Mathematics in The Modern World

Course Specification
Team Leader : Mharfe M. Micaroz, MAEd

Members : Lhevie Ann V. Cagumbay, LPT
Nelvin Q. Balili, LPT
Course Title: Mathematics in Modern World
Course Description:
This course explores the nature of mathematics, appreciation of its practical and
aesthetics dimensions and application of various mathematical tools in the 21st century. It
also exposes students to quantitative reasoning and decision-making in everyday life.
Furthermore, the course aims to equip with functional mathematical literacy needed to be
able to respond with the demands of the modern world. Topic includes the areas of
number theory, algebra, probability & statistics, computers & geometry.
Units / Credit Equivalent: 3 units
Course Outcomes:
At the end of this course, students should be able to:
1. acquire enough algebraic competencies to meet the demands of college mathematics as
well as those of the world of work.
2. develop the problem solving skills acquired in solving worded problems applied to field
of specialization;
3. appreciate the nature of mathematics and its application in real-life scenario; and
4. instill the values of patience, belongingness, humbleness, sacrifice, alertness and
helpfulness which are needed in the study of this course.
Learning Outcomes:
At the end of this lesson, students should be able to:
1. identify patterns in nature and regularities in the world;
2. perform operations on mathematical expressions correctly, its basic concepts and logic;
3. solve problems involving patterns and recreational problems;
4. differentiate credit cards from consumer loans, stocks, bonds and mutual funds
5. use variety of statistical tools to process and manage numerical data;
6. distinguish simple interest from compound interest;
7. solve problems on simple and compound interest;
Course Pack Structure
Module Intended Learning Lessons Writer
Outcomes
1 identify patterns in 1.1. Patterns in

nature and regularities Nature and
Nature of in the world; Ms. Lhevie Ann V.
Regularities in the
Mathematics discuss the Cagumbay
World
importance and role
of mathematics in 1.2 The Fibonacci
some disciplines; Sequence
solve for the nth term
1.3 Mathematical
in the Fibonacci
Sequence; Language and
explain the nature of Symbols
mathematics as a 1.4 Sets, Function
language;
and Relation
appreciate that
mathematics is a
useful language;
perform operations on
mathematical
expressions correctly,
its basic concepts and
logic;
demonstrate mastery
of the following:
❖ sets
❖ function; and
❖ relation
TIME FRAME: 1 WEEK
2 use inductive and 2.1 Inductive and
deductive reasoning to Deductive Reasoning
Problem justify mathematical Ms. Lhevie Ann V.
Solving and statements and 2.2 Problem Solving Cagumbay
Reasoning arguments; using Polya’s Four
solve problems Steps
involving patterns and
recreational problems
following Polya’s Four
Steps.
TIME FRAME: 1 WEEK
3 describe the nature of 3.1 The Nature of
statistics; Statistics
Data calculate the different
Management measures of central 3.2 Measures of
Mr. Nelvin Q. Balili
tendency (Mean, Central Tendency
Median and Mode);
determine the 3.3 Measures of
probability value in a Dispersion and
normal distribution; Relative Position
and
use the methods of 3.4 Normal
linear regression and Distribution
correlation to predict
3.5 Linear Regression
the value of a variable
given certain and Correlation
conditions.
TIME FRAME: 4 WEEKS
4 4.1 Simple and
Compound Interest
Mathematics distinguish simple
of Finance interest from compound 4.2 Credit Cards and
interest; Mr. Nelvin Q. Balili
Consumer Loans
solve problems on
simple and compound 4.3 Stocks, Bonds
interest; and Mutual Funds
differentiate credit
cards from consumer
loans, stocks, bonds
and mutual funds
TIME FRAME: 2 WEEKS
Preface
Hello, my enthusiastic learner! This course pack is designed for you to deal with
nature of mathematics, appreciation of its practical, and aesthetic dimensions,
and application of mathematical tools in daily life. This was made by the
“Dream Team” of Kolehiyo ng Pantukan under Project Prime of Region XI to
maximize your learning outcome even you stay at home.
Moreover, this course pack is conceptualized to deliver a flexible learning
modality to you regardless of your status in terms of access to technology and
other digital applications. So, to say, all students should continue to learn and
grow in knowledge even in the midst of pandemic. Let us work together that
“no one is left behind.”
Then, you might wonder, why study Mathematics in the modern world? My
dear student, mathematics is derived from the contributions of thinkers
throughout the ages and across the globe. It gives us a way to understand
patterns, to quantify relationships, and to predict the future. Math helps us
understand the world — and we use the world to understand math. The world is
interconnected. Everyday math shows these connections and possibilities. The
earlier that we can put these skills to practice, the more likely we will remain an
innovation society and economy.
My beloved student, you are all encouraged to go through each module and
actively participate in the activities specially prepared for you before, during,
and after each lesson. By doing so, this maximizes your learning and enhance
your skills in the target areas. You may establish connections with your peers
and friends as you do your self-paced learning. Team learning and study
buddies are highly recommended. Also, you may contact your teacher for
assistance in case you want more clarifications.
We wish you all the best and good luck! Stay safe!
~Marfz,
Lhevz and
Nelvz
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Overview
“Mathematics is the science of

patterns, and nature exploits
just about every pattern that
there is”
_Ian Stewart_
Welcome our beloved students to this Module 1: Nature of Mathematics. In

this module, you will learn and explore various patterns and regularities in the world
which constitutes to mathematics. Mathematics is not just about numbers, it is also an
integral part of our daily life. It is used in technology, business, medicine and other
disciplines. This module is self-explanatory wherein students can easily understand
and comprehend the lesson. Just relax and enjoy every activities found in each lesson.
Outcomes
✓ identify patterns in nature and regularities in the world;

✓ solve for the nth term in the Fibonacci Sequence;
✓ appreciate that mathematics is a useful language;
✓ perform operations on mathematical expressions correctly, its basic concepts
and logic;
✓ demonstrate mastery of the following:
❖ sets
❖ function; and
❖ relation
Module lessons
Lesson 1: Patterns in Nature and Regularities in the World

Lesson 2: The Fibonacci Sequence
Lesson 3: Mathematical Language and Symbols
Lesson 4: Sets, Function and Relation
GE 02 - Mathematics in the Modern World 2020

Page|2
Patterns in Nature and

Regularities in the World
Learning Outcomes:
✓ identify patterns in nature and

regularities in the world;
✓ discuss the importance and role
of mathematics in some
disciplines; and
✓ appreciate the significance of
mathematics and its role in our
daily life
Time Frame: 2 hours
“Mathematics is the language in which God has written

the universe”
_Galileo Galilei_
Patterns are everywhere. In the general context, patterns in nature are regular,
repeated or recurring forms or designs. This lesson focuses on identifying various
patterns that appears naturally including man-made designs. Moreover, students are
expected to comply and submit the different tasks provided.

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ACTIVITY
Let’s Get Started Look Around
Hey my dear students, are you ready to start now in our first
activity? Let’s go!!. Ten hidden words are in the puzzle. Look up, down,
across, backward and diagonally. Pictures and images are scattered around
that will serve as clues to help you locate the mystery words.
R E D N A E M N I S
F X C B N T L O P Y
R O R M A T T I Z X
A L A F Y H R T N D
C L C M C A F A X K
T D K K L M K L Q E
A T N N V W O L P N
L P Q E W A V E Y I
S P Q L G P Q S P F
T S E P I R T S T F
C B X Q P L I E V A
Z S S Y M M E T R Y
ANALYSIS
Let’s think of this Think of Me!
1. From the given puzzle, how many words were familiar to you?
2. Are there some words that still look strange to you?
3. What word/words have you already encountered before?

Can you define and give at least three examples.

Page|4
The previous activity makes you familiar with various patterns found in the
natural setting. The idea of patterns is one of the main reasons why mathematics
exists. Let us now explore.
ABSTRACTION
Let’s explore Read Me!
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 includes
symmetries, fractals, spirals, meanders, waves, foams, tessellations,
cracks, and stripes (wikipedia.org).
Symmetry An agreement in dimensions, due proportion and arrangement.
Spiral A curve on a plane that turns endlessly outward or inward (or both).
Meander Series of regular sinuous curves, bends, loops or turns in a watercourse.
Wave A disturbance that moves through space or matter.
Foam An objects formed by trapping pockets of gas in a liquid or solid.
Tessellation Tiling of a plane using geometric shapes with no gaps or overlaps.
Fracture or
Break or cause to break without a complete separation of parts.
Crack
Stripes Series of bands or strips having different color from the area next to it.
Fractal A never-ending pattern that is self-similar across different scales.
Affine These are processes of rotation, reflection and scaling of the object.
Transformations

Page|5
Importance of Mathematics in Life
“Mathematics is NOT about numbers, equations, computations, or

algorithms: it is about UNDERSTANDING”
_William Paul Thurston_
Calculating
Bills
Computing
Grades
Restaurant
Tipping
Netflix film
viewing
Doing
Exercise
Surfing
Internet

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The Roles of Mathematics in Some Discipline
Computer Programming
Agriculture
Arts
Music
Chemistry
Engineering Management
Philosophy
Mathematics is a fundamental part of human thought and logic, and integral to

attempts at understanding the world and ourselves. Mathematics provides an effective
way of building mental discipline and encourages logical reasoning and mental rigor.
In addition, mathematical knowledge plays a crucial role in understanding the
contents of other school subjects such as science, social studies, and even music and
art (Park,K.,et.al.,2019) .

Page|7
APPLICATION
Let’s work it out Answer Me!
A. Essay. Answer briefly the following questions below. (3-5 sentences only)
1. What are the new ideas about mathematics you’ve learned?
2. What is the significance and role of Mathematics in your daily life?
3. How are you going to apply the underlying concepts of mathematics in real life
scenarios? Cite at least two examples.
Enrichment
MATH about ME
I am years old My birthday is on
+ = / /
- = My favorite
number is .
First Name Last Name
I have letters in my I have letters in

first name. my last name.
There are people in my family I have lost teeth so far.

girls boys I have pets at home.
+ = . I am exalted about grade.

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CLOSURE
Congratulations my dear students, you did a great job in this lesson. You are
now acquainted on the nature of mathematics and its significance in other disciplines.
You may now proceed to Lesson 2 in this module. Thank you and stay safe. Lenient

Page|9
The Fibonacci Sequence
Learning Outcomes:
✓ determine a Fibonacci sequence

in nature;
✓ solve for the nth term in the
Fibonacci Sequence; and
✓ apply the rule of Fibonacci
Numbers in identifying patterns
in nature.
Time Frame: 2 hours
“Mathematics is the language of nature”
_Galileo Galilei_
As we have seen on the previous lesson, patterns can be seen everywhere.

Grist (2011) pointed out another patterns in this world which we can generate by
performing one or several mathematical operations repeatedly which is the Fibonacci
numbers. This lesson will introduce you to the nature’s numbering system. Moreover,
students are expected to comply and submit the different tasks provided.

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ACTIVITY
Let’s Get Started Next in line!
Hey students can you determine what’s on the next line? Let’s
go!!.
Direction: Determine what comes next in the given patterns.
1. A, C, E, G, I,
2. 3,6, 12, 24, 48, 96,
3. 41, 39, 37, 35, 33,
4. 1, 10, 100, 1000,
5. 2, 5, 9, 14, 20,
ANALYSIS
Let’s think of this Think of me!
1. Do you have any idea on how to find the next term in the given patterns?
2. How did you come up with your answers?
3. Is this activity will help you to understand the concept of this lesson?
If yes, how?
ABSTRACTION
In Mathematics, (wikipedia), the Fibonacci numbers are

the numbers in the following integer sequence, called
Fibonacci sequence, and characterized by the fact that every number after
the first two is the sum of the two preceding ones:
A sequence is an ordered list of numbers, called terms, which may have

repeated values. The arrangement of these terms is set by a
definite rule.
The first 6 Fibonacci numbers Fn for n = 0, 1, 2, … 6 are
F0 F1 F2 F3 F4 F5 F6
0 1 1 2 3 5 8
Leonardo Fibonacci came up with the sequence when

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calculating the ideal expansion pairs of rabbits over the course of one year.
The sequence Fn of Fibonacci numbers is defined by the recurrence relation:
Fn = Fn-1 + Fn-2
where n = 0, 1, 2, …., n
Iris, 3 petals; parnassia, 5 petals; cosmea, 8 petals
It is also interesting to note that the ratios of successive Fibonacci numbers

approach the number Phi (𝜑), also known as Golden Ratio which is approximately
equal to 1.618.
Golden Ratio in
Human’s face:
Mona Lisa
APPLICATION
Instruction: Solve for the nth term in the given sequence.
A. Let Fib(n) be the nth term of the Fibonacci sequence, with Fib (1) = 1, Fib(2) = 1,
Fib(3) =2, and so on.
1. Compute Fib (8).

2. Find Fib (19).
3. If Fib (22) = 17 711, and Fib (24) =46 368, what is Fib (23)?
4. What letter comes next in this pattern?
OTTFFSSE

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5. What completes the following pattern?

