Ge104 Chapter2 Module 2
Ge104 Chapter2 Module 2
Ge104 Chapter2 Module 2
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VISION MISSION
A center of human development committed to the pursuit of wisdom, truth, Establish and maintain an academic environment promoting the pursuit of
justice, pride, dignity, and local/global competitiveness via a quality but excellence and the total development of its students as human beings,
affordable education for all qualified clients. with fear of God and love of country and fellowmen.
GOALS
Kolehiyo ng Lungsod ng Lipa aims to:
1. foster the spiritual, intellectual, social, moral, and creative life of its client via affordable but quality tertiary education;
2. provide the clients with reach and substantial, relevant, wide range of academic disciplines, expose them to varied curricular and co-curricular
experiences which nurture and enhance their personal dedications and commitments to social, moral, cultural, and economic transformations.
3. work with the government and the community and the pursuit of achieving national developmental goals; and
4. develop deserving and qualified clients with different skills of life existence and prepare them for local and global competitiveness
MODULE
FIRST Semester, AY 2020-2021
V. ENGAGEMENT
LESSON OBJECTIVES
1. Discuss the language, symbols, and conventions of mathematics.
2. Explain the nature of mathematics as a language.
3. Perform operations on mathematical expression correctly, its basic concept and
logic.
4. Appreciate that mathematics is a useful language.
The language of mathematics is the system used by mathematicians to communicate mathematical ideas
among themselves. This language consists of a substrate of some natural language (for example English) using
technical terms and grammatical conventions that are peculiar to mathematical discourse, supplemented by a
highly specialized symbolic notation for mathmatical formulas.
Mathematics as a language has symbols to express a formula or to present a constant. It has syntax to make
the expression well-formed to make the character and symbols clear and valid that do not violate the rules.
Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation,
and grouping to hepl determine order of operations, and other aspects of logical syntax. A mathematical concept is
independent of the symbol chosen to represent it. In short, convention dictates the meaning.
The most common expression types are numbers, sets, and functions.
On the other hand, a mathematical sentence is the analoge of an English sentence; it is a correct arrangement of
mathematical symbols that tates a complete thought. Sentences have verbs. In the mathematical sentence ‘3+4=7’ ,
the verb is ‘=’.
A sentence can be (always) true, (always) false, or sometimes true/ sometimes false. For example, the sentence
‘1+2=3’ is true. The sentence ‘1+2=4’ is false.
The sentence ‘x=2’ is sometimes true/sometimes false: it is true when x is 2, and false otherwise. The sentence
‘x+3=3+x’ is (always) true, no matter what number is chosen for x.
A mathematical convention is a fact, name, notation, or usage which is generally agreed upon by mathematics. For
instance, the fact that one evaluates multiplication before addition in the expression (2+3)x4 is merely conventional.
+ Add 3+7=10
- Subract 5−2=3
X Multiply 4 ×3=12
÷ Divide 20 ÷ 5=4
/ Divide 20/5 = 4
π pi A=π r
2
∞ infinity ∞ is endless
¿ Equals 1+1=2
8 ∙ y = 8y
a ∙ b ∙ c = abc
t ∙ s ∙ 9 = 9st
It is conventional to write the number first before the letters. If in case the letters are more than one, you have
to arrange the letters alphabetically.
Sets are usually represented by uppercase letters like S. The symbol R and N represent the set of real numbers and
the set of natural numbers, respectively. A lowercase letter near the end of the alphabet like x, y, or z represents an
element of the set of real numbers. A lowercase letter nead a middle of the alphabet particularly from i to n may
represent an element of the set of integers
In simplifying mathematical expressions, the following order of operations is one of the critical point to
observe. Order of operations is the hierarchy of mathematical operations. It is a set of rules that determines which
operations should be done before or after others. Before we used to have the MDAS, that stands for Multipication,
Division, Addition, and Subtraction. It was change to use PEMDAS which means Parethesis, Exponents, Multipication
and Division, and Addition and Subtraction. But now, most scientific calcuators follow BODMAS, that is Brackets,
Order, Division and Multiplication, and Addition and Subraction.
The order of operations or BODMAS/ PEMDAS is merely a set of rules that prioritize the sequence of operations
starting from the most important to the least important.
Step 1: Do as much as you can to simplify everything inside the parenthesis first.
Step 3: Multiply and divide whichever comes first, from left to right.
Step 4: Add and subtract whichever comes first, from left to right.
Solution:
Remove the parenthesis: 6 ×2−3+1
Multiply: 12−3+ 1
Subtract :9+1
Add: 10
2. Evaluate: 10 ÷ 2+ 12÷ 2× 3
Solution:
Using PEMDAS rule, we need to evaluate the division and multipication before subtraction and addition. It is
recommended that you put in parentheses to remind yourself the order of operation.
¿ ( 10 ÷2 )+(12÷ 2 ×3)
¿ 5+18
¿2
1. Set
A set is a collection of well-defined objects that contains no duplicates. The objects in the set are called the elements
of the set. To describe a set, we use { }, and a capital letters to represent it.
