Study Schedule Topic Learning Outcomes Activities
Week 1 Mathematics in Our World
Module 1.1 The Nature of Mathematics
August 24-25, 1. Show patterns and numbers that Explore: Discover This!
2020 we can see in nature and the world Engage: Let’s Try This!
2. Understand how mathematics help Explain: Clarify Your Lesson!
organize patterns and regularities in Elaborate: Challenge Yourself!
the world and identify patterns Evaluate: Gauge Your Learning!
existing in nature
3. Apply mathematics in predicting
the behavior of nature and
phenomena in the world
4. Appreciate mathematics in helping
control nature and occurrences in
the world
5. Inculcate the numerous
applications of mathematics in the
world
August 25, 2020 Completion of Let’s Try This and Gauge File your activity in your red
Your Learning Activities long clear book.
Overview
In this fast-paced society, how often have you stopped to appreciate the beauty of the
things around you? Have you ever paused and pondered about the underlying principles that
govern the universe? How about contemplating about the processes and mechanisms that
make our lives easier, if not more comfortable? Most people do the same routine tasks every
day and the fundamental concepts that make these activities possible are often overlooked.
Mathematics is a useful way to think about nature and our world. The nature of
mathematics underscores the exploration of patterns (in nature and the environment).
Mathematics exists everywhere and it is applied in the most useful phenomenon.
Mathematics is an integral part of daily life; formal and informal. It is used in technology,
business, medicine, natural data sciences, machine learning, and construction.
Module 1: MATHEMATICS IN OUR WORLD
Introduction
The universe, along will all life forms that exist in it, remains unfathomable by man’s
finite intellect. Yet, time has shown that one’s understanding of the universe continues to
reach greater bounds, and mathematics is rightfully credited for this. This chapter then serves
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to convey that mathematics is a useful way to think about nature and the world. It takes the
reader to a journey of the trails which mathematics continues to create for humanity to
comprehend, appreciate and further enhance the universe where he exists (Earnhart & Adina,
2018).
Lesson 1.1: PATTERN AND NUMBERS IN NATURE AND IN THE WORLD
Learning Objectives: At the end of the lesson, the students are expected to:
1. Show patterns and numbers that we can see in nature and the world
2. Understand how mathematics help organize patterns and regularities in the world Identify
patterns existing in nature
3. Apply mathematics in predicting the behavior of nature and phenomena in the world
4. Appreciate mathematics in helping control nature and occurrences in the world
5. Inculcate the numerous applications of mathematics in the world
Discover This!
Patterns and counting are correlative. Counting happens when there is pattern. When
there is counting, there is logic. Consequently, pattern in nature goes with logic or logical set-
up. There are reasons behind a certain pattern. That’s why, oftentimes, some people develop
an understanding of patterns, relationships, and functions and use them to represent and
explain real-world phenomena. Most people say that mathematics is the science behind
patterns. Mathematics exists everywhere as patterns do in nature. Not only do patterns take
many forms within the range of school mathematics, they are also a unifying mechanism
(Daligdig, 2019). One thing must be clear at this point. Mathematics is not all about number.
Rather, it is more about reasoning, of making logical inferences and generalizations, and
seeing relationships in both visible and invisible patterns in nature and in the world.
Let’s Try This!
1. From the following pictures below, tell or describe the patterns that you observed in
one word.
[Link]
[Link]
[Link]
/resource/333/Abstract_Patterns_in_Nature
in-nature-and-art-are-aesthetically-pleasing-
and-stress-reducing-73255
ci-presentation
_____________________ ______________________ _____________________
2
2. Give three examples of objects or animals in your house (within your locality) that
depicts a pattern similar to the three pictures above and represent it using a drawing.
First object (or animal): ____________________________
Second object (or animal): ____________________________
Third object (or animal): ____________________________
Clarify Your Lesson!
Nature embraces mathematics completely. There are many different things around us
that have a deep sense of awareness and appreciation of patterns. Nature provides
numerous examples of
beautiful shapes and
patterns, from the
nightly motion of the
stars and the rainbow
that we see in the sky.
Some animals show pattern in their body like the tiger’s stripes and hyena’s spots. Snails make
their shells, spiders design their webs, and bees build hexagonal combs. The structured
formation of parts of human beings, animals and insects, and the beautiful pattern of plants
and flowers are examples of patterns that possess utility and beauty. The patterns that we
see are also the keys to understanding the processes of biological growth. It is indeed true
that the place we live is a world of patterns.
Snowflakes and honeycombs
Spiral patterns of leaves and flowers
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Coat patterns of different species of animals
In the general sense of the word, patterns are regular, repeated, or recurring forms or
designs. We see patterns every day – from the layout of floor tiles, designs of skyscrapers, to
the way we tie our shoelaces. Studying patterns help students in identifying relationships and
finding logical connections to form generalizations and make predictions.
