VISION

PNU shall become internationally recognized and nationally responsive teacher

education university. As the established producer of knowledge workers in the
field of education, it shall be the primary source of high-quality teachers and
education managers that can directly inspire and shape the quality of Filipino
students and graduates in the country and in the world.

MISSION
PNU Visayas is an internationally recognized is dedicated to nurturing innovative
teachers and education leaders.

GOALS

The Faculty of Teacher Development promotes the University’s mission of nurturing

innovative teachers and educational leaders. It is committed to:

1. Providing the best teacher preparation and development training to produce

teachers who are strong in content, grounded in the discipline and possess the
technological and pedagogical knowledge to effectively teach and lead in the on-
going educational reforms at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual
foundations for the teacher education curriculum programs to develop graduates
with the following qualities: humane and ethical educated person, reflective and
responsive specialist, critical and creative technology expert and transformative
educator;
3. Advancing research in education by providing opportunities to students and faculty
members of the College to conduct research to produce and construct knowledge
about teaching- learning, reflect and make meaningful connections between theory
and practice, solve problems and locate opportunities for strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other
educational institutions and agencies and establishing partnerships with
communities and organizations involved in education.

OBJECTIVES

The Bachelor in Elementary/Secondary Education Programs aims to:

1. Produce academically competent, morally responsible, culturally committed,
technologically skilled, environmentally responsive, and globally competitive
elementary/secondary teachers imbued with a strong sense of patriotism and
nationalism;
2. Promote among elementary/secondary pre-service teachers commitment to their
obligation and professional growth and assist them to grow into responsible, critical, and
creative individual;

1
 3. Establish among elementary/secondary pre-service teachers a research culture
that could address crucial educational and environmental issues and concerns that will
form bases for curricular reforms towards quality instruction and capability building;
4. Develop among elementary/secondary pre-service teachers a strong sense of
community involvement in collaboration with government and non-government
institutions; and
5. Develop among elementary/secondary pre-service teachers capability in
producing instructional materials.

POLICY STATEMENT
PNU Visayas as the Environment and Green Technology Education Hub commits to
the protection and preservation of the environment and promotion of the renewable
resources and clean energy technologies through education. The campus further
commits to integrate environmental management into its operational and decision-
making process, curricular program, co-curricular activities, research and extension
endeavors through compliance with international Environmental Standards and relevant
statutory and regulatory requirement.

MODULE 1

The Nature of Mathematics

I. Introduction

In this fast-paced society, how often have you stopped to appreciate the beauty of
the things around you? Have you ever paused and pondered about the underlying
principles that governed the universe? How about contemplating the process and
mechanism that make our lives easier, if not more comfortable? Most people do the
same routine tasks every day and the fundamental concepts that make these activities
possible are often overlooked.
As a rationale creatures, we tend to identify and follow patterns feels natural, like our
brain is hardwired to recognize them. Human being long time ago recognized the
repeating interval of day and night, the cycle of the moon, the rising and falling of tide,
and the changing of the seasons. Awareness of these patterns allowed humans to
survive. In a similar fashion, many flora and fauna also follow certain patterns such as
the arrangement of leaves and stems in a plant, the shape of a flowers’ petals, or even
the shape of a snail’s shell (Cited from Aufmann et al., 2018).
Do you also notice patterns around you? What other examples can you think of.

II. Content/Target LOs

In this module, you should be able to:

1. Appreciate the nature of mathematics and its language and symbols.

2. Identify patterns around you.

2
 3. Explain the nature of mathematics as a language.

4. Discuss the language, symbols and conventions in mathematics.

5. Perform operations on mathematical expressions correctly.

III. Essential Questions

1. What role does mathematics play in our world?

2. What is the language of mathematics?

Lesson 1
Patterns and Numbers in Nature and the World

Around us are endless variety of forms. A hike in the mountains or a walk along the
beach disclose an endless and countless variety of forms. Nature abounds in spectral
colors and intricate shapes - the rainbow mosaic of a butterfly's wing and many other
forms and shapes surrounding us. But these marvelous creations not only delight the
imagination, they also challenge our understanding. How do these patterns develop?
What sorts of rules and guidelines, shape the patterns in the world around us?

A. ENGAGE

Try to imagine yourself sitting in front the shoreline. What have you noticed with the
motion of the waves? Are you wondered why it happens? What have you noticed with
the waves?. Does it occurs only once? Would you agree with me when I say that it’s all
about nature and it has already established pattern?

Before we proceed to our understanding of what pattern is, let us explore first our
understanding with what mathematics is.

B. GUIDE

Mathematics is everywhere. It is an art of patterns and connections embedded in

nature and in our environment. Our world is filled with repetition and patterns.
Furthermore, mathematics is a language. It is a process of thinking and a set of problem-
solving tools.

Since mathematics is an art of patterns and connections embedded in nature and in

our environment, let us now explore patterns and numbers in nature and the world.

Patterns are regular, repeated, or recurring forms or designs. It is a regularity in the

world, in human-made design, or in abstract ideas. As such, the elements of a pattern
repeat in a predictable manner. A geometric pattern is a kind of pattern formed of
geometric shapes and typically repeated like a wallpaper design. Any of the senses may

3
directly observe patterns. Presented below are example of patterns. Can yo cite patterns
around you?

Example 1:

Example 2: What is the next figure in the pattern below?

Example 2: What is the next figure in the pattern below?

Example 3 What Number comes next in 1, 3, 5, 7, 9, ____?

Example 4 What number comes next in 1, 4, 9, 16, 25, ____?

Now, let us explore the different types of number patterns in mathematics.

1. Arithmetic Sequence

A sequence is group of numbers that follow a pattern based on a specific rule. An

arithmetic sequence involves a sequence of numbers to which the same amount has
been added or subtracted. The amount that is added or subtracted is known as the
common difference.

For example, in the sequence “1, 4, 7, 10, 13…” each number has been added to
3 in order to derive the succeeding number. The common difference for this sequence
is 3.

2. Geometric Sequence

4
 A geometric sequence is a list of numbers that are multiplied (or divided) by the
same amount. The amount by which the numbers are multiplied is known as the
common ratio.

For example, in the sequence “2, 4, 8, 16, 32...” each number is multiplied by 2.
The number 2 is the common ratio for this geometric sequence.

3. Triangular Numbers Sequence

The numbers in a sequence are referred to as terms. The terms of a triangular

sequence are related to the number of dots needed to create a triangle. You would
begin forming a triangle with three dots; one on top and two on bottom. The next row
would have three dots, making a total of six dots. The next row in the triangle would
have four dots, making a total of 10 dots. The following row would have five dots, for a
total of 15 dots. Therefore, a triangular sequence begins: “1, 3, 6, 10, 15…”).

1 dot 3 dots 6 dots 10 dots 15 dots

1
2
3
4
5
By adding another row of dots and counting all the dots we can find the next number
of the sequence.
 The first triangle has just one dot.
 The second triangle has another row with 2 extra dots, making 1 + 2 = 3
 The third triangle has another row with 3 extra dots, making 1 + 2 + 3 =6
 The fourth has 1 + 2 + 3 + 4 = 10
 etc!

How may dots in the 60th triangle?

Since it is quite difficult to do the long method. Let us establish now a rule so that we
can calculate any triangular number.
1. First, rearrange the dots. Please do the illustration.
2. Then double the number of dots, and form them into a triangle:

3. Now it is easy to work out how many dots: just multiply n by n+1

Dots in a triangle = n(n+1)
4. But remember we doubled the number of dots, so
Dots in triangle = n(n+1)/2
5. We can use xn to mean "dots in triangle n", so we get the rule:
Rule: xn = n(n+1)/2

Example 1: the 5th Triangular Number is

x5 = 5(5+1)/2 = 15

Example 2: the 60th is

5
 x60 = 60(60+1)/2 = 1830

Wasn't it much easier to use the formula than to add up all those dots?

Example 3: You are stacking logs.

There is enough ground for you to lay 22 logs

side-by-side.

How many logs can you fit in the stack?

x22 = 22(22+1)/2 = 253
 
The stack may be dangerously high, but you can fit 253 logs in it!

4. Square Numbers

In a square number sequence, the terms are the squares of their position in the
sequence. A square sequence would begin with “1, 4, 9, 16, 25…”

To square a number: just multiply it by itself.

Example: "4 squared" is 4 × 4 = 16

Often shown with a little 2 in the corner like this:

42 = 16 that is said "4 squared equals 16"

A square number is the number we get

after multiplying an integer (not a fraction) by itself.

5. Cube Numbers

In a cube number sequence, the terms are the cubes of their position in the
sequence. Therefore, a cube sequence starts with “1, 8, 27, 64, 125…”

The result of multiplying a whole number by itself twice.

Example: 3 × 3 × 3 = 27, so 27 is a cube number.

The whole number is used three times,

just like the sides of a cube.

Here are the first few cube numbers:

1 (=1×1×1)
8 (=2×2×2)

6
 27 (=3×3×3)
64 (=4×4×4)
125 (=5×5×5)
... etc

6. Fibonacci Numbers

In a Fibonacci number sequence, the terms are found by adding the two previous
terms. Thus, the Fibonacci sequence begins with, “0, 1, 1, 2, 3, 5, 8, 13…” The
Fibonacci sequence is named for Leonardo Fibonacci, born in 1170 in Pisa, Italy.
Fibonacci introduced Hindu-Arabic numerals to Europeans with the publication of his
book “Liber Abaci” in 1202. He also introduced the Fibonacci sequence, which was
already known to Indian mathematicians. The sequence is important, because it
appears in many places in nature, including: plant leafing patterns, spiral galaxy
patterns, and the hexagonally-shaped scales of pineapples.

The Fibonacci Sequence is the series of numbers:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ...
The next number is found by adding up the two numbers before it:
 the 2 is found by adding the two numbers before it (1+1),
 the 3 is found by adding the two numbers before it (1+2),
 the 5 is (2+3),
 and so on!

Example: the next number in the sequence above is 21+34 = 55

Establishing the Rule

The Fibonacci Sequence can be written as a "Rule".

First, the terms are numbered from 0 onwards like this:
.
1 1
n= 0 12 3 4 5 6 7 8 9 12 13 14 .
0 1
.
.
xn  1 2 3 5 8 14 23 37
0 11 2 3 5 8 .
= 3 1 4 5 9 4 3 7
.
So term number 6 is called x6 (which equals 8).

Example:
the 8th ter
m is
the 7th ter
m plus
the 6th ter
m:

x8 = x7 + x6

So we can write the rule:

7
 The Rule is xn = xn−1 + xn−2
where:
 xn is term number "n"
 xn−1 is the previous term (n−1)
 xn−2 is the term before that (n−2)

Example: term 9 is calculated like this:

x9= x9−1 + x9−2
 = x8 + x7
 = 21 + 13
 = 34
7. Golden Ratio

And here is a surprise. When we take any two successive (one after the
other) Fibonacci Numbers, their ratio is very close to the Golden Ratio "φ" which is
approximately 1.618034...

Using The Golden Ratio to Calculate Fibonacci Numbers

Another way of calculating the Fibonacci Numbers is using the Golden Ratio:
xn = φn − (1−φ)n√5

The answer comes out as a whole number, exactly equal to the addition of the
previous two terms.

Example:
x6 = (1.618034...)6 − (1−1.618034...)6√5

When I used a calculator on this (only entering the Golden Ratio to 6 decimal
places) I got the answer 8.00000033 , a more accurate calculation would be
closer to 8.
Try n=12 and see what you get.

You can also calculate a Fibonacci Number by multiplying the previous Fibonacci
Number by the Golden Ratio and then rounding (works for numbers above 1):

Example: 8 × φ = 8 × 1.618034... = 12.94427... = 13 (rounded)

8. The Golden Mean (“phi”)

The Golden Mean is a special number found by dividing a line into two parts so
that the longer part divided by the smaller part is also equal to the whole length divided
by the longer part.

It is often symbolized using phi (ø), after the 21 st letter of the Greek alphabet.

In an equation form, it looks like this:

We

8
 find
the
golden
ratio
when
we
divide
a line
into
two
parts
so
that:

the
long
part
divide
d by
the
short
part
is
also
equal
to
the
whole
length
divide
d by
the
long
part

φ a+b
a
b
φ

a+b
a
=
a
b
= 1.618... = φ
9. Fractals

A fractal is a rough or fragmented geometric shape that can be subdivided in

parts, each of which is (at least approximately) a reduced/size copy of the whole (B.
Mandelbrot).

9
 Stewart (1995) said that “life itself is a process of symmetry creation”. The
universe creates and replicates these patterns.

The symmetry may be broken on one thing but part of it is still there and creates a
pattern which makes nature more beautiful and fascinating.

Fractals are formed from these examples of chaotic equations in our universe.
From infinite complexity comes simple equations that will generate random patterns
that are unique and recognizable (Macnally, 2010).

Sample illustrations of fractals in nature are the cactus plant, the formation of tree
branches and their leaves, water drops and bubbles (Gunther, 2013), fruits like
pineapple, plants like the fern, the lightning pattern, the feathers of a peacock,
formation of clouds (Ecoist, 2008), and many more.

