Mathematics in The Modern World

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Mathematics IN THE Modern World
Civil Engineering (Don Honorio Ventura Technological State University)
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MATHEMATICS IN THE
MODERN WORLD
BSCE 1B
Julian Rikki C. Reyes

Camille Flores
Cyriuz Jimenez
Gerimhae Palad
Jemmie Guese
Jewel Anne Genioso
Kenneth Angelo Intal
Khaye Arciaga
Michael Sam Cabrera
Mikaela Tullao
Nhill Ivan Alviz
Ricky Sunga
Shaira Collado
Wendell Gutierrez
Mathematics in the Modern World 1

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COURSE OUTLINE:
A. Mathematics in our Modern World
1. Patterns and numbers in nature and the world

2. Fibonacci sequence
3. How Mathematics Can Help?
a. Mathematics helps organize patterns and regularities in the world
b. Mathematics helps predict the behavior of nature of phenomena in the world
c. Mathematics helps control nature and occurrences in the world for our own ends
B. Mathematical Language and Symbols
1. Characteristics of mathematical language

2. Expressions vs sentences
3. Four basic concepts: sets, functions, relations, binary operations
4. Elementary logic: connectives, quantifiers, negation, variables
C. Problem Solving and Reasoning
1. Inductive and deductive reasoning

2. Polya’s 4-steps in problem solving
3. Problem solving strategies
4. Mathematical problems involving patterns
5. Recreational problems using mathematics
D. Data Management
1. Measures of Central Tendency: Mean, Median, Mode

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MATHEMATICS IN OUR MODERN WORLD
A. PATTERNS AND NUMBERS IN NATURE AND THE WORLD
B. FIBONACCI SEQUENCE
The Fibonacci sequence is perhaps the most famous sequence in mathematics. This sequence was
discovered by Fibonacci (Leonardo de Pisa) in connection with a problem about the growth of a population
of rabbits. The Fibonacci sequence is a series of numbers where a number is found by adding up the two
numbers before it. Fibonacci assumed that an initial pair of rabbits gave birth to one new pair of rabbit
per month, and that after two months each new pair behaved similarly. Thus the number f n of pairs born
in the in the nth month is fn−1 + fn−2, because a pair of rabbits is born for each pair born the previous month,
and moreover each pair born two months ago now gives birth to a new pair.
Examples:
1. If fib (1) = 1 and fib (2) = 5, what is fib (10) and fib (15)?
Solution:
fib (1) = 1
fib (2) = 5
fib (3) = 1 + 5 = 6
fib (4) = 6 + 5 = 11
fib (5) = 11 + 6 = 17
fib (6) = 17 + 11 = 28
fib (7) = 28 + 17 = 45
fib (8) = 45 + 28 = 73
fib (9) = 73 + 45 = 118
fib (10) = 118 + 73 = 191
fib (11) = 191 + 118 = 309
fib (12) = 309 + 191 = 500
fib (13) = 500 + 309 = 809
fib (14) = 809 + 500 = 1309
fib (15) = 1309 + 809 = 2118
2. Find all fib (15) in the following sequences:
a. 1 , 2 , 3 , 5 , 8 , 13 , 21 , 34 , 55, … fib (15) = 987

b. 1 , 1 , 2 , 3 , 5 , 8 , 1 3 , 21 , 34, … fib (15) = 610
c. 1 , 3 , 4 , 7 , 11 , 18 , 29 , 47 , 76, … fib (15) = 1974
d. 1 , 4 , 5 , 9 , 14 , 23 , 37 , 60 , 97, … fib (15) = 1741

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Golden Ratio or Golden Proportion
Golden Proportion or Golden Ratio is usually denoted by the Greek letter Phi (φ), in lower case,
which represents an irrational number, 1.6180339887, approximately. Because of its unique and
mystifying properties, many researchers and mathematicians have studied the Golden Ratio, also known
as Golden Section. The Renaissance artists used the Golden Mean extensively in their paintings and
sculptures to achieve balance and beauty. Leonardo Da Vinci used it to define all the fundamental
proportions of his painting of The Last Supper, from the dimensions of the table, at which Christ and the
disciples sat, to the proportions of the walls and windows in the background. Throughout history, the ratio
for length to width of rectangles of 1.61803398874989484820 has been considered the most pleasing to
the eye. This ratio was named the golden ratio by the Greeks. In the world of mathematics, the numeric
value is called "phi", named for the Greek sculptor Phidias.
𝑨+𝑩 𝑨
Golden Ratio (φ): = = 𝟏. 𝟔𝟏𝟖𝟎𝟑𝟑𝟗𝟖𝟖𝟕
𝑨 𝑩
Examples of Golden Ratio in Modern Designs
1. GRIDS OR BLOCKS
The square created by the lines would be your content block. The smaller rectangle would
be a side or navigation bar. Once you have figured out the size
of your rectangle, finding out how wide your navigation bar
needs to be is easy math.
For this example, we’ll say your rectangle is 525 pixels
by 850 pixels. 525 is a, and 850 is (a + b), and b will be the width
of your side bar.
To find b, we simply subtract from (a + b), which is 325.
Therefore the width of your side bar is 325 pixels.
(**Remember that your rectangle can be flipped around to suit your purposes, putting the sidebar
at the top, bottom, or opposite side. As long as the ratio holds, your design will feel harmonious.**)
2. TEXT
There’s a faster way to get the measurements you need and it can be applied with text
content. Let’s say your context text is size 12. Multiply 12 with 1.618, the golden ratio, and you’ll
get 19.416. A header text size of 19 or 20 would closely follow the golden ratio.
The golden ratio is a language your mind understands, and by communicating with it, your
ideas will come across more effectively. You don’t have to adhere to it exactly; the basic principle
is enough. Applying the ratio to image sizes, the relationship between text and image placement
and the creation of subdivisions within side bars are all possible concepts.

