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Mathematics in the
Modern World
Course
Modules
Weeks 1 – 6
These modules were prepared for use of Isabela State University Faculty
and students in GEC 3: Mathematics in the Modern World for the First
Semester of School Year 2020-2021.
Topics in the modules are suggested to be covered within the first six
weeks of the semester.
Supervision:
Helena B. Florendo
Dean
College of Arts and Sciences
Nanette D. Sayo
ARA Director
ISU Echague Campus
Description:
The first set of modules is designed to cover the first section of the
course which is an introduction to the nature of mathematics as an
exploration of patterns, as a powerful language, and as an application of
inductive and deductive reasoning. By exploring these topics, students are
encouraged to go beyond the typical understanding of mathematics as
merely a set of formulas but as a source of aesthetics in patterns of nature,
for example, and a rich language in itself governed by logic and reasoning.
Module 1
Mathematics in Our World
MODULE 1
The Nature of Mathematics: Mathematics in Our World
1.1 Introduction
Have you ever asked yourself where all mathematics come from? Is it
invented or discovered?
We cannot deny the fact that these days, more mathematics become
part of our daily lives. We feel the need to be cautious of our ways because
we hear news about increasing Covid-19 cases in our country and even in
our locality.
Numbers that are presented to us daily become so powerful that they
are used as bases for decisions and actions of our leaders to prevent Covid-
19 cases from increasing.
What we gave as an example is just one of the many mathematics that
we encounter daily. During this very challenging time, we believe that
everyone would value mathematics and would want to know more about it.
For the first section, we will learn about mathematics as a useful way of
thinking about nature and the world. We hope that after this part, you will
understand mathematics as not merely a set of formulas but as a source of
relevant information that can help us in dealing with our daily lives.
1.2 Learning Outcome
After finishing this module, you are expected to
a. identify patterns in nature and regularities in the world,
b. articulate the importance of mathematics in your life,
c. argue about the nature of mathematics, what it is, how it is
expressed, represented and used, and
d. express appreciation for mathematics as a human endeavor.
1.3 What You Need to Know
Mathematics is a broad system of study. Not one mathematician can
define what mathematics is. If you happen to see the picture of an elephant
and the six blind men, the picture somewhat describes what mathematics
is. In the picture, we view the elephant as mathematics and the six men
represent the mathematicians.
Page 1 of 12
Figure 1.1
Six blind men and an elephant
Each of the six blind men did a good job in describing what they have
sensed. We cannot say that they incorrectly described each part since what
they touched was only part of the whole. The same can be observed in
mathematics. The mathematics that can be described by one mathematician
is just a small part of the whole thing.
The same numbers can be found in the spiral patterns of seeds in the
head of a sunflower. This particular pattern was noticed many centuries ago
and has been widely studied ever since, but a really satisfactory explanation
was not given until 1993.
Figure 1.3
Spiral patterns of sunflower seed arrangement
With these few examples, we must understand that human mind and
culture had long developed a formal system for classifying, recognizing, and
exploiting patterns. We call it mathematics. Patterns observed paved the way
for the origin of counting, the discovery and creation of geometric patterns,
wave patterns in water and on land, patterns of movement, and fractals: the
new science of irregularity; a never-ending pattern.
Figure 1.5 shows other patterns and regularities in nature.
Figure 1.5
Different patterns in nature
One of the most frequently occurring patterns in nature is the Fibonacci
sequence. It is a sequence of numbers starting with 1, then followed by 1,
and then followed by the sum of 1 and 1 which is 2, followed by the sum of
1 and 2, which 3 and so on. The sequence is given by
1, 1, 2, 3, 5, 8, 13, 21, …
Leonardo of Pisa, also known as Fibonacci (c. 1170–1250), is one of the
best-known mathematicians of medieval Europe. In 1202, after a trip that
took him to several Arab and Eastern countries, Fibonacci wrote the book
Liber Abaci. This book contains a problem created by Fibonacci that
concerns the birth rate of rabbits. Here is a statement of Fibonacci’s rabbit
problem.
Figure 1.6
Rabbit reproduction modeled by the Fibonacci sequence
We can use the Fibonacci numbers to create this spiral that is so common in nature.
Read the directions to help you draw squares on the graph paper. If you follow each step
carefully, you will make a Fibonacci spiral!
1. Look at the graph paper. The first number in the Fibonacci sequence, 1, has
been drawn for you.
2. Go to the square to the right of 1. Outline that little square to represent the
next number in the pattern, another 1.
3. Use the line above the two 1 squares to outline a square that is 2 little
squares long and 2 little squares high. This represents the next number in
the sequence which is 2.
4. Now move to the right of the squares 1 and 2. Use the right side of the 2
squares and the right side of the second 1 square to draw a square that is 3
little squares high and 2 little squares long. 3 is the next number I Fibonacci’s
pattern.
5. Use the bottom of both 1 squares and the bottom of the 3 square to make the
next number in the pattern – a big square that is 5 little squares long and five
little squares high.
6. Move to the left of the 2 square, the 1 square, and the 5 square. Use their left
edges to make the 8 square.
7. Finally use the top of the 8 square long with the top of the 2 and 3 square to
make a 13 square.
1
Learning Activity 1 Patterns in Nature continued
If you followed directions, you will have used the entire graph paper to
make Fibonacci’s Rectangle, also known as the Golden Rectangle. The ratio of
length to that of the width of the golden rectangle is equal to the Golden
Ratio, φ, which is approximately equal to 1.618. The golden ratio is also
known as the divine proportion.
The next step is to draw Fibonacci’s spiral. You just have to connect one
corner of each square with the opposite corner of that square with a sweeping
curve. You may need to practice a few times to get it right.
Compare what you have made to patterns in nature. Try to spot this
spiral in your surroundings. Make a list of animals, plants, and man-made
objects that have this spiral.
Materials:
1 Short bond
paper One-peso
coins
Procedure:
1. Using coins of the same size, try to cover as much area of a piece of paper
with coins.
2. Arrange the coins in a square formation.
3. Count and record the number of coins you can place to cover the area of
the bond paper.
4. Arrange the coins in hexagonal formation.
5. Record the number of coins you can place.
6. Compare the results in Step 3 and Step 5.
Nature by Numbers
https://www.youtube.com/watch?v=kkGeOWYOFoA
Mathematics in Nature
https://www.youtube.com/watch?v=Ig9RUaJe00c
Assessment Task
Before you answer the following questions, make sure to watch the
Youtube videos given below:
Nature by Numbers
https://www.youtube.com/watch?v=kkGeOWYOFoA
References
Books:
Aufmann, et. al. 2013. Mathematical Excursions. Third Edition. Cengage
Learning, USA
Stewart, Ian. 1995 The Unreal Reality of Mathematics Nature’s Numbers.
BasicBooks New York
Internet sources:
The Great Math Mystery https://www.youtube.com/watch?
v=mpcpzXuzdQk
Module 2
Mathematical Language
and
Symbols
MODULE 2
The Nature of Mathematics: Mathematical Language and Symbols
2.1 Introduction
The nature of mathematics has become clear to us when we learned in
the first part how it is used to understand nature and our surroundings
because of its ability to explain the different patterns in nature.
Page 1 of 31
The language of mathematics is concise. It is able to say things briefly
because it has in it different symbols. For example, the sentence “Two plus
three is equal to five” may be expressed concisely as 2 + 3 = 5.
In English, nouns are used to name things we want to talk about (like
people, places, and things); whereas sentences are used to state complete
thoughts. A typical English sentence has at least one noun, and at least one
verb.
A mathematical expression is a correct arrangement of mathematical
symbols to represent the object of interest, does not contain a complete
thought, and does not possess a truth value (one will not know if it is true or
false).
The mathematical analogue of a sentence is also called a sentence. A
mathematical sentence must state a complete thought. The table below
shows the analogy.
ENGLISH MATHEMATICS
Name given to an NOUN (person, place, thing) EXPRESSION
object of interest: 1
Examples: Mario, Isabela, book Examples: 2, 3 + 5,
3
Write your answer in the blanks before looking at the solutions. In each sentence (English or mathematical), circle the verb.
Examples
2𝑥 + 5𝑦 ME
Three is a crowd. ES
Start Here:
1. cat
2. 2
3. The word ‘chat’ begins with the letter ‘t’. 4. 5 + 2 = 4
5. 7 − 3
6. 5 − 3 = 2
7. The cat is white. 8. 𝑥
9. 𝑥 = 1
10. 𝑥 − 1 = 0
11. 𝑡 + 3
12. 𝑡 + 3 = 3 + 𝑡
13. This sentence is false. 14. 𝑥 + 0 = 𝑥
15. 1 · 𝑥 = 𝑥
Question: Which way will Dana turn? It depends on how she interprets
the word ‘right’. If she interprets ‘right’ as the opposite of ‘left’, then she will
turn right. If she interprets ‘right’ as ‘correct,’ then she will turn left. The
word ‘right’ caused confusion.
There is much less ambiguity allowed in mathematics than in English.
Ambiguity is avoided because mathematics has in it the use of definitions.
By defining words and phrases, it is assured that everyone agrees on their
meaning. Here is our first definition:
1
The name 1 + , for example, is appropriate if we need to divide a chocolate
2 2
1
bar evenly for two kids. The name 1 + 1 + is appropriate if we only have a
3 3 3
one-third cup measure but needs 1 cup of sugar. Do you know when it is
appropriate to name 1 as 1 + 1 + 1 ?
2 4 4
Learning Activity 2
Direction. Give a name for the number ‘3’ that would be appropriate in each situation:
Examples:
333333
Three identical rods must be cut equally to be distributed to 6 students.
