Joemar C.

Endam
Mathematics Department
Negros Oriental State University
Course Description
 This course deals with 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 and as an
application of inductive and deductive 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.
Learning Outcomes
Knowledge
1. Discuss and argue about the nature of mathematics, what it
is, how it is expressed, represented, and used.
2. Use different types of reasoning to justify statements and
arguments made about mathematics and mathematical
concepts.
3. Discuss the language and symbols of mathematics.
Learning Outcomes
Skills
1. Use a variety of statistical tools to process and manage
numerical data.
2. Analyze codes and coding schemes used for identification,
privacy, and security purposes.
3. Use mathematics in other areas such as finance, voting,
business, arts and design, and recreation.
Learning Outcomes
Values
1. Appreciate the nature and uses of mathematics in everyday
life.
2. Affirm honesty and integrity in the application of
mathematics to various human endeavours.
Course Outline
Section 1 The Nature of Mathematics
1.1 Mathematics in our World
1.2 Mathematical Language and Symbols
1.3 Problem Solving and Reasoning
Section 2 Mathematics as a Tool
2.1 Data Management
2.2 Geometric Designs
2.3 Apportionment and Voting
2.4 Graphs
2.5 Modular Arithmetic and Codes
Core Ideas
1.1 Mathematics in our World
Mathematics is a useful way to think about nature and
our world.

1.2 Mathematical Language and Symbols

Like any language, mathematics has its own symbols,
syntax and rules.

1.3 Problem Solving and Reasoning

Mathematics is not just about numbers, much of it is
problem solving and reasoning.
Core Ideas
2.1 Data Management
Statistical tools derived from mathematics are useful in
processing and managing numerical data in order to describe
a phenomenon and predict values.

2.2 Geometry
Geometry can help enhance one’s artistic prowess as well
as enrich one’s own culture.
Core Ideas
2.3 Apportionment and Voting
Mathematics can promote democracy through impartial
voting methods and numerical measures of fairness.

2.4 Graphs
Mathematics creates connections and fosters efficiency
through visual tools like graphs and algorithms.

2.5 Modular Arithmetic and Codes

Mathematics enables the development of codes and
ciphers that are useful to individuals and to society.
1.1 Mathematics in our World
Resources
1. Nature’s Numbers by Ian Stewart
2. Youtube videos about math in nature

Assessment
1. Quiz: Essay writing
2. Synthesis paper
3. PowerPoint presentation
1.2 Mathematical Language and Symbols

Resources
1. Learning the language of mathematics by R. Jamison
2. The language of mathematics by Carol Fisher

Assessment
1. Exercise sets
2. Quiz
1.3 Problem Solving and Reasoning

Resources
1. Mathematical Excursions by Aufmann et al
2. Professor Stewart’s Cabinet of Mathematical Curiosities

Assessment
1. Problem Set
2. Quiz
2.1 Data Management
Resources
1. Mathematical Excursions by Aufmann et al
2. Any introductory statistic book

Assessment
1. Quiz
2. Project Proposal
2.2 Geometric Designs
Resources
1. Any book in Geometry: Shapes, Patterns and Designs
2. Youtube videos on geometric designs

Assessment
1. Exercise sets
2. Quiz
2.3 Apportionment and Voting

2.4 Graphs

2.5 Modular Arithmetic and Codes

2.5 Modular Arithmetic and Codes
Many clocks have the familiar 12-hour design.
We designate whether the time is before noon or after noon by
using the abbreviations A.M. and P.M.
A reference to 7:00 A.M. means 7 hours after 12 midnight;
a reference to 7:00 P.M. means 7 hours after 12 noon.
In both cases, once 12 is reached on the clock, we begin again
with 1.
If we want to determine a time in the future or in the past, it is
necessary to consider whether we have passed 12 o’clock. To
determine the time 8 hours after 3 o’clock we add 3 and 8.
Because we did not pass 12 o’clock, the time is 11 o’clock.
However, to determine the time 8 hours after 9 o’clock, we
must take into consideration that once we have passed 12
o’clock, we begin again with 1. Therefore, 8 hours after 9
o’clock is 5 o’clock.
We will use the symbol + to denote this addition on a 12-hour
clock. Using this notation,
3 + 8 = 11 and 9 + 8 = 5
on a 12-hour clock.

We can also perform subtraction on a 12-hour clock.

We can also perform subtraction on a 12-hour clock.
If the time now is 10 o’clock, then 7 hours ago the time was 3
o’clock, which is the difference between 10 and 7 (10 – 7 = 3).
However, if the time now is 3 o’clock, then, using figure
below, we see that 7 hours ago it was 8 o’clock.
If we use the symbol – to denote subtraction on a 12-hour clock,
we can write
10 – 7 = 3 and 3 – 7 = 8.

Perform Clock Arithmetic: Evaluate the following.

1. 8 + 7
2. 7 + 12
3. 8 – 11
4. 2 – 8
 Modulo n
Two integers a and b are said to be congruent modulo n, where
n is a natural number called the modulus, if the remainder
when a is divided by n equals the remainder when b is
divided by n. In this case, we write a ≡ b mod n.
The statement a ≡ b mod n is called a congruence.

