novel Under the Dome by Stephen King, so she will enjoy
reading his next novel.
b) All pentagons have exactly fve sides. Figure A is a pentagon. Therefore, Figure A has
exactly fve sides.
c) Every English setter likes to hunt. Duke is an English setter, so Duke likes to hunt.
d) Cats don’t eat tomatoes. Tigger is a cat. Therefore, Tigger does not eat tomatoes.
e) A number is a neat number if the sum of the cubes of its digits equals the number.
Therefore, 153 is a neat number.
f) The Atlanta Braves have won fve games in a row. Therefore, the Atlanta Braves will win their
next game.
LESSON 4.2
Polya’s 4-step problem solving
READY
LESSON OBJECTIVES
A. Define the steps in Problem solving using Polya’s steps;

B. Appreciate the importance of Polya’s steps in solving problem; and
C. Solve problem using Polya’s 4 steps.
LEARNERS
First Year Students
TIME FRAME
REFERENCE
2. Earnheart, R. and Adina, E. (2018) . Mathematics in the modern World. C& E Publishing, Inc
START COLLEGE OF ARTS AND SCIENCES

The following items talk about the Polya’s 4 steps in solving problem. Read carefully each item and
encircle the letter of your choice.
1. The Second Step in Polya's Four-Step Problem Solving Process is what?

A. Carry out the plan
B. Devise Plan
C. Look back
D. Understand the problem
2. The Fourth Step in Polya's Four-Step Problem Solving Process is what?

A. Carry out the plan
B. Devise Plan
C. Look back
D. Understand the problem
3. Arrange the proper order of Polya’s 4 steps.

A. Understand the problem, Carry out the plan, Devise Plan, Look back
B. Look back, Understand the problem, Carry out the plan, Devise Plan
C. Understand the problem, Devise Plan, Carry out the plan, Look back
D. Carry out the plan, Look back, Understand the problem, Devise Plan
4. Who introduced the Polya's Four-Step Problem Solving Process?

A. George Polya
B. David Polya
C. Roger Polya
D. David Polya
5. These are the guide questions help the person Understand the problem that suggested by
Polya.
I. What is unknown?
II. Is possible to satisfy the equation?
III. Separate the various parts of the condition.
IV. Have you seen it before? Or have you seen the problem in slightly different form?
A. I,II,III,IV
B. I,II,III
C. I,II,IV
D. II,III,IV
DISCOVER
ACTIVITY 4.2.2: INDUCTIVE AND DEDUCTIVE INQUIRY
The following items talk about Polya’s steps that diagnose your understanding related on problem
solving.
Christmas Monetary Bill

Example 4.2.2.1.
During a family gathering last Christmas, Angel was able to collect 12 monetary bills consisting of P
20 bills and P 50 bills from her Titos and Titas. She received a total of P390 from them. How many of
each bill did Angel received?
Provide the following steps in your solution?
1.) Understand the Problem

2.) Devise a Plan

3.) Carry Out the Plan
4.) Look back
Let’s Play Baseball

Example 4.2.2.2.
A baseball team won two out of their last four games. In how many different orders
could they have two wins and two losses in four games?
Provide the following steps in your solution?
1 Understand the Problem

2. Devise a Plan
3. Carry Out the Plan
4. Look back
LEARN

See the attached factsheets on the Polya’s 4 steps in Problem Solving . Read the text carefully and
take note of the essential key terms that will help you understand the concepts presented.
My Notes:
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EXAMINE

The following items talk about the Polya’s 4 steps in solving problem. Read carefully each item and
encircle the letter of your choice.
1. Who introduced the Polya's Four-Step Problem Solving Process?

a. George Polya c. Daniel Polya
b. David Polya d. Roger Polya
2. The Second Step in Polya's Four-Step Problem Solving Process is what?

a. Carry out the plan c. Look back/Review the solution
b. Devise Plan d. Understand the problem
3. The Fourth Step in Polya's Four-Step Problem Solving Process is what?

a. Carry out the plan c. Look back/Review the solution
4. Arrange the proper order of Polya’s 4 steps.

a. Understand the problem, Carry out the plan, Devise Plan, Look back
b. Look back, Understand the problem , Carry out the plan, Devise Plan
c. Understand the problem, Devise Plan, Carry out the plan, Look back
d. Carry out the plan , Look back, Understand the problem, Devise Plan
5. These are the guide questions help the person Understand the problem that suggested by
Polya.
I. Can you restate the problem in your own words Is possible to satisfy the equation?
II. Can you determine what is known about these types of problems
III. Is there missing information that, if known, would allow you to solve the problem
IV. Have you seen it before? Or have you seen the problem in slightly different form?
a. I,II,III,IV c. I,II,IV
b. I,II,III d. II,III,IV
6. The book that published by Polya on 1945 which outlined the strategy for solving problem
virtually any discipline?
a. Arithmatica c. The collection
b. How to Solve it d. Ars Magna
7. The following are some frequently used procedures to device a plan, EXCEPT.
a. Make a list of the known information
b. Make a list of information that is needed
c. Guess at a solution and then check your result
d. Keep an accurate and neat record of all your attempts
8. The following are some frequently used procedures to carry out plan.
I. Work carefully
II. Make a list of information that is needed
III. Guess at a solution and then check your result
IV. Keep an accurate and neat record of all your attempts
a. I,II,III,IV c. I and III

b. I and II d. I and IV
9. What will you do once you have found already the solution?
a. Carry out the plan c . Look back/Review the solution
10. Which of the following is the frequently used procedures to devise a plan.
a. Ensure that the solution is consistent with the facts of the problem
b. Work carefully
c. Guess at a solution and then check your result
d. Keep an accurate and neat record of all your attempts
EVALUATE

Solve each problem using Polya’s four-step problem-solving strategy.
1. Find the digits that is 50 places to the right of the decimal points in the decimal representation
of the rational number.
Solution
Understand the Problem
Devise a Plan
Carry Out the Plan
Look back/ Review the Solution
2. Iza can earn P 7,800 for doing 3 hours of office work and 2 hours of field work. However, she
gets P8, 200 if she works two hours in the office and 3 hours in the field. What is the rate per
hour Iza for doing office work and for doing field work?
Solution.
Devise a Plan

Carry Out the Plan
3. Ed’s purse contains some 10-peso, 5-peso, 1-peso, and 25-centavo coins. How many of each
type does have if the purse has a total of P20.50?
Solution
Devise a Plan
Carry Out the Plan
LESSON 4.3
problem solving strategy

READY
LESSON OBJECTIVES
A. Define the different concepts to solve a problem

B. Solve the problem using different strategy in solving a problem
LEARNERS
First Year Students
TIME FRAME
REFERENCE
1. http://www.mathstories.com/strategies_find_pattern.htm
2. http://www.math.cmu.edu/~bkell/21110-2010s/homework-1-sol.pdf
START
The following items talk about the strategies in solving a problem. Read carefully each item and solve
the problem using your strategy.
1. There are two numbers whose sum is 72. One number is twice the other. What are the numbers?
a. 20 and 52 b. 24 and 48 c. 20 and 54 d. 20 and 60
2. Two numbers can sum up to 120. One number is Three more than twice the other Number. What
is the largest number?
a. 50 b. 70 c. 81 d. 82
3. One jogger can complete one lap in 8 minutes; the other one can complete it in 6
minutes. How long will it take for the two joggers to arrive at their starting point together if they
start at the same time and maintain their jogging pace?
a. 12 minutes b. 24 minutes c. 36 minutes d. 48 minutes
4. A recipe calls for 2 cups of milk for every 7 cups of flour. A chef will use 28 cups of flour, how
many cups of milk must he have?
a. 10 b. 8 c. 12 d. 14
5. A man is four times as old as his son. The sum of their age is 56. How old is the father.
a. 35 b. 36 c. 40 d. 43
DISCOVER

ACTIVITY 4.2.2: problem solving strategy INQUIRY

The following item talk about Problem Solving Strategy steps that diagnose your understanding
related on problem solving.
Search/ create a sample problems that can be solve by the following:

a. Guess and Check
b. Draw a picture
c. Working Backwards
d. Making Table
e. Using Variable and Mathematical Expression
LEARN
See the attached factsheets on the Problem Solving Strategy. Read the text carefully and take note
of the essential key terms that will help you understand the concepts presented.
My Notes:
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EXAMINE

The following items talk about the strategies in solving a problem. Read carefully each item and solve
the problem using your strategy.
1. There are two numbers whose sum is 72. One number is twice the other. What are the numbers?
2. Reps walked from Santa Clara to Palo Alto. It took 2 hour 30 minutes to walk from Santa Clara
to Los Altos. Then it took 45 minutes to walk from Los Altos to Palo Alto. He arrived in Palo Alto at
3:45 P.M. At what time did he leave Santa Clara?
a.12:30 PM b. 1:00 PM c. 1:30 PM d. 2:00 PM
2. Two numbers can sum up to 120. One number is Three more than twice the other Number. What
is the largest number?
a. 50 b. 70 c. 81 d. 82
3. One jogger can complete one lap in 8 minutes; the other one can complete it in 6
minutes. How long will it take for the two joggers to arrive at their starting point together if they
start at the same time and maintain their jogging pace?
a.12 minutes b. 24 minutes c. 36 minutes d. 48 minutes
4. A recipe calls for 2 cups of milk for every 7 cups of flour. A chef will use 28 cups of flour, how
many cups of milk must he have?
a. 10 b. 8 c. 12 d. 14
5. A man is four times as old as his son. The sum of their age is 56. How old is the father.
a. 35 b. 36 c. 40 d. 43
6. Arman is 5 yrs older than Ann. Three years ago, he was twice as old as Ann. How old is Ann
today?
a. 6 b. 8 c. 13 d. 15
7. A certain number of sixes and nines are added to give a sum of 126. If the numbers of sixes and
nines are interchanged, the new sum is 114. How many of each were there after the switch?
a. Ten sixes and six nines b. Seven sixes and nine nines
c. Four sixes and twelve nines d. Six sixes and ten nines
8. . The sum of two numbers is 48. Their difference is 14. What are the two numbers?
9. Jerald has 120 marbles. He gave 1/4 of the marbles to his cousin and then 1/3 of the remaining
to his younger brother. How many marbles were left?
a. 30 b. 45 c. 60 d. 75
10. Timer A beeps every 5 minutes while timer B beeps every 7 minutes. Both timers beeped 11:30
a.m. When is the next time they beep together again?
a. 11:45 a.m. b. 11:57 a.m. c. 12:05 p.m. d. 12:40 p.m
EVALUATE
Use the any Strategies to solve the given problems.
1. The larger of two integers is seven more than the smaller integer. Their sum is 49. Find the
integers.
Solution:

2. During summer; a lady visits Baguio every 6 days, and her best friend every 4 days. If they
visited Baguio last April 11, what was the earliest date did both of them visit Baguio again?
Solution:
3. A man is four times as old as his son. The sum of there age is 56. How old is the father.
Solution:
4. A man is four times as old as his son. In 3 years the father will be three times as old as his son.
How old is the father now?
Solution:
5. Brenda has saved 300 coins, consisting of 25 centavo and 10 centavo coins. If the total value of
her savings is 45 pesos, how many 10 centavo coins did she save?
Solution:
LESSON 4.4
Mathematical problems involving patterns
READY
LESSON OBJECTIVES
A. Identify pattern in solving problem;

B. Emphasize the important of pattern recognition to solve a problem; and
C. Solve mathematical problems involving patterns.
LEARNERS
First Year Students
TIME FRAME
REFERENCE
2. Earnheart, R. and Adina, E. (2018) . Mathematics in the modern World. C& E Publishing, Inc
START
The following items talk about the mathematical problems involving pattern. Read carefully each item
and solve the problem using your strategy.
This is a method to solve number sequences by looking for patterns, followed by using addition,
subtraction, multiplication, or division to complete the sequence.
Step 1: Look for a pattern between the given numbers.

Step 2: Decide whether to use +, -, × or ÷
Step 3: Use the pattern to solve the sequence.
1) 2, 5, 8, 11, _____, ____, ____.

