COLAND SYSTEMS TECHNOLOGY INCORPORATED

Peñas Building, Sinsuat Avenue

Cotabato City

MATHEMATICS IN THE MODERN WORLD Preliminaries

Course Title : Mathematics in the Modern World

No. of Units 3 units

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 (in nature and the 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 in itself (and of
science) governed by logic and reasoning.

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Mathematics in the Modern World
Vision Statement:
As an institution, Coland Systems Technology Incorporated envisions to:
 Inculcate patriotisms, nationalism, love of humanity and environment, respect for human rights, personal discipline and critical thinking.
 Constantly strive in making a positive difference in the lives of the graduates and the people in the community.

Mission Statement:
 Provide, promote and protect the rights of students to quality education at all levels and shall take appropriate and concrete steps to make
education accessible, as well as affordable to all.
 Establish, maintain and support adequate, complete and integrated system of education, catering the relevant needs of Filipino people at
present time.
 Institute and maintain a system of scholarship grants, loan program and other form of incentives, which shall be available to the
marginalized, underprivileged and most especially to the poorest of the poor, but deserving students.
 Encourage non - formal, informal, indigenous learning's, as well as self - learning systems, and out - of - study programs, responsive to the
needs of the community.
 Provide adult education to the disabled, out - of - school youth with trainings in civics, vocational efficiency and other skills.

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Mathematics in the Modern World
Learning Outcomes

At the end of the course, the students would be able to:

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.
Skills
4. Use a variety of statistical tools to process and manage numerical data;
5. Analyze codes and coding schemes used for identification, privacy, and security purposes;
6. Use mathematics in other areas such as finance, voting, health and medicine, business, environment, arts and design, and recreation.
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 endeavors

COURSE OUTLINE

Section 1. The Nature of Mathematics

l. Mathematics in our World
Core Idea. Mathematics is a useful way to think about nature and our world
II. Mathematical Language and Symbols
Core Idea.' Like any language, mathematics has its own symbols, syntax and rules
III. Problem Solving and Reasoning
Core Idea: Mathematics is not just about numbers, much o/ it is problem solving and reasoning

Section 2. Mathematics as a Tool

l. Data Management
Core Idea: Statistical tools derived from mathematics are useful in processing and managing numerical data in o/-c/err to describe a
phenomenon and predict values
II. Part Two
1. Geometric Designs
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3 Mathematics in the Modern
 Core Idea: Geometry can help enhance one’s artistic prowess as well as enrich one’s own culture
2. Codes
Core Idea: The utility of mathematics goes beyond the mundane. Mathematics enables the development of codes and ciphers that
are useful to individuals and to society
3. Linear Programming
4. The Mathematics of Finance
5. Apportionment and Voting
6. Logic
7. The Mathematics of Graphs
8. Mathematical Systems

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

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Mathematics in the Modern World
MATHEMATICS IN THE MODERN WORLD Learning Plan

Note: Topics that have been shaded indicate the areas or opportunities for interdisciplinarity.
Learning Outcome Topic Methodology Resources Assessment

1. Identify patterns in Section 1. The Nature of Activities to do. (i) video- Required: (1) Nature’s Evaluation Requirements.
nature and regularities in Mathematics watching (ii) pair-sharing Numbers by Ian Stewart or (i) short- response/essay
the world (K) or small group sharing Mathematics in Nature. writing at the end of class
I. Mathematics in our (iii) journal writing (iv) Modeling Patterns in the to one question. Examples
2. Articulate the World whole class discussion Natural World by John A. of these questions are:
importance of Schedule Weeks 1-2 Adam or A Mathematical what new ideas about
Questions to Pose. (i)
mathematics in one's life Number of hour 4 hour /\/atore Walk by John A. mathematics did you
What is mathematics?
(V) Adam, or any book of the learn?; what is it about
(ii) Where is
same level, intent and mathematics that might
3. Argue about the nature mathematics? (iii) What
Core Idea. Mathematics is approach have changed your
role does mathematics
of mathematics, what it is, a useful way to think thoughts about it?, and;
play in your world? (2)
how it is expressed, about nature and our what is most useful about
represented, and used (K) world. Some ideas to elicit and https://vimeo.com/99533 68 mathematics for
encouraae. (i) Many humankind? (ii) Two- to
Recommended: (1) A
pakerns and occurrences three-page synthesis paper
4. Express appreciation Day’s Adventure in Math
exist in nature, in our focusing on one of the
for mathematics as a Wonderland by Akiyama
world, in our life. following aspects of
human endeavor (V) & Ruiz; (2) The Number
Mathematics helps makes mathematics: (a)
Devil by Enzensberger
sense of these patterns Mathematics helps
and occurrences. (ii) organize patterns and
Mathematics is a tool to regularities in the world.
quantify, organize, and (b) Mathematics helps
control our world, predict the behavior of