For instance,
29 ≡ 11 mod 3
because 29 ÷ 3 = 9 remainder 2 and 11 ÷ 3 = 3 remainder 2.
5 is not congruent to 37 mod 6 because 5 ÷ 6 = 0 remainder 5
and 37 ÷ 6 = 6 remainder 1.
The numbers 5 and 37 have different remainders when divided
by 6.
Computing the Day of the Week
Zeller’s Congruence

d is the day of the month

m is the month using 1 for March, 2 for April, …, 10 for
December, 11 for January and 12 February
y is the last two digits of the year if the month is March
through December; if the month is January or February, y is
the last two digits of the year minus 1
c is the first two digits of the year
x is the day of the week (0 for Sun, 1 for Mon,..., 6 for Sat)
Exercises
1. Determine the day of the week on July 4, 1776.

2. Determine the day of the week on which you were

born.
ISBN and Credit Card Numbers
Every book that is cataloged in the Library of Congress must
have an ISBN (International Standard Book Number).
The ISBN for the third edition of the American Heritage
Dictionary is 0-395-44895-6.
The first number, 0, indicates that the book is written in
English.
The next three numbers, 395, indicate the publisher
(Houghton Mifflin Company).
The five numbers 44895 identify the book (American Heritage
Dictionary).
The last digit is called a check digit. This digit is chosen so as
to satisfy the following congruence.
The digit 6 is selected as the check digit of the ISBN because
247 + 6 = 253 and 253 ÷ 11 = 23 remainder 0.

Because the ISBN congruence equation has a modulus of 11, the

value of x could be any number from 0 to 10. A check digit of
10 is coded as an X.
One purpose of the ISBN method of coding books is to ensure
that orders placed for books are filled accurately.
For instance, suppose a clerk sends an order for the American
Heritage Dictionary and inadvertently enters the number
0-395-44985-6
(the 8 and the adjacent 9 have been transposed).
Now
0(10)+3(9)+9(8)+5(7)+4(6)+4(5)+9(4)+8(3)+5(2)+6 = 254

If we divide 254 by 11, the remainder is not zero. Because the

congruence is not true, we know there is an error in the
order.
Determine the ISBN check digit for the book A Brief History of
Time by Stephen Hawking. The first nine digits of the ISBN
are 0-553-05340- ?
Credit Cards
Companies that issue credit cards also use modular arithmetic
to determine whether a credit card number is valid.
This is especially important in e-commerce, where credit card
information is frequently sent over the Internet.
The primary coding method is based on the Luhn algorithm,
which uses mod 10 arithmetic.

Credit card numbers are normally 13 to 16 digits long. The first

one to four digits are used to identify the card issuer.
The Luhn algorithm, used to determine whether a credit card
number is valid, is calculated as follows:

Beginning with the next-to-last digit (the last digit is the check
digit) and reading from right to left, double every other digit.
If a digit becomes a two-digit number after being doubled,
treat the number as two individual digits.
Now find the sum of the new list of digits; the final sum must
equal 0 mod 10.
Is 6011012391452317 a valid credit card number?
Codes
Cryptology is the study of making and breaking secret codes.

Plaintext is a message before it is coded.

Ciphertext is the message after it has been written in code.

Encryption is the method of changing from plaintext to

ciphertext.

Decryption is the method of changing from ciphertext to

plaintext.
A Cipher of Caesar
Use the cyclical alphabetic encrypting code that shifts each letter 11 positions to
a. code CATHERINE THE GREAT b. decode TGLY ESP EPCCTMWP
2.3 Apportionment and Voting
Apportionment
There are at least two plans of apportionment:

1. The Hamilton Plan

2. The Jefferson Plan.

Apportionment

We will consider a fictitious country of

Andromeda with a population of 20,000
and five states. The population of each
state is given in the table at the right.
Andromeda calls for 25 representatives to
be chosen from these states. The number
of representatives is to be apportioned
according to state’s respective populations.
The Hamilton Plan
Under the Hamilton Plan, the total population of the country
is divided by the number of representatives. This gives the
number of citizens represented by each representative. This
number is called the standard divisor.
From the calculation in the above table, the total number of
representatives is 22, not 25 as required by Andromeda’s
constitution.

When this happens, the Hamilton Plan calls for revisiting the
calculations of the quotients and assigning an additional
representative to the state with the largest decimal
remainder. This process is continued until the number of
representatives equals the number required by the
constitution.
The Jefferson Plan
As we saw with the Hamilton plan, dividing by the standard
divisor and then rounding down does not always yield the
correct number of representatives. In the previous example,
we were three representatives short. The Jefferson plan
attempts to overcome this difficulty by using a modified
standard divisor.
This number is chosen, by trial and error, so that the sum of
the standard quotas is the total number of representatives. In
a specific apportionment calculation, there may be more
than one number that can serve as the modified standard
divisor.
In the following apportionment calculation, we used 740 as our
modified standard divisor. However, 741 also can be used as
the modified standard divisor.
The table below shows how the results of the Hamilton and
Jefferson apportionment methods differ. Note that each
method assigns a different number of representatives to
certain states.
Although we have applied apportionment to allocating
representatives to a congress, there are other applications of
apportionment.

1. Nurses can be assigned to hospitals according to the

number of patients requiring care.
2. Police officers can be assigned to precincts based on the
number of reported crimes.
3. Math classes can be scheduled based on student demand
for those classes.
Exercise: Apportioning board members using the Hamilton
and Jefferson methods.

Suppose the 18 members on the board of the Ruben County

environmental agency are selected according to the
populations of five cities in the county, as shown in the table.
The Hamilton Plan
The Jefferson Plan