C. TEST

A. Determine what comes next in the given patterns.

1. 3 12 24 48 96 ______

2. 41 39 37 35 33 ______

3. A, C, E, G, I, ______

4. 15 10 14 10 13 10 ______

5. 27 30 33 36 39 ______

B. Write the correct letter of your choice on the blank provider before each items.

______ 1. The Fibonacci sequence begins with what two numbers?

A. 1 and 1 B. 0 and 1 C. 1 and 2 D. 2 and 3

______ 2. The golden ratio is approximately.

A. 1.618 B. 0.618 C. 3.14 D. 1.543

______ 3. The golden ratio is symbolized by the Greek letter.

10
 A. lambda B. alpha C. phi D. pi

______ 4. In what way is the golden ratio, phi, related to the Fibonacci sequence?

A. The ratio of two adjacent numbers in the Fibonacci sequence is exactly

phi

B. There is no similarity

C. They were discovered by the same person

D. The ratio of two adjacent numbers in the Fibonacci sequence is

approximately phi

______ 5. The Fibonacci sequence looks like this.

A. 1, 1, 2, 3, 5, 13,… B. 1, 2, 3, 4, 5, 6, 7,…

B. 0, 1, 1, 2, 3, 5, 8, 13,… D. 1, 2, 4, 6, 8,…

______ 6. What are some of the application of The Golden Ratio?

A. Dance, Music and Writing B. Art, Reading and Counting

B. Architecture, Music and Design D. English, Political Justice and
Sports Management
______ 7. What is fractal in math?
A. A five-petaled flower C. A pretty image
B. A never-ending pattern D. All of the answers are correct

______ 8. What is being repeated in this fractal image?

A. A circle C. A pentagon

11
 B. A diamond D. A star inside a pentagon

______ 9. Work out the missing term in this Fibonacci sequence. Write your answer on
the space provided before each item.
3, 9, 12, ?, 33, 54…
______ 10. Work out the missing term in this Fibonacci sequence:
1, 6, 7, ?, 20, 33 …

D. ENHANCE

1. Take a picture of a plant, a tree, a building, or an object in your surroundings and

discuss how mathematics is embedded in your chosen object.

12
2. Write an easy discussing the following ideas: what new ideas in mathematics have
you learned or changed your previous beliefs about mathematics? What is most
useful in mathematics for human kind?

13
3. The Golden Ratio

Measure the following:

- Distance from the ground to your belly button
· Distance from your belly button to the
top of your head
- Distance from the ground to your knees
- Distance A, B and C
- Length of your hand
- Distance from your wrist to your elbow

14
 Now calculate the following ratios:
1. Distance from the ground to your belly button/Distance from your belly button to the
top of your head
2. Distance from the ground to your belly button/Distance from the ground to your knees
3. Distance C/Distance B
4. Distance B/Distance A
5. Distance from your wrist to your elbow/length of your hand

Write all your results on the following table:

Ratio 1 Ratio 2 Ratio 3 Ratio 4 Ratio 5

Can you see anything special about these ratios? Explain your observations
below.

MODULE 2

Mathematical Language and Symbols

I. Introduction

Language is important to understand and express one’s ideas, feelings or opinion.

Language serves as the transmitter of information and knowledge. It helps to construct
social identity. Misunderstanding of one’s language leads to confusion and
misconceptions.

15
 Mathematics has its own language. It was designed so we can write about things,
more specifically ideas and concepts in mathematics (numbers, sets, functions, etc.) and
can do something (add, subtract, multiply, divide, etc.) on those things. And just like
human language, mathematics language consists of structural rules governing the use of
symbols representing mathematical objects.

II. Content/Target LOs

In this module, you should be able to:

1. Discuss the language, symbols and conventions of mathematics.

2. Explain the nature of mathematics as a language.

3. Perform operations on mathematical expressions correctly.

4. Acknowledge that mathematics is a useful language.

III. Essential Questions

1. What is the language of mathematics?

2. Why do symbols are important in the study of mathematics?

Lesson 1

Mathematical Language and Symbols

Language is important to understand and express one’s ideas, feelings or opinion.

Language serves as the transmitter of information and knowledge. It helps to construct
social identity. Misunderstanding of one’s language leads to confusion and
misconceptions.
Mathematics has its own language. It was designed so we can write about things,
more specifically ideas and concepts in mathematics (numbers, sets, functions, etc.) and
can do something (add, subtract, multiply, divide, etc.) on those things. And just like
human language, mathematics language consists of structural rules governing the use of
symbols representing mathematical objects.

A. ENGAGE
Imagine the following scenario: you’re in math class, and the instructor passes a
piece of paper to each student. It is announced that the paper contains Study Strategies
for Students of Mathematics; you are to read it and make comments. Upon glancing at
the paper, however, you observe that it is written in a foreign language that you do not
understand! What are you going to do?

B. GUIDE

Definition of LANGUAGE

16
 Language is a systematic way of communicating with other people by the use of
sounds or conventional symbols. It is a system of words used in a particular discipline. It
is also a system of abstract codes which represent antecedent events and concepts and
arranged in ordered sequence to form words, with rules for combining these words into
sequences or strings that express thoughts, intentions, experiences, and feelings;
comprised of phonological, morphological, syntactical, semantic and pragmatics
components (Speech and Language Therapy Glossary of Terms). According to Noam
Chomsky, language is a set (finite or infinite) of sentences, each finite in length and
constructed out of a finite set of elements.

Importance of Language
Language was invented to communicate ideas to others (to transmit information), to
understand the expressed ideas, to acquire knowledge or information and to construct
social identity.

The language of mathematics was designed so we can write about things such as
numbers, sets, functions, etc. And what we we do with those things like perform
operations such as addition, subtraction, multiplication, and division.

Components of the Language of Mathematics

Some things associated with language are also associated with the Language of
Mathematics. These are the following:
1. Discreteness conveys that language consists of minimal units.
2. Grammar tells that language consist of rules and patterns to arrange units.
3. Productivity shows that language can create totally novel statements that could
be
understood.
4. Displacement reveals that language can convey imaginary, distant, past, present,
and future statements.

The Vocabulary of Mathematics

The language of mathematics has an abundant vocabulary of specialist and
technical terms and also uses symbols instead of words which are essential to the power
of modern mathematics.

Some symbols commonly used in Mathematics are the following:

· The 10 digits: 0, 1, 2, …9
· Symbols for operations and sets: ＋, －, x, ÷, ∩, ∪, etc,
· Symbols that “stand in” for values: x, y, …
· Symbols of relationship
- = equal, is equal to
- > is greater than, is more than
- < is less than
- ≠ is not equal to
- ≥ is greater than or equal to
- ≤ is less than or equal to

· Symbols of Grouping
( ) parenthesis
{ } brace

17
 [ ] bracket
bar or vinculum
· Logic symbols: Ù, v, $, S , etc.
· Set notations: N, Z, R, Q, C, etc.

The Grammar of Mathematics

The mathematical notation used for formulas has its own grammar, not dependent
on a specific natural language, but shared internationally by mathematicians regardless
of their mother tongues. This include the conventions that the formulas are written
predominantly left to right, even when the writing system of the substrate language is
right-to-left, and that the Latin alphabet is commonly used for simple variables and
parameters.

There are structural rules governing the use of symbols representing mathematical
objects.

Characteristics of the Mathematics Language

· Precise (able to make very fine distinctions or definitions)
· Concise (able to say things briefly)
· Powerful (able to express complex thoughts with relative ease)

Difficulties
· The word “is” could mean equality, inequality, or membership in a set
· Different use of a number (cardinal, ordinal, nominal, ratio)
· Mathematical objects may be represented in many ways such as sets and
functions
· The word “and and “or” mean differently in mathematics from its English use.

