Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

GEC 3 – Mathematics in the Modern World Page 1 of 9

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

GEC 3 – MATHEMATICS IN THE MODERN WORLD

LEAH N. BARBADO
Associate Professor III

Contact Details
E-mail Address: [email protected]
Web Address: https://www.facebook.com/leah.barbado

Consultation Schedule
Monday- 8:00am – 9:00 am

OUTLINE OF LEARNING TOPICS TIME ALLOCATION

A. The Nature of Mathematics Week 3 to Week 4 [Prelim]
A.2 Mathematical Language and Symbols
-Conventions in the Mathematical Language
-Expressions vs. Sentences
-Four Basic Concepts: Sets, Functions, Relations, Binary Operations

INTENDED LEARNING OUTCOMES (ILOs)

At the end of the topic, students should be able to
• Discuss the language, symbols, and conventions of mathematics.
• Explain the nature of mathematics as a language.
• Perform operations on mathematical expressions correctly.
• Acknowledge that mathematics is a useful language.

INSTRUCTIONS TO THE LEARNERS

This learning material serves as a reflection among one of the flexible learning strategies that complement
the outcomes-based education approach. This material contains the essential discussions for the specified
topic together with a learning activity in order to achieve the indicated intended learning outcomes.

In addition, students will undergo pre-test and post-test short-examination. The pre-test questionnaires will
be given at the start of each rating period (Prelims, Midterms, Finals) while the post-test questionnaires will
be given at the end of each rating period. The results of the assessment will serve as one of the key
indicators that determine the effectiveness of this learning material. Thus, exemplifying honesty and
rectitude in this particular undertaking are highly appreciated and commendable.

Always keep connected and updated with announcements and relevant information concerning this course.
Lastly, do not hesitate to ask for assistance and raise your concerns to your instructor / professor.

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A. The Nature of Mathematics

Introduction
Language is very powerful. It is used to express our emotions, thoughts and ideas. However, if the
recipient of the message cannot understand you, then there is no communication at all. It is very important
that both of you understand the language. Mathematics is very hard for others to study because they are
very overwhelmed with the numbers, operations, symbols and formulae. On the other hand, if one knows
how to interpret and understand these things, then the subject will be comprehensible.

A.2 Mathematical Language and Symbols

A.2.1. Conventions in the Mathematical Language
The common symbols used for multiplication is “x” but it can be mistakenly taken as the variable x.
There are instances when the centered dot (∙) is a shorthand to be used for multiplication especially
when variables are involved. If there will be no confusion, the symbol may be dropped.
8 ∙ 𝑦 = 8𝑦
𝑎 ∙ 𝑏 ∙ 𝑐 = 𝑎𝑏𝑐
𝑡 ∙ 𝑠 ∙ 9 = 9𝑠𝑡
It is conventional to write the number first before the letters. If in the case the letters are more than
one, you have to arrange the letters alphabetically.
Sets are usually represented by uppercase letters like S. The symbols ℝ and ℕ represent the set of
a 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 near the
middle of the alphabet particularly from i to n may represent an element of the set of integers.

Learning Activity No. 1 – Abstraction (Critical Thinking)

For each of the following expressions, write each in the most conventional way.

1) √5 ∙ 𝑥 Answer: _____________________
2) 𝑧 ∙ 𝑦 ∙ 6 Answer: _____________________
3) 5 ∙ 𝑧 ∙ 𝑥 Answer: _____________________
4) 𝑏 2 ∙ 𝑎3 ∙ 𝑐 4 ∙ 5 Answer: _____________________
5) 10 ∙ 𝑣 ∙ 𝑧 2 ∙ 𝑥 3 Answer: _____________________

What is the most conventional way to write 5 ∙ 10? Justify your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

A.2.2. Expressions vs. Sentences

You learned in your English subject that expressions do not state a complete though but sentences
do. Mathematical sentences state a complete thought. On the other hand, mathematical expressions do
not. You cannot test if it is true or not.

Let us refer to the following examples as presented in Table 1.

Table 1. Mathematical Expression vs. Mathematical Sentence

Mathematical Expression Mathematical Sentence

32.34 8 – 20 = -12
9 + 12 -34 + 15 = -19
x + √5 1∙𝑥 =𝑥

Learning Activity No. 2 – Analysis (Classification)

Classify each given equation as a mathematical expression or a mathematical sentence.
1) b + 6 Answer: ________________________________________
2) y + 0 = y Answer: ________________________________________
𝑡
3) Answer: ________________________________________
200

4) 2.718282 Answer: ________________________________________

5) a + b = b + a Answer: ________________________________________

A.2.3. Four Basic Concepts: Sets, Functions, Relations, Binary Operations

Sets
As discussed previously, uppercase letter represents sets. For example, the set of integers is
represented by the symbol ℤ. A set is a collection of any object. It is a mathematical expression in which
a name is given to some collection of objects. Elements or members refer to the objects in a set. If the
numbers of elements in a set can be enumerated, then it is called a finite set. Otherwise, infinite set. A
set that has no members is called the empty set which is denoted using { } or ∅.
List method is a way of describing the set in which the members are separated by commas and
enclosed in braces like set S = {4, 8, 12}. The set has 3 elements, which are 4, 8 and 12. Table 2 shows
some symbols used to represent the relationship of an element to a set.

Table 2. Symbols used to represent Relationship of an Element to a Set

Symbol Read as

∈ “is in “ or “is an element of” or “is a member of”

∉ “is not in” or “is not an element of” or “is not a member of”

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COLLEGE OF EDUCATION

To say that 4 is an element of set S, it is represented as 4 ∈ S. If the members of the set are infinite
or cannot be easily described using the list method, then the set-builder notation can be used.
Let us go back to our given set S. The sets {4}, {8} {12}, {4, 8}, {4, 12}, {8, 12}, {4, 8, 12}, and { } are
called subsets of the given set S. A set is a subset of a given set if any one of the following three (3)
conditions holds:
• It is the given set;
• It is the empty set; or
• Each member of the set is also an element of the given set.

Learning Activity No. 3 – Abstraction (Critical Thinking)

For the given set on each item, identify as much as many corresponding subsets located on the other
column by encircling the letter.
1) S = {1, 5, 8} a. {1, 5} b. {5} c. {1, 5, 8}
2) S = {3, 8, 10} a. {3, 10} b. {10, 20} c. {13, 18, 1}
3) S = {1, 2, 3, 4, 5} a. {1, 2} b. {2, 3, 5} c. {1, 3, 5, 7}
4) S = {2, 4, 6, 8, 10, 12} a. {2, 4, 8} b. {1, 3, 5, 7} c. {3, 5, 7, 9, 11}
5) S = {10, 20, 30, 40, 50, 60} a. {1, 2, 4, 5, 6} b. {10} c. { }

Functions and Relations

You learned in your General Mathematics class the difference between a function and a relation. A
relation is a set of ordered pairs. A function is a relation in which the element of the first set (domain)
corresponds to only one element of the second set (range). A function may also be many to one
correspondence.
Let us refer to the following set of examples.

In the example represented on Figure 1, it could also be written as {(3, 5), (3, 6), (-3, -6), (2, -6)}.
Then noticed that the domain value “3” is mapped both to range values “5” and “6”. Thus, making it not
a function!
On the other hand, in the example represented on Figure 2, in the same way, it could also be
written as {(5, 3), (6, -3), (-6, 2)}. Then, all values in the domain are mapped to different range values.
Thus, making it a function!
The Vertical Line Test is a test for functions. If you take your pencil and draw a straight line
through any part of the graph, and the pencil hits the graph more than once, the graph is not a function.
Therefore, a graph will represent a function if the vertical like test passes. In other words, no vertical
line intersects the graph more than once.

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Let us refer to the following set of examples.

Does the following relations as described below represent a function? Explain each.

Figure 3. Figure 4.

Referring to the graph as presented in Figure 3, we will apply the

vertical line test (Refer to figure on the right).
Since the vertical line hits the graph more than once (indicated
by the two green circles), the graph does not represent a function.

Next, referring to the graph as presented in Figure 4, we will

apply the vertical line test (Refer to the figure on the right).
Since the vertical line hits the graph only once (indicated by the
green dot), the graph does represent a function.

Learning Activity No. 4 – Abstraction (Critical Thinking)

Identify each item if it corresponds to a function or not by writing “F” for function and “N” for not a
function.
1) {(3, 4), (5, -3), (6, 2)} Answer: __________
2) {(0, 3}, (0, 2), (0, 1), (0, 0)} Answer: __________
3) {(2, -2), (2, -3), (2, -4), (2, -5)} Answer: __________
4) {(1, -2), (2, -2), (3, -2), (4, -2)} Answer: __________

5) 6)

Answer: __________ Answer: __________

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F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Binary Operations
A unary operation is for a single number and assigns another number to it. Addition (+), subtraction
(-), multiplication (x), 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.
I. Closure Property
Addition: The sum of any two real numbers is also a real number
Examples: 12 + 30 = 42
-23 + 40 = 17
Multiplication: The product of any two real numbers is also a real number.
Examples: 6 x 25 = 150
12 x 4 = 48

II. Commutative Property

Addition: For any two real numbers x and y, x + y = y + x
Examples: 23 + 11 = 11 + 23 12 + 9 = 9 + 12
34 = 34 21 = 21
Multiplication: For any two real numbers x and y, xy = yx
Examples: 4 x 11 = 11 x 4 8 x 12 = 12 x 8
44 = 44 96 = 96
Applying the commutative property of addition, we may write the equivalent expression of 8m + 7n
as 8m + 7n = 7n + 8m.