2) 2, 4, 8, 16, _____, ____, ____.
3) 15, 12, 9, _____, _____, ____.
4) 48, 24, 12, _____, ____, ____.
5) 2, 7, 24, 59, 118, 207,_____
DISCOVER
ACTIVITY 4.4.2: mathematical problems involving pattern INQUIRY

The following item talk about mathematical problem involving pattern that diagnose your
understanding related on problem solving.
2.
LEARN
See the attached factsheets on the Mathematical Problem Involving Pattern. Read the text carefully
and take note of the essential key terms that will help you understand the concepts presented.
My Notes:
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EXAMINE
The following items talk about mathematical problem involving pattern. Read carefully each item and
solve the problem using your strategy.
This is a method to solve number sequences by looking for patterns, followed by using addition,
subtraction, multiplication, or division to complete the sequence.
Step 1: Look for a pattern between the given numbers.
Step 2: Decide whether to use +, -, × or ÷
Step 3: Use the pattern to solve the sequence.
1) 2, 5, 8, 11, _____, ___, ____.

2) 2, 4, 8, 16, _____, ___, ____.
3) 15, 12, 9, _____, ___, ____.
4) 48, 24, 12, _____, ___, ____.
5) 2, 7, 24, 59, 118, 207,________.
6) Carol has written a number pattern that begins with 1, 3, 6, 10, and 15. If she continues this
pattern, what are the next four numbers in her pattern?
7) Julius used 6 blocks to make this 3-step staircase. How many blocks will he need to make a 5-step
staircase?
EVALUATE
Use the any Strategies to solve the given problems.
1. Find the 39th Fibonacci number.
Solution:

2. What is the sum of the numbers from 1 to 100?
Solution:
3. Expand the binomial (x+y)13 using Pascal Triangle.
Solution:

LESSON 4.5
RECREATIONAL PROBLEMS USING MATHEMATICS
READY
LESSON OBJECTIVES
A. Identify different recreational problems using mathematics; and

B. Solve recreational problems using mathematics
LEARNERS
First Year Students
TIME FRAME
REFERENCE
https://www.scribd.com/doc/40800646/Recreational-Math
START
The following item talk about recreational problems. Read carefully each item and solve the problem
using your strategy.
1. Solve the following 6 by 6 mini-Sudoku puzzle.

LEARN
See the attached factsheets on the Recreational Problems Using Mathematics. Read the text
carefully and take note of the essential key terms that will help you understand the concepts
presented.
My Notes:
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EXAMINE
The following items talk about recreational problem using mathematics. Read carefully each item and
solve the problem using your strategy.
EVALUATE

Complete the following.
1.
2.


LEARNING MODULE IN STAT 01 (ELEMENTARY STATISTICS)
LESSON 2
PATTERNS AND NUMBERS IN NATURE AND THE WORLD
Fact sheets
Patterns in nature are visible regularities of form found in the natural world. These patterns recur
in different contexts and can sometimes be modelled mathematically. Natural patterns include
symmetries, trees, spirals, meanders, waves, foams, tessellations, cracks and stripes.
A pattern is a series or sequence that repeats. Math patterns are sequences that repeat based
on a rule, and a rule is a set way to calculate or solve a problem
PATTERNS
Regular, repeated or recurring forms or design
Patterns refer to usual types of procedures or rules that can be followed.
Patterns are useful to predict what came before or what might come after a set, a numbers that
are arranged in a particular order.
What comes next?
Example:
What Are Patterns?

All around us, we see a great diversity of living things, from the microscopic to the
gigantic, from the simple to the complex, from bright colors to dull ones. One of the most
intriguing things we see in nature is patterns. We tend to think of patterns as sequences or
designs that are orderly and that repeat. But we can also think of patterns as anything that is not
random.
For example, we recognize the spots on a giraffe as a pattern, but they're not regular,
nor are any of the spots the same size or shape. However, other patterns are orderly as is seen
in the symmetry of a sea star or a snowflake.
Types of Patterns: Symmetry
Biologists, mathematicians, chemists, physicists, artists, and many others study and
appreciate patterns. Let's take a look at some of the different types of patterns to help you
appreciate them as well.
Symmetry is when different sides of something are alike. These reflections may be mirror
images with only two sides, like the two sides of our bodies; they may be symmetrical on several
sides, like the inside of an apple sliced in half; or they might be symmetrical on all sides, like the
different faces of a cube.
We understand symmetry quite well in living organisms because it is a function of their
environment. In order to balance, we need to have symmetrical body structure so we don't fall
over from imbalanced weight. What we don't understand very well is symmetry in non-living
things. Snowflakes have six-fold symmetry but it is unclear why this occurs. Likewise, the splash
from a water droplet is also symmetrical, and while beautiful it is still somewhat of a mystery.

Fractals & Spirals

Fractals are the 'never-ending' patterns that repeat indefinitely as the pattern is iterated
on an infinitely smaller scale. We see this type of pattern in trees, rivers, mountains, shells, clouds,
leaves, lightning, and more.
Spirals are another common pattern in nature that we see more often in living things.
Think of the horns of a sheep, the shell of a nautilus, and the placement of leaves around a stem.
A special type of spiral, the logarithmic spiral, is one that gets smaller as it goes. We see this
pattern in hurricanes, galaxies, and some seashells.
Fibonacci Patterns & Tessellations
You may have heard of the Fibonacci sequence, which is the sequence of numbers that
goes 1, 1, 2, 3, 5, 8, 13, and 21. . . and so on. Each number is the sum of the two numbers before
it; for example 1 + 1 = 2; 1 + 2 = 3; 3 + 5 = 8; etc.
The following are the examples of different patterns:
1. Logical Patterns. One kind of the logic pattern deals with the characteristics of various objects.
Another kind deals with order: there’s an objects and patterns in the attributes the object
possess. Commonly used patterns include Classification, partition, chronology, cause/effect,
problem/solution, if/the, and evaluation. As the term “logic” implies, we use these patterns to
think.
2. Geometric Patterns. A geometric pattern is a motif or design depicting abstract,
nonrepresentational shapes such as lines, circles, ellipse, triangles, rectangles, and polygons.
Geometric Patterns consist of a series of patterns. Patterns made from shapes are similar to
patterns made from numbers because the patterns is determined by a rule.
3. Number Patterns. Numbers are everywhere in our day to day lives. A pattern which involves
numbers is said to be numeric pattern. Mathematics is especially useful when it helps you predict,
and number patterns are all about prediction.
4. Word Patterns. Patterns can be in language too! The metrical patterns of poems and the
syntactic patterns of how we make nouns plural or verbs past tense are both word patterns, and
each supports mathematical as well as natural language understanding.
Example:
1. Each triangle in the figure below has 3 dots. Study the pattern and find the number of dots for
7 layers of triangles.
Solution:
The number of dots for 7 layers of triangles is 36.

2. The following figures were formed using matchsticks.
a) Based on the above series of figures, complete the table below.
Number of squares 1 2 3 4 5 6 7 8
Number of triangles 4 6 8 10
Number of matchsticks 12 19 26 33
b) How many triangles are there if the figure in the series has 9 squares?
c) How many matchsticks would be used in the figure in the series with 11 squares?
Solution:
(a)
Number of
1 2 3 4 5 6 7 8
squares
Number of
4 6 8 10 12 14 16 18
triangles
Number of
12 19 26 33 40 47 54 61
matchsticks
b) The pattern is +2 for each additional square.

18 + 2 = 20
If the figure in the series has 9 squares, there would be 20 triangles.
c) The pattern is + 7 for each additional square

61 + (3 x 7) = 82
Mathematics in Nature
From rainbows, river meanders, and shadows to spider webs, honeycomb and the markings of
animal coat, the visible worlds full of patterns that can be describe mathematically. Such ready
observable phenomena suggest that the beauty of nature is revealed by mathematics and the
beauty of mathematics is revealed in nature. For example the sequence of 1, 1, 2, 3, 5, 813,
21…called the Fibonacci sequence, can be found in many natural patterns like pineapples,
sunflowers, nautilus, and pinecones.

THE FIBONACCI SEQUENCE
How are Fibonacci numbers expressed in nature?
The Golden Ratio in Nature
The golden ratio is expressed in spiraling shells. In the below illustration, areas of the
shell's growth are mapped out in squares. If the two smallest squares have a width and height of
1, then the box to their left has measurements of 2. The other boxes measure 3, 5, 8 and 13.
They won't find Fibonacci numbers everywhere in the natural world -- many plants and
animals express different number sequences. And just because a series of numbers can be
applied to an object, that doesn't necessarily imply there's any correlation between figures and
reality. As with numerological superstitions such as famous people dying in sets of three,
sometimes a coincidence is just a coincidence.
But, Fibonacci numbers appear in nature often enough to prove that they reflect some
naturally occurring patterns. You can commonly spot these by studying the manner in which
various plants grow. Here are a few examples:
Seed heads, pinecones, fruits and vegetables:
Look at the array of seeds in the center of a sunflower of a sunflower and you’ll notice
what looks like spiral patterns curving left and right. Amazing, if you count these spirals, your total
will be a Fibonacci number. Divide the spirals into those pointed left and right and you’ll get two
consecutive Fibonacci numbers. You can decipher spiral patterns in pinecones, pineapples and
cauliflower that also reflect the Fibonacci sequence in this manner.
Flowers and branches:
Some plants express the Fibonacci sequence in their growth points, the places where
tree branches form or split. One trunk grows until it produces a branch, resulting in two growth
points. The main trunk then produces another branch, resulting in three growth points. Then the
trunk and the first branch produce two more growth points, bringing the total to five. This pattern
continues, following the Fibonacci numbers. Additionally, if you count the number of petals on a
flower, you'll often find the total to be one of the numbers in the Fibonacci sequence. For
example, lilies and irises have three petals, buttercups and wild roses have five, delphiniums have
eight petals and so on.
Honeybees:
A honeybee colony consists of a queen, a few drones and lots of workers. The female
bees (queens and workers) all have two parents, a drone and a queen. Drones, on the other
hand, hatch from unfertilized eggs. This means they have only one parent. Therefore, Fibonacci
numbers express a drone's family tree in that he has one parent, two grandparents, three great-
grandparents and so forth.
The human body: Take a good look at yourself in the mirror. You'll notice that most of your body
parts follow the numbers one, two, three and five. You have one nose, two eyes, three segments
to each limb and five fingers on each hand. The proportions and measurements of the human
body can also be divided up in terms of the golden ratio. DNA molecules follow this sequence,
measuring 34 angstroms long and 21 angstroms wide for each full cycle of the double helix.
Why do so many natural patterns reflect the Fibonacci sequence? Scientists have
pondered the question for centuries. In some cases, the correlation may just be coincidence. In
other situations, the ratio exists because that particular growth pattern evolved as the most
effective. In plants, this may mean maximum exposure for light-hungry leaves or maximum seed
arrangement.

MATHEMATICS in Our WORLD
Mathematics is the science that deals with the logic of shape, quantity and arrangement.
Math is all around us, in everything we do. It is the building block for everything in our daily lives,
including mobile devices, architecture (ancient and modern), art, money, engineering, and even
sports.
Since the beginning of recorded history, mathematic discovery has been at the forefront
of every civilized society, and in use in even the most primitive of cultures. The needs of math
arose based on the wants of society. The more complex a society, the more complex the
mathematical needs. Primitive tribes needed little more than the ability to count, but also relied
on math to calculate the position of the sun and the physics of hunting.
Several civilizations — in China, India, Egypt, Central America and Mesopotamia —

contributed to mathematics as we know it today. The Sumerians were the first people to develop
a counting system. Mathematicians developed arithmetic, which includes basic operations,
multiplication, fractions and square roots. The Sumerians’ system passed through the Akkadian
Empire to the Babylonians around 300 B.C. Six hundred years later, in America, the Mayans
developed elaborate calendar systems and were skilled astronomers. About this time,
the concept of zero was developed.
As civilizations developed, mathematicians began to work with geometry, which

computes areas and volumes to make angular measurements and has many practical
applications. Geometry is used in everything from home construction to fashion and interior
design.
Geometry went hand in hand with algebra, invented in the ninth century by a Persian
mathematician, Mohammed ibn-Musa al-Khowarizmi. He also developed quick methods for
multiplying and diving numbers, which are known as algorithms — a corruption of his name.
Algebra offered civilizations a way to divide inheritances and allocate resources. The
study of algebra meant mathematicians were solving linear equations and systems, as well as
quadratics, and delving into positive and negative solutions. Mathematicians in ancient times
also began to look at number theory. With origins in the construction of shape, number theory
looks at figurate numbers, the characterization of numbers, and theorems.
Math and the Greeks
The study of math within early civilizations was the building blocks for the math of the Greeks,
who developed the model of abstract mathematics through geometry. Greece, with its
incredible architecture and complex system of government, was the model of mathematic
achievement until modern times. Greek mathematicians were divided into several schools:

1. The Ionian School, founded by Thales, who is often credited for having given the first
deductive proofs and developing five basic theorems in plane geometry.
2. The Pythagorean School, founded by Pythagoras, who studied proportion, plane and
solid geometry, and number theory.
3. The Eleatic School, which included Zeno of Elea, famous for his four paradoxes.
4. The Sophist School, which is credited for offering higher education in the advanced
Greek cities. Sophists provided instruction on public debate using abstract reasoning.
5. The Platonic School, founded by Plato, who encouraged research in mathematics in a
setting much like a modern university.
6. The School of Eudoxus, founded by Eudoxus, who developed the theory of proportion
and magnitude and produced many theorems in plane geometry
7. The School of Aristotle, also known as the Lyceum, was founded by Aristotle and
followed the Platonic school.
In addition to the Greek mathematicians listed above, a number of Greeks made an indelible
mark on the history of mathematics. Archimedes, Apollonius, Diophantus, Pappus, and Euclid all
came from this era. To better understand the sequence and how these mathematicians influenced
each other, visit this timeline.
During this time, mathematicians began working with trigonometry. Computational in
nature, trigonometry requires the measurement of angles and the computation of trigonometric
functions, which include sine, cosine, tangent, and their reciprocals. Trigonometry relies on the
synthetic geometry developed by Greek mathematicians like Euclid. For example, Ptolemy's
theorem gives rules for the chords of the sum and difference of angles, which correspond to the
sum and difference formulas for sines and cosines. In past cultures, trigonometry was applied to
astronomy and the computation of angles in the celestial sphere.
After the fall of Rome, the development of mathematics was taken on by the Arabs, then
the Europeans. Fibonacci was one of the first European mathematicians, and was famous for his
theories on arithmetic, algebra, and geometry. The Renaissance led to advances that included
decimal fractions, logarithms, and projective geometry. Number theory was greatly expanded
upon, and theories like probability and analytic geometry ushered in a new age of mathematics,
with calculus at the forefront.
Development of Calculus
In the 17th century, Isaac Newton and Gottfried Leibniz independently developed the
foundations for calculus. Calculus development went through three periods: anticipation,
development and rigorization. In the anticipation stage, mathematicians were attempting to use
techniques that involved infinite processes to find areas under curves or maximize certain
qualities. In the development stage, Newton and Leibniz brought these techniques together
through the derivative and integral. Though their methods were not always logically sound,
mathematicians in the 18th century took on the rigorization stage, and were able to justify them
and create the final stage of calculus. Today, we define the derivative and integral in terms of
limits.
In contrast to calculus, which is a type of continuous mathematics, other mathematicians
have taken a more theoretical approach. Discrete mathematics is the branch of math that deals
with objects that can assume only distinct, separated value. Discrete objects can be
characterized by integers, whereas continuous objects require real numbers. Discrete
mathematics is the mathematical language of computer science, as it includes the study of
algorithms. Fields of discrete mathematics include combinatorics, graph theory, and the theory
of computation.
Mathematics in Real Life Application
People often wonder what relevance mathematicians serve today. In a modern world,
math such as applied mathematics is not only relevant, it's crucial. Applied mathematics is the
branches of mathematics that are involved in the study of the physical, biological, or sociological
world. The idea of applied math is to create a group of methods that solve problems in science.

Modern areas of applied math include mathematical physics, mathematical biology, control
theory, aerospace engineering, and math finance. Not only does applied math solve problems,
but it also discovers new problems or develops new engineering disciplines. Applied
mathematicians require expertise in many areas of math and science, physical intuition, common
sense, and collaboration. The common approach in applied math is to build a mathematical
model of a phenomenon, solve the model, and develop recommendations for performance
improvement.
While not necessarily an opposite of applied mathematics, pure mathematics is driven by

abstract problems, rather than real world problems. Much of what's pursued by pure
mathematicians can have their roots in concrete physical problems, but a deeper understanding
of these phenomena brings about problems and technicalities. These abstract problems and
technicalities are what pure mathematics attempts to solve, and these attempts have led to major
discoveries for mankind, including the Universal Turing Machine, theorized by Alan Turing in 1937.
The Universal Turing Machine, which began as an abstract idea, later laid the groundwork for the
development of the modern computer. Pure mathematics is abstract and based in theory, and is
thus not constrained by the limitations of the physical world.
According to one pure mathematician, pure mathematicians prove theorems, and applied
mathematicians construct theories. Pure and applied are not mutually exclusive, but they are
rooted in different areas of math and problem solving. Though the complex math involved in pure
and applied mathematics is beyond the understanding of most average Americans, the solutions
developed from the processes have affected and improved the lives of all.
Mathematics can be seen everywhere in day-to-day life, in a variety of scenarios.

Arithmetic is in the daily transactions, from riding a jeepney to buying in groceries. More
complicated, but related, is how companies price their goods to ensure that they earn a profit.
In businesses, quick Math is essential, thus the art of estimating must be learnt by
everyone from CEOs to the frontline. Increasingly in businesses as well, decisions are driven by
data. Much of what is used in analyzing these data is Math and Statistics.
It's not only businesses, but also the economists and insurance or realty agents who use
Mathematics to make sure that everything is financially viable.
Aside from Math in money, mathematical modelling (more on this here:

brainly.ph/question/1653272 ) can be used to understand or predict natural phenomena such as
typhoons and earthquakes.
Physicists and Engineers also use Math to make sure that buildings are stable and
satellites work. Software developers use elements of finite mathematics in their codes. Even
graphic designers use the Math of ratio and proportion to design their graphics and websites.
Not to mention, their image-editing software was made using mathematics as well. Basically,
everything on computers is from mathematics. It is no surprise that the father of Computer
Science, Alan Turing, was a mathematician.
Even fields that were once thought to be "Math purely for Math's sake" such as Number
Theory have found application in cryptography, which is used in encrypting and keeping data
safe online.
Math is indeed indispensable, with applications ranging from economics, sciences,

businesses, engineering, even arts. The better question, really, is, what field /doesn't/ use Math.
Some suggested "religious life", well, even priests and nuns must organize outreach programs
and budget for their parishes. It still involves Math.

LESSON 3
mathematical languages and symbols
Fact sheets

THE LANGUAGE OF MATHEMATICS
Imagine the following scenario: you’re in math class, and the instructor passes a piece
of paper to each student. It is announced that the paper contains Study Strategies for Students
of Mathematics; you are to read it and make comments. Upon glancing at the paper, however,
you observe that it is written in a foreign language that you do not understand!
Is the instructor being fair? Of course not. Indeed, the instructor is probably trying to
make a point. Although the ideas in the paragraph may be simple, there is no access to the ideas
without a knowledge of the language in which the ideas are expressed. This situation has a very
strong analogy in mathematics. People frequently have trouble understanding mathematical
ideas: not necessarily because the ideas are difficult, but because they are being presented in a
foreign language the language of mathematics.
The language of mathematics makes it easy to express the kinds of thoughts that
mathematicians like to express. It is:
• precise (able to make very fine distinctions);
• concise (able to say things briefly);
• powerful (able to express complex thoughts with relative ease).
The language of mathematics can be learned, but requires the efforts needed to learn any
foreign language.
In English, nouns are used to name things we want to talk about (like people, places, and
things); whereas sentences are used to state complete thoughts. A typical English sentence has
at least one noun, and at least one verb. For example, consider the sentence Carol loves
mathematics. Here, ‘Carol’ and ‘mathematics’ are nouns; ‘loves’ is a verb.
The mathematical version of a ‘noun’ will be called an expression. Thus, an expression is

a name given to a mathematical object of interest. Whereas in English we need to talk about
people, places, and things, we’ll see that mathematics has much different ‘objects of interest’.
The mathematical version of a ‘sentence’ will also be called a sentence. A mathematical sentence,
just as an English sentence, must state a complete thought. The table below summarizes the
analogy. (Don’t worry for the moment about the truth of sentences; this will be addressed later.)
ENGLISH MATHEMATICS
NOUN (person, place, thing) EXPRESSION
Name given to an object of Examples: Carol, Bunawan, book Examples: 5, 2 + 3,
1
interest:
2
SENTENCE SENTENCE
Examples: Examples:
a complete thought: The capital of Caraga is Butuan 3+4 =7
City. 3+4 =8
The capital of Caraga is Bayugan
City.
Definition 1. An expression is the mathematical analogue of an English noun; it is a correct

arrangement of mathematical symbols used to represent a mathematical object of interest. An
expression does NOT state a complete thought; in particular, it does not make sense to ask if an
expression is true or false.
Definition 2. A mathematical sentence is the analogue of an English sentence; it is a correct

arrangement of mathematical symbols that states a complete thought.

What do you think is the verb counterpart in Mathematical Language? Consider the
mathematical sentence 1 + 2 = 3 the verb is ‘= ’. If you read the sentence as ‘one plus two is
equal to three’, then it’s easy to ‘hear’ the verb. Indeed, the equal sign ‘=’ is one of the most
popular mathematical verbs.
Ideas regarding expressions and sentences:

• Numbers have lots of different names: for example the expressions
5, 2+3, 102, (6-2) + 1, 1+1+1+1+1
All look different, but are all just different names for the same number.
• Sentences can be true or false. The notion of truth (i.e., the property of being true or false) is of
fundamental importance in the mathematical language)
Ideas regarding expressions and sentences:
• Languages have conventions. In English, for example, it is conventional to capitalize proper

names (like
‘Carol’ and ‘Christmas Day’). This convention makes it easy for a reader to distinguish between a
common
noun (like ‘carol’, a Christmas song) and a proper noun (like ‘Carol’). Mathematics also has its
conventions. There are rules on how to attach prefixes and suffixes.

SETS
In an attempt to better understand the universe, ancient astronomers classifed certain

groups of stars as constellations. Today we still fnd it extremely helpful to classify items into
groups that enable us to find order and meaning in our complicated world.
Any group or collection of objects is called a set. The objects that belong in a set are the
elements, or members, of the set. For example, the set consisting of the four seasons has spring,
summer, fall, and winter as its elements.
The following two methods are often used to designate a set.
 List the elements of the set inside a pair of braces, { }. This method is called the
roster method. Commas are used to separate the elements.
For instance, let’s use S to represent the set consisting of the four seasons. Using the
roster method, we would write
𝑆 = {spring, summer, fall, winter}
▼example
 Another method of representing a set is set-builder notation. Set-builder notation is
especially useful when describing infinite sets. For instance, in set-builder notation, the
set of natural numbers greater than 7 is written as follows:

The set of natural numbers is also called the set of counting numbers. The three dots ...
are called an ellipsis and indicate that the elements of the set continue in a manner suggested
by the elements that are listed.
The integers … , −4, −3, −2, −1 are negative integers. The integers 1,2,3,4, . .. are positive
integers. Note that the natural numbers and the positive integers are the same set of numbers.
The integer zero is neither a positive nor a negative integer.
If a number in decimal form terminates or repeats a block of digits, then the number is
𝑝
a rational number. Rational numbers can also be written in the form 𝑞, where 𝑝 and 𝑞 are
integers and 𝑞 ≠ 0.
For example,
1 3
= 0.25 and 11 = 0. ̅27
̅̅̅
4
are rational numbers. The bar over the 27 means that the block of digits 27 repeats without
̅̅̅̅ = 0.27272727 …
end; that is, 0. 27
A decimal that neither terminates nor repeats is an irrational number. For instance,
0.35335333533335 … is a nonterminating, nonrepeating decimal and thus is an irrational
number.
Every real number is either a rational number or an irrational number.
Example:
Use the roster method to write each of the given sets.
a. The set of natural numbers less than 5.
b. The solution set of 𝑥 + 5 = −1.
c. The set of negative integers greater than −4.
Solution
a. The set of natural numbers is given by {1,2,3,4,5,6,7, … }. The natural numbers less than 5
are 1, 2, 3, and 4. Using the roster method, we write this set as {1, 2, 3,4}.
b. Adding −5 to each side of the equation produces 𝑥 = −6. The solution set of 𝑥 + 5 = −1
is {−6}.
c. The set of negative integers greater than −4 is {−3, −2, −1}.
Definitions Regarding Sets
A set is well defined if it is possible to determine whether any given item is an element of the
set. For instance, the set of letters of the English alphabet is well defned. The set of great
songs is not a well-defned set. It is not possible to determine whether any given song is an
element of the set or is not an element of the set because there is no standard method for
making such a judgment.
The statement “4 is an element of the set of natural numbers” can be written using
mathematical notation as 4 ∈ 𝑁. The symbol ∈ is read “is an element of.” To state that
“3 is not an element of the set of natural numbers,” we use the “is not an element of”
symbol, ∉ and write 3 ∉ 𝑁.
▼
The empty set, or null set, is the set that contains no elements. The symbol ∅ or {} is
used to represent the empty set. As an example of the empty set, consider the set of natural
numbers that are negative integers.

Use set-builder notation to write the following sets.

a. The set of integers greater than −3.
b. The set of whole numbers less than 1000.
Solution
a. {𝒙|𝒙 ∈ 𝑰 𝐚𝐧𝐝 𝒙 > −𝟑} b. {𝒙|𝒙 ∈ 𝑾𝐚𝐧𝐝 𝒙 < 𝟏𝟎𝟎𝟎}
A set is finite if the number of elements in the set is a whole number. The cardinal number
of a finite set is the number of elements in the set. The cardinal number of a finite set A is
denoted by the notation 𝑛(𝐴). For instance, if 𝐴 = {1,4,6,9}, then 𝑛(𝐴) = 4. In this case, A has
a cardinal number of 4, which is sometimes stated as “A has a cardinalityof 4.
For instance, {𝑑, 𝑒, 𝑓} = {𝑒, 𝑓, 𝑑 }.

State whether each of the following pairs of sets are equal, equivalent, both, or neither.
a. {𝒂, 𝒆, 𝒊, 𝒐, 𝒖}, {𝟑, 𝟕, 𝟏𝟏, 𝟏𝟓, 𝟏𝟗} b. {𝟒, −𝟐, 𝟕}, {𝟑, 𝟒, 𝟕, 𝟗}
Solution
a. The sets are not equal. However, each set has exactly five elements, so the sets are
equivalent.
b. The first set has three elements and the second set has four elements, so the sets are
not equal and are not equivalent.
In complex problem-solving situations and even in routine daily activities, we need to

understand the set of all elements that are under consideration. For instance, when an
instructor assigns letter grades, the possible choices may include A, B, C, D, F, and I. In this
case the letter H is not a consideration. When you place a telephone call, you know that the
area code is given by a natural number with three digits. In this instance a rational number
2
such as is not a consideration. The set of all elements that are being considered is called
3
the universal set. We will use the letter U to
denote the universal set.
Let 𝑈 = {1, 2, 3, 4, 5, 6, 7, … , 10}, 𝑆 = {2, 4, 6, 7} and 𝑇 = {𝑥|𝑥 < 10 and 𝑥 ∈

the odd counting numbers}. Find a. 𝑆′ b. 𝑇′

Solution
a. The elements of the universal set are 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. From these elements
we wish to exclude the elements of S, which are 2, 4, 6, and 7. Therefore, 𝑆 ′ =
{1, 3, 5, 8, 9, 10}.
b. 𝑇 = {1, 3, 5, 7, 9}. Excluding the elements of 𝑇 from 𝑈 gives us 𝑇 ′ = {2, 4, 6, 8, 10}.
To convince yourself that the empty set is a subset of any set, consider the following.
We know that a set is a subset of a second set provided every element of the first set is an
element of the second set. Pick an arbitrary set A. Because every element of the empty set
(there are none) is an element of A, we know that ∅ ⊆ 𝐴.
The notation 𝐴 ⊈ 𝐵 is used to denote that A is not a subset of B. To show that A is not a
subset of B, it is necessary to find at least one element of A that is not an element of B.
Determine whether each statement is true or false.

a. {𝟓, 𝟏𝟎, 𝟏𝟓, 𝟐𝟎} ⊆ {𝟎, 𝟓, 𝟏𝟎, 𝟏𝟓, 𝟐𝟎, 𝟐𝟓}
b. 𝑾 ⊆ 𝑵
c. {𝟐, 𝟒, 𝟔} ⊆ {𝟐, 𝟒, 𝟔}
d. ∅ ⊆ {𝟏, 𝟐, 𝟑}
Solution
a. True; every element of the first set is an element of the second set.
b. False; 0 is a whole number, but 0 is not a natural number.
c. True; every set is a subset of itself.
d. True; the empty set is a subset of every set.
Ordered Pair
An ordered pair consists of two objects or elements in a given fixed order.
Equality of Ordered Pairs Two ordered pairs (𝑎1 , 𝑏1 ) and (𝑎2 , 𝑏2 )
are equal, if and only if, 𝑎1 = 𝑎2 and 𝑏1 = 𝑏2 .

Cartesian Product of Sets
For two sets A and B (non-empty sets), the set of all ordered pairs ( a, b) such that 𝑎 ∈ 𝐴 and
𝑏 ∈ 𝐵 is called Cartesian product of the sets A and B, denoted by 𝐴 × 𝐵.
𝐴 × 𝐵 = {(𝑎, 𝑏): 𝑎 ∈ 𝐴 𝑎𝑛𝑑 𝑏 ∈ 𝐵}.
Relation
If A and B are two non-empty sets, then a relation R from A to B is a subset of × 𝐵 . If 𝑅 ⊆
𝐴 × 𝐵 and (𝑎, 𝑏) ∈ 𝑅 then we say that a is related to b by the relation R, written as aRb.
Example: Given 𝑅 = {(𝑥, 𝑦) ∈ 𝐴 × 𝐵|𝑥 = 𝑦} where 𝐴 = {2, 3, 5, 7, 10} and 𝐵 = { 1, 3, 5, 8, 10}.

Find the domain, range, and codomain.
Solution:
𝑅 = {(3,3), (5,5}, (10,10)}
Domain = {3, 5, 10}
Range = {3, 5, 10}
Codomain = {1, 3, 5, 8, 10}
Function
A function is a relation that maps each element 𝑥 of a set 𝐴 with one and only element 𝑦 of
another set 𝐵. In other words, it is a relation between a set of inputs and a set of outputs in
which each input is related with a unique output.
A function 𝑓: 𝑋 → 𝑌 is represented as 𝑓 (𝑥 ) = 𝑦, where, (𝑥, 𝑦) ∈ 𝑓 and 𝑥 ∈ 𝑋 and 𝑦 ∈ 𝑌.
Example: Evaluate: If 𝑓(𝑥 ) = 2𝑥 + 1 then 𝑓 (2𝑥 − 3) =?

Solution: Since 𝑓(𝑥 ) = 2𝑥 + 1, 𝑓(2𝑥 − 3) = 2(2𝑥 − 3) + 1 = 4𝑥 − 6 + 1 = 4𝑥 − 5. Therefore,
𝑓(2𝑥 − 3) = 4𝑥 − 5.
Suppose that 𝑔(𝑥 ) = 𝑥 + 1, find 𝑔(𝑓 (𝑥 )).

Solution: Since 𝑓(𝑥 ) = 2𝑥 + 1, we have 𝑔(𝑓 (𝑥 )) = 𝑔(2𝑥 + 1) = (2𝑥 + 1) + 1 = 2𝑥 + 2. Thus,
𝑔(𝑓 (𝑥 )) = 2𝑥 + 2.


Logic Statements and Quantifiers
Every language contains different types of sentences, such as statements, questions, and
commands. For instance,
“Is the test today?” is a question.
“Go get the newspaper” is a command.
“This is a nice car” is an opinion.
“Denver is the capital of Colorado” is a statement of fact.
The symbolic logic that Boole was instrumental in creating applies only to sentences that
are statements as defned below.
Determine whether each sentence is a statement.

a. Florida is a state in the United States.
b. How are you?
c. 𝟗𝟗 + 𝟐 is a prime number.
d. 𝒙 + 𝟏 = 𝟓.
Solution
a. Florida is one of the 50 states in the United States, so this sentence is true and it is a
statement.
b. The sentence “How are you?” is a question; it is not a declarative sentence. Thus it i not
a statement.
c. You may not know whether 𝟗𝟗 + 𝟐 is a prime number; however, you do know that it is a
whole number larger than 1, so it is either a prime number or it is not a prime number. The
sentence is either true or it is false, and it is not both true and false, so it is a statement.
d. 𝒙 + 𝟏 = 𝟓 is a statement. It is known as an open statement. It is true for 𝑥 = 4, and it is
false for any other values of x. For any given value of x, it is true or false but not both.
Simple Statements and Compound Statements
Connecting simple statements with words and phrases such as and, or, if ... then, and if and
only if creates a compound statement. For instance, “I will attend the meeting or I will go to
school.” is a compound statement. It is composed of the two simple statements, “I will attend
the meeting.” and “I will go to school.” The word or is a connective for the two simple
statements.
George Boole used symbols such as p, q, r, and s to represent simple statements and the
symbols ∧,∨, ∼, → and ↔ to represent connectives.

The negation of the statement “Today is Friday.” is the statement “Today is not Friday.” In
symbolic logic, the tilde ~ symbol is used to denote the negation of a statement. If a statement
p is true, its negation ~𝑝 is false, and if a statement p is false, its negation ~𝑝 is true.
See the table below. The negation of the negation of a statement is the original statement.
Thus ~(~𝑝) can be replaced by p in any statement.
Example:
Write the negation of each statement.

a. Bill Gates has a yacht.
b. Avatar was not selected as best picture at the 82nd Academy Awards ceremony.
Solution
a. Bill Gates does not have a yacht.
b. Avatar was selected as best picture at the 82nd Academy Awards ceremony.
Consider the following simple statements.

p: Today is Friday.
q: It is raining.
r: I am going to a movie.

s: I am not going to the basketball game.

Write the following compound statements in symbolic form.
a. Today is Friday and it is raining.
b. It is not raining and I am going to a movie.
c. I am going to the basketball game or I am going to a movie.
d. If it is raining, then I am not going to the basketball game.
Solution
a. 𝒑 ∧ 𝒒
b. ∼ 𝒒 ∧ 𝒓
c. ∼ 𝒔 ∨ 𝒓
d. 𝒒 → 𝒔
Example:
Consider the following statements.
p: The game will be played in Atlanta.
q: The game will be shown on CBS.
r: The game will not be shown on ESPN.
s: The Dodgers are favored to win.
Write each of the following symbolic statements in words.
a. 𝒒 ∧ 𝒑 b. ∼ 𝒓 ∧ 𝒔 c. 𝒔 ↔ ~𝒑
Solution
a. The game will be shown on CBS and the game will be played in Atlanta.
b. The game will be shown on ESPN and the Dodgers are favored to win.
c. The Dodgers are favored to win if and only if the game will not be played in Atlanta.
Compound Statements and Grouping Symbols
If a compound statement is written in symbolic form, then parentheses are used to indicate
which simple statements are grouped together. Table below illustrates the use of parentheses
to indicate groupings for some statements in symbolic form.
If a compound statement is written as an English sentence, then a comma is used to

indicate which simple statements are grouped together. Statements on the same side of a
comma are grouped together. See Table below

If a statement in symbolic form is written as an English sentence, then the simple statements
that appear together in parentheses in the symbolic form will all be on the same side of the
comma that appears in the English sentence.
Example:
Let p, q, and r represent the following.
p: You get a promotion.
q: You complete the training.
r: You will receive a bonus.
a. Write (𝑝 ∧ 𝑞) → 𝑟 as an English sentence.
b. Write “If you do not complete the training, then you will not get a promotion and
you will not receive a bonus.” in symbolic form.
Solution
a. Because the p and the q statements both appear in parentheses in the symbolic form,
they are placed to the left of the comma in the English sentence.
Thus the translation is: If you get a promotion and complete the training, then you will receive
a bonus.
b. Because the not p and the not r statements are both to the right of the comma in the English
sentence, they are grouped together in parentheses in the symbolic form.