Letters or Variables to Represent Unknown Number

A variable is a symbol which is usually represented by a letter which stands for or
may be replaced by a number from a specified set of numbers called the domain or
replacement set. A variable where the replacement set contains only one element is
called a constant.

For example:
1. In the famous formula E = mc2, E and m are variables since each can take a
positive vale, c is a constant since it has only one value (c = 1.99 x 108)
2. Writing Sentences Using Variables
- Use variables to rewrite the following sentences more formally.
b. Are there numbers with the property that the sum of their squares equals
the square of their sum?
Solution:

a. Given any real number, its square is nonnegative.

Solution:

Some Important Kinds of Mathematical Statements

18
 Three of of the most important kinds of sentences in mathematics are universal
statement, conditional statements, and existential statements.
A universal statement says that a certain property is true for all elements in a set.
(For example: All positive numbers are greater than zero.).
A conditional statement says that if one thing is true then some other thing also
has to be true. (For example: if 378 is divisible by 18, then 378 is divisible by 6.)
Given a property that may or may not be true, an existential statement says that
there is at least one thing for which the property is true. (For example: There is a prime
number that is even.)
Universal Conditional Statements
Universal statements contain some variation of the words “for all” and conditional
statements contain versions of the words “if-then.” A universal conditional statement
is a statement that is both universal and conditional. For example:
For all animals a, if a is a dog, then a is a mammal.

One of the most important facts about universal conditional statements is that they
ca be rewritten in ways that make them appear to be purely universal or purely
conditional. For example, the previous statement can be written in a way that makes its
conditional nature explicit but its universal nature implicit:
If a is a dog, then a is a mammal.
Or: If an animal is a dog, then the animal is a mammal.

The statement can also be expressed so as to make its universal nature explicit and
its conditional nature implicit:
For all dogs a, a is a mammal.
Or: All dogs are mammals.

Example: Rewriting a Universal Conditional Statement

Fill in the blanks to rewrite the following statement:
For all real numbers x, if x is nonzero then x2 is positive.

a. If a real number is nonzero, then its square ________________.

b. For all nonzero real number x, ________________
c. If x ___________________________, then _________________.
d. The square of any nonzero real number is ______________.
e. All nonzero real number have _____________________________

Universal Existential statements

A universal existential statement is a statement that is universal because its first part
says that a certain property is true for all objects of a given type, and it is existential
because its second part asserts the existence of something. For example:
Every real number has an additive inverse.

In this statement the property “has an additive inverse” applies universally to all real
numbers. “has an additive inverse” asserts the existence of something - an additive
inverse - for each real number. However, the nature of the additive inverse depends on
the real number; different real numbers have different additive inverse. Knowing that an
additive inverse is a real number, we can rewrite the statement in several ways, some
less formal and some more formal:
All real numbers have additive inverses.
Or: For all real numbers r, there is an additive inverse for r.

19
 Or: For all real numbers r, there is a real number s such that s is an additive inverse
for.

Example: Rewriting a Universal Existential Statement

Fill in the blanks to rewrite the following statement: Every pot has a lid.
a. All pots ___________.
b. For all pots P, there is ___________.
c. For all pots P, there is a lid L such that _______________.

Existential Universal Statements

An existential universal statement is a statement that is existential because its
first part asserts that a certain object exists and is universal because its second part
says that the object satisfies a certain property for all things of a certain kind. For
example:
There is a positive integer that is less than or equal to every positive integer.
This statement is true because the number one is positive integer, and it satisfies
the statement in several ways, some less formal and some more formal:

Some positive integer is less than or equal to every positive integer.

Or: There is a positive integer m that is less than or equal to every positive integer.
Or: There is a positive integer m such that every positive integer is greater than or
equal to m.
Or: There is a positive integer m with the property that for all positive integers n, m ≤
n.
Example: Rewriting an Existential Universal Statement
Fill in the blanks to write the following statement in three different ways:
There is a person in my class who is at least as old as every person in my
class.

a. Some ___________________ is at least as old as _____________

b. There is a person p in my class such that p is _________________
c. There is a person p in my class with the property that for every
person q in my class, p is ___________________________

C. TEST

In each of the following, fill in the blanks using a variable or variables to rewrite the
given statement.

1. Is there a real number whose square is -1?

a. Is there a real number x such that ______?

b. Does there exist ______ such that x2 = -1?

2. Given any two real numbers, there is a real number in between.

a. Given any two real numbers a and b, there is a real number c such that c is
______.

20
 b. For any two ______, _______ such that a < c < b.

3. The reciprocal of any positive real number is positive.

a. Given any positive real number r, the reciprocal of ______.

b. For any real number r, if r is ______, then ______.

c. If a real number r ______, then ______.

4. Rewrite the following statements less formally, without using variables.

For all real numbers a and b. Determine, as best as you can, whether the
statements are true or false.

a. There are real number u and v with the property that u + v < u - v.

b. There is a real number x such that x2 < x

c. For all positive integers n, n2 ≥ n.

In each of the following, fill in the blanks to rewrite the given statement.

5. For all objects J, if J is a square then J has four sides

a. All squares ______.

b. Every square ______.

6. E, if E is quadratic then E has at most two real solutions.

a. All quadratic equations ______.

b. Every quadratic equation ______.

c. If an equation is quadratic, then it ______.

d. If E ______, then E ______.

e. . For all quadratic equations E, ______.

7. Every nonzero real numbers has a reciprocal.

a. All nonzero real numbers ______.

21
 b. For all nonzero real numbers r, there is ______ for r.

c. For all nonzero real numbers r, there is a real number s such that ______.

8. Every positive number has a positive square root.

a. All positive numbers ______.

b. For any positive number e, there is ______ for e.

c. For all positive numbers e, there is a positive number r such that ______.

D. ENHANCE

1. Write a critique of an article/research paper dealing with the nature of

mathematics. Please attach the article.

22
2. Write a a mathematical discourse using the language of mathematics.

23
24
 Lesson 2
Four Basic Concepts: Sets, Functions,
Relations, Binary Operations
A. ENGAGE

A lot of things present at home are in pairs or in group that belongs to the same
family. Are these groups related with each other? Or they have some common
characteristics that overlaps with each other? Ca you identify some at home and in
school?

B. GUIDE

The Language of Sets

The collection of well-defined distinct objects is known as a set. The word well-
defined refers to a specific property which makes it easy to identify whether the given
object belongs to the set or not. The word ‘distinct’ means that the objects of a set must
be all different. 

For example: 

1. The collection of children in a class whose height exceeds 155 cms represents a
set. 

2. The collection of all the intelligent children in a class does not represent a set
because the word intelligent is vague. What may appear intelligent to one person may
not appear the same to another person. 

Elements of Set

25
 The different objects that form a set are called the elements of a set. The elements
of the set are written in any order and are not repeated. Elements are denoted by small
letters.

Notation of a Set

A set is usually denoted by capital letters and elements are denoted by small letters

If x is an element of set A, then we say x ϵ A. [x belongs to A]

If x is not an element of set A, then we say x Ï A. [x does not belong to A]

For example

The collection of vowels in the English alphabet.

