CM:

NGEC

042
3

Course Module:

Mathematics in the
Modern World

Knowledge Area Code : MATH

Course Code : NGEC 0423
Course Module Code : CM: NGEC 0423
Mathematics in the Modern World
Course Module
First Edition, 2021

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein the
work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties. “

Borrowed materials included in this module are owned by their respective copyright holders. Every effort
has been exerted to reach and seek permission to use these materials from their respective copyright
owners. The University and authors do not claim ownership over them.

Published by the Bataan Peninsula State University

President: Gregorio J. Rodis, PhD

Course Module Development Team

Writers:

Imelda T. Esguerra , Associate Professor III

Evaluators:

Evaluator 01 (First Name, Middle Initial, Last Name), Position

Evaluator 02 (First Name, Middle Initial, Last Name), Position
Evaluator 03 (First Name, Middle Initial, Last Name), Position

Quality Management Team:

Arlene I. Pascual
Focal Person, University Gender and Development

Cristina G. Rivera
Chair, Oversight Committee on Curriculum Development

Arlene D. Ibañez
Chair, Oversight Committee on Textbook and Instructional Materials

Jesselyn C. Mortejo, EdD

Director, Quality Assurance Office

Emmanuel C. Macaraeg, PhD, CESE

Vice President for Academic Affairs

Course Module: Mathematics in the Modern Word ii

 Netiquette Guide for Online Courses
Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and certain
behaviors are expected when you communicate with both your peers and your instructors.
These guidelines for online behavior and interaction are known as netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more serious
harm.
 Don't share your password with anyone.
 Change your password if you think someone else might know it.
 Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
 Treat your instructor and classmates with respect in email or any other communication.
 Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
 Unless specifically invited, don’t refer to your instructor by first name.
 Use clear and concise language.
 Remember that all college level communication should have correct spelling and grammar
(this includes discussion boards).
 Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of
“you.”
 Use the prescribed font Palatino Linotype and use a size 10-point font.
 Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS YELLING.
 Limit and possibly avoid the use of emoticons like :) or J.
 Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
 Be careful with personal information (both yours and other’s).
 Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you should:
 Use a descriptive subject line.
 Be brief.
 Avoid attachments unless you are sure your recipients can open them.
 Avoid HTML in favor of plain text.
 Sign your message with your name and return e-mail address.
 Think before you send the e-mail to more than one person. Does everyone really need to
see your message?
 Be sure you REALLY want everyone to receive your response when you click, “reply all.”
 Be sure that the message author intended for the information to be passed along before you
click the “forward” button.

Course Module: Mathematics in the Modern Word iii

 Netiquette Guide for Online Courses
Netiquette Guide for Online Courses

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
 Make posts that are on topic and within the scope of the course material.
 Take your posts seriously and review and edit your posts before sending.
 Be as brief as possible while still making a thorough comment.
 Always give proper credit when referencing or quoting another source.
 Be sure to read all messages in a thread before replying.
 Don’t repeat someone else’s post without adding something of your own to it.
 Avoid short, generic replies such as, “I agree.” You should include why you agree or add
to the previous point.
 Always be respectful of others’ opinions even when they differ from your own.
 When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
 Do not make personal or insulting remarks.
 Be open-minded.

(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

Course Module: Mathematics in the Modern Word iv

 About the Faculty
About the Faculty

IMELDA T. ESGUERRA is a graduate of Bachelor of Science in Education major in Mathematics and

minor in Social Studies at Bataan Heroes Memorial College. She earned her master’s degree with a
high passed marking in Social Studies at Bataan Polytechnic State College now Bataan Peninsula
State University. She is also a degree holder of Doctor of Philosophy major in Mathematics.
She is serving as Mathematics and sometimes Social Science Professor at Bataan Peninsula State
University for almost 27 years.. She had attended local, regional, national and even international
seminar to upgrade her chosen field. Become officer of the Faculty Association, representative of BPSU
faculty and employees in Bataan Public School Teacher and Employees Association and now serving
as Board of Director in Traders Multi - Purpose Cooperative

Course Module: Mathematics in the Modern Word v

 Table of Contents
Table of Contents

Page

Preliminaries …………………………. i - ii
Netiquette Guide for Online Courses …………………………. iii - iv
About the Faculty …………………………. v
Table of Contents …………………………. vi-vii
Course Overview …………………………. 1 - 3
Module Overview …………………………. 4 - 5

Course Packet 01: Mathematics in our Nature

Topics:
I. Patterns in Nature ……………………… 6 -
II. Geometric Pattern ………………………
III. Number Pattern
i. Sequence …………………………
ii. Series …………………………
iii. Fibonacci Sequence
And the Golden Ratio …………………………..
iv. Pascal’s Triangle ……………………..……

1.A Work Sheet

1.B Assessment
1.C Learner’s Feedback Form

Course Packet 02: Mathematical Language and Symbols

Topics:
I. The Language of Mathematics ……………………………
II. Expressions versus Sentences ……………………………
III. Concepts of Function ……………………………
IV. Some Fundamentals of Logic

2.A Work Sheet

2.B Assessment
2.C Learner’s Feedback Form

Course Packet 03: Problem Solving and Reasoning

Topics:
I. Inductive Reasoning ……………………………
II. Deductive Reasoning …………………………..
III. Polya’s Problem Solving Strategy ……………………………

Course Module: Mathematics in the Modern Word vi

 3.A Work Sheet
3.B Assessment
3.C Learner’s Feedback Form
Table of Contents

Course Packet 04: Mathematics as a Tool

Topics:

I. Hypothesis Testing ………………………….

II. Correlation ………………………….
III. Regression ………………………..

4.A Work Sheet

4.B Assessment
4.C Learner’s Feedback Form

Course Packet 05: The Mathematics of Finance

Topics:
I. Simple and Compound Interest ………………….
II. Credit Cards …………………
III. Stocks and Bonds ……………………

5.A Work Sheet

5.B Assessment
5.C Learner’s Feedback Form

 Specific for CICT:

Course Packet 06: Linear Programming

Topics:

I. Linear Programming ………………………

II. Solving Linear Programming Problems ……………………

6.A Work Sheet

6.B Assessment
6.C Learner’s Feedback Form

 Specific for CEA:

Course Packet 06. Mathematics of Graph

Topics:

I. Euler Paths and Circuits ……………………………..

II. Weighted Graphs ………………………………

Course Module: Mathematics in the Modern Word vii

 III. Euler’s Formula ………………………………
IV. Graph Coloring ………………………………
Table of Contents

6.A Work Sheet

6.B Assessment
6.C Learner’s Feedback Form

 Specific for CIT, CNM, CBA

Course Packet 06. Apportionment and Voting

Topics:
I. Introduction to apportionment ………………………..
II.. Fairness in Apportionment ………………………..
III. Introduction to Voting ………………………..

6.A Work Sheet

6.B Assessment
6.C Learner’s Feedback Form

Course Module: Mathematics in the Modern Word viii

 Course Overview
Course Overview

Introduction

Mathematics in the Modern World is a General Education subject that aims to acquaint the
students with the ample Mathematical concepts that can be found around the world. The
students’ practical and intellectual abilities may be developed and applied to everyday life.

Key Learning Competency

1. Exhibit competence for the appreciation of intellectual and practical applications of

mathematical concepts in daily life.

Course Details:
Course Code NGEC 0423
Course Title Mathematics in the Modern World
No. of Units 3 units lecture
Classification Lecture-based
Pre-requisite / Co-Requisite None
Semester and Academic Year Second Semester, AY 2020-2021
Schedule BSCE SE 1A W 8:30 AM to 10:00 AM
Th 10:00 AM to 11:30 AM
BSCE SE 1B T 8:30 AM to 10:00 AM
F 1:00 PM to 2:30 PM
BSCE CEM 1A W&F 5:30 PM to 7:00 PM
BSCE CEM 1B T&W 10:00 PM to 11:30 PM
BSEE 1A Th&F 4:00 PM to 5:30 PM
BSEE 1B T&F 1:00 PM to 2:30 PM
BSEE 1C T 11:30 AM to 1:00 PM
W 2:30 PM to 4:00PM

Name of Faculty Imelda T. Esguerra

Contact Details Email: [email protected]

Mobile Number: +639996613759
Messenger: mhel esguerra
Consultation Day/Time:
T 2:30 PM to 6:30 PM
W&Th 11:30 AM to A2:30 PM

Course Module: Mathematics in the Modern Word 1

 Learning Management System
Google Classroom Links
Course Overview

Assessment with Rubrics

Assessment tests such as Long Test and Term Examinations (Midterm and Final) will be in a
Multiple Choice type of test and released through Google forms. The Long test will be based
on the lessons for each Course packet while the Term examinations will include the topics
indicated in the learning module for the coverage of Midterm and Final Term. The Long test
will be given at the end of the course packet while the Term examinations will be based on the
specified schedule by the University. The schedule of examinations for the Second semester AY
2020-2021 will be on April 5-8, 2021 for Midterm and June 8- 11, 2021 for Final Term
Examination.