Thus the translation is: ~𝒒 → (~𝒑 ∧ ~𝒓)
The use of parentheses in a symbolic statement may affect the meaning of the statement. For
instance, ~(𝑝 ∨ 𝑞) indicates the negation of the compound statement 𝑝 ∨ 𝑞. However, ~𝑝 ∨ 𝑞
indicates that only the p statement is negated.
The statement ~(𝑝 ∨ 𝑞) is read as, “It is not true that, p or q.” The statement ~𝑝 ∨ 𝑞 is read
as, “Not p or q.”
If you order cake and ice cream in a restaurant, the waiter will bring both cake and ice cream.
In general, the conjunction 𝑝 ∧ 𝑞 is true if both p and q are true, and the conjunction is false if
either p or q is false. The truth table below shows the four possible cases that arise when we
form a conjunction of two statements.
Sometimes the word but is used in place of the connective and. For instance, “I ride my
bike to school, but I ride the bus to work,” is equivalent to the conjunction, “I ride my bike to
school and I ride the bus to work.”
Any disjunction 𝑝 ∨ 𝑞 is true if p is true or q is true or both p and q are true. The truth table
below shows that the disjunction p or q is false if both p and q are false; however, it is true in all
other cases.
Determine whether each statement is true or false.

a. 7 ≥ 5.
b. 5 is a whole number and 5 is an even number.
c. 𝟐 is a prime number and 2 is an even number.
Solution
a. 7 ≥ 5 means 7 > 5 or 7 = 5. Because 7 > 5 is true, the statement 7 ≥ 5 is a true statement.

b. This is a false statement because 5 is not an even number.
c. This is a true statement because each simple statement is true.
Quantifiers and Negation
In a statement, the word some and the phrases there exists and at least one are called existential
quantifiers. Existential quantifiers are used as prefixes to assert the existence of something.
In a statement, the words none, no, all, and every are called universal quantifiers. The
universal quantifiers none and no deny the existence of something, whereas the universal
quantifiers all and every are used to assert that every element of a given set satisfies some
condition.
Recall that the negation of a false statement is a true statement and the negation of a
true statement is a false statement. It is important to remember this fact when forming the
negation of a quantified statement. For instance, what is the negation of the false statement,
“All dogs are mean”? You may think that the negation is “No dogs are mean,” but this is also a
false statement. Thus the statement “No dogs are mean” is not the negation of “All dogs are
mean.” The negation of “All dogs are mean,” which is a false statement, is in fact “Some dogs
are not mean,” which is a true statement. The statement “Some dogs are not mean” can also
be stated as “At least one dog is not mean” or “There exists a dog that is not mean.”
What is the negation of the false statement, “No doctors write in a legible manner”?
Whatever the negation is, we know it must be a true statement. The negation cannot be “All
doctors write in a legible manner,” because this is also a false statement. The negation is
“Some doctors write in a legible manner.” This can also be stated as, “There exists at least one
doctor who writes in a legible manner.”
Example:
Write the negation of each of the following statements.
a. Some airports are open.
b. All movies are worth the price of admission.
c. No odd numbers are divisible by 2.
Solution
a. No airports are open.
b. Some movies are not worth the price of admission.
c. Some odd numbers are divisible by 2.

Truth Tables, Equivalent Statements, and Tautologies
Example:
a. Construct a table for ∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞.
b. Use the truth table from part a to determine the truth value of ∼ (∼ 𝑝 ∨ 𝑞 ) ∨ 𝑞, given that p is
true and q is false.
Solution
a. Start with the standard truth table form and then include a ∼ 𝑝 column.
Now use the truth values from the p and q columns to produce the truth values for ∼ 𝑝 ∨ 𝑞, as
shown in the rightmost column of the following table.
Negate the truth values in the ∼ 𝑝 ∨ 𝑞 column to produce the following.
As our last step, we form the disjunction of ∼ (∼ 𝑝 ∨ 𝑞) with q and place the results in the
rightmost column of the table. See the following table. The shaded column is the truth table for
∼ (∼ 𝑝 ∨ 𝑞 ) ∨ 𝑞.
b. In row 2 of the above truth table, we see that when p is true, and q is false, the statement
∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞 in the rightmost column is true.

Construct a truth table for 𝑝 ∨ [∼ (𝑝 ∧∼ 𝑞 )].
Solution
Step 1: The given statement 𝑝 ∨ [∼ (𝑝 ∧∼ 𝑞 )] has the two simple statements p and q. Thus we
start with a standard form that has 22 = 4 rows. In each column, enter the truth values for the
statements p and ∼ 𝑞, as shown in the columns numbered 1, 2 and 3 of the following table.
Step 2: Use the truth values in columns 2 and 3 to determine the truth values to enter under the
“and” connective. See column 4 in the following truth table. Now negate the truth values in the
column numbered 4 to produce the truth values in the column numbered 5.

Step 3: Use the truth values in the columns numbered 1 and 5 to determine the truth values to
enter under the “or” connective. See the column numbered 6, which is the truth table for 𝑝 ∨
[∼ (𝑝 ∧∼ 𝑞 )].
Tautologies and Self-Contradictions
A tautology is a statement that is always true. A self-contradiction is a statement that is always

false.
Example: Show that 𝑝 ∨ (∼ 𝑝 ∨ 𝑞) is a tautology.
Solution
Construct a truth table as shown below.
The table shows that 𝑝 ∨ (∼ 𝑝 ∨ 𝑞) is always true. Thus 𝑝 ∨ (∼ 𝑝 ∨ 𝑞) is a tautology
Conditional Statements
If you don’t get in that plane, you’ll regret it. Maybe not today, maybe not tomorrow, but soon,
and for the rest of your life.
The above quotation is from the movie Casablanca. Rick, played by Humphrey Bogart, is
trying to convince Ilsa, played by Ingrid Bergman, to get on the plane with Laszlo. The
sentence, “If you don’t get in that plane, you’ll regret it,” is a conditional statement.
Conditional statements can be written in if p, then q form or in if p, q form. For instance, all of
the following are conditional statements.
If we order pizza, then we can have it delivered.

If you go to the movie, you will not be able to meet us for dinner.
If n is a prime number greater than 2, then n is an odd number.

In any conditional statement represented by “If p, then q” or by “If p, q,” the p statement is
called the antecedent and the q statement is called the consequent.
Example: Identify the antecedent and consequent in the following statements.

a. If our school was this nice, I would go there more than once a week.
—The Basketball Diaries
b. If you don’t stop and look around once in a while, you could miss it.
—Ferris in Ferris Bueller’s Day Off
c. If you strike me down, I shall become more powerful than you can possibly imagine.—Obi-
Wan Kenobi, Star Wars, Episode IV, A New Hope
Solution
a. Antecedent: our school was this nice
Consequent: I would go there more than once a week
b. Antecedent: you don’t stop and look around once in a while
Consequent: you could miss it
c. Antecedent: you strike me down
Consequent: I shall become more powerful than you can possibly imagine
Example: Determine the truth value of each of the following.

a. If 2 is an integer, then 2 is a rational number.
b. If 3 is a negative number, then 5 > 7.
c. If 5 > 3, then 2 + 7 = 4.
Solution
a. Because the consequent is true, this is a true statement.
b. Because the antecedent is false, this is a true statement.
c. Because the antecedent is true and the consequent is false, this is a false statement.
An Equivalent Form of the Conditional
The truth table for ∼ 𝑝 ∨ 𝑞 is shown in Table 3.9. The truth values in this table are identical to

the truth values in Table 3.8. Hence, the conditional 𝑝 → 𝑞 is equivalent to the disjunction ∼ 𝑝 ∨
𝑞 .
Example: Write each of the following in its equivalent disjunctive form.

a. If I could play the guitar, I would join the band.
b. If David Beckham cannot play, then his team will lose.
Solution
In each case we write the disjunction of the negation of the antecedent and the consequent.
a. I cannot play the guitar or I would join the band.
b. David Beckham can play or his team will lose.
Example: Write the negation of each conditional statement.

a. If they pay me the money, I will sign the contract.
b. If the lines are parallel, then they do not intersect.
Solution
In each case, we write the conjunction of the antecedent and the negation of the
consequent.
a. They paid me the money and I did not sign the contract.
b. The lines are parallel and they intersect.
The Biconditional
The statement (𝑝 → 𝑞) ∧ (𝑞 → 𝑝) is called a biconditional and is denoted by 𝑝 ↔ 𝑞, which is
read as “p if and only if q.”

Example: State whether each biconditional is true or false.

a. 𝑥 + 4 = 7 if and only if 𝑥 = 3.
b. 𝑥 𝟐 = 36 if and only if 𝑥 = 6.
Solution
a. Both equations are true when 𝑥 = 3, and both are false when 𝑥 ≠ 3. Both equations have the
same truth value for any value of x, so this is a true statement.
b. If 𝑥 = −6, the frst equation is true and the second equation is false. Thus this is a false
statement.
Equivalent Forms of the Conditional
Example: Write each of the following in “If p, then q” form.

a. The number is an even number provided that it is divisible by 2.
b. Today is Friday, only if yesterday was Thursday.
Solution
a. The statement, “The number is an even number provided that it is divisible by 2,” is in “q
provided that p” form. The antecedent is “it is divisible by 2,” and the consequent is “the
number is an even number.” Thus its “If p, then q” form is
If it is divisible by 2, then the number is an even number.
b. The statement, “Today is Friday, only if yesterday was Thursday,” is in “p only if q”
form. The antecedent is “today is Friday.” The consequent is “yesterday was Thursday.” Its “If
p, then q” form is
If today is Friday, then yesterday was Thursday.
The Converse, the Inverse, and the Contrapositive

Every conditional statement has three related statements. They are called the converse,
the inverse, and the contrapositive.

The above definitions show the following:

■ The converse of 𝑝 → 𝑞 is formed by interchanging the antecedent p with the consequent q.
■ The inverse of 𝑝 → 𝑞 is formed by negating the antecedent p and negating the consequent q.
■ The contrapositive of 𝑝 → 𝑞 is formed by negating both the antecedent p and the consequent
q and interchanging these negated statements.
Example: Write the converse, inverse, and contrapositive of

If I get the job, then I will rent the apartment.
Solution
Converse: If I rent the apartment, then I get the job.
Inverse: If I do not get the job, then I will not rent the apartment.
Contrapositive: If I do not rent the apartment, then I did not get the job.

LESSON 4.1
inductive and deductive reasoning
Fact sheets
INDUCTIVE REASONING
The type of reasoning that forms a conclusion based on the examination of specific
examples is called inductive reasoning. The conclusion formed by using inductive reasoning is
often called a conjecture, since it may or may not be correct.
When you examine a list of numbers and predict the next number in the list according to
some pattern you have observed, you are using inductive reasoning.
Inductive reasoning is not used just to predict the next number in a list. In Example 2 we
use inductive reasoning to make a conjecture about an arithmetic procedure.

Counterexamples
A statement is a true statement provided that it is true in all cases. If you can find one
case for which a statement is not true, called a counterexample, then the statement is a false
statement. In Example 4 we verify that each statement is a false statement by finding a
counterexample for each.
DEDUCTIVE REASONING
Another type of reasoning is called deductive reasoning. Deductive reasoning is

distinguished from inductive reasoning in that it is the process of reaching a conclusion by
applying general principles and procedures.


