TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

Lecture Guide in
GEC004
Mathematics in the Modern
World

Name:_____________________
Section:___________________

Prepared by: Prof. Rhoda Mercado-Lailo

Math and Physics Department
mercadotipqc@yahoo.com
2018


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Chapter 1: The Nature of Mathematics
- Mathematics in Our World
- Patterns

- Nature

- Fibonacci Sequence
- Application

- Mathematics Language and Symbols

- Characteristics

- Conventions

- Four Basic Concepts

- Problem Solving and Reasoning
- Deductive and Inductive Reasoning

- Polya's Four-Steps

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1.1 MATHEMATICS IN OUR WORLD

Intended Learning MATHEMATICS IN OUR WORLD

Outcomes (ILOs)
Mathematics
• Argue about the nature -organize and systematize ideas about patterns in nature.
of mathematics, what it
is, how it is expressed,
represented, and used.

• Discuss the concept

Fibonacci and its
applications.

• Identify patterns in
nature and regularities
in the world.

• Appreciate the nature

and uses of
-Patterns recurring in different context can sometimes be
mathematics in
everyday life. modeled mathematically.

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Fibonacci Sequence
-The Fibonacci sequence is the sequence f1, f2, f3, f4, … which has its first two terms f1 and f2
both equal to 1 and satisfies thereafter the recursion formula fn = fn–1 + fn–2.

Consider:
“A man put a pair of rabbits
in a place surrounded on all sides
by a wall. How many pairs of
rabbits are produced from that pair
in a year, if it is supposed that every
month each pair produces a new
pair, which from the second month
onwards becomes productive?”

- Flower petals exhibit the Fibonacci

number:
White calla lily contains 1 petal
Euphorbia contains 2 petals
Trillium contains 3 petals
Columbine contains 5 petals

Golden Rectangle
- numbers that created an interesting pattern the
sequence 1, 1, 2, 3, 5, 8, 13, 21, 34… each
number is obtained by adding the last two
numbers of the sequence.

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Golden Ratio
- the relationship between numbers on the Fibonacci
sequence where plotting the relationships on scales
results in a spiral shape.

- a is larger than b, (a+b) divided by a is equal to a

divided by b, which is equal to 1.618033987…and
represented by (phi).

Golden Triangle
- the relationship between numbers on the Fibonacci
sequence where plotting the relationships on scales
results in a spiral shape.

Patterns and Regularities

Types of Patterns

1. SYMMETRY – a sense of harmonious and beautiful proportion of balance or an object is

invariant to any various transformations (reflection, rotation or scaling.)
a. Bilateral Symmetry: a symmetry in which the left and right sides of the organism can
be divided into approximately mirror image of each other along the midline.
b. Radial Symmetry ( or rotational symmetry ): a symmetry around a fixed point known
as the center and it can be classified as either cyclic or dihedral.

2. FRACTALS – a curve or geometric figure, each part of which has the same statistical
character as the whole.

3. SPIRALS - a curved pattern that focuses on a center point and a series of circular shapes
that revolve around it.

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Application of Mathematics in Our World
1. In forensic, mathematics is applied specifically the differential and integral calculus to clarify
the blurred image to clear image.
2. In medical field, much of a function of a protein is determined by its shape and how the
pieces move.
3. In fluid dynamics, engineers use numerical analysis in phenomena involving heat, electricity
and magnetism, relativistic mechanics, quantum mechanics and other theoretical
constructs.
4. In Information Technology, modern computer are invented through the help of
mathematics.
5. Cryptography is a combination of both mathematics and computer science and is affiliated
closely with information theory, computer security and engineering.
6. In archaeology, archaeologists use a variety of mathematical and statistical techniques to
present the data from archaeological surveys and try to find patterns to shed on past
human behavior an in carbon dating artifacts.
7. In Social Sciences such as economics, sociology, psychology and linguistics all now make
extensive use of mathematical models, using the tools of calculus, probability, game theory,
and network theory.
8. In Economics, mathematics such as matrices, probability and statistics are used.
9. In political Science, political analysts study past election results to see changes in voting
patterns and the influence of various factors on voting behavior or switching of votes
among political parties and mathematical models for Conflict Resolution using Game
Theory and Statistics.
10. In music and arts, the rhythm that we find in all music notes is the result of innumerable
permutations and combinations.