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Learning Outcome Topic Methodology Resources Assessment
The weather, etc. predict phenomena, and nature and phenomena
Make life easier for us. in the world. (c)
• The Fibonacci
Some ideas to discourage Mathematics helps
Sequence
or debunk or disprove. (i) control nature and
• Mathematics helps occurrences in the world
Mathematics is just for
organize patterns for our own ends.
the books, confined in the
and regularities in Standards/Basis for
classroom. (ii)
the world
Mathematics has no place Grading to Use. 0 point
• Mathematics helps in my life. — The student is unable to
predict the behavior elicit the ideas and
of nature and concepts from the
phenomena in the readings and video
world. indicating that s/he has not
read the prescribed reading
• Mathematics helps
or watched the video. 1
control nature and
point — The student is able
occurrences in the
to elicit the ideas and
world for our own
concepts from the readings
ends. and video but shows
• Mathematics has erroneous understanding
numerous of these. 2 points — The
applications in the student is able to elicit the
world making it ideas and concepts from
indispensable. the readings and video and
shows correct
Caution. (i) This is not a
Philosophy of
Mathematics course;
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 Learning Outcome Topic Methodology Resources Assessment
Therefore, refrain from understanding of these. 3
discussing at the level of points — The student not
Eaves or the like. (ii) This only elicits the correct
is not simply a math ideas from the readings
appreciation course; and video but also shows
therefore, evidence of internalizing
Refrain from merely these. 4 points — The
showing or telling the student elicits the correct
“beauty” or usefulness ideas from the readings
of mathematics alone. and video, shows
evidence of internalizing
these, and consistently
contributes additional
thoughts to the Core
Idea.

5. Discuss the language, Section 1. The Nature of Activities to do (i) Required for Instructors: Evaluation
symbols, and conventions Mathematics Individual or small group Jamison, R. E. (2000). Requirements. (i)
of mathematics (K) exercises including games Learning the language of Writing exercise sets (ii)
II. Mathematical
(see exercises in The mathematics. Quiz
Language and Symbols
Language of Mathematics Language and Learning Standards/Basis for Gradinq
6. Explain the nature of (from One Mathematical across the Disciplines, to Use. Use numerical
mathematics as a Cat, Please! by Carol 4(1), 45-54. (attached) scores.
language (K) Burns Fisher) (ii) Whole
Core Idea. Like any Required for Students:
class discussions of the (i) The Language of
7. Perform operations language, mathematics
on mathematical has its own symbols, Mathematics (from One

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 Learning Outcome Topic Methodology Resources Assessment
expressions correctly Syntax and rules. comparisons between Mathematical Cal,
(S) the English language and Please! by Carol Burns
• Characteristics of
Mathematical language Fisher) (ii) The Language
8. Acknowledge that mathematical
(iii) Compilation of and Grammar of
mathematics is a useful Language: recuse,
mathematical symbols and Mathematics (both
language (V) concise, powerful
notations and their attached)
• Expressions vs. meanings
sentences
• Conventions in the Some ideas to elicit and
mathematical encourage. (i)
language Mathematics is a language
in itself.
• Four basic concepts:
Hence. it is useful in
sets, functions,
communicating important
relations, binary
ideas. (ii) Mathematics as
operations
a language is clear and
• Elementary logic: objective. (iii) Language
connectives, conventions are
quăritifiers, negation, necessary in mathematics
variables for it to be
Understood by all.
• Formality
Note. This part of the
Some ideas to discourage
course is intended to be
or debunk or disprove. (i)
light and easy. The
Mathematics is not a
intention is to expose the
language but a useless
students to the world

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 Learning Outcome Topic Methodology Resources Assessment
of mathematics as a set of formal rules and
Language in order that alien symbols. (ii)
they may be able to read Mathematics confuses the
and write mathematics communication of concepts
texts and communicate and ideas. (iii) Mathematics
ideas with precision and is full of unnecessary
conciseness. symbols, rules, and
conventions.