Patterns indicate sense of structure and organization that it seems only humans are
capable of producing these intricate, creative, and amazing formations.
Example 1: Let’s take a look at this pattern below. What do you think will be the next face in
the sequence?
Solution: It should be easy enough to note that the pattern is made up of two smiling faces –
one without teeth and one with teeth. Beginning with a toothless face, the two faces then
alternate. Logically, the face that should follow is
Example 2: What is the next figure in the pattern below?
?
A B
Solution: Looking at the given figures, the lines seem to rotate at 90-degree intervals in a
counterclockwise direction, always parallel to one side the square. Hence, either A or B could
be the answer. Checking the other patterns, the length of the lines inside the square follow a
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decreasing trend. So again, either A or B could be the answer. Finally, looking at the number
of the lines inside the box, each succeeding figure has the number of lines increase by 1. This
means that the next figure should have five lines inside. This leads to option A as the correct
choice.
Challenge Yourself!
In not more than five sentences, discuss the patterns you have presented in Let’s Try This!
No.2
a) Observe and draw the following and find out the pattern.
1) Animals 3) Things or man made
2) Plants or fruits 4) Natural phenomenon
b) Describe each pattern. (Choose only 1 example for each) and make an organized paper
presentation of your work.
Gauge Your Learning!
A. Provide concise answers (maximum of 5 sentences) to the following questions.
1. Why are numbers important in our life?
2. What new ideas about mathematics did you learn?
3. What is it about mathematics that might have changed your thoughts about
it?
4. Other than those mentioned in the text, describe three other patterns of
shapes that you see in nature. Discuss briefly the “mathematics” behind such
patterns.
5. Identify and describe certain patterns (at least one) that you observe in your
locality or within your nearby environment.
B. Describe in details the importance of mathematics in the following areas. Cite specific
and real-life example for each.
1) Business 4) Music and Arts
2) Medicine 5) Society
3) Technology
Enrichment Activities (For those who have internet access)
Watch the following video clips to supplement the role and importance of patterns in
nature.
Video #1. Nature by Numbers by Cristobal Vila
([Link]
Video #2. Why Honeybees Love Hexagons by Zack Patterson and Andy Peterson.
([Link]
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Study Schedule Topic Learning Outcomes Activities
Week 1 The Nature of Mathematics
Module 1.2 Fibonacci sequence
August 26- 27, 1. Discuss the Fibonacci Explore: Discover This!
2020 sequence and its application. Engage: Let’s Try This!
Explain: Clarify Your Lesson!
Elaborate: Challenge Yourself!
Evaluate: Gauge Your
Learning!
August 27, 2020 Completion of Let’s Try This and File your activity in your red
Gauge Your Learning Activities long clear book.
Lesson 1.2: FIBONACCI SEQUENCE
Learning Objective: At the end of the lesson, the students are expected to:
1. Discuss the Fibonacci sequence and its application.
Introduction
As we have seen in the previous section, the human mind is hardwired to recognize
patterns. In mathematics, we can generate patterns by performing one or several
mathematical operations repeatedly. Patterns make up the entire universe, and
everything in it (both static and dynamic forms) should be the subject of inquiry of every
mathematician. Over time, mathematics has triumphantly organized these patterns
allowing the human intellect to understand the order and system by which the world
operates and then made inferences out of these patterns to predict the behavior of nature
as well as other phenomena in the world. This lesson journeys into how mathematicians
have defined the course of scientific inquiry through a comprehensive and intensive
treatment of the patterns that occur in nature and in the world. This lesson involves the
mathematical ideas of Fibonacci sequence, the golden ratio phi and the golden rectangle.
Let’s Try This!
1. The pictures below depict the different species of flowers. Count the number of petals for
each flower.
Flower Name Number of petals
Calla lily
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Asiatic dayflower
Flag Iris
Candy flower
Dahlia
Pink daisy
Sunflower
What sequence of numbers formed from the number of petals?
___, ___, ___, ___, ___, ___, ___
Discover This!
The sequence of numbers formed from the number of petals of the different species
of flower is a Fibonacci sequence.
The Fibonacci sequence exhibits a certain numerical pattern
which has turned out to be one of the most interesting ever
written down. Its method of development has led to far-reaching
applications such as to model or describe an amazing variety of
phenomena, in mathematics and science, and even more
fascinating is its surprising appearance in Nature and in Art, in
classical theories of beauty and proportion.
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The mathematical ideas of the Fibonacci sequence lead to the discovery of the golden
ratio, spirals and self- similar curves, and have long been appreciated for their charm and
beauty, but no one can really explain why they are echoed so clearly in the world of art and
nature.
