Ge - MMW Module No. 1

Module 1
The Nature of Mathematics
Mathematics in Our World
Mathematics in the Modern World

∙∙∙
Overview
In his book “How Not to Be Wrong: The Power of Mathematical

Thinking”, American mathematician Jordan Ellenberg wrote: “I think we
need more math majors who don't become mathematicians. More math
major doctors, more math major high school teachers, more math major
CEOs, more math major senators. But we won't get there unless we
dump the stereotype that math is only worthwhile for kid geniuses.”
Do you agree with Ellenberg? Do you think the world will be a better place if most of us
were math majors, and yet not necessarily mathematicians? What does it mean to be a math
major yet not a mathematician?
A mathematician is someone who uses an extensive knowledge of mathematics in his
or her work, typically to solve mathematical problems. A math major on the other hand is
someone who learns math skills like logic, analysis, abstract reasoning, and problem solving,
which are valuable skills to his or her future employment.
In this module, we shall learn some math skills that a math major has to acquire. Our
topics include the nature of math, the patterns that we see in nature and in the world in
general. We shall also learn logical patterns, numerical patterns, and isometries.
Learning Outcomes
After completing the study of this module, you should be able to:
Classify patterns in nature and regularities in the world;
Explain the importance of mathematics in one’s life;
Appreciate mathematics as a human endeavor through creating self-designed patterns;

Utilize methods and approaches in proving and solving problems.
Initial activity (Accessing prior knowledge)
✔ What is mathematics?
✔ How do you describe mathematics?
Mathematics has been called the greatest and most original invention of the human
mind and is one of the great social institutions built up by cooperation during the long history of
civilization. It is a mode of thinking that is necessary for the evolution of the human race. It
1
∙∙∙
relies on both logic and creativity, and it is pursued both for a variety of practical purposes and
for its intrinsic interest.
Those who study mathematics for intrinsic interest believe that the essence of
mathematics lies in its beauty and its intellectual challenge. As a theoretical discipline,
mathematics explores the possible relationships among abstractions without concern for
whether those abstractions have counterparts in the real world. This kind of mathematicians,
called pure mathematicians are interested only in finding a pattern or proving that there is
none, but not in what use such knowledge might have.
Those who study mathematics for practical purposes believe that the chief value of
mathematics is how it applies to a person’s own work, like the scientists, engineers,
economists, etc. Mathematicians of this kind focus their attention on solving problems that
originate in the world of experience.
Sometimes, it takes decades or centuries before a practical mathematician discovers

the usefulness of a certain mathematical concept or theory that a pure mathematician had
introduced. Nevertheless, the discoveries of theoretical mathematicians frequently turn out to
have unanticipated practical value and the results of theoretical and applied mathematics often
influence each other. It is the pure mathematicians who set up the framework, the structure,
and the pattern that describe the tangible objects which the scientists (or practical
mathematicians) study.
Let us now look at how mathematics developed from the beginning until now.
2
∙∙∙
HISTORY OF MATHEMATICS
The Period of Egyptian and Babylonian Mathematics (Up to 500
BC.) ~ Mathematics was purely the study of numbers.
~ During those covilizations, mathematics consisted almost solely of arithmetics.
Around 500BC to AD 300 Era of Greek Mathematics

~ The mathematicians were primarily concerned with geometry.
~They regarded mathematics as the study of numbers and shapes.
~ Thales - introduced the idea that the precisely stated assertions of mathematics
could be logically proved by a formal argument. Marked the Birth of Theorem, known
as the bedrock of mathematics.
Middle of Seventeenth Century

~ Newton, Englishman, andf Leibniz (German Mathematicians independentyly
invented Calculus)
~ Mathematicians were able to study the motion of the planets and of falling bodies on
the earth, the workings of machinery, the flow of liquids, the expansion of gases,
physical forces such as magnetism and electricity, flight, the growth of plants and
animals, the spread of epidemics , the fluctuation of profits, and many others.
~ Mathematics became the study of numbers, shapes, motion, change, and space.
By the end of Nineteenth Century

~ Mathematics had become mathematical tools that are used in physics
~ Most of the mathematicians now agrees that mathematics is the “science of
patterns”.
Why is math important in education? Why do we have to study a lot of maths

from elementary to college and even beyond?
The special role of mathematics in education is a consequence of its universal

applicability. The results of mathematics are both significant and useful; the best results are
also elegant and deep. Mathematics teaches us distinctive modes of thought which are both
versatile and powerful, including modeling, abstraction, optimization, logical analysis, inference
from data, and use of symbols. In short, experience with mathematical modes of thought builds
3
∙∙∙
mathematical power--a capacity of mind of increasing value in this technological age that
enables us to read critically, to identify fallacies, to detect bias, to assess risk, and to suggest
alternatives. With mathematical skills that you have, you are empowered to understand the
world in a deeper, sounder, and more meaningful way.
What are the uses of Mathematics?
i. Technology
Modern technology depends on basic research to advance. GPS devices must know the
speed of light to work, and this value is determined by math and experimentation using
statistics.
1. Predicting the Weather 9. Navigation

2. Internet and Phones 10. Speech Recognition
3. Computers 11. Breaking the Enigma
4. Reading CDs and DVDs 12. Public Transportation
5. Public Key Cryptography 13. Computer Circuits
6. Satellite Navigation 14. Movie Graphics
7. Digital Music 15. Image Compression
8. Search Engines 16. Measuring Time
ii. Engineering
In engineering, math is used to design and develop new components or products, maintain
operating components, model real-life situations for testing and learning purposes, as well
as build and maintain structures. Math is a core component of every engineering field and
is also widely used in research.
1. Construction 6. Computer Circuits

2. Automotive Design 7. Rockets & Satellites
3. Building Bridges 8. Microwaves
4. Robotics 9. Surveying
5. Roller Coaster Design
iii. Media
Mathematical concepts and themes can be found anywhere in the media. The range of
ways that math is related to the media is quite broad including the shape of camera lens,
proportion scale for movie sets, and the convincing nature of numbers used in advertising.
1. Reading CDs and DVDs 4. Movie Graphics

2. Digital Music 5. Polling and Voting
3. Making Music 6. Music Shuffling
4
∙∙∙
iv. Medicine and Health

Advanced medical devices rely on studies supported by statistics. Even consumer devices,
such as smart phones and tablet computers, are sold only when surveys and other forms of
customer feedback, which rely on math, predict that they are profitable.
1. MRI and Tomography 6. Pharmacy & Medicine
2. Neurology 7. Population Dynamics
3. Epidemics Analysis 8. Plastic Surgery
4. Crowd People 9. Counting Calories
5. Problem Solving
v. Finance and Business

Business ownership required more than the skill in creating a product or talent at providing
a service. Overseeing the finances of your company is key to survival and success.
Understanding basic business math is necessary for profitable operations and accurate
record keeping.
1. Supply Chains 6. Fraud Detection

2. Finance and Banking 7. Big Data
3. Gambling and Betting 8. Pricing Strategies
4. Insurance 9. Game Theory
5. Loans, Interests, Mortgages
Please click the link below for further understanding of the lesson:
https://www.youtube.com/watch?v=Hx6ZNEWydCU
A. Patterns in Nature and the World

characteristics that exist in patterns. Scientists
Many of us misinterpret mathematics as the
study of numbers and that only those who are and biologists believe that understanding
excellent with numbers can be called these behavioral patterns will
mathematicians. But it is not really numbers Did you know?
that matter to a mathematician; rather, it is
what they represent. The mathematician’s true
purpose is to study, discover, or create
patterns. While a scientist studies an actual
object, being, or phenomenon, the
mathematician provides him/ her the patterns,
structures, and relationships involved in
whatever the scientist studies. The wings of a butterfly often sport patches of color and
stripes that can imitate eyes or warn of toxins and
Patterns provide clear insight into therefore deter predators.
understanding the natural world. While we https://www.pinterest.ph/pin/21 1174958764866/

know that animals and plants are far from
thinking beings they do have certain habits and 5
https://www.pinterest.ph/
p in/211174958764866/
∙∙∙
provide us a clearer understanding of all living things.

What does the word pattern mean to you?
Pattern – is considered as any kind of regularity that can be recognized by the
mind. These could be non-mathematical patterns; number patterns; and patterns that
would be valuable to you as you gain mathematical maturity and become a problem
solver.
https://www.pinterest.ph/pin/1829656074039318/ https://in.pinterest.com/pin/180003316332146469/
https://th.wikipedia.org/wiki/:National_Aquatics_Cente https://www.pinterest.ph/pin/476959416760516186/
r _Construction(cropped).jpg
We think of patterns as something that just repeats again and again throughout space in
an identical way, sort of like a wallpaper pattern. But many patterns that we see in nature
aren’t quite like that. We sense that there is something regular or at least not random about
them, but that doesn’t mean that all the elements are identical. One familiar example of that
would be the zebra’s stripes. Everyone can recognize that as a pattern, but no stripe is like any
other stripe. The patterns are just so striking, beautiful and remarkable. The beauty of natural
patterns makes us wonder: How does nature without any kind of blueprint or design put
together patterns like this?
Patterns are everywhere:

- Nature
- Science
- Man-made
- Art
- Software
6
∙∙∙
Patterns in Nature
These are visible regularities of form found in the natural world. These patterns recur in
different contexts and can sometimes be modelled mathematically.
What are the different natural patterns?
Natural Patterns include:

1. Symmetries
2. Fractals or Trees
3. Spirals
4. Chaos, meanders
5. Waves, dunes
6. Bubbles, Foam
7. Tessellations
8. Cracks
9. Spots, stripes
Look at your face in the mirror. Imagine a vertical line going through the middle of
your face. What can you say about the left and right side of your face? Now
imagine a butterfly with wings wide spread and an imaginary vertical line going
through the center of its body. What can you say about the left and right side of
the butterfly’s body?
✔ What kind of pattern do the questions above show you?
This pattern is called symmetry.
1. Symmetry. Figures can have two distinct types of symmetry: reflection (mirror or bilateral)
symmetry and rotation (radial) n- fold symmetry, which we informally differentiate below. ∙ A
figure has reflection symmetry if there is a line that can be “folded over” so that one
half of the figure matches the other half perfectly. The “fold line” is called the figure’s line
(axis) of symmetry.
∙ A figure has rotation symmetry if there is a point around which the figure can be rotated,
less than a full turn, so that the image matches the original figure perfectly.
7
∙∙∙
A tiger has reflection symmetry. A starfish has rotation symmetry. A snowflake has rotation symmetry .
https://aheadforfigures.co.uk/2016/11/02/the-beauty-of-patterns/
2. Fractals or Trees. From the word fraction, or part of a whole, fractals are self-similar,
iterated mathematical constructs where shrinking and moving are applied many times. In a
fractal, you will observe that as new shapes are constructed, they are similar to each of the
previous shapes, that is, the basic components of a fractal are similar to the whole. This
means that you can zoom into forever and find exactly the same shapes.
Leaf
of cow parsley Angelica flowerhead, a sphere made of spheres (self-similar)
http://the-history-girls.blogspot.com/2017/09/wyspes-kexis-and-cokenay-in-medieval.html
Fractal spirals: Romanesco broccoli Trees: dendritic copper

Trees: Lichtenberg figure: high crystals (microscope) voltage
https://www.pinterest.ph/pin/423690277417649466/
8
∙∙∙
3. Spirals. Spirals are the patterns that we see in many plants and some animals, notably
molluscs. To get a better picture, we will pay attention to a particular kind, the nautilus shell.
In a nautilus, each chamber of its shell is an approximate copy of the next one, scaled by a
constant factor and arranged in a logarithmic spiral. We can say that growth spiral can be
seen as a special case of self-similarity.
Spiral aloe Spiralling shell Spiralling shell

4. Chaos, meanders. In mathematics, a dynamical system is chaotic if it is (highly) sensitive
to initial conditions. Meanders are sinuous bends in rivers or other channels, which form as
a fluid, most often water, flows around bends.
Chaos: shell of gastropod mollusc Meanders: sinuous snake crawling Meanders: symmetrical brain coral
5. Waves, dunes. Waves are disturbances that carry energy as they move. When winds blow
over large bodies of sand, they create dunes. Dunes may form a range of patterns
including crescents, very long straight lines, stars, domes, parabolas, and longitudinal or
seif ('sword') shapes.
Waves:
breaking wave in a ship's wake Dunes: barchan crescent sand dune Wind ripples with dislocations
9
∙∙∙
6. Bubbles, foam. A soap bubble forms a sphere. Two bubbles together form a more complex
shape: the outer surfaces of both bubbles are spherical; these surfaces are joined by a
third spherical surface as the smaller bubble bulges slightly into the larger one. A foam is a
mass of bubbles.
Foam of soap
bubbles: four edges meet at each vertex Equal spheres (gas bubbles) in a surface foam
Have you heard of a tessellation?

What is a tessellation?
7. Tessellations. Tessellations are patterns formed by repeating tiles all over a flat surface.
Among animals, bony fish, reptiles like the pangolin, are protected by overlapping scales or
osteoderms, these form more-or-less exactly repeating units, though often the scales in
fact vary continuously in size.
Arrays: honeycomb is a natural tessellation Bismuth hopper crystal illustrating the stairstep crystal habit.
10
∙∙∙
Tilings:
overlapping scales of common roach Tessellated pavement: a rock formation on the Tasman
Peninsula
8. Cracks. Cracks are linear openings that form in materials to relieve stress. When an elastic
material stretches or shrinks uniformly, it eventually reaches its breaking strength and then
fails suddenly in all directions. Conversely, when an inelastic material fails, straight cracks
form to relieve the stress. Further stress in the same direction would then simply open the
existing cracks; stress at right angles can create new cracks.
Thus the pattern of cracks indicates whether the material is elastic or not. In a tough
fibrous material like oak tree bark, cracks form to relieve stress as usual, but they do not
grow long as their growth is interrupted by bundles of strong elastic fibers. Since each
species of tree has its own structure at the levels of cell and of molecules, each has its own
pattern of splitting in its bark
.
Drying
inelastic mud in the Drying elastic mud Palm trunk
9. Spots, stripes. Leopards and ladybirds are spotted; angelfish and zebras are striped.
These patterns have an evolutionary explanation: they have functions which increase the
chances that the offspring of the patterned animal will survive to reproduce. One function of
animal patterns is camouflage; another function is signaling. But while these evolutionary
and functional arguments explain why these animals need their patterns, they do not
explain how the patterns are formed.
11
∙∙∙
Dirce beauty butterfly, Breeding pattern
of cuttlefish, Sepia officinalis
Learning check
Activity #1:
1. Name at least 7 different natural objects that seem to exhibit patterns. 2. Show
a picture of each natural object and tell us which part of the object seems to
exhibit a pattern.
3. Identify the type of pattern/s each object exhibits.
Please click the following links for further understanding of the lesson:
https://www.youtube.com/watch?v=PXwStduNw14
https://www.youtube.com/watch?v=ZQElzjCsl9o
12
∙∙∙
B. Numerical and Logical Patterns
NUMERICAL PATTERNS
Sometimes, when we first study a math lesson, like mathematical logic, we do not
realize that it has a deep application in our lives. But understanding patterns helps us improve
our mental skills. In order to recognize patterns, we need to have an understanding of critical
thinking and logic which are clearly important skills to develop. But do not worry, researchers
have found that the skill of recognizing and understanding patterns can be learned relatively
quickly. But like learning other forms of math, sometimes you really need to exert effort with
practicing it for the long term. Remember, with practice comes skill.
Practice Tests: Find the next number in each of the following:
1. 3 10 13 23 36 ______
2. 2 4 4 16 16 ______
3. 3 9 6 15 9 ______
4. ¼ ½ 1 2 4 ______
5. 729 243 81 27 9 ______
6. 1 3 4 7 11 ______
7. 2 4 7 11 16 ______
8. 6 11 21 41 81 ______
9. 2 3 5 9 17 ______
10.1 4 9 16 25 ______
13
∙∙∙
LOGICAL PATTERNS
The three figures or symbols in each problem set are related to each other in a certain
way.
Practice Tests: Draw the next shape in each of the following picture patterns.
1.
2.
3.
1
4.
11
131
1551
5. 1 7 13 7 1 1 9 25 25 9 1 ? ? ? ? ? ?
?
14
∙∙∙
Learning check
Activity # 2: Answer the Logical Pattern (Abstract Reasoning Problems)
Which figure completes the series? For items number 1 through 10.
1.)
2.)
3.)
4.)
5.)
6.)
15
∙∙∙
7.)
8.)
9.)
10.)
16
∙∙∙
Which figure is the odd one out? For items number 11 through 14.
11.)
12.)
13.)
14.)
Which figure completes the series? For items number 15 through 16.
15.)
17
∙∙∙
16.)
Which belongs in neither group? For items number 17 through 18.
17.) 18.)
18
∙∙∙
19.) Which one completes the series?
20.) Which is the odd one out?

C. Figurative Number Patterns, Sequences and Series
FIGURATIVE NUMBER PATTERNS

Among the many relationships of numbers that have fascinated and intrigued
mathematicians are those that were derived from the arrangement of points representing
numbers into a series of geometrical figures. These numbers are known as figurate or
figurative numbers which appeared in 15th-century arithmetic books and were probably known
to the ancient Chinese but were of special interest to the ancient Greek mathematicians. To
them, everything could be explained by numbers, and numbers have specific characteristics
and personalities. Among other properties of numbers, they say that numbers had “shapes.”
That’s why figurative numbers are sometimes called polygonal numbers because they are
points, or dots, arranged to form various regular shape polygons, such as a triangle or a
pentagon.
19
∙∙∙
Examples: Consider the triangular figures below.

Show how these triangular numbers are formed
The first four triangular numbers based on the number of dots are 1, 3, 6, and
10. What is the next triangular number? Can you draw it? Answer: 15
Try this.
1. Use dots to form the first four square figures, and write their corresponding
square numbers.
2. Based on the four square numbers on item #1, what is the next square
number?
Learning check
Activity # 3:
1. a. Use dots to form the first four pentagonal numbers.
b. Write the first four pentagonal numbers.
c. What is the next pentagonal number?
2. Write a number in each circle from 1 through 6, and connect them with nodes/ lines to
construct a mapping diagram that will satisfy the given set of relations. The value of
all nodes connected to a certain number must add up to the same value on the right
side of that number in the given relation.
1 = 12
2=4
3 = 12
4=8
5=8
6=3
20
∙∙∙
NUMBER SEQUENCE
A pattern of numbers arranged in a particular order is called a sequence, and the

individual numbers in the sequence are called terms of the sequence. For example, the
counting numbers 1, 2, 3, 4, … , form a number sequence. An ellipsis, the three periods after
the 4, means “and so on”. Several examples of number sequences follow.
Sequence Name
2, 4, 6, 8, … the even counting numbers
1, 3, 5, 7, … the odd counting numbers
1, 4, 9, 16, …. the square counting numbers
1, 3, 32, 33the powers of three
1,1, 2, 3, 5, 8, … the Fibonacci sequence
Practice exercise 1. Describe the following pattern:
1+0∙9=1
2 + 1 ∙ 9 = 11
3 + 12 ∙ 9 = 111
4 + 123 ∙ 9 = 1,111
5 + 1234 ∙ 9 = 11,111
Does the pattern continue? Why or why not? (Try continuing the
pattern.) Practice exercise 2. Shade squares in a square array.
Do you observe any pattern?

(Draw the next square array and complete the table that follows.)
Squares on a side 1 2 3 4 5 6 … ��
Shaded squares (SS) …
Unshaded squares (US) …
21
∙∙∙
Practice exercise 3. Following is a pattern of circular shapes:
If you make this pattern until you have 10 shaded circles in a row, how many
unshaded circles and how many shaded circles will you need?
Practice exercise 4. Observe the following pattern:
1 + 3 = 22
1 + 3 + 5 = 32
1 + 3 + 5 + 7 = 42
a. State the generalization based on this pattern.

b. Based on your generalization in (a), find 1 + 3 + 5 + 7 + ⋯ + 35
ARITHMETIC SEQUENCE AND GEOMETRIC SEQUENCE
A sequence is an ordered collection of objects. Some special sequences can be

classified by the way their terms are found. In the sequence 2, 4, 6, 8, …, each term after the
first can be found by adding 2 to the preceding term. This type of sequence, in which
successive terms differ by the same number, is called an arithmetic sequence. Using
variables, an arithmetic sequence has the form a, a + d, a + 2d, ….
Here "a" is the initial term and "d" is the amount by which successive terms differ. The
number "d" is called the common difference of the sequence.
In the sequence 1, 3, 9, 27, …, each term after the first can be found by multiplying the
preceding term by 3. This is an example of a geometric sequence. By using variables, a
geometric sequence has the form a, ar, ar2, ar3, …
The number “r" by which each successive term is multiplied, is called the common ratio
of the sequence.
The table below displays the terms for general arithmetic and geometric sequences.
22
∙∙∙
The General Rule or nth Term of the Sequence

�� 1 2 3 4 … �� …
��ℎ�� + �� + �� + … �� + (�� − …
�� 2�� 3�� 1)��
��
��
�� 2 ��3 … ��−1 …

��
��
��
A. An Arithmetic Sequence with common difference d
I. The Linear Form: an= an + b

n01
Diff. b a + b
Example:
Find the general rule to generate the terms of the sequence:
1. 20, 18, 16, 14, 12, …
Solution:
Sequence 22 20 18 16 14 12
First Difference -2 - 2 -2 - 2 -2
Hence, �� = −��, and �� = ��
General Rule: �� = − �� + ��
II. The Quadratic Form: an = an2+ bn + c
n: 0 1 2
an = an2+ bn + c c a+b+c 4a+2b+c
First Difference: a+b 3a + b
Second Difference: 2a
23
∙∙∙
Example:
Find the general rule to generate the terms of the sequence.
1. 5, 12, 21, 32, 45, …
Solution:
Sequence 0 5 12 21 32 45
First Difference 5 7 9 11 13
Second Difference 2 2 2 2
Hence, �� = ��, �� + �� = ��, and �� = ��
Therefore, �� = ��, �� = ��, and �� = ��

General Rule: �� = �� + �� + �� or �� = �� + ��
III. The Cubic Form: an = an3+ bn2+ cn + d
n: 0 1 2 3 d a+b+c+d 8a+4b+2c+d 27a+9b+3c+d
First Difference: a+b+c 7a+3b+c 19a+5b+c
Second Difference: 6a+2b 12a+2b
Third Difference: 6a
Example:
Find the general rule to generate the terms of the sequence.
1. 10, 36, 76, 138, . . .
Your solution:
24
∙∙∙
B. A Geometric Sequence with common ratio ��, �� ≠ 1. �� =

�
�
1
�
�
�
1
;
�
�
1
=
�
�
2
�
�
1
Example:
Find the general rule to generate the terms of the sequence
1, - 2, 4, - 8, 16, ___, ___, ___, … , ___
Solution:
Solution:
−2 4
General Rule: �� =
��1 = 1= −2 ��2 = −2= −2 ��3 =
��(−��−��) or �� =
8
− 4= −2 ��4 =16 (−��−��)
−8= −2
Sequence −�� 1 -2 4 - 8 16
Thus, a6 = 1(- 2)6-1= - 32
Common ratio (r) -2 - 2 -2 - 2 -2 a7 = (-2)7-1 = 64
a8 = (-2)8-1 = -128
Hence, �� = −�� a20 = (-2)20-1= - 524,288
Practice exercise 5. Examine the sequence 20, 18, 16, 14, 12 …
a. what is the next term?

b. what formula or rule can be used to generate the terms?
Practice exercise 6. Find the general rule to generate the terms of the sequence
7, 20, 33, 46, 59, …
Practice exercise 7. Analyze the given sequence for its rule and identify the next three
terms. 1, 10, 100, 1,000, …
Practice exercise 8. Extend the sequence below for three more terms then find an expression
for the nth term.
1, -2, 4, -8, 16, __, __,__,…__
25
∙∙∙
Practice exercise 9. Examine the sequence 3, 6, 12, 24, 48, …
a. what is the next term?

b. what formula or rule can be used to generate the terms?
Practice exercise 10. Write down the nth term of this quadratic number sequence.
-3, 8, 23, 42, 65, …
Practice exercise 11. Find the general rule to generate the terms of the sequence
5, 12, 21, 32, 45, …
Learning check
Activity # 4:
1. Examine the sequence 3, 6, 12, 24, 48, …

a. What is the next term?
b. What formula or rule can be used to generate the terms?
2. Write down the nth term of this quadratic number sequence. – 3, 8, 23, 42, 65, …
3. Find the general rule to generate the terms of the sequence 5, 12, 21, 32, 45, …
4. Analyze the given sequence for its rule and identify the next three terms. 2, 5, 9,
14, 20, …
26
∙∙∙
ARITHMETIC SERIES AND GEOMETRIC SERIES
An arithmetic series is the sum of the terms in an arithmetic sequence.

A geometric series is the sum of the terms in a geometric sequence.
SUM OF AN ARITHMETIC SERIES

If a1, a2, … , an form an arithmetic sequence with common difference d, then the
sum Sn of these n terms is given by the following:
�� =��(��1 + ��)
2
SUM OF A GEOMETRIC SERIES

If a1, a2, … , an form a geometric sequence with common ratio r ≠ 1, then the sum
Sn of these n terms is given by the following:
�� =��1 − ��
1−��
Example: Find the sum of the terms of a Pascal Triangle up to 10th row
1
11
121
1331
14641
1 5 10 10 5 1
1 6 15 20 15 6 1
1 7 21 35 35 21 7 1
Learning check
Activity # 5: Solve the following problems.
1. Find the nth term of the sequence 6, 9, 27 , . . .

2. Find the sum of all even numbers between 35 and 427.
3. For the arithmetic sequence 45, 60, 75, 90, . . . find a50.
4. Find p so that p+ 7, 3p + 9, p + 3, . . . form an arithmetic sequence.
5. Analyze the given sequence for its rule and identify the next three terms.
2, 5, 9, 14, 20, …
6. Rectangle ABCD has dimensions 1 by 2. The next rectangle PQRS has dimensions
½ by 1. In like manner each rectangle has dimensions half of the size of the
preceding rectangle. If this sequence of rectangles continues endlessly, what is the
sum of the areas of all the rectangles?
27
∙∙∙
D. The Fibonacci Sequence and The Golden Ratio The Fibonacci

sequence and the related topic of the golden ratio appear in many places in nature and play
an important role in geometry, art, and music. The discussion of sequence would not be
complete without mentioning a sequence known as the Fibonacci sequence.
The sequence is named after Leonardo of Pisa, also known as Fibonacci as one of the
best-known mathematicians of Medieval Europe. This sequence was best explained by
Fibonacci that concerns the birth rate of rabbits.
Statement of Fibonacci’s rabbit problem: At the beginning of a month, you are given a
pair of newborn rabbits. After a month, the rabbits have produced no offspring; however, every
month thereafter, the pair of rabbits produces another pair of rabbits. The offspring reproduce
in exactly the same manner. If none of the rabbits dies, how many pairs of rabbits will there be
at the start of each succeeding month?
Leonardo of Pisa (aka Fibonacci)

Leonardo was born in Pisa, Italy around 1170. He is
considered one of the most distinguished mathematicians of the
Middle Ages. His father Guglielmo del Bonacci was a wealthy
Pisan merchant who took Leonardo with him when he traveled
because he wanted his son to become a merchant, too.
Leonardo was sent by his father to study mathematics with
an Arab master (teacher), who guided him in learning calculation
https://www.storyofmathematics. com/medieval_fibonacci.html Arabic numbers, which was not yet introduced
techniques, especially those concerning Hindu- in Europe at that time.
Fibonacci’s education started in Bejaia and continued also in Egypt, Syria, and Greece,
places he visited with his father along the trade routes, before returning permanently to Pisa.
For the next 25 years, Fibonacci dedicated himself to writing mathematical manuscripts. When
he began writing, he referred to himself as Fibonacci, which roughly means “son of Bonacci”-
the name by which he is known today.
In addition to the famous sequence bearing his name, Fibonacci is also credited with
introducing the Hindu- Arabic number system in Europe. His 1202 book, Liber Abacci (Book of
the Abacus), explained the use of this number system and emphasized the importance of the
number zero. Leonardo’s reputation as a mathematician became so great that Emperor
Federico II asked an audience while in Pisa in 1225. After 1228, not much is known of
Leonardo’s life, except that he was awarded the title of “Discretus et sapiens magister
Leonardo Bigollo” in recognition of the great progress he made to mathematics. Fibonacci died
sometime after 1240, presumably in Pisa.
28
∙∙∙
THE FIBONACCI SEQUENCE

An interesting problem which was contained in Fibonacci’s book Liber Abacci went like
this: A certain man put a pair of rabbits in a place surrounded on all sides by a wall.
How many pairs of rabbits can be produced from that pair in a year if it is assumed
that every month each pair begets a new pair which from the second month
becomes productive?
The solution to this problem led to the development of the sequence that bears its
author’s name: the Fibonacci sequence.
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, …,
In the Fibonacci sequence, the first and second terms are 1. The sum of these two
terms is the third term. The sum of the second and third terms is the fourth term, and so on.
The Fibonacci Sequence in Nature

∙ Seed arrangement of many species of plants: When the flowering head of the sunflower
matures to seed, the seeds’ spiral arrangements become clearly visible. A typical count
of these spirals may give 89 steeply curving to the right, 55 curving more shallowly to
the left, and 34 again shallowly to the right. These numbers are consecutive terms of
the Fibonacci sequence. The largest known specimen to be examined had spiral counts
of 144 right, 89 left, and 55 right (which are also consecutive terms of the Fibonacci
sequence).
∙ Petal counts of various flowers surrounding the central disk:
- some daisies contain 21 petals, 34, 55, or 89 petals
- the iris has 3 petals
- the columbine has 5 petals
- the delphiniums have 8 petals
- the ragwort has 13 petals
- the aster has 21 petals
- the pytethrum has 34 petals
29
∙∙∙
∙ The structure of pinecones: The tablike or scalelike structures that make up the main body
of the pinecone form a set of spirals that start from the cone’s attachment to the branch.
A count on the steep spiral will reveal a Fibonacci number, and a count on the gradual
one will reveal the adjacent smaller Fibonacci number, or if not, the next smaller
Fibonacci number. One investigation of 4,290 pinecones from 10 species of pine trees
found in California revealed that only 74 cones, or merely 1.7%, deviated from this
Fibonacci pattern.
∙ The structure of pineapples: Pineapple scales are roughly hexagonal in shape, which
means that three distinct sets of spirals can be counted. Generally, the number of
pineapple scales in each spiral are Fibonacci numbers.
∙ The number of ancestors of a male bee: In bee family, a female bee can either be a queen
or a worker. If the female bee is fertile, she is a queen. If the female bee is infertile, she
is a worker. When a queen bee mates with a male bee, the offspring is always a female
bee (either a worker or a future queen). But a queen bee can also produce an offspring
even without mating with a male bee, in which case, the offspring is always a male bee.
In essence then, female bees have two parents, whereas male bees only have one
parent. We can see the Fibonacci sequence as we move back through the male bees’
generations. (Verify this by drawing a family tree for a male bee.)
∙ The Fibonacci sequence can also be seen in the way (some) tree branches form or split.
A main trunk will grow until it produces a branch, which creates two growth points.
Then, one of the new stems branches into two, while the other one lies dormant. This
pattern of branching is repeated for each of the new stems.
Fibonacci Numbers and the Golden Number (��, ��)

In 1753, while studying the Fibonacci sequence, Robert Simson, a mathematician at the
University of Glasgow, noticed that when he took the ratio of any term to the term that
immediately preceded it, the value he obtained remained in the vicinity of one specific
number. To illustrate this, let’s complete the table on the following page.
Numbers Ratio
1, 1 1
1=
1, 2 2
1=
2, 3 3
2=
3, 5 5
3=
5, 8 8
5=
30
∙∙∙
8, 13 13
8=
13, 21 21
13 ≈
21, 34 34
21 ≈
34, 55 55
34 ≈
55, 89 89
55 ≈
Simson proved that the ratio of the (n+1) term to the nth term as n gets larger and larger
is the irrational number √5+1
which begins 1.61803… This number was already well known to
2,
mathematicians at that time as the golden number.
⮚ Many years earlier, Bavarian astronomer and mathematician Johannes Kepler

wrote that for him the golden number symbolized the Creator’s intention “to
create like from like”.
⮚ The ancient Greeks, in about the sixth century B.C., sought unifying principles of
beauty and perfection, which they believed could be described by using
mathematics. In their study of beauty, the Greeks used the term golden ratio.
The Golden Ratio and the Golden (Divine) Proportion
ACB
When this line segment is divided at a point C such that the ration of the whole, AB, to
the larger part, AC, is equal to the ratio of the larger part, AC, to the smaller part, CB, each
ratio AB
AC
ACand
CB is referred to as a golden ratio, each equal to the golden number, √5+1 2.
The proportion these ratios form, AB

AC
AC=
CB, is called the golden proportion.
That is, AB
AC
AC=
√5+1
CB=
2≈ 1.618.
31
∙∙∙
2.
THE GOLDEN RATIO It is sometimes called the “divine proportion”
because of its frequency in the natural world.
In mathematics and the arts, two quantities
are in a golden ratio if their ratio is the same
as the ratio of their sum to the larger of the
Diyou know?
two quantities. If you only examine the
dimension of things around us like the screen
of your cell phones, tablets, computers, or
television, notice that the quotient of its length
and width is close to 1.61803… This is
because, some artists, architects, and
manufacturers believe that rectangles whose
areas are close to the golden ratio is pleasing Supermodel Bella Hadid has been declared the most
to look at. beautiful woman in the world after she passed a
science test that
During the ancient times, Greeks set their obradetermines what constitutes the 'perfect face'. The
maestro to this proportion to make their 23-year-old was found to be 94.35% 'accurate' to the
artworks visually pleasing to others. Golden Ratio of Beauty Phi - a measure of physical
perfection.
The golden ratio is often symbolized by the
Greek letter phi (φ). It is the number φ = https://www.cnn.ph/entertainment/2019/1
1+√5 0/18/Bella-Hadid-science-face.html
1.61803… and the irrational number
In symbols, a and b, where a > b and b > o, are in a golden ratio if ��=��+��
��.
a b
a+b
Examples of objects with divine proportions are faces of both human and non-human. The
mouth and nose are each positioned at golden sections of the distance between the eyes and
the bottom of the chin. Similar proportions can be seen from the side, and even the eye and
ear itself.
https://www.google.com/search?q=golden+ratio+in+human+body&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiMtICf6pnm
AhWSHqYKHUUSBTEQ_AUoAXoECA8QAw&biw=1536&bih=754&dpr=1.25#imgrc=WjEHAg17IOFxqM:
32
∙∙∙
According to Dr. Stefan Markuort’s theory, you can see how beautiful face is if its
characteristics are arranged according to the golden ratio – a ratio equal to 1.618 : 1. The
golden ratio is the basis that most people use in determining what they perceive to be
beautiful. However, this is done on a subconscious level by some people who are inclined to
arts such as artists or architects who purposefully designed the object to reflect mathematical
proportions.
Here are some other examples showing the divine proportion in nature:
https://www.google.com/search?q=golden+ratio&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjKsODe8JnmAhX
dxosBHd83C4QQ_AUoAXoECBEQAw&biw=1536&bih=754&dpr=1.25#imgdii=ttyCeJxYVCL93M:&imgrc=i
BdKeN4Ae41XM:
⮚ The Great Pyramid of Gizeh in Egypt, built about 2600 B.C., is the earliest known
example of use of the golden ratio in architecture. The ratio of any of its sides of the
square base (775.75 ft) to its altitude (481.4 ft) is about 1.611.
⮚ In the 19th century, German physicist and psychologist Gustav Fechner tried to determine
which dimensions were most pleasing to the eye. Fechner, along with psychologist
Wilhelm Wundt, found that most people do unconsciously favor the golden dimensions
when purchasing greeting cards, mirrors, and other rectangular objects. This discovery
has been widely used by commercial manufacturers in their packaging and labeling
designs, by retailers in their store displays, and in other areas of business and
advertising.
33
∙∙∙
⮚ Twentieth- century architect Le Corbusier developed a scale of proportions for the human
body that he called the Modulor.
⮚ The
measurement from the navel to the floor and the top of the head to the navel is the golden
ratio. Animal bodies exhibit similar tendencies, including dolphins (the eye, fins, and tail all
fall at Golden sections).
You Do the Math!

The Golden Ratio and the Human Body
1. With your partner, get the measurement (in inches) of the following:
a. Distance from the ground to your umbilicus.
b. Distance from your navel to the top of your head.
c. Distance from the ground to your knees.
d. Distance from your wrist to your elbow.
e. Length of your hand.
34
∙∙∙
2. Calculate the following ratios:

a. Distance from the ground to your umbilicus__
Distance from your navel to the top of your head
b. Distance from the ground to your umbilicus_ __

Distance from the ground to your knees
c. Distance from your wrist to your elbow __

Length of your hand
Can you see anything special about these ratios?
⮚ Face, both human and nonhuman, abounds with examples of the Golden Ratio. The
mouth and nose are each positioned at the golden sections of the distance between the
eyes and the bottom of the chin. Similar proportions can be seen from the side, and
even the eye and ear itself.
⮚ The uterus: According to Jasper Veguts, a gynaecologist at the University Hospital

Leuven in Belgium, doctors can tell whether a uterus looks normal and healthy based
on its relative dimensions- dimensions that approximate the golden ratio. He had
measured the uteruses of 5,000 women using ultrasound and drawn up a table of the
average ratio of a uterus’s length to its width for different age bands. The data showed
that this ratio is about 2 at birth, and then it steadily decreases through a woman’s life to
1.46 when she is in old age. Dr. Verguts was thrilled to discover that when women are at
their most fertile, between the ages of 16 and 20, the ratio of length to width of a uterus
is 1.6- a very good approximation to the golden ratio.
⮚ It has been said that the more closely our proportions adhere to phi, the more “attractive”
those traits are perceived. It’s quite possible that, from an evo- psych perspective, we
are primed to like physical forms that adhere to the golden ratio- a potential indicator of
reproductive fitness and health.
⮚ The DNA molecule measures 34 angstroms long by 21 angstroms wide for each full
cycle of its double helix spiral.
⮚ In medieval times, people referred to the golden proportion as the divine proportion,
reflecting their belief in its relationship to the will of God.
35
∙∙∙
THE GOLDEN RATIO AND GOLDEN RECTANGLE
From the golden proportion, the golden rectangle can be formed. (The teacher will show
the derivation of the golden rectangle.)
ACB
aa
ab
Note that when a square is cut off one end of a golden rectangle (see previous figure),
the rectangle has the same properties as the original golden rectangle (creating “like from like”
as Johannes Kepler had written) and is therefore itself a golden rectangle.
Furthermore, the curve derived from a succession of diminishing golden rectangles (see
the four figures above) is the same as the spiral curve of the chambered nautilus. The same
curve appears on the horns of rams and some animals, in sunflowers and other flower heads,
pinecones and pineapples, and others.
The Golden Ratio, Golden Rectangle, and Fibonacci Numbers in Art

(Please check the internet for the artworks mentioned here.)
⮚ Ancient Greek civilization used the golden rectangle in art and architecture. The main
measurements of many buildings of antiquity, including the Parthenon in Athens, are
governed by golden ratios and golden rectangles. Greek statues, vases, urns, and other
works of art also exhibit characteristics of the golden ratio. It is for Phidas, considered
the greatest of Greek sculptors, that the golden ratio was named “phi.” The golden
proportion can be found abundantly in his work.
⮚ The golden rectangle can be seen in the painting Invitation to the Slideshow (La Parade
de Cirque), 1887, by George Seurat, a French neoimpressionist artist.
36
∙∙∙
⮚ Fibonacci’s Garden, an artwork made by Caryl Bryer Fallert, 1995, which is a quilt
constructed from two separate fabrics that are put together in a pattern based on the
Fibonacci sequence.
⮚ In music, particularly on the piano keyboard: An octave on a keyboard has 13 keys: 8

white keys and 5 black keys (the black keys are in one group of 2 and one group of 3).
⮚ In a study, the musical interval considered by many to be the most pleasing to the ear are
the major sixth and minor sixth, whose ratio of vibration reduces to 53and 85,
respectively. (The numbers involved in the ratio are 2 consecutive terms in the
Fibonacci sequence.)
⮚ Patterns that can be expressed mathematically in terms of Fibonacci relationships have

been found in Gregorian chants and works of many composers, including Bach,
Beethoven, and Bartok.
⮚ A number of studies have tried to explain why the Fibonacci sequence and related items
are linked to so many real- life situations. It appears that the Fibonacci numbers are part
of a natural harmony that is pleasing to both the eyes and the ear.
THE FIBONACCI NUMBERS
F1 = 1, F2 = 1, and Fn = Fn−1 + Fn−2 for n ≥ 3.
Example: Use the definition of Fibonacci numbers to find the seventh and eight Fibonacci
numbers.
Binet’s Formula
The following formula is known as Binet’s formula for the nth Fibonacci number.
1+√5
F 2) − 2)
n
n
=1√5[(
n
(1−√5
]
The advantage of this formula over the recursive formula Fn = Fn−1 + Fn−2 is that you can
determine the nth Fibonacci number without finding the two preceding Fibonacci numbers.
37
∙∙∙
Example: Use Binet’s formula and a calculator to find the 20th, 30th, and 40th Fibonacci
numbers.
Binet’s Formula Simplified
Binet’s formula can be simplified if you round your calculator results to the nearest
integer. In the following formula, nint is an abbreviation for “the nearest integer of.”
+√5
nf = 2)
n
nint[1√5(1 ]
⮚ The mathematician of the Golden Ratio and the Fibonacci sequence are intimately
interconnected. The Golden Ratio is arrived at through the ratios of successive Fibonacci
numbers which is approximately equal to 1.618
Example: Use the above form of Binet’s formula and a calculator to find the 16th, 21st, and 32nd
Fibonacci numbers.
Learning check
Activity # 6:
Bee Genealogy: In the study of Biology, one learns that a male bee has only one
Parent, his mother. A female bee has both father and mother. Complete the picture
of the family tree of a male bee, where δ (Mars) represents male and Ꝗ (Venus)
represents female up to 5th generation. Do you notice any relationship between
Fibonacci numbers 1, 1, 2, 3, 5, 8, 13, 21, . . . and
1. The number of ancestors in each generation?

2. The number of male ancestors in each generation?
3. The number of female ancestors in each generation?
4. Without drawing up to 21th generation, how many ancestors does a male bee
have, and how many ancestors does a male bee have, and how many of
these are male bees?
38
∙∙∙
Learning check
Activity # 7:
Let Fn be the nth term of the Fibonacci sequence, with F1 = 1, F2 = 1, F3 = 2, and so

on, find:
1. F8
2. F19
3. If F22 = 17,711 and F24 = 46,368, what is F23?
Learning check
Activity # 8:
Let’s see if the Golden Ratio is somewhere in each of us. Form groups of five. Make
a table like the one below. Write the name of each person in your group.
Name B/N F/K L/H A/E X/Y
1. Measure the height (B) and the navel Height (N) of each member of your
group. Calculate the ratios B/N. Record them in your table.
2. Measure the length (F) of an index finger and the distance (K) from the finger
tip to the big knuckle of each member of your group. Calculate the ratios F/K.
Record them in your table.
3. Measure the length (L) of a leg and the distance (H) from the lip of the to the
kneecap of everyone in your group. Calculate and record the ratios L/H. 4.
Measure the length (A) of an arm and the distance (E) from the finger tips to the
elbow of everyone in your group. Calculate and record the ratios A/E.
39
∙∙∙
5. Select another pair of length (X and Y) on the body that you suspect may be in
the golden ratio. Measure the lengths and calculate the ratios (large to small)
and record them.
E. Isometry
Terminologies:
Image – the motion by establishing a correspondence between the points of the original
pattern and the points of the new pattern.
Transformation – each point of a plane figure can be paired with exactly one point of its
image on the plane, and vice versa.
Isometry – a special transformation that preserves size and shape. In isometry, the
image of the figure is always congruent to the original shape.
Types of Isometries:
1. Translation – slide
2. Rotation – turn
3. Reflection - flip
⮚ Translation
o is a rigid transformation of the plane that moves every point of a pre-image a
constant distance in a specified direction.
o When working in the plane this is usually represented by an arrow, the arrow
provides both distance and direction of the translation.
o When working in the coordinate plane, a vector (V) is used to describe the fixed
distance and the given direction often denoted by (x, y). The x-value describes the
effect on the x-coordinates (right or left) and the y-value describes the effect on the
y-coordinates (up or down).
Properties:
1. Distance (lengths of segments are the same)
2. Angle measure (angles stay the same)
3. Parallelism (things that were parallel are still parallel)
4. Collinearity (points on a line, remain on the line)
40
∙∙∙
Note: After a translation, the pre-image and the image are identical.\
⮚ Rotation
o Is a rigid transformation or isometry because the image is the same size and shape
as the pre-image.
o A rotation θ degrees (rotation c,θ) is a transformation which turns a figure about a
fixed point, C called the center of rotation.
Properties:
3. Parallelism (parallel lines remain parallel)
5. Orientation (lettering order remains the same)
⮚ Reflection
o Is a rigid transformation (isometry) that maps every point P in the plane to point P’,
across a line of reflection.
o A Reflection is an example of transformation that takes a shape (called the image).
By examining the coordinates of the reflected image, you can determine the line of
reflection. The most common lines of reflection are the x-axis, y-axis, or the lines y
= x or y = - x.
o A line of reflection is the perpendicular bisector of the segment joining every point
and its image.
Properties:
3. Parallelism (parallel lines remain parallel)
Note: After a reflection, the pre-image and image are identical.
ISOMETRIES
From our first lesson, we know that a figure has reflection
symmetry if there is a line that can be “folded over” so that one- half of
the figure matches the other half perfectly. The “fold line” is called the
figure’s line (axis) of symmetry.
41
∙∙∙
In the figure on the left, notice that when we fold the figure along the line in the middle,
we are actually forming a one- to- one correspondence between the points of the figure. For
example, points A and C correspond to each other, points D and E correspond to each other,
̅̅ ̅̅
and points along segments AB and CB correspond. If a point lies on the axis of symmetry then
it corresponds to itself, like the point B here in the figure.
In this module, you will learn about a special kind of transformation, called isometry. A
transformation is a one- to- one correspondence between points in the plane such that each
point P is associated with a unique point P’, called the image of P. We can describe a
transformation as an operation that moves, flips, or changes a shape (preimage) to create a
new shape (image). An isometry is a kind of transformation that preserves the size and shape
of a geometric figure. The word isometry comes from the words “iso”, meaning “same”, and
“metry” meaning “measure”. Sometimes isometry is called rigid motion.
There are three types of isometries: translation, reflection, and rotation.
Translation Reflection Rotation
Translations. A transformation that acts like a “slide” or “shift” is called translation. Here,
orientation is preserved. In a slide, points in the original figure move an identical distance along
parallel paths to the image of the figure. The arrow, called a translation vector, shows distance
and direction. The length of the translation vector from the starting location to tip represents
the distance, while the direction that the arrow is pointing represents the direction the object is
to be translated.
Definition
Suppose that A and B are points in the plane. The
⃗ ⃗⃗⃗⃗
translation associated with directed line segment AB is the
transformation that maps each point P to the point P’ such
⃗⃗⃗⃗⃗⃗ ⃗ ⃗⃗⃗⃗
that PP′ is equivalent to AB .
42
∙∙∙
Practice exercise 1: Translate the given triangle ABC three units to the right and two units
down. (Write the coordinates of the vertices of the triangle to clearly see the change in the
coordinates after translation. The dashed triangle is the image. )
Coordinate plane rules: (��, ��) → (�� ± ��, �� ± ��)

where h
and k are the horizontal and vertical shifts.
Note: If movement is left, then h is negative. If movement

is down, then k is negative.
Practice exercise 2. The vertices of the preimage triangle are A(1, 2), B(2, 5), and C(5, 2).
Sketch the preimage on the coordinate system and find the image by sliding the figure 3
spaces to the right on the horizontal axis and 3 spaces up on the vertical axis.
Practice exercise 3. The vector PQ= 〈4,1〉 describes the translation of A(-1,w) onto A’(2x+1, 4)
and B(8y-1, 1) onto B’(3, 3z). Find the values of w, x, y, and z.
Reflections. A reflection is a transformation that takes a shape and flips it across a line
(called the line of reflection) to create a new shape. Reflections do not preserve orientation. By
examining the coordinates of the reflected image, you can determine the line of reflection. The
most common lines of reflection are the x- axis, the y- axis, the line y = x, and the line y = −x.
Definition
Suppose that l is a line in the plane. The reflection in

line l, denotedMl, is the transformation that maps points as
follows:1. Each point P not on line l, is mapped to the point
P’ such that l, is the perpendicular bisector of segment
⃗⃗⃗⃗⃗⃗
PP′ .2. Each point Q on line l is mapped to itself.
43
∙∙∙
Practice exercise 4. Determine the line of reflection of the triangle below. The preimage is the
triangle with solid lines. (Write the coordinates of the vertices of the triangle to clearly see the
change in the coordinates after reflection.)
All of the x- coordinates have been multiplied by -1. This means that the preimage has been
reflected across the y- axis. This reflection can be denoted by:
��−��(��, ��) → (−��, ��)
Notice that the notation tells you exactly how each (x, y) changes as a result of the
transformation.
Coordinate plane rules and notations: Over the x- axis: ��−��(��, ��)
→ (��, −��)
Over the y- axis: ��−��(��, ��) → (−��, ��)
Over the line �� = ��: ��=��(��, ��) → (��, ��)
Over the line �� = −��: ��=−��(��, ��) → (−��, −��)
Practice exercise 5. Find the image of the point (3, 2) that has undergone a reflection across
the following lines:
a. the x- axis b. the y-axis c. the line y=x d. the line y=-x
44
∙∙∙
Practice exercise 6. Reflect Image A in the diagram below across the following lines and write
the notation for each reflection.
1. Across the y-axis and label it B.
2. Across the x-axis and label it C.
3. Across the line y=x and label it D.
4. Across the line y=x and label it E.
Practice exercise 7. Write the notation that represents the reflection of the preimage to the
image in the diagram below:
Practice exercise 8. Write the mapping rule for the reflection of Image A to Image
B.
Practice exercise 9. Thomas describes a reflection as point J moving from J(−2,6) to J′(−2,−6).
Write the notation to describe this reflection for Thomas.
45
∙∙∙
Practice exercise 10. Write the notation that represents the reflection of the yellow diamond
(left) to the reflected green diamond (right) in the diagram below.
Practice exercise 11. Karen was playing around with a drawing program on her computer. She
created the following diagrams and then wanted to determine the transformations. Write the
notation rule that represents the transformation of the purple and blue diagram (right) to the
orange and blue diagram (left).
Practice exercise 12. Write the notation to describe the movement of the points in each of the
reflections below.
1. S(1,5)→S′(−1,5) 5. A(3,5)→A′(−3,5) 9. W(−5,−1)→W′(5,−1) 2. C(1,2)→C′(2,1) 6.
(2,−5)→Q′(2,5) 10. D(2,−5)→D′(5,−2) 3. M(4,3)→M′(−3,−4) 7. E(3,1)→E′(−3,1) 11.
B(−4,−2)→B′(−2,−4) 4. 11. G(1,3)→G′(1,−3) 8. F(−4,2)→F′(−4,−2)
46
∙∙∙
Practice exercise 13 (a-d). Write the notation that represents the reflection of the preimage
image for each diagram below.
13a. 13b. 13c.
13d.
Rotations. A rotation is a translation that corresponds to turning the plane around a fixed
point, called the center of rotation. Rays drawn from the center of rotation to a point and its
image form an angle called the angle of rotation. (See figure below.)
47
∙∙∙
Rotations do not preserve orientation unless the rotation is 360° or exhibit rotational symmetry
back onto itself. Rotations of 180° are equivalent to a reflection through the origin.
Definition
The rotation with center O and angle with measure a,
denoted RO,a, is the transformation that maps each point P
other than O to the point P’ such that
1. the measure of directed angle ∡POP′ is a, and
2. OP′ = OP. 2. Point O is mapped to itself by RO,a.
Note: If the angle of rotation is positive, the rotation is done counterclockwise, and if the angle
of rotation is negative, the rotation is done clockwise. Intuitively, point P is “turned” by RO,a
around the center, O, through a directed angle of measure a to point P’.
Coordinate plane rules:

Center of Angle of Preimage Rotated Notation
Rotation Rotation (Point P) (Point P’) (Point P’)
(0,0) 90° (or −270°) (x, y) (-y, x) (x, y) → (-y, x)
(0,0) 180° (or −180°) (x, y) (-x, -y) (x, y) → (-x, -y)
(0,0) 270° (or −90°) (x, y) (y, -x) (x, y) → (y, -x)
Practice exercise 14. Find an image of the point (3, 2) that has undergone a counterclockwise
rotation:
a. about the origin at 90° b. about the origin at 180° c. about the origin at 270°
Write the notation to describe the rotation. The first one has been done for you.
Solutions: a. about the origin at 90° R0,90(3, 2) → (−2, 3)
b. about the origin at 180°
c. about the origin at 270°
48
∙∙∙
Practice exercise 15. Describe the rotation in words, or with

notation.
Practice exercise 16. Write the mapping rule for the rotation of Image A to Image B.
Practice exercise 17. Rotate A in the diagram below:
a. about the origin at 90° and label it B.
b. about the origin at 180° and label it C.
c. about the origin at 270° and label it D.
Write notation for each transformation to indicate the type of rotation.
49
∙∙∙
Practice exercise 18. Write the notation that represents the rotation of the preimage A to the
rotated image J in the diagram below.
Practice exercise 19. Thomas describes a rotation as point J moving from J(-2,6) to J’(6, 2).
Write the notation to describe the rotation for Thomas.
Practice exercise 20.
Practice exercise 21. Complete the following table:

Starting point 90° rotation 180° rotation 270° rotation 360° rotation
1. (1, 4)
2. (4, 2)
3. (2, 0)
4. (-1, 2)
5. (-2, -3)
50
∙∙∙
Practice exercise 22 (a-j). Write the notation that represents the rotation of the preimage to the
image for each diagram below.
a. b.
c.
d.
e. f.
51
∙∙∙
g. h.
i. j.
Practice exercise 23. The vertices of a triangle are A(1, 2), B(2, 5), and C(5, 2). Sketch the
figure and turn it 135° with (0, 0) as the angle of rotation. Label the vertices of the image after
rotation using A’, B’, and C’ respectively and determine the respective coordinates.
Properties of Isometries
1. Isometries map lines to lines, segments to segments, rays to rays, angles to angles, and
polygons to polygons.
2. Isometries preserve angle measure.
3. Isometries map triangles to congruent triangles.
4. Isometries preserve parallelism.
Glide Reflection. This is a transformation that is a combination of a translation and a

reflection.
Definition
Suppose that A and B are different points in the plane
⃗ ⃗⃗⃗⃗
and that line l is parallel to directed line segment AB .
The combination of the translation followed by the
reflection is called the glide reflection determined by
52
∙∙∙
⃗ ⃗⃗⃗⃗
AB and glide axis l. That is, P is first is mapped to P* by
translation. Then P* is mapped to P’ by reflection. The
combination of translation followed by reflection maps P to
P’.
Learning check
Activity # 9:
1. Translate the triangle ABC whose vertices are:

a. A(-3, 2), B(-2, 4), and C(-1, 1); three units to the right and two units down.
b. A(5,9), B(1, 6), and C(4, 4); 6 units to the left and 4 units down.
2. Rotate the following into 900, 1800, and 2700.
a. Triangle ABC (4, 6), (6, 3), (10, 4)
b. Triangle XYZ (-2, -4), (-4, 5), (1, 3)
3. Reflect the figure with the given vertices below, across x-axis, y-axis, y = x, and
y = -x.
a. Triangle LMN (5, 1), (2, 2), (4, 4)
b. A(- 12, 5), B(- 12, 2), C(- 8, 5), D(- 5, 2), E(- 8.5, 0.5), F(- 10.5, 3)
REFLECTION
What ideas about mathematics did your learn?

What is it about mathematics that might have changed your thoughts about
it? What is the most useful about mathematics for humankind?
53
∙∙∙
Learning check
Activity # 10:
Construct a short – response focusing on only one of the following aspects of

mathematics. (10 points)
i. Mathematics helps organize patterns and regularities in the world. ii.

Mathematics helps predict the behaviour of nature and phenomena in the world. iii.
Mathematics helps control nature and occurrences in the world for our own ends.
Rubrics %
Substance 40%
(depth and validity of the content)
Relevance 30%
(connection to the topic)
Comprehensiveness 20%
(extensiveness of the content)
Clarity 10%
(organization of though)
Total 100%
54
∙∙∙
EVALUATION
Part 1. Answer the following completely and neatly in yellow paper. You may choose to work
alone or with a partner, in which case, you will submit a single output. Do not use the
back page of your paper.
1. Find the nth term of the sequence 6, 9,272, … (4 points) (Hint: Determine first whether this
is an arithmetic or geometric sequence. Remember that the converse of common difference
is common addend and the converse of common ratio is common multiplier.)
2. Find �� in the arithmetic sequence 45, 60, 75, 90, …, (7 points)
3. Find �� so that �� + 7, 3�� + 9, �� + 3, …, form an arithmetic sequence. (10 points)

(Hint: Remember that pairs successive terms in an arithmetic sequence has common
difference. So here you have to show that the difference between pairs of successive terms
are common or equal.)
4. Find the sum of all even numbers between 33 and 427. (8 points) (Note: Even
numbers only.)
5. The total seating capacity in an auditorium is 1,065. The first row has 21 seats and each
row has one seat more than the row in front of it. How many rows are there in the
auditorium? (15 points)
(Hint: In case you will need the quadratic formula in your solution, here it is: ��
=−��
±√��2
−4��
��
2��
Part II. True or False.

a. The sum of any six consecutive Fibonacci numbers is always divisible by 4. b. The sum
of any 10 consecutive Fibonacci numbers is always divisible by 11. c. The greatest
common factor of any two consecutive Fibonacci numbers is 1. d. For any four
consecutive Fibonacci numbers, the difference of the squares of the middle two numbers
equals the product of the smallest and largest numbers.
e. Twice any Fibonacci number minus the next Fibonacci number equals the second
number preceding the original number.
55
∙∙∙
Part III. Determine whether the sequence is a Fibonacci- type sequence (each term is the sum
of the two preceding terms). If it is, determine the next two terms of the sequence.
1) 4, 5, 9, 18, 36, 72, …

2) 4, 5, 9, 14, 23 ,37, …
3) 1, 5, 6, 11, 17, 28, …
4) 0, π, π, 2π, 3π, 5π, …
5) -1, 1, 0, 1, 1, 2, …
6) 1, 4, 9, 16, 25, 36, …
7) 5, 10, 15, 25, 40, 65, …
8) 14,14,12,,34, 114, 2, …
Part IV. Multiple Choice

1. Which of the following transformations represents an isometry?
a. c.
b. d.
2. Refer to the figure below. The rule for this transformation of ∆ �� onto ∆
��′��′��′ is ______________________.
a. (��, ��) → (�� − 9, �� − 2)
b. (��, ��) → (�� + 9, �� + 2)

c. (��, ��) → (�� − 9, �� + 2)
d. (��, ��) → (�� + 9, �� − 2)
56
∙∙∙
3. The point ��(−7, 3) is translated onto ��′ by the vector ��⃗ = 〈5, −4〉. The
coordinates of ��′ are ______________.
a. (−2, −1) b. (−12, 7) c. (2, −7) d. (5, −4) 4. What are the coordinates of the
vertices when the figure is reflected in line m?
a. ��′(4, −3), ��′(−2, −1), ��′(−5, −1)
b. ��′(4, 3), ��′(2, −1), ��′(−5, 1)
c. ��′(0, −3), ��′(−2, 1), ��′(−9, −1)
d. ��′(−3, 0), ��′(1, −2), ��′(−1, −9)
5. A reflection is always ____________.

a. a rotation b. a translation c. an isometry d. reflexive
⃡⃗⃗⃗⃗⃗
6. The graph of �� below represents the equation �� =43�� + 4. If
⃡⃗⃗⃗⃗⃗
�� is reflected over the x- axis, what would be the new value of y when ��
= 0?
a. −3
b. −4
c. 4
d. 3
57
∙∙∙
7. Refer to the figure below. The change in position from the solid figure to the dotted/
dashed figure is best describes as _____________.
a. transmission
b. reflection
c. rotation
d. translation
8. Use the graph below to complete the sentence: “Figure ��′��′��′��′is the image of
figure �� under a rotation __________________________________.”
a. 180° about the origin

b. 90° counterclockwise about the origin
c. 270° counterclockwise about the origin
d. 270° clockwise about the origin
⃡⃗⃗⃗⃗⃗
9. The graph of �� below represents the equation �� =43�� + 4. If
⃡⃗⃗⃗⃗⃗
�� is rotated counterclockwise 270° around the origin, what will be the new
coordinates of point N?
a. (0, 3)
b. (0, −3)
c. (3, 0)
d. (−3, 0)
58
∙∙∙
10.The transformation (��, ��) → (−��, −��) is applied to the figure below. Identify
the image of the figure under this transformation.
59

∙∙∙
11.Which glide reflection could map triangle �� to triangle
��′��′��′?
a. translation: (��, ��) → (��, �� + 3)

reflection : in �� = −1
b. translation: (��, ��) → (�� + 1, �� + 3)
reflection: in �� = −1
c. translation: (��, ��) → (�� + 3, ��)
d. translation: (��, ��) → (�� + 3, �� + 1)
12.Which of the following shows the image of ∆�� after the glide reflection
described? TRANSLATION: (��, ��) → (��, �� − ��); REFLECTION: in �� =
��
60
∙∙∙
13.Which of the following shows the image of ∆�� after the glide reflection
described? TRANSLATION: (��, ��) → (�� − ��, ��); REFLECTION: in �� = ��
61

∙∙∙
14.The composition of two (or more) isometries is always ___________________.

a. an isometry b. a translation c. a rotation d. a reflection
15.Graph ∆�� with vertices ��(0,3),��(4,3), and (��(0,7). Then graph its
image after the given transformation.
ROTATE ��° THEN TRANSLATE USING (��, ��) → (�� − ��, �� − ��).
a. b. c. d.
62
∙∙∙
16.The hexagon shown below is equiangular. How many lines of symmetry does it have?
a. 2 c. 3
b. 1 d. 6
17.Which of the following four letters Q, S, T, Z (if drawn as simply as possible) has at least
one line of symmetry?
a. S b. T c. Q d. Z
18.Which figure shows all lines of symmetry?
a. c.
b. d.
19.Which figure has more than one line of symmetry?

a. b. c. d.
20.If a triangle has three lines of symmetry, then it is ______________. a.

scalene b. equilateral c. a right triangle d. isosceles
63
∙∙∙
21.Which of the following is not true?

a. A regular hexagon has rotational symmetry and always has line symmetry.
b. A triangle has rotational symmetry and always has line symmetry.
c. A rectangle has rotational symmetry and always has line symmetry. d.
A parallelogram has rotational symmetry and may have line symmetry.
22.Which figure has rotational symmetry for an angle of rotation of 240°? a. b.
c. d. 23.The line shown in the figure below is the

only line of symmetry for a hexagon. The figure
shows three of the hexagon’s vertices. What are the coordinates of the other three
vertices of the hexagon?
a. (7, 3), (6, −2), (0, −3)
b. (7, 3), (6, −2), (−1, −2)

c. (7, 3), (7, −1), (0, −2)
d. (3, 7), (−2, 6), (−3, 0)
24.Points A, B, and C are three points on a convex polygon that has rotational symmetry
only for rotations of 90° or multiples of 90°. How many more vertices does the polygon
have and what are their coordinates?
a. There is one more vertex at (2, 3).
b. There are two more vertices at (2, 1)

and (1, 2).
c. There are two more vertices at (2, 0)
and (0, 2).
d. There is one more vertex at (2, 2).
64
∙∙∙
25.During ceramics class, Susan painted plates for her mother. Which design exhibits
rotational symmetry?
REFERENCES
1. Aufmann, R. er.al. (2018). Mathematical in the Modern World Excursions. Manila,
Philippines: Rex Book Store, Inc.
2. Bluman, A. G. (2003). Elementary Statistics: A Step by Step Approach. 5 th Ed. McGraw
Hill, Inc.
3. CENGAGE (2018). Mathematics in the Modern World.
4. DS Malik, MK Sen. Discrete Mathematical Structures.
5. Johnsonbaugh, R. Discrete Mathematics.
6. Guillermo, R.M. (2018). Mathematics in the Modern World. Quezon City: Nieme Publishing
House Co. Ltd.
7. Lactuan, I. R. et. al. (2018). Instructional Material in Mathematics in the Modern World.
Puerto Princesa City: Palawan State University.
8. Nocon, R. C. & E. G. Nocon (2018). Essential Mathematics for the Modern World. C & E
Publishing, Inc.
9. Nocon and Nocon (2018). Essential Mathematics for the Modern World. 10.Stewart, I.
Nature’s Numbers. http://ian-stewart-numerele-naturii.pdf 11.Walpole, M. and M. (2002).
Probability and Statistics for Engineers and Scientists. 7th Ed. Prentice Hall Int’l. Inc.
12.wac.colostate.edu http://wac.colostate.edu/docs/llad/v4n1/jamison.pdf
13.https://problem-solving_by_Loren%20C.%20Larson.pdf
65

Ge - MMW Module No. 1

Uploaded by

Copyright:

Available Formats

Ge - MMW Module No. 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ge - MMW Module No. 1

Uploaded by

Copyright:

Available Formats

What is the main point the author is trying to make?

What is the main point the author is trying to make?

What are some examples of math skills that would be useful outside of mathematics?

What are some examples of math skills that would be useful outside of mathematics?

Module 1

The Nature of Mathematics

Mathematics in Our World

Mathematics in the Modern World

In his book “How Not to Be Wrong: The Power of Mathematical

Classify patterns in nature and regularities in the world;

Explain the importance of mathematics in one’s life;

Appreciate mathematics as a human endeavor through creating self-designed patterns;

Initial activity (Accessing prior knowledge)

Sometimes, it takes decades or centuries before a practical mathematician discovers

Around 500BC to AD 300 Era of Greek Mathematics

Middle of Seventeenth Century

By the end of Nineteenth Century

Why is math important in education? Why do we have to study a lot of maths

The special role of mathematics in education is a consequence of its universal

What are the uses of Mathematics?

1. Predicting the Weather 9. Navigation

1. Construction 6. Computer Circuits

1. Reading CDs and DVDs 4. Movie Graphics

iv. Medicine and Health

v. Finance and Business

1. Supply Chains 6. Fraud Detection

A. Patterns in Nature and the World

understanding the natural world. While we https://www.pinterest.ph/pin/21 1174958764866/

provide us a clearer understanding of all living things.

Patterns are everywhere:

What are the different natural patterns?

Natural Patterns include:

✔ What kind of pattern do the questions above show you?

This pattern is called symmetry.

Fractal spirals: Romanesco broccoli Trees: dendritic copper

Spiral aloe Spiralling shell Spiralling shell

Have you heard of a tessellation?

Practice Tests: Find the next number in each of the following:

19.) Which one completes the series?

20.) Which is the odd one out?

FIGURATIVE NUMBER PATTERNS

Examples: Consider the triangular figures below.

A pattern of numbers arranged in a particular order is called a sequence, and the

Practice exercise 1. Describe the following pattern:

pattern.) Practice exercise 2. Shade squares in a square array.

Do you observe any pattern?

Shaded squares (SS) …

Unshaded squares (US) …

Practice exercise 3. Following is a pattern of circular shapes:

Practice exercise 4. Observe the following pattern:

a. State the generalization based on this pattern.

ARITHMETIC SEQUENCE AND GEOMETRIC SEQUENCE

A sequence is an ordered collection of objects. Some special sequences can be

The General Rule or nth Term of the Sequence

����������� �� ���� ����2 ����3 … ������−1 …

A. An Arithmetic Sequence with common difference d

I. The Linear Form: an= an + b

Hence, �� = −��, and �� = ����

General Rule: ���� = − ���� + ����

�� 2 ��3 … ��−1 …

Hence, �� = −��, and �� = ��

General Rule: �� = − �� + ��

Hence, �� = ��, �� + �� = ��, and �� = ��

B. A Geometric Sequence with common ratio ��, �� ≠ 1. �� =

Fibonacci Numbers and the Golden Number (��, ��)