MMWModule - Chapter1 PDF

Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.
0 10-July-2020
GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World
MODULE 1
MATHEMATICS IN OUR WORLD
MODULE OVERVIEW
This module consists of two lessons: Mathematics as the Study of Patterns and Fibonacci Sequence
and Golden Ratio. Each lesson was designed as a self-teaching guide. Definitions of terms and
examples had been incorporated. Answering the problems in “your turn” will check your progress.
You may compare your answers to the solutions provided at the later part of this module for you to be
able to measure your achievement and as well as the effectiveness of the module. Individual and group
activities were prepared to apply what you had learned. Exercises were prepared as your assignment
to measure your understanding about the topics.
MODULE LEARNING OBJECTIVES
At the end of the module, you should be able to:

 Identify patterns in nature and regularities in the world
 Articulate the importance of mathematics in one’s life
 Argue about nature of mathematics, what it is, how it is expressed, represented, and used
 Express appreciation for mathematics as a human endeavor.
LEARNING CONTENTS (Mathematics as the Study of Patterns)
Introduction
Look around you, do you notice anything that repeats or occur in a similar form?
In your life, are there any things that you tend to do over and over again? In this lesson we will
investigate patterns and regularities in nature and even in life and how mathematics come into play.
At times, consciously or unconsciously you are using mathematics in some routine transactions like
buying food, paying bills and even computing how much time do you need to come to class on time.
And you can do all of these routine effective and efficiently using your knowledge in mathematics.
You as a student taking this course, what is Mathematics for you?
Discussion
Lesson 1. Mathematics as the Study of Patterns
1.1 What is Mathematics?

Mathematics is defined as the study of numbers and arithmetic operations. Others describe
mathematics as a set of tools or a collection of skills that can be applied to questions of “how many”
or “how much”. Still, others view it as a science which involves logical reasoning, drawing conclusions
from assumed premises, and strategic reasoning based on accepted rules, laws, or probabilities,
Mathematics is also considered as an art which deals with form, size, and quantity.
In examining the development of mathematics from historical perspective, it can be seen that
much has been directed towards describing patterns of relationship that are of interest of various
individuals. Patterns arouse curiosity because they can be directly related to common human
experience. The focused of this section is, mathematics as a study of patterns.
PANGASINAN STATE UNIVERSITY 1

Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev. 0 10-July-2020
A Study of Patterns
Pattern is an arrangement which helps observers anticipate what they might see or what happens
next . Or just simply are regular, repeated, or recurring forms or designs. We see patterns around us –
layout of the floor, design of our clothes, butterflies’ wings, and even to the way we say things.
Recognizing patterns is natural to us as a rational creature because our brain is hardwired to
recognize them.
Studying patterns help you in identifying relationships and finding logical connections to
form generalizations to make predictions.
Below are examples of various patterns:
Logic Patterns. Logic patterns are usually the first to be observed. Classifying things , for
example comes before numeration. Being able to tell which things are blocks and which are not
precedes learning to count blocks.
One kind of logic pattern deals with the characteristics of various objects while another deals
with order. These patterns are seen on aptitude tests in which takers are shown a sequence of pictures
and asked to select which figure comes next among several choices.
. Example 1 What comes Next ?
Solution:
PA1 The base figure rotates at an angle of 45° in the counterclockwise direction. Hence choice C is
the perfect match.

Your turn 1 . What comes next ?
Number Patterns. Another class of patterns is the patterns of numbers. The two most common are
the arithmetic and geometric patterns. While arithmetic sequence is formed by adding or subtracting a
constant number to consecutive terms , geometric sequence needs to be multiplied or divide with same
value each time we want to get the next term in the sequence . Examples : 3,7,11,15,…is an arithmetic
sequence because it is formed by adding 4 to each term in the sequence which is called the common
difference(d) . On the other hand , 3,6,12,24,…is geometric sequence because it is formed by
multiplying each term by 2 to get the succeeding terms which is called the common ratio(r).
Example 2 Give the next three terms in the pattern. Identify which is arithmetic and
geometric sequence.
1. 1 , 3, 5, 7, 9, ___, ____, ____
2. 10, 30, 90, ____,_____,____
Solution :
a. Looking at the given numbers, the sequence is increasing, with each term being two more than the
previous term : 3 = 1 + 2 ; 5 = 3 + 2; 7 = 5 + 2; 9 = 7 + 2. Therefore the answer is n arithmetic
sequence and the next three terms should be 11, 13, 15.
b. The sequence is a geometric sequence because it is formed by multiplying each term by 3 to the
succeeding terms, so the next three terms are : 270, 810, 2430.
Your turn 2 Give the next three terms in the pattern. Identify which is arithmetic and
geometric sequence.
a. 4, 2,1,0.5, ___, _____, _____

