Chapter Outline

1.1
1.2
1.3
1.4

After completing this module, the students must be able to:

1. Identify patterns in nature and regularities in the world.
2. Articulate the importance of mathematics in one’s life.
3. Argue about the nature of mathematics, what is it, how it is expressed, represented
and used.
4. Express appreciation for mathematics as a human endeavor.

1
1.1 Mathematics in our World (A Study of Patterns)

Overview

Welcome to the first module of GE 1 (Mathematics in the Modern World)! This course begins with

an introduction to the nature of mathematics as an exploration of unseen patterns in nature and

environment, a rich language governed by logic and reasoning, and an application of inductive

and deductive reasoning.

Section 1 is composed of the following: 1.1 Mathematics in our World; 1.2 Mathematics Language

and Symbols; and 1.3 Problem Solving and Reasoning. These topics will allow students to go

beyond the typical understanding of mathematics as purely a bunch of memorized formulas and

duplicated mathematical computations, but as a powerful tool used to understand better the world

around us. Moreover, we will discuss and argue about the nature of mathematics, what it is, and

how it is expressed, represented, and used. We will study mathematics as a language in order

to read and write mathematical texts and communicate ideas with precision and conciseness.

We will also justify statements and arguments made about mathematics and mathematical

concepts using different methods of reasoning.

Mathematics has always been perceived as a study of numbers, symbols, and rules. It is an art

of geometric shapes and patterns, a tool in decision-making and problem solving. It has a

language that differs from the ordinary speech. It is done with curiosity, with a penchant for

seeking patterns and generalities, with the desire to know the truth, with trial and error, and

without the fear of facing more questions and problems to solve. The following diagram shows

the very nature of mathematics.

2
In this module, we will focus on Lesson 1.1 -Mathematics in our World (A Study of Patterns). The

lesson is anchored by the following core idea: Mathematics is a useful way to think about nature

and the world. Our intention is to observe things, in both in nature and the world, through pattern-

seeking, understand the substantial interconnection and relationship of the mathematics and the

world, and appreciate mathematics as a discipline full of essence and beauty

Learning Outcomes

After working on this module, you will be able to:

1. identify patterns in nature and irregularities.

2. articulate the importance in mathematics in one’s life.

3. argue about mathematics, what it is, how it is expressed, represented, and used; and

4. express appreciation for mathematics as a human endeavor.

Activities To Do

1.) Watch the video “Nature by Numbers” by Cristóbal Vila

(link: (<https://vimeo.com/9953368>)https://vimeo.com/9953368) and write one

3
 (1) sentence that describes your impression after watching the video.

2.) Identify pattern/s observed in the pictures.

(a)

(b)

(c)

(d)

(e)

Sources:
(a) https://www.library.illinois.edu/mtx/2018/10/09/mathematics-in-nature/;
(b);https://www.weareteachers.com/teacher-dresses-ms-frizzle/

4
(c) <https://www.smithsonianmag.com/science-nature/science-behind-natures-patterns-
180959033/>)https://www.smithsonianmag.com/science-nature/science-behind-natures-
patterns-180959033/;
(d)and(e)(<http://mustafacil-online.blogspot.com/2015/08/manmade-
patterns.html>)http://mustafacil-online.blogspot.com/2015/08/manmade-patterns.html

Questions To Ponder

The video and the pictures leave us questions to think about.

• What are the different kinds and forms of patterns you have seen in the video and/or pictures?

• How does these patterns help us understand the connection between our world and

mathematics?

Patterns and Numbers in Nature and the World

When we buy clothes, accessories, furniture, house decorations, and other similar objects,

we tend to look for beautiful geometric designs or patterns. We appreciate the patterns seen in

the colorful wings of butterflies, the arrangement of flowers and leaves, the reflection of the

mountain tops to the clear waters of lakes, the different shapes of clouds in the skies, and other

patterns seen in the nature. In the busy streets of the cities, we are impressed by the intricate

but well-designed modern homes and high-rise buildings. We are wowed by nature and man-

made creations because of these repeated designs of geometric visuals.

Repeated ways or occurrences that happens or was done are also considered as patterns.

For example, the cycle of the moon, the changing seasons, and even the transmission pattern of

the COVID 19 pandemic.

Patterns surround us. It is everywhere and are in every people’s task or activity.

5
Mathematics, developed by human mind and culture, is a formal system of thought for

recognizing, classifying, and exploiting patterns. (Stewart, I.). Mathematics is indeed a study of

patterns. Results in mathematics are brought by the generalizations of patterns. The study of

patterns allows us to observe and identify relationships, discover logical connections, and make

generalizations. Moreover, the use and study of patterns allows us to be logical thinkers and

better problem solvers.

Now, let us take a look of some of these patterns.

1 Logic Pattern Choose the figure that completes the pattern.

2 Number Pattern Find the next number in the sequence.

1) 3, 8, 13, 18, 23, ?

6
 2) 1, 4, 9, 16, 25, 36, ?

Solution

1. For this sequence, the difference between each term is 5. 3, 8, 13, 18, 2

3, __

5 5 5 5 5 Thus, the next number is 28 (23 + 5).

Example: 2. The next number in the sequence can be determined in two ways:

(1)The sequence 1, 4, 9, 16, 25, 36 can be written as 12 , 22 , 32 , 42 , 5

2 , 62 . Thus, the next number is 72 , that is, 49.

(2)For this sequence, the difference 1, 4, 9, 16, 25, 36, __

3 5 7 9 11 13 3 + 2 = 5; 5 + 2 = 7; 7 + 2 = 9; 9

+ 2 = 11; 11 + 2 = 13 Thus, the next number is 49.

Examples 1 and 2 are usually seen on aptitude tests. Before we determine the next shape or

number, we have to observe the objects, look into their properties, and their relationship on other

objects. In such a way, we are allowed to hypothesize, predict, and construct generalizations

based on the observed patterns.

Patterns, such as geometric and word patterns, are also very common to us. Word patterns

focused on the morphological rules in pluralizing nouns, conjugating verbs for tense, and metrical

rules of poetry.

Examples:

baby: babies buy: bought. trolley: trollies

bring: brought. ally:? catch:?

answer: allies answer caught.

7
While geometric patterns are designs that depict geometric shapes like lines, circles, and

polygons. Geometric patterns are observed in nature. These patterns are also associated to the

identification of a particular country and culture. Below are samples of geometric patterns that

are associated to Philippine ethnic groups and local regions.

(2)
http://alvicsbatik.weebly.com/mindanao-accessories---

8
 (1) Tattoos in the Cordillera

(2) Woven mat “banig” in Basey, Samar

(3) T’boli belt made of beads

The world and the universe are full of beautiful patterns and designs that are mathematical in

nature. Let us take a closer look on some of these patterns in nature and the world.

Symmetry and Angle of Rotation

Consider the figure below.

9
When you draw an imaginary line across an object and the resulting parts are mirror images of

each other, we have shown a symmetry. The A figure above is symmetric about the axis indicated

by the broken line. This is called as line or bilateral symmetry and is common to animals and

humans.

Here are other images showing symmetry.

https://leonardodavinci.stanford.edu/submissions/clabaugh/today/health.html

Leonardo da Vinci’s Vitruvian Man is an image of proportion and symmetry of the human body.