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Examples of the Fibonacci Sequence and Golden Ratio in Nature
1. SHELLS
As you may have guessed by the curve in the box example above,
shells follow the progressive proportional increase of the Fibonacci
sequence. Shells are probably the most famous example of the sequence
because the lines are very clean and clear to see. They are also fun to
collect and display. And then, there you have it! You're own little piece of
math.
2. TREES
We see trees everywhere, but have you ever tried to look and
analyze the structure of how the branches grew out of it and with each
other? No, because you're normal and have better things to do. But if you
did, you would see the Fibonacci sequence evolve out of the trunk and
spiral and grow the taller and larger the tree becomes. Some truly
majestic trees are in existence today, utilizing this pattern.
3. FLOWER PISTILS
The part of the flower in the middle of the petals (the pistil)
follows the Fibonacci sequence much more intensely than other pieces of
nature, but the result is an incredible piece of art. The pattern formed by
the curve the sequence creates used repeatedly produces a lovely and
intricate design.
4. FLOWER PETALS
Flowers of all kinds follow the pattern, but roses are my favorite
kind to use as an example of the Fibonacci sequence. I like it because the
petals aren't spread out and the spiral is more obvious and clear, like
with the shell. The petals unfold more and more and the sequence
increases. Roses are beautiful (and so is math).
5. LEAVES
Leaves follow Fibonacci both when growing off branches and

stems and in their veins. I, personally, find the veins much more
interesting and amazing to look at. Similar to a tree, leaf veins branch off
more and more in the outward proportional increments of the Fibonacci
sequence.

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6. STORMS
Specifically hurricanes and tornadoes, many storm systems

follow the Fibonacci sequence. I suppose this is not beautiful, but more
interesting. On a map, at least, hurricanes look cool. I guess we could
say this example proves math can be beautiful and destructive.
7. YOU
Yes! You are an example of the beauty of the Fibonacci

sequence. The human body has various representations of the
Fibonacci sequence proportions, from your face to your ear to your
hands and beyond! You have now been proven to be mathematically
gorgeous, so go forth and be beautiful, and maybe think math is a little
bit better than you first thought.
C. HOW MATHEMATICS CAN HELP?
Mathematics is one of most important aspects in our daily life, and there are absolutely numerous
reasons why it is so. Math helps us tell time, assists us in finances, makes us a better cook, engages us
with better problem-solving skills, and helps us understand the world better.
Mathematics for Organization
For all we know, mathematics is an exact science, which means every calculation that goes
through the mathematical processes would get a definitive result and there will never be any
approximations. In our life including the current status of our environment and our world, we are getting
closer to the brink of destruction. Why? Because of our hasty approximations, greed, and deliberate
miscalculations. So, how does mathematics help us in organizing patterns and regularities in the world?
Mathematics is the abstract science of number, quantity, and space. Mathematics may be studied
in its own right (pure mathematics), or as it is applied to other disciplines such as physics and engineering
(applied mathematics).
Our world is made up of patterns and systematic chaos, we find many things seemingly absurd,
but behind it is a mathematical pattern that can be solved. Some of these patterns and regularities in the
world as organized by mathematics are the movement of wind, weather systems, the time of sunrise and
sunset, how many flaps of wings can a butterfly can make in its whole lifetime, and many other
unimaginably mathematically solvable things. Sound and music is also a mathematical thing, to know
more about rhythmic patterns

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Mathematics for Prediction
Mathematics is good at modeling the real world because things in the real world follow patterns
that can be modeled by mathematics and scientists and mathematicians have been able to recognize and
formulate those patterns.
Examples of Prediction of Mathematics
1. EARTHQUAKE
Experts use math to find the epicenter and magnitude of earthquakes and are then able
to determine the severity of the earthquake.
2. TYPHOON
The supercomputers then plug these observations into a series of mathematical

algorithms that represent the physical properties of the atmosphere and predict what will happen
globally up to 16 days into the future. Using observations of the atmosphere's current state
mapped to a model grid, the equations help predict the formation, intensity and track of complex
weather systems, which take into account how they influence each other and underlying
atmospheric patterns driving their behavior. Smaller grid spacing closes the gap on observations
in time and space, resulting in higher resolution model output that is more accurate and reliable.
Mathematics for Control
Science is the understanding of how the world works. Mathematics gives us a consistent way of
interpreting how the world works. Through math we can understand why things do what they do, and can
give us consistent answers to questions in the world. Mathematics helps to control the Mathematics
prediction like preventing and controlling it.

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MATHEMATICAL LANGUAGE AND SYMBOLS
A. CHARACTERISTICS OF MATHEMATICAL LANGUAGE
Mathematics has its own language, much of which we are already familiar with. For example the
digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are part of our everyday lives. Whether we refer to 0 as ‘zero’, ‘nothing’,
‘nought’, or ‘O’ as in a telephone number, we understand its meaning.
Mathematical Symbols
1. POSITIVE/ADD SIGN (+)
Words associated with this symbol are ‘plus’, ‘add’, ‘increase’ and ‘positive’. As it stands,
‘+’ clearly has some sort of meaning, but we really need to understand it within a context. So, for
example, if we see the + symbol written in the sum 2+3we understand that the context is one of
adding the two numbers, 2and 3, to give 5. So here, the symbol + is an instruction to add two
numbers together.
2. NEGATIVE/SUBTRACT SIGN (-)
Words associated with this symbol are ‘minus’, ‘subtract’, ‘take away’, ‘negative’ and
‘decrease’. So, if we see the − symbol written in the sum 6 − 4 we know this means 6 subtract 4,
and we know the answer is 2. In a different context, we might see −5◦C, meaning a temperature
of minus five degrees Celsius, that is five degrees below zero.
3. MULTIPLY SIGN (x)
Words associated with this symbol are ‘multiply’, ‘lots of’, and ‘times’. This is really just a
shorthand for adding. For example, if we see 6+6+6+6+6 we have five lots of six, or five sixes, and
in our shorthand we can write this as 5 × 6.
4. DIVISION SIGN (÷)
Division is symbolized in several different ways. For example 10 ÷ 5, 10/5 are three
equivalent ways of writing ten divided by 5. We might also read this as “how many times will 5 go
into 10?”
5. EQUAL SIGN (=)
The = sign does not mean anything on its own - we need a context. For example, in the
sum 1+2= 3, what we are saying is that whatever we have on the left-hand side is exactly equal to
whatever we have on the right-hand side.

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6. VARIABLES
These are used when quantities take different values.
7. THE GREEK ALPHABET
For example, the Greek letter ‘pi’, written π, is used to represent the number 3.14159....
This number continues forever without repeating. We often use α (‘alpha’), β (‘beta’), and θ
(‘theta’) to represent angles. The Greek capital letter ‘sigma’ or Σ is frequently used to represent
the addition of several numbers, and you will see it provided for this purpose on the toolbar of
any spreadsheet program.
B. EXPRESSION VS SENTENCE
An expression is the mathematical analogue of an English noun; it is a correct arrangement of

mathematical symbols used to represent a mathematical object of interest.
A mathematical sentence is the analogue of an English sentence; it is a correct arrangement of

mathematical symbols that states a complete thought.
C. FOUR BASIC CONCEPTS: SETS, FUNCTIONS, RELATIONS, BINARY OPERATIONS
1. SET
Set is a collection of well defined objects which are distinct from each other. Sets are
usually denoted by capital letters A B C , , ,K and elements are usually denoted by small letters a
b c , , ,... . If a is an element of a set A, then we write a A ∈ and say a belongs to A or a is in A or a
is a member of A. If a does not belongs to A, we write a A ∉ .
Examples:
a. A = {tiger, lion, puma, cheetah, leopard, cougar, ocelot} (this is a set of large species of
cats)
b. A = {a, b, c, ..., z} (this is a set consisting of the lowercase letters of the alphabet)
c. A = {-1, -2, -3, ...} (this is a set of the negative numbers)

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Different Types of Sets:
a. Empty Set or Null Set
A set which does not contain any element is called an empty set, or the null set or the
void set and it is denoted by ∅ and is read as phi. In roster form, ∅ is denoted by {}. An empty
set is a finite set, since the number of elements in an empty set is finite, i.e., 0.
Example:
The set of whole numbers less than 0.

Clearly there is no whole number less than 0. Therefore, it is an empty set.
b. Singleton Set
A set which contains only one element is called a singleton set.
Examples:
 A = {x : x is neither prime nor composite}

It is a singleton set containing one element, i.e., 1.
 B = {x : x is a whole number, x < 1}
This set contains only one element 0 and is a singleton set.
c. Finite Set
A set which contains a definite number of elements is called a finite set. Empty set is
also called a finite set.
Examples:
 The set of all colors in the rainbow.

 N = {x : x ∈ N, x < 7}
 P = {2, 3, 5, 7, 11, 13, 17, ...... 97}
d. Infinite Set:
The set whose elements cannot be listed, i.e., set containing never-ending elements
is called an infinite set.
Examples:
 Set of all points in a plane

 A = {x : x ∈ N, x > 1}
 B = {x : x ∈ W, x = 2n}

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e. Cardinal Number of a Set
The number of distinct elements in a given set A is called the cardinal number of A.
It is denoted by n(A).
Examples:
 A {x : x ∈ N, x < 5}
A = {1, 2, 3, 4}
Therefore, n(A) = 4
 B = set of letters in the word ALGEBRA
B = {A, L, G, E, B, R}
Therefore, n(B) = 6
f. Equivalent Sets
Two sets A and B are said to be equivalent if their cardinal number is same, i.e., n(A)
= n(B). The symbol for denoting an equivalent set is ‘↔’.
Examples:
 A = {1, 2, 3} Here n(A) = 3

 B = {p, q, r} Here n(B) = 3
Therefore, A ↔ B
g. Equal Sets
Two sets A and B are said to be equal if they contain the same elements. Every
element of A is an element of B and every element of B is an element of A.
Examples:
 A = {p, q, r, s}
 B = {p, s, r, q}
Therefore, A = B

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2-3. FUNCTION RELATION
An ordered pair is a set of inputs and outputs and

represents a relationship between the two values. A relation is a
set of inputs and outputs, and a function is a relation with one
output for each input.
Some relationships make sense and others don’t.
Functions are relationships that make sense. All functions are
relations, but not all relations are functions.
A function is a relation that for each input, there is only
one output.
Special Functions
Special functions and their equations have recognizable characteristics.
a. Constant Function
The c-value can be any number, so the graph of a constant function is a horizontal
line.
b. Identity Function
For the identity function, the x-value is the same as the y-value. The graph is a
diagonal line going through the origin.
c. Linear Function
An equation written in the slope-intercept form is the equation of a linear function,

and the graph of the function is a straight line.
d. Absolute Value Function
The absolute value function is easy to recognize with its V-shaped graph. The graph is
in two pieces and is one of the piecewise functions.
e. Inverse Functions
An inverse function reverses the inputs with its outputs.

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Function Operations
1. f(x) + g(x) = (f + g)(x)

2. f(x) - g(x) = (f - g)(x)
3. f(x) g(x) = (fg)(x)
4. f(x)/g(x)}= (f/g}(x)
4. BINARY OPERATIONS
The word "binary" means composed of two pieces. A binary operation is simply a rule for
combining two values to create a new value. The most widely known binary operations are those
learned in elementary school: addition, subtraction, multiplication and division on various sets of
numbers. A binary operation on a set is a calculation involving two elements of the set to produce
another element of the set.
There are two common types of operations: unary and binary. Unary operations involve
only one value, such as negation and trigonometric functions. Binary operations, on the other
hand, take two values, and include addition, subtraction, multiplication, division,
and exponentiation.
Properties of Binary Operation
a. Closure property: An operation * on a non-empty set A has closure property, if a ∈ A, b ∈ A ⇒

a * b ∈ A.
b. Additions are the binary operations on each of the sets of Natural numbers (N), Integer (Z),
Rational numbers (Q), Real Numbers(R), Complex number(C).
c. The additions on the set of all irrational numbers are not the binary operations.
d. Multiplication is a binary operation on each of the sets of Natural numbers (N), Integer (Z),
Rational numbers (Q), Real Numbers(R), Complex number(C).
e. Multiplication on the set of all irrational numbers is not a binary operation.
f. Subtraction is a binary operation on each of the sets of Integer (Z), Rational numbers (Q), Real
Numbers(R), Complex number(C).
g. Subtraction is not a binary operation on the set of Natural numbers (N).
h. A division is not a binary operation on the set of Natural numbers (N), integer (Z), Rational
numbers (Q), Real Numbers(R), Complex number(C).
i. Exponential operation (x, y) → xy is a binary operation on the set of Natural numbers (N) and
not on the set of Integers (Z).
Types of Binary Operations
a. Commutative
A binary operation * on a set A is commutative if a * b = b * a, for all (a, b) ∈ A (non-

empty set). Let addition be the operating binary operation for a = 8 and b = 9, a + b = 17 = b + a.

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b. Associative
The associative property of binary operations hold if, for a non-empty set A, we can write
(a * b) *c = a*(b * c). Suppose N be the set of natural numbers and multiplication be the binary
operation. Let a = 4, b = 5 c = 6. We can write (a × b) × c = 120 = a × (b × c).
c. Distributive
Let * and o be two binary operations defined on a non-empty set A. The binary
operations are distributive if a*(b o c) = (a * b) o (a * c) or (b o c)*a = (b * a) o (c * a). Consider *
to be multiplication and o be subtraction. And a = 2, b = 5, c = 4. Then, a*(b o c) = a × (b − c) = 2 ×
(5 − 4) = 2. And (a * b) o (a * c) = (a × b) − (a × c) = (2 × 5) − (2 × 4) = 10 − 6 = 2.
d. Identity
If A be the non-empty set and * be the binary operation on A. An element e is the identity
element of a ∈ A, if a * e = a = e * a. If the binary operation is addition (+), e = 0 and for * is
multiplication (×), e = 1.
e. Inverse
If a binary operation * on a set A which satisfies a * b = b * a = e, for all a, b ∈ A. a-1 is

invertible if for a * b = b * a= e, a-1 = b. 1 is invertible when * is multiplication.

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D. ELEMENTARY LOGIC
1. 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).
2. Universal and Existential quantifiers

Predicates
A predicate is not a proposition, it does not A predicate (open sentence)
have a truth value. One can however use quantifiers is a sentence containing one
to make propositions about predicates. For instance, or more variables which
the universal quantifier (⍫) is used to say that a given becomes a proposition upon
predicate is true for all possible values of its variables. replacement of the variables.
This is a proposition, since it is either true or false. Examples:
Similarly, the existential quantifier (ᴲ) is used to say The integer x is even.
that there is some value of the variables which makes y = 5.
the predicate a true statement. Triangle ABC is isosceles.
3. Logical Arguments
Starting with one or more statements that are assumed to be true (the
premises), a chain of reasoning which leads to a statement (the conclusion) is called a
valid argument. Note that this is a logic concept, it is only the "logical form" of the
statements and not their "meaning" which is important.
4. Negation
Sometimes in mathematics it's important to determine what the opposite of a

given mathematical statement is. This is usually referred to as "negating" a statement.
One thing to keep in mind is that if a statement is true, then its negation is false (and
if a statement is false, then its negation is true).

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PROBLEM SOLVING AND REASONING
A. INDUCTIVE AND DEDUCTIVE REASONING
1. INDUCTIVE REASONING
Theory
Hypothesis
Observation
Confirmation
Inductive reasoning makes broad generalizations from specific observations. Basically,

there is data, then conclusions are drawn from the data. This is called inductive logic, according
to Utah State University.
"In inductive inference, we go from the specific to the general. We make many
observations, discern a pattern, make a generalization, and infer an explanation or a theory,"
Wassertheil-Smoller told Live Science. "In science, there is a constant interplay between inductive
inference (based on observations) and deductive inference (based on theory), until we get closer
and closer to the 'truth,' which we can only approach but not ascertain with complete certainty."
Examples
 The coin I pulled from the bag is a penny.

That coin is a penny. A third coin from the bag is a penny. Therefore, all the coins in the
bag are pennies.
Even if all of the premises are true in a statement, inductive reasoning allows for the
conclusion to be false.
 "Harold is a grandfather.
Harold is bald. Therefore, all grandfathers are bald. The conclusion does not follow
logically from the statements.

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2. DEDUCTIVE REASONING
Information
Pattern
Tentative Hypothesis
Theory
Deductive reasoning is a basic form of valid reasoning. Deductive reasoning, or deduction,

starts out with a general statement, or hypothesis, and examines the possibilities to reach a
specific, logical conclusion, according to California State University.
The scientific method uses deduction to test hypotheses and theories. "In deductive
inference, we hold a theory and based on it we make a prediction of its consequences. That is, we
predict what the observations should be if the theory were correct. We go from the general —
the theory — to the specific — the observations," said Dr. Sylvia Wassertheil-Smoller, a researcher
and professor emerita at Albert Einstein College of Medicine.
Deductive reasoning usually follows steps. First, there is a premise, then a second
premise, and finally an inference. A common form of deductive reasoning is the syllogism, in
which two statements — a major premise and a minor premise — reach a logical conclusion. For
example, the premise "Every A is B" could be followed by another premise, "This C is A." Those
statements would lead to the conclusion "This C is B." Syllogisms are considered a good way to
test deductive reasoning to make sure the argument is valid.
B. POLYA’S 4 STEPS IN PROBLEM SOLVING
George Polya, known as the father of modern problem solving did extensive and wrote
numerous mathematical papers and three books about problem solving.
Step 1: UNDERSTAND
Understanding the problem before solving is a must. Sometimes problem solving lies in
understanding the problem. If you get the wrong point, you will get the wrong result. In order to
understand the problem you, of course, need to read it carefully. Then take down note those
data that are given or involve.
Step 2: PLAN
When you devise a plan you came up to the way to solve the problem. In setting up a
way to solve the problem there are, formula, equation, diagram, chart and etc. involve all of
them are way to solve the problem all you need to do is to choose the better and appropriate.

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Step 3: ACT THE PLAN
In order to solve the problem you need to do what you planned, you need to solve it
according to your plan.
Step 4: CHECK AND INTERPRET
After the 3 steps you need to check if you used all the important data and if your answer
makes sense.
Examples:
1. Twice the difference of a number and 1 is 4 more than that number. Find the number.
SOLUTION
 Make sure that you read the question carefully several
times. Since we are looking for a number, we will let x = a
number
 Twice the difference of a number 1 and is 4 more than
that number. 2(x-1) = x+4
2. One number is 3 less than another number. If the sum of the two numbers is 177, find
each number.
SOLUTION
 Make sure that you read the question carefully several
times. We are looking for two numbers, and since we can write
the one number in terms of another number, we will let x =
another number
 One number is 3 less than another number:
 x - 3 = one number

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C. PROBLEM SOLVING STRATEGIES IN MATHEMATICS
There are a number of strategies that can be used to solve maths problems, as follows:
1. Look for a pattern
 Find the sum of the first 100 even positive numbers.

The sum of the first 1 even positive numbers is 2 or 1(1+1) = 1(2).
The sum of the first 2 even positive numbers is 2 + 4 = 6 or 2(2+1) = 2(3).
The sum of the first 3 even positive numbers is 2 + 4 + 6 = 12 or 3(3+1) = 3(4).
The sum of the first 4 even positive numbers is 2 + 4 + 6 + 8 = 20 or 4(4+1) = 4(5).
Look for a pattern:
The sum of the first 100 even positive numbers is 2 + 4 + 6 + ... = ? or 100(100+1)
= 100(101) or 10,100.
2. Make an organized list
 Find the median of the following test scores: 73, 65, 82, 78, and 93.
Make a list from smallest to largest: 65, 73, 78, 82, 93
Since 78 is the middle number, the median is 78.
3. Guess and check
 Which of the numbers 4, 5, or 6 is a solution to (n + 3)(n - 2) = 36?

Substitute each number for “n” in the equation. Six is the solution since (6 + 3)(6 - 2) = 36.
4. Make a table
# of sides # of
 How many diagonals does a 13-gon have? diagonals
Look for a pattern. Hint: If n is the number of sides, then n(n-3)/2 3 0
is the number of diagonals. Explain in words why this works. A 4 2
13-gon would have 13(13-3)/2 = 65 diagonals. 5 5
6 9
7 14
8 20
5. Work backwards
 A man died and left the following instructions for his fortune, half to his wife; 1/7 of what
was left went to his son; 2/3 of what was left went to his butler; the man’s pet pig got the
remaining $2000. How much money did the man leave behind altogether?
The pig received $2000.
1/3 of ? = $2000
? = $6000
6/7 of ? = $6000
? = $7000
1/2 of ? = $7000

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? = $14,000
6. Use logical reasoning
 At the Keep in Shape Club, 35 people swim, 24 play

tennis, and 27 jog. Of these people, 12 swim and
play tennis, 19 play tennis and jog, and 13 jog and
swim. Nine people do all three activities. How
many members are there altogether?
Hint: Draw a Venn Diagram with 3 intersecting
circles.
7. Draw a diagram
8. Solve a simpler problem
 In a delicatessen, it costs $2.49 for a half pound of sliced roast beef. The person behind
the counter slices 0.53 pound. What should it cost?
Try a simpler problem. How much would you pay if a half pound of sliced roast beef costs
$2 and the person slices 3 pounds? If a half pound costs $2, then one pound would cost 2 x
$2 or $4. Multiply by the number of pounds needed to get the total: 3 x $4 = 12.
Now try the original problem: If a half pound costs $2.49, then one pound would cost 2 x
$2.49 or $4.98. Multiply by the number of pounds needed to get the total: .53 x $4.98 =
$2.6394 or $2.64.
9. Read the problem carefully

Know the meaning of all words and symbols in the problem.
 List the ten smallest positive composite numbers.

Since positive means greater than 0 and a composite number is a number with more than
two whole number factors, the solution is 4, 6, 8, 9, 10, 12, 14, 15, 16, 18. For example, 4
has three factors, 1, 2, and 4.

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D. RECREATIONAL PROBLEMS USING MATHEMATICS
Some people think of mathematics as the process of adding and multiplying lots of numbers
together. Others see it as a big collection of rules and formulas that need to be memorized and
regurgitated when necessary to ﬁnd “The Answer.” There are also people who view mathematics merely
as a tool that must be used in order to get useful things done in science, engineering, medicine, and so
on.
Recreational mathematics is mathematics done for recreation or as a hobby and intended to be
fun. Typically it involves games or puzzles that relate to mathematics, although the term can cover other
material. Typically, recreational mathematics involves general logical and lateral thinking skills, as
opposed to advanced mathematical concepts, so that the average person is at least able to understand
and appreciate a recreational problem and its solution. Recreational puzzles can also increase people's
appreciation of mathematics as a whole.
Recreational mathematics can be surprisingly popular, with millions of people at one time or
another having enjoyed Rubik's Cube, fractals, Sudoku, logic problems, certain types of lateral thinking
puzzles, and many other diversions. Other mathematical recreations include mathematical puzzles,
mathematical chess puzzles, Conway's Game of Life, tangrams, and more.
However, it should not be assumed that recreational mathematics is without any practical use.
Recreational mathematics has spurred the development of several fields of mathematics; to take one
example, the problem of the Königsberg Bridges influenced the development of the field of graph theory.
An enjoyable and interesting way of studying problem solving in general is to consider recreational
problem in particular.
Recreational problems and games have been a source of amusement and interest for hundreds
of years. Although the origin of many problems can be trace back to ancient time, probably the first
important collection of problems is a Greek Anthology attributed to Metrodorus (c. 500_). Many other
collection followed.
It was not until the late nineteenth and early twentieth centuries, though, that recreational
mathematics acquired great popularity. Not were many books on the subject publish at that time, but the
newspaper columns of Sam Loyd in America and H. E. Dubeney in England help to bring recreational
puzzle to the attention of the general public. The decades since have been a continuation of this trend:
The newspaper columns of Hubert Phillips (‘’Caliban’’) in England, the Belgian journal Sphinx: Revenue
mesuelle des questions recreatives, the American Mathematical Monthly, and many books continue to
supply a wide selection of recreational problem.
Current developments may be followed in the Journal of Recreational Mathematics, in the books
of Martin Gardner, and in his columns in Scientific American.
Although some mathematical background is required to solve certain problem, many problem of
recreational mathematics can be solved with little more than fundamental reasoning skills, a power of
concentration, perseverance, and a touch of imagination and ingenuity. The techniques of solution can
be used to help solve problems in all fields.
We will investigate some of these techniques by considering the following problems.

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Examples:
1. An elimination boxing tournament was organized. There were 114 participants and so there
were 57 matches in the first round of the tournament. In the second round, the 57 fighters
remaining were paired, resulting in 28 matches; one fighter received a bye (that is, did not
have to fight in that round). The 29 fighters remaining were paired, and so on. How many
matches in all were required to determine a winner of the tournament?
Solution:
Did you approach part (a) of the problem as follow, by counting the matches?
1st round: 57 matches, 57 fighters remain.

2nd round: 28 matches, 29 fighters remain.
3rd round: 14 matches, 15 fighters remain.
4th round: 7 matches, 8 fighters remain.
7th round: 1 matches, 1 winner remains.
Thus, 57 + 28 + 14 + 7 + 4 + 2 + 1 = 113 must be held.
E. SOLVING WITH PATTERNS
Pattern analysis is a critical 21st Century skill. Finding a Pattern is a strategy in which
students look for patterns in the data in order to solve the problem. Students look for items or
numbers that are repeated or a series of events that repeat.
Patterns are often introduced to students without the context of a word problem as in the
following example: "Find a pattern in this sequence, explain how it works, and use that pattern to predict
the next four numbers. 7, 10, 13, 16, 19, __, __, __, __."
Younger students often discover and continue using patterns that employ geometric shapes. For
example, yellow circle, red square, green triangle, yellow circle, red square, green triangle, and so on.
Discovering patterns can help students learn multiplication facts when they notice that 4 x 7 is the same
as 7 x 4, and that all numbers in the 10s column end with a zero.
The Find a Pattern strategy can be used to solve many math problems and can be used in
combination with many other strategies, including make a table, make a list, or simplify the problem.
1. Understand the Problem
Demonstrate that the first step to solving a problem is understanding it. This involves
identifying the key pieces of information needed to find the answer. This may require students to
read the problem several times or put the problem into their own words.
Sometimes you can solve a problem just by recognizing a pattern, but more often you
must extend the pattern to find the solution. Making a number table can help you see patterns
more clearly.

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2. Choose a Strategy
To use this strategy successfully, you need to be sure the pattern will really continue. Have
students give reasons why they think the pattern is predictable and not based on probability.
Problems that are solved most easily by finding a pattern include those that ask students to extend
a sequence of numbers or to make a prediction based on data. In this problem, students may also
choose to make a table or draw a picture to organize and represent their thinking.
3. Solve the Problem
Start with the top layer, or one basketball. Determine how many balls must be under that
ball to make the next layer of a pyramid. Use manipulatives if needed. Students can use
manipulatives of any kind, from coins to cubes to golf balls. Students can also draw pictures to
help them solve the problem.
You may want to have groups use different manipulatives and then compare their
solutions to determine whether the type of manipulative affected the solution. If students are
younger, start with three layers and discuss their answers to this simpler problem. Then move on
to more layers as students gain understanding of how to solve the problem.
4. Check

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DATA MANAGEMENT
A. MEASURES OF CENTRAL TENDENCY: MEAN, MEDIAN, MODE
A measure of central tendency is a single value that attempts to describe a set of data by
identifying the central position within that set of data. As such, measures of central tendency are
sometimes called measures of central location. They are also classed as summary statistics. The mean
(often called the average) is most likely the measure of central tendency that you are most familiar with,
but there are others, such as the median and the mode. Colloquially, measures of central tendency are
often called averages. The term central tendency dates from the late 1920s.
1. Mean (Arithmetic)
The most common measures of central tendency are the arithmetic mean, the median
and the mode. A central tendency can be calculated for either a finite set of values or for a
theoretical distribution, such as the normal distribution. Occasionally authors use central
tendency to denote "the tendency of quantitative data to cluster around some central value.
The mean (or average) is the most popular and well known measure of central tendency.
It can be used with both discrete and continuous data, although its use is most often with
continuous data. The mean is equal to the sum of all the values in the data set divided by the
number of values in the data set. So, if we have n values in a data set and they have values x 1, x2,
..., xn, the sample mean, usually denoted by (pronounced x bar), is:
This formula is usually written in a slightly different manner using the

Greek capitol letter, , pronounced "sigma", which means "sum of...":
You may have noticed that the above formula refers to the sample mean. So, why have
we called it a sample mean? This is because, in statistics, samples and populations have very
different meanings and these differences are very important, even if, in the case of the mean,
they are calculated in the same way. To acknowledge that we are calculating the population mean
and not the sample mean, we use the Greek lower case letter "mu", denoted as µ:
The mean is essentially a model of your data set. It is the value that is most common. You
will notice, however, that the mean is not often one of the actual values that you have observed
in your data set. However, one of its important properties is that it minimizes error in the
prediction of any one value in your data set. That is, it is the value that produces the lowest
amount of error from all other values in the data set.
An important property of the mean is that it includes every value in your data set as part
of the calculation. In addition, the mean is the only measure of central tendency where the sum
of the deviations of each value from the mean is always zero.

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When not to use the mean

The mean has one main disadvantage: it is particularly susceptible to the influence of
outliers. These are values that are unusual compared to the rest of the data set by being especially
small or large in numerical value. For example, consider the wages of staff at a factory below:
Staff 1 2 3 4 5 6 7 8 9 10
Salary 15k 18k 16k 14k 15k 15k 12k 17k 90k 95k
The mean salary for these ten staff is $30.7k. However, inspecting the raw data suggests
that this mean value might not be the best way to accurately reflect the typical salary of a worker,
as most workers have salaries in the $12k to 18k range. The mean is being skewed by the two
large salaries. Therefore, in this situation, we would like to have a better measure of central
tendency. As we will find out later, taking the median would be a better measure of central
tendency in this situation.
Another time when we usually prefer the median over the mean (or mode) is when our
data is skewed (i.e., the frequency distribution for our data is skewed). If we consider the normal
distribution - as this is the most frequently assessed in statistics - when the data is perfectly
normal, the mean, median and mode are identical. Moreover, they all represent the most typical
value in the data set. However, as the data becomes skewed the mean loses its ability to provide
the best central location for the data because the skewed data is dragging it away from the typical
value. However, the median best retains this position and is not as strongly influenced by the
skewed values. This is explained in more detail in the skewed distribution section later in this
guide.
Example:
a. What is the mean of 2, 7 and 9?

Add the numbers: 2 + 7 + 9 = 18
Divide by how many numbers (i.e. we added 3 numbers): 18 ÷ 3 = 6
So the Mean is 6
2. Median
The median is the middle score for a set of data that has been arranged in order of
magnitude. The median is less affected by outliers and skewed data. In order to calculate the
median, suppose we have the data below:
65 55 89 56 35 14 56 55 87 45 92
We first need to rearrange that data into order of magnitude (smallest first):
14 35 45 55 55 56 56 65 87 89 92
Our median mark is the middle mark - in this case, 56 (highlighted in bold). It is the middle
mark because there are 5 scores before it and 5 scores after it. This works fine when you have an
odd number of scores, but what happens when you have an even number of scores? What if you
had only 10 scores? Well, you simply have to take the middle two scores and average the result.
So, if we look at the example below:

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65 55 89 56 35 14 56 55 87 45
We again rearrange that data into order of magnitude (smallest first):

14 35 45 55 55 56 56 65 87 89
Only now we have to take the 5th and 6th score in our data set and average them to get
a median of 55.5.
Example:
a. Find the Median of {13, 23, 11, 16, 15, 10, 26}.
Put them in order: {10, 11, 13, 15, 16, 23, 26}.The middle number is 15, so the
median is 15.
(If there are two middle numbers, you average them.)
3. Mode
The mode is the most frequent score in our data set. On a histogram it represents the
highest bar in a bar chart or histogram. You can, therefore, sometimes consider the mode as being
the most popular option. An example of a mode is presented below:
Normally, the mode is used for categorical data where we wish to know which the most
common category, as illustrated below is:

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To find the mode, or modal value, it is best to put the numbers in order. Then count how
many of each number. A number that appears most often is the mode.
Example:
a. 3, 7, 5, 13, 20, 23, 39, 23, 40, 23, 14, 12, 56, 23, 29
In order these numbers are: 3, 5, 7, 12, 13, 14, 20, 23, 23, 23, 23, 29, 39, 40, 56.
This makes it easy to see which numbers appear most often.
In this case the mode is 23.

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Mathematics IN THE Modern World

Civil Engineering (Don Honorio Ventura Technological State University)

StuDocu is not sponsored or endorsed by any college or university

Julian Rikki C. Reyes

Mathematics in the Modern World 1

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A. Mathematics in our Modern World

1. Patterns and numbers in nature and the world

B. Mathematical Language and Symbols

1. Characteristics of mathematical language

C. Problem Solving and Reasoning

1. Inductive and deductive reasoning

1. Measures of Central Tendency: Mean, Median, Mode

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MATHEMATICS IN OUR MODERN WORLD

A. PATTERNS AND NUMBERS IN NATURE AND THE WORLD

2. Find all fib (15) in the following sequences:

a. 1 , 2 , 3 , 5 , 8 , 13 , 21 , 34 , 55, … fib (15) = 987

Mathematics in the Modern World 3

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Golden Ratio or Golden Proportion

Examples of Golden Ratio in Modern Designs

Mathematics in the Modern World 4

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Examples of the Fibonacci Sequence and Golden Ratio in Nature

Leaves follow Fibonacci both when growing off branches and

Mathematics in the Modern World 5

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Specifically hurricanes and tornadoes, many storm systems

Yes! You are an example of the beauty of the Fibonacci

C. HOW MATHEMATICS CAN HELP?

Mathematics for Organization

Mathematics in the Modern World 6

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Mathematics for Prediction

Examples of Prediction of Mathematics

The supercomputers then plug these observations into a series of mathematical

Mathematics for Control

Mathematics in the Modern World 7

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MATHEMATICAL LANGUAGE AND SYMBOLS

A. CHARACTERISTICS OF MATHEMATICAL LANGUAGE

1. POSITIVE/ADD SIGN (+)

2. NEGATIVE/SUBTRACT SIGN (-)

3. MULTIPLY SIGN (x)

4. DIVISION SIGN (÷)

5. EQUAL SIGN (=)

Mathematics in the Modern World 8

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These are used when quantities take different values.

7. THE GREEK ALPHABET

An expression is the mathematical analogue of an English noun; it is a correct arrangement of

A mathematical sentence is the analogue of an English sentence; it is a correct arrangement of

C. FOUR BASIC CONCEPTS: SETS, FUNCTIONS, RELATIONS, BINARY OPERATIONS

Mathematics in the Modern World 9

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