Final Requirement with Rubrics

The Major Course Output before the semester ends is a Portfolio of Differential-related Problem
which will be submitted through Google Classroom on May 30, 2021. The rubric below will be
used in scoring the Major Course Output.

RUBRIC FOR ASSESSMENT TO BE USED FOR Major Course Output

Criteria Artifacts Organization Knowledge Displayed Potential Total

Possible Score 5 5 5 5 20

Student Score

Criteria Excellent Good Fair Poor Unsatisfactory

5 4 3 2 1

Artifacts A Portfolio A Portfolio A Portfolio A Portfolio A Portfolio

contains 91 - contains 71 – contains 51 – contains 31 – contains 0 -
100% pieces 90% pieces of 70% pieces of 50% pieces of 30% pieces of
of work. work. work. work. work.

Organizatio A Portfolio is A Portfolio is A Portfolio is A Portfolio is A Portfolio is

n very neat mostly neat not very neat not neat not neat and/or
and logically and logically and/or has and/or has organized.
organized. organized. one or two three or
elements that more
are not elements not
logically logically
organized. organized.

Knowledge A Portfolio A Portfolio A Portfolio A Portfolio A Portfolio

Displayed demonstrate demonstrate demonstrates demonstrate demonstrates
s a mastery s advanced the basic s an an
of knowledge understandin approaching unsatisfactory
knowledge g of basic understanding

Course Module: Mathematics in the Modern Word 2

 in the subject in the subject knowledge in understandi of knowledge
area. area. the subject ng of in the subject
area. knowledge area.
Course Overview

in the subject
area.

Potential A Portfolio A Portfolio A Portfolio A Portfolio A Portfolio

accurately represents represents the represents a does not
represents the student's student's desire by the represent the
the student's capacity and capacity and student to student's
capacity and potential, yet potential, yet simply potential or
potential and demonstrate demonstrates complete a capacity.
demonstrate s a slight lack a strong lack portfolio that
s diligence of diligence of diligence includes the
and and and requirement
responsibilit responsibilit responsibility, s, yet does
y. y. as shown in not represent
student work the student’s
samples. best
abilities.

Grading Syste m

Class Standing Percentage Midterm Final

Midterm Final Class Standing
Class Standing
40% 40% - 70% - 70%
Long Quiz
Term Exam Term Exam
Worksheets 20% 20% - 30%
- 30%
Activity Sheets 20% 20%
Final Rating
Main Course Output 20% 20%
Midterm Grade (50%) + Final Grade (50%) =
TOTAL 100% 100% Final Rating

Course Policy
The following policies are to be implemented and observed by both the Professor and
Students during the online class.

1. Be mentally engaged
2. Eliminate distractions
3. Maintain respect and discipline.
4. Observe tranquility to maintain an environment of focus learning.
5. Limit social media like Facebook during online classes.

Course Module: Mathematics in the Modern Word 3

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Module Overview
Introduction
Module Overview

This Course Module is composed of Mathematical concepts that will encourage the students
to appreciate mathematics in everyday life. The topics covered in this course module will help
the students realize the importance of Mathematics in all aspects. It has six (6) course packet
which consists of the lesson proper, activity sheet, assessment, and assignment. The course
packets are as follows:

Course Packet 01: Mathematics in our Nature

Course Packet 02: Mathematical Language and Symbols
Course Packet 03: Problem Solving and Reasoning
Course Packet 04: Mathematics as a Tool
Course Packet 05: The Mathematics of Finance
CICT:
Course Packet 06: Linear Programming
CEA:
Course Packet 06: Mathematics of Graph
CT, CNM, CBA:
Course Packet 06: Apportionment and Voting

Learning Outcomes
Demonstrate the higher order of thinking by applying mathematical ideas and skills in carrying
out computations and explorations in Mathematics in the Modern World

Minimum Technical Skills Requirement

The student should have mastery of algebraic operations and statistics.

Learning Management System

Google Classroom Links

Duration

Course Packet 01: Mathematics in our Nature 5.5 hours

Course Packet 02: Mathematical Language and Symbols 10.5 hours
Course Packet 03: Problem Solving and Reasoning 7.5 hours
Course Packet 04: Mathematics as a Tool 9.0 hours
Course Packet 05: The Mathematics of Finance 9.0 hours
CICT:
Course Packet 06: Linear Programming 6.0 hours
CEA:
Course Packet 06: Mathematics of Graph 6.0 hours
CT, CNM, CBA:
Course Packet 06: Apportionment and Voting 6.0 hours

Course Module: Mathematics in the Modern Word 4

 Delivery Mode
The module will be delivered online, both asynchronous and synchronous.
Module Overview

Module Requirement with Rubrics

Aside from the Activity Sheet, Assessment attached at the end of each course packet, the
student is required to submit a Final requirement for the Course Module entitled Mathematics
in the Modern World. This is a compilation of Problem Set posted in Google Classroom. The
basis for grading should be based on the following rubrics.

Standards/Basis for Grading the submitted output.

(score for each question)
6 The student’s understanding of the concept is evident.
points The student uses effective strategies to get accurate results.
The student uses logical thinking to arrive at the conclusion
4 The student’s understanding of the concept is evident.
points The student uses appropriate strategies to arrive at a result.
The student shows thinking skills to arrive at the conclusion
2 The student has a limited understanding of a concept.
points The student uses ineffective strategies.
The student attempts to show thinking skills
0 The student has a complete lack of understanding of the concept.
point The student has no attempt to use a strategy
The student shows no understanding

Course Module: Mathematics in the Modern Word 5

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Course Module

Mathematics in the
Modern World
Course Packet 01

Mathematics in Our Nature

Knowledge Area Code : MATH

Course Code : NGEC 0423
Learning Module Code : CM -NGEC
0423 Course Packet Code : CM-NGEC
0423-01
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Course Packet 01
Course Packet 01

Mathematics in Our Nature

Introduction

The first-course packet of the learning module deals with Patterns that will serve as the
foundation for a better understanding of the world. This course packet includes the worksheet,
assessment, and assignment to help the students develop their mathematical skills.

Objectives

At the end of this course packet, the students are expected to have a clear understanding of
Patterns. To identify and determine the future behavior of the given sequence.

Learning Management System

Google Classroom Links

Duration

Course Packet 01: Mathematics in Our Nature = 5.5 hours

(3.5 hours self-directed learning with practical
exercises and 1hour assessment)

Delivery Mode

The course packet will be delivered online, both asynchronous and synchronous.

Assessment with Rubrics

The Assessment to be given at the end of the course packet is a Multiple Choice type of test that
will be uploaded in Google Forms.
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Requirement with Rubrics
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Content analysis will serve as the requirement at the end of this course packet.
Course Packet 01

The file of the problem set about Mathematics in Our Nature is given.

The Basis for Grading in Solving Functions:

4 The student uses effective strategies in answering the given in the
points problem set to get accurate results.
3 The student uses appropriate strategies in answering the given in the
points problem set to arrive at a result.
2 The student attempted to solve the given in the problem set but uses
points ineffective strategies.
1 The student has no attempt in using a strategy to solve the given in
point the problem set.

0 The student did not make any attempt to solve the given in problem
point set.

Readings

Are you familiar with the pattern? Are you aware that PATTERNS are important Mathematical
Concepts that all individuals encounter every day? In this Course Packet, you will encounter
different Patterns such as Nature Pattern, Geometric Pattern, and Number Pattern. It is
essential to have readings using this learning module and other references for better
understanding of the lessons.
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Introduction
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Mathematics in our Nature deals with the patterns that we Key Points:
encounter in the whole world. It includes the Nature pattern
Course Packet 01

which is visible naturally around us, the Geometric Pattern

which is evident not only in nature but also in man-made things,
and the Number Pattern which automatically express in
numbers and mathematical expressions;

Pre-Assessment

Here is an image of one of the famous tourist spots in Bataan.

Can you observe and identify some patterns in the given
Picture? Give the specific details of the pattern.

The Five Fingers in Mariveles, Bataan

ctto: panoramictrip.com

Lesson Proper

Mathematics can be defined as a science of Patterns and

Relationships of numbers, man-made objects, and even abstract
ideas. Patterns are regularities that can be found in the natural
world, the arrangement of human-made designs, and also a
series or sequence of numbers based on rules. Studying Patterns
may enable an individual to develop his mathematical
competencies to predict the upcoming term of the sequence.
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Plato, Pythagoras, and Empedocles were the famous Greek
1 3
Mathematicians who contributed to the study of patterns and
introduced into mathematical concepts
Course Packet 01

Classifications of Patterns

I. Nature Pattern
II. Geometric Pattern
III. Number Pattern
NATURE PATTERN

I. NATURE PATTERN – are visible regularities found in the Natural world

Types of Nature Pattern

I.1. Symmetry – the Greek term for symmetry is symmetria meaning common measure
which was taken from the prefix syn meaning common and the noun metros meaning
measure. Symmetry is an image that described balanced proportion and
correspondence in size. This also refers to “mirror image” wherein the original image
is identical to the image formed after some activity. Also known as line symmetry
because the centerline has known as the axis of symmetry.

Kinds of Symmetry:

I.1.a Bilateral Symmetry – when the left side is a mirror image of the right side.

Examples:

1. 2.
ctto: ecstep.com ctto: quora.com
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I.1.b Five-fold Symmetry
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Course Packet 01

1. 2.
ctto: brilliant.org ctto: shopify.com

I.1.c Six-fold Symmetry

1. 2.
ctto: pinterest.ph ctto: pinterest.ph

I.1.d Radial Symmetry

1. 2.
ctto: jwilson.coe.uga.edu ctto: biologydictionary.net
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I.1.e Rotational Symmetry
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Course Packet 01

1. 2.
ctto: ecstep.com ctto: pinterest.com

I.2 Fractal - Came from the Latin word Fractus which means irregular and fragmented. This is
a pattern consisting of repeated shapes at different scales which produces a unique and more
complicated artwork.

Mr. Benoit Mandelbrot was the first person who used the word FRACTAL in 1975 and later
introduced the FRACTAL GEOMETRY.

1. 2.
ctto: viewbug.com ctto: pikist.com

3. 4.
ctto: pinterest.com ctto:fractalenlightenment.com
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I.3 Spiral – is a curve that is more familiar with the so-called
Fibonacci Spiral. The curve under this pattern is consists of the
Course Packet 01

Golden angle that measures 137.508˚ which governs Fermat’s

spiral.

ctto: fineartamerica.com

I.4 Chaos – shows chaotic pattern.

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Course Packet 01

1. 2
ctto: qajaqrolls.com ctto; pinterest.com

I.5 Meanders – are sinuous bends, loops, or curves.

1.
ctto: slideshare.com ctto: viewbug.com ctto; ecstep.com

I.6 Waves - are formed in large bodies of water and even in

sounds.

1. 2
ctto: Voiceemergent.com ctto:surfertoday.com
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I.7 Ripples - can be found in water, snow, and sand.
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Course Packet 01

1.
Sand ripples
https://pixabay.com/images/search/sand ripples

2.

Snow ripples
ctto: stormeyes.org

3.

Water Ripples
ctto: fineartamerica.com
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I.8 Dunes - are formed when the wind blows over large bodies
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of sand
Course Packet 01

1. 2.
ctto: eartheclipse.com ctto: ttnotes.com

I.9 Bubbles – these are spherical shape

1. 2.
ctto: cryptopotato.com ctto: diynetwork.com

I.10 Foam – is a mass of bubbles.

ctto: shutterstock.com ctto: joyturner.com

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I.11 Tessellation - this is evident usually found in pineapple,
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honeycomb, and even in scales of reptiles.
Course Packet 01

I.12 Cracks- is also a pattern that can also be found in mud and
barks of trees.

ctto: Istockphoto.com ctto.mocah.org

I.13 Spots and Stripes – the pattern that is evident mostly in animals.

ctto: feri.org ctto: absnews.go.com

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Activity: Video Watching
Course Packet 01

https://drive.google.com/file/d/1i-MKsqhgefNreX-Eg2lX67yroWCAIvEi/view?usp=sharing

https://drive.google.com/file/d/1bpFiNC6tgBS_CJLqI5hfaFdJyx
qwQ6xy/view?usp=sharing

https://drive.google.com/file/d/1Mw-
wfjmBsKv8IrHun2OMNjbzPhvm_bFo/view?usp=sharing

GEOMETRIC PATTERN

II. Geometric Pattern is made of sequences of lines,

curves, and shapes to form geometric shapes and
figures.

Types of Geometric Pattern

II.1 Koch Snowflake – this geometric pattern is also identified as

the fractal curve, Koch curve, Koch island, and Koch star. The
term KOCH was used in favor of its founder Helge Von Koch
in 1904.

II.2 Sierpinski Triangle – is made of equilateral triangles

subdivided recursively into smaller equilateral triangles. This is
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another fractal design also known as Sierpinski Gasket or
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Sierpinski Sieve in favor of its founder Polish mathematician
Waclaw Sierpinski in 1915.
Course Packet 01

Evolution of Sierpinski Triangle

II.3 Tessellation – is a pattern made by congruent tiling shapes.

The first shape that had been tessellated is square. The other
two shapes that had been tessellated all by themselves are the
equilateral triangle and regular hexagon. A Special kind of
tessellation composed of a combination of shapes is known as
semi-regular tessellation.

Man-made Tessellation
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Work Sheet 01:
Course Packet 01

Worksheet 01 will be posted in the google classroom via google

forms.

NUMBER PATTERN

III. Number Pattern – this is a sequence of numbers

that are ordered based on a rule.
Sequence – is a group of numbers that follow a
pattern based on a specific rule.

Kinds of Sequence
1. Finite Sequence – with the specific number of
terms. Ex. 15, 12, 9, 6
2. Infinite Sequence – with no specific number of
terms. Ex. 15, 12, 9, 6, …
Illustrative Examples:

1. Find the third term of the sequence defined by

(𝑛2−1)
𝑎𝑛 =
2
Given: 𝑛 = 3

Solution:

(𝑛2−1) (32−1) (9−1)

𝑎3= 2
= 2
= 2
= 𝟒

2. Find the general term of the sequence 25, 20, 15, 10…
Solution: 25 20 15 10

-5 -5 -5 → 1st difference

 Determine the 1st difference:

𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑠 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 (−5), 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑖𝑡 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑒𝑠 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒
𝑔𝑖𝑣𝑒𝑛 𝑖𝑠 𝑙𝑖𝑛𝑒𝑎𝑟 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚 𝑖𝑠
𝒂𝒏 = 𝒂𝒏 + 𝒃
 𝑎1 = 25 𝑎𝑛𝑑 𝑛 = 1
𝒂𝒏 = 𝒂𝒏 + 𝒃
25 = (1) + 𝑏
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𝟐𝟓 = 𝒂 + 𝒃 = equation 1
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 𝑎2 = 20 𝑎𝑛𝑑 𝑛 = 2
Course Packet 01

𝒂𝒏 = 𝒂𝒏 + 𝒃

20 = (2) + 𝑏

20 = 2𝑎 + 𝑏 = equation 2
 Solve for the value of a and b, apply elimination
method
𝟐𝟓 = 𝒂 + 𝒃 → equation 1
𝟐𝟎 = 𝟐𝒂 + → equation 2

 Eliminate b
25 = 𝑎 + 𝑏
20 = 2𝑎 + 𝑏5 =
−𝑎
𝒂 = −𝟓
 Substitute the value of a to one of the equations
25 = 𝑎 + 𝑏
25 = −5 + 𝑏
25 + 5 = 𝑏
𝒃 = 𝟑𝟎
 Substitute the value of a and b to the standard
equation for linear equation
𝒂𝒏 = 𝒂𝒏 + 𝒃
𝒂𝒏 = −𝟓𝒏 + 𝟑𝟎 → general term

3. Find the general term of the sequence 7, 21, 41, 67,

99 Solution: 7 21 41 67 99

14 20 26 32 → 1st difference

6 6 6 → 2nd difference
 Determine the 1st difference
 Determine the 2nd difference
𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑠 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 (6), 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑖𝑡 𝑖𝑛𝑑𝑖𝑐𝑎𝑡𝑒𝑠 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒
𝑔𝑖𝑣𝑒𝑛 𝑖𝑠 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚 𝑖𝑠
𝒂𝒏 = 𝒂𝒏𝟐 + 𝒃𝒏 + 𝒄
 𝑎1 = 7 𝑎𝑛𝑑 𝑛 = 1
𝟕 = 𝒂(𝟏)𝟐 + 𝒃(𝟏) + 𝒄
𝟕 =𝒂+𝒃+𝒄 → equation 1
 𝑎2 = 21 𝑎𝑛𝑑 𝑛 = 2
𝟐𝟏 = 𝒂(𝟐)𝟐 + 𝒃(𝟐) + 𝒄
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𝟐𝟏 = 𝟒𝒂 + 𝟐𝒃 + 𝒄 → equation 2
1 3
 𝑎3 = 41 𝑎𝑛𝑑 𝑛 = 3
Course Packet 01

𝟒𝟏 = 𝒂(𝟑)𝟐 + 𝒃(𝟑) + 𝒄
𝟒𝟏 = 𝟗𝒂 + 𝟑𝒃 + 𝒄 → equation 3

 Use equation 1 and equation 2, eliminate variable c

𝟕=𝒂+𝒃+𝒄
𝟐𝟏 = 𝟒𝒂 + 𝟐𝒃 + 𝒄

−𝟏𝟒 = −𝟑𝒂 − 𝒃 → equation 4

 Use equation 2 and equation 3, eliminate variable c

𝟐𝟏 = 𝟒𝒂 + 𝟐𝒃 + 𝒄

𝟒𝟏 = 𝟗𝒂 + 𝟑𝒃 + 𝒄

−𝟐𝟎 = −𝟓𝒂 − 𝟐𝒃 → equation 5

 Use equation 4 and equation 5, eliminate variable b

−𝟏𝟒 = −𝟑𝒂 − 𝒃 → −2 ( −𝟏𝟒 = −𝟑𝒂 − 𝒃) → 28= 6a + 2b

−𝟐𝟎 = −𝟓𝒂 − 𝟐𝒃 → −𝟐𝟎 = −𝟓𝒂 − 𝟐𝒃 → −𝟐𝟎 = −𝟓𝒂 − 𝟐𝒃

𝟖=𝒂
 Use equation 4 and solve for variable b
−𝟏𝟒 = −𝟑𝒂 − 𝒃
−𝟏𝟒 = −𝟑(𝟖) − 𝒃
𝒃 = −𝟏𝟎
 Use equation 1 and solve for variable c
𝟕=𝒂+𝒃+𝒄7
= 8 − 10 + 𝑐
𝒄=𝟗
 Substitute the value of a, b, and c to the standard
equation for quadratic equation
𝒂𝒏 = 𝒂𝒏𝟐 + 𝒃𝒏 + 𝒄
𝒂𝒏 = 𝟖𝒏𝟐 − 𝟏𝟎𝒏 + 𝟗 → general term

4. Series - is the sum of the terms of a sequence

𝒂𝟏 + 𝒂𝟐 + 𝒂𝟑 + … + 𝒂𝒏
Find the sum of the sequence given the following
1 , 1,
3 5 1 5 𝟏𝟓
terms. , 2, = + 1 + 3+ 2+ =
2 2 2 2 2 2 𝟐

ARITHMETIC SEQUENCE
This is a sequence having the same common difference.
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8, 16, 24, 32, 40 is an example of an arithmetic sequence
1 3
whose common difference is 8.
Arithmetic means are the terms between the first and
Course Packet 01

last term of the sequence. Therefore, the arithmetic

means in the given sequence are 16, 24 and 32
Formula: 𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)
Where: 𝑎 = 𝑛𝑡ℎ 𝑡𝑒𝑟𝑚
𝑎1 = 1𝑠𝑡 𝑡𝑒𝑟𝑚
n = number of terms
d = common difference
Illustrative examples:

1. Find the 25th term of the sequence 3,6,9,12…

Solution:
Find: 𝑎25
Given: 𝑎1 = 3 d=3 𝑛 = 25
𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅
𝑎25 = 3 + (25 − 1)3
𝑎25 = 3 + 72
𝒂𝟐𝟓 = 𝟕𝟓
3 3 9
2. In the arithmetic sequence , , − which term is 6?
4 2 4
Solution:

Find: n
3 3 3 3
Given: 𝑎1 = 4 𝑎𝑛 = 6 𝑑 = 2− 4=4
𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅
3 3
6 = + (𝑛 − 1)
4 4

3 3 3
6− = 𝑛−
4 4 4

3
6= 𝑛
4

𝒏 = 𝟖 → 8th term

3. How many numbers are divisible by 5 between 4

and 200?
Solution:
Find: n
Given: d=5 𝑎1 = 5 𝑎𝑛 = 195
𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)195 =
5 + (𝑛 − 1)5
195 − 5 + 5 = 5𝑛
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𝒏 = 𝟑𝟗 →there are 39 numbers
1 3
divisible by 5 between 4 and 200
Course Packet 01

4. Insert two arithmetic means between

(2𝑥 + 1)𝑎𝑛𝑑 (11𝑥 + 4)
Solution:
Find: 2 arithmetic means
Given: 𝑎1 = 2𝑥 + 1 𝑎𝑛 = 11𝑥 + 4 𝑛=4

𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅
 Solve for d
11𝑥 + 4 = 2𝑥 + 1 + (4 − 1)

11𝑥 − 2𝑥 + 4 − 1 = 3 𝑑

𝒅 = 𝟑𝒙 + 𝟏

 Solve for the arithmetic means (AM)

1st term +d = (2𝑥 + 1) + (3𝑥 + 1) = 𝟓𝒙 + 𝟐→1stAM (2nd term)

2nd term + d = (5𝑥 + 2) + (3𝑥 + 1) = 𝟖𝒙 + 𝟑→2ndAM(3rd term)

ARITHMETIC SERIES

𝑛
Formula 1 : 𝑠𝑛 = 2 (𝑎1 + 𝑎𝑛)
Formula 2 : 𝑛 ( )
𝑠𝑛 = 2 (2𝑎1 + 𝑛 − 1 𝑑

Illustrative Examples:

1. Find the sum of the first 10 terms of the sequence

(2𝑥 + 1) + (5𝑥 + 2) + (8𝑥 + 3)…
Solution:
Find: 𝑠𝑢𝑚 = 𝑠𝑛
Given: 𝑎1 = 2𝑥 + 1 𝑛 = 10
 Find d:
𝑑 = 2𝑛𝑑 𝑡𝑒𝑟𝑚 − 1𝑠𝑡 𝑡𝑒𝑟𝑚 = (5𝑥 + 2) − (2𝑥 + 1) = 𝟑𝒙 + 𝟏

 Solve for the sum using the second formula

𝑛
𝑠𝑛 = (2𝑎1 + (𝑛 − 1)
2
10
𝑠10 = (2[2𝑥 + 1] + (10 − 1)(3𝑥 + 1))
2
𝑠10 = 5[(4𝑥 + 2) + (9)(3𝑥 + 1)]
𝑠10 = 5[(4𝑥 + 2) + (27𝑥 + 9)]
𝑠10 = 5(31𝑥 + 11)
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𝒔𝟏𝟎 = 𝟏𝟓𝟓𝒙 + 𝟓𝟓
1 3
2. Find the sum of all even numbers from 10 to 150.
Course Packet 01

Solution:
Find: 𝑠𝑢𝑚 = 𝑠𝑛
Given: 𝑎1 = 10 𝑎𝑛 = 150 𝑑= 2

 Solve for n:

𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏) 150 =
10 + (𝑛 − 1)2

150 − 10 + 2 = 2𝑛
𝒏 = 𝟕𝟏

 Solve for 𝑠71

𝑛
𝑠𝑛 = (𝑎1 + 𝑎𝑛)
2
71
𝑠71 = (10 + 150)
2
𝒔𝟕𝟏 = 𝟓𝟔𝟖𝟎

FIBONACCI SEQUENCE AND GOLDEN RATIO

The Fibonacci Sequence was introduced by the Italian

Leonardo Pisano Bigollo (1180-1250) who is known in
mathematical history by several names such as
Leonardo of Pisa (where Pisano means “from Pisa” and
Fibonacci (which means “son of Bonacci”).
The Fibonacci Sequence was the outcome of a
mathematical problem about rabbit breeding that was
posed in his famous book “Liber Abaci”. The Rabbit
Problem determines the number of rabbits produced
after a year if the beginning was only a pair of male and
female rabbits given the condition that every month each
male and female rabbits gives birth to a new pair of
rabbits, and the new pair of rabbits itself starts giving
birth to additional pairs of rabbits after the first month
of their birth.
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Course Packet 01

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The Fibonacci Numbers

Recursive Definition:

𝑭𝟏 = 𝟏, 𝑭𝟐 = 𝟏, 𝒂𝒏𝒅 𝑭𝒏 = 𝑭𝒏−𝟏 + 𝑭𝒏−𝟐 𝒇𝒐𝒓 𝒏 ≥ 𝟑

Fibonacci Sequence is a sequence formed by adding the

preceding two numbers, starting with 0 and 1.

Illustrative Examples:

Find the ninth and tenth Fibonacci numbers.

Solution:
Take note that the first eight terms of the Fibonacci
sequence are 1, 1, 2, 3, 5, 8, 13, 21
𝑭𝒏 = 𝑭𝒏−𝟏 + 𝑭𝒏−𝟐
𝑛=9
𝑭𝟗 = 𝑭𝟗−𝟏 + 𝑭𝟗−𝟐 = 𝑭𝟖 + 𝑭𝟕 = 𝟐𝟏 + 𝟏𝟑 = 𝟑𝟒

𝑛 = 10
𝑭𝟏𝟎 = 𝑭𝟏𝟎−𝟏 + 𝑭𝟏𝟎−𝟐 = 𝑭𝟗 + 𝑭𝟖 = 𝟑𝟒 + 𝟐𝟏 = 𝟓𝟓

BINET’S FORMULA for the nth Fibonacci number

A French Mathematician, Jacques Binet, introduced a non-

recursive formula to find the nth-term of Fibonacci sequence.
This formula was known as Binet’s Formula

𝒏 𝒏
𝟏 𝟏+√𝟓 𝟏−√𝟓
𝑭𝒏 = √𝟓 [( 𝟐 ) −( ) ]
𝟐
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can be simplified into
1 3
𝒏
𝟏 𝟏 + √𝟓
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𝑭𝒏 = 𝒏𝒊𝒏𝒕𝒉 [ ( ) ]
√𝟓 𝟐

Where ninth is an abbreviation for “the nearest integer of”

Illustrative examples:

Find the 8th, 9th, 10th term of the Fibonacci sequence using
Binet’s formula
8
11 + √5
𝐹8 = 𝑛𝑖𝑛𝑡ℎ [ ( ) ] = 𝟐𝟏. 𝟎𝟎𝟗𝟓𝟏 = 𝟐𝟏
√5 2

9
11 + √5
𝐹9 = 𝑛𝑖𝑛𝑡ℎ [ ( ) ] = 𝟑𝟑. 𝟗𝟗𝟒𝟏𝟏 = 𝟑𝟒
√5 2

10
11 + √5
𝐹10 = 𝑛𝑖𝑛𝑡ℎ [ ( ) ] = 𝟓𝟓. 𝟎𝟎𝟑𝟔𝟑 = 𝟓𝟓
√5 2

GOLDEN RATIO

The Fibonacci sequence has many interesting properties that can be seen
from our nature. The spirals of the sunflower head and the pineapple “eyes” in
which can generate 34 and 55 spirals in different directions and 5, 8, 13 diagonally
aligned “eyes” respectively. These figures appear to be consecutive terms of the
Fibonacci sequence.
Dividing the consecutive terms of this sequence we get the following:
1 ÷ 1 = 1.00000
2 ÷ 1 = 2.00000
3 ÷ 2 = 1.50000
5 ÷ 3 = 1.66667
8 ÷ 5 = 1.60000
13 ÷ 8 =1.62500
21 ÷ 13 = 1.61538
34 ÷ 21 = 1.61905
55 ÷ 34 = 1.61765
89 ÷ 55 = 1.61818
144 ÷ 89 = 1.61798
233 ÷ 144 = 1.61806

The quotient approaches a value approximately equal to 1.618

which is known as a value of (Phi) Φ . And this value is identified
as the Golden Ratio based on the concept of Fibonacci sequence.
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The Fibonacci Spiral formed a rectangle known as the Golden Rectangle.
1 3
It is made up of squares that are represented by the numbers in the Fibonacci
sequence. The figures below exhibit the golden ratio and golden rectangle.
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PASCAL’s TRIANGLE
1 3
Another number pattern that is commonly used is Pascal’s triangle which
Course Packet 01

is named after a French mathematician Blaise Pascal. This is a triangular scheme

of numbers that gives the coefficients in the expansion of any binomial expression
like (x+y)5. In the Pascal triangle, each number is the sum of the two numbers directly
above it. The triangle can be constructed by first placing a 1 along the left and
right edges. Then the triangle can be filled out from the top by adding together
the two numbers just above to the left and right of each position in the triangle.
Thus, the third row, in Hindu-Arabic numerals, is 1 2 1, the fourth row is 1 4
6 4 1, the fifth row is 1 5 10 10 5 1, and so forth. The first row, or just 1, gives
the coefficient for the expansion of (x + y)0 = 1; the second row, or 1 1, gives
the coefficients for (x + y)1 = x + y; the third row, or 1 2 1, gives the coefficients
for (x + y)2 = 𝑥 2 + 2xy + 𝑦2; and so forth.

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Illustrative Examples:

Perform the following:

1. (2𝑥 − 3𝑦)5
 5th row from Pascal’s triangle corresponds to
1 5 10 10 5 1
 (2𝑥)5 + 5(2𝑥)4(−3𝑦) + 10(2𝑥)3(−3𝑦)2 +
10(2𝑥)2(−3𝑦)3 + 5(2𝑥)(−3𝑦)4 + (−3𝑦)5
 𝟑𝟐𝒙𝟓 − 𝟐𝟒𝟎𝒙𝟒𝒚+𝟕𝟐𝟎𝒙𝟑𝒚𝟐 − 𝟏𝟎𝟖𝟎𝒙𝟐𝒚𝟑 + 𝟖𝟏𝟎𝒙𝒚𝟒 −
𝟐𝟒𝟑𝒚𝟓

2. (3𝑎 + 2𝑏)7
 7th row from Pascal’s triangle corresponds to
1 7 21 35 35 21 7 1
 (3𝑎)7 + 7(3𝑎)6(2𝑏) + 21(3𝑎)5(2𝑏)2 + 35(3𝑎)4(2𝑏)3 +
35(3𝑎)3(2𝑏)4 + 21(3𝑎)2(2𝑏)5 + 7(3𝑎)(2𝑏)6 + (2𝑏)7
 𝟐𝟏𝟖𝟕𝒂𝟕 + 𝟏𝟎𝟐𝟎𝟔𝒂𝟔𝒃+𝟐𝟎𝟒𝟏𝟐𝒂𝟓𝒃𝟐 + 𝟐𝟐𝟔𝟖𝟎𝒂𝟒𝒃𝟑 +
𝟏𝟓𝟏𝟐𝟎𝒂𝟑𝒃𝟒 + 𝟔𝟎𝟒𝟖𝒂𝟐𝒃𝟓 + 𝟏𝟑𝟒𝟒𝒂𝒃𝟔 + 𝟏𝟐
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A pattern is a regularity in the world, man-made design, or abstract ideas. As such, the elements of a
pattern repeat in a predictable manner.

I. Number Pattern
- A list of numbers that follow a certain sequence or pattern

II. Geometric Pattern

- A kind of pattern formed of geometric shapes and typically repeated like a wallpaper design

Types of Number Patterns

A. Arithmetic Sequence
A sequence is group of numbers that follow a pattern based on a specific rule.
Kinds of sequence
1. Finite Sequence – with the specific number of terms
Ex. 15, 12, 9, 6
2. Infinite Sequence - with no specific number of terms.
Ex. 15, 12, 9, 6 …………
► adding the same amount everytime.

Arithmetic Sequence Formula

𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅
Where:
𝑎𝑛 = nth term n = term position
𝑎1 = first term d = common difference

B. Geometric Sequence
►A geometric sequence is a list of numbers that are
multiplied (or divided) by the same amount.
Example:
a. 2, 6, 18, 54, __, __, __.
Rule:
𝑥𝑛 = a𝑟 (𝑛−1)
Where: n = term position
a = first term
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r = common ratio 1 3
• Triangular Numbers
• A triangular number or triangle number counts objects arranged in an equilateral
triangle. The nth triangular number is the number of dots in
the triangular arrangement.

Ex: 1, 3, 6, 10, 15,21,28,36,45…

• Square Numbers
• A square number, also called a perfect square, is a figurate number of the form 𝑆𝑛 =
𝑛2 , where 𝑛 is an integer.

Ex: 1, 4, 9, 16, 25,36,49…

• Pascal’s Triangle
• A triangular array of numbers in which those at the ends of the rows are 1 and each
of the others is the sum of the nearest two numbers in the row above.
• (video: Pascal Triangle Animated)
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• Cube Numbers
• A cube number, also called a perfect cube, is a figurate number of the form 𝑆𝑛 = 𝑛3 ,
where 𝑛 is an integer
• Ex: 1, 8, 27, 64, 125,216,343,512,729,1000…

• Fibonacci Sequence
►(video: Great Demo on Fibonacci)
►A series of numbers in which each number (Fibonacci
number) is the sum of the two preceding number.
Illustration:
1, 1, 2, 3, 5, 8, 13, 21, 34, 55…
a. Given that 𝐹34 = 5,702,887 & 𝐹35 = 9,227,465.
Find 𝐹33.
Solution:
𝐹33 + 𝐹34 = 𝐹35
𝐹33 = 𝐹35 − 𝐹34
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𝐹33 = 9,227,465 – 5,702,887 1 3
𝐹33 = 3,524,578

GEOMETRIC PATTERN

• is a pattern consisting of lines and geometric figures, such as triangles, circles and
squares, that are arranged in a repeated fashion.

• The Koch snowflake is a fractal curve, also known as the Koch island, which was
first described by Helge von Koch in 1904
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PATTERNS IN NATURE

• Patterns in nature are visible regularities of form found in the natural world. These
patterns recur in different contexts and can sometimes be modelled mathematically.
• Natural patterns include:
• symmetries,
• spirals,
• meanders,
• waves,
• foams,
• tessellations,
• cracks,
• stripes,
• trees
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Relation and Function

Introduction

The concept of function was brought to light by mathematicians in 17 th century. In 1637, a

mathematician and the first modern philosopher, Rene Descartes, talked about many
mathematical relationships in his book Geometry, but the term “function” was officially first
used by German mathematician Gottfried Wilhelm Leibniz after about fifty years. He invented a
notation y = x to denote a function, dy/dx to denote the derivative of a function. The notation y =
f (x) was introduced by a Swiss mathematician Leonhard Euler in 1734.

RELATION ► is a subset of the Cartesian product or simply, a bunch of points (ordered pairs).
In other words, the relation between the two sets is defined as the collection of the ordered pair,
in which the ordered pair is formed by the object from each set.
Illustration:
Weight of four students
Students 1 2 3 4
Weight 120 100 150 130

► the pairing of the student number & his corresponding weight is a relation and can be
written as a set of ordered pair numbers.

W = [ (1, 120), (2, 100), (3, 150), (4, 130) ]

Domain of the relation ► set of all first element, x – value and is the independent
element
= { 1, 2, 3, 4 }

Range of the relation ► set of all second element , y – value and is the dependent
element
= { 120, 100, 150, 130 }

► a relation is presented in five (5) different ways

1. In an ordered pair
Example:
R = { (1,4), (2,5), (3,6), (4,7), (5,8) }

► what is the relationship that exist to domain and the range?

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1 3
2. In an Arrow Diagram ► shows the correspondence of the x and y values
Mapping ► the process of showing the relation of the elements of the domain
and the range
► illustrates how each element of the domain (x) is paired with an
element in the range (y)

X Y X Y X Y
1 4 1 4 1 4
2 5 2 5 2 5
3 6 3 6 3 6
4 7 4 7 4 7
5 8 5 8 5 8

One to one One to many Many to one

3. In a Tabular Form
Example:

X 1 2 3 4 5
Y 4 5 6 7 8

4. In an open sentence
Example:
y = x+3 such that x = 1, 2, 3, 4, 5

5. In a graphical form = points are plotted

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FUNCTION ► is a relation which describes that there should be only one output for each
input (or) we can say that a special kind of relation (a set of ordered pairs), which follows a rule
that every X-value should be associated with only one y-value.

► this means that no distinct ordered pairs (x, y) have the same first element

Example
1: Is A = {(1, 5), (1, 5), (3, -8), (3, -8), (3, -8)} a function?
Solution:
If there are any duplicates or repetitions in the X-value, the relation is not a
function.

Example
2. J = { (4, 7), (5, 8), (6, 9), (7, 10), (8, 11) } a function?
Solution:
It is a function since no two of its ordered pairs (x, y) have the same first element

Classification of Function
1. One to one function or Injective function:
► A function f: x → y is said to be one to one if for each element of x there is a distinct
element of y.

One-to-One functions define that each element of one set say Set (A) is mapped with a unique
element of another set, say, Set (B).
In brief, let us consider ‘f’ is a function whose domain is set A. The function is said to be
injective if for all x and y in A, Whenever f(x) = f(y), then x = y. And equivalently, if x ≠ y, then
f(x) ≠ f(y). Formally, it is stated as, if f(x) = f(y) implies x = y, then f is one-to-one mapped, or f is
1 - 1. In Maths, an injective function or injection or one-one function is a function that comprises
individuality that never maps discrete elements of its domain to the equivalent element of its
codomain. We can say, every element of the codomain is the image of only one element of its
domain.
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Example 1:

Let A = {1, 2, 3} and B = {a, b, c, d}. Which of the following is a one-to-one function?

1. {(1, c), (2, c) (2, c)}

2. {(1, a), (2, b), (3, c)}
3. {(1, b) (1, c)}

►The Answer is 2.
Explanation: Here, option number 2 satisfies the one-to-one condition, as elements of set
B(range) is uniquely mapped with elements of set A(domain).

2. Many to one function:

►A function which maps two or more elements of P to the same element of set Q.

3. Onto Function or Surjective function:

►A function for which every element of set Q there is pre-image in set P
►It could be explained by considering two sets, Set A and Set B, which consist of elements. If
for every element of B, there is at least one or more than one element matching with A, then the
function is said to be onto function or surjective function. The term for the surjective function
was introduced by Nicolas Bourbaki.

In the first figure, you can see that for each element of B, there is a pre-image or a matching
element in Set A. Therefore, it is an onto function. But if you see in the second figure, one
element in Set B is not mapped with any element of set A, so it’s not an onto or surjective
function.

Example 1:
Let A = {1, 5, 8, 9) and B = {2, 4} And f= {(1, 2), (5, 4), (8, 2), (9, 4)}. Then prove f is a onto
function.
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Solution: From the question itself we get, 1 3
A = { 1, 5, 8, 9)
B = {2, 4} &
f = {(1, 2), (5, 4), (8, 2), (9, 4)}
► So, all the element on B has a domain element on A or we can say element 1 and 8 & 5 and 9
has same range 2 & 4 respectively.
► Therefore, f: A → B is an surjective fucntion. Hence, the onto function proof is explained.

S.No Injective Function Surjective Function Bijective Function

4. One-one correspondence or Bijective function:

►The function f matches with each element of P with a discrete element of Q and every
element of Q has a pre-image in P.

► A function is said to be bijective or bijection, if a function f: A → B satisfies both the injective

(one-to-one function) and surjective function (onto function) properties. It means that every
element “b” in the codomain B, there is exactly one element “a” in the domain A. such that f(a)
= b. If the function satisfies this condition, then it is known as one-to-one correspondence.

►If the function is both one-to-one and onto, then it is considered a one-to-one
correspondence or a bijection
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1 A function that always A function that maps 1 that 3
A function is both
maps the distinct one or more elements injective and surjective
element of its domain of A to the same
to the distinct element element of B
of its codomain

2 It is also known as one- It is also known as onto It is also known as

to-one function function one-to-one
correspondence

GRAPH OF A FUNCTION

► The graph of a relation is the collection of all ordered pairs of the relation. These are usually
represented as points in a Cartesian coordinate system.

► we can represent a function using a graph. Graphs display many input-output pairs in a
small space. We typically construct graphs with the input values along the horizontal axis and
the output values along the vertical axis.

►The vertical line test can be used to determine whether a graph represents a function.
►If we can draw any vertical line that intersects a graph more than once, then the graph
does not define a function
► A function has only one output value for each input value.
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EXAMPLE: APPLYING THE VERTICAL LINE TEST 1 3
Which of the graphs represent(s) a function y=f(x)?y=f(x)?

