Math 101 Midterm Module

1
Module
Mathematics in our World
1
3 Weeks
Module
Today’s digital technology had risen to large extent in rate in which we
consume and produce data. Before this era, students take several volumes of
books to research but now in the glimpse of the fingertips, it only takes second
to minutes to get the desired information depending on the stability of the
internet connection Considering the enormous progress, have we thought of the
underlying principles that govern our technology, or the world in general? What
are the processes and mechanisms that made these technologies to improved
our way of living? Mathematics relies on both logic and creativity which has
been pursued for a variety of purposes which led to majority if not all of our
technology. As mathematics plays a vital role in our modern culture, some basic
understanding of the nature of mathematics is a requisite for scientific literacy.
To achieve this, students need to perceive mathematics as part of their scientific
inquiry to become familiar with the key mathematical ideas and skills. This
module focuses on mathematics as a fractal part of humanity’s scientific
endeavor and mathematics as a way of thinking and further constitutes into a
process. Module 1 includes the following lessons:
Lesson 1- Patterns and Numbers in Nature and the World

Lesson 2- The Fibonacci Sequence
Lesson 3- Mathematics and its Application
General
Objectiv
At the end of this module, you will be able to:
1. Identify the patterns in nature and regularities in the world;
es 2. Articulate the importance of mathematics in one’s life;
3. Argue about the nature of mathematics, what it is, how it is expressed,

represented, and used; and
4. Express appreciation for mathematics as a human endeavor.
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Lesson
Patterns and Numbers in
1 and the World
Nature
(Week 1-2)
Lesson
At the end of this lesson, you will be able to: Outcomes
1. Define and illustrate pattern and symmetry;
2. Identify patterns in nature and regularities in the world;
3. Recognize the three different types of symmetry: reflection,
rotational, and point;
4. Identify characteristics of symmetry as a nature of math through
representations found within the natural world; and
5. Argue about the nature of mathematics, what it is, how it is
expressed, represented, and used
Let Me Do
PATTERNSIt
Mathematics, is generally a study about numbers and arithmetic

operations. Some say it is a tool of collection sills that helps us answer
questions of “how much” or “how many” while other say that it is a science of
logical reasoning, drawing conclusions from assumed premises or strategic
reasoning.
Whatever point of view we take, there is no denying that Mathematics is

Universal. Mathematics is indeed a set of problem solving tools; a language; a
process of thinking; a study of patterns; and an art.
Mathematics is the technological know-how of patterns and relationships.

As a theoretical discipline, mathematics explores the feasible relationships
among abstractions without subject for whether those abstractions have
opposite counterparts in the actual world.
Most people do the same routine tasks every day. We might not be able to
recognize but as early as a toddler we learned how to separate colors; we learned
how to count 1-2-3; a college biology student studies the DNA sequence; while IT
students performs coding and decoding; Whenever Mang Tani makes weather
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forecasts, he is using mathematics of probability through the patterns of the

temperature, wind and previous metrological data. As mentioned earlier, the
fundamental concepts that make these activities possible are often neglected or
overlooked.
Patterns are regular, repeated or recurring forms or designs. Studying

these patterns allows us to observe, hypothesize, discover and create. It helps us
predict what will come next. We can imagine what came before and estimate if
the same pattern will occur when variables are changed. Mathematics reveals
patterns that help us better understand the world around us.
Patterns in nature are visible regularities of form found in the natural

world. These patterns recur in different contexts and can sometimes be modelled
mathematically. Natural patterns include but not limited to symmetries, fractals
and tessellations that will make studying patterns help students in identifying
relationships and finding logical connections to form generalizations and make
predictions. We usually look at logic pattern first. As we grew, we first learned to
classify things such as shapes and colors before we learned how to count. We
need to be able to distinguish which are blocks and which are not before we can
learn to count the blocks. One kind of logic pattern deals with the
characteristics of various objects while another deals with order. In the
succeeding series of figures let us try to identify what would be the logic pattern
involved:
Example 1.
In the example above, one can easily deduce the pattern of arrows rotating
counterclockwise at 45°. Therefore, the correct pattern that substitutes the
unknown mark would be . This example of logic pattern is particularly looking
at the order (of rotation of the arrows).
Example 2.
In terms of the characteristic of the figures above, one can notice that the
figures resemble a two-color doughnut. There is an established order in terms of
color and shade. A logic pattern may utilize both character and order, thus,
observing closely pattern the left side is colored blue while the right is colored
red. In terms of the shading, an alternating pattern of lines and dots are
observed, hence, the missing figure should be a line-shaded blue on the left and
dotted-red on the right . To simply identify, the pattern is an alternating

pattern of the first two figures.
Example 3.
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Keeping the characteristic and order, the concept of rotation and

alternating colors are also observed. The colors of background and the inside
figures are alternating, which means that the fifth should be a blue background
and yellow-colored inside figure. The order in terms of a 90° clockwise rotation is
also observed. Thus, the figure has rotated back to the first figure .
The next kind of pattern that we shall discuss is called a number pattern.
Mathematics is especially useful when it helps us predict. As you moved to a
higher grade level, you encounter number patterns again through concepts of
functions, which is a formal description of relationships among different
quantities.
Let us observe the pattern of the given series of numbers on the box.
Observing the numbers from left to right, one will notice that it is increasing.
Moreover, the increase from the first number to the next is a constant value of 2.
Therefore, if we were told to continue the series of numbers, we shall

predict the next numbers using the pattern we had observed, that is – it
increases by two. Number patterns generally establish a common relationship
between all numbers. In example 4, we get the numbers in the pattern by skip
counting 4.
Example 4. 0, 4, 8, 12, 16, …
To solve the problems of number pattern, we need first to find the rule
being followed in the pattern. To find out the rule, we need to see the first few
numbers in the series. Try to see the difference between consecutive numbers, it
will help us understand the relationship between the numbers.
Example 5. 11 , 19 , 27 , 35 , 43 , 51
+8 +8 +8 +8 +8
In this pattern, we see that every term in the sequence has increased by 8
or the difference between any two consecutive numbers is 8. So, we can get the
next term by adding 8 to the previous term. The constant difference in all pairs
of consecutive or successive numbers in a sequence is called a common
difference. When the list of numbers is having a common difference, the
sequence is called an arithmetic sequence.
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Number patterns are not restricted to a few types. They could be

ascending, descending, multiples of a certain number, or series of even numbers
or odd numbers. There are different types of number patterns in Mathematics.
These include arithmetic sequence; geometric sequence; square numbers, cube
numbers, triangular numbers and Fibonacci numbers.
Example 6. 1 , 4 , 9 , 16 , 25 , 36
+3 +5 +7 +9 +11
The pattern of the sequence may be hard to notice however, if you try to
observe the change or increase from the previous number to the next is also
increasing by 2. So to come up with the next, the difference of the last to
numbers should be added by 2 (11+2 = 13) which shall be added to the last
number, 36+13 = 49. Conversely, if you notice the numbers of the sequence,
these are actually perfect square numbers 12, 22, 32, 42, 52 and 62. This would
suggest that the next number in the sequence is the square of seven (7 2) = 49.
Do It Alone
A. Below are examples of patterns occurring in our world. Complete the
patterns.
1. seasons: winter, spring, ________________, fall
2. moon phases: new moon, first quarter, full moon, ________________
3. polygons: triangle, rectangle, pentagon, ________________,
heptagon
4. butterfly life cycle: egg, larva, ____________________, butterfly
5. medals: gold, ________________, bronze
B. Find the missing term in the sequences below and determine the common
difference.
1. 7 , 15 , 23 , 31 , 39 , ______ Common Difference: _______
2. 12 , 35 , 58 , 81 , _____ Common Difference: _______
3. 31 , 24 , 17 , _____ Common Difference: _______
4. 14.5 , 17 , 19.5 , 22 , 24.5, ______ Common Difference: _______
5. 2 , 1½ , 1, ½ , 0 , _____ Common Difference: _______
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Let’s Check
Your
Understand
ACTIVITY 1:
A4- MATHEMATICS IN THE MODERN WORLD
Patterns and Numbers in Nature and the World: Patterns
Score:
ing (K) Identify patterns in nature and regularities in the world

Learning
Outcome:
NAME
Course,Year
/10
& Section
Direction: Read and analyze the given problem carefully. Write the letter which
corresponds to the correct answer on the space provided below.
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A4- MATHEMATICS IN THE MODERN WORLD Score:

ACTIVITY 2: Patterns and Numbers in Nature and the World: Sequence
Learning (K) Identify patterns in nature and regularities in the world
Outcome:
NAME
Course,Year
/30
& Section
Direction: Read and analyze the given problem carefully. Write the letter which
corresponds to the correct answer on the space provided below.
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Let Me Do
It
SYMMETRY
Similar to patterns, symmetry can also be found all around us. Symmetry
can be found in living and nonliving things; animate and inanimate objects.
Given an item, the item can be classified as either symmetric or asymmetric. The
concept of symmetry has been around for a very long time. The word Symmetry
comes from the Greek word, "symmetria", meaning "measured together". When
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we measure something and find it is the same on one side as on the other, we
say that it is symmetrical.
There are several types of symmetry, but we focus on line symmetry and
rotational symmetry. Line symmetry is based upon the concept of reflective
symmetry. Simply stated, reflective symmetry is the idea of drawing an
imaginary “line of symmetry” down the middle of an item, the right and left sides
of the item would be “mirror images” of each other. On the other hand,
rotational symmetry, also known as radial symmetry, is that characteristic in
which the object looks the same despite the rotation of it. When an object
rotates around a fixed axis if its appearance of size and shape does not change
then the object is supposed to be rotationally symmetrical. However, when a
figure is mapped onto itself by rotating 180 degrees about a center point, then it
has a point symmetry.
The figures below are symmetric about the axis indicated by the dotted
line. Examples of bilateral symmetry or line symmetry:
Note that if you rotate these images by several degrees and you can still
achieve the same appearance as the original position, then these objects have
Rotational symmetry. The center is the point at which the rotation occurs. If one
was to spin a basketball on the tip of his finger, the tip of his finger would be the
center of the rotational symmetry. If an object has rotational symmetry, its
center will also be its center of balance.
The smallest angle that a figure could be rotated while still preserving the
original formation is called the angle of rotation while the order of symmetry - or
for short, order - is the number of times an object or shape can be rotated and
still look like it did before rotation began. A figure has a rotational symmetry of
order n (n-fold rotational symmetry) if 1/n of a complete turn leaves the figure
unchanged. To compute for the angle of rotation, we use the following formula:
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A snowflake repeats six times, indicating a six-fold symmetry. To determine the

angle of rotation, simply divide 360° by 6 to get 60°. All 2 dimensional shapes
have some rotational symmetry. The degree of rotational symmetry that an
object has is known as its order. For shapes that have “order 2” rotational
symmetry or higher, a single center of rotation can be located while shapes that
have only “order 1” rotational symmetry a center of rotation can be found
anywhere within it.
Another form of symmetry is a translation (also called a slide) which

involves moving a figure in a specific direction for a specific distance. A vector (a
line segment with an arrow on one end) can be used to describe a translation,
because the vector communicates both a distance (the length of the segment)
and a direction (the direction the arrow points). A design has translational
symmetry if you can perform a translation (slide) on it and the figure appears
unchanged. A brick wall, for example, has translational symmetry in a lot of
directions.
The brick wall is one

example of a tessellation, which
you’ll learn more about in the
next lessons. There are many
translational symmetries in
various places. It is more common
to see them in architecture and
designs.
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Do It Alone
Determine the rotational symmetry order of the following basic shapes.
Let’s Check
Your A4- MATHEMATICS IN THE MODERN WORLD Score:
Understand
ACTIVITY 3:
Learning
Patterns and Numbers in Nature and the World: Symmetry
(An) recognize the three different types of symmetry: reflection,
Outcome: rotational, and point
ing /20
NAME
Course,Year
& Section
Direction: Determine the Order of Rotational Symmetry for the following figures
and identify the type of rotation as to reflection, rotation or point. Draw the line
of symmetry.
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ACTIVITY 4: Patterns and Numbers in Nature and the World
Learning (U) Identify characteristics of symmetry as a nature of math
Outcome: through representations found within the natural world.
NAME
Course,Year
/20
& Section
Direction: Take at least ten (10) photos from your environment or surroundings
which exhibits characteristics of symmetry or order of symmetry and create a
collage on the box below.
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Lesson Sequence
The Fibonacci
2
(Week 3)
Lesson
1. Define and illustrate a Fibonacci sequence;
2. Calculate missing terms of a sequence using the Binet Formula;
and
3. Determine the terms of a Fibonacci sequence using the Pascal’s
Triangle.
Let Me Do
It
Recall that a sequence is an ordered list of numbers called terms, that
may have repeated values. The arrangement of these terms is set by a definite
rule.
The Fibonacci sequence is a series of numbers that follows a unique

integer sequence. These numbers generate mathematical patterns that can be
found in all aspects of life. The patterns can be seen in everything from human
body to the physiology of plants and animals. In the industry of computers,
Fibonacci numbers give a model for designing recursive programming
algorithms. Fibonacci sequence has many interesting properties. Among these is
that this pattern is very visible in nature. Some nature’s most beautiful
patterns, like the spirals, arrangement of sunflower seeds, the number of petals
in a flower, shape of snail’s shell, all contain Fibonacci numbers.
The exact origin of the sequence is unknown, however, it is believed that

contributions to the theory began in 200BC by Indian mathematicians whose
studies were based n Sanskrit prosody. The sequence was then introduced to
Western European mathematics in 1202 by Leonardo of Pisa, whose study of the
sequence began with the breeding patterns of rabbits. In which he found rabbit
generations duplicated in accordance with Fibonacci numbers.
As stated earlier, the Fibonacci sequence are found in

many instances of nature such as the sunflower head seed
arrangement. The arrangement of seed is based upon the
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golden mean which corresponds to the golden angle of 137.5 degrees. The seed
are arranged in consistent patterns of 137.5 degrees which gives the flower the
optimal filling ratio for its seeds.
Another popular example of Fibonacci in nature is

evident in the spirals of a seashell. The numbers form what are
called Fibonacci rectangles or golden rectangles. The rectangles
are unique because each of the rectangle has sides equal to the
length of the Fibonacci numbers. From within these rectangles,
we can create a spiral with cross sections equal to exactly 1.618 (the “golden
mean” with the corresponding angle of 137.5 degrees).
If we continue to look at the ratios as the numbers in the

sequence get larger and larger the ratio will eventually become
the same number, and that number is the Golden Ratio.
Mona Lisa’s face is a perfect golden rectangle, according

to the ratio of the width of her forehead compared to the length
from the top of her head to her chin.
The Fibonacci sequence is derived from the Fibonacci numbers. The

Fibonacci numbers are as follows: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, …
and so on. These numbers are obtained by adding two previous numbers in the
sequence to obtain the next higher number. The formula is Fn = Fn-1 + Fn-2.
Example 1. 5 +8 = 13 34+55 = 89
Every third number is even and the difference between each number is .
618 with the reciprocal of 1.618. These numbers are known as the “golden ratio”
or “golden mean”. The notation that we will use to represent the Fibonacci
sequence is as follows:
Example 2. Find the 15th and 16th Fibonacci number using the recursive
definition for the Fibonacci sequence. Since there are already 12 Fibonacci
numbers listed above, to find the 15 th and 16th Fib number, we simply add the
two previous terms to get the next term as the definition states.
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Therefore, the 15th and 16th Fibonacci numbers are 610 and 987
respectively. The concept of the Fibonacci sequence is a series of numbers
derived from recursive addition from two previous terms to determine the next
term,
f n = fn-2 + fn-1. One can be certain that if f n and one the terms fn-2 or fn-1 is given,
the missing term shall be determined by subtracting the terms.
Example 3. Find the missing term on the sequence:

21, 34 , 55, 89, 144, _____, 377, 610
Since there are 8 terms, let us call them f 1, f2, f3, …, f8. From the sequence,
the 6 term is unknown. Using the recursion formula: f n = f n-1 + f n-2 we can
th
determine that f6 = f 5 +f4 = 89+144 = 233. But what about if the sequence given
would only be: 144, _____, 377, 610?
In this case, f1=144, f3=377, and f4=610. Supposedly, to derive f3 means we

should add f1 and f2. But since two terms are already given, we can translate the
equation and derive a formula for f2, that is, f2 = f3 – f1.
f2 = f3 – f1 = 377 – 144 = 233
The same could be done if we used f3 and f4 to determine f2.
f2 = f4 – f3 = 610 – 377 = 233
Binet’s Formula: A simplification of the Fibonacci Sequence
Calculating terms of the Fibonacci sequence can be tedious and painful

when using the recursive formula, especially when finding terms with a large n.
Usually in higher mathematics, the nth Fibonacci number is determined using
the Binet’s Simplified Formula:
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Do It Alone
Using the concept of recursive formula from the Fibonacci Sequence,
identify the missing terms of the sequences below.
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Let’s Check
Your
Understand
ACTIVITY 5:
The Fibonacci Sequence and Pascal’s Triangle
Score:
ing (U)
Learning
Outcome:
Determine the terms of a Fibonacci sequence using the
Pascal’s Triangle.
NAME
Course,Year
/20
& Section
Direction: Fill out the empty boxes by adding the two values of the boxes on top
of it, see example below. After completely filling out the values of the triangle of
boxes, add the values of the boxes with the same color, the arrow also guides
which boxes are to be added.
Example:
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Lesson
Mathematics
3 and Its Application
(Week 3)
Lesson
1. Articulate the importance of mathematics in one’s life;
2. Express appreciation for mathematics as a human endeavor; and
3. Create an expository essay articulating the importance of mathematics
in one’s life.
Let Me Do
It the broad
We keep definition here, that mathematics includes all the
related areas which touch on quantitative, geometric, and logical themes. This
includes Statistics, Computer Science, Logic, Applied Mathematics, and other
fields which are frequently considered distinct from mathematics We draw the
line only at experimental sciences, philosophy, and computer applications.
Personal perspectives vary widely, of course. A fairly standard definition is given
by Columbia Encyclopedia (5th Edition) that "Mathematics is deductive study of
numbers, geometry, and various abstract constructs, or structures. The latter
often arise from analytical models in the empirical sciences, but may emerge
from purely mathematical considerations."
Mathematics for Prediction
It is common to hear that history repeats itself. As much as we can use

mathematical models using existing data to generate analysis and
interpretation, we can also use them to make predictions. Applying the concepts
of probability, experts can calculate the chance of an event occurring. The
weather is a primary example. The weather is an incredibly complex system with
billions of molecules interacting. This makes predicting the weather a
surprisingly difficult tasks even using the extensive network of weather stations
satellites and the world’s largest supercomputers. Based from historical
patterns, meteorologists can make forecasts for our day-to-day activities which
could also warn us of weather disturbances that can affect our activities for
weeks or even months.
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Mathematics for Control
We have understood by means of examples around us that patterns are

definitely present in the universe. The underlying mathematical structure in the
way the natural objects and phenomenon behave is attributed to how we control
things. Say for example, the food that we intake is can make one satisfied
because of its food characteristics such as taste, texture, color, aroma and many
more. In terms of cooking, the ingredients as well as the cooking process and
procedures are well defined and measured, otherwise, the food product will end
up to a waste. Speaking of food, nutritionists also control the diet of a certain
person due to his medical condition or nature of work. Athletes tend to control
their weight as to make themselves more efficient while medical practitioners
measure and identify triggering factors that a person needs to take in
moderation. Abnormalities and deficiencies within the human body are
accounted and strict medications are given to control them. In the past few
months, we might have heard of the phrase, “flatten the curve”, which is a goal
set by health organizations as we fight the spread of the novel corona virus
(Covid19). The curve being referred to is the drastic increase of confirmed active
cases of the virus and flattening it refers to the contribution of the society in
trying to contain the virus which would CAS-MNS-A4 16 potentially decrease the
number of cases. A simple line yet it would mean much as this is already a
mathematical interpretation of the available data of Covid19 epidemiology. Then
again, mathematics plays an underlying role in controlling this pandemic. Over
the years, the threat of climate change and global warming has been a subject of
debate. It is believed that unless man changes his behavior, patterns are said to
indicate that sea levels could rise to catastrophic levels as the polar caps melt
due to the increase in global temperatures. Through the use of mathematics,
man is also able to exert control over himself and the effects of nature.
Mathematics for Communication
In these times, there have been a great shift in terms of communication.

Letters during the previous centuries would need much time before it could be
received. The development of phones and later internet connections have been a
great development of technology. The vastness of its application had given the
people a comfort of living. Both internet and phone lines form a gigantic network
which allows users to exchange data – whether websites or calls. All users are
connected by countless links which have a certain capacity. When you make a
phone call or request a website network operators have to find a way to connect
sender and receiver without exceeding the capacity of any individual link.
Without the mathematics of queuing theory, it would be impossible to guarantee
a reliable service. Mathematical models using Poisson processes all but
guarantee that you will hear a dial tone when making a phone call. Routing
internet connections is much more difficult – requests arrive at an unpredictable
rate and have a more variable duration. This led to the development of
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packetswitching: all data (websites emails or files) is split into small “packets”
which are transmitted independently. This makes the network more efficient and
robust but occasionally routers become overloaded with too many packets – and
the connection fails. Some believe that the Mathematics of Fractals can help
create a much more reliable internet service in the future.
Mathematics for Security
Whenever you send an email or use bank cards online, secret information
has to be exchanged between your computer and a web server. Mathematics can
be used to encipher this information so that third parties can’t read and misuse
it. The receiving computer thinks of two very large prime numbers (usually more
than 100 digits) and publishes their product. The sending computer uses this
product to encipher the message and sends it to the receiver. However, to go
backwards and decipher the message you not only need to know the product but
also the two original primes. It is extremely hard to factorise numbers of that
size which means that to read the message you must already know the original
primes - and only the receiving computer does. This process called RSA after its
inventors Rivest Shamir and Adleman is used everywhere in the world from
banking to cellphone messages. CAS-MNS-A4 17 Aside from information
security, the provision of the framework for designing new technologies and
weapons or solutions to logistical problems like the transportation of soldiers
weapons and food, mathematical models can be used to develop and simulate
complex military strategies. These simulations might involve game theory
statistics or probability. In recent years’ cyberwarfare has become increasingly
important for counterintelligence, industrial espionage, terrorism and sabotage.
Organizations like the NSA develop and attempt to break secret codes.
Mathematics for Finance
In financial mathematics, traders can buy or sell stocks in company

commodities like oil and gold or derivatives which are “virtual” goods whose
prices are derived from the change of other things. For example, you can buy
options which could allow you to buy or sell a stock at a particular price at some
point in the future – if you still want to at that time. Financial analysts have
many different mathematical tools to help them make better decisions for
example statistical models to analyze historic economic data or probability and
Stochastic calculus to predict the behavior of financial markets. Particularly
famous is the Black-Scholes equation a partial differential equation used to find
the correct value of derivatives.
Mathematics for Organization
A lot of events happen around us. In a blink of an eye, several children

have been born, liters of water have been consumed or thousands of tweets and
my day posts have been posted. For us to make sense of all available
information, we need mathematical tools to help us make sound analysis and
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better decisions. For instance, a particular store or even Lazada or Shopee can
gather data on the shopping habits of its customers and make necessary
adjustments to help drive sales. In the next days, one will now find out
advertisements or offers which are of his line of interests based from his visits
and browsing history. Social media analysts can crunch all online postings
using software to gauge netizen’s sentiments on particular issues or
personalities. Software can generate a map of words that are most talked about
in social media. This is how a trending topic on Twitter or in Facebook are
determined.
Mathematics is Indispensable
In this lesson, it was highlighted that mathematics plays a huge role in

the underpinnings of our world. We have seen it in living creatures and natural
phenomena. We have also looked at examples of how mathematical concepts
could be applied. Whether you are on your way to be becoming a computer
technologist, engineer, doctor, teacher, entrepreneur or an agriculturist, a
knowledge of mathematics will be helpful. At the most basic level, logical
reasoning and critical thinking are crucial skills that are needed in any
behavior. As such, the study of mathematics should be embraced as it paves the
way for more educated decisions and in a way, brings us closer to
understanding the natural world.
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Let’s Check
Your A4- MATHEMATICS IN THE MODERN WORLD Score:
Understand
ACTIVITY 6:
Learning
Mathematics and Its Application
(C) Create an expository essay articulating the importance of
ing
Outcome: mathematics in one’s life
NAME
Course,Year
/20
& Section
Direction: In no more than 300 words, create an expository essay on how
mathematics is as important in your daily life.
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Summar
y Essential concepts in this lesson are summarized as follows:
Patterns are regular, repeated or recurring forms or designs. Patterns in
nature are visible regularities of form found in the natural world. These
patterns recur in different contexts and can sometimes be modelled
mathematically.
There are various types of patterns such as logic and number patterns.
Number patterns include arithmetic sequence, geometric sequence, square
numbers, cube numbers, triangular numbers and Fibonacci sequence.
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Similar to patterns, symmetry can also be found all around us. The word
Symmetry comes from the Greek word, "symmetria", meaning "measured
together". When we measure something and find it is the same on one side as
on the other, we say that it is symmetrical. There are several types of
symmetry, such as line symmetry and rotational symmetry. Line symmetry is
based upon the concept of reflective symmetry. Simply stated, reflective
symmetry is the idea of drawing an imaginary “line of symmetry” down the
middle of an item, the right and left sides of the item would be “mirror images”
of each other. On the other hand, rotational symmetry, also known as radial
symmetry, is that characteristic in which the object looks the same despite the
rotation of it. When an object rotates around a fixed axis if its appearance of
size and shape does not change then the object is supposed to be rotationally
symmetrical. However, when a figure is mapped onto itself by rotating 180
degrees about a center point, then it has a point symmetry.
The angle of rotation is measured using the formula .
The Fibonacci sequence is a series of numbers that follows a unique integer

sequence. Some nature’s most beautiful patterns, like the spirals,
arrangement of sunflower seeds, the number of petals in a flower, shape of
snail’s shell, all contain Fibonacci numbers.
The Fibonacci numbers are as follows: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89,
144, … and so on. These numbers are obtained by adding two previous
numbers in the sequence to obtain the next higher number. The formula is F n
= Fn-1 + Fn-2.
Ratios of two Fibonacci numbers approximate to the Golden Ratio, Phi, which
is considered as the most aesthetically pleasing proportion.
The nth Fibonacci number may also be determined using the Binet’s Simplified
Formula:
Mathematics helps organize patterns and regularities in the world. It helps

predict the behavior of nature and phenomena in the world, as well as control
over occurrences in the world for the advancement of our civilization. Various
applications of Mathematics are evident in the nature and the world. It is
being used for prediction, control, communication, security, finance, and
organization. Thus, Mathematics is indispensable.
Culmina
CAS-MNS-A4
ting
26
Create an original artwork (drawing, painting, or picture) which showcases

patterns, symmetry, Golden Ratio, and/or the Fibonacci sequence. Your output
will be scored using the rubric below.
Indicator 5 3 1
Material Demonstrates qualities Demonstrates some Lacks demonstration
Application and characteristics of qualities and of qualities and
and various media, characteristics of characteristics of
Techniques techniques and various media, various media,
processes techniques and techniques and
processes processes
Understanding Insight and depth of Some depth of content Lacks content
of Content content understanding understanding is understanding and is
are evident. evident. clearly a work in
progress.
Completion The artwork is The artwork needs The artwork appears to
completed to the best of finishing touches. be a work in progress.
student ability.
Tool/Material Demonstrates respectful Demonstrates some Demonstrates little or
Responsibility use of tools and respect for art tools and no respect for art tools
materials. materials. and materials.
Craftsmanship The artwork reflects The artwork reflects The artwork appears to
deliberate control having adequate control having be a work in progress
good craftsmanship. good craftsmanship. with little or no control
of craftsmanship.
Creative Expresses original idea Expresses original ideas Lacks original idea and
Process and insightful but has few details. has few details.
perspectives with an
appropriate amount of
details.
*The rubric was adapted from https://www.pinterest.ph/
End of this module
Module
Mathematical Language and
2 Symbols
3 Weeks
Module
The aim of this module is to introduce you to a mathematical way of
thinking which can help you in various situations. Often times, when we start to
work with a mathematical problem, we may be empty-handed on how to proceed
or deal with the problem. Some would begin looking for examples, some try to
CAS-MNS-A4
27
sketch up the scenario, play around with notations while others try to
understand the concept by reading the problem to focus on more of its details.
The closer we understand the problem, the more we need to think of its possible
solutions. And the more you need to understand, the more you need language
that could express the mathematical ideas clearly, precisely, and
unambiguously. This module will introduce some of the special language that
form part of the foundation for much mathematical thought, the language of
variables, sets, relations and functions. Its goal is to warm up your mental
muscles so that you can do your best in solving problems later on. To achieve
this, students need to perceive mathematics as part of their scientific inquiry to
become familiar with the key mathematical ideas and skills. This module
focuses on mathematics as a fractal part of humanity’s scientific endeavor and
mathematics as a way of thinking and further constitutes into a process.
Module 2 includes the following lessons:

Lesson 1 – Variables
Lesson 2 – The Language of Sets
Lesson 3 – The Language of Relations and Functions
General
1. demonstrate understanding of the meaning and uses of variables;
2. rewrite compound statements into pure statements;
3. describe the relations between sets regarding membership, equality, subset,
and proper subset, using proper notation; and
4. identify the differences between a relation and a function.
Lesson
Variables
1
(Week 4)
Lesson
1. Define and illustrate a variable;
2. Differentiate the three types of mathematical statements; and
3. Reconstruct or rewrite mathematical statements into conditional,
universal and existential statements.
CAS-MNS-A4
28
Let Me Do It
In the English language, context helps us decide which of the possible
meanings of common words is meant. The definition of a word in the dictionary
usually includes several possible meanings. The word used in context helps the
listener or reader decide which among the various meanings the speaker or
writer intends. In the language of mathematics, we also face the same dilemmas.
Many mathematical words have different shades of meaning. In learning to
understand how both to communicate in, and to decipher the language of,
mathematics, students have to determine meaning from contextual use.
Take, for instance, the concept of variable--something students must

understand as they mature mathematically. Variables play a key role in the
process of mathematizing a situation. But what meaning of variable for a given
situation is appropriate? Is it a placeholder for an unknown? Or is it a domain of
possible values for one of the phenomena? Or is it used in yet another way?
Let us consider the situation. Phillip builds swimming pools. One model is
a square pool that can be any whole number of meters on an edge. He wants to
build a border around the outside edge of pools of this type and found some very
nice square tiles that are one meter on each edge. How many of the tiles will he
need to make a one-meter-wide border around one of the square pools?
One student, Jeryl, drew the problem where he labeled the edge of the
pool with an S. What use of variable is this S representing? Here Jeryl is using
the variable S to represent the entire domain of whole-number lengths of edges
that the builder offers in this pool type. After some thinking, Jeryl writes N = 4S
+ 4 as his solution. He is using letters to represent quantities in the problem,
and these letters help show his representation of the problem. He is using two
variables, but in this example, the N is determined by the choice of a value for S.
Here a variable is a placeholder for the number we are seeking.
In this simple problem, variable is used in two different ways—1) to

represent the domain of possible pool sizes and 2) to stand for the unknown
number of tiles needed for a particular size of pool, or generally as a placeholder.
As mentioned earlier, in order to decipher the language of mathematics,

we have to determine meaning from contextual use. Now let us try to rewrite
sentences using variables. No matter what number is chose, if it is greater than
2, then its square is greater than 4.
So in this case introducing a variable to give a temporary

name to the (arbitrary) number you might chose enables you to
CAS-MNS-A4
29
maintain generality if the statement, and replacing all instances of the word “it”
by the name of the variable ensures that possible ambiguity is avoided: No
matter what number n might be chosen, if n is greater than 2, then n 2 is greater
than 4.
Example 1. Write the expression to represent: eight more than the product of two
and a number x. In this case, we can rewrite the product of 2 and x as 2x, while
eight more than would mean that we have to add 8 to the product so combining
them, we have, 8 + 2x. The variable acts to represent the domain of possible
values.
MATHEMATICAL STATEMENTS
In order to do mathematics, we must be able to talk and write about

mathematics. Perhaps your experience with mathematics so far has mostly
involved finding answers to problems. As we embark towards more advanced
and abstract mathematics, writing will play a more prominent role in the
mathematical process.
Communication in mathematics requires more precision than many other

subjects, and thus we should take a few pages here to consider the basic
building blocks: mathematical statements.
A statement is any declarative sentence which is either true or false. A

statement is atomic if it cannot be divided into smaller statements, otherwise it
is called molecular.
Example 2:
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30
The reason the sentence “3+x=12” is not a statement is that it contains a

variable. Depending on what x is, the sentence is either true or false, but right
now it is neither. One way to make the sentence into a statement is to specify
the value of the variable in some way. This could be done by specifying a specific
substitution, for example, “3+x=12 where x=9,” which is a true statement. Or
you could capture the free variable by quantifying over it, as in, “for all values of
x, 3+x=12,” which is false.
A universal statement says that a certain property is true universal

statement says that a certain property is true for all elements in a set. For
example, all negative numbers are less than zero.
A conditional statement says that if one thing is true then some other
thing also has to be true. For example, if 20 is divisible by 10, then 20 is
divisible by 5.
Given a property that may or may not be true, an existential statement

says that there is at least one thing for which the property is true. For example,
there is a prime number that is even.
Universal statements contain some variation of the words “for all” and
conditional statements contain versions of the words “if-then.”
A universal conditional statement is a statement that is both universal

and conditional. For example, For all animals a, if a is a dog, then a is a
mammal.
One of the most important facts about universal conditional statements is

that they can be rewritten in ways that make them appear to be purely universal
or purely conditional.
Example 3. All dogs are mammals. (Purely universal)

If the animal is a dog, then it is a mammal. (Purely
conditional)
A universal existential statement is a statement that is universal because

its first part says that a certain property is true for all objects of a given type,
and it is existential because its second part asserts the existence of something.
Example 4. Every real number has an additive inverse.
In this statement the property “has an additive inverse” applies universally to all
real numbers. “Has an additive inverse” asserts the existence of something—an
additive inverse—for each real number. However, the nature of the additive
inverse depends on the real number; different real numbers have different
additive inverses.
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31
Example 5. Fill in the blanks to rewrite the following statement: Every pot
has a lid.
a. All pots ____________________.
b. For all pots P, there is ____________________.
c. For all pots P, there is a lid L such that____________________.
Solution:
a. have lids
b. a lid for P
c. L is a lid for P
An existential universal statement is a statement that is existential

because its first part asserts that a certain object exists and is universal
because its second part says that the object satisfies a certain property for all
things of a certain kind.
Example 6. There is a positive integer that is less than or equal to every

positive integer.
This statement is true because the number one is a positive integer, and
it satisfies the property of being less than or equal to every positive integer.
Some of the most important mathematical concepts, such as the definition

of limit of a sequence, can only be defined using phrases that are universal,
existential, and conditional, and they require the use of all three phrases “for
all,” “there is,” and “if-then.
Do It Alone
A. Fill in the blanks to rewrite the following statement: For all real numbers x, if
x is nonzero then x2 is positive.
1. If a real number is nonzero, then its square ___is
positive______________________.
2. For all nonzero real numbers x, __________________________________.
3. If x ________________________________, then __________________________.
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32
4. The square of any nonzero real number is

_____________________________. 5. All nonzero real numbers have
__________________________________.
B. Fill in the blanks to rewrite the following statement in three different ways:
There is a person in my class who is at least as old as every person in my class.
1. Some _________________ is at least as ________________________________.
2. There is a person p in my class such that p is
__________________________. 3. There is a person p in my class with the
property that for every q in my class, p is _______________________.
Let’s Check Your Understanding

ACTIVITY 7: Variables
Learning (E)Reconstructing mathematical statements into conditional,
Outcome: universal and existential statements.
NAME
Course,Year
/22
CAS-MNS-A4
33
& Section
Direction: Fill in the blanks to rewrite the given statement.
Lesson
The Language
2 of Sets
(Week 5)
Lesson
CAS-MNS-A4
1. Define set and subset;
2. Identify different set of numbers; and
2. Determine the Cartesian Product of sets.
34
Let Me Do
Itmathematics
All of can be seen as the study of relations between
collections of objects by rigorous rational arguments. More often than not the
patterns in those collections and their relations are more important than the
nature of the objects themselves. The power of mathematics has a lot to do with
bringing patterns to the forefront and abstracting from the “real” nature if the
objects.
In mathematics, the collections are usually called sets and the objects are
called the elements of the set. Functions are the most common type of relation
between sets and their elements and the primary objects of study in Analysis are
functions having to do with the set of real numbers. It is therefore important to
develop a good understanding of sets and functions and to know the vocabulary
used to define sets and functions and to discuss their properties.
Use of the word set as a formal mathematical term was introduced in

1879 by Georg Cantor (1845–1918). For most mathematical purposes we can
think of a set intuitively, as Cantor did, simply as a collection of elements.
Example 1. If C is the set of all countries that are currently in the United
Nations, then the Philippines is an element of C, and if I is the set of all integers
from 1 to 100, then the number 57 is an element of I.
If S is a set, the notation x ∈ S means that x is an element of S. The

notation x ∉ S means that x is not an element of S. Note that both statements
cannot be true at the same time.
If A and B are sets, they are identical (this means one and the same set),
which we write as A=B, if they have exactly the same elements. In other words
A=B if and only if for all a∈A, we have a∈B, and for all b∈B we have b∈A.
Equivalently, A≠B if and only if there is a difference in their elements: there
exists a∈A such that a∉B or there exists b∈B such that b∉A.
A set may be specified using the set-roster notation by writing all of its
elements between braces.
Example 2. {1,2,3} denotes that the set whose elements are 1, 2 and 3.
CAS-MNS-A4
35
A variation of the notation sometimes used to describe a very large set as

when we write
{1, 2, 3, … , 100} to refer to the set of all integers from 1 to 100. The symbol … is
called an ellipsis and is read “and so forth”. A similar notation can also describe
an infinite set, as when we write {1, 2, 3, … } to refer to the set of all positive
integers. The axiom of extension says that a set is completely determined by
what its elements are—not the order in which they might be listed or the fact
that some elements might be listed more than once.
Example 3. Let A= { 1, 2, 3}, B= {3, 1, 2} and C = {1, 1, 2, 3, 3, 3}.

What are the elements of A, B, and C?
How are A, B and C related?
A, B, and C have exactly the same three elements: 1, 2, and 3. Therefore

A, B, and C are simply different ways to represent the same set.
Example 4. Is {0} = 0?
{0} is not equal to 0. 0 here is an element while {0} is an example of a

singleton, which is a set with exactly one element, in this case 0. In spoken
language, ‘the singleton x’ actually means the set {x} and should always be
distinguished from the element x:x≠ {x}.
Example 5. How many elements are in the set {1, {1}}?
The set {1, {1}} has two elements namely the element 1 and a singleton {1}
whose only element is 1.
Certain sets of numbers are so frequently referred to that they are given
special symbolic names. These are summarized in the following table:
The set of real number is usually pictured as a set of all points on a line,
as shown below
The number 0 corresponds to a middle point, called the origin. A unit of

distance is marked off, and each point to the right of the origin corresponds to a
positive real number found by computing its distance from the origin. Each
point to the left of the origin corresponds to a negative real number, which is
CAS-MNS-A4
36
denoted by computing its distance from the origin and putting a minus sign in
front of the resulting number.
The set of real numbers is therefore divided into three parts: the set of
positive real numbers, the set of negative real numbers, and the number 0. (Note
that 0 is neither positive nor negative.)
The real number line is called continuous because it is imagined to have

no holes or endpoints. The set of integers corresponds to a collection of points
located at fixed intervals along the real number line.
Thus, every integer is a real number, and because the integers are all
separated from each other, the set of integers is called discrete. The name
discrete mathematics comes from the distinction between continuous and
discrete mathematical objects.
Set-Builder Notation is another way to specify a set. Let S denote a set

and let P(x) be a property that elements of S may or may not satisfy. We may
define a new set to be the set of all elements in X such that P(x) is true. We
denote this set as: { x ∈ S | P(x) }
Example 6. Given that R denotes the set of all real numbers, Z the set of
all integers, and Z+ the set of all positive integers, describe each of the following
sets.
a. { x ∈ R | -2 < x < 5 }
b. { x ∈ Z | -2 < x < 5 }
c. { x ∈ Z+ | -2 < x < 5 }
a. Recalling that R is the set of all real numbers, { x ∈ R | -2 < x < 5 } is the open
interval of real numbers strictly between -2 and 5. It is graphed as follows:
b. { x ∈ Z | -2 < x < 5 } is the set of all integers strictly between -2 and 5.
Using set-roster method the set contains {-1 , 0, 1, 2, 3, 4}. The difference
between integer and real numbers is that integers are natural numbers (which
means whole numbers) unlike in the previous wherein all points between -2 and
5 were shaded including the decimals.
c. Since the set { x ∈ Z+ | -2 < x < 5 } is indicating positive integers, the set shall
contain only {1, 2, 3, 4}
SUBSETS
Let A and B be sets. B is a subset of A, denoted by B⊂A, if and only if
every element of B is an element of A. If B⊂A and B≠A, we say that B is a proper
CAS-MNS-A4
37
subset of A. It follows from the definition of subset that for a set A not to be a
subset of a set B means that there is at least one element of A that is not an
element of B. Symbolically:
CARTESIAN PRODUCTS
Given elements a and b, the symbol (a,b) denotes the ordered pair
consisting of a and b together with the specification that a is the first element of
the pair and b is the second element. Two ordered pairs (a , b) and (c , d) are
equal if and only if a=c and b=d. Symbolically, (a,b) = (c,d) means that a=c and
b=d.
To check if the definition above is understood, let us answer the following:

a. Is (1, 2) = (2, 1) ?
5 1
(
b. Is 3 ,
10) (
= √9 ,)2
?
c. What is the first element of (1, 1)?
Solution:
a. No, by definition of equality of ordered pair, (1,2)=(2,1) if and only if 1=2

and 2=1. But since 1 is not equal to 2, and so the ordered pair is not equal.
5 1 5 1
(
b. Yes, by definition 3 ,
10 ) (
= √9 ,
2 )if and only if 3=√ 9and = . Because
10 2
both of the equations are true, the ordered pairs are equal.
c. Both the first and second element is 1.
Given sets A and B, the Cartesian product of A and B, denoted by and

read “A cross B”, is the set of all ordered pairs (a, b) where a is in A and b is in
B. Symbolically,
The term Cartesian plane is often used to refer to a plane with this
coordinate system, as illustrated in figure below:
CAS-MNS-A4
38
Do It Alone
A. Which of the following are true statements?
a. 2 ∈ { 1, 2, 3}
b. {2} ∈ { 1, 2, 3}
c. 2 ⊆ { 1, 2, 3}
d. {2} ⊆ { 1, 2, 3}
e. 2 ⊆ { { 1}, {2} }
f. {2} ∈ { {1}, {2} }
Solution:
Only (a), (d), and (f) are true.
For (b) to be true, the set {1, 2, 3} would have to

contain the element {2}. But the only elements of
{1, 2, 3} are 1, 2, and 3, and 2 is not equal to the
singleton {2}. Hence (b) is false.
For (c) to be true, the number 2 would have to be

a set and every element in the set 2 would have to
be an element of {1, 2, 3}. This is not the case, so (c)
is false.
For (e) to be true, every element in the set

containing only the number 2 would have to be an
element of the set whose elements are {1} and {2}.
But 2 is not equal to either {1} or {2}, and so (e) is
false.
B. Let A = {1, 2, 3} and B = {u, v}.

CAS-MNS-A4
39
a. Find A × B
b. Find B × A
c. Find B × B
d. How many elements are in A × B, B × A, and B × B?
e. Let R denote the set of all real numbers. Describe R × R.
Solution:
a. A x B = {(1, u), (2, u), (3, u), (1, v), (2, v), (3, v)}
Note that the first element of the pair is from

the first set of the cross product, while the second
element is from the second set.
b. B × A = {(u, 1), (u, 2), (u, 3), (v, 1), (v, 2), (v, 3)}
c. B × B = {(u, u), (u, v), (v, u), (v, v)}
d. A×B has six elements.
Note that this is the number of elements in A

times the number of elements in B. B × A has six
elements, the number of elements in B times
the number of elements in A. B × B has four
elements, the number of elements in B times the
number of elements in B.
e. R × R is the set of all ordered pairs (x, y) where

both x and y are real numbers. If horizontal and vertical
axes are drawn on a plane and a unit length is
marked off, then each ordered pair in R × R
corresponds to a unique point in the plane,
with the first and second elements of the pair
indicating, respectively, the horizontal and
vertical positions of the point.

CAS-MNS-A4
40

ACTIVITY 8: The Language of Sets
Learning (K) Determine the element of a set.
Outcome: (U) Determine subsets of a set.
NAME
(Ap) Find the Cartesian product of sets.
/40
Course,Year
& Section
I. If,
A = {3, 5, 7, 9,11}
B = {2, 4, 6, 8, 10,12}
C = {12, 14, 18, 20, 24,28}
D = {21, 26, 31, 36,41}

1. State whether true or false. Write your answer on the space provided
before each item. (1 point per item)
______a. 15 ∈ C
______b. 4 ∉ A
______c. 9 ∉ A
______d. 28 ∈ C
______e. 21 ∈ D
______f. 36 ∉ D
______g. 24 ∉ C
______h. {9} ∈ A
2. Fill in the blanks. (1 point per item)

a. 5 ∈ ___
b. 12 ___ B
c. 26 ___ C
d. 8 ∈ ___
e. {5} ___ A
CAS-MNS-A4
41
f. 16 ___ C
g. 21 ___ D
h. { } ___ B
II. If U = {1, 3, 5, 7, 9, 11, 13,15}, then which of the following are subsets of U
and which are not subsets of U. Justify your answer. (10 points)
A = {}
B = {0}
C = {2, 4,6}
D = {1, 9, 5, 13,15}
E = {0,1,3,5,7,9,11,13}
III. Let A = {1, 2, 3, 4, 5, 6, 7} B = {2, 4, 7, 8) C = {2, 4,7}. Fill in the blanks

by ⊂ or ⊄ to make the resulting statements true. (1 point per item)
1. B __ A
2. C __ A
3. B __ C
4. ∅ __ B
5. C __ C
6. C __ B
IV. Accomplish the following problems and show pertinent solutions.
1.If B × A = {(−2, 3),(−2, 4),(0, 3),(0, 4),(3, 3),(3, 4)} find A and B. (2 points)
2. Let A = {1, 2, 3} and B = {x | x is a prime number less than 10}.

a. Find A x B. (3 points)
b. Find B x A. (3 points)

Lesson
CAS-MNS-A4
The Language
3 of
Relations and Functions
42
(Week 6)
Lesson
1. Differentiate relation and function;
2. Illustrate relations and functions; and
2. Determine the Cartesian Product of sets.
Let Me Do It
RELATIONS
The objects of mathematics may be related in various ways. A set A may

be said to be related to a set B if A is a subset of B, or if A is not a subset of B,
or if A and B have at least one element in common.
A number x may be said to be related to a number y if x < y, or if x is a

factor of y, or if x 2 + y 2 = 1. Let A = {0, 1, 2} and B = {1, 2, 3} and let us say that
an element x in A is related to an element y in B if, and only if, x is less than y.
Let us use the notation x R y as a shorthand for the sentence “x is related

to y.” Then
0 R 1 since 0 < 1, 1 R 2 since 1 < 2,
0 R 2 since 0 < 2, 1 R 2 since 1 < 3, and
0 R 3 since 0 < 3, 2 R 3 since 2 < 3
On the other hand, if the notation represents the sentence “x is not

related to y,” then
The Cartesian product of A and B, A  B, consists of all ordered pairs

whose first element is in A and whose second element is in B:
In this case,
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43
The elements of some ordered pairs in A  B are related, whereas the

elements of other ordered pairs are not. Consider the set of all ordered pairs in
A  B whose elements are related:
Observe that knowing which ordered pairs lie in this set is equivalent to
knowing which elements are related to which. The relation itself can therefore be
thought of as the totality of ordered pairs whose elements are related by the
given condition.
Let A and B be sets. A relation R from A to B is a subset of AxB. Given an

ordered pair (x,y) in AxB, x is related to y by R, written as xRy, if and only if,
(x,y) is in R. The set is called the domain of R and the set B is called its co-
domain.
Example 1. Let A = {1, 2} and B = {1, 2, 3} and define a relation R from A to

x− y
B as follows: Given any (x, y) ∈ A  B, (x,y) ∈R means that is an integer.
2
a. State explicitly which ordered pairs are in A  B and which are in R.

b. Is 1 R 3? Is 2 R 3? Is 2 R 2?
c. What are the domain and co-domain of R?
Solution:
a. A  B = {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3)}. To determine explicitly
the composition of R, examine each ordered pair in A  B to see whether its
elements satisfy the defining condition for R
Thus, R= { (1,1) , (1,3) , (2,2) }.
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44
b. Yes, 1 R 3 because (1,3) ∈ R.

No, 2 R 3 because (2,3) ∈R.
Yes, 2 R 2 because (2,2) ∈ R.
c. The domain of R is {1, 2} and the co-domain is {1,2,3}.
ARROW DIAGRAM RELATION
Suppose R is a relation from a set A to a set B. The arrow diagram for R is

obtained as follows:
1. Represent the elements of A as points in one region and the elements of
B as points in another region.
2. For each x in A and y in B, draw an arrow from x to y if, and only if, x
is related to y by R.
Symbolically: Draw an arrow from x to y if, and only if, x R y if, and only if, (x, y)
∈ R.
Example 2. Let A = {1, 2, 3} and B = {1, 3, 5} and define relations S and T

from A to B as follows:
For all (x, y ) ∈ A  B, (x, y )∈S means that x < y and T= { (2,1) , (2,5) }.
First draw Set A and Set B, then draw an First draw Set A and Set B, then draw
arrow from A to B if it satisfies the condition an arrow from A to B if it satisfies
for S which is x<y the condition for T = { (2,1) , (2,5) }
These example relations illustrate that it is possible to have several arrows

coming out of the same element of A pointing in different directions. Also, it is
quite possible to have an element of A that does not have an arrow coming out of
it.
FUNCTIONS
A function F from a set A to a set B is a relation with domain A and co-

domain B that satisfies the following two properties:
1. For every element x in A, there is an element y in B such that (x,y) ∈ F.
2. For all elements x in A and y and z in B, if (x,y) ∈F, then y=z.
Properties (1) and (2) can be stated less formally as follows: A relation F
from A to B is a function if, and only if:
1. Every element of A is the first element of an ordered pair of F.
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2. No two distinct ordered pairs in F have the same first element. If A and
B are set and F is a function from A to B, then given any element x in A, the
unique element in B that is related to x by F is denoted F(x), which is read “F of
x.”
Do It Alone
Let A = {2, 4, 6} and B = {1, 3, 5}. Which of the relations
R, S, and T defined below are functions from A to B ?
a. R = {(2, 5), (4, 1), (4, 3), (6, 5)}

b. For all (x, y ) ∈ A  B, (x, y ) ∈ S means that y = x + 1.
c. T is defined by the arrow diagram on the right.
Solution.
R is not a function because it does not satisfy property (2). The
ordered pairs (4, 1) and (4, 3) have the same first element but different
second elements.
You can see this graphically if you draw the arrow diagram for R. There are two arrows
coming out of 4: One points to 1 and the other points to 3.
S is not a function because it does not satisfy property (1). It is

not true that every element of A is the first element of an ordered pair in
S. (x,y) ∈ S, x+1=y 2+1=3 4+1=5 6+1=7
For example, 6∈A but there is no y in B such that

y = 6+1=7. You can also see this graphically by drawing the arrow diagram for S.
T is a function: Each element in {2, 4, 6} is related to some

element in {1, 3, 5} and no element in {2, 4, 6} is related to more than
one element in {1, 3, 5}. When these properties are stated in terms of
the arrow diagram, they become (1) there is an arrow coming out of
each element of the domain, and (2) no element of the domain has
more than one arrow coming out of it. So you can write
T (2) = 5, T (4) = 1, and T (6) = 1.
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Let’s Check
Your
Understand
ACTIVITY 9:
The Language of Relations and Functions
Score:
ing (K) Identify functions from relation of two sets

Learning
Outcome:
NAME
Course,Year
/20
& Section
Direction: Identify the following graphs whether they exhibit the characteristics
of functions or not.
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ACTIVITY 10: The Language of Relations and Functions
Learning (U) Identify graphs, maps, and ordered pairs of a function or
Outcome: relation.
NAME
Course,Year
/32
& Section
Direction: Cut the cards from the next page and paste them where they belong
on the table.
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Summar
y Essential concepts in this lesson are summarized as follows:
Variables
Universal Conditional statements contain some variation of the words
“for all” and conditional statements contains versions of the words “if then”. A
universal conditional statement is a statement that is both universal and
conditional.
Universal Existential Statement is a statement that is universal because
of its first part say that a certain property is true for all objects of a given type,
and it is existential because its second part asserts the existence of something.
Existential Universal Statement is a statement that is existential because its
first part asserts that a certain object exists and is universal because its
second part says that the object satisfies a certain property for all things of a
certain kind.
Language of Sets
Set-Roster Notation specifies the elements of a set by listing down all its
elements between braces. Set-Builder Notation defines a set by giving a
property that the elements of the set may satisfy or not.
Subset
If A and B are sets, then A is called a subset of B, if and only if every
element of A is also an element of B.
Ordered Pair
Given elements a and b, the symbol (a,b) denotes the order pair
consisting of a and b together with the specification that a is the first element
of the pair and b is the second element. Two ordered pairs (a,b) and (c,d) are
equal if and only if, a=c and b=d.
Cartesian Product
Given sets A and B, the Cartesian product of A and B, denoted by AxB
and read “A cross B”, is the set of all ordered pairs (a,b) where a is in A and b
is in B.
The Language of Relation and Functions
Relation
Let A and B the sets. A relation R from A to B is a subset of AxB. Given
an ordered pair (x,y) in AxB, x is related to y by R, written xRy, if and only if,
(x,y) is in R. The set A is called the domain of R and the set B is called its co-
domain.
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Arrow Diagram of a Relation
Suppose R is a relation from a set A to a set B. The arrow diagram for R

is obtained as follows: 1. Represent the elements of A as points in one
region and the elements of B as points in another region.
2. For each x in A and y in B, draw an arrow from x to y if, and
only if, x is related to y by R.
Function
A function F from a set A to a set B is a relation with domain A and co-
domain B that satisfies the following two properties
1. For every element x in A, there is an element y in B such that (x,y) is
an element of F.
2. For all elements x in A and y and z, in B if (x,y) is an element of F and
(x,z) is an element of F, then y=z.
Culmina
ting
In an intermediate pad, write at least four-paragraph reflection of your
learning and submit it through messenger. Your output will be scored using the
rubric below.
Indicators 5 3 1
Focus Clearly states the Implies but does not Does not state or imply
purpose of the activity. clearly states the the purpose of the
Never diverges from the purpose of the activity. activity. D from the
topic. Never diverges from the topic.
topic.
Content Demonstrates a Demonstrates a self- Lacks development and
thorough self-reflective reflective analysis self-reflection. Does not
analysis including a including a summary of include a summary of
summary of the activity the activity supported the activity or has
supported by specific by specific and insufficient details.
and illustrative details. illustrative details. Does not make a
Draws conclusions and Draws conclusions and connection to future
makes connections to makes connections to plans.
future plans. future plans.
Organization Presents the reflection in Presents the reflection Presents the reflection
a compelling, highly- in a well-organized in a poorly-organized
organized manner. manner. manner.
Conventions Uses articulate and Uses appropriate Uses slang and
appropriate language, language, word choice unsophisticated word
sophisticated word and sentence structure. choice.
choice and sentence
structure.
*The rubric was adapted from https://www.slideshare.net/
End of this module

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Module
Problem Solving and Reasoning
3
3 Weeks
Module
Mathematical fluency skills help students think faster and more clearly,
giving them the energy, attention and focus to tackle complex problem-solving
and reasoning questions.
The future needs problem-solvers with reasoning skills. But as education

shifts its focus to the critical and creative angle of mathematics problems, we
can’t lose sight of the abilities and skills that make this thinking possible:
mathematical fluency.
The ability to solve problems is a basic life skill and is essential to our
day-to-day lives, at home, at school, and at work. We solve problems every day
without really thinking about how we solve them. For example: it’s raining and
you need to go to the store. What do you do? There are lots of possible solutions.
Take your umbrella and walk. If you don't want to get wet, you can drive, or take
the bus. You might decide to call a friend for a ride, or you might decide to go to
the store another day. There is no right way to solve this problem and different
people will solve it differently.
Problem solving is the process of identifying a problem, developing

possible solution paths, and taking the appropriate course of action.
In this module, you will learn how to utilize the knowledge and skills
needed to leverage left- and right-brain thinking, analyze problems, and
implement innovative ideas for deriving solutions. Using the power of design
thinking and creative problem solving models, you will work toward data-driven
solutions to the mathematical problems. You will engage in an active process of
identifying/defining a specific idea and generating a plan to address the
problem.
Module 3 includes the following lessons:

Lesson 1 – Deductive and Inductive Reasoning
Lesson 2 – Problem Solving Strategies
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General
1. compare and contrast the mathematical reasoning used for problem

solving;
2. apply solving strategies and evaluate mathematical problems; and
3. plan and compare alternative approaches to solving problems.
Lessonand Inductive
Deductive
1Reasoning
(Week 7)
Lesson
1. Differentiate inductive reasoning and deductive reasoning;
2. Solve mathematical problems using inductive and deductive
reasoning; and
3. Identify the type of reasoning used in a mathematical statement.
Let Me Do It
The words seem to be almost duplicates: inductive, deductive; aren't they
nearly the same thing? Not at all! In this short piece we hope to show you why
deductive reasoning is so helpful and inductive reasoning is so unreliable.
Mathematics and geometry in particular depend on clear thinking and

logic. Deductive and inductive reasoning are tools we use to make the theorems,
postulates, axioms and proofs do the heavy lifting for us.
To avoid confusing the two, remember that inductive reasoning starts with
a few specifics and tries to create a general conclusion (which is not usually
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valid). Deductive reasoning starts with some general observations and deducts
(wipes away) every unnecessary distraction to leave a specific, valid conclusion.
Inductive reasoning means coming to a very broad conclusion based on

just a few observations. The flaw, of course, is that no one person can observe
all cases of a particular issue, so inductive reasoning is, right out of the gate,
flawed.
Answers arrived at from inductive reasoning can be valid, or they can just
as likely be invalid. Human experience is limited by geography, years, language
and other barriers to complete understanding. Even the most Sherlockian of
detectives can only observe a small portion of all examples of a situation. To
base a conclusion on a limited series of observations is to invite trouble.
Why use inductive reasoning at all, then? We use inductive reasoning to

"prime the pump" in mathematics; to give us a starting point, not a conclusion,
for further questioning. Inductive reasoning allows you to create a hypothesis to
then support or disprove.
Here is an example: You notice that all the butterflies in your backyard
have brown and orange spots. From that single observation, can you draw a
conclusion that all butterflies everywhere have brown and orange spots? No, but
you can begin to research butterflies in your neighborhood, and make a
hypothesis that some plant in the neighborhood attracts those particular
butterflies.
Good, clear inductive reasoning ("I wonder why I am seeing what I see?
…") leads to deductive reasoning, a logical series of steps moving from a general
premise to a specific and narrow conclusion.
With deductive reasoning, you start with a general statement and burrow
down to a specific detail. Deductive reasoning done correctly always produces
reliable, valid results.
Deductive reasoning has distinct steps:

1) a premise,
2) a second premise and
3) an inference linking the two premises.
Example 1. All butterflies have long, club-shaped antennae ending in

bulbs, while moths have feathery antennae.
The insects in my backyard have long, club-shaped antennae
ending in bulbs.
Therefore, the insects in my backyard are butterflies, not
moths.
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This solid piece of deductive reasoning started from a general premise (the
major premise), went to a minor premise (something local and defined) and
inferred the connection between them that gives a conclusion.
Example 2. Determine whether the example utilized deductive or inductive

reasoning.
All math teachers have a great sense of humor.
Patrick is a math teacher.
Therefore, Patrick must have a great sense of humor.
Because the reasoning goes from general to specific, deductive reasoning

was used.
Example 3. Use the list of equations and inductive reasoning to predict

the next multiplication fact in the list:
37 × 3 = 111 37 × 6 = 222 37 × 9 = 333 37 × 12 = 444
Basing from the pattern of the products, the next multiplication fact
would be
37 x 15 = 555 37 x 18 = 666 37 x 21 = 777
Example 4. Predict the next number in the list using inductive reasoning:
2, 9, 16, 23, 30 Each number in the list is obtained by adding 7 to the previous
number. The probable next number is 30 + 7 = 37.
Pitfalls of Inductive Reasoning
One cannot be sure about a conjecture until a general relationship has

been proven. Also, one counterexample is sufficient to make the conjecture false.
In the last example, we concluded that the probable next number in the
list 2, 9, 16, 23, 30 is 37. However, what if the list 2, 9, 16, 23, 30 actually
represents the dates of Mondays in June, then the date of the Monday after
June 30 is ______________.
Example 5. Use deductive or inductive reasoning to answer the logical

puzzle. Who is who? Each of four neighbors, Sean, Sarah, Maria and Brian, has
a different occupation (editor, banker, chef, or dentist). From the following clues,
determine the occupation of each of the neighbor.
Clue 1: Maria gets home from work after the banker but before the
dentist. Clue 2: Sarah, who is the last to get home from work, is not the
editor.
Clue 3: The dentist and Sarah leave for work at the same time.
Clue 4: The banker lives next door to Brian.
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Using deductive reasoning, Clue 1 suggests that Maria is not the banker
nor the dentist since she get home from work after and before her respectively.
Therefore, she is either the editor or chef.
To help you process easier, it is suggested that you created a checkbox to

easily facilitate the deduction of clues.
From clue 2 explicitly stated that Sarah is not the editor.
From clue 3 we can deduce that Sarah is not the dentist as they both
leave for work at the same time.
Similarly, from clue 4 we can deduce that Brian is not the banker as they
are next-door neighbors.
Combining clue 1 and 2 inductively, Sarah who is the last to go home is

not the banker because the banker goes home followed by Maria and the
dentist.
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As we can deduct from the table, Sarah has been identified as the Chef
since all the other occupations had been removed.
Since Sarah is the chef, we can now cross out mark Sean, Maria and
Brian to be the Chef. And from by doing this, Maria is left alone with one
occupation as the editor.
It also follows that Sean and Brian will be marked ⨉ for the editor column
and this will result to Brian being the dentist and finally, Sean will be left out as
the banker.
From these examples, it can be seen that inductive and deductive

reasoning can be helpful in solving mathematical problems.
Inductive reasoning is the start of any proof, since inductive reasoning

develops a hypothesis to test. You can test the conclusion using mathematical
proof, relying on your storehouse of knowledge of axioms, postulates, and
theorems proven by other mathematicians.
Now when we switch to deductive reasoning and make major and minor
premise, an inference connects the two premises. You can use many tools, such
as the mathematical postulates, theorems and law, to conclude which will make
logical reasoning quick and easy for you.
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Your initial inductive reasoning led to a statement you tried to prove using
deductive reasoning. You really were a bit of a detective, building a case from
clues you uncovered.
Do It Alone
Tell whether each argument is an example of inductive or deductive
reasoning.
1. Our house is made of wood. Both of my next-door neighbors have wood

houses. Therefore, all houses in our neighborhood are made of wood.
2. All word processors will type the symbol @. I have a word processor. I
can type the symbol @.
3. Today is Sunday. Tomorrow will be Monday.
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ACTIVITY 11: Deductive and Inductive Reasoning
Learning (U) Identify the type of reasoning used in a mathematical
Outcome: statements.
NAME
Course,Year
/10
& Section
Direction: Determine whether the following made use of INDUCTIVE reasoning

or DEDUCTIVE reasoning. Write your answers on the space provided before the
number.
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Lesson
Problem Solving Strategies
2
(Week 8-9)
Lesson
1. understand the different strategies of problem solving; and
2. apply appropriate strategies in solving mathematical problems.
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Let Me Do It
Unlike exercises, there is never a simple recipe for solving a problem. You
can get better and better at solving problems, both by building up your
background knowledge and by simply practicing. As you solve more problems
(and learn how other people solved them), you learn strategies and techniques
that can be useful. But no single strategy works every time.
George Polya was a great champion in the field of teaching effective

problem solving skills. He was born in Hungary in 1887, received his Ph.D. at
the University of Budapest, and was a professor at Stanford University. He wrote
many mathematical papers along with three books, most famously, “How to
Solve it” published in 1945 which gave a four-step method for solving
mathematical problems:
1. You have to understand the problem.
2. After understanding, then make a plan.
3. Carry out the plan.
4. Look back on your work. How could it be better?
This is all well and good, but how do you actually do these steps? Steps 1
and 2 are particularly mysterious! How do you “make a plan?” That is where you
need some tools in your toolbox, and some experience to draw upon.
Much has been written since 1945 to explain these steps in more detail,
but the truth is that they are more art than science. This is where math
becomes a creative endeavor (and where it becomes fun). We will articulate some
useful problem solving strategies, but no such list will ever be complete. This is
really just a start to help you on your way. The best way to become a skilled
problem solver is to learn the background material well, and then to solve a lot
of problems!
Polya’s First Step, understand the problem, this seems so obvious that it
is often not even mentioned, however students are often confused in their efforts
to solve problems simply because they don’t fully understand it.
Polya suggests that one should be able to understand all the word used,
restate the problem and draw or generate a picture or sketch to help them
visualize the problem. In your most basic years, it is common to state what is
given and what is asked. As Polya stated there are many reasonable ways to
solve problems, thereby we have to devise a plan. The skill at choosing an
appropriate strategy is best learned by solving many problems. You will have to
choose a strategy and further becomes increasingly easy. Some of the strategies
are listed below:
 guess and test
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 draw a picture
 simpler problem
 work backwards
 look for a pattern
 solve an equation
Third, we have to carry out the plan. This step is usually

easier than devising the plan. In general, all you need is care
and patience, given that you have the necessary skills. Persist
with the plan that you have chosen. If it continues not to work
discard it and choose another. Don’t be misled, this is how
mathematics is done, even by professionals.
After applying the previous steps, we have to look back and check. Polya
mentions that much can be gained by taking the time to reflect and lookback at
what you have done, what worked, and what didn’t. Doing this will enable you to
predict what strategy to use to solve future problems.
Problem Solving Strategy 1 (Guess and Test or Guess and Check)
This strategy encourages students to make a reasonable guess, check the

guess, and revise the guess if necessary. By repeating this process, a student
can arrive at a correct answer that has been checked. Using this strategy does
not always yield a correct solution immediately, but it provides information that
can be used to better understand the problem and may suggest the use of
another strategy. Make a guess and test to see if it satisfies the demands of the
problem. If it doesn't, alter the guess appropriately and check again. Keep doing
this until you find a solution.
Example 1. I wrote 3 different numbers on 3 cards. The sum of the

numbers is 11. What numbers were written on the cards? If a student tried to
guess 1, 2 and 3, the sum would be 6 which is too low. From here the student
will soon analyze that he needs a higher set of numbers. Trying 3, 4 and 5 would
yield a sum of 12 which would make the student think that he only needs to
reduce one of the numbers by 1. Soon after, the students should realize that he
cannot remove 1 from 5 or 4 since it would not be different from the other
numbers. Therefore, he arrives at a conclusion that he has to reduce 3 by 1.
Finally, he shall be checking 2, 4, and 5 if yields a sum of 11.
Example 2. Jelson bought 2 items from the store menu (shown on the
right). If he had a 100-peso bill and was given a change of 45 pesos, what two
items did he buy?
From the given, we can be sure that Jelson bought two items whose sum
is 55.
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So try to add two items whose sum is 55.

The price of hotdog and sandwich (10 +15) is 25. (too low) The price of
spaghetti and fruit shake (25 +35) is 60. (too high)
The price of cheeseburger and fruit shake (20 +35) is 55. (correct)
Example 3. Another popular example is the farmyard problem:

Mr. Abreno has a total of 30 chickens and cows on his farm. How many of
each does he have if all together there are 88 feet?
Step 1: Understanding the problem

We are given in the problem that there are 30 chickens and cows.
All together there are 88 feet.
Chickens have 2 feet and cows have 4 feet. We are trying to determine how
many cows and how many chickens Mr. Abreno has on his farm.
Step 2: Devise a plan Going to use Guess and Test along with making a
tab.
Many times the strategy below is used with guess and test.
Make a table and look for a pattern:
Procedure: Make a table reflecting the data in the problem. If done in an
orderly way, such a table will often reveal patterns and relationships that
suggest how the problem can be solved.
Step 3: Carry out the plan:
Notice that as we increased the number of chickens, the total number of

feet is decreased. Therefore, we must not increase the chicken but rather
decrease its number.
Now it’s better because the total number of feet is 82 and it is getting near
the given which is 88. As let us try to continue the guess and test method.
Step 4: Looking Back:

Checking: 16 + 14 = 30 heads 32 + 56 = 88 feet
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We have now found the solution to this problem. We could use this
strategy when there are a limited number of possible answers and when two
items are the same but they have one characteristic that is different.
Example 4. JC is tending a total of 50 heads of ducks and horses on his

farm. How many of each does he have if all together there are 168 feet?
Step 1: Understanding the problem

We are given in the problem that total number of ducks and horses is 50.
All together there are 168 feet.
Generally, ducks have 2 feet while horses have 4 feet.
We are trying to determine how many cows and how many chickens JC
has on his farm.
Step 2: Devise a plan

Going to use Guess and Test along with making a tab.
Make a table and look for a pattern.
Step 3: Carry out the plan:

Since there are 50 heads, I shall start with 25 each (Note, that it is guess
and test method, which means we can select any number).
Under step 2, we mentioned that we have to look for patterns whenever we

carry out the plan. Observing the table above, when the number of ducks was
increased, the total number of feet decreased. And when the number of ducks
was decreased, the total number of feet increased. So the pattern was revealed
that we have to decrease the number of ducks until we get the desired total
number of feet.
Problem Solving Strategy 2 (Draw a Picture)
Drawing a picture/diagram/model is the most common problem-solving

strategy. Very often, students need to draw a picture/diagram/model just to
understand the problem. The picture/diagram/model represents the problem in
a way students can “see” it, understand it, and think about it while they look for
the next step.
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Example 5. Luiza found a piece of 8 inches’ rope. She cut the rope into
equal lengths. She made 3 cuts. How long is each piece of the rope now?
From the picture/illustration above, it became clear that the 8-inch rope
was cut into four equal lengths of 2 inches each.
Example 6. Lucas wants to fence a lot for his dog. The area to be fenced is
a rectangle with a measurement of 36 feet long and 24 feet wide. If the fence
posts are to be placed 6 feet apart, how many posts are needed?
It would be easier to draw first the lot which needed to be fenced to easily
understand the problem. Looking at the figure, we were told that the fence posts
are to be placed 6 feet apart. Thus, the side whose width is 24 feet which would
require 5 posts while the length of 36 feet would require 7, however, the corner
post was already counted, thereby making an additional of 6
posts.
Continue visualizing the drawing, by filling out how

many more posts are needed. Nine more posts were needed.
Looking at the drawing now, the lot needs 20 fence posts.
Problem Solving Strategy 3 (Simpler Problems)
Polya suggested this strategy: “If you can’t solve a problem, then there is
an easier problem you can solve: find it.” He also said: “If you cannot solve the
proposed problem, try to solve first some related problem. Could you imagine a
more accessible related problem?” In this case, an 8 × 8 chess board is pretty
big. Can you solve the problem for smaller boards? Like 1 × 1? 2 × 2? 3 × 3?
Of course the ultimate goal is to solve the original problem. But working
with smaller boards might give you some insight and help you devise your plan
(that is Polya’s step 2).
Example 7. What is the one’s digit of the number 5123?

Looking at the exponent, the number would be so large and simply
looking for the last digit (one’s digit) could be frustrating. But this should not let
us down since we can work our way out using simpler problems.
51=5 5 2 = 25 5 3 = 125 5 4 = 625 5 5 = 3,125 5 6 = 15,625
Using the simpler exponents above, we can create a pattern that all of the
ones digits is 5. Therefore, the one’s digit of 5123 would also be 5.
Example 8. What is the one’s digit of the number 3 123? Using the strategy
we had just learned we know that
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31=3 32=9 33 = 27 34 = 81 35 = 243 36 = 729 37 = 2187 3 8 = 6561
Now, observing the one’s digits we have a recurring pattern of 3, 9, 7, 1.

So we continue it until the 123rd term, we shall get a one’s digit of 7. Now, you
might be wondering how fast I counted 123 terms. The key here again is to
make it simpler. We can divide the exponent 123 with 4 (since there are four
numbers in the created pattern). If the remainder is 0, then it means it should
be the fourth digit on the pattern but if its remainder is 1, 2 or 3 then it would
mean that the one’s digit of that number is the first, second or third number in
the pattern respectively.
123/4 = 30 remainder 3, then the one’s digit is the third number in the
pattern, 7.
122/4 = 30 remainder 2, then the one’s digit is the second number in the
pattern, 9.
121/4 = 30 remainder 1, then the one’s digit is the first number in the
pattern, 3.
120/4 = 30 remainder 0, then the one’s digit is the fourth number in the
pattern, 1.
Problem Solving Strategy 4 (Working Backwards)
This strategy can be used when you know the end result but you need to
find out something that happened earlier. You must list a series of events and
computations starting with the end of the problem and ending with the
information presented at the beginning of the problem.
Example 9. If you add 3 to a number, then subtract 2, you get 4. What’s

the number? The problem gives a series of computations which result in 4.
By undoing each operation or using the opposite operation, students will

work backward to find the starting number.
Find the starting number.
The original number, shall be 4+2-3 = 3.
Example 10. Larry is thinking of a number. If you triple it, then subtract
9, and divide it by 2 you obtain 12. What is Larry’s number?
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We start with 12 and work backwards. Since we are working backwards,

every operation must be reversed. The opposite of dividing 2 is to multiply it with
2, so we get 24. Instead of subtracting 9, we have to add 9 and the opposite of
being tripled is to divide into three to get the unknown number.
Problem Solving Strategy 5 (Looking for a pattern)
When students use this problem-solving strategy, they are required to

analyze patterns in data and make predictions and generalizations based on
their analysis. They then must check the generalization against the information
in the problem and possibly make a prediction from, or extension of, the given
information. A pattern may be numerical, visual or behavioral. By identifying the
pattern, students can predict what will come next and what will happen again
and again in the same way.
Example 11. If the following figure is continued, how many letters will
there be in the F row?
A
BBB
CCCCC
DDDDDDD
Students may notice a pattern of adding 2 letters for each row. Therefore,
there will be 11 letters in the F row.
Example 12. Julius used 6 blocks to make this 3-step staircase. How
many blocks will he need to make a 5-step staircase?
He needs 1 block for 1-step staircase
He needs 3 blocks for 2-step staircase (+2)
He needs 15 blocks for 5-steps staircase (+5)
Students may also combine their strategies. This is what it may look like
when they combine creating a table and looking for patterns strategies.
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Example 13. Arvin decides to prepare for a marathon by running fifteen

minutes a day, seven days a week. Each week, he increases his time running by
five minutes per day. How many minutes will he run in week 10? Construct a
table containing the week number (1-10), the number of minutes per day and
total minutes for the week. The first step is to fill a couple of weeks by
calculating the total time.
Once you’ve found weeks 1-3, you may see a pattern and be able to
calculate the total minutes for week 10. For example, in this case, the total
number of minutes’ increases by 35 each week, meaning in week 10 he will run
for 420 minutes.
Do It Alone
I. Using the guess and test strategy, find the number of chickens and pigs
given the following conditions on the total number of heads and feet.
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II. Using the solve simpler problems strategy, identify the one’s digit of the
following numbers.
a. 1050
b. 717
III. Using the strategy on finding a pattern, answer the following problems.
a. Vincent likes to organize his shirts on a cabinet in a particular
fashion. He places 3 red shirts on the top shelf, 5 orange shirts on the middle
shelf, 7 yellow shirts on the bottom shelf. The next cabinet has 4 shelves. How
many shirts do you think Vincent will place on the bottom shelf? What color
hues of the shirt might it probably be?
b. A certain restaurant follows a pattern of how many table napkins

to have ready for every night. It follows a pattern and continues through
Sunday: Monday – 44pcs Tuesday – 62 pcs Wednesday – 80 pcs Thursday – 98
pcs How many napkins should be folded in preparation for Sunday?

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ACTIVITY 12: Problem Solving Strategies

Learning (Ap) Apply planned and alternative approaches to solving
Outcome: problems
NAME
Course,Year
/20
& Section
Direction: Solve the following problems using Polya’s 4-step problem solving
method.
Summar
y
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70
Essential concepts in this lesson are summarized as follows:

Deductive and inductive reasoning are tools we use to make the
theorems, postulates, axioms and proofs do the heavy lifting for us.
Deductive reasoning starts with some general observations and deducts

(wipes away) every unnecessary distraction to leave a specific, valid
conclusion.
Inductive reasoning means coming to a very broad conclusion based on

just a few observations. Good, clear inductive reasoning leads to deductive
reasoning, a logical series of steps moving from a general premise to a specific
and narrow conclusion.
With deductive reasoning, you start with a general statement and

burrow down to a specific detail. Deductive reasoning done correctly always
produces reliable, valid results.
Deductive reasoning has distinct steps:

1) a premise,
2) a second premise and
3) an inference linking the two premises.
Polya’s Four Steps in Problem Solving

1. You have to understand the problem.
2. After understanding, then make a plan.
3. Carry out the plan.
4. Look back on your work. How could it be better?
The skill at choosing an appropriate strategy is best learned by solving

many problems. Some of the strategies are listed below:
 guess and test
 draw a picture
 simpler problem
 work backwards
 look for a pattern
 solve an equation
Culmina
ting
In an intermediate pad, create a three-stanza poem (with at least three
lines per stanza) that shows your appreciation of mathematics as used in
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71
problem solving and reasoning. Submit your output through messenger. Your
output will be scored using the rubric below.
Indicator 1 3 5
Ideas Seldom involves the Involves the reader’s Involves the reader’s
reader’s senses, senses, imagination, or senses, imagination, or
imagination, or emotions. emotions. Some emotions. Theme
Lacks clear theme or inconsistencies remain. evident.
mood.
Technique Follows a pattern which Inconsistent use of Techniques were used
or Style is predictable and rhyme, rhythm, or effectively and
monotonous. repetition as consistent consistently.
with form chosen.
Use of Contains limited Contains some Vivid word choice,
Language descriptive language to descriptive vocabulary. variety of figurative
enhance and clarify Contains figurative language. Expresses
ideas. language that clarifies emotion regarding
ideas. subject.
Organizatio Lacks organization, not Follows rules of poetry Writes cohesively
n always logical. Does not form chosen. Logical within the poetry style
follow form. organization with some chosen. Shows
inconsistencies. originality, fluency,
imagination, and style.
Editing Contains distracting Contains limited errors Spelling, grammar,
errors in spelling, in spelling, grammar, and/or mechanics are
grammar, and/or and/or mechanics. clear and accurate.
mechanics.
*The rubric was adapted from https://csrms.pasco.k12.fl.us/poetry-rubric/
End of this module
Referen
ces
Aufmann, et.al (2013) Mathematical Excursions, 14th Edition
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72
Epp, Susanna (2011) Discrete Mathematics: An Introduction to Mathematical

Reasoning
Maclemale, Richard (2013). Poetry Rubric. Retrieved from

https://csrms.pasco.k12.fl.us/poetry-rubric/
Morriston, Terry. Reflection Paper Rubric. Retrieved from

https://www.slideshare.net/
Art Rubric. Retrieved from https://www.pinterest.ph/
Logical Reasoning in Mathematics. Retrieved from

http://www.crossroadsacademy.org/crossroads/wp-
content/uploads/2016//05/Logical-Reasoning-in-Mathematics.pdf
Mathematics in the Modern World. (2018) Philippine Edition. Rex Book Store
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1

Lesson 1- Patterns and Numbers in Nature and the World

es 2. Articulate the importance of mathematics in one’s life;

3. Argue about the nature of mathematics, what it is, how it is expressed,

4. Express appreciation for mathematics as a human endeavor.

Mathematics, is generally a study about numbers and arithmetic

Whatever point of view we take, there is no denying that Mathematics is

Mathematics is the technological know-how of patterns and relationships.

forecasts, he is using mathematics of probability through the patterns of the

Patterns are regular, repeated or recurring forms or designs. Studying

Patterns in nature are visible regularities of form found in the natural

dotted-red on the right . To simply identify, the pattern is an alternating

Keeping the characteristic and order, the concept of rotation and

Therefore, if we were told to continue the series of numbers, we shall

Example 4. 0, 4, 8, 12, 16, …

Number patterns are not restricted to a few types. They could be

ing (K) Identify patterns in nature and regularities in the world

A4- MATHEMATICS IN THE MODERN WORLD Score:

A snowflake repeats six times, indicating a six-fold symmetry. To determine the

Another form of symmetry is a translation (also called a slide) which

The brick wall is one

A4- MATHEMATICS IN THE MODERN WORLD Score:

The Fibonacci sequence is a series of numbers that follows a unique

The exact origin of the sequence is unknown, however, it is believed that

As stated earlier, the Fibonacci sequence are found in

Another popular example of Fibonacci in nature is

If we continue to look at the ratios as the numbers in the

Mona Lisa’s face is a perfect golden rectangle, according

The Fibonacci sequence is derived from the Fibonacci numbers. The

Example 3. Find the missing term on the sequence:

In this case, f1=144, f3=377, and f4=610. Supposedly, to derive f3 means we

f2 = f3 – f1 = 377 – 144 = 233

The same could be done if we used f3 and f4 to determine f2.

f2 = f4 – f3 = 610 – 377 = 233

Binet’s Formula: A simplification of the Fibonacci Sequence

Calculating terms of the Fibonacci sequence can be tedious and painful

Mathematics for Prediction

It is common to hear that history repeats itself. As much as we can use

Mathematics for Control

We have understood by means of examples around us that patterns are

Mathematics for Communication

In these times, there have been a great shift in terms of communication.

Mathematics for Security

Mathematics for Finance

In financial mathematics, traders can buy or sell stocks in company

Mathematics for Organization

A lot of events happen around us. In a blink of an eye, several children

In this lesson, it was highlighted that mathematics plays a huge role in

The angle of rotation is measured using the formula .

The Fibonacci sequence is a series of numbers that follows a unique integer

Mathematics helps organize patterns and regularities in the world. It helps

Create an original artwork (drawing, painting, or picture) which showcases

Module 2 includes the following lessons:

Take, for instance, the concept of variable--something students must

In this simple problem, variable is used in two different ways—1) to

As mentioned earlier, in order to decipher the language of mathematics,

So in this case introducing a variable to give a temporary

In order to do mathematics, we must be able to talk and write about

Communication in mathematics requires more precision than many other

A statement is any declarative sentence which is either true or false. A