9. Use different types of Section 1. The Nature of Activities to do. (i) Required: Mathematical Evaluation
reasoning to justify Mathematics reading and writing proofs Excursions (Ch. 1) by R. Requirements. (i) one
statements and arguments III, Problem Solving and (ii) small-group problem Aufmann et al.; What is take-home problem set
made about mathematics Reasoning solving (iii) whole class Mathematics Really? (ii) quiz on proving using
and mathematical concepts discussions of key (Ch. 4 & 5) by R. Hersh; deductive or inductive
(K) problems and solutions reasoning
Recommended:
Some ideas to elicit and Mathematical Excursions StandardslBasis for Gradinq
10. Write clear and Core Idea. Mathematics is encourage. (i) (Ch. 2) by R. Aufmann et to Use. 0 point
logical proofs (K) not just about numbers; Mathematics requires not al.; Mathematics, A — The students did not
much of it is problem only facility with numbers Practical Odyssey (Ch. 1) make any attempt to
11. Solve problems solving and reasoning. but also the ability to by Johnson & Mowry; solve any of the problems
involving patterns and critically think through The Number Devil by in the problem set or prove
• Inductive and situations, to reason and Enzensberger, Professor any of the statements in
recreational problems
Deductive argue logically and to Stewart’s Cabinet of the quiz. 1 point — The
following Polya’s four
Reasoning creatively solve problems. Mathematical Curiosities student attempted to solve
steps (S)
• Intuition, proof, and (ii) by lan Stewart; Problem 50% of the problems in the
12. Organize one’s problem set or displayed
methods and

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 Learning Outcome Topic Methodology Resources Assessment
approaches for proving certainty Mathematics is an Solving Through logical reasoning 50% of
and solving problems active human endeavor. Recreational the time in attempting to
• Polya’s 4-steps in
(V) We can create the Mathematics by prove the statement/s in
Problem Solving
mathematics we need to Averbach and Chein. the quiz. 2 points - The
• Problem solving solve problems. (iii) student attempted to solve
strategies Mathematics is for all the problems in the
• Mathematical everyone and anyone who problem set or displayed
cares to learn it. (iv) logical reasoning 75% of
P+oblems involving
Mathematical problem the time in attempting to
Patterns
solving takes time. prove the statement/s in
• Recreational Solutions are not always the quiz. 3 points — The
ProbIemslusing apparent to the solver. student is able to
matherriafFcs (v) There may be more completely solve 50% of
Caution. (i) This is not a than one approach in the problems in the
full-fledged problem- solving mathematical problems set or
solving course; therefore, problems. completed 750/ of the
refrain from giving Some ideas to discouraqe proof/s in the quiz. 4
problems that are beyond or debunk or disprove. (i) points — The student is
the students’ abilities. (ii) One only needs to learn able to completely solve
While it seems more numbers and fractions to 75% of the problems in
important to be able to be mathematically the problem set or
think through and attempt proficient (ii) completed all the proof/s
to solve problems, there is Mathematics is a in the quiz.
a higher value in actually spectator sport.
completing solutions to Mathematics is just out
problems. there to be discovered

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 Learning Outcome Topic Methodology Resources Assessment
Hence, dissuade and appreciated. (iii)
students from merely Mathematics is only for the
attempting to solve and gifted. (iv) One is dumb if
encourage them instead to s/he cannot solve a
complete their solutions. mathematical problem right
(iii) Avoid giving away. (v) There is only one
problems that do not have way to solve a
known solutions. Such mathematical problem.
problems are not for this
course.

13. Use a variety of Section 2. Mathematics Activities to do. (i) Required: Mathematical Evaluation
statistical tools to as a Tool (Part 1) lectures (ii) work with excursions, 3'd Edition
robIem
process and manage
numerical data (S)
Data Management
appropriate computer
statistical software (iii)
(International Edition) by
Aufmann et at. (Ch. 13) â. tt•! tf,/e
class discussions (iv) Recommended:
14. Use the methods of pseudo-proposal u tItétve Study to be
Mathematics, A
linear regression and defense orally proposed
Core Idea. Statistical Practical Odyssey by
correlations to predict the Examples of Johnson & Mowry (Ch.
tools derived from Sample Proiect
value of a variable given applications. 4)
mathematics are useful in Proposal
certain conditions (S) 1. A brisk walk at 6.4
processing and managing Math in Our World by You want the university to
numerical data in order to km/hr burns an average of offer free shuttle rides for
Sobecki, Bluman, &
15. Advocate the use of describe a phenomenon 300 calories per hour. If students, faculty, and staff
Schirck-Matthews
statistical data in making and predict values. the standard deviation of from strategic points
important decisions (V) the distribution is 8 outside your university in
calories, find the order to

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Learning Outcome Topic Methodology Resources Assessment
d probability that a person improve traffic flow in
O oizinge#.aa who walks 1 hour at the your campus. The
Represeating“Oata rate of 6.4 km/hr will university chancellor
usinq graphs ăntd burn the given number of asks your team to
charts. nterpreting calories. Assume the present hard data that
organized data variable is normally will convince the
distributed. (a) More than administration. Prepare a
• Measures of Central
280 calories (b) Less than proposal on how you will
Tendency: Méân,
293 calories do this task.
Medfan, Mode, (c) Between 285 and
Weighted Mean Standards/Basis for
320 calories
Grading to Use. (i)
(From: Sobecki et al.,
Numerical scores for the
• Miep n Range, Math in Our World).
quizzes, test and problem
Standard Deviation Interpret the result for
sets (ii) rubric for the
anôVariance each number of project proposal
calories.
• I\4epsures of Relative P Caution. (i) Define the
fan: z-ccores, bounds of the project
2. Does good health
Percentiles, proposal to ensure that the
relate to education?
Quart les andBoz- work required is
Below are the figures for
and-Whis?ers Plots commensurate to the
the Philippines:
hours allotted for this
Immunization (measles, section of the course. (ii)
'/o of children ages 12- 23 The oral proposal is not to
• îünear_a gfeM '›n months) be graded
andWoetattos: 2005... 92
LeôèE-Sq me,
2006... 92

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 Learning Outcome Topic Methodology Resources Assessment
Coefficiént 2007... 92
Note. (i) Although the 2008... 92
concepts and skills 2009... 88
appear to be the same 2010... 80
as the Statistics taught
at Junior and Senior Primary completion rate
High School, they are (total, % of relevant age
not. Hence, the intention group)
is to build on the 2005... 94
concepts and skills 2006... 91
learned prior to 2007... 91
university/college, 2008... 92
deepen what have been 2009... 91
learned and highlight 2010... no data
skills in interpreting
statistical results. (ii)
Can you predict the
Exert efforts to use
technology that are primary completion rate
available to students. for 2010?

Choose two or three top ics for this section. The se ctions on Geometric De signs and Codes have be en developed as

16. Apply geometric Section 3. Mathematics Activities to do. (i) small Required: Geometry: Evaluation
concepts, especially as a Tool (Part 2) group or large class Shapes, Patterns and requirements. (i) 1
isometries in describing sharing of various Designs (A Chapter for problem set (ii) 1 long
and creating designs (S) indigenous designs the New Editions of the test (iii) class exhibit of

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 Learning Outcome Topic Methodology Resources Assessment
found in one’s home Math 12 Textbook for created or collected
17. Contribute to the
community (ii) lectures Ateneo de Manila indigenous designs
enrichment of the
(iii) written exercises University) by Vistro-Yu
Filipino culture and arts Standards/Basis for
using concepts in Recommended: Grading to Use. (i)
geometry (V); Palaspas by Nochesada numerical scores for
problem set and long test
(ii) rubric for the class
exhibit (iii) peer
evaluation for the class
exhibit
Caution. The content
material may prove to be
I. Geometric Desiqns a challenge to many
Core Idea. Geometry can students hence there
help enhance one’s artistic should be few
prowess as well as enrich assessment activities.
one’s own culture.

• Recognizing and
analyzing geometric
shapes
• Transformations

• Oesigñs,›Arts, &

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14 Mathematics in the Modern
 Learning Outcome Topic Methodology Resources Assessment
Culture

18. Use coding schemes II. Codes Activities to do. (i) role Required: (i) For All Evaluation
to encode and decode Core Idea. The utility of playing (ii) lectures (iii) Practical Purposes, reouirements. (i) 3
different types of mathematics goes written exercises (iv) Introduction to quizzes (ii) 1 long test
information for computer exercises Contemporary
beyond the mundane. Standards/Basis for
identification, privacy, and
Mathematics enables the Malhemalics (2' d Ed.) by Grading to Use.
security purposes (S) development of codes COMAP, Inc. (ii) A Numerical scores
and ciphers that are Student’s Guide to
Coding and lnformation
19. Exemplify honesty and useful to individuals and Theory by Moser and
to society
integrity when using codes Chen
for security purposes (V)
Recommended:
• Integers in http://www.exploratoriu
computers m.edu/ronh/secret/secre
t.htmI
• Logic and computer
addition
• Text data
• Errors _aad error
corre tiòn
• Eaor detecting
coóes

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14 Mathematics in the Modern
 Learning Outcome Topic Methodology Resources Assessment
Caution. It is easy to get
lost in the “fun" that this
section brings. Do not
lose the mathematics.

20. Use mathematical III. Linear Proqramminq Activities. (i) lectures (ii) Johnson & Mowry, Ch. Evaluation
concepts and tools in other role playing (iii) written 12 requirements. (i) 1
• Linear Inequalities
areas such as in finance, exercises problem set (ii) an
voting, logic, business, • Geometry of Linear integrating project
networks and systems (S) Programming
Sample Inteqratinq
• Simplex Method Proiect
fby aroups\
Create a poster aimed at
recruiting students to join
a club that promotes
mathematics as an
21. Support the use of important tool in everyday
mathematics in various IV The Mathematics of Aufmann et al., Chapter life.
aspects and endeavors in Finance 11
life (V) Standards/Basis for
• Simple and Gradinq to Use. (i)
Compound Interest Numerical scores for
• CiediLCards and problem sets (ii) Rubrics
CéusBmer Loaeñ for the project

• Stoeks, sand
L4iJtuaLFun0s

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Mathematics in the Modern World

. -- .. --.. .. ... -
 Learning Outcome Topic Methodology Resources Assessment
• Have ownership

V. Apportionment and
Votinq
• Introduction to
apportionment
• Introduction to
Vofing
• Weighted-Vofing
Systems

VI. Loqic Aufmann et al., Chapter 3

• Logic sfalement and
q«anti mrs
• Truth tables and
tautologies
• Conditional,
Biconditional and
related statements
• Symbolic Arguments
• Arguments aoâ£uler

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Mathematics in the Modern World

.. -
Learning Outcome Topic Methodology Resources Assessment
diagrams

VII. The Mathematics of Aufmann et al., Chapter

Graphs 5
• Craphs and Euler
circuits
• Weighted graphs
• Euler’s formula
• Graph coloring
-------------- -- -—--—
VIII. Mathematical Aufmann et at., Chapter
SYstems 8
• Modular Arithmetic
• Applications
• Group Theory

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Mathematics in the Modern World
Reading
And
References

Prepared By: Date Reviewed By: Date

REYMAR S. BELLOSILLO RYL R. RAMOS, MIM

Permanent Faculty Dean, College of Computer Studies

Noted By: Date Date

RYL R. RAMOS, MIM

Dean, College of Computer Studies

Approved By: Date

ENGR. RIGE MAE G. MUESCO, MIM

Academic Program Head

Page 15 of Mathematics in the

Modern World