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0 10-July-2020
MODULE 1
MODULE OVERVIEW
This module consists of two lessons: Mathematics as the Study of Patterns and Fibonacci Sequence
and Golden Ratio. Each lesson was designed as a self-teaching guide. Definitions of terms and
examples had been incorporated. Answering the problems in “your turn” will check your progress.
You may compare your answers to the solutions provided at the later part of this module for you to
be able to measure your achievement and as well as the effectiveness of the module. Individual and
group activities were prepared to apply what you had learned. Exercises were prepared as your
assignment to measure your understanding about the topics.
Introduction
Look around you, do you notice anything that repeats or occur in a similar form?
In your life, are there any things that you tend to do over and over again? In this lesson we will
investigate patterns and regularities in nature and even in life and how mathematics come into play.
At times, consciously or unconsciously you are using mathematics in some routine transactions like
buying food, paying bills and even computing how much time do you need to come to class on time.
And you can do all of these routine effective and efficiently using your knowledge in mathematics.
You as a student taking this course, what is Mathematics for you?
Discussion
conclusions from assumed premises, and strategic reasoning based on accepted rules, laws, or
probabilities, Mathematics is also considered as an art which deals with form, size, and quantity.
In examining the development of mathematics from historical perspective, it can be seen that
much has been directed towards describing patterns of relationship that are of interest of various
individuals. Patterns arouse curiosity because they can be directly related to common human
experience. The focused of this section is, mathematics as a study of patterns.
A Study of Patterns
Pattern is an arrangement which helps observers anticipate what they might see or what happens
next . Or just simply are regular, repeated, or recurring forms or designs. We see patterns around us –
layout of the floor, design of our clothes, butterflies’ wings, and even to the way we say things.
Recognizing patterns is natural to us as a rational creature because our brain is hardwired to
recognize them.
Studying patterns help you in identifying relationships and finding logical connections to
form generalizations to make predictions.
Logic Patterns. Logic patterns are usually the first to be observed. Classifying things , for
example comes before numeration. Being able to tell which things are blocks and which are not
precedes learning to count blocks.
One kind of logic pattern deals with the characteristics of various objects while another deals
with order. These patterns are seen on aptitude tests in which takers are shown a sequence of pictures
and asked to select which figure comes next among several choices.
Solution:
PA1 The base figure rotates at an angle of 45 ° in the counterclockwise direction. Hence choice C is
the perfect match.
Number Patterns. Another class of patterns is the patterns of numbers. The two most common are
the arithmetic and geometric patterns. While arithmetic sequence is formed by adding or subtracting
a constant number to consecutive terms , geometric sequence needs to be multiplied or divide with
same value each time we want to get the next term in the sequence . Examples : 3,7,11,15,…is an
arithmetic sequence because it is formed by adding 4 to each term in the sequence which is called
the common difference(d) . On the other hand , 3,6,12,24,…is geometric sequence because it is
formed by multiplying each term by 2 to get the succeeding terms which is called the common
ratio(r).
Example 2 Give the next three terms in the pattern. Identify which is arithmetic and
geometric sequence.
1. 1 , 3, 5, 7, 9, ___, ____, ____
2. 10, 30, 90, ____,_____,____
Solution :
a. Looking at the given numbers, the sequence is increasing, with each term being two more than the
previous term : 3=1+ 2; 5=3+2 ; 7=5+ 2; 9=7+2.Therefore the answer is n arithmetic sequence and
the next three terms should be 11, 13, 15.
b. The sequence is a geometric sequence because it is formed by multiplying each term by 3 to the
succeeding terms, so the next three terms are : 270, 810, 2430.
Your turn 2 Give the next three terms in the pattern. Identify which is arithmetic and
geometric sequence.
a. 4 , 2,1,0.5 ,¿
3 5 1 3
b. , , , ,,,
4 8 2 8 ¿¿ ¿
Let us investigate more number patterns. Take a look at these examples retrieved from a video on
youtube.
1 ×8+1=9 1 ×1=1
12 ×8+2=98 11×11=121
123 ×8+3=987 111× 111=12321
1234 × 8+4=9876 1111 ×1111=1234321
12345 ×8+5=98765 11111 ×11111=123454321
123456 ×8+ 6=987654 111111× 111111=12345654321
1234567 ×8+7=9876543 1111111 ×1111111=1234567654321
12345678 ×8+ 8=98765432 11111111× 11111111=123456787654321
123456789 ×8+ 9=? 111111111 ×111111111=?
Have you seen the pattern? If yes, without doing calculation what do you think are the answers on
the last row?
Maybe you will agree that mathematics is the science of patterns and it’s all around us.
Recognizing number patterns is an important problem –skill. That is one reason why those who use
patterns to analyze and solve problems often find success.
Geometric Patterns. Geometric pattern is a motif or design that depicts abstract shapes like lines,
polygons, and circles, and typically repeats like a wallpaper. Visual patterns are observed in nature
and in art. In art, patterns present objects in a consistent, regular manner.
Example 3 Which of the figures below can be used to continue the series?
Solution:
Since it adds up two squares horizontally and vertically on each term, the correct answer is Figure 1.
Word Patterns. Patterns can also be found in language like morphological rules in pluralizing
nouns or conjugating verbs for tense, as well as the metrical rules of poetry. Each of these examples
supports mathematical and natural language understanding. The focus here is patterns in form and in
syntax , which lead directly to the study of language in general and digital communication in
particular.
Solution :
The pattern is taking the plural form of the words involved, so wife is wives.
Patterns in nature are the regular arrangement of objects in any form found everywhere-
plants, animals, humans, earth formations, and many others. These include symmetries, spirals,
waves, arrays, cracks, stripes, etc. Some of these patterns which recur in different context can be
modelled mathematically. So, let us start looking for more patterns in nature.
Symmetric Patterns
A figure has symmetry if there is a non-trivial transformation that maps the figure onto itself
or you can draw an imaginary line across the object and the resulting parts are mirror images of each
other.
For example, a square has a vertical line symmetry. That is , the reflection about this line
maps the square onto itself.
Notice that left and right portion of the square are exactly the same. The type of symmetry, known as
line, or bilateral symmetry, which is evident in most animals, including humans . Example is the
figure of the butterfly and Leonardo da Vinci’s Vitruvian Man.
Leonardo da Vinci’s
Vitruvian Man is showing
In fact there are other types of symmetry depending on the number of sides or faces that are
symmetrical. Take a look at the images below.
If a figure or object can be rotated less than 360 ° about a point so that the image and the pre-image
are indistinguishable , then the figure has rotational symmetry. The smallest angle that a figure can
be rotated while still preserving the original formation is called angle of rotation. Angle of rotation
can be computed using the following formula:
360 °
Angle of rotation=
n
where nis the number of rotational symmetry or order of rotation of a particular object. For the
spiderwort, the angle of rotation is 120 ° while the angle of rotation of the starfish is 72 °.
It can be observed that the patterns of snowflake repeat six times. So, what is the angle of rotation
of the snowflake?
Watch this
Video
Why do honey bees love hexagons - by Zack Patterson and Andy Peterson
https://www.youtube.com/results?search_query=why+do+honey+bees+love+hexagons,
What you’ve watch is another interesting pattern in nature , the honeycomb. According to Merriam-
Webster dictionary,”a honeycomb is a mass of hexagonal wax cells built by honeybees in their nest
to contain their brood and stores honey. “, But why build hexagonal cells? Why not squares or any
other polygons?
The video had explained it well. They love it because more area will be covered using hexagon
compared to other polygons. Hexagonal formations are more optimal in making use of avail space.
These referred to as packing problem. Packing problems involve finding the optimum method of
filling up a given space such as cubic or spherical container. The bees have instinctively found that
the best solution, evident in the hexagonal construction of their hives.
Let us illustrate this mathematically. Suppose you have circles of radius 1 cm, each of which
will then have an area of π cm 2 . We are then going to fill a plane with these circles using square
packing and hexagonal packing.
Anna
For square packing, each square will have an area of 4 cm2. Note from the figure that for each
square, it can fit only one circle (4 quarters). The percentage of the square’s area covered by circles
will be
areaof the circles π cm2
×100 %= × 100 %=78.54 %
area of the square 4 cm 2
Anna
Now, for the hexagonal packing, we can think of each hexagonal as composed of six equilateral
triangles with side equal to 2 cm.
s2 ⋅ √ 3
The area of each equilateral triangle can be computed using the formula A= , so
4
(side)2 ⋅ √3 (2 cm)2 ⋅ √3 4 cm 2 ⋅ √ 3
A= = = =√ 3 cm2
4 4 4
This gives the area of the hexagon as 6√ 3 cm2 (multiplying the area of the equilateral triangle to 6
as the number of sides of the hexagon). Looking at figure , there are 3 circles that could fit inside one
hexagon (the whole circle in the middle, and 6 one thirds of a circle), which gives the total areas of
3 π cm2 . The percentage of the hexagon’s are covered by circles will be
Comparing the two percentages, we can clearly see that using hexagons will cover a larger area than
when using squares.
The United Nations World Population Prospects 2019 report paints a demographic picture of a very different
world by the end of the 21st century
Mathematics can be used to model population growth. The formula for exponential growth is
A=P ert
where A = the size of the population after it grows.
P = initial number of people
r = is the rate of growth
t = time
e=¿ Euler’s constant with an approximate value of 2.718
Example 5 The exponential growth model of A=30 e0.02 t describes the population of a
city in the Philippines in thousands, t years after 1995.
Solution
a. Since our exponential growth model describes the population t years after 1995, we consider
1995 as t=0 and then solve for A, our population size.
A=30 e0.02 t
A=30 e(0.02)(0) Replace t with t=0.
A=30 e0 e 0=1
A=30(1)
A=30
Therefore, the city population in 1995 was 30,000.
b. We need to find A for the year 2017. To find t , we subtract 2017 and 1995 to get t=22, which we
then plug in to our exponential growth model.
A=30 e0.02 t
A=30 e0.02 (22) Replace t with t=22.
A=30 e0.0 .44
A=30(1.55271) e 0.0 .44 ≈ 1.55271
A=46.5813
Therefore, the city population would be about 46,581 in 2017
Your turn 5 The exponential growth model A=50 e0.07 t describes the population of a city
in the Philippines in thousands, t years after 1997.
LEARNING POINTS
Mathematics as the Study of Patterns
Pattern is an arrangement which helps observers anticipate what they might see or what happens
next . Or just simply are regular, repeated, or recurring forms or designs. Example of various patterns
are : logic patterns, number patterns, geometric patterns, word pattern. Patterns in nature are the
regular arrangement of objects in any form found everywhere-plants, animals, humans, earth
formations, and many others
Exponential Growth Model Population can be modeled by the exponential growth formula
A=P ert
LEARNING ACTIVITY 1
1. Select a suitable figure from the four alternatives that would complete the figure matrix. Encircle
a. b.
c. d.
e. f.
6. Determine the pattern and find out the numbers which will complete the sequence.
a. 58, 68, 57, 67, 56 , __________
b. 3, 4, 6, 10, 18, ___________
c. 10, 54, 98, 1312, 1716 _________
31 32 33 34 35 36 37 38
3 9
a. Enumerate all the numbers in the power of 3 which are in the ones digit, and then find the next 7
terms in the sequence without getting the power of 3.
b. Have you seen the pattern? Find the number in the ones digit for the following power of 3.
316 =¿ ; 317 =¿ ; 318 =¿ ; 319 =¿ ; 320 =¿ ;
Explain the pattern.
9. The population of a certain locality is 20,000 and is increasing continuously at a rate of r =0.037 ,
according to the law of natural growth, A=P ert . Find the approximate population after 25 years.
10. The population of a certain town is 80,000 and has been increasing continuously for the past 20
years at the rate r =0.025 . What was the population 20 years ago?
Fibonacci was the name given to an Italian Mathematician Leonardo Pisano which means
Leonardo of Pisa , because he was born in Pisa , Italy around 1175 .
Fibonacci is the shortened word for the Latin term “filius Bonacci”, which stands for “son of
Bonaccio. “His father name was Guglielmo Bonaccio .
He first observed the pattern while investigating how fast rabbits could breed under ideal
circumstances. The problem goes like this .
“At the beginning of a month, you are given a pair of newborn rabbits. After a month the rabbits
have produced no offspring; however, every month thereafter, the pair of rabbits produces another pair of
rabbits. The offspring reproduce in exactly the same manner. If none of the rabbits dies, how many pairs of
rabbits will there be at the start of each succeeding month?”
The solution of this problem is a sequence of numbers that we now call the Fibonacci
sequence. The following figure shows the numbers of pairs of rabbits on the first day of each of the
first six months. The larger rabbits represent mature rabbits that produce another pair of rabbits each
month. The numbers in the blue region—1, 1, 2, 3, 5, 8—are the first six terms of the Fibonacci
sequence.
By definition, the first two numbers in the Fibonacci sequence are 1 and 1, and each subsequent
number is the sum of the previous two.
2+3=5∨F 5 = F 4 + F 3
3+5=8∨F 6 = F 5 + F 4
To find thentℎ Fibonacci number without using recursion formula, , the following is evaluated using a
calculator .
n n
1+ √5 1 −√ 5
F n=
( 2
− ) ( 2 )
√5
This form is known as the Binet form of the Fibonacci number.
Example 6 Determine the 10th, 25th and 30th term in a Fibonacci sequence.
Solution
F 10 = F 9 + F 8 Using recursive formula F n=F n− 1+ F n − 2
¿ 34 +21
=55
For finding F 25 and F 30 we will now use Binet’s formula since it would take a while using the
recursive formula.
25 25
1+ √5 1 − √5
F 25=
(
2
− ) (
2
=75,025
)
√5
30 30
1+ √5 1 − √5
F 30=
( 2 ) ( −
2 ) =832,040
√5
Fibonacci numbers appears everywhere – from the leaf and flower arrangement in plants, to
the animal skin , to the scales of pineapples, and many others. The Fibonacci numbers can be found
in the growth of living things and in human beings. Let us look at the few examples.
Take a look at sunflower. In particular , pay attention to the arrangement of seeds in its head. Do you
notice they form spirals? In certain species, there are 21 spirals in clockwise direction and 34 spirals
in the counterclockwise direction.
Depending on the species, you can count 34 and 55, or 55 and 89, or 89 and 144. It seems that this
arrangement keeps the seeds uniformly packed no matter how large the seed head is.
The numbers 21,34,55,89, and 144 are the eight to twelfth numbers of the Fibonacci sequence.
We can also find Fibonacci numbers in the branches and leave of Sneezwort.