6+6+6+6+6+6
Start Here:
The first sentence, 𝑥 2 + 2𝑥 = 𝑥(𝑥 + 2), is true for all real numbers
following the distributive axiom. The second sentence, 𝑥 + 2 < 𝑥 − 3, is false
for all real numbers. No real number will make the sentence true. The last
sentence,
𝑓(2) = 3, is true if we define 𝑓 (𝑥 ) = 𝑥 + 1 so that 𝑓(2) = 2 + 1 = 3. However, if
we define 𝑓 (𝑥 ) = 3𝑥 then 𝑓(2) = 6 ≠ 3 which makes the given sentence false.
Thus, this sentence is sometimes true/sometimes false.
Learning Activity 3
Direction. Classify the truth of each sentence: always true (T); always false (F); or sometimes true/sometimes false (ST/SF).
Examples
1+2= 3 T
ST/SF; The sentence is true if 𝑥 = −3.
Otherwise, it is false.
𝑥+5= 2
Start Here:
1. 𝑥 ÷ 3 = 2
2. 3 + 5 + 4 = 2 + 7 + 3
3. 𝑥 − 1 = 3
4. 5 − 1 = 5
5. 5 − 1 ≤ 5
6. 5 − 1 < 5
7. 1 + 2 + 𝑥 = 𝑥 + 1 + 2
8. 5𝑥 + 2𝑦 = 7
9. 3 − 5 = 4
10. 3 × 7 + 3 ÷ 3 = 8
2.3.4 Grammar in the Mathematical Language
Sentence Sentence in
symbol 5 is the square root of 25 5 = √25
5 is less than 10 5 < 10
5 𝜖 𝑃 where 𝑃 is the set of all
5 is a prime number
prime numbers
The third sentence used the symbol ϵ which indicates
membership to a set (the concept of sets will be discussed in detail in
the succeeding topics). The sentence would normally not be written
symbolically because the concept of a prime number is not quite basic
enough to have universally recognized symbols associated with it.
However, it is sometimes useful to do so which means we need to
invent a suitable symbol. In this case, we may use the letter 𝑃 to
denote the set of all primes.
Learning Activity 4
Direction. Classify the use of “is” in each of the following mathematical sentences: equality (E), inequality (I), membership (M)
Examples
1. by 3 is 2.
𝑥 divided
5 minus 2. 1 is not equal to 5.
plus 2 3.
plus 𝑥 is equal to 𝑥 plus 1 plus 2 5 is a natural number.
4. set of all even integers. 5 minus 1 is less than 5.
is in the
5.
4 is a multiple of 2.
6.
7.
8.
9. 52 is a rational number.
3 plus 5 is less than 10.
10. 3 times 7 plus 3 divided by 3 is 22.
Learning Activity 5
Direction. Identify the type of number used in each of the following sentences: nominal (N), ordinal (O), cardinal (C)
Examples:
Start Here:
The verb in this sentence, love, is plural, while the verb in the
previous sentence, equals was singular. So the word plus seems to
take two objects and produce out of them a new, single object four,
while and conjoins Mario and Dana in a looser way, leaving them as
distinct people.
We found out that the conjunction and has two very different
uses. One is to link two nouns whereas the other is to join two whole
sentences together, as in
may be paraphrased to
2.3.5.1 Sets
A set may also be empty, that is, it has no elements. We call this set the
empty set or the null set. The symbols used to denote the empty set are ∅ and
{ }.
1. Roster method. Some sets have few elements which makes it possible
to provide a list of its members. One way of denoting a set is by the
roster method where we list its elements inside curly brackets:
{2, 3, 5, 7, 11, 13, 17, 19}, for example, is the set whose elements are the
eight numbers 2, 3, 5, 7, 11, 13, 17, and 19.
2. Use of dots. Most sets are too large and they are often infinite. A
second way to denote sets is to use three dots to imply a list that is
too long to write down: for example, the expressions {1, 2, 3, … , 100}
and {2, 4, 6, 8, … } represent the set of all positive integers up to 100
and the set of all positive even numbers, respectively. The three dots
are collectively called ellipsis.
Sets allow one to reduce the number of parts of speech that one needs,
turning almost all of them into nouns. For example, with the help of the
membership symbol ϵ one can do without adjectives. The translation of 5 is a
prime number (where “prime” functions as an adjective) will simply be 5 ϵ 𝑃.
An ordered pair is a list (𝑥, 𝑦) of two things 𝑥 and 𝑦, enclosed in parentheses and
separated by a comma.
We take note that (2,4) is an ordered pair different from another ordered
pair (4,2). We write (2,4) ≠ (4,2). Right away you can see that ordered pairs
can be used to describe points on the plane, as was done in calculus, but
they are not limited to just that. Letters, for example, may be expressed as
ordered pairs like (𝑚, 𝑙). Now we are ready to define the Cartesian product.
