Mathematics in The Modern World Transes

Math - Mathematics is a formal system of thought

developed by human mind and culture for recognizing,
classifying, and exploiting patterns. (Ian Stewart, Nature’s
Numbers)
- Mathematics is the science of numbers, quantities and
shapes and the relations between them. (Merriam-
Webster Dictionary)
- Study of patterns; Language; Process of thinking; Art; A
set of Problem solving skills; study of abstraction; a Different Patterns:
science; system of logical process 1. Logical Patterns – commonly use patterns according to
What is Mathematics For? classification, partition, chronology, cause/effect,
problem/solution, if/then, evaluation.
 Useful in making conclusions and/or predictions of the
events of the world 2. Geometric Patterns - consists of a series of shapes.

 Use to describe the natural order and occurrences of 3. Number Pattern - arrangement of numbers
the universe 4. Word Patterns - patterns in form and in of syntax
 Use to organize patterns and regularities as well as Galileo Galilei - “The laws of nature are written in the
irregularities language of mathematics.”
 Help to control weather, epidemics Importance of Language - To understand the expressed
 Provide tools for calculations ideas; To communicate ideas to others

 Provide new questions to think about Characteristics of Mathematics as a Language:

What Is Mathematics All About? 1. Precise - able to make very fine distinctions or
definitions
Numbers, Symbols, Equations, Operations, Functions,
Calculations, Abstractions, Devising Proofs 2. Concise - able to say things briefly

How is Mathematics Done? 3. Powerful - able to express complex thoughts with

relative ease
 With curiosity
Mathematics Language and Symbols:
 With a penchant for seeking patterns and generalities
1. Expression - the mathematical analogue of an English
 With the desire to know the truth noun; it is a correct arrangement of mathematical
symbols used to represent a mathematical object of
 With trial and error
interest.
 Without fear of facing more questions and problems to
- An expression does not state a complete thought; in
solve
particular, it does not make sense to ask if an
Fibonacci Sequence - One of the famous patterns expression is true or false. Noun to mathematical
observed in nature, introduced by Leonardo of Pisa (also expressions:
known as Fibonacci).
x + 5; sin x; log x
2. Mathematical sentence - the analogue of an English
sentence; it is a correct arrangement of mathematical
symbols that expresses a complete thought.
- It makes sense to ask about the truth of a sentence:
Is it true? Is it false? Is it sometimes true/sometimes
false? Sentence to mathematical sentence:
2x + y = 6
The Grammar of Mathematics - Structural rules governing
the use of symbols representing mathematical objects
Difficulties:
1. The word “is” could mean equality, inequality, or
membership in a set
2. Different use of a number (cardinal, ordinal, nominal,
ratio)
3. Mathematical objects may be represented in many
ways such as sets and functions.
4. The words “and” and “or” mean differently in
mathematics from its English use.
Other Elements in Mathematical Language:
1. Synonyms - different names for the same object
2. The Importance of Truth - sentence can be true or false.
3. Conventions - correspondence between the
mathematical symbols are conventions rather than rule.
4. Definitions and undefined terms - must agree on the
meanings of certain words.
5. Simplicity and elegance - Fewer symbols; Fewer 2. Guess and Check
operations; Preferred styles
3. Make a diagram
Translations:
4. Make a List
Addition
5. Look for a Pattern
6. Divide and Conquer
7. Solve a Simpler Problem
8. Act it Out
9. Adopting a Different Point of View
Examples
Working Backwards:
In a dancing competition all the contestants started
dancing together. After three minutes half the people
were eliminated. During the next ten minutes half of the
Subtraction remaining were eliminated. At the 15 minute mark, half
again were eliminated, and at the 20 minute mark, half of
those still remaining were eliminated. In the last two
minutes one more contestant was eliminated leaving a
winner of the competition. How many dancers were there
in the beginning?
Solution:
Note that there is one winner and that the number of
contestants was halved at certain intervals. Using this
information, it is possible to work backwards by doing the
opposite of the linked events in the problem and find out
how many dancers entered the competition.
Winner: 1 person dancing
Multiplication Last 2 minutes (1 contestant was eliminated, so add 1): 1
+ 1 = 2 dancers
After 20 minutes (the contestants was halved, so double):
2 ∙ 2 = 4 dancers
After 15 minutes (halved, so double): 2 ∙ 4 = 8 dancers
After 10 minutes (again halved, so double): 2 ∙ 8 = 16
dancers
After 3 minutes (halved, so double): 2 ∙ 16 = 32 dancers at
the start
Division Hence, 32 dancers entered the competition.
Guess and Check:
The product of the ages, in years, of three teenagers is
4590. None of the teens are the same age. What are the
ages of the teenagers?
Solution:
The possible ages of the teenagers are 13, 14, 15, 16, 17,
18, and 19. From this list, we choose three numbers whose
product is 4590. If we let x, y, and z be the ages, then xyz
= 4590. However, no other
information is given that will enable us to solve this
Problem - It is a question that motivates a person to search equation. Hence we solve this problem by guessing and
for a solution. It implies that one wants or needs to solve checking. To have an educated guess, note that the
the problem. One has to search for a way to find a solution. product ends in a zero. So, 4590 has 2 and
Problem Solving - It is finding solutions and not just answers 5 as factors, which means that at least one of the numbers
to problems. we seek must be an even number and at least one
- An act to find a way out of difficulty, find a way around number must have 5 as a factor. This means that 15 is one
an obstacle, find a way where none is known, Attain a of the numbers. Now,
desired end that is not immediately attainable by direct
means. (George Polya)
Solution = Method + Answer
George Polya - a well-known Mathematician, defines
Attain a desired end that is not immediately attainable by The ages of the teenagers are 15, 17, and 18.
direct means. Make a Diagram:
Common Problem-Solving Strategies: A frog fell down an abandoned well which was 21 meters
1. Working Backwards deep. The frog found it difficult to jump up the mud coated
walls. It started its long jump up the well at six a.m. It took it
15 minutes to jump three meters because the walls were g. Making a model
so slippery. At the end of every 15 minute period it rested
h. Breaking up the question
for five minutes while it sadly slipped down one meter. It
continued on at the same rate. At what time did it finally i. Giving a counter example
reach the top of the well?
j. Trial and error / guess and check
Solution:
k. writing an equation/ using a variable
This problem can be approached in a number of ways. We
can draw a time line with 1 cm marks. One centimeter l. Solving a simpler problem
represents 1 meter the frog jumps or slips. Drawing the line m. Pigeonhole principle
will help the student to visualize the problem.
n. Making a model
o. Breaking up the question
p. Giving a counter example
q. Trial and error / guess and check

It would take the frog 195 minutes to cover the distance. It r. Examine related problems and determine if the
would reach the top of the well at 9:15 a.m same technique applied to them can be applied to
the current problem.
Divide and Conquer:
s. Use direct and indirect reasoning.
A mixture of 25% red paint, 30% green paint, and 45%
water. If 4L of red paint are added to 20L of the mixture, 3. Carry out Plan - solve the problem by applying your
what is the percentage of red paint in the new mixture? plan or the strategy that you have chosen. NOTE:
you may need to use at least one strategy in finding the
Solution: solution to the problem.
We divide the solution into parts. 4. Check and Extend - Examine the solution you have
obtained. Check if your answer satisfies the problem. If
possible, derive again the solution, but this time, use
another method. If you will get the same, result then
that means the solution that you got is correct.
Examples
1) In three bowling games, Lea scored 138, 141, and 144.
What score will she need in a fourth game in order to
have an average score of 145 for all four games? 157
2) Find the units digit of 1325 + 481 + 5411.
Solution:
Understand the Problem

Thus, 37.5% of the new mixture is red paint. Express the sum as a single whole number with no
exponent and determine the digit in the one’s place.
Solve a Simpler Problem:
Devise a Plan
Two workers can make two chairs in two days. How many
chairs can 8 workers working at the same rate make in 20 The given number is a huge number and we cannot see its
days? unit digit directly using calculator. The computation gets
messy, if we do straightforward multiplication and
Solution: addition. Thus, we look at simpler cases and look for a
First find how many chairs each worker can make in two pattern.
days. Divide 2 chairs by 2 workers. (2 ÷ 2 = 1) So, each Carry out the Plan
worker can make 1 chair in 2 days.
The units digit of 1325 is 3 based on the following
To find how many chairs each worker can make in 20 days, observation:
divide 20 by 2. (20 ÷ 2 = 10) In the same manner, the units digit of 481 is 4.
The units digit of 5411 is 5 since any multiple of 5 ends with
Now find how many chairs 8 workers can make by
multiplying 8 by 10. (8 ∙ 10 = 80) 5.

So, 8 workers can make 80 chairs in 20 days.

Polya’s Problem Solving Strategy:
1. Understand the Problem - determine the unknown,
determine the given, identify the conditions
2. Devise a Plan - find the connection between the data
and the unknown. Choose an appropriate strategy
that can be used to solve the problem. Strategies:
a. Making a table
b. Making an illustration/drawing
c. Eliminating possibilities Therefore, the units digit of 1325 + 481 + 5411 is the unit digit
3 + 4 + 5 = 12, which is 2.
d. writing an equation/ using a variable
Look back
e. Solving a simpler problem
The solution follows a careful analysis and a step-by-step
f. Pigeonhole principle approach. So we are assured that the answer is correct.
One can also verify this solution using modular arithmetic.
3) Ryan numbered his miniature race car collection 1. Since 26 is the 6th term, we predict that the next number
according to the following rules: in the list will be 2(6) – 1 = 11 larger than 26, which is 37.
► It has to be a 3-digit number. 2) Consider the following. Pick a number. Multiply the
number by 4, add 8 to the product, divide the sum by
► The digit in the hundreds place is less than 3.
2, and subtract 5. Complete the above procedure for
► The digit in the tens place is greater than 7. several different numbers. Use inductive reasoning to
make a conjecture about the relationship between the
► The digit in the ones place is odd.If Ryan used every size of the resulting number and the size of the original
possibility and each car had a different number, number.
how many cars did Ryan have in his collection?
Suppose we start with 7 as the original number. Then
Solution: repeat the process for different numbers. The procedure
Understand the Problem: How many digits are there in the yields the following:
numbers? (3)
What digits could be in the hundreds place? (1 or 2) Tens
place? (8 or 9) Ones place? (1, 3, 5, 7, or 9)
Devise a Plan : If 1 is in the hundreds place, what digits
could be in the tens place? (8 or 9) Ones place? (1, 3, 5, 7,
or 9)
We conjecture that the given procedure produces a
What are the possible numbers having a 1 in the hundreds number that is one less than twice the original number.
place and an 8 in the lens place? (181, 183, 185, 187, and
189) When you use inductive reasoning, you have no
guarantee that your conclusion is correct. Just because a
Are there are any other numbers you can use in the pattern holds true for a few cases, it does not mean the
hundreds place if you leave the 8 in the tens place and pattern will continue. A statement is a true statement
the odd numbers in the ones place? (yes, a 2) What are provided that it is true in all cases. If you can find one case
the numbers? (281, 283, 285, 287, and 289) for which a statement is not true, called a
What other digit can be used in the tens place? (9) counterexample, then the statement is a false statement.

Solution: 3) Three musicians appeared at a concert. Their last

names were Benton, Lanier, and Rosario. Each plays
Strategy: Make a list only one of the following instruments: guitar, piano, or
Carry out the Plan: Make an Organized List saxophone.

181 281 191 ►Benton and the guitar player arrived at the concert
291 together.
183 283 193 ►The saxophone player performed before Benton.
293
185 285 195 ►Rosario wished the guitar player good luck. Who
295 played each instrument?
187 287 197 The solution can be summarized using a chart. From Clue
297 1, Benton is not the guitarist. We mark X1 (this means “ruled
189 289 199 out by clue 1”), in the guitar column of Benton’s row. From
299 clue 2, Benton does not play saxophone, hence he must
be the pianist. From Clue 3, Rosario is not the guitar player.
Ryan had 20 cars in his collection. Hence, Rosario plays saxophone. This leaves Lanier as the
Look back: The above list is complete since it is an guitar player.
organized list which follows the given rules.
Mathematical Reasoning:
1) Inductive Reasoning - A process of reaching a general
conclusion by examining specific examples.
Benton plays piano, Lanier plays guitar, and Rosario plays
2) Deductive Reasoning - Is the process of reaching a
the saxophone.
conclusion by applying the general assumptions,
procedures, or principles. 4) Use deductive reasoning to show that the following
procedures produces a number that is one less than
3) Logic Puzzles - Is a puzzle deriving from the
twice the original number.
mathematics field of deduction
Let n be the original number.
Examples
Multiply the number by 4: 4n
1) Use inductive reasoning to predict the next number in
each of the following lists. Add 8 to the product: 4n + 8
2, 8, 14, 20, 26, ___ Divide the result by 2: (4n + 8)/2 = 2n + 4
1, 2, 5, 10, 17, 26, ___ Subtract 5: 2n + 4 - 5 = 2n – 1
Solution: We started with n and ended with 2n – 1. This implies that
the procedure given in this example produces a number
Each successive number is 6 larger than the preceding
that is one less than twice the original number.
number. Thus we expect that the next number in the list is
6 larger than 26, which is 32. Deductive reasoning and inductive reasoning often move
in opposite directions: where the former tends to go from
The first two numbers differ by 1. The second and the third
general premises to specific conclusions, the latter often
numbers differ by 3. The third and the fourth number differ
goes the other way—from specific examples to general
by 5. It appears that the difference between any two
conclusions. Deductive reasoning implies logical certainty
numbers is always an odd number. In particular, the
while inductive reasoning only gives you reasonable
difference between the nth and (n + 1)th term is the 2n –
probability.