Solution

Let us denote the set by V, then the elements of the set are a, e, i, o, u or we can
say, V = [a, e, i, o, u].

We say a ∈ V, e ∈ V, i ∈ V, o ∈ V and u ∈ V.

Also, we can say b Ï V, c Ï v, d Ï v, etc.

What are the two basic properties of sets?

The two basic properties to represent a set are explained below using various
examples.

1. The change in order of writing the elements does not make any changes in
the set.

In other words the order in which the elements of a set are written is not important.
Thus, the set {a, b, c} can also be written as {a, c, b} or {b, c, a} or {b, a, c} or {c, a, b} or
{c, b, a}.

For Example:

Set A = {4, 6, 7, 8, 9} is same as set A = {8, 4, 9, 7, 6}

i.e., {4, 6, 7, 8, 9} = {8, 4, 9, 7, 6}
Similarly, {w, x, y, z} = {x, z, w, y} = {z, w, x, y}    and so on.
2. If one or many elements of a set are repeated, the set remains the same.
In other words the elements of a set should be distinct. So, if any element of a set is
repeated number of times in the set, we consider it as a single element.
Thus, {1, 1, 2, 2, 3, 3, 4, 4, 4} = {1, 2, 3, 4}

The set of letters in the word ‘GOOGLE’ = {G, O, L, E}

For Example
The set A = {5, 6, 7, 6, 8, 5, 9} is same as set A= {5, 6, 7, 8, 9}
i. e., {5, 6, 7, 6, 8, 5, 9} = {5, 6, 7, 8, 9}

26
 In general, the elements of a set are not repeated. Thus,
(i) if T is a set of letters of the word ‘moon’: then T = {m, o, n},
There are two o’s in the word ‘moon’ but it is written in the set only once.
(ii) if U = {letters of the word ‘COMMITTEE’}; then U = {C, O, M, T, E}

Solved examples using the properties of sets:

1. Write the set of vowels used in the word ‘UNIVERSITY’.

Solution:
Set V = {U, I, E}

2. For each statement, given below, state whether it is true or false along with the
explanations.
(i) {9, 9, 9, 9, 9, ……..} = {9} 
(ii) {p, q, r, s, t} = {t, s, r, q, p}

Solution:
(i) {9, 9, 9, 9, 9, ……..} = {9} 
True, since repetition of elements does not change the set.
(ii) {p, q, r, s, t} = {t, s, r, q, p}
True, since the change in order of writing the elements does not change the set.

Types of Sets

1. Empty Set or Null Set:

A set which does not contain any element is called an empty set, or the null set or
the void set and it is denoted by Æ and is read as phi. In roster form, Æ is denoted by { }.
An empty set is a finite set, since the number of elements in an empty set is finite, i.e., 0.

For example 

(a) The set of whole numbers less than 0. 

(b) Clearly there is no whole number less than 0. 
Therefore, it is an empty set. 
(c) N = {x : x ∈ N, 3 < x < 4}

• Let A = {x : 2 < x < 3, x is a natural number} 

Here A is an empty set because there is no natural number between
2 and 3.
• Let B = {x : x is a composite number less than 4}.
Here B is an empty set because there is no composite number less than 4.

Note:
Æ ≠ {0} ∴ has no element.
{0} is a set which has one element 0.
The cardinal number of an empty set, i.e., n(Æ) = 0

A set which contains only one element is called a singleton set.

2. Singleton Set:
For example:

27
• A = {x : x is neither prime nor composite}
It is a singleton set containing one element, i.e., 1.
• B = {x : x is a whole number, x < 1}
This set contains only one element 0 and is a singleton set.
• Let A = {x : x ∈ N and x² = 4}
Here A is a singleton set because there is only one element 2 whose square is 4.
• Let B = {x : x is a even prime number}
Here B is a singleton set because there is only one prime number which is even,
i.e., 2.

3. Finite Set:

A set which contains a definite number of elements is called a finite set. Empty set is
also called a finite set.

For example:

• The set of all colors in the rainbow.

• N = {x : x ∈ N, x < 7}
• P = {2, 3, 5, 7, 11, 13, 17, ...... 97}

4. Infinite Set:

The set whose elements cannot be listed, i.e., set containing never-ending elements
is called an infinite set. 

For example:

• Set of all points in a plane 

• A = {x : x ∈ N, x > 1}
• Set of all prime numbers 
• B = {x : x ∈ W, x = 2n} 

Note:

All infinite sets cannot be expressed in roster form. 

For example:

The set of real numbers since the elements of this set do not follow any particular
pattern.

5. Cardinal Number of a Set

The number of distinct elements in a given set A is called the cardinal number of A.
It is denoted by n(A). 

For example:

28
• A {x : x ∈ N, x < 5} 
A = {1, 2, 3, 4} 
Therefore, n(A) = 4 
• B = set of letters in the word ALGEBRA 
B = {A, L, G, E, B, R} 
Therefore, n(B) = 6 

6. Equivalent Sets:
Two sets A and B are said to be equivalent if their cardinal number is same, i.e.,
n(A) = n(B). The symbol for denoting an equivalent set is ‘↔’.

For example:

A = {1, 2, 3} Here n(A) = 3 

B = {p, q, r} Here n(B) = 3 
Therefore, A ↔ B 

7. Equal sets:

Two sets A and B are said to be equal if they contain the same elements. Every
element of A is an element of B and every element of B is an element of A. 

For example:

A = {p, q, r, s} 
B = {p, s, r, q} 
Therefore, A = B 

Pairs of Sets

The relations are stated between the pairs of sets. Learn to state, giving reasons
whether the following sets are equivalent or equal, disjoint or overlapping.

1. Equal Set:

Two sets A and B are said to be equal if all the elements of set A are in set B and
vice versa. The symbol to denote an equal set is =.

A = B means set A is equal to set B and set B is equal to set A. 

For example

A = {2, 3, 5} 
B = {5, 2, 3}
Here, set A and set B are equal sets.

2. Equivalent Set:

Two sets A and B are said to be equivalent sets if they contain the same number of
elements. The symbol to denote equivalent set is ↔.

A ↔ means set A and set B contain the same number of elements.

29
For example;

A = {p, q, r}
B = {2, 3, 4}
Here, we observe that both the sets contain three elements.

Notes:

Equal sets are always equivalent.

Equivalent sets may not be equal.

3. Disjoint Sets:

Two sets A and B are said to be disjoint, if they do not have any element in
common.

For example:

A = {x : x is a prime number}
B = {x : x is a composite number}.
Clearly, A and B do not have any element in common and are disjoint sets.

4. Overlapping sets:

Two sets A and B are said to be overlapping if they contain at least one element in
common.

For example:

• A = {a, b, c, d}
B = {a, e, i, o, u}

• X = {x : x ∈ N, x < 4}
Y = {x : x ∈ I, -1 < x < 4}
Here, the two sets contain three elements in common, i.e., (1, 2, 3)

Subset

Definition of Subset

If A and B are two sets, and every element of set A is also an element of set B, then
A is called a subset of B and we write it as A ⊆ B or B ⊇ A

The symbol ⊂ stands for ‘is a subset of’ or ‘is contained in’ 

• Every set is a subset of itself, i.e., A ⊂ A, B ⊂ B. 
• Empty set is a subset of every set. 
• Symbol ‘⊆’ is used to denote ‘is a subset of’ or ‘is contained in’. 
• A ⊆ B means A is a subset of B or A is contained in B. 
• B ⊆ A means B contains A. 

30
For example:

1. Let A = {2, 4, 6} 

B = {6, 4, 8, 2} 
Here A is a subset of B
Since, all the elements of set A are contained in set B. 
But B is not the subset of A 
Since, all the elements of set B are not contained in set A. 

Notes:

If ACB and BCA, then A = B, i.e., they are equal sets. 

Every set is a subset of itself. 

Null set or Æ is a subset of every set. 

2. The set N of natural numbers is a subset of the set Z of integers and we write N ⊂
Z. 
3. Let A = {2, 4, 6}
B = {x : x is an even natural number less than 8}
Here A ⊂ B and B ⊂ A. 
Hence, we can say A = B 
4. Let A = {1, 2, 3, 4} 
B = {4, 5, 6, 7} 
Here AË B and also B Ë C 
[Ë denotes ‘not a subset of’] 

Super Set:

Whenever a set A is a subset of set B, we say the B is a super set of A and we

write, B ⊇ A. 

Symbol ⊇ is used to denote ‘is a super set of’ 

For example

A = {a, e, i, o, u} 
B = {a, b, c, ............., z}
Here A ⊆ B i.e., A is a subset of B but B ⊇ A i.e., B is a super set of A

Proper Subset:

If A and B are two sets, then A is called the proper subset of B if A ⊆ B but B ⊇ A i.e., A
≠ B. The symbol ‘⊂’ is used to denote proper subset. Symbolically, we write A ⊂ B.

For example;

1. A = {1, 2, 3, 4}
Here n(A) = 4

31
 B = {1, 2, 3, 4, 5}
Here n(B) = 5

We observe that, all the elements of A are present in B but the element ‘5’ of B is
not present in A.
So, we say that A is a proper subset of B.
Symbolically, we write it as A ⊂ B

Notes:

No set is a proper subset of itself.

Null set or Æ is a proper subset of every set.
2. A = {p, q, r}
B = {p, q, r, s, t}

Here A is a proper subset of B as all the elements of set A are in set B and also A ≠
B.

Notes:

No set is a proper subset of itself.

Empty set is a proper subset of every set.

Power Set

The collection of all subsets of set A is called the power set of A. It is denoted by
P(A). In P(A), every element is a set.

For example:

If A = {p, q} then all the subsets of A will be

P(A) = {Æ, {p}, {q}, {p, q}}
Number of elements of P(A) = n[P(A)] = 4 = 22
In general, n[P(A)] = 2m where m is the number of elements in set A.

Universal Set

A set which contains all the elements of other given sets is called a universal set.
The symbol for denoting a universal set is ∪ or ξ.

For example:

1.  If A = {1, 2, 3}      B = {2, 3, 4}      C = {3, 5, 7}

then U = {1, 2, 3, 4, 5, 7}
[Here A ⊆ U, B ⊆ U, C ⊆ U and U ⊇ A, U ⊇ B, U ⊇ C]

2. If P is a set of all whole numbers and Q is a set of all negative numbers then the
universal set is a set of all integers.

3. If A = {a, b, c}      B = {d, e}      C = {f, g, h, i}

then U = {a, b, c, d, e, f, g, h, i} can be taken as universal set.

32
Subsets of a given Set

Number of Subsets of a given Set:

If a set contains ‘n’ elements, then the number of subsets of the set is 222.

Number of Proper Subsets of the Set:

If a set contains ‘n’ elements, then the number of proper subsets of the set is 2nn -
1.
If A = {p, q} the proper subsets of A are [{ }, {p}, {q}]
⇒ Number of proper subsets of A are 3 = 222 - 1 = 4 - 1
In general, number of proper subsets of a given set = 2mm - 1, where m is the
number of elements.

For example:
1.  If A {1, 3, 5}, then write all the possible subsets of A. Find their numbers.
Solution:
The subset of A containing no elements - {  }
The subset of A containing one element each - {1} {3} {5}
The subset of A containing two elements each - {1, 3} {1, 5} {3, 5}
The subset of A containing three elements - {1, 3, 5)
Therefore, all possible subsets of A are { }, {1}, {3}, {5}, {1, 3}, {3, 5}, {1, 3,
5}
Therefore, number of all possible subsets of A is 8 which is equal 233.
Proper subsets are = {  }, {1}, {3}, {5}, {1, 3}, {3, 5}
Number of proper subsets are 7 = 8 - 1 = 233 - 1

2.  If the number of elements in a set is 2, find the number of subsets and proper
subsets.

Solution:
Number of elements in a set = 2
Then, number of subsets = 22 = 4
Also, the number of proper subsets = 22 - 1
                           =4–1=3
3. If A = {1, 2, 3, 4, 5}
then the number of proper subsets = 25 - 1
                                               = 32 - 1 = 31   {Take [2n - 1]}
and power set of A = 255 = 32 {Take [2nn]}

Operations on Sets

Definition of operations on sets:

When two or more sets combine together to form one set under the given
conditions, then operations on sets are carried out.

The four basic operations are:

1. Union of Sets
2. Intersection of sets
3. Complement of the Set

33
4. Cartesian Product of sets

Make a research work on these four basic operations and provide

examples. Write your work on a clean sheets of short size bond and send
through our group account.

Venn Diagrams

Venn diagrams are useful in solving simple logical problems. Let us study about them in
detail. Mathematician John Venn introduced the concept of representing the sets
pictorially by means of closed geometrical figures called Venn diagrams. In Venn
diagrams, the Universal Set ξ is represented by a rectangle and all other sets under
consideration by circles within the rectangle. In this chapter, we will use Venn diagrams
to illustrate various operations (union, intersection, difference).

What are Venn Diagrams?

Pictorial representations of sets represented by closed figures are called set diagrams or
Venn diagrams. 

Venn diagrams are used to illustrate various operations like union, intersection and
difference. 

We can express the relationship among sets through this in a more significant way. 

In this, 

• A rectangle is used to represent a universal set.

• Circles or ovals are used to represent other subsets of the universal set.

Venn diagrams in different situations

• If a set A is a subset of set B, then the circle representing set A is drawn inside the
circle representing set B.

• If set A and set B have some elements in common, then to represent them, we draw
two circles which are overlapping.

34
• If set A and set B are disjoint, then they are represented by two non-intersecting
circles.

In this diagrams, the universal set is represented by a rectangular region and its
subsets by circles inside the rectangle. We represented disjoint set by disjoint circles
and intersecting sets by intersecting circles.

Relations and Functions

An ordered pair is a set of inputs and outputs and represents a relationship
between the two values. A relation is a set of inputs and outputs, and a function is a
relation with one output for each input.

What is a Function?
Some relationships make sense and others don’t. Functions are relationships that
make sense. All functions are relations, but not all relations are functions.

A function is a relation that for each input, there is only one output. Here are
mappings of functions. The domain is the input or the x-value, and the range is the
output, or the y-value.

35
 Each x-value is related to only one y-value.

Although the inputs equal to -1 and 1 have the same output, this relation is still a
function because each input has just one output.

This mapping is not a function. The input for -2 has more than one output.

Graphing Functions
Using inputs and outputs listed in tables, maps, and lists, makes it is easy to plot
points on a coordinate grid. Using a graph of the data points, you can determine if a
relation is a function by using the vertical line test. If you can draw a vertical line
through a graph and touch only one point, the relation is a function.

Take a look at the graph of this relation map. If you were to draw a vertical line
through each of the points on the graph, each line would touch at only one point, so this
relation is a function.

36
Special Functions

Special functions and their equations have recognizable characteristics.

Constant Function
f(x) = cf(x)=c

The c-value can be any number, so the graph of a constant function is a horizontal
line. Here is the graph of f(x) = 4f(x)=4

Identity Function

f(x) = xf(x)=x

For the identity function, the x-value is the same as the y-value. The graph is a
diagonal line going through the origin.

37
Linear Function

f(x) = mx + bf(x)=mx+b

An equation written in the slope-intercept form is the equation of a linear

function, and the graph of the function is a straight line.

Here is the graph of f(x)= 3x +4f(x)=3x+4

Absolute Value Function

f(x) = |x|f(x)=∣x∣

The absolute value function is easy to recognize with its V-shaped graph. The
graph is in two pieces and is one of the piecewise functions.

38
This is just a sample of the most common special functions.
Inverse Functions
An inverse function is a function that will “undo” anything that the original function
does. For example, we all have a way of tying our shoes, and how we tie our shoes
could be called a function. So, what would be  the inverse function of tying our shoes?
The inverse function would be “untying” our shoes, because  “untying” our shoes will
“undo” the original function of tying our shoes.

Let’s look at an inverse function from a mathematical point of

view. Consider the function f(x) = 2x – 5. If we take any value of x and plug it into f(x)
what would happen to that value of x? First, the value of x would  get multiplied by
2 and then we would subtract 5. The two mathematical operations that are taking place
in  the function f(x) are multiplication and subtraction. Now let’s consider the inverse
function. What two  mathematical operations would be needed to “undo” f(x)? Division
and addition would be needed to “undo”  the multiplication and subtraction. A
little farther down the page we will find the inverse of f(x) = 2x – 5, and hopefully
the inverse function will contain both division and addition (see example 5).

Notation
If f(x) represents a function, then the notation f-1(x), read “f inverse of x”, will
be used to denote the  inverse of f(x). Similarly, the notation g-1 (x), - read “g inverse of
x”, will be used to denote the inverse of g(x).

Always remember that not all functions have an inverse. Only one-to-one function
has an inverse.

Example:
Find the inverse of y = x2 + 1, x > 0, and determine whether the inverse is a function.
Solution:

The original function:

I'll solve for "x =":

Since I already figured out

the domain and range, I

39
 know that I have to choose
the positive square root:
Now I'll switch the x's
and y's;
the new "y =" is the inverse:

Function Operations

We can add, subtract,

multiply and divide
functions!

The result is a new

function.

Let us try doing those operations on f(x) and g(x):

A. ADDITION
We can add two functions:

(f+g)(x) = f(x) + g(x)

Note: we put the f+g inside () to show they both work on x.

Example: f(x) = 2x+3 and g(x) = x2

(f+g)(x) = (2x+3) + (x2) = x2+2x+3

Sometimes we may need to combine like terms:

Example: v(x) = 5x+1, w(x) = 3x-2

(v+w)(x) = (5x+1) + (3x-2) = 8x-1
B. SUBTRACTION
We can also subtract two functions:
(f-g)(x) = f(x) − g(x)

Example: f(x) = 2x+3 and g(x) = x2

(f-g)(x) = (2x+3) − (x2)

 C. MULTIPLICATION
We can multiply two functions:
(f·g)(x) = f(x) · g(x)

Example: f(x) = 2x+3 and g(x) = x2

(f·g)(x) = (2x+3)(x2) = 2x3 + 3x2

C. DIVISION

And we can divide two functions:

(f/g)(x) = f(x) / g(x)

40
 Example: f(x) = 2x+3 and g(x) = x2
(f/g)(x) = (2x+3)/x2

 Binary Operations

a number when two numbers are either added or subtracted or multiplied or are

divided. The binary operations associate any two elements of a set. The resultant of the
two are in the same set. Binary operations on a set are calculations that combine two
elements of the set (called operands) to produce another element of the same set.
The binary operations * on a non-empty set A are functions from A × A to A. The
binary operation, *: A × A → A. It is an operation of two elements of the set
whose domains and co-domain are in the same set.

Addition, subtraction, multiplication, division, exponential is some of the binary

operations.

Properties of Binary Operation

 Closure property: An operation * on a non-empty set A has closure property, if a ∈

A, b ∈ A ⇒ a * b ∈ A.

 Additions are the binary operations on each of the sets of Natural

numbers (N), Integer (Z), Rational numbers (Q), Real Numbers(R), Complex
number(C).

The additions on the set of all irrational numbers are not the binary operations.

 Multiplication is a binary operation on each of the sets of Natural numbers (N),

Integer (Z), Rational numbers (Q), Real Numbers(R), Complex number(C).

Multiplication on the set of all irrational numbers is not a binary operation.

 Subtraction is a binary operation on each of the sets of Integer (Z), Rational

numbers (Q), Real Numbers(R), Complex number(C).

41
 Subtraction is not a binary operation on the set of Natural numbers (N).

 A division is not a binary operation on the set of Natural numbers (N), integer (Z),

Rational numbers (Q), Real Numbers(R), Complex number(C).

 Exponential operation (x, y) → xy is a binary operation on the set of Natural numbers
(N) and not on the set of Integers (Z).

Types of Binary Operations

1. Commutative
A binary operation * on a set A is commutative if a * b = b * a, for all (a, b) ∈ A (non-
empty set). Let addition be the operating binary operation for a = 8 and b = 9, a + b = 17 =
b + a.

2. Associative
The associative property of binary operations hold if, for a non-empty set A, we can
write (a * b) *c = a*(b * c). Suppose N be the set of natural numbers and multiplication be
the binary operation. Let a = 4, b = 5 c = 6. We can write (a × b) × c = 120 = a × (b × c).

3. Distributive
Let * and o be two binary operations defined on a non-empty set A. The binary
operations are distributive if a*(b o c) = (a * b) o (a * c) or (b o c)*a = (b * a) o (c * a).
Consider * to be multiplication and o be subtraction. And a = 2, b = 5, c = 4. Then, a*(b o c)
= a × (b − c) = 2 × (5 − 4) = 2. And (a * b) o (a * c) =  (a × b) − (a × c) = (2 × 5) − (2 × 4) =
10 − 6 = 2.