The Cartesian product of two sets 𝐴 and 𝐵 is another set, denoted as 𝐴 × 𝐵 and
defined as 𝐴 × 𝐵 = {(𝑎, 𝑏) ∶ 𝑎 ∈ 𝐴, 𝑏 ∈ 𝐵} .
𝐴 × 𝐵 = {(𝑘, 1), (𝑘, 2), (𝑙, 1), (𝑙, 2), (𝑚, 1), (𝑚, 2)}
Learning Activity 6
Example
{2,4,6,8,10} {2𝑛 ∶ 𝑛 ϵ ℤ , 1 ≤ 𝑛 ≤ 5}
Start Here:
Sets have other properties. It can happen that all elements of some set
𝐴 are also elements of another set 𝐵. For example, each element of 𝐴 = {1,3,4}
is also an element of 𝐵 = {0,1,2,3,4}. When 𝐴 and 𝐵 are related this way we say
that 𝐴 is a subset of 𝐵.
We write 𝐴 ⊈ 𝐵 if 𝐴 is not a subset of 𝐵, that is, if it is not true that every element
of 𝐴 is also an element of 𝐵. Thus 𝐴 ⊈ 𝐵 means that there is at least one element
of 𝐴 that is not an element of 𝐵.
In words, the union 𝐴 ∪ 𝐵 is the set of all things that are in 𝐴 or in 𝐵 (or in both).
The intersection 𝐴 ∩ 𝐵 is the set of all things in both 𝐴 and 𝐵. The difference 𝐴 − 𝐵
is the set of all things that are in 𝐴 but not in 𝐵.
2.3.5.2 Relations
Sometimes relations are defined with reference to two sets 𝐴 and 𝐵. For
example, if the relation is ϵ, then 𝐴 might be the set of all positive integers
and
𝐵 the set of all sets of positive integers as well. The formal definition of relation
follows.
Let 𝐴 = {0,1,2,3,4,5} and 𝑅 expresses > 𝑅 = {(1,0), (2,0), (3,0), (4,0), (5,0),
on 𝐴. (2,1), (3,1), (4,1), (5,1), (3,2),
(4,2), (5,2), (4,3), (5,3), (5,4)}
Note: (1,0) is in 𝑅 because 1 > 0.
Start Here:
2.3.5.3 Functions
Consider the function 𝑓(𝑛) = |𝑛| + 2 that converts integers 𝑛 into natural
numbers |𝑛| + 2. Its graph is 𝑅 = {(𝑛, |𝑛| + 2) ∶ 𝑛 ϵ ℤ} ⊆ ℤ × ℕ.
Figure 1
The function 𝑓(𝑛) = |𝑛| + 2
A function may be viewed as:
Some of you may have used the vertical line test: Any vertical line
intersects a function’s graph at most once. It means that for any input value
𝑥, the graph contains exactly one point of form (𝑥, 𝑓(𝑥)). The formal
definition that follows captures all these ideas.
Learning Activity 8
Directions. Write out the defined function 𝑓 on the given sets as a set of
ordered pairs.
Example
For a function 𝑓 ∶ 𝐴 → 𝐵, the set 𝐴 is called the domain of 𝑓 . The set 𝐵 is called
the codomain of 𝑓 . The range of 𝑓 is the set {𝑓 (𝑎): 𝑎 ∈ 𝐴} = {𝑏 ∶ (𝑎, 𝑏) ∈ 𝑓} .
Learning Activity 9
Directions. Write the domain and range of the given functions in set
notation.
Example
Start Here:
3(𝑥 + 4)
Redundancy 2𝑥 = 12 Twice a number is
Twice the product of twelve.
two and x is twelve.
Here are more examples of translations to mathematical symbols.
Example Translation
1
One-half is a rational number. ϵℚ
2
𝑥 ϵ {7𝑛 ∶ 𝑛 ϵ ℕ}
𝑥 ϵ {7𝑛 ∶ 𝑛 ϵ ℤ}
The number 𝑥 is a multiple of seven.
𝑥 = 7𝑛 for some 𝑛 ϵ ℤ
𝑥 = 7𝑛, 𝑛 ϵ ℤ
𝑥 ϵ 𝐴 and 𝑥 ϵ 𝐵
The element 𝑥 belongs to both sets 𝐴 and 𝐵. 𝑥𝜖𝐴∩𝐵
Learning Activity 10
Start Here:
seven. Three less than a number1.is twelve. Four more than a number is fifteen. Five less than twice a number is ten. Five-eighths of a number is t
ber 𝑥 ranges from negative four to
2. seventeen.
3.
wo numbers. The square of the sum
4. of two numbers.
5.
6.
7.
8.
9.
10. The cube of thrice a number added to five yields thirty.
2.3.7 Some Elementary Logic
Directions. Identify whether or not each of the given sentences is a statement: statement (S), not a statement (NS)
Start Here:
Write the
1. symbol for addition. Two is an even number.
Where 2.is the triangle in the set?
3.than twice a number is ten. This is how you solve 3𝑥 = 5.
Five less
4.
5.
Type of Symbolic
Statement Connective Truth value
statement form
True if 𝑝 and 𝑞 are
Conjunction 𝑝 and 𝑞 And 𝑝𝑞 both true
True if either 𝑝 or 𝑞 is
Disjunction 𝑝 or 𝑞 Or 𝑝𝑞
true
True except when 𝑝 is
Conditional If 𝑝, then 𝑞 if … then 𝑝→𝑞
true and 𝑞 is false.
True if 𝑝 and 𝑞 are
Biconditional 𝑝 if and only if 𝑞 if and only if 𝑝↔𝑞 both true of if 𝑝 and 𝑞
are both false
2.3.7.3 Negation
The negation of the statement is its opposite. For example, the negation
of the statement “Five is a rational number” is the statement “Five is not a
rational number.” The tilde symbol (~) is used to denote the negation of a
statement. If the statement 𝑝 is true, its negation ~𝑝 is false, and if the
statement 𝑝 is false, its negation ~𝑝 is true. Meaning, the truth value of the
negation of a statement is always the reverse of the truth value of the
original statements.
A popular theorem facilitates negation of compound statements of the
forms 𝑝 𝑞 and 𝑝 𝑞. It is called De Morgan’s Laws which are stated as
follows:
1. ~(𝑝 𝑞) is equivalent to ~𝑝 ~𝑞
2. ~(𝑝 𝑞) is equivalent to ~𝑝 ~𝑞
The truth value of a simple statement is either true (T) or false (F) but
not both. For compound statements, the truth value depends on the truth
values of its simple statements and connectives.
The truth table is a table that shows the truth value of a compound
statement for all possible truth values of its simple statements. The following
table gives the truth values of compound statements with two simple
statements 𝑝 and 𝑞.
Consider the compound statement “Two and three are rational zeroes of
the function 𝑓.” Here, the word “and” suggests that the compound statement
may be paraphrased as “Two is a rational zero of 𝑓 and three is a rational
zero of 𝑓.” Thus, we may represent the simple statements as
For the connector “and”, we use the symbol . Thus, the statement in
symbol is given by 𝑝 𝑞.
𝑝 : An integer is odd.
𝑞 : An integer is not divisible by 2.
earning Activity 12
irections. Identify the simple statements in each of the following compound statements. Then write the compound statement in symbols.
Example:
In a statement, the word some and the phrases there exists and at least
one are called existential quantifiers. Existential quantifiers are used as
prefixes to assert the existence of something. In a statement, the words
none, no, all, and every are called universal quantifiers. The universal
quantifiers none and no deny the existence of something, whereas the
universal quantifiers all and every are used to assert that every element of a
given set satisfies some condition. The following table shows the symbols for
universal and existential quantifiers and their translations.
The statement “for all 𝑥, 𝑃(𝑥),” is symbolized by ∀𝑥, 𝑃(𝑥). The symbol
is used to denote the universal quantifier. The statement “∀𝑥, 𝑃(𝑥)”is true if
only if 𝑃(𝑥) is true for every value of 𝑥.
The truth values for quantified statements are given in the following
table.
The following English statements are paired with their translations into
symbolic form. Their truth values are also included. It must be clear that
𝐸(𝑛) represents the set of even integers and 𝑂(𝑛) the set of odd integers.
Statement Translation Truth Value
Every integer that is not odd is ∀𝑛 ∈ ℤ, ∼ (n is odd ) → True
even. (n is even)
∀𝑛 ∈ ℤ, ∼ 𝑂(𝑛) → 𝐸(𝑛)
There is an integer that is not ∃𝑛 ∈ ℤ, ∼ 𝐸(𝑛) True
even.
For every real number 𝑥, ∀𝑥 ∈ ℝ, ∃𝑦 ∈ ℝ, 𝑦 3 = 𝑥 True
there is a real number 𝑦 for
which 𝑦 3 = 𝑥.
Given any two rational ∀𝑎, 𝑏 ∈ ℚ, 𝑎𝑏 ∈ ℚ True
numbers 𝑎 and 𝑏, it follows
that 𝑎𝑏 is rational.
Every integer is even. ∀𝑛 ∈ ℤ, 𝐸(𝑛) False
There is an integer 𝑛 for which ∃𝑛 ∈ ℤ, 𝑛2 = 2 False
𝑛2 = 2.
For every real number 𝑥, there ∀𝑥 ∈ ℝ, ∃𝑦 ∈ ℝ, 𝑦 2 = 𝑥 False
is a real number 𝑦 for which
𝑦2 = 𝑥.
Given any two rational ∀𝑎, 𝑏 ∈ ℚ, 𝑝 𝑎𝑏 ∈ ℚ False
numbers a and b, it follows
that √𝑎𝑏 is rational.