Do you see how the squares fit nearly together? Observe 1 and 1 makes 2, 1and 2 makes 3, 2 and 3
makes 5, and so on. When you make squares with those widths, you get a nice spiral. The sequence :
1, 1, 2, 3, 5, 8, 13, 21, 34, and so on.
Notice how the squares fit neatly in the snail shell which implies that Fibonacci numbers are very
much present in any spirals.
x+ y
We divide a line into two parts so that the longer part ÷the smaller part = the whole length ÷ longer
part will have the Golden ratio.
x x+ y
= =φ ≈ 1.6180339887 … .
y x
Let us investigate the ratio of two adjacent Fibonacci numbers as n becomes large
Fn Fn
n n
F n −1 F n −1
2 55
3 =2 10 =¿ 1.617647059
1 34
3 89
4 =¿1.5 11 =¿1.618181818
2 55
5 144
5 =¿1.666666667 12 =¿1.617977528
3 89
8 233
6 =¿1.6 13 =¿1.61805556
5 144
13 377
7 =¿1.625 14 =¿1.618025751
8 233
21 610
8 =¿1.615384615 15 =¿1.618037135
13 377
34 987
9 =¿ 1.619047619 16 =¿1.618032787
21 610
It is interesting to note that the ratio of two adjacent Fibonacci numbers approaches the golden ratio ;
Fn
that is =1.6180339887 … .
F n −1
As seen in the preceding discussion, Fibonacci numbers appears in many places. The
golden ratio does too. It shows up in art, architecture, music and nature. For example , the ancient
Greeks thought that rectangles whose side form a golden ratio were pleasing to look.
Many buildings and artworks follow golden ratio such as Parthenon in Greece, but it is not really
known if they are designed that way.
The Parthenon
Leonardo da Vinci has incorporated geometry in many of his paintings, with the golden ratio just
being one of his mathematical tools. Experts agree that he probably thought that the golden ratio
made his paintings more attractive. Below are just some of his artwork.
The Mona
Lisa
The
Vitruvian
Man
The
Golden
Ratio is
seen all
over the
human
body. This
can be
verified by measuring some parts of human body : the length of the arm, height, the distance of
finger tips to the elbow. According to Markowsky(1992), “the ratio of the person’s height to the
height of his or navel is roughly the golden ratio. You may verify it yourself if you are close to the
golden ratio.
Another name of the golden ratio is divine proportion. This must be so because human
beauty is based on divine proportion.
LEARNING POINTS
Individual Activity
A fib is a poem where the number of syllables per line follow the Fibonacci sequence. Invented by
Greg Pincus, it caught on so well that the New York Times actually wrote an article about it, which
naturally spawned many more fibs . Here are two examples. Write one fibs of your own. You should
at least reach 7th term of the Fibonnaci number.
think
of these
be kind of
fun-let’s give them a
try. Do we have any takers?
--------
Oh
great.
One more
metrical
syllable-counting
challenge. Haiku and tanka rules
are all I want. Picture me counting on my fingers.
- Maryann Corbett
LEARNING ACTIVITY 3
Group Activity
Are you Golden?
This group activity will further your appreciation of Fibonacci sequence and the Golden ratio,
enhance your prediction and measurement skills, and enjoy mathematics. Each group should
compose of five members.
.
Direction: List down several body measurements which you suspect have golden or nearly golden.
Determine how many people in your group are golden or nearly golden.(See Activity Sheet on the
next page)
Materials. Activity sheets with direction, meter stick/tape measure, and calculator.
Activity Sheet
Take note of the data you gathered here. Express each ratio R up to 3 –decimal places.
Name A/B C/D E/F G/H I/J K/L M/N O/P Are you
Golden?
Chief Fraction
Learner:
Decimal
V. Chief Fraction
Learner:
Decimal
Recorder: Fraction
Decimal
Analyzer: Fraction
Decimal
Prompter: Fraction
Decimal
On each team member , encircle the ratios 1.500 ≤ R ≤ 1.800 . `(Greater than of equal to 1.5 but less
than or equal to 1.8 .
Interpretation:
Golden : if s/he has at least five highlighted ratios within 1.500 ≤ R ≤ 1.800
Nearly Golden : if s/he has at most three or four highlighted ratios within 1.500 ≤ R ≤ 1.800
Far from Golden : if s/he has at most two highlighted ratios within 1.500 ≤ R ≤ 1.800
Findings (in paragraph form): Who among your group members is golden or nearly golden?
Which body parts are the most golden?
Conclusion:
Reflection:
LEARNING ACTIVITY 4
Use the concepts of Fibonacci sequence and Golden Ratio which we learned in this module to help
you work on the following items.
6. Find the third , fourth , and fifth terms of the sequence defined by
a 1=2 ,a 2=3 , an=(−1)n an −1 +a n− 2 for
n ≥ 3.
7. If you have a wooden board that is 0.75 meters wide, how long should you cut it such that the
Golden Ratio is observed ?Use 1.618 as the value of the Golden Ratio.
8. Recall that F n represents the Fibonacci number in the ntℎ position in the sequence . What are the
only two values of n such that F n=n ?
9. Lucas numbers are obatined just like Fibonacci numbers-each term is obatined by adding the two
immediate previous terms-except that the first two terms are 2 and 1. Thus, the Lucas sequence starts
as 2, 1,3,4,…
(a) Give the first 15 terms of the Lucas sequence
(b) Find the ratios of each term to the preceding term.
(c) Do the ratios approach any number?
10. The golden ratio(shoulder to waist ) is the most important ratio for achieving the body
proportions like that of a Greek god. Now measure your shoulder circumference s and then your
waist size w . Then divide sbyw . Is the result roughly the golden ratio?If not then what must be your
ideal wait size to get the golden ratio? Write the value of s and wthat you’ve got.
REFERENCES
References :
Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
Nocon et. al , Essential Mathematics for the Modern World
Baltazar et. al, Mathematics in the Modern World
Aufman,Richard et. al, Mathematics in the Modern World
Mathematics in the World book from RBSI
https://www.iqtestexperts.com/pattern-recognitionsample.php
https://www.iqtestexperts.com/maths-sample.php
http://www.mathscareers.org.uk/article/how-the-tiger-got-itsstripes/
https://newatlas.com/un-world-population-2019-growth-report/60172/
Photo credits:
1. The base figure rotates at an angle of 90 ° in the clockwise direction. Hence choice A is the best
fit.
2. a. The sequence is a geometric sequence because it is formed by dividing each term by 2 to the
succeeding terms, next three terms are : 0.25, 0.125, 0.0625
1
b. The sequence is arithmetic because it is formed by adding the common difference − to each
8
1 1
term . So the next three terms are : , , 0.
4 8
3.
4. fed
5. a. The value of t=20.
0.07 (20)
A=50 e
A=50 e1.4
A=50 ¿2)
A=202.76
Therefore, the city population would be 202,760 in 20 years
b. We need to find A for the year 2037. To find t , we subtract 2037 and 1997 to get t=40, which
we then plug in to our exponential growth model.
A=50 e0.07 t
A=50 e0.07 (40)
A=50 e2.8
A=50(16.44465)
A=822.23234
Therefore, the city population would be about 822, 232 in 2037
6. a. F 23=28,657
b. F 50=1.26 ×1010
MODULE 1
MODULE OVERVIEW
This module consists of two lessons: Mathematics as the Study of Patterns and Fibonacci Sequence
and Golden Ratio. Each lesson was designed as a self-teaching guide. Definitions of terms and
examples had been incorporated. Answering the problems in “your turn” will check your progress.
You may compare your answers to the solutions provided at the later part of this module for you to
be able to measure your achievement and as well as the effectiveness of the module. Individual and
group activities were prepared to apply what you had learned. Exercises were prepared as your
assignment to measure your understanding about the topics.
Introduction
Look around you, do you notice anything that repeats or occur in a similar form?
In your life, are there any things that you tend to do over and over again? In this lesson we will
investigate patterns and regularities in nature and even in life and how mathematics come into play.
At times, consciously or unconsciously you are using mathematics in some routine transactions like
buying food, paying bills and even computing how much time do you need to come to class on time.
And you can do all of these routine effective and efficiently using your knowledge in mathematics.
You as a student taking this course, what is Mathematics for you?
Discussion
A Study of Patterns
Pattern is an arrangement which helps observers anticipate what they might see or what happens
next . Or just simply are regular, repeated, or recurring forms or designs. We see patterns around us –
layout of the floor, design of our clothes, butterflies’ wings, and even to the way we say things.
Recognizing patterns is natural to us as a rational creature because our brain is hardwired to
recognize them.
Studying patterns help you in identifying relationships and finding logical connections to
form generalizations to make predictions.
Logic Patterns. Logic patterns are usually the first to be observed. Classifying things , for
example comes before numeration. Being able to tell which things are blocks and which are not
precedes learning to count blocks.
One kind of logic pattern deals with the characteristics of various objects while another deals
with order. These patterns are seen on aptitude tests in which takers are shown a sequence of pictures
and asked to select which figure comes next among several choices.
Solution:
PA1 The base figure rotates at an angle of 45 ° in the counterclockwise direction. Hence choice C is
Number Patterns. Another class of patterns is the patterns of numbers. The two most common are
the arithmetic and geometric patterns. While arithmetic sequence is formed by adding or subtracting
a constant number to consecutive terms , geometric sequence needs to be multiplied or divide with
same value each time we want to get the next term in the sequence . Examples : 3,7,11,15,…is an
arithmetic sequence because it is formed by adding 4 to each term in the sequence which is called
the common difference(d) . On the other hand , 3,6,12,24,…is geometric sequence because it is
formed by multiplying each term by 2 to get the succeeding terms which is called the common
ratio(r).
Example 2 Give the next three terms in the pattern. Identify which is arithmetic and
geometric sequence.
1. 1 , 3, 5, 7, 9, ___, ____, ____
2. 10, 30, 90, ____,_____,____
Solution :
a. Looking at the given numbers, the sequence is increasing, with each term being two more than the
previous term : 3=1+ 2; 5=3+2 ; 7=5+ 2; 9=7+2.Therefore the answer is n arithmetic sequence and
the next three terms should be 11, 13, 15.
b. The sequence is a geometric sequence because it is formed by multiplying each term by 3 to the
succeeding terms, so the next three terms are : 270, 810, 2430.
Your turn 2 Give the next three terms in the pattern. Identify which is arithmetic and
geometric sequence.
a. 4 , 2,1,0.5 ,¿
3 5 1 3
b. , , , ,¿ ,¿ ,¿
4 8 2 8
Let us investigate more number patterns. Take a look at these examples retrieved from a video on
youtube.
1 ×8+1=9 1 ×1=1
12 ×8+2=98 11×11=121
123 ×8+3=987 111× 111=12321
1234 × 8+4=9876 1111 ×1111=1234321
12345 ×8+5=98765 11111 ×11111=123454321
123456 ×8+ 6=987654 111111× 111111=12345654321
1234567 ×8+7=9876543 1111111 ×1111111=1234567654321
12345678 ×8+ 8=98765432 11111111× 11111111=123456787654321
123456789 ×8+ 9=? 111111111 ×111111111=?
Have you seen the pattern? If yes, without doing calculation what do you think are the answers on
the last row?
Maybe you will agree that mathematics is the science of patterns and it’s all around us.
Recognizing number patterns is an important problem –skill. That is one reason why those who use
patterns to analyze and solve problems often find success.
Geometric Patterns. Geometric pattern is a motif or design that depicts abstract shapes like lines,
polygons, and circles, and typically repeats like a wallpaper. Visual patterns are observed in nature
and in art. In art, patterns present objects in a consistent, regular manner.
Example 3 Which of the figures below can be used to continue the series?
Solution:
Since it adds up two squares horizontally and vertically on each term, the correct answer is Figure 1.
Word Patterns. Patterns can also be found in language like morphological rules in pluralizing
nouns or conjugating verbs for tense, as well as the metrical rules of poetry. Each of these examples
supports mathematical and natural language understanding. The focus here is patterns in form and in
syntax , which lead directly to the study of language in general and digital communication in
particular.
Solution :
The pattern is taking the plural form of the words involved, so wife is wives.
Patterns in nature are the regular arrangement of objects in any form found everywhere-
plants, animals, humans, earth formations, and many others. These include symmetries, spirals,
waves, arrays, cracks, stripes, etc. Some of these patterns which recur in different context can be
modelled mathematically. So, let us start looking for more patterns in nature.
Symmetric Patterns
A figure has symmetry if there is a non-trivial transformation that maps the figure onto itself
or you can draw an imaginary line across the object and the resulting parts are mirror images of each
other.
For example, a square has a vertical line symmetry. That is , the reflection about this line
maps the square onto itself.
Notice that left and right portion of the square are exactly the same. The type of symmetry, known as
line, or bilateral symmetry, which is evident in most animals, including humans . Example is the
figure of the butterfly and Leonardo da Vinci’s Vitruvian Man.
Leonardo da Vinci’s
Vitruvian Man is showing
In fact there are other types of symmetry depending on the number of sides or faces that are
symmetrical. Take a look at the images below.
If a figure or object can be rotated less than 360 ° about a point so that the image and the pre-image
are indistinguishable , then the figure has rotational symmetry. The smallest angle that a figure can
be rotated while still preserving the original formation is called angle of rotation. Angle of rotation
can be computed using the following formula:
360 °
Angle of rotation=
n
where nis the number of rotational symmetry or order of rotation of a particular object. For the
spiderwort, the angle of rotation is 120 ° while the angle of rotation of the starfish is 72 °.
It can be observed that the patterns of snowflake repeat six times. So, what is the angle of rotation
of the snowflake?
Watch this
Video
Why do honey bees love hexagons - by Zack Patterson and Andy Peterson
https://www.youtube.com/results?search_query=why+do+honey+bees+love+hexagons,
What you’ve watch is another interesting pattern in nature , the honeycomb. According to Merriam-
Webster dictionary,”a honeycomb is a mass of hexagonal wax cells built by honeybees in their nest
to contain their brood and stores honey. “, But why build hexagonal cells? Why not squares or any
other polygons?
The video had explained it well. They love it because more area will be covered using hexagon
compared to other polygons. Hexagonal formations are more optimal in making use of avail space.
These referred to as packing problem. Packing problems involve finding the optimum method of
filling up a given space such as cubic or spherical container. The bees have instinctively found that
the best solution, evident in the hexagonal construction of their hives.
Let us illustrate this mathematically. Suppose you have circles of radius 1 cm, each of which
will then have an area of π cm 2 . We are then going to fill a plane with these circles using square
packing and hexagonal packing.
