L O V E G O D, L E A D T H E N A T I O N, L I G H T T H E W O R L D

College of Teacher Education and Liberal Arts

1ST Semester, AY 2025 - 2026

GE 3: MATHEMATICS IN THE MODERN WORLD

Course Descriptive Title

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COURSE DESCRIPTION:

This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetics
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 in 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, and a rich language itself (and of science)
governed by logic and reasoning.

The course then 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 design, 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, ant test
the students’ understanding and capacity. (CMO No. 20, series of 2013)

COURSE LEARNING OUTCOMES:

At the end of the course, the students should be able to:
Knowledge:
a. discuss and argue about the nature of mathematics, what it is, how it is expressed, represented and
use;
b. use different types of reasoning to justify statements and arguments made about mathematics and
mathematical concepts;
c. discuss the language and symbols of mathematics;
Skills:
a. use a variety of statistical tools to process and manage numerical data;
b. analyze codes and coding scheme used for identification, privacy, and security purposes;
c. use mathematics in other areas such as finance, voting, health and medicine, business,
environment, arts and design, and recreation;
Values:
a. appreciate the nature and uses of mathematics in everyday life; and
b. affirm honesty and integrity in the application of mathematics to various human endeavors.

REFERENCES:

Aufmann, R., Lockwood, J., Nation, R., Clegg, D., Epp, S.,Abad, E. (2018). Mathematics in the Modern
World. 856 Nicanor Reyes Sr. St., Sampaloc, Manila, Philippines: REX Book Store, Inc.
Baltazar, E., Ragasa, C., Evangelista, J. (2018). Mathematics in the Modern World. Philippines: C&E Publishing
Inc.
Calingasan, R.M., Martin, M. C., Yambao, E. M. (2018). Mathematics in the Modern World. Philippines: C&E
Publishing Inc

Earnhart, R.T., Adina, E.M., & Ofalia, B.C. (2018). Mathematics in the Modern World. Philippines: C&E
Publishing Inc.

Sobecki, D. (2019). Math in our World. 2 Penn Plaza, New York, NY 10121: McGraw-Hill Education.

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 LESSON I: THE NATURE OF MATHEMATICS

INTRODUCTION

In the tapestry of the modern world, mathematics is not merely a subject confined to classrooms and
textbooks; it has become an indispensable tool shaping the very fabric of our technological, scientific, and
economic landscape. As the renowned mathematician and physicist, Freeman Dyson, once remarked, "The
great advantage of mathematics is that it moves slowly and you can build on the past." This sentiment reflects
the enduring nature of mathematical principles, which serve as the foundation for countless innovations and
advancements. In the words of the iconic mathematician Carl Friedrich Gauss, "Mathematics is the queen of
sciences, and number theory is the queen of mathematics." Indeed, the precision and universality of
mathematical language make it an unparalleled medium for expressing and unraveling the complexities of
our interconnected world. In the digital age, where algorithms govern our daily lives, the saying "Mathematics
is the language with which God has written the universe," attributed to Galileo Galilei, takes on a renewed
significance, highlighting the profound role mathematics plays in deciphering the mysteries of our ever-
evolving reality.

A. MATHEMATICS IN OUR WORLD

INTRODUCTION

Definition of Mathematics

The word mathematics originates from the Greek word máthema, meaning “that which is learnt” or
“lesson”. Mathematics is the science of numbers and their operations, interrelations, combinations,
generalizations, and abstractions and of space configurations and their structure, measurement,
transformations, and generalizations (Merriam-Webster).

Mathematics in the Modern World is about mathematics as a system of knowing or understanding our
surroundings. It provides glimpses into the nature of mathematics and how it is used to understand our world.

Nature of Mathematics

National Council of Teachers of Mathematics (NTCM, 1989) defines the nature of mathematics as
follows:
1. Mathematics is a study of patterns and relationships.
▪ Mathematical ideas are interwoven with each other. It explores the recurring ideas or the
patterns and discover the relationships between and among them.
2. Mathematics is a way of thinking.
▪ The problem solving activities and various lessons in mathematics train us to think logically,
analytically, critically and systematically. In a way, mathematics provides us with the thinking skills
needed to confront everyday problems.
3. Mathematics is an art.
▪ Mathematics is characterized by order and internal consistency. Numerous patterns can be found
in numbers and geometric figures. Tessellations, weaving and tilling are a few explicit examples of
mathematics in art. By exploring the orderliness and consistency of mathematics, we learn to
appreciate its beauty.
4. Mathematics is a language.
▪ It is used to communicate complex processes and thoughts efficiently using symbols and specific
and precise terms. Mathematics has its own register, or special vocabulary, which students have
to learn to be able to communicate well about mathematics and to speak and think like
mathematician. For instance, mathematicians would not use “equal”, “congruent” and “similar”
interchangeably as these terms mean different things.
5. Mathematics is a tool.
▪ Many occupations require the knowledge of mathematics. Scientists, engineers, businessmen,
and many other professions use a great deal of mathematics to do their work.

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Importance of Mathematics

Math is very important in our daily lives. In reality, it is implemented everywhere. It is useful for solving
problems that occur in the real world. This is the reason that so many people besides mathematicians, study
and use mathematics. There are too many fields such as natural science, engineering, medicine, finance,
etc. that uses mathematics.

Here are some reasons that makes math a powerful tool.

▪ Math is involved around us. So, it is an essential and powerful discipline in today's world. Our
perspective of the important issues facing us as individuals, families, businesses, and nations.
▪ It provides an effective way of building mental discipline.
▪ It improves mental rigor for developing logical, analytical, and problem-solving skills.
▪ The knowledge of mathematics plays a crucial role in understanding other subjects such as
physics, art, music, etc.

We have to remember that math is incredibly important in our lives. We use mathematical concepts, as well
as the skills we learn from doing math problems every day as the laws of mathematics govern everything
around us. Without a good understanding of math, one can encounter significant problems in life.
LEARNING ACTIVITY:

Reflect on three instances where you've used math in your daily life.

MATHEMATICS AS THE SCIENCE OF PATTERNS

Mathematics is more than numbers and formulas—it is the science of patterns. It helps us recognize
order in chaos, revealing structures that shape both nature and human invention. From number sequences
to geometric designs, patterns are the foundation of mathematical thinking. Through these patterns, we
make predictions, solve problems, and understand complex systems. In essence, mathematics allows us to
see the hidden connections that govern the world around us.

Mathematics in Nature: A Historical Journey Through Patterns and Forms

TIME PERIOD KEY CONTRIBUTION
c. 570 – c. 495 Pythagoras Explained musical harmonies with numbers,
BC considering them the fundamental basis of
existence.
c. 494 – c. 434 Empedocles Proposed a form of biological evolution,
BC anticipating Darwin.
c. 427 – c. 347 Plato Introduced the concept of ideal forms behind
BC imperfect physical objects.
c. 372 – c. 287 Theophrastus Noted the regular arrangement of plant leaves
BC (phyllotaxis)
1452 – 1519 Leonardo da Vinci Observed spiral leaf arrangements and tree growth
rings; proposed a rule for branch cross-sections.
Active c. 1202 Leonardo Fibonacci Introduced Fibonacci sequence via rabbit
population model.
1571 – 1630 Johannes Kepler Connected Fibonacci sequence to flower
geometry.
1658 Thomas Browne Explored how nature "geometrizes" in his book The
Garden of Cyrus, focusing on the quincunx pattern.
1754 Charles Bonnet Linked spiral leaf patterns to the golden ratio.
1834–1919 Ernst Haeckel Illustrated geometric marine life forms, emphasizing
symmetry.
1854 Adolf Zeising Explored the golden ratio in the arrangement of
plant parts, animal skeletons, and crystal structures.
1860–1948 D'Arcy Wentworth Thompson Showed how physical laws shape biological forms
1912–1954 Alan Turing Developed Turing patterns to explain animal
markings via chemical reactions.

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 1924–2010 Benoît Mandelbrot Founded fractal geometry; described self-similarity
in nature.

Types of Patterns
A pattern is something which helps us anticipate what we might see or expect to happen next. It may also
help us know what may have come before or what we are seeing currently.

Logic patterns are sequences or arrangements of numbers, letters, or symbols that follow a specific rule or set
of rules. These patterns require logical reasoning and problem-solving skills to identify and extend.

a. Numerical Patterns – A numerical pattern is a sequence of numbers that follow a specific rule or
formula. These patterns can help us identify relationships and make predictions about future
numbers in the sequence.

A sequence is an ordered list of elements or objects that follow a specific pattern or order. In
mathematics, sequences are often used to represent a series of numbers or terms that are
generated according to a certain rule or formula. Each element in a sequence is called a term,
and the position of a term in the sequence is typically indicated by its index.

The function value at n is denoted by an, which is also called the nth term of the sequence. In
this instance, the sequence is denoted by {an}.

Examples:

1. Use the given nth-term formula to compute the first five terms of the sequence.

a. 𝑎𝑛 = 4𝑛2 − 𝑛 − 2

Solution:
𝑎1 = 4(1)2 − 1 − 2 = 𝑎1 = 1
𝑎2 = 4(2)2 − 2 − 2 = 𝑎2 = 12
𝑎3 = 4(3)2 − 3 − 2 = 𝑎3 = 31
𝑎4 = 4(4)2 − 4 − 2 = 𝑎4 = 58
𝑎5 = 4(5)2 − 5 − 2 = 𝑎5 = 93

Thus, the first five terms are 1, 12, 31, 58, and 93.

𝑛(2𝑛+1)
b. 𝑎𝑛 =
2

Solution:
𝑛(2𝑛 + 1)
𝑎𝑛 =
2
1(2(1) + 1) 3
𝑎1 = = 𝑎1 =
2 2
2(2(2) + 1)
𝑎2 = = 𝑎2 = 5
2
3(2(3) + 1) 21
𝑎3 = = 𝑎3 =
2 2
4(2(4) + 1)
𝑎4 = = 𝑎4 = 18
2
5(2(5) + 1) 55
𝑎5 = = 𝑎5 =
2 2
3 21 55
Thus, the first five terms are , 5, , 18, and .
2 2 2

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 2. A gardener is planting a row of flowers in her garden. She decides to plant the flowers in a specific
pattern. She starts with one flower, and for each subsequent position, she doubles the number of
flowers she plants compared to the previous position.

The nth-term formula for the number of flowers planted in this pattern is given by: 𝑎𝑛 = 2𝑛−1 ,
where 𝑛 represents the position in the row, and 𝑎𝑛 represents the number of flowers planted at that
position.

Calculate the number of flowers the gardener plants for the first five positions in the row using the
given nth-term formula.

Solution:

𝑎𝑛 = 2𝑛−1
𝑎1 = 21−1 = 20 = 1
𝑎2 = 22−1 = 21 = 2
𝑎3 = 23−1 = 22 = 4
𝑎4 = 24−1 = 23 = 8
𝑎5 = 25−1 = 24 = 16

Thus, the first five positions in the row are 1, 2, 4, 8, and 16.

Common types of numerical pattern:

SEQUENCE DEFINITION GENERAL FORM EXAMPLE

Arithmetic Each term is obtained by adding a an = a1 + (n − 1)d 2, 5, 8, 11, 14

Sequence constant value (called the
common difference) to the a, a + d, a + 2d, a +
previous term. 3d, ...
Geometric Each term is obtained by an = a1 r n−1 3, 6, 12, 24, 48
Sequence multiplying the previous term by a
constant value (called the a, a * r, a * r2, a * r3, ...
common ratio).
Fibonacci It is a famous sequence where 0,1,1, 2, 3, 5, 8, 13
Sequence each term is the sum of the two
preceding terms. It starts with 0 and
1 (or 1 and 1).
Harmonic A sequence in which each term is 1, ½, 1/3, ¼, 1/5
Sequence the reciprocal of an arithmetic 1/a, 1/(a + d), 1/(a +
sequence. 2d), 1/(a + 3d), ...
Quadratic A sequence of numbers in which 6, 15, 28, 45, 66
Sequence the second difference between 1, 2, 4, 7, 11
any two consecutive terms is
constant.

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b. Alphabetical Patterns - An alphabetical pattern typically involves a sequence or arrangement of
letters in the alphabet.

Common types are:

SEQUENCE DEFINITION EXAMPLE

Simple This is the basic alphabetical order where A, B , C, D, E, __, __, __

Sequence each letter follows its predecessor in the
standard A-Z sequence.
Skipping This pattern involves skipping a fixed number of A, C, E, G, I, __, __, __
Sequence letters in the alphabet each time.
Repeating a specific set of letters is repeated in the same A, B, A, B, A, B, __, __, __
Sequence order. This can be any combination of letters
repeated over and over.
Reverse This pattern involves listing letters in reverse Z, Y, X, W, V, __, __, __
Sequence alphabetical order, from Z to A.

c. Combination Patterns - A combination pattern typically involves merging different sequences,

rules, or structures to create a more complex arrangement.

Examples:
▪ A1, B2, C3, __, __, __
▪ A, Z, B, Y, C, X, __, __, __
▪ A, A, C, C, E, E, __, __, __
▪ A2, B3, C5, D7, E11, __, __, __
▪ A▲, B●, C■, D▲, E●, __, __, __

d. Shape Patterns – Shape patterns are a significant component of abstract reasoning tests, as they
require the recognition of sequences, symmetry, rotations, and other visual relationships.

In essence, while abstract reasoning includes shape patterns, it is not limited to them. It also
involves numerical sequences, symbolic relationships, analogical thinking, and spatial
reasoning.

Examples:

▪ What comes next in the sequence? How can you solve patterns and rules through shapes?

▪ What comes next in the sequence?

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 L O V E G O D, L E A D T H E N A T I O N, L I G H T T H E W O R L D
College of Teacher Education and Liberal Arts
1ST Semester, AY 2025 - 2026

GE 3: MATHEMATICS IN THE MODERN WORLD

Course Descriptive Title
EXERCISE 1

NAME: ___________________________ SCORE:

SCHEDULE: ___________________________

----------------------------------------------------------------------------------------------------------------------------

INSRUCTION: Read, comprehend, and answer each problem in the space provided.

a. Use the given nth-term formula to compute the first five terms of the sequence. (3 items:15 points)
1. 𝑎𝑛 = −3𝑛2 − 3𝑛 2. 𝑎𝑛 =
𝑛+1
3. 𝑎𝑛 = 4𝑛3 − 2𝑛2
𝑛

b. What is the missing term? (7 items: 7 points)

1. i6 j12 ____ l48 _______
2. ____ b4 c5 d6 _______
3. 2 mn : 5 op : 8 qr : ____ : 14 uv _______
4.
MATH HTAM HOPE ? _______

5.
BCDE HIJK NOPQ ? _______
4 9 19
6.
1256 MEAN 6512 ? _______

7.
INDEED 123443 NEED ? _______

c. What are the next three terms of the following sequences? Identify the sequence being illustrated. (10
items: 20 points)
1. 3, 7, 11,15, 19, ___, ___, ___ ________________________
2. 1, 2, 4, 7, 11, ___, ___, ___ ________________________
3. 2, 4, 8, 16, 32, ___, ___, ___ ________________________
4. 21, 34, 55, 89, 144, ___, ___, ___ ________________________
5. 2, 0, -18, -64, -150, -288, -490, ___, ___, ___ ________________________
6. 5, 6, 3, -4, -15, -30, -49, ___, ___, ___ ________________________
7. Y A Y B Y C ____ ____ ____ ________________________
8. B5 D2 E10 G7 H15 J12 ____ ____ ____ ________________________
9. OPQ NOP MNO LMN ____ ____ ____ ________________________
10. 38 : 41 : 36 : 39: 34: ____ : ____: ____ ________________________

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d. What number should replace the question mark? (10 items: 10 points)

1. ____
5. ___

6. ___
2. ____

7. ___

8. ___
3. ___

9. ___
4. ___
10. ___
2 72 56
? 0 42
12 20 30

e. Which shape comes next in the sequence? (2 items: 4 points)

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 PATTERNS IN THE NATURE AND IN OUR WORLD

Patterns are recurring forms or designs found throughout nature and the world, often with
mathematical connections. These patterns can be observed in both living and non-living things, and
they often serve important functions and are aesthetically pleasing.

Types of Patterns in Nature

A. Symmetry - Comes from a Greek word meaning 'to measure together. Mathematically, Symmetry
means that one shape becomes exactly like another when you move it in some way: turn, flip or
slide. For two objects to be symmetrical, they must be the same size and shape, with one object
having a different orientation from the first. Not all objects have symmetry; if an object is not
symmetrical, it is called asymmetric.
1. Reflection Symmetry - The simplest symmetry sometimes called Line Symmetry or Mirror
Symmetry. It is easy to see, because one half is the reflection of the other half.

A butterfly has reflection symmetry.

https://www.cuemath.com/geometry/reflection-symmetry/

2. Radial Symmetry – This occurs when an object can be divided into similar halves by multiple
planes passing through a central point. Often found in nature, particularly in plants and animals
that are symmetrical around a central axis.

Examples:

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 3. Rotational Symmetry – Rotational symmetry exists when an object looks the same after being
rotated by a certain degree around a central point. The object retains its appearance after a
specific degree of rotation, which can be any angle like 90°, 180°, etc.

Examples:
Consider the following figures. If you rotate them 90 degrees or 180 degrees, it still looks the
same.

Propeller Wheel Playing Cards Windmill

B. Spirals – Spiral pattern is a curve that originates from a central point and moves outward as it
revolves around that point.

Examples:

The scales on pinecones and the skin of The arrangement of leaves around a stem of
pineapples are arranged in spiral Phyllotaxis and seeds in a sunflower head follows the
patterns. Fibonacci Sequence, creating a spiral pattern.

The horn of rams and the shells of mollusks, like snails, follow a growth spiral pattern.

Hurricanes and Tornadoes: These weather phenomena exhibit spiral patters as

they rotate around a central eye.

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C. Fractals - A fractal is a pattern that the laws of nature repeat at different scales. Trees are natural
fractals, patterns that repeat smaller and smaller copies of themselves to create the biodiversity of a
forest. Each tree branch, from the trunk to the tips, is a copy of the one that came before it. Other
examples are lightning, and ferns.

This is a famous mathematical fractal, namely, the This is another famous fractal, similar to the
Mandelbrot Set. It’s generated by iterating a Mandelbrot set but generated with a different
simple equation on the complex plane and equation. The Julia set is also complex and self-
produces an infinitely complex boundary that similar.
exhibits self-similarity.

The Barnsley fern is a fractal that looks remarkably

like a natural fern. It’s created using iterative This vegetable is a natural example of a fractal. Its
functions and showcases how fractal mathematics conical buds are composed of smaller buds
can model real-life phenomena. arranged in a logarithmic spiral, and each smaller
bud is a miniature version of the whole.

In nature, trees often exhibit fractal branching patterns. Each

branch of a tree resembles the whole tree, and this self-similar
pattern repeats as you look at smaller and smaller branches.

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D. Chaos, Flow, Meander - Chaos ranks as essentially universal influence on patterns in nature. Vortex
streets are zigzagging patterns of whirling vortices created by the unsteady separation of flow of a
fluid. Meanders are sinuous bends in rivers or other channels, which form as fluid, most often water that
flows around bends.

E. Waves, Dunes - Waves are disturbances that carry energy as they move. Crescent dunes are
produced by wind acting on desert land.

F. Tessellations - Tessellations or tiling form a class of patterns found in nature. The arrays of hexagonal
cells in a honeycomb or the diamond-shaped scales that pattern snake skin are natural examples of
tessellation patterns.

The figures below are examples of tessellations.

Bees construct hexagonal cells in their honeycombs. This The scales of a snake's skin tessellate in a pattern that allows
pattern is incredibly efficient, as hexagons fit together for flexibility and protection.
perfectly without gaps, making optimal use of space and
requiring less wax to build.

The patterns on turtle shells are made up of polygonal Fish scales overlap in a way that resembles tessellation,
shapes, creating a tessellated pattern that is both beautiful providing a streamlined surface that aids in swimming.
and functional.

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 THE MATHEMATICS STRING ARTWORK
OBJECTIVES:
To showcase the beauty and interconnectedness of mathematics and art through string art. Students will
explore mathematical concepts like geometry, symmetry, and patterns while creating visually stunning
artwork. This activity fosters creativity, problem-solving skills, and an appreciation for the aesthetic side of
mathematics.

INSTRUCTIONS:
1. Create a visual patterns using multicolored embroidery thread on 1.5 ft by 1.5 ft. plywood (¾).

2. Include a Clear Concept for Your Pattern.

Provide a brief description and a title, limited to three sentences only. The description should clearly
convey the idea or inspiration behind the design. Format the text using Century Gothic, font size 18, and
ensure it is laminated for presentation.

CRITERIA:
 Mathematical Concepts (20 pts) - Demonstrates a deep understanding of mathematical concepts and
their application to the string art design. Provides clear and precise explanations of the mathematical
principles underlying the artwork. Shows evidence of mathematical reasoning and problem-solving in
the creation process.
 Creativity (20 pts) - Displays a highly original and imaginative approach to the design and execution
of the string art. Utilizes innovative techniques or materials to enhance the visual impact.
 Technical Skills (20 pts) - Demonstrates exceptional precision and craftsmanship in the execution of the
string art. Maintains consistent tension and spacing of the strings, resulting in clean and precise lines and
curves. Demonstrates mastery of the chosen techniques (e.g., nail placement, string wrapping,
knotting). The artwork is structurally sound and free of flaws or imperfections.
 Visual Appeal (20 pts) - The string art is visually stunning and captivating. The design and composition
are well-balanced and harmonious. The use of color, texture, and light enhances the overall aesthetic
impact. The artwork evokes a strong emotional or intellectual response.

SAMPLE OUTPUT (as of March 2025)

Mandala Magic Circle Tangled Vines Eight-Fold Symmetry

The Fleeting Celestial Embers

Four-Fold Symmetry
Mandala

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B. MATHEMATICAL LANGUAGE AND SYMBOLS

Mathematical language is a specialized system of communication used to express mathematical ideas,

relationships, and reasoning. It’s precise, logical, and often symbolic—designed to eliminate ambiguity and
make complex concepts easier to understand and manipulate.

The language of Mathematics is characterized by:

1. Precise - Mathematical values can be measured of how close they are to each other. In
mathematics, the expression 3+5 has a precise meaning, resulting in 8. There's no ambiguity about
what this expression represents.

2. Concise - Mathematics has lot of information clearly given and with the use of few words. It is brief
but comprehensive. For example, instead of writing "the sum of the numbers 3 and 5 is equal to 8,"
we write 3 + 5 = 8. This concise notation communicates the same idea more efficiently.

3. It allows for the expression of complex thoughts and relationships with relative ease.

Mathematical Symbols are shorthand for operations and relationships:

BASIC ARITHMETIC AND ALGEBRA

symbol symbol name meaning example

+ plus sign addition 1+1=2
− minus sign subtraction 2−1=1
× times sign multiplication 2×3=6
÷ division sign division 6÷2=3
= equals sign equality 5=2+3
≠ not equal to inequality 5≠4
≈ approximately equal to approximation π ≈ 3.14159
the value on the left is larger
> greater than 5>4
than the value on the right
the value on the left is smaller
< less than 4<5
than the value on the right
the value on the left is larger
≥ greater than or equal to than or the same as the value 5≥4
on the right
the value on the left is smaller
≤ less than or equal to than or the same as the value 4≤5
on the right
indicates two possible values
± plus - minus 3 ± 5 = 8 or -2
(one positive, one negative)
50
% percent per hundred 50% =
100
grouping symbols to show
() parentheses 2 × (3+5) = 16
order of operations
used for grouping expressions,
[] brackets 3×[4+(2×5)]=42
often after parentheses
used for grouping expressions,
{} braces often after brackets; also for 4+{5×[2+(3−1)]}=24
sets
the ratio between the
circumference and diameter
of a circle
π pi constant c = π⋅d = 2⋅π⋅r
π = 3.141592654...

decimal point, decimal 2.56 = 2+56/100

. period
separator

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 represents an unknown
x, y variables 2x+4=10
quantity
xn exponent x is multiplied by itself n times 23 = 8
the distance of a number from
|x| absolute value |-5|=5
zero
the product of all positive
n! factorial 4! = 24
integers up to n
a function that maps a value x
f(x) function notation if f(x)=x2, then f(3)=9
to f(x)

MATHEMATICAL EXPRESSIONS AND SENTENCES

Mathematical Expressions
This is a combination of symbols that represents a mathematical object or value. It does not state a complete
thought and cannot be judged as true or false.

Examples:
x
y
3

∑(2nx)
n=1
5𝑥 + 3
√9

Mathematical Sentences
Mathematical sentences make a statement about two expressions. The two expressions maybe
numbers, variables, or a combination of both. They can also use symbols or words like equals, greater than or
less than.

a. Open sentence. It uses variables, maybe true or false mathematical sentence.

Examples:

➢ The obtuse angle is N degrees

➢ x+y=5
➢ 11 – 8 = x

b. Closed sentence. It is a mathematical sentence that is known to be either true or false.

Examples:

➢ The square root of 9 is 3. (true)

➢ 9 is an odd number. (true)
➢ 10 – 2 = 7. (false)
➢ 1+1 = 3. (false)

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 TRANSLATING VERBAL PHRASES TO MATHEMATICAL TRANSLATION

A key skill in mathematics is translating everyday language into mathematical language. This is often the first
step in solving a word problem.

Verbal Phrase Mathematical Translation

The sum of a number and five
Twice a number
The product of three and a number
Ten decreased by a number
A number squared
The quotient of a number and two
The sum of twice a number and three is seven
The difference of a number and six is less than four
Five more than a number
The product of 4 and a number

Examples:

1. Mark's age is five more than his sister's age. If Mark is 12 years old, how old is his sister?
2. A theater has four rows of seats, and each row has the same number of seats. If there are a total of
20 seats in the theater, how many seats are in each row?
3. The area of a square garden is 49 square feet. What is the length of one side of the garden?

MATHEMATICAL CONVENTION

Mathematical convention refers to the agreed-upon standards, symbols, and terminology used in the field.
These are not strict rules of logic but rather a set of norms that help ensure clarity and consistency.

1. Order of Operations: PEMDAS ((Parentheses, Exponents, Multiplication/Division, Addition/Subtraction)

Examples:
1. 10 + 4 x (6 – 2)2
2. 25 ÷ 5 x 3 + 8

2. Use of Variables: Letters like x, y, and z represent unknown values.

Examples:
1. In the equation 3x + 5 = 11, the variable x represents an unknown number.
2. The formula for the area of a rectangle is A=lw

3. Function Notation: f(x) represents a function named "f" evaluated at "x".

Examples:
1. If a function is defined as f(x)=2x+3, then to find f(4).

4. Implied Multiplication: When a number is placed next to a variable or parenthesis without a symbol, it is
understood to mean multiplication. For example, 5x means 5×x.

Examples:
1. The expression 6(3 + 2) means 6 × (3 + 2).
2. The term 4y is a compact way of writing 4 x y.

GE 3 | FOR KCP-CTELA USE ONLY| 16

Prepared by: JUDY MMLupingay
 L O V E G O D, L E A D T H E N A T I O N, L I G H T T H E W O R L D
College of Teacher Education and Liberal Arts
1st Semester, AY 2025 - 2026

GE 3: MATHEMATICS IN THE MODERN WORLD

Course Descriptive Title

EXERCISE 2

NAME: ___________________________ SCORE:

SCHEDULE: ___________________________

----------------------------------------------------------------------------------------------------------------------------

INSTRUCTION: Read and comprehend. Write your answer in the space provided.

A. ON TRANSLATING VERBAL PHRASES INTO MATHEMATICAL TRANSLATIONS. (5 items: 15 points)

PROBLEM MATHEMATICAL SOLUTION FINAL ANSWER

TRANSLATION
Ten less than twice a
number is 20. What is the
number?

The sum of three

consecutive integers is
36. What are the
integers?

Five more than the

square of a number is
30. Find the number.

The quotient of a
number and 4 is 9. What
is the number?

Three times the sum of a

number and 2 is 21.
What is the number?

B. Simplify the following. Show your complete solution.

10 + 4 x (6 – 2)2 6–6x6 ÷6+6 (122 ÷ 6) ÷ 2 x 12 52 + [100 ÷ (12 – 2 x 3 )] x 4 – 7

(8 – 2) ÷ 3 + 5 7 + 8 x 23 – (42 ÷ 6 x 3) 100 – {2 x [3 + (42 – 5 )]} ÷ 3

GE 3 | FOR KCP-CTELA USE ONLY| 17

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 FOUR BASIC CONCEPTS: Sets, Functions, Equations, Binary Operations
1. SET

A set is a collection of objects that have something in common, or follow a rule. The objects in the set are
called its members or elements. Braces are used to denote a set with elements separated by commas.
Capital letters are used to represent a set.

Note: Every object in a set is unique.

Methods of Representing Sets

a. Roster or Tabular Notation. All the elements of the set are listed down and are enclosed in braces.
Examples:
1. The set of the first three even numbers is A = {2 ,4, 6}.
2. The set of even numbers between 2 and 10 is C = {2, 4, 6, 8}

b. Rule or Set-builder Notation. The elements of the set are represented by a general rule.
Examples:
1. The set of all even numbers can be written as A = {x ∣ x is an even integer}. This is read as "the set
of all x such that x is an even integer.
2. A = {x|x > 4, x is a whole number}. This is read as “the set of all x such that x is greater than 4 and is
a whole number.

Cardinality of a Set

Cardinality of a set refers to the number of elements in the set.

Examples:
1. A = {vowels in the English alphabet}. The cardinal number of A is 5. It is symbolically expressed as
n(A) = 5.
2. B = {1, 3, 5,}. The cardinal number of B is 3.

Types of Sets

Finite set. a set that contains countable/limited number of elements. The last element can be
identified.
Examples:
1. C = {L, O, V, E}. The elements of set C can be counted.
2. N = {natural numbers less than 5}. The last element of set N can be identified.

Infinite set. It is a set that contains an unlimited number of elements. It is denoted with three dots
(ellipsis) and is read “and so forth”.
Examples:
1. D = {1, 2, 3, 4, 5 …}
2. W = {x|x is a whole number}

Singleton set. It is a set that contains one element only.

Examples:
1. N = {1}
2. M = {x|x is the capital of the Philippines}

Universal set. The totality of the elements that are involved in any specific discussion or situation. It is
denoted by capital letter U.
Examples:
1. U = {senior high school students in the Philippines}
2. U = {a, b, c, … , z}

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Prepared by: JUDY MMLupingay
 Empty/null set. No element can be identified from a given set. It is denoted by the Greek letter phi ∅.
Examples:
1. A = {x|x is a planet that have two rings}
2. B = {x|x is a whole number greater than 5 but less than 6}

Subset. A set whose elements are members of a given set. Given sets A and B, if all elements of set A
are found in set B, then A is a subset of B. Note that a set is a subset of itself. Also, a null set is always a
subset of any set. The number of subsets of any set is defined by 2n, where n is the number of elements
in a set.

o Proper subset. Given sets A and B. A is a proper subset of B if, and only if, every element of A is
in B, but there is at least one element of B that is not in A.
Examples:
1. The following sets illustrate the concept of subset.
Z = {horse, fox, rooster, snake, monkey, ox}
X = {fox}
Y = {rooster, snake}
W = {rooster, snake, monkey}
V={ }

It can be observed from the sets above that all the elements of X, Y, W can be found in Z,
and all the elements in Y are also found in W. Thus, the sets X, Y, W, and V are all subsets of Z.

2. List down all the subsets of A = {triangle, quadrilateral, pentagon}. How many subsets does it have?

3. Let A = Z--, B = {n ∈ Z | 0 ≤ 𝑛 ≤ −150}, and C = {-150, -300, -450, -600, -750}. Evaluate the truth and
falsity of each of the following statements.
a. B ⊆ A
b. C ⊂ A
c. C and B have at least one element in common
d. C ⊆ B
e. C ⊆C
Solutions:
a. False. Zero is not a negative integer. Thus, zero is in B but zero is not in A, hence, B is not a subset
of A.
b. True. Each element in C is a negative integer and, hence, is in A, but there are elements in A
that are not in C. For instance, -1 is in A and not in C.
c. True. For example, -150 is in both C and B.
d. False. For example, -300 is in C but not in B.
e. True. Every element in C is in C. In general, the definition of subset implies that all sets are subsets
of themselves.

Basic Operations of Set

1. Union (∪) - The union of two sets includes all elements that are in either set (or both).
2. Intersection (∩) - The intersection includes only the elements that are common to both sets.
3. Difference ( – ) - The difference of sets A−B includes elements that are in A but not in B.
4. Complement (A’) - The complement of a set A includes all elements not in A, assuming a universal set U.

GE 3 | FOR KCP-CTELA USE ONLY| 19

Prepared by: JUDY MMLupingay
 L O V E G O D, L E A D T H E N A T I O N, L I G H T T H E W O R L D
College of Teacher Education and Liberal Arts
1st Semester, AY 2025 - 2026

GE 3: MATHEMATICS IN THE MODERN WORLD

Course Descriptive Title

EXERCISE 3

NAME: ___________________________ SCORE:

SCHEDULE: ___________________________

----------------------------------------------------------------------------------------------------------------------------

INSTRUCTION: Write your answer in the space provided.

a. Write out the set in roster notation. (10 items: 10 points)

1. A = {x|x is an integer greater than -3 but less than 6} ________________________________
2. M is the set of multiples of 5 greater than 50 but less than 75 ________________________________
3. F = {x|x is a prime number between 0 and 25} ________________________________
4. E is the set of colors of the Philippine flag ________________________________
5. J = {x|x is the smallest three-digit number} ________________________________
6. D = {x|x is a month that have 31 days} ________________________________
7. J is the set of days of the week ________________________________
8. R is the set of colors in a rainbow ________________________________
9. S = {x|x is a core values of KCP} ________________________________
10. J = {x|x is an even number and a prime number} ________________________________

b. Write each of the following in set-builder notation. (5 items: 5 points)

1. O = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20} _____________________________________________
2. E = {2, 4, 6, 8, 10, 12, 14, …} _____________________________________________
3. F = {a, e, i, o, u} _____________________________________________
4. M = {February, April, June, September, November} _____________________________________________
5. P = {16, 25, 36, 49, 64} _____________________________________________

c. Identify whether the following are finite of infinite sets. (5 items: 5 points)
1. E = {1, 2, 3 …} ________________________________
2. The planets in our solar system ________________________________
3. The set of letters in the word “JUSTICE” ________________________________
4. The set of stars in the sky ________________________________
5. The grains of sand on a beach ________________________________

d. List all the subsets. (3 items: 9 points)

1. ∅ __________________________________________________________
2. {1, 4, 3} __________________________________________________________
3. {wisdom, love, truth} __________________________________________________________

e. Let A = {1, 5, 31, 56, 101}, B = {22, 56, 5, 103, 87}, C = {41, 13, 7, 101, 48}, and D = {1, 3, 5, 7, 9 …}. Give the
sets resulting from: (4 items: 4 points)
1. A  B ________________________________
2. C  A ________________________________
3. C  D ________________________________
4. (A  B)  (C  D) ________________________________

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Prepared by: JUDY MMLupingay
f. Given the following sets, identify the elements of the sets under an operation in each team.
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, X = {1, 3, 5, 7, 9}, Y = {2, 4, 6, 8, 10}, and Z = {2, 3, 5, 7}.
(6 items: 6 points)
1. X  Z ________________________________
2. Y  Z ________________________________
3. X  Y ________________________________
4. Y – Z ________________________________
5. Z – Y ________________________________
6. X’  Y’ ________________________________

g. Illustrate each of the following by shading the Venn diagrams below. (12 items: 24 points)

GE 3 | FOR KCP-CTELA USE ONLY| 21

Prepared by: JUDY MMLupingay
2. FUNCTIONS

A relation is simply a set of ordered pairs, showing a relationship between two sets of objects or
numbers. It's the most general way to describe how inputs and outputs are connected.

Let A and B be sets. A relation ℛ from A to B is a subset of A x B. Given an ordered pair (x, y) in
A X B, x is related to y by ℛ ; xℛy, if, and only if, (x, y) is in ℛ. The set A is called the domain of ℛ
and the set B is called its co-domain.

A function is a special kind of relation where every input has exactly one output. This means that for
any given input, you'll always get a unique output. All functions are relations, but not all relations are
functions.

A function F from a set A to a set B is a relation with domain A and co-domain B that satisfies
the following two properties:
i. For every element x in A, there is an element y in B such that (x, y) ∈ F.
ii. For all elements x in A, and y and z in B, if (x, y) ∈ F, then y = z.

Examples:
1. A relation can be represented by a set of ordered pairs: ℛ = {(2,4),(2,6),(3,9),(5,25)}. In this relation,
the input 2 is related to two different outputs, 4 and 6. This makes it a relation, but not a function.

2. Let A = {3, 5} and B = {3, 5, 6} and define a relation ℛ from A to B as follows:

𝑥−𝑦
Given any (x, y) ∈ A x B, (x, y) ∈ ℛ means that is an integer.
2
a. State explicitly which ordered pairs are in A x B and which are in ℛ.
b. Is 3 ℛ 5, 5 ℛ 6, 5 ℛ 5?
c. What are the domain and co-domain of ℛ?

Solutions:

a. A x B = {(3,3), (3,5), (3,6), (5,3), (5,5), (5,6)}. To determine explicitly the composition of R,
examine each order pair in A x B to see whether its elements satisfy the defining condition
for R.
3−3
(3, 3) ∈ ℛ because = 0, which is integer.
2
3−5
(3, 5) ∈ ℛ because = -1, which is integer.
2
3−6 3
(3, 6) ∉ ℛ because = − , which is not an integer.
2 2
5−3
(5, 3) ∈ ℛ because = 1, which is integer.
2
5−5
(5, 5) ∈ ℛ because = 0, which is integer.
2
5−6 1
(5, 6) ∉ ℛ because = − , which is not an integer.
2 2

Thus, ℛ = {(3,3), (3,5), (5,3), (5,5)}.

b. Yes. No. Yes.

c. The domain of ℛ is {3, 5} and the co-domain is {3, 5, 6}.

3. Let A = {3, 5, 7} and B = {2, 4, 6}. Which of the relations R and S, defined below are functions from
A to B?
a. R = {(3, 6), (5, 2), (5, 4), (5, 6)}
b. For all (x, y) ∈ A x B, (x, y) ∈ S means that y = x -1.

Solutions:
a. R is not a function because it does not satisfy property (2). The ordered pairs (5, 2), (5,
4), and (5, 6) have the same first element but different second elements.

b. S is a function. It is true that every element of A is the first element of an ordered pair in
S. For example, 7 ∈ A but there is y in B such that y = 7 – 1 = 6.

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GE 3 | FOR KCP-CTELA USE ONLY| 23
Prepared by: JUDY MMLupingay