Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

I. COURSE CODE: GEC 104

COURSE TITLE: Mathematics in the Modern World

II. COURSE OVERVIEW

A. INTRODUCTION
This course deals with the nature of mathematics, appreciation of its practical, intellectual and aesthetic dimensions, and
application of mathematical tools in daily life.
This course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the
environment) and as an application of inductive and deductive reasoning. By exploring these topics, students are encouraged to go
beyond the typical understanding of mathematics as merely a set of formulas but as a source aesthetic patterns of nature, for example,
and a rich language in itself(and of science) governed by logic and reasoning.
The course then proceeds to the survey ways in which mathematics provides a tool for understanding and dealing with
various aspects of present day living, such as managing personal finances, making social choices, appreciating geometric designs,
understanding codes used in data transmissions and security, and dividing limited resources fairly. These aspects will provide
opportunities for actually doing mathematics in a broad range exercises that bring out various dimensions of mathematics as way of
knowing, and test students’ understanding and capacity (CMO No. 20, series of 2013).

B. COURSE LEARNING OUTCOME

At the end of the lesson, the students must have:
Knowledge (K)
1. Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and used.
2. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts.
3. Discussed the language and symbols of mathematics.

Skills (S)
1. Used variety of statistical tools to process and manage numerical data.
2. Analyzed codes and coding schemes used for identification, privacy, and security purposes.
3. Used mathematics in other areas such as finance, voting, health and medicine, business, environment, arts and design, and
recreation.

Values (V)
1. Appreciated the nature and uses of mathematics in everyday life.
2. Affirmed honesty and integrity in the application of mathematics to various human endeavours

C. PROGRAM OUTCOME
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue personal and professional development

D. MODULES AND UNIT TOPICS

MODULE 1: The nature of Mathematics

Unit 1: Mathematics in Nature
 Patterns and Numbers in Nature and the World the snowflakes and honeycomb, tiger’s stripes and hyena’s spots, the
sunflower, the snail’s shell, flower petals, the world.
Unit 2: Number and Patterns
 The Fibonacci Sequence and the Golden Ratio
MODULE 2: Mathematics Language and Symbols
Unit 1: The language of Mathematics
 Characteristics of mathematical language: Precise, Concise, Powerful
 Expression vs. Sentence.
Unit 2:
 Elementary logic: connectives, quantifiers, negation, variables.
MODULE 3: Problem Solving and Reasoning
Unit 1:
 Inductive and Deductive Reasoning
Unit 2:
 Problem Solving strategies
Unit 3:
 Polya’s 4 steps in Problem Solving
MODULE 4: Mathematics as a Tool
UNIT 1: Data Management using statistical tools
 Data gathering and Organizing data; Representing data using graphs and charts:; interpreting organized data.
  Measures of Central Tendency: Mean, Median, Mode, Weighted mean
 Measures of Dispersion: Range, Standard Deviation and Variance
 Measures of Relative Position
 Probabilities and Normal Distributions
 Linear Regression and Correlation
MODULE 5: Mathematics as a Tool (Part 2)
Unit 1: Geometric Designs
 Recognizing and analyzing geometric shapes
 Transformations (translation, reflection, rotation, dilation )
 Patterns and Diagrams
 Design, Arts, & Culture

III. COURSE STUDY GUIDE

The key to successfully finish this module lies in your hands. This module was prepared for you to learn diligently,
intelligently and independently as would-be teacher, doing these will greatly help and prepare you to become a great teacher. Aside
from meeting the content and performance standards of this course in accomplishing the given activities, you will be able to learn
other invaluable learning skills which you will be very proud of as a responsible learner. The following guide and house rules will
help you further to on track and to say at the end of the module, “I did well!”

1. Schedule and manage your time to read and understand every part of the module. Read it over and over until you understand the
point.

2. Study how you can manage to do the activities of this module in consideration of your other modules from other courses. Be very
conscious with the study schedule. Post it on a conspicuous place so that you can always see. Do not ask about questions that are
already answered in the guide.

3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage all possible resources. You
may ask other family members to help you. If this will not work again, text me first so that I can call you or text you back for
assistance.

4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work on time. It will be you.

5. Before you start doing your task, read and understand the assessment tools provided. Do not settle with the low standards, target
the highest standards in doing your assigned tasks. I you believe you can, then I believe in you.

6. If needed, do not hesitate to keep in touch with to any available means. Remember, if there is a will there is a way.

7. In answering all the assessment, an evaluation activities, write legibly. It will help if you will not write your answer in the module
if you are not yet sure of your answers. You must remember that all activities in the module are academic activities which mean that
the relevant academic conventions apply. Think before you write.