Fibonacci sequence derived from a problem in the Liber Abaci, which was about how fast
rabbits could breed in ideal circumstances.
a) 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 supposed that
every month each pair begets a new pair which from the second month on
becomes productive?
b) Beginning with a male and female rabbit, how many pairs of rabbits could be born
in a year? The problem assumes the following conditions:
c) Begin with one male rabbit and female rabbit that have just been born.
d) Rabbits reach sexual maturity after one month.
e) The gestation period of a rabbit is one month.
f) After reaching sexual maturity, female rabbits give birth every month.
g) A female rabbit gives birth to one male rabbit and one female rabbit
h) Rabbits do not die.
This is illustrated in the following diagram.
After one month, the first pair is not yet at sexual maturity and can't mate. At two
months, the rabbits have mated but not yet given birth, resulting in only one pair of rabbits.
After three months, the first pair will give birth to another pair, resulting in two pairs. At the
fourth month mark, the original pair gives birth again, and the second pair mates but does
not yet give birth, leaving the total at three pairs. This continues until a year has passed, in
which there will be 233 pairs of rabbits.
The resulting number sequence, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55,.. (Leonardo himself
omitted the first term), is the first recursive sequence (in which the relation between two or
more successive terms can be expressed by a formula) known in Europe.
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A recursive definition for a sequence is one in which each successive term of the
sequence is defined by using some of the preceding terms. If we sue the mathematical
notation 𝐹𝑛 to represent 𝑛𝑡ℎ Fibonacci number, then the numbers in the Fibonacci sequence
are given by the following recursive definition
𝐹1 = 1, 𝐹2 = 1, and 𝐹𝑛 = 𝐹𝑛−1 + 𝐹𝑛−2 for 𝑛 ≥ 3.
Example 1: Use the definition of Fibonacci numbers to find the seventh and eight Fibonacci
numbers.
Solution: The first six Fibonacci numbers are 1, 1, 2, 3, 5, and 8. The seventh Fibonacci number
is the sum of the two previous Fibonacci numbers. Thus,
𝐹7 = 𝐹6 + 𝐹5
= 8+5
= 13
The eight Fibonacci number is
𝐹8 = 𝐹7 + 𝐹6
= 13 + 8
= 21
Fibonacci observed numbers in nature. Pinecones grow in a numerical sequence. Pineapples
grow in a numerical sequence.
Other examples of Fibonacci sequence in nature
Examples of Fibonacci sequence in nature
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Golden ratio phi “𝝋”
The relationship of this sequence to the Golden Ratio lies not in the actual numbers of
the sequence, but in the ratio of the consecutive numbers. Since the ratio is basically a
fraction, we will find the ratios of these numbers by dividing the larger number by the smaller
number that fall consecutively in the series.
Clarify Your Lesson!
A. Determine the quotient of the following two consecutive Fibonacci numbers.
Two consecutive Fibonacci numbers Quotient or ratio (in three decimal places)
2
1
3
2
5
3
8
5
13
8
21
13
34
21
55
34
89
55
If we continue down the ratio of Fibonacci numbers, what number does it approach
or converge upon? __________________
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As the numbers in the sequence gets larger and larger, the ratio will eventually
𝐹
become the same number, and that number is the Golden Ratio (𝐹 𝑛 = 1.6180339887... as
𝑛−1
𝑛 becomes large).
The golden ratio is the division of a given unit of length into two parts such that the
ratio of the whole to the longer part is equals the ratio of the longer part to the shorter part.
It is also known as the golden proportion, golden mean, golden section, golden number, and
divine proportion.
It is a number often encountered when taking the ratios of distances in simple
geometric figures, such as the pentagon,
pentagram, decagon and dodecahedron. It is a
ratio or proportion defined by an irrational
number Phi = 1.618033988749895... It is
expressed algebraically as,
a+b a
= =φ
a b
It has its unique positive solution with a value
1 + √5
φ= ≈ 1.6180339887
2
One more interesting thing about phi is its reciprocal. If you take the ratio of any
number in the Fibonacci sequence to the next number (this is the reverse of what we did
1
before), the ratio will approach the approximation 0.618. This is the reciprocal of Phi: 1.618 =
0.618. It is highly unusual for the decimal integers of a number and its reciprocal to be exactly
the same. This only adds to the mystique of the Golden Ratio and leads us to ask: What makes
it so special?
The ratio between the forearm and the hand also yields a value close to the golden
ratio. Measure the length of your forearm and your hand (in centimeters). Divide the length
measure of your forearm to the length measure of your hand. What can you say to its ratio?
Length of your forearm (in centimeters): ________________
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Length of your hand (in centimeters): __________________
Ratio of forearm and hand: _______________
According to Markowsky (1992), the ratio of a person’s height to the height of his/her
navel is roughly a golden ratio. Measure your height (in centimeters) and the height of your
navel (in centimeters). Get the ratio of your height and the height of your navel. What can
you say to its ratio? ___________________
Golden section can be found in the Great pyramid in Egypt. Perimeter of the pyramid,
divided by twice its vertical height is the value of Phi.
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A pleasing smile and an attractive eyes
Other examples of golden ratio in architectures and in nature
The Golden Ratio is so fascinating that proportions of the human body such as the face
follows the so called Divine Proportion. The closer the proportion of the body parts is to
Golden Ratio, the more aesthetic and beautiful the body is.
Golden rectangle
Look at the following rectangles: which of them seems to be the most naturally
attractive rectangle?
If you were to measure each rectangle's length and width, and compare the ratio of
length to width for each rectangle you would see the following:
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Rectangle one: Ratio 1:1
Rectangle two: Ratio 2:1
Rectangle Three: Ratio 1.618:1
Golden rectangle is a rectangle whose side lengths are in the golden ratio.
The Golden Rectangle is famous concept relating aesthetics and mathematics that is
found in many natural and man-made things on Earth. A golden rectangle is one that has a
certain length to width ratio and is most pleasing to the eye.
The ancient Greeks considered the Golden Rectangle to be the most aesthetically
pleasing of all rectangular shapes. A classic example is the front of the Parthenon that is
comfortably framed with a Golden Rectangle.
Golden section continues to be used today in modern architecture just like the design
of Notre Dame in Paris and the United Nations Headquarters.
Golden Rectangles can be found in the shape of playing cards, windows, book covers,
file cards, ancient buildings, and modern skyscrapers.
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The Mona Lisa
Measure the length and the width of the painting
itself. The ratio is, of course, Golden ratio. Draw a rectangle
around Mona's face (from the top of the forehead to the base
of the chin, and from left cheek to right cheek) and notice
that this, too, is a Golden rectangle.
The self-portrait of Da Vinci and his paintings The Last Supper and St. Jerome in the
Wilderness
Other examples of golden rectangle in nature and in man-made things.
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The Divine Proportion
The photo below illustrates the following golden ratio
proportions in the human face:
1) Center of pupil : Bottom of teeth : Bottom of chin
2) Outer & inner edge of eye: Center of nose
3) Outer edges of lips : Upper ridges of lips
4) Width of center tooth : Width of second tooth
5) Width of eye : Width of iris
The Proportions in the Body
The white line is the body’s height.
The blue line, a golden section of the white line, defines the
distance from the head to the finger tips.
The yellow line, a golden section of the blue line, defines the
distance from the head to the navel and the elbows.
The green line, a golden section of the yellow line, defines the
distance from the head to the pectorals and inside top of the
arms, the width of the shoulders, the length of the forearm and
the shin bone.
The magenta line, a golden section of the green line, defines the
distance from the head to the base of the skull and the width of
the abdomen. The sectioned portions of the magenta line
determine the position of the nose and the hairline.
Although not shown, the golden section of the magenta line (also the short section of the
green line) defines the width of the head and half the width of the chest and the hips.
Challenge Yourself!
(Let’s Try This #2)
1) Give three examples where Fibonacci sequence of the Golden ratio is used in relation to
your major field of specialization.
2) What new ideas about mathematics in relation to Fibonacci sequence did you learn?
3) Identify at least three patterns in nature and regularities in the world.
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(Let’s Try This #3)
Measure the following body parts (in cm). You may ask someone for you to assist in
measuring your body parts. Round answer up to two decimal places. Then, write down the
proportions of each body parts.
Body parts Measurement Ratio
a = Top-of-head to chin a = ______ 𝒂
𝟏) = _________
𝒈
b = Top-of-head to pupil b = ______
𝒃
c = Pupil to nose tip c = ______ 𝟐) = _________
𝒅
d = Pupil to lip d = ______
𝒊
e = Width of nose e = ______ 𝟑) = _________
𝒋
f = Outside distance between eyes f = ______ 𝒊
𝟒) = _________
g = Width of head g = ______ 𝒄
h = Hairline to pupil h = ______ 𝒆
𝟓) = _________
𝒍
i = Nose tip to chin i = ______
𝒇
j = Lips to chin j = ______ 𝟔) = _________
𝒉
k = Length of lips k = ______ 𝒌
𝟕) = _________
l = Nose tip to lips l = ______ 𝒆
Which ratio of your body part is nearest to the golden ratio? ___________________
Which ratio of your body part is the farthest to the golden ratio? ________________
Gauge Your Learning!
Provide concise answers (maximum of 5 sentences) to the following questions.
1) Did the lesson present change your perspective in Mathematics? Why?
2) What is the most fascinating information that you have learned about Mathematics in
Nature?
3) Enumerate and describe two other things for each of the following:
a) that show the Fibonacci numbers.
b) that illustrates the Golden Ratio.
c) that follows a Golden Rectangle.
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