Course: BSED MATHEMATICS Year and Section: 2B

Grading Period: Assessment 1 Semester: 2nd

Schedule:Th(4:00-6:00), F (5:00-6:00) Date:
Subject: Number Theory (Math 108) Time Covered: 2 Hours

SUBJECT MATTER

I. Lesson Title: Fibonacci Sequence

II. Learning Objectives:
At the end of the lesson, 80% of the learners shall have:
a) discussed knowledge about Fibonacci sequence;
b) solved problem involving Fibonacci sequence;
c) relate Fibonacci sequence in real-life setting using Mathematica Card.
III. Instructional Materials: Mathematica card
IV. Learning Process

A. Preparation
 Prayer
 Greetings
 Checking of attendance
 Recapitulation of the previous activity

B. ACTIVITY. What am I?
Direction. Answer the following.
A. Can you identify the next three terms?
1. 3, 8, 11, 19, ___, ___, ___
2. 4, 9, 13, 22, ___, ___, ___
3. 2, 5, 7, ___, ___, ___
4. 10, 15, 25, 40, ___, ___, ___
5. 6, 11, 17, ___, ___, ___

C. ANALYSIS
The teacher will ask students about their thoughts on the word
‘SEQUENCE’ after completing the activity.

D. LESSON PROPER (Abstraction)

Lesson 3: Fibonacci Sequence

A sequence of numbers, starting with zero and one, that steadily
increases and where each number is equal to the sum of the preceding two
numbers.

Example. A pattern of the Fibonacci numbers.

Find the sum of the squares of the first n Fibonacci numbers for n = 1, 2, 3, 4,
5, and examine the pattern. Generalize this relationship.
 2
1=1 F1• F2
2 2
1 +1 =2 F2• F3
2 2 2
1 +1 + 1 =6 F3• F4 Pattern:
2 2 2 2
1 +1 + 1 +1 =15 F 4 • F5 F n • F n +1
2 2 2 2 2
1 +1 + 1 +1 +1 =40 F5• F6

The Fibonacci sequence is probably the most famous number

sequence. It is named after Italian mathematician Leonardo Pisano or Pisa,
known as Fibonacci. His 1202 book Liber Abaci introduced the sequence to
Western European mathematics, although the sequence had been described
earlier in Indian mathematics.
Fibonacci sequence is defined by f 1=1 , f 2=1 , and f n=f n−2+ f n−1 for n >
3. The terms of this sequence are called the Fibonacci numbers.

REMARK: If follows that f n=f n−1+ f n−2 for n> 3

The Fibonacci sequence begins with the integers.
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, …

REMARK: We can define the value f 0= 0 so that f 2 = f 1+ f 0 .

Example: For any positive integer n,

n

∑ f k =f n +2−1
k =1

Proof (see also Appendix I): We have

f k =f k+2 −f k+1
therefore
n n

∑ f k =∑ (f k+ 2−f k+1 ¿ )¿
k =1 k=1

= (f ¿ ¿ 3−f 2)+(f ¿ ¿ 4−f 3)+¿ ¿ ¿ ¿) + … + (f ¿ ¿ n+1−f n )+(f ¿ ¿ n+2−f n +1)¿ ¿

= f n+2−f 2
= f n+2−1

Since the Fibonacci sequence is strongly related to the golden ratio, to solve
the nth term of Fibonacci sequence we have Jacques Binet’s (1543) Formula.

Binet’s Formula:
1
F n= ¿
√5
Example 1. Find the 14th term of the Fibonacci numbers.

1
F n= ¿
√5
n= 14
 1
F 14= ¿
√5
1
F 14= ¿
2.236

3.236 14 −1.236 14
F 14=¿ 0.447[( ¿ -( ¿ ¿
2 2

F 14=¿ 0.447 [(1.618¿14 -(-0.618¿14 ]

F 14=¿ 0.447 [(842.751) -(0.001)]

F 14=¿ 0.447 [842.751 – 0.001]

F 14=¿ 0.447 [842.75]

F 14=¿ 376.709 or 377

Example 2. Find the 10th term.

1
F n= ¿
√5
n= 10
1
F 10= ¿
√5
1
F 10= ¿
2.236

3.236 10 −1.236 10
F 10=¿ 0.447[( ¿ -( ¿ ¿
2 2

F 10=¿ 0.447 [(1.618¿10 -(-0.618¿10 ]

F 10=¿ 0.447 [(122.966) -(0.008)]

F 10=¿ 0.447 [122.966 – 0.008]

F 10=¿ 0.447 [122.958]

F 10=¿ 54.962 or 55

E. APPLICATION

Activity: Mathematica Card

 Direction: The student will play using Mathematica Card. They will play
individually and compete against their classmates using the knowledge they
obtained in the lesson. The mission is to pair up the given problems with the
correct formulas or answers. The game requires critical thinking and mental
flexibility.
The student must adhere to the game rules and instructions. The
facilitator will be the host and guide of the student throughout the game.
Rating Scale Description
4 Demonstrate exceptional understanding of the material. All
the assigned task is completed accurately. And 100% of the
group share the ideas during the conduct of the activity.
3 Demonstrate consistent understanding of the material. Most
of the assigned task is completed accurately. And 75% of
the group share the ideas during the conduct of the activity
2 Demonstrate partial understanding of the material. Some of
the assigned tasks is completed accurately. And 50% of the
group share the ideas during the conduct of the activity
1 Demonstrate minimal understanding of the material. Few of
the assigned task is completed accurately. And 25% of the
group share the ideas during the conduct of the activity
0 No response, Task not attempted.
RUBRICS

F. ASF. ASSIGNMENT

Direction. Given the recursive formula for the Fibonacci sequence

f n=f n−2+ f n−1, find the following:
a. f 3 b. f 4 c. f 5 d. f 6

Answer Key

Activity

1. 3, 8, 11, 19, _30_, 49_, _59__

2. 4, 9, 13, 22, _35__, _57__, _92_
3. 2, 5, 7, _12__, _19__, _31_
4. 10, 15, 25, 40, _65__, __105_, _170__
5. 6, 11, 17, _28__, _45__, __73_

Assignment

1. f 3=f 3−1+ f 3−2 ¿3

f 3=f 2+ f 1
¿ 1+1
¿2
f =f +
2. 4 4 −1 4 −2 f
f 4=f 3 + f 2
¿ 2+1
 ¿ 3+2
3. f 5=f 5−1+ f 5−2 ¿2
f 5=f 4 + f 3

Course: BSED MATHEMATICS Year and Section: 2B

Grading Period: Assessment 1 Semester: 2nd
Schedule:Th(4:00-6:00),F(5:00-6:00) Date:_____________
Subject: Number Theory (Math 108) Time Covered: 2 Hours
SUBJECT MATTER
I. Lesson Title: Binomial Coefficient
II. Learning Objectives:
At the end of the lesson, 80% of the learners shall have:
a) discussed knowledge about binomial coefficient;
b) solved problem involving binomial coefficient;
c) relate binomial coefficient in real-life setting using Mathematica Card.
III. Instructional Materials: Mathematica card
IV. Learning Process
A. Preparation

 Prayer
 Greetings
 Checking of attendance
 Recapitulation of the previous activity

B. ACTIVITY

Direction. Simplify the following polynomial expressions.

1. 2 x3 +5 x 2−3 x 2+ 4 x−7 x 2
2. 3 y 2 +2 y−5 y 2− y
3. 4 a2 b−2 ab2 +ab−3 a2 b+5 ab 2

C. ANALYSIS
The teacher will ask students about their steps/process in
simplifying the polynomial expressions after completing the activity.

D. LESSON PROPER (Abstraction)

Lesson 4: Binomial Coefficients

The binomial coefficients are defined by the formula

n n!
( )=
r ( n−r ) ! r !
In which n! (called n factorial) is the product of the first n natural
numbers 1, 2, 3,…, n (and where 0! Is defined as equal to 1).

5
Example 1. Find the coefficient of ( )
3
 5 5! 5! 5• 4 • 3!
( )= = = = 10
3 ( 5• 3 ) ! 3! 2! 3 ! 2 •1 •3 !

The coefficients may also be found in the array often called Pascal’s
triangle, where in the expanded version of a binomial, such as (x + y )5 . Let’s
expand (x + y )n for various values of n. Each of these are done by multiplying
everything out and then collecting like terms.

n n
( ) = [B ] is the number n- bit strings of weight k.
k k
n
( ) is the coefficient of x k y n−k in the expansion of (x + y )n.
k
0
( x + y ) =1
1
(x + y ) =1 x +1 y
2 2
( x + y ) =1 x +2 xy+ ¿1 y 2
3
(x + y ) = 1 x 3 +3 x 2 y +3 xy 2+1 y 3
4 4 3 2 2 3 4
( x + y ) =1 x + 4 x y +6 x y + 4 xy +1 y
5 5 4 3 2 2 3 4 5
(x + y ) =1 x +5 x y +¿ x y + ¿ x y +5 x y +1 y

(x + y¿5 = x 5 + 5 x 4 y+ 10 x 3 y 2+ 10 x 2 y 3+ 5 xy 4 + y 5

2 2 2
Example 2 .( x + y) =( x+ y )( x + y )=x + xy + xy + y
= x 2+2xy+ y 2=x 2 +2 xy+ y 2

Example 3. (x + y¿3 = ( x + y ) ( x + y ) (x + y ) = ( x 2+2 xy+ y 2) (x + y)

= x 3 + x 2 y + 2 x 2 y +2 x y 2 + x y 2 + y 3
= x 3+3 x 2 y +3 x y 2 + y 3= x 3 +3 x 2y +3x y 2+ y 3

D. APPLICATION

Activity: Mathematica Card

Direction: The student will play using Mathematica Card. They will play
individually and compete against their classmates using the knowledge they
obtained in the lesson. The mission is to pair up the given problems with the
correct formulas or answers. The game requires critical thinking and mental
flexibility.
The student must adhere to the game rules and instructions. The
facilitator will be the host and guide of the student throughout the game.
 Rating Scale Description
4 Demonstrate exceptional understanding of the material. All
the assigned task is completed accurately. And 100% of the
group share the ideas during the conduct of the activity.
3 Demonstrate consistent understanding of the material. Most
of the assigned task is completed accurately. And 75% of
the group share the ideas during the conduct of the activity
2 Demonstrate partial understanding of the material. Some of
the assigned tasks is completed accurately. And 50% of the
group share the ideas during the conduct of the activity
1 Demonstrate minimal understanding of the material. Few of
the assigned task is completed accurately. And 25% of the
group share the ideas during the conduct of the activity
0 No response, Task not attempted.

E. ASSIGNMENT

Direction. Solve the following problem.

1. What is the coefficient of x 7 y5 using the formula?

2. What is the coefficient of x 10 y ⁵ using the formula ?

Answer Key

Activity

1. 2 x3 −5 x2 + 4 x
2. 3 x 2−4 x
3. a 2 b+ 3 a b2 +ab

Assignment

7! 7! 7 •6
1. = = = 21
5! (7−5 ) ! 5! 2 ! 2 •1
10 ! 10 ! 10• 9 •8 •7 • 5
2. = = = 252
5! (10−5 ) ! 5! 5 ! 5• 4 • 3• 2• 1