CSD, ETF, GUF, , KWL
B. Analyze the given sequence for its rule and identify the next three terms.
1.) 16, 32, 64, 128
2.) 1, 1, 2, 3, 5, 8
3.) 1,8, 27, 64, 125
4.) 15, 10, 14, 10,13, 10
5.) 27, 30, 33, 36, 39
C. Performance Task
1. Go into the garden or park right now, and start counting leaves and petals, and
measuring rotations to see what you find:
You may write your results on this form:
Plant Name or Description:
Do the Leaves Grow in Spirals? Y / N
Count a group of Leaves:
How many leaves (a) ?
How many full rotations (b) ?
Rotation per leaf (b/a) :
Rotation Angle (360 × b/a) :
Are There Flowers? Y / N
How many petals on Flower 1:
Flower 2:
Flower 3:
2. Create a short video clip (2-3 minutes) only focusing on the significance and
application of mathematics in your daily life (particularly in your houses).

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Enrichment
Make a diagram of your own family tree. Ask your

parents and grandparents and older relatives as each will
be able to tell you about particular parts of your family
tree that others didn't know. It can be quite fun trying to
see how far back you can go. If you have them put old
photographs of relatives on a big chart of your Tree (or
use photocopies of the photographs if your relatives want
to keep the originals). If you like, include the year and
place of birth and death and also the dates of any
marriages.
CLOSURE
Congratulations my beloved students, you did a great job in this lesson. You
are now accustomed on concept of Fibonacci Sequence and Golden Ratio. You are
now moving forward on Lesson 3. Thank you and stay safe.

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Mathematical Language and

Symbols
Learning Outcomes:
discuss the language, symbols,

and conventions of
mathematics;
explain the nature of
mathematics as a language;
perform indicated operations
using PEMDAS/BODMAS;
and
appreciate that mathematics is a
useful language;
Time Frame: 2 hours
“Mathematics is not only for solving numbers.

It’s also for DIVIDING Sorrow, SUBTRACTING
Sadness, ADDING Happiness, and MULTIPLYING
Love and Forgiveness”
_Taliscope.com_
The aim of this lesson is to introduce you to a
mathematical way of thinking that can serve you in a wide
variety of situations. In order for you to understand various
problems in mathematics you must immerse yourselves on the
underlying principle of the mathematics as a language.

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ACTIVITY
Let’s Get Started
Activity 1
Instruction: Complete the PPG Matrix by answering the each column below.
Prior Present Knowledge Gained

Knowledge (P) Knowledge
(P) (G)
(Cite all concepts that you (Write all the concepts (Enumerate the insights
know about the lesson) discussed) gained from the lesson)
Activity 2 : Use Me!
Instruction: Given in the box are the different Mathematical

symbols used it in order to complete the meaning of each statement.
= ≤ ≈ ∈ ∞ √ ∴ ≤
+ / - × ≠ ° > >
1.) a = c c=a 6.) right angle measures 90 .
2.) -7 10 = 3 7.) 65 5 = 13
3.) 5 is of 25. 8.) |−2| 2.
4.) 𝜋 3.14 9.) 1 3

2 4
5.) is endless 10.) 6 4

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ANALYSIS
1. How do you find the activity 1 and 2? Are you familiar on the different symbols
given?
2. What is the significance of knowing all those symbols?
3. Do this activity help you to understand the language of mathematics?
ABSTRACTION
The language of mathematics is the system used by

mathematicians to communicate mathematical ideas among
themselves. Mathematics as a language contains the following:
➢ Symbols to express a formula or to represent a constant.
➢ Syntax to make the expression well-formed to make the characters and

symbols clear and valid.
➢ Rules order of operations (or operator precedence) is a collection of rules that

reflect conventions about which procedures to perform first in order to
evaluate a given mathematical expression.
➢ Convention dictates the meaning or a way in which something is usually done.

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Precise
Concise
able to say able to make
things briefly Language of very fine
Mathematics distinctions
Powerful
able to express
complex
thoughts with
relative ease
Writing Sentences Using Variables
In mathematics, an expression or mathematical expression is a finite combination

of symbols that is well-formed according to rules that depend on the context.
For example:
1. Seven plus four equals eleven means 7+4=11
2. The sum of their squares equals the square of their sum.
a2+b2 = (a + b)2
3. The product of six and nine equals fifty-four means
6 x 9 = 54
The most common expressions types are numbers, sets, and functions.
For example:
2 20/5 (7-3) + 8 3+3+3+3
All look different, but they are all what we called expressions. Most of the common
mistake is to forget the parentheses “( )”

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For example, the expression:
1/ (x+2) is different from 1/x+2, because we are going to input in the system it will
interprets the meaning as (1/x) + 2. Mathematical Convention is a fact, name,
notation, or usage which is generally agreed upon by mathematicians.
The following symbols are commonly used in the order of operations.
The more you need to understand, the more you need language that expresses
mathematical ideas clearly, precisely, and unambiguously.
Perform Operations on Mathematical Expressions Correctly
In simplifying mathematical expressions, the following order operations are one

critical point to observe. It is the set of rules that determines which operations should
be done before or after
others.
Before After
M –ultiplication P- arentheses B - rackets

D – ivision E- xponents O - rder
A – ddition M – ultiplication D - ivision
S – ubtraction D – ivision M - ultiplication
A –ddition A - ddition
S –ubtraction S – ubtraction

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✓ Rules for Order of Operations

1. Simplify within grouping symbols, such as parenthesis
( ), brackets [ ], and braces { }. Start with the innermost grouping symbol.
2. Find any powers indicated by exponents.
3. Moving from left to right, perform any multiplication or divisions in the order they
appear.
4. Moving from left to right, perform any addition or subtraction in the order they
For example:
Simplify the following use PEMDAS/BODMAS.
1.) 23 – [(40-12)÷7]2 = 23 – [28÷7)2
= 23- [4]2
= 23 -16
Answer =7
2.) 7 - 26−2 ÷ 22 = 7 - 24 ÷ 22
1+2 3
= 7 - 8 ÷ 22
= 7- 8 ÷ 4
= 7-2
Answer =5
8(7−4) 8(3)
3.) ÷2 = ÷2
42−22 42−22
8(3)
= ÷2
16−4
= 24 ÷2
12
= 2÷2
Answer =1

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APPLICATION
Instruction: Read and comprehend each problem below. Show your solutions if
necessary.
A. Write each of the following phrase, using symbols.
1. c decreased by 9
2. the sum of x and y
3. thrice the difference of 5 and c
4. The quotient of w and 6 minus 3 times their sum
5. half of g increased by the product of 3 and q
B. Evaluate the following using the Order of Operations
1.) 2(3-5)2 – 8(2) + (7-4) 2.) (-4)2• 6 ÷ 9 + 4 • 3
7−3(2)+6 14+|13−5|÷2
3.) 4.)
52−1 12−3(2)
5.) 12 –[4-3•3+(11-5)] •3 6.) 48 ÷ [(6-2)3÷ 22]
CLOSURE
Congratulations my dear students, you did a great job in

this lesson. You are now acquainted on the language of
mathematics and its symbols as well as performing operations
following PEMDAS/BODMAS rule. You are now ready to
proceed to the next Lesson in this module. Thank you and stay
safe.

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The Basic Concepts in

Mathematics
Learning Outcomes:
2JJjj
✓ demonstrate mastery of the

following:
❖ set
❖ function; and
❖ relation
✓ distinguish function from
relation;
✓ find the union, intersection and
complement of each sets; and
✓ apply the concept of sets, function
and relation in a real life scenario.
Time Frame: 2 hours
My Math Poem
I thought, the relation of you to me is said to be

function. But reality spoke something else that you
corresponds to two girls i.e me and that another
girl.
Thus, our relation is not function.
_YourQuote.in_
Welcome our dear students to the last lesson in this Module. This lesson aims
to provide deeper understanding on the Four Basic Concepts in Mathematics namely:
Set, Function, Relation and Binary Function. These topics are very familiar to you
since it was already tackled during your senior high school or even in junior high.

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ACTIVITY
Let’s Get Started
Activity 1: Match Me!
Instruction: Match each column A to Column B below and use the letters
behind the option to form a word/s. Put the letter on the box below.
Column A Column B
1. A is a proper subset of B a. A’ N
2. Union of A and B b. A𝖴B A
3. “... is not an element of …” c. A⊆B I
4. Intersection of A and B d. A∩B H
5. A is a subset of B e. A⊂B M
6. Number of element in set A f. ∈ F
7. “... is an element of …” g. n(A) S
8. The empty set h. ∅ U
9. Complement of set A i. ∉ T
j. ✯ E
1 2 3 4 5 6 7 8 9
Activity 2: Classify Me!
Direction: Group the following objects in such a way that they have common
property/characteristics.
Tablet Cellphone Pencil

Liquid eraser Pot Digital camera
Knife Grater Ballpen
Laptop Paper ipod
Notebook fork ladle

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Gadgets School Supplies Kitchen Utensils
Activity 3: In and Out Boxes
Direction: Determine what is the relationship between the first number (input)
and the second number (output). Fill in the blank boxes with the right number. Write
down the rule being applied below the table.
Input Output Input Output

1. 2 6 3.
5 11
10 14 9 15
Input Output Input Output

4. 4 8
7 11
2 3 7 8 12

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ANALYSIS
1. How did you find the activities? Is it difficult on your part? How did
you cope up?
2. What are your understanding on the topic based on the activities given?
3. Are the activities beneficial on the courses you studied?

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ABSTRACTION
1. SET
The word set as a formal mathematical term was introduced in 1879 by Georg
Cantor (1845-1918). A set is simply a collection of well-defined objects that contains
no duplicates. The objects found in the set are called elements of the set. To describe
a set, we use braces { }, and use capital letters to represent it.
The following are examples of sets:
1. The list of course offerings of Kolehiyo ng Pantukan.
2. The newly elected alumni officers of Kolehiyo ng Pantukan.
3. The set of natural numbers N = { 1, 2, 3, …}
4. A = {x|x is a letter in the word mathematics}
5. B = {x|x is a positive integer, 3≤ 𝑥 ≤ 8}
Methods of Writing Sets
Rule vs Roster Method
Descriptive Form Set-Builder Form (Rule) Roster Form

(List)
The set of all vowels in {x|x is a vowel in the {a, e, i, o, u}
English alphabet English alphabet}
The set of all odd positive {x|x is an odd number and

integers less than or equal to 0< 𝑥 ≤ 15}
15 read as “ the set of all x such {1,3,5,7,9,11,13,15}
that x is greater than 0 but
less than or equal to 15”
The set of all positive cube {x|x is a cube number and {1, 8, 27, 64}
numbers less than 100. 0< 𝑥 < 100}
Some Terms on Sets
The following terms are very essential in this lesson and as we proceed on the
succeeding topics on sets.
A. Finite vs. Infinite Sets
A finite set is a set whose elements are limited or countable and terminates at a
certain natural number. On the contrary, an infinite set is a set whose elements are
unlimited or uncountable, and the last element cannot be specified.

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Example 1.: Some examples of Finite Sets
a. I = {x|x is a positive integer less than 10}
b. C = {m,a,t,h}
c. E = {tiktok,facebook,instragram,twitter}
Example 2.: Some examples of Infinite Sets
a. F = {…, -2, -1, 0, 1, 2, …}
b. Y = {x|x is a set of real numbers}
c. I = {x|x is a set of molecules on earth}
B. Unit Set, Empty Set, and Universal Set
A unit set is a set with only one element it is also called singleton. On the other
hand, the unique set with no elements is called the empty set (or null set) and it id
denoted as ∅ or { }. Moreover, a set that contains all the elements considered in a
particular situation and denoted by U is called universal set.
Example 3: Some examples of Unit Set
a. K = {x|x is a whole number greater than 2 but less than 4}
b. N = {covid}
c. P = {x|x is the set of even prime numbers}
The above examples a,b,c contain only one element 3, covid, pantukan, respectively.
Example 4.: Some examples of Empty Set
a. A = {x|x is an integer less than 2 but greater than 1}
b. C = {x|x is the set of positive integers less than zero}
c. E = {x|x is the of fractions in integers}
Example 5: Some examples of Universal Set
a. U = {x|x is the set of month in a year}
b. U = { 1, 2, 3, …,100}
c. U = {x|x is the set of characters in Mobile Legend}
C. Cardinality. The cardinal number of a set is the number of elements or numbers

in the set, the cardinality of set A is denoted by n(A).

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Example 6: Given set B, A, and R determine its cardinality.
a. B = {a, e, i, o, u}, the cardinal number of B is 5 or n(B) =5
b. A = {f, a, c, e}, the cardinal number of A is 4 or n(A) = 4.
c. R = {x|x is a positive integer less than 10}, which can also be
written as {1, 2, 3, 4, 5, 6, 7, 8, 9}
Kinds of Sets
A. Subset. If A and B are sets, A is called a subset of B, written A ⊆ B, if and only if,
every element of A is also an element of B.
Example 1: Suppose A = {3, 4, 5}, B = {1, 2, 3, 4, 5} and U = {1, 2, 3, 4, 5,
6, 7}, then A ⊆ B, since all the elements in A is in B.
B U
✓ Note: A Set with no elements is a Subset of

Every Set: If ∅ is a set with no elements and A is
A
any set then ∅ ⊆ A. 3 5
7 6
Figure 1.1
B. Proper Subset. Let A and B be sets. A is a proper subset of B, written
A⊂ 𝐵, if and only if, every element of A is in B but there is at least one element of B
that is not in A. On contrary, the symbol ⊂ denotes that it is not a proper subset.
Example 2: Suppose A = {c, d, e}, B = {a, b, c, d, e}, C = {e, a, c, b, d}, and
U = {a, b, c, d, e, f, g}, then A and C are both subsets of B; but
A⊂ B, whereas C ⊂ B.
B C
f a
b
✓ Note: It can be seen that only A is a proper A
subset of B and not C because B and C are with c d
the same elements (notice that set A is inside
sets B and C.) e
g U
Figure 1.2

P a g e | 28
C. Equal Set. Given set A and B, A equals B, written, A=B, if and only if, every
element of A is B and every element of B is in A.
Example 3: Suppose A = {a, b, c, d, e}, B = {a, b, d, e, c}, U = {a, b, c, d, e, f, g},

then A⊆ B and B⊆ A, therefore A=B.
A A B
B
f c d
b a
U g U
Figure 1.3 Figure 1.4
✓ Note: It can be noted that all elements of A are also elements of B

(notice that set A is also set B).
D. Power Set. Given a set S from the universal U, the power set of S denoted by
Power(S), is the collection of all subsets of S.
Example 4: Determine the power set of (a) A= {e, f}, (b) = {1, 2, 3}.
a. Power(A) = 2n = 22 = 4, thus Power(A) has 4 elements namely,
P(A) = {{e}, {f}, {e,f}, ∅}.
b. Power(B) = 2n = 23 =8, thus Power(B) has 8 elements namely,
P(B) = {{1}, {2}, {3},{1,2},{1,3},{2,3},{1,2,3} ∅}.
✓ Note: For all integers n, if a set S has n elements the Power(S) has
2n elements.
Operations on Sets
A. Union. The union of A and B, denoted A 𝖴 𝐵, is the set of all elements x in U such
that x in in A or x is in B.
Example 1: Suppose A= {a, b, c}; B={c, d, e}; and U ={a, b, c, d, e, f, g}, then
A 𝖴 𝐵 = {a, b, ,c, d, e}.

P a g e | 29
A B
g
a e
c
b d
f U
U
✓ Note: Figure 1.5 shows the elements covered by A 𝖴 𝐵 and Figure

1.6 presents the areas covered by A 𝖴 𝐵. Also, note that we will not
write the element c twice in representing set A.
B. Intersection. The intersection of A and B, denoted A∩ 𝐵, is the set containing all

elements common to both A and B.
Example 2: Suppose A= {a, b, c} and B = {c, d, e} and U= {a, b, c, d, e, f, g}, then

A∩ 𝐵 ={c
g A B
d
a c
e
b
U f U
✓ Note: Figure 1.7 shows the area covered by A ∩ 𝐵 and Figure 1.8
shows that the common element of set A and B is only c.
C. Complement. The complement of A denoted A’, Ac, A*, is the set of all elements x
in U such that x is not in A.
Example 3: Suppose A= {a, b, c, d, e} and U ={a, b, c, d, e, f, g}, then

A’= {f ,g}.

P a g e | 30
g A
c d
b a
U
f
✓ Note: Figure 1.9 illustrates the area covered by complement of A or A’ and Figure
1.10 shows that the elements outside set A are elements f and g.
D. Difference. The difference of A and B denoted as A~ 𝐵, is the set of elements in U

such that x is in A and x is not in B.
Example 4: Suppose A= {a, b, c} and B= { c, d, e} and U = {a, b, c, d, e, f, g}, then

A~ 𝐵 = {a, b}
g A B
b c d
a e
U f U
✓ Note: Figure 1.11 elicits the area covered by A~ 𝐵 and Figure 1.12 shows the
elements of set A minus the elements belong to set B are elements a and b.
2. Function
A function is a relation in which, for each value of the first component (x or

domain) of the ordered pairs, there is exactly one value of the second component (y or
range).

P a g e | 31
Remember: A one-to-one correspondence and many-to-one correspondence

are called functions while one-to-many correspondence is not.
Examples: The function can be presented using the following:
a. Table.
The perimeter of a square is four times the length of its sides.
Side (s) 1 3 5 7 9
Perimeter (P) 4 12 20 28 36
b. Ordered Pairs
{(1,4), (3,12),(5,20), (7,28), (9,36)}
c. Mapping
1 4
3 12
5 20
7 28
9 36
x y
∴ this is a Function
d. Graphing: Vertical Line Test
If a vertical line cuts the graph of a relation in more than one point, then the
relation does not represent a function.
Example:
Not
Function

P a g e | 32
3. Relation
A relation is a set of ordered pairs. If x and y are elements of these sets and if a
relation exist between x and y, then we can say that x corresponds to y or that y
depends on x.
Example 1: Table
Student’s Name Courses Taken

1. Marie D. Santos BSEd- English
2. Alex P. Dela Cruz BS Entrepreneurship
3. Ivy F. Uy BS Tourism Management
4. Mark D. Lantin BSEd -Mathematics
5. Dave A. Garcia BSBA –Human Resource Management
Example 2: Mapping
x y
-2
3
-1
5
0
6
1
7
2
APPLICATION
Direction: Read and comprehend each question below. Show your complete solution
if necessary.
A. Indicate which of the following verbal descriptions defined a set.
1. The list of subjects offered every semester in Kolehiyo ng Pantukan.
2. The list of honest senators in the Philippine Senate.
3. The collection of all good-looking barangay captains in Kingking.
4. The billiard players with International Titles.
5. The things you bring during examination.

P a g e | 33
B. Write the following sets in rule method.
1. D = { Duterte,Aquino,Arroyo, Estrada, …}
2. O = {CHEd, DepEd, TESDA}
3. N = { January, February, March, …}
C. Write the following in roster method.
1. E is the set of months with 31 days.
2. C ={ x|x∈ integers between 1 and 10}
3. B = { x|x∈ is letter in the word heart}
D. If U = {a,b,c,d,e,f,g,h,I,j,k}; A={a,b,c,e,f}; B={b,c,d,e}; C={f,g,h}; and D ={ a, e,

g, i}. List the elements of the following sets?
1. A∩ 𝐵 =
2. A’𝖴D =
3. A~𝐶 =
4. A∩ C’ =
5. (A∩ C) ~𝐵 =
E. Give the domain and range of each relation.
Domain Range
1. (1,2), (5,0), (0,-2), (-3,4)
2. (0,4), (-5, 1), (-3,-2), (3, -5)

P a g e | 34
F. State whether the graph represents a function
1. 3.
Answer: Answer:
4.
2.
Answer: Answer:
CLOSURE
Congratulations my dear students, you did a great

job in this lesson. You are now acquainted on The Basic
Concepts of Mathematics namely: Sets, Function, and
Relation. You are now ready to proceed to the next
module. Thank you and stay safe.

P a g e | 35
MODULE ASSESSMENT:
A. Identification. Give the correct word/s that correspond/s to the given statements
below. Write your answer on the space provided.
1. A series of regular sinuous curves, bends, loops, turns, or windings in the channel
of a river, stream, or other watercourse.
2. A disturbance that transfers energy through matter or space, with little or no
associated mass transport.
3. A substance formed by trapping pockets of gas in a liquid or solid.
4. The tiling of a plane using one or more geometric shapes with no overlaps and
gaps.
5. A curve which emanates from a point, moving farther away as it revolves around
the point.
6. An agreement in dimensions, due proportion, an arrangement.
7. This occurs due to the development of certain displacement discontinuity surfaces
within the solid.
8. These are processes of rotation, reflection and scaling of the object.
9. A series of bands or strips, often of the same width and color along the length.
10. The infinitely complex patterns that is self -similar across different scales.
B. Write the following sets in rule method.
1. D = {Facebook, Tiktok, Instagram, Twitter}
2. O = {BSEd-Math, BSEd-English, BTLEd, BSBA}
3. N = {Aquarius, Libra, Virgo, Capricorn}
C. Write the following in roster method.
1. Y is the set of even prime number.
2. F ={ x|x ∈ even integers between 1and 20}
3. P = { x|x ∈ is letter in the word pantukan}
D. If U = {a, b, c, d, e, f, g, h, j, k}; A={a, b, c, d, e}; B={b, c, d, e}; C={f, g, h}; and

D ={ a, e, g , j}. List the elements of the following sets?
1. A∩ 𝐵 =
2. B 𝖴 C =
3. A’𝖴D =

P a g e | 36
4. A~𝐶 =
5. A∩ C’ =
6. (A∩ C) ~𝐵 =
7. (A𝖴 B) ∩ C =
8. (A𝖴 B)′ ∩ C’ =
9. D~𝐶 =
10. Create a Venn diagram.
Kindly use your book for the additional assessment on Pages 21-23; 37-39; and 56-
58. Thank you for answering. Stay safe and God bless us all.

P a g e | 37
MODULE SUMMARY:
The following table summarizes essential concepts in this module. The

references given in the right-hand column list Examples and Applications/Exercises
that can be used to test your understanding of the concept.
Lesson 1.1 Patterns in Nature and Regularities in the

World
Patterns. Patterns are regular, repeated, or recurring forms See Pages 1-8 in your book
or designs. Patterns are commonly observed in natural
objects, such as the number of seeds in a sunflower, the
spiral of snail’s shell, the number of petals of flowers and
even the face of a human being. Humans are hard wired to
recognize patterns and by studying them, we discovered the
underlying mathematical principles behind nature’s designs.
Importance of Mathematics in Life. According to Katie See Pages 9-12 in your book
Kim (2015), Math is inescapable as you become an adult in
the real world. From calculating complicated algorithms and
applying mathematical concepts in real-life setting.
The Role of Mathematics in Some Discipline. As posted by See Pages 12-20 in your book
Angel Rathnabai (2014), Mathematics is not only number
work or computation, but is more about forming
generalization, seeing relationships, and developing logical
thinking and reasoning.
Lesson 1.2 The Fibonacci Sequence
Sequence. A sequence is an ordered list of numbers, called
terms, that may repeated values. The arrangement of these See Pages 6-8 in your book
terms is set by a definite rule. The terms of a sequence could
be generated by applying the rule to previous terms of the
sequence.
Fibonacci Sequence. The Fibonacci sequence is formed by

adding the preceding two numbers, beginning with 0 and 1. See Pages 6-8 in your book
Ratios of two Fibonacci numbers approximate the Golden
Ratio, which is considered as the most aesthetically pleasing
proportion.
Lesson 3: Mathematical Language and Symbols

Mathematics as a language has symbols to express a formula
or to represent a constant. It has syntax to make the See Pages 24-36 in your book
expression well-formed to make the characters and symbols
clear and valid that does not violate the rules. A
mathematical concept is independent of the symbol chosen
to represent it. In short, convention dictates the meaning.

P a g e | 38
REFERENCES:
Aufmann, R.,et.al.(2018). Mathematics in the Modern World. Rex Book Store, Inc.
Sampaloc, Manila, Philippines.
Daligdig, R.,EdD.(2019).Mathematics in the Modern World. Lorimar Publishing,

Inc.Quezon City, Metro Manila, Philippines.
Marcelino, D.,et.al.(2011). Contemporary Mathematics. Lorimar Publishing,

Sirug, W.,Ph.D.(2014). College Algebra Revised Edition. Mindshapers

Co.,Inc.Muralla St. Intramuros, Manila.
Website:
https://en.wikipedia.org/wiki/Set_theory
https://en.wikipedia.org/wiki/Patterns_in_nature.
https://www.independent.co.uk/arts-entertainment/dice-dunes-anddaisies-
1602759.html
https://plexuss.com/news/article/reasons-why-math-is-important
https://io9.giz,odo.com/5985588/15-uncanny examples-of-the-golden-ratio-in=nature.
https://www.mathsisfun.com/sets/functions-common.html
https://www.ck12.org/book/ck-12-geometry-concepts/section/12.7/
https://www.mathunion.org/icmi/role-mathematics-overall-
curriculum#:~:text=Mathematics%20provides%20an%20effective%20way,and%20ev
en%20music%20and%20art.
https://www.pinterest.ph/pin/84794405457839915/?nic_v2=1a48ZbWhQ

P a g e | 39
Module
2 Problem Solving & Reasoning
Overview
“Never bring the problem solving stage into the decision

making stage. Otherwise, you surrender yourself to the
problem rather than the solution.”
_Robert H. Schuller_
Welcome our beloved students to Module 2: Problem Solving and Reasoning.

Two goals of this module are to help you become a better problem solver and to
demonstrate that problem solving can be an enjoyable experience. This module is
self-explanatory wherein students can easily understand and comprehend the lesson.
Just relax and enjoy every activities found in each lesson.
Outcomes
✓ use different types of reasoning to justify statements and arguments;

✓ write clear and logical proofs on mathematical concepts;
✓ solve problems involving patterns and recreational problems following
Polya’s Four Steps; and
✓ organize one’s methods and approaches for proving and solving problems.
Module lessons
This module is divided into three (3) lessons.
Lesson 2.1 Reasoning
Lesson 2.2 Polya’s 4-Steps in Problem Solving
Lesson 2.3 Mathematical and Recreational Problems Using
Mathematics

P a g e | 40
Learning Outcomes:
✓ distinguish the different kinds of reasoning;

✓ use different types of reasoning to justify statements and arguments; and
✓ write clear and logical proofs on mathematical concepts
Time Frame: 1 hour (1 day)
Introduction
Mathematics is not just about numbers; much of it is

problem solving and reasoning. In this New Normal, most
occupations require good problem solving-skills. Logic and
reasoning are very useful tools in decision making. In our life,
most of the time we make judgment and conclusions based on
facts or observations which are not always true. Thus, we have to
know the different way of arriving at accurate conclusions.
ACTIVITY
Let’s Get Started Judge Me!
Direction: Notice the given pictures below. Give your insights or interpretation in
each photo. Make it brief and concise.
1.
2.
Before After
3.

P a g e | 41
ANALYSIS
Let’s think of this Think of Me
1. Which of the following images above caught your attention? Why?
2. What do reasoning and decision making mean?
3. Why are reasoning and critical thinking important in dealing math

problems?
ABSTRACTION
Mathematical reasoning or the principle of mathematical

reasoning is a part of mathematics where we determine the truth
values of the given statements. Reasoning is the practice of stating
ideas clearly and precisely to arrive at a conclusion. In mathematics it
is very important that you know how to interpret the result and not
just purely solving it.
For more readings kindly refer to Page 40-42 in our books.

P a g e | 42
For example:
1. Given: 5(x+2) = -3x -6 Prove: x= -2
Statement Reason
5(x+2) = -3x -6 Given
5x+10 = -3x -6 Distributive Property
8x +10 = -6 Addition Property of Equality (APE)
8x = -16 Subtraction Property of Equality
x = -2 Multiplication Property of Equality (MPE)
2. K is the midpoint of ̅𝐻
̅𝐽 and ̅𝐺̅̅̅𝐼. Complete the proof that △HIK≅△JGK.
Statement Reason
K is the midpoint of ̅𝐻 ̅𝐽 Given
K is the midpoint of ̅𝐺̅̅̅̅𝐼 Given
̅𝐻 ̅𝐼 ≅ ̅𝐺̅̅̅𝐽 Given
̅𝐻̅𝐾̅≅ ̅𝐽̅𝐾̅ Definition of Midpoint
̅𝐺̅̅̅𝐾̅≅ ̅𝐼̅𝐾̅ Definition of Midpoint
△HIK≅△JGK. SAS Congruence
Source:https://www.ixl.com/math/geometry/proving-triangles-congruent-by-sss-sas-asa-and-aas)

P a g e | 43
APPLICATION
A. Give at least 2 examples of real life situation illustrating each of the following:
1. Inductive reasoning
2. Deductive reasoning
3. Analogy
4. Intuition

P a g e | 44
B. Draw a concept map and explain the components based on the learning you gained
from this lesson.
Sub-concept
Sub-concept Main Concept Sub-concept
Sub-concept
CLOSURE
Congratulations my dear students, you did a great job

in this lesson. You are now accustomed on the different kinds
of reasoning wherein you can use in the succeeding lesson.
You are now ready to proceed to Lesson 2. Thank you and stay
safe.

P a g e | 45
Lesson 2.2 Problem-Solving Strategies
Learning Outcomes:
use Polya's four step process to solve word problems

solve problems involving patterns and recreational problems following
Polya’s Four Steps; and
organize one’s methods and approaches for proving and solving problems.
Introduction
“A great discovery solves a great problem but there is a grain

of discovery in the solution of any problem. Your problem may be
modest; but if it challenges your curiosity and brings into play your
inventive faculties, and if you solve it by your own means, you may
experience the tension and enjoy the triumph of discovery.”
_George Polya_
This lesson will equip you to become a good problem solver not just purely
solving the problem technically but also devising strategies on how to solve it.
ACTIVITY
Let’s Get Started

STOP LOOK and LISTEN!
Direction: Read and comprehend the given problem below. Show your complete
solution.
Alvin is now 21 years older than his son. In 8 years, he will be twice as old as
his son’s age. What are their present ages?
ANALYSIS
Let’s think of this
1. How did you come up with your solution?
2. Do you have any difficulty in understanding and solving the given

problem?
3. What strategies did you apply in order to solve the given problem?
ABSTRACTION

P a g e | 46
George Polya, known as the father of modern problem solving. Whether you
like it or not, just like math problem solving is everywhere.
Polya’ 4-Steps in Problem Solving
Understand the
problem
See
Plan Devise a plan
Do
Carry out the plan
Check
Look back
For example
Christian is three years older than Paul. The sum of their ages is 39. Find the
age of each.
Solution:
Step 1: Understand the problem.
Given:
Christian’s age
Paul’s age
The sum of their ages
Required: Their ages

P a g e | 47
Step 2: Devise a plan
Let x = Christian’s age
x+3 = Paul’s age
Then x + (x+3) = 39.
Step 3: Carry out plan
Solving we obtain
x + (x+3) = 39
2x +3 -3 = 39-3 APE
2x = 36 MPE
x = 18
Substitute; x=18
x+3
18+3 = 21
The answers are:
Christian’s age = 18 years

Paul’s age = 21 years.
Step 4: Look back.
Therefore, 21 is three more than 18 and 21+18 = 39.
Note: Please refer to your books on Pages 47-52 for more examples.
APPLICATION
Direction: Solve the given problem below using Polya’s 4-steps

in problem solving. Show all pertinent solutions.
1. There are three numbers such that the first is two more than
the second and four less than the third. If their sum is 59, find the
numbers.
2. Lhevie is 12 years old.The sum of the ages of Lhevie and Remond is 60. How old
is Remond?

P a g e | 48
3. 5 years from now Mharfe will be twice as old as Nelvin. The current sum of the
ages of Mharfe and Nelvin is 86. How old is Nelvin right now?
CLOSURE

this lesson. You are now equipped on the different steps in
Polya’s problem solving. You are now ready to proceed to the
next lesson. Thank you and stay safe.

P a g e | 49
Lesson 2.3 Mathematical and Recreational Problems Using

Mathematics
Learning Outcomes:
✓ understand each steps in solving worded problems using the different problem
solving strategies;
✓ apply the different problem solving strategies in calculating unknown values;
and
✓ internalize the real application of various problems in our daily life.
Time Frame: 2 hours (2 days)
Introduction
Learning to solve problems is not a difficult task. It can be a huge fun and
ultimately a challenging one. In this lesson, you will able to know the step by step
process in dealing with the different problems in mathematics which later on you may
apply in your daily life. Just relax and enjoy every activities and exercises found in
this lesson.
ACTIVITY
Let’s Get Started

8 9
6
Each row, columns, and
diagonals must add up to the 3 4
same number.
7 12 13 9 8
8 13 12
Use the last square to create

your own magic square.

P a g e | 50
ANALYSIS
1. Do you have any idea on how to answer the given activity?
2. How did you come up on your solutions?
3. What strategy/ies did you used in order to answer the given activity?
ABSTRACTION
Life is always confronted by problems. Whether you are a mother, a father, a

professional or even an ordinary person. Some of these are no big deal because
solutions can be easily seen just like patterns. However, some other patterns need
ample time to be read and understood. Stay focus and be calm in solving.
Source: https://www.browardschools.com/domain/17154
For more readings kindly refer to Pages 53-55.

P a g e | 51
APPLICATION
Direction: Find the solution to the following recreational problems and provide your
answer:
A. Logic Puzzles
1.) IF 2.) IF 3.) IF
1= 11 AT = 4 22 = 40
2= 22 CAT = 6 35 = 82
3= 33 CROW = 8 81 = 97
4= 44 BRAIN = 10, Then 43 = 71
5= 55 TWISTER = ? 56 = 111
6= 66 THEN THEN
11=?? 89 = ?
4. One has to find the missing number in the series
3 5 9 15 23 33? 59
5. IF
Work is Fun = 5 6 4
Time is Money = 5 3 7
Time is Fun = 3 5 6
THEN
Work = ??? and
Money = ????
B. Construct a 5 x 5 Magic Square following its concept.

P a g e | 52
C. Mini Sudoku. Fill all empty squares so that the counting numbers 1 to 6 appear
exactly once in each row, each column.
6 2 5
4 3
6 5 4
1 3
1 6 2 5
4 1 6
CLOSURE

this lesson. You are now accustomed on the use of mathematics in
solving recreational problems. You are now ready to proceed to
the next module. Thank you and stay safe.

P a g e | 53
MODULE ASSESSMENT:
Assessment 2.1. Determine whether the arguments are an example of intuition,

analogy, inductive reasoning, or deductive reasoning.
1. The brothers, Jose, Protacio, Mario, and Bonifacio love Mathematics in the Modern
World. The fifth brother, Juan must love Mathematics in the Modern World also.
2. Comb is to hair as toothbrush is to teeth.
3. By looking at the color of the ripe mangoes, you can already tell the one sweeter
than the other.
4. Jennifer always leaves for school at 7:00 a.m. Jennifer is always on time. Jennifer
assumes, then, that if she leaves at 7:00 a.m. for school today, she will be on time.
5. chef : food :: sculptor : stone
6. Ray is a football player. All the other football players on the high school team
weigh more than 170 pounds. Therefore, Ray must weigh more than 170 pounds.
7. John is an excellent swimmer. His family has a swimming pool. John's sister Mary
must also be an excellent swimmer.
8. Tree is to leaf as flower is to petal.
9. All numbers ending in 0 or 5 are divisible by 5. The number 35 ends with a 5, so it

must be divisible by 5.
10. The chair in the living room is red. The chair in the dining room is red. The chair
in the bedroom is red. All the chairs in the house are red.
Assessment 2.2. Solve the given problem using Polya’s Four steps in Problem
Solving.
1. One number exceeds another number by 5. If the sum of the two numbers is 39,
find the smaller number.
2. If one number is three times as large as another number and the smaller number is
increased by 19, the result is 6 less than twice the larger number. What is the larger
number?
3. Ten years from now, Albert will be three times older than he is today. What is his
current age?
4. John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years,
John will be three times as old as Alice. How old is Peter now?
5. Becca is twice as old as Susan and Greg is 9 years older than Susan. 3 years ago,
Becca was 9 less than 3 times Susan's age. How old is Greg now?
For more assessment/exercises kindly refer to your book on Pages 56-58. Thank you
for answering, Stay safe and God bless us all.

P a g e | 54
MODULE SUMMARY:

Mathematical reasoning or the principle of

mathematical reasoning is a part of mathematics See Pages 40-46 in your book
where we determine the truth values of the given
statements.
Kinds of Reasoning
1. Intuition –it is called reasoning by guessing or
reasoning by common sense.
2. Analogy – it is reasoning by comparison

See Pages 40-46 in your book
3. Inductive Reasoning- is the process of
reaching a general conclusion by examining
specific examples. A conclusion based on
inductive reasoning is called a conjecture.
4. Deductive Reasoning – is the process of

reaching a conclusion by applying general
assumptions, procedures, or principles.
Lesson 2.2 Problem – Solving Strategies
Polya’s Four-Step Problem-Solving Strategy
1. Understand the Problem. (See) See Pages 47-52 in your book

2. Devise a plan. ( Plan)
3. Carry out the plan. (Do)
4. Review the solution. (Check)
Lesson 2.3 Mathematical and Recreational

Problems Using Mathematics
Life is always confronted by problems.

Whether you are a mother, a father, a professional
or even an ordinary person. Some of these are no See Pages 53-55 in your book
big deal because solutions can be easily seen just
like patterns. However, some other patterns need
ample time to be read and understood. Stay focus
and be calm in solving.

P a g e | 55
REFERENCES:
Aufmann, R.,et.al.(2018). Mathematics in the Modern World. Rex Book Store, Inc.

Marcelino, D.,et.al.(2011). Contemporary Mathematics. Lorimar Publishing,

Sirug, W.,Ph.D.(2014). College Algebra Revised Edition. Mindshapers

Co.,Inc.Muralla St. Intramuros, Manila.
Website:
Glavez, K. (2008). Using Equations in Solving Age Problem.Retrieved on August 8,

2020 from https://www.slideshare.net/guestc71130/algebra-age-problem-
presentation
https://www.wrike.com/blog/top-15-problem-solving-activities-team-master/
https://byjus.com/maths/statements-in-mathematical-reasoning/
https://quickmath.com/webMathematica3/quickmath/inequalities/solve/advanced.jsp
https://www.funwithpuzzles.com/2015/02/easy-mathematical-brain-teasers-with.html
http://msmacksmathclass.weebly.com/unit-2.html
https://math.berkeley.edu/~gmelvin/polya.pdf
https://www.cliffsnotes.com/study-guides/algebra/algebra-i/word-problems/number-
problems
https://www.onlinemathlearning.com/age-problems.html

P a g e | 56
Overview
“Data is a precious thing and will last longer than the systems themselves”
_Tim Berners -Lee_
Welcome our beloved students to this Module 3: Data Management. This

module aims to provide you an avenue to explore the essence and significance of
statistics in our day to day living. You will be introduced here with the various terms
used in the study of statistics. Moreover, in this module you will also learn to use
variety of statistical tools in managing data.
Outcomes
✓ describe the nature of statistics;

✓ calculate the different measures of central tendency (Mean, Median and
Mode);
✓ determine the probability value in a normal distribution; and
✓ use the methods of linear regression and correlation to predict the value of a
variable given certain conditions.
Module Lessons
Lesson 1: The Nature of Statistics

Lesson 2: Measures of Central Tendency
Lesson 3: Measures of Dispersion and Relative Position
Lesson 4: Normal Distribution
Lesson 5: Linear Regression and Correlation

P a g e | 57
The Nature of Statistics
Learning Outcomes:
✓ describe the nature of statistics;

✓ define various terms commonly
used in the study of statistics ;
and
✓ construct frequency distribution
table in a given data.
Time Frame: 2 hours
“Statistics is the grammar of science”
_Karl Pearson_
The concept of statistics has an extremely wide range of scope. It has already
grown into a lot of varied and extensive fields. Meanwhile, in this lesson we will
focus on understanding its nature and applications.

P a g e | 58
ACTIVITY
Let’s Get Started Arrange me!
Direction: Fill the given table below using the data.
Assuming that in an elementary quiz of 1-10 the students got a scores of

9, 2, 4, 2, 1, 4, 3, 2, 1, 3, 2, 3, 2, 8, 7, and 8. Arrange the scores in the table in an
ascending order and put up how many times the score repeated.
Score Frequency
ANALYSIS
Let’s think of this Think of Me!
1. In what score did most of the student get?
2. If the passing score is 5, how many students pass the quiz?
3. Is arranging the scores in table help you understand the data

better? Why or why not?
ABSTRACTION
The Nature of Statistics
The term statistics refers to the significant activities such as

collection, organization, analysis, presentation, and interpretation of
collected data. It is a branch of applied mathematics that deals with the
mathematical characterization of a group or group of items. Statistical investigations
can be classified into two sub-areas:
1. Descriptive Statistics
2. Inferential Statistics

P a g e | 59
Descriptive statistics involves collecting, classifying, graphing, presenting, and

averaging data in a more informative way which aims only to simply describe the
characteristics of data on hand. Hence, the goal of the statistician in this area is just to
be able to identify significant aspects of the given data.
Inferential statistics includes higher degree of critical judgment. It involves the

process of drawing conclusion and generalization of the organized data. Thus, the
statistician in this area does not just make up ways to provide summary description of
the given data but involves estimation and hypothesis testing to obtain the
significance of the results.
➢ Gathering and Organizing Data

The data (Asaad, 2004) are the quantities (numbers) or qualities (attributes)
measured or observed that are to be collected and/or analyzed. Data has two
categories the categorical and continuous data. Categorical data involves nominal
and ordinal scales while continuous data has ratio and interval scales. Nominal scale
consists of finite set of possible values having no particular order. Some examples are
skin color, gender, nationality, occupation, civil status. Ordinal scale is a set of
possible entities having specific order or rank. Some examples are social status,
attitude towards a subject, pain level. On the other hand, continuous data includes
interval and ratio scales which are measured along continuous values. Interval scale
is a numerical scale in which the order is known and the difference between the
values has meaning but holds no true zero value. Some examples are temperature,
time, credit score, etc. Meanwhile, the ratio scale covers the characteristics of an
interval scale but it holds true zero. Examples are age, weight, height, and etc.
Gathered data shall be presented, analyzed, and interpreted that can easily be
understood by the reader. This may be presented through textual, graphical, tabular
manner or a combination of these. Textual presentation uses statements with
numerals in order in order to describe the data in expository form. Tabular
presentation uses tables to display directly the collected values as data. Lastly, the
graphical presentation depicts data in a form of graphs and illustrations which helps
the readers to easily understand the given values. Some examples of graph that can be
used to present a data are as follows:
Bar Graph Pie Graph

P a g e | 60
The data gathered should be properly organized in to grouped data called

frequency distribution. Consider the following steps in constructing frequency
distribution table.
1. Determine as to estimate the number of classes k, k = 1 + 3.3 log n

2. Determine the range, r = highest value – lowest value
3. Obtain the class size, c= range/k
4. Set the lowest value as the first lower limit + class size -1
5. Do the same processes again until you reach the last class limit that includes the
highest value from the data.
Example: Given the following list of IQ scores for a gifted classroom in a particular
elementary school. The IQ scores are: 118, 123, 124, 125, 127, 128, 129, 130, 130,
133, 136, 138, 141, 142, 149, 150, and 154. Construct a frequency polygon.
Solution:
1. Determine the value of k = 1+ 3.3 log n where n= 17

k = 1+3.3 log (17)
= 5.06 or 5. Therefore, 5 is the estimate number of classes in these data.
Class limits Frequency
118-125 4
126-133 6
134-141 3
142-149 2
150-157 2
2. r = 154 -118 = 36
3. Class size = 36/5 = 7.2

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APPLICATION
Let’s work it out Quiz Time!
Quiz time!
Instruction: Provide for what is asked in the following.
1. Construct a frequency distribution table of the given data. The scores of

students in a science quiz.
55 63 44 37 50 57 44 57 42 46
58 40 54 65 39 27 28 56 38 45
30 35 56 78 55 27 50 28 44 28
39 37 65 43 33 70 60 61 60 44
2. In one paragraph with not more than 5 sentences, write an essay about the
significance of statistics in our daily life.
CLOSURE
Well done dear students! You did a great job in this lesson. You are now
oriented about the nature of statistics and its significance. You may now proceed to
the next lesson in this module. Keep up the good work and enjoy learning.

P a g e | 62
Measures of Central Tendency
Learning Outcomes:
✓ calculate the value of different

measures of central tendency
( Mean, Median, and mode ).
Time Frame: 2 hours
A given statistical data is useless if not interpreted. The data needs to be

understood in order for it to have sense. Hence, one of the most basic and useful tool
in describing a data is the so called measures of central tendency. It comprises the
concepts of mean, median and mode. In this lesson we shall be focusing on these 3
major aspects of centrality.

P a g e | 63
ACTIVITY
Let’s Get Started Fill me up!
Activity : Complete the KWL chart.
Directions:
1. Answer the second column in the table provided below.

2. Select a partner and discuss the things you have written in the second
column.
3. Lastly, fill out the third column.
Topics What I know What I want to What I learn
know
Average
Mean
Median
mode
Central
tendency
ANALYSIS
1. Did you gain up new knowledge from your discussions?

2. Are the terms already familiar to you?
3. What for you is the significance of averaging?
ABSTRACTION
Measures of Central Tendency
Central tendency represents a numerical value in the central

region of a data set. Central tendency refers to the center of a
distribution of scores and its purpose is to find a value that represents
large set of data in the distribution. There are 3 most common
measures of central tendency: the mean ( 𝑥 ), median (𝑥̃) and mode
(𝑥̂). These are commonly used when comparing the overall performance of a class to
another.

P a g e | 64
I. Mean
The mean is also called the arithmetic average. It is considered as the most
efficient measure of central tendency. It can be obtained by adding the values in the
distribution and dividing the sum by the total number of values.
How to compute the mean?
A. Ungrouped Data:
The mean is the balance point of the distribution.
𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠
a. Mean, 𝒙 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑜𝑛
In symbols, we have
∑𝒙
𝒙=
𝒏
Example: Consider the following quiz results.

70, 72, 77, 78, 86, 84, and 79.
Compute the value of the mean.
Solution:
𝟕𝟎+𝟕𝟐+𝟕𝟕+𝟕𝟖+𝟖𝟔+𝟖𝟒+𝟕𝟗
𝒙= = 78
𝟕
∑ 𝒇𝑿
a. Weighted mean, 𝒙 =
𝑵
where: f = frequency
X = score
∑ 𝑓𝑋 = sum of the product of frequency and score
N = total frequency
Example: Suppose we are interested in computing the weighted mean grade of the
student in the example as shown below.
Subject No. of Units(f) Grade(x)
1 3 2.0
2 3 3.0
3 5 1.25
4 1 3.0
5 2 2.5
6 3 2.5

P a g e | 65
Solution:
To compute the weighted mean value, use the formula
∑ 𝒇𝑿
𝒙= .
𝑵
∑ 𝒇𝑿 𝟑(𝟐.𝟎) + 𝟑(𝟑.𝟎) + 𝟓(𝟏.𝟐𝟓) + 𝟏(𝟑.𝟎) + 𝟐(𝟐.𝟓) + 𝟑(𝟐.𝟓)

Therefore: 𝒙 = =
𝑵 𝟑+𝟑+𝟓+𝟏+𝟐+𝟑
𝒙 = 𝟑𝟔.𝟕𝟓 = 16.90
𝟏𝟕
B. Grouped Data
In computing the value of the mean for a grouped data, we can use these two methods:
1. Midpoint Method
2. Unit Deviation Method
In midpoint method, first step is to determine the midpoint (also called

a class mark) of each interval. The midpoint is the average value of the
upper class limit and lower class limit of each class in the distribution.
The midpoint value of each class interval represents the specific class. The midpoints
must be multiplied to their corresponding frequencies. The products are added and the
sum is divided by the total number of frequencies. The obtained value will now be
considered as the mean of the grouped data. Thus,
∑ 𝒇𝒙
𝒙=
𝒏
where f – represents the frequency of each class
x – the midpoint of each class
n – the total number of frequencies

P a g e | 66
Example:
Consider the following frequency distribution table of science examination

results. Calculate the value of the mean.
Classes f
11 - 22 3
23 – 34 5
35 – 46 11
47 – 58 19
59 – 70 14
71 -82 6
83 - 94 2
Solution:
In solving the mean, we have to add two columns for the midpoint (x), and the
product of frequency and midpoint (fx), that is
Classes f x fx
11 - 22 3 16.5 49.5
23 – 34 5 28.5 142.5
35 – 46 11 40.5 445.5
47 – 58 19 52.5 997.5
59 – 70 14 64.5 903.0
71 -82 6 76.5 459.0
83 - 94 2 88.5 177.0
n = 60 ∑ 𝑓𝑥 = 3174
∑ 𝒇𝒙
Therefore: 𝒙 = = 3174 = 52. 90
𝒏 60

P a g e | 67
Another way of finding the mean for grouped data is the Unit Deviation Method. The
formula is as follows:
∑ 𝒇𝒅
𝒙 = 𝒙𝒂 ( )𝒄
𝒏
where 𝒙𝒂 – represents the assumed mean
f - the frequency of each class
d - the unit deviation
c - the size of the class interval
n - the sample size
Example: Solve for the mean.
Classes f x d fd
11 - 22 3 16.5 -3 -9
23 – 34 5 28.5 -2 -10
35 – 46 11 40.5 -1 -11
47 – 58 19 52.5 0 0
59 – 70 14 64.5 1 14
71 -82 6 76.5 2 12
83 - 94 2 88.5 3 6
n = 60 ∑ 𝑓𝑑 = 2
∑ 𝒇𝒅
Therefore: 𝒙 = 𝒙𝒂 ( )𝒄
𝒏
= 52.5 + ( 2 ) 12
60
𝒙 = 52.90

P a g e | 68
II. Median
The median, (𝑥̃), is the value in the distribution that divides a given data set into
two equal parts. It is the middlemost data in the distribution of scores and used when
the distribution is skewed because it is not directly affected extreme scores. Moreover,
the median separates the distribution into two equal parts wherein 50% of the scores
falls above and 50% falls below it.
A. Ungrouped Data
In determining the median of the ungrouped data, the scores must be arranged
first either ascending or descending order. Afterwards, the median can now be
obtained by inspecting the middlemost value of the arranged set. It can also be
calculated by the formula (n + 1)/2th position after the data is arranged.
Example:
1. Find the median of the following values.

50, 55, 60, 65, 12, 35, 48
Solution:
12, 35, 48, 50, 55, 60, 65, n = 7
𝑛+1
Therefore: 𝑥̃=
2
𝑥̃ = 7+1 = 4rt score

2
𝑥̃ = 50
2. Find the median of the following set of values.

25, 30, 21, 26, 42, 36, 39, 55
Solution:
21, 25, 26, 30, 36, 39, 42, 55
𝑛+1
Therefore: 𝑥̃=
2
8+1
𝑥̃ = = 4.5 th score, that is between the 4th and the 5th
2
scores.
30+36
𝑥̃ = = 33
2

P a g e | 69
B. Grouped Data
To compute the median of a grouped data , identify the median class which
contains (n/2)th data under <cumf of the cumulative frequency distribution.
The formula in computing the median for grouped data is given below.
𝑛
− 𝑐𝑢𝑚𝑏
𝑥̃= 𝑥𝑙𝑏 + (2 )𝑐
𝑓𝑚
where 𝑥𝑙𝑏 - refers to the lower boundary of the median class

𝑐𝑢𝑚𝑏 - the cumulative frequency before the median class
𝑓𝑚 - frequency of the median class
n - total frequency
Example: Solve for the median of the following science examination results.
Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19 = 𝑐𝑢𝑚𝑏
47 – 58 19 = fm 38 = median class
59 – 70 14 52
71 -82 6 58
83 - 94 2 60
Solution: n/2th score = 60/2
= 30th score
The median class is 47- 58 since the 30th falls under this class.
Thus,
𝑛
𝑥̃= 𝑥𝑙𝑏 + ( 2 )𝑐
𝑓𝑚
= 46.5 + ( 30 −19 ) 12
19
𝑥̃ = 53.45

P a g e | 70
III. Mode
The mode (𝑥̂) is the most frequent data the distribution. It is the value that
occurs most in the data set. The mode is typically used in nominal and ordinal data . A
data set could be unimodal with one mode value, bimodal with two mode values,
trimodal with mode values. Hence, a data set can have more than one mode.
A. Ungrouped data
The mode for ungrouped data can just easily be found by mere inspection.
Thus, it doesn’t need computation.
Example: Find the mode of the following prices.
Php 50, Php 20, Php50, Php 25, Php 25, Php 30, Php 50, Php 50, Php
10, Php 15, Php 50
Solution:
By inspection, 50 is the value of the mode since it appears most
frequently in the data set.
B. Grouped data
In finding the mode for a grouped data , the first step is to determine the modal
class. The modal class is the class with the highest frequency.
The formula in getting the mode for grouped data is as follows.
𝑑1
𝑥̃= 𝑥𝑙𝑏 + ( )𝑐
𝑑1+ 𝑑2
where 𝑥𝑙𝑏 - refers to the lower boundary of the modal class

𝑑1 - difference between the frequency of the modal
class and frequency above it.
𝑑2 - difference between the frequency of the modal
class and frequency below it.
Example: Solve for the value of the mode in the following science examination
results.
Classes f
11 - 22 3
23 – 34 5
35 – 46 11
47 – 58 19
59 – 70 14
71 -82 6
83 - 94 2

P a g e | 71
Solution:
𝑑
𝑥̃= 𝑥𝑙𝑏 + ( 1
)𝑐
𝑑1+ 𝑑2
𝑥𝑙𝑏 = 46.5
𝑑1 = 19 – 11 = 8
𝑑2 = 19 – 14 = 5
𝑥̃ = 46.5 + ( 8
) 12
8+5
𝑥̃ = 53. 88
APPLICATION
Let’s work it out Solve me!
Direction: Solve for what is asked in the given problems.
1. Determine the value of the mean, median, and mode of the following data.
20, 15, 15, 20, 10, 20, 25, 20, 15, 30
2. Calculate the value of the three measures of central tendency ( mean, median
and the mode) of the given frequency distribution table.
Scores in Statistics f
40-44 8
45-49 10
50-54 7
55-59 12
60-64 8
65-69 2
70-74 7
75-79 6
n = 60
CLOSURE
Congratulations my beloved students, you are now equipped with

knowledge about averaging using the measures of central tendency. With that, you are
now accustomed on another concept discussed in the next lesson in this module.

P a g e | 72
Measures of Variation and Relative

Position
Learning Outcomes:
✓ Utilize the measures of

variation and relative position
to manage numerical data.
✓ Advocate the use of the said
statistical tools to make
decisions on a data.
Time Frame: 2 hours
“There is no part of mathematical science more than

calculated to interest and surprise mankind, than the
measurement of the relative positions and distances of
inaccessible objects.”
_William Jones_
This lesson aims to provide students’ knowledge about
another statistical data managing tools, the measures of variation
and relative position. Measures of dispersion cover the topics;
range, variance and standard deviation. On the other hand, measures
of relative position have percentiles, quartiles and deciles. Both measures play a great
role in statistical data management.

P a g e | 73
ACTIVITY
Let’s Get Started
Instruction: Complete the PPG Matrix by answering the each column below.
Prior Present Knowledge Gained Knowledge

Knowledge (P) (G)
(P)
(Cite all concepts (Write all the (Enumerate the
that you know about concepts discussed) insights gained from
the lesson) the lesson)
ANALYSIS
1. What is the significance of knowing all those topics?
2. Do you have firsthand knowledge about different statistical data managers or

tools?
3. How far you’ve taken use of your prior knowledge about those topics?

P a g e | 74
ABSTRACTION
Measures of Variation
Measures of dispersion are commonly called the measures of dispersion. These

are values that are used to determine the spread of scores in a distribution. In this
lesson, we will consider the three main measures of dispersion: the range; the
variance; and the standard deviation.
A. Range
The range is defined as the difference between the highest value and the lowest
value in the distribution. It is considered to be the simplest among all measures of
variation. For a grouped data, we can get the range by subtracting the value of the
lower boundary of lowest class interval to the upper boundary of the highest interval.
Example:
1. Solve for the range of the given data:
a. 12, 14, 12, 10, 16 : R = 16 -10 = 6

b. 50, 55, 55, 60 : R = 60 – 50 = 10
c. 180, 120, 80, 100 : R = 180 – 80 = 100
2. Find the range of the data set below.

Science Test Results
Classes Frequency
12-13 10
14-15 6
16-17 8
18-19 6
20-21 6
N= 36
Solution:
R = u.b. – l.b.
= 21.5 – 11.5
= 10

P a g e | 75
B. The Variance and the Standard Deviation
The most useful and important measure of variation is the so called standard
deviation, (S). It is a degree to which each set of scores spread and deviates from
the mean value. It can be obtained by taking the square root of a variance, (S2). It
takes use of all the scores in the distribution. Thus, it is more stable measure of
variation than others.
Ungrouped data
The formula for standard deviation ( ungrouped data) is

∑(𝑥−𝑥 )2
S=√
𝑛−1
a. Solve first the mean
b. Take the difference among each score and the mean, then get the
square of the difference
c. Add all the squared deviations
d. Use now the formula and substitute the values
Example: Solve for the variance and standard deviation of the given data. 2, 4, 6.
Solution:
x-𝑥 (𝑥 − 𝑥 )2
𝑥= (2 + 4 + 6)/3 = 4
-2 4
∑(𝑥−𝑥 )2 8
0 0 S=√ =√ =√4 = 2
𝑛−1 3−1
2 4
S2 = 22 = 4
∑(𝑥 − 𝑥 )2 = 8
Grouped data
For a grouped data, the standard deviation is calculated this way:
∑ 𝑓(𝑥−𝑥 )2
S=√
𝑛−1

P a g e | 76
Example: Calculate the variance and standard deviation of the given data.
Classes f x 𝑥−𝑥 (𝑥 − 𝑥 )2 𝑓(𝑥 − 𝑥 )2

27 - 29 3 28 -12.60 158.76 476.28
30 - 32 2 31 -9.60 92.16 184.32
33 – 35 6 34 -6.60 43.56 261.36
36 – 38 4 37 -3.60 12.96 51.84
39 – 41 8 40 - 0.60 0.36 2.88
42 – 44 6 43 2.40 5.76 34.56
45 – 47 5 46 5.40 29.16 145.80
48 – 50 1 49 8.40 73.96 73.96
51 – 53 2 52 11.40 129.96 259.92
54 - 56 3 55 14.40 207.36 622.08
n = 40 2113.00
Solution: Solve for the mean, 𝑥 = 40.60
∑ 𝑓(𝑥−𝑥 )2 2113
S=√ =S=√ =7.36
𝑛−1 40−1
S2 = 7.362 = 54. 1696
Measures of Relative Position
The median simply divides a distribution into two equal parts, but to further
study a data set, we take considerations on other measures that divide a distribution
into one hundred, four, or ten equal parts. Here are other measures of relative
position: the percentiles, the quartiles, and the deciles.
A. The Percentiles
The percentiles are the values that divide a distribution into 100 equal parts.
It’s another way of analyzing a data by percent. Say for example, the 15th percentile
(P15) separates the lowest 15 percent from other 85 percent, while 90th percentile
(P90) separates the lowest 80 percent from the other 10 percent.
To find the value of the kth percentile score consider the formula:
𝑘𝑛
𝑃𝑘 = 𝑥𝑙𝑏 + (100 )𝑐
𝑓𝑝𝑘

P a g e | 77
where 𝑥𝑙𝑏 - refers to the lower boundary of the percentile class

𝑐𝑢𝑚𝑏 - the cumulative frequency before the percentile class
𝑓𝑚 - frequency of the percentile class
n - total frequency
Example : Find P43 of the given data.
Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19
47 – 58 19 38
59 – 70 14 52
71 -82 6 58
83 - 94 2 60
Solution:
𝑘𝑛
– 𝑐𝑢𝑚𝑏
𝑃𝑘 = 𝑥𝑙𝑏 + (100 )𝑐
𝑓𝑝𝑘
43 × 60 − 19
𝑃43 = 46.5 + ( 100 ) 12
19
P43 = 50.8
B. The Quartiles
The quartiles are the values that divide the distribution into four equal parts.
The Q1 is the lower quartile and Q3 is the upper quartile. Furthermore, the Q2 is just
equal to the median and 50th percentile of the distribution.
In computing the Quartiles, the following formula is used:
𝑘𝑛
4
𝑄𝑘 = 𝑥𝑙𝑏 + ( )𝑐
𝑓𝑄𝑘

P a g e | 78
Example: Calculate the Q1 in the following distribution.
Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19
47 – 58 19 38
59 – 70 14 52
71 -82 6 58
83 - 94 2 60
𝑘𝑛
Solution: 𝑄𝑘 = 𝑥𝑙𝑏 + ( 4 )𝑐
𝑓𝑄𝑘
1 × 60
− 8
𝑄1 = 34.5 + ( 4 ) 12
11
Q1 = 42.14
C. The Deciles
The deciles are the set of values that divide the distribution into ten equal parts. The
following formula can be used to compute the deciles.
𝑘𝑛
𝐷𝑘 = 𝑥𝑙𝑏 + ( 10 )𝑐
𝑓𝐷𝑘
where 𝑥𝑙𝑏 - refers to the lower boundary of the decile class

𝑐𝑢𝑚𝑏 - the cumulative frequency before the decile class
𝑓𝑚 - frequency of the decile class
n - total frequency

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Example: Compute the value of D5 in the following distribution.
Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19
47 – 58 19 38
59 – 70 14 52
71 -82 6 58
83 - 94 2 60
Solution:
𝑘𝑛
𝐷𝑘 = 𝑥𝑙𝑏 + (10 )𝑐
𝑓𝐷𝑘
5 × 60 − 19
𝐷5 = 46.5 + ( 10 ) 12
19
D5 = 53.45

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APPLICATION
Direction: Solve and perform as directed.
A. The given data below are the results of statistics examination of 40 students in
a university.
48 10 80 48 15
34 12 83 16 45
17 13 57 15 33
12 52 67 35 48
25 16 75 42 35
64 45 82 70 47
30 30 63 12 50
18 25 64 15 15
a. Construct a frequency distribution table.

b. Solve for:
1. Range
2. Variance
3. Standard Deviation
4. P78
5. Q1
6. D7
CLOSURE
Congratulations! You are done with lesson 3 in this module.

For this lesson you were able to be oriented about the measures of
variation and relative position. You may now proceed to the next
lesson in this module.

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Normal Distribution
Learning Outcomes:
2JJjj
➢ Determine the probability value

in a normal distribution.
Time Frame: 2 hours
Whenenever we know the shape of the distribution of scores, we can easily

get and make stronger statements about how much a value lie under a certain standard
deviation from the mean value. Thus, in this lesson, we will be exposed to the concept
of normal distribution and the probabilities under a normal curve.

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ACTIVITY
Let’s Get Started
Roll the dice!
Materials
• Pair of dice
• Poster boards
• Marker
Instruction: Complete the steps for this activity.
1. Construct a 10 by 4 table at the top of the poster board.

2. Roll the dice up to 40 times and record the results in the box.
3. Create a large graph underneath the table and plot each roll
Lastly, connect the points and look at how the graph forms.
ANALYSIS
1. What have you found out from the activity?
2. How the graph shaped like?
3. Do you think the results are normally distributed?

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ABSTRACTION
Probabilities and Normal Distribution
Normal Distribution is also known as Gaussian

Distribution. In statistics, it is the most common type
of distribution where statisticians typically called this as
the bell curve and normal curve. A normal distribution
occurs naturally in most occasions. It is a distribution
wherein the standard deviation is equal to one and a random variable is with a mean
zero.
Properties of a normal distribution
1. Mean, median and mode are equal.

2. The curve is symmetric around the mean
3. 50% of the values exactly fall to the left and the other 50% are to the right.
4. The total area under the curve is 1.
Probability under a normal distribution

A normal distribution conforms to the empirical rule wherein approximately:
• 68% of the values fall under 1 deviation from the mean.

• 95% of the data fall under 2 deviations from the mean.
• 99.7% of the values fall under 3 deviations from the mean.
Discrete and Continuous Probability Functions
Discrete probability functions (Frost, 2019) are also known as the

probability mass function and can assume a discrete number of values. Counts of
events when tossing coins are examples of discrete function because there no values
in between. On the other hand, continuous probability functions can assume an
infinite number of values between any two values. These are often measurements on a
scale, such as weight, height and temperature.
How can we apply normal distribution in solving probability problems?
To compute the probability value, the idea of standard score (Z- score)
is used. It measures how many standard deviations the data is above or below the
mean. It can be obtained by the formula:
𝑥−𝜇
z=
𝜎

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Example: Given a normal distribution with mean = 50, find the probability that X
assumes a value between 45 and 62.
Solution:
Get the z values of the following, x1 = 45 and x2=6
z1 = 45−50 = -0. 5, z2 = 62−50 = 1.2

10 10
-0.5 1.2
Therefore, P( 45< X<62) = P(-0.5<Z<1.2). The P(-0.5<Z<1.2) is given by the

area of the shaded region in the above figure. This area may be computed by the area
to the left of the x= -0.5 from the area to the left of z= 1.2
P( 45< X<62) = P(-0.5<Z<1.2) = P(Z< 1.2) - P( z< -0.5)
= 0. 8849 – 0.3085 (From the Table 1 in Appendix 1)
= 0. 5764
APPLICATION
Solve the following.
1. The standard score of Maria in Algebra test is 1.0. Given that the grades are
obtained by the students in this test is normally distributed, find the percentage
of students whose marks are lower than Maria.
2. The main height of the roses grown in the garden is 28 cm and the standard
deviation is 3 cm. If the heights are normally distributed, find,
a. the percentage of the roses with heights greater than 34cm.
b. the percentage of roses with heights greater than 22 cm.
CLOSURE
Congratulations! You did well in this lesson 4. You were able to get deeper
understanding about normal distribution. Great job!

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Linear Regression and Correlation
Learning Outcomes:
2JJjj
✓ use the methods of linear

regression and correlation to
predict the value of a variable
given certain conditions.
Time Frame: 2 hours
“Somewhere between simple and linear

regression and deep neural networks he grew up
to become a data scientist”
_©word_smith_
Association of variables is essential in statistical data analysis. It enables

us to determine the dependability of a variable to another. In this lesson ,
you will be studying about the correlation and linear regression that are
used to analyze the degree of relationship of compared variables.

P a g e | 86
ACTIVITY
Fill me up!
Let’s Get Started
Complete the KWL chart.
Directions:
1. Answer the second column in the table provided below.

2. Select a partner and discuss the things you have written in the second
column.
3. Lastly, fill out the third column
Topics What I know What I want to What I learn

know
Variable
relationship
Correlation
Linear
Regression
ANALYSIS
1. Did you gain up new knowledge from your discussions?
2. Do the terms still look strange to you?

P a g e | 87
ABSTRACTION
Linear Regression and Correlation
Correlation
Correlation (Diane Kierman, 2014) refers to the statistical relationship of two

variables. When a variable is compared or related to another, a correlation exists. A
correlation can be identified using scatter plot or scatter diagram. It is a graph of
paired ( x, y) sample data with horizontal x- axis and a vertical y-axis. Each pair is
plotted as a single point,
Scatter plot can determine various types of relationship between two

variables.
• No correlation – when the points on scatter plot do not show any

direction or pattern.
• Non - linear – when the points on scatter plot follow a pattern but not
a straight line.
• Linear - when the points on scatter plot follow somehow straight line
pattern.
A relationship can be either positive or negative. Positive relationships have points
that incline upwards to the right and negative relationship inclines otherwise to the
left.
Correlation coefficients cab be computed using Pearson r :

𝒏(∑ 𝒙𝒚) – ∑ 𝒙 ∑ 𝒚
r=
𝟐 𝟐
√{𝒏 ∑ 𝒙𝟐− (∑ 𝒙) }{𝒏 ∑ 𝒚𝟐− (∑ 𝒚) }
where x = the observed data for independent variable
y = the observed data for dependent variable
n= the sample size
∑ 𝑥 = the summation of x values
∑ 𝒚 = the summation of y values

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∑ 𝒙𝟐 = the summation of the squared of each x values
∑ 𝒚𝟐 = the summation of the squared of each y values
∑ 𝑥𝑦 = the summation of the product of x and y values
Example :
A study was conducted to investigate the relationship existing between the grade
in Science and Mathematics subject. A random sample of 10 students in a certain
college were taken and the data are as follows:
Student A B C D E F G H I J
Science 75 83 80 77 89 78 92 86 93 84
Mathematics 78 87 78 76 92 81 89 89 91 84
Is the there a relationship between the performance of the students in Science

and Mathematics subjects?
Solution:
Student x y xy x2 y2
A 75 78 5850 5625 6084
B 83 87 7221 6889 7569
C 80 78 6240 6400 6084
D 77 76 5852 5929 5776
E 89 92 8188 7921 8464
F 78 81 6318 6084 6561
G 92 89 8188 8464 7921
H 86 89 7654 7396 7921
I 93 91 8463 8649 8281
J 84 84 7056 7056 7056
N= 10 ∑ 𝑥 = 837 ∑ 𝒚 = 845 ∑ 𝑥𝑦 = ∑ 𝒙𝟐 = ∑ 𝒚𝟐 =
71030 70413 71717

P a g e | 89
𝒏(∑ 𝒙𝒚) – ∑ 𝒙 ∑ 𝒚
r= 𝟐 𝟐
√{𝒏 ∑ 𝒙𝟐− (∑ 𝒙) }{𝒏 ∑ 𝒚𝟐− (∑ 𝒚) }
𝟏𝟎(𝟕𝟏𝟎𝟑𝟎)− (𝟖𝟑𝟕)(𝟖𝟒𝟓)
=
√{𝟏𝟎(𝟕𝟎𝟒𝟏𝟑)− (𝟖𝟑𝟕)𝟐 }{𝟏𝟎(𝟕𝟏𝟕𝟏𝟕)− (𝟖𝟒𝟓)𝟐 }
r = 0.91
Therefore: There exists a very strong positive correlation between the performance of
the students in Science and Mathematics subject.
Linear Regression
It is a mathematical equation that allows us to predict a response for a given

predictor value. Prediction is calculating a value of the criterion variable ( y^) on the
basis of the knowledge of the predictor (x).
Linear regression is computed using the equation,
Y^ = a + bx
where a = the y intercept
b= the slope
x = the predictor variable
y^ = the estimate of the mean value of the response variable for any
value of the predictor variable
The values of a and b can be obtained by the following:

𝒏(∑ 𝒙𝒚) – ∑ 𝒙 ∑ 𝒚
b= 𝟐
𝒏 ∑ 𝒙𝟐− (∑ 𝒙)
a = Mny - bMnx
where Mny = the mean of the y values
Mnx = the mean of the x values

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Example: Using the following data on correlation between the grade of students in
Science and Mathematics subject, what would be the predicted grade of a student in
Mathematics who has grade of 85 in Science and what regression model could be
used?
Student A B C D E F G H I J
Science 75 83 80 77 89 78 92 86 93 84
Mathematics 78 87 78 76 92 81 89 89 91 84
Solution:
Student x y xy x2 y2
A 75 78 5850 5625 6084
B 83 87 7221 6889 7569
C 80 78 6240 6400 6084
D 77 76 5852 5929 5776
E 89 92 8188 7921 8464
F 78 81 6318 6084 6561
G 92 89 8188 8464 7921
H 86 89 7654 7396 7921
I 93 91 8463 8649 8281
J 84 84 7056 7056 7056
N= 10 ∑ 𝑥 = 837 ∑ 𝒚 = 845 ∑ 𝑥𝑦 = ∑ 𝒙𝟐 = ∑ 𝒚𝟐 =
71030 70413 71717
10 (71030)− (837)(845) 3035

b= = = 0.85
10 (70413)− 8372 3561
Mnx = 837/10 = 83.7 , Mny = 845/10 = 84.5
a = 84.5 – (0. 850) (83.7) = 13.36
So the regression equation is y^ = 13.36 + (0.85)x.
If the grade of a student in Science (x) is 85, the predicted Mathematics grade is y^
= 13.36 + (0.85)(85) = 86.61 or 86.

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APPLICATION
Exercise: Determine the relationship between family income and the grades of the
students.
Student A B C D E F G
Family 30,000 21,000 45,000 54,000 86,000 34,000 49,000
income
Grade 1.25 1.75 3.0 2.75 3.0 2.25 2.5
CLOSURE
Congratulations! You are now done with the lesson 5 in this module. You were
able to predict certain data using linear regression and correlation. Keep it up and
enjoy learning!

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MODULE ASSESSMENT:
Assessment 3.1
A. On the space provided before each item, Write N if the item is nominal, O if
ordinal, R if ratio and I if interval scale.
1. Height 2. Blood types 3. Civil status
4. Pain level 5. Temperature
B. Construct a frequency distribution table of the given data below.

34 62 45 37 51 56 43 58 40 43
57 38 54 65 39 27 28 56 39 45
30 56 56 78 54 28 52 29 44 35
40 39 64 43 33 70 61 60 58 44
Assessment 3.2
A frequency distribution of scores from a group of students who took the

NCEE is as shown below.
Classes Frequency
43-49 9
50-56 13
57-63 15
64-70 25
71-77 16
78-84 8
85-91 8
92-98 4
Find the following:

1. Mean 4. Range 7. P90 10. D8
2. Median 5. Standard Deviation 8. D3
3. Mode 6. Variance 9. Q1
Assessment 3.2
A. Given the following data.( 3, 7.24), (4, 7.60), (1, 1.24), (2, 5.23), (7, 13.99),
(5, 9.97), (6, 14.31), (8, 14.88), (9, 18.04), (10, 20.70)
1. Find the regression equation.

2. Calculate the correlation coefficient.
3. If x= 3.8, what would be the prediction value?

P a g e | 93
B. Solve for what is asked in the following.
1. Find the proportion of people with IQs above 130 given that IQ scores
are normally distributed with a mean value of 100 and 15 standard
deviation.
2. Given that the z- score of normal distribution is 2.5,its mean is 45 and

standard deviation is 3. Calculate for the value of x in the normal
distribution.

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MODULE SUMMARY:

Lesson 3.1 : The Nature of Statistics

Statistics - refers to the significant
activities such as collection, organization, See Pages 60 – 62 in your book
analysis, presentation, and interpretation
of collected data.
Descriptive statistics - involves

collecting, classifying, graphing,
presenting, and averaging data in a more
informative way which aims only to
simply describe the characteristics of data
on hand.
Inferential statistics - the process of

drawing conclusion and generalization of
the organized data.
Data – are quantities or qualities that are

collected or analyzed
Nominal scale - consists of finite set of

possible values having no particular
order.
Ordinal scale - is a set of possible

entities having specific order or rank.
Interval scale - is a numerical scale in

which the order is known and the
difference between the values has
meaning but holds no true zero value.
Ratio scale - covers the characteristics of

an interval scale but it holds true zero.
Textual presentation - uses statements

with numerals in order in order to
describe the data in expository form.
Tabular presentation - uses tables to

display directly the collected values as
data.
Graphical presentation - depicts data in

P a g e | 95
a form of graphs and illustrations which

helps the readers to easily understand the
given values.
Lesson 3.2 : Measures of Central
Tendency
Central tendency - represents a

numerical value in the central region of a See Pages 63 – 71 in your book
data set.
Mean - is considered as the most

efficient measure of central tendency and
can be obtained by adding the values in
the distribution and dividing the sum by
the total number of values.
Median - is the value in the distribution

that divides a given data set into two
equal parts.
Mode - is the most frequent data the

distribution set.
Lesson 3.3 : Measures of Dispersion and
Relative Position
Measures of relative position – are the
measures that divide a distribution into See Pages 72 – 85 in your book
one hundred, four or ten equal parts.
Percentiles - are the values that divide a

distribution into 100 equal parts.
Quartiles - are the values that divide the

distribution into four equal parts.
Deciles - are the set of values that divide
the distribution into ten equal parts.
Measures of variation - are values that

are used to determine the spread of scores
in a distribution.
Range - is difference between the

highest value and the lowest value in the
distribution.
Standard deviation - is a degree to

which each set of scores spreads and
deviates from the mean value.

P a g e | 96
Variance – is the square of the standard

deviation.
Lesson 3.4 : Normal Distribution

Normal Distribution is a distribution
wherein the standard deviation is equal to See Pages 89 – 92 in your book
one and a random variable is with a mean
zero.
Discrete probability functions - can

assume a discrete number of values.
Continuous probability functions can

assume an infinite number of values
between any two values.
Lesson 3.5 : Linear Regression and
Correlation
Correlation - refers to the statistical

relationship of two variables. See Pages 92 – 96 in your book
Linear Regression model - is a

mathematical equation that allows us to
predict a response for a given predictor
value.
REFERENCES:
Aufmann, R.,et.al.(2018).Mathematics in the Modern World. Rex Book Store, Inc.

Bolaos,A.,MS.(2003).Probability and Statistical Concepts: An Introduction. Rex

Book Store, Inc. Sampalok, Manila, Philippines.

Inc.Quezon City , Metro Manila Philippines.
Punsalan, T. & Uriarte, G.(2007).Statistics a Simplified Approach. Rex Book Store,

Inc. Sampaloc, Manila, Philippines.

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Module
4 Mathematics of Finance
Overview
“Compound interest is the eighth wonder of the world, he who

understands it, earns it… he who doesn’t …pays it.”
_Albert Einstein_
Welcome our beloved students to Module 4: Mathematics of Finance. This

module aims to acquaint you with the two basic ways in solving financial interest
namely: the simple; and the compound interest. This will also inform you about the
different terminologies used in financial aspects and firms. Hence, this module will
orient the learners on the mathematics behind finances and its significance.
Objectives/Outcomes
At the end of this module, students should be able to:
✓ distinguish simple interest from compound interest;

✓ solve problems on simple and compound interest;
✓ differentiate credit cards from consumer loans, stocks, bonds and mutual
funds.
Module lessons
This module is divided into three (2) lessons.
Lesson 2.1 Simple and Compound interest
Lesson 2.2 Credit Cards ,Consumer Loans, Stocks, Bonds and Mutual funds

P a g e | 98
Lesson 1 : Simple and Compound interest
Learning Outcomes:
✓ distinguish simple interest from compound interest

✓ solve problems on simple and compound interest
Introduction
Money is essential in each one’s life. People use money to shop,

buy necessities, pay bills and a lot more. Thus, people would tend to
find ways to manage and grow money. Even the process borrowing
money could not be free especially when you borrow it in banks. The
concept of interest will always come up. Hence, in this lesson, we shall be focusing on
the two types of interest: the simple interest; and the compound interest.
ACTIVITY
Let’s Get Started Complete me!
Find the missing terms and fill out the table completely.
Principal Rate Time Interest
1. P5, 250 12% 3.5 yrs.
2. P65, 500 1¾% 2 yrs.
3. P8, 500 13% P4,420
4. P15,000 12% P9,000
5. P50,000 3yrs. P13,500
ANALYSIS
Let’s think of this Think of Me
1. How did you come up with the missing terms?

2. Do you have prior knowledge in solving that kind of related problems?
3. What part did you experience difficulty in solving?

P a g e | 99
ABSTRACTION
Simple and Compound interest
The interest refers to the amount paid for the use of money.
It is commonly observable when you deposit or borrow money in
banks. The money deposited or borrowed is called the
principal(P), the money paid for its use is the interest (I) , and
how much is to be paid per hundred is called the rate of interest
(r) including the time (t) involved usually given in years.
Simple interest
Simple interest is the interest that is paid in an initial investment. It does not
become part of the principal. The formula will be as follows:
I = Prt or A = P( 1 + rt )
where P = the principal amount

r = the annual interest rate in decimal
t = the number of time periods
Example 1: A 2-year loan of $500 is made with 4% simple interest. Solve for the
earned interest.
Solution:
Given: t = 2, r = 4% or 0.04 , P = 500
I = Prt = 500( 0.04)(2) = 40
Example 2: A business takes out a simple interest loan of Php 10,000 at a rate of 7.5%.
What is the total amount the business will repay if the loan is for 8 years?
Solution:
Given: t = 8, r = 7.5% or 0.075 , P = 10000
A = P( 1 + rt ) = 10000( 1 + 0.075(8))= Php16000

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Compound Interest
Compound interest refers to the addition of interest to the principal sum and
becomes the new principal amount. The formula for compound interest is:
A = P ( 1 + 𝒓 )nt
𝒏
where A= the future value of the investment/ loan, including interest

P = the principal amount
r = the annual interest rate in decimal
n = the number of times that the interest is compounded per year
t = the number of years the money is invested or borrowed
Example: If an amount of $5,000 is deposited into a savings account at an annual

interest rate of 5% , compounded monthly, what is the value of the investment after
10 years.
Solution:
Given: t = 10, r = 0.05 , P = 5000, n = 12
A = P ( 1 + 𝒓 )nt
𝒏
= 5000 ( 1 + 𝟎.𝟎𝟓 ) (12)(10)

𝟏𝟐
A = 8325.0

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APPLICATION
Exercise: Solve the following problems.
1. Mr. Cruz borrowed P110,000 at 5% simple interest to pay as down payment for
a house and lot. If he was able to pay after 6 months, how much in all did he pay?
2. Mr. Reyes placed P12,000, in a savings bank at 4% and P13, 000 in a time
deposit at 10%. How much simple interest do his investments earn every 3
months?
3. Mrs. Ablan borrowed P25,000 to start a market stall, at 14% simple interest. If
she paid P10,000 every six months, a) how many times did she pay? b) How much
was her last payment? c) how much in all did she pay?
4. If interest is compounded quarterly how much will P100,000 be at the end of

one year at 12% compound interest?
5. P1200 is placed in an account at 4% compounded annually for 2 years. It is then

withdrawn at the end of the two years and placed in another bank at the rate of 5%
compounded annually for 4 years. What is the balance in the second account after
4 years?
CLOSURE
Congratulations! You have just finished lesson 1 in this

module. You are now equipped with knowledge about solving
interest related problems. Great job!

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Lesson 2: Credit Cards, Consumer Loans, Stocks, Bonds, and Mutual Funds
Learning Outcomes:
❖ Differentiate credit cards from consumer loans, stocks, bonds and mutual
funds.
Introduction
In this lesson, you will learn about variety of terms

commonly used in the aspect of finance. You will also know
about their definitions and their inclinations.
ACTIVITY
Let’s Get Started Research me!
Activity: Research Project.
1. Make an interview or a survey on someone who has joined investing in stocks,

bonds and mutual funds. How many of them choose stocks, bonds or mutual
funds. List reasons why they choose those investment opportunity.
2. Conduct a survey among your classmates, teachers, neighbors or your friends

regarding the use of credit cards. How many of them have stopped and have
continued their subscription? List reasons why they stopped while others still
continued the use of credit cards.
ANALYSIS
1. From the survey you have conducted, did you gain some
knowledge about stocks, bonds, and mutual funds? Enumerate
them.
2. What are your knowledge gained from your survey about credit
cards? Does it bring life convenience?

P a g e | 103
ABSTRACTION
➢ Credit Card
According to Latoya Irby (2019) , a credit card is a plastic card that lets you access
the credit limit your card issuer gives you. A credit limit is similar to loan. However,
in credit limit, the bank allows reuse of the loan and gives you freedom to take credit
much as you want as long as you pay for what you have borrowed.
➢ Consumer Loan
Consumer loan means a secured or unsecured loan given to customers for different
purposes such as personal, family, recreational vehicle, manufactured home, home
equity loan and others. It is given in accordance with the borrower’s integrity and
ability to pay. Consumer loan does not include mortgage loans used for home
purchases and commercial loans.
➢ Stocks
According to Brittney Castro (2013), a stock is ownership in a company. Whenever

you buy a stock, you own a piece of the company. Thus, if the company does better,
you also benefit better. In the same way, when the company tanks, your stocks tanks
too.
➢ Bonds
A bond (Wikipedia) is an instrument indebtedness of the bond issuer to the holders.

The most common types of bonds include municipal bonds and corporate bonds.
➢ Mutual Funds
A mutual fund (Wikipedia) is an open- end professionally managed investment fund

that pools money from many investors to purchase securities. In mutual fund your
money is basically pooled along with other investors, into a fund, which then invests
in certain securities according to a stated investment strategy.

P a g e | 104
APPLICATION
Write an essay on the following statements below.
1. Differentiate credit card from consumer loan.

2. Cite some significance and differences on stocks, bonds and
mutual funds.
CLOSURE
Congratulations! You have just finished lesson 2 in this

module. You are now acquainted with the various terms used in
financial aspects.

P a g e | 105
MODULE ASSESSMENT:
Assessment 4.1 Solve for the following interest related problems below.
1. What interest rate, compounded annually, is needed for a principal of P4,000

to increase to P4,500 in 10 year ?
2. If P3000 is placed in an account at 5% and is compounded quarterly for 5

years. How much is in the account at the end of 5 years?
3. If you deposit P6500 into an account paying 8% annual interest compounded

monthly, how much money will be in the account after 7 years?
4. What principal must be deposited in a 4.5% saving account compounded

monthly in order to have a total of P10,000 after 8 years?
5. What would P1000 become in a savings account at 3% per year for 3 years
when the interest is not compounded? What would the same amount become
after 3 years with the same rate but compounded annually?
Assessment 4.2 Essay.
1. In one paragraph with not more than 5 sentences, construct an essay

differentiating credit cards from consumer loans, stocks, bonds and mutual
funds.
MODULE SUMMARY:

Lesson 4.1 Simple and Compound

interest
Simple interest - is the interest that is
paid in an initial investment. See Pages 158 – 159 in your book
Compound interest - refers to the

addition of interest to the principal sum
and becomes the new principal amount.
Lesson 4.1 Credit Cards, Consumer
Loans, Stocks, Bonds, and Mutual Funds
Credit card - is a plastic card that lets
you access the credit limit your card See Pages 160 – 162 in your book
issuer gives you.

P a g e | 106
Consumer loan - means a secured or

unsecured loan given to customers for
different purposes such as personal,
family, recreational vehicle,
manufactured home, home equity loan
and others.
Stock - is ownership of some piece of a

company.
Bond - is an instrument indebtedness of

the bond issuer to the holders.
Mutual fund - is an open- end

professionally managed investment fund
that pools money from many investors to
purchase securities.
REFERENCES:

Inc.Quezon City , Metro Manila Philippines.
Website:
https://en.wikipedia.org/wiki/Mutual_fund
https://en.wikipedia.org/wiki/Bond_(finance)

Mathematics in The Modern World

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Mathematics in The Modern World

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Course Specification

Team Leader : Mharfe M. Micaroz, MAEd

Course Title: Mathematics in Modern World

Units / Credit Equivalent: 3 units

1 identify patterns in 1.1. Patterns in

“Mathematics is the science of

Welcome our beloved students to this Module 1: Nature of Mathematics. In

✓ identify patterns in nature and regularities in the world;

Lesson 1: Patterns in Nature and Regularities in the World

GE 02 - Mathematics in the Modern World 2020

Patterns in Nature and

✓ identify patterns in nature and

Time Frame: 2 hours

“Mathematics is the language in which God has written

GE 02 - Mathematics in the Modern World 2020

Let’s Get Started Look Around

Let’s think of this Think of Me!

2. Are there some words that still look strange to you?

3. What word/words have you already encountered before?

GE 02 - Mathematics in the Modern World 2020

Let’s explore Read Me!

Patterns in nature are visible regularities of form found in the

Symmetry An agreement in dimensions, due proportion and arrangement.

Meander Series of regular sinuous curves, bends, loops or turns in a watercourse.

Wave A disturbance that moves through space or matter.

Foam An objects formed by trapping pockets of gas in a liquid or solid.

Tessellation Tiling of a plane using geometric shapes with no gaps or overlaps.

Fractal A never-ending pattern that is self-similar across different scales.

GE 02 - Mathematics in the Modern World 2020

Importance of Mathematics in Life

“Mathematics is NOT about numbers, equations, computations, or

_William Paul Thurston_

GE 02 - Mathematics in the Modern World 2020

The Roles of Mathematics in Some Discipline

Mathematics is a fundamental part of human thought and logic, and integral to

GE 02 - Mathematics in the Modern World 2020

Let’s work it out Answer Me!

2. What is the significance and role of Mathematics in your daily life?

I am years old My birthday is on

First Name Last Name

I have letters in my I have letters in

There are people in my family I have lost teeth so far.

+ = . I am exalted about grade.

GE 02 - Mathematics in the Modern World 2020

GE 02 - Mathematics in the Modern World 2020

The Fibonacci Sequence

✓ determine a Fibonacci sequence

Time Frame: 2 hours

“Mathematics is the language of nature”

As we have seen on the previous lesson, patterns can be seen everywhere.

GE 02 - Mathematics in the Modern World 2020

Let’s Get Started Next in line!

Direction: Determine what comes next in the given patterns.

2. 3,6, 12, 24, 48, 96,

3. 41, 39, 37, 35, 33,

4. 1, 10, 100, 1000,

Let’s think of this Think of me!

2. How did you come up with your answers?

Let’s explore Read Me!

In Mathematics, (wikipedia), the Fibonacci numbers are

A sequence is an ordered list of numbers, called terms, which may have

The first 6 Fibonacci numbers Fn for n = 0, 1, 2, … 6 are

Leonardo Fibonacci came up with the sequence when