LESSON 4.2
Polya’s 4-step problem solving
Fact sheets

Example 4.1.1
Ed is planning to put up a rectangular garden with the fixed area of 120 m 2. If the
dimensions of the garden have to be whole numbers, determine the dimensions that will
required the least amount of fencing materials to enclose the garden.
Solution
i. Understand the problem
Length
Width
Area = length x width = 120

Perimeter = (2 length) + (2 width)
The perimeter will determined the length of the fencing materials.
Note: You can standardize the dimension so that the length is longer than the width.
ii. Devise in plan
List all possible dimension and identify which combination yields a minimum
perimeter. This is possible since the dimension are whole numbers. For example,
if the length is 120 meters, then the width has to be 1 meter so that the area is
120 m2. The corresponding perimeter is
P=2(120) + 2(1) = 242 meters
Likewise, If the length is 40 meters and the width is 30 meters,
P=2(40) + 2(30)=140 meters
iii. Carry out the plan
Summarize the values in the table below:
Length Width Area Perimeter

120 1 120 242
60 2 120 124
40 3 120 86
30 4 120 68

24 5 120 58
20 6 120 52
15 8 120 46
12 10 120 44
10 12 120 44
The table suggest that Ed should consider setting up his garden with dimension 12 meters by 10
meters, that is, length = 12 meters and width = 10 meters , and its perimeter is 44 meters.
iv. Look back

The dimension of the garden is 12 meters by 10 meters, and its perimeter is 44
meter



LESSON 4.3
Problem Solving Strategies
Factsheets
Problem solving consists of 1moving from a given initial situation to a desired goal
situation. That is, problem solving is the process of designing and carrying out a set of steps to
reach a goal. Usually the term problem is used to refer to a situation where it is not immediately
obvious how to reach the goal (Polya, 1957); Frensch and Funke, 1995; Moursund, 1996).
Accordingly, A good problem solver is on who can find a resolution of which the path to
the answer which not immediately known. In the real world, Decision making and problem-solving
are two keys area that should be good at in order to survive.
In the present context, solution to problems are taken in a long term basis. Problem
solving involves reasoning and it does not mean you need to produce immediate solution. It
entails appropriate use of knowledge facts and data to effectively propose a solution. The ability
to create solution a well thought- out solution within a reasonable time frame. However, is a skill
that can be well developed in the study of mathematics?
Problem Solving Strategy 1 (Guess and Check)
Make a guess and test to see if it satisfies the demands of the problem. If it doesn't, alter the
guess appropriately and check again. Keep doing this until you find a solution.
Example 1:
Amy and Judy sold 12 show tickets altogether. Amy sold 2 more tickets than Judy. How many
tickets did each girl sell?
Solution
First Guess:
Amy = 8 tickets
Judy = 4 tickets
Check
8 + 4 = 12
8 - 4 = 4 ( Amy sold 4 more tickets)
These numbers do not work!
Second Guess:
Amy = 7 tickets
Judy = 5 tickets
Check
7 + 5 = 12
7- 5 = 2 ( Amy sold 2 more tickets)
These numbers do work!
Amy sold 7 tickets and Judy sold 5 tickets.
Example 2:

Which of the numbers 4, 5, or 6 is a solution to (n

+ 3)(n - 2) = 36?
Solution
First Guess:
n=4
Check
(n + 3)(n - 2) = 36
(4 + 3)(4 - 2) = 36
7( 2) = 36
14≠36
This numbers do not work!
Second Guess:
n=5
Check
(n + 3)(n - 2) = 36
(5 + 3)(5 - 2) = 36
8( 3) = 36
24≠36
This numbers do not work!
Third Guess:
n=6
Check
(n + 3)(n - 2) = 36
(6 + 3)(6 - 2) = 36
9( 4) = 36
36=36
Hence,
Substitute each number for “n” in the equation.
Six is the solution since (6 + 3)(6 - 2) = 36.
Problem Solving Strategy 2 (Draw a picture)
Example 1:
Laura has 3 green chips, 4 blue chips and 1 red chip in her bag. What fractional part of the bag
of chips is green?
How can you solve the problem?
You can draw a picture to show the information. Then you can use the picture to find the
answer.

Example 2:
Dana found a piece of 8 inches rope. She cut the rope into equal length. She made 3 cuts. How
long is each piece of the rope now?
You can draw a picture to show the information. Then you can use the picture to find the
answer.
Each piece of rope is now only 2 inches.
Problem Solving Strategy 3 (Working Backwards)
Example 1
Jack walked from Santa Clara to Palo Alto. It took 1 hour 25 minutes to walk from Santa Clara
to Los Altos. Then it took 25 minutes to walk from Los Altos to Palo Alto. He arrived in Palo Alto
at 2:45 P.M. At what time did he leave Santa Clara?
You can work backwards from the time Jack reached Palo Alto. Subtract the time it took to walk
from Los Altos to Palo Alto. Then subtract the time it took to walk from Santa Clara to Los
Altos.
Start at 2:45. This is the time Jack reached Palo Alto.

Subtract 25 minutes. This is the time it took to get from Los Altos to Palo Alto.
Time is: 2:20 P.M.
Subtract: 1 hour 25 minutes. This is the time it took to get from Santa Clara to Los Altos.
Jack left Santa Clara at 12:55 P.M.
Example 2 :
Karen is thinking of a number. If you double it, and subtract 7, you obtain 11. What is Karen’s
number?
1. We start with 11 and work backwards.
2. The opposite of subtraction is addition. We will add 7 to 11. We are now at 18.
3. The opposite of doubling something is dividing by 2. 18/2 = 9

4. This should be our answer. Looking back:
9 x 2 = 18 -7 = 11
Karen’s number is 11
Problem Solving Strategy 4 (Making Table)
Example 1
You save $3 on Monday. Each day after that you save twice as much as you saved the day
before. If this pattern continues, how much would you save on Friday?

You can make a table like the one below. List the amount of money you save each day.
Remember to double the number each day.
Day Amount of Money Saved
Monday $3
Tuesday $6
Wednesday $12
Thursday $24
Friday $48
You save $48 on Friday
Example 2:
Josie takes up jogging. On the first week she jogs for 10 minutes per day, on the second week
she jogs for 12 minutes per day. Each week, she wants to increase her jogging time by 2
minutes per day. If she jogs six days each week, what will be her total jogging time on the sixth
week?
A good strategy is to list the data we have been given in a table and use the information we
have been given to find new information.
We are told that Josie jogs 10 minutes per day for six days in the first week and 12 minutes per
day for six days in the second week. We can enter this information in a table:
Minutes per Minutes per

Week
Day Week
1 10 60
2 12 72
3 14 84
4 16 96
5 18 108
6 20 120

In week six Josie jogs a total of 120 minutes.
Problem Solving Strategy 5 (Using Variable and Mathematical Expression)
Example 1:
Maria is 10 years older than Sonia. Eight years ago, Maria was 3 times Sonia's age. How old is
each now?
Solution
Let x - As Age of Sonia now
X+10 - Age of Maria now
X-8 - As Age of Sonia Eight years ago
X+10-8 - Age of Maria Eight years ago
X+10-8=3(X-8)
X+2=3x-24
2x= 2+24
2x= 26
x= 13
x= 13 Age of Sonia Now
X+10= 13+10=23 Age of Sonia Now
Example 2:
A team won 3 times as many matches as it lost. If it won 15 matches, how many games did it
lose?
Solution:
Assign variables:
Let
x = matches lost
3x = matches won
Sentence: It won 15 matches

3x = 15
Step 2: Solve the equation
Isolate variable x
Answer: The team lost 5 games

Factsheets
LESSON 4.4
Mathematical Problems Involving Patterns


Fibonacci sequence
A sequence is an order list of numbers, separated by comma, are called the terms of
the sequence. The first six term of the Fibonacci sequence are 1,1,2,3,5,8. If we use the
mathematical notation Fn to denote the nth term of the Fibonacci sequence, then,
Or the first month, n=1, F1= 1. For the second month n=2, F2= 1.
For the third month n=3, F3= 2. For the fourth month n=4, F4= 3, for the fifth month n=5, F5= 5.
For the six month n=6, F6= 8.
The Fibonacci sequence then is the ordered list of numbers 1, 1, 2, 3, 5, 8,…Fn,… Where the
three dots indicate that the sequence continue beyond 8 and F n.
How do we determine Fn, the nth term? Observe that,
F2=F1
F3 = F 2 + F1
F4= F3+ F2
F5= F4+ F3
F6= F5 + F4.
From these patterns, we conjecture that Fn= Fn-1 + Fn-2, For n≥3. Fibonacci discovered that a
Fibonacci number can be found by adding its previous two Fibonacci number.
Example 1. Find the 8th Fibonacci number?
F8= F7+F6
= ( F6+F5)+ F7
= (8+5)+8
= 13+8
=21
It is easy to find the nth Fibonacci number F n if the two previous numbers, Fn-1 and
Fn-2 are known. Suppose we want to find F20.Using definition, it is tedious and time consuming to
compute F19 and F18 to determine F20. Fortunately , Jacques Binet in 1543 was able to find the
formula of nth Fibonacci number:
Binet’s Formula
𝑛 𝑛
1 1+√5 1−√5
Fn = [( ) −( ) Example 2.
√5 2 2
Use Binet’s Formula to find the 20th and 50th Fibonacci number.
Solution:
20 20
1 1+√5 1−√5
F20 = [( ) −( )
√5 2 2
= 6765

50 50
1 1+√5 1−√5
F50 = [( ) −( )
√5 2 2
=12,586,269,020
Another famous mathematician who loves patterns is Blaise Pascal (1623-1662). For hundreds
of years , many mathematician were intrigued with the Pascal Triangle. The figure below
illustrate the first seven rows of the Pascal triangle.
row 0
row 1
row 2
row 3
row 4
row 5
row 6
In Algebra
3 3 2 2 3
expanding (x+y) = x +3x y+3xy +y in just a
simple special product process . But expanding (x+y)6 can be tedious. Amazingly , note that the
exponent that the exponents of x in that expression starts with and decreasing in the
succeeding term while the exponents of y starts with 0 and increasing in the remaining terms .
Now, we expand (x+y)6 using the entries in row six (1,6,15,20,15,6,1) of the Pascal’s Triangle.
The result of the given below.
(x+y)6 = x6+6x5y+15x4y2+20x3y3+15x2y4+6xy5+y6
Factsheets
LESSON 4.5
1. Recreational Problems using Mathematics
Recreational mathematics is mathematics done for recreation or as a hobby and intended
to be fun. Typically it involves games or puzzles that relate to mathematics, although the term can
cover other material. Typically, recreational mathematics involves general logical and lateral
thinking skills, as opposed to advanced mathematical concepts, so that the average person is at
least able to understand and appreciate a recreational problem and its solution. Recreational
puzzles can also increase people's appreciation of mathematics as a whole.
Recreational mathematics can be surprisingly popular, with millions of people at one time or
another having enjoyed Rubik's Cube, fractals, Sudoku, logic problems, certain types of lateral
thinking puzzles, and many other diversions. Other mathematical recreations
include mathematical puzzles, mathematical chess puzzles, Conway's Game of Life, tangrams,
and more.
However, it should not be assumed that recreational mathematics is without any practical use.
Recreational mathematics has spurred the development of several fields of mathematics; to take
one example, the problem of the Königsberg Bridges influenced the development of the field of
graph theory.

Puzzles & Riddles

Puzzles and riddles are perhaps the most well-known activities within recreational math. Math
puzzles and riddles are fun and interesting, and they help improve problem solving skills and
thinking capacity! Puzzles and riddles are also an important area of research for many
mathematicians. There are hundreds of puzzle and riddle books dating back to the 1800s! Here
are just few covers from puzzle and riddle books in the Strens Collection.
Sample Puzzles
Here are a few sample questions from "Problematical Recreations", a collection of booklets
dedicated to interesting mathematical brain teasers!

Answer: It does make a difference. A submerged body displaces its volume; a floating body
displaces its weight. Since a penny is denser than water, dropping it into the canoe will raise
the water level higher.
Another Recreational Problem in Mathematics is SUDUKO
HOW RECREATIONAL BENEFIT TO THE STUDENTS
Although it’s not typically part of the curriculum in most schools in the United States,
recreational math is part of the education system in India, China, England, Japan and

Sweden, among other countries. In the U.S., teachers must take it upon themselves to
learn how to apply recreational math into their classroom.
The benefits of recreational math are many. The first and most obvious is that using math
to solve a puzzle makes it more fun for students. With a goal of simply figuring out the
puzzle, students will find themselves motivated to understand the math principles
involved.
Some other benefits of recreational math include:
MOTIVATION
As mentioned above, motivating students—especially younger students—to learn and

put math principles into play can prove very difficult. With a puzzle or game, students
now have a direct reason to want to learn math.
SELF-GUIDING
Once they understand how to do a puzzle such as Sudoku, students do not need to be
supervised. They learn as they go. On some websites, students can move through a
variety of increasingly harder games as they learn more math skills.
IMPROVED SCORES
Games and puzzles improve student scores. That’s true across all subjects, including
math. Students who learn math through games have more success in remembering the
lessons taught. They can also learn skills in solving grid puzzles that they will later use
in solving math equations.
Some teachers have reported an overall improvement in math skills after learning how to
solve recreational math puzzles.
Anything that can help young students enjoy learning about math is worthy of
consideration by teachers. For those who learn how to get recreational math into the
classroom, the benefits could prove substantial for their students.