Anna
For square packing, each square will have an area of 4 cm2. Note from the figure that for each
square, it can fit only one circle (4 quarters). The percentage of the square’s area covered by circles
will be
areaof the circles π cm2
×100 %= × 100 %=78.54 %
area of the square 4 cm 2
Anna
Now, for the hexagonal packing, we can think of each hexagonal as composed of six equilateral
triangles with side equal to 2 cm.
s2 ⋅ √ 3
The area of each equilateral triangle can be computed using the formula A= , so
4
(side)2 ⋅ √3 (2 cm)2 ⋅ √3 4 cm 2 ⋅ √ 3
A= = = =√ 3 cm2
4 4 4
Comparing the two percentages, we can clearly see that using hexagons will cover a larger area than
when using squares.
The United Nations World Population Prospects 2019 report paints a demographic picture of a very different
world by the end of the 21st century
Mathematics can be used to model population growth. The formula for exponential growth is
A=P ert
where A = the size of the population after it grows.
P = initial number of people
r = is the rate of growth
t = time
e=¿ Euler’s constant with an approximate value of 2.718
Example 5 The exponential growth model of A=30 e0.02 t describes the population of a
city in the Philippines in thousands, t years after 1995.
Solution
a. Since our exponential growth model describes the population t years after 1995, we consider
1995 as t=0 and then solve for A, our population size.
A=30 e0.02 t
A=30 e(0.02)(0) Replace t with t=0.
A=30 e0 e 0=1
A=30(1)
A=30
Therefore, the city population in 1995 was 30,000.
b. We need to find A for the year 2017. To find t , we subtract 2017 and 1995 to get t=22, which we
then plug in to our exponential growth model.
A=30 e0.02 t
A=30 e0.02 (22) Replace t with t=22.
A=30 e0.0 .44
A=30(1.55271) e 0.0 .44 ≈ 1.55271
A=46.5813
Therefore, the city population would be about 46,581 in 2017
Your turn 5 The exponential growth model A=50 e0.07 t describes the population of a city
in the Philippines in thousands, t years after 1997.
LEARNING POINTS
Mathematics as the Study of Patterns
Pattern is an arrangement which helps observers anticipate what they might see or what happens
next . Or just simply are regular, repeated, or recurring forms or designs. Example of various patterns
are : logic patterns, number patterns, geometric patterns, word pattern. Patterns in nature are the
regular arrangement of objects in any form found everywhere-plants, animals, humans, earth
formations, and many others
Exponential Growth Model Population can be modeled by the exponential growth formula
A=P ert
LEARNING ACTIVITY 1
1. Select a suitable figure from the four alternatives that would complete the figure matrix. Encircle
the letter corresponding to the missing pattern.
a. b.
c. d.
e. f.
6. Determine the pattern and find out the numbers which will complete the sequence.
a. 58, 68, 57, 67, 56 , __________
31 32 33 34 35 36 37 38
3 9
a. Enumerate all the numbers in the power of 3 which are in the ones digit, and then find the next 7
terms in the sequence without getting the power of 3.
b. Have you seen the pattern? Find the number in the ones digit for the following power of 3.
316 =¿ ; 317 =¿ ; 318 =¿ ; 319 =¿ ; 320 =¿ ;
Explain the pattern.
9. The population of a certain locality is 20,000 and is increasing continuously at a rate of r =0.037 ,
according to the law of natural growth, A=P ert . Find the approximate population after 25 years.
10. The population of a certain town is 80,000 and has been increasing continuously for the past 20
years at the rate r =0.025 . What was the population 20 years ago?
“At the beginning of a month, you are given a pair of newborn rabbits. After a month the rabbits
have produced no offspring; however, every month thereafter, the pair of rabbits produces another pair of
rabbits. The offspring reproduce in exactly the same manner. If none of the rabbits dies, how many pairs of
rabbits will there be at the start of each succeeding month?”
The solution of this problem is a sequence of numbers that we now call the Fibonacci
sequence. The following figure shows the numbers of pairs of rabbits on the first day of each of the
first six months. The larger rabbits represent mature rabbits that produce another pair of rabbits each
month. The numbers in the blue region—1, 1, 2, 3, 5, 8—are the first six terms of the Fibonacci
sequence.
By definition, the first two numbers in the Fibonacci sequence are 1 and 1, and each subsequent
number is the sum of the previous two.
To find thentℎ Fibonacci number without using recursion formula, , the following is evaluated using a
calculator .
n n
1+ √5 1 −√ 5
F n=
( 2
− ) ( 2 )
√5
This form is known as the Binet form of the Fibonacci number.
Example 6 Determine the 10th, 25th and 30th term in a Fibonacci sequence.
Solution
F 10 = F 9 + F 8 Using recursive formula F n=F n− 1+ F n − 2
¿ 34 +21
=55
For finding F 25 and F 30 we will now use Binet’s formula since it would take a while using the
recursive formula.
25 25
1+ √5 1 − √5
F 25=
(
2
− ) (
2
=75,025
)
√5
30 30
1+ √5 1 − √5
F 30=
( 2 ) ( −
2 ) =832,040
√5
Fibonacci numbers appears everywhere – from the leaf and flower arrangement in plants, to
the animal skin , to the scales of pineapples, and many others. The Fibonacci numbers can be found
in the growth of living things and in human beings. Let us look at the few examples.
Take a look at sunflower. In particular , pay attention to the arrangement of seeds in its head. Do you
notice they form spirals? In certain species, there are 21 spirals in clockwise direction and 34 spirals
in the counterclockwise direction.
Depending on the species, you can count 34 and 55, or 55 and 89, or 89 and 144. It seems that this
arrangement keeps the seeds uniformly packed no matter how large the seed head is.
The numbers 21,34,55,89, and 144 are the eight to twelfth numbers of the Fibonacci sequence.
We can also find Fibonacci numbers in the branches and leave of Sneezwort.
Do
you see how the squares fit nearly together? Observe 1 and 1 makes 2, 1and 2 makes 3, 2 and 3
makes 5, and so on. When you make squares with those widths, you get a nice spiral. The sequence :
1, 1, 2, 3, 5, 8, 13, 21, 34, and so on.
Notice how the squares fit neatly in the snail shell which implies that Fibonacci numbers are very
much present in any spirals.
x+ y
We divide a line into two parts so that the longer part ÷the smaller part = the whole length ÷ longer
part will have the Golden ratio.
x x+ y
= =φ ≈ 1.6180339887 … .
y x
Let us investigate the ratio of two adjacent Fibonacci numbers as n becomes large
Fn Fn
n n
F n −1 F n −1
2 55
3 =2 10 =¿ 1.617647059
1 34
3 89
4 =¿1.5 11 =¿1.618181818
2 55
5 144
5 =¿1.666666667 12 =¿1.617977528
3 89
8 233
6 =¿1.6 13 =¿1.61805556
5 144
13 377
7 =¿1.625 14 =¿1.618025751
8 233
21 610
8 =¿1.615384615 15 =¿1.618037135
13 377
34 987
9 =¿ 1.619047619 16 =¿1.618032787
21 610
It is interesting to note that the ratio of two adjacent Fibonacci numbers approaches
Fn
the golden ratio ; that is =1.6180339887 … .
F n −1
As seen in the preceding discussion, Fibonacci numbers appears in many places. The
golden ratio does too. It shows up in art, architecture, music and nature. For example , the ancient
Greeks thought that rectangles whose side form a golden ratio were pleasing to look.
Many buildings and artworks follow golden ratio such as Parthenon in Greece, but it is not really
known if they are designed that way.
The Parthenon
Leonardo da Vinci has incorporated geometry in many of his paintings, with the golden ratio just
being one of his mathematical tools. Experts agree that he probably thought that the golden ratio
made his paintings more attractive. Below are just some of his artwork.
The Mona
Lisa
The
Vitruvian
Man
The
Golden
Ratio is
seen all
over the
human
body. This
can be
verified by measuring some parts of human body : the length of the arm, height, the distance of
finger tips to the elbow. According to Markowsky(1992), “the ratio of the person’s height to the
height of his or navel is roughly the golden ratio. You may verify it yourself if you are close to the
golden ratio.
Another name of the golden ratio is divine proportion. This must be so because human
beauty is based on divine proportion.
LEARNING POINTS
Individual Activity
A fib is a poem where the number of syllables per line follow the Fibonacci sequence. Invented by
Greg Pincus, it caught on so well that the New York Times actually wrote an article about it, which
naturally spawned many more fibs . Here are two examples. Write one fibs of your own. You should
at least reach 7th term of the Fibonnaci number.
think
of these
be kind of
fun-let’s give them a
try. Do we have any takers?
--------
Oh
great.
One more
metrical
syllable-counting
challenge. Haiku and tanka rules
are all I want. Picture me counting on my fingers.
- Maryann Corbett
LEARNING ACTIVITY 3
Group Activity
Are you Golden?
This group activity will further your appreciation of Fibonacci sequence and the Golden ratio,
enhance your prediction and measurement skills, and enjoy mathematics. Each group should
compose of five members.
.
Direction: List down several body measurements which you suspect have golden or nearly golden.
Determine how many people in your group are golden or nearly golden.(See Activity Sheet on the
next page)
Materials. Activity sheets with direction, meter stick/tape measure, and calculator.
Activity Sheet
Take note of the data you gathered here. Express each ratio R up to 3 –decimal places.
Name A/B C/D E/F G/H I/J K/L M/N O/P Are you
Golden?
Chief Fraction
Learner:
Decimal
V. Chief Fraction
Learner:
Decimal
Recorder: Fraction
Decimal
Analyzer: Fraction
Decimal
Prompter: Fraction
Decimal
On each team member , encircle the ratios 1.500 ≤ R ≤ 1.800 . `(Greater than of equal to 1.5 but less
than or equal to 1.8 .
Interpretation:
Golden : if s/he has at least five highlighted ratios within 1.500 ≤ R ≤ 1.800
Nearly Golden : if s/he has at most three or four highlighted ratios within 1.500 ≤ R ≤ 1.800
Far from Golden : if s/he has at most two highlighted ratios within 1.500 ≤ R ≤ 1.800
Findings (in paragraph form): Who among your group members is golden or nearly golden?
Which body parts are the most golden?
Conclusion:
Reflection:
LEARNING ACTIVITY 4
Use the concepts of Fibonacci sequence and Golden Ratio which we learned in this module to help
you work on the following items.
6. Find the third , fourth , and fifth terms of the sequence defined by
a 1=2 ,a 2=3 , an=(−1)n an −1 +a n− 2 for
n ≥ 3.
7. If you have a wooden board that is 0.75 meters wide, how long should you cut it such that the
Golden Ratio is observed ?Use 1.618 as the value of the Golden Ratio.
8. Recall that F n represents the Fibonacci number in the ntℎ position in the sequence . What are the
only two values of n such that F n=n ?
9. Lucas numbers are obatined just like Fibonacci numbers-each term is obatined by adding the two
immediate previous terms-except that the first two terms are 2 and 1. Thus, the Lucas sequence starts
as 2, 1,3,4,…
(a) Give the first 15 terms of the Lucas sequence
(b) Find the ratios of each term to the preceding term.
(c) Do the ratios approach any number?
10. The golden ratio(shoulder to waist ) is the most important ratio for achieving the body
proportions like that of a Greek god. Now measure your shoulder circumference s and then your
waist size w . Then divide sbyw . Is the result roughly the golden ratio?If not then what must be your
ideal wait size to get the golden ratio? Write the value of s and wthat you’ve got.
REFERENCES
References :
Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
Nocon et. al , Essential Mathematics for the Modern World
Baltazar et. al, Mathematics in the Modern World
Aufman,Richard et. al, Mathematics in the Modern World
Mathematics in the World book from RBSI
https://www.iqtestexperts.com/pattern-recognitionsample.php
https://www.iqtestexperts.com/maths-sample.php
http://www.mathscareers.org.uk/article/how-the-tiger-got-itsstripes/
https://newatlas.com/un-world-population-2019-growth-report/60172/
Photo credits:
1. The base figure rotates at an angle of 90 ° in the clockwise direction. Hence choice A is the best
fit.
2. a. The sequence is a geometric sequence because it is formed by dividing each term by 2 to the
succeeding terms, next three terms are : 0.25, 0.125, 0.0625
1
b. The sequence is arithmetic because it is formed by adding the common difference − to each
8
1 1
term . So the next three terms are : , , 0.
4 8
3.
4. fed
5. a. The value of t=20.
0.07 (20)
A=50 e
A=50 e1.4
A=50 ¿2)
A=202.76
Therefore, the city population would be 202,760 in 20 years
b. We need to find A for the year 2037. To find t , we subtract 2037 and 1997 to get t=40, which
we then plug in to our exponential growth model.
A=50 e0.07 t
A=50 e0.07 (40)
A=50 e2.8
A=50(16.44465)
A=822.23234
Therefore, the city population would be about 822, 232 in 2037
6. a. F 23=28,657
b. F 50=1.26 ×1010
MODULE 2
MODULE OVERVIEW
This module consist of four lessons : Mathematics and English as Languages
, The Language and Grammar of Mathematics, The Language of Sets, The Language
of Logic . Each lesson was designed as a self-teaching guide. Definitions of terms and
examples had been incorporated. Answering the problems in “your turn” will check your
progress. You may compare your answers to the solutions provided at the later part of this
module in that way you will be able to measure your achievement and as well as the
effectiveness of the module. Exercises were prepared as your assignment to measure your
understanding about the topics.
MODULE LEARNING OBJECTIVES
At the end of the module, you should be able to:
Discuss the language, symbols and conventions of mathematics
Explain the nature of mathematics as a language
Perform operations on mathematical expressions correctly
Acknowledge that mathematics is a useful language
LEARNING CONTENTS ( MATHEMATICS AND ENGLISH LANGUAGES)
Lesson 1. Mathematics and English as Languages
Mathematics and English are both languages that if you excel to both, you have a
bigger chance of being ahead in a world full of competition. The figure below will give you
an overview on their similarities and differences.
What have you notice so far?
Even though the words “noun”, “verb”, or pronoun” are not used in mathematics, the
similarities with the English language can be observed :
Nouns could be constants such as numbers or expression with numbers:
12 , 2(4−13), −5812 , 24−13, −58
A verb could be equal sign
= , = ,
or inequality symbols like
>>
or
≤≤
.
Pronouns could be a variables like
x or y x or y
:
5x−85x−8
,
2xy2xy
,
−4x−4x
Sentences could be formed by putting together these parts :
3x+7=243x+7=24
,
2x+3y=72x+3y=7
Lesson 2: The Language and Grammar of Mathematics
Mathematics has a language features unparalleled in other languages, like
presentation for example “
,y,or x ,y,or x
“ for any real number or any numerical expression. In addition, the language of Mathematics is
packed with terms and symbols, which normally used in everyday conversation.