The three dots in enumerating the elements of the set are called ellipsis and indicate a continuing pattern. A finite set
contains elements that can be counted and terminates at certain natural number, otherwise, it is infinite set.
Examples:
-the set of all even natural numbers less than or equal to 10. The order in which the elements are listed is not
relevant: i.e., the set {2, 4, 6, 8, 10} is the same as the set {8, 4, 2, 10, 6}.
There is exactly one set, the empty set, or null set, ∅ , { } , which has no members at all. A set with only one menber is
called a singleton or singleton set. (“singleton of a”).
Specification of Sets
- list names of elements of a set, separate them by commas and enclose them in braces:
3. {a, b, d, m}
(2) Predicate Notation/ Rule Method/ Set Builder Notation – by stating a property of its elements. It has a property that
the members of the set share ( a condition or a predicate which holds for members of this set).
Examples:
1. {x/x is a natural number and x<8} means “the set of all x such that x is a natural number and is less than 8”
Examples
a. 4∈E
b. if x ∈ E, then x+2 ∈ E
Equal Sets
- Two sets are equal if they contain exactly the same elements.
Examples:
1. {3, 8, 9} = {9, 8, 3}
2. {6, 7, 7, 7, 7} = {6, 7}
3. {1, 3, 5, 7} ≠ {3, 5}
Equivalent Sets
Two sets are equivalent if they have contain the same number of elements.
Example:
Solution: All of the given sets are equivalent. Note that no two of them are equal, but they all have the same number of elements.
Universal Set
A set that contains all the elements considered in a particular situation and denoted by U.
Subsets
A set A is called a subset of set B if every element of A is also an element of B. A is a subset of B is written A⊑B.
Example: Subsets
A proper subset that is not equal to the original set, otherwise improper subset.
Example Given {3, 5, 7}, then the proper subsets are { }, {5, 7}, {3, 5}, {3,7}. The improper subset is { 3, 5, 7}
Operation on Sets
Union is an operation for set A and B in which a set is formed that consist of all the elements included in A or B or both denoted
by ∪ as A∪B.
Examples:
1. Given U = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 2, 5, 7}, B = {2, 4, 6, 8} and C = {1, 2}, find the following:
a. A ∪B b . A ∪C c .( A ∪B) ∪C
Solution:
a. A ∪B= {1 , 2, 3 , 4 ,5 , 6 , 7 , 8 }
b. A ∪C={ 1 ,2 , 3 ,5 , 7 }
c. ( A ∪B ) ∪ C={1 , 2 ,3 , 4 , 5 ,6 ,7 , 8 }
Solutions:
Complementation
- Is an operation on a set that must be performed in reference to a universal set, denoted by A’.
Solution: A’ = {a, b}
- A relation is rule that pairs each element in one set, called domain, with one or more elements from a
second set called the range. It creates a set of ordered pairs.
Example:
1. Given:
2. {(1,4), (2,5), (3,6)} is a relation. The domain of the relation is the set {1,2,3} and the range is {4,5,6}.
3. Functions
- A rule that pairs each element is one set, called the domain, with exactly one element from a second
set called the range. This means that for each first coordinate, there is exactly one second coordinate
or for every first element of x, there corresponds a unique second element y.
Remember: A one-to-one correspondence and many-to-one correspondence are called functions while
one to many correspondences is not.
Example:
1. Table
Sides 1 3 5 7 9
Perimeter 4 12 20 28 36
2. Ordered Pairs
1 4
3 12
5 20
7 28
9 36
4. Graphing
Using vertical line test, that is, a set points in the plane is the graph of a function if and only if no vertical
line intersects the graph in more than one point.
A. Binary Operations
A unary operation is for a single number and assigns another number to it. Addition (+), subtraction (-),
multiplication (x)y and division (+) are examples of binary operations. The word "binary" means composition of two
pieces. A binary operation refers to joining two values to create a new one.
Study the following properties of addition and multiplication, as binary operations, on the set of real numbers.
1. Closure Property
Addition: The sum of any two real numbers is also a real number.
Example: 12 + 34 = 46
Multiplication: The product of any two real numbers is also a real number.
Example: 8 x 5 = 5 x 8
40 40
Applying the commutative property of addition, we may write the equivalent expression of 8m + 7n as 8m +
7n = 7n + 8m. What do you think is the equivalent expression of (12a) • (17b)?
3. Associative Property
Addition: For any two real numbers x, y and z, x + (y + z) = (x + y) + z.
Example: 3 + (10 + 9) = (3 + 10) + 9
3 + 19 = 13 + 9
22 = 22
4. Identity Property
Addition: For any real number x, x + 0 = x. The number "0" is called the additive identity.
Example: 78 + O = 78
Multiplication: For any real number x, x • 1 = x. The number "1 " is called the multiplicative identity
Example: 98 • 1 = 98
Using the identity property, we may write an equivalent expression of a mathematical expression by substituting an
expression that is equal to the additive identity or multiplicative identity. Study the examples below.
3c 3c
= ∙1
5 5
3c 7
= ∙
5 7
21 c
=
35
21 c 3c
Therefore , and are equivalent expressions.
35 5
Example 2. Write an equivalent expression of 9j 2 - 5 by adding (2m - 2m) instead of O.
9j2—5 = 9j2—5 + O
= 9j2 - 5 + (2m - 2m)
= 9j2 + 2m – 5 - 2m
1. a( - x + y - z) =____________________________________
2. -5 (71 + 8m + 9n) =____________________________________
3. M(vi – vf) =____________________________________
1
Multiplication: For any real number x, x ∙ = 1.
x
1
Example: 98 ∙ =1
89
According to David W. Kueker (2009), logic is simply defined as the analysis of methods of
reasoning. In studying these methods, logic is interested in the form rather than the content of arguement.
Mathematical Logic is, atleast in tis origins, the study of reasoning as used in mathematics. Mathematical
reasoning is deductive – that is, it consists of drawing (correct) conclusions fromgiven hypotheses. Thus
the basic consept is that of a statement being a logical consequence of some other statements. In
ordinary mathematical English the use of “therefore” customarily indicates that the following stateement is
a consequence of what comes before.
Examples:
2. All dogs like fish. Cyber is a dog. Hence, Cyber likes fish.
A proposition (statement) is a sentence that is either true or false (without additional information).
The logical connectives are defined by truth tables (but have English language counterparts).
Conjunction ∧ And
Disjunction ∨ Or (inclusive)
Negation ∼ Not
Conditional → If...then...
Examples:
1. The negation of P→ Q is ∽ ( P →Q ) .
2. A denial of P→ Qis P∧ ∼ Q
2. ∼( A ∨ B)↔∽ A ⋀ ∽B
3. P ↔∼ (∼P)
ACTIVITIES
A. Multiple Choice: Encircle the letter that corresponds to the correct answer.
1. Which is the language system that uses technical terms and grammatical conventions peculiar to
mathematical discourse and is supplemented by a highly specialized symbolic notation for mathematical
formulas?
a. Mathematical Language c. Binary function
b. Set d. Singleton
2. Which is used to express a formula or to represent a constant?
a. Syntax c. Rules
b. Symbols d. Convention
3. Which of the following does NOT belong to the characteristics of the language of mathematics?
a. Symbolic c. Concise
b. Precise d. Powerful
4. Which is a correct arrangement of mathematical symbols and is used to represent a mathematical
object of interest?
a. Mathematical expression c. Rule
b. Relation d. Function
1. 4 + ( 1× 5+7 ) +8
2 2
2. 62 + ( 2−8 )+ 1−8
3. ( 6 ×7 ) + 2
2
4. 9−( 52 +7 ) + 2
5.(6+ 8−2)
2
6.(1−4 ) ×2
7. 5+ ( 4 +1 ) +8
2
GIVEN: U ={ 1, 2 , 3 , 4 , 5 ,6 ,7 }
A={ 1, 2 , 3 , 4 , 5 }
B= {2 , 5 ,7 }
C={ 3 , 5 }
1. A ∪ B=¿
2. A ∪ C=¿
3. B∪ C=¿
4. A ∪ B ∪C=¿
5. A ∩ B=¿
6. A ∩C=¿
7. B∩ C=¿
8. A ∩ B∩ C=¿
9. A' =¿
10. B' =¿
11. C ' =¿
12. ( A ∪ B )' =¿
13. ( A ∩ B )' =¿
14. ( B∩ C )' =¿
D. Directions: Classify each given equation as a mathematical expression (E) or a mathematical sentence (S).
1. A + 9 ______________________
2. b + 0 = b ______________________
t
3. ______________________
100
4. 3.1416 ______________________
5. x + y = y + x ______________________
E. What is the most conventional way to write 5 ∙ 11? Justify your answer.
Answer:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
F. Directions: For each of the following expressions, write each in the most conventional way.
1. √3 ∙ x ______________________
2. z∙y∙5 ______________________
3. 8∙y∙x ______________________
4. c2 ∙ a4 ∙ b2 ∙ 3 ______________________
5. 11 ∙ z10 ∙ t ∙ y6 ______________________
Select answer:
(A) if only conclusion I follows
(B) If only conclusion II follows
(C) If either I or II follows
(D) If neither I and II follows
(E) If both I and II follows
___________1. Statements: No women can play. Some women teachers are athletes.
Conclusions:
I. Male athletes can play.
II. Some athletes can play
___________2. Statements: No magazine is a cap. All caps are cameras.
Conclusions:
I. No camera is magazine
II. Some cameras are magazines.
___________3. Statements: All huts are mansions. All mansions are temples.
Conclusions:
I. Some temples are huts
II. Some temples are mansions.
Prepared by:
Checked by:
Approved by:
Noted by: