MATHEMATICS IN THE MODERN WORLD

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 MATHEMATICS IN THE MODERN WORLD

Mathematics in the Modern World is a general education course that deals with the nature
of mathematics. It is concerned with the appreciation of its practical, intellectual, aesthetic,
and application of mathematical tools in daily life. Its primary objective is to educate and
secondarily to train learners in this area of discipline. On educative side, it aims to equip
students with necessary intelligence to become leaders and partakers in nation building.
While on the training side, it provides them necessary and sufficient skills that they can
harness in order to combat the challenges of daily living.

This learning material being guided by CHED CMO No. 20, series of 2013, is divided into
several modules encompassing both the nature of mathematics and the utility of
mathematics in the modern world. Each module is subdivided into a number of lessons
designed to introduce each topic pedagogically in a management fashion intended for
independent learning. Learning activities as well as Chapter Test are provided in
compliance with the learning plan suggested by the Commission on Higher Education and
of the Institution.

UNIT 1 is concerned with the mathematics

in our world. It provides a new way of
looking at mathematics as a science of
patterns. Basically, it encapsulates the
entirety of the course by providing insights
that mathematical structure is embedded in
the structure of the natural world.

UNIT 2 is focused on al language. It

expounded the idea that like any language,
mathematics has its own symbols, syntax
and rules. It explained the conventions and
usefulness of mathematics as a language.

UNIT 3 discussed about problem solving

and reasoning. It asserted that
mathematics is not just about numbers and
much of it is problem solving and
reasoning. It recalibrated the learner’s
problem solving skills, by providing new
understanding on the relevance of the
Polya’s method in solving mathematical
problems.

UNIT 4 introduced the mathematical

system. It was a recreational mathematics
that finally put into the limelight at the
dawn of the modern world. Its utilization
served as a backbone of commerce in the
information age. It is an indispensable tool
of the modern time.

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UNIT 5 is entitled Data Management. It

explained that statistical tools derived
from mathematics are useful in
processing and managing numerical data
in order to describe a phenomenon and
predict values. It is intended to go beyond
the typical understanding as merely set of
formulas but as tools that can decode
nature’s numbers.

UNIT 6 explored the very fabric that

woven of mathematical landscape. It is
the art and science of correct thinking
and reasoning: Logic. It disciplined
learner’s understanding by exploring
the application of formal logic to
mathematics.

UNIT 7 is an innovative mathematical

concept concerning network and
connectivity. It basically concerned on
how networks can be encoded and
solved economically. It challenges the
mind of the learner to metaphorically
settle the Konigsberg Bridge Problem
of the modern world.

Over-all the units comprising this book are eclectically treated in such a way that both
explanative and applicative dimensions of learning become an integral part of the lesson
presented, and the learning activities as well.

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FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PRETEST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
UNIT 1: THE NATURE OF
MATHEMATICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Patterns and Numbers in Nature and the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Fibonacci Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Mathematics of Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Name: Cortez, Leanicel C. Score:

DIRECTIONS: Read and analyze each item carefully. Write your answer on
the space provided at the right column of the paper. Avoid erasure.

_______B__1. It is an ordered list of numbers called terms.

a. Fibonacci b. sequence c. symbol d. syntax
_______D__2. Who introduce Fibonacci Sequence?

a. Leonardo Da Vinci c. Leonardo Pisano Bogollio

b. Leonardo De Caprio d. Leonardo Santos
_____B____3. It is a series of numbers in which each number is the
sum of two preceding numbers.
a. Arithmetic series
b. Fibonacci sequence
c. sequence
d. variables
______B____4. The approximate value for ϱ(Euler)?

a. 1.718 b. 2.718 c. 3.718 d. 4.718

_______B___5. A German mathematician who introduced set.

a. Botticelli
b. Georg Cantor
c. George Polya
d. Raphael Seurat
_____D_____6. What does set A indicate in A = {N}?

a. Set A is a null set

b. Set A has only one element.
c. Set A has N element.
d. Set A is a set of natural numbers
__________7. Which of the following set is a null set?
a. The set of letters in the word null.
b. The set of all numbers divisible by 2.
c. The set of positive integer less than -1.
d. The set of letters in the word empty.
______A____8. “All positive numbers are greater than zero” is an
example of?
a. Universal Statement

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b. Conditional statement
c. Existential Statement
d. Universal Conditional Statement

______D____9. Is (-2, 6), (4, 6), (2,7), (1,6) a FUNCTION?

a. No, because it is only a relation.

b. b. No, because the input has 3 output.
c. c. Yes, because each input has only 1 output.
d. d. Yes, because it qualify as relation.

______B____10. What is the simplest type of isometry that a figure

moves a fixed distance in a fix direction.
a. Glide reflection
b. Reflection
c. Rotation
d. Translation

_____B_____11. It is a special type of two-step isometry, uses a

combination of a reflection and translation?
a. Glide reflection
b. Reflection
c. Rotation
d. Translation

______D____12. A type of symmetry in which half of the image of an

object is exactly same as the other half.
a. Glide reflection
b. Reflection
c. Rotation
d. Translation

__________13. What does the figure implies?

a. Reflectional Isometry
b. Reflectional Symmetry
c. Rotational Isometry
d. Rotational Symmetry

__________14. The word symmetry is come from the word “SYMMETREIN”

which means?
a. to work together
b. to live together
c. to measure together
d. to broke together

______C____15. It is a kind of symmetry in which a particular

pattern or design is shifted from one place to another.
a. Reflectional Symmetry
b. Rotational Symmetry
c. Translational Symmetry
d. none of the above

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Unit One is an introduction to the nature of mathematics as an

exploration of patterns. It is a useful way to think about k about nature
and our world.

Learning Outcome:
1. To identify patterns in nature and regularities in the world.
2. To articulate importance of mathematics in one’s life.
3. To argue about the nature of mathematics, what it is, how it
is expressed, represented, and used.
4. Express appreciation of mathematics as a human endeavor.

Unit Lessons:
Lesson 1.1 Patterns and Numbers in Nature and the World
Lesson 1.2 The Fibonacci Sequence
Lesson 1.3 The Mathematics of Our World

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Specific Objective
1. To develop one’s understanding about patterns;
2. To identify different patterns in nature;
3. To recognize different symmetries in nature; and
4. To explain the presence of Fibonacci numbers in nature

Overview
The mathematics in our world is rooted in patterns. Patterns are all around
us. Finding and understanding patterns give us great power to play like
god. With patterns, we can discover and understand new things; we learn
to predict and ultimately control the future for our own advantage.

A pattern is a structure, form, or design that is regular, consistent, or

recurring. Patterns can be found in nature, in human-made desi in human-
made designs, or in abstract ideas. They occur in different contexts and
various forms. Because patterns are repetitive and duplicative, their
underlying structure regularities can be modelled mathematically. In
general sense, any regularity that can be explained mathematically is a
pattern. Thus, an investigation of nature’s patterns is an investigation of
nature’s numbers. This means that the relationships can be observed, that
logical connections can be established, that generalizations can be
inferred, that future events can be predicted, and that control can possibly
be possible.

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Discussion
The mathematics in our world is rooted in patterns. Patterns are all around
us. Finding and understanding patterns give us great power to play like
god. With patterns, we can discover and understand new things; we learn
to predict and ultimately control the future for our own advantage.

A pattern is a structure, form, or design that is regular, consistent, or

recurring. Patterns can be found in nature, in human-made desi in human-
made designs, or in abstract ideas. They occur in different contexts and
various forms. Because patterns are repetitive and duplicative, their
underlying structure regularities can be modelled mathematically. In
general sense, any regularity that can be explained mathematically is a
pattern. Thus, an investigation of nature’s patterns is an investigation of
nature’s numbers. This means that the relationships can be observed, that
logical connections can be established, that generalizations can be
inferred, that future events can be predicted, and that control can possibly
be possible.

Different Kinds of Pattern

As we look at the world around us, we can sense the orchestrating great
regularity and diversity of living and non-living things. The symphonies
vary from tiny to gigantic, from simple to complex, and from dull to the
bright. The kaleidoscope of patterns is everywhere and they make the
nature look only fascinating but also intriguing. Paradoxically, it seemed
that everything in the world follows a pattern of their own and of their
own and tamed by the same time pattern of their own.
1. Patterns of Visuals. Visual patterns are often
unpredictable, never quite repeatable, and often contain fractals.
These patterns are can be seen from the seeds and pinecones to
the branches and leaves. They are also visible in self-similar
replication of trees, ferns, and plants throughout nature.

2. Patterns of Flow. The flow of liquids provides an

inexhaustible supply of nature’s patterns. Patterns of flow are
usually found in the water, stone, and even in the growth of
trees. There is also a flow pattern present in meandering rivers
with the repetition of undulating lines.

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3. Patterns of Movement. In the human walk, the

feet strike the ground in a regular rhythm: the left-right-left-
right-left rhythm. When a horse, a four-legged creature
walks, there is more of a complex but equally rhythmic
pattern. This prevalence of pattern in locomotion extends to
the scuttling of insects, the flights of birds, the pulsations of
jellyfish, and also the wave-like movements of fish, worms,
and snakes.
4. Patterns of Rhythm. Rhythm is conceivably the
most basic pattern in nature. Our hearts and lungs follow a
regular repeated pattern of sounds or movement whose
timing is adapted to our body’s needs. Many of nature’s
rhythms are most likely similar to a heartbeat, while others
are like breathing. The beating of the heart, as well as
breathing, have a default pattern.
5. Patterns of Texture. A texture is a quality of a
certain object that we sense through sense through touch. It
exists as a literal surface that we can feel, see, and imagine.
Textures are of many kinds. It can be bristly, and rough, but
it can also be smooth, cold, and hard.
6. Geometric Patterns. A geometric pattern is a kind
of pattern which consists of a series of shapes that are
typically repeated. These are regularities in the natural world
that are repeated in world that are repeated in a predictable
manner. Geometrical patterns are usually visible on cacti and
succulents.

Patterns Found in Nature

Common patterns appear in nature, just like what we see when we look closely at plants,
flowers, animals, and even at our bodies. These common patterns are all incorporated in
many natural things.

Waves and Dunes

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A wave is any form of disturbance that carries energy as it moves. Waves are of
different kinds: mechanical waves which propagate through a medium air or water,
making it oscillate as waves pass by. Wind waves, on the other hand, are surface
waves that create the chaotic patterns of the sea. Similarly, water waves are created by
energy passing through water causing it to move in a circular motion. Likewise, ripple
patterns and dunes are formed by sand wind as they pass over the sand.

Spots and Stripes

We can see patterns like spots on the skin of a giraffe. On the other hand, stripes are
visible on the skin of a zebra. Patterns like spots and stripes that are commonly present
in different organisms are results of a reaction-diffusion system (Turing, 1952). The
size and the shape of the pattern depend on how fast the chemicals diffuse and how
strongly they interact.

Spirals

The spiral patterns exist on the scale of the cosmos to the minuscule forms of microscopic
animals on earth. The Milky Way that contains our Solar System is a
barred spiral galaxy with a band of bright stars emerging from the center running
across the middle of it. Spiral patterns are also common and noticeable among plants and
some animals. Spirals appear in many plants such as pinecones, pineapples, and
sunflowers. On the other hand, animals like ram and kudu also
have spiral patterns on their horns.

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In the general sense of the word, patterns are regular, repeated, or recurring forms or designs.
We see patterns everyday --- from the layout of floor tiles, designs of skyscrapers, to the way
we tie our shoelaces. Studying patterns help students in identifying relationship and finding
logical connections to form generalizations and make predictions.
Let’s take a look at this pattern:

What do you think will be the next face in the sequence?

It should be easy enough to note that the pattern is made up of two smiling faces – one
without teeth and one with teeth. Beginning with a toothless face, the two faces then
alternate.
Logically, the face that should follow is

What is the next figure in the pattern below?

Looking at the given figures, the lines seem to rotate at 90-degree intervals in a
counterclockwise direction, always parallel to one side of the square. Hence, either A or B
could be the answer. Checking the other patterns, the length of the lines inside the square
followed a decreasing trend. Finally, looking at the number of the lines inside the box, each
succeeding figure has the number of lines increase by 1. This means that the next figure
should have five lines inside. This leads to option A as a correct choice.

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What do you think will be the next figure?

It is easy to identify the pattern, a figure with shade inside and a figure without shade inside.
Logically the next figure will be letter A.

What number comes next in 1, 4, 7, 10, 12

Solution:

Looking at the given numbers, the sequence is increasing, with each term being
three more than the previous term:

1+3= 4

4+3= 7

7+3= 10

Therefore, the next term should be,

10+3=13

What number comes next in 1, 3, 5, 7,

9, 11

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Instruction: Read the questions carefully and

make sure you understand the fact before you begin answering. Please write
an essay of not less than 120 words and write your answer in the space
provided. Write legibly and be as concise as possible.

ESSAY
Question 1: How would you relate mathematics in our modern world?
It allows us to recognize patterns, quantify correlations, and forecast the future. We
utilize the world to understand math, and math helps us comprehend the world.
The entire world is interconnected. Students can use it to make sense of the world
and solve complex, real-world problems.

Question 2: What are some examples of using math in everyday life?

Math is very useful in everyday life. Math can help us do many things that are
important in our everyday lives. Here are some daily tasks for which math is
important:

Managing money $$$

Balancing the checkbook
Shopping for the best price
Preparing food
Figuring out distance, time and cost for travel
Understanding loans for cars, trucks, homes, schooling or other purposes
Understanding sports (being a player and team statistics)
Playing music
Baking
Home decorating
Sewing
Gardening and landscaping
Parents can help teens connect math they learn in school and their everyday
lives. As a parent, you could talk to your teen about how you use math in your daily
life. You could also ask family members and friends how they use math in their daily
lives. Please talk to your teens about these math connections to real world. Share
with your child the examples of everyday math applications, which are listed below.
When your teens hear how math can be used every day, they will be more likely to

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view math as important and valuable. They may also become more interested in
mathematics. Remember that you as a parent can greatly influence how your child
thinks about mathematics.

Symmetries
In mathematics, if a figure can be folded or divided into two with two halves which are the
same, such figure is called a symmetric figure. Symmetry has a vital role in pattern formation.
It is used to classify and organize information about patterns by classifying the motion or
deformation of both pattern structures and processes. There are many kinds of symmetry, and
the most important ones are reflections, rotations, and translations. These kinds of symmetries
are less formally called flips, turns, and slides.

Reflection Symmetry
▪ sometimes called line symmetry or mirror symmetry, captures symmetries when the left
half of a pattern is the same as the right half.

Here my dog "Flame" has her face made perfectly symmetrical with a bit of photo
magic.
The white line down the center is the Line of Symmetry (also called the "Mirror Line")

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