Mathematics has grammar too, but it is the mathematical logic that determines
whether the statements are true or not true, valid or not valid. Therefore, we need to view
Mathematics as a language and must learn it in a way a language is learned.
Think about this!
Watch this video and answer the guide questions?
Math isn't hard, it's a language | Randy Palisoc
https://www.youtube.com/watch?v=V6yixyiJcos
1. What practice in learning Mathematics was emphasized by the speaker?
2. What part of the talk made you go back to the time when you were beginning to
learn Mathematics?
3. Do you agree that Mathematics is a human language , and should have been taught
the way English languages is being taught? Explain.
Mathematical Expression and Sentence
A sentence must contain a complete thought. In the English language an ordinary
sentence must contain a subject and a predicate.. Similarly, a mathematical sentence must
state a complete thought. While an expression is a name given to a mathematical object of
interest. Below are examples of mathematical expressions :
a.
An ordered pair
b.
a.
A matrix
b.
[ 1−243] 14−23
c.
d.
a.
A function
b.
f(x)f(x)
c.
d.
a.
The set {1, 3, 5}
b.
a.
b.
Below are example of mathematical sentences or statement.
Combined Mathematical
English Translations
Sentences
6+24=26+24=2 The ratio of six plus two, and four is equal to two.
Two is the quotient when the sum of six and two is divided by
four.
2(12−4)=16212−4=16
Twice the difference of twelve and four is sixteen.
We also have some examples of algebraic sentences.
Algebraic Sentences English Translation
2x=142x=14
Twice a number is equal to fourteen.
2(x=1)3=52(x=1)3=5 The ratio of twice the sum of a number and one , and three is equal to
five.
. Translate the following expression and sentences in English into
Mathematical expressions and statement or vice versa. Use the letter
n
to represent the unknown.
a. A number increased by 10 .
b. 2n + 1.
c. The difference between the ages of mom and son is 27.
d.
3n−1=233n−1=23
Solution
a.
n+10n+10
or
10+n10+n
b. The sum of twice a number and 1.
c.
m−n=27m−n=27
d. The difference of thrice a number and 1 is twenty-three.
Translate the following expression and sentences in English into
Mathematical expressions and statement or vice versa. Use the letter
x
to represent the unknown.
a. Four times the square of a number
b.
(x, y)∈A
c.
x2+1≠0
d. A sum of three consecutive numbers is eighteen.
A sentence must contain a complete thought. In the English language an ordinary sentence
must contain a subject and a predicate.. Similarly, a mathematical sentence must state a
complete thought. While an expression is a name given to a mathematical object of interest.
LEARNING ACTIVITY 1
A. Translate each phrase or sentence into a mathematical expression or equation.
1.
Twelve more than a number. _______________________
2.
1.
Eight minus a number. _______________________
2.
1.
An unknown quantity less fourteen. _______________________
2.
1.
Six times a number is fifty-four. _______________________
2.
1.
Two ninths of a number is eleven. _______________________
2.
1.
Three more than seven times a number is nine more than five times the number.
_________________
2.
1.
Twice a number less eight is equal to one more than three times the number.
_______________________
2.
1.
Six is subtracted from the sum of
2.
x
3. and two times
y
4. . __________________________
5.
1.
Five times
2.
x
3. reduced by the square of
y.
4. _________________________________
5.
1.
Subtract the product of
2.
x
3. and
y
4. from fifty-eight._____________________
5.
B. Give your own expression and sentences that conform with the stated type and truth
value .
Take note : None means no verb or connective being used.
Open means , need verification / conditions
Ee−expression in english
EM
– expression in mathematics
Se−sentence in english
SM
- sentence in mathematics
Truth Value of
Sentences/Expression Type Verb/Connectives Sentence:
True/False/Open
Ex. SM + and > False
3+3>6
1. SE True
2. SE False
3. EE None
4. SM True
5. SM False
6. EM None
7. SM None
8. EM Open
9 . SE Open
10. SM True
LEARNING CONTENTS ( THE LANGUAGES OF SETS)
Lesson 3. The Language of Sets
The concept of sets was formalized by George Cantor, a German mathematician (1845-
1918). He defined set as a collection of definite distinguished objects called elements.
3.1 Set Notations
It is important to note that in Mathematics , there are certain conventions in the ways sets are
represented, written, and interpreted .The following examples will illustrate these
conventions.
The set is composed of five vowels of the English alphabet may be named and can be
denoted as
A={a,e,i,o,u}.
Sets like
A
which has a definite number of elements in roster method where the elements are listed . Commas
are used between each element and a pair of braces are used to enclose the list elements.
The set whose elements are all integers may be named and can be written as
N={x|x∈Z}
. This is read as “Set
N
is the set of all values of
x
such that
x
is an integer”. Sets like Set N which has indefinite number of elements are written in
set-builder method . This notation is used whenever it is convenient or impossible to list all
the elements of a set; it merely describes the characterizing property of its elements in terms
of symbols.
We also have to take note of the frequently used set of numbers :
Use The Roster Method to Represent a Set
a.
The set of natural numbers less than 5.
b.
a.
The solution set of
b.
x+5=−1
c.
d.
a.
The set of negative integers greater than
b.
−4
c.
d.
Use The Set-builder Method to Represent a Set
a. Set
M
is the set whose elements are numbers greater than negative five but less than four .
b. Set
P
is the set whose elements are numbers greater than or equal to zero.
c. Set
N
is the set of even numbers greater than or equal to four but less than or equal to twenty.
More Concepts to Learn about Sets
Finite Set is a set whose elements are countable. Examples are :
o
o
A={red, orange,yellow,green,blue}
o .
o
o
Set
o
B
o is the set of integers greater than zero but less than five.
o
Unit Set is a finite set that has only one element. Examples are:
o
o
C={0}
o
o
o
Set D is the set consisting of the number that is neither prime nor composite.
o
Infinite Set is a set where the number of elements is unlimited or not countable. Examples :
o
o
E={…,−6,−4,−2, 0, 2, 4, 6, …
o }
o
o
Set
o
F
o is the set of positive integers
o
Empty or null set is a set that has no elements. Examples are :
o
o
G={ }
o or
G=∅
o
o
o
Set H is the set of months that start with the letter Z.
o
Cardinality or cardinal number of a set is the number of elements in it . For example , the cardinal
number of set A (describe above) is denoted by
n(A)=5
. Take note that in finding for the cardinality of a set elements that are listed more than
once are counted only once. For example the set
T={3, 3, 4, 7,8}
has a cardinality of 4 and is denoted as
n(T)=4
Equivalent Sets are sets that have the same number of elements. In other words, they have the same
a cardinality. For example , set
C
and
D
are equivalent sets denoted by
C~D
since they have the one element each ; that is
n(C)=n(D)
. However , Set
A
and Set
B
V
o ” or in symbols,
a ∈
o
V
o .
o
o
Given
o
N={x|x∈Z}
o , we say that “
0.5
o is not an elementof Set
N
o or in symbols ,
o
0.5∉
N.
The symbol
⊂
is used to indicate that set is a proper subset of another set. By proper subset , in given two
sets
A
and
B
, every element of Set
A
is also an element of Set
B
, but not all elements of Set
B
are elements of Set
B
are in Set
A
. Such a relation between sets is denoted by
A⊂B
and is read as “
A
is a proper subset of
B
.” . It is important to note that the set on the right of
⊂
is the one with more elements .
On the other hand , the symbol
⊄
is used to indicate that a set is not a subset of another set ; meaning not all elements of the first set
are also element of the second set.
The symbol
⊆
is used to indicate that equal sets are subset of one another . Suppose we are given two sets ,
V={a, e, i, o,u}
and
W={i,e,o, a, u}
. Since Sets
V
and
W
are equal sets, we say that
V
is a subset of
W
, and conversely,
W
is a subset of
V
. In set notation , we state
V⊆W
and
W⊆V
.
Power set
is the set composed of all the subsets of a given set. For example , the power set of set
A={2, 4, 6 }
denoted as
P(A),
is
{∅, {2}, {4}, {6}, {2,4}, {2,6}, {4,6}, {2,4,6}
}.
Do note that an empty set is a subset of every set and every set is a subset of itself.
Sets that have common elements are called joint sets ; while those that do not have common
elements are called disjoint sets.
Fill in the table below with corresponding notation of statement and evaluate if what it
states is true or false.
K={1, 2, 3, 4, 5}
L={2 4, 5}
M={0,4,7,10,15}
N={2,4,5,3,1}
Notation Statement True/False
L⊂K
L⊄M
N⊆K
∅⊂N
Do you notice any relation between the number of elements in a set and number of elements
in its power set ; that is the number of subsets (proper subsets plus its equal set)?What seems
to be the pattern? Can you come up with a formula?Go and investigate! Put your observations
in the table .
Number of Elements in a Set Number of Subsets
0
1
2
3 8
4
5
6
n
3.2 Set Operations
In this section we will discuss the set operations such as : Union, Intersection, Difference,
Complementation, and Cartesian Product.
The union of two sets
X a
nd
Y
is the set composed of elements that belong to either Set
X a
nd or Set
Y
or both sets , and is denoted by
X ∪Y
which read as
X
union
Y
.
If Set A is the set composed of months starting with letter J.
Set B is the set composed of months with exactly five letters.
Set C is the set composed of months starting with letter M.
then
A=
{January,June, July}
B=
{March, April}
C=
{March, May}
Find
A∪B
,
A∪C
,
B∪C
.
Solution
A∪B={
January,March, April,June, July
}
A∪C={
January,March, May,June, July
}
B∪C=
{ March, April, May}
In “March”, the common element of Sets B and C is written only once in
B∪C
.
Perform the indicated operation. Use the same sets given in example 3.
a.
C∪B
b.
A∪B∪C
The intersection of two sets
X a
nd
Y
is the set composed of elements that belong to either Set
X a
nd or Set
Y
or both sets , and is denoted by
X ∩Y
which read as
X
intersection
Y
.
If
D
is the set of single-syllable months.
E is the set of months with
y
as the letters.
F is the set of months with four letters or less.
then
D=
{March, May, June }
E={
January, February , July}
F={
May, June, July}
Find
D∩E
,
E∩F
,
D∩F
Solution
D∩E=∅
E∩F=
{July}
D
∩F=
{May, June}
Set D and E are disjoint sets so their intersection is empty set.
Perform the indicated operation. Use the same sets given in example 5.
a.
F∩D
b.
D∩E∩F
c.
(D∩E)∪(E∩F)
The difference of two sets
X a
nd
Y
is the set of elements in set
X
, but its common elements with Set of
Y
is taken out and is denoted by
X−Y
which is read as ”
X
minus
Y
. “
X−Y
can be understood also as the set composed of the elements of
X
with the elements of its intersection with
Y
removed or in symbols,
X−Y=X−(X∩Y).
Given
A=
{January , June , July}
D=
{March, May, June}
F=
{May , June, July}
Find
A−D , D−A , A−F , F−A
Solution
A−D=
{January, July}
D−A=
{March , May}
A−F=
{January}
F−A=
{May}
Note :
A−D≠D−A
and
A−F≠F−A
.
Perform the following using the same sets given in Example 5.
a.
D−F
b.
F−D
c.
(A∪D)−F
d.
(F∩D)−A
e.
(A∪F)−(A∩D)A∪F−A∩D
The complement of a Set
XX
relative to a universal set
UU
is the set of elements in
UU
that are not in
XX
and is denoted by
X′X′
(read as”
XX
prime”). The universal set is the totality of all elements that are included under a defined
condition.
X′X′
can be understood as the set that is composed of all elements of
UU
with its common elements with
XX
taken out , or in symbols ,
X′X′
=
U−XU−X
.
If
U={−5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5}U={−5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5}
A={0,1, 2, 3, 4, 5}A={0,1, 2, 3, 4, 5}
B={−4, −2, 0, 2, 4}B={−4, −2, 0, 2, 4}
Find
A′A′
and
B′B′
Solution
A′={−5, −4, −3, −2, −1}A′={−5, −4, −3, −2, −1}
B′={−5, −3, −1, 1, 3, 5}B′={−5, −3, −1, 1, 3, 5}
Perform the indicated set operations.
a.
(A∪B)′(A∪B)′
b.
(A∩B)′(A∩B)′
c.
(A∪B)−A′A∪B−A′
d.
B′∩(A−B)B′∩(A−B)
The
Cartesian productCartesian product
of two sets
XX
and
YY
is the set of all possible pairs of elements and is denoted by
X×YX×Y
(read as “the Cartesian product of
XX
and
YY
”). Each pair of elements is called an ordered pair
(x,y), x,y,
where the first element
x x
is an element of the first set
X X
; that is ,
x∈X x∈X
; the second element
y y
is an element of the second set
YY
; that is
y∈Yy∈Y
.
If
M={0,1}M={0,1}
and
N={1, 2}N={1, 2}
Find
M×N×
,
N×M , × ,
and
M×M×
Solution
M×N=M×N=
{(
0, 1),(0,2), (1,1)0, 1),0,2, (1,1)
, (1,2}
N×M={(1,0),(1,1),(2,0),(2,1)}N×M={1,0,1,1,2,0,2,1}
M×M={(0,0),(0,1),(1,0),(1,1)}M×M={0,0,0,1,1,0,1,1}
Interchanging the Sets M and N, that is
M×NM×N
to
N×MN×M
, will result to equivalent set but not equal set s of ordered pairs.
Perform the indicated set operations using the given sets in Example 7
a.
(M×N)∪(N×M)M×N∪N×M
b.
(M×N)∩(N×M)M×N∩N×M
c.
(M×N)−(N×M)M×N−N×M
d.
(N∩M)×(M∪N)N∩M×M∪N
3.3 Venn Diagram
The Venn Diagram, named after John Venn (English logician, 1834-1923), is a geometric
representation of sets, set relation, and operations. It is usually utilizes overlapping or non-
overlapping circles drawn rectangle.
MODULE 2
Figure 1
Determine Regions that Represent Sets
Use the Figure 2 to answer each of the following.
a. Which regions represent
A∩CA∩C
?
b. Which regions represent
A∪ CA∪ C
?
c. Which regions represent
A ∩ B′A ∩ B′
?
Figure 2
Solution :
a.
A ∩ C A ∩ C
is represented by all the regions common to
circles A and C. Thus
A ∩ CA ∩ C
is represented by regions i and iv.
b.
A∪CA∪C
is represented by all the regions obtained by joining the regions in circle A (i, ii, iv, v) and the
regions in circle C (i, iii, iv, vii).
Thus
A ∪CA ∪C
is represented by regions i, ii, iii, iv, v, and vii.
c.