III. Associative Property

Addition: For any given real numbers, x, y and z, 𝑥 + (𝑦 + 𝑧) = (𝑥 + 𝑦) + 𝑧
Examples: 3 + (6 + 2) = (3 + 6) + 2 8 + (2 + 4) = (8 + 2) + 4
3+8=9+2 8 + 6 = 10 + 4
11 = 11 14 = 14
Multiplication. For any given real numbers, x, y and z, 𝑥 ∙ (𝑦 ∙ 𝑧) = (𝑥 ∙ 𝑦) ∙ 𝑧
Examples: 2 ∙ (3 ∙ 4) = (2 ∙ 3) ∙ 4 3 ∙ (5 ∙ 4) = (3 ∙ 5) ∙ 4
2 ∙ (12) = (6) ∙ 4 3 ∙ (20) = (15) ∙ 4
24 = 24 60 = 60
Using associative property of multiplication, we may write the equivalent expression of (42𝑐 3 ) ∙
(16𝑎2 𝑏 5 ) as (42𝑐 3 ) ∙ (16𝑎2 𝑏 5 ) = (16𝑎2 𝑏 5 ) ∙ (42𝑐 3 )

IV. Identity Property

Addition: For any real number, x, 𝑥 + 0 = 𝑥. The number “0” is called the additive identity.
Examples: 67 + 0 = 67
23 + 0 = 23
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Multiplication: For any real number x, 𝑥 ∙ 1 = 𝑥. The number “1” is called the multiplicative identity.
Examples: 52 ∙ 1 = 52
−34 ∙ 1 = −34

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. Let us refer to
the following examples as shown below.
3𝑐 7
Example 1. Write an equivalent expression of by multiplying instead of 1.
5 7
3𝑐 3𝑐
= ∙1
5 5
3𝑐 7
= ∙
5 7
21𝑐
=
35
21𝑐 3𝑐
Therefore, and are equivalent expressions.
35 5

Example 2. Write an equivalent expression of 9𝑗 2 − 5 by adding (2m – 2m) instead of 0.

9𝑗 2 − 5 = 9𝑗 2 − 5 + 0
= 9𝑗 2 − 5 + (2𝑚 − 2𝑚)
= 9𝑗 2 + 2𝑚 − 5 − 2𝑚
Therefore, 9𝑗 2 − 5 and 9𝑗 2 + 2𝑚 − 5 − 2𝑚 are equivalent expressions.

V. Distributive Property of Multiplication Over Addition

For any two real numbers x, y and z, 𝑥(𝑦 + 𝑧) = 𝑥𝑦 + 𝑥𝑧
Examples: a(b + c – d) = ab + ac – ad
3(2 + x + y) = 6 + 3x + 3y
4(mfinal – minitial) = 4mfinal – 4minitial

VI. Inverses of Binary Operations

Addition: For any real number x, x + (-x) = 0
Examples: 20 + (-20) = 0
384 + (-384) = 0
1
Multiplication: For any real number x, 𝑥 ∙ = 1
𝑥
1
Examples: 85 ∙ =1
85
1
126 ∙ =1
126

Learning Activity No. 5 – Abstraction (Critical Thinking)

Using distributive property, write the equivalent expressions of the following:
1) a(-x + y – z) = ____________________________
2) 6(2a – 3b + 4d) = ____________________________
3) g(tfinal - tinitial) = ____________________________

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Learning Activity No. 6 – Abstraction (Classification)

Classify what properties of addition and multiplication, as binary operations on the set of real numbers
does each of the following expressions signify.
1) 24 + 20 = 20 + 24 Answer: ___________________________
2) 4 ∙ (2 ∙ 1) = (4 ∙ 2) ∙ 1 Answer: ___________________________
3) 45 + (-45) = 0 Answer: ___________________________
4) 34 x 2 = 68 Answer: ___________________________
5) AB ∙ 1 = AB Answer: ___________________________
6) 2(3 + 1 + x) = 6 + 2 + 2x Answer: ___________________________
7) 8 x 4 = 4 x 8 Answer: ___________________________
8) 75 + 0 = 75 Answer: ___________________________
9) 2 + (3 + 1) = (2 + 3) + 1 Answer: ___________________________
1
10) 20 x =1 Answer: ___________________________
20

References:
Manlulu, E.A. and Hipolito, L.M.M. (2019) A Course Module for Mathematics in the Modern World.
https://pt.slideshare.net/mobile/carolinevest77/relations-and-functions-remediation-notes/5
https://www.ck12.org/book/ck-12-algebra-i-honors/section/3.1/

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