MATHEMATICS IN THE MODERN

WORLD (GE – 701)

MAY FLOR L. TAPOT, MST

Compiler/Editor

October 2020
Sultan Kudarat State University
May Flor L. Tapot, MST
FOREWORD

“Without Mathematics, there’s nothing you can do.

Everything around you is Mathematics.
Everything around you is numbers.”
-Shakuntala Devi
Mathematics is needed at every step of our life, and we cannot live
without it. Mathematics made our life easier and uncomplicated. That is why,
this module developed out of love, compassion, and hardwork for the student
to really understand and appreciate the simpleness of mathematics.

The content of this module begins with the nature of Mathematics that
lead to appreciation and connects the importance of Mathematics to one’s
student life.

Moreover, it includes Mathematical languages that may help better

understand the beauty and elegance of Mathematics. The book also covers
the reasoning and problem solving to develop the critical thinking skills of the
21st century learners.

It also incorporates the basic statistical concepts such measures of

central tendency, measures of relative position, measures of variation and
others so that students may develop research skills through analyzing and
interpreting data.

The book contains geometric design to develop the artistic aspects of

the students in creating designs ad promoting one’s own culture. Mathematics
offinanceisalsoaddedintendedforthestudentsonhowtomanagetheirown
finances.

Each lesson in this module is design for you dear students to help you
appreciate the importance of learning Mathematics. This is also developed to
give you opportunity to express your own ideas through various exercises.

Hope you enjoy reading, and answering this module.

May Flor L. Tapot, MST

Compiler/Editor

ii
Sultan Kudarat State University
May Flor L. Tapot, MST

Chapter 1 THE NATURE OF MATHEMATICS………………………. 1

Lesson 1: Mathematics in Our World………………….. 2
Patterns and Numbers in Nature and the Regularities in
the World……………………………………………………..
3
The Fibonacci Sequence……………………………………
6
Importance of Mathematics in Life…………………………
8
Nature of Mathematics………………………………………
13
Role of Mathematics in Other Discipline…………………..
15
Appreciating Mathematics as a Human Endeavor……….
21
Summary…………………………………………………….
25
Assessment Tasks………………………………………….
26
Lesson 2: Mathematical Language and Symbols……. 31
Language, Symbols, and Conventions of Mathematics… 32
Conversion of English expression to Mathematical
Sentences and vice-versa………………………………….
Conversion of Algebraic Expressions to English 32
Sentences……………………………………………………
The Four Basic Concepts of Mathematics………………. 35
Set…………………………………………………………… 36
Relation……………………………………………………… 36
Function…………………………………………………..…. 40
Binary Operation……………………………………………. 40
Elementary Logic…………………………………………… 42
Summary……………………………………………………. 43
Assessment Tasks…………………………………………. 46
47
Lesson 3: Problem Solving and Reasoning………….. 55
Reasoning………………………………………….………… 55
Mathematical Proofs……………………………………….. 58
Polya’s 4-Steps in Problem Solving……………………… 61
Summary..…………………………………………………... 65

iii
 TABLE OF CONTENTS
Assessment Tasks………………………………………….. 66
Chapter 2 Mathematics as a Tool…………………………………… 72
Lesson 1: Data Management…………………………… 72
Basic StatisticalConcepts…………………………………. 73
Measures of CentralTendency…………………………… 78
Measures of RelativePosition……………………………. 86
Measures ofVariation……………………………………… 91
NormalDistribution…………………………………………. 96
Linear Regression and Correlation ……………………….. 102
Summary..…………………………………………………... 107
Assessment Tasks………………………………………….. 111
Chapter 3 Mathematics as aTool……………………………………. 122
Lesson 1: GeometricDesigns…………………………… 123
What is GeometricDesign…………………………………. 124
Mindanao Designs, Arts andCulture……………………… 136
Summary..…………………………………………………... 140
AssessmentTasks………………………………………….. 141
Lesson 2: The Mathematics ofFinance……………….. 143
Simple and CompoundInterest…………………………… 143
Credit Card vs ConsumerLoans…………………………. 155
Stocks, Bonds, and MutualFunds……………………….. 156
HomeOwnership…………………………………………… 158
Summary..…………………………………………………... 159
Assessment Tasks………………………………………… 161
References………………………………………………….. 165
Appendices………………………………………………… 167
Sultan Kudarat State University
May Flor L. Tapot, MST
Chapter 1. The Nature of Mathematics

Overview

Mathematicsreliesonbothlogicandcreativity,anditispursuedbothfor a
variety of practical purposes and for its intrinsic interest. It reveals hidden
patterns that help us understand the world around us. For some people, and
not only professional mathematicians, the essence of mathematics lies in its
beauty and its intellectual challenge. For others, including many scientists and
engineers, the chief value of mathematics is how it applies to their own work.
Because mathematics plays such a central role in modern culture, some basic
understandingofthenatureofmathematicsisrequisiteforscientificliteracy.To
achieve this, students need to perceive mathematics as part of the scientific
endeavor, comprehend the nature of mathematical thinking, and become
familiar with key mathematical ideas andskills.

This chapter focuses on identifying mathematical patterns andnumbers

foundinnature,it’simportanceandhowtoappreciatemathematicsasahuman
endeavour. It also deals with translating mathematical expressions to English
languageandviceversa;anddiscussesthefourbasicconceptsofmathematics
applyingelementarylogic,reasoningandfollowingPolya’s4–stepsstrategies in
problemsolving.

General Objectives:

This chapter focuses on identifying, describing and performing

numerous applications of mathematics in real – life; translates mathematical
expression to English language and vice versa; how to use different types of
reasoning; writing proofs; and using Polya’s 4 – steps of strategies in solving
problems.

1
Lesson 1: Mathematics in Our World

Mathematicsusefulnessinthismodernworldisnecessary.Mathematics
used in different fields to calculate effectively the results of different activities,
predict the behavior of a variable when the other variables are known, identify
fully well the requirements of a particular dosage of medicine to cure a certain
illness verify whether a specific solution is applicable to general set-ups
ascertain the chronology of events in the past identify patterns of situations;
and manymore.
Likeanyotherlanguages,mathematicshasitsownsymbols,syntax,and
rulescharacterizedaprecise,concise,andpowerfulmathematicallanguage.It
distinguishes expressions from sentences. It discusses the conventions in the
mathematical language. It gives emphasis on four basic concepts: sets,
functions, relations, binary operations. It includes elementary logic,
connectives, quantifiers, negation and variables withformality.
Mathematicsisnotjustaboutnumbers.Muchofitisproblemsolvingand
reasoning-inductive and deductive. It also discusses intuition, proof, and
certainty. It utilizes Polya’s 4-steps in problem solving, varied problem-solving
strategies, mathematical problems involving patterns and recreational
problems usingmathematics.

Specific objectives:
At the end of this lesson, students are expected to:
1. Identify patterns in nature and regularities in theworld;
2. Articulate the importance of mathematics in yourlife;
3. Argue about the nature of mathematics, what it is, how it is expressed,
represented, and used; and
4. Express appreciation for mathematics as a humanendeavor.
I. Patterns and Numbers in Nature and the Regularities in theWorld

Patterns and counting are correlative. Counting happens when there is

pattern. When there is counting, there is logic. Consequently, pattern in nature
goes with or logical set-up. There are reasons behind a certain pattern. That’s
why, oftentimes, some people develop an understanding of patterns,
relationships, and functions and use them to represent and explain real-world
phenomena.Mostpeoplesaythatmathematicsisthesciencebehindpatterns,
mathematics exists everywhere as patterns do in nature. Not only do patterns
take many forms within the range of school mathematics, they are also a
unifyingmechanism.
In this world, a regularity (Collins, 2018), is the fact that same thing
always happens in the same circumstances. While a pattern is a discernable
regularity in the world or in a man-made design. As such, the elements of a
patternrepeatinpredictablemanner.Patternsinnature(Wikipedia)arevisible
regularities of form found in the natural world. These patterns recur in different
contexts and can sometimes be modelledmathematically.

Some examples of Patterns in Nature

Symmetry (Wikipedia) means agreement in dimensions,

due proportion and arrangement. In everyday language, it
refers to a sense of harmonious and beautiful proportion
and balance. In mathematics, “symmetry” means that an
object is invariant to any of various transformations
including reflection, rotation or scaling.

A spiral is a curve which emanates from a point, moving

farther away as it revolves around the point. Cutaway of
nautilus shell shows the chambers arranged in an
approximately logarithmic spiral.
A meander is one of a series of regular sinuous curves,
bends, loops, turns, or windings in the channel of ariver,
stream, or other watercourse. It is produced by a stream
or river swinging from side to side as it flows across its
floodplain or shifts its channel within avalley.

A wave is a disturbance that transfers energy through

matter or space, with little or no associated mass
transport. Waves can be seen crashing on a beach, at
the snap of a rope or sound traveling through a speaker.

Foam is a substance formed by trapping pockets of gas

inaliquidorsolid.Abathspongeandtheheadonaglass of
beer are examples of foams. Young children love to
blow bubbles or play with bubbles. They are playing with
one of the fundamental patterns in the naturalworld.

A tessellation of a flat surface is the tiling of planeusing

one or more geometric shapes, called tiles, with no
overlaps and no gaps. In mathematics, tessellations can
be generalized to higher dimensions and a variety of
geometries.

A fracture or crack is the separation of an object or

material into two or more pieces under the action of
stress.Thefractureofasolidusuallyoccursduetothe
development of certain displacement discontinuity
surfaces within thesolid.
 Stripes are made by a series of bands or strips, often
of the same width and color along the length.

A fractal is a never-ending pattern. Fractals are

infinitely complex patterns that are self-similaracross
different scales. They are created by repeating a
simpleprocessoverandoverinanongoingfeedback
loop.

AffineTransformations–thesearetheprocessesof
rotation, reflection and scaling. Many plant forms
utilize these processes to generate theirstructure.

Let us look at the things that surround us. What numbers do we see? Do they
establish a pattern? If they do, what is the pattern?

SITUATIONS NUMBERS PATTERNS

1. The number 46 – 1 46 – 1. This refers to the block numberand
where your the lot number. This indicates that the
house is situated. house number after you is 46 – 3, and the
house adjacent to you is 46 –2.
234
234. This indicates that your house is
markedthe234thandthehousenexttoyou is
III-A 235th, and soon.

III-A.Thishouseissituatedfirstonthethird
block.
 2. The final 86 86,75,and99.Thesegradesrepresentthe
grades shown in 75 outcome of a student’s performance using
your Grade 12 99 specific criteria.
subjects.
3. The feast day Every 3rd This has no specific date since the 3 rd
of the Infant Sunday of SundayofJanuarymayfallonthe15th,16th, or
Jesus in Shrine January even the17th.
Hills inDavao
City

The Fibonacci Sequence

GeorgeDvorsky(2013)highlightedthatthefamousFibonaccisequence has
captivated mathematicians, artists, designers, and scientists for centuries.
Also known as the Golden Ratio, its ubiquity and astounding functionality in
naturesuggestsitsimportanceasafundamentalcharacteristicoftheuniverse.
Leonardo Fibonacci came up with the sequence when calculating the ideal
expansion pairs of rabbits over the course of one year. Today, its emergent
patterns and ratios (phi = 1.61803… ) can be seen from the microscale to the
macroscale, and right through to biological systems and inanimate objects.
While the Golden Ratio doesn’t account for every structure or pattern in the
universe, it’s certainly a major player. Here are someexamples:

1. Seedheads
The head of a flower is also subject to
Fibonaccian processes. Typically, seeds are
produced at the center, and then migrate towards
the outside to fill all the space. Sunflowers provide
a great example of these spiraling patterns.
 2. Pinecones
Similarly, the seed pods on a pinecone are
arranged in a spiral pattern. Each cone consists of
a pair of spirals, each one spiraling upwards in
opposing directions. The number of steps will
almost always match a pair of consecutive
Fibonacci numbers.

3. Treebranches
The Fibonacci sequence can also be seen in
the way tree branches form or split. A main trunk will
grow until it produces a branch, which creates two
growth points.

4. Shells
The unique properties of the Golden
Rectangle provide another example. This shape, a
rectangle in which the ratio of the sides a/b isequal
to the golden mean (phi), can result in a nesting
process that can be repeated into infinity – and
which takes on the form of a spiral. It’s called the
logarithmic spiral, and it abounds innature.

5. Spiral Galaxies and Hurricane

Not surprisingly, spiral galaxies also follow
the familiar Fibonacci pattern. The Milky Way has
several spiral arms, each of them a logarithmic
spiral of about 12 degrees. As an interesting aside,
spiral galaxies appear to defy Newtonian physics.

The Fibonacci sequence is an array of numbers that given two terms,

the next term is determined by adding the given terms. Mathematically,
fn = fn-1 + fn-2
 Thoughalittlebitconfusing,itsimplymeansthatfncanbedeterminedif the
previous two terms, fn-1and fn-2are added. Ergo, we only need to have two
numbers as the first two terms in order to get the third, fourth, fifth terms.
Consider the following asexamples.
Given Terms Expansion Explanation
f0= 0, f1= 1 fn= 0,1,1,2,3,5,8,13,... 0+1 = 1
1+1 =2
1+2=3
2+3=5
3+5=8
5+8=13, and so on …
f0= 1, f1= 3 fn= 1,3,4,7,11,18,29,… 1+3=4
3+4=7
4+7=11
7+11=18
11+18=29, and so on…
f0= 2, f1= 2 fn= 2,2,4,6,10,16,26,… 2+2=4
2+4=6
4+6=10
6+10=16
10+16=26, and so on…

II. Importance of Mathematics in Life

According to Katie Kim (2015) Math is a subject that makes students

either jump for joy or rip their hair out. However, math is inescapable as you
become adult in the real world. From calculating complicated algorithms to
countingdownthedaystillthenextGameofThronesepisode,mathisversatile and
important, no matter how hard it is to admit. Before you decide to doze off in
math class, consider this list of reasons why learning math is important to you
and theworld.
1. Making RoutineBudgets
How much should I spend today? When I will be able to buy a
newcar?ShouldIsavemore?HowwillIbeabletopaymyEMIs? Such
thoughts usually come in our minds. The simple answer to such
type of question is maths. We prepare budgets based on simple
calculations with the help of simple mathematical concepts. So,
we can’t say, I am not going to study maths ever!
Everythingwhichisgoingaroundusissomehowrelatedtomaths
only.

2. ConstructionPurpose
Mathematics is the basis of any construction work. A lot of
calculations,preparationsofbudgets,settingstargets,estimating
the cost, etc., are all done based onmaths.

3. Exercising andTraining
Setting routine according to workout schedule, count the
number of repetitions while exercising, etc., just based on
maths.

4. Interior Designing
Interior designers plan the interiors based on area and volume
calculations to calculate and estimate the proper layout of any
rom or building. Such concepts form an important part of maths.

5. FashionDesigning
Justliketheinteriordesigning,mathsisalsoanessentialconcept of
fashion designing. From taking measurements, estimating the
quantity and quality of clothes, choosing the color theme,
estimating the cost and profit, to produce cloth according to the
needs and tastes of the customers, math is followed at every
stage.
6. Shopping at Grocery Stores andSupermarkets
The most obvious place where you would see the application of
basic mathematical concepts is your neighborhood grocery store
and supermarket. The schemes like ‘Flat 50% off’, ‘Buy one get
onefree’,etc.,areseenonmostofthestores.Customersvisitthe
stores, see such Schemes, estimate the quantity to be bought,
theweight,thepriceperunit,discountcalculations,andfinallythe total
price of the product and buy it. The calculations are done based
on basic mathematical concepts. Thus, here also, maths forms
an important part of our daily routine.

7. Cooking andBaking
For cooking or baking anything, a series of steps are followed,
telling us how much of the quantity to be used for cooking, the
proportion of different ingredients, methods of cooking, the
cookware to be used, and many more. Such are based on
differentmathematicalconcepts.Indulgingchildreninthekitchen
while cooking anything, is a fun way to explain maths as well as
basic cookingmethods.

8. Sports

Maths improves the cognitive and decision-making skills of a

person.Suchskillsareveryimportantforasportpersonbecause by
this he can take the right decisions for his team. If a person
lackssuchabilities,hewon’tbeabletomakecorrectestimations.

9. Management ofTime
Now managing time is one of the most difficult tasks which is
faced by a lot of people. An individual wants to complete several
assignments in limited time. Not only the management, some
people are not even able to read the timings on an analog clock.
Such problems can be solved only by understanding the basic
concepts of maths. Maths not only help us to understand the
management of time but also to value it.
10. Driving
‘Speed, Time, and distance’ all these three things ae studied in
mathematical subjects, which are the basics of driving
irrespective of any mode of transportation. Maths helps us to
answer the following questions;
 How much should be the speed to cover any particular
distance?
 How much time would betaken?
 Whether to turn left orright?
 When to stop thecar?
 When to increase or decrease thespeed?

11. Automobiles Industry

The different car manufacturing companies produce cars based
on the demands of the customers. Every company has its
categoryofcarsrangingfrommicrocarstoluxuriesSUVs.Insuch
companies, basic mathematical operations are being applied to
gain knowledge about the different demands of thecustomers.

12. Computer Applications

The fields of mathematics and computing intersect both in
computer science. The study of computer applications is next to
impossible without maths. The concepts like computation,
algorithms,andmanymoreformsthebasefordifferentcomputer
applications like powerpoint, word, excel, etc. are impossible to
run withoutmaths.

13. PlanningTrip
We all are bored of our monotonous like and we wish to go for
long vacations. For this, we have to plan things accordingly. We
need to prepare the budget for the trip, the number of days, the
destinations, hotels, adjusting our other work accordingly, and
many more. Here comes the role of maths. Basic mathematical
 concepts and operations are required to be followed to plan a
successful trip.

14. Hospitals
Every hospital has to make the schedule of the timings of the
doctors available, the systematic methods of conducting any
major surgery, keeping the records of the patients, records of
success rate of surgeries, number of ambulances required,
training for the use of medicines to nurses, prescriptions, and
scheduling all tasks, etc. All these are done based on
Mathematical concepts.

15. Weather Forecasting

The weather forecasting is all done based on the probability
conceptofmaths.Throughthis,wegettoknowabouttheweather
conditions like weather it’s going to be a sunny day or rainfall will
come.

16. Base of Other Subjects

Though maths is itself a unique subject. But, you would be
surprised to know that it forms the base for every subject. The
subjects like physics, chemistry, economics, history,
accountancy, statistics, in fact, every subject is based upon
maths.

17. Music andDance

Listening to music and dancing is one of the most common
hobbiesofchildren.Herealso,theylearnmathswhilesingingand
learningdifferentdancesteps.Thecoordinationinanydancecan be
gained by simple mathematicalsteps.

18. ManufacturingIndustry
The parts of maths called ‘Operations Research’ is an important
conceptwhichisbeingfollowedateverymanufacturingunit.This
 concept of maths gives the manufacturer a simple idea of
performing the number of tasks under the manufacturing unit
such: quantity to be produced, methods to be followed, increase
production, and cost of production.

19. Planning ofCities

Urban planning all includes the concepts of budgeting, planning,
setting targets, and many more which all forms the part of
mathematics. No activity is possible without mathematics.

20. Problem-solvingSkills
Problem-solving skills is one of the most important skills which
every individual should possess to be successful in life. Such
skills help the individual in taking correct decisions in life, let itbe
professionalorpersonal.Thisisalldonewhenthepersonhasthe
correct knowledge of basic mathematicalconcepts.

21. Marketing
The marketing agencies make the proper plans as to how to
promote any product or service. The tasks like promoting a
product online, use of social media platforms, following different
methods of direct and indirect marketing, door to door sales,
sending e-mails, making call, providing the number of schemes
‘Buyonegetonefree’,Flat50%off’,offeringdiscountsonspecial
occasions, etc. are all done on the basis of simple mathematical
concepts. Thus, mathematics is presenteverywhere.

III. Nature ofMathematics

There are creative tensions in mathematics between beauty and utility,

abstraction and application, between a search for unity and a desire to treat
phenomena comprehensively. Keith Devlin has called mathematics a “science
of patterns”, which ties in with the ideas of beauty, abstraction and the search
for unity. He has also said that “mathematics makes the invisible visible”,
referring to representation. Modeling and application of mathematics.

1. Patterns andRelationships
Mathematics is the science of patterns and relationship. As a
theoretical discipline; mathematics explores the possible
relationships among abstractions without concern for whether
those abstractions have counterparts in the real world. The
abstractions can be anything from strings of numbers to
geometric figures to sets of equations.

2. Mathematics, Science andTechnology

Mathematicsisabstract.ItsfunctiongoesalongwellwithScience and
Technology. Because of its abstractness, mathematics is
universal in a sense that other fields of human thought are not. It
finds useful applications in business industry, music, historical
scholarship, politics, sports, medicine, agriculture, engineering,
and the social and naturalsciences.

3. MathematicalInquiry
Normally, people are confronted with problems. In order to liveat
peace, these problems must be solved. Using mathematics to
expressideasortosolveproblemsinvolvesatleastthreephases:
(1) representing some aspects of things abstractly, (2)
manipulating the abstractions by rules of logic to find new
relationships between them, and (3) seeing whether the new
relationships say something useful about the originalthings.

4. Abstraction and SymbolicRepresentation

Mathematical thinking often begins with the process of
abstraction – that is noticing a similarity between two or more
objects or events. Aspects that they have in common, whether
concrete or hypothetically, can be represented by symbols such
as numbers, letters, other marks, diagrams, geometrical
 constructions, or even words. Whole numbers are abstractions
thatrepresentthesizeofsetsofthingsandeventsortheotherof things
within a set. The circle as a concept is an abstraction derived
from human faces, flowers, wheels, or spreading ripples; the
letter A may be an abstraction for the surface area of objects of
any shape. Abstractions are made not only from concrete
objects or processes; they can also be made from other
abstractions, such as kinds of numbers (the even numbers, for
instance).

5. Manipulating MathematicalStatements
Afterabstractionshavebeenmadeandsymbolicrepresentations
ofthemhavebeenselected,thosesymbolscanbecombinedand
recombined in various wats according to precisely defined rules.
Typically, strings of symbols are combined into statements that
express ideas orpropositions.

6. Applications
Mathematical processes can lead to a kind of model of a thing,
from which insights can be gained about the thing itself. Any
mathematical relationships arrived at by manipulating abstract
statements may or may not convey something truthful about the
thing being modeled.

IV. Role of Mathematics in otherDisciplines

Mathematics is offered in any college course. It is found in every

curriculum because its theories and applications are needed in any
workplace.
That’swhystudentscan’tstayawayfromattendingmathclasses.Therehasto be
mathematics in the real world. This subject always bring life to any person or
professional. Every second of the day needs mathematical knowledge and
skillstoperformacademicactivitiesandofficeroutines.Ifordinarypeoplehave
to use math, then much more for students to know and master it so they will
succeed in class in the school.
AfamousJainMathematician,𝐴̅c𝑎̅ ryaMah𝑎̅ vira(19thcentury)writethat
“What is good of saying much in vain? Whatever there is is in all three worlds,
which are possessed of moving and non-moving being all that indeed cannot
exist as apart from Mathematics.”
Here are some main disciplines in which Role of mathematics is widely
accepted:

1. PhysicalSciences
In mathematical physics, some basic axioms about mass,
momentum,energy,force,temperature,heat,etc.areabstracted,
from observations and physical experiments and then the
techniques of abstraction, generalization and logical deduction
are used. It is the branch of mathematical analysis that
emphasizes tools and techniques of particular use to physicists
andengineers.

2. FluidDynamics
Understanding the conditions that result in avalanches, and
developing ways to predict when they might occur, uses an area
ofmathematicscalledfluidmechanics.Manymathematiciansand
physicists applied the basic laws of Newton to obtain
mathematicalmodelsforsolidandfluidmechanics.Thisisoneof the
most widely applied areas of mathematics, and is also used in
understanding volcanic eruptions, flight, oceancurrents.

3. Computational FluidDynamics
It is a discipline wherein we use computers to solve the Navier-
Stokes equations for specified initial and boundary condition for
subsonic, transonic, hypersonicflows.
4. PhysicalOceanography
Problems of waves, tides, cyclones flow in bays and estuaries,
the effect of efflux of pollutants from nuclear and other plants in
sea water, particularly in fish population in the ocean are
important for study. From defense point of view, the problem of
under-water explosions, the flight of torpedoes in water, the
sailing of ships and submarines are also important.

5. Chemistry
Math is extremely important in physical chemistry especially
advanced topics such as quantum or statistical mechanics.
Quantum relies heavily on group theory and linear algebra and
requires knowledge of mathematical/physical topics such as
Hilbert spaces and Hamiltonian operators. Statistical mechanics
relies heavily on probability theory.

6. BiologicalSciences
Biomathematics is a rich fertile field with open, challenging and
fascination problems in the areas of mathematical genetics,
mathematical ecology, mathematical neuron-physiology,
development of computer software for special biological and
medical problems, mathematical theory of epidemics, use of
mathematical programming and reliability theory in biosciences
andmathematicalproblemsinbiomechanics,bioengineeringand
bioelectronics.

7. SocialSciences
Disciplines such as economics, sociology, psychology, and
linguistics all now may extensive use of mathematical models,
using the tools of calculus, probability, and gametheory, network
theory, often mixed with a healthy dose ofcomputing.
8. Economics
In economic theory and econometrics, a great deal of
mathematical work is being done all over the world. In
econometrics, tools of matrices, probability and statistics are
used. A great deal of mathematical thinking goes in the task of
national economic planning, and a number of mathematical
models for planning have been developed.

9. Actuarial Science, Insurance andFinance

Actuariesusemathematicsandstatisticstomakefinancialsense of
the future. For example, if an organization is embarking on a
large project, an actuary my analyze the project, assess the
financial risks involved, model the future financial outcomes and
advise the organization on the decisions to be made. Much of
their work is on pensions, ensuring funds stay solvent long into
the future, when current workers have retired. They also work in
insurance, setting premiums to matchliabilities.
Mathematics is also used in many other areas of finance from
banking and trading on the stock market, to producing economic
forecasts and making policy.

10. Psychology andArchaeology

Mathematics is even necessary in many of the social sciences,
such as psychology and archaeology. Archaeologists use a
variety of mathematical and statistical techniques to present the
data from archaeological surveys and try to distinguish patterns
in their results that shed light on past human behavior. Statistical
measures are used during excavation to monitor which pits are
most successful and decide on further excavation. Finds are
analyzedusingstatisticalandnumericalmethodstospotpatterns in
the way the archaeological record changes over time, and
geographically within a site and across the country.
Archaeologists also use statistics to test the reliability of their
interpretations.
11. Mathematics in SocialNetwork
Graph theory, text analysis, multidimensional scaling and cluster
analysis, and a variety of special models are some mathematical
techniquesusedinanalyzingdataonavarietyofsocialnetworks.

12. PoliticalScience
In Mathematical Political Science, they analyze past election
results to see changes in voting patterns and the influence of
various factors on voting behavior, on switching of votes among
political parties and mathematical models for Conflict
Resolution.

13. MathematicalLinguistics
Theconceptsofstructureandtransformationareasimportantfor
linguistic as they are for mathematics. Development of machine
languages and comparison with natural and artificial language
require a high degree of mathematical ability. Information theory,
mathematical biology, mathematical psychology, etc. are all
needed in the study of Linguistics. Mathematics has had a great
influence on research in literature. In deciding whether a given
poem or essay could have been written by a particular poet or
author, we can compare all the characteristics of the given
composition with the characteristics of the poet or other works of
the author with the help of acomputer.

14. Mathematics inMusic

Calculations are the root of all sorts of advancement in different
disciplines.Therhythmthatwefindinallmusicnotesistheresult of
innumerable permutations and combinations of SAPTSWAR.
Music theorists often use mathematics to understand musical
structure and communicate new ways of hearing music. Thishas
led to musical applications of set theory, abstract algebra, and
number theory. Music scholars have also used mathematics to
understand musical scales, and somecomposers have
 incorporated the Golden ratio and Fibonacci numbers into their
work.

15. Mathematics inManagement

Mathematics in management is a great challenge to imaginative
minds. It is not meant for the routine thinkers. Different
Mathematical models are being used to discuss management
problems of hospitals, public health, pollution, educational
planning and administration and similar other problems of social
decisions. In order to apply mathematics to management, one
mustknowthemathematicaltechniquesandtheconditionsunder
which these techniques areapplicable.

16. Mathematics in Engineering andTechnology

Mathematics has played an important role in the development of
mechanical, civil, aeronautical and chemical engineeringthrough
its contributions to mechanics of rigid bodies, hydro-dynamics,
aero-dynamics, heat transfer, lubrication, turbulence, elasticity,
etc.Ithasbecomeofgreatinteresttoelectricalengineersthrough its
applications to information theory, cybernetics, analysis and
synthesis of networks, automatic control systems, design of
digital computers etc. The new mathematical sciences of
magneto-hydrodynamic generates and for experiments in
controlled nuclearfusion.

17. Mathematics inComputers

An important area of applications of mathematics is in the
development of formal mathematical theories related to the
development of computer science. Now most applications of
Mathematicstoscienceandtechnologytodayareviacomputers. The
foundation of computer science is based only in mathematics. It
includes logic, relations, functions, basic set theory, countability
and counting arguments, proof techniques, mathematical
induction, graph theory, combinatorics,discrete
 probability, recursion, recurrence relations, and number theory,
computer-oriented numerical analysis, Operation Research
techniques, modern management techniques like Simulation,
Monte Carlo program, Evaluation Research Technique, Critical
PathMethod,Developmentofnewcomputerlanguages,studyof
Artificial Intelligence, Development of automata theory etc. All
mathematical processes of use in applications are being rapidly
convertedintocomputerpackagealgorithms.Therearecomputer
packages for solution of linear and non linear equations,
inversions of matrices, solution of ordinary and partial differential
equations, for linear, non linear and dynamic programming
techniques, for combinatorial problems and for graph
enumerationandevenforsymbolicdifferentiationandintegration.

V. Appreciating Mathematics as a HumanEndeavor

In order to appreciate mathematics much better, every person should

have the thorough understanding of the discipline as a human endeavor.
Mathematics brings impact to the life of a learner, worker, or an ordinary man
in society. The influences of mathematics affect anyone for a lifetime.
Mathematics works in the life of all professionals.
Mathematics is appreciated as human endeavor because all
professional and ordinary people apply its theories and concepts in the office,
laboratory, and marketplace. According to Mark Karadimos (2018), the
following professions use Mathematics in their scope and field of work:

Accountants
Assist businesses by working on their taxes and planning for
upcoming years. They work with tax codes. And forms, use formulasfor
calculating interest, and spend a considerable amount of energy
organizingpaperwork.
Agriculturists
Determinetheproperamountsoffertilizers,pesticides,andwater to
produce bountiful amounts of foods. They must be familiar with
chemistry and mixtureproblems.

Architects
Design building forstructural integrity and beauty.They must
know how to calculate loads for finding acceptable materials in design
which involve calculus.

Biologists
Study nature to act in concert with it since we are very closely tied
to nature. They use proportions to count animals as well as use
statistics/probability.

Chemists
Find ways to sue chemical to assist people in purifying water,
dealing with waste management. Researching superconductors,
analyzing crime scenes, making food products and in working with
biologists to study the human body.

Computer Programmers
Create complicated sets of instructions calledprograms/software
to help us use computers to solve problems. They must have strong
sense of logic and have critical thinking and problem-solvingskills.

Engineers
Build products/structure/systems like automobiles, buildings,
computers, machines and planes, to name just a few examples. They
cannot escape the frequent use of a variety of calculus.

Lawyers
Argue cases using complicated lines of reason. That skillis
nurtured by high level math courses.Theyalsospendalotoftime
 researching cases, which means learning relevant codes, laws and
ordinances. Building cases demands a strong sense of language with
specific emphasis on hypotheses and conclusions.

Managers
Maintain schedules, regulate worker performance, and analyze
productivity.

Medical Doctors
Must understand the dynamic systems of the human body. They
researchillnesses,carefullyadministertheproperamountsofmedicine,
read charts/tables, and organize their workload and manage the duties
nurses andtechnicians.

Meteorologists
Forecast the weather for agriculturists, pilots, vacationers, and
those who are marine-dependent. They read amps, work withcomputer
models, an understand the mathematical laws ofphysics.

Military Personnel
Carry out a variety of tasks ranging from aircraft maintenance to
followingdetailedprocedures.Tacticiansutilizeabranchofmathematics
called linearprogramming.

Nurses
Carry out the detailed instructions doctors given them.They
adjust intravenous drip rates, take vitals, dispense medicine, and even
assist in operations.

Politicians
Help solve the social problems of our time by making complicated
decisions within the confines of the law, public opinion, and budgetary
restraints.
Salespeople
Typically work on commission and operate under a buy low,sell
high profit model. Their job requires good interpersonal skills and the
abilitytoestimatebasicmathproblemswithouttheneedofpaper/pencil.

Technicians
Repair and maintain the technical gadgets we depend on like
computers, televisions, DVDs, cars, refrigerators. They always read
measuring devices, referring to manuals, and diagnosing system
problems.

Tradesmen
(Carpenters, electricians, mechanics, and plumbers) estimate job
costs and use technical math skills specific to their field. They deal with
slopes, areas, volumes, distances, and must have an excellent
foundation in math.
Summary

 A regularity (Collins, 2018), is the fact that same thing always happens
in the samecircumstances.
 A pattern is a discernable regularity in the world or in a man-made
design.Assuch,theelementsofapatternrepeatinpredictablemanner.
 Patternsinnature(Wikipedia)arevisibleregularitiesofformfoundinthe
natural world. These patterns recur in different contexts and can
sometimes be modelledmathematically.
 Some examples of Patterns in Nature are: symmetry, spiral, meander,
wave, foam, tessellation, fracture or cracks, stripes, fractal, and affine
transformation.
 Examples of Fibonacci sequence: seed heads, pine cones, tree
branches, shells, spiral galaxies andhurricane.
 The Fibonacci sequence is an array of numbers that given two terms,
the next term is determined by adding the given terms.Mathematically,
 fn = fn-1 +fn-2
 ASSESSMENT TASK
Exercise 1.1 – a
Mathematics in Our World
Name: Program&Section: _
Date: Score:
A. Identification. Write the correct word on the blank provided in the right
that is being referred to in thefollowing:
1 A series of regular sinuous curves, bends, loops,
turns,orwindingsinthechannelofariver,stream, or
otherwatercourse.
2 Adisturbancethattransfersenergythroughmatter 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 Ischaracterizedbythefactthateverynumberafter the
first two is the precedingones.
9 A series of bands or strips, often of the same width
and color along the length.
10 The infinitely complex patterns that are self-similar
across different scales.
B. Go to www.youtube.comand search for “Fibonacci Sequence” and
watch it. Write an essay of about 250 words regarding your insightsinto
the video. (Write your answer on the back of thispaper.)
C. Make a Fibonacci sequence of ten terms out of the following given first
twoterms.
a. f0 = 2, f1= 3 d. f0 = 3, f1 =6
b. f0 = 5, f1= 6 e. f0 = 4, f1 =5
c. f0 = 5, f1 = 7
 ASSESSMENT TASK
Exercise 1.1 – b
Mathematics in Our World
Name: Program&Section: _
Date: Score:
A. From the different reasons presented why mathematics is important,
give at least 5 additional reasons with clear description ofapplication.
Situation/Event Description
1.

2.

3.

4.

5.

B. What are the disadvantages if a person does not know and understand
mathematics?
 ASSESSMENT TASK
Exercise 1.1 – c
Mathematics in Our World
Name: Program&Section: _
Date:
Score:
Essay
1.What new ideas about mathematics did youlearn?

2. What is it about mathematics that might have changed your thoughts about
it?

3. What is the most useful about mathematics for humankind?

4. What is the importance of Mathematics in your course of which you are

enrolled?
 ASSESSMENT TASK
Exercise 1.1 – d
Mathematics in Our World
Name: Program&Section: _
Date: Score:

Citethemathematicalapplicationthatyoucommonlydoineachofthefollowing place/event
and state yourappreciation.
Place/Event Appreciation for Mathematics
1. School

2. Market

3. Home

4. Parties (birthday, wedding,

etc.
5. Social media

6. Riding Bus/Jeep/Motorcycle

7. Gaming

8. Church

9. Watching tv

10. Fieldtrip
References:
Daligdig, Romeo M. EdD et. al. (2019) Mathematics in the Modern World.
LORIMAR Publishing Inc., Quezon City, Metro Manila.

Alejan, Ronnie O et. al. (2018). Mathematics in the Modern World. Mutya
Publishing House Inc., Malabon City

22 Examples of Mathematics in Everyday Life (2020). Retrieved

fromhttps://studiousguy.com/examples-of-mathematics/

Nature and Characteristics of Mathematics (2014). Retrieved from

http://drangelrathnabai.blogspot.com/2014/01/nature-characteristics-of-
mathematics.html
Lesson 2: MATHEMATICAL LANGUAGE AND SYMBOLS

The language of mathematics is the system used

bymathematiciansto communicatemathematicalideas among
themselves. This language consists of a substrate of some naturallanguage
(for example English) using technical terms and grammatical conventions that
are peculiar to mathematical discourse, supplemented by a highly specialized
symbolic notation for mathematicalformulas.

In everyday living, we may encounter and even use expressions in

Englishthatmayconnotemathematicalvaluesorsymbolswithoutourknowing it.
These encounters include riding a vehicle; re-loading cellular phones in a
store; buying a particular item from a store; taking allowances from parents or
guardians; expectations of grades in a particular subject; number of friends in
SocialMediawhoaresincere,honest,ortheopposite;friendswholikeaphoto
uploaded on Facebook; number of crushes in this School; number of hours
spent using the Internet; and manymore.
The translation of these encounters into mathematical expressions and
vice-versa, however, is found to be a little complicated, especially if our
knowledge of English grammar islimited.

Specific Objectives:
At the end of this lesson, students are expected to:
1. Discuss the language, symbols and conventions ofmathematics;
2. Explain the nature of mathematics as alanguage;
3. Perform operations on mathematicalsentences;
4. Convert mathematical sentences to Englishexpressions;
5. Convert algebraic sentences to English expressions;and
6. Appreciate that mathematics is a usefullanguage.
I. Language, Symbols, and Conventions ofMathematics

The language of mathematics makes it easy to express the kinds of

symbols, syntax and rules that mathematicians like to do and characterized by
the following:
i. Precise (able to make very finedistinctions)
Example:
Theessentialunderstandingofplacevalueisthatdigitstakeondifferent
meanings based on their place value position. We teach students that
an8intheonesplacehasavalueof8,whilean8inthehundredsplace
hasavalueof800.Sohowimportantisit,then,thatwesaythenumber 807 as
eight hundred seven, rather than eight-o-seven? When we take short
cuts naming numbers, we often strip all the place value meaning out of
the number. No wonder students get confused. When numbers are
spoken correctly, we should hear the place value of everydigit.
ii. Concise (able to say thingsbriefly)
Example:
The long English sentence can be shortened using mathematical
symbols. Two x squared plus three is seven, which means 2x 2 + 3 = 7.
iii. Powerful (able to express complex thought with relativeease)
Example:
The application of critical thinking and problem-solving skill requires the
comprehension, analysis and reasoning to obtain the correct solution.

II. Conversion of English expression to Mathematical Sentencesand

vice-versa

WebeginbydescribingthebasicmathematicaloperationsintheEnglish
language. There are only 5 basic operations in mathematics excluding
exponentiation. Each of these operations has a corresponding English
translation as shown in the tablebelow.
 Symbols/
Basic English Terms
Operations
= Equals, is equal to (most common mistake, “is equalsto”),
represents, is the same as, is, are and the conjugations of
the verb “to be”, is similar to, is equivalent to,exactly,
results in.
+ Plus, sum, total, added to, added with, added by,
augmented, raised, more, more than, and, increased, put
together.
- Minus, difference, subtracted from, subtracted by, diminish,
less, less than, decreased, separated.
● or () Times, product, multiplied by, multiplied with, multiplied to,
doubled, tripled (etc.), twice, thrice (etc.)
/, ÷ Divided by, quotient, per, ratio, halved, over, over all

These symbols are used in different mathematical operations, and the

manner in which these will be read follows the English language. Consider the
following examples:
Basic Mathematical
English translations
Statements
6 + 4 = 10  Six plus four equalsten
 Six added by four is ten.
 The sum of six and four isten.
 Six increased by four is equal toten.
Commonerrors:
 Six plus four is equals to ten.(Grammar)
 The sum of six and four equal to ten.
(Grammar)
10 – 2 = 8  Ten minus two iseight.
 Ten diminished by two is equal toeight.
 Ten less two iseight.
 The difference of ten and two iseight.
CommonErrors:
  Tenlessthantwoiseight.(Connotesdifferent
meaning)
 The difference of two and ten iseight.
(Connotes different meaning)
3(4) = 12  Three times four is twelve.
 The products of three and four is equal to
twelve.
 Thrice the number four istwelve.
CommonErrors:
 Triple the four is twelve.(Grammar)
 Thrice the product of three and four is
twelve.(Redundant)
9÷3 = 3  Nine divided by three isthree.
 The quotient of nine and three isthree
 The ratio of nine and three is equal to three
Commonerrors:
 The quotient of nine and three is three
(Connotes different meaning)
 Theratioofnineandthreeistothree.
(Connotes different meaning)

Let’s try this!

1. 8 – 2 =6
2. 2(6) =12
3. 12 +3 = 15
4. 18 ÷ 9 = 2
5. 6 – 4 = 2

Complicated expressions are not so difficult to read. Below are complicated

expressions:
Combined
Mathematical English Translations
Statements
 6+2  The sum of six and two all over eight isone.
8 = 1
 The ratio of six plus two, and eight is equal toone.
 One is the quotient when the sum of six and two is
divided by eight.
Common Errors
 Six plus two divided by eight is one. (Connotes
different meaning)
2(12 – 4) = 16  Twice the difference of twelve and four issixteen
 The product of twelve and two less four issixteen.

Common Errors:
 Double the difference of twelves and four is
sixteen. (Connotes differentmeaning)
 Twelveminusfourtimestwoissixteen.(Connotes
different meaning)

Let’s try this!

7−3
1. =2
2

3(4+2)
2. 6 = 4
5+3
3. =4
2

4. (3+7) – 5 = 5
5. 5(4 − 3) + 6 = 11

III. Conversion of Algebraic Expressions to EnglishSentences

By applying this concept to algebra, we use English translation of the

variable x as “the number” or “a number”. The following examples are useful.
Algebraic
English Translations
Statements
2x = 10  Twice a number is equal toten.
 Two times a number isten.
 3(2x – 4) = 7  Thrice the difference of twice a number and four is
seven.
 Three, multiplied to the difference of twice anumber
less four, is seven.
2(𝑥+1)  The ratio of twice the sum of a number and one,and
3 = 5
three is equal to five.

Let’s try this!

1. 6x – 2 =4
2. 3y = 4 –y
3. 2a – 7 = 5a + +2
2(𝑥−3)
4. 4 = 12
5𝑎− 3
5. = 2a
2

IV. The Four Basic Concepts ofMathematics

1. Set
A set is a collection of well-defined objects that contains no duplicates:
Theobjectsinthesetarecalledtheelementsoftheset.Todescribeaset,we use
braces { }, and use capital letters to representit.
Examples:
1. The books in the shelves in alibrary.
2. The bank accounts in abank.
3. The set of natural numbers N = {1, 2, 3,…}.
4. The integer numbers Z = {…, -3, -2, -1, 0, 1, 2, 3, …}.
5. The rational numbers is the set of quotients of integers Q = {p/q : p,
q ∈ Z and q =0}.
The three dot in enumerating the elements of the set are called ellipses
and indicate a continuing pattern. A finite set contains elements that can be
counted and terminates at certain natural number, otherwise, it is infinite set.
Example:
Set A = {1,3,5,7,11,13,17,19}
 - The set of all prime numbers less than or equal to 19. The order in
which the elements are listed is not relevant: i.e., theset
{1,3,5,7,11,13,17,19} is the same as the set {13,3,5, 11,13,17,19,1}.
There is exactly one set, the empty set, or null set, ∅ or {}, which has
no members at all. A set with only one member is called a singleton or a
singleton set. (“single of a”).

Specification of Sets
There are three main ways to specify a set:
1. List Notation / Roster Method – by listing all itsmembers
- List names of elements of a set, separate them by commas and
enclose them inbraces:
Examples:
1. {1, 12, 35}
2. {Daniela, Romina, Cassy,Marga}
3. {m, n, o,p}
4. {1, 2, …, 100}
2. Predicate Notation/Rule Method/Set-BuilderNotation
- By stating a property of its elements. It has a property that members
of the set share (a condition or a predicate which holds formembers
of thisset).
Examples:
a) {x/xisanaturalnumberandx<8}means“thesetofallxsuch that x
is a natural number and is less than8”
b) {x/x is a letter of Koreanalphabet}
c) {y/y is a student of SKSU and y is older than20}
3. Recursiverules
- By defining a set of rules which generates or defines itsmembers.
Examples:
a) The set E of even numbers greater than 5
b) 4 ∈ E
c) If x ∈ E, then x+2 ∈E
d) Nothing else belongs toE
Equal Sets
Two sets are equal if they contain exactly the same elements.
Examples:
1. {3, 8, 9} = {9, 8, 3}
2. {6, 7, 7, 7, 7,} = {6, 7}
3. {1, 3, 5, 7} ≠ {3, 5]

Equivalent Sets
Two sets are equivalent if they contain the same number of elements.
Example:
1. Which of the following sets areequivalent?
{𝜃, α, β}, {∞, ∩, ∃}, {1, 3, 5}, {a, b, c}, {€, ₸, ₢}
Solution: All of the given sets are equivalent. Note that no two of
them are equal, but they all have the same numbers of elements.

Universal Set
A set that contains all the elements considered in a particular
situation denoted by U.
Example:
The universal set
a. Suppose we list the digitsonly.
Then, U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}, since U includes all the digits.
b. Suppose we consider the wholenumbers
Then U = {0, 1, 2, 3, …} since U contains all whole numbers.

Subsets
A set A is called a subset of set B if every element of A is also an
element of B. “A is a subset of B” is written as A ⊆ B.
Example:
1. A = {7, 9} is a subset of B = {6, 7, 9}
2. D = {10, 8, 6} is a subset of G = {10, 8, 6}
A proper subset is a subset that is not equal to the original set,
otherwise improper subset.
 Example:
Given {3, 5, 7} then the proper subsets are {}, {5, 7}, {3, 5}, {3, 7}.
The improper subset is {3, 5, 7}.

Cardinality of the Set

It is the number of distinct elements belonging to a finite set. It is also
called the cardinal number of the set A denoted by n(A) or card (A) and /A/.

Power Set
It is the family of all the subsets of A denoted by Power (A).
Given set A = {x, y}, the Power (A) = { ∅, {x}, {y}, {x,y} or {x/x is a subset of A}.

Operations on Sets
Union is an operation for sets A and B in which a set is formed that
consists of all the elements included in A or B both denoted by U as A U B.
Examples:
a) Given U = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 3, 5, 7}, B = {2, 4, 6, 8} and
C = {1, 2}, find the following:
a) A UB b) AUC c) (A U B) U{8}
Solution:
a) A U B = {1, 2, 3, 4, 5, 6, 7, 8}
b) A U C = {1, 2, 3, 5, 7}
c) (A U B) U {8} = {1, 2, 3, 4, 5, 6, 7, 8}

Intersection
-is the set containing all elements common to both A andB,
denoted by ∩.
Example:
Given U = {a, b, c, d, e}, A = {c, d, e}, B = {a, c, e} and C = {a} and D =
{e}. find the following intersections of sets:
a) B ∩C b) A∩ C c) (A ∩ B) ∩D
Solutions:
 a) B ∩ C={a} c) (A ∩ B) = {c, e}, (A ∩ B) ∩ D ={e}
b) A ∩ C =∅

Complementation
-is an operation on a set that must be performed in reference to a
universal set, denoted by A’.
Example:
Given U = {a, b, c, d, e}, A = {c, d, e}, find A’.
Solution: A’ = {a, b}

2. Relation
- Arelationisarulethatpairseachelementinoneset,calledthedomain, with
one or more elements from a second set called the range. It creates a set of
orderedpairs.
Examples: 1. Given:
Regular holidays in the Philippines Month and Date
1. New Years’ Day January 1
2. Labor Day May 1
3. Independence Day June 12
4. Bonifacio Day November 30
5. Rizal Day December 30

A clearer way to express a relation is to form a set of ordered pairs;

(New Years’ Day, January 1), (Labor Day, May 1), (Independence Day,
June 12), (Bonifacio Day, November 30), (Rizal Day, December 30). This set
describes a Relation.
{ {2,3}, {4,5} is not a relation but just a set of ordered pairs.
{ {1,4}. {2,5}, {3,6} } is a relation. The domain of the relation is the set
{1,2,3} and the range is {4,5,6}

3. Function
- is a rule that pairs each element in one set, called the domain with
exactlyoneelementfromasecondset,calledtherange.Thismeansthatfor
each first coordinate, there is exactly one second coordinate or for every first
element of x, there corresponds a unique second element y.
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 represented using the following:

1. Table
The perimeter of a square is four times the length of its side.
Sides (S) 1 3 5 7 9
Perimeter (P) 4 12 20 28 36

2. OrderedPairs
{{1,4}, {3,12}, {5,20}, {7,28}, {9,36}}

3. Mapping

1 4
3 12
5 20
7 28
9 36

Therefore, this a function.

4. Graphing

Usingverticallinetest,thatis,asetofpointsintheplaneisthegraphof a
function if and only if no vertical line intersects the graph in more than one
point. Below is not a function.
4. BinaryOperations

A binary operation on a set is a calculation involving two elements of

the set to produce another element of the set.

A new math (binary) operation, using symbol *, is defined to be

a * b = 2a + b, where a and b are real numbers.

Examples:

1. What is 5 *3?

Solution: 5 * 3 = 2(5) + 3 = 10 + 3 = 13

2. Is a * bcommutative?

Solution: Verify if a * b = b * a.

2a + b = 2b + a? Not true for all real numbers

If a = 4 and b = 2, then 2(4) + 2 = 2(2) + 4 is not true.

Therefore: The operation * is not commutative for all real numbers

3. Is a * b * cassociative?

Solution: Verify if a*(b*c) = (a*b)*c

2a + (2b+c) = 2(2a+b) + c

If a = 2, b = 3, c=4; 2●2 + (2●3 + 4) ≠ 2(2●2 + 3) +4;

4 + 10 ≠ 2(7) + 4; 14 ≠ 18. The operation * is not associative

for realnumbers.

Sometimes, a binary operation on a finite set (a set with a limited

number of elements) is displayed in a table which shows how the operation is
to be performed. A binary operation, * is defined on the set {1, 2, 3, 4}. The
table below shows the 16 possible answers using this operation.

(Toreadthetable:readthefirstvaluefromtheleft-handcolumnandthesecond value
from the top row. The answer is the intersectionpoint).
 * 1 2 3 4

1 4 3 2 1

2 3 1 4 2

3 2 4 1 3

4 1 2 3 4

Examples:

1. What is 2 * 2? Answer: 1

2. Is 4 * 3 commutative? Answer: 4*3 = 3 and 3*4 =3

3. What is the identity element for the operation *? Answer: 4 (Find the
singleelementthatwillalwaysreturntheoriginalvalue.Theidentityelement is
4. Youwillhavefoundtheidentityelementwhenallofthevaluesinitsrowand its
column are the same as the row and columnsheadings).

4. Is associative for these values? Answer: 4*(3*2) = (4*3)*2

4*4 =3*2

4 =4

Answer: Yes, it is associative for values 4, 3, and 2.

V. ElementaryLogic

Propositions and Connectives

A proposition (or statement) is a sentence that is either true or false

(without additional information).

The logical connectives are defined by truth tables (but have English
language counterparts).
 Logic Math English

Conjunction ^ And

Disjunction v or (inclusive)

Negation ~ Not

Conditional ⇒ If…then….

Biconditional ⇔ If and only if

A denial is a statement equivalent to the negation of a statement.

Examples:

1. The negation of P ⇒ Q is ~ (P ⇒Q).

2. A denial of P ⇒ Q is P ^ ~Q.

A tautology is a statement which is always true.

Examples:

1. A v (B ^ C) ⇔ (A v B) ^ (A v C) Distributive law

2. ~ (A v B) ⇔ ~ A ^ ~ B

3. P ⇔ ~ (~ P)

A contradiction is a statement which is always false.

Example: 1. (A v ~ A) ⇒ (B ^ ~B) a contradiction.

The contrapositive of the statement if P then Q is if ~Q then ~P. An

implicationanditscontrapositivearelogicallyequivalent,soonecanalwaysbe used
in place of theother.

A predicate (open sentence) is a sentence containing one or more

variables which becomes a proposition upon replacement of the variables.
 Examples:

1. The integer x is even.

2. y = 5.

3. Triangle ABC is isosceles.

However,apredicateisnotaproposition,itdoesnothaveatruthvalue. One
can however use quantifiers to make propositions about predicates. For
instance, the universal/general quantifier (∀) is used to say that a given
predicate is true for all possible values of its variables. This is a proposition,
sinceitiseithertrueorfalse.Similarly,theexistentialquantifier(∃)isusedto say
that there is some value of the variables which makes the predicate a true
statement.

Examples:

1. Let x be a real number x2 – 1 = 0 is not a proposition, it is a

predicate.

2. “There exists an x so that x2 – 1 = 0” is a proposition(true)

3. “For all x, x2– 1 = 0 is also a proposition(false).

4. These are writtenas:

(∃ x ∈ R) (x2 – 1 = 0) and (∀ x ∈ R) (x2 – 1 = 0).

Summary

 The language of mathematics makes it easy to express the kinds of

symbols,syntaxandrulesthatmathematiciansliketodoandcharacterized
bythefollowing:Precise(abletomakeveryfinedistinctions);Concise(able to
say things briefly); and Powerful (able to express complex thought with
relativeease).
 The Four Basic Concepts of Mathematics: Set, Relation, Function, and
Binary operation.
 ASetisacollectionofwell-definedobjectsthatcontainsnoduplicates:The
objects in the set are called the elements of the set. To describe a set, we
use braces { }, and use capital letters to representit.
 A relation is a rule that pairs each element in one set, called the domain,
with one or more elements from a second set called the range. It creates a
set of ordered pairs.
 A Function is a rule that pairs each element in one set, called the domain
with exactly one element from a second set, called the range. This means
that for each first coordinate, there is exactly one second coordinate or for
every first element of x, there corresponds a unique second elementy.
 Abinaryoperationonasetisacalculationinvolvingtwoelementsoftheset to
produce another element of theset.
 ASSESSMENT TASK
Exercise 1.2 – a
Mathematical Language and Symbols

Name: Program&Section: _ Date:

Score:

Convert the following mathematical statements to Englishsentences.

1. 2 + 7 =9

2. 3(5) =15

12−2
3. 5 = 2

3 (4+1)
4. 5 = 3

5. 2(11 – 4) = 14
 ASSESSMENT TASK
Exercise 1.2 – b
Mathematical Language and Symbols

Name: Program&Section: _ Date:

Score:

Convert the following English sentences to mathematical statement. Write your

answer on the space provided.

1. The difference of eight and three isfive.

_

2. The sum of six and four, diminished by seven is equal tothree.

_

3. The quotient of twenty-one and, five less two isseven.

_

4. The ratio of the sum of nine and five, and seven istwo.
_

5. One thousand less 12 percent of it is eight hundredeighty.

_
Sultan Kudarat State University
May Flor L. Tapot, MST
ASSESSMENT TASK
Exercise 1.2 – c
Mathematical Language and Symbols

Name: Program&Section: Date:

Score:

Convert the following algebraic expressions to English sentences. Write your

answer on the space provided.

1. 12x = 10 -2
_

2. 3x = 5 – 2x
_

3(𝑥+1)
3. 5 = 7
_

2𝑥−7
4. 3𝑥−4 = 6
_

5. 11 – 3(x – 4) = 5
_

49
Sultan Kudarat State University
May Flor L. Tapot, MST
ASSESSMENT TASK
Exercise 1.2 – d
Mathematical Language and Symbols

Name: Program&Section: _ Date:

Score:

Convert the English sentences to algebraic expressions. Write your answer on

the space provided.
1. The sum of a number and four istwelve.

2. The difference of twice a number and eleven isfifty.

3. The ratio of a number and 2, diminished by five isthirteen.

4. The quotient of a number less five, and four iseleven.

5. Sixty percent of a number isfifteen.

6. Twice a number less four is thrice a number 5.

7. Four times a number minus seven is twice the difference of a number and
two.

8. Four times the difference of three and a number is the same as

one- hundred twenty divided bytwelve.

9. The number less five all over four iseleven.

10. One-third of a number added by two isthree.

50
 Exercise 1.2 – e
Mathematical Language and Symbols

Name: Program&Section: _ Date:

__ Score:

Multiple Choice. Encircle the letter that corresponds to the correct answer.

1. Whichisthelanguagesystemthatusestechnicaltermsandgrammatical
conventionspeculiartomathematicaldiscourseandissupplementedby
ahighspecializedsymbolicnotationformathematicalformulas?
A. MathematicalLanguage C. Binaryfunction
B. Set D. Singleton
2. Which is used to express a formula or to represent aconstant?
A. Syntax C. Rules
B. Symbols D. Convention
3. Which of the following does NOT belong to the characteristics of the
language ofmathematics?
A. Symbolic C. Concise
B. Precise D. Powerful
4. Which is a correct arrangement of mathematical symbols and is usedto
represent a mathematical object ofinterest?
A. Mathematicalexpression C. Rule
B. Relation D. Function
5. Whichisacollectionofwell-definedobjectsthatcontainsnoduplicates?
A. Function C. Binary
B. Relation D. Set
6. Which sets contains all the elements in a particularsituation?
A. Unionofsets C. Intersection ofsets
B. Universalsets D. Combination ofsets
7. What is a statement that is either TRUE orFALSE?
A. Proposition C. Tautology
B. Connective D. Denial
Sultan Kudarat State University
May Flor L. Tapot, MST
8. Which Statement is always TRUE?
A. Proposition C. Tautology
B. Connective D. Denial
9. Which relation is described as a one-to-one correspondence andmany-
to-onecorrespondence?
A. Tautology C. Set
B. Logic D. Function
10. Which statement is alwaysfalse?
A. Tautology C.Set
B. Logic D.Contradiction

52
 ASSESSMENT TASK
Exercise 1.2 – e
Mathematical Language and Symbols

Name: Program&Section: _ Date:

Score:

Solve for the following: Write your answer in a whole sheet of paper.

1. Let A = {0, 2, 4, 6, 8}, B = {0, 1, 2, 3, 4} and C = {0, 3, 6, 9}. What are

a. A ∪ B ∪Cand b. A ∩ B ∩C?

2. Find the union of A = {2, 3, 4} and B = {3, 4, 5}.

3. If A and B are two sets such that A ⊆ B, then what is A ∪B?

4. Findtheunion,intersectionandthedifference(A–B)ofthefollowing pairs

ofsets.

a) A = The set of all letters of the word

FEAST B = The set of all letters of the
wordTASTE

b. A = {x : x ∈ W, 0 < x ≤ 7}
B = {x : x ∈ W, 4 < x < 9}

c. A = {x / x ∈ N, x is a factor of 12}
B = {x / x ∈ N, x is a multiple of 2, x < 12}

d. A = {x : x ∈ I, -2 < x< 2}
B = {x : x ∈ I, -1 < x < 4}

e. A = {a, l, m, n, p}
B = {q, r, l, a, s,n}
References:

Daligdig, Romeo M. EdD et. al. (2019) Mathematics in the Modern World.
LORIMAR Publishing Inc., Quezon City, Metro Manila.
Alejan, Ronnie O et. al. (2018). Mathematics in the Modern World. Mutya
Publishing House Inc., Malabon City
Lesson 3: Problem Solving and Reasoning

Mathematicsisnotjustaboutnumbers;muchofitisproblemsolvingand
reasoning.Problemsolvingandreasoningarebasicallyinseparable.Theartof
reasoning is very important in mathematics. This is the skill needed in
exemplifying the critical thinking and problem-solving ability. Logic and
reasoning are very useful tools in decision making. People are also do
deductive reasoning extensively to show that certain conjectures are true as
thesefollowtherulesoflogic.Aconjectureisaconclusionmadefromobserving data.
Inductive and Deductive reasoning are two fundamental forms of
reasoningformathematicians.Theformaltheoremsandproofsthatwerelyon
todayallbeganwiththesetwotypesofreasoning.Eventoday,mathematicians are
actively using these two types of reasoning to discover new mathematical
theorems and proofs. Believe it or not, you yourself might be using inductive
and deductive reasoning when you make assumptions about how the world
works.

Specific Objectives:
At the end of this lesson, students are expected to:
1. Use different types of reasoning to justify statements and arguments
made about mathematics and mathematicalconcepts;
2. Write clear and logicalproofs;
3. Solve problems involving patterns and recreational problems involving
Polya’s 4steps;
4. Organize one’s methods and approaches for proving and solving
problems.

I. Reasoning
InductiveReasoning
According to www.study.com, Inductive reasoning is the logical
process in which multiple premises, all believed to be true or found true most
ofthetimearecombinedtoobtainaspecificconclusion.Thisreasoningisused in
applications that involve prediction, forecasting, orbehavior.
A conclusion that is reached by inductive reasoning may or may not be
valid. An example of inductive reasoning is when you notice that all the mice
you see around you are brown, and you make the conclusion that all mice in
theworldarebrown.Canyousayforcertainthatthisconclusioniscorrect?No,
because it is based on just a few observations. This is, however the beginning
of forming a correct conclusion or a correct proof. What this observation has
given you a starting hypothesis to testout.
We may also arrive at a conjecture whose conclusion is based on
inductive reasoning. There are instances however when even if all of the
premises are true in a statement, inductive reasoning still allows for a false
conclusion. Consider the examplesbelow:

Examples of inductive reasoning

1. Danielaleavesforaschoolat7:00a.m.Danielaisalwaysontime.Therefore,
Danielaassumesthenthatifsheleavesforschoolat7:00a.m.,shewillalways be
ontime.

2. The teacher uses PowerPoint in the last three classes. Therefore, the
teacher will use PowerPointtomorrow.

3. The chair in the living room is red. The chair in the dining room is red. The
chair in the bedroom is red. Therefore, all chairs in the house arered.

4. Cathy is a first-year college student of

SKSU. Cathy is a female.
Therefore, all first-year college students of SKSU are females.

5. Karl just moved here from General SantosCity.

Karl hasbraces.
Therefore, all people from General Santos City have braces.
6. All goats that we have seen have beenblack.
Therefore, all goats areblack.

7. Fourth is an excellent lawn tennisplayer.

Fourth’s family has tenniscourt.
Therefore, the sister of Fourth named Alexa must also be an excellent lawn
tennis player.

Deductive Reasoning
Inductive reasoning typically may lead to deductive reasoning, the
process of reaching conclusions based on previously known facts. The
conclusions reached by this type of reasoning are valid and can be relied on.
For example, you know for a fact that all pennies are copper-colored. Now, if
your friend gave you a penny, what can you conclude about the penny? You
canconcludethatthepennywillbecolored-copper.Youcansaythisforcertain
because your statement is based onfacts.

Example of deductive reasoning

Examples of deductive reasoning are also called syllogism.
1. All men are mortal. (Majorpremise)
Senator Pacquiao is a man. (Minor premise)
Therefore, Senator Pacquiao is mortal. (Conclusion)

2. All first-year college students in the new curriculum take Mathematics in the
ModernWorld.
Precious is a first-year student in the new curriculum.
Therefore, Precious takes Mathematics in the Modern World.

3. All Filipinos eat rice.

Eugene is aFilipino.
Therefore, Eugene eats rice.
II. Mathematical Proofs

A proof is a sequence of true facts (statements) placed in a logical order.

In proving, the following may be used as reasons:

 The given information (thehypothesis)

 Definition and undefinedterms
 Algebraic properties
 Postulates ofgeometry
 Previously proven geometric conjectures(theorems)

Algebraic and Geometric Proofs

In order for us to prove properly and correctly, it is wise to remember and
understand the necessary properties to be used in writing formal proofs:

Important Properties of
Algebra: For real numbers w, x, y,
and z: Reflexive : x =x
Symmetric : If x=y, theny=x.
Transitive : If x=y and y=z, then x=z.
Substitution : If x+y = z and x = 3, then 3+y =z.
Distributive : x (y+z) = xy+yz.

Commutative Properties:
a. Addition : x+y =y+z
b. Multiplication : yz =zy

Associative Properties:
a. Addition : x + (y+z) = (x+y)+z
b. Multiplication : x(yz) =(xy)z

Addition Properties of Equality (APE)

a. If x = z, then x ± y = z ±y
b. If w = x and y = z, then w + y = x +z
Multiplication Properties of Equality (MPE)
a. If x = z, then xy = yz or x/y =y/z
b. If w = x and y = z, then wy = xz or w/y =x/z

Example 1: Find the value of x in 2(x+1) = 6x + 4.

Proof:
Statements Reasons

1. 2( x+ 1) = 6x + 4 Given

2. 2x + 2 = 6x + 4 Distributive Property

3. 2x + 2 – 6x – 2 = 6x + 4 – 6x – 2 APE

4. -4X (- 1) = 2 (- 1) MPE
4 4

5. x = (- 1) Simplification
2

Geometric Properties
The following properties may be used to justify proof of some mathematical
statements.

Reflexive Property (REF)

Statement: AB ≅ CD

Symmetric Property(SYM)
Given: AB ≅ CD
Statement: CD ≅AB

Transitive Property (TRANS)

Given: AB ≅ CD, CD ≅ EF
Statement: AB ≅EF

Addition property of Equality (APE)

Given1: AB ≅CD
Statement 1: AB ± EF = CD ± EF
Given2: AB = CD, EF =GH
Statement 2: AB ± EF = CD ± EF

Definition of congruent segments (DOCS)

Given1: AB ≅ CD
Statement 1: AB =CD

Given2: AB = CD
Statement 2: AB ≅CD

Definition of Betweenness (DOB)

Given:

A B C

Statement: AB + BC =AC

Definition of Midpoint (DOM)

Given:

A M B
M is the midpoint of

AB Statement: AM ≅MB

How to write proof?

There are many ways on how to write proofs. We can have top-down or
deductive reasoning or bottom-up or inductive reasoning. It can be formal or
informal procedure.

Example:

Prove the following using formal proof.

Given: Y is the midpoint of XZ.

XY ≅ AB

X Y Z B

Prove: XY ≅ AB

Proof:

Statements Reasons

1. Y is the midpoint of XZ Given

2. XY ≅ YZ Definition of Midpoint (DOM)

3. YZ ≅ AB Given

4. XY ≅ AB Transitive

III. POLYA’s 4 – STEPS IN PROBLEMSOLVING

George Polya has had an important influence on problem solving in

mathematicseducation.Hestatedthatgoodproblemsolverstendtoforgetthe
details and tend to focus on the structure of the problem, while poor problem
solvers focus on the opposite. He designed thefollowing:

4 – STEPS PROCESS:

1. Understand the problem.(See)

Readandunderstandtheproblem.Identifywhatisthegiveninformation,
known data or values and what is the unknown and to be solved as
required by theproblem.
Consider the following questions:
a. Can you restate the problem in your ownwords?
b. Canyoudeterminewhatisknownaboutthesetypesofproblems?
 c. Istheremissinginformationthatifknownwouldallowyoutosolve
theproblem?
d. Is there extraneous information that is not needed to solve the
problem?
e. What is the goal?

2. Devise a plan.(Plan)
Think of a way to solve the problem by setting up an equation, drawing
a diagram, and making a chart that will help you find the unknown and
the solution. To start devising a plan, try doing the following:
a. Make a list of the knowninformation.
b. Make a list of information that isneeded.
c. Draw adiagram.
d. Make an organized list that shows all thepossibilities.
e. Make a table or achart.
f. Work backwards.
g. Try to solve similar but simpler problem
h. Write an equation, as possible define what each variable
represents
i. Perform anexperiment.
j. Guess at a solution and then check theresult.

3. Carry out the plan.(Do)

Solve the equation you have to set up and observe analytical rules and
procedures until you arrive at the answer.
a. Work carefully.
b. Keep an accurate and neat record of all yourattempts.
c. Realize that some of your initial plans will not work and that you
will have to devise another plan and modify your existingplan.

4. Look back.(Check)
In order to validate the obtained value, you need to verify and check if
the answer makes sense or correct based on the situation posed in the
problem. Label your final correct answer.
 a. Ensurethatthesolutionisconsistentwiththefactsoftheproblem.
b. Interpret the solution within the context of theproblem.
c. Askyourselfwhethertherearegeneralizationsofthesolutionthat you
could apply to similarproblems.
Example: A police station has 25 vehicles of motorcycles and cars. The
total number of wheels is 70. Find the number of motorcycles and cars
the station has.

1. Understand the problem.(See)

Given: 25vehicles
70 wheels
Required: The number of cars and the number of motorcycles.

2. Devise a plan.(Plan)
Let x = the number ofcars
y = the numbers of motorcycles
and x + y = 25 vehicles
4 wheels (x = cars) + 2 wheels (y = motorcycles) =
70 wheels
So, x + y = 25 vehicles and 4x + 2y = 70 wheels are the two
equations formed based on the problem.

3. Carry out the plan.(Do)

(1) x + y = 25
(2) 4x + 2y = 70, solving two equations with two unknown using
the process ofelimination:
(1) -2 (x + y = 25) → -2x – 2y = -50
(2) 4x + 2y = 70 → 4x + 2y =70
2x + 0 = 20
2x= 20
22
x = 10, since x denotes the number of cars, so, there are 10
cars.However,solvingforyasthenumberofmotorcycleisas
follows:
 Since,x+y=25,then10+y=25–10,finallyy=15,sothere are 15
vehicles in the policestation.

4. Look back.(Check)
Therefore, there are 10 cars with 4 wheels and 15 motorcycles
with 2 wheels. The total number of wheels is 70 wheels.

Learning to solve problems is not a difficult task. It can be a huge fun and
ultimately challenging. However, it requires you to think analytically, critically,
andcreatively.Practicedoingandsolvingisthetoughsecretwhymoststudents
andprofessionalssucceedingettingtheproblemsolvedanddonetomakethe
moment of solving more enjoyable, interesting, andfulfilling.

Let’s try this!

1. Find the next number in thesequence.

a. 5, 9, 13, 17, 21,25,…
b. 2, 6, 18, 54, 162, 486,…
2. Anne has a certain amount of money in her bank account on Friday
morning. During the day she wrote a check for 24.50, made an ATM
withdrawal of 80.00 and deposited a check for 235.00. at the end of the
day, she saw that her balance was 451.25. How much money did she
have in the bank at the beginning of theday?

3. Two cars left, at 8:00 A.M., from the same point, one travelling east at
50 mph and the other travelling south at 60 mph. at what time will they
be 300 milesapart?

4. Analgebratestconsistsoftenmultiplechoicequestions.Tenpointsare given
for each correct answer and three points are deducted for each
incorrect answer. If Joshua did all questions and scored 48, how many
incorrect answers did hehave?

5. a. Find the next term of the sequence 7/2, 19/2 31/2, 43/2,55/2…
b. Find the next term for 1, 5, 12, 22, 35,..
Summary

 Inductivereasoningisthelogicalprocessinwhichmultiplepremises,all
believedtobetrueorfoundtruemostofthetimearecombinedtoobtain
aspecificconclusion.Thisreasoningisusedinapplicationsthatinvolve
prediction, forecasting, orbehavior.
 Deductive reasoning, the process of reaching conclusions based on
previously known facts. The conclusions reached by this type of
reasoning are valid and can be reliedon.
 Aproofisasequenceoftruefacts(statements)placedinalogicalorder.
 Polya’s 4 – steps in problem solving: Understand the problem. (See):
Devise a plan. (Plan); Carry out the plan. (Do); and Look back.(Check)
Sultan Kudarat State University
May Flor L. Tapot, MST
ASSESSMENT TASK
Exercise 1.3 – a
Reasoning
Name: Program&Section: _ Date:
Score:

Answer the problem comprehensively:

Can you definitely tell the truthfulness to the examples of inductive reasoning?
Write your arguments below:
1.

2.

3.

4.

5.

66
 ASSESSMENT TASK
Exercise 1.3 – b
Reasoning
Name: Program&Section: _ Date:
Score:

Give five (5) syllogisms that manifest a real-life scenario. Explain

the truthfulness of your major premise. Write your answers on the
space provided.
1.

2.

3.

4.

5.
Sultan Kudarat State University
May Flor L. Tapot, MST
ASSESSMENT TASK
Exercise 1.3 – c
Reasoning
Name: Program&Section: _ Date:
Score:
Write the proof of the following on the space provided:

1. If 5x – 8 = 12, then x = 4.
Statement Reasons

2. If -2(3x + 5) = -17 + x, then x = 1.

Statement Reasons

3. Write the geometric proof of the following:

Given: IE bisects < MIK
< EIK ≅ <XYZ
Prove: <MIE ≅ <XYZ
Statement Reasons

68
 ASSESSMENT TASK
Exercise 1.3 – d
Reasoning
Name: Program&Section: _ Date:
Score:
Find the next term in the following sequences by using a difference table:
1. 2, 7, 24, 59, 118, 207,…

2. 5, 14, 27, 44, 65,…

3. 1, 14, 51, 124, 245, 426,…

4. 10, 10, 12, 16, 22, 30,…

5. 1, 7, 17, 31, 49, 71,…

 Assessment Task
Exercise 1.3 – e
Reasoning
Name: Program&Section: _
Date: Score:
Solve the following
problems using the 4 steps of GeorgePolya.

1. Mrs. Dizon withdrew ¼ of her savings in July and later deposited a total
of 1,500.00 on four separate days. If her bank statement showed a
balance of 3,500.00 after four deposits, what was the balance
immediately before her withdrawal?

2. Manny rode his bicycle 6 km east, 4 km west, and then 5 km east. How
far is he from his starting point?

3. T, U, W, X, Y, and Z are points on a circle. Each of these points is

connected to each other by a line segment. How many line segments
arethere?
References:

Daligdig, Romeo M. EdD et. al. (2019) Mathematics in the Modern World.
LORIMAR Publishing Inc., Quezon City, Metro Manila.pp.44 - 46
Deductive Reasoning vs. Inductive Reasoning (2017, July, 5). Retrieved from
https://www.livescience.com/21569-deduction-vs-induction.html
Inductive vs. deductive Reasoning (2019, November, 11). Retrieved from
https://www.scribbr.com/methodology/inductive-deductive-reasoning/
Immediate Algebra Tutorial 8: Introduction to Problem Solving (2011, July, 1).
Retrieved from
https://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg
_tut8_probsol.htm
Chapter 2: Mathematics as a Tool (Part I)

Overview

The field of statistics is the science of learning from data. Statistical

knowledge helps you use the proper methods to collect the data, employ
analyses, and effectively present the results. Statistics is a crucial process
behind how we make discoveries in science, make decisions based on data,
andmakepredictions.Statisticsallowsyoutounderstandasubjectmuchmore
deeply.

In performing all these processes involved, the application of statistical

tools and techniques is necessary. Statistical tools derived from mathematics
are useful in processing and managing numerical data in order to describe a
phenomenon and predict values.

General Objectives:

This chapter emphasize the use of different statistical tools to process

and manage numerical data.

Lesson 1: Data Management

Data come in different forms and from different sources. You read them
inadailynewspaper,hearthemovertheradio,seethemontelevision,andfind them
on the internet. We have great quantities of data related to sports, business,
education, traffic, law enforcement, and hundreds of some other human
activities. These vast data are made available to assist us in our decision-
making. If these data are not properly managed and analyzed, everything will
be meaningless and void or lead us to false and unreliable information.
Specific objectives:

At the end of this lesson, the students are expected to:

1. Organize and present data in forms that are both meaningful and
useful to decisionmakers;
2. Use a variety of statistical tools to process and manage numerical
data;
3. Use the methods of linear regression and correlation to predict the
value of a variable given certain conditions;and
4. Advocate the use of statistical data in making importantdecisions.

I. Basic StatisticalConcepts

Thestudyofstatisticscanbeorganizedindifferentways.Onewayisto
subdivided statistics into two branches: descriptive statistics and inferential
statistics. To understand the difference between the two, definitions of
population and sample arehelpful.

A population generally consists of the totality of the observations,

individuals, or objects in which the investigator is interested. One should not
start collecting data without carefully defining the population to be considered
in the study. It should be in agreement with the objective, and its statistical
elements should be properly identified. A sample is a portion of a population.
This is a small but representative cross section of the population. It is used to
give inferences on the population from which it was extracted.

If a researcher is using data gathered on a group to describe or reach

conclusions about that same group, the statistics are called descriptive
statistics.Forexample,ifaninstructorproducesstatisticstosummarizeaclass’
examination performance and uses those statistics to reach conclusionsabout
that class only, the statistics are descriptive. The instructor can use these
statistics to discuss class average or talk about the range of classscores.
 If a researcher gathers data from a sample and uses the statistics
generated to reach conclusions about the population from which the sample
was drawn, it is called inferential statistics. For example, a soft drink company
asked500studentsfromacertainuniversityaboutthenumberofbottlesofsoft
drinktheyconsumedinaweekandinferfromthedatathenumberofbottlesof soft
drink consumed by all 50,000 students in thecampus.

Statistician and researchers are interested in particular variables of a

sample or population. A variable is a characteristic of interest about an object
under investigation that can take on different possible outcomes, such as age,
color, height, weight, and religious preference.

There are basically two kinds of variables:

1. Qualitativevariablesarevariablesthatcanbeplacedintodistinctcategories,
according to some characteristic or attribute. For example, if subjects are
classified according to sex (male or female), then the variable gender is
qualitative. Some other examples of qualitative variables are religious
preference and geographiclocation.

2. Quantitative variables are numerical and can be ordered or ranked. For

example,thevariableageisnumerical,andpeoplecanberankedaccordingto their
ages. Some other examples of quantitative variables are height, weight, and
bodytemperature.

Quantitative variables can be further classified into two groups: discrete and
continuous.

Discretevariablescanbeassignedvaluessuchas0,1,2,an3andaresaidto
becountable.Thedataareobtainedbymeansofcounting.Exampleofdiscrete
variablesarethenumberofchildreninafamilyandthenumberofcallsreceived by a
telephone operator each day for a month. Continuous variables, on the
otherhand,canassumeaninfinitenumberofvaluesinanintervalbetweenany two
specific values. The data for this variable are obtained by means of direct
orindirectmeasuring.Temperature,forexample,isacontinuousvariable,since the
variable can assume an infinite number of values between any two given
temperatures.
The bulk of data gathered every day should not be analyzed the same way
statistically because the values are represented differently. For this reason,
data are categorized according to four levels of data measurement:

1. Nominal level – is the lowest level of data measurement. The numbers

representing nominal data are used only for identification of classification.
These numbers may serve as labels and have no meaning attached to their
magnitude. Examples are ID number of students, numbers on the uniform
jerseys of basketball players, and plate numbers of vehicles.

2. Ordinal level – is higher that the nominal level. The numbers are used not
onlytoclassifyitemsbutalsotoreflectsomerankororderoftheindividualsor
objects.Itindicatesthatobjectsinonecategoryarenotonlydifferentfromthose in the
other categories of the variable, but they may also be ranked as either higher
or lower. Bigger or smaller, better or worse than those in the other
categories.Examplesareranksgiventothewinnersinasingingcontest,hotel
classifications, and military ranks.

3. Interval level – is second to the highest of data measurement. The

measurements have all the properties of ordinal data; in addition, the distance
betweenconsecutivenumbershavemeaning.Thezeropointvalueonthislevel is
arbitrary; that is, zero is just another point on the scale relative to a certain
concept and does not mean the absence of the phenomenon. Examples are
temperature reading in Celsius scale, scores in intelligence tests, and
scholastic grades ofstudents.

4. Ratio level – is the highest level of data management. It has the same
propertiesasintervallevelbutthezeropointvalueofthislevelisabsolute;that is, the
zero value represents the absence of the characteristic being considered.
Examples are height, weight, time, andvolume.

Data that are collected must be organized and presented effectively for
analysisandinterpretation.Theycanbepresentedindifferentformsasfollows:

1. Textual presentation – presents data in a paragraph form which combines

text and figures. Examples are data in business, finance, economics,or
industries which are used to make emphasis or to make comparisons,
contrasts, syntheses, generalizations, or findings.

2. Tabular presentation – presents data in tables. Tabulation is a process of

summarizing classified and arranging them in table. It gives a more precise,
systematic, and orderly presentation of data in rows and columns. It makes
comparison of figures easy and comprehensible. The table below displays the
Philippine population by region based on the 2010 and 2015censuses.

Table 1. Population Enumerated in 2010 & 2015

REGION 2010 2015

NATIONAL CAPITAL REGION 92,337,852 100,981,437
CORDILLERA ADMINISTRATIVE 11,855,975 12,877,253
REGION
REGION I – ILOCOS 1,616,867 1,722,006
REGION II – CAGAYAN VALLEY 3,229,163 3,451,410
REGION III – CENTRAL LUZON 10,137,737 11,218,177
REGION IV – A – CALABARZON 12,609,803 14,414,774
MIMAROPA REGION 1 2,744,671 2,963,360
REGION V – BICOL 5,420,411 5,796,989
REGION VI – WESTERN VISAYAS 4,194,579 4,477,247
REGION VII – CENTRAL VISAYAS 5,513,514 6,041,903
NEGROS ISLAND REGION 2 4,194,525 4,414,131
REGION VIII – EASTERN VISAYAS 4,101,322 4,440,150
REGION IX – ZAMBOANGA PENINSULA 3,407,353 3,629,783
REGION X – NORTHERN MINDANAO 4,297,323 4,689,302
REGION XI – DAVAO 4,468,563 4,893,318
REGION XII – SOCCSKSARGEN 4,109,571 4,545,276
REGION XIII – CARAGA 2,429,224 2,596,709
ARMM 3,256,140 3,781,387
Source: Philippine Statistics Authority
3. Graphical presentation – is an effective method of presenting statistical
results and can present clear pictures of the data. There are several kindsof
graphs, and some of these are asfollows:

Bar Graph consists of bar either vertically or

horizontally and usually constructed for comparative
purposes. The lengths of the bars represent the
frequencies or magnitudes of the quantities being
compared.

LineGraphshowstherelationshipbetweentwoor
more sets of quantities. It may show the relationship
between two variables, and it is best used to establish
trends.

PieChartisusedtorepresentquantitiesthatmake up
a whole. It is a circular diagram cut into subdivisions. The
size of each section indicates the proportion of each
component part of the whole. The pie chart can be
constructed using percent or the actual figures. The slices
of the pie must be drawn in proportion to the different
values of the items.

Data analysis techniques enabling to meaningfully describe data with

numerical or in graphic form. This technique includes the following:
II. Measure of Central Tendency

Central tendency determines a numerical value in the central region of

adistributionofscores.Centraltendencyreferstothecenterofadistributionof
observations. There are three measures of central tendency: the mean, the
median, and the mode. These are used when general or over-all performance
of the class is compared to otherclasses.
1. Mean
The mean, ̅𝒙 is also called the arithmetic mean or average. It can be
affectedbyextremescores.Itisstable,andvarieslessfromsampletosample.
Itisusedifthemostreliablemeasureisdesiredandwhenthereareafewwith
veryhighvaluesandafewwithverylowvalues.Themeanisthebalancepoint of a
scoredistribution.
A. Ungrouped Data
a. Arithmetic mean (denoted by 𝑥̅) or simply mean is the sum
of all values in a data set divided by the number of values that are summed.It
is written mathematically as
∑𝑥
𝑥̅ =
𝑛

Where x = individual value

n = total number of values

The mean is a more stable or reliable measure of central tendency in

which its value is dependent upon every item in the data set. It is preferred for
interval or ratio measurements and is used in the computation of some other
advanced statisticalmeasures.

Example.ThefollowingarethescoresinaquizbytenstudentsinAlgebra.Find the
mean score of the dataset.

5 12 20 16 15 23 10 18 7 11

Solution: From the given data set, n = 10

Solve for the mean

5+12+20+16+15+23+10+18+7+11 137
𝑥̅ = 10 = 10 = 13.7
 Sometimeseachvalueinthedatasetisassociatedwithacertainweight or
degree of importance. In such cases, the weighted mean iscomputed.

Theweightedmean(denotedby𝑥̅w)ofasetofvaluescanbecomputed by
multiplying each value with its corresponding weight and taking the sum of the
products and then divided by the total number of weights writtenas
𝑛
∑𝑖=1 𝑤𝑖𝑥𝑖
𝑥̅w = ∑𝑛 𝑤𝑖
𝑖=1

Where 𝑥𝑖= individual value

𝑤𝑖= weight of each value

Example:Thefinalgradesofastudentinsixcoursesweretakenandareshown
below. Compute the student’s weighted meangrade.

COURSE NO. OF UNITS FINAL GRADE

GE 701 3 2.5
GE 702 6 2.0
GE703 3 1.5
GE 706 3 1.5
GE 709 5 2.5
PE 101 2 1.0

Solution: Solve for the weighted grade of each course.

NO. OF UNITS FINAL GRADE

COURSE 𝒘𝒊𝒙𝒊
(𝒘𝒊) (𝒙𝒊)
GE 701 3 2.5 7.50
GE 702 6 2.0 12.00
GE703 3 1.5 4.50
GE 706 3 1.5 4.50
GE 709 5 2.5 12.50
PE 101 2 1.5 3.00
 ∑ 𝑤𝑖=22 ∑(𝑤𝑖𝑥𝑖)=
44.00
Thus, the weighted mean is

𝑥̅w = ∑𝑛𝑖=1 𝑤𝑖𝑥𝑖

= 22 = 2.00
44
∑ 𝑛 𝑤𝑖
𝑖=1

b. GroupedData
There are two ways on how to solve for the value of mean given the
grouped data or frequency distribution.

a. by midpoint method

̅𝒙 = ∑𝒌
𝒊=𝟏 𝒇𝒊 𝒙𝒊
𝒏

Where:
𝑥̅ = sample mean
𝑓𝑖= frequency of the ith class
𝑥𝑖= midpoint of the ith class
n = sample size

Weights of the Frequency Midpoint 𝒇𝒊𝒙𝒊

Cubs (𝑓𝑖) (𝑥𝑖)
201 – 210 3 205.5 616.5
191 – 200 8 195.5 1564.0
181 – 190 12 185.5 2226.0
171 – 180 11 175.5 1930.5
161 – 170 9 165.5 1489.5
151 - 160 2 155.5 311.0
Total 45 ∑ 𝒇𝒊𝒙𝒊= 8137.5
Note: n =45
∑𝟔𝒊=𝟏 𝒇𝒊𝒙𝒊 = 3(205.5)+8(195.5)+…+2(311.0) = 8137.5
Therefore:
∑𝒌 𝒇𝒊 𝒙𝒊
̅𝒙 = 𝒊=𝟏
𝒏

8137.5
= 45

= 180.83
 b) by coded deviationmethod

̅𝒙 = ∑𝒊=𝟏
𝒌
̅𝒙𝟎̅ ̅ + i [ 𝒇𝒊 𝒅𝒊
𝒏 ]
Where:
𝑥̅ = samplemean
̅𝑥̅0̅ = assumed mean or the midpoint where the zero codeis
assigned
𝑓𝑖 = frequency of the ithclass
𝑑𝑖 = code assigned to the ithclass
𝑛 = samplesize

Rule of Thumb:Assign a zero code to the class with the highest frequency.
Negative codes with one as the deviation are assigned to the classes from a
class with zero code going down and positive codes with one as the deviation
toclassesgoingup.Thisiswiththeassumptionthatthedistributionstartsfrom the
highest class to the lowestclass.

Sample solution of finding the mean score of the grouped data below
using the coded deviation method:
Weights Frequency Midpoint 𝒅𝒊 𝒇𝒊𝒅𝒊
of the Cubs (𝒇𝒊𝑖 ) (𝒙𝒊)
201 – 210 3 205.5 2 6
191 – 200 8 195.5 1 8
181 – 190 12 185.5 0 0
171 – 180 11 175.5 -1 -11
161 – 170 9 165.5 -2 -18
151 - 160 2 155.5 -3 -6
Total 45 -21

Note: n = 45
i = 10
̅𝒙𝟎̅ ̅ = 185.5
 𝒌
∑𝒊=𝟏 𝒇𝒊𝒅𝒊= (6)+(8)+(0)+…+(-6) = -21

Therefore:

̅𝒙 = ̅𝒙𝟎̅ ̅ + i [ 𝒌
∑𝒊=𝟏
𝒇𝒊 𝒅 𝒊
𝒏 ]
= 185.5 + 10 (−21 ) = 180.83
45

2. Median
Themedian(𝒙̃ ),isthevalueinthedistributionthatdividesanarranged
(ascending/descending) set into two equal parts. It is the midpoint or
middlemost of a distribution of scores. Fifty percent of the scores falls above it
and 50% falls below it. It is also known as the 50 thpercentile. It is not affected
byextremescores.Thisisusedwhenthedistributionofscoresisskewed.The
median separates the distribution into two equalparts.

a. Ungroupeddata
The median is obtained by inspecting the middlemost value of the
arranged distribution either in ascending or descending order. It can also be
solved using the formula (𝑁+1)
position after being arranged.
2𝑡ℎ

Example. Find the median of the following set of measurements.

25 41 56 34 28 67 49 37 52

Solution: Arrange the data in ascending order

25 28 34 37 41 49 52 56 67

Locate the middlemost value. The middlemost value is the median.

𝑥̃ = 41

Example. Find the median of the given data set.

4.5 2.8 5.6 9.2 3.5 6.7 3.9 8.4

Solution. Arrange the data in ascending order.

2.8 3.5 3.9 4.55.6 6.7 8.4 9.2

 Locate the middlemost value.

In this case, there are two middle values in the distribution. Obtain the
mean of the middle values and the mean is the median of the distribution.
4.5+5.6
𝑥̃ = = 5.05
2

b. Groupeddata
In computing the median of the grouped data, determine the median
class which contains the (N/2)th score under CF of the cumulative frequency
distribution. To solve for the median, we use the formula:
𝑵
−𝑪𝑭𝒃
̃𝒙 = XLB+ i [𝟐 ]
𝒇𝒎

Where: medianclass = a class where 𝑵lies

𝟐

XLB =thelowerboundaryortruelowerlimitofthemedianclass N
= totalfrequency
CFb = cumulative frequency before the medianclass
fm = frequency of the medianclass
i = size of the classinterval
Example:
Solve for the median for the following data.
Scores Frequency Midpoint Class boundary Cumulative frequency
(fi) (xi)

35 – 40 4 37.5 34.50 – 40.5 30

29 – 34 5 31.5 28.50 – 34.50 26
23 – 28 8 25.5 22.50 – 28.50 21 medianclass

17 – 22 6 19.5 16.50 = 22.50 13

11 – 16 4 13.5 10.50 – 16.50 7
5 – 10 3 7.5 4.50 – 10.50 3
Total 30
Solution for the median of the distribution:
𝑵
−𝑪𝑭𝒃
̃𝒙 = XLB + i [𝟐 ]
𝒇𝒎

30
= 22.50 + 6 [ 2−13 ] = 24.00
8

3. Mode
The mode (̂𝒙) is the value with the largest frequency. It is the
value that occurs most frequently in the distribution. This is used when
thequickestestimateoftypicalperformanceiswanted.Adistributioncan be
unimodal with one mode value, bimodal with two mode values or
trimodal with three mode values. In other words, it can have more than
onemode.
a. Ungrouped data

Example. Find the mode of the following data sets.

a.12 15 13 12 14 17 16 12 13 19

b.3.42.2 3.5 3.4 2.2 2.6 2.1 3.9 2.2 3.4

c.105200 159 110 225 170 115 250 285 190

Solution:

a. In the first data set, 12 has the highest frequency in the distribution;
therefore, the modeis

̂𝒙 = 12

b. In the second data set, two values have the highest frequency;
therefore, there are two modes and the distribution is called bimodal.
The modes are

̂𝒙=3.4 and ̂𝒙 =2.2

c. In the third data set, there is no value that occurs mostoften;

therefore, there is NO mode in thedistribution.

̂𝒙 = Does not exist

 b. Grouped data

To find the mode of the grouped data, determine first the modal class.
The modal class is the class with the highest frequency.
𝒅𝒇𝟏
̂𝒙 = XLB+i[ ]
𝒅𝒇𝟏 +𝒅𝒇𝟐

Where: XLB = lower boundary of the modalclass

df1 = difference between the frequency of the modal
class and the frequency below it
df2 = difference between the frequency of the modal
class and the frequency above it
i = size of the classinterval

Example: Find the mode of the followingdata:

Scores Frequency Midpoint Class boundary Cumulative
(fi) (xi) frequency

35 – 40 4 37.5 34.50 – 40.5 30

29 – 34 5 31.5 28.50 – 34.50 26
23 – 28 8 25.5 22.50 – 28.50 21 modalclass

17 – 22 6 19.5 16.50 = 22.50 13

11 – 16 4 13.5 10.50 – 16.50 7
5 – 10 3 7.5 4.50 – 10.50 3
Total 30

Solution for the mode of distribution:

𝒅𝒇𝟏
̂𝒙 = XLB+ i[ ]
𝒅𝒇𝟏 +𝒅𝒇𝟐

(𝟖−𝟔)
̂𝒙 = 22.50 +6 [ ]
(𝟖−𝟔)+(𝟖−𝟓)

= 24.90 or 25
III. Measure of RelativePosition
Asmediandividesthesetofscoresintotwoequalparts,thereareother
measuresthatdividethedistributionintoonehundred,four,ortenequalparts. These
are the other measures of position: the percentiles, the quartiles, and the
deciles.

A. ThePercentiles
a. Ungroupeddata
To approximate the percentile rank of value x in the distribution, then

(𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑣𝑎𝑙𝑢𝑒𝑠𝑏𝑒𝑙𝑜𝑤𝑥)+0.5
Percentile= 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 ●100

Example. A 30-point quiz was given to 10 students and the scores are shown
below. What is the percentile rank of 24?

23 25 19 21 28 15 20 24 22 27

Solution. Arrange the data in ascending order.

15 19 20 21 22 23 24 25 27 28

There are 6 values below 24.

Determine the percentile using the formula.

