MATHEMATICS IN THE MODERN WORLD Outcomes-Based Education (OBE) Approach it Semester, Academic Year 2021- 2022 Part 1 Discovering Patterns and Number in Nature Compiled and Arranged by: ROSYL MAY J. TIANA, LPT, MA.Ed Scanned with CamScannerIntroduction MATHEMATICAL TRIPS IN THE MODERN WORLD This worktext on the course Mathematics for the Modern World (MMW) is designed to introduce the students to a different view of what mathematics is, form the indecipherable equations and incomprehensible concepts to one which is rich with vivid images and provocative ideas. Its goal is threefold: first, to expose the learners to the practical applications of mathematics is all about; second, to help them improve their problem solving, critical thinking, self- management, and collaborative skills; and third, to make them realize that mathematics is not just for a few but for everyone who is willing to learn and explore. This module was compiled to be used as a learning resource that hopes to engage the students while studying and learning independently, and performing activities at their own pace and time. Furthermore, this also aims to help them acquire the needed 21st century skills while taking into consideration their needs and circumstances. Welcome Students! This module symbolizes that you as a student is abled and empowered to successfully achieve the relevant competencies and skills of this course at your own pace and time. Your academic success lies in your determination and resiliency on this new normal situation! This module was designed to provide you with meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the content of the learning resource while being an active student. ‘Shown below is the flow of engagement which will be explicit or implicit in each module. 1. The Think About This , curiosity picker, an imagination tickler, or a tone- setter. 2. The Recall section builds the prior learning knowledge of students and lays the foundation of the subject matter at hand. 3. The Investigate part leads students to discover more about the subject matter, look Portion serves as an attention- getter, a learning motivator, a for patterns, dig deeper, examine components, inspect for errors and gaps, and fine- tune their understanding. Scanned with CamScannerf The Practice section contains individual, by pair, and group tasks which serve as formative assessment/ evaluation. This would reinforce understanding, skills, and values, learned in each lesson. The Synthesize part may either give a summary of concepts and skills and/or engage students in putting together what they gave learned by coming up with a self- determined project, collaborative output, and innovative product as well as learning journals and portfolios. Scanned with CamScannerSection 1: The Nature of Mathematics Module Discovering Patterns and _ Numbers in Nature CORE IDEA: Mathematics is a useful way to think about nature and our world, (Ci Mathematics in the Modern World. by CHED, 2016) This module is divided into evo lessons, namely Lesson 1: Defining Mathematics; and Lesson 2: Investigating Patterns and Numbers in Nature. Leaming outcomes: Upon completion of this module, you should have: and argued about the nature, definition, and application of mathematics; ed how Fibonacci Sequence are formed and showed that a mathematical erformed between consecutive Fibonacci numbers will develop to Golden oe}; the importance of mathematics in one’ life; nvestigated partemns in life, number patterns, and numbers in nature, how Fibonacci sequence appears in nature including the human body by eal-life models: matics and to accurately determine the mth term in a Fibonacci sequence and © Golden rario; collaboration and engagement through flexible learning space, eating, and easy access to rechnology. MATERIALS NEEDED: Scientific calculator, Microsoft Excel, and a measuring device measure, and meter stick) concepts of patterns and number in nature specifically the Golden Ratio. The following shall be accomplished: produce ity found in “Project and Paper Ideas” or topics in can be found at the end of the module. It may be Scanned with CamScannerLesson 1: Defining Mathematics Individual Activity Write a word of phrase that comes to your mind as y — 5 ics? | 4. Where do you see Mathematics? 2. For you, what is Mathematics? ou answer the following questions. Mathematics is within all things. Ie plays a vital role in all our technological, scientifical, medical, educational, and economical accomplishments in the global society. It is the most powerful incerdisciplinary language in almost all fields of engineering, every aspect of hhealth sciences, education, social and physical sciences, economics, finance, environmental sciences, global warming, and music and arts among many other disciplines (Tsokos and Wooten, 2016). But what is Mathematics? 1.1 Definition: If we ask a dozen persons what Mathematics is, we would probably get more than a dozen answers, This writer's definition of mathematics is, “Math is the language of mind, body, and soul—mind and body because it deals with every aspect of our daily lives and soul because of its power t0 create abstractions.” Scanned with CamScanner‘GROUP-ACTIVITY Put all yo ers in the individual activity in the boxes below the: SS pe individual activity in the bozes below then group them in 3, Label each section according to the categorie ation which_yo — on which you-apreed~as Where do you see Mathematics? _ ae Category 1: [Category2, | Category 4: For our-gréup, Mathematics is: f L | Category 3: | | Ax this point, let us see how some known personalities viewed or defined mathematics. Argue whether you agree or disagree and try to categorize cach statement/definition according to your group’s classifications. Research on how other known personalities view mathematics and classify them according to your group's categories. ai , Definition or Mathematical lathematician/Philosopher ue pnilcsop Statement Albert Einstein (1879-1955) | “Do not worry too much about was a German theoretical your difficulties in mathematics. physicist. He developed the | can assure you mine are still theory of relativity—one of greater.” the two pillars of modern physics. Einstein's works are also known for their influence in the philosophy of science. Benjamin Franklin “No employment can be , (1706-1790) was one of managed without arithmetic, no mechanical invention without the Founding Fathers of the United States. Franklin was a renovined polymath and a leading author, printer, political theorist, politician, fteemason, postmaster, scientist, inventor, civic Laitivist, statesman, and diplomat. geometry.” Scanned with CamScannerGalileo Galilei (1564-1642) laws of nature are written in was an Halian polymath: the language of mathematics." astronomer, physicist, engineer, philosopher, and “Mathematics is the language mathematician, with which God has written the universe." i “The science of quantity.” . D a Greek philosopher. He x ory ¢ made a significant and lasting | “The mathematical sciences contributions to nearly every | particularly exhibit order, aspect of human knowledge— | symmetry, and limitation; and from logic, biology, ethics, these are the greatest forms of and aesthetics. Aristotle's the beautiful.” surviving writings are incredibly influential. In Arabic philosophy, he was known as “The First Teacher,” in the West, he was “The Philosopher.” Pythagoras (570 BC-495 BC) | “There is geometry in the of Samos was an lonian Greek | humming of the strings. There philosopher, mathematician, | is music in the spacing of the and putative founder of the spheres.Geometry is knowledge Pythagoreanism movement. of the eternally existent.” He is often revered as the great mathematician and scientist that is best known for the Pythagorean theorem which bears his name. Some of these definitions or statements emphasize science, some highlight its abstractness like an art, others specifically said it is a language, while another expressed what he feels about mathematics. Today, no single definition of mathematics exists, even among modern mathematicians. There is no consensus on whether mathematics is an art, language, or science. Many professionals and educators take no interest in the de! of mathematics, Some just say, “mathematics is what mathematicians do,” but thi says, “Mathematics is what everybody does!” aa Some say that Mathemati j Some sy hat Mathematics js for books, confined inthe classroom, and ony thos sifted can understand the concepts of it. Discuss here your reactions. Scanned with CamScannerLesson 2: Investigating Patterns and Numbers in Nature 2.1 Patterns in Life & Tanyeet lis : Do the following activity cither individually, with