A. Your answers should be composed of complete and grammatically correct sentences. Do not use abbreviation and ACRONYMs
unless these are introduced in the readings, and do not write in text-speak. Avoid writing in all caps.

B. In the self-process discussions, write appropriate and well-though arguments and judgement. Avoid merely approving or
disapproving with what is express in the material. You need to support your inputs in the discussion from reliable information or from
empirical observation. Do not write an informal opinion.

C. Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as concisely and possible. Do not
let your discussion go astray. Make use of the spaces in the module as your guide.

D. Quote your sources, if there are, in answering all the activities.

8. Lastly, you are the learner; hence, you do the module on your own. Your family members and friends at home will support you but
the activities must be done by you.
 MODULE 1: The nature of Mathematics
UNIT 1: Mathematics in Nature
INTENDED LEARNING OUTCOMES:
At the end of this unit, the learners must have:
a. demonstrated understanding of the presence of mathematics in nature and the arts by watching short video and inspecting the
surroundings.
b. created an acrostic poem about the nature of mathematics.
c. expressed appreciation for mathematics as a human endeavour specially Golden Ratio in mathematics in human anatomy.

INTRODUCTION
Nothing can beat the beauty of nature. Finding mathematics in nature at a first glance may seem less obvious. However, if
one does take time to examine nature, then one can describe its beauty mathematically.

Sequence is an ordered list of numbers, called terms that may have repeated values. The Fibonacci sequence named after
Fibonacci, also known as Leonardo of Pisa or Leonardo Pisano, Fibonacci numbers were first introduced in his Liber abaci in 1202.

Aside from the famous painting Mona Lisa, Leonardo da Vinci was also known for his
Vitruvian Man. It was one of the most important works of the Italian Renaissance.
According to Vitruvius (1492), the 15th Century drawing was also known as
“the proportions of the human body”.

The Fibonacci sequence

The Fibonacci Sequence is the series of numbers :
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377,…

0 + 1=1 13 + 21 = 34
1 + 1=2 21 + 34 = 55
2 + 3=5 34 + 55 = 89
3 + 5 =8 55 + 89 = 144
5 + 8 =13 89 + 144 = 233
8+13= 21 144 + 233 = 377

Fn = Fn-2+ Fn-2
Where,
F n = Fibonacci number
Fn-1 = the previous term
Fn-2 = the term before Fn-1

What is the 80th term of the Fibonacci sequence? It may take you long to find it. However, one may calculate the Fibonacci using
Golden Ratio. It is usually denoted using the Greek letter “phi” φ or ϕ

The Golden Ratio is a special number which is approximately equal to 1.618034 and may be used to find the nth term of a Fibonacci
Sequence using the Binet’s formula

Fn=¿ ¿ where, n is the term number

The most irrational number is known as the golden ratio, or Phi. Coincidentally, dividing any Fibonacci number by the preceding
number in the sequence will garner a number very close to Phi. So, with any plant following the Fibonacci sequence, there will be an
angle corresponding to Phi (or ‘the golden angle’) between each seed, leaf, petal, or branch.

Golden ratio is approximately equal to 1.618.

ACTIVITY:

The teacher will let the students watch a short video presentation about Numbers in Nature in YouTube/Facebook Messenger. A
hard/soft copy about Mathematics in Nature will be shared to the Group.

Short Video:Nature’s of Numbers By Ian Stewart,

URL https://etereaestudios.com/works/nature-by-numbers/:

Modelling Patterns in the nature and the world by John A. Adams

A. Discover how Golden Ratio is evident on human body. You can use ruler, tape measure or any measuring device.
NOTE: Use the same unit of measurement. For instance, if use centimeter (cm) in Data A, all your answers you should be expressed in
centimeter (cm).
My Data
Distance from your knees to the ground A =___________
Distance from your belly button to the ground B =___________
Distance from the top of your head to your belly button C =___________
Distance from your writs to your elbows D =___________
Length of your hand E =___________

Refer to the figure on the right.

F =__________
G =__________
H =__________

Get the ratio of the following and round off your answers to the nearest ten thousandths.