3 5 1 3
b. , , , , ____, ____, _____
4 8 2 8
Let us investigate more number patterns. Take a look at these examples retrieved from a video on

youtube.
1×8+1= 9 1×1= 1
12 × 8 + 2 = 98 11 × 11 = 121
123 × 8 + 3 = 987 111 × 111 = 12321
1234 × 8 + 4 = 9876 1111 × 1111 = 1234321
12345 × 8 + 5 = 98765 11111 × 11111 = 123454321
123456 × 8 + 6 = 987654 111111 × 111111 = 12345654321
1234567 × 8 + 7 = 9876543 1111111 × 1111111 = 1234567654321
12345678 × 8 + 8 = 98765432 11111111 × 11111111
= 123456787654321
123456789 × 8 + 9 =? 111111111 × 111111111 =?
Have you seen the pattern? If yes, without doing calculation what do you think are the answers on
the last row?
Maybe you will agree that mathematics is the science of patterns and it’s all around us.
Recognizing number patterns is an important problem –skill. That is one reason why those who use
patterns to analyze and solve problems often find success.
Geometric Patterns. Geometric pattern is a motif or design that depicts abstract shapes like lines,
polygons, and circles, and typically repeats like a wallpaper. Visual patterns are observed in nature
and in art. In art, patterns present objects in a consistent, regular manner.
Example 3 Which of the figures below can be used to continue the series?
Solution:
Since it adds up two squares horizontally and vertically on each term, the correct answer is Figure 1.
Your turn 3

Draw a figure to continue the series below.
Word Patterns. Patterns can also be found in language like morphological rules in pluralizing
nouns or conjugating verbs for tense, as well as the metrical rules of poetry. Each of these examples
supports mathematical and natural language understanding. The focus here is patterns in form and in
syntax , which lead directly to the study of language in general and digital communication in
particular.
Example 4 Fill in the blank.
knife:knives life:lives wife:______
Solution :
The pattern is taking the plural form of the words involved, so wife is wives.
Your turn 4
Fill in the blank.
meet :met lead: led feed: ____
1.2 Patterns in Nature

Patterns in nature are the regular arrangement of objects in any form found everywhere-
plants, animals, humans, earth formations, and many others. These include symmetries, spirals,
waves, arrays, cracks, stripes, etc. Some of these patterns which recur in different context can be
modelled mathematically. So, let us start looking for more patterns in nature.
Symmetric Patterns
A figure has symmetry if there is a non-trivial transformation that maps the figure onto itself
or you can draw an imaginary line across the object and the resulting parts are mirror images of each
other.
For example, a square has a vertical line symmetry. That is , the reflection about this line
maps the square onto itself.

Notice that left and right portion of the square are exactly the same. The type of symmetry, known as
line, or bilateral symmetry, which is evident in most animals, including humans . Example is the
figure of the butterfly and Leonardo da Vinci’s Vitruvian Man.
Leonardo da Vinci’s Vitruvian Man is showing

the proportions and symmetry of human body
In fact there are other types of symmetry depending on the number of sides or faces that are
symmetrical. Take a look at the images below.

Spiderwort with a three-fold symmetry Starfish has a five-fold symmetry
If a figure or object can be rotated less than 360° about a point so that the image and the pre-image
are indistinguishable , then the figure has rotational symmetry. The smallest angle that a figure can
be rotated while still preserving the original formation is called angle of rotation. Angle of rotation
can be computed using the following formula:
360°
𝐴𝑛𝑔𝑙𝑒 𝑜𝑓 𝑟𝑜𝑡𝑎𝑡𝑖𝑜𝑛 =
𝑛
where 𝑛 is the number of rotational symmetry or order of rotation of a particular object. For the
spiderwort, the angle of rotation is 120° while the angle of rotation of the starfish is 72°.
Consider the image of a snowflake.
It can be observed that the patterns of snowflake repeat six times. So, what is the angle of rotation
of the snowflake?
Let us try to see more patterns in nature by watching this video.

Watch this
Video
Why do honey bees love hexagons - by Zack Patterson and Andy Peterson
https://www.youtube.com/results?search_query=why+do+honey+bees+love+hexagons,
What you’ve watch is another interesting pattern in nature , the honeycomb. According to Merriam-
Webster dictionary,”a honeycomb is a mass of hexagonal wax cells built by honeybees in their nest to
contain their brood and stores honey. “, But why build hexagonal cells? Why not squares or any other
polygons?
The video had explained it well. They love it because more area will be covered using hexagon
compared to other polygons. Hexagonal formations are more optimal in making use of avail space.
These referred to as packing problem. Packing problems involve finding the optimum method of
filling up a given space such as cubic or spherical container. The bees have instinctively found that the
best solution, evident in the hexagonal construction of their hives.
Let us illustrate this mathematically. Suppose you have circles of radius 1 cm, each of which
will then have an area of 𝜋 𝑐𝑚2 . We are then going to fill a plane with these circles using square
packing and hexagonal packing.
Anna
For square packing, each square will have an area of 4 𝑐𝑚2 . Note from the figure that for each
square, it can fit only one circle (4 quarters). The percentage of the square’s area covered by circles
will be
area of the circles 𝜋𝑐𝑚2
× 100% = × 100% = 78.54%
area of the square 4𝑐𝑚2
Anna

Now, for the hexagonal packing, we can think of each hexagonal as composed of six equilateral
triangles with side equal to 2 cm.
𝑠 2 ⋅√3
The area of each equilateral triangle can be computed using the formula 𝐴 = , so
4
(𝑠𝑖𝑑𝑒)2 ⋅ √3 (2𝑐𝑚)2 ⋅ √3 4𝑐𝑚2 ⋅ √3
𝐴= = = = √3𝑐𝑚2
4 4 4
This gives the area of the hexagon as 6√3𝑐𝑚2 (multiplying the area of the equilateral triangle to 6
as the number of sides of the hexagon). Looking at figure , there are 3 circles that could fit inside one
hexagon (the whole circle in the middle, and 6 one thirds of a circle), which gives the total areas of
3𝜋𝑐𝑚2. The percentage of the hexagon’s are covered by circles will be
area of the circles 3𝜋𝑐𝑚2

× 100% = × 100% = 90.69%
area of the hexagon 6√3𝑐𝑚2
Comparing the two percentages, we can clearly see that using hexagons will cover a larger area than
when using squares.
1.3. World Population

Rapid population growth has been a temporary phenomenon in many countries. As of 2017, it
is estimated that the world population is about 7.6 billion. World leaders, sociologists, anthropologist
are interested in studying population, including its growth.

The United Nations World Population Prospects 2019 report paints a demographic picture of a very
different world by the end of the 21st century
Mathematics can be used to model population growth. The formula for exponential growth is
𝐴 = 𝑃𝑒 𝑟𝑡
where A = the size of the population after it grows.
P = initial number of people
r = is the rate of growth
t = time
𝑒 = Euler’s constant with an approximate value of 2.718
Example 5 The exponential growth model of 𝐴 = 30 𝑒 0.02𝑡 describes the population of

a city in the Philippines in thousands, 𝑡 years after 1995.
a. What was the population of the city in 1995 ?

b. What will be the population in 2017?
Solution
a. Since our exponential growth model describes the population 𝑡 years after 1995, we consider
1995 as 𝑡 = 0 and then solve for 𝐴, our population size.
𝐴 = 30𝑒 0.02𝑡
𝐴 = 30𝑒 (0.02)(0) Replace 𝑡 with 𝑡 = 0.
𝐴 = 30𝑒 0 𝑒0 = 1
𝐴 = 30(1)
𝐴 = 30
Therefore, the city population in 1995 was 30,000.
b. We need to find 𝐴 for the year 2017. To find 𝑡 , we subtract 2017 and 1995 to get 𝑡 = 22, which
we then plug in to our exponential growth model.
𝐴 = 30𝑒 0.02𝑡


0.02(22)
𝐴 = 30𝑒 Replace 𝑡 with 𝑡 = 22.
𝐴 = 30𝑒 0.0.44
𝐴 = 30(1.55271) 𝑒 0.0.44 ≈ 1.55271
𝐴 = 46.5813
Therefore, the city population would be about 46,581 in 2017
Your turn 5 The exponential growth model 𝑨 = 𝟓𝟎𝒆𝟎.𝟎𝟕𝒕 describes the population of a
city in the Philippines in thousands, t years after 1997.
a. What is the population after 20 years?

b. What is the population in 2037?
LEARNING POINTS
Mathematics as the Study of Patterns

Pattern is an arrangement which helps observers anticipate what they might see or what happens
next . Or just simply are regular, repeated, or recurring forms or designs. Example of various patterns
are : logic patterns, number patterns, geometric patterns, word pattern. Patterns in nature are the
regular arrangement of objects in any form found everywhere-plants, animals, humans, earth
formations, and many others
Exponential Growth Model Population can be modeled by the exponential growth formula
𝐴 = 𝑃𝑒 𝑟𝑡
LEARNING ACTIVITY 1
1. Select a suitable figure from the four alternatives that would complete the figure matrix. Encircle
the letter corresponding to the missing pattern.
a. b.

c. d.
e. f.
2. Calculate 2 + 4 + 6 + ⋯ + 2𝑛 for 𝑛 = 1,2, . .6.
3. Calculate 1 + 3 + 5 + ⋯ + (2𝑛 − 1) for 𝑛 = 1,2, . . ,6.
4. Calculate 1 + 3 + 7 + ⋯ + (2𝑛 − 1) for 𝑛 = 1,2, . . ,6.
5. What is the missing number in each of these sequences?

a) _______, 17 , 15, 13, …
b) 8, 11, ______, 17 , …
c) 5, ______, 27, 38, ….
d) 84, _____, 76, 72,…
e) 98, 109, ______, 131, …
6. Determine the pattern and find out the numbers which will complete the sequence.
a. 58, 68, 57, 67, 56 , __________
b. 3, 4, 6, 10, 18, ___________
c. 10, 54, 98, 1312, 1716 _________
7. Draw Fig.5 following the given pattern.
Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5
a. If the length of the side of each triangle is 1 unit, what is the perimeter of each figure in the
pattern?Complete the table below.
Figure 1 2 3 4 5 6 7

Perimeter 3
b. If this pattern continues; what is the perimter of Fig. 9.

c. What is the perimeter of the 𝑛𝑡ℎ figure .
8. Fill the table below to complete the power of 3.
31 32 33 34 35 36 37 38
3 9
a. Enumerate all the numbers in the power of 3 which are in the ones digit, and then find the next 7
terms in the sequence without getting the power of 3.
Figure 31 32 33 34 35 36 37 38 39 310 311 312 313 314 315

Ones
3 9
digit
b. Have you seen the pattern? Find the number in the ones digit for the following power of 3.
316 = ____________; 317 = ____________; 318 = ____________; 319 = ____________; 320 = ____________;
Explain the pattern.
9. The population of a certain locality is 20,000 and is increasing continuously at a rate of 𝑟 = 0.037,
according to the law of natural growth, 𝐴 = 𝑃𝑒 𝑟𝑡 . Find the approximate population after 25 years.
10. The population of a certain town is 80,000 and has been increasing continuously for the past 20
years at the rate 𝑟 = 0.025 . What was the population 20 years ago?
LEARNING CONTENTS ( Fibonacci Sequence and Golden Ratio)
Lesson 2: Fibonacci Sequence and Golden Ratio

The Fibonacci Sequence and The Golden Ratio
The Fibonacci numbers are the numbers is the following
integer sequence : 1, 1, 2, 3, 5,8, 13, 21, 55, 89, 144, ….
Fibonacci was the name given to an Italian

Mathematician Leonardo Pisano which means Leonardo of
Pisa , because he was born in Pisa , Italy around 1175 .
Fibonacci is the shortened word for the Latin term “filius
Bonacci”, which stands for “son of Bonaccio. “His father name
was Guglielmo Bonaccio .
He first observed the pattern while investigating how fast rabbits

could breed under ideal circumstances. The problem goes like this .

“At the beginning of a month, you are given a pair of newborn rabbits. After a month the rabbits have
produced no offspring; however, every month thereafter, the pair of rabbits produces another pair of rabbits.
The offspring reproduce in exactly the same manner. If none of the rabbits dies, how many pairs of rabbits will
there be at the start of each succeeding month?”
The solution of this problem is a sequence of numbers that we now call the Fibonacci
sequence. The following figure shows the numbers of pairs of rabbits on the first day of each of the
first six months. The larger rabbits represent mature rabbits that produce another pair of rabbits each
month. The numbers in the blue region—1, 1, 2, 3, 5, 8—are the first six terms of the Fibonacci
sequence.
By definition, the first two numbers in the Fibonacci sequence are 1 and 1, and each subsequent
number is the sum of the previous two.
The position of each number in the sequence is indicated by a subscript , so that 𝐹1 = 1 , 𝐹2 =

1 , 𝐹3 = 2 and so forth , with 𝐹𝑛 denoting the 𝑛th Fibonacci number.
The Fibonacci sequence exhibits the following property.

1+1=2 𝑜𝑟 𝐹3 = 𝐹2 +𝐹1
1+2=3 𝑜𝑟 𝐹4 = 𝐹3 +𝐹2
2+3=5 𝑜𝑟 𝐹5 = 𝐹4 +𝐹3
3+5=8 𝑜𝑟 𝐹6 = 𝐹5 +𝐹4
The general rule is given by

𝐹1 = 𝐹2 , 𝑭𝒏 = 𝑭𝒏−𝟏 + 𝑭𝒏−𝟐 𝑓𝑜𝑟 𝑛 ≥ 3
To find the𝑛𝑡ℎ Fibonacci number without using recursion formula, , the following is evaluated using

a calculator .
𝑛 𝑛
1+√5 1−√5
( 2
) −( 2
)
𝐹𝑛 =
√5
This form is known as the Binet form of the Fibonacci number.
Example 6 Determine the 10th, 25th and 30th term in a Fibonacci sequence.
Solution
𝐹10 = 𝐹9 +𝐹8 Using recursive formula 𝑭𝒏 = 𝑭𝒏−𝟏 + 𝑭𝒏−𝟐
= 34 +21
=55
For finding 𝐹25 and 𝐹30 we will now use Binet’s formula since it would take a while using the
recursive formula.
25 25
1+√5 1−√5
( ) −( )
2 2
𝐹25 = = 75,025
√5
30 30
1+√5 1−√5
( ) −( )
2 2
𝐹30 = = 832,040
√5
Your turn 6 Find and evaluate the following.
a. If 𝐹22 = 17,711, and 𝐹24 = 46,368 , what is 𝐹23 ?

b. Find 𝐹50 .
Fibonacci numbers appears everywhere – from the leaf and flower arrangement in plants, to
the animal skin , to the scales of pineapples, and many others. The Fibonacci numbers can be found
in the growth of living things and in human beings. Let us look at the few examples.
Take a look at sunflower. In particular , pay attention to the arrangement of seeds in its head. Do you
notice they form spirals? In certain species, there are 21 spirals in clockwise direction and 34 spirals
in the counterclockwise direction.

Depending on the species, you can count 34 and 55, or 55 and 89, or 89 and 144. It seems that this
arrangement keeps the seeds uniformly packed no matter how large the seed head is.
The numbers 21,34,55,89, and 144 are the eight to twelfth numbers of the Fibonacci sequence.
We can also find Fibonacci numbers in the branches and leave of Sneezwort.
Do you see how the squares fit nearly together? Observe 1 and 1 makes 2, 1and 2 makes 3, 2 and 3
makes 5, and so on. When you make squares with those widths, you get a nice spiral. The sequence :
1, 1, 2, 3, 5, 8, 13, 21, 34, and so on.

Notice how the squares fit neatly in the snail shell which implies that Fibonacci numbers are very
much present in any spirals.
The Golden Ratio [𝐏𝐡𝐢 = 𝝋]

𝐵𝑖𝑔𝑔𝑒𝑟 𝐹
The value approached by dividing two consecutive Fibonacci numbers, that is 𝑆𝑚𝑎𝑙𝑙𝑒𝑟 𝐹𝑛 is
𝑛
called the Golden ratio. It is symbolized by the Greek letter Phi “𝜑" and is approximately equal to
1.6180339887. Below is the geometric explanation of the Golden Ratio.
Let 𝒙 the longer part and 𝒚 be the shorter part
𝒙+𝒚
We divide a line into two parts so that the longer part ÷ the smaller part = the whole length ÷ longer
part will have the Golden ratio.
𝑥 𝑥+𝑦
= = 𝜑 ≈ 1.6180339887 ….
𝑦 𝑥
Let us investigate the ratio of two adjacent Fibonacci numbers as 𝑛 becomes large
𝐹𝑛 𝐹𝑛
𝒏 𝒏
𝐹𝑛−1 𝐹𝑛−1
2 55
=1.617647059
3 =2 10 34
1
3 89
4 =1.5 11 =1.618181818
2 55

5 144
5 =1.666666667 12 89
=1.617977528
3
8 233
6 =1.6 13 =1.61805556
5 144
13 377
7 =1.625 14 =1.618025751
8 233
21 610
8 13
=1.615384615 15 377
=1.618037135
34 987
9 =1.619047619 16 =1.618032787
21 610
It is interesting to note that the ratio of two adjacent Fibonacci numbers approaches
𝐹
the golden ratio ; that is 𝑛 = 1.6180339887 ….
𝐹𝑛−1
As seen in the preceding discussion, Fibonacci numbers appears in many places. The
golden ratio does too. It shows up in art, architecture, music and nature. For example , the ancient
Greeks thought that rectangles whose side form a golden ratio were pleasing to look.
Many buildings and artworks follow golden ratio such as Parthenon in Greece, but it is not really
known if they are designed that way.
The Parthenon
Leonardo da Vinci has incorporated geometry in many of his paintings, with the golden ratio just
being one of his mathematical tools. Experts agree that he probably thought that the golden ratio
made his paintings more attractive. Below are just some of his artwork.

The Mona Lisa The Vitruvian Man
The Golden Ratio is seen all over the human body. This can be verified by measuring
some parts of human body : the length of the arm, height, the distance of finger tips to the elbow.
According to Markowsky(1992), “the ratio of the person’s height to the height of his or navel is
roughly the golden ratio. You may verify it yourself if you are close to the golden ratio.
Another name of the golden ratio is divine proportion. This must be so because human
beauty is based on divine proportion.
Think about this!

To end this module, watch the video and try to answer the following questions below.
Watch this Video
The Importance of Mathematics in our Daily Life –created using

Powtoon
https://www.youtube.com/watch?v=nejqy_xIvJM
1. What new ideas about mathematics did you learn?

2. What is it about that have changed your thoughts about it?
3. What is it most useful about mathematics for humankind?

LEARNING POINTS
Fibonacci Sequence and Golden Ratio
The first two numbers in the Fibonacci sequence are 1 and 1, and each subsequent
number is the sum of the previous two. The value approached by dividing two consecutive Fibonacci
𝐵𝑖𝑔𝑔𝑒𝑟 𝐹𝑛
numbers, that is is called the Golden ratio. It is symbolized by the Greek letter Phi “𝜑"
𝑆𝑚𝑎𝑙𝑙𝑒𝑟 𝐹𝑛
and is approximately equal to 1.6180339887.
LEARNING ACTIVITY 2
Individual Activity
A 𝑓𝑖𝑏 is a poem where the number of syllables per line follow the Fibonacci sequence. Invented by
Greg Pincus, it caught on so well that the New York Times actually wrote an article about it, which
naturally spawned many more 𝑓𝑖𝑏𝑠 . Here are two examples. Write one fibs of your own. You
should at least reach 7th term of the Fibonnaci number.
think
of these
be kind of
fun-let’s give them a
try. Do we have any takers?
--------
Oh
great.
One more
metrical
syllable-counting
challenge. Haiku and tanka rules
are all I want. Picture me counting on my fingers.
- Maryann Corbett
LEARNING ACTIVITY 3
Group Activity
Are you Golden?
This group activity will further your appreciation of Fibonacci sequence and the Golden ratio,
enhance your prediction and measurement skills, and enjoy mathematics. Each group should
compose of five members.
.
Direction: List down several body measurements which you suspect have golden or nearly golden.
Determine how many people in your group are golden or nearly golden.(See Activity Sheet on the
next page)
Materials. Activity sheets with direction, meter stick/tape measure, and calculator.

Activity Sheet
Take note of the data you gathered here. Express each ratio 𝑹 up to 3 –decimal places.
Name A/B C/D E/F G/H I/J K/L M/N O/P Are you
Golden?
Chief Fraction
Learner:
Decimal
V. Chief Fraction
Learner:
Decimal
Recorder: Fraction
Decimal
Analyzer: Fraction
Decimal
Prompter: Fraction
Decimal

On each team member , encircle the ratios 1.500 ≤ 𝑅 ≤ 1.800. `(Greater than of equal to 1.5 but
less than or equal to 1.8 .
Interpretation:
Golden : if s/he has at least five highlighted ratios within 1.500 ≤ 𝑅 ≤ 1.800
Nearly Golden : if s/he has at most three or four highlighted ratios within 1.500 ≤ 𝑅 ≤ 1.800
Far from Golden : if s/he has at most two highlighted ratios within 1.500 ≤ 𝑅 ≤ 1.800
Findings (in paragraph form): Who among your group members is golden or nearly golden?
Which body parts are the most golden?
Conclusion:
Reflection:
LEARNING ACTIVITY 4
Use the concepts of Fibonacci sequence and Golden Ratio which we learned in this module to help
you work on the following items.
1. Determine the value of the following :
a. 𝐹40
b. 𝐹30 + 𝐹35
𝐹
c. 535
d. 2𝐹25 + 𝐹20
2. Write the following integers as the sum of at least 2 or 3 distinct Fibonacci numbers.
a. 19
b. 27
c. 68
d. 97
3. The fibonacci number of order 2 is described as each term in the sequence, from the 3rd on, equals
two times the term before it plus the term two places before it (Tannenbaum, 2010).
Following this definition , the first six numbers in the Fibonacci sequence of order two are given .
Give the next five numbers : 1, 2, 5, 12, 29, ___________, ____________, ______________,
_____________, ______________.
In exercises 4 through 5. Verify the following facts about Fibonacci numbers :

4. If we make a list of any four consecutive Fibonacci numbers, twice the third number minus the
fourth number is always equal to the first number in the list . Show two different list of four
consecutive Fibonacci numbers (Tannenbaum ,2010)
i. start with 𝐹4

ii. start with 𝐹10

5. If we make a list of 10 consecutive Fibonacci numbers , the sum of all these numbers divided by
11 is always equal to the seventh number on the list (Tannenbaum,2010)
i. Use the first 10 Fibonacci numbers
ii. Start the second list of 10 Fibonacci numbers with 𝐹11 .
6. Find the third , fourth , and fifth terms of the sequence defined by 𝑎1 = 2 , 𝑎2 = 3 , 𝑎𝑛 =
(−1)𝑛 𝑎𝑛−1 + 𝑎𝑛−2 for
𝑛 ≥ 3.
7. If you have a wooden board that is 0.75 meters wide, how long should you cut it such that the
Golden Ratio is observed ?Use 1.618 as the value of the Golden Ratio.
8. Recall that 𝐹𝑛 represents the Fibonacci number in the 𝑛𝑡ℎ position in the sequence . What are the
only two values of 𝑛 such that 𝐹𝑛 = 𝑛?
9. Lucas numbers are obatined just like Fibonacci numbers-each term is obatined by adding the two
immediate previous terms-except that the first two terms are 2 and 1. Thus, the Lucas sequence starts
as 2, 1,3,4,…
(a) Give the first 15 terms of the Lucas sequence
(b) Find the ratios of each term to the preceding term.
(c) Do the ratios approach any number?
10. The golden ratio(shoulder to waist ) is the most important ratio for achieving the body
proportions like that of a Greek god. Now measure your shoulder circumference 𝑠 and then your
waist size 𝑤 . Then divide 𝑠 by 𝑤 . Is the result roughly the golden ratio?If not then what must be
your ideal wait size to get the golden ratio? Write the value of 𝑠 and 𝑤 that you’ve got.
REFERENCES
References :
 Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
 Nocon et. al , Essential Mathematics for the Modern World
 Baltazar et. al, Mathematics in the Modern World
 Aufman,Richard et. al, Mathematics in the Modern World
 Mathematics in the World book from RBSI
 https://www.iqtestexperts.com/pattern-recognitionsample.php
 https://www.iqtestexperts.com/maths-sample.php
 http://www.mathscareers.org.uk/article/how-the-tiger-got-itsstripes/
 https://newatlas.com/un-world-population-2019-growth-report/60172/
Photo credits:
Bilateral symmetric of butterfly . pinterest .com

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Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

MATHEMATICS IN OUR WORLD

MODULE LEARNING OBJECTIVES

At the end of the module, you should be able to:

LEARNING CONTENTS (Mathematics as the Study of Patterns)

Lesson 1. Mathematics as the Study of Patterns

1.1 What is Mathematics?

PANGASINAN STATE UNIVERSITY 1

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

Below are examples of various patterns:

. Example 1 What comes Next ?

PANGASINAN STATE UNIVERSITY 2

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

Your turn 1 . What comes next ?

a. 4, 2,1,0.5, ___, _____, _____

PANGASINAN STATE UNIVERSITY 3

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

PANGASINAN STATE UNIVERSITY 4

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

Draw a figure to continue the series below.

Example 4 Fill in the blank.

knife:knives life:lives wife:______

meet :met lead: led feed: ____

1.2 Patterns in Nature

PANGASINAN STATE UNIVERSITY 5

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

Leonardo da Vinci’s Vitruvian Man is showing

PANGASINAN STATE UNIVERSITY 6

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

Spiderwort with a three-fold symmetry Starfish has a five-fold symmetry

Consider the image of a snowflake.

Let us try to see more patterns in nature by watching this video.

PANGASINAN STATE UNIVERSITY 7

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

PANGASINAN STATE UNIVERSITY 8

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

area of the circles 3𝜋𝑐𝑚2

1.3. World Population

PANGASINAN STATE UNIVERSITY 9

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

Example 5 The exponential growth model of 𝐴 = 30 𝑒 0.02𝑡 describes the population of

a. What was the population of the city in 1995 ?

PANGASINAN STATE UNIVERSITY 10

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

a. What is the population after 20 years?

Mathematics as the Study of Patterns

PANGASINAN STATE UNIVERSITY 11

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

2. Calculate 2 + 4 + 6 + ⋯ + 2𝑛 for 𝑛 = 1,2, . .6.

3. Calculate 1 + 3 + 5 + ⋯ + (2𝑛 − 1) for 𝑛 = 1,2, . . ,6.

4. Calculate 1 + 3 + 7 + ⋯ + (2𝑛 − 1) for 𝑛 = 1,2, . . ,6.

5. What is the missing number in each of these sequences?

7. Draw Fig.5 following the given pattern.

Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5

PANGASINAN STATE UNIVERSITY 12

GE 7 Mathematics in the Modern World Module 1 : Mathematics in our World

b. If this pattern continues; what is the perimter of Fig. 9.

8. Fill the table below to complete the power of 3.

a. 4, 2,1,0.5, _, _, ___