If we consider the statement, “All dogs are mean.”, we may think that
the negation is “No dogs are mean.”, but this is also a false statement. Thus
the statement “No dogs are mean.” is not the negation of “All dogs are
mean.” The negation of “All dogs are mean,” which is a false statement, is in
fact “Some dogs are not mean,” which is a true statement. The statement
“Some dogs are not mean” can also be stated as “At least one dog is not
mean” or “There exists
a dog that is not mean.” What is the negation of the false statement, “No
doctors write in a legible manner”?
Learning Activity 13
Directions. Write the following as English sentences. Say whether they are true(T) or false(F)
Example:
For all real number 𝑥, the negative of 𝑥False
∀𝑥 𝜖 ℝ, −𝑥 < 0. is less than zero.
Start Here:
1. ∀𝑥 𝜖 ℝ, 𝑥2 ≥ 0
2. ∀𝑥 𝜖 ℝ, ∃𝑛 𝜖 ℕ, 𝑥𝑛 ≥ 0
3. ∃𝑎 𝜖 ℝ, ∀𝑥 𝜖 ℝ, 𝑎𝑥 = 𝑥
B. Essay:
1. What is the nature of mathematics as a language?
2. What is the most useful about the language of mathematics?
3. Give your reaction to the following statements:
a. Mathematics is not a language, but a useless set of formal rules
and alien symbols.
b. Mathematics confuses the communication of concepts and ideas.
c. Mathematics is full of unnecessary symbols, rules, and conventions.
Your answers in Essay will be graded according to the given
standards/basis for grading:
Score Criteria
Unable to elicit the ideas and concepts from the learning activity, material,
0
or video
Able to elicit the ideas and concepts from the learning activity, material, or
1
video but shows erroneous understanding
Able to elicit the ideas and concepts from the learning activity, material, or
2
video and shows correct understanding
Able to elicit the correct ideas from the learning activity, material, or video
3 and also shows evidence of internalization and consistently contributes
additional thought to the core idea
2.7 References
Books and Lecture Notes
Aufmann, et. al. 2013. Mathematical Excursions. Third Edition. Cengage
Learning, USA
Fischer, Carol Burns. The Language of Mathematics. One Mathematical Cat
Please.
Hammack, Richard. 2013 Book of Proof. Department of Mathematics and
Applied Mathematics. Virginia Commonwealth University
Jamison, R.E. 2000 Learning the Language of Mathematics. Language and
learning across the disciplines
Sirug, Winston. (2018) Mathematics in the Modern World. Mindshapers Co.,
Inc. Publishing Company
Internet source:
https://www.dpmms.cam.ac.uk/~wtg10/grammar.pdf
date: 08-17-2020
Module 3
Problem
Solving and
Reasoning
MODULE 3
The Nature of Mathematics: Problem Solving and Reasoning
3.1 Introduction
Example 1. Use inductive reasoning to predict the next number in the lists.
1, 3, 6, 8, 11, ?
Solution.
The first two numbers differ by 2, the second and the third by 3, the
third and fourth by 2 again. It appears that when two numbers differ by 2,
the next difference would be 3, followed again by 2, then by 3. Since the
difference between 8 and 11 is 3, we predict the number next to 11 to be a
number 2 more than 11, which is 13.
Solution.
If you pick the number 5, the procedure will give a result of 10. For 6, it
will give 12; for 7, 14; for 10, 20; and for 100, 200. We observe that the
resulting numbers are twice the original number. Thus, we conjecture that
the process will produce a number which is twice the original.
Page 2 of 20
Example 3. Consider the polynomial 𝑛2 + 19𝑛 − 19 where 𝑛 is a counting
number.
𝑛 𝑛2 + 19𝑛 − 19
2 23
3 47
4 73
5 101
6 131
7 163
We notice that the results are prime numbers. Thus, we conjecture that
for 𝑛 ≥ 2, then 𝑛2 + 19𝑛 − 19 is a prime number. To test our conjecture, we
need to check results for other values. We have
𝑛 𝑛2 + 19𝑛 − 19
8 23
9 47
10 73
11 101
12 131
We see that the results are consistent and that our conjecture seems
correct. If we continue checking on the next results, we get 397, 443, 491,
541, 593, and 647. All these numbers are prime. However, if 𝑛 = 19, we get
703 which is the product of 19 and 37. This makes us conclude that our
conjecture is incorrect.
Figure 3.1
Maximum number of regions formed by connecting dots on a circle
Results may be summarized in the following table.
Number of dots 1 2 3 4 5 6
Maximum number of regions 1 2 4 8 16 ?
Using the information in the table, we see that as the number of dots
increase, the number of regions inside the circle is doubled. Thus, we expect
that for 6 dots, there will be 16 ∙ 2 = 32 regions. However, if we perform the
procedure, we find out the only 31 regions are formed as shown in Figure
3.2.