a partner, or by group. We are For Aristotle, what are patterns what we repeatedly do. in life? Excellence, then, Apes Do you agree with Aristotle? but a habit, Explain your answer. Ss | AC Reflect and write as many patterns/habits in your life which you want to share: a. silly/funny b. good/bad Share what you have written with your groupmates. Find out if similar patterns have occurred to anyone in the group. What patterns do you see in your life and in the world? Patterns in My Life (individual) Patterns in the World-group) WJ'vigued What particular pattern/s in your life or in the world do you want to continue or break? Explain. Continue (individual) Continue - World (group) ngiviival Break (individual) Break - Worldgroup) yd" ym recurring 3. Drawa plan of action on how you can change ot stop the bad pattern/s fro g in your life, Ask-advice-from-the group. oe +4, What message could these bad patterns be sending you? >. What are you going to do about these messages? Scanned with CamScannerMany patterns and occurrences exist in the world. In the movie “Groundhog Day,” Bill Murray realized chat he was living the same day over and over again. Then, he came up with ways to fix the things that went wrong before (you are required to watch the movie). E> Groundhog Day (1993) “hese patterns can be anything, like: + procrastination on doing something; + always “too busy” or having “no time” at all; + always giving up before finishing something; + constant struggles with friendships or relationships; * addictions to smoking, drinking, drugs, mad partying, etc.; * constant issues with teachers, classmates, groupmates, etc.; + making sign of a cross every time you pass by a church; and + always putting on a shirt with the right arm first. > ~ While the patterns above may vary in seriousness an nature, they all have a commonality — chey tend to recut in one’ life. Ac times, we may think that the pattern has been broken, but it repeats alter a period of time, hence proving us wrong, Thus, itis important to know the bad pattems in our lives that keep on coming back so that we can do som Let us start reflecting by doing the activity below. nine ine tp 1. As agrouprdeliberare on negative patterns in life which repeat at least wwice 2. Think of a doable action/plan to avoid its recurrence : 3. Share your output in the class for further discussion : liscussion and reflect 4, What lesson did you learn from the s eae 5 Which eee sharing? ¢ Which among the sh i Par vo you? Bape hated negacve patterns in lifeworld around us is most relatable thing to stop it. Scanned with CamScanner2.2 Number Patterns ae > ‘This section discusses number patterns and relationships. Let us examine some patterns in sumbers. Look for any video about number patterns and discover how they form sets of bers and symmetry. Take a look at these examples retrieved froma video on youtube. num 1x8+1=9 1xt=1 12x8+ 11x 11=121 123x8+ 114 x 111 = 12321 1234 x 8 + 1111 x 1111 = 1234321 12345 x 8 + 14911 x 11111 = 123454321 123456 x 8 + 141111 « 114111 2345654321 1234567 x 8 + 44949111 x 1999111 234567654321 12345678 x 8 + 149999191 x 111111111 = 123456787654321 123456789 x 8 +9 = 987654321 = 1111111111 x 1111111111 = 12345678987654321 Maybe you will agree that mathematics is the science of patterns. Patterns are all around us. A challenge to all is to come up with their own pattern that is somewhat similar to the ones seen in this page or in the video. Let us see some coincidences in numbers and letters of the alphabet. Here is a little mathematical wonder. Simply assign numbers 1, 2, 3... to the alphabet ABC... and Z. Alple I TT =[x]y]z ifels 24 | 25 | 26 “Tikealook atthe example in the next table. Add the numbers corresponding 1 each Ite. o}R|KI|% 15 | 18 | 11 | 98 This means hard work alone will not get one there! Scanned with CamScannerWrite a reflection on the result of your investigation. Where will hard work, knowledge. attinade, and love of God bring you? What about bad habits? Number patterns found in sets such as 2, 5, 8, 11 is familiar co us since they are among the patterns we first learned in uchool. As we advance, we experience number patterns through the huge concep of Algrbra, Trigonometry, Calculus, etc. Mathematics is especially usel because it helps us predict, and number patterns are all about prediction. Recognizing number patterns & also an ieportant problem-solving skill. We begin with the parrerns in onc geametric design called the Pascal Triangle, Scanned with CamScannernumbers in Pascal's triangle are constructed. Use litle Pascal’ triangle on the : pa ae to fill in all the blocks of your Pascal's triangle, the ets _ Patterns in Numbers: Se oo oo CI Ly i ae I | EJ Discover and discuss at least three patterns within the Pascal’s triangle. (Hint: spot any of the following in your Pascal’s triangle like numbers along the diagonal lines, horizontal sums, power of 11, etc.) Discuss and continue the pattern you have spotted by adding at least three more numbers in the pattern. Share to the class the application of Pascal’s triangle in Algebra. Let us also recall that when a “binomial expression” is raised to a power, the Binomial Theorem says that the coefficients of the terms in the expansion follow a pattern. That pattern is the sequence of numbers in each row found in the Pascal’s triangle. | Tow represents the coefficients of the power of any binomial. For example, the binomial (x + y). Complete the table. Binomial and its Expansion : Pascal s Triangle] (x4 yaeoy eye 1,24 (x+ y= 4 3x2y 43xK + 1,3,3,1 (x4 yore arty + ory 44x + (x4 y) | 1.5,10.10.511 | DOO Re ee Scanned with CamScannerWhen you have filled all the blocks of the triangle and expanded your binomial, start looking for more patterns. 7 4, Discover and discuss at least three more patterns within the Pascal’ triangle. Try to 1 your Pascal’ triangle: numbers along the diagonal fines, s of numbers, symmetr spot any of the following horizontal sums, power of 11, squat triangles, or sums of shallow diagonals. Pattern I: One pattern is in the 3" diagonal of the Pascal’s triangle, It isa set of 1, 3,6, 10, 15, 21, «which is called Ziangular Number. Itis formed by counting che number of dots used in constructing a triangle, thus called triangular numbers, Buc do we need the dots to get the pattern? Fill in the next five triangular numbers in the sequence, 1.3, 6,10, 15,21, ,__,_ ss Pattern 2: Pattern 3: 7b, Create an image in your Pascal’s triangle by shading the selected blocks. Explain the image you formed. Example, by coloring the even/odd numbers, you will end up with a pattern same as the Sierpinski Triangle, like the given below. Patterns in Numbers: Pascal's Triangla wh vay aa ees 1's “ols 4 i 1 ‘a 1 oT im 1 a [i 5 | | 1] t pe [st 7 a | ma) Coloring all Even/Odd Numbers will create Sierpinski Triangle Scanned with CamScanner: A Ir is now your turn to cre. Pascal’s triangle. What patcern/object did you form? 5. Use your Pascal triangle to expand the following binomials. your own, Start coloring/shading selected blocks in your Binomial Expansion 1.(c2d)° 2.(3m-n)¢ 3.(p +3i)5 4, (2r-3s)® | 5. How many Determine the binomial for expansion with the given situation below. terms are there in the 1. The literal coefficient of the 5" term is xy’. expansion? 2. The numerical coefficient of the 6" term in the expansion is 243. ( ? 3. The numerical coefficient of the 2” term in the expansion is 3840. Explain below how you got your answer. | | Lu / Deering the patwein and find out the mumberffigure which will eomplete the Sequence. Explain your answer. 1. 58, 68, 57, 67, 56, 23,4,6,10,18, 3. 10,54, 98, 1312, 1716, __ 2.66 b 1.26 0b. 55.69 A. 54 34. 36d 44 a. 1720 b. 2020 2130 d.2120 Scanned with CamScanner2.2.1 Probability Concepts We need to refesh our minds with terms, symbols, and some formulas which all of us encountered and learned under Probability Theory. We ate definitely familiar with the term probability, which has been a topic in mathematics as early as kindergarten and remains a topic through elementary, high school, and college. To determine the probability that an event will happen, we need to count. Who can recall what “!” means and the value of “4!”? _/ Permutation or Combination A. Put the numbers of the following formulas, problems, phrases, or words where they belong, Justify your answer. nt 1 P@b= Gp n nt 2. Comt)=(4) = GH . Order is important. . Order is not important. avaRe . Selecting candidates for president, vice president, secretary, and treasurer. . How many two-digit number can be formed from the numbers 1234 without repetition? . In a lottery where the numbers in your ticket have to match the order of the winning number. . The grand lotto 6/55 winning set of numbers. ~ Permutation Combination Scanned with CamScannerthe players in men's b team ean play any position, in how yroup of five players be chosen from a team of 15 players? many ways Ci J. This problem isa combination Of mn players, Uke) moe ata times 2. Using the wuncated Pascal's triangle, you will go 10 Row because 3, Horizontally, you will stop at column ————- became 4. ‘The number of powible combination is . 5, Check your answer by using, the formula/caleulator. Ina related note, Pascal's uiangle can alo show us the number of ways heads and tails can combine in a number of coin tosses, ‘Therefore, Pascal's trlangle can show us the probability of any combination, Use the’ Truncated Pascal’s‘Stiangle or your calculator to solve the combination problems below, 71, Inhow many ways can a statistics teacher form a group of five students each from the lass of 21 students? Show your substitution to the formula. y 2, Complete ‘Table J. You may refer to’Table 2 for reference, No. of No. of ways the Verification. Coins Head Tail | combination will Probability of possible meen a happen re combination: O tail (22 = 4) 2 1 tail 2 tails (25 = 32) 5 heads Sheads 5 3 heads 2 heads ie 1 head e — RS O head Table 1 Pascal's Triangle: Combination and Probability Scanned with CamScanner7 3. Wharis the probability of gening: exactly 4 heads or 4 rails? exactly 2 heads and 31 exactly | head and 4 tails? exactly 5 heads? at most 3 heads? at least 3 heads? meeo se esis “The Pascal's triangle also shows how many combinations of object are possible. Example 1: If there are 20 students in a room, in how many different ways can we form groups of three without any order of selection? How do you read “0,7 Follow the steps and refer to Table 2. Using Table 2, go down to row 20 (since there are 20 students), and then horizontally stop under( ”) since the combination is three students at a time. The intersection gives us 1140. Thefefore, there are 1140 possible combinations of 20 students forming a group of three without any order of election. Scanned with CamScannera l(gna)}(a)| (3) (C4) | (3) | (8) | CF) | (8) | (8) | Ga) fo | 1{1 [4 2{1[2[1 3{1[3]/3 [1 a[1{[4fs6[a [a4 s{1[5]/ |i] s | 4 6|1[6| | 2] | 6 1 7T[1]7|[ 2 | 35 | 35 | 2 7 1 s{ils[ elses [7] 6 | 2 8 1 9 [1] 9 | 36 | ea [i268 | 126 | 04 | 36 9 1 to| 4 | to | 45 | 120 | 210 | 252 [20 | iz | 5 | 10 1 a1] 4 [11 | 55 | 165 [330 [462 [462 [| 330 | 165 | 55 1 wz | 1] 12] 66 | 220 | 495 [792 | 924 | 792 [495 | 200 | 66 43 | 1 | 13 | 78 [286 | 715 | 1287 [a7ie [ite | 1287 | 715 | 286 14 | 4 [14 [st [364 [1001 | 2002 [3003 [3432 | 3003 | 2002 | 1001 15 | 1 [15 | 105 | 455 | 1365 | 3003 | s005 | 6435 | 6435 | 005 | 3003 16 | 4 | 16 | 120 | 560 | 1820 | 4368 | soos | 11440 | 10870 | 11440 | e008 a7 | 4 [17 | 136 | 680 | 2380 | 6188 | 12976 | 19448 | 24310 | 24310 | 19440 1a | 1 | 18 | 153 | a16 | 3060 | ase | e564 | 31824 | 43758 | 48620 | 43758 1a | 1 | 19 | 171 | 969 | 3876 | 11628 | 27132 | s0388 | 75582 | 92378 | 2378 20 | 1 | 20 | 190 | 4140 | 4845 | 15504 | 38760 | 77520 | 125970 | t67960 | 184756 21 | 1 | 21 | 210 | 1330 | 5985 | 20349 | s4264 | 116280 | 203490 | 2ea0a0 | a52716 Table 2 The Truncated and Twisted Pascal’s Triangle and Combination Now, let us see how the formula and calculator handle the number of possible combinations. Check if your calculator works. We have the following computations: 20) “6 (20,3) = ( 3 Getting the number of possible combinations is easy nowadays. All you ee to pave isa Scientific calculator, but doing it by yourself and seeing the number of possible combination in Pascal’s triangle is quite satisfying. Example 2; Tossing Coins (Head and Tail Cound) |Fyou throw four unbiased coins in the air once, what are the posible consent ied and tail landing on the ground? Let us complete the table on the nest Paes Scanned with CamScanner/ other Number Patterns ‘Aside from the sequences or patterns which we identified from the Pascal’ triangle, there are many common number patterns which we had encountered and studied before. The two most common are the arithmetic and geometric sequences, While arithmetic sequence is formed by adding or subtracting a constant number to consecutive terms, geometric sequence needs to be multiplied or divide with the 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 othet hand, 3, 6, 12, 24, ... is a geometric sequence because itis formed by multiplying each term by 2 to get the succeeding terms which is called the common ratio (7). Incidentally, geometric sequence is the consecutive horizontal sums in the Pascal’s triangle. A. Give the next three numbers in the pattern. Identify which is arithmetic and 7 geometric sequence. 1. 3,7, 11, 15,__, —_ +__. 2. 3,6, 12,24, __,__ 3. 11, 16, 21,26, 31,__,_,_ ‘A theater has 50 seats in the first row, 58 seats in the second row, 66 seats in the third row, and so on in the same increasing pattern. AC. How many seats are there in the 4 and the 5 rows? Explain how you got your answer. .~ How many seats are there in the 15% row? Show/explain how you got your answer. If you used a formula, discuss it here. c. Ifthe theater has 25 rows of seats, how many seats are in the theater? Show/explain how you got your answer. If you used a formula, discuss it here. d. What type of sequence is shown by this problem? Define and give all the formulas that you remember about this sequence. Discuss it here. _£-The given numbers follow a patcern: 12, 36, 108, 324, “ea, What are the next two numbers in the sequence? ; Tb. Use what you know about sequences to explain how you gor the next ewo numbers. “<. Use words, numbers, and/or symbols in your discussion. Scanned with CamScannerr Figures and Other Patterns Geometric # the favorite source of problems on patterns to test one’s critical thinking skills, Four polygons are shown with drawn diagonal lines. Determine the pattern and complete the table for the number of diagonals. SI. No. of sides 3 4 No. of diagonals 0 2 5 Determine the pattern and complete the sequence. 1, Which should be the 4" figure to continue the sequence on the left? noth ao Fig. 1 Fig. 2 Fig. 3 A B 4 _/ 2. Draw Fig, 5 following the given pattern. ALI LAL Tat Fa? Fa.8 fos a. If the length of the side ofeach triangle is 1 uni, whats the perimeter of _/ each figure in the pattern? Complete the table below. Figure Aeon esi 4 [toe 6. (et, Perimeter | 3 _ b,. Ifthis pattern continues, what is the perimeter of Fig. 9? / c. Whacis the perimeter of the nth figure? Scanned with CamScanner_ A Fillin the rable below to complete the power of 3. 3 3) 3°) 3°) 3°) 3°) 37 | ge 3/9 Enumerate all the numbers in the power of 3 which are in the ones digit, 7 and then find the next 7 terms in the sequence without getting the power of 3. Figure | 3'| 37] 3° | 3*| 3° | 3°] 37 | 3°] 3° 3%] 3"|3%| 3%] 3 | a Ones digit} 3 | 9) 7 b. Find the number in the ones digit for the following power of 3. 316 - 5 37= ; 3s 5 3s ; 3% ; Looking For Patterns: A Project Research for any number, object pattern, or you may create your own pattern. There should be no duplication, so tell your teacher what pattern in numbers or objects you are going to report other than those found in the Pascal’s triangle. There will be a written and oral reports in the class. Ie will be assessed using the rubric below. Time Allotment: One week to research and prepare for the oral and written presentation Rubric for Evaluating the Project Component 4 3 2 1 Written: Clearly showed | Showed patterns | Showed patterns | Not able to show Content (40%) | and discussed the | in numbers but | in numbers but _| the pattern clearly, News article | chosen patterns | the discussion is | no discussion is__| not in news article format: with | in numbers, news | not clear. Itis in| offered. itis in | format, and no referen article format, news article format | news article format | references. ences | and included and included and included references. references. references Written Written written Written Written Presentation | presentation is __| presentation presentation is not | presentation is Language —_| clear, precise, and | is clear and so clear with some_| incomprehensible (15%) grammatically precise with few errors. Language | with many correct. grammatical errors. | needs clarity and | grammatical errors. contains few grammatical errors. Oral ‘Allmembers of | Atmost, three | At most, two Only one member Prsentain |the group shoved |rmenbaisa ie | retperoued | shoved eonience idence; show ; a season of thir Gonitdence The | confidence. The | There is no mastery patterns is very | mastery of their | mastery oftheir | in the patter. evident. patterns are very | patterns are very evident. evident Scanned with CamScanner