Percentile = 6+0.5. ●100

10

Percentile = 65 percentile

This means that a student with a score 24 did better than 65% of the
class

b. Groupeddata

The general formula for the percentile is:

𝒏𝑵
Pn= XLB+i[𝟏𝟎𝟎 − 𝑪𝑭𝒃 ]
𝒇𝑷𝒏

Where: n = the rank in decimals

Pn = nth percentile
XLB = lower class boundary of the nth percentile class
 CFb = cumulative frequency of the class before the
nthpercentile
th
𝑓𝑃𝑛 = frequency ofthen percentileclass
i = class size interval
N = the totalfrequency
nth percentile class = a class where cases lie.
𝑛𝑁
100

Example:
Scores of 30 Students in a 45 – item Quiz.
10 7 5 15 11 18
16 17 20 22 18 21
24 28 25 23 27 28
26 29 34 33 32 29
24 40 35 36 35 16
For the grouped data given below, solve for the 50thpercentile (P 50).

Scores Frequency Midpoint Class boundary Cumulative frequency

(fi) (xi)
35 –40 4 37.5 34.50 – 40.5 30
29 –34 5 31.5 28.50 –34.50 26
23 –28 8 25.5 22.50 –28.50 21 50 percentile class
th

17 –22 6 19.5 16.50 =22.50 13

11 –16 4 13.5 10.50 –16.50 7
5 – 10 3 7.5 4.50 – 10.50 3
Total 30

Solution:
𝒏𝑵
50(30)
𝟏𝟎𝟎 = 100 = 15
With the result, look at the cumulative frequency and see where these
15 cases belong. So, we see that 15 is incorporated in CF = 21. Therefore, 23
– 28 is the 50th percentile class.
Pn = P50
n = 50
XLB = 22.50
 𝑓𝑃𝑛 = 8
CFb = 13
i=6
N =30
Solve forP50:
𝒏𝑵
− 𝑪𝑭𝒃
Pn= XLB+i[𝟏𝟎𝟎 ]
𝒇𝑷𝒏

(𝟓𝟎)(𝟑𝟎)
− 𝟏𝟑
P50= 22.50 + 6[ 𝟏𝟎𝟎
]
𝟖

= 24.00
The result indicates that 50% or around 15 of those who took the exam
got the scores of 24 and below. This result is also equal to the median since
the 50thpercentile is equal to the median, second quartile and the 5 thdecile.

B. Quartiles
The quartiles are points that divide a distribution into four equal
parts. Consider that Q1 = P25, Q2 = P50, Q3 = P75, Q4 = P100. The lower quartile
is Q1 and the upper is Q3.
The general formula for the nth quartile is:

𝒏𝑵
Qn = XLB + i[𝟒 − 𝑪𝑭𝒃 ]
𝒇𝑸𝒏

Where:
Qn = nthquartile
XLB = lower class boundary of the of the nthquartileclass
CFb = cumulative frequency of the class before the
nthquartile class
𝒇𝑸𝒏 = frequency of the nth
class i = class sizeinterval
N = the totalfrequency
nthquartileclass = a class where 𝑛𝑁case
100
Example: For the grouped data given below, solve for the third quartile (Q 3).
Scores Frequency Midpoint Class boundary Cumulative
(fi) (xi) frequency
35 -40 4 37.5 34.50 – 40 50 30
29 – 34 5 31.5 28.50 – 34.50 26 3 rd
quartile class

23 – 28 8 25.5 22.50 – 28.50 21

17 – 22 6 19.5 16.50 – 22.50 13
11 – 16 4 13.5 10.50 – 16.50 7
5 – 10 3 7.5 4.50 – 10.50 3
Total 30

Solution:
XLB = 28.50
𝑛𝑁
4 = 3(30)= 22.50, it is incorporated in CF = 26
4
𝐶𝐹𝑏 = 21
𝑓𝑄𝑛 =5
i =6

𝒏𝑵
Qn = XLB + i[𝟒 − 𝑪𝑭𝒃 ]
𝒇𝑸 𝒏

𝟑(𝟑𝟎)
− 𝟐𝟏
Q3 = 28.50 + 6[ 𝟒 ]
𝟓

= 30.40 or30
The result implies that ¾ or around 23 of those who took the examgot
the scores of 30 andbelow.

C. Deciles
The deciles are points that divide a distribution into ten equal parts.
Each part is called a decile. So, D1 = P10, D2 = P20, …, D10 = P100.
For the nth decile, the formula is:

𝒏𝑵
Dn = XLB +i[𝟏𝟎− 𝑪𝑭𝒃 ]
𝒇𝑫 𝒏
Where: Dn = nthdecile
XLB = lower class boundary of the of the nthdecileclass
CFb = cumulative frequency of the class before the
nthquartile class
𝒇𝑫 𝒏 = frequency of the nthclass
i = class sizeinterval
N = the totalfrequency
nthquartileclass = a class where 𝑛𝑁case
100

Example: For the grouped data given below, solve for the 4thdecile (D 4)
Scores Frequency Midpoint (xi) Class boundary Cumulative frequency
(fi) (CF)
35 -40 4 37.5 34.50 – 40 50 30
29 – 34 5 31.5 28.50 – 34.50 26
23 – 28 8 25.5 22.50 – 28.50 21
17 – 22 6 19.5 16.50 – 22.50 13 4 th
decile class

11 – 16 4 13.5 10.50 – 16.50 7

5 – 10 3 7.5 4.50 – 10.50 3
Total 30

Solution
:
XLB = 16.50
CFb =7
𝒇𝑫𝟒 =6
i =6
𝑛𝑁
10 4(30)
= 10

𝒏𝑵
D4 = XLB +i[𝟏𝟎− 𝑪𝑭𝒃 ]
𝒇𝑫 𝒏

𝟒(𝟑𝟎)
D4 = 16.50 + 6 [ 𝟏𝟎
− 𝟕]
𝟔

= 21.50 or 22
 The result indicates that 4/10 or around 12 of those who took the
exam got the scores of 22 and below.

IV. Measures ofVariation

The degree of variation measures the degree of the spread of the
values. The measures of spread are commonly called measures of
dispersionormeasuresofvariation.Therearesixmeasuresofvariation: the
range, the quartile deviation, the interquartile deviation, the mean
deviation, the variance, and the standarddeviation.

A. Range
The range is the difference between the highest scores (h.s.) and
the lowest scores (l.s.). It gives us the quickest estimate. It shows the
twoextremescoresofasetofdata.Forgroupeddata,therangecanbe
calculated by subtracting the lower boundary (l.b.) of the lowest class
interval from the upper boundary (u.b.) of the highest classinterval.
Examples:
1. Find the range of the followingdata:
a. 10, 12,12,14 R = 14 – 10 =4
b. 45, 50,50,55 R = 55 – 45 =10
2. Find the range of the frequency distributionbelow
Class frequency f
75 – 79 6
70 – 74 7
65 – 69 2
60 – 64 8
55 – 59 12
50 – 54 7
45 – 49 10
40 – 44 8
N = 60
 Solution:
Range = u.b. –l.b.
= 79.50 – 39.50
= 40.0

B. The InterquartileRange
The interquartile range is a more reliable measure of variability. It
isthedifferencebetweenthe75thpercentileorQ3andthe25thpercentile or
Q1 hence, the 50 percent of the distribution will be falling within the
interquartile range, 25 percent will fall below Q1 and 25 percent will fall
aboveQ3.
I.R. = Q3– Q1

Example: Solve for the interquartile range, given Q 1 = 45.25 and Q3 =

52.3.
Solution: IR = 52.3 – 45.25 =7.05

C. The QuartileDeviation
If we want to get half of the distance or interquartile range, then we
simply divide the difference between Q 3 and Q1 by two. This value is
called quartile deviation.
𝑸𝟑 − 𝑸𝟏
Q.D. =
𝟐

Example: Solve for the quartile deviation, given Q1 = 45.25 andQ3

= 52.3.
52.3 −45.25
Solution: Q.D. =
2 = 3.525

D. The Mean Deviation

The mean deviation is a measure of variation that makes use of all
the scores in a distribution. This is more reliable than the range and
quartile deviation.
a. Ungroupeddata
To solve the mean deviation for ungrouped data, we use the
formula:
 ∑/𝑿 −̅𝒙/
MD = 𝑵

where: X = the score in thedistribution

𝑥̅ = the mean
N = is the number of observations
Example: Find the mean deviation of the following distribution: 4,8,
12.
Solution:
Calculate the mean. 𝑥̅ = 24= 8 3

X 𝑥̅
4 4
8 0
12 4
∑/𝑿 − ̅𝒙/ = 8

∑/𝑿 −̅𝒙/ 𝟖
MD = = = 2.67
𝑵 𝟑

b. Groupeddata
For group frequency distribution, the formula is,
∑ 𝒇/𝑿 −̅𝒙/
MD = 𝑵 ∑/𝑿𝒊−̅𝒙/
or MD = 𝑵

Example: Find the mean deviation of thefollowing:

X Frequency (f)
30 –34 4
25 –29 5
20 –24 6
15 –19 2
10 –14 3
N = 20

Solution:
∑ 𝒇𝑿𝒊
Calculate the mean deviation by using the formula, ̅𝒙= , midpoint
𝑵

method, add columns for 𝑿𝒊and 𝒇𝑿𝒊.

 X Frequency (f) 𝑿𝒊 𝒇𝑿𝒊
30 – 34 4 32 128
25 – 29 5 27 135
20 – 24 6 22 132
15 – 19 2 17 34
10 – 14 3 12 36
N = 20 ∑ 𝒇𝑿𝒊= 465

̅𝒙 =
∑ 𝒇𝑿𝒊
=
𝟒𝟔𝟓 = 23.25
𝑵 𝟐𝟎

Add the columns /𝑿𝒊- ̅𝒙/ and f/X - ̅𝒙/

X frequency (f) 𝑿𝒊 /𝑿𝒊- 𝑥̅/ 𝒇/𝑿𝒊- 𝑥̅/

30 – 34 4 32 8.75 35
25 – 29 5 27 3.75 18.75
20 – 24 6 22 1.25 7.50
15 – 19 2 17 6.25 12.50
10 – 14 3 12 11.25 33.75
N = 20 ∑ 𝒇/𝑿𝒊− ̅𝒙 / = 107.50

MD =
∑ 𝒇/𝑿𝒊 −̅𝒙/
=
𝟏𝟎𝟕.𝟓𝟎 = 5.375
𝑵 𝟐𝟎

E. The Variance and the StandardDeviation

Thevarianceistheaverageofthesquareddeviationofthevaluesabout the
arithmetic mean. The differences of the values from the mean will produce
negative differences if the values are below the mean. To avoid this, variance
is developed as an alternative mechanism for overcoming the zero-sum
property of deviations from themean.

The population variance is denoted by σ2 and can be obtained using

∑(𝒙−𝒖)
theformula σ2 = 𝟐
𝑵

where x = individual value

𝑢 = population mean
 N = population size

Thestandarddeviationisthesquarerootofthevariance.Itispopular,
anditisthemostreliablemeasureofvariabilityexpressedinthesameunitsas the raw
data, unlike the variance, which is expressed in square units. The population
standard deviation is denoted by σ can be computed asfollows

∑(𝒙− 𝒖)𝟐
σ = √𝛔𝟐 = √
𝑵

Sample variance is denoted by s2 and the sample standard deviation by

s.Theseareusedasestimatesofpopulationvarianceandpopulationstandard
deviation. Using n – 1 in the denominator of a sample variance or sample
standard deviation, rather than n, results in a better estimate of the population
values. The sample variance can be obtained using theformula
𝒕
∑𝒊= 𝒇𝒊(𝒙𝒊− ̅𝒙 )𝟐
s 2= 𝟏
𝒏−𝟏

where s2 = samplevariance
𝑓𝑖 = frequency of the 𝑖thclass
𝑥𝑖 = midpoint of the 𝑖thclass
𝑥̅ = samplemean
n = samplesize

Sample solution of variance using the formula:

Scores Frequency Midpoint
[𝒙𝒊− ̅𝒙] [𝒙𝒊− ̅𝒙]2 𝑓𝑖[𝒙𝒊− ̅𝒙]2
(𝒇𝒊) (𝒙𝒊)
35 -40 4 37.5 14.0 196 784
29 – 34 5 31.5 8.0 64 320
23 – 28 8 25.5 2.0 4 32
17 – 22 6 19.5 -4.0 16 96
11 – 16 4 13.5 -10.0 100 400
5 – 10 3 7.5 -16.0 256 768
Total 30 ∑𝒇𝒊 [𝒙𝒊− 𝒙̅]𝟐=2400

s2 = 𝒕
∑𝒊= 𝒇𝒊(𝒙𝒊− ̅𝒙 )𝟐
= 𝟑𝟎−𝟏 = 82.7568
𝟐𝟒𝟎𝟎
𝟏
𝒏−𝟏
While the sample standard deviation is
∑𝒕 𝒇𝒊(𝒙𝒊− ̅𝒙)𝟐
s = √𝒔 = √
𝟐 𝒊=𝟏
𝒏−𝟏
= √𝟖𝟐. 𝟕𝟓𝟔𝟖 = 9.0972

Coefficient ofVariance
𝒔
CV = [ (𝟏𝟎𝟎)]%
̅𝒙
𝟗.𝟎𝟗𝟕𝟐
=[ (𝟏𝟎𝟎)] %
𝟐𝟑.𝟓

= 38.71%

V. Normal Distribution

The normal distribution is an extremely important concept because it

occurssoofteninthedatawecollectfromthenaturalworld.Ifyoumeasurethe height,
the weight, or the age of students in class, probably you will find that there are
some students with very low measurements while others have very high, and
the majority of them are centered on a particular value. These show
atypicalpatternthatseemstobepartofmanyreal-lifephenomena.Instatistics, this
pattern is formally called the normal distribution.
Every normal distribution has a bell-shaped curve that is symmetric
about a vertical line though the mean of the distribution. Because of the exact
symmetryofanormalcurve,thecenterofanormaldistributionislocatedatthe
highestpointofthedistributionandtherefore,themean,median,andmodeare all
equal. In an idealized normal distribution of a continuous random variable, the
distribution continues infinitely in both directions. The area under the curve is
being associated with probabilities or proportions of the distribution with the
total area equal to 1.0 or100%.

Probability and the Normal Curve

The normal distribution is a continuous probability distribution. This has several

implications for probability.

 The total area under the normal curve is equal to1.

  The probability that a normal random variable X equals any particular
value is0.
 Theprobabilitythat Xisgreaterthanaequalstheareaunderthenormal curve
bounded by a and plus infinity (as indicated by the non- shaded area
in the figurebelow).
 The probability that X is less than a equals the area under the normal
curve bounded by a and minus infinity (as indicated by the shaded area
in the figurebelow).

Using the empirical rule of a normal distribution, approximately

 68% of the data lie within 1 standard deviation of themean.
 95% of the data lie within 2 standard deviations of themean.
 99.7% of the data lie within 3 standard deviations of themean.

Example: 95% of students at school are between 1.1m and 1.7m tall.

Assuming this data is normally distributed can you calculate the mean and
standard deviation?

The mean is halfway between 1.1m and 1.7m:

Mean = (1.1m + 1.7m) / 2 = 1.4m

95% is 2 standard deviations either side of the mean (a total of 4 standard

deviations) so:

1 standard deviation = (1.7m-1.1m) / 4

= 0.6m / 4
 = 0.15m

It is good to know the standard deviation, because we can say that any value
is:

 likely to be within 1 standard deviation (68 out of 100 shouldbe)

 very likely to be within 2 standard deviations (95 out of 100 shouldbe)
 almost certainly within 3 standard deviations (997 out of 1000should
be)

Standard Scores

The number of standard deviations from the mean is also called the
standard Score", "sigma" or "z-score".

Example 1. In that same school one of your friends is 1.85m tall.

You can see on the bell curve that 1.85m is 3 standard deviations from the
mean of 1.4, so:

Solution: Your friend's height has a "z-score" of 3.0

It is also possible to calculate how many standard deviations 1.85 is from the
mean

How far is 1.85 from the mean?

It is 1.85 - 1.4 = 0.45m from the mean

How many standard deviations is that? The standard deviation is 0.15m, so:
 0.45m / 0.15m = 3 standard deviations

To convert a value to a Standard Score ("z-score"):

 first subtract themean,

 then divide by the StandardDeviation

And doing that is called"Standardizing":

We can take any Normal Distribution and convert it to The Standard Normal
Distribution. (See Appendix B)

Example 2: A survey of daily travel time had these results (in minutes):

26, 33, 65, 28, 34, 55, 25, 44, 50, 36, 26, 37, 43, 62, 35, 38, 45, 32, 28, 34

The Mean is 38.8 minutes, and the Standard Deviation is 11.4 minutes.
Convert the values to z-scores ("standard scores").

To convert 26:

first subtract the mean: 26 − 38.8 = −12.8,

then divide by the Standard Deviation: −12.8/11.4 = −1.12

So 26 is −1.12 Standard Deviations from the Mean

Here are the first three conversions

Original Value Calculation Standard Score

(z-score)

26 (26-38.8) / 11.4 = −1.12

33 (33-38.8) / 11.4 = −0.51

65 (65-38.8) / 11.4 = +2.30

... ... ...

And here they are graphically:

The z-score formula that we have been using is:

𝒙− 𝝁
z= 𝝈

 z is the "z-score" (StandardScore)

 x is the value to bestandardized
 μ ('mu") is themean
 σ ("sigma") is the standarddeviation

And this is how to useit:

Example 3: Travel time (continued)

Here are the first three conversions using the "z-score formula":

𝒙− 𝝁
z= 𝝈
  μ = 38.8
 σ =11.4

𝒙 −𝝁 z
X 𝝈
(z-score)

26 26 − 38.811.4 = −1.12
33 33 − 38.811.4 = −0.51
65 65 − 38.811.4 = +2.30
... ... ...

The exact calculations we did before, just following the formula.

Standard Normal Distribution

If the data set is a normal distribution, it follows that the corresponding

distributionofz-scoresisalsoanormaldistributionwhichisknownasstandard
normaldistribution.Themeanofthetransformedz-scoresisequalto0andthe
standard deviation is1.

Example: A 60-item test was conducted among First year BSIT students. The
following scores were obtained: 20, 15, 26, 32, 18, 28, 35, 14, 26, 22, 17

Most students didn't even get 30 out of 60, and most will fail.

The test must have been really hard, so the teacher decides to Standardize all
the scores and only fail people more than 1 standard deviation below the
mean.

The Mean is 23, and the Standard Deviation is 6.6, and these are the
Standard Scores:

-0.45, -1.21, 0.45, 1.36, -0.76, 0.76, 1.82, -1.36, 0.45, -0.15,-0.91

Now only 2 students will fail (the ones lower than −1 standarddeviation)
VI. Linear Regression andCorrelation

Correlation (Diane Keirnan, 2014) refers to the statistical association

betweentwovariables.Acorrelationexistsbetweentwovariableswhenoneof
themisrelatedtotheotherinsomeway.Ascatterplotisthebestplacetostart. A
scatterplot (or scatter diagram) is a graph of the paired (x, y) sample data
withahorizontalx-axisandaverticaly-axis.Eachindividual(x,y)pairisplotted as a
singlepoint.
Ascatterplotcanidentifyseveraldifferenttypesofrelationshipsbetween
twovariables.
A relationship has no correlation when the points on a scatterplot do
not show any direction or pattern.
A relationship is non-linear when the points on a scatterplot follow a
pattern but not a straight line.
A relationship is linear when the points on a scatterplot follow a
somewhat straight line pattern. This is the relationship that we will examine.
Linear relationships can be either positive or negative. Positive
relationshipshavepointsthatinclineupwardstotheright.Asxvaluesincrease, y
values increase. As x values decrease, y values decrease. For example,
when studying plants, height typically increases as diameterincreases.
Correlation coefficients are computed and the most widely used
measure of correlation is the Pearson Product Moment Correlation Coefficient
or simply Pearson r.
𝑛(∑𝑥𝑦)−(∑𝑥)(∑𝑦)
r= √[𝑛 ∑ 𝑥2−(∑ 𝑥)2]−[𝑛 ∑ 𝑦2−(∑ 𝑦)2]
where x = the observed data for the independentvariable
y = the observed data for the dependent variable
n = the samplesize
∑ 𝑥 = the summation of xvalues
∑ 𝑦 = the summation of yvalues
∑ 𝑥 2= the summation of the square of each of xvalues
∑ 𝑦 2= the summation of the square of each of yvalues
∑ 𝑥𝑦 = the summation of the product of the x and y values
 Range of correlation coefficients Degree of correlation
±1 Perfect linear relationship
±0.81 – ±0.99 Very strong linear relationship
± 0.61 - ± 0.80 Strong linear relationship
±0.41 - ±0.60 Moderate linear relationship
±0.21 - ±0.40 Weak Linear relationship
±0.01 - ±0.20 Very weak linear relationship
0 No linear relationship

Example:
A study was conducted to investigate the relationship existing between
thegradeinStatisticsandthegradeinComputersubject.Arandomsampleof 10
computer students in a certain college were taken and the data are as follows:

Student A B C D E F G H I J
Statistics 75 83 80 77 89 78 92 86 93 84
Computer 78 87 78 76 92 81 89 89 91 84

Is there a relationship between the performance of the students in Statistics

and Computer subjects?

Solution:
Student Statistics Computer xy x2 y2
(x) (y)
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

∑𝒙𝒚= ∑ 𝒙𝟐= ∑ 𝒚 𝟐=
n = 10 ∑ 𝒙 = 837 ∑ 𝒚 = 845 71717
71030 70413

𝑛(∑𝑥𝑦)−(∑𝑥)(∑𝑦)
r= √[𝑛∑𝑥2−(∑𝑥)2]−[𝑛∑𝑦2−(∑𝑦)2]

10(71030)−(837)(845)
= √[10(70413)−(837)2][10(71717)−(845)2]

3035
= √(3561)(3145)
= 0.906906226
= 0.91
Therefore: There exists a very positive relationship between the
performance of the students in Statistics and Computer.

A simple linear regression model is a mathematical equation that

allows us to predict a response for a given predictor value. This is used in the
process of prediction. Prediction is calculating scores of the criterion variables
(𝑦̂ ) onthebasis oftheknowledgeofthepredictor (x).Oneexampleis the
predictionofjobperformanceofanapplicantusinginformationavailableduring the
time of hisapplication.
Linear regression can be computed using the equation,
𝒚=
̂ a + bx which is called the least square line or the simple regression line
Where a = they-intercept
b = the slope
x = the predictor variable, and
𝒚=
̂ estimate of the mean value of the response variable for any
 value of the predictor variable.
They-interceptisthepredictedvaluefortheresponse(y)whenx=0.Theslope
describes the change in y for each one unit change inx.

The value of a and b can be obtained by using the following:

𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
b=
𝑛 ∑ 𝑥2−(∑ 𝑥)2

a = Mny - bMnx
where Mny = the mean of the y values
Mnx = the mean of the x values

Example:
Problem: Compute and interpret the correlation coefficient for the
following grades of ten students selected atrandom.

Student A B C D E F G H I J
Statistics 75 83 80 77 89 78 92 86 93 84
Computer 78 87 78 76 92 81 89 89 91 84
Is there a significant degree of relationship between Statistics and computer
grades of the student?

Solution:
Student Statistics Computer xy x2 y2
(x) (y)
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

∑𝒙𝒚= ∑ 𝒙𝟐= ∑ 𝒚 𝟐=
n = 10 ∑ 𝒙 = 837 ∑ 𝒚 = 845 71717
71030 70413

n=10 ∑ 𝑥= 837 ∑ 𝑦= 845 ∑ 𝑥 2=70413 ∑ 𝑥 𝑦 = 71030

10(71030)−(837)(845) 3035
b= 10(70413)−(837)2 = 3561= 0.85
837
Mnx = = 83.7
10
845
Mny = = 84.5
10

a = 84.5 – (0.850)(83.7) = 13.36

The regression equation is 𝑦̂= 13.36 + (0.85)x.

Basedonthequalitativeinterpretationofr,theresultindicatesthatthere is a
very strong linear relationship between the Computer and Statistics
gradesofthestudents.Thatis,thehigheristhestudent’sComputergrade,the higher
is his/her Statisticsgrade.
Summary

 Thestudyofstatisticscanbeorganizedindifferentways.Onewayisto
subdivided statistics into two branches: descriptive statistics and
inferentialstatistics.
 A population generally consists of the totality of the observations,
individuals, or objects in which the investigator isinterested.
 A sample is a portion of a population. This is a small but representative
cross section of the population. It is used to give inferences on the
population from which it wasextracted.
 There are basically two kinds of variables: Qualitative variables are
variables that can be placed into distinct categories, according to some
characteristic or attribute. Quantitative variables are numerical and can
be ordered orranked.
 Quantitative variables can be further classified into two groups:
discrete
andcontinuous.Discretevariablescanbeassignedvaluessuchas0,1, 2, an
3 and are said to be countable. The data are obtained by means of
counting. Continuous variables, on the other hand, can assume an
infinite number of values in an interval between any two specificvalues.
The data for this variable are obtained by means of direct or indirect
measuring.
 Thefourlevelsofmeasurementare:nominal,ordinal,interval,andratio.
 Dataarebestpresentedindifferentformssuchas:Textualpresentation,
tabular presentation and graphical presentation (bar graph, line graph,
piegraph).

 Descriptive Statistics is a technique enabling to meaningfully describe

data with numerical or in graphic form. This technique includes the
following:MeasureofCentralTendency;MeasuresofRelativePosition; and
Measures of Variation.
 Measure of Central Tendency determines a numerical value in the
central region of a distribution of scores. Central tendency refers to the
center of a distribution of observations. There are three measures of
central tendency: the mean, the median, and the mode.
  Themean,𝑥̅isalsocalledthearithmeticmeanoraverage.Itcan be
affected by extreme scores. It is stable, and varies less from
sample tosample.
∑𝑥
o The mean𝑥̅formula: 𝑥̅ =
𝑛

o The weightedmeanformula 𝑥̅w= 𝑛

∑𝑖=1 𝑤𝑖𝑥𝑖
∑𝑛 𝑤𝑖
𝑖=1

 There are two ways on how to solve for the value of meangiven
the grouped data or frequencydistribution:

o bymidpointmethod: 𝑥̅= 𝑘
∑𝑖=1 𝑓𝑖 𝑥𝑖
𝑛
𝑘
∑𝑖=1
o by coded deviation method: 𝑥̅ = 𝑥̅0̅ ̅ + i[ 𝑓𝑖 𝑑𝑖
𝑛 ]
 Themedian(𝑥̃ ),isthevalueinthedistributionthatdividesan
arranged (ascending/descending) set into two equal parts. It
is the midpoint or middlemost of a distribution ofscores.
o The median for ungrouped data is obtained by
inspecting the middlemost value of the arranged
distributioneitherinascendingordescendingorder.
It can also be solved using the formula (𝑁+1)
position
2𝑡ℎ

after being arranged.

o The formula to solve for the median given the
𝑁
−𝐶𝐹𝑏
groupeddata: 𝑥̃= XLB + i[2 ]
𝑓𝑚

 Themode(𝑥̂ )isthevaluewiththelargestfrequency.Itisthe value

that occurs most frequently in thedistribution.
 To find the mode of the grouped data, determine first the
modal class. The modal class is the class with the highest
frequency.
𝒅𝒇𝟏
ô𝒙 = XLB+ i[ ]
𝒅𝒇𝟏 +𝒅𝒇𝟐

 Measure of Relative Position, as median divides the set of scores into

twoequalparts,thereareothermeasuresthatdividethedistributioninto one
hundred, four, or ten equalparts.
o For ungrouped data:
 (𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑣𝑎𝑙𝑢𝑒𝑠𝑏𝑒𝑙𝑜𝑤𝑥)+0.5
Percentile= 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠 ●100
o For grouped data:
𝒏𝑵
− 𝑪𝑭𝒃
 Percentile is: Pn= XLB+i[𝟏𝟎𝟎 ]
𝒇𝑷𝒏

𝒏𝑵
 Quartile: Qn = XLB + i[𝟒 − 𝑪𝑭𝒃 ]
𝒇𝑸𝒏

𝒏𝑵
−𝑪𝑭𝒃
 Decile: Dn = XLB + i ]
𝒇𝑫𝒏
[𝟏𝟎
 The degree of variation measures the degree of the spread of the values.
The measures of spread are commonly called measures of dispersion or
measures ofvariation.

o Range: R= u.b. –l.b.

o Interquartile Range: I.R. = Q3–Q1
o Quartile Deviation Q.D. =𝑄3−𝑄1
2
∑ 𝑓/𝑋−𝑥̅/
o Mean Deviation: MD =
𝑁

 The variance is the average of the squared deviation of the

values about the arithmetic mean.
∑(𝑥−𝑢)
o The populationvarianceformula: σ2 = 2
𝑁

 The standard deviation is the square root of thevariance.

o The population standard deviationformula:
∑(𝑥− 𝑢)2
σ = √σ2 = √
𝑁

𝑠
 Coefficient of Variance: CV =[
𝑥̅ (100)] %
 The normal distribution has a bell-shaped curve that is symmetricabout
a vertical line though the mean of thedistribution.
 Correlation (Diane Keirnan, 2014) refers to the statistical association
betweentwovariables.Acorrelationexistsbetweentwovariableswhen one
of them is related to the other in someway.
 Pearson Product Moment Correlation Coefficient orsimply
𝑛(∑𝑥𝑦)−(∑𝑥)(∑𝑦)
o Pearsonr formula: r=
√[𝑛 ∑ 𝑥2−(∑ 𝑥)2]−[𝑛 ∑ 𝑦2−(∑ 𝑦)2]
 A simple linear regression model is a mathematical equationthat
allows us to predict a response for a given predictorvalue.
o Linearregressionformula: 𝑦̂= a + bx
 ASSESSMENT TASK
Exercise 3.1 – a
Data Management

Name: Program&Section: _ Date:

Score:

1. The size of pants sold during one business day in a department store
are 32, 38, 34, 42, 36, 34, 40, 44, 32, 34. Find the average size ofthe
pants sold.

2. Giventhefrequencydistributionfortheweightsof50piecesofluggage.
Compute themean

WEIGHT(kg) NUMBER OF PIECES (f)

7–9 2
10 –12 8
13 –15 14
16 –18 19
19 –21 7
N 50

3. The ages of 10 administrators in a certain college are given as follows:

Compute themedian.

40 38 45 51 53 59 45 56 45 44
4. Compute the median given the followingdata:
SCORESIN (f)
STATISTICS
75 –79 6
70 –74 7
65 –69 2
60 –64 8
55 –59 12
50 –54 7
45 –49 10
40 –44 8
N 60

5. Find the mode in the followingdata:

1 5 6 9 11 15 17
2 5 7 9 12 15 17
3 5 7 9 12 15 18
4 6 8 12 10 16 18
4 6 9 12 11 16 18

6. Solve for the mode, given the frequencydistribution:

SCORES IN ALGEBRA (f)

75 –79 6
70 –74 7
65 –69 2
60 –64 8
55 –59 12
50 –54 7
45 –49 10
40 –44 8
N 60
Sultan Kudarat State University
May Flor L. Tapot, MST
ASSESSMENT TASK
Exercise 3.1 – b
Data Management

Name: Program&Section: _ Date:

Score:

Given the frequency distribution below, calculate the following: P 25, Q3, D4

Statistics Test Results

Scores Frequency Cumulative
Frequency
60 – 62 2 40
57 – 59 2 38
54 – 56 4 36
51 – 53 5 32
48 – 50 11 27
45 – 47 8 16
42 – 44 4 8
39 -41 2 4
36 – 38 1 2
33 – 35 1 1
N = 40

113
 Exercise 3.1 – c
Data Management

Name: Program&Section: _ Date:

Score:
1. Find therange:
1 5 6 9 11 15 17
2 5 7 9 12 15 17
3 5 7 9 12 15 18
4 6 8 12 10 16 18
4 6 9 12 11 16 18

2. Solve for therange.

Class interval f
25 –29 5
20 –24 6
15 –19 7
10 –14 8
5–9 4
N = 30

3. Solve for the IR, given Q1 = 69.81 and Q3 =87.9

4. Compute the IR using the following data,

Class interval frequency (f)
25 –29 5
20 –24 6
15 –19 7
10 –14 8
5–9 4
N = 30
Sultan Kudarat State University
May Flor L. Tapot, MST
5. Solve forQD.
Class interval frequency (f)
25 –29 5
20 –24 6
15 –19 7
10 –14 8
5–9 4
N = 30

6. Find the mean deviation: 32, 35,26,15

7. Given:
Class interval frequency (f)
25 –29 5
20 –24 6
15 –19 7
10 –14 8
5–9 4
N = 30

8. Solve for the variance, standard deviation and coefficient ofvariance.

Class interval frequency (f)
25 –29 5
20 –24 6
15 –19 7
10 –14 8
5–9 4
N = 30

115
Sultan Kudarat State University
May Flor L. Tapot, MST
ASSESSMENT TASK
Exercise 3.1 – d
Data Management

Name: Program&Section: _ Date:

Score:

Answer the following:

1. For a certain type of computers, the length of time between charges of

the battery is normally distributed with a mean of 50 hours and a
standard deviation of 15 hours. John owns one of these computers and
wants to know the probability that the length of time will be between 50
and 70hours.

2. EntrytoacertainUniversityisdeterminedbyanationaltest.Thescores on
this test are normally distributed with a mean of 500 and a standard
deviation of 100. Tom wants to be admitted to this university and he
knows that he must score better than at least 70% of the students who
took the test. Tom takes the test and scores 585. Will he be admitted to
this university?

116
 Exercise 3.1 – e
Data Management

Name: Program&Section: _ Date:

Score:

A. Multiple Choice. Encircle the letter of the correct answer.

1. Given below are the daily high temperatures for one April, week in Albay.
What is the mode of these temperatures? 37, 38, 45, 46, 38, 40,41
A. 37 B. 46 C.38.5 D.38

2. Themeanofasetofnumbersis148.Thesumofthenumbersis3,552.How many
numbers are in theset?
A. 24 B. 30 C. 20 D.28

3. A car dealer is recording a table indicating the number of cars of each color
sold during the last 6 months. Which measure of central tendency is used to
describe the bestselling color of the carsold?
A. Mean B.Median C.Mode D. Range

4. Joshua’s academic target is to get his test average in the top half of his
Statisticsclass.Whichmeasurecanheusetodetermineifhehasachievedhis goal?
A. Mean B.Median C.Mode D. Range

5. The time Jepoy worked last week was recorded in the table below. Which
measureofcentraltendencywouldchangeifJepoyworkedtwodayslessthan
onWednesday?
Monday Tuesday Wednesday Thursday Friday

8 hours 6 hours 7 hours 4 hours 6 hours

A. Mean B.Median C.Mode D. Range

Sultan Kudarat State University
May Flor L. Tapot, MST
6. The median score isalsothe _.
A. 75thpercentile C. upperquartile
B. 5thdecile D. firstquartile

7. Mary obtained a score of 45 which is equivalent to a 60 th percentile rank in

Statistics test. Which of the following is NOTtrue?
A. She scored above 60% of herclassmates
B. Forty percent of the class got scores of 45 andabove
C. If the passing grade is the lower quartile, she passed thetest.
D. Her score is below the 5thdecile.
8. Juvy’sscoreina75-itemwasthemedianscore.Whatisherpercentilerank? A. 75
B. 35 C. 37 D. 50

9. If you have the variance, how do you get the standarddeviation?

A. Squareit. C. Take thereciprocal
B. Take thesquareroot D. Subtract themean

10. The variance and mean for a given set of data is 25 and 64 respectively.
Calculate the standarddeviation.
A.625 B.5 C.2.56 D.8

11. When the correlation coefficient, r, is close toone_ .

A. there is no relationship between the twovariables
B. there is a strong linear relationship between the twovariables
C. it is impossible to tell if there is a relationship between thetwo
variables
D. the slope of the regression line will be close toone.

12. Let x be a normal random variable with a mean of 50 and a standard

deviation of 3. A z-score was calculated for x, and the z-score is -1.2. What is
the value ofx?
A.53.6 B.0.1151 C.46.4 D. 0.8849

118
13. Mr. Z has just given a chemistry exam and wanted to calculate the ‘range’
of performance of his students. What must hedo?
A. Identify the centralscore.
B. Find the score that occurs mostoften.
C. Identify how far from average each scoreis.
D. Subtract the lowest score from the highestscore.

14. To determine the mean of a set of data, the first stepisto _.

A. calculate themedian
B. add the sum of the values in theset
C. Determine the standard deviation of the set ofvalues
D. Calculate the mode first and then thesum

15. When the correlation coefficient, r, is close toone_ .

A. there is no relationship between the twovariables
B. there is a strong linear relationship between the twovariables
C. it is impossible to tell if there is a relationship between thetwo
variables
D. the slope of the regression line will be close toone
 ASSESSMENT TASK

Exercise 3.1 – f
Data Management

Name: Program&Section: _ Date:

Score:

B. Solve the given problem.

1. Using the data below which are the number of kilos of newspapers
contributed by one section in the Newspaper FundDrive.
25 64 15 42 64

30 30 12 45 63

45 25 70 48 82

16 17 42 33 75

10 12 48 35 67

13 18 16 47 80

12 34 15 50 83

52 48 35 15 57

a. Construct a frequency distribution

b. Calculatefor:
1. Mean 6.D8
2. Median 7.IR
3. Mode 8.QD
4. Q1 9.P90
5. P75 10. StandardDeviation
References:
Daligdig, Romeo M. EdD et. al. (2019) Mathematics in the Modern World.
LORIMAR Publishing Inc., Quezon City, Metro Manila. Pp

Alejan, Ronnie O et. al. (2018). Mathematics in the Modern World. Mutya
Publishing House Inc., Malabon City pp. 50 – 56

Tagaro, Cosuelo PhD (2014). Advanced Statistics 22 nd edition

Normal Distribution (2019). Retrieved from

https://www.mathsisfun.com/data/standard-normal-
distribution.htmlUnderstanding Probability Distributions
(2018). Retrieved from
https://www.statisticsbyjim.com/basics/probability-distributions/ .
Chapter 3. Mathematics As A Tool (Part II)

Overview

Mathematical ideas contribute to art like patterns, symmetry, tiling,

geometry, Islamic art, T’boli weaving, higher order geometry and topology;
fractals, Fibonacci numbers and golden ratio. Mathematical operations occur
everyday in arts and even in science.

In our culture, mathematics has really influenced a lot. The weaving of

localized materials employs finite designs and repeating patterns in art forms
that are based on symmetry and colored symmetrical structures. The different
algebraicstructurescanbeusedasaframeworktodistinguishtheartworkfrom a
particular cultural community focusing on mathematics inherent in local
designsthatcanpromotebetterappreciationforPhilippineheritageandculture.

On the other hand, according to Vijay Joshi (2019) “Money is not

everythinginlifebutmoneyisthemostneedofeveryone’slife.”Inthischapter,
themathematicsofFinancewilldescribethevalueofmoneywhichchangeover a
period of time. It will discuss the simple interest; compound interest; credit
cards versus consumer loans; stock; bonds; and mutual funds from home
ownership.

General Objectives:

Thischapteraimtodiscusstheapplicationandappreciationofgeometric
designs; compute simple and compound interest; and differentiate creditcards
from consumer loans, stocks, bonds and mutual funds from homeownership.
Lesson 1. Geometric Designs
Geometry(from theAncient Greek: geo- "earth",
-metron "measurement") is a branch of mathematics concerned with
questions of shape, size, relative position of figures, and the properties of
space. A mathematician who works in the field of geometry is called
ageometer.

Geometry arose independently in a number of early cultures as a

practical way for dealing with lengths, areas, and volumes. Geometry beganto
see elements of formal mathematical science emerging in Greekmathematics
as early as the 6th century BC. By the 3rd century BC, geometry was put into
an axiomatic form by Euclid, whose treatment, The Elements, set
astandardformanycenturiestofollow. GeometryaroseindependentlyinIndia,
withtextsprovidingrulesforgeometricconstructionsappearingasearlyasthe 3rd
century BC. Islamic scientists preserved Greek ideas and expanded on
themduringtheMiddleAges.Bytheearly17thcentury,geometryhadbeenput on a
solid analytic footing by mathematicians such as RenéDescartes and
Pierre de Fermat. Since then, and into modern times,geometry has expanded
into non-Euclidean geometry and manifolds, describing spaces that lie beyond
the normal range of humanexperience.

Whilegeometryhasevolvedsignificantlythroughouttheyears,thereare
some general concepts that are fundamental to geometry. These include the
concepts of point, line, plane, distance, angle, surface, and curve, as well as
the more advanced notions of topology and manifold.

Geometry has applications to many fields,

including art, architecture, physics, as well as to other branches of
mathematics.

Specific Objectives:

At the end of this lesson, the students are expected to:

1. Apply geometric concepts in describing and creating designs;and

2. ContributetotheenrichmentoftheFilipinocultureandtheartsusingthe
concept ingeometry.
I. What is GeometricDesign?

Geometrical design (GD) (Wikipedia) is a branch of

computationalgeometry.Itdealswiththeconstructionandrepresentationoffree-
formcurves, surfaces, or volumes and is closely related to geometric
modeling. Core problems are curve and surface modelling and representation.
GD studies
especiallytheconstructionandmanipulationofcurvesandsurfacesgivenbya set of
points using polynomial, rational, piecewise polynomial, or piecewise rational
methods. The most important instruments here are parametriccurves and
parametric surfaces, such as Bézier curves, spline curves and surfaces. An
important non-parametric approach is the level-setmethod.

Application areas include shipbuilding, aircraft, and automotive

industries, as well as architectural design. The modern ubiquity and power of
computers means that even perfume bottles and shampoo dispensers are
designed using techniques unheard of by shipbuilders of 1960s.

Geometric models can be built for objects of any dimension in

any geometric space. Both 2D and 3D geometric models are extensively used
incomputer graphics. 2D models are important in
computer typography and technical drawing. 3D models are central
to computer-aided design and manufacturing,and many applied technical
fields such as geology and medical imageprocessing.

Geometricmodelsareusuallydistinguishedfrom proceduralandobject-
oriented models, which define the shape implicitly by an algorithm. They are
also contrasted with digital images and volumetric models; and with
mathematicalmodelssuchasthezerosetofanarbitrarypolynomial.However, the
distinction is often blurred: for instance, geometric shapes can be represented
by objects; a digital image can be interpreted as a collection of colored
squares; and geometric shapes such as circles are defined by implicit
mathematical equations. Also, the modeling of fractal objects often requires a
combination of geometric and proceduraltechniques.

Geometric problems originating in architecture can lead to interesting

research and results in geometry processing, computer-aided geometric
design, and discrete differential geometry.
 In architecture, geometric design is associated with the pioneering
explorations of Chuck Hoberman into transformational geometry as a design
idiom, and applications of this design idiom within the domain of
architecturalgeometry.

Uses of Geometric Patterns

Geometric patterns are widely considered as one of the most visually

appealing styles when it comes to design.

They give a sense of stability, futurism, minimalism while adding

boldness to any creative.

Geometric patterns include many different shapes that can help you
enforce the message you want to send.

Although you might expect simplicity when it comes to geometric

designs,you’llseeintheexamplesthatyoucancreatecomplexvisualsaswell.

The Most Common Types of Geometric Shapes

At the core of any geometric designs stand five geometric shapes and
each of them symbolizes something:

 The square/rectangle. This is the most commonly used shape design

and gives a sense of balance andtradition.
 The circle. It’s a reminder of harmony, love, and perfection and is also
known as a protective symbol.
 The triangle. This shape suggests stability, energy, and power, and it’s
also associated with motion anddirection.
 The hexagon. It communicates unity and balance and can be linked to
cooperation.

You can only use one of these shapes in your designs, but you can also
experiment,getcreative,andcombineseveralofthemtocreateneatgeometric
patterns.
 Shapescanalsobeusedtoaddsomebalancetoyourdesign.Asyou’re about
to see, incorporating different geometrical shapes in your design can be
quiteeasy.

You can use patterns to highlight specific elements in your design as

they have the power to really draw people’s attention.

Regardlessifyou’rethinkingofgeometriccirclepatternsorsquareones, it’s
essential to know which one would best accompany the message that you
can want to sendout.

Here are a few tips that you can get inspired by:

1. Use shapes to create animage

Using different shapes to create an image can be a great way of
making your design stand out. It will look fresh, as well aselegant.
Theclearlines,aswellasthecolorselection,candefinitelymake a
difference, so pay extra attention when choosing theseelements
2. Create an appealingbackground

Geometric design patterns can very well be the centerpiece of

any design. At the same time, they can successfully be used as a
background.

Intheimagebelow,forexample,acombinationofseveralshapes was
used to create a geometricbackground.

Thecolorsthatwerechosenmanagetogiveoffavibeofstability and
vibrancy at the sametime.

3. Use real-lifeelements
Whencreatingaposter,forexample,usingreal-lifeelementsthat you
encounter every day geometric patterns can lead to a fantastic design.
However,youshouldkeepinmindthattheelementsusedshould
becarefullychosen.Youcanoptforsimpleonesandcombinethemwith either
geometric patterns or simple shapes.
4. Make acollage

A collage made out of shapes is also a valid option. Create

mesmerizing design by combining different shapes and colors.

The benefit of using geometric shape patterns is that they fir

almostinanydesign,aslongasyoucanchoosetherightcolorsandthe right
theme.

Combining shapes, flowers, and vibrant colors can result in a

fascinating design that’s sure to draw attention.

However, you wouldn’t want to just throw in some patterns

together and hope for the best.

You should make sure, above anything else, that the colorswork
perfectly together. So, if you go for pastel colors, it’s best to stick to that
color palette and not add any other colors that might look like they don’t
belongthere.

5. Createdepth

A geometric shape pattern, whatever shapes it consists of, can

look great in any design.
 The following example is a simple as it can be, using only a
geometricsquarepattern.Still,withtheuseofthedifferentshadesblue, it
looks futuristic and quiteappealing.

6. Make itabstract
As you can see in the image below, all shapes are different and
kind of funky looking, but somehow connected to each other.
They might all have different colors and decorations, with some
havingageometriccircledesignoracircledesign,buttheyneedtohave a
connectingpiece.
Inthiscase,it’sthelittlelinesanddotsthatfilleachshape,aswell as the
pastel colorpallete.
7. Get creative withlines
Lines can also be a great way of drawing attention to your design.
They can be used by themselves or in combination with circles or
rhombuses.
Lines can help you add to touch of sleekness and elegance, and
most of all, are highly noticeable.
If you want your design to look stunning, without being
unnecessarily complex, go for some straight lines like the one below.
Choosing to play with colors and lines will result in some very eye-
catching patterns.

8. Combine patterns withphotos

Itgoeswithoutsayingthatdesignsthatcombinereal-lifeimageswith
geometric patterns will definitely make an impression, primarily if we’re
referring to naturephotos.

However, feel free to use any kind of photos that you think work
best for your campaign, the main goal here being to combine these two
elements as seamlessly as possible.
Black and White Geometric Patterns

Black and white have always been a staple of elegance. Combining

thesetwocolorswithgeometricpatternscanonlyresultinaverysophisticated and
appealingdesign.

What’s great about them is that black and white geometric shapes are
always bound to look complex and refined.

Just choose the shapes you want to create a geometric black andwhite
pattern and leave the rest to theimagination.

You can play with them however you want, there’s no wrong way to go
about it.

Here are some ideas that you can use:

a. Use geometricswirls
Sinceblackandwhitedesignsareboundtostandoutonlydueto the
shapes used and not the colors, make sure that you create something
unusual such as the patternbelow.
The overlapped use of circle adds motion to the design, as well
as the balance.
Used by itself or incorporated in a more sophisticated design, a
circle pattern can definitely look compelling.
It can also play the small part of a large picture, and represent a
pattern within a more prominent, more complex pattern.
b. Mix and match differentshapes
Without the use of color, your design must stand out by relying
only on the shapes used.
So you need to get creative.
Play with several shapes in a new way and create a simple
abstract design, but at the same time attractive.
This poster is the perfect example of how sophisticated a design
can look using just black and white geometric patterns.
 c. Keep itsimple
Whatever your idea, don’t let yourself think that using as many
colors as possible is the only way to go.
Great design relies on the creative idea behind it, and as it turns
out, some ideas look better illustrated using monochrome colors.
Also, remember that less is more, and even the simplest design
can bring amazing results.
Great ideas take time and creativity, so make sure you put in as
much thought as possible in the entire process.
Use geometric shapes in whole new creative ways, add them
sparingly to a design, or base the entire background on them.
Either way, you’re sure to come up with something great that’s
not only original but also new and refreshing.

Playing with Colorful Geometric Patterns

Check out these ideas on how you can successfully use patterns and colors in
your designs:

1. Choose unusualshapes
A colorful geometric pattern might be precisely what your design
needs to be popping.
Take Portuguese azulejos as an example.
They’re probably the most recognizable tile pattern in the world
because of their unique geometrical and colorful designs.
 They’re fun, good-looking, and definitely draw anyone’s attention.
Most of all, colorful geometric designs require creativity, and you
can start from there.
Choose your colors, choose your shapes, and start creating.
However, don’t limit yourself to those five commonly used shapes, use
others from real life, such as the shape pf plants or flowers.

2. Make itbold
Colorful geometric shapes do a great job of creating a very
appealing and playful design, even in combination with shapes that are
not so commonly used.
In fact, the combination of several patterns with a pop of color willresult
in a much more lastingimpression.
3. Use complementarycolors
Geometric color patterns such as the one below, use a variety of
shapes and colors that complement each other beautifully.
It’s essential to pay extra attention to this since the color choice
can impact the overall aspect of your design.
When using the right colors and the most suitable shapes, your
designwilllookverywellputtogether,withelementsthatgiveitacertain sense
of fluidity andstructure.
The design below looks like it’s organized chaos, both
aesthetically pleasing and well balanced.

4. Combine differentimages
Think about the main feeling or emotion that you want to display
through your design and what the highlight should be.
Do you want your design to be contemporary, to reflect stability,
or suggest motion?
Or, on the contrary, do you want a more traditional design that
focuses on simplicity and clarity?
II. Mindanao Designs, Arts, andCulture

The T’boli Tribe of SouthCotabato

More than 40 different ethnic groups can be found in the Philippines.

There are 18 tribal groups on the island of Mindanao. The most well-known is
theT'boliTribe,thatlivesintheprovinceofSouthCotabato,aroundlakeSebu.
SincethearrivalofsettlersoriginatingfromtheotherislandsofthePhilippines, they
gradually moved to the mountain slopes to live in scattered settlementsin
theHighlands.
 This Tribal group is still living in a traditional way, comparable with how
theirancestorslivedcenturiesago.TheT'bolidistinguishthemselvesfromother
Tribal Groups by their colorful clothes, bracelets and earrings, this tribe is
famous for their complicated beadwork, wonderful woven fabrics and beautiful
brass ornaments.

A T'boli legend tells that the T'boli are descendants of the survivors of a
great flood. A man named Dwata warned the people of an impending great
flood. But the tribe refused to listen, except for two couples, La Bebe and La
Lomi,andTamfelesandLaKagef.Dwatatoldthemtotakeshelterinabamboo so
huge they could fit inside and, in this way, survive the flood. The story tells
that the first couple are the ancestors of the T'boli and other highland ethnic
groups. The second couple descended the other Filipino indigenousgroups.

The T'boli culture is richly connected with and inspired by nature, their
dances are a mimick from the action of animals such as monkeys and birds.
TheT'bolihavearichmusicalculturewithavarietyofmusicalinstruments,but the
T'boli music and songs are not meant for entertainment only. The Tribal
songsarealivingcontactwiththeirancestorsandasourceofancientwisdom.
TheT'bolibelievethateverythinghasaspiritwhichmustberespectedforgood
fortune. Bad spirits can cause illness andmisfortune.
 TheT'nalak,theT'bolisacredcloth,madefromabacaisthebestknown T'boli
craft and is one of the tribe’s traditional textile, this cloth is exchanged during
marriages and used as a cover during births. The T'boli women are named
dreamweavers, another legend tells us that the T'nalak weaving was taught
by a goddess named Fu Dalu in a dream and that women learn this
ethnicandsacredritual,basedontribaldesignsandclothpatternsthroughtheir
dreams. These unique patterns are made with centuries-old practices and
passed down from generation to generation. This typical T'boli textile is history
held in the hands of their makers and the rich cultural heritage can be seen
through their creations, it shows the tribe's collective imagination and cultural
meanings.

The weaving is a very tedious job and requires much patience, a lot of
creativityandagoodmemorytoremembertheparticulardesigns.Menarenot
allowed to touch the chosen abaca fiber and materials used in the weaving
processandtheweavershouldnotmatewithherhusbandinthetimethecloth is
woven, for it may break the fiber and destroy the design. At present the
T'nalak products have become the signature product of the province of South
Cotabato.
 WhenvisitingthefriendlyT'bolitribeinSouthCotabatoyouwillbeinthe midst
of a distinctive and very well-preserved culture that is keeping their
characteristic, ancient traditions alive. A visit that will be an unforgettable and
inspiringexperience!
Summary:

 Geometricaldesign (GD)(Wikipedia)isabranchofcomputationalgeometry.It
dealswiththeconstructionandrepresentationoffree-formcurves,surfaces,or
volumes and is closely related to geometric modeling.
 The most common types of geometric shapes are the: squares/
rectangles, circle, triangle andhexagon.
 The different tips using different geometric designs are: use shapes to
create an image; create an appealing background; use real – life
elements; make a collage; create a depth; make it abstract; get creative
with lines; and combine patterns inphotos.
 Blackandwhitegeometricpatternsare:useofgeometricswirls;mixand
match different shapes; and keep itsimple.
 Some uses of patterns and colors in a design: choose unusual shapes;
make it bold; use complementary colors; and combine differentimages.
 T’boli tribes lives in the province of South Cotabato around Lake Sebu.
They can be distinguished from other Tribal groups by their colorful
clothes, bracelets, and earrings.
 The T’nalak, the T’boli sacred cloth, made from abaca which considers
their craft and one of the tribes’ traditionaltextile.
 ASSESSMENT TASK

Exercise 3.1 – a
Geometric Designs

Name: Program&Section: _ Date:

Score:

1. Aside from the given geometric patterns, give atleast 5 other patterns
and apply each one in coming up with your own design. Be ready to
create it on a ¼ size of illustration board and submit for classroom
exhibit.

2. In what other ways can we utilize geometric and other mathematical

patternsinenrichingPhilippinecultureandarts.Cite5situationstoprove this.

3. How do we apply math transformations in enhancing the Philippine

culture andarts?
References:

Ronald de Jong, Oct 23, 2008 | Destinations: Philippines / Mindanao

Scott, William Henry. Barangay: Sixteenth-Century Philippine Culture and

Society. Ateneo de Manila University Press.
Eugenio, Damiana. Philippine Folk Literature Vol. VIII: The Epics. University of
the Philippines Press.
Geometry Wikipedia (2020). Retrieved from
https://en.wikipedia.org/wiki/Geometry

40 Brilliant Geometric Patterns (And HowToUse them in Your Designs)

(2020). Retrieved fromhttps://blog.bannersnack.com/author/ana-darstaru/

The T’boli Tribe of South Cotabato (2018, October, 23). Retrieved from
thingsasian.com
Lesson 2: The Mathematics of Finance

Your future is dependent on what you are doing now and how you are
preparing for it. A better future is associated with money because we believe
that money affects how we lead our life. If you have money you can do many
thingsyouwantinlife.But,ifyouhavemoneyanddonotknowhowtomanage it, you
will end up of nothing. That is why personal finance is one of the most
important aspects in your life, and being able to manage your money is one f
the most important accomplishments you canachieve.

You are responsible for your personal finance. The concepts you will
learn in this lesson will be a great help to your personal financial planning.

Specific Objectives:

At the end of this lesson, the students are expected to:

1. Distinguish simple interest from compoundinterest;

2. Solve problem on simple and compound interest;and
3. Differentiatecreditcardsfromconsumerloans,stock,bondsandmutual
funds from home ownership.

History of Interest Rates

This cost of borrowing money is considered commonplace today.

However, the wide acceptability of interest became common only during the
Renaissance.

Interest is an ancient practice; however, social norms from ancient

Middle Eastern civilizations, to Medieval times regarded charging interest on
loansasakindofsin.Thiswasdue,inpartbecauseloansweremadetopeople in
need, and there was no product other than money being made in the act of
loaning assets withinterest.
 Themoraldubiousnessofcharginginterestonloansfellawayduringthe
Renaissance. People began borrowing money to grow businesses in an
attempt to improve their own station. Growing markets and relative economic
mobility made loans more common, and made charging interest more
acceptable. It was during this time that money began to be considered
acommodity,andtheopportunitycostoflendingitwasseenasworthcharging for.

Political philosophers in the 1700s and 1800s elucidated the economic

theory behind charging interest rates for lent money, authors included Adam
Smith, Frédéric Bastiat and Carl Menger. Some of those titles included
the Theory of Fructification by Anne-Robert-Jacques Turgo, and Interest and
Prices by KnutWicksell.

Iran, Sudan and Pakistan removed interest from their banking and
financialsystems,makingitsolenderspartnerinprofitandlosssharinginstead of
charging interest on the money they lend. This trend in Islamic banking—
refusing to take interest on loans—became more common toward the end of
the 20th century, regardless of profitmargins.

Today, interest rates can be applied to various financial products

including mortgages, credit cards, car loans, and personal loans. In 2017, the
Fed increased rates three times, due to low unemployment and growth in
theGDP.Becauseofthesenumbers,interestratesareexpectedtocontinueto
increase in2018.

I. Simple and CompoundInterest

Interest may be defined as the charge for using the borrowed money. It is
anexpenseforthepersonwhoborrowsmoneyandincomeforthepersonwho lends
money. Interest is charged on principal amount at a certain rate for a certain
period. For example, 10% per year, 4% per quarter or 2% per month etc.
Principal amount means the amount of money that is originally borrowed
from an individual or a financial institution. It does not include interest. In
practice, the interest is charged using one of two methods. These are:

1. simple interest method; and

2. compound interestmethod

These two methods are briefly explained below:

Simple Interest Method

Under this method, the interest is charged only on the amount originally
lent (principal amount) to the borrower. Interest is not charged on any
accumulated interest under this method. Simple interest is usually charged on
short-term borrowings.

Simple interest can be easily computed using the following formula:

I = Prt

Where;

 I = Simpleinterest
 P = Principalamount
 i = rate of interest
 n = time/number ofperiods

Example1: A person deposits 5,000.00 in a bank account which pays 6%

simple interest per year. Find the value of his deposit after 4years.

Solution : Formula for simple interest is

I = Prt

Here, P = 5000, t = 4, r = 6%
Let us plug these values in the above formula

I = 5000 ⋅ 6/100 ⋅ 4

I =1200

The formula to find the accumulated valueis

= Principal + Interest

= 5000 + 1200

= 6200

Hence, the value of his deposit after 4 years is 6,200.00.

Example2: Glenreceived2,250.00loanfrombank.Aftersixmonths,hepaid back

2,295.00 and closed the loan. Find the rate ofinterest.

Solution: Interest = Amount -Principal

I = 2295.00 – 2250.00

I = 45.00

Formula for simpleinterestis I =Prt

Given: Time period is 6 months.

In simple interest formula, we use time period in years. But, the time period
given in the question is in months.

So, let us change the given time period in years.

6 months = 6
12 year
 6 months = 1year
2

So, the time period is 1year.

2

Formula for simpleinterestis I =Prt

Here, I = 45, P = 2250, t = 1/2

Let us plug these values in the above formula

45 = 2250 • r • 1
2

45 = 1125 • r

Divide both sides by 1125.

45
1125 =r

0.04 = r

To convert the decimal 0.04 into percentage, multiply it by 100.

0.04 • 100 % = r

4% = r

Hence, the rate of interest is 4%.

Example 3: A man invests 16,500.00 in two kinds treasury notes, which yield
7.5%and6%annually.Aftertwoyearsyear,heearns2,442.00ininterest.How much
does he invest at the 6 %rate?

Solution: Let "x" be the amount invested at 6% rate.

Then, the amount invested in 7.5% account is

 = 16500 - x

Given: After two years, total interest earned in both the accounts is
2,442.00.

So,wehave Interest at 6% rate + Interest at 7.5% rate =2442

x•6
100 • 2 + (16500 - x) • 7.5• 2 = 2442
100

x • 0.06 • 2 + (16500 - x) • 0.075 • 2 = 2442

0.12x + (16500 - x) • 0.15 = 2442

0.12x + 2475 - 0.15x = 2442

2475 - 0.03x =2442

2475 - 2442 =0.03x

33 = 0.03x

Divide both sides by 0.03

33
0.03 =x

3300
3 =x

1100 = x

Hence, the amount invested at 6% rate is 1,100.00.

Example 4: A person invested 25,200.00 in two accounts, which pay 5% and

10%interestannually.Theamountinvestedat10%rateis110%oftheamount
invested at 5% rate. After three years year, he earns 2,442.00 in interest. How
much did he invest at the 5%rate?
Solution: Let "x" be the amount invested at 5%rate.

Then, the amount invested in 10% accountis

= 110% of x

= 1.10 ⋅ x

= 1.1x

Given: After three years, total interest earned in both the accounts is 5,760.00.

So, we have

Interest at 5% rate + Interest at 10% rate = 5760

5 10
x• • 3 + 1.1x •
100 • 3 =5760
100

x • 0.05 • 3 + 1.1x • 0.1 • 3 = 5760

0.15x + 0.33x = 5760

0.48x = 5760

Divide both sides by 0.48

5760
x = 0.48

576000
x = 48

x = 12000

Hence, the amount invested at 5% rate is 12,000.00

Example5: Insimpleinterest,asumofmoneydoublesitselfin10years.Find the
number of years it will take to tripleitself.

Solution:

Let P be the sum of money invested.

Given: Sum of money doubles itself in 10 years

Then, P will become 2P in 10 years.

Now, we can calculate interest for ten years as given below

From the above calculation, P is the interest for the first 10 years.

In simple interest, interest earned will be same for every year.

So, interest earned in the next 10 years also will be P.

It has been explained below.

Hence, it will take 20 years for the principal to become triple itself.

Compound Interest Method:

Compounding of interest is very common. Under this method, the

interest is charged on principal plus any accumulated interest. The amount of
interestforaperiodisaddedtotheamountofprincipaltocomputetheinterest for next
period. In other words, the interest is reinvested to earn more interest.
Theinterestmaybecompoundedmonthly,quarterly,semiannuallyorannually.
Consider the following example to understand the whole procedure of
compounding.

Example 1:Suppose, you have deposited 100.00 with a bank for five years at
a rate of 5% per year compounded annually. The interest for the first year will
be computed on 100.00 and you will have 105.00 (100.00 principal + 5.00
interest) at the end of first year. The interest for the second year will be
computed on 105.00 and at the end of second year you will have 110.25 (105
principal + 5.25 interest). The interest for the third year will be computedon
110.25andattheendofthirdyearyouwillhave115.76(110.25principal+
5.51 interest). The following table shows the computation for 5-year period of
investment.

Principal Rateof
Year Interest Compound Amount
Amount Interest
1 100.00 5% 100.00 × 0.05 = 100.00 + 5.00 = 105.00
5.00
2 105.00 5% 105.00 × 0.05 = 105.00 + 5.25 = 110.25
5.25
3 110.25 5% 110.25 × 0.05 = 110.25 + 5.51 = 115.76
5.51
4 115.76 5% 115.76 ×0.05 = 115.76 + 5.79 = 121.55
5.79
 5 121.55 5% 121.55 × 0.05 = 121.55 + 56.08 =
6.08 127.63

Undercompoundinterestsystem,wheninterestisaddedtotheprincipal
amount, the resulting figure is known as compound amount. In the above
table, the compound amount at the end of each year have been computed in
thelastcolumn.Noticethatthecompoundamountattheendofayearbecomes the
principal amount to compute the interest for the nextyear.

Compound amount and compound interest formula:

The above procedure of computing compound amount and compound

interest is lengthy and time consuming. Fortunately, the formulas are available
to compute compound amount and compound interest for any number of
periods.

(i) Compound amountformula:

A = P(1 + i)n

Where;

 A = Compound amount
 P = Principalamount
 i = rate of interest
 n = number ofperiods

(ii) Compound interestformula

Compound interest = Compound amount – Principal amount

Example 2: The City Bank has issued a loan of 10,000.00 to a sole proprietor
for a period of 5-years. The interest rate for this loan is 5% and the interest is
compounded annually. Compute
1. compoundamount
2. compoundinterest
1. Computation of Compound Amount:

A = P(1 + i)n

= 10,000 × (1 +5%)5

= 10,000 × (1 +.05)5

= 10,000 × (1.05)5

= 10,000 × 1.276

= 12,760.00

2. Computation of Compound Interest:

Oncethecompoundamounthasbeencomputed,theamountofinterest
earned over the investment period can be computed by subtracting principal
amount from the compound amount. In this example, the principle amount is
10,000 and the compound amount computed above is 12,760.00. The amount
of compound interest for the fiver year period can be computed asfollows:

Compound interest = Compound amount – Principle amount

= 12,760.00 – 10,000.00

= 2,760.00

Use of future value of $1 table to compute compound amount: (see

Appendix A)

The shortest and easiest method to compute compound amount is to

usethefuturevalueof$1table(SeeAppendix1).Thistablecontainsthevalue of (1 +
i)n for a given value of i and n. After locating the value of (1 + i) n in the table,
the principal amount is simply multiplied with the value to find the
compoundamount.Theprincipalamountisthensubtractedfromcompound
amount to get the amount of compound interest for the given interest rate and
time period.

= 10,000.00 × (1 + 5%)5

= 10,000.00 × 1.276*

= 12,760.00

Compound interest: 12,760.00 – 10,000.00 = 2,760.00

*Value of (1 + 5%)5 from future value of $1 table: 5 periods; 5% interest rate.

The future value tables are widely used in accounting and finance to save time
and avoid unnecessary computations.

Compound interest is greater than simple interest:

Compound interest is greater than simple interest. The reason is very

simple.Undersimpleinterestsystem,theinterestiscomputedonlyonprincipal
amountwhereasundercompoundinterestsystem,theinterestiscomputedon
principle as well as on accumulated interest. Consider the following example
for the explanation of thispoint:

Example3: Awomanhasdeposited6,000.00inasavingaccount.Bankpays
interest at a rate of 9% peryear.

Required: Compute the amount of interest that will be earned over 12-year
period:

1. if the interest issimple?

2. if the interest is compoundedannually?
Solution:

(1) Simpleinterest:

= 6,000 × 0.09 × 12
= 6,480.00

(2) Compoundinterest:

= 6,000.00 × (1 + 9%)12

= 6,000.00 × 2.813*

= 16,878.00

Compoundinterest = 16,878.00–6,000.00 =10,878.00

Notice that compound interest is more than simple interest by 4,398 (10,878 –
6,480).

*Value of (1 + 9%)12 from future value of $1 table: 12 periods; 9% interest rate.

II. Credit card vs. Consumerloans

A credit card and a consumer loan are two different ways of borrowing
money and they provide different benefits. Which of the two is best suited for
you depends on your need and purchasing pattern.

A consumer loan is a good alternative to a credit card if you want

predictabilitywithyourmonthlyexpenses.Aconsumerloanprovidesasetplan for
your monthly down payments which gives many a sense of security. You
canarrivebackfromavacationpaidwithaconsumerloansandnotexpectany
surprises.Youwillsimplystartpayingbackapredecidedamounteachmonth.

A credit card provides a lot more flexibility in that you can decided how
much you want to borrow and how much you want to pay back every month.
As long as you stay within your credit limit you have the freedom to decided
how much you want to borrow and how much to pay back each month.
However,flexibilitycantemptsometospendbeyondtheirmeans.Acreditcard
is therefore more demanding since you need to be in charge of your own
spending and what you owe.

Summedupaconsumerloanisthebestchoiceforlargepurchasesthat you
plan to pay down over a longer period of time, while a credit card is best for
smaller purchases that can be paid back relativelyquick.

About consumer loans:

 Goodforsomeonewhowantstoborrowaone-timeamountthatyoupay back
following a set down payment plan. A consumer loan provides structure
and predictability in your finances and you know exactly how much you
need to pay back eachmonth.
 Lower interest than credit carddebt.
 A consumer loan enables you to refinance smaller and more expensive
loans.

About credit cards:

1. Good for someone who prefers flexibility as it gives you the opportunity
toborrowasyougoaslongasyoustaywithinyourcreditlimitprovided.
2. Offers a no interest period between 30 and 52days
3. You decided how much you want to pay within a certain timeframe
4. The card may give you additional benefits such as bonuses and
discounts in stores, restaurants, online and other partnerbenefits
5. Most often a credit card includes travel and cancellationinsurance

III. Stocks, Bonds and MutualFunds

Stocks,orshares,areunitsofequity(orownershipstake)inacompany. The
value of a company is the total value of all outstanding stock of the company.
The price of a share is simply the value of the company also called market
capitalization, or market cap divided by the number of shares outstanding.
 Bondsaresimplyloansmadetoanorganization.Theyareaformofdebt and
appear as liabilities in the organization's balance sheet. While stocks are
usuallyofferedonlyinfor-profitcorporations,anyorganizationcanissuebonds.
Indeed, the governments of United States and Japan are among the largest
issuers of bonds. Bonds are also traded on exchanges but often have a lower
volume of transactions thanstocks.

More specifically, here are the key differences between stocks and bonds:

 Priority of repayment. In the event of the liquidationof a business, the

holders of its stock have the last claim on any residual cash, whereas the
holders of its bonds have a considerably higher priority, depending on the
terms of the bonds. This means that stocks are a riskier investmentthan
bonds.

 Periodic payments. A company has the option to reward its

shareholderswith dividends, whereas it is usually obligated to make periodic
interestpayments to its bond holders for very specific amounts. Some bond
agreements allow their issuers to delay or cancel interest payments, but this
isnotacommonfeature.Adelayedpaymentorcancellationfeaturereduces the
amount that investors will be willing to pay for abond.

 Voting rights. The holders of stock can vote on certain company issues,
such as the election of directors. Bond holders have no votingrights.

There are also variations on the stock and bond concept that share
features of both. In particular, some bonds have conversion features that
allow bondholders to convert their bonds into company stock at certain
predetermined ratios of stocks to bonds. This option is useful when the price
of a company's stock rises, allowing bondholders to achieve an immediate
capital gain. Converting to stock also gives a former bond holder the right
to vote on certain companyissues.

Both stocks and bonds may be traded on a public exchange. This is

a common occurrence for larger publicly-held companies, and much more
rare for smaller entities that do not want to go through the inordinate
expense of goingpublic.
 Amutualfund isanopen-endprofessionallymanagedinvestmentfundthat
pools money from many investors to purchase securities. These investors
may be retail or institutional in nature. The term is typically used in the
UnitedStates,Canada,andIndia,whilesimilarstructuresacrosstheglobeincludeth
e SICAV in Europe ('investment company with variable capital') and open-
endedinvestment company (OEIC) in theUK.

Mutual funds have advantages and disadvantages compared to direct

investing in individual securities. The advantages of mutual funds include
economies of scale, diversification, liquidity, and professional management.
However, these come with mutual fund fees and expenses.

Primary structures of mutual funds are open-end funds, unit

investmenttrusts, closed-end funds and exchange-traded funds (ETFs).

Mutualfundsareoftenclassifiedbytheirprincipalinvestmentsas
moneymarket funds, bond or fixed income funds, stock or equity funds, hybrid
funds, or other. Funds may also be categorized as index funds, which are
passively managed funds that match the performance of an index, or actively
managed funds. Hedgefunds
arenotmutualfundsashedgefundscannotbesoldtothe generalpublic.

IV. HomeOwnership

Owner-occupancy or home-ownership is a form of housingtenure

where a person, called the owner-occupier, owner-occupant, or home
owner, owns the home in which they live. This home can be house, like a
single-family house, an apartment, condominium, or a housingcooperative. In
addition to providing housing, owner-occupancy also functions
asarealestateinvestment.Owner-occupancyorhome-ownership isaform of
housing tenure where a person, called the owner-occupier, owner-
occupant, or home owner, owns the home in which they live. This home can
behouse,likeasingle-
familyhouse,anapartment,condominium,orahousingcooperative. In addition to
providing housing, owner-occupancy also functions as a real
estateinvestment.
Summary:

 Simple Interest Method, the interest is charged only on the amount

originally lent (principal amount) to the borrower. Interest is not charged
on any accumulated interest under this method. Simple interest is
usually charged on short-termborrowings.
 Simple interest can be easily computed using the following formula: I =
Prt

 Compound Interest Method, the interest is charged on principal plus

any accumulated interest. The amount of interest for a period is added
totheamountofprincipaltocomputetheinterestfornextperiod.Inother
words,theinterestisreinvestedtoearnmoreinterest.Theinterestmay be
compounded monthly, quarterly, semiannually or annually.Consider
the following example to understand the whole procedure of
compounding.
 Compound amount formula: A = P(1 +i)n
 Interest may be defined as the charge for using the borrowed money. It
is an expense for the person who borrows money and income for the
person who lendsmoney.
 A consumer loan is a good alternative to a credit card if you want
predictability with your monthly expenses. A consumer loan provides a
set plan for your monthly down payments which gives many a sense of
security.
 A credit card provides a lot more flexibility in that you can decided how
much you want to borrow and how much you want to pay back every
month. A credit card is more demanding since you need to be incharge
of your own spending and what youowe.
 Stocks, or shares, are units of equity (or ownership stake) in a
company. The value of a company is the total value of all outstanding
stock of the company.
 Amutualfund isanopen-endprofessionallymanagedinvestmentfundthat
pools money from many investors to purchase securities. These
investors may be retail or institutional innature.
 Owner-occupancy or home-ownership is a form of housingtenure
where a person, called the owner-occupier, owner-occupant, or
home owner, owns the home in which theylive.
 ASSESSMENT TASK

Exercise 3.2 – a
The Mathematics of Finance

Name: Program & Section:

_
Score:
Date:

Answer the followingproblems:

1. A loan of 10,000 has been issued for 6-years. Compute the amount to
be repaid by borrower to the lender if simple interest is charged @ 5%
per year.
2. Suppose 7,000 is divided into two bank accounts. One account pays
10% simple interest per year and the other pays 5%. After three years
there is a total of 1451.25 in interest between the two accounts. How
much was invested into each account (rounded to the nearestcent)?
3. Johnwantstohaveaninterestincomeof3,000ayear.Howmuchmust he
invest for one year at 8%?
4. Jane owes the bank some money at 4% per year. After half a year, she
paid 450.00 as interest. How much money does she owe thebank?
5. A student borrowed some money from his father at 2% simple interest
to buy a car. He paid his father 3,600.00 in interest after 3 years, how
much did heborrow?
6. A credit union loaned out 500,000, part at an annual rate of 6% and the
rest at an annual rate of 12%. The collected combined interest was
36,000 that year. How much did the credit union loan out at eachrate?

7. Afiremaninvests40,000inaretirementaccountfor2years.Theinterest rate
is 6%. The interest is compounded monthly. What will his final
balancebe?

8. Calculate the amount of this investment after 5 years with interest

compoundedyearly.
 Principal = 3,000.00
Rate = 4%

9. A deposit of 21,500.00 earns 6% interest compounded quarterly. How

much money is in the bank after for 6years?

10. The compound interest and simple interest on a certain sum for 2 years
is12,300.00and12,000.00respectively.Therateofinterestissamefor both
compound interest and simple interest and it is compounded annually.
What is the principal?
 ASSESSMENT TASK
Exercise 3.2 – b
The Mathematics of Finance

Name: Program&Section: _
Date: Score: _

Research Project:

1. Make a survey among your teachers and classmates regarding

theuseofcreditcards.Howmanyofthemhavestoppedandhave
continued their subscription? List the reasons why they stopped
and yet others are still using credit cards today. What about the
charging of the interest, how many percent? Is it simple or
compoundinterest?Isitpracticalorreasonabletohavethecredit
card?
2. Given the banks and lending institutions in the country, visit the
bank and inquire to gather the data on the base lending rate of
the housing loan program for each of the following and present it
onbargraphbank(x-axis)andinterestrate(y-axis).Describethe
trend and report your analysis andinterpretation.
a) BDO
b) Landbank
c) Eastwest bank
d) Penbank
e) BPI
f) Metrobank
g) Security Bank
h) Citysavings Bank
i) Sta. Catalina LendingInstitution
j) MakilalaCooperative
k) Others
References:

Interest (2018, February, 8). Retrieved from

https://www.investopedia.com/terms/i/interest.asp

Simple and Compound Interest (2018). Retrieved from

https://www.accountingformanagement.org/simple-and-compound-
interest/

Simple Interest Problems with Solutions (2012). Retrieved from

https://www.onlinemath4all.com/simple-interest-problems-with-
solutions.html

Credit vs. consumer loan (2020). Retrieved from www.enterrcard.com

The difference between stocks & bonds (2020, March, 4). Retrieved form
https://www.accountingtools.com/articles/what-is-the-difference-between-
stocks-and-bonds.html
Bibliography

1. Daligdig, Romeo M. EdD et. al. (2019) Mathematics in the Modern

World. LORIMAR Publishing Inc., Quezon City, MetroManila.

2. Alejan,RonnieOet.al.(2018).MathematicsintheModernWorld.Mutya
Publishing House Inc., MalabonCity

3. Tagaro, Cosuelo PhD (2014). Advanced Statistics 22 ndedition

4. Ronald de Jong, Oct 23, 2008 | Destinations:Philippines/Mindanao

5. Scott, William Henry. Barangay: Sixteenth-Century Philippine Culture

and Society. Ateneo de Manila University Press.

6. Eugenio, Damiana. Philippine Folk Literature Vol. VIII: The Epics.

University of the PhilippinesPress.

e – References:

7. 22 Examples of Mathematics in Everyday Life (2020). Retrieved

fromhttps://studiousguy.com/examples-of-mathematics/

8. Nature and Characteristics of Mathematics (2014). Retrieved

fromhttp://drangelrathnabai.blogspot.com/2014/01/nature-
characteristics-of-mathematics.html

9. Deductive Reasoning vs. Inductive Reasoning (2017, July, 5).

Retrieved fromhttps://www.livescience.com/21569-deduction-vs-
induction.html
10. Inductive vs. deductive Reasoning (2019, November, 11).Retrieved
from https://www.scribbr.com/methodology/inductive-deductive-
reasoning/
11. Immediate Algebra Tutorial 8: Introduction to Problem Solving (2011,
July, 1). Retrieved
fromhttps://www.wtamu.edu/academic/anns/mps/math/mathlab/int_alge
bra/int_alg_tut8_probsol.htm

12. Normal Distribution (2019). Retrieved

fromhttps://www.mathsisfun.com/data/standard-normal-
distribution.html
13. Understanding Probability Distributions (2018). Retrieved
fromhttps://www.statisticsbyjim.com/basics/probability-
distributions/.
14. Geometry Wikipedia (2020).
Retrievedfromhttps://en.wikipedia.org/wiki/
Geometry
15. 40BrilliantGeometricPatterns(AndHowToUsetheminYourDesigns)
(2020). Retrieved from https://blog.bannersnack.com/author/ana-
darstaru/
16. The T’boli Tribe of South Cotabato (2018, October, 23). Retrieved from
thingsasian.com
17. Interest (2018, February, 8). Retrieved
fromhttps://www.investopedia.com/terms/i/interest
.asp
18. Simple and Compound Interest (2018). Retrieved
fromhttps://www.accountingformanagement.org/simple-and-
compound-interest/
19. Simple Interest Problems with Solutions (2012).
Retrievedfromhttps://www.onlinemath4all.com/simple-interest-
problems-with-solutions.html
20. Credit vs. consumer loan (2020). Retrieved fromwww.enterrcard.com
21. Thedifferencebetweenstocks&bonds(2020,March,4).Retrievedformhttp
s://www.accountingtools.com/articles/what-is-the-difference-between-
stocks-and-bonds.html
Appendix A: z-table
Appendix B: Future Value of $1
Sultan Kudarat State University
May Flor L. Tapot, MST
Appendix C

169
Sultan Kudarat State University
May Flor L. Tapot, MST
Appendix D

170
Sultan Kudarat State University
May Flor L. Tapot, MST
Appendix E

171
Sultan Kudarat State University
May Flor L. Tapot, MST

Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
Isulan, Sultan Kudarat
College of Industrial Technology
S.Y. 2020 - 2021

GE701
MATHEMATICS IN THE MODERN WORLD
Syllabus

1stSemester A.Y
2020 –2021

172
 Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
Isulan, Sultan Kudarat
College of Industrial Technology
S.Y. 2020-2021

UNIVERSITY VISION
A trailblazer in arts, science and technology in the region. UNIVERSITY OBJECTIVES
a. Enhance competency development, commitment,
UNIVERSITY MISSION professionalism, unity and true spirit of service for public
TheUniversityshallprimarilyprovideadvancedinstruction accountability, transparency and delivery of quality
andprofessionaltraininginscienceandtechnology,agriculture, services;
fisheries, education and other relevant fields ofstudy. b. Providerelevantprogramsandprofessionaltrainingsthat
It shall also undertake research and extension services, and will respond to the development needs of theregion;
provide progressive leadership in its areas of specialization. c. Strengthen local and international collaborations and
partnerships for borderlessprograms;
UNIVERSITY GOAL d. Develop a research culture among faculty andstudents;
To produce graduates with excellence and dignity in arts, e. Develop and promote environmentally-sound and
science and technology. market-driven knowledge and technologies at par with
internationalstandards;
f. Promote research-based information and technologies
for sustainabledevelopment;
g. Enhanceresourcegenerationandmobilizationtosustain
financial viability of theuniversity.
Program objectives and its relationship to University Objectives:
PROGRAM OBJECTIVES (PO) OBJECTIVES
A graduate of Bachelor of Science in Industrial Technology can: a b c d e f g
a) assume professional, technical, managerial and leadership roles in industrial organizations with the
desired competence in the fields of practiced such as Automotive, Architectural Drafting, Civil,
Electrical, electronics, food and its allied discipline.
b) innovate explicit and modern technologies in the advancement of economy, society, technology and
environmental sustainability.
c) generate research-based information and technologies at par from international standards; and
d) promote and transfer knowledge and technologies for effective and efficient school-industry
partnership.

1. CourseCode : GE701 5. Course Description:

2. Course Title : Mathematics in the Modern This course deals with nature of mathematics, appreciation of
World its practical, intellectual and aesthetic dimensions, and
3. Pre-requisite : None application of mathematical tools in daily life.
4. Credit : 3 units
The 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.Byexploringthesetopics,studentsareencouraged to
go beyond the typical understanding of mathematics as
merely a set of formulas but as a source of aesthetics in
patterns of nature, for example, and a rich language in itself
(and of science) governed by logic andreasoning.

The course then proceeds to survey ways in which

mathematicsprovidesatoolforunderstandinganddealingwith
various aspects of present-day living, such as managing
 personal finances, making social choices, appreciating
geometric designs, understanding codes used in data
transmissionandsecurity,anddividinglimitedresourcesfairly.
These aspects will provide opportunities for actually doing
mathematics in a broad range of exercises that bring out the
various dimensions of mathematics as a way of knowing, and
test the students’ understanding and capacity. (CMO No. 20,
series of2013)

6. Course Learning Outcomes and Relationships to program EducationalObjectives

Course Learning Outcome Program Objectives

At the end of the semester, the students can: a b c d
a) Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and
used.
b) Discuss the language and symbols of mathematics.
c) Use different types of reasoning to justify statements and arguments made about mathematics and
mathematical concepts.
d) Apply strategies for effective problem solving
e) Use a variety of statistical tools to process and manage numerical data, and be able to formulate
significant decision.
f) Analyze codes and coding schemes used for identification, privacy, and securitypurposes;
g) Use mathematics in other areas such as finance, voting, health and medicine, business, graphs,
environment, arts and design, and recreation.
h) Appreciate the nature and uses of mathematics in everyday life.
i) Affirm honesty and integrity in the application of mathematics to various humanendeavor.
7. CourseContent

Desired Student Outcome- Evidence Course Program Values

Topics, Learning Objectives Based of Outcom Objectiv Integrat
Course Objectives
Time Allotment Assessment Outcomes es es ion
(OBA)
Activities

Topic: VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (1.5 hour)

Explain VMGO of Student can be Class Individual Value of

the SKSU, aware of the SKSU Discussion Recitation a,c,h,i a,b,c,d Respons
classroom policies, VMGO, classroom ibility
VMGO of SKSU
scope of the course, policies, scope of the Student’s Feed
course requirements course, course backing
and gradingsystem. requirements and
grading system.
Chapter 1: The Nature of Mathematics (22 hours)
Lesson 1. Mathematics in our World (4 hours)

Patterns and 1.1 Identify the The students can Video-watching Group a, h, i a, b, c, d Value of
Numbers in mathematical identify nature that Heads Output Self-
Nature and patterns and exhibits different Together: Small- Presentatio confiden
the numbers found patterns and Group Sharing n of ce,
Regularities in nature and regularities in the Selected Open-
in the World the Worldsuch world. Pattern mindedn
ess and
 as symmetry in Insightfu
The Fibonacci snowflake and Rubric lness
Sequence tessellation in
honeycomb;
tiger’s stripes
and hyena’s
spots; Fibonacci
Importance of sequence in the
Mathematics sunflower,
inLife snail’s shell,
flower petals;
Nature of Exponential
Mathematics Growth Modelin
world’s
population, the
weather,
fractals inferns
,etc.

Value of
Role of Describe how The students can (Individual Individual Creativit
Mathematics Mathematics helps articulate the Collage) Output y,
in Other organize patterns importance of Collage of daily Presentatio Hardwor
Discipline and regularities and mathematics in one’s life, new n k,
predict behaviour of life. discoveries, Patienc
nature and technological Rubric e
phenomena and discoveries,
control its phenomenon
occurrences
Appreciating Perform numerous The students can (Group Activity) Group
Mathematics applications of perform numerous Concept Output Value of
as a Human Mathematics in the applications of Mapping Presentatio Respons
Endeavor world making it Mathematics and Group 1: daily n iveness,
indispensable. express appreciation Life Collabor
for mathematics as a Group 2: New Rubric ation
human endeavour. Discoveries
Group3:
Technological
Breakthroughs
Group 4:
Natural
Phenomenon

Lesson 2. Mathematical Language and Symbols (10 hours)

Language, Explain the The students can Heads Group b, h, i a, b, c, d Value of

Symbols, and characteristics of discuss the language, Together: Output Activen
Conversion of mathematical symbols, and Individual or Rubric ess and
Mathematics language (precise, convention of small group Teamw
concise, powerful), mathematics and exercises ork
formality and explain and includinggames
convention appreciate the nature
of mathematics as a
language.
Conversion of Perform the proper Heads Group Value of
English translation and Together- Report Particip
expression to writing of The students can Divergent ation,
Mathematical mathematical perform operationson Thinking: Rubric Teamw
Sentences and expressions and mathematical Concept Map ork and
viceversa sentences expressions correctly Unity
and acknowledgethat
Conversion of it is a usefullanguage
Algebraic
Expressions to
English
Sentences

The Four Basic Explain the four The students can Group Report Group Value of
Concepts of basic concepts: explain the four basic Assignment: Output Account
Mathematics: sets, functions, concepts such as Group 1: Sets ability
Set relations, and binary sets, functions, Group2: Rubric and
Relation operations relations and binary Relations Teamw
Function operations. Group 3: Quiz ork
Binary Operation Functions
Group 4: Binary
Operations

Elementary Logic Apply elementary The students can Group Reporting Value of
logic: correctly apply Self-
connectives, connectives, Board work reliance
quantifiers, quantifiers, negation
negation and and variables in
variables making valid
arguments.
Lesson 3. Problem Solving and Reasoning (8 hours)

Reasoning Usethetwotypesof The students can use Group Activity Group c, d, h, i a, b, c, d Value of
reasoning- different types of (Brainstorming Presentatio Collabor
inductive and reasoning to justify and Argument- n of ation
deductive to statements and Construction) Constructed
justify arguments made Arguments
statements and about mathematics
arguments and mathematical Rubric
concepts.

Mathematical Writing basic kinds The students can Sticky Notes Students’ Value of
Proofs of mathematical write clear and logical Graph: Organized Logical
statements and proofs. Organizing Proof Thinking
construction of Statements in
their logical Forming the
proofs. Proof of
Mathematical
Statement

Polya’s 4-Steps in Solve different The students can Cooperative Presentatio Value of
Problem mathematical and solve problems Learning (Group n of Group Cooper
Solving recreational involving patterns and Effort in Solving Output ation
problems and recreational problems Problems) and
following Polya’s following Polya's four Rubric Interdep
four steps of steps. endenc
e
 problem solving
strategies The students can
organize one's
methods and
approaches for
proving and solving
problems.

Chapter 2: Mathematics as a Tool (27.5 hours)

Lesson 1. Data Management (12 hours)

Basic 2.1 Perform the The students can use Practical Survey e, h, i a, b, c, d Value of
Statistical basicconcepts variety of statistical Activity: Data Result Persiste
Concepts in Descriptive tools to process and Gathering and MS Excel nce and
Statistics, and manage numerical Data Output Effectiv
Measures of discuss Normal data. Description/Inter e
Central Distribution, pretation with Commu
Tendency Hypothesis Computer nication
Testing, Application
Measures of Regression and
Relative Correlation,
Position Least Squares
Lines and Chi-
Measures of square
Variation

Normal
Distribution
 Linear 2.2 Plan or conduct The students canplan Group Group Value of
Regression an experiment or or conduct their own Action Output Accurac
and study (optional) experiment or study Research y and
Correlation and make important Rubric Explorat
decisions with theuse ion
of statisticaldata.

Chapter 3. Mathematics as a Tool (15.5 hours)

Lesson 1. Geometric Design (7.5 hours)

What is 1.1 Recognize and The students can Brainstorming g, h, i a, b, c, d Value of

Geometric analyze apply geometric Awaren
Design? geometric concepts in ess
shapes describing and
creatingdesigns

Mindanao 1.2 Identify different The students can Create Output may Value of
Designs, Arts transformations identify different geometric be in a form Creativit
and Culture , patterns and transformations of designs using of stitching, y and
diagrams, geometric figures and transformations drawing or Hardwor
designs, arts contribute to the any form of k
andculture enrichment of the artwork
Filipino culture and
Rubric
 arts using the
concepts inGeometry

Lesson 2: The Mathematics of Finance (8hours)

Simple and 2.1 Compute The students can Pair-Share Pair Output g, h, i a, b, c, d Value of
Compound simple and apply the different Activity Cooper
Interest compound concepts of (Problem ation
interest, credit mathematics of Solving)
Credit card vs. cards and finance in making
Consumer Loans consumer wise decisionsrelated
loans, stocks, to personal finance.
Stocks, Bonds, bonds and
and Mutual mutual funds
Funds and home
ownership The students can
Home Ownership support the use of
Mathematics in
financial aspects and
endeavors inlife.

TOTAL: 54hours
Lectures: 51hours
Examination (Midterm and Final): 3 hours
 8. CourseEvaluation

Course Requirements:
 Attendance
 Major Exams (Midterm andFinal)
 Recorded Problem Sets, Quizzes and
all other outputs
 Research Paper(Optional)

Grading System:

MIDTERM FINAL TERM

1. Quizzes - 30% 1. Quizzes - 30%
2. Class Participation/Seatworks/ - 15% 2. Class Participation/Seatworks/ - 15%
Assignments Assignments
3. Midterm Exam - 50% 3. Final Exam - 50%
4. Attendance - 5% 4. Attendance - 5%
Total - 100% Total - 100%
(Midterm Grade + Final Term Grade)/2= Final Grade

Schedule of Examination
Midterm - _
FinalTerm - _
9. Bibliography
1. Daligdig, Romeo M. EdD et. al. (2019) Mathematics in the Modern World. LORIMAR Publishing Inc., Quezon City, Metro
Manila.
2. Alejan, Ronnie O et. al. (2018). Mathematics in the Modern World. Mutya Publishing House Inc., MalabonCity
3. Tagaro, Cosuelo PhD (2014). Advanced Statistics 22 ndedition
4. Ronald de Jong, Oct 23, 2008 | Destinations:Philippines/Mindanao
5. Scott, William Henry. Barangay: Sixteenth-Century Philippine Culture and Society. Ateneo de Manila UniversityPress.
6. Eugenio, Damiana. Philippine Folk Literature Vol. VIII: The Epics. University of the PhilippinesPress.

e – References:
7. 22 Examples of Mathematics in Everyday Life (2020). Retrieved fromhttps://studiousguy.com/examples-of-mathematics/
8. Nature and Characteristics of Mathematics (2014). Retrieved from http://drangelrathnabai.blogspot.com/2014/01/nature-
characteristics-of-mathematics.html
9. Deductive Reasoning vs. Inductive Reasoning (2017, July, 5). Retrieved from https://www.livescience.com/21569-deduction-
vs-induction.html
10. Inductive vs. deductive Reasoning (2019, November, 11). Retrieved from https://www.scribbr.com/methodology/inductive-
deductive-reasoning/
11. Immediate Algebra Tutorial 8: Introduction to Problem Solving (2011, July, 1). Retrieved
fromhttps://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut8_probsol
.htm
12. Normal Distribution (2019). Retrieved fromhttps://www.mathsisfun.com/data/standard-normal-distribution.html
13. Understanding Probability Distributions (2018). Retrieved from https://www.statisticsbyjim.com/basics/probability-
distributions/.
14. Geometry Wikipedia (2020). Retrieved fromhttps://en.wikipedia.org/wiki/Geometry
 15. 40 Brilliant Geometric Patterns (And How To Use them in Your Designs) (2020). Retrieved from
https://blog.bannersnack.com/author/ana-darstaru/
16. The T’boli Tribe of South Cotabato (2018, October, 23). Retrieved fromthingsasian.com
17. Interest (2018, February, 8). Retrieved fromhttps://www.investopedia.com/terms/i/interest.asp
18. Simple and Compound Interest (2018). Retrieved from https://www.accountingformanagement.org/simple-and-compound-
interest/
19. Simple Interest Problems with Solutions (2012). Retrieved from https://www.onlinemath4all.com/simple-interest-problems-
with-solutions.html
20. Credit vs. consumer loan (2020). Retrieved fromwww.enterrcard.com
21. The difference between stocks & bonds (2020, March, 4). Retrieved form https://www.accountingtools.com/articles/what-is-
the-difference-between-stocks-and-bonds.html

Prepared by:

SGD
MAY FLOR L. TAPOT, MST
Subject Teacher

Reviewedby: Approvedby:

SGD SGD
ARNEL Y.CELESTE,MIT RANDY T. BERINA, MAT
BSITProgramHead Dean