Figure 3.2
Maximum number of regions formed by connecting 6 dots on a circle
Learning Activity 1
Direction. Use inductive reasoning to figure out the next number in the list.
Start Here:
A statement is true if it is true for all cases. If you can find one case
where the statement is not true, then it is considered a false statement. The
instance for which the statement becomes false is called a counter-example.
One can verify that a statement is false by using a counter-example. This is
illustrated in the next example.
Solution.
Learning Activity 2
Direction. Find a number that provides a counter-example to show that the given statement is false.
Example:
1
∀ real numbers 𝑥, 𝑥 > 𝑥.
Answer:
Start Here:
Solution.
If we let 𝑛 be the number, the procedure will give a result of 2𝑛. Thus,
we conclude that the procedure produces a number which is twice the
original number.
John, Jenny, Sheila, and Jason were recently elected as new class
officers (president, vice president, secretary, treasurer) in a National High
School. From the following clues, determine which position each holds.
1. Jason is younger than the president but older than the treasurer.
2. John and the secretary are both the same age, and they are the
youngest members of the group.
From clue 1, Jason is neither the president nor the treasurer. We put a
mark “X” on positions Jason do not hold.
From clue 2, John is not the secretary. And since he is one of the
youngest in the group, he cannot be the president. From here, we also
conclude that Jason is not the secretary since he is older than the treasurer.
Thus, Jason must be the vice president and John must be the treasurer.
Direction. Solve the following problems using deductive reasoning. Let 𝑛 be the original number.
Example
1. 𝑛 + 74 from the
Pick a number. Add 4 to the number and multiply the sum by 3. Subtract
2. 3(𝑛 + 4) = 3𝑛 + 12
3. 3𝑛 + 12 − 7 = 3𝑛 + 5
product. Then subtract triple
4. 3𝑛 + 5 − 3𝑛 = 5
of the original number from this difference.
The procedure will always result to the number 5.
Start Here:
1. Pick a number. Multiply the number by 6 and add 8. Divide the sum by 2, subtract twice
the original number, and subtract 4.
⋮
𝑎𝑛 represents the nth term of a sequence.
2, 5, 8, 11, 14, …
Sequence 2 5 8 11 14
First difference 3 3 3 3
In this case, the first differences are all the same. Thus, if we use the
difference table above to predict the next number in the sequence, we shall
be working upward by adding 3 to 14. Thus, 14 + 3 = 17 is the next term of
the sequence. The following table shows how this is done.
Sequence 2 5 8 11 14 17
First difference 3 3 3 3 3
From the table, we see that the first differences are not the same since
14 − 5 = 9, 27 − 14 = 13, 44 − 27 = 17, and 65 − 44 = 21. Thus, we check on the
second differences and observe if we see a pattern. In this case, the second
differences are all the same. We have 13 − 9 = 4, 17 − 13 = 4, and 21 − 17 = 4.
The common second difference is 4.
Since we have found a common second difference, we shall be working
upward to get 4 + 21 = 25 and then 25 + 65 = 90. The following table provides
the illustration on how we get the next term of the sequence. Thus, in this
example, the next term is 90.
Sequence 5 14 27 44 65 90
First difference 9 13 17 21 25
Second difference 4 4 4 4
Example 8. Use a difference table to predict the next term in the sequence.
Solution.
Sequence 2 7 24 59 118 207 332
First differences 5 17 35 59 89 125
Second differences 12 18 24 30 36
Third differences 6 6 6 6
Learning Activity 4
Start Here:
𝑎1 = 3(1)2 + 1 = 4,
𝑎2 = 3(2)2 + 2 = 14,
𝑎3 = 3(3)2 + 3 = 30,
which means that the first term is 4; second term is 14; and third term is
30.
a. What is the 𝑛𝑡ℎ-term formula for the number of tiles in the 𝑛𝑡ℎ figure
of the sequence?
b. How many tiles are in the eighth figure of the sequence?
c. Which figure will consist exactly 320 tiles?
Solution.
b. Using the formula we derived from (a), we can get the number of tiles
in the eighth term of the sequence. In this case, 𝑛 = 8 and 𝑎8 = 3(8) −
1 = 24 − 1 = 23 tiles.
c. To determine which figure in the sequence will have 320 tiles, we will
use the formula we derived in (a) and solve for 𝑛. Here, we expect the
𝑛𝑡ℎ-term to have 320 tiles. Thus, we solve 3𝑛 − 1 = 320.
3𝑛 − 1 = 320
3𝑛 = 321
𝑛 = 107
Do you have your own way of solving this problem? It will help if you
write your own solution and compare the results.
3.3.2.3 Types of Sequences
There are different types of sequences in mathematics. The succeeding
discussion will illustrate some of these sequences.
Arithmetic Sequence
Geometric Sequence
can be expressed as
By adding another row of dots and counting all the dots we can find the
next number of the sequence. Thus, the 5th term in this sequence is:
Learning Activity 5
Direction. Find the 𝑛𝑡ℎ-term formula for the sequence with the given representation below.