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1.2 MATHEMATICS LANGUAGE AND SYMBOLS

Intended Learning MATHEMATICAL LANGUAGE

Outcomes (ILOs) -the system used to communicate mathematical ideas.

• Discuss the language, Expression

symbols and -correct arrangement of mathematical symbols to represent
conventions of the object of interest, does not contain a complete thought,
mathematics.
and cannot be determined if it is true or false.
• Explain the nature of
Sentence
mathematics as a
language. -a correct arrangement of mathematical symbols that states a
complete thought and can be determined whether it’s true,
• Perform operations on
false, sometimes true/sometimes false.
mathematical
expressions correctly. Mathematical Convention
• Acknowledge that -a fact, name, notation, or usage which is generally agreed
mathematics is a upon by mathematicians.
useful language.
-PEMDAS (Parenthesis, Exponent, Multiplication, Division,
Addition and Subtraction.)

-All mathematical names and symbols are conventional.

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1.2 MATHEMATICS LANGUAGE AND SYMBOLS

Intended Learning FOUR BASIC CONCEPTS

Outcomes (ILOs) Language of Sets

• Identify and discuss -an unordered collections of objects, called elements or

the four basic members of the set.
concepts in
Methods of Writing Sets
mathematical
language. 1.Rule Method - describes the elements of a given set.

2.Roster Method - lists all elements of a given set.

3.Set Builder Notation - represents letters for numbers.

Finite Set - a set with countable number of elements.

Infinite Set - a set with uncountable number of elements.

Empty/Null Set - a set without elements.

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1.2 MATHEMATICS LANGUAGE AND SYMBOLS

Example 1.2.1

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1.2 MATHEMATICS LANGUAGE AND SYMBOLS

Example 1.2.2

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1.2 MATHEMATICS LANGUAGE AND SYMBOLS

Language of Relations
- If x and y are elements of these sets and if a relation exists between x and y, then we say that
x corresponds to y or that y depends on x and is represented as the ordered pair of (x, y).

- If R is a relation from A to B and (a, b) is in R, then we say that “a is related to b” and it is

denoted as a R b.

- Let R be a relation from Set A to the Set B.

Example 1.2.3

Language of Functions
- A function is a relation in which, for each value of the first component of the ordered pairs,
there is exactly one value of the second component.

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1.2 MATHEMATICS LANGUAGE AND SYMBOLS

Example 1.2.4

Determine whether each of the following relations is a function.

Language of Binary Operations

- Let G be a set. A binary operation on G is a function that assigns each ordered pair of
element of G.

Example 1.2.5

Determine whether the set of all non-negative integers under addition is a group.

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1.3 PROBLEM SOLVING AND REASONING

Intended Learning INDUCTIVE AND DEDUCTIVE

Outcomes (ILOs) REASONING
• Compare inductive
and deductive Inductive Reasoning
reasoning. -drawing a general conclusion from a repeated observation or
limited sets of observations of specific examples.

Conjecture
-conclusion using inductive reasoning.

Counterexample
-one example to prove the conjecture false.

Deductive Reasoning
- drawing general to specific examples.

Example 1.3.1
Determine whether each of the following arguments is an example of inductive or deductive
reasoning.

1. No man can stop the passage of time. Noel is a man. Therefore, Noel cannot stop the
passage of time.

2. Felix is a dog. Dog has a keen sense of smell. Felix has a keen sense of smell.

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1.3 PROBLEM SOLVING AND REASONING

Intended Learning
Outcomes (ILOs) POLYA’S FOUR-STEPS
• Apply the Polya's
Four-Steps in problem Steps:
solving.
1. Understand the problem.

2.Devise a plan.

3.Carry out the plan.

4.Look back.

Example 1.3.2

1. Two times the sum of a number and 3 is equal to thrice the number plus 4. Find the
number.

2. If the length of the top of a rectangle is 15inches more than its width and the area is 1,350
square inches. Find the dimension of the table.

Assessment Tasks (ATs)

1. The product of the ages, in years, of three young professionals is 13,800. None of them has
the same ages. What are their ages? Use the Polya's Four-Step problem solving.

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Chapter 2: Mathematics as a Tool Part 1
- Introduction
- Measures of Central Tendency of Ungrouped Data
- Measures of Central Tendency of Grouped Data
- Measures of Dispersion of an Ungrouped and a Grouped Data

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 2.1 INTRODUCTION

Intended Learning FREQUENCY DISTRIBUTION TABLE

Outcomes (ILOs)
Range (R)
• State reasons for using - difference of the highest value and the lowest value.
samples to obtain
information about the Class Limits (CL)
population, rather - highest and lowest values describing a class.
than using the
population itself. Class Boundaries (CB)
-upper and lower class values with additional decimal place more
than the class limits and end with the digit 5.

Interval (i)
-distance between the class lower boundary and the class upper
boundary.

Frequency (f)
- number of values in a specific class.

Relative Frequency (rf)

- obtained when the frequencies in each class is divided by the total number of values.

Cumulative Frequency (cf)

- sum of the frequencies accumulated up to the upper boundary of a class.

Midpoint (X)
- average of the upper limit and lower limit in each class.

Steps in Constructing Frequency Distribution

1. Arrange the data in ascending or descending order.

2. Find the highest (HV) and lowest value (LV).

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3. Find the range. (HV -LV)

4. Determine the number of classes. ("2 to the k rule")

5. Determine the class interval. (Range/Number of classes)

6. Select a starting point for the lowest class limit.

7. Set the individual class limit.

8. Set the class boundaries.

9. Determine the numerical frequencies.

10. Determine the relative frequency. (Divide each frequency by the total frequency)

11. Compute the percentage. ( rf x 100)

12. Determine the cumulative frequencies.

13. Determine the midpoints.

Example 2.1.1

SJS Travel Agency, a nationwide local travel agency, offers special rates on summer
period. The owner wants additional information on the ages of those people taking travel tours.
A random sample of 50 customers taking travel tours last summer revealed these ages.

18 29 42 57 61 67 37 49 53 47

24 34 45 58 63 70 39 51 54 48

28 36 46 60 66 77 40 52 56 49

19 31 44 58 62 68 38 50 54 48

27 36 46 59 64 74 39 51 55 48

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2.1 INTRODUCTION

Assessment Tasks (ATs)

Consider the raw data below and make a frequency distribution table.

Statistics Test Scores of 50 Students

88 62 63 88 65 85 83 76 72 63

60 46 85 71 67 75 78 87 70 42

63 90 63 60 73 55 62 62 83 79

78 40 51 56 80 90 47 48 54 77

86 55 76 52 76 40 52 72 43 60

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2.1 INTRODUCTION

Graphical Presentation of Data

1. Histogram - made of vertical bars that are joined together.

2. Frequency Polygon - graph that displays the data using points which are connected by
lines.

3. Cumulative Frequency Polygon (Ogive) - displays the cumulative frequencies for the
classes.

Example 2.1.2

Using the data in Example 2.2.1, construct a histogram, frequency polygon and cumulative
frequency polygon.

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2.2 MEASURE OF CENTRAL TENDENCY

Intended Learning MEASURE OF CENTRAL TENDENCY

Outcomes (ILOs) -summary of the characteristics of a given set of data.

• Locate the center of a Mean

data using the mean, - the only common measure in which all values play an equal
median mode(s), and role meaning to determine its values you would need.
weighted mean and
check for a reasonable
result. " - sample mean " - population mean

• Distinguish situations Properties of Mean

in which the mean
1. A set of data has only one mean.
may not be the best
measure of central 2. Mean can be applied for interval and ratio data.
tendency.
3. All values in the data set are included in computing the
mean.

4. The mean is very useful in comparing two or more data sets.

5. Mean is affected by the extreme small or large values on a data set.

Mean for Ungrouped Data

= sample mean = population mean

X = value of any particular observations n = total number of data in the sample

= sum all of Xs N = total number of values in the population

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2.2 MEASURE OF CENTRAL TENDENCY

Mean for Grouped Data

= sample mean X = value of any particular observations

f = frequency N = total number of values in the population

= sum of all the products of f and Xs n = total number of values in the sample

Weighted Mean
- useful when various classes or groups contribute differently to the total.

wi = corresponding weight

Xi = observation or measurement

Median
- midpoint of the data array.

Properties of Median

1. The median is unique, there is only one median for a set of data.

2. The median is found by arranging the set of data from lowest to highest ( or highest to
lowest) and getting the value of the middle observation.

3. Median is not affected by the extreme small or large values.

4. Median can be applied for ordinal, interval and ratio data.

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2.2 MEASURE OF CENTRAL TENDENCY

Median for Ungrouped Data

To determine the value of median for ungrouped we need to consider two rules:

1. If n is odd, the median is not middle ranked.

2. If n is even, the median is the average of the two middle ranked values.

Median for Grouped Data

LB = lower boundary of the median class

N = number of sample size

cf = cumulative frequency before the median class.

f = frequency

i = interval

Mode
- value in a data that appears more frequently.

d1= difference between the f of the modal class and the f above modal class.

d2= difference between the f of the modal class and the f below modal class.

Unimodal - only one value with the greatest frequency.

Bimodal - two values with the same greatest frequency.

Multimodal - more than two modes.

Properties of Mode

1. The mode is found by locating the most frequently occurring value.

2. The mode is the easiest average to compute.

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2.2 MEASURE OF CENTRAL TENDENCY

3. There can be more than one mode or even no mode in any given data set.

4. Mode is not affected by the extreme small or large values.

5. Mode can be applied for nominal, ordinal, interval and ratio data.

Example 2.2

1. The daily rates of a sample of eight employees at GMs Inc. are P520, P420, P560, P500,
P700, P670, P860, P480. Find the mean daily rate of employee.

2. Find the population mean of the ages of 9 middle-management employees of a certain

company. The ages are 53, 45, 59, 48, 54, 46, 51, 58, and 55.

3. At the Mathematics Dept. of TIP there are 18 instructors, 12 assistant professors, 7

associate professors, and 3 professors. Their monthly salaries are P30,500, P33,700,
P38,600, and P45,000. What is the weighted mean salary?

4. Find the median of the ages of 9 middle-management employees of a certain company.

The ages are 53, 45, 59, 48, 54, 46, 51, 58, and 55.

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2.2 MEASURE OF CENTRAL TENDENCY

5. The daily rates of a sample of eight employees at GMs Inc. are P520, P420, P560, P500,
P700, P670, P860, P480. Find the median daily rate of employee.

6. The following data represent the total unit sales for PSP 2000 from a sample of 10 Gaming
Centers for the month of August: 15, 17, 10, 12, 13, 10, 14, 10, 8, and 9. Find the mode.

7. Find the mode of the ages of 9 middle-management employees of a certain company. The
ages are 53, 45, 59, 48, 54, 46, 51, 58, and 55.

8. Using Example 2.2.1, determine the mean, median, and mode of the frequency distribution
on the ages of 50 people taking travel tours.

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2.2 MEASURE OF CENTRAL TENDENCY

Assessment Tasks (ATs)

Find the mean, median and mode of the given data below.

Statistics Scores of 50 Students

Class Interval f

90 - 94 2

85 - 89 6

80 - 84 3

75 - 79 8

70 - 74 5

65 - 69 2

60 - 64 10

55 - 59 3

50 - 54 4

45 - 49 3

40 - 44 4

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2.3 MEASURE OF DISPERSION

Intended Learning MEASURES OF DISPERSION

Outcomes (ILOs) -the spread of the scores in each set are different though the
set of scores have equal means.
• Compute and
interpret the range,
variance and standard
Range
deviation for both
population and Exclusive Range ( ungrouped) = HS - LS
sample, then use the
Inclusive Range ( grouped )= Exact Lower Boundary of LS -
values to rank the
dispersion of different Upper Boundary of HS
data sets.

Sample Variance and Sample Standard Deviation for Ungrouped Data

Alternate Formula

-sample variance n - sample size

s - sample standard deviation " - sample mean

X - value of any observation

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2.3 MEASURE OF DISPERSION

Sample Variance and Sample Standard Deviation for Grouped Data

Alternate Formula

Population Variance and Population Standard Deviation for Ungrouped Data

-population variance N - population size

-population standard deviation " - population mean

X - value of any observation

Example 2.3

1. The daily rates of a sample of eight employees at GMC Inc. are P550, P420, P560, P500,
P700, P670, P860, P480. Find the standard deviation and variance.

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2.3 MEASURE OF DISPERSION

2. Determine the variance and standard deviation of the frequency distribution on the ages of
50 people taking travel tours.

Class Limits f

18 - 26 3

27 - 35 5

36 - 44 9

45 - 53 14

54 - 62 11

63 - 71 6

72 - 80 2

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Assessment Tasks ( ATs )

Determine the variance and standard deviation given the data below.

Statistics Scores of 50 Students

Class Interval f

90 - 94 2

85 - 89 6

80 - 84 3

75 - 79 8

70 - 74 5

65 - 69 2

60 - 64 10

55 - 59 3

50 - 54 4

45 - 49 3

40 - 44 4

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2.4 NORMAL DISTRIBUTION
Intended Learning
Outcomes (ILOs)
• Differentiate a normal random
variable from a standard
normal random variable.
• Understand what information
is provided by an entry in the
standard normal table.
• Find the probability that a
value in an interval of values of
any normal random variable
occurs.
2. Find the area under the curve between z = 0.8 and z = 2.4, P(0.8<z<2.4).
NORMAL DISTRIBUTION
Properties of the Normal Curve
1.Symmetric about the mean.
2.The mean, median and the mode are all equal.
3.The tails or ends are asymptotic to the horizontal line.
4.The total area under the curve or the probability
associated with it is equal to 1 or 100%.
5. The normal distribution is unimodal.
Example 3.8
1.Determine the probability that z is greater than 2.2 {P
(Z>2.2)}.
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2.4 NORMAL DISTRIBUTION

3. Find the area from z = -2.33 to z = 1.65, P(-2.33<z<1.65).

4. Find the z value if the area to the right of -z = 0.8289.

Assessment Tasks (ATs)

1. Find the area under the curve between z = 0 and z = 1.85.

2. Find the area under the curve to the right of z = 1.15.

3. Find the area under the curve to the left of z = -1.85.

4. Find the z value such that the area under the curve is between 0 and z value is 0.3962.

5. Find the z score if the area is between -1.5 and z is 0.0217.

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2.5 APPLICATION OF THE NORMAL DISTRIBUTION

Intended Learning THE STANDARD NORMAL

Outcomes (ILOs) DISTRIBUTION
z value (z score) - signed distance between a selected
• Distinguish X and Z on a
diagram that represents a value.
problem situation described
by a normal random
variable.

• Use the standard normal Example 3.9

transformation to
approximate a binomial 1.Records of a certain hospital showed that the
probability. distribution of length of stay of its patient is normal with a
mean of 11.5 days and a standard deviation of two days.

a. What percentage of the patients stayed nine days

or less?

b. How long should a patient stay to include in the study if a new method in nursing care
is administered to the middle 95% of the group?

2. The average age of bank managers is 40 years. Assume the variable is normally
distributed. If the standard deviation is 5 years, find the probability that the age of randomly
selected bank manager will be in the range between 35 and 46 years old.

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!33
2.6 LINEAR REGRESSION TEST

Intended Learning
Outcomes (ILOs)
• Describe the organization of
values in a data set to be
used for correlation and
regression analysis.
• Calculate a correlation
coefficient and interpret the
value.
• Test for a significant
correlation between two
variables.
PEARSON COEFFICIENT OF
RELATION
-relationships between two or more variables.
-used to measure the degree of linear relationship or
association between two variables.
• Positive Correlation (+1.00) - when high values in one
variable are associated with high values of another
variable.
•Negative Correlation ( -1.00) - when high values are
associated with low values of the other variable.

x = observed data of the independent variable n = sample size

y = observed data of the dependent variable r = degree of x and y relationship

0.90 to1.00 (-0.90 to -1.00) Very high positive (negative)

0.70 to 0.90 (-0.70 to -0.90) High positive (negative)

0.50 to 0.70 (-0.50 to -0.70) Moderate positive (negative)

0.30 to 0.50 (-0.30 to -0.50) Low positive (negative)

0.00 to 0.30 (0.00 to -0.30) Little, if any correlation

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Example 4.3

1. A study was made to determine the relationship existing between the grade in Calculus
and the grade in Fortran Computer Language. A random sample of 10 computer students
in a certain university were taken and the following are the results of the sampling.
Student no: 1 2 3 4 5 6 7 8 9 10

Calculus (x) 73 83 80 77 89 78 92 86 93 84

Fortran (y) 78 87 78 76 92 81 89 89 91 84

Is the obtained relationship significant at 0.05 level?

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