POLYTECHNIC UNIVERSITY

OF THE PHILIPPINES
Bachelor of Secondary Education
major in Mathematics
Santa Maria Campus

GEED 004
Mathematics in the
Modern World

Dr. Katherine Joyce M. Castro

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 Mathematics in
the Modern World
Learning Module
GEED 004

Dr. Katherine Joyce M. Castro

ALL RIGHTS RESERVED. No part of this learning module may be

reproduced, used in any form, or by any means, graphic,
electronic, or mechanical, including photocopying, recording, or
information storage and retrieval system, without written
permission from the authors and the University.

Published and distributed by:

Polytechnic University of the Philippines Santa Maria Campus

Km. 38 Pulong Buhangin, Santa Maria,

Bulacan [Link]
stamaria@[Link]

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 The VMPGO

VISION
A Leading Comprehensive Polytechnic University in Asia

MISSION
Advance an inclusive, equitable, and globally relevant polytechnic
towards national development

PHILOSOPHY
As a state university, the Polytechnic University of the Philippines believes that:
 Education is an instrument for the development of the citizenry
and for the enhancement of nation-building; and,
 That meaningful growth and transformation of the country are best
achieved in an atmosphere of brotherhood, peace, freedom, justice
and nationalist-oriented education imbued with the spirit of humanist
internationalism.

SHARED VALUES AND PRINCIPLES

1. Integrity and Accountability
2. Nationalism
3. Sense of Service
4. Passion for Learning and Innovation
5. Inclusivity
6. Respect for Human Rights and the Environment
7. Excellence
8. Democracy

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GOALS OF THE COLLEGE/CAMPUS

PUP Santa Maria Campus Goals:

1. To provide quality tertiary education relevant to the industry requirements of globalization.
2. To offer curricula responsive to the needs of the industry and society.
3. To enhance the development of critical thinking and mental growth of the client.
4. To inculcate social awareness and desirable values to the minds of every student.
5. To develop partnerships and linkages with industries.
6. To ensure the highest quality and affordable instructions to the clients.
7. To produce globally competitive graduates.

PROGRAM DESCRIPTION

The BSEd is an undergraduate teacher education program designed to equip learners with
adequate and relevant competencies to teach their chosen area of specialization/ major in the
secondary level.

The BSEd degree program aims to develop highly motivated and competent teachers
specializing in the content and pedagogy for secondary education.

COURSE DESCRIPTION

The course deals with the nature of mathematics, appreciation of its practical, intellectual and
aesthetic dimensions, and application of mathematical tools in daily life. The course begins
with an introduction to the nature of mathematics as an exploration of patterns (in nature and
environment) 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, a rich
language in itself (and of science) governed by logic and reasoning. The course the proceeds
to survey ways in which mathematics provides a tool for understanding. And dealing with
various aspects of present day living, such as managing personal finances, making social
choices, appreciating geometric designs, understanding codes used in data transmission and
security, and dividing limited resources fairly. These aspects will provide opportunities for
actually doing mathematics in a broad range of exercises that bring out the various dimensions
of mathematics as a way of knowing and test the students’ understanding and capacity.

[Focus] The nature of mathematics as an exploration of patterns, a language of logic, and a

tool for practical daily life—from managing personal finances and making social choices to
understanding codes and dividing resources fairly.

[Output] At the end of the course, the students are expected to actively participate in oral
recitations, accomplish written activities and long tests, and pass major exams. Their output
also includes presentation of answered word problems and analyzed data using descriptive
statistics, incorporating social justice issues and mathematics.

[Modality] The course is delivered through a combination of strategically designed face-to-

face and online (synchronous and asynchronous).
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INSTITUTIONAL LEARNING OUTCOMES (ILOS)

As a polytechnic state university, PUP shall develop its students to possess:

1. Critical and Creative Thinking. Graduates use their rational and reflective
thinking as well as innovative abilities to life situations to push boundaries, realize
possibilities, and deepen their interdisciplinary, multidisciplinary, and/or
transdisciplinary understanding of the world.
2. Effective Communication. Graduates apply the four macro skills in communication
(reading, writing, listening, and speaking), through conventional and digital means,
and can use these skills in solving problems, making decisions, and articulating
thoughts when engaging with people in various circumstances.
3. Strong Service Orientation. Graduates exemplify a strong commitment to service
excellence for the people, the clientele, industry, and other sectors.
4. Adept and Responsible Use or Development of Technology. Graduates
demonstrate optimized and responsible use of state-of-the-art technologies in their
profession. They possess digital learning abilities, including technical, numerical,
and/or technopreneurial skills.
5. Passion for Lifelong Learning. Graduates perform and function in society by
taking responsibility in their quest for further improvement through lifelong
learning.
6. Leadership and Organizational Skills. Graduates assume leadership roles and
become leading professionals in their respective disciplines by equipping them with
appropriate organizational skills.
7. Personal and Professional Ethics. Graduates manifest integrity and adherence to
moral and ethical principles in their personal and professional circumstances.
8. Resilience and Agility. Graduates demonstrate flexibility and the growth mindset
to adapt and thrive in the volatile, uncertain, complex, and ambiguous (VUCA)
environment.
9. National and Global Responsiveness. Graduates exhibit a deep sense of
nationalism as it complements the need to live as part of the global community,
where diversity is respected. They promote and fulfill various advocacies for human
and social development.

PROGRAM LEARNING OUTCOMES (PLOS)

PLO1: Exhibit competence in mathematical concepts and procedures.

PLO5: Apply problem-solving and critical thinking skills to a variety of problems across the
curriculum.
PLO7: Appreciate mathematics as an opportunity for creative work, moments of
enlightenment, discovery, and gaining insights of the world.

COURSE LEARNING OUTCOMES (CLOS).

At the end of this course, the students are expected to:

CLO 1. Discuss and argue about the nature of mathematics.

CLO 2. Use different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts.
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CLO 3. Use a variety of statistical tools to process and manage numerical data.
CLO 4. Apply the principles of logic to tell sound from unsound reasoning in everyday
discourse.

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 Preface

To appreciate mathematics in the modern world is to see beyond numbers and formulas. It
demands a shift in perspective – from viewing mathematics as a mere academic
requirement to recognizing it as a language of nature, a tool for logic, and a foundation for
informed decision-making in daily life. This module addresses the first step of that journey:
understanding nature, patterns, and application of mathematics through structured
lessons and classroom interactions. The deeper appreciation, however, depends on the
learner’s willingness to explore, question, and connect these concepts to the world around
them.

This learning material, entitled “Mathematics in the Modern World Learning

Module”, is divided into five major sections aligned with the course syllabus and the
outcomes-based framework of the Polytechnic University of the Philippines.

The first section, The Nature of Mathematics, introduces the learner to the beauty of
patterns and numbers in nature and the environment. It begins with an exploration of
regularities in the world, followed by a discussion of the Fibonacci Sequence and its
connection to growth phenomena. This section aims to establish mathematics not just as a
science, but as an art and a language governed by logic and reasoning.

The second section, Mathematical Language and Symbols, equips learners to

translate real-world scenarios into mathematical statements. It covers sets, relations, and
functions, emphasizing precision in communication and the importance of distinguishing
between different types of mathematical representations.

The third section, Problem Solving and Reasoning, delves into the heart of logical
thinking. Learners will be introduced to inductive and deductive reasoning, as well as
various strategies for solving mathematical problems. This chapter also challenges
students to investigate social justice issues within their own communities, applying
mathematical reasoning to formulate evidence-based conclusions.

The fourth section, Statistics and Data Management, provides learners with the tools
to process and manage numerical data. From measures of central tendency and
dispersion to regression, correlation, and normal distribution. This chapter prepares
students to act as researchers. The culminating activity in this section is a group survey
and statistical analysis project, where learners choose a real-world topic, collect data, and
apply all the statistical tools learned to draw meaningful conclusions.

The final section, Logic. Learners will explore propositions, truth tables, logical
equivalences, and the validity of arguments. This section aims to develop the ability to tell
sound from unsound reasoning in everyday discourse – a skill essential for responsible
citizenship.

To complete the course, students will be expected to actively participate in oral

recitations, accomplish written activities and long tests, and pass the major exams. Their
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output also includes the presentation of answered word problems and analyzed data using
descriptive statistics, incorporating social justice issues and mathematics. These
requirements will serve as basis for assessing the level of competency across the Course
Learning Outcomes (CLOs), ensuring a deep and practical understanding of mathematics
as a way of knowing – practical, intellectual and deeply connected to the world.

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 TABLE OF CONTENTS
Title Page 1

The VMPGO 2

Preface 5

Table of Contents 6

OBE Course Syllabus 11

The Nature of Mathematics

Lesson 1 Patterns and Numbers in Nature and the World
a. Introduction 23
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Link to Video Recording
e. Activity
f. Rubrics of Activity

Lesson 2 The Fibonacci Sequence

a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Link to Video Recording
e. Activity
f. Rubrics of Activity

Lesson 3 Mathematics for Our World

a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Link to Video Recording
e. Activity
f. Rubrics of Activity 33

Values Integration
Unit Assessment

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Mathematical Language and Symbols
Lesson 4 Variables

a. Introduction 34
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Link to Video Recording
e. Activity
f. Rubrics of Activity

Lesson 5 The Language of Sets

a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Link to Video Recording
e. Activity
f. Rubrics of Activity

Lesson 6 The Language of Relations and Functions

a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Link to Video Recording
e. Activity
f. Rubrics of Activity

Values Integration
Unit Assessment
Problem Solving
Lesson 7 Inductive and Deductive Reasoning
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Activity
e. Link to Video Recording
f. Rubrics of Activity

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 Lesson 8 Problem Solving with Patterns

a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Activity
e. Link to Video Recording
g. Rubrics of Activity
Lesson 9 Problem Solving Strategies
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Activity
e. Link to Video Recording
g. Rubrics of Activity
Values Integration
Unit Assessment

Statistics and Data Management

Lesson 10 Measures of Central Tendency
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics

Lesson 11 Measures of Dispersion

a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
Lesson 12 Measures of Relative Position
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
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 g. Assessment or Rubrics
Lesson 13 Normal Distribution
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
Lesson 14 Correlation and Linear Regression
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
Values Integration
Unit Assessment
Logic
Lesson 15 Logic Statements and Quantifiers
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
Lesson 16 Truth Tables and Tautologies
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
Lesson 17 Conditional, Biconditional, and Related Statements
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
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Lesson 18 Symbolic Arguments
a. Introduction
b. Learning Objectives/Outcomes
c. Presentation/Discussion of the Lesson
d. Values integration
e. Activity
f. Link to Video Recording
g. Assessment or Rubrics
Values Integration
Unit Assessment
Appendices

Certificate of Approval for Use

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COURSE SYLLABUS

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 UNIT I

Lesson 1
Patterns and Numbers
in Nature and
the World

INTRODUCTION
Nature is not chaos. From the smallest atom to the largest galaxy, the
world is full of regularities, rhythms, and repetitions. Have you observed how
perfect a spider web is? Why do honeybees build their nests in perfect
hexagons? Why do tiger stripes and leopard spots form the way they do?
Have you ever wondered if there is a hidden order behind these things?
There is. In this lesson, we will become pattern-spotters. We will learn to
identify different types of patterns and understand that mathematics is the
key to describing and explaining the fundamental order of the universe.

LEARNING OBJECTIVES
1. Identify and classify different types of patterns in nature.
2. Discuss the significance of these patterns in understanding natural
phenomena.
3. Create a personal photo journal documenting patterns in local environment.

LECTURE DISCUSSION
When we look closely at the world around us, we see recurring
patterns. These are not random; they are often the most efficient and stable
solutions to natural problems. Let us explore some of these patterns.

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 Symmetry: This refers to a balanced and proportionate
similarity between two halves of an object. The word symmetry comes from
a Greek word which means “to measure together”. Mathematically,
symmetry means that one shape becomes the same as another shape when
you move it in some way. However, not all objects are symmetrical. We call
it asymmetric.

Bilateral Symmetry (Mirror

Symmetry): You can draw a line down the
center of an object, and the two sides are
mirror images. This is common in animals
for balanced movement. Examples of
animals with bilateral symmetry are a
butterfly, a ladybug, a carabao, or the
human face.

Radial Symmetry: The parts are

Fi arranged around a central point. This is
gure 1. Radial symmetry and bilateral
symmetry. Encyclopedia Britannica, Inc. efficient for animals that don’t move much,
as they sense the environment from all
directions. A classic example is a starfish or
a snowflake. In the Philippines, you can see
radial symmetry in many flowers, like the
gumamela (hibiscus) or in a sunflower.
Spirals: A spiral is a curve that starts from a point, moving farther away as it
revolves around the point. This pattern is incredibly efficient for growth.
Examples of this are the sunflower seed heads and snail shells (susô).

The seeds are arranged in two sets of

spirals, one going clockwise and one
counterclockwise. This allows for the
maximum number of seeds to be packed
into the flower head.
Figure 2. A sunflower seed head. Stockcake. 26
(2023).
 Tessellations: Tessellation, also known as tiling, is a pattern of shapes
that fit perfectly together; that is, a pattern of shapes that have no overlaps or
gaps. Examples of this pattern are honeycomb and pineapple skin.

Figure 3. Honeycomb. Retrieved from

[Link]

Figure 4. Pineapple. Geometry in Nature. (2012).

Fractals: Fractal is a curve or

geometric figure, each part of which has
the same statistical character as the
whole. It is a never-ending pattern found
in nature. Just like how a tree grows by
repetitive branching. The exact same
shape is replicated in a process called
“self-similarity”.
Figure 5. Branching of a Tree. Gunther, S. (2024).

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 Waves: Waves are dynamic patterns of disturbance that transfer energy
through a medium (like water or air) or even through space (like light), without
permanently displacing the medium itself. They are a fundamental way nature
organizes movement and information.

Figure 6. Waves. Retrieved from

[Link] (2018).

Link to Video Recording

Activity 1.1. Identifying the Pattern in Nature

Identify the type of pattern being described.

1. A tourist visiting the beach in Boracay picks a beautiful seashell. She
observes that the shell grows in a curved shape that starts from a central
point and continuously widens as it spirals outward. What pattern does this
seashell exhibit?
2. A fisherman in Siargao sits on the beach watching the ocean. He notices
that the water surface rises and falls in a regular, rhythmic motion. As these
approach the shore, they transform into curling crests that eventually crash
onto the sand. What pattern is described in the scenario?
3. During a break, a student notices a dragonfly resting on a leaf in PUPSMB
field. Looking closely, he observes that the dragonfly’s left wing is a mirror
image of its right wing. Identify the pattern observed by the student.
4. A beekeeper notices that his honeybees consistently build their
honeycombs using six-sided cells. These cells fit together perfectly without
any gaps or overlaps, creating a highly efficient structure for storing honey
and raising young bees. What type of pattern is demonstrated by the
honeycomb cells?
5. A snorkeler exploring the coral reefs in Palawan spots a bright orange
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starfish. She notices that the starfish has five arms extending from a central
disk. If she rotates the starfish by 72 degrees, it looks the same as its
original form. What type of symmetry does this demonstrate?

Activity 1.2. Pattern Hunters: A Photo Journal

Task: Act as a field researcher. Your mission is to find and document three
(3) different examples of patterns in your environment – your home, your
community, or the campus.

For each example, follow these steps:

1. Take a clear, original photo using your phone or camera.
2. Create a digital journal (using a Word document or Canva) to present
your findings.
3. For each photo, provide the following information:
 Type of Pattern: Identify the type of pattern.
 Location: Where did you find it?
 Your Reflection: Write 2-3 sentences on why you think this pattern
exists. What purpose might it serve for the object or living thing?

Rubrics of Activity

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 Lesson 2
The Fibonacci
Sequence

INTRODUCTION
Around 1175, an Italian mathematician, Leonardo of Pisa or Leonardo
Pisano, posed a simple problem about rabbit populations. The solution to
this problem led to the discovery of one of the most famous sequences in
all of mathematics: 1, 1, 2, 3, 5, 8, 13, 21, … This sequence, where each
number is the sum of the two preceding ones, is now known as the
Fibonacci sequence. In this lesson, we will explore this sequence and see
how it is intimately connected to the patterns we observed in Lesson 1.

LEARNING OBJECTIVES
1. State the rule that generates the Fibonacci sequence.
2. Calculate the next terms in a given Fibonacci-like sequence.
3. Identify the appearance of the Fibonacci sequence and the Golden Ratio
in nature, art, and architecture.
4. Solve problems involving real-world growth phenomena that
approximate the Fibonacci pattern.

LECTURE DISCUSSION
The Fibonacci sequence is deceptively simple, yet its appearance in nature
is so frequent that it seems to be a fundamental law of growth. Would you
believe that Fibonacci also observed numbers in nature? The terms in the
Fibonacci sequence are the numbers seen in the petals of flowers. A calla lily
has 1 petal, a dayflower has 2 petals, a trillium has 3, hibiscus has 5, cosmos
flower has 8, corn marigold has 13, some asters has 21, and daisy can have 34,
55, or 89 petals.
The Fibonacci Rule: Starting with 1 and 1, the next term can be obtained
by adding the two previous terms.
 1+1=2
 1+2=3
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  2 + 3 = 5 and so on.

The Golden Ratio (Phi φ): The Golden Ratio is approximately equal to 1.618. The
ratio of two consecutive Fibonacci numbers as n becomes large, approaches the golden ratio.
1 13
=1 =1.6250
1 8
2 21
=2 =1.6154
1 13
3 34
=1.50 =1.6190
2 21
5 55
=1.6667 =1.6177
3 34
8 89
=1.60 =1.6182
5 55

Another name for the golden ratio is divine proportion. The golden ratio can
also be observed in measuring some parts of the human body:
 Person’s height to the height of his or her navel
 Center of pupil: bottom of teeth: bottom of chin
 Outer and inner edge of eye: center of nose
 Outer edge of lips: upper ridges of lips

The golden ratio, denoted by φ is sometimes called the golden mean or

golden section:
1+ √5
φ= =1.6180339887
2
A golden rectangle is a rectangle whose length-to-width ratio is equal to
the golden ratio, assuming the length is the larger value.

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 Figure 5. Parthenon and the Golden Ratio. Rollinson. (2017).

Shapes and figures that bear this proportion are generally considered to be
aesthetically pleasing. The golden ratio and golden rectangle are visible in many
works of art and architecture like the Parthenon.

Link to Video Recording

Activity 1.3. Finding the nth term.

A. Let Fib (1) = 1, Fib (2) = 1, Fib (3) = 2, and so on. Find the following:
1. Fib (9)
2. Fib (19)
3. If Fib (25) = 75,025 and Fib (27) = 196,418, find Fib (26).
B. Find the next term of the Fibonacci-like sequence.
1) 5, 5, 10, 15, 25, 40, ___
2) 1, 3, 4, 7, 11, 18, ___

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 Lesson 3
Mathematics for Our
World

INTRODUCTION
In the previous lesson, we have seen that math is in nature. Just like
nature, mathematics is one of the most powerful tools that we have to
understand and shape the world. It is the language of science, the engine of
technology, and a critical lens for examining social issues. In this lesson, we
will see how mathematics is applied in solve societal problems.

LEARNING OBJECTIVES
1. Discuss the essential roles of mathematics in daily life, science, and
technology.
2. Analyze how mathematics serves as a tool for understanding and addressing
social issues.

LECTURE DISCUSSION

Mathematics for Organization. It refers to the use of mathematical models,

algorithms, and structures to arrange, optimize, and manage complex systems,
resources, and information.
It helps us bring order to chaos and make efficient decisions in business,
government, and daily life.
Organization is about making choices, how to allocate limited resources, how
to schedule tasks, how to arrange objects or people efficiently. Mathematics
provides the language and tools to turn these problems into solvable equations.
For example, in scheduling employees to minimize labor costs while ensuring
coverage, we use linear programming and optimization algorithms. In finding the
most efficient delivery routes, we use graph theory.

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Mathematics for Control. It involves using mathematical models and feedback
systems to regulate behavior and dynamic systems, ensuring they operate within
desired parameters or

respond appropriately to changes.

For example, in the medical field, medical practitioners continuously monitor
blood glucose and calculate and deliver precise insulin doses. In using the air
conditioner, we measure the current temperature and compares to the desired
temperature.

Mathematics for Prediction. It involves using mathematical models, statistical

analysis, historical data to forecast future events, trends, and behaviors. It
transforms data into foresight.
Prediction is one of the most powerful and valuable applications of
mathematics. By analyzing patterns in existing data, mathematicians and
scientists can create models that estimate what is likely to happen next. This is the
foundation of modern science, finance, and public health.
For example, in weather forecasting, differential equations and complex
computer simulations were used in predicting the path of a typhoon. In finance,
time series analysis and regression models are used in forecasting stock prices. In
demographics, exponential growth models are used in predicting future population
to plan for schools, infrastructure, and pensions.

Solving for Population Using Exponential Growth

The fundamental formula for exponential growth is:
t
P(t )=P(1+r )

Example: In 2020, Cebu City had a population of approximately 1.5 million people.
The city has been growing at an annual rate of 1.2%. If this growth rate continues,
what will be the population of Cebu in 2035?
Solution:
t
P(t )=P(1+r )

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P(2035)=1.5 (1+0.012)
P(2035)=1.7939
Hence, the projected population of Cebu City in 2035 is approximately 1.79 million
people.

Try this! A province in the Philippines had a population of 500,000 in 2010. By

2020, its population had grown to 620,000. What was the average annual growth
rate over this decade?

Link to Video Recording

Activity 1.4. Solving for Population Growth (By Pair)

1. The Municipality of Santa Maria had a population of 250,000 in 2020. If it grows at

an annual rate of 1.5%, what will its population be in 2030?
2. A small island community had 5,000 residents in 2010. By 2020, the population
had grown to 5,800. What was the average annual growth rate over this period?

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