A great discovery solves a great problem but there is a grain of discovery in the solution of any problem. Your problem
may be modest; but if it challenges your curiosity and brings into play your inventive faculties, and if you solve it by your
own means, you may experience the tension and enjoy the triumph of discovery.
George Polya
We will discuss each step by giving some guide on how we can complete
the problem solving process devised by George Polya.
3.3.3.1 Understand the Problem
Once we have found a solution, we check the solution and make sure
that the solution is consistent with the facts of the problem. We must
interpret the solution in the context of the problem and figure out whether
there are generalizations of the solution that could apply to other problems.
Example 10. Apply Polya’s strategy to solve the following problem.
Determine the digit 100 places to the right of the decimal point in the
decimal representation 4 .
27
Solution.
Understand What are the given The number 4
7
the Problem information?
100 places to the right of the decimal point
What is asked? 100𝑡ℎ number to the right of the decimal point in the decimal
representation of 4.
7
Carry Out the What are the 1. The number 4 in decimal notation is given by
27
Plan results after we
0.148148148 … which has a repeating and non-
take the steps in
terminating pattern.
solving the
2.
problem?
Location Digit Location Digit Location Digit
1𝑠𝑡 1 2𝑛𝑑 4 3𝑟𝑑 8
4𝑡ℎ 1 5𝑡ℎ 4 6𝑡ℎ 8
7𝑡ℎ 1 8𝑡ℎ 4 9𝑡ℎ 8
10𝑡ℎ 1 11𝑡ℎ 4 12𝑡ℎ 8
13𝑡ℎ 1 14𝑡ℎ 4 15𝑡ℎ 8
Review the Are we sure that As an alternative solution, we see that the above table
Solution our answer is illustrates additional patterns. For instance, if each of the
correct? location numbers in column 1 is divided by 3, a remainder 1
is produced. If each of the location numbers in column 2 is
divided by 3, a remainder of 2 is produced. Thus, we can
find the decimal digit in any location by dividing the
location number by 3 and examining the remainder. Thus,
to find
the digit in the 100th decimal place of 4 , we merely divide
27
100 by 3 and examine the remainder, which is 1. Thus, the
digit 100 places to the right of the decimal point is a 1.
Example 11. Apply Polya’s strategy to solve the following problem.
A paper fan and a visor together cost ₱100.00. The visor costs ₱ 90.00
more than the paper fan. What are the individual costs of the visor and the
fan?
Solution.
Understand What are the given The price of a paper fan and a visor together is ₱100.00.
the Problem information? The visor costs ₱90.00 more than the paper fan.
What is/are the Visor’s price must be higher than the price of the paper
property/ies of the fan.
final answer? Both prices must be less than ₱100.00.
Unit of cost is in ₱.
Devise a What steps are 1. Represent the cost of visor and paper fan using a variable.
Plan needed to solve 2. Translate the statement to mathematical equation.
the problem? 3. Solve for the cost of the visor and the paper fan.
Carry Out What are the 1. We let ℎ be the cost of the paper fan. Since the visor costs
the Plan results after we ₱90.00 more than the visor, we represent its cost by ℎ +
take the steps in 90.
solving the 2. The cost of paper fan and visor altogether is ₱100.00. This
problem? can be expressed ℎ + ℎ + 90 = 100.
3. Solving this equation, we have
ℎ + ℎ + 90 = 100
2ℎ + 90 = 100
2ℎ = 100 − 90
2ℎ = 10
ℎ =5
The cost of the paper fan is ₱5.00 and the cost of the visor
is
₱ 5.00 + ₱ 90.00 = ₱ 95.00.
Review the Are we sure that Checking the sum of the costs we get ₱ 5.00 + ₱ 95.00 =
Solution our answer is ₱ 100.00
correct? The difference of the costs of the visor and the paper fan
is ₱95.00 − ₱5.00 = ₱90.00.
a’s four steps to problem solving in solving the following problems.
contains 10 questions. In how many ways can a student answer the questions if the student answers two of the questions with false and the res
Understand the
problem
Devise a plan
Review the
solution
Understand the
problem
Devise a plan
Review the
solution
3.4 Recommended learning materials and resources
Remote (asynchronous)
C. Problem Solving. Solve the following problems using Polya’s four steps
to problem solving or your alternative(systematic) process.
Score Criteria
0 You did not make any attempt to solve the problem.
1 You identified what is asked in the problem.
You identified what is asked in the problem as well as other needed
2
information.
You identified what is asked in the problem, the needed information, and
3
used a correct process. However, you did not obtain the correct answer.
You were able to completely solve the problem using a correct process.
4
However, you did not give a justification that your solution is indeed
correct.
You were able to completely solve the problem using a correct process and
5
with a review of your solution.
3.7 References
Books: