For instructional purposes only + 1% Semester SY 2020-2021 a
: Mathematics in Our World
Lesson 1.
Lesson Summary
This lesson talks about how mathematics began and applied in real life.
Various topics are included in this, such as mathematics in counting, different
patterns, the Fibonacci sequence, and the golden ratio.
Learning Outcomes
At the end of this lesson, the students will be able to:
1. Define mathematics,
2. Articulate the importance of mathematics in one's life,
3. Determine the applications of the golden ratio in arts and architecture,
Motivation Question
What will happen to our world if mathematics does not exist?
Discussion
Mathematics was
around since the beginning of
time, and it presumably started
with counting. People at a
/ ; young age indulge in counting
¥ 7 various quantities. The primary
property of counting is so
fundamental to our perception
of the quantity that it is
seldom articulated expressly.
Figure 1. Counting The essence of counting is to
(image retrieved from: assign a numeric value to a
hitos://www.myjewishlearning.com/rabbis-without. collection of objects, and what
borders/counting-for-a-heartof-wisdom/) makes it possible? The fact
that a specific value exists.
Moreover, this primitive activity results in the concepts of numbers, numerals,
and the four fundamental operations and their properties (Hengania, et al.,
2018)
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Mathematics asa study of patterns
Studying patterns provided an opportunity for people to observe,
hypothesize, experiment, discover, and create. By understanding its
regularities based on data gathered, one can predict what comes next. "Study
of pattern integrates both the strands of mathematics and a variety of
curricular areas. We can use and extend skills and knowledge of number,
measurement, geometry, data collection and statistics, probability, and
algebraic thinking. It allows us to bring together mathematics with music,
visual art and craft, vocabulary building, creative writing and verbal
communication, social studies, science and environmental studies, talent and
technology” (Buchanan, 2011)
The following are examples of different patterns:
1. Logical Patterns. "Young children usually first look at logic patterns.
After all, making categories and doing classification comes before
numeration. We must be able to tell which things are blocks before we
can learn to count blocks. One kind of logic pattern deals with the
characteristics of various objects. Another kind deals with an order:
there is a sequence of objects and a pattern in the attributes the
objects possess" (Annenberg Foundation, 2017). Commonly used
pattems which include classification, partition, chronology,
cause/effect, problem/solution, if/then, and evaluation. As the term
"logic" implies, we use these patterns to think. (Hengania, et al., 2018).
Examples:
Try to solve the following logic patterns.
a
b.
" eyo, 8
oO
® a
a | «
or |i :
° Ol
a a .
‘Adapted from: (Logical Reasoning, 2020)
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‘TP-Mo-02For instructional purposes only + 1% Semester SY 2020-2021 5
Answers to the examples:
a. In this case, there are two rules. The first is that the largest shape
must be grey, and the second is that the bottom shape must be
black. The odd one out is, therefore, C, as the bottom shape is
stripy and not black.
b. This type of question requires us to look at the patterns in the
squares and understand their relationship to one another, to
identify the missing square. There are three rules to spot in this
question. Firstly, there is a relative positional rule: the position of
the black square corresponds to the square holds within the
diagram. Secondly, there is a movement rule, in that the circle
moves around the boxes in a clockwise position. Finally, the
arrows in the first and third columns are reflections of one
another. The correct answer is, therefore, C. (Logical Reasoning,
2020)
2. Geometric Patterns. A geometric pattem ma
like lines, circles,
ellipses, triangles, rectangles, and polygons. Geometric pattems
encompass a series of forms, These patterns are the same as the
number pattern from the fact that it follows a certain rule. (Hengania,
et al, 2018)
Example:
What will come next?
APB?
If we observe from the example above, we can see that the figures are like
mirrored numbers. Thus, the next figure would be
Answer:
3. Number Patterns. Numbers are everywhere, especially on day by day
basis. In real life, while dealing with numbers, we often find different
number patterns. A number pattern is an
is pattern
is said to be a numeric pattern. (Hengania,
Examples’
Find the missing terms,
2,5,10,17,__. 37, __ 65,__,_._. 145,
1,1,1,3,5,__,__,31,__..