A ∩ B′A ∩ B′
is represented by all the regions common to circle A and
the regions that are not in circle B. Thus.
A ∩ B′ A ∩ B′
is represented by regions iv and v.
See Figure 3 below to find the following.
a.
A∪B∪
c.
B−A−
b.
B∩C∩
d.
C′′
Figure 3
Solution:
a.
A∪B={1.3.5.7}A∪B={1.3.5.7}
b.
B∩C={3.7}B∩C={3.7}
c.
B−A={3}B−A={3}
d.
C′={1,5,9}C′={1,5,9}
Counting problems occur in many areas of applied mathematics. To solve these
counting problems, we often make use of a Venn diagram. In the next example, we can use
Venn Diagram to help us solve some word problems.
A movie company is making plans for future movies it wishes to produce. The company has
done a random survey of 1000 people. The results of the survey are shown below.
695 people like action adventures.
340 people like comedies.
180 people like both action adventures and comedies.
Of the people surveyed, how many people
a. like action adventures but not comedies?
b. like comedies but not action adventures?
c. do not like either of these types of movies?
Solution
A Venn diagram can be used to illustrate the results of the survey. We use two overlapping
circles (see Figure 4). One circle represents the set of people who like action adventures and
the other represents the set of people who like comedies. The region i where the circles
intersect represents the set of people who like both types of movies.
We start with the information that 180 people like both types of movies and write
180 in region i . See Figure 5.
a. Regions i and ii have a total of 695 people. So far we have accounted for 180 of these
people in region i. Thus the number of people in region ii, which is the set of people who like
action adventures but do not like comedies, is
695 − 180 =515695 − 180 =515
.
b. Regions i and iii have a total of 340 people. Thus the number of people in region iii, which
is the set of people who like comedies but do not like action adventures, is
340 −180 =160340 −180 =160
.
c. The number of people who do not like action adventure movies or comedies is represented
by region iv. The number of people in region iv must be the total number of people, which is
1000, less the number of people accounted for in regions i, ii, and iii, which is 855. Thus the
number of people who do not like either type of movie is
1000 − 855 = 145.1000 − 855 = 145.
An activities director for a cruise ship has surveyed 240 passengers. Of the 240 passengers,
135 like swimming. 80 like swimming and dancing.
150 like dancing. 40 like swimming and games.
65 like games. 25 like dancing and games.
Sets like
A={a,e,i,o,u}A=a,e,i,o,u
which has a definite number of elements in roster method where the elements are listed
Sets like Set
N={x|x∈Z}N={x|x∈Z}
. This is read as “Set
NN
is the set of all values of
xx
such that
x x
is an integer”which has indefinite number of elements are written in set-
builder method . This notation is used whenever it is convenient or impossible to list all the
elements of a set; it merely describes the characterizing property of its elements in terms of
symbols.
Set operations such as : Union, Intersection, Difference, Complementation, and Cartesian
Product.
In exercises 1 to 5, use the roster method to write each of the given sets .
1. The set of whole numbers less than 4.
2. The set of counting numbers larger than 11 and less than or equal to 19.
3. The set of negative integers between -5 and 7.
4. The set of months of the year with a name that ends with the letter y
5. The set of integers x that satisfy
2x − 1 =−112x − 1 =−11
In exercises 6 to 10 , use the rule method to describe the following sets.
6.
A= {3,7,5,9,11,13}A= {3,7,5,9,11,13}
7.
D= {−3,−2,−1,0,1,2,3}D= {−3,−2,−1,0,1,2,3}
8. The set
ZΖ
of negative integers greater than
−6−6
9. The set
PP
is the set of whose elements are numbers greater that 7 but less than 100
10.
S={1, 4, 9, 16, 25}S={1, 4, 9, 16, 25}
In exercises 11 to 15, fill in the table below with the corresponding notation or statement
and evaluate if what it states is true or false . Refer to these four sets for your answer.
A={2, 3, 10, 12, 20}A={2, 3, 10, 12, 20}
C={10, 20,30,40,50,…}C={10, 20,30,40,50,…}
B={2,4,6,8}B={2,4,6,8}
D={…−4,−2,−1, 0, 1, 2, 3, 4,…}D={…−4,−2,−1, 0, 1, 2, 3, 4,…}
Notation Statement True/ False
11. BB
B⊂DB⊂D is a proper subset of
DD
.
12.
B⊄CB⊄C
13. CC
is not a subset of
DD
.
14.
A⊂DA⊂D
15. 10∈A15. 10∈A 10 is an element of
A.A.
In exercises 16 to 24, Consider the following sets .
A
= {a, b,c}= {, ,}
C
= {b,c,d}= {,,}
B
= {b,c,d,e}= {,,,}
U
=
{a,b,c,d, e}{,,,, }
– Universal Set
Find the following sets and identify the cardinality of the sets.
16. A
∪ ∪
B
17. B
∪∪
C
18.. A
∪(∪(
B
∩ ∩
C)
19. A x B
20. A x C
21.
B−AB−A
22 .
C′C′
23.
A∪∅A∪∅
24.
(A∩B)′(A∩B)′
25.
B′ ∪C′ B′ ∪C′
In exercises 26 to 27, if
E==
{even counting numbers } and
O==
{odd counting numbers}, then which of the following are true or false .
26. (2, 3)
∈∈
E×OE×O
27. 22
∈∈
E×EE×E
In exercises 28 to 29 . Draw a Venn diagram with each of the given elements placed in the
correct region.
28.
U={2,4,6,8,10,12,14}U={2,4,6,8,10,12,14}
A={2,10,12}A={2,10,12}
B={4,8}B={4,8}
C={−1, 8, 9}C={−1, 8, 9}
29.
U ={U ={
Hal, Marie, Rob, Armando, Joel, Juan, Melody}
A =A =
{Marie, Armando, Melody}
B ={B ={
Rob, Juan, Hal}
R=R=
{Hal, Marie, Rob, Joel, Juan, Melody}
30. Use Venn Diagram to answer the following problem
Mrs. Cruz asked her 30 students who among their mother, father, or sibling will
attend the quarterly conference. Sixteen students said their mother will attend, another 16 said
their father will attend, and 11 said their siblings will attend. Five said their mother and
sibling will attend, and of these, 3 said their father will also attend. Five said only their
sibling will attend and 8 said only their father will attend. How many students said only their
mother will attend? Support your answer by illustrating the Venn Diagram which represents
the given data.
Lesson 4: The Language of Logic
The term logic refers to the science that studies the principle of correct reasoning.
Logic requires the act of reasoning to form thoughts and opinions, as well as classification
and judgements. The foundation of logical argument is
its proposition or statement The proposition is either accurate (true) or not accurate (false)
but not both true and false . The argument is then built on premises. The premises are the
propositions used to build the argument.
Determine whether each sentence is a statement.
a. Open the door.
b. 7055 is a large number.
c. In the year 2020, the president of the United States will be a woman.
d.
x > 3x > 3
.
Simple Statements and Compound Statements
A simple statement is a statement that conveys a single idea. A compound statement
is a statement that conveys two or more ideas.
Connecting simple statements with words and phrases such as and, or, if . . .
then, and if
and only if creates a compound statement. For instance, “I will attend the meeting or I will
go to school.” is a compound statement. It is composed of the two simple statements, “I will
attend the meeting.” and “I will go to school.” The word or is a connective for the two simple
statements.
George Boole (the one who published The Mathematical Analysis of Logic in 1848) used
symbols such as p, q, r, and s to represent simple statements and the symbols
∧, ∨, ∼, ⟶∧, ∨, ∼, ⟶
and
⟷⟷
to represent connectives. See Table 1.
Table 1: Logic Connectives and Symbols
Statement Connective Symbolic form Type of statement
not ~p~p
pp not negation
pp
and p∧qp∧q
and conjunction
qq
pp
or p∨qp∨q
or Disjunction
qq
If
pp
p→qp→q
, then If … then conditional
qq
p p
if and only if p↔qp↔q
if and only if biconditional
qq
Truth Value and Truth Tables
The truth value of a simple statement is either true (T) or false (F).
The truth value of a compound statement depends on the truth values of its simple statements
and its connectives.
A truth table is a table that shows the truth value of a compound statement for all possible
truth values of its simple statements.
Negation Operator (not
~~
)
The negation of the statement “Today is Friday.” is the statement “Today is not
Friday.” In symbolic logic, the tilde symbol
~ ~
is used to denote the negation of a statement.
If a statement p is true, its negation
~~
p is false, and if a statement p is false, its negation
~~
p is true. See the table below . The negation of the negation of a statement is the original statement.
Thus
~~
(
~~
p) can be replaced by p in any statement.
Truth table for
~p~p
p (~p)(~)
T F
F T
Write the Negation of a Statement
a. Rodrigo Duterte is our president.
b. MMW is an easy subject.
c. The number 10 is a prime number
d. The fire engine is not red .
Solution
a. Rodrigo Duterte is not our president.
b. MMW is not an easy subject / MMW is a hard easy subject
c. The number 10 is not a prime number / The number 10 is a composite number
d. The fire engine is red .
Write the negation of each statement.
a. Mayon Volcano is in Naga.
b. Ninoy is a hero.
c. The dog does not need to be fed.
d. Maria is not a teenager.
Write Compound Statements in Symbolic Form
Consider the following simple statements.
p: Today is Friday.
q: It is raining.
r: I am going to a movie.
s: I am not going to the basketball game.
Write the following compound statements in symbolic form.
a. Today is Friday and it is raining.
b. It is not raining and I am going to a movie.
c. I am going to the basketball game or I am going to a movie.
d. If it is raining, then I am not going to the basketball game.
Solution
a.
p ∧qp ∧q
b.
∼q ∧ r∼q ∧ r
c.
∼s ∨ r∼s ∨ r
d.
q ⟶ sq ⟶ s
Use p, q, r, and s as defined in Example 14 to write
the following compound statements in symbolic form.
a. Today is not Friday and I am going to a movie.
b. I am going to the basketball game and I am not going to a movie.
c. I am going to the movie if and only if it is raining.
d. If today is Friday, then I am not going to a movie.
Translate symbolic statements into English sentences.
Consider the following statements.
Consider the following statements.
e: All men are created equal.
t: I am trading places.
a: I get Abe’s place.
g: I get George’s place.
Use the above information to translate the dialogue in the speech bubbles at the left.
Conjunction Operator (and
∧ ∧
)
This is a statement which is the result of combining two other statements with the
connective word and .
The conjunction of two statements is true only if both statements are true.
Truth table for
(p∧q)(∧)
p q p∧q∧
T T T
T F F
F T F
F F F
Disjunction Operator (and
∨∨
)
This is a statement which is the result of combining two other statements with the
connective word or.
The disjunction of two statements is
false false
only if both statements are false.
Truth table for
(p∨q)(∨)
p q p∨q∨
T T T
T F T
F T T
F F F
Determine the Truth Value of a Statement
a.
7 ≥ 5.7 ≥ 5.
b. 5 is a whole number and 5 is an even number.
c. 2 is a prime number and 2 is an even number.
Solution
a.
7 ≥ 57 ≥ 5
means 7 > 5 or 7
==
5. Because 7 > 5 is true, the statement 7
==
5 is a true statement.
b. This is a false statement because 5 is not an even number.
c. This is a true statement because each simple statement is true.
Determine whether each statement is true or false.
a. 21 is a rational number and 21 is a natural number.
b.
4 ≤ 9.4 ≤ 9.
c.
−7 ≥− 3.−7 ≥− 3.
Conditional Operator (if …then
→→
)
Conditional statement can be written in if p, then q form or if p, q form. For instance,
all of the following are conditional statements.
If you passed the test, then I will give you a reward.
If you get sick, then you will be absent.
In any conditional statement represented by “if
pp
, then
qq
” or by “If p, q,” the p statement is called antecedent / hypothesis and the q statement is
called consequent/ conclusion.
The conditional statement is true in all cases, except when the antecedent is true and the
consequent is false. In other words, a true statement is hypothesis cannot imply a false conclusion.
Truth table for
(p→q)(p→q)
p q p→qp→q
T T T
T F F
F T T
F F T
Determine the truth value of each of the following.
a. If 2 is an integer, then 2 is a rational number.
b. If 3 is a negative number, then
5 > 7.5 > 7.
c. If
5 > 35 > 3
, then
2+ 7= 4.2+ 7= 4.
Solution
a. Because the consequent is true, this is a true statement.
b. Because the antecedent is false, this is a true statement.
c. Because the antecedent is true and the consequent is false, this is a false statement.
Determine the truth value of each of the following.
a. If
4 ≥34 ≥3
, then
2+ 5= 6.2+ 5= 6.
b. If
5>95>9
, then
4 >94 >9
.
c. If Tuesday follows Monday, then April follows March.
Biconditional Operator (if and only if
⟷⟷
)
Biconditional / equivalent statement is the result of combining two propositions in the
form…if and only if…
The equivalence is true if both propositions are true or both false.
Truth table for
(p⟷q)(p⟷q)
p q p⟷qp⟷q
T T T
T F F
F T F
F F T
State whether each biconditional is true or false.
a.
x+ 4= 7x+ 4= 7
if and only if
x= 3x= 3
.
b.
x2=36x2=36
if and only if [Equation]
Solution
a. Both equations are true when [Equation], and both are false when [Equation]. Both
equations have the same truth value for any value of x, so this is a true statement.
b. If [Equation], the fi rst equation is true and the second equation is false. Thus this is a false
statement.
.
State whether each biconditional is true or false.
a. [Equation] if and only if [Equation]
b. [Equation] if and only if [Equation]
Truth Table
In this section, we consider methods of constructing truth tables for a statement that
involves a combination of conjunctions, disjunctions, and/or negations. If the given statement
involves only two simple statements, then start with a table with four rows (see the
table below ), called the standard truth table form, and proceed as shown in Example 19.
p q Given
Statement
T T
T F
F T
F F
.
Truth Tables
a. Construct a table for [Equation]
b. Use the truth table from part a to determine the truth value of [Equation], given that p is true and q is false.
Solution
a. Start with the standard truth table form and then include a [Equation] column.
p q [Equation]
T T F
T F F
F T T
F F T
Now use the truth values from the [Equation]and q columns to produce the truth values
for [Equation] [Equation], as shown in the rightmost column of the following table.
p q [Equation] [Equation] [Equation]
T T F T
T F F F
F T T T
F F T T
Negate the truth values in the [Equation] [Equation] column to produce the following.
p q [Equation] [Equation] [Equation] [Equation] [Equation])
T T F T F
T F F F T
F T T T F
F F T T F
As our last step, we form the disjunction of [Equation] [Equation])with q and place the results
in the rightmost column of the table. See the following table. The shaded column is the truth
table for [Equation] [Equation]
p q [Equation] [Equation] [Equation] [Equation] [Equation]) [Equation] [Equation]
T T F T F T row 1
T F F F T T row 2
F T T T F T row 3
F F T T F F row 4
b. In row 2 of the above truth table, we see that when p is true, and q is false, the statement
[Equation] [Equation] in the rightmost column is true.