1. B ÷ C=_______
2. B ÷ A=_______
3. D÷ E=________
4. G ÷ F=_______
5. H ÷ G=_______

Guide question: What can you say about the ratios from the numbers 1 to 5?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Group’s Data
Collect the data from 4 of your classmates.
Name B ÷ C= B ÷ A= D÷ E= G ÷ F= H ÷ G=
1
2
3
4

Guide question: What can you say about the ratios of your classmates?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

ANALYSIS (Critical Thinking)

I. Write conclusion on how evident is golden ratio on the human body.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
______________________________________________________________________________

II. Study the patterns of the Fibonacci Sequence below

Term ( F n ¿ 0 1 1 2 3 5 8 13 21 …
Term number 0 1 2 3 4 5 6 7 8 …
1. What is the 9th term? ________________
2. How did you solve the 9th term?_________________________________________________________________
3. What is the pattern of the Fibonacci Sequence?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

4. Find the 11th to 15th term of the Fibonacci Sequence.

a. 11th term: _______________
b. 12th term: _______________
c. 13th term: _______________
d. 14th term: _______________
e. 15th term: _______________
ABSTRACTION:
Many patterns, designs, regularities, occurrences, and phenomena exist in nature, in our world, and in our lives. Mathematics helps in making sense of these things so
that human’s perception of the things around them become more valuable and beneficial: As golden ratio in human anatomy and purpose of Fibonacci numbers and
rectangles in many fields.

Patterns indicate a sense of structure and organization that it seems only humans are capable of producing these intricate, creative, and amazing formations. It is from
this perspective that some people see an “intelligent design” in the way the nature forms.

Symmetry indicates that you can draw an imaginary line across an object and the resulting parts are mirror images of each other. This type of symmetry is called
bilateral symmetry. One best example is the figure below.

Leonardo Da Vinci’s Vitruvian Man Showing

the proportions and symmetry of human body.

Honeycombs are an example of

Snowflakes form because water molecules naturally arrange when they solidify.
wallpaper symmetry. This is
It’s complicated but, basically, when they crystallise, water molecules form weak
where a pattern is repeated until
hydrogen bonds with each other. These bonds align in an order which maximises
it covers a plane.
attractive forces and reduces repulsive ones. This is what causes the snowflake’s
distinct hexagonal shape. And no two

Orb Web Spiders

Some scientists theorise that orb The peacock takes the earlier
webs are built for principle of using symmetry to
strength, with radial symmetry
attract a mate to the nth degree.
helping to evenly distribute
the force of impact when a spider’s According to Darwin with the
prey makes contact with the web theory of sexual selection, which
asserts that animals develop certain
Peacocks features to increase their chances of
mating

The symmetry in this ratio causes

the moon and sun to appear almost
the same size when seen from
Earth, and, therefore, it becomes Fibonacci's rabbits
possible for the moon to block the
sun when the two align Fibonacci first noted the sequence
when pondering a mathematical
problem about rabbit breeding.

Fibonacci spiral/ Golden Ratio A nautilus shell is grown in a

Sunflower seeds grow in Fibonacci Fibonacci spiral. The spiral occurs
spirals. Scientists theorise that it’s a as the shell grows outwards and
matter of efficiency. In simple tries to maintain its proportional
terms, sunflowers can pack in the shape.
maximum number of seeds

Pinecones have seed pods that

arrange in a spiral pattern.
The shapes of galaxies and
Hurricane also follow the Fibonacci
spiral.
Flower petals
If you look more closely, you will note that the different flowers
have different flowers have different number of petals.
The iris and trillium have both only 3 petals. Flowers with five
petals are said to be most common. These include buttercup
,columbine and hibiscus. Among those flowers with petals
delphinium, while ragwort and marigold have thirteen.
These numbers are all Fibonacci numbers.

Fractals
Fractals are complex patterns where each individual component has the
same pattern as the whole object. Examples in the picture are
Romanesco Broccoli and Ferns. Some other examples are: of fractals in
nature are snowflakes, trees branching, lightning, algae, pineapple,
ocean waves, DNA, proteins.
 APPLICATION

A. You are task to present an output in the form picture/selfie portrait in long bond paper that contains the presence of mathematics in
nature and arts. You can also base your work on your observations in the video presentation, provided readings or by simply
inspecting your surroundings. You will describe the picture in not less than five (5) sentences. Output will be posted in the group page.
Please be guided with the rubric below.

RUBRIC
Criteria/Points 10 9 8 7 6 5 4 3 2 1
Relevance to Nature in
Mathematics
Substantial
description/Explanation
TOTAL

B. Create an acrostic poem using Numbers in Nature. In an acrostic poem, the letters in the word form the first letter of each line of
the poem. A line may be just one word or a phrase. Numbers in nature have fifteen letters, so the poem will have fifteen lines/words.
BE GUIDED WITH THE RUBRIC BELOW
Examples:
M ind boggling M akes me use of my brain
A algebra and A rithmetic fun
T rigonometry T akes time to learn
H eightened my curiosity H urray for Math

N ______________________________________________________________________________________________

U ______________________________________________________________________________________________

M ______________________________________________________________________________________________

B ______________________________________________________________________________________________

E ______________________________________________________________________________________________

R ______________________________________________________________________________________________

S ______________________________________________________________________________________________

I ______________________________________________________________________________________________

N ______________________________________________________________________________________________

N ______________________________________________________________________________________________

A ______________________________________________________________________________________________

T ______________________________________________________________________________________________

U ______________________________________________________________________________________________

R ______________________________________________________________________________________________

E ______________________________________________________________________________________________
RUBRIC:
Criteria 5 Points
Lines Each line of the poem
begins with the next letter
of the title
Grammar There are no grammar
error
Word Choice Highly effective word
choice that Illustrates
subject
Spelling There are no spelling errors
Capitalization/Punctuation The poem is correctly
punctuated and there are
no capitalization errors.
Organization The poem sticks in the
topic and makes sense
Handwriting Writing clear and legible
4 points
There is one error in vertical
spelling of poem
The poem contains 1-2 grammar
errors
Good word choice, it illustrates
subject of the poem
The poem contains 1-2 spelling
errors.
There is 1-2
capitalization/punctuation
error(s).
The poem mostly sticks on the
topic and/or makes sense.
Writing is mostly legible
3 points
There are 2-3 errors with the first
letter of each vertical lines
The poem contains 3 grammar
errors.
Weak choice of words that do not
accurately illustrate the subject of
poem.
The poem contains 3 spelling
errors.
There are 3-4
capitalization/punctuation errors.
The poem has many errors in
meaning and/or organization.
Many areas of the poem are
messy and difficult to read
2 Point
The first letter of each line does
not spell the title.
The poem contains 4 or more
grammar errors.
Words have no clear meaning.
There are 4 or more spelling
errors.
There are more than 4
capitalization/punctuation errors.
The poem is poorly organized and
does not make sense.
Writing is messy and difficult to
read.
 TOTAL

MODULE 1: The nature of Mathematics

UNIT 2: Numbers and Patterns

INTENDED LEARNING OUTCOMES:

At the end of the lesson, the students must have:
a. Examined the nature and relationship of numbers in a sequence.
b. Determined the nth term of a number sequence using the Binet’s Formula
c. Generated a pattern to form a number sequence

INTRODUCTION
A sequence may be finite or infinite. The Fibonacci is an infinite sequence. A finite sequence has a definite number of terms. A list of
numbers which form a pattern is called a sequence. Number patterns may be described by examining how the terms are being
generated.

A pattern may have a list of numbers in which a constant number is added to get the succeeding terms. For other sequences, the terms
are increasing because the number to be added is increasing in a predictable way. There are number patterns whose terms are
decreasing, because the number to be added is decreasing in an expected way.

Examples:
Table A.
To generate the next term, the number to be added is Example
Repeating 10, 20, 30, 40, 50, 60, …
Growing/increasing 14, 15, 17, 20, 24, 29,…
shrinking 118, 98, 73, 43, 8, -32,…

ACTIVITY
Describe the pattern of each sequence.
1. 99, 100, 101, 102, 103,…
2. 5, 10, 20, 40, 80,…
3. 11, 22, 33, 44, 55,…
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________

ANALYSIS
After learning about the number and its pattern, how will you categorize Fibonacci Sequence? Why?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

ABSTRACTION
Write the next three terms of the following sequences. Write your answers on the space provided.
a. 9, 18, 27, 36, 45, _____, _____,_____,…
b. 1, 2, 4, 7, 11, _____, _____,_____,…
c. 100, 78, 54, 28, 0, _____, _____,_____,…
d. 30, 35, 45, 60, 80, _____, _____,_____,…
e. 151, 149, 145, 137, 121, _____, _____,_____,…
f. 36, 43.5, 51, 58.5, 66, _____, _____,_____,…

1 11 23 37 53
g. , , , , , _____, _____,_____,…
2 2 2 2 2

5 13 21 29 37
h. , , , , , _____, _____,_____,…
8 8 8 8 8
i. 12 + √ 2, 24 + √ 2, 36+ √ 2, 48 + √ 2, ________, _________,________,…

Guide Questions:
How did you find the next three terms in the sequence?
__________________________________________________________________________________________________
__________________________________________________________________________________________________

APPLICATION
Create a sequence satisfying the following: Prove that it satisfies the given condition.

1. The tenth term is 100.

__________________________________________________________________________________________________

2. The fourth term is 12.

__________________________________________________________________________________________________
 1
3. The third term is .
2
__________________________________________________________________________________________________

MODULE 1
ASSESSMENT

I. Answer the following questions

1. What us the 8th term of the Fibonacci sequence? 1. ___________

2. What is the 16th term of the Fibonacci sequence? 2. ___________

3. What us the 50th term of the Fibonacci sequence? 3. ___________

4. What is the next term of the sequence 1, 4, 9, 16, 25, 36, 49, ____ 4. ___________

5. What is the missing number in the sequence is 3, 5, 9, ___, 15, 23, 33? 5. ___________

6. What is the next three terms of the sequence 10, 9, 7, 4, 0, ___, ___, ___,… 6. ____, ____, _____

7. What is the missing number in the sequence -10, -6, -2, -___, 6, 10? 7. ___________

8. What is the missing number in the sequence 21, ___, 18, 15, 12, 9? 8. ___________

9. Describe the nature of the number pattern 88, 77, 55, 22, …
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

10. How are each term related to one another in the sequence 2, 90, 4, 87, 6, 12, 8, 51, 10?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

II. The Golden Ratio is a special number which is approximately equal to 1.618034 and may be used to find the nth term of a
Fibonacci Sequence using the Binet’s formula
Fn=¿ ¿ where, n is the term number.
Find the following terms of the Fibonacci Sequence.You may use scientific calculator.
a. 35th term:_____________
b. 40th term:_____________
c. 47th term:_____________

III. The students will make a three-point essay focusing on one of the following aspects. You can use extra sheet of paper or the
back portion of this page. Please be guided with the rubric below.

(a) Mathematics helps organize patterns and regularities in the world.

(b) Mathematics helps predict the behavior of nature and phenomena in the world.

(c) Mathematics helps control nature and occurrences in the world for own ends.

(d) Mathematics is indispensable.

Standard/Basis for Grading

POINTS INTERPRETATION
20 The student elicits the correct ideas, s/he also shows evidence of internalizing these ideas, and
consistently contributes additional thoughts.
18 The student not only elicits the correct ideas, but also shows evidences that s/he has internalized
the ideas.
15 The student is able to elicit the ideas and concepts and shows correct understanding of these ideas.
10 The student is able to elicit the ideas and concepts and shows erroneous ideas.
5 The student is unable to elicit the ideas and concepts indicating that s/he has not substantially
understood the prescribed reading and the video presented.
 MODULE 2: Mathematics as a Language
UNIT 1: The Language of Mathematics

INTENDED LEARNING OUTCOMES:

At the end of the lesson, the students must have:
a. Discussed the characteristics of mathematical language by citing examples.
b. Classified Mathematical Expression and English Noun; and Mathematical Sentence and English sentence through
word/statement/phrases analysis.
c. Identified the truth value of Mathematical/English Sentence and the conventions of mathematics.
d. Created a true/false/sometimes true/false sentence using the given noun and expression.

INTRODUCTION
In this unit, you will be learning the use of the language in mathematics that is far from ordinary speech. It can be learned but needs a
lot of efforts like learning a new dialect or language. The following are the characteristics of the language of mathematics: precise,
concise, and powerful.

Learning the language of mathematics helps solve several confusions and ambiguities of a mathematical concept or idea. Students
may experience failures in attempting to solve a math problem; not because they lack skills and knowledge for certain mathematical
aspects, but because of the vagueness, or ambiguity, of the language use. It can be likened to learning a foreign language which one
hears for the first time. Giving clear and explicit mathematical language increases the student’s understanding of a math concept.

Mathematical Expression
The mathematical analogue of an English noun; a correct arrangement of mathematical symbols used to represent a mathematical
object of interest. An expression does not state a complete thought; it does not make sense to ask if an expression is true or false. Most
common expression types: numbers, sets, functions.

Mathematical Sentence
The mathematical analogue of an English sentence; a correct arrangement of mathematical symbols that states a complete thought. It
makes sense to ask if a sentence is true, false, sometimes true/sometimes false.
2+3= 5

ENGLISH MATHEMATICS
Name given to an NOUN( person, EXPRESSION
object of interest: place, thing) Examples: 5 ,
Examples: Carol, 1
Idaho, book 2+3,
2
a complete thought: SENTENCE SENTENCE
Examples: Examples:
3+4=7
The capital of 3+4=8
Idaho is Boise.

The capital of
Idaho is Pocatello.

Here are more examples, to help explore the difference between sentences and expressions:
If possible, classify the entries in the list below as:
 English noun or a mathematical expression
 English sentence or a mathematical sentence
If the entry in the list below is a sentence, then identify if it is TRUE, FALSE, SOMETIMES TRUE or SOMETIMES FALSE.

1. cat English Noun

2. 2 Mathematical Expression
3. The word ‘cat’ begins with the letter ‘k’. English sentence, FALSE
4. 1 + 2=4 Mathematical Sentence, FALSE
5. 5-3 Mathematical Expression
6. 5-3=2 Mathematical Sentence, FALSE
7. The cat is black English Sentence, SOMETIMES TRUE/FALSE
8. x Mathematical Expression
9. x=0 Mathematical Sentence, SOMETIMES TRUE/FALSE
10. x-1=0 Mathematical Sentence, SOMETIMES TRUE/FALSE

Conventions in the Mathematical Language

The common symbol used for multiplication is x but it can be mistakenly taken as variable x. There are instances when we centered
dot (●) is a shorthand to be used for multiplication especially when various are involved. If there will be no confusion, the symbol
may be dropped.
8 ● y = 8y
a ● b ● c = abc
t ● s ● 9 = 9st
It is conventional to write the number first before the letters. If in case the letters are more than one, you have to arrange the letters
alphabetically.
.
ACTIVITY:
Activity 1
Discuss the characteristics of the language of mathematics and give an example to supplement your explanation.

1. The Language of Mathematics is PRECISE.

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Example:____________________________________________________________________________________________________

2. The Language of Mathematics is CONCISE.

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Example:____________________________________________________________________________________________________
2. The Language of Mathematics is POWERFUL.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Example:____________________________________________________________________________________________________

Activty 2:
Directions: Classify the entries in the list below as:
* An English noun, or a mathematical expression
*An English sentence, or a mathematical sentence
In each sentence (English or mathematical), classify these sentences as: true; false; sometimes true; sometimes false. Write your
answer on the space provided.

a.) Carol a.___________________________________

b.) Carol loves mathematics. b.___________________________________

c.) The name ‘Carol’ begins with the letter ‘C’. c. ___________________________________

d.) 7 d. ___________________________________

e.) 3 + 4 e. ___________________________________

f.) 7 = 3 + 4 f. ___________________________________

g.) 3 + 4 = 7 g. ___________________________________

h.) 7 = 3 + 5 h. ___________________________________

i.) t i. ___________________________________

j.) t = 2 j. ___________________________________

k.) 0 = 2 – t k. ___________________________________

l.) t – 1 l. ___________________________________

m.) t - 1 = 1 – t m. ___________________________________

n.) t + t + t n. ___________________________________

o.) t – 0 = t o. ___________________________________

p.) 0 = 1 p. ___________________________________
ANALYSIS: Read carefully and answer the following questions.
1. Why do we need to have conventions in Mathematical language?
____________________________________________________________________________________________________________
_______________________________________________________________________________________________________

2. When can we say that a mathematical sentence/English sentence is TRUE?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_______________________________________________________________________________________________________

3. When can we say that a mathematical sentence/English sentence is FALSE?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_______________________________________________________________________________________________________

4. When can we say that the truth value of a mathematical sentence/English sentence can’t be determined?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_______________________________________________________________________________________________________

ABSTRACTION:
In mathematics, ideas are likewise given, however misconceptions and some difficulties arise when it presented in a language that not
everyone could comprehend and this is what call LANGUAGE OF MATHEMATICS.

 There are three characteristics of the language of mathematics: precise, concise and powerful.
 Mathematical/English sentences state a complete thought
 Mathematical expression is synonymous to Noun in English which does not suggest a complete thought. It can be a single
idea, name or symbol.
 Centered dot (●) is shorthand to be used for multiplication especially when variables are involved.

APPLICATION: Answer the following

1. Use the English noun “Julia” in three sentences: one that is true (a), one that is false(b), and one whose truth value cannot be
determined without additional information(c).

a.__________________________________________________________________________________________

b.__________________________________________________________________________________________

c.__________________________________________________________________________________________

2. Use the mathematical expression “3” in three sentences: one that is true (a), one that is false (b), and one whose truth value cannot
be determined without additional information(c).

a.__________________________________________________________________________________________

b.__________________________________________________________________________________________

c.__________________________________________________________________________________________

3. Give two (2) examples of the conventions in mathematical language.

MODULE 2: Mathematics as a Language

UNIT 2: ELEMENTARY LOGIC: CONNECTIVES, VARIABLES, QUANTIFIERS, AND NEGATIONS

INTENDED LEARNING OBJECTIVES:

At the end of the lesson, the students must have:
a. Defined simple statement and compound statement by making examples.
b. Written compound statements using connectives and negation of quantified statements.
c. Expressed simple and compound statement symbolically.
INTRODUCTION
Lawyers or jury people, logic is the science of valid reasoning; they use logic in communicating effectively, formulating
valid arguments, analysing legal issues, and making decisions. In law schools, knowledge of logic is considered as an indispensable
tool that may predict the success of law school student. Other professions that utilize logic are; electronic engineers in designing
circuits for televisions, programmers in creating computer software, and mathematicians in solving problems and constructing
mathematical proofs. Generally, logic has been used in computer operations, and processing information, and in conversations
involving reasoning. On the other hand, mathematical logic is comprised of a mathematical sentence, which expresses a complete
thought of reasoning.

Gottfried Wilhelm Leibniz (1646-1716) was one of the first mathematicians who had considered seriously studying symbolic logic.
His work paved the way for the advancement of the study of logic from a purely philosophical stand point to a more for mathematical
field. Even though he failed to reach his goal, other mathematicians were able to contribute to the progress of symbolic logic and it is
now considered as an interesting mathematical field.

Proposition
A declarative sentence is a sentence whose main verb is indicative. A proposition, or statement, is a complete declarative sentence
that is either true or false, but not both. A statement can be simple or compound. Below are examples of simple and compound
statements.

Table A.
Simple Statement Compound Statement
The highest mountain in the Philippines is Mt. Apo. The highest mountain in the Philippines is Mt. Apo, and the
second highest mountain is Mt. Pulag.
Cebu is the oldest City in the Philippines. We will go to Camiguin Island or will go to Mactan Island.

Connectives
George Boole identified the symbols p, q, r and s to mean simple statements while the symbols ⋀ , ⋁,¬/∼,→,↔ to represent
connectives or logical operators that also represent simple statements. Refer to the table below.

To create a compound statement connectives like and, or, if…then, and if and only if are used. s represent simple statements.

Table B.
Statement Connective Symbolic Form Type of Statement
p and q and p⋀ q conjunction
p or q or p⋁q disjunction
If p, then q If… then p→q conditional
p if and only if q if and only if p↔q biconditional

The first example of compound statement in Table A, which is “The highest mountain in the Philippines is Mt. Apo, and the second
highest mountain is Mt. Apo, and the second highest mountain is Mt. Pulag” may be written using the following symbols.

Table C.
Statement Symbol
The highest mountain in the Philippines is Mt. Apo p
The second highest mountain is Mt. Pulag q
The highest mountain in the Philippines is Mt. Apo, and the p⋀ q
second highest mountain is Mt. Pulag

Quantifiers
Quantifiers are words, expressions, or phrases that indicate the number of elements that a statement pertains to.In Mathematical logic,
there are two quantifiers: Universal and Existential Quantifiers.

Universal Quantifiers
Asserts that a given assertion is true for all allowed replacements for a variable.
Example:
For all natural numbers n, 2n is an even number.
∀ natural number n, 2n is an even number.

The words all, each, every, and no(ne) are called universal quantifiers and has the symbol ∀ .
∀ x∈ R: is read:
1. “For all real numbers x,…”,
2.”For all x∈ R,…”,
3. “For any x∈ R,…”,
4. “For every x∈ R,…”,

1. ‘ For all x∈ R and for all y∈ R, x + y= 8.’

2. ‘For all y∈ R and for all x∈ R, x + y =8.’
3. ‘For all x, y∈ R, x + y=8.’
Note: These are false statements.
4.” For all natural numbers n, the natural number n(n+1) is even.
Note: This statements is True
Existential Quantifiers
Asserts that there exists at least one allowed replacement for a variable.
The words and phrases such as some, there exists, there is , there are, some and (for) at least one are called existential quantifiers and
has the symbol ∃.

Example: There exists an integer x, such that 5- x=2.

∃ an integer x, such that 5- x =2.
∃x∈ R: is read:
1. “There exists a real number x such that …”,
2.” There exists x∈ R such that…”,
3. “For at least one x∈ R …”,
4. “For some x∈ R …”,

1. ‘There exists x∈ R and there exists y∈ R such that x+y=8.’

2. ‘There exists y∈ R and there exists x∈ R such that x+y=8.’
3.’ There exist x, y ∈ R such that x +y = 8.’
Note: These are true statements.

Negating statements Involving Quantifiers

If you want to write the negation of the statements “ All bacteria are harmful” (false statement), you might be confused by saying “No
bacteria are harmful “ ( false statement). Instead we say “ Some bacteria are not harmful” ( true statement)

If you write the negation of the statement “ No school closes at 5:00 PM”( False statement), it should be “ Some schools close at 5:00
PM” ( true statement).

Quantified statements and their negations.

Table D.
Statement Negation
All X are Y. Some X are not Y.
No X are Y. Some X are Y.
Some X are not Y. All X are Y.
Some X are Y. No X are Y.

ACTIVITY
A. Directions: Write four examples of simple statements and four examples of compound statements about the Philippines. This can
be trivia or recent news.

Simple Statement Compound Statement

1. 1.

2. 2.

3. 3.

4. 4.

B. Write the compound statements of the activity A using the correct symbols.
Compound Statement Symbol
1.

2.

3.
4.

C. Write the negation of each of the following statements.

1. All school gates are open.

Negation:__________________________________________________________________________________________
2. Some drinks in the school canteen are espresso-based.
Negation:__________________________________________________________________________________________
3. No students are wearing uniforms.
Negation:__________________________________________________________________________________________

ANALYSIS:
Answer the given questions.

1. When can we say that a statement is simple?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

2. When can we say that a statement is compound?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

3. How do we negate a statement?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

ABSTRACTION:
A. Complete the KWL Chart
Topic/Lesson: _________________________

KWL Chart!

K W L
What I already know about What I want know about the What I learned about
the topic. topic. the topic

APPLICATION:
A. Write three (3) simple statements about yourself and use it to form compound statements and express it symbolic form.
Simple Statement Compound Statement Symbolic Form
1. 1. 1.

2. 2. 2.

3. 3. 3.

B. Write three (3) quantified statements with its negation regarding the latest news/issues/trends in the world.
Quantified Statement Negation
1.

2.

3.

MODULE 2
ASSESSMENT
Directions:1. In the second column of the given table, classify the items as a/an: English noun, Mathematical expression, English
sentence or Mathematical sentence.
2. For each sentence, determine if it is true (T), false(F) or Sometimes true/Sometimes false (ST/SF). Write the answer in the third
column.
Classification in no. 1 T, F, ST/SF
1. History
2. 8
3. 6 + 2
4. I love music
5. 3x
6. r x t
7. D = r x t
8. 45 ÷ 5
9. y + 2 =8
10. English
11. x – 4 =2
12. m ÷ v
13. 5 - x = x -5
14. 10 = 3 + 3
15. Yellow is a shape
B. For each of the following expressions, write each in the most conventional way.
1) √ x ● x =
2) z ● y ● 5 =
3) 8 ● y ● x =
4) c2 ● a4 ● b ● 3 =
5) 11 ● z10 ● t ● y6=
C. Determine whether each of the following statements is a proposition or not. If it is proposition write P then give its truth value if it
is true or false. If the statement is not a proposition write NP. Supplement your answer by writing an explanation.
1. p: Mindanao is an island in the Philippines. 1.______________________________________________________
________________________________________________________
2. q: Cebu is the Queen City of the south. 2.______________________________________________________
________________________________________________________
3. r: Find a number which divides your age. 3. ______________________________________________________
________________________________________________________
4. s: My seatmate will get a perfect score in the Logic exam. 4. ______________________________________________________
________________________________________________________
5. t: Welcome to the Philippines! 5. ______________________________________________________
________________________________________________________
6. u: 3 + 2 = 5 6. ______________________________________________________
________________________________________________________
7. v: What is domain of the function? 7. ______________________________________________________
________________________________________________________
D. Write the compound statements of the following simple statements using the symbolic form. Use pronoun “he” in place of John to
avoid redundancy.
p: John is in Grade 11.
q: John is a senior high school student.
r: John is working as a lawyer.
Symbolic form Compound Statement
p⋀ q

q ⋁r
p→q

p↔r

D. Find the negation of the following quantified statements.

a. Some vegetarians are not eating carrots. b. All computer scientist are nerds.
Negation;__________________________________________ Negation;________________________________________________
c. Some viruses are airborne. d. All math tests are not fun.
Negation;__________________________________________ Negation;________________________________________________

E. Give two (2) examples of universal quantifiers and two (2) existential quantifiers and use it in a statement.