FUNCTIONAL NOTATION
► is a simpler method of describing a function without a lengthy written explanation. The
most frequently used function notation is f(x) which is read as “f” of “x”.
► functional notation y = f (x) was contributed by Swiss Mathematician Leonard Euler
(1707 – 1783)
► other letters maybe used if f(x) is used for a certain function of x
a. f (y) = if the variable is y c. u = f (x)
b. g (x) d. v = g(x)

EVALUATING FUNCTION
►This is the process of determining the value of the function at the number assigned to a given
variable by simply substituting the value of the number to the variable in the given function.
Example:
1. f (x) = x2 + 2x – 5, find
a. f (3)
b. f (y – 3)

Solution:
a. f (3) = x2 + 2x – 5 b. f (y – 3) = x2 + 2x – 5
= (3)2 + 2(3) – 5 = (y – 3)2 + 2(y – 3) - 5
= 9+6–5 = y2 – 6y + 9 + 2y – 6 – 5
= 10 = y2 – 4y – 2

15
2. If f (x) = 2𝑥 , show that f(x+3) – f(x – 1) = f (x)
2
Solution:
15
f (x+3) – f (x – 1) = f (x)
2
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2𝑥+3 − 2𝑥−1 =
15
2
(2𝑥 ) 1 3
15
( 2𝑥 • 23 ) – ( 2𝑥 • 2−1 ) = (2𝑥
2
15
2𝑥 ( 23 − 2−1 ) = (2𝑥 )
2
1 15
2𝑥 ( 8 − 2 ) = (2𝑥 )
2
16−1 15
2𝑥 ( ) = (2𝑥 )
2 2
15 15
2𝑥 ( ) = (2𝑥 )
2 2

𝑓 (3+ℎ)−𝑓 (3)
3. If f (x) = 4x + 7, find ℎ
Solution:
[ 4(3+ℎ)+7 ]−[ 4(3)+7 ]
= ℎ
(12+4ℎ+7)−(12+7)
=
ℎ
19+4ℎ−19
=
ℎ
= 4

OPERATIONS ON FUNCTIONS
► rules on operations of Functions
a. (f + g) (x) = f(x) + g(x)
b. (f − g) (x) = f(x) − g(x)
𝒇 𝒇(𝒙)
c. ( 𝒈 )(x) = 𝒈(𝒙)

d. (f • g) (x) = f(x) • g(x)

Composite Functions ► A composite function is a function that depends on another

function. A composite function is created when one function is substituted into another function
a. ( f 𝝄 g ) (x) = f [ g(x) ]
b. ( g 𝝄 f ) (x) = g [ f(x) ]

Example:
1. Given that f (x) = 3x + 2 and g(x) = 4 – 5x, find (f + g)(x) , (f - g)(x) &
(f •g)(x) .

a. (f + g)(x) = f (x) + g(x) b. (f – g)(x) = f (x) – g(x)

= [3x + 2] + [4 – 5x] = [3x + 2] – [4 – 5x]
= 3x + 2 + 4 – 5x = 3x + 2 – 4 + 5x
= 3x – 5x + 2 + 4 = 3x + 5x + 2 – 4
= –2x + 6 = 8x – 2
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c. (f × g)(x) = [f (x)][g(x)]
= (3x + 2)(4 – 5x)
= 12x + 8 – 15x2 – 10x
= –15x2 + 2x + 8

2. Given the functions f (x) = x2 + 6 and g (x) = 2x – 1, find (f ∘ g) (x).

Solution:
Substitute x with 2x – 1 in the function f(x) = x2 + 6.
(f ∘ g) (x) = f [g(x)]
= f (2x – 1)
= x2 + 6
= (2𝑥 − 1)2 + 6
= (2x – 1) (2x – 1) + 6
= 4x2 – 4x + 1 + 6
= 4x2 – 4x + 7

Finding the Domain and Range of a Function

Domain = is the set of the first coordinate, values of x
Range = is the set of the second coordinate, values of y

Example:
J = {(3,4), (7,5), (8,3), (5,1)}
Domain : {3, 7, 8, 5}
Range : {4, 5, 3, 1}

A. Domain and Range of a Function with a given graph and equation.

1. y = 3x + 1 Linear Function Straight line

y = f(x) = ax + b
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Domain: all set of real numbers
: ( -∝, +∝ ) or ( x ∈ 𝑹 )

Range : all set of real numbers

: ( -∝, +∝ ) or ( y ∈ 𝑹 )

2. y = 𝑥 2 + 1 Quadratic Function Parabola

y = f(x) = ax2 + bx + c

Domain : all set of real numbers

: ( -∝, +∝ ) or ( x ∈ 𝑹 )

Range : real nos. from y = 1 to +∝

: R = (1, +∝ )

B. Domain and Range of a Function Algebraically with in the Real Numbers

►domain restrictions across the real numbers
1. Any value that causes the denominator to be zero is not allowed
2. Any value that causes a negative value in a square root or even roots is not allowed.
3. The numerator can be equal to zero
Example:
0
1. = 0
5
5
2. = undefined
0

Five Types of Functions in finding the domain

1. Polynomial only
Example: f(x) = 𝑥 2 + 3x + 1
f(x) = 2x + 1
Domain : all real numbers, { R }, ( -∝, +∝ )

2. Fraction only domain: set bottom ≠ 𝟎

2𝑥+1 2
Example: a.) f(x) = b.) f(x) =
𝑥 2 +5𝑥+6 𝑥 2 +3
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a.) f(x) =
2𝑥+1
𝑥 2 +5𝑥+6 1 3
𝑥 2 + 5x +6 ≠ 0
( x+3 ) ( x+2 ) ≠ 0 • • • •
(x ≠ -3) (x ≠ -2) -∝ -3 -2 +∝

Domain:
{ R, x≠ -3, -2 } all real numbers except -3 & -2
( -∝, -3) ∪ (-3, -2) ∪ ( -2, +∝ expressed in interval notation

3. Square root only domain: set part under root ≥ 0

Example: a.) f(x) = √𝑥 + 1
b.) f(x) = √𝑥 2 + 5𝑥 + 6

a.) f(x) = √𝑥 + 1
2
(√𝑥 + 1 ≥ 0 )
x+1 ≥ 0 • • •
x ≥ -1 -∝ -1 ∝
domain: { R , x ≥ -1 }
[-1, +∝ ) Beginning with -1 moving up to +∝.

b.) f(x) = √𝑥 2 + 5𝑥 + 6
2
( √𝑥 2 + 5𝑥 + 6 ≥ 0 )
x2 + 5x + 6 ≥ 0
(x + 3) (x + 2) ≥ 0
(x ≤ −3) (x ≥ -2)
Domain: ( R, x ≤ −3, x ≥ -2)

4. Square root on the bottom domain: set part under root > 0
𝑥 2 +2𝑥+3
Example: a.)
√𝑥+1
2
(√𝑥 + 1 > 0 )
x+1 >0 domain: ( R , x > -1 )
x > -1 : ( -1, +∝ )

5. Square root on top domain: set bottom ≠ 0

Set under root ≥ 0
√𝒙−𝟏
Example: a.) f (x) = 𝒙−𝟒
√𝒙 − 𝟏 ≥ 0
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x ≥1 • • • 1 3
1 4 +∝
x–4 ≠ 0
x ≠ 4 domain: [ 1, 4 ) ∪ ( 4, +∝ )

Finding the Range of a Function

y = f (x) (x) = input (domain)
(y) = output (range)
Steps:
1. Put y = f(x)
2. Express x as a function of y
3. Find possible values for y (like domain)
4. Eliminate values by looking at the defined to write the range

Example:
3𝑥+2
1. f (x) = 𝑥+5
x+5≠0
x ≠ −5 ∎ domain: { x / x∈ 𝑹 , 𝒙 ≠ −𝟓 } expressed in
builder notation

► read as the set of values of x such that x is the set of all real numbers except
negative 5.

3𝑥+2
y = ∎ finding for the range
𝑥+5
y (x + 5) = 3x + 2
xy + 5y = 3x + 2
xy – 3x = -5y + 2
x ( y – 3 ) = -5y + 2
𝑥 ( 𝑦−3 ) −5𝑦+2
=
(𝑦−3 ) ( 𝑦−3)
−𝟓𝒚+𝟐
x= ( 𝒚−𝟑)
y–3 ≠0
y≠3 Range: { y / y∈ 𝑅, 𝑦 ≠ 3 }
𝑥−3
2. f (x) = 𝑥 2 −9
𝑥2 − 9 ≠ 0
𝑥2 ≠ 9
x ≠ ±3 domain: { x/x∈ 𝑹, 𝒙 ≠ ±𝟑 }
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𝑥−3
1 3
y = ∎ finding for the range
𝑥 2 −9
𝑥−3
y = (𝑥+3)(𝑥−3)
1
y = (𝑥+3)

y (x + 3) = 1
xy + 3y = 1
𝑥𝑦 −3𝑦+1
=
𝑦 𝑦
−3𝑦+1
x = 𝑦
y ≠0 Range: { y/y∈ 𝑹, 𝒚 ≠ 𝒐 }

3𝑥−6
3. f (x) =
𝑥 2 +𝑥−6
𝑥2 + 𝑥 − 6 ≠ 0
(x + 3) (x – 2) ≠ 0
x ≠ −3 x≠ 2 domain: { x/x∈ 𝑹. 𝒙 ≠ −𝟑, 𝟐}

3𝑥−6
y= ∎ to find the range, concept of horizontal asymptote
𝑥 2 +𝑥−6
can be used.
n < 𝒎, y=0 ; n = highest exponent of the numerator
n<𝒎 m = highest exponent of the denominator
𝒂
y=0 n = m, y=𝒃 ; a = coefficient of the numerator
y≠ 𝟎 b = coefficient of the denominator
n > 𝒎, no horizontal asymptote

Range: { y/y∈ 𝑹, 𝒚 ≠ 𝟎}
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in scales 3
This pattern is evident usually found in pineapple, honeycomb, and even1 of reptiles *
1 point
Spiral
Tesselation
Ripples
Chaos
It is one of the most incredible man made structure in history that after 4,000 years of
existence formulated trigonometric ideas. *
1 point
Great Wall of China
Great Pyramid of Giza
Statue of Zeus at Olympia
Hanging Gardens of Babylon
Temple of Artemis
He is a french mathematician who developed coordinate system in the 17th century. *
1 point
Isaac Newton
Rene Descartes
Leonardo Pisano Bogollo
Blaise Pascal
Complete Name *

Your answer
What is the next sequence in this number pattern. 840, 168, 42, 14, 7, ____. *
2 points
14
21
7
28
Institutional email *

Your answer
Mathematics can be defined as a science of Patterns and Relationships of numbers, man-
made objects, and even abstract ideas *
1 point
True
False
Sometimes true
sometimes False
It is an image that described balanced proportion and correspondence in size *
1 point
Fractal
Symmetry
Meanders
Dunes
Patterns are chaos that can be found in the natural world, the arrangement of human-made
designs, and also a series or sequence of numbers based on rules. *
1 point
True
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False
Sometimes true
1 3
Sometimes false
Mathematics in our nature includes; *
1 point
Nature Pattern
Number Pattern
Geometric Pattern
All of these
None of these
It is a pattern consisting of lines and geometric figures, such as triangles, circles and squares,
that are arranged in a repeated fashion *
1 point
Geometric Pattern
Number Pattern
Nature Pattern
All of these
None of these

Symbol for negation. *

1 point
≅
~
∈
Σ
Find the next number in the sequence. 11, 12, 17, 18, 23, 24, ___ . *
2 points
30
29
28
32
=, <, >, ≤, ≥, π, ∑, % are called *
1 point
Variables
Constants
Special Symbols
Basic Arithmetic
Grouping Symbols
Eight times a number x increased by three *
1 point
8y + 3
8 + 3y
8x + 3
3y + 8
The difference of 7 & 3 is less than the difference of 30 & 20. *
2 points
3 - 7 < 30 - 20
7 - 3 > 20 -30
7 - 3 < 30 - 20
Fibonacci was not the first tp know about the Sequence. It was first known in ________
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hundreds of years before. * 1 3
1 point
England
India
Greece
France
It is a relation which describes that there should be only one output for each input (or) we can
say that a special kind of relation which follows a rule that every x-value should be associated
with only one y-value. *
1 point
Relation
Function
Domain
Range
Given that F 34th is 5,702,887 and F 33rd 3,524,578 find F 32nd under the fibonacci
sequence. *
2 points
9,227,465
5,350,429
1,825,851
2,178,309
BPSU Institutional Email *

Your answer
In the expression 5x - 40, what is the value of x? *
2 points
7
8
9
10
Information can be conveyed through; *
1 point
words
symbols
body language
all of the above
Program/Section *

Your answer
Fibonacci sequence concept came from his hypothesis on population of ______ based on
idealized assumptions *
1 point
cats
dogs
pigeons
rabbits
It is a function for which every element of set A, there is pre-image in set B *
1 point
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Surjective
Injunctive
1 3
bijective
narrative
It facilitates communication by understanding and conveying information and intended
meaning *
1 point
Symbols
Language
Deduction
Expressions
What should be the next number in this sequence. 5, 16, 49, 104, ____ . *
2 points
181
125
126
137
Complete Name *

Your answer
Fibonacci Sequence is related to ________ *
1 point
Golden Ratio
Pascal's theorem
Pythagorean theorem
Triangular Number theorem

Section *

Your answer
1. This is a series or sequence that repeats. *
2 points
Number system
Pattern
Geometric Pattern
Nature pattern
2. The first person who used the word FRACTAL. *
2 points
Empedocles
Waclaw Sirpinski
Fibonacci of Pisa
Benoit Mandelbrot
3. It is the first shape that had been tessellated. *
2 points
circle
triangle
square
hexagon
4. It is a pattern whose over all appearance is an equilateral triangle. *
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2 points
Tesselation
1 3
Sierpinski Sieve
Geometric
Triangle
5. Which of the following polygon cannot be used in regular tessellation? *
2 points
rectangle
square
equilateral triangle
hexagon
6. Which of the following does not belong to the group? *
2 points
Tessellation
Spiral
Fractal
Pascal’s Triangle
7. What kind of Nature pattern does Starfish represents? *
2 points
Four-fold symmetry
Five-fold symmetry
Six-fold symmetry
Eight fold symmetry
8. What Nature pattern can be formed when wind blows over large bodies of sand? *
2 points
Dunes
Meanders
Ripples
Waves
9. Which of the following represent Phi which is equal to 1.618? *
2 points
Golden Rectangle
Fibonacci Spiral
Transcendental number
Golden Ratio
10. The pattern that is identified as "mirror image". *
2 points
Fractal
Symmetry
Spiral
Nature Pattern
11. Which of the following is not a Geometric Pattern? *
2 points
Tessellation
Sierpinski Triangle
Symmetry
Koch Snowflake
12. Which of the following does not belongs to the group: *
2 points
Sierpinski Gasket
Koch Snowflake
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Tessellation
Pascal's Triangle
1 3
13. Which of the following is the contribution of Benoit Mandelbrot? *
2 points
Koch Curve
Sierpinski Sieve
Pascal's Triangle
Fractal Geometry
14. Semi-regular Tessellation may consists of the following shapes *
2 points
Square
Equilateral Triangle
Hexagon
All of the above
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1
If I run fast, then I win the race. If did not win the race, then I did not run fast *
3
1 point
Inverse
Converse
Contrapositive
Conjunction
Symbol used for disjunction *
1 point
∨
→
~
⋀
↔
BPSU Institutional Email *

Your answer
If p is true and q is true, then ~ ( p v q ) will be *
1 point
False
True
A triangle is isosceles if and only if it has at least two congruent sides. *
1 point
Conditional Statement
Biconditional Statement
Inverse Statement
Composite Statement
If I feel sick then I am going to a doctor. *
1 point
Conditional Statement
Biconditional Statement
Inverse Statement
Composite Statement
If p is TRUE and q is TRUE then ~𝑝 "∨" [~ (p "∧ q)]" is *
1 point
True
False
Complete Name *

Your answer
It is a declarative sentence that has a notion of truth, that is, can either be true or false, but not
both true and false. *
1 point
Logic
Statement
Biconditional
Disjunction
Today is Monday and I need to go to work. *
1 point
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Conjunction
Disjunction
1 3
Conditional
Contrapositive
p = seven greater than five is twelve q = twice three is six = seven greater than five is twelve
or twice three is six *
1 point
Conjunction
Disjunction
Conditional
Biconditional
Section *

Your answer
If I am tired, then I go to bed. If I go to bed, then I am tired *
1 point
Inverse
Converse
Contrapositive
Conjunction