10
This flower has a three-fold symmetry.

Observe that if we rotate the flower and the starfish by several degrees, we can still have the

same appearance as the original position. This is called the rotational symmetry.

The smallest angle an object can be rotated while it is preserving its original formation is called

the angle of rotation.

A figure has a rotational symmetry of order 𝑛 (𝑛-fold rotational symmetry) if 1 of a complete𝑛 turn

leaves the figure unchanged.

11
Snowflakes and Honeycombs

Look into a microphotographed snowflake below.

Notice that it exhibits a pattern on each arm that repeats six times. This snowflake indicates a

six-fold symmetry. However, many snowflakes are not perfectly symmetric due to the effects of

the different atmospheric conditions such as temperature and humidity on the ice crystals as it

forms when they descend from the skies. The angle of rotation for the snowflake with a 6-fold

symmetry is 60O .

12
Humans are also marveled with the almost perfect hexagonal shape arrangements in

honeycombs.

https://listverse.com/2013/04/21/10-beautiful-examples-of-symmetry-in-nature/

The image on the right explains why mathematicians believed that hexagon is the most effective

way of storing honey. The hexagonal formation allows bees to store the largest possible amount

of honey with the use of the least amount of wax.

Peacock’s Tail

The patterns exhibited in animal’s external appearance has to do with their growth; their survival;

and even with their chances to attract their mates.

Symmetric and repeated patterns, enhanced with bright, beautiful colors, on the feathers of a

peacock’s tail are used to attract their mates.

13
Sunflower

Nature has gifted us with beautiful flowers. The brilliant colors, fragrant odors, petal

arrangements, and different sizes and number of petals make flowers very appealing. If we

closely observe these flowers, we can find interesting patterns.

For example, let us take a closer look on the orderly arrangement of sunflower seeds. We can

see clockwise and counterclockwise spirals extending outward from the center of the flower.

Moreover, the sunflower seed arrangement displays a very interesting numerical sequence

called the Fibonacci sequence. The Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, 21, … and so on.

Each number on the sequence is determined by adding the two preceding numbers.

The number of seeds spirals in a sunflower adds up to a Fibonacci number. Spirals of many

plants such as pineapple and pinecones also add up a Fibonacci number.

14
Nautilus Shell

Another example that shows how nature seems to follow a certain set of rules governed by

mathematics is spiral patterns seen in a shell of a nautilus.

As the mollusk grows inside the shell, the shell also expands and attempts to maintain the same

proportional shape as it grows outward. This growth pattern results to refined spirals on the shell

which is very evident when it is sliced.

The image on the right is called the logarithmic spiral, also known as equiangular spirals. The

image shows a mathematical curve which has the property of maintaining a constant angle

between the radius and the tangent to the curve at any point on the curve. Equivalently, the

property states that as the distance from the spiral center increases (radius), the amplitudes of

the angles formed by the radii to the point and the tangent to the point remain constant.

15
World Population

According to the estimates of Worldometers , ((<https:llwww.worldometers.info/>)

https://www.worldometers.info), the Philippines will be ranked 13 on the Most Populuos countries

in year 2050, with population of 144,488,158. Questions like “How is this estimate being

computed?”; “What are the factors used in the computationof the estimate?” may arise. These

questions can be answered by the mathematical model of population growth.

The formula for exponential growth is, 𝐴 = 𝑃𝑒 𝑟𝑡

where: 𝐴 = size of the population after it grows; 𝑃 = initial number of people; 𝑟 = rate of growth; 𝑡

= time; 𝑒 ≈ 2.718 (This is the Euler’s constant with an approximate value of 2.718)

2 Determine what is being asked in each problem.

Example

1. Substitute the given values in the formula 𝐴 = 𝑃𝑒𝑟𝑡 to find the missing quantity.

a. 𝑃 = 680,000; 𝑟 = 12% per year; 𝑡 = 8 years

b. 𝐴 = 731,093; 𝑃 = 525,600; 𝑟 = 3% per year

2. In the midyear of 2020, a country’s population is 109,581,078 with a growth rate of

approximately 1.35% per year. What will be the country’s population in 2050?

3. The exponential growth model 𝐴 = 25𝑒0.02𝑡describes the population of a town in Northern

Samar in thousands, 𝑡 years after 1998. What was the population of the town in 1998?

Solution

1. a. To find the missing quantity, 𝐴, we substitute the given values to the formula:

𝐴 = 𝑃𝑒𝑟𝑡 = (680,000) 𝑒(0.12)(8)

we let 𝑟 = 12% = 0.12

16
0.96 𝐴 = (680,000) 𝑒𝐴 = (680,000) (2.611696)

𝑨 = 1,775,953

b. To find the missing quantity, 𝑡, we use the formula of 𝐴 to derive a formula for 𝑡. 𝐴

Dividing both of the formula by P to isolate 𝑒𝑟𝑡 .

𝑙𝑛 1.390968 = 0.03𝑡 0.330000= 0.03𝑡

Substitute the given values and let 𝑟 = 3% = 0.03
731,093 ≈ 1.390968 525,600
Definition of logarithm 𝑙𝑛 1.390968 ≈ 0.330000
11 = 𝒕
Divide both sides by 0.03
Checking of the solution by substitution of the given values and the obtained answer will serve
as your exercise.
2. Given are the following quantities: 𝑃 = 109,581,078; 𝑟 = 1.35% = 0.0135; 𝑡 = 30 years

(Subtract: 2050 – 2020)

𝐴 = 𝑃𝑒𝑟𝑡 = (109,581,078)𝑒(0.0135)(30) = 164,295,239.

Thus, the population of the country in year 2050 is estimated to be 164,295,239 .

3. Since the exponential growth model describes the population 𝑡 years after 1998, we consider

1998 as 𝑡 = 0 year and solve for the population size. 𝐴.

𝐴 = 25𝑒0.02𝑡 = 25𝑒 0.02(0) = 25𝑒0 = 25(1) = 25

Self-Assessment Activity 2
17
Answer completely. (Use 6 significant digits in the approximated values)

1. Find the missing quantity in the formula 𝐴 = 𝑃𝑒𝑟𝑡 by substitution of the given values:

a. 𝑃 = 505,050; 𝑟 = 5% per year; 𝑡 = 1 year

b. 𝑃 = 240,100; = 11% per year; 𝑡 = 10 years

c. Find 𝑟 correct to 4 significant digits. 𝐴 = 786,000; 𝑃 = 247,000; 𝑡 = 17 years

2. The exponential growth model 𝐴 = 45𝑒0.19𝑡 describes the population of a city in the Philippines

in thousands, t years after 1995.

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

b. What is the population after 25 years?

c. What is the population in 2045?

Break Time (10 – 15 minutes)

Look around you. Try to observe for patterns in your bedroom, house, or backyard. Do they have

geometric patterns or numbers patterns? What makes these patterns appealing?

The Fibonacci Sequence

To start the new discussion, try to answer the puzzle below:

Form a rectangle using all of the squares. The measures of the sides are indicated in each

square.

18
One of the answers to the puzzle is shown below:

Notice that the number pattern formed when the squares are placed side by side.

The sequence gives as 1, 1, 2, 3, 5, 8. Does this sequence looks familiar?

In the previous discussion, it is said that sunflower seed arrangement displays a very interesting

numerical sequences called the Fibonacci sequence.

The sequence is 1, 1, 2, 3, 5, 8, 13, 21, … was discovered by an Italian named Leonard Pisano

Bigollo who is known in mathematical history by several names: Leonardo of Pisa and Fibonacci.

19
Fibonacci’s 1202 book “Liber Abaci” introduced the sequence to Western European

mathematics, although there are some claims that the sequence has been discovered earlier in

Indian mathematics.

It is said that Fibonacci discovered the number sequence through a practical problem involving

the growth of a hypothetical population of rabbits based on idealized assumptions.

This problem has an assumption that a pair of rabbits will be born each month and will reproduce

a new pair of rabbits two months after they were born.

The assumption is illustrated below:

20
https://www.storyofmathematics.com/medieval_fibonacci.html

Clearly, each number on the sequence is determined by adding the two preceding numbers.

Here are some of man's greatest works that would reminds us of the Fibonacci sequence and
the golden ratio.

21
 1. Find the next three terms of the sequence: 1, 1, 2, 3, 5, 8, …

2. Let 𝐹𝑖𝑏(𝑛) be the nth term of the Fibonacci sequence, with 𝐹𝑖𝑏(1) = 1, 𝐹𝑖𝑏(

2) = 1, 𝐹𝑖𝑏(3) = 2, and so on.

a. Find 𝐹𝑖𝑏(10)

Exampl b. Find 𝐹𝑖𝑏(17)

e 3. If 𝐹𝑖𝑏(22) = 17,711 and 𝐹𝑖𝑏(24) = 46,368, what is 𝐹𝑖𝑏(23)

Solution

1. To find the next three terms, we add the two preceding numbers: 5 + 8

= 13; 8 + 13 = 21; 13 + 21 = 34 Thus, the next three terms of the sequence a

re 13, 21, 34. Completing the sequence, we have1, 1, 2, 3, 5, 8, 13, 21, 34.

22
 2. a. 𝐹𝑖𝑏(1) = 1, 𝐹𝑖𝑏(2) = 1, 𝐹𝑖𝑏(3) = 2, 𝐹𝑖𝑏(4) = 3, 𝐹𝑖𝑏(5) = 5, 𝐹𝑖𝑏(6) = 8, 𝐹

𝑖𝑏(7) = 13 , 𝐹𝑖𝑏(8) = 21, 𝐹𝑖𝑏(9) = 34 𝑭𝒊𝒃(𝟏𝟎) = 𝑭𝒊𝒃(𝟖) + 𝑭𝒊𝒃(𝟗) = 𝟐𝟏 + 𝟑𝟒 = 𝟓

𝟓 𝑏. 𝐹𝑖𝑏(10) = 55, 𝐹𝑖𝑏(11) = 89, 𝐹𝑖𝑏(12) = 144, 𝐹𝑖𝑏(13) = 233, 𝐹𝑖𝑏(14) = 377,

𝐹𝑖𝑏(15) = 610, 𝐹𝑖𝑏(16) = 987 𝑭𝒊𝒃(𝟏𝟕) = 𝑭𝒊𝒃(𝟏𝟓) + 𝑭𝒊𝒃(𝟏𝟔) = 𝟔𝟏𝟎 + 𝟗𝟖𝟕 = 𝟏𝟓

𝟗𝟕

3. 𝐹𝑖𝑏(23) = 𝐹𝑖𝑏(24) − 𝐹𝑖𝑏(22) = 46,368 – 17,711 = 28,657

Math for our World

The world and the universe are full of complexities and uncertainties. These are very evident in
our day-to-day living. From the simplest household chores to challenging and laborious tasks,
from observation and prediction of weather conditions and natural phenomena to its survival from
the aftermath, from legislation to implementation of governing laws, from theater shows to high
definition videos and films; from ancient navigational methods to global national satellite systems,
these and the like are some of the intricacies of the universe. With this, people of the ancient
times and the modern world have learned to live and to cope.

Technologies were invented and areas of knowledge were cultivated for better understanding of
the underlying aspects that would lead to the world’s development. Furthermore, contexts of the
real world and the universe were revealed for varied reasons through science and mathematics.

23
Man’s exploration of the world began with its curiosity of the objects within and outside Earth’s
surface. The Babylon were successful in predicting eclipses. Aristarchus of Samos, determined
that the sun is the center of the universe through mathematical computation. Hipparchus
calculated the size of the moon and its distance from Earth, and determined specific locations of
geographical points through the use of longitude and latitude measurements. The earliest
civilizations of Babylon, China, and Egypt devised calendars and completed public works, such
as irrigational canals for agricultural purposes. Tax collections were made possibly easy when
Blaise Pascal invented the world’s first digital calculator when the first mechanical computer was
invented by Charles Babbage. (Todd, 2003)

Computations done by scientists and mathematicians paved the way to greater discoveries and
creations of expedient methods, devices, and tools. Galileo Galilei who invented the first
thermometer was able to measure temperatures of water and air. Similarly, Gabriel Daniel
Fahrenheit introduced the boiling and freezing points of liquid when he invented the first mercury
thermometer. James Gregory’s invention of reflecting telescope, and Ole Roemer’s calculations
of measuring the speed of light made great contributions to physics and other related fields.
(Todd, 2003)

Isaac Newton’s explanation of the Universal Law of Gravitation and Laws of Motion, and Albert’s
Einstein Theory of Relativity, the motion particles when suspended within a liquid, and the
mathematical formula e = mc2 are some of the notable contributions in the field of science and
mathematics.

In its purest sense, mathematics is an abstraction. It is extremely useful in describing and

predicting events of the world. It has the ability to model effectively numerous aspects of the
world by creating abstract structures that have properties or attributes to its real-world
counterparts. Models, if they behave in a manner that truly parallel with originals, are used to
make conclusions and/or predictions about the real world. (Post, 1981)

Mathematics finds wide applications in arts, nature, music, medicine, chemistry, biology,
astronomy, and in other disciplines. The artist of antiquity and of the modern times described
their works using the Golden Ratio and Fibonacci Numbers. They are very evident in paintings,
architecture, sculpture, dance, and even in music. Throughout the ages, music and mathematics
go hand-in-hand when Pythagoras was able to establish a fundamental relationship between

24
vibrating strings and harmony. Today, music is stored and played digitally. The sound production,
recording, and engineering use advanced technology equipped with mathematics and science.

Nicolas Copernicus, by using uniform circular motion, modelled that the planets revolved around
the sun. The Heliocentrism paved the way to greater discoveries and explorations of the solar
system. Mathematics calculations are used to launch satellites, rockets and other space robes,
and used to describe the natural order and occurrences of the universe.

In medicine, mathematics is use to: 1) predict complex medical situations; 2) model biological
processes that underlie a disease, and 3) develop formulas from chemistry and physics, and
medical technologies. (Lerner and Lerner, 2006).

In this section, we have just seen how mathematics help our lives better and make the world a
better place to live in. As we learn mathematical concepts, we also apply them in our day-to-day
interactions and in solving societal problems. Moreover, mathematics is useful in making
conclusions and/or predictions of the events of the world. It is used to organize patterns and
regularities as well as irregularities. It is, therefore, mathematics is considered an integral part of
our world.

Summary

The lessons in Section 1 (1.1 Mathematics in our World) allow us to “get-to-know” mathematics.
Far from the idea that it is full of difficulties and complexities, mathematics is a study of patterns,
an art, a language, a process of thinking, and a set of problem-solving tools.

We were able to see through the beauty of the world through observed patterns that are
mathematical in nature. Patterns that are in the natural objects and man-made creations. The
ratios of the Fibonacci sequence (1, 1, 2, 3, 5, 8, 13, …) converge to the Golden Ratio that made
these creations more aesthetically pleasing.

With a careful understanding, we were able to see the beauty and the significance of
mathematics in our day-to-day living. We are reminded how evident mathematics in the world.
The module has bought us to realization the usefulness of mathematics that makes our lives
better and our world a better place to live.

Responses To Consider

Congratulations! You have finished Module 1.

25
After working with this module, what are the new ideas about mathematics did you learn? What
is it about mathematics that might have changed your thoughts about it? What is most useful
about mathematics for humankind?

You are encouraged to provide a lecture notebook where you can write all your responses and
solutions to the activities and SAAs. Answers to SAAs are provided at the bottom part of the
page. If you have difficulty in obtaining the correct answer, you can go over again with the
examples. To be successful in mathematics, you have to do mathematics. Do it without the fear
of facing more problems and questions to solve. For further understanding, use the references,
suggested readings, and other materials indicated in the module.

References

Aufmann, R., Lockwood, J., et.al, Mathematics in the Modern World, Rex Bookstore, Inc.,

2018. Lerner, K.L., Lerner, B.W., Real-life Math, Vol. 2, Thomson Gale, 2006. Nocon, R., Nocon,

E., Essential Mathematics for the Modern World, C & E Publishing, Inc. 2018.

Post, T.R., The Role of Manipulative Materials in the Learning Mathematical Concepts. Retrieved

from: http://www.cehd.umm.edu/ci/rationalnumberproject/81_4.html

Images Sources:

hhtp://www.jobtestprep.co.uk www.psychometric-
success.com https://www.library.illinois.edu/mtx/2018/10/09/mathematics-in-
nature/ https://www.weareteachers.com/teacher-dresses-ms-
frizzle/ https://www.smithsonianmag.com/science-nature/science-behind-natures-patterns-
180959033/ http://mustafacil-online.blogspot.com/2015/08/manmade-
patterns.html https://newsinfo.inquirer.net/941295/batok-tattooing-tattooing-
mambabatok https://www.our7107islands.com/basey-samar-the-new-banig-capital-of-the-
philippines/ http://alvicsbatik.weebly.com/mindanao-accessories---page2.html
https://www.benefits-of-honey.com/honeycomb-
pattern.html#:~:text=Studies%20on%20the%20geometry%20of,and%20square%20makes
%20smaller%20area.
https://www.bigwalls.net/climb/ca https://listverse.com/2013/04/21/10-beautiful-examples-of-
symmetry-in-
nature/ mf/index.html https://www.storyofmathematics.com/medieval_fibonacci.html
Other Materials

26
https://vimeo.com/9953368 htpps://youtu.be/pb0MSMGSley (BBC’s Documentary “The
Language of the Universe”)
Suggested Readings
Stewart, Ian, Nature’s Numbers Adam, John A., Mathematics in Nature: Modeling Patterns in the
natural World Adam, John A., A Mathematical Nature Walk Akiyama & Ruis, A Day’s Adventure
in Math Wonderland Enzensberger, The Number Devil

Note To Students

The discussion of the lessons with your GEED professor through the different modes of
communication (email, Messenger, Moodle, Google Meet, Zoom, Google classroom, etc.). Your
GEED professor will contact you using the email address and/or mobile number who have
provided the University upon your registration.

Please include your FULL NAME, STUDENT NUMBER, COURSE – YEAR, and GEED 1 CLASS
ID NUMBER.
Deadline of submission of Worksheet and Reflection Paper will be uploaded in the provided
google classroom on:
October 23, 2021
Note to the Municipal Link:
1. The worksheet and reflection should be forwarded to:
JASMIN S. VELASCO at email address jsvelasco@pup.edu.ph
2. Please check the date of submission indicated on the student’s information below. Thank you.

WORKSHEET 1

1.1 Mathematics in Our World

To the Students:

1. Fill out the “Student’s Information” completely.

2. Write all your solutions/answers on the space provided below each item.

3. Write legibly. Use blue-or black-ink ball pen only do not encode your answer.

4. Submit on or before the indicated deadline.

27
5. For queries, please leave a message in our provided google classroom or you may send a

message through my FB account.

Student’s Information:

Student Number: Last Name, First Name M.I.: Course – Year:

Class ID Number: Professor/Instructor’s Name: Date of Submission:

A. Answer completely.

1. a. Draw the next three shapes in the pattern

Solution & answer here:

b. What is the next figure? Draw your answer on the empty block.

2. Fill in the missing numbers.

a. 2, 4, □, 16, 32, …

b. 100, 81, 64, □, 36, …

c. 0, 1.5, 4, □, 12, …

d. 1, 7, 17, □, 49, …
28
e. □, 6, 11, 16, 21, …

3. What letter comes next in this sequence: O T T F F S S E? Justify your answer.

Solution & answer here:

4. Given 𝐹𝑖𝑏(30) = 832,040 and 𝐹𝑖𝑏(28) = 317,811, what is 𝐹𝑖𝑏(29)?

Solution & answer here:

5. The exponential growth model A = 1.5𝑒 0.015𝑡 describes the number of tourists of a beach

resort in thousands, 𝑡 years after 2000.

a. How many tourists visited the beach resort in 2020?

b. How many tourists visited the beach resort after 15 years?

Solution & answer here:

6. A house was purchased for ₱1,000,000 in 2002. The value of the house is given by the

exponential growth model A = 1,000,000𝑒 0.645𝑡 . Find 𝑡 when the house would be worth

₱5,000,000.

Solution & answer here:

𝐹𝑖𝑏(𝑛+1) 7. The ratio as 𝑛 gets larger is said to approach the Golden Ratio, which is 𝐹𝑖𝑏(𝑛) 𝐹𝑖𝑏(𝑛)

approximately equal to 1.618. What happens to the inverse of this ratio, ? What 𝐹𝑖𝑏(𝑛+1) number

does this quantity approach? How does this compare to the original ratio?

Solution & answer here: (number 7)

8. A wood 120 meters in length is to be cut into two parts such that the ratio of the parts

constitutes the Golden Ratio. What must be the lengths of the woods?

Solution & answer here:

9. Ask for a family member to help you on this activity.

Use a ruler or measuring tape to measure the following:

29
a. distances from A, B, C as indicated in the figure on the right;

b. length of your hand;

c. distance from your wrist to your elbow.

Calculate the following ratios using the indicated units of measure.

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝐶 1. ratio 1 = (in centimeters)𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝐵

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝐵 2. ratio 2 = (in inches)𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝐴

3. ratio 3 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑦𝑜𝑢𝑟 ℎ𝑎𝑛𝑑

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑓𝑟𝑜𝑚 𝑦𝑜𝑢𝑟 𝑤𝑟𝑖𝑠𝑡 𝑡𝑜 𝑦𝑜𝑢𝑟 𝑒𝑙𝑏𝑜𝑤

(in inches and in centimeters)

Determine which of the measure/ an approximate value of 𝜙.

Solution & answer here: (number 9) s give

10. Answer completely: What is the importance of mathematics in my chosen field of

specialization? Examples: “What is the importance of mathematics in community development?
in agriculture? in biology? in political science? in forestry? in environmental science? Cite
references and use extra A4-size bond paper if necessary.
B. Choose only one (1) activity.
(You may provide separate A4 -size bond paper/s or you may also use this page.)
• Look for patterns in nature. Write a 1-to 2-page report about the observed patterns. Include a
picture of these patterns.
• Create your family tree up to the third generation using lines, shapes, or any geometrical figures.
• Draw your “mathematics” face mask. Use patterns and colors.
30
 2
Chapter Outline
2.1 Introduction
2.2 Characteristics of Mathematical Language
2.3 Conventions in the Mathematical Language
2.4 Expression vs. Sentence
2.5 Basic Concepts

1. Identify the characteristics of mathematical language.

2. Distinguish the difference between mathematical expression and sentences.
3. Convert mathematical expression or statement into a mathematical symbol.
4. Use the four basic concepts of mathematics in a mathematical statement.
5. Appreciate the uses of mathematical concepts, symbols, and conventions of
mathematics in everyday life.

31
 2.1 Introduction

Many mathematicians regard Mathematics as a universal language. Its characteristic

as a language is evident in the numbers, variables, symbols, and operations used to form
equations that are common in every part of the world.

In this chapter, we will be dealing with such language, the language of mathematics.
We will study mathematical language and its characteristics, convention of mathematical
language and mathematical symbols. We will also be dealing with the difference between
mathematical expression and mathematical sentence. Moreover, the four basic mathematical
concepts such as sets, functions, relations and binary operations will also be discussed.

2.2 Characteristics of Mathematical Language

Language is a system of communication used by a particular community that can
either be spoken or written. It is a way of transforming information and meaning. And the
system used to communicate mathematical ideas is called mathematical language.

To make the language of mathematics easy to express in the kind of thoughts that
mathematicians would like to say, the following characteristics of language are considered:

• precise (able to give very fine distinctions)

• concise (able to tell things briefly)
• powerful (able to convey complex thoughts with relative ease)

2.3 Conventions in the Mathematical Language

A Mathematical Convention is a fact, name, notation, or usage which is generally
agreed upon by mathematicians.

Mathematical symbols are very important in mathematical works. Instead of words,

they are used to describe the conventions used by mathematicians, even engineers, and
scientists. Here are some of the symbols commonly used in Mathematics:
• The 10 digits: 0, 1, 2, 3,…..9
• Symbols for operations:
+, −, , •,  ,*
• Inequality symbols:
• Grouping symbols: >, <, ≥, ≤

Another form of a mathematical symbol used when quantities take different values is
variables.

Definition 2.3.1. A variable is a symbol commonly represented by any letter that may
assume various values.
32
 For instance, the phrase “a number” is sometimes expressed as variable x, a, b, or
any other letter in the English alphabet.

There are many other conventions in Mathematics but only those conventions about
the translation of expression, sentences, sets, relations, and functions are the focus of the
discussions here.

2.4 Expression vs. Sentence

Mathematical language has expressions and sentences. There are several problems
in our everyday lives that are expressed in words and not in symbols. In mathematics, these
problems which are stated in words have to be translated into mathematical symbols first
before they can be solved.

Definition 2.4.1. A mathematical expression consists of terms. This term of mathematical

expression is separated from other terms with either plus or minus signs.

Definition 2.4.2. A mathematical sentence is a sequence of symbols that describes the

relationship between two or more expressions.

An expression does NOT state a complete thought. Thus, it does not make sense to
ask if an expression is true or false. On the other hand, mathematical sentences state a
complete thought. Thus, it can be true, false, or sometimes true/ sometimes false. The
property of being true or false is very important in the mathematical language.

A mathematical sentence can be an open or a closed sentence.

Definition 2.4.3. An open sentence means it is not known whether or not the
mathematical sentence is true or false.

Definition 2.4.4. A closed sentence is a mathematical sentence that is known to be either

true or false.

2.5 Basic Concepts

2.5.1Sets

Definition 2.5.1.1. A set is a collection of well-defined objects.

Definition 2.5.1.2. The individual objects in a set are called the members or elements
and is denoted by .

A set is well-defined if it is possible to decide whether an object belongs to a given set or

not.

Sets are denoted by any capital letter of the English alphabet, while, the elements by
33
small letters. Say, for instance, the set of integers is denoted by letter .

A set that has no element is called the empty set or null set and is denoted by Ø or {
}. The set {Ø} is not empty since it has one element, namely Ø.

In Mathematics, there are certain sets of numbers that are given special symbolic names.
Some of which are as follows:
R – set of all real numbers
R + – set of all positive real numbers
Q – set of all rational numbers
N – set of natural or counting numbers
W – set of whole numbers
–-
– set of all negative integers

Two Ways of Describing a Set

There are two ways of describing a set, namely: the tabular or roster method and
the rule method.

• The tabular or roster method enumerates or lists the distinct elements of a set
• The rule method makes use of description by giving the common
characteristics of the elements.

In the roster method, the elements are separated by commas and are enclosed in
braces { }, while, the rule method is customarily denoted by {x condition/characteristics of
the elements}. The vertical bar, , is a symbolic representation for the phrase “such that”.

Note that the notation in the rule method is called set-builder notation. This is a more
compact and efficient notation for describing sets especially those which cannot be specified
by enumeration.

Sets can be classified into either a finite set or an infinite set. A finite set has the property
that the process of enumerating the elements ends with a last one in the list while an infinite
set does not allow enumeration of all elements in the list. The number of distinct elements of a
finite set is called the cardinality of the set.

Subsets

• If A and B are set such that every element of A is also an element of B, then we say that A is a
subset of B, in symbol, A B. Also, we can use the phrases “A is contained in B” or “B
contains A” as alternative ways of saying that A is a subset of B.

• If there is at least one element of A that is not an element of B, then we say that A is not a
subset of B, in symbol, A B.
• If A is a subset of B and B is also a subset of A, then A and B are said to be equal, in symbol,
A B . This concept may be written as,

34
 A B A B and B A ; where stands for the phrase “ if and only if”
• If A B and
A B. , then we say that A is a proper subset of B, in symbol, A B.
Note that every set is a subset of itself and the empty set is a subset of every set.

Cartesian Product
The Cartesian product of sets A and B denoted by A x B (read as “A cross B”) is the set of

all

ordered pairs (x, y) where x A and y B. In symbol, we write it as

A x B = {(x, y) x A and y B}

An ordered pair denoted by (x, y), commonly known as point, has two components

called the x and y coordinates wherein x is strictly the first element and y is strictly the

second element.

If A and B are finite sets, then the cardinal number of A x B is equal to the

product of the cardinal numbers of A and B. Symbolically,

n(AxB)= n(A)· n(B)

2.5.2 Relations and Functions

Another basic concept in mathematical language is relation and function. A relation is

simply an association between two objects.

From the mathematical standpoint, a relation is any set of ordered pairs (x,y) of real

numbers and is usually considered a subset of a cartesian product. The set of all values of x

is called the domain of the relation while the set of all values of y is called the range of the

35
 relation. We shall denote the domain of the relation by D and the range of the relation by R.

A function is a special kind of relation in which every element of the domain is the x-

coordinate of an ordered pair of the function and no two ordered pairs have the same x-

coordinate. Hence, when all ordered pairs of a relation are listed, one can decide whether

such a relation is a function or not by simply examining its x-coordinates.

In discussing functions, it is customary to use lowercase letters. However, this is not

mandatory. Consider the function denoted by f, the symbol f(x) read as “f of x” or “f at x” is

used as an abbreviation to denote the unique y-coordinate. Hence, in general, if (x, y) f,

then y = f(x). Note that it is f which represents the function while f(x) is the functional value of

f at x. Another notation of function is written symbolically as f: x y, where x is an element of

the domain, and y is an element of the range.

Ways How to Write or Represent Relations

Aside from writing a relation in set notation, there are other ways of writing or

representing a relation. We can use a table, graph (plot in the Cartesian plane), and mapping

diagram.

2.5.3 Binary Operations

Also, another basic concept of utmost importance in mathematics is the binary operations.

A binary operation on a non-empty set A are functions from A x A (read “A cross A”)

to A. It is an operation of two elements of the set whose domain and co-domain are in the

same set. It is usually denoted by the symbol * (read “star”).

The binary operations associate any two components of a group. Some familiar
36
examples of binary operations are “addition” (+), “subtraction” (-), “multiplication”(x or ),

“division” (÷) and “exponential.” Since the result of performing the operation on the pair of

elements of set A is again an element of set A, the operation is called a closed binary

operation on A (sometimes expressed as having the property of closure).

There are five other properties that a binary operation may have aside from closure
property these are as follows:

1. Commutative: Consider a non-empty set A. The operation ∗ is said to be commutative if

a ∗ b is always equal to b ∗ a. In symbol, a ∗ b = b ∗ a.

2. Associative: If for non-empty set A, a ∗ (b ∗ c) is always equal to (a ∗ b) ∗ c. In symbol,

a ∗ (b ∗ c)= (a ∗ b) ∗ c.

3. Distributive: Let ∗ and ∘ be two binary operations. The binary operations are distributive if
a ∗ (b ∘ c)= (a ∗ b) ∘ (a ∗ c) or (b ∘ c) ∗ a = (b ∗ a) ∘ (c ∗ a)

4. Identity: An element e of A is called an identity for ∗, if e ∗ a = a ∗ e = a for every element a

of A. The identities for “addition” and “multiplication”, respectively are 0 and 1.

5. Inverse: If ∗ has an identity e and a belongs to A, then an inverse for a is an element b

provided that a ∗ b = b ∗ a = e.

Note that the operations “addition” and “multiplication” are commutative and
associative, whereas “subtraction”, “division”, and “exponential” are neither commutative nor
associative.

37
 Watch the following videos for further explanation and examples:

• Translating words into symbols:

https://youtu.be/ZvyVh6p0vJE; https://youtu.be/-O3RfzinbLE;
https://youtu.be/AdwLWACcqwE

• Sets:
https://youtu.be/05Z_dudVav0; https://youtu.be/r6xK7YkVjyg

• Cartesian
Product:
https://youtu.
be/rtdJCksfSa
M
• Relations and Functions:

Exercise 2.1

Characteristics of and Conventions in the Mathematical

Language, Expression vs. Sentence

Name:
Score:

Course-Block: Schedule:

Professor:

I. Using a variable or variables, fill in the blanks to rewrite the given statement.
1. Given any real number, there is a real number that is greater.
a. Given any real number S, there r such that is
is
.

b. For any , such that r >

s.

38
 2. There is a positive integer whose square is equal to itself.
a. There is a real number m such that the square of m is
.
b. There is a real number m with the property that for every real number
n

3. The square of any negative real number is positive.

a. Given any negative real number a, the square of
.
b. For any real number a , if a , then
is
.

c. If a real number a , then

.

II. Write the following statements in words, without using variables. Moreover, determine
whether the statements are true or false.
4. For all positive integers m.
m,

s r s r.

5. For all real numbers s

and r,

III. Classify the entries below as a mathematical expression or

sentence.
6. x – 4
7. s = 9

39
 8. x + y
9. y + 0 = y
10. 2a – 3b = 15

IV. Determine whether the following statement is open or closed.

15
11. 3
5
12. r + 5 = 5 + r
13. m n = n m – 4
14. a 4 5 a a + 4 = 5 + a
15. –2 – 7 = –5

V. Translate each of the following phrases into mathematical expression.

16. Five more than thrice a certain number.

17. Eight less than twice a number.

18. The product of 9 and a number.

19. The sum of three consecutive integers.

20. Stephen’s age seven years from now.

21. There are 7 more jeeps than vans.

22. The difference of the squares of two consecutive odd integers.

23. The area of the rectangle if one side is five more than the other side.

24. Jose is seven years older than Paulo who is half as old as Ramil. (Express each of
their ages in terms of one unknown.)

25. The number with hundreds’ digit n, tens’ digit m and units’ digit p.

VI. Translate the following statements into equations. Use as few variables as
possible.

26. If the side of the square is increased by 2 feet, the area is increased by 12 sq. ft.

27. When four is multiplied by seven less than a number, the result is 10 less than 6
times the number.

28. Raymond is four times as old as Remy. He is also seven years older than her.

29. A rod 25 feet long is cut into two pieces such that one piece is 9 feet longer than
twice the length of the other piece.

40
30. A car travels at 15 mph and a truck travels at 32 mph. The car needs two and a
half hour more than the truck to travel the same distance.

31. The hypotenuse of the right triangle is 15 cm long. If each leg were decreased by 2
cm the hypotenuse would be decreased by 4 cm.

32. The tens digit is 5 more than the units digit. The sum of the digits of a two-digit
number is 3 less than one-fifth the number.

33. The total number of Angel’s coins is 45 and there are three times as many 1-peso
coin as 5- peso coins.

1
34. A man has Php 45,000 which he invests partly at a simple interest of 5% and the rest at 3
2
1
% per annum. The annual income from 3 % investment exceeds the income from the 5%
2
investment by Php 65. Represent the amount of each investment.

35. How many ounces of pure nickel must be added to 135 ounces of alloy 65%
nickel to produce an alloy which is 80% pure?

41
 Exercise 2.2 Sets

Name:
Score:

Course-Block: Schedule:

Professor:

I. Tell which of the following is/are set/s.

1. a. A = {2, 3, 5, 7, 11, 13, …}
3
b. B=  c,d,3,4, , ,
4
c. C = set of tall buildings in Quezon City
d. D = {x x is one of the five best volleyball players}

II. Write the following statements in symbolic form.

2. The set of counting numbers from 1 to 10.

3. The set of positive odd numbers less than 15.

4. The set of integers from 1 to 10 that is divisible by 3.

5. The set of positive real numbers between 1 and 3.

III. Enumerate the elements of the following. Moreover, determine the cardinality of each set.
6. The set of prime numbers less than 25.

7. The set of letters in the word “integrity”.

8. {x x is a three-digit positive even number}

9. {x x and x2 = 25}

IV. Determine whether each of the following sets is finite, infinite, or null.
10.The set of the whole number between 5 and 6.
11.The set of points on a line segment.
12.The set of all odd numbers divisible by 2.
13.The set of even integers between 10 and 25.

42
V. Enumerate all the subsets of each of the following sets.
14. A = {l, o, v, e}

15. S = {w, o, r, l, d}

VI. Use the set-builder notation to describe each of the

following: 16.{4, 8, 12, 16, 20, ...}

17.{ 0, 1, 4, 9, 25, 36}

18.{ -4, -3, -2, -1, 0, 1, 2, 3, 4}

19.{ 2, 3, 5, 7, 11}

VII. Let A = {2, 4, 6, 8}, B = {6, 9}, C = {4, 8}. Answer each of the following questions.
Justify your answers.
20. Is C A?

21. Is B A?

22. Is C A?

43
 23. Is B B?

VIII. State whether the following statements is true or false. Justify your answers.

24. {b} {a, {b}, {c}}

25. b {a, b, c}

26. {b} {a, b, c}

27. b {a, b, c}

28. {b} {a, b, {c}}

IX. Let A = {a, b, c, d} and B = {x, y}.

29.Use the set-roster notation to write each of the following sets. Moreover,
determine the cardinality of each set.
a. A x A

b. A x B

c. B x A

d. B x B

X. 30. Which of the following sets are equal?

A = {x R –2 x 2} C = {x +
–2 < x 2}
B = {x –2 x 2} D = {0, 1, 2}

44
 Exercise 2.3

Relations and Functions, Binary Operations

Name:
Score:

Course-Block: Schedule:

Professor:

1. State whether or not the following relations are functions.

a. {(2,2), (4,4), (6,6)}
b. {(5,3), (5,4), (5,5), (5,6)}
c. { (0,2), (3,-5), (0,4), (1,6)}
d. {(x,y)/ y = 3x – 8}
e.  x, y x 3
y
x 5

2. Let the relation G be defined as {(1,2), (-1,2), (2,4), (3,8), (5, 12)}.
a. Write the domain and range of G.

b. Is G a function?
c. Draw a mapping diagram of G.

3. Let the relation H defined as H = {(x, y) y = 3x2 – 3x + 4}.

a. Write the domain and range of H.

b. Is H a function?
c. Draw a graph of H in the Cartesian plane.

45
4. Let the relation M defined as M (x, y) y
a. Write the domain and range of M.

b. Is M a function?
c. Draw a graph of M in the Cartesian plane.

5. Find three relation from {1, 2} to {6, 7} that are NOT functions.

6. a. Find all relations from {4, 5, 6} to {1, 2}.

b. Find all functions from {4, 5, 6} to {1, 2}.

c. What fraction of the relation from {4, 5, 6} to {1, 2} are functions?

46
7. Define a relation M from R to R as follows: For all real numbers x and y, (x, y) M means that
y2 = x. Is M a function? Justify your answer.

8. Determine whether the given sets are binary operations under addition,
subtraction, multiplication, division and exponential. Justify your answer.
a. set of natural numbers

b. set of integers

c. set of rational numbers

d. set or real numbers

e. set of complex numbers

2
9. If a ∗ b = 2a – 3b + 4ab, find the values of 5 ∗ 2 and 3 .
5

10. If a ∘ b = a2 + 2b and a ∗ b = b2 – b, find (2 ∘ 3) * 4.

47
References

Burns, Carol JVF.Topic 12-MathematicalLangaugeandSymbols-.pdf.Mathematical and

Language. Retrieved from
file:///C:/Users/allyn%20grace%20l.%20viva/Downloads/Topic12
MathematicalLanguage andSymbols-.pdf

ChiliMath,Inc.[US] Algebra and More. The language of relations and functions.

Retrieved from https://www.chilimath.com/lessons/intermediate-
algebra/relations-and functions/.

Exam Solutions Math Revision Made Easy, www.Exam Solutions.Net. Retrieved from
https://www.youtube.com/watch?v=jKoMerdR2Ig.

Feliciano, F.T. and Uy,F.B. (1991). Modern College Algebra. Merriam & Webster, Bookstore, Inc.

Jamison, Robert. E. (2000), Learning the Language of Mathematics. Retrieved from

https://wac.colostate.edu/llad/v4n1/jamison.pdf

Kenny, Joan M. (2005). Literacy Strategies for Improving Mathematics Instruction.

Retrieved from http://www.ascd.org/publications/books/105137/chapters/Mathematics-
as-Language.
aspx

Martin-Gay, E. (2011). Prealgebra, 6th Ed. New Jersey: Prentice Hall.

Math Centre.7, (2003). Web-mathlanguage. Mathematical Language. Retrieved from

http://www.mash.dept.shef.ac.uk/Resources/web-mathlanguage.pdf

The Tree of Math. Retrieved from

http://www.onemathematicalcat.org/algebra_book/ online_problems/exp_vs_sen.htm

Toppr.Binary Operations. Retrieved from https://www.toppr.com/guides/maths/relations-

and- functions/binary-operations/

48
3Chapter Outline
3.1 Introduction
3.2 Concepts Involve in Solving Mathematical Problems by Inductive Reasoning
3.3 Concepts Involve in Solving Mathematical Problems by Deductive Reasoning
3.4 KenKen Puzzle and Magic Square
3.5 Cryptarithm
3.6 Polya’s Four-Step Problem Solving Strategy

Learning Objectives

1. Define inductive reasoning, conjecture, and counterexamples.

2. Solve problem using inductive reasoning.
3. Define deductive reasoning.
4. Solve logic puzzles using deduction.
5. Solve Ken Ken puzzle and Magic Square puzzle.
6. Solve cryptarithms.
7. Use Polya’s problem solving strategy in problem solving.
 3.1 Introduction

Problem solving has always been part of everyone’s life every day. From making

choices on what food to eat or what clothes to wear, the easiest way to get to school or to the

workplace to the fastest way to finish a task. In dealing with it scheming is necessary. And

once solved, it brings joy to the one who did the scheming.

Mathematical problems can be treated similarly as an ordinary real-life problem. The

only difference is that in depth analysis with a well-defined procedure is involved. This is the

purpose of this chapter. It features varying types of mathematical problems and the different

ways of solving them.

3.2 Concepts Involve in Solving Mathematical Problems by

Inductive Reasoning

1. Conjecture is an educated guess based upon repeated observations of a particular

process or pattern.

2. Induction is characterized by drawing a general conclusion from repeated

observations of specific examples. the conjecture may or may not be true.

3. Sequence is a list of numbers or objects in a special order.

4. The nth term of a sequence is a representation of the sequence in the form of an

mathematical expression using literal numbers.

30
5. Finite differences in finding the degree of the polynomial:

a. Write down the original sequence.

b. Get the first layer difference. This is done by finding the difference between the two

consecutive terms in the original sequence. If a common difference occurs in this

layer, then the sequence is represented by a linear form 𝑎𝑥 + 𝑏.

c. If the differences in the first layer difference are distinct, then obtain the second

layer difference. This is obtained by taking the difference between the two

consecutive terms in the first layer difference. If a common difference is obtained in

this second layer, then the sequence is represented by a quadratic form 𝑎𝑥2 + 𝑏𝑥 +

𝑐.

d. Again, if the differences in the second layer difference are distinct, then obtain the

third layer difference. This is obtained by taking the difference between the two

consecutive terms in the second layer difference. If a common difference is obtained

in this third layer, then the sequence is represented by a cubic form 𝑎𝑥3 + 𝑏𝑥2 + 𝑐𝑥

+ 𝑑.

e. Note that the process goes on until the common difference is obtained and the

degree of the polynomial representing the original sequence is determined by the

degree of the layer having common difference.

6. Counterexample is a case for which a statement is not true.

31
3.3 Concepts Involve in Solving Mathematical Problems by
Deductive Reasoning

1. Deductive reasoning is the process of reaching a conclusion by applying general

assumptions, procedures, or principles.

2. Logic puzzle is a format in which the set-up to a scenario is given, as well as the object,

certain clues are given, and then the reader fills out a matrix with the clues and

attempts to deduce the solution. This is also called a logic grid puzzle.

3. Common number sequence:

a. Arithmetic sequence is a list of numbers with common difference.

b. Geometric sequence is a list of numbers with common ratio.

c. Triangular number sequence is generated from a pattern of dots that form a triangle.

d. Square numbers are the results of multiplying an integer by itself.

e. Cube numbers are the results of multiplying an integer by itself three times,

f. Fibonacci sequence is a list of numbers whose next term is obtained by

summing up the two preceding terms in the sequence.

Procedure in Solving KenKen puzzle

a. Fill in each square cell in the puzzle with numbers between 1 to the size of the grid. For example,
If the puzzle has a grid of 4x4 then the numbers to be used are numbers from 1 to 4.
b. Use the number exactly once in each row and each column.
c. The numbers in each cage, which is indicated by the heavy lines, must combine in any order to
produce the cage’s target number using the indicated math operation in a cage. Numbers in
the cage may be repeated for as long as the second rule (rule b) is not violated.
d. Each puzzle can be solved completely using only logical deduction. Note that harder puzzles
require more complex deduction.

32
 3.4 KenKen Puzzle and Magic Square

Procedure in Solving Ken Ken puzzle

A. Magic Square having Odd Grid

a.1. Determine the number of cells in a grid of nxn Magic Square, where n is an odd
number. In a grid of 5x5 Magic Square the number of cells is 25. This number tells
that the numbers to be used in filling out the cells in the puzzle are the numbers
from 1 through 25.

a.2 Determine the magic number by summing up all the numbers to be used in solving
the puzzle and dividing it by n, the numbers of cells in a side of the Magic Square. In
a grid of 5x5 Magic Square for instance, we add the numbers 1 to 25 and after
summing up we divide it by 5. Thus, the magic number is 65. This means that the
sum of each row, column and main diagonal is 65.

a.4 Fill out the cells using the numbers 1 through 25 in succession. Begin by placing the first

number, 1, in the middle of the first row of the original Magic Square. then continue moving

diagonally to the right to place the next number. If the pink cell above is encountered, place

the number to the bottom most cell in the same column and continue moving. When the

pink cell on the right of the Magic Square is encountered, place the number to the left most

side of the row and place the number there. Continue moving diagonally to right. Now if one

encountered an occupied white cell while moving diagonally to the right, place the number

right down below the cell where the previous number was placed. Continue moving in the

same direction and when the intersection of the pink row and pink column is encountered,
33
 place the number right down below the cell where the previous number was placed.

Continue moving in the same direction till the cells of the magic square are filled out. The

result of doing the process is as follows:

17 24 1 8 15

23 5 7 14 16

4 6 13 20 22

10 12 19 21 3

11 18 25 2 9

B. Magic Square having Even Grid

b.1 Determine the number of cells in a grid of nxn Magic Square, where n is an

even number. In a grid of 4x4 Magic Square the number of cells is 16. This

number tells that the numbers to be used in filling out the cells in the puzzle

are the numbers from 1 through 16

b.2 Determine the magic number by summing up all the numbers to be used in solving

the puzzle and dividing it by n, the numbers of cells in a side of the Magic Square. In a grid of

4x4 Magic Square for instance, we add the numbers 1 to 16 and after summing up we divide

it by 4. Thus, the magic number is 34. This means that the sum of each row, column and

main diagonal is 34.

b.3 Solving Magic Square, having an even grid is very complicated. The website
wikihow.com provided strategies on solving magic squares. Visit the link
https://www.wikihow.com/Solve-a-Magic-Square, to find out strategies for solving
magic squares having an even grid.

34
 3.5 Cryptarithm

Cryptarithm is a mathematics puzzle, which can be solved by performing basic

mathematics operations, addition, subtraction, multiplication, and division, with letters in the

English alphabet. Each letter in the puzzle represents a digit from 0 through 9.

3.6 Polya’s Problem Solving Strategy

Polya’s Four-Step Problem Solving Strategy

1. Understand the problem

2. Devise a plan
3. Carry out the plan
4. Review the solution

35
 Name: _
Score:
Course-Block: _ Schedule: _

Professor: _

Exercise 3.1

Solving Mathematical Problems by Inductive Reasoning

36
37
38
39
40
41
42
43
44
45
46
47
48
2
1. Measures of Central Tendency
2. Measures of Dispersion
3. Measures of Relative Position
4. Normal Distribution
5. Linear Regression and Correlation

1. Classify organizing data and presentation of data;

2. Present data collected using textual method, tabulation method and graphical method;

3. Apply the basic ideas and concerns about processes used to obtain sample data.

4. Advocate the use of statistical data in making important decision.

49
50
51
52
53
54
55
56
57
2
1. Logic Statements and Quantifiers
2. Truth tables, Equivalent Statements, and Tautologies
3. The Conditional and Biconditional
4. The Conditional and Related Statements
5. Symbolic Arguments
6. Arguments and Euler Diagram

58
LOGIC

Overview:

It is not easy to summarize in a few paragraphs the subject matter known as logic. For

lawyers and judges, logic is the science of correct reasoning. They often use logic to

communicate more effectively, construct valid arguments, analyze legal contracts, and make

decisions. Law schools consider a knowledge of logic to be one of the most predictors of future

success for their new students. A sizeable portion of the LSAT (Law School Admission Test),

which required by law school applicants are part of their admission process, concerns logical

reasoning. A typical LSAT logic problem is presented in the given exercises.

Many other professions also make extensive use of logic. For instance, programmers

use logic to design computer software, electrical engineers use logic to design circuits for smart

phones, and mathematicians use logic to solve problems and construct mathematical proofs.

59
60
61
62
63
64
65
66
67
68