Bunawan, Agusan del Sur Doc No.: F-DOI-004
Effective Date: 07/09/2020
website: http://asscat.edu.ph
Rev No.: 2
email address: asscat_op@yahoo.com Page No.: 1 of 15
19084895
SYLLABUS
OUTCOMES-BASED COURSE SYLLABUS IN GE 04
BACHELOR OF SCIENCE IN APPLIED MATHEMETICS

AY 2019-2020 Curriculum
Course Code: GE 04 Course Title: MATHEMATICS IN THE MODERN WORLD

Pre-Requisite: NONE Credit Units: 3
Lecture Hours: 3 hours/week Lab. Hours: NONE
I. ASSCAT VISION, MISSION, GOALS AND QUALITY POLICY
Vision
ASSCAT as the premier agro-industrial Higher Education Institution in Caraga Region capable of producing morally upright, competent and globally competitive
human resource capable to effectively undertake and implement sustainable development.
Mission
ASSCAT shall primarily provide higher professional, technical and special instructions for special purposes and to promote research and extension services,
advanced studies and progressive leadership in agriculture, education, forestry, fishery, engineering, arts and sciences and other relevant fields.
Goals
A. Develop and offer curricular programs that are relevant and relevant and responsive to the peculiar needs and urgencies of the region;
B. Generate, develop and transfer appropriate technologies to address the needs of the agro-industrial sector in the service area;
C. Develop disciplined, responsible and well-trained students to become effective citizens in the community and ready to face the challenge in the highly competitive
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19084895
SYLLABUS
world of works;
D. Have a pool of service and person-oriented professional workforce who are educationally and technologically prepared well equipped to effect desired and
necessary changes to the service area and among the clientele;
E. Acquire state-of-the-art facilities and equipment to be attuned to the trend of the changing times;
F. Build, construct, improve and upgrade appropriate physical facilities in harmony with the ecosystem to attain harmonious co-existence of man and nature;
G. Adopt and institutionalized efficient, effective and judicious utilization of resources to maximize, strengthen and sustain development and fiscal security and
autonomy and;
H. Expand networking and linkages locally, nationally and globally.
Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier agro-industrial Higher Education Institution in Caraga Region is fostered by
the following principles:
 sustaining quality education experience and community engagement;
 encouraging optimum resource management;
 developing an environment that is conducive for intellectual and personal growth; and
 generating relevant knowledge through innovative thinking.
To continually improve our Quality Management System, we commit to comply with all applicable requirements and provide service excellence in our four-fold
functions.
II. INSTITUTIONAL OUTCOMES
The Agusan del Sur State College of Agriculture and Technology is committed to produce:
1. Globally competitive professionals who are innovative and progressive leaders in their specific fields of specialization.
2. Empowered and committed researchers and community extension specialists.
3. Effective human resources who are capable of initiating change, nurturing intellectual and moral values, and sustaining ecological and national development.
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SYLLABUS
III. PROGRAM OBJECTIVES
1. To produce graduates who can teach higher level undergraduate mathematics and statistics courses;
2. To hone graduates’ capability in conducting researches in pure and applied mathematics and statistics courses;
3. To prepare graduates for graduate studies in mathematics or statistics;
4. To prepare graduates for jobs or research works that require analytical-thinking and statistical skills.
IV. PROGRAM OUTCOMES
Common to all programs in all types of schools
a. Articulate and discuss the latest developments in the specific field of practice.
b. Effectively communicate orally and i writing using both English and Filipino.
c. Work effectively and independently in multi-disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility.
e. Preserve and promote "Filipino historical and cultural heritage." (based on RA 7722)
Common to the Science and Mathematics Discipline
1. Demonstrate broad and coherent knowledge and understanding in the core areas of physical and natural sciences.
2. Apply critical and problem solving skills using the scientific method.
3. Interpret relevant scientific data and make judgments that include reflection on relevant scientific and ethical issues.
4. Carry out basic mathematical and statistical computations and use appropriate technologies in the analysis of data.
5. Communicate information, ideas, problems and solutions, both, orally and in writing, to other scientists, decision makers and the public.
6. Relate science and mathematics to other disciplines.
7. Design and perform safe and responsible techniques and procedures in laboratory or field practices.
8. Critically evaluate input from others.
9. Appreciate the limitations and implications of science in everyday life.
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SYLLABUS
10. Commit to the integrity of data.
Specific to BS Math / BS Applied Math
1. Gain mastery in the core area of mathematics: algebra, analysis and geometry.
2. Demonstrate skills in pattern recognition, generalization, abstraction, critical analysis, synthesis, problem-solving and rigorous argument.
3. Develop an enhanced perception of the vitality and importance of mathematics in the modern world including inter-relationships within math and its connection to
other disciplines.
4. Appreciate the concept and role of proof and reasoning and demonstrate knowledge in reading and writing mathematical proofs.
5. Make and evaluate mathematical conjecture and arguments and validate their own mathematical thinking.
6. Communicate mathematical ideas orally and in writing using clear and precise language.
V. COURSE DESCRIPTION
This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimension, and application of mathematical tools in daily life.
The course begins with an introduction of the nature of mathematics as an exploration of patterns (in nature and the environment) and as an application of deductive
and inductive reasoning. By exploring these subject, students are encourage to go beyond the typical understanding of mathematics as merely a bunch of formulas but as a
source of aesthetics in patterns of nature, and a rich language in itself (and of science), governed by logic and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool of understanding and dealing with various aspects of present day living, such as a
managing personal finances, making social choices, appreciating geometric designs, understanding codes used in data transmissions, and security, and dividing limited
resources fairly. This aspects will provide opportunities for actually doing mathematics as a way of knowing and test students’ understanding and capacity.
VI. COURSE INTENDED LEARNING OUTCOMES
1. Increase awareness of the importance of mathematics in the modern world.

2. Discuss the language and symbols in mathematics.
3. Learn how to think systematically and use the precise logic reasoning and patterns required for mathematical problem solving.
4. Apply the concept of different mathematical principles to real life situation.
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SYLLABUS
VII. INSTRUCTIONAL MATRIX

FLEXIBLE TEACHING LEARNING ACTIVITIES (FTLAS) RESOURCES
Distance Blended Distance Blended
SPECIFIC (Combination) (Combination)
Learning Online Learning FTLA
INTENDED Online Modified VALUES ALLOCATION
Modified Face (Digitized (Synchronou (Digitalized & ASSESSMENT
INTEGARATION TIME
WEEK TOPICS LEARNING (Synchronous/ Face to TASKS (ATs)
to Face & Non- s/Asynchron Non-digitalized
OUTCOMES Asynchronous Face
digitized ous IMs)
(SILOs)
IMs)
1 PRELIMINARIES 1. Identify emphasized orientation on scheduled writing a laptop/ laptop laptop 1-2 mins. responsibility 3 hrs.
:
Orientation
ideas in college
VMGO.
the VMGO of
the school
orientation for
via an online
reflection
about the
 mobile
phones Messenger flash drive
 recorded video
of reflection respect
A. VMGO 2. Justify presented presentation of platform school
B. Course course objectives, course require- (synchronous) VMGO to flashdrive Zoom module reflection paper cooperation
Objectives, requirements and ments, grading be (printed/ submitted via
Requirement, grading system. system and recorded video accomplish students emails softcopy) Messenger/ understanding
Grading 3. Recite with class rules of class ed in the handbook Email
System, understanding/ distribution of orientation/disc module students students
Class Rules Write personal learning us-sion (printed/ syllabus handbook handbook completion of
C. Learning reflection on the materials uploaded via an softcopy) (accessible (printed/ reflection paper
Contract college vision and online platform online) softcopy) on the module
Signing mission. signing of (asynchronous)
learning syllabus syllabus signing of
contract and recorded video (accessible (printed/ learning
other contracts of reflection online) softcopy) contract
applicable sharing on
ASSCAT
VMGO
submitted via an
online platform
(asynchronous)
screenshot of
reflection paper
submitted via an
online platform
online modular laptop/ laptop/ responsibility
Section 1. The
Nature of
Mathematics
classroom
discussion
instruction,
factsheets/
 mobile phone mobile  Completion of
problem solving cooperation
related on workbooks flash drive of the unit’s to
1. Define mathematics patterns and related on messenger, be submitted patience 6 hours
1.1 Mathematics in in their own numbers in patterns and zoom, google e-books thru online
Our World understanding. nature, numbers in classroom reference before Friday of respect
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SYLLABUS
2-3 Fibonacci nature, (synchronous material (pdf) the 5th week and
1.1.1 Patterns and 2. Recognize patterns sequence, Fibonacci /asynchronous) offline via Hatid understanding
Numbers in and numbers in nature importance of sequence, module, Aral Program
Nature and the and the environment. mathematics in importance factsheets/work on or 17th week. resourcefulness
World the modern of recorded books (softcopy However early
world mathematic audios/ & printed) submission is
1.1.2 The Fibonacci (synchronous) s in the videos, encouraged.
3. Appreciate
Sequence modern email/text
mathematics and go recorded world message
1.1.3 Mathematics beyond the typical classroom (softcopies (asynchronous)
helps organize understanding of discussion or hard
patterns and mathematics as merely related on copies)
regularities in the a set of formulas but as patterns and
world. numbers in Problem
a source of aesthetics
nature, Solving
1.1.4 Mathematics in patterns of nature. Fibonacci related on
helps predict the sequence, patterns and
behavior of nature 4. Increase awareness importance of numbers in
and phenomena in the of the importance of mathematics in nature,
world. mathematics in the the modern Fibonacci
modern world. world sequence,
1.1.5 Mathematics (asynchronous) importance
help control nature of
and occurrences in Problem solving mathematic
the world for our own related on s in the
ends. patterns and modern
numbers in world
1.16 Mathematics has nature, (Module
numerous Fibonacci Activity)
applications in the sequence,
world making it importance of Topic
indispensable. mathematics in consultation
the modern to related on
be submitted via the
messenger and Mathematic
google s in our
classroom World thru
phone call
Topic or text
consultation
related on the
Mathematics in
our World thru
phone call or
Rev No.: 2
19084895
SYLLABUS
text
II. 1.2 classroom
discussion
instruction,
factsheets/
Mathematical 1. Know the
Language and characteristics of related on workbooks flash drive of the unit’s to
Symbols characteristic of related on messenger, be submitted patience
mathematical language.
mathematical characteristi zoom, google e-books thru online
1.2.1 Characteristics language, c of classroom reference before Friday of respect
2. Differentiate the translate verbal mathematic (synchronous material (pdf) the 7th week and
of mathematical
language: precise, language of phrases and al language, /asynchronous) offline via Hatid understanding
concise, powerful mathematics from the sentence into translate module, Aral Program
other language equations, verbal factsheets/work on or 17th week. resourcefulness
1.2.2 Expressions concepts of sets, phrases and recorded books (softcopy However early
vs. sentences functions, sentence audios/ & printed) submission is
3. Translate verbal
relation and into videos, encouraged.
phrases and sentences binary equations, email/text
1.2.3 Conventions
into algebraic operation, concepts of message
in the mathematical
language expressions, equations elementary sets, (asynchronous)
or inequalities. logic and functions,
1.2.4 Four basic formality relation and
concepts: sets, 4. Know the basic (synchronous) binary
4-5 functions, relations, concepts of sets, operation,
6 hours
binary operations functions, relations, recorded elementary
and binary operations. classroom logic and
1.2.5 Elementary discussion formality
logic: connectives, related on (softcopies
5. Know the basic characteristic of or hard
quantifiers, concepts on elementary
negation, variables mathematical copies)
logic: the connectives, language,
quantifiers, negation translate verbal Problem
1.2.6 Formality and variables. phrases and related on
sentence into characteristi
6. Know the different equations, c of
levels of formality. concepts of sets, mathematic
functions, al language,
7. Apply mathematical relation and translate
language and symbols binary verbal
on modeling real world operation, phrases and
problem. elementary sentence
logic and into
formality equations,
(asynchronous) concepts of
sets,
Rev No.: 2
19084895
SYLLABUS
Problem solving functions,
related on relation and
characteristic of binary
mathematical operation,
language, elementary
translate verbal logic and
phrases and formality
sentence into (Module
equations, Activity)
concepts of sets,
functions, Topic
relation and consultation
binary related on
operation, the
elementary Mathematic
logic and al language
formality and symbol
modern to be thru phone
submitted via call or text
messenger and
google
classroom
Topic
consultation
related on the
Mathematical
language and
symbol thru
phone call or
text
1.3 Problem
Solving and 1. Use inductive and
classroom
discussion
instruction,
factsheets/
Reasoning deductive reasoning to related on workbooks flash drive of the unit’s to
obtain a general inductive and related on messenger, be submitted patience
6-8
1.3.1 Inductive and conclusion. deductive inductive zoom, google e-books thru online
9 hours
Deductive reasoning, and classroom reference before Friday of respect
Reasoning intuition, proof deductive (synchronous material (pdf) the 10th week
2. Differentiate and certainty, reasoning, /asynchronous) and offline via understanding
1.3.2 Intuition, intuition, proof and polya’s 4-step. intuition, module, Hatid Aral
Proof, and Certainty certainty. Mathematical proof and factsheets/work Program on or resourcefulness
3. Solve problems involving certainty, recorded books (softcopy 17th week.
Rev No.: 2
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SYLLABUS
1.3.3 Polya’s 4- using Polya’s patterns and polya’s 4- audios/ & printed) However early
steps in Problem 4-steps recreational(syn step. videos, submission is
Solving chronous) Mathematic email/text encouraged.
4. Solve problems al involving message
1.3.4 Problem using the different recorded patterns and (asynchronous) Note: This will
Solving Strategies strategies in problem classroom recreational be the end of
solving. discussion (softcopies the midterm
1.3.5 Mathematical related on or hard topics and
Problems Involving 5. Solve mathematical inductive and copies) midterm exam
Patterns problems involving deductive will be given on
patterns. reasoning, Problem the 17th week.
1.3.6 Recreational intuition, proof Solving
Problems using 6. Solve recreational and certainty, related on
Mathematics problems using polya’s 4-step. inductive
mathematics. Mathematical and
involving deductive
patterns and reasoning,
recreational intuition,
(asynchronous) proof and
certainty,
Problem solving polya’s 4-
related on step.
inductive and Mathematic
deductive al involving
reasoning, patterns and
intuition, proof recreational
and certainty, (Module
polya’s 4-step. Activity)
Mathematical
involving Topic
patterns and consultation
recreational to related on
be submitted via the problem
messenger and solving and
google reasoning
classroom thru phone
call or text
Topic
consultation
related on the
problem solving
and reasoning
thru phone call
or text
Rev No.: 2
19084895
SYLLABUS
Section 2. online modular laptop/ laptop/ responsibility
Mathematics 1. Know how to
organize a data, to
classroom
discussion
instruction,
factsheets/
2.1 Data represent it using a related on data workbooks flash drive of the unit’s to
Management graph or a chart, and gathering, related on messenger, be submitted patience
know how to interpret graphs or chart, data zoom, google e-books thru online
2.1.1 Data: it. measure of gathering, classroom reference before Friday of respect
Gathering and central graphs or (synchronous material (pdf) the 13th week
Organizing Data; 2. Know how to get the tendency, data chart, /asynchronous) and offline via understanding
Representing Data measures of central management, measure of module, Hatid Aral
using Graphs and tendency and how to probabilities central factsheets/work Program on or resourcefulness
Charts; Interpreting interpret these results. and normal tendency, recorded books (softcopy 17th week.
Organized Data distribution, data audios/ & printed) However early
3. Apply data linear regression managemen videos, submission is
2.1.2 Measures of management to real (synchronous) t, email/text encouraged.
Central Tendency: world problems. probabilitie message
Mean, Median, recorded s and (asynchronous)
Mode, Weighted 4. Know how to get the classroom normal
Mean measures of dispersion discussion distribution,
and the measures of related on data linear
2.1.3 Measures of relative position and gathering, regression
9-11 Dispersion: Range, how to interpret these graphs or chart, (softcopies 9 hours
Standard Deviation results. measure of or hard
and Variance central copies)
6. Know how to get the tendency, data
2.1.4 Measures of probability of an event management, Problem
Relative Position: z- and know what normal probabilities Solving
scores, Percentiles, distribution is. and normal related on
Quartiles and Box- distribution, data
and Whiskers Plots 7. Give examples and linear regression gathering,
solutions involving (asynchronous) graphs or
regression and chart,
2.1.5 Probabilities correlation problems. Problem solving measure of
and Normal related on data central
Distributions 8. Apply data gathering, tendency,
management to real graphs or chart, data
2.1.6 Linear world problems. measure of managemen
Regression and central t,
Correlation, Least tendency, data probabilitie
Squares Line, management, s and
Linear Correlation probabilities normal
Coefficient and normal distribution,
distribution, linear
linear to be regression
Rev No.: 2
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SYLLABUS
submitted via (Module
messenger and Activity)
google
classroom Topic
consultation
Topic related on
consultation the data
related on the managemen
data t thru phone
management call or text
thru phone call
or text
2.2 The online modular laptop/ laptop/ responsibility
Mathematics of
Finance
1. Differentiate simple
and compound interest.
classroom
discussion
instruction,
factsheets/
related on workbooks flash drive of the unit’s to
2.2.1 Simple and 2. Solve problems simple and related on messenger, be submitted patience
Compound Interest involving simple and compound simple and zoom, google e-books thru online
compound interest. interest, credit compound classroom reference before Friday of respect
2.2.2 Credit Cards cards and interest, (synchronous material (pdf) the 16th week
and Consumer 3. Define and give costumer loans, credit cards /asynchronous) and offline via understanding
Loans examples of credit stocks, bond and module, Hatid Aral
cards and consumer and mutual costumer factsheets/work Program on or resourcefulness
2.2.3 Stocks, Bonds loans funds, home loans, recorded books (softcopy 17th week.
and Mutual Funds ownership stocks, audios/ & printed) However early
4. Define and give (synchronous) bond and videos, submission is
12-14 2.2.4 Home examples of stocks, mutual email/text encouraged. 9 hours
ownership bonds and mutual recorded funds, home message
funds. classroom ownership (asynchronous)
discussion (softcopies
5. Define in own related on or hard
understanding what simple and copies)
home ownership is. compound
interest, credit Problem
cards and Solving
costumer loans, related on
stocks, bond simple and
and mutual compound
funds, home interest,
ownership credit cards
(asynchronous) and
costumer
Problem solving loans,
Rev No.: 2
19084895
SYLLABUS
related on stocks,
simple and bond and
compound mutual
interest, credit funds, home
cards and ownership
costumer loans, (Module
stocks, bond Activity)
and mutual
funds, home Topic
ownership to be consultation
submitted via related on
messenger and the
google Mathematic
classroom s of finance
thru phone
Topic call or text
consultation
related on the
Mathematics of
finance thru
phone call or
text
2.3 The
Mathematics of
1. Define a graph and
an Euler circuit.
classroom
discussion
instruction,
factsheets/
Graphs related on workbooks flash drive of the unit’s to
2. Know how to graphs and euler related on messenger, be submitted patience
construct a graph from circuits, related on zoom, google e-books thru online
2.3.1 Graphs and a given real life weighted graphs and classroom reference before Friday of respect
Euler Circuits situation. graphs, euler’s euler (synchronous material (pdf) the 17th week
formula and circuits, /asynchronous) and offline via understanding
15-16 2.3.2 Weighted 3. Identify various graph coloring weighted module, Hatid Aral 6 hours
Graphs graphs used in (synchronous) graphs, factsheets/work Program on or resourcefulness
mathematics. euler’s recorded books (softcopy 17th week.
2.3.3 Euler’s recorded formula and audios/ & printed) However early
Formula 4. Identify if a given classroom graph videos, submission is
graph is Eulerian or discussion coloring email/text encouraged.
2.3.4 Graph not. related on (softcopies message
Coloring graphs and euler or hard (asynchronous)
5. Define a circuits, copies)
Hamiltonian graph and weighted
a weighted graph. graphs, euler’s Problem
formula and Solving
Rev No.: 2
19084895
SYLLABUS
6. Know and apply graph coloring related on
Dirac’s Theorem. (asynchronous) graphs and
euler
7. Know and apply the Problem solving circuits,
different algorithms in related on weighted
complete graph. graphs and euler graphs,
circuits, euler’s
8. Know and apply weighted formula and
Euler’s formula. graphs, euler’s graph
formula and coloring
9. Solve graph coloring graph coloring (Module
problems. ownership to be Activity)
submitted via
messenger and Topic
google consultation
classroom related on
the
Topic Mathematic
consultation s of graphs
related on the thru phone
Mathematics of call or text
graphs thru
phone call or
text
Midterm Assess student’s Conduct of Test Midterm exam Integrity
Examination and through the conduct of actual middle booklet and attendance
Submission of the midterm exams and term exam on the topics Honesty
remaining submission of all following the covered from
Test
requirements remaining proper health Week 1-8.
requirements protocols questionna
17 ire for (Note: Midterm 3 hours
midter exam will be
exam taken by batch)
OMR
evaluation
sheets
Final Examination Assess student’s Conduct of Test
and Submission of through the conduct of actual final term booklet Final exam and Integrity
18 remaining the final exams and exam following attendance on
3 hours
requirements submission of all the proper the topics Honesty
Test
remaining health protocols covered from
requirements questionna Week 9-16.
Rev No.: 2
19084895
SYLLABUS
ire for
final exam Note: Final
exam will be
taken by batch)
OMR
evaluation
sheets
VIII. COURSE REFERENCES
1. Nature’s Numbers by Ian Stewart or Mathematics in Nature: Modeling Patterns in the Natural World by John A. Adam or A Mathematical Nature Walk by John A. Adam.
2. Whitehead, A. N. (2017). An introduction to mathematics. Courier Dover Publications.
3. Learning the Language of Mathematics by R.E. Jamison (2000)
4. Mathematical Excursions, 3rd Edition by R. Aufmann et al.
5. What is Mathematics Really?by R. Hersh
6. Otte, M. F., & Barros, L. G. X. D. (2015). What is Mathematics, Really? Who Wants to Know?. Bolema: Boletim de Educação Matemática, 29(52), 756-772.
7. LEARN, W. T. (2016). McKee Minute.
IX. GRADING SYSTEM
Criterion Reference Semestral Grade:
Students Output 60% Final Grade

Term Exam 40% Midterm Term 40%
TOTAL 100% Final Term 60%
100%

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AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE & TECHNOLOGY

MAIN CAMPUS, BUNAWAN, AGUSAN DEL SUR

NAME OF STUDENT: ________________________________

INTRODUCTION TO COLLEGE VMGQ 1

ACTIVITY 1 ▪ Brain Twist

4 5 1. BS IT, BS Math, AB English, BS

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 2 ▪ First Impression

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 3 ▪ Our Beloved Institution

THE HISTORY OF ASSCAT

ASSCAT VISION, MISSION, GOALS AND QUALITY POLICY

COLLEGE OF ARTS AND SCIENCES

Criterion Reference Semestral Grade

ACTIVITY 4 ▪ Extend Your Understanding

COLLEGE OF ARTS AND SCIENCES

5. Which of the following is not part of ASSCAT goals?

ACTIVITY 5 ▪ Forget Me Not

COLLEGE OF ARTS AND SCIENCES

▪ The student ▪ The student ▪ The student ▪ The student

ACTIVITY 5 ▪ Reflect It On!

COLLEGE OF ARTS AND SCIENCES

REFLECTION PAPER RUBRIC

ACTIVITY 1 – Brain Twist

ACTIVITY – Extend Your Understanding

COLLEGE OF ARTS AND SCIENCES

a) 2, 5, 10, 17, ____, 65_______, 145, _____, _____.

2. Each hexagon below is surrounded by 12 dots.

3. In the figure, a pinball is released at A.

COLLEGE OF ARTS AND SCIENCES

How many paths are there for it to drop from A to E?

(For answers key, see attachments)

2. How is math found in nature? What is the significance of mathematical patterns in

3. What are the 5 patterns in nature? How is Fibonacci related to nature?

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 2.5: We solve!

6. Study carefully the following diagram.

COLLEGE OF ARTS AND SCIENCES

1. How about if the colony starts with rabbits and offspring?

COLLEGE OF ARTS AND SCIENCES

(For answer key, see page 6)

Bunawan 5+2 = 7 Y+5 Juan

and ASSCAT is in Butuan City is +

10 or The capital of Caraga is Butuan City. book Y+3 = 9

2. How do you compare the language of Mathematics with that of English?

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

9. Consider the following statements:

10. Which of the following is a function? Explain your answer.

ACTIVITY 3.5: Check me!

COLLEGE OF ARTS AND SCIENCES

6. Give an example of a set that cannot be written using roster method

1. Five less than twice a number.

For items 6-8, use the following equations: 𝑓 (𝑥 ) = 3𝑥 − 2 and (𝑥 ) = 𝑥 2 − 1 .

14. Explain why {2} ∉ {1, 2, 3}.

21. The principal will attend the class on Tuesday or Wednesday.

For item 24-25, write the negation of each statement.

24. The Giants lost the game.

In items 26-27, construct a truth table for each compound statement.

A. Use inductive and deductive reasoning to obtain a general conclusion;

COLLEGE OF ARTS AND SCIENCES

(Please see attachments for the answer key)

a) 2, 5, 10, 17, , 65_, 145, _, ___.

1) 2, 5, 8, 11, _, , .

1) 2, 5, 8, 11, ___, _, ____.