Truth Tables
a. Construct a truth table for [Equation]
b. Use the truth table from part a to determine the truth value of [Equation]given that p is
true, q is true, and r is false.
Solution
a. Using the procedures developed in Example 19, we can produce the following table.
The shaded column is the truth table for [Equation]. The numbers in the squares below the columns denote the
order in which the columns were constructed.
p q [Equation] [Equation] [Equation] [Equation] [Equation] )
T T T T F T T row 1
T T F T T T T row 2
T F T F F F F row 3
T F F F T T F row 4
F T T F F T F row 5
F T F F T T F row 6
F F T F F F F row 7
F F F F T T F row 8
b. Inrow 2 of the above truth table, we see that [Equation] is true when p is true, q is true,
and r is false.
a. Construct a truth table for [Equation]
b. Use the truth table that you constructed in part a to determine the truth value
of [Equation]given that p is false, q is true, and r is false.
The term logic refers to the science that studies the principle of correct reasoning. Logic requires
the act of reasoning to form thoughts and opinions, as well as classification and judgements. The
foundation of logical argument is its proposition or statement The proposition is either accurate
(true) or not accurate (false) but not both true and false . The argument is then built on premises.
The premises are the propositions used to build the argument.
A simple statement is a statement that conveys a single idea. A compound statement
is a statement that conveys two or more ideas.
Connecting simple statements with words and phrases such as and, or, if . . .
then, and if and only if creates a compound statement.
George Boole (the one who published The Mathematical Analysis of Logic in 1848)
used symbols such as p, q, r, and s to represent simple statements and the symbols
∧, ∨, ∼, ⟶∧, ∨, ∼, ⟶
and
⟷⟷
to represent connectives.
The truth value of a simple statement is either true (T) or false (F).
The truth value of a compound statement depends on the truth values of its simple statements
and its connectives.
A truth table is a table that shows the truth value of a compound statement for all possible
truth values of its simple statements.
In exercises 1 to 6. Determine which of the following sentences are propositions and indicate
their truth values.
1. Legazpi is the capital of Albay.
2. [Equation]
3. [Equation] for every pair of real numbers [Equation] and [Equation]
4. [Equation]
5. [Equation] if [Equation]
6. Answer this question.
In exercises 7 to 9 .Write each sentence in symbolic form. Use [Equation] and [Equation] as
defined below.
p: Dwyane Wade is a football player.
q: Dwyane Wade is a basketball player.
r: Dwyane Wade is a rock star.
s: Dwyane Wade plays for the Miami Heat.
7. Dwyane Wade is a rock star, and he is not a basketball player or a football player.
8. Dwyane Wade is a basketball player, if and only if he is not a football player and he is not
a rock star.
9. It is not true that, Dwyane Wade is a football player or a rock star.
In exercises 10 to 13. Let p, q, and r be the propositions :
[Equation]: You are sick.
q: You miss the final examination.
r: You pass this subject.
Express each of the following propositions as an English sentence.
10. [Equation]
11. [Equation]
12. [Equation]
13. [Equation]
In exercises 14 to 18. Determine the truth value of the compound statement given that p is a
false statement, q is a true
statement, and r is a true statement.
14. [Equation]
15. [Equation]
16. [Equation]
17. [Equation]
18. [Equation]
In exercises 19 to 20 . Construct a truth table for each compound statement.
19. [Equation]
20. [ [Equation] (p [Equation]
LEARNING ACTIVITY
REFERENCES
References :
Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
Nocon et. al , Essential Mathematics for the Modern World
Baltazar et. al, Mathematics in the Modern World
Aufman,Richard et. al, Mathematics in the Modern World
Mathematics in the World book from RBSI
Domantay,Gloria, et. al. College Algebra
Photo credits:
Venn diagram worksheet, mathaids.com
2 Circle Venn Diagrams , https://news.efofex.com/2016/02/17/2-circle-venn-diagrams-a-
teacher-resource-project-upload/comment-page-1
Answers to Your turn(lesson 1)
1. a.[Equation]
b.The elements of set
AA
are
xx
and
y y
c. The sum of the square of a number and 1 is not zero
d. [Equation]
Answers to Your turn(lesson 2)
1. a. [Equation]
b. [Equation]
c. [Equation]
2. a. [Equation]
b. [Equation]
c. [Equation]
3.
Notation Statement True/False
L⊂KL⊂K Set L is a proper subset of Set K . True
L⊄ML⊄M Set L is not a proper subset of set M. True
N⊆KN⊆K Set N is a subset of set K. True
d. [Equation]
10. The intersection of the three sets includes the 15 people who like all three activities.
a. Because 140 students like volleyball and 85 like both sports, there
must be [Equation] students who like only volleyball.
b. Because 120 students like basketball and 85 like both sports, there
must be [Equation] students who like only basketball.
c. The Venn diagram shows that the number of students who like only volleyball plus the
number who like only basketball plus the number who like both sports is
55 + 35 + 85=175. Thus of the 200 students
surveyed, only [Equation] do not like either of the sports.
Answers to Your turn(lesson 3)
1. a. The sentence “Open the door” is a command. It is not a statement.
b. The word large is not a precise term. It is not possible to determine whether the
sentence “7055 is a large number” is true or false, and thus the sentence is not a statement.
c. You may not know whether the given sentence is true or false, but you know that the
sentence is either true or false and that it is not both true and false. Thus the sentence is a
statement.
d. The sentence [Equation] is a statement because for any given value of [Equation],
the inequality [Equation] is true or false, but not both.
2. a. Mayon Volcano is not in Naga.
b. Ninoy is not a hero.
c. The dog needs to be fed.
d. Maria is a teenager.
3. a. [Equation] c. [Equation]
b. [Equation] d. [Equation]
4. [Equation] : All men are created equal and I am not trading places.
[Equation]: I get Abe’s place or I am not trading places.
[Equation] : If all men are created equal, then I am trading places.
[Equation] : I am trading places if and only if I get George’s place.
5. a. True. A conjunction of two statements is true provided that both statements are true.
b. True. A disjunction of two statements is true provided that at least one statement is
true.
c. False. If both statements of a disjunction are false, then the disjunction is false.
6 . a. Because the antecedent is true and the consequent is false, the statement is a false
statement.
b. Because the antecedent is false, the statement is a true statement.
c. Because the consequent is true, the statement is a true statement.
7. a. Let [Equation]. Then the first inequality of the biconditional is false, and the second
inequality of the biconditional is true. Thus the given biconditional statement is false.
b. Both inequalities of the biconditional are true for [Equation], and both inequalities are false
for [Equation]. Because both inequalities have the same truth value for any real number x, the
given biconditional is true.
8. a.
p q [Equation] [Equation] [Equation] [Equation] [Equation]
T T F F F T T row 1
T F F T T F T row 2
F T T F F T T row 3
F F T T F T T row 4
b. p is true and q is false in row 2 of the above truth table. The truth value of [Equation]in
row 2 is T (true).
9. a.
p q [Equation] [Equation] [Equation] [Equation] [Equation]
T T T F F T F row 1
T T F F F T T row 2
T F T F F F F row 3
T F F F F T F row 4
F T T T T T T row 5
F T F T F T T row 6
F F T T T F T row 7
F F F T F T F row 8
b. p is false, q is true, and r is false in row 6 of the above truth table. The truth value of
(∼p∧r)∨(q∧∼r)(∼p∧r)∨(q∧∼r)
in row 6 is T (true).
MODULE 3
REASONING AND PROBLEM SOLVING
MODULE OVERVIEW
This module consist of three lessons: Inductive and Deductive Reasoning, Polya’s Problem Solving
Strategy, Recreational Problems using Mathematics. Each lesson was designed as a self-teaching
guide. Definitions of terms and examples had been incorporated. Answering the problems in “your
turn” will check your progress. You may compare your answers to the solutions provided at the later
part of this module in that way you will be able to measure your achievement and as well as the
effectiveness of the module. Exercises were prepared as your assignment to deepen your
understanding about the topics.
Introduction
Mathematics has always been seen as a tool for problem solving. Math by nature is based on
logical and valid reasoning so that it used for decision – making. A good decision maker is one who
can find resolution using his/ her reasoning ability and mathematical strategy. In this chapter, you
will learn to organize your own methods and approaches to solve mathematical problems.
Discussion
Inductive Reasoning
The type of reasoning that uses specific examples to reach a general conclusion is called
inductive reasoning. The conclusion formed by using inductive reasoning is called conjecture which
may or may not correct. For instance, the following are examples of inductive reasoning:
- Jenny leaves for school at 7:00 am. Jenny is always on time.
Therefore, Jenny assumes then that if she leaves for school at 7:00 am., she will
always be on time.
The conclusion, however, may not be accurate because Jenny would have still
be late even she leaves early due to she might encounter some unexpected
circumstances causing her to be late.
- The chair in the living room is red . The chair in the dining room is red . The chair
in the bedroom is red. Therefore, all chairs in the house are red.
The conclusion, however, may not be correct. There might some other chair/s
in that house that is/are not red.
Even when you examine a list of numbers and predict the next number in the list according to some
pattern you have observed, you are also using inductive reasoning.
Solution
a. Each successive number is 3 larger than the preceding number. Thus we predict that
the next number in the list is 3 larger than 15, which is 18.
b. The first two numbers differ by 2. The second and the third numbers differ by 3.
It appears that the difference between any two numbers is always 1 more than the preceding
difference. Since 10 and 15 differ by 5, we predict that the next number in the list will be 6 larger
than 15, which is 21.
.
Your turn 1 Use inductive reasoning to predict the next number in each of the
following lists.
Solution
Suppose we pick 5 as our original number. Then the procedure would produce the following results:
Original number: 5
Multiply by 8: 8 ×5=40
Add 6: 40+ 6=46
Divide by 2: 46 ÷ 2=23
Subtract 3: 23 −3=20
We started with 5 and followed the procedure to produce 20. Starting with 6 as our original number
produces a fi nal result of 24. Starting with 10 produces a final result of 40. Starting with 100
produces a final result of 400. In each of these cases the resulting number is four times the original
number. We conjecture that following the given procedure produces a number that is four times the
original number.
Your turn 2 Consider the following procedure: Pick a number. Multiply the number by 9,
add 15 to the product, divide the sum by 3, and subtract 5. Complete the above
procedure for several different numbers. Use inductive reasoning
to make a conjecture about the relationship between the size of the resulting number and the size of
the original number.
Scientists often use inductive reasoning. For instance, Galileo Galilei (1564– 1642) used inductive
reasoning to discover that the time required for a pendulum to complete one swing, called the period
of the pendulum, depends on the length of the pendulum. Galileo did not have a clock, so he
measured the periods of pendulums in “heartbeats.” The following table shows some results obtained
for pendulums of various lengths. For the sake of convenience, a length of 10 inches has been
designated as 1 unit.
Example 3 Use the data in the table and inductive reasoning to answer each of the
following questions.
b. In the table, a pendulum with a length of 4 units has a period that is twice that of a pendulum with
a length of 1 unit. A pendulum with a length of 16 units has a period that is twice that of a pendulum
with a length of 4 units. It appears that quadrupling the length of a pendulum doubles its period.
Your turn 3 A tsunami is a sea wave produced by an underwater earthquake. The height of
a tsunami as it approaches land depends on the velocity of the tsunami. Use the
table at the left and inductive reasoning to answer each of the following questions.
Conclusions based on inductive reasoning may not always be true. In other words, a conjecture
formed by using inductive reasoning may be incorrect. To illustrate this , consider the results below,
Simple arithmetic shows that the answer is 6666; hence it is conjectured that the product of 11 and a
multiple of 101 is number where all digits are equal. But is 11× n ( 101 )=nnn true for all n, (n , a
natural number)?
Suppose n=10 . Then 11 ×10 ( 101 )=11,110 which obviously does not satisfy the
previous conclusion. This method of disproving a statement is to give a counterexample .
Counterexamples
A statement is a true statement provided that it is true in all cases. If you can find one case
for which a statement is not true, called a counterexample, then the statement is a false statement.
Solution
A statement may have many counterexamples, but we need only find one counterexample to
verify that the statement is false.
a. Let x=0. Then|0|=0. Because 0 is not greater than 0, we have found a counterexample. Thus “for
all numbers x, |x| > 0 ” is a false statement.
b. For x=1 we have 12=1. Since 1 is not greater than 1, we have found a counterexample. Thus “for
all numbers x, x 2> x ” is a false statement.
c. Consider x=− 3. Then √ (− 3)2 =√ 9=3 . Since 3 is not equal to −3, we have found a
counterexample. Thus “for all numbers √ x 2 ¿ x” is a false statement.
Your turn 4
Verify that each of the following statements is a false statement by finding a
counterexample for each.
For all numbers x:
x
a. =1
x
x+3
b. = x+1
3
c. √ x 2+16=x +4
Deductive Reasoning
Another type of reasoning is called deductive reasoning. Deductive reasoning is
distinguished
from inductive reasoning in that it is the process of reaching a conclusion by applying general
principles and procedures . For instance, the following are examples of deductive reasoning:
Example 5 Use deductive reasoning to show that the following procedure produces a
number that is four times the original number.
Procedure:
1. Pick a number. Note that Example 5 is the
2. Multiply the number by 8, same as Example 2 except
3. add 6 to the product, that in this example
4. divide the sum by 2, deductive reasoning is
5.. and subtract 3. used.
Solution
Let n represent the original number.
Multiply the number by 8: 8 n
Add 6 to the product: 8 n+6
8 n+6
Divide the sum by 2: =4 n+3
2
Subtract 3: 4 n+3 −3=4 n
We started with n and ended with 4n. The procedure given in this example produces a number that
is four times the original number.
Your turn 5 Use deductive reasoning to show that the following procedure produces a
number that is three times the original number.
Procedure:
1. Pick a number.
2. Multiply the number by 6,
3. add 10 to the product,
4. divide the sum by 2,
5.and subtract 5.
Hint: Let n represent the original number.
Logic Puzzles
Logic puzzles can be solved by using deductive reasoning and a chart that enables us to
display the given information in a visual manner.
Each of four neighbors, Sean, Maria, Sarah, and Brian, has a different occupation (editor,
banker, chef, or dentist). From the following clues, determine the occupation of each neighbor.
1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian.