4. Identity
If A be the non-empty set and * be the binary operation on A. An element e is the
identity element of a ∈ A, if a * e = a = e * a. If the binary operation is addition(+), e = 0 and
for * is multiplication(×), e = 1.

5. Inverse
If a binary operation * on a set A which satisfies a * b = b * a = e, for all a, b ∈ A. a-1 is
invertible if for a * b = b * a= e, a-1 = b. 1 is invertible when * is multiplication.

Solved Example for You

Question 1: Show that division is not a binary operation in N nor subtraction in N.

Answer : Let a, b ∈ N

Case 1: Binary operation * = division(÷)
–: N × N→N given by (a, b) → (a/b) Ï N (as 5/3 Ï N)

Case 2: Binary operation * = Subtraction(−)

–: N × N→N given by (a, b)→ a − b Ï N (as 3 − 2 = 1 ∈ N but 2−3 = −1Ï N).

Question 2: Are all binary operations closed?

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 Answer: Many sets that you might be familiar to are closed under certain binary
operators, whereas many are not. Thus, the set of odd integers remains closed under
multiplication. For instance, the set of odd integers is not closed under addition, as the sum
of two odd numbers is not always odd, actually, it is never odd.
Question 3: Is square root a binary operation?

Answer: A non-binary operation refers to a mathematical process which only requires

one number to achieve something. Addition, subtraction, multiplication, and division are
examples of binary operations. Similarly, examples of non-binary operations consist of
square roots, factorials, as well as absolute values.

Question 4: What is the identity element in a binary operation?

Answer: An identity element or neutral element in binary operation refers to a special

kind of element of a set with regards to a binary operation on that set, that leaves an
element of the set unaffected when combined with it. We use this concept in algebraic
structures like groups and rings.

Question 5: What is the binary overflow?

Answer: Overflow takes place when the magnitude of a number surpasses the range
permitted by the size of the bit field. The sum of two identically-signed numbers may very
well surpass the range of the bit field of those two numbers, and thus overflow may be a
possibility in this case.

C. TEST
A. Use both the roster and the rule methods to specify the sets.
1. The counting number less than 9.

2. The counting numbers greater than 8 and less than 23.

3. The last 10 letters of the English alphabet.

4. The vowels in the English alphabet.

5. The towns and cities in Northern Negros.

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B. Write on the blank if the pair of sets are equal or equivalent.

_____________ 1. P = { the first five positive integers}

Q = { integers between 0 and 6}

_____________ 2. M = {c, a, r, e}
N = {r, a, c, e}

_____________ 3. X = {letters in the word Christmas}

Y = {R, E, I, N, D, E, E, R}

_____________ 4. B = {vowel letters}

C = {m, n, o, p, q}

_____________ 5. J = {1, 3, 5, 7, 9}
K = {2, 4, 6, 8, 10}

C. Let A = {c, d, f, g}, B = {f, j}, and C = {d, g} . Answer each of the following questions. Give
reasons for your answers.

1. Is B Í A? _______
2. Is C Í C? _______

3. Is C Í A? _______

4. Is C a proper subset of A? _______

D. Answer each of the following questions. Answer this by yes or no

1. Is 3 Î {1, 2, 3} _______

2. Is 1 Í { 1 }? _______

3. Is { 2 } Î {1, 2}? _______

4. is { 3 } Î { 1, { 2 }, { 3} }? _______

5. Is { 1 } Í { 1, 2 }? _______

6. Is 1 Î { { 1 }, 2 }? _______

E. Relations and Functions

1. Which of the following sets of ordered pairs represent functions?
A = {(0,-2), (1,4), (-3,3), (5,0)}

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 B = {(-4,0), (2,-3), (2,-5)}
C = {(-5,1), (2,1), (-3,1), (0,1)}
D ={(3,-4),(3,-2),(0,1),(2,-1)}
E ={(1,3)}

2. Express the relation {(2,3),(4,7),(6,8)} as a table, as graph, and as a mapping

diagram. Write your answer on the space provided below.

3. Give the domain and range of the relation in number 2.

4. Give the domain and range of the relation. Tell whether the relation is a
function.

{(3,-2),(5,-1),(4,0),(3,1)}

5. What does the graph illustrates, a ____ relation or a ____ function?

6. What does the graph illustrates, a ____ relation or a ____ function?

7. Determine f(-1) for f(x) = 2x2 + 8

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 8. Evaluate f(x) = 3x3 - 8 + 12x for x = -5

9. Evaluate f(x) = (6x - 9)/(5x + 2) for x = 3

10. Determine f(3) for f(x) = 5x - 2

E. Binary Operations

1.  The binary operation * defined on Z by x * y = 1 - 2xy. Show that * is

cumulative and associative.

2. The binary operation * defined on Z by x * y = 1 + x + y. Show that * is

cumulative and associative.

3. Operation * is defined on the set { m, a, t, h } as shown in the table below:

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 a.  What is the value of m * a ?

b.  Is this operation commutative? Explain.

c.  What is the identity element? Justify your answer.

d.  Find the inverse of each element.

e.  True or false:

         m * (a * t) = (m * a) * t

D. ENHANCE
1. Which of the following sets are equal?
A = {0, 1, 2}

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B = {x Î R l - 1 ≤ x < 3 }
C = {x Î R l - 1 < x < 3 }
D = {x Î Z l - 1 < x < 3 }
E = {x Î Z+ l - 1 < x < 3 }

2. Suppose Set A has two elements and set B has three elements.
A. What is the greatest number of elements that A È B can have?
B. What is the least number of elements that A È B can have?
C. What is the greatest number of elements that A Ç B can have?
D. What is the least number of elements that A Ç B can have?

3. Which of the following functions are increasing? Decreasing?

A. y = 3x + 2 C. y = 7
B. Y = -5x - 9 D. y = 1/2x - 3/4

4. Let A be any set containing more than one element. Let ‘*’ be a binary
operation on A defined by a * b = b for all a, b ∈ A Is ‘*’ commutative or
associative on A?

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References

Aufmann et al., (2018). Mathematics in the Modern World. Rex Bookstore Inc. Manila,
Philippines.

Dresler, I and Keenan, E.P (1980). Integrated Mathematics Course I. AMSCO School
Publication Inc., New York, N.Y.

https://www.onlinemathlearning.com/relations-functions-2.html

https://study.com/academy/practice/quiz-worksheet-the-golden-ratio-in-math.html

https://study.com/academy/practice/quiz-worksheet-fibonacci-sequence-the-golden-
ratio.html

https://www.mathsisfun.com/numbers/golden-ratio.html

https://study.com/academy/practice/quiz-worksheet-fractals-math.html

Malaborbor, et al., (2003). Functions. Educational Resources Corporation, Quezon City,

Philippines.

Rodriguez, et al., (2018). Mathematics in the Modern World. NIEME Publishing House
Co. Ltd, Manila, Philippines.

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