F,T.F,T.T.._F,
0,7, T.F,F,S,S,_,_.T,
— 8, 64, _ 216, 343,
ep aooD
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‘TP-1M-026 Math1 In: Mathematics in the Modern World
2*3=15
3*4=28
4*5=45
6*2=7
Answers:
a. If we get the difference of each term, the answers would be 3, 5,
and 7, respectively, of the first four terms. Thus, the pattern is to
add an odd number starting from three. So, the answer would be
26, 50, 82, 101, and 122.
b. The answers are 9, 17, and 57. The pattern is adding up the
previous three numbers.
c. Each letter represents the initial of the following numbers: 5, 10,
15, 20, 25, 30, 35, and so on. Thus, the answers are T, T, F, and F,
respectively.
d. This example has the same concept with "c,” but the numbers
involved are 1, 2, 3, 4, 5, and so on. Thus, E, N, and E are the
answers.
fe. The pattern in this example is simply the cube of the counting
numbers: 1°, 2%, 3%.. Hence, the answers are 1, 27, and 125,
respectively.
f. The answer is 16 because the pattern is adding the two terms and
multiplying the sum by the second term. That is, (2#3)(3)=15,
(8+4)(4)=28, (445)(5)=45 then (6+2)(2)=16.
4, Word Patterns. Patterns can be in language too! "The metrical
pattems of poems and the syntactic patterns of how we make nouns
plural or verbs past tense are both word patterns, and each supports
mathematical as well as natural language understanding. It is not
about how to communicate in mathematics; rather, it is about patterns
in form and in syntax, which lead directly to learning about language in
general and about machine communication in particular’. (Annenberg
Foundation, 2017).
Matheratisin nature
From rainbows, the river meanders, and shadows to spider webs,
honeycombs, and also the markings on animal coats, the visible world is filled
with pattems that may describe mathematically. Such readily observable
phenomena suggest that the wonder of nature is revealing mathematics, and
also, the great thing about mathematics; it's shown in our surroundings.
(Adam, 2071)
One particular application of mathematic: e sequence 1,
3, 3, 21.., which called the this sequence
found in many natural patterns such as pineapples, sunflowers, nautilus, and
pine cones. (Hengania, et al., 2018)
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But how did the Fibonacci sequence discovered? The third section of
the book "Liber abaci,’ written by Fibonacci in the year 1202, describes a
challenging problem, which is now generally denoted as
Problem This problem led to the i nd
the Fibonacci sequence, mainly the reason why Fibonacci is very known and
remembered today.
WONT
° ate 1
\ an 1
2 tea a
7 kh bnath 3
‘ ahoheadhae a .
‘ tha nana eat & & & at *
Figure 2 Fibonacci numbers inbreeding process of rabbits
( (mage retrieved from: http://centerofmathematies blogspot com/2019/10/t
fibonaci-sequence-and-the-golden-ratio.him))
Fibonacci hypothesized the breeding process of rabbits. It continues
every month, and each rabbit pair produces a mixed pair of baby rabbits who
mature the next month. The number of rabbits in a month is equal to the total
pairs in the previous month. In mathematical terms, this sequence could
extend indefinitely. The Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, 21, 34, 55,
and so on. It is imperative to understand the differences between the
Fibonacci sequence and the golden ratio, which is the
(Ete
Table 1: Derivation of Phi
[2-1 | 2000 |
; o#s | 1666 |
[ es | i600 |
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[ avis | tose |
[ 3427 | tei |
[ ss-3t | delve |
89455 1.6182
The Golden Proportn, 3 mathematical ratio, epitomizes beauty,
congruence, and balance in physical form. it is derived by expressing ratio
using a line segment where the ratio of the whole segment to the longer
segment is equal to the ratio of the longer segment to the shorter segment,
as depicted in Figure 3. Mathematically, the precise value of this ratio is
expressed as 1.6180339887..., an interminable number that goes to infinity.
(Katyal, Gupta, Gulati, & Jain, 2019)
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are
SS
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(Image retrieved from:
—_hitp:/feenterofmathematies blogsp0
tteom/2019/10/thesibonaci
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= 1618 = @
The "Rabbit Problem" leads the Fibonacci numbers to have a deep
connection with nature; one particular example is the flower petals. White
calla lily has one, Euphorbia contains two, trillium contains three, Columbine
contains five petals, Bloodroot contains eight, Black-eyed Susan contains 13,
Shasta daisy 21, Field daisies have 34, and the other types of daisies contain
55 and 89 petals, respectively.
White Calla Lily Euphorbia Trillium Columbine
SEE
Bloodroot Blackeyed Susan Shasta Daisy Field Daisies
Figure 4: Flower petals
(Image retrieved from: https://momath.org/home/fibonacci-numbers-of-sunflower-seed
spirals/)
The sunflower seed also conveys the Fibonacci sequence. The
patterns of two spirals go in opposing directions (clockwise and
counterclockwise); these numbers are consecutive and usually contain 34
and 55 seeds. The numbers 34 and 55 are successive in the Fibonacci
sequence.
Figure 8: Fibonacci spirals on sunflower
(Image retrieved from: htips://momath org/hore/fibonacci-numbers-of-sunflower-seed-
spirals/)
Pineapples have spirals formed by their hexagonal nubs. The nubs on
many pineapples form five and eight spirals or eight and 13 spirals that rotate
diagonally upward to the right depending on the size of the pineapple. The
numbers five, eight, and 13 are the Fibonacci numbers. Same in the case of
Page 8 of 60
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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge
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pine cones, which contain spirals from the center, have five and eight arms or
eight and 13 arms, depending on the size, which again two sequential
Fibonacci numbers. (Sirug, 2018)
Figure 10: Fibonacci on pine cones and pineapples.
(images retrieved from:
https://wwwjesuitroundup.org/news/academics/math/1123-go-fibonacctday-at-
jesuit/)
Mathematics is in every people's daily task or activity. itis an essential
tool in many fields, including scientific discipline, engineering, medicine,
finance, and other sociologies. It also serves as the scaffolds for everything,
especially in our daily lives that include the invention of mobile devices,
planning in architecture, designs in art, accounting monies, building
infrastructures, and even sports. Mathematics helps in making the world a
better place to live.
Learning Tasks/Activities
|. Observe the surroundings; list at least five objects where the
Fibonacci numbers are applicable. Then take a picture of each and
explain to why it is an example of the Fibonacci sequence. Write the
answers in the short-sized bond paper.
Il, Ina short-sized bond paper, make an essay consisting of 200 to 300
words answering the question: "How is mathematics applied in your
field of studies?”
I Paste a one by one picture on the upper right comer of a ¥ index card,
Copy the following details and measure each part from a to | using a
ruler in centimeters. Make sure that the measurements are accurate
to avoid errors. You can let other people help you in measuring your
face. Refer to the picture provided in identifying how to measure each
part. After that, solve for the ratios as given below and discover your
beauty is close enough to perfection (perfect face has the ratio
1.61803),
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‘TP-1Mo-0210 Math1 In: Mathematics in the Modern World
=
Adapted from: (Goodstein, 2017)
Assessment
|. In your own understanding, what is mathematics?
‘Show your answers by creating a POSTER using a % size cartolina
Let someone take a photo of you while you are making the poster and
then another photo of you hoiding your finished product. Once you are
Fe rs cn ‘ oa i mali of your poster.
23,5, 11, 13, 17, __, 23,
. 1/2,3/4, __, 7/8,
0,0,_3,2,6,3,__4,12,...
Friday = 625
Tuesday = 732 Saturday = 836
Wednesday ‘Sunday =__
Thursday
Present the solution.
e. 2*3=7 ae
3*4=10 ae
Present the solution.
f 5*4=17 2*8=10
6*8=22 9*6=__
Present the solution.
g. 4*1=20 ot
0*3=0 ae
Present the solution.
Instructions on how to submit student output
Refer to the course policies and course content plan.
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