Solution
From clue 1, Maria is not the banker or the dentist. In the following chart, write (which stands for
“ruled out by clue 1”) in the Banker and the Dentist columns of Maria’s row.
From clue 2, Sarah is not the editor. Write X2 (ruled out by clue 2) in the Editor column of Sarah’s
row. We know from clue 1 that the banker is not the last to get home, and we know from clue 2 that
Sarah is the last to get home; therefore, Sarah is not the banker. Write X2 in the Banker column of
Sarah’s row.
From clue 3, Sarah is not the dentist. Write X3 for this condition. There are now Xs for three of the
four occupations in Sarah’s row; therefore, Sarah must be the chef. Place a √ in that box. Since Sarah
is the chef, none of the other three people can be the chef. Write X3 for these conditions. There are
now Xs for three of the four occupations in Maria’s row; therefore, Maria must be the editor. Insert a
√ to indicate that Maria is the editor, and write X3 twice to indicate that neither Sean nor Brian is the
editor.
Brian X3 X3
From clue 4, Brian is not the banker. Write X4 for this condition. Since there are three Xs in the
Banker column, Sean must be the banker. Place a √ in that box. Thus Sean cannot be the dentist.
Write X4 in that box. Since there are 3 Xs in the Dentist column, Brian must be the dentist. Place a √
in that box.
Editor Banker Chef Dentist
Sean X3 √ X3 X4
Maria √ X1 X3 X1
Sarah X2 X2 √ X3
Brian X3 X4 X3 √
Sean is the banker, Maria is the editor, Sarah is the chef, and Brian is the dentist
Brianna, Ryan, Tyler, and Ashley were recently elected as the new class officers
Your turn 6 (president, vice president, secretary, treasurer) of the sophomore class at
Summit College. From the following clues, determine which position each
holds.
1. Ashley is younger than the president but older than the treasurer.
2. Brianna and the secretary are both the same age, and they are the youngest members
of the group.
3. Tyler and the secretary are next-door neighbors.
LEARNING POINTS
The type of reasoning that uses specific examples to reach a general conclusion is called inductive
reasoning . The conclusion formed by using inductive reasoning is called conjecture which
may or may not correct.
Deductive reasoning is distinguished from inductive reasoning in that it is the process of reaching a
conclusion by applying general principles and procedures
LEARNING ACTIVITY 1
In exercises 1 to 4. Use inductive reasoning to predict the next number in each of the following
lists.
1. 5, 10, 15, 20, 25, ___
3 5 7 9 11 13
2. , , , , , , ______
5 7 9 11 13 15
3. 2, 5, 10, 17, 26, ____
4. 2 ,7 ,− 3 ,2 , −8 , −3 , −13 , − 8 ,− 18, __
5. 1 , 8 ,27 ,64 ,125 ,¿
6. 80 , 70 , 61, 53 , 46 , 40 , _____
7. 1 ,5 , 12 , 22, 35 , ______
6. Emma enjoyed reading the novel Under the Dome by Stephen King, so she will enjoy reading his
next novel.
8. All pentagons have exactly five sides. Figure A is a pentagon. Therefore, Figure A has exactly fi ve
sides.
9. Every English setter likes to hunt. Duke is an English setter, so Duke likes to hunt.
10. Cats don’t eat tomatoes. Tigger is a cat. Therefore, Tigger does not eat tomatoes.
11. Two computer programs, a bubble sort and a shell sort, are used to sort data. In each of 50
experiments, the shell sort program took less time to sort the data than did the bubble sort program.
Thus the shell sort program is the faster of the two sorting programs.
In exercises 12 to 16. Verify that each of the following statements is a false statement by
finding a counterexample for each.
12. ( x + y )2 =x2 + y 2
13. For all x, |x +3|=|x|+3
14. For all x, x + x> x
(x +1)( x −1)
15. For all number x , =x+ 1
(x −1)
16. For all numbers x ,− x< x .
In exercises 17 to 18. Use the data in the table and by inductive reasoning , answer the
following question below.
Max. Tsunami
Earthquake Magnitude
Height(meters)
7.5 5
7.6 9
7.7 13
7.8 17
7.9 21
8.0 25
8.1 29
8.2 33
8.3 37
17. if the earthquake magnitude is 8.5, how high (in meters) can the tsunami be?
18. Can a tsunami occur when the earthquake magnitude is less than 7? Explain you answer.
19. Use deductive reasoning to show that the following procedure always produces the number 5.
Procedure: Pick a number. Add 4 to the number and
multiply the sum by 3. Subtract 7 and then decrease this
difference by the triple of the original number.
dog.
2. Nikkie and her friend who owns the snake are both of the same age and are the youngest
members of their group.
3. Donna is older than her friend who owns the fish.
Understand the Problem This part of Polya’s four-step strategy is often overlooked. You must have
a clear understanding of the problem. To help you focus on understanding the problem, consider the
following questions.
■ Can you restate the problem in your own words?
■ Can you determine what is known about these types of problems?
■ Is there missing information that, if known, would allow you to solve the problem?
■ Is there extraneous information that is not needed to solve the problem?
■ What is the goal?
Devise a Plan Successful problem solvers use a variety of techniques when they attempt to solve a
problem. Here are some frequently used procedures.
■ Make a list of the known information.
■ Make a list of information that is needed.
■ Draw a diagram.
■ Make an organized list that shows all the possibilities.
■ Make a table or a chart.
■ Work backwards.
■ Try to solve a similar but simpler problem.
■ Look for a pattern.
■ Write an equation. If necessary, define what each variable represents.
■ Perform an experiment.
■ Guess at a solution and then check your result.
Carry Out the Plan Once you have devised a plan, you must carry it out.
■ Work carefully.
■ Keep an accurate and neat record of all your attempts.
■ Realize that some of your initial plans will not work and that you may have to devise
another plan or modify your existing plan.
Review the Solution Once you have found a solution, check the solution.
■ Ensure that the solution is consistent with the facts of the problem.
Leonardo da Vinci was a famous artist during the renaissance period. He wrote in his notebook that
“from the top to the bottom of the chin is the sixth part of the face, and it is the fifty-fourth part of
the man.” Suppose the distance from the top pf the chin of the person is 1.2 inches. Using Leonardo
da Vinci’s measurements, find the height of the person.
Solution
Understand the Problem. Obviously, one needs to find the height of the person in this problem.
Devise a Plan. Let x represent the unknown height of the person. Write an equation satisfying da
Vinci’s measurements.
Equation
1
x=1.2
54
x=64.8∈¿ 5.4 ft
Review the solution. The solution is quite simple. . Now check your progress- follow Leonardo da
Vinci’s measurements to find your best friend’s height .
Your turn 1 An agency charged ₱15, 000 for a 3-day and 2-night tour in Macau and
₱20,000 for the same tour with a side trip to Hongkong(HK). Ten persons
joined the trip, which enable them to collect ₱170,000 . How many tourist made a side trip to
Hongkong ?
A baseball team won two out of their last four games. In how many different
Example 2 orders could they have two wins and two losses in four games?
Solution
Understand the Problem . There are many different orders. The team may have won two straight
games and lost the last two (WWLL). Or maybe they lost the fi rst two games and won the last two
(LLWW). Of course there are other possibilities, such as WLWL.
Devise a Plan. We will make an organized list of all the possible orders. An organized list is a list
that is produced using a system that ensures that each of the different orders will be listed once and
only once.
Carry Out the Plan. Each entry in our list must contain two Ws and two Ls. We will use a strategy
that makes sure each order is considered, with no duplications. One such strategy is to always write a
W unless doing so will produce too many Ws or a duplicate of one of the previous orders. If it is not
possible to write a W, then and only then do we write an L. This strategy produces the six different
orders shown below.
1. WWLL (Start with two wins)
2. WLWL (Start with one win)
3. WLLW
4. LWWL (Start with one loss)
5. LWLW
6. LLWW (Start with two losses)
Review the Solution . We have made an organized list. The list has no duplicates and the list
considers all possibilities, so we are confident that there are six different orders in which a baseball
team can win exactly two out of four games.
A true-false quiz contains five questions. In how many ways can a student
Your turn 2 answer the questions if the student answers two of the questions
with “false” and the other three with “true”?
In consecutive turns of a Monopoly game, Stacy fi rst paid $800 for a hotel.
Example 3 She then lost half her money when she landed on Boardwalk. Next, she
collected $200 for passing GO. She then lost half her remaining money when she landed on Illinois
Avenue. Stacy now has $2500. How much did she have just before she purchased the hotel?
Solution
Understand the Problem. We need to determine the number of dollars that Stacy had just prior to
her $800 hotel purchase.
Devise a Plan. We could guess and check, but we might need to make several guesses before we
found the correct solution. An algebraic method might work, but setting up the necessary equation
could be a challenge. Since we know the end result, let’s try the method of working backwards.
Carry Out the Plan. Stacy must have had $5000 just before she landed on Illinois Avenue; $4800
just before she passed GO; and $9600 prior to landing on Boardwalk. This means she had $10,400
just before she purchased the hotel.
Review the Solution. To check our solution we start with $10,400 and proceed through each of the
transactions. $10,400 less $800 is $9600. Half of $9600 is $4800. $4800 increased by $200 is $5000.
Half of $5000 is $2500.
Your turn 3 Melody picks a number. She doubles the number, squares the result, divides
the square by 3, subtracts 30 from the quotient, and gets 18. What are the
possible numbers that Melody could have picked? What operation does Melody perform that
prevents us from knowing with 100% certainty which number she picked?
LEARNING POINTS
PANGASINAN STATE UNIVERSITY 110
Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev. 0 10-July-2020
LEARNING ACTIVITY 2
2. An investor bought 20 shares of stock for a total cost of $1200 and then sold all the shares for
$1400. A few months later, the investor bought 25 shares of the same stock for a total cost of $1800
and then sold all the shares for $1900. How much money did the investor earn on these investments?
3. If two ladders are placed end to end, their combined height is 31.5 feet. One ladder is 6.5 feet
shorter than the other ladder. What are the heights of the two ladders?
4. In the movie Die Hard: With a Vengeance, Bruce Willis and Samuel L. Jackson are given a 5-
gallon jug and a 3-gallon jug and they must put exactly 4 gallons of water on a scale to keep a bomb
from exploding. Explain how they could accomplish this feat.
5. In a basketball league consisting of 12 teams, each team plays each of the other teams
exactly twice. How many league games will be played?
6. How many children are there in a family wherein each girl has as many brothers as sisters, but
each boy has twice as many sisters as brothers?
Sudoku Puzzle
Magic Square
A magic square is a square array of numbers consisting of the distinct positive integers 1, 2,
3,… arranged such that the sum of n numbers in any horizontal , vertical, and main diagonal line is
always the same .
The magic square below has order 3, and the sum of the numbers in each row, column, and
diagonal is 15.
KenKen Puzzles
KenKen® is an arithmetic-based logic puzzle that was invented by the Japanese mathematics
teacher Tetsuya Miyamoto in 2004. The noun “ken” has “knowledge” and “awareness” as synonyms.
Hence, KenKen translates as knowledge squared, or awareness squared.
Here is a 4 by 4 puzzle and its solution. Properly constructed puzzles have a unique solution.
Cages with Two Squares Next examine the cages with exactly two squares. Many cages that cover
two squares will only have two digits that can be used to fill the cage. For instance, in a 5 by 5
puzzle, a 20 × cage with exactly two squares can only be filled with 4 and 5 or 5 and 4.
Large or Small Target Numbers Search for cages that have an unusually large or small target
number. These cages generally have only a few combinations of numbers that can be used to fill the
cage.
Tower of Hanoi
Another equally famous problem involving patterns is the Tower of Hanoi, invented by Edouard
Lucas in 1883. The Tower of Hanoi is a puzzle consisting of three pegs and a number of disks of
distinct diameters piled as shown in the figure below
The puzzle requires that all the disks be moved from first peg to the third peg such that the largest
disk is on the bottom , the next largest disk is placed on top of the largest disk and so on and that
only one disk be moved at a time . All pegs may be used. Note: You can use a stack of various size
coins to simulate the puzzle, or you can use one of the many websites that provide a simulation of
the puzzle. Ex. https://www.mathisfun.com/games/towerofhanoi.html)
LEARNING POINTS
PANGASINAN STATE UNIVERSITY 113
Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev. 0 10-July-2020
Sudoku Puzzle -is a logic-based, combinatorial number-placement puzzle. The objective is to fill
a 9×9 grid with digits so that each column, each row, and each of the nine 3×3 subgrids that
compose the grid contains all of the digits from 1 to 9
A magic square is a square array of numbers consisting of the distinct positive integers 1, 2, 3,…
arranged such that the sum of n numbers in any horizontal , vertical, and main diagonal line is
always the same .
KenKen® is an arithmetic-based logic puzzle that was invented by the Japanese mathematics
teacher Tetsuya Miyamoto in 2004. The noun “ken” has “knowledge” and “awareness” as
synonyms. Hence, KenKen translates as knowledge squared, or awareness squared.
The Tower of Hanoi puzzle requires that all the disks be moved from first peg to the third peg
such that the largest disk is on the bottom , the next largest disk is placed on top of the largest
disk and so on and that only one disk be moved at a time . All pegs may be used .
LEARNING ACTIVITY 23
6. 7.
8. 9.
10. Play the Tower of Hanoi and determine the minimum number of moves required to transfer the
disks from the peg to the third peg for each of the following situations .
a. You start with only one disk.
b. You start with two disks.
c. You start with three disks. (Note: You can use a
stack of various size coins to simulate the puzzle, or
you can use one of the many websites that provide a simulation of the puzzle. Ex.
https://www.mathisfun.com/games/towerofhanoi.html)
d. You start with four disks.
e. You start with fi ve disks.
f. You start with n disks.
REFERENCES
References :
Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
Nocon et. al , Essential Mathematics for the Modern World
Baltazar et. al, Mathematics in the Modern World
Aufman,Richard et. al, Mathematics in the Modern World
Mathematics in the World book from RBSI
Domantay,Gloria, et. al. College Algebra
Photo credits:
Venn diagram worksheet, mathaids.com
2 Circle Venn Diagrams , https://news.efofex.com/2016/02/17/2-circle-venn-diagrams-a-teacher-
resource-project-upload/comment-page-1
1. a. Each successive number is 5 larger than the preceding number. Thus we predict that the next
number in the list is 5 larger than 25, which is 30.
b. The fi rst two numbers differ by 3. The second and third numbers differ by 5. It appears that
the difference between any two numbers is always 2 more than the preceding difference.
Thus we predict that the next number will be 11 more than 26, which is 37.
2× 9+15
2. If the original number is 2, then − 5=6 , which is three times the original number.
3
7 ×9+15
If the original number is 7, then −5=21, which is three times the original number.
3
12× 9+15
If the original number is −12, then − 5=− 36 which is three times the original number.
3
It appears, by inductive reasoning, that the procedure produces a number that is three times the
original number.
3. a. It appears that when the velocity of a tsunami is doubled, its height is quadrupled.
b. A tsunami with a velocity of 30 feet per second will have a height that is four times that of a
tsunami with a speed of 15 feet per second. Thus, we predict a height of 4 ×25=100 feet for
a tsunami with a velocity of 30 feet per second.
x
4. a. Let x=0 . Then ≠1 ,because division by 0 is undefi ned.
x
x+3 1+3 4
b. Let x=1 .Then = = , whereas x +1=1+1=2
3 3 3
c. Let x=3 . Then √ x 2+16=√ 32 +16= √ 25=5 ,whereas x +4=3+ 4=7.
6. From clue 1, we know that Ashley is not the president or the treasurer. In the following chart, write X1
(which stands for “ruled out by clue 1”) in the President and Treasurer columns of Ashley’s row.
Pres. V.P Sec. Treas.
Brianna
Ryan
Tyler
Ashley X1 X1
From clue 2, Brianna is not the secretary. We know from clue 1 that the president is not the
youngest, and we know from clue 2 that Brianna and the secretary are the youngest members of the
group. Thus Brianna is not the president. In the chart, write X2 for these two conditions. Also we
know from clues 1 and 2 that Ashley is not the secretary, because she is older than the treasurer.
Write an X2 in the Secretary column of Ashley’s row.
Pres. V.P Sec. Treas.
Brianna X2 X2
Ryan
Tyler
Ashley X1 X2 X1
At this point we see that Ashley must be the vice president and that none of the other members is the
vice president. Thus we can update the chart as shown below.
Pres. V.P Sec. Treas.
Brianna X2 X2 X2
Ryan X2
Tyler X2
Ashley X1 √ X2 X1
Now we can see that Brianna must be the treasurer and that neither Ryan nor Tyler is the treasurer.
Update the chart as shown below.
Pres. V.P Sec. Treas.
Brianna X2 X2 X2 √
Ryan X2 X2
Tyler X2 X2
Ashley X1 √ X2 X1
From clue 3, we know that Tyler is not the secretary. Thus we can conclude that Tyler is the president and Ryan must be
the secretary. See the chart below.
Pres. V.P Sec. Treas.
Brianna X2 X2 X2 √
Ryan X3 X2 √ X2
Tyler √ X2 X3 X2
Ashley X1 √ X2 X1
Tyler is the president, Ashley is the vice president, Ryan is the secretary, and Brianna is the
treasurer.
1. Understand the Problem . There are two types of tourist in the situation given . Some purely stayed in
Macau while others made a side trip to HK. From the total collection, how much was the amount collected
from those who purely stayed in Macau and how much was collected from those who made the side trips to
HK.It is needed to know how many were bound for Macau who made a side trip to HK.
Devise a Plan . Use x and y to represent the two types of tourists . Define these variables . Let x be the
number of tourist bound for Macau alone and y be the number of tourist bound for Macau but who made a
side trip to Hongkong. Hence, we have the following algebraic equations:
₱15,000 x=¿ amount collected from the tourist bound for Macau alone
₱15,000 y=¿ amount collected from the tourist bound for Macau but who made a side trip to HK
Carry Out a Plan . Write the equation and solve using elimination method system of equations.
Equations:
x + y=10 Equation 1
15,000 x+20,000 y =170,000 Equation 1
To find the number of tourists for Macau but who made a side trip to HK, we solve for y .
To do this , we use elimination by substitution.
Review the Solution . Since there are total of 10 tourists, six of them only stayed in Macau while
four made a side trip to HK . Now, 15,000(6)+20,000( 4)=170,000 . This satisfy the condition that the
total amount collected for the whole trip is ₱ 170,000 .
2. Understand the Problem There are several ways to answer the questions so that two answers are
“false” and three answers are “true.” One way is TTTFF and another is FFTTT.
Devise a Plan Make an organized list. Try the strategy of listing a T unless doing so will produce too
many Ts or a duplicate of one of the previous orders in your list.
Review the Solution Each entry in the list has two Fs and three Ts. Since the list is complete and has
no duplications, we know that there are 10 ways for a student to mark two questions with “false” and
the other three with “true.
3. Understand the Problem. We are asked to find the possible numbers that Melody could have
started with.
Devise a Plan. Work backward from 18 and do the inverse of each operation that Melody performed.
Carry Out the Plan . To get 18, Melody subtracted 30 from a number, so that number was
18+30=48. To get 48, she divided a number by 3, so that number was 48 × 3=144.To get 144, she
squared a number. She could have squared either 12 or −12 ¿ produce 144. If the number she
squared was 12, then she must have doubled 6 to get 12. If the number she squared was -12, then the
number she doubled was −6.
Review the Solution .We can check by starting with 6 or −6 If we do exactly as Melody did, we end
up with 18. The operation that prevents us from knowing with 100% certainty which number she
started with is the squaring operation. We have no way of knowing whether the number she squared
was a positive number or a negative number.
1
Study Guide in Mathematics in the Modern World
FM-AA-CIA-15 Rev. 0 10-July-2020
PANGASINAN STATE UNIVERSITY
GE7 Mathematics in the Modern World Module 4: Data Management
DATA MANAGEMENT
MODULE 4
MODULE OVERVIEW
This module consists of five lessons: Measure of Central Tendency, Measures of Dispersion, Measures of
Relative Position, Normal Distribution, and Regression and Correlation. Each lesson was designed as a self
teaching guide. Definitions of terms and examples had been incorporated. Answering the problems in “your
turn” will check your progress. You may compare your answers to the solutions provided at the later part of
this module in that way you will be able to measure your achievement as well as the effectiveness of the
module. Exercises were prepared as your assignment to measure your understanding about the topics.
MODULE LEARNING OBJECTIVES
At the end of the module, you should be able to:
Use a variety of statistical tools to process and manage numerical data
Use the methods of linear regression and correlations to predict the value of a variable given certain
conditions
Advocate the use of statistical data in making important decisions
LEARNING CONTENTS (MEASURES OF CENTRAL TENDENCY)
Introduction
Numerical data is everywhere and everyday more data is being generated. It is important for us to
have a working knowledge of basic statistical concepts and tools so that we can use this data correctly and
optimally. A lot of data is raw - that is not been processed for use yet.
Discussion
Statistics involves the collection, organization, summarization, presentation, and interpretation of data.
The branch of mathematics that involves the collection of organization, summarization, and presentation of
data is called descriptive statistics. The branch that interprets, and draws conclusions from the data is
called inferential statistics.
Lesson 1: Measures of Central Tendency
A measure of central tendency is a summary measure that attempts to describe a whole set of data
with a single value that represents the middle or center of data set. Most commonly used measures of central
tendency or type of averages are arithmetic mean, median and mode.
Arithmetic Mean
The arithmetic mean or just simply mean is the sum of the value of each observation in a data set
divided by the number of observations. The traditional symbol used to indicate a summation is the Greek
letter
set .
The definition is the same for both the sample (portion of the whole population) and population (is a
collection of all possible observations under a particular study), although we use different symbol to refer to
each.
The symbol for the sample mean is
̅ ), and for the population mean is the Greek letter mu (µ).
2
Study Guide in Mathematics in the Modern World
FM-AA-CIA-15 Rev. 0 10-July-2020
PANGASINAN STATE UNIVERSITY
GE7 Mathematics in the Modern World Module 4: Data Management
Example 2
Your turn 1
The mean score of a sample
̅ , or any other measure based on a sample data is called statistic. Any
measurable characteristic of a population is called parameter. The mean of a population parameter.
Six friends in a Mathematics in the Modern World class of 20 students received
test grades of 92, 84, 65, 76, 88, and 90.
a. Find the mean of these test scores.
b. Is the mean computed, a statistic or a parameter? Why?
Solution
a. The six friends are sample of the population of 20 students. Use
̅ instead of
̅
=
∑
=
92 + 84 + 65 + 76 + 88 + 90
6
=
The sample mean of the test scores is 82. 5.
b. Statistic because it is a sample mean.
The daily wages of 10 employees of Home depot are: ₱500, ₱750 , ₱430, ₱630,
₱450, ₱440, ₱700, ₱350, ₱80, ₱630.
Example 4
Table 1.1 shows Janet’s first semester course grades. Use the weighted mean
formula to find the Janet’s GPA for the spring semester.
Table 1.1 Janet’s Grades, First Semester
Course
Course Grade
Course Units
Physics 1.75 4
Statistics 2.25 3
Psychology 2.75 3
P.E 1.5 2
Solution
Weighted mean = ஊ (௫ ⋅௪ )
ஊ୵
= (ଵ .ହ ×ସ )ା (ଶ .ଶହ ×ଷ )ା (ଶ .ହ ×ଷ )ା (ଵ .ହ ×ଶ )
ସାଷାଷାଶ
=
Janet’s GPA for first semester is 2.08.
A man bought 10 liters of premium gasoline at P11.50 per liter, 12 liters at P12.01
per liter and 18 liters at P11.78 per liter from three different gasoline stations. Find the
mean price per liter.
A measure of central tendency is a summary measure that attempts to describe a whole set of data
with a single value that represents the middle or center of data set. Most commonly used measures of central
tendency or type of averages are arithmetic mean, median and mode.
In numbers 1 to 2. Find the mean, the median, and the mode(s), if any, for the given data. Round non
integer means to the nearest tenth.
Mean
Median
Mode
1. 101, 88, 74, 60, 12, 94, 74, 85
2. 2.1, 4.6, 8.2, 3.4, 5.6, 8.0, 9.4, 12.2, 56.1, 78.2
3. The final grades of a student in six courses were taken and are shown below. Compute the student’s
weighted mean grade. Round off your answer to the nearest hundredth.
The Weighted Mean
The weighted mean of the ଵ , ଶ , ଷ , … , with respective assigned weights
ଵ , ଶ , ଷ , … , is
Weighted mean = ஊ (௫ ⋅௪ )
ஊ୵
where:
LEARNING POINTS
LEARNING ACTIVITY 1
6
Study Guide in Mathematics in the Modern World
FM-AA-CIA-15 Rev. 0 10-July-2020
PANGASINAN STATE UNIVERSITY
GE7 Mathematics in the Modern World Module 4: Data Management
LEARNING CONTENTS (MEASURES OF DISPERSION)
Courses No. of Units Final Grade
Math 112 3 2.5
English 101 6 2.0
PS 25 3 1.5
Fil 1 3 1.4
Chem 1 5 2.4
PE 1 2 1.1
4. A professor grades students on 4 tests, a term paper, and a final examination. Each test counts as 15% of
the course grade. The term paper counts as 20% of the course grade. The final examination counts as 20% of
the course grade. Alan has test scores of 80, 78, 92, and 84. Alan received an 84 on his term paper. His final
examination score was 88. Use the weighted mean formula to find Alan’s average for the course. Hint: The
sum of all the weights is 100% = 1.
5. After 6 math tests, Zia has a mean score of 88. What score does Zia need on the next test to raise his
average (mean) to 90?
6. After 4 algebra tests, Alisa has a mean score of 82. One more 100-point test is to be given in this class. All
of the test scores are of equal importance. Is it possible for Alisa to raise her average (mean) to 90? Explain.
Lesson 2: Measures of Dispersion
While measures of central tendency are used to estimate "normal" values of a dataset, measures of
dispersion are important for describing the spread of the data, or its variation around a central value. Two
distinct samples may have the same mean or median, but completely different levels of variability, or vice
y
y
N
x
Nx
y
x
xy
N
r
where :
y 2
= sum of the values of the square y
12 53418 800 2
12 54107 800 811
b
b 0.48
Solving for
0.48 66.67
a 67.58
a 35.59
Substitute the computed values of b and a to the regression line equation
Y = a + bx
y 35.59 0.48x
We can now estimate scores in Physics (
or score in Mathematics (
75
35 .59 0.48
y
71.59
y
Therefore, the estimated score in Physics is 71.59 or approximately equivalent to 72 if the score in
Mathematics is 75. The regression line equation may be used now in estimating scores for y by substituting a
value of
Find the regression line equation of Table 5.3 and predict the speed of a camel (
the stride length(
Computer Solution
Using the data on the scores of 12 college students in Mathematics and Physics tests of 80 items
(Table 5.1), the following screenshot shows
B2 − B13) as calculated by the spreadsheet’s built in PEARSON() ,INTERCEPT(), SLOPE()function.
regression line equation
26
Study Guide in Mathematics in the Modern World
FM-AA-CIA-15 Rev. 0 10-July-2020
PANGASINAN STATE UNIVERSITY
GE7 Mathematics in the Modern World Module 4: Data Management
Note here that the value of
because of some rounding off error.
Correlation is a degree of relationship between variables, which seeks to determine how well a linear or
other equation describes or explains the relationship between variables. It also implies “association”
between two variables
Regression is a term used to describe the process of estimating the relationship between two
variables. The relationship is estimated by fitting a straight line through the given data. The method of least
squares permits us to find a line of best fit called regression line which keeps the errors of prediction to a
minimum.
Given the bivariate data:
a. Draw a scatter diagram for the data.
b. Find n, Σx, Σy, Σ ଶ , (Σ ଶ , and Σxy.
c. Find a, the slope of the least-squares line, and b, the y-intercept of the least-squares line.
d. Find the regression line equation
e. Use the equation of the least-squares line to predict the value of y when
f. Find, to the nearest hundredth, the linear correlation coefficient
REFERENCES
References :
Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
Nocon et. al , Essential Mathematics for the Modern World
Baltazar et. al, Mathematics in the Modern World
LEARNING POINTS
y
y
N
x
Nx
y
x
xy
N
r
(
)−(
ඥ[
)
−(
][]
The linear correlation coefficient, rounded to the nearest hundredth, is 1.00. Referring to the arbitrary scale for
the interpretation of
of a camel.
2. Formulate the regression line equation by solving first the value of the variables
Solving for
8 106.72 28.8 2
8 195.86 28.8 52.1
b
b 2.7303
Solving for
2.7303 3.6
a 6.5125
a 3.31658
Substitute the computed values of b and a to the regression line equation
Y = a + bx
y 3.3 2.7x
We can now estimate the speed of a camel
(
value or stride length of the camel (
5.0
3.3 2.7
y
10.2
y
Therefore, the estimated speed of a camel is 10.2 if its stride length is 5.0. The regression line
equation may be used now in estimating scores for y by substituting a value of
regression line equation