Course Packet in MATH ED 122

MATH ED 3114:
COLLEGE AND ADVANCED

ALGEBRA
COLLEGE OF EDUCATION
1
COURSE STUDY GUIDE CONTENTS
SETS AND 7
1 REAL NUMBERS 18
ALGEBRAIC EXPRESSIONS 31
2 RATIONAL EXPRESSIONS 42
3 RADICALS 59
FUNCTIONS AND RELATIONS 73
4 EQUATIONS AND INEQUALITIES 88
Editorial Office
Editorial Office
Course Developer
Aileen A. Cabanes, LPT, MAEd
Felix M. Diano, Jr., LPT, PhD

Content Experts
Ian V. Rojas, LPT, EdD

Language Editor
Carolina R. Ginolos, LPT, MAT
Niña Bienna Marie Y. Monterde, LPT, MAEdc

Design/Media Specialist
DISCLAIMER NOTE
This course packet is not intended to be presented as the original work of the course developer. It is
meant to be a primary reference material for the course composed of the flexible learning syllabus,
learning plans, course content, and assessment compiled from various sources. Accordingly, the sale
and distribution of such outside the University of the Visayas is strictly prohibited.
2
Flexible Learning Course Syllabus
Flexible Learning Course Syllabus

College of Education
Bachelor of Secondary Education major in Mathematics
First Semester/Term
I. Course Information
Course Code MATH ED 122 Course This course provides students with a basic
Course Title COLLEGE AND ADVANCED Description understanding of various functions, including
ALGEBRA their characteristics, graphs and applications. It
includes the study of the Real Number System
and its properties, the operations on different
types of algebraic expressions, and the solution
of various types of equations and inequalities.
Prerequisite(s) Course 1. Use mathematical model to quantify real life
Learning solutions.
Outcomes 2. Show understanding in mathematics as an art
Credit Unit 3 UNITS of exploring, seeking patterns, making guesses,
checking, revising and generalizing.
3. Improve algebraic skills by using algebra to
describe and analyze situations.
4. Model and investigate mathematical
problems.
II. Instructor's Information
Instructor Name Aileen A. Cabanes Corporate acabanes@uv.edu.ph
Email
Title: College Instructor Phone +63 933-154-7178
III. Course Syllabus

Week No. of Module Intended Learning Learning Materials and Mode of Assessme
No. Hours Topic Outcomes Resources Instructio nt Task/
n/ Graded
Delivery Output
Required Suggested
Tools
1 13.5 LESSON 1  Define basic terms in Course  https://ww  Course  Metacog
hours SETS sets. Module on w.youtube. Packet nitive
1.1  Represent sets in set College and  MS Analysis
com/watch  Answeri
12 Set using set builder advance al TEAMS
?v=kAfjLFaa ng
hours Designations notation, word
Nlw Activity
discussi 1.2 description and Listing Sheets
on/Lect Elements or method.
ure embers of  Illustrate universal set,  https://ww
1.5 Sets complement of a set w.math.uh.
Assess 1.3 and subsets using edu/~dlaba
ment Venn Venn Diagram te/settheor
tasks Diagrams and  Represent union and y_Ashlock.p
Subsets intersection of two df
sets, universal sets,
complement of a set,
LESSON 2 difference between
3
Real Number two sets.
System  Familiarize the set of
2.1 Real Numbers.
Number  Categorize Rational  http://users.
System and Irrational bloomfield.e
2.2 numbers. du/departm
Properties of  Identify the properties ent/tutorial.
Real of Real number doc
Numbers systems.
2.3  Simplify algebraic
The Laws of expressions using the
Exponents law of exponents.
 Apply the Properties of
Real Numbers in
solving algebraic
expressions.
2 13.5 LESSON 3  Define algebraic Course  http://www.bo  Course  .Metaco

hours Algebraic expressions. Module on one.k12.ky.us/u Packet gnitive
Expressions  Distinguish between College and serfiles/1020/Cl Analysis
12 3.1 advance al asses/2702/unit
 MS  Answeri
different types of %202a%20- ng
hours Algebraic algebraic expressions. algebraic%20ex TEAMS
Activity
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on/Lect 3.2 evaluate expressions
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tes-
ure Simplifying in which letters stand 1.doc.docx?id=4
and for numbers. 38549
Combining  Identify parts of an  https://www.sf
Like Terms expression using ponline.org/upl
1.5 3.3 mathematical terms oads/358/Simp
&Comb-
Assess Special (sum, term, product, SolveEquPacket
ment Products factor, quotient, andAnswers.do
tasks Polynomials coefficient) c
3.4  Use variables to
Factoring represent numbers
Special and write expressions
Products when solving a real-
world or mathematical
problem.
LESSON 4
Rational  https://www.
Expressiona  Simplify rational storyofmathe
and Complex matics.com/si
expressions and
Fractions mplifying-
complex fractions.
4.1 rational-
 Find the sum and expressions
Rational difference of rational
Expressions expressions..  https://www.
4.2  Find the product and storyofmathe
Simplifying quotient of rational matics.com/si
Rational expressions.. mplifying-
Expressions  Solve applied rational-
problems involving expressions
4.3 operations with
Adding and rational expressions
Subtracting and complex fractions.
Rational
4
Expressions
4.4
Multiplicatio
n and
Division of
Rational
Expressions
4.4
Complex
Fractions
3 13.5 LESSON 5  Explain each step in Course  https://ww  Course  .Metaco
hours Radicals solving and Module on w.math.lsu. Packet gnitive
5.1 rationalizing radical College and edu/system Analysis
12 Introductio expressions. advance al /files/3.1%2  MS  Answeri
ng
HOURS n  Find the sum and 0SS.doc TEAMS
Activity
discussi 5.2 difference of radical  http://www Sheets
on/Lect Simplifying expressions .wallace.ccfa
ure Square  Find the product and culty.org/bo
Roots quotient of radical ok/8.4%20M
5.3 expressions. ul
Adding and  Solve applied  tiply%20and
1.5 Subtractin problems involving %20Divide%
HOURS g Radicals operations with radical 20Radicals.p
Assess 5.4 expressions df
ment Multiply
tasks and Divide
Radicals
4 13.5 LESSON 6  Define relation and Course  https://ww  Course  .Metaco

hours Functions function. Module on w.math.lsu. Packet gnitive
And  Differentiate between College and edu/system Analysis
advance al  Answeri
12 Relations a relation and a /files/3.1%2  MS
ng
HOURS 6.1 function. 0SS.doc TEAMS Activity
discussi Functions  Determine if an  https://www. Sheets
on/Lect and Relations equation represents a mathplanet.c
ure 6.2 function om/education
Vertical Line  Identify relation and /algebra-
1.5 Test function using vertical 1/linear-
HOURS 6.3 line test. inequalitites/
solving-linear-
Assess Determining  Define key vocabulary
inequalities.
ment Domain and terms for the unit.
tasks Range  Solve equations and
 https://scienc
ing.com/diffe
inequalities in rence-linear-
LESSON 7 one/two variable. equations-
Equations  Solve equations linear-
and numerically, inequalities-
Inequalities graphically, and 6188374.html
7.1 algebraically.
Linear  Solve inequalities
Equations numerically and
algebraically.
7.2  Balance variables on
Properties of both sides of an
Linear equation or inequality.
Equations
7.3
5
Quadratic
Equations
7.4
Solving and
Graphing
Inequalities
IV. A. Points for Graded Output NUMERICAL GRADE EQUIVALENT

Course Week Module Topic Output Points 100% - 1.0 90% - 1.8 80% - 2.6
1 Minor Task 70 99% - 1.1 89% - 1.9 79% - 2.7
98% - 1.2 88% - 2.0 78% - 2.7
2 Major Task 60 97% - 1.2 87% - 2.0 77% - 2.8
96% - 1.3 86% - 2.1 76% - 2.9

3 Minor Task 100 95% - 1.4 85% - 2.2 75 % - 3.0
94% - 1.5 84% - 2.3 74 and below
INC
4 Major Task 150 93% - 1.6 83% - 2.4
92% - 1.6 82% - 2.4
TOTAL 380 91% - 1.7 81% - 2.5
V. Approval
Prepared by Reviewed by Approved by
Aileen A. Cabanes Carodina Ginolos Dr. Aileen B. Catacutan Felix M. DIano, Jr., LPT, PhDc
Instructor Program Chair Librarian OIC - Dean
6
https://medium.com/python-pandemonium/https-medium-com-python-pandemonium-an-introduction-to-python-sets-part-i-120974a713be
LEARNING OBJECTIVES
1. Define basic terms in sets.
2. Represent sets in set using set builder notation, word description and
Listing method.
3. Illustrate universal set, complement of a set and subsets using Venn
Diagram
4. Represent union and intersection of two sets, universal sets, complement
of a set, and difference between two sets.
7
College EDUCATION
Program Bachelor of Secondary Education major in Mathematics
Course Code MATH ED 122
Course Title College and Advanced Algebra
Credit Unit 3 UNITS
Lesson 1 Week 1
Module Topic SETS
Intended 1. Define basic terms in sets.
Learning 2. Represent sets in set using set builder notation, word description and Listing method.
Outcomes 3. Illustrate universal set, complement of a set and subsets using Venn Diagram
4. Represent union and intersection of two sets, universal sets, complement of a set, difference
between two sets.
Number of 12 hours and 1.5 hour assessment
Hours
Study 1. What is a set?
Questions 2. How would you describe a set?
3. How would you represent union and intersection of two sets?complementand difference of two
sets?
4. How would you represent a set using Venn Diagram?
Learning Required Suggested
Resources Course Module on  https://www.youtube.com/watch?v=kAfjLFaaNlw
College and  https://www.math.uh.edu/~dlabate/settheory_Ashlock.pdf
Advanced Algebra
Learning a. With the use of the Module on College and Advanced Algebra , students are advised to
Activity study the topic on lesson 1. They can also use the suggested learning materials listed above.
b. While studying lesson 1, students are advised to comprehend the basic terms and concepts in
lesson 1.
c. If in case, there are terms in the lesson that are difficult to comprehend, students are encouraged
to list down their questions and send it to the instructor.
d. In order to comprehend the topic, students shall answer the activity related to the topic discussed
in Lesson 1.
Required 1. Student’s worksheets
Output 2. metacognitive analysis
Assessment 1. Worksheets
Tasks 2. Analysis
Assessment 1. Rubric on metacognitive analysis.

Tools 2. Answer Key of the worksheets
Target Precision and Accuracy, Logical and Critical Thinking, Patience, Communication Skills and Self Confidence
Competency
Prepared by: Reviewed by: Approved for Use:
Aileen A. Cabanes Carolina R. Ginolos, LPT, MAT Mr. Felix M. Diano Jr., LPT, PhDc,
Faculty Program Coordinator OIC - Dean
Date: January 22, 2021 Date: Date:
8
SETS
Set: A collection of objects.
Elements: The objects that belong to the set.
We can define particular sets by listing the objects in each set. It is conventional to use
set braces when doing so.
Examples of sets:
A = {a, b, c, d, e, f}
B = {4, 9, 2, 7}
C = {Larry, Moe, Curly}
D = {cat, dog}
E = {1, 2, 3, 4, 5, 6, 7, ...}
F = {the people in this room}
* We will typically use upper case letters for the names of sets.
SET DESIGNATIONS
Word Descriptions:
The set of even counting numbers less than ten.
Listing method:
Example: {2, 4, 6, 8}
Set-Builder Notation
is a formalistic way of describing the elements of a set without listing them all. It is useful
in some cases where a less formal description might be ambiguous. Here is an example
of set-builder notation:
F = {x|x is a person in this room}
We read this as follows:
"F is the set of all x such that x is a person in this room"
Example: {x | x is an even counting number less than 10}
*Notice that in set-builder notation the construction “{x|x...” is associated with the phrase “the
set of all x such that...” This phrase is then followed by a description or characteristic that
categorizes all the elements of the set. It has nothing to do with whether to symbol “x” is one of
the elements of the set.
9
ELEMENTS OR MEMBERS OF SETS
Empty Set: A set that contains no elements. It is also known as the Null Set. The symbol
is . The contents of a set are called its elements or members.
We say "9 is an element of B"
"cat is an element of D"
Notation:
9B
cat  D
CARDINALITY of a set is the number of elements in the set. In general the cardinality of a set
S is denoted n(S).
For example, the cardinality of set B is 4.
Notation: n(B) = 4
SET EQUALITY
Two sets are said to be equal if they contain exactly the same elements.
Examples
{a, b, c} = {b, c, a}
{4, 2, 7, 9} = B
A formal definition of set equality is this:
Sets S and T are equal if every element of S is an element of T and every element of T is
an element of S.
Set A is equal to set B if the following conditions are met:
1. Every element of A is an element of B.
2. Every element of B is an element of A.
Are the following sets equal?
{–4, 3, 2, 5} and {–4, 0, 3, 2, 5}
{3} = {x | x is a counting number between 2 and 5}
{11, 12, 13,…} = {x | x is a natural number greater than 10}
10
VENN DIAGRAMS AND SUBSETS
Universal set: the set that contains every object of interest in the universe.
Complement of a Set: A set of objects of the universal set that are not an element of a set
inside the universal set.
Notation: A
Venn Diagram: A rectangle represents the universal set and circles represent sets of
interest within the universal set.
Subsets
For sets S and T, S is a subset of T if every element of S is also an element of T.
Subset of a Set:
Set A is a Subset of B if every element of A is an element of B. Notation: AB
This means that S is contained within T.
Example
{cat}  D
A  {a, b, c, d, e, f, g, h}
F{x|x is a person in this building}
Formally: S is not a subset of T if there is at least one element of S that is not an element
of T.
Proper Subsets
If S is a subset of T but is not equal to T, we say that S is a proper subset of T.
Notation: S  T
Proper Subset of a Set:
Set A is a proper subset of Set B if AB and A  B.
Notation AB
11
Examples:
{2, 9}  B {1, 3, 5, 7, 9...}  N {dog, cat}  D
Number of Subsets
The number of subsets of a set with n elements is: 2n
Number of Proper Subsets
The number of proper subsets of a set with n elements is: 2n – 1
Intersection of Sets
The intersection of sets A and B is the set of elements common to both A and B.
A  B = {x | x  A and x  B}
Examples:
1. {1, 2, 5, 9, 13}  {2, 4, 6, 9} = {2, 9}
2. {a, c, d, g}  {l, m, n, o} = 
3. {4, 6, 7, 19, 23}  {7, 8, 19, 20, 23, 24} = {7, 19, 23}
Union of Sets
The union of sets A and B is the set of all elements belonging to each set.
A  B = {x | x  A or x  B}
Examples
1. {1, 2, 5, 9, 13}  {2, 4, 6, 9} = {1, 2, 4, 5, 6, 9, 13}
2. {a, c, d, g}  {l, m, n, o} = {a, c, d, g, l, m, n, o}
3. {4, 6, 7, 19, 23}  {7, 8, 19, 20, 23, 24} = {4, 6, 7, 8, 19, 20, 23, 24}
Difference of Sets
The difference of sets A and B is the set of all elements belonging set A and not to set B.
A – B = {x | x  A and x  B}
Examples
U = {1, 2, 3, 4, 5, 6, 7} A = {1, 2, 3, 4, 5, 6}
B = {2, 3, 6} C = {3, 5, 7}
A = {7} B = {1, 4, 5, 7} C = {1, 2, 4, 6}
12
Find each set.
A – B = {1, 4, 5} B–A=
Note: A – B  B – A (A – B)  C = {1, 2, 4, 5, 6, }
Venn Diagrams and Subsets
13
For this activity, it is assumed that you have already read and understood. Write ate least 5
sentences that contains the following statements.
1. Three things that I significantly learned from Lesson 1.
2 Three things that are still unclear to me.
3. Complete the statement: I used to think that…
4. Three questions I want to ask about Lesson 1
14
METACOGNITIVE ANALYSIS RUBRIC
Exceptional Excellent Good Fair Unaccepta
5 points 4points 3 points 2 points ble
1 point
Quality of Student Student Student Student Student
response far response response response, response is
Essay/Detail exceeds what exceeds meets although largely
s is expected. what is expectations. somewhat incorrect. It
Essay thesis expected. Essay is correct, is does not
is well- Essay is somewhat lacking in answer the
supported mostly supported relevant question
with supported with details and nor does it
evidence. with evidence. supporting have
evidence. examples supporting
Essay often details to
gets off provide an
topic. idea of any
mastery of
the text.
Completene Student Student Student Student There is not

responds fully response is response response enough of a
ss to the essay long enough, shows states the response
question but could enough thesis, but here to
including use more length, but lacks the warrant any
concrete evidence and supporting necessary points.
examples. support. points are detail.
often
repetitive.
Mechanics/ Student Student Student Student does Student

always responds in responds in not always frequently
Readability responds in complete complete respond in responds in
complete sentences. sentences complete incomplete
sentences. Sentences most of the sentences. or
Sentences are mostly time. Sentences grammatica
vary in length grammaticall Sentences contain lly incorrect
and are y correct. are generally grammar sentences,
grammaticall The paper is grammaticall errors that making the
y correct. neatly and y correct, sometimes paper
The paper is clearly with a few make the difficult to
neatly and written. minor errors paper read. The
clearly that do not difficult to paper does
written - impact the read. not meet
representing readability of minimum
the student's the essay. acceptable
personal The paper is standards.
best. neatly and
clearly
written.
15
Decide whether each statement is true or false.
Let U = { 1, 2, 3, 4, 5, 6, 7 }
S = {1, 2, 4, 7}
T = {1, 2, 4, 5, 6, 7}
V = {4, 5, 6}
1. S  T
2. n(S) = 7
3. 4V
4. T  V
5. S  T
6. {2, 4, 6} = {x|x is an even number}
7. T  { }
8. 7 T
9. T has 36 subsets
10. V has 7 proper subsets
11. { }  V
12. V = {x|x > 3}
13. V = {1, 2,3}
14. {7, 4, 2, 1} = S
15. {1}  T
16. {1}  T
17. V  {5, 6}
16
PRACTICE EXERCISES
U = {b, c, d, e, f, g, h, i, j, k} S = {b, c, d, h, i, k}
T = {b, d, e, f, h} V = {b, d, e, f, g, i}
A. Find:
1. S 2. T 3. V
4. ST 5. ST 6. SV
7. SV 8. TV 9. TV
10. SV 11. SV 12. ST
13. ST 14. VT 15. VT
B. A survey of used car salesmen revealed the following information:
24 wear white patent-leather shoes
28 wear plaid trousers
20 wear both of these things
2 wear neither of these things
1. How many were surveyed?
2. How many wear plaid trousers but don't wear white patent-leather shoes?
17
https://www.assignmentpoint.com/science/mathematic/real-numbers.html
LEARNING OBJECTIVES
1. Familiarize the set of Real Numbers.
2. Categorize Rational and Irrational numbers.
3. Identify the properties of Real number systems.
4. Simplify algebraic expressions using the law of exponents.
5. Apply the Properties of Real Numbers in solving algebraic expressions.
18
College EDUCATION
Credit Unit 3 UNITS
Lesson 2 Week 1
Module Topic REAL NUMBER SYSTEM
Intended 1. Familiarize the set of Real Numbers.
Learning 2. Categorize Rational and Irrational numbers.
Outcomes 3. Identify the properties of Real number systems.
4. Simplify algebraic expressions using the law of exponents.
5. Apply the Properties of Real Numbers in solving algebraic expressions.

Hours
Study 1. What are the set of Real numbers?
Questions 2. What are the properties of real numbers?
3. What are the Laws of exponents?
4. How would you differentiate rational and irrational numbers?
5. How would you simplify (algebraic) expressions ?
Resources Course Module on College http://users.bloomfield.edu/department/tutorial.doc
and Advanced Algebra
Activity study the topic on lesson 2. They can also use the suggested learning material listed above.
b. While studying lesson 2, students are advised to comprehend the basic terms and concepts.
d. In order to comprehend the topic, students shall answer the activity related to the topic
discussed in Lesson 2.

Tasks 2. Analysis
Competency
19
NUMBER SYSTEM
In mathematics, the numbers we use can be categorized into sets. Our number system
has two sets, the real numbers and the complex numbers. We will work with the real
numbers in this course.
Real Numbers
Rational Irrational
Fractions/decimal Integers
s
Negative Whole Numbers
Zero Natural
REAL NUMBERS
is the set of rational numbers and irrational numbers.
COUNTING NUMBERS OR NATURAL NUMBERS
is the set of numbers defined by {1, 2, 3, 4, 5, ...}.
WHOLE NUMBERS
is the set of numbers defined by {0, 1, 2, 3, 4, 5, ...}.
INTEGERS
is the set of numbers defined by {..., -3, -2, -1, 0, 1, 2, 3, ...} or the set of all
positive and negative whole numbers.
RATIONAL NUMBERS
is the set of numbers defined by
{ | p and q are integers, q ≠ 0}.
or
the set of numbers in which the decimal terminates or the decimal repeats.
20
Examples:
These are all rational numbers.

1/2 = 0.5 terminated decimal
-2/3 = -0.6666... repeating decimal
2/7 = 0.285714285... repeating decimal
9/4 = 2.25 terminated decimal
5 = 5.0 terminated decimal
-12/3 = 4.0 terminated decimal
√4 = 2.0 terminated decimal
IRRATIONAL NUMBERS
is the set of numbers in which the decimal does not terminate and does not
repeat.
Examples:
These are all irrational numbers.
2 (square root of 2) = 1.414213562... does not terminate nor repeats

∏ (pi) = 3.141592654... does not terminate nor repeats
3
= 0.3464101615... does not terminate nor repeats;
5
also, the numerator is an irrational and so the entire fraction will be irrational.
Properties of Real Numbers
For any real numbers a, b, and c

Addition Multiplication
Commutative a+b=b+a a(b) = b(a)
Associative (a + b)+c =a+(b + c) (ab)c = a(bc)
Identity a+0=a=0+a a(1) = a = 1(a)
Inverse a + (-a) = 0 = -a + a a(1/a) =1= (1/a)a
Distributive a(b + c)= ab + ac & a(b - c)= ab – ac
21
Inverses And the Identity
The inverse of a number for a given operation is the number that evaluates to the identity
when the operation is applied.
Additive Identity = 0
Multiplicative Identity = 1
The Laws of Exponents:

1: Exponential form: The exponent of a power indicates how many times the base
multiplies itself.
Example: 53  5  5  5
2: Multiplying Powers: If you are multiplying Powers with the same base, KEEP the BASE
& ADD the EXPONENTS!
x m  x n  x m n
Example 2 6  23  263  29
 512
3: Dividing Powers: When dividing Powers with the same base, KEEP the BASE &
SUBTRACT the EXPONENTS!
xm
n
 x m  x n  x mn
x
Example
26
 26 2  2 4
22
 16
4: Power of a Power: If you are raising a Power to an exponent, you multiply the
exponents!
x 
m n
 x mn
Example
(53 ) 2  532  55
22
5: Product Law of Exponents: If the product of the bases is powered by the same
exponent, then the result is a multiplication of individual factors of
the product, each powered by the given exponent.
 xy   xn  y n
n
Example
(ab) 2  a 2b 2
6: Quotient Law of Exponents: If the quotient of the bases is powered by the same
exponent, then the result is both numerator and denominator ,
each powered by the given exponent.
n
 x xn
  
 y yn
Example 4
 2  2 16
4
   
3 3
4
81
7. Negative Law of Exponents: If the base is powered by the negative exponent, then the base
becomes reciprocal with the positive exponent.
1
xm 
xm
Example 1 1
5 3  3

5 125
and
1
2
 32  9
3
8. Zero Law of Exponents: Any base powered by zero exponent equals one.
x0  1
Example
50  1
and
a0  1
and
(5a ) 0  1
23
24
1 point
response far response response response, response is
Essay/Detail exceeds what exceeds meets although largely
s is expected. what is expectations. somewhat incorrect. It
gets off provide an
topic. idea of any
mastery of
the text.
Completene Student Student Student Student There is not

ss to the essay long enough, shows states the response
often
repetitive.

always responds in responds in not always frequently
Readability responds in complete complete respond in responds in
best. neatly and
clearly
written.
25
Number systems: The Real Number System
1 Which of these are irrational numbers?
.
1
19, 11 , 4  , , 5. 6 , e = 2.71828…
9
2 Express the recurring decimal 0.6 3

 as a fraction in its simplest form
3 Classify each of these elements of the set

15 15 
{ 3, ,  4.7,  , 19 , } into the smallest subset to which they belong using Q (rational), Q
2 3 6
(irrational), Z(integers), Z+(positive integers), and Z–(negative integers).
4 Classify each of the elements of the set
15 14 
{6, , 4.9,  , 29 , } into the smallest subset to which they belong using Q (rational),
2 7 3
Q (irrational), Z(integers), Z+(positive integers) and Z–(negative integers).
5 Express the recurring decimal 0. 7 as a fraction in its simplest form.
6 Express the recurring decimal 0.4  3 as a fraction in its simplest form.
7 Which of these set of fractions can be expressed as a recurring decimal?
1 3 2
, , 0.262626…,
11 8 5
8 Select the integers from:
14 
7,  ,  4.6, 9, , 10
6 3
9 Which of the set of numbers
16 3
36 , 8 , , 8, 22 are surds?
25
26
Law of Exponents
Choose the letter of the best answer. Write your answer on the space provide before each
number.
______ 1. The value of 25 is _________ .

(a) 3 (b) 10 (c) 32 (d) 7
______ 2. The Base in the expression 1024 is __________.
(a) 1 (b) 10 (c) 0 (d) 24
______ 3. The value of 30 is ________.
(a) 0 (b) 3 (c) 1 (d) None of these
______ 4. Multiplicative inverse of 7-2 is _________ .
(a) 49 (b) 5 (c) 7 (d) -14
______ 5. Fill in the blank am × an = a........ where m and n are natural numbers:-
(a) mn (b) m + n (c) m - n (d) m/n
______ 6. The exponential form of 1/8 × (3)-3 is given by which of the following expression:
(a) 6-3 (b) 23 (c) 3-6 (d) 5-3
______ 7. The value of 1/3-2 is equal to
(a) 9 (b) 1 (c) -6 (d) 1/3
______ 8. In exponential form 149,600,000,000 m is given by :
(a) 1.496 × 1011 m (b) 1.496 × 108 m (c) 14.96×108 m (d) 14.96 × 1011 m
______ 9. In simplified form ( 3-1 + 4-1 + 5-1 )0 is equals to
(a) 12 (b) -3 (c) 12-1 (d) 1
______ 10. The value of (2/3)-2 is
(a) 4/9 (b) -2/9 (c) 9/4 (d) 0
27
______ 11. In standard form 21600000 is written as
(a) 2.16 × 107 (b) 216 × 107 (c) 2.16 × 105 (d) 216 × 100000
______ 12. Usual form of the expression 3 X 10-5 is given by
(a) 0.00003 (b) 0.000003 (c) 30 X 10-4 (d) 0.03 X 10-3
______13. 1 micron is equals to
(a) 1/10000 m (b) 106 m (c) 10-6 m (d) 10-5 m
______ 14. The approximate distance of moon from the earth is 384,467,000 m and in exponential form.
This distance can be written as
(a) 3.84,467 × 108m (b) 384,467 × 10-8 m (c) 384,467 × 10-9 m (d) 3.844,67 × 10-13 m
______ 15. 7 × 10-5 m is the standard form of which of the following
(a) 0.0007 m (b) 0.000007 m (c) 0.0000007 m (d) 0.00007 m
______ 16. The standard form of 4050000 is given by
(a) 4.05 × 106 (b) 40.5 × 109 (c) 405 × 106 (d) 4.05 × 10-6
______ 17. Which one of the following is the value of 115
______ 18. 1/125 is the multiplicative inverse of
(a) 5-3 (b) 1/5-3 (c) -125 (d) 53
______ 19. 16 is the multiplicative inverse of
(a) 2-4 (b) 28 (c) 82 (d) 24
______ 20. Value of ( 30 + 20 ) × 50 is
(a) 1 (b) 25 (c) 2 (d) 0
______ 21. The value of 72 is
(a) 7 (b) 49 (c) 2 (d) 14
______ 22. The Base in the expression 8100 is
(a) 10 (b) 100 (c) 8 (d) 800
______ 23. The value of 10000 is
______ 24. Multiplicative inverse of 5-2 is
(a) -10 (b) 25 (c) 3 (d) 7
28
______2 5. Value of ( 23 )2 is given by ...........
______ 26. The value of 8 2 ÷ 23 is given by........
(a) ¼ (b) 8 (c) 1/8 (d) -8
______ 27. The value of 1/5-3 is equal to ............
(a) -3 (b) 125 (c) -15 (d) 1/5
______ 28. In exponential form 140,000,000,000 Kg is given by ............
(a) 1.4 × 1010 Kg (b) 1.4 × 109 Kg (c) 14 × 108 Kg (d) 1.4 × 1011 Kg
______ 29. The expression , ( 5-1 + 7-1 + 3-1 )0 is equals to
(a) 15-3 (b) -3 (c) 15-1 (d) 1
______30. The value of (1/3)-2 is
(a) 9 (b) -2/3 (c) 1/9 (d) 0
______ 31. In standard form 56700000 is written as ............
(a) 5.67 × 107 (b) 567 × 107 (c) 5.67 × 105 (d) 567× 100000
______ 32. Usual form of the expression 9 X 10-5 is given by
(a) 0.00009 (b) 0.000009 (c) 90 × 10-4 (d) 0.09 × 10-3
______ 33. The number 86,800,000,000,000,000,000,000,000 Kg is equals to
(a) 8.68 × 1025 K (b) 868 ×1023 Kg (c) 86.8 × 10-25 Kg (d) 868×10-23 m
______ 34. Charge of an electron is 0.000,000,000,000,000,000,16 coulomb and in exponential form
it can be written as
(a) 16 × 10-18 coulomb (b) 1.6 × 10-21 coulomb
(c) 1.6 × 10-19 coulomb (d) 16 × 10-21 coulomb
______ 35. 13 × 10-7 Km is the standard form of which of the following
(a) 0.000000013 Km (b) 0.0000013 Km
(c) 0.000000000013 Km (d) 0.00000000013 Km
______ 36. The standard form of 9030000000 is given by
(a) 9.03 × 109 (b) 90.3 × 107 (c) 903 × 106 (d) 9.03 × 10-9
______ 37. Which one of the following is the value of 35
(a) 3 (b) 15 (c) 2 (d) 243
29
(a) 1/9 (b) 1/3-2 (c) 6 (d) 1/23
(a) 2-8 (b) 82 (c) 1/82 (d) 24
______ 40. The value of 20 × 30 × 40 is
30
https://en.wikipedia.org/wiki/Algebraic_expression
LEARNING OBJECTIVES
1. Define basic terms in sets.
2. Represent sets in set using set builder notation, word description and
Listing method.
3. Illustrate universal set, complement of a set and subsets using Venn
Diagram
4. Represent union and intersection of two sets, universal sets, complement
of a set, and difference between two sets.
31
College EDUCATION
Credit Unit 3 UNITS
Lesson 3 Week 2
Module Topic ALGEBRAIC EXPRESSIONS
Intended 1. Define algebraic expressions.
Learning 2. Distinguish between different types of algebraic expressions.
Outcomes 3. Write, read, and evaluate expressions in which letters stand for numbers.
4. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient)
5. Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem.
Hours
Study 1. What are algebraic expressions?
Questions 2. What are the parts of algebraic expressions?
3. How would you add and subtract algebraic expressions?
4. How would you multiply and divide algebraic expressions?
5. How would you simplify algebraic expressions?
Resources Course Module on College  http://www.boone.k12.ky.us/userfiles/1020/Classes/2702/unit%202a%20-
and Advanced Algebra algebraic%20expressions%20-%20class%20notes-1.doc.docx?id=438549
 https://www.sfponline.org/uploads/358/Simp&Comb-
SolveEquPacketandAnswers.doc

Tasks 2. Analysis

Competency
32
ALGEBRAIC EXPRESSIONS
Key Vocabulary Terms:
 Algebraic Expression:
An expression that contains at least one variable.
Example: x + 8 or 4(m – b)
 Variable:
A symbol used to represent a quantity that can change. This is usually a letter.
Example: In 3x + 8, x is the variable.
 Constant:
A value that does not change.
Example: In 3x + 8, 8 is the constant.
 Coefficient:
The number that is multiplied by the variable in an algebraic expression.
Example: In 3x + 8, 3 is the coefficient.
 Monomial:
An expression with a single term.
 Binomial
An expression with two terms.
 Trinomial
An expression with three terms.
Operation + - × ÷
8 × 48
327 ÷ 3
8 • 48
Numerical
37 + 28 90 - 12 (8)(48)
Expression 8(48)
327
3
(8)48
 12 subtracted
 28 added to 37 from 90  8 times 48
 37 plus 28  90 minus 12  48 multiplied by
 327 divided by 3
Words or  The sum of 37  the difference of 8
 The quotient of
Phrases and 28 90 and 12  The product of 8
327 and 3
 28 more than  12 less than 90 and 48
37  Take away 12  8 groups of 48
from 90
n÷3
8•w
Algebraic
x + 28 k - 12 (8)(w)
Expression 8w
n
3
33
 12 subtracted
 8 times w
 28 added to x from k
 w multiplied by
 x plus 28  k minus 12  n divided by 3
8
Words or  The sum of x  the difference of  The quotient of
 The product of 8
Phases and 28 k and 12
and w
n and 3
 28 more than x  12 less than k
 8 groups of w
 Take away 12
from k
Simplifying and Combining Like Terms
Two or more monomials can be added or subtracted only if they are LIKE TERMs.
Like Terms: Terms that have identical variable parts (same variable(s) and same
exponent(s)).
When simplifying using addition and subtraction, you combine “like terms” by keeping the
"like term" and adding or subtracting the numerical coefficients.
Example1:
3x + 4x = 7x
13xy – 9xy = 4xy
12x3y2 - 5x3y2 = 7x3y2
Example2:
Simplify 3(2x – 5) + 5(3x +6)
Since in the order of operations, multiplication comes before addition and subtraction, we
must get rid of the multiplication before you can combine like terms. We do this by
using the distributive property:
3(2x – 5) + 5(3x +6)
= 3(2x) – 3(5) + 5(3x) + 5(6)
= 6x - 15 + 15x + 30
Now you can combine the like terms:
6x + 15x = 21x
-15 + 30 = 15
3(2x – 5) + 5(3x + 6) = 21x + 15
34
Example 3:
Simplify: 4(x + 2) + 5(x + 3)
1. Distribute: 4x + 8 + 5x + 15
2. Commutative of Addition: 4x + 5x + 8 +15
3. Combine Like Terms: 9x + 23
4. Therefore: 4(x + 2) + 5(x + 3) = 9x + 23
Special Products of Polynomials

 When multiplying certain binomials, find a pattern
 Remembering these patterns helps us find the products faster
Use multiple distribution (or FOIL) to find the product of the following binomials:
a) b) c)
d) (x +2)(x – 2) e) (x + 6)(x – 6) f) (2x + 1)(2x – 1)
Factoring Special Products

A trinomial is a perfect square if:
 The first and last terms are perfect squares.

 The middle term is two times one factor from the first term and one factor from the
last term.
It has to be exactly in this form to use this rule. When you have a base being squared
plus or minus twice the product of the two bases plus another base squared, it factors as
the sum (or difference) of the bases being squared.
Example1.
35
First note that there is no GCF to factor out of this polynomial.
Fits the form of a perfect sq. trinomial
Factor as the sum of bases squared
Recognize a difference of two squares: the coefficients of variable terms are perfect
squares, powers on variable terms are even, and constants are perfect squares.
Just like the perfect square trinomial, the difference of two squares has to be
exactly in this form to use this rule. When you have the difference of two bases
being squared, it factors as the product of the sum and difference of the bases that
are being squared.
Example 2.
Factor
This fits the form of a difference of two squares. So we will factor using that rule:
Fits the form of a diff. of two squares
Factor as the product of sum and diff. of bases
This is factored in a similar fashion to the sum of two cubes. Note the only
difference is that the sign in the binomial is a - which matches the original sign, and
the sign in front of ax is positive, which is the opposite sign.
The difference of two cubes has to be exactly in this form to use this rule. When
you have the difference of two cubes, you have a product of a binomial and a
trinomial. The binomial is the difference of the bases that are being cubed. The
trinomial is the first base squared, the second term is the opposite of the product of
the two bases found, and the third term is the second base squared.
36
Example 3.
Factor
Fits the form of a diff. of two cubes
Binomial is diff. of bases
Trinomial is 1st base squared, plus prod. of

bases, plus 2nd base squared
*Note that if we would multiply this out, we would get the original polynomial.
37
38
1 point
Essay/Details response far response response response, response is
exceeds what exceeds meets although largely
is expected. what is expectations. somewhat incorrect. It
gets off provide an
topic. idea of any
mastery of
the text.
Completeness Student Student Student Student There is not
to the essay long enough, shows states the response
often
repetitive.

Readability always responds in responds in not always frequently
responds in complete complete respond in responds in
best. neatly and
clearly
written.
39
Expanding and Simplifying Expressions
1. Write these expressions without brackets.
(a) 2 (n + 3) (b) 4 (3p + 2) (c) 6 (3x + 7) (d) ½ (4y + 24)
(e) 3 (r – 4) (f) 6 (2k – 6) (g) 5 (7t – 4) (h) ¾ (12h – 60)
(i) 1 (4 – 3f) (j) 3 (12 – 6w)

(a) a (n + 4) (b) x (3p + 4) (c) y (4x + 7) (d) x (2y + 12)
(e) b (r – 4) (f ) u (3k – 5) (g) d (4t – 4) (h) c (12h – 60)
(i) x (1 – 3f) (j) v (12 – 4w)

(a) a (a + 5) (b) x (3x + 4) (c) y (4y + 7) (d) 2x (2+ x)
(e) 2b (b – 4) (f ) 2u (u – 5) (g) d (4d – 4) (h) c (12c– 60)
(i) x (x – 3x) (j) v (v – 4w)
4. Simplify these expressions.

(a) 2(3r + 1) + 2r (b) 3(4p – 2) – 10p
(c) 4(2a + 2) + 3 (a +7) (d) 7(3y + 4) – 3(2y + 4)
(e) 6(4x – 3) + 3 (4 – x) (f ) 5(5z + 12) – 3(5 – 2z)
(g) y(5y + 6) + y(y + 5) (h) r(5r + p) + 2r(r+ p)
(i) 2s(2t + p) + 2t(s + p) (j) 4a(3b + p) + 2a(a + p)
40
Factoring and Special Products
A. Determine whether each binomial/trinomial is a perfect square. If so factor. If not,
explain.
1. 64x2 – 40x + 25
2. 121x2 – 44x + 4
3. 49x2 + 140x + 100
4.
9x2 – 144y4
5. 30x2 – 64y2
6. 121x2 – 4y8
B. Factor each of the following.
Difference of two squares
A)
B)
C)
D)
Perfect Square Trinomials
A)
B)
C)
D)
E)
F)
41
https://www.shmoop.com/study-guides/math/rational-functions/simplifying-rational-expressions
LEARNING OBJECTIVES
1. Simplify rational expressions.
2. Find the sum and difference of rational expressions..
3. Find the product and quotient of rational expressions..
4. Solve applied problems involving operations with rational expressions.
42
College EDUCATION
Credit Unit 3 UNITS
Lesson 4 Week 2
Module Topic RATIONAL EXPRESSIONS and COMPLEX FRACTIONS
Intended 1. Simplify rational expressions and complex fractions.
Learning 2. Find the sum and difference of rational expressions..
Outcomes 3. Find the product and quotient of rational expressions..
4. Solve applied problems involving operations with rational expressions and complex fractions.
Hours
Study 1. How do you simplify rational expressions? complex fractions?
Questions 2. How would you find the sum and difference of rational expressions?
3. How would you find the product and quotient of rational expressions?
4. How do you apply rational expressions and complex fractions in solving problems?

Resources Course Module on College  https://www.storyofmathematics.com/simplifying-rational-
and Advanced Algebra expressions

https://www.storyofmathematics.com/simplifying-rational-
expressions

Tasks 2. Analysis

Competency
43
Rational Expressions
A “rational expression” is the quotient of two polynomials.
2n x 2  3x  10
n2 3x  2
A rational expression is in simplest form when the numerator and denominator have no
common factors (other than 1).
9 33 3
Simplify  
15 35 5 *note: this example is not a rational expression
How to get a rational expression in simplest form…
• Factor the numerator completely (factor out a common factor, difference of 2 squares,
bottoms up)
• Factor the denominator completely (factor out a common factor, difference of 2 squares,
bottoms up)
• Cancel out any common factors.
Example
1.
2.
Simplifying:
Example 1:
44
Additional Example 2:
Adding and Subtracting Rational Expressions
Addition and Subtraction of Rational Expressions with Like Denominators:
45
Example:
Perform the following operations. All results should be in simplified form.
Addition and Subtraction of Rational Expressions with Unlike Denominators:
Example:
46
Additional Example:
Multiplication and Division
Multiplication of Rational Expressions:
To multiply two fractions, place the product of the numerators over the product
of the denominators.
47
Example:
Find the following product.
Division of Rational Expressions:
Example:
Find the product.
48
Complex Fractions
49
Example:
Method 1:
OUR ANSWER
50
Method 2:
Solution:
51
Solution:
ANSWER
52
Solution:
53
54
1 point
gets off provide an
topic. idea of any
mastery of
the text.
often
repetitive.

best. neatly and
clearly
written.
55
Simplifying Rational Expressions
Simplify the following rational expressions. If the expression cannot be simplified any further,
then simply rewrite the original expression.
15 2  a  b  c  d 
7. 11.
25 6 b  a 
30 12  x  y  w  z 
8.  12. 
36 6  z  w x  y 
48 4x  8
9.  13.
64 x2
26 x3
10. 14.
39 5 x  15
60 x 2 y 5 x5
11. 15.
48 x 5 y 3 x  25
2
49a 4 b9 x3
12.  16.
56a 7 b10 x2  9
5 x3  x  y  a 2  b2
7
13.  17.
ab
10 x5  x  y 
3
8c6  c  d  x 2  16
2
14. 18.
x4
12c  c  d 
3
x y 49  c 2
15. 19.
yx c 2  9c  18
cd x 2  11x  10
16. 20.
d c 100  x 2
56
Operations On Rational Expressions
A. Multiply the following rational expressions and simplify. No answers should

contain negative exponents.
6 14 x5 y 6 wz 3
1.  6. 3 8  10 9
7 18 w z x y
8 45  m8 n2   n4t 6   p6t 2 
2.   7.   3 5     5     3 7 
9 32  pt   m   mn 
2  x 3 y 4   a8 b 2   x2 y3a 4 
3. 10  8.  2     7 7    5 
5  ab   x y   b y 
3 x 5 x 3
4. 12  9. 
8 x  3 x  10
ab 4 c 7 d 3 x2  x  6 x2  6 x  5
5.  10. 
c 5 d 8 a 6 b9 x 2  3x  4 x 2  2 x  15
B. Divide the following rational expressions and simplify. No answers should

contain negative exponents.
5 15 x x4 z3
1.  6. 2 7  5
8 32 y z y
6 4 a 3 c 7 b5 c 9
2.  7.  2
25 5 b4 a
 25  a 5b 6
3. 10     8.  a5 d 2
 2  2 5
c d
12 4 x2  9 2x  3
4. 6  9. 
7 x  10 x  25 x  5
2
2 6 x 2  x  1 3x 2  2 x  1
5.   6  10. 
3 6 x 2  5 x  1 3x 2  4 x  1
57
C. Perform the indicated operations and simplify.
2x 3 y 4a 2b
1.  2. 
5 7 5 3
3 2 7 5
3.  4. 
4a 9b 2c 3c
7 2 3 2
5. 2 2
 5 6. 4 7
 5 4
x y xy ab ab
x 8 x 7 x  3 4x  6
7.  8. 
x5 x5 x 1 x 1
3x  2 2 x  6 2 x  3 10 x  9
9.  10. 
5 x  20 5 x  20 4x  3 4x  3
2 3 5 6
11.  12. 
x 1 x  5 x4 x7
3 8 5 2
13.  14. 
x x 1 x x4
3 4 1 2
15.  16. 
x 1 x  2 x2 x2
6 2 7 4
17.  18. 
x 3 x 7 x9 x2
5 x4 x 2 x
19.  20. 
x 3 3 x 5 x x 5
58
https://www.mathnasium.com.hk/2016/04/4-4-16-marks-a-rare-and-radical-math-holiday
LEARNING OBJECTIVES
1. Explain each step in solving and rationalizing radical expressions.
2. Find the sum and difference of radical expressions
3. Find the product and quotient of radical expressions.
4. Solve applied problems involving operations with radical expressions
59
College EDUCATION
Credit Unit 3 UNITS
Lesson 5 Week 3
Module Topic RADICALS
Intended 1. Explain each step in solving and rationalizing radical expressions.
Learning 2. Find the sum and difference of radical expressions
Outcomes 3. Find the product and quotient of radical expressions.
4. Solve applied problems involving operations with radical expressions
Hours
Study 1. How do you simplify /rationalize radical expressions?
Questions 2. How would you find the sum and difference of radical expressions?
3. How would you find the product and quotient of radical expressions?
4. How do you apply radical expressions and complex fractions in solving problems?

Resources Course Module on College  https://www.math.lsu.edu/system/files/3.1%20SS.doc
and Advanced Algebra  http://www.wallace.ccfaculty.org/book/8.4%20Mul
tiply%20and%20Divide%20Radicals.pdf

Tasks 2. Analysis

Competency
60
INTRODUCTION TO RADICALS
Radicals are a common concept in algebra. In fact, we think of radicals as reversing the
operation of an exponent. Hence, instead of the “square” of a number, we “square root” a
number; instead of the “cube” of a number, we “cube root” a number to reverse the
square to find the base. Square roots are the most common type of radical used in
algebra.
25 , read “the square root of 25,” means one of the two positive equal factors of 25.
25  5  5  5 ; 36  6  6  6 ; 100  10 2  10 ; 49  7 2  7
a2  a  a  a ; a6  a3  a3  a3 ; m16  m8  m8  m8 ; y10  y 5
a is called a radical, a is called the radicand.
General Rules for Radicals:
x x
x  y  xy xy  x  y  x 2  ( x )2  x
y y
8 8
2  5  10 18  9  2  1592  ( 159 )2  159
2 2
a x  b x  ( a  b) x
2 34 3 6 3
61
Simplifying Square Roots:
Sometimes it is convenient to leave square roots in radical form instead of using a
calculator to find approximations (decimal values). Look for perfect squares (i.e., 4, 9, 16,
25, 36, 49, ...) as factors of the number that is inside the radical sign (radicand) and take
the square root of any perfect square factor. Multiply the root of the perfect square times
the reduced radical. When there is an existing value that multiplies the radical, multiply
any root(s) times that value.
Examples:
1. 20  4  5 2. 48  16  3 3. a5  a  a  a  a  a
= 4 5 = 16  3 =aa a
= 2 5 = 4 3 = a2 a
Rationalizing the Denominator
means eliminating all irrational numbers from the denominator. When eliminating a
radical from a denominator, it is important that you always multiply by one –
otherwise you will change the value of the fraction. Multiplying by 1 (the
multiplicative identity element) does not change the value of what is being
multiplied.
Single Radical Term Denominators:
If your fraction has a denominator with only one term that contains a radical, build
a fraction with the radical in both its numerator and denominator. This fraction will
always have a value of 1, since its numerator and denominator are identical. Then
multiply the original fraction by the new fraction that you build. The radical in the
denominator will be gone in the product, and the product will have the same value
as the original fraction.
Example Example
9
3 Given: 6
Given :
5
5
Build a 1 
5 6
3 5 3 5 Build a 1 = 6
Multiply :  
5 5 5
9 6 9 6 3 6
  
6 6 6 2
Multiply and Simplify:
62
Notes for Simplifying Radicals
1. The item under the radical sign is called the radicand.
5ab is the radicand.

2. Items under a radical symbol may be multiplied or divided.
or
3. The radicand cannot be negative.
NOT allowed. This results in a non real value.
4. The radicand cannot contain any perfect square factors.
is not allowed because 4 is a perfect square factor

of 12.
5. The radicand cannot be a fraction.
is not allowed because the radicand is

6. No radical symbol can be in the denominator.
is not allowed because the denominator contains a radical
MAKE A LIST OF THEM. 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 169, 196, 225
Rule #4: The radicand cannot contain any perfect square factors. This can be addressed by
determining the LARGEST perfect square factor of the radicand. For example:
contains several perfect square factors. However, the LARGEST perfect square factor is
36. Therefore, work the problem as:
By choosing the LARGEST perfect square factor,
you will always be finished in two steps !
63
Rule #5: The radicand cannot be a fraction can be taken care of by first simplifying the
fraction if possible. Then break the expression up into two radicals (one in the
numerator and one in the denominator).
Rule #6: No radical symbol can be in the denominator. This can be addressed through a
process called “rationalizing the denominator”. Remember, any number divided by
itself is equal to one and multiplying by one does NOT change the value of the
fraction.
When solving equations, you must first isolate the squared term, solve, and then simplify
the radical.
64
Adding and Subtracting Radicals
Adding and subtracting radical expressions is similar to adding and subtracting like terms.
Radicals are considered to be like radicals, or similar radicals, when they share the same
index and radicand. For example, the terms √ √ contain like radicals and can be
added using the distributive property as follows:
√ √ √
Typically, we do not show the step involving the distributive property and simply write,
√ √ √
When adding terms with like radicals, add only the coefficients; the radical part remains
the same.
Example 1.
If a sum or difference involves terms that are not like radicals, we may be able to combine
terms after simplifying the radicals according to our earlier methods.
Example 2
65
If variables are involved in radical expressions, the process of combining terms proceeds
in a fashion similar to that shown in previous examples. Consider Example 3. We again
assume that all variables represent positive real numbers.
Example 3.
Multiply and Divide Radicals

Multiplying radicals is very simple if the index on all the radicals match. The product rule
of radicals which we have already been using can be generalized as follows:
PRODUCT RULE OF RADiCALS
√ √ = √
Another way of stating this rule is we are allowed to multiply the factors outside the
radical and we are allowed to multiply the factors inside the radicals, as long as the index
matches. This is shown in the following example.
EXAMPLE 1.
√ √ √
√ √ √
66
EXAMPLE 2.
√ √ √
√
When multiplying with radicals we can still use the distributive property or FOIL just as we
could with variables
EXAMPLE 3.
√ √ √ √ √ √ √ √
√ √ √ √
√ √ √ √
√ √ √ √
√ √
Division with radicals is very similar to multiplication, if we think about division as
reducing fractions, we can reduce the coefficients outside the radicals and reduce the
values inside the radicals to get our final solution.
Quotient Rule of Radicals:
√
√
√
EXAMPLE 4.
√ √
√ √
67
√ √
There is one catch to dividing with radicals, it is considered bad practice to have a radical
in the denominator of our final answer. If there is a radical in the denominator we will
rationalize it, or clear out any radicals in the denominator. We do this by multiplying the
numerator and denominator by the same thing. The problems we will consider here will all
have a monomial in the denominator. The way we clear a monomial radical in the
denominator is to focus on the index. The index tells us how many of each factor we will
need to clear the radical. For example, if the index is 4, we will need 4 of each factor to
clear the radical. This is shown in the following examples.
EXAMPLE 5.
√
√
√ √
( ) √
√ √
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69
1 point
gets off provide an
topic. idea of any
mastery of
the text.
often
repetitive.

best. neatly and
clearly
written.
70
Simplifying Radicals
Simplify completely:
1. 4 2. 16 3.  100 4. a8 5. w12
6. a 6 b10 7. 9a 2 8.  81m64 9. 49a 4 b12 10. 121x14 y 6
11. 18 12. 125 13. 72 14. 180 15. a3
16. b7 17. m9 18. 75 x 7 y 5 19. 27a11b 7 20. 32a 7 b 4
21. 9a 8 22. 45a 7 23. 36 x 2 y 6 24. 12 x 20 y 25.  200
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Adding and Subtracting Radicals
Simplify completely. If the expression cannot be simplified, write "cannot be simplified".
1. 13 19  14 19 2. 21 21  4 21
3. 15 13  4 7  9 13 4. 2 8
5. 18  12 6. 10 63  2 28  7
7. 46 3 8. 22 5  9 75  25 5
9. 5 13  2 6 10. 4 2 5 2
Multiply and Divide Radicals

Multiply or Divide and Simplify.
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https://www.jagranjosh.com/articles/relations-and-functions-iit-jee-important-questions-and-preparation-tips-1455106528-1
LEARNING OBJECTIVES
1. Define relation and function.
2. Differentiate between a relation and a function.
3. Determine if an equation represents a function
4. Identify relation and function using vertical line test.
73
College EDUCATION
Credit Unit 3 UNITS
Lesson 6 Week 4
Module Topic FUNCTIONS AND RELATIONS
Intended 1. Define relation and function.
Learning 2. Differentiate between a relation and a function.
Outcomes 3. Determine if an equation represents a function
Hours
Study 1. How do you define function and relation?
Questions 2. How would you identify a function? a relation?
3. How would you determine if an equation is a function or a relation?

Resources Course Module on College https://www.math.lsu.edu/system/files/3.1%20SS.doc
and Advanced Algebra

Tasks 2. Analysis

Competency
74
FUNCTIONS AND RELATIONS
Functions appear all around us and are a fundamental part of mathematics. Functions
occur when one quantity depends on another.
Here are just a few examples:
The revenue generated by selling a certain product depends on the number of items sold.
The volume of a cube depends on the length of an edge of the cube.
For a person who works by the hour, the gross pay depends on the number of hours
worked.
If you think about it, you can probably come up with countless situations where one thing,
event or occurrence depends on another. Before we officially define a function, we must
first define a relation.
Definition
A relation is a correspondence between two sets A and B such that each element of
set A corresponds to one or more elements of set B. Set A is called the domain of
the relation and set B is called the range of the relation.
Suppose that Adam, Patrice, and Scott are college roommates and suppose that their
weights are 180 lbs, 190 lbs, and 180 lbs respectively. The pairing of the roommates’
names with their weights is a relation. In this example, we are relating a set of names
with a set of weights. The set of names is the domain of this relation while their weights
is the range. Notice that 180 lbs is listed only once in the range. There is no need to list
an element of either set more than once.
Relation A
Domain Range
Adam 180 lbs
Patrice 190 lbs
Scott
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A relation can be represented as a set of ordered pairs with the elements of the domain
listed first. The relation (A) above can be written as the set of ordered pairs { (Adam,
180 lbs), (Patrice, 190 lbs), (Scott, 180 lbs) }.
Let’s now switch the domain and range of the first relation. The new relation (B) can be
written as the set of ordered pairs {(180 lbs, Adam), (180 lbs, Scott), (190 lbs, Patrice)}.
Relation B
Domain Range
180 lbs Adam
190 lbs Patrice
Scott
Suppose that a delivery man was to deliver a package to the roommate who weighs 180
lbs. Since there are two people who weigh 180 lbs, there is no way to know for sure who
this package belongs to. This Relation B is an example of a relation that is not well-
defined.
A well-defined relation has exactly one output (range) value for any input (domain) value.
Well-defined relations are called functions. Relation A is an example of a well-defined
function.
Definition
A function is a relation such that for each element in the domain, there corresponds
exactly one and only one element in the range. In other words, a function is a well-
defined relation.
The first relation given is a function because for every name in the domain, there is
exactly one corresponding weight in the range. The second relation is not a function
because there is a domain value (180 lbs) that corresponds to two range values (Adam
and Scott).
If the domain and range of a relation are sets of real numbers, then the relation can be
represented by plotting the ordered pairs in the Cartesian plane. The set of all of the x-
coordinates is the domain of the relation and the set of all y-coordinates is the range of
the relation.
76
In the two relations described above, we saw that a finite number of ordered pairs in the
Cartesian plane can represent a relation. Relations can also be described by infinitely
many ordered pairs in the plane.
To determine if an equation represents a function, we must show that for any value of in
the domain, there is exactly one corresponding value in the range.
When an equation is explicitly solved for y, we say that “y is a function of x” or that the
variable y depends on the variable x. Thus, x is the independent variable and y is the
dependent variable.
Instead of using the variable y, letters such as f , g or h (and others) are commonly used
for functions. For example, suppose we wanted to name a function f. Then for any x-
value in the domain, we will call the y-value (or function value) f ( x) . The symbol f ( x) is
read as “the value of the function f at x” or simply “f of x”. For example, the function
3 3
y x  6 can be written as f ( x)  x6. The notation f ( x) is called function
2 2
notation.
3
In addition, when f ( x)  x  6 then the expression f (4) represents the range value (y-
2
coordinate) when the domain value (x-coordinate) is 4 . To find this value, replace x by
3 3
4 in the equation f ( x)  x  6 to get f (4)  (4)  6  6  6  0 . Thus the ordered pair
2 2
(4,0) must lie on the graph of f.
Using the Vertical Line Test

Although every function has a graph, it is not the case that every graph in the plane
represents a function. A graph does not represent a function if two or more points on the
graph with the same first coordinate have different second coordinates. The vertical line
test can be used to quickly determine whether or not a graph represents a function.
The Vertical Line Test A graph in the Cartesian plane is the graph of a function if and only if
no vertical line intersects the graph more than once.
Figure 4
77
Determining the Domain of a Function Given the Equation
The domain of a function y  f ( x) is the set of all values of x for which the function is
defined. In other words, a number x  a is in the domain of a function f if f (a) is a real
number. For example, the domain of f ( x )  x 2 is all real numbers since for any real
number x  a , the value of f ( a )  a 2 is also a real number.
It is very helpful to classify a function to determine its domain. For example, the function
f ( x )  x 2 belongs to a class of functions called polynomial functions. The domain of
every polynomial function is all real numbers.
Definition
The function is a polynomial

function
Many functions can have restricted domains. For example, the quotient of two polynomial
x5
functions is called a rational function. The rational function f ( x )  is defined
x4
9
everywhere except when x  4 because the value f (4)  is undefined. Therefore, the
0
domain of a rational function consists of all real numbers for which the denominator does
not equal zero.
Definition Rational Function
A rational function is a function of the form where g and h are

polynomial functions such that
The domain of a rational function is the set of all real numbers such that
Root functions can also have restricted domains. Consider the root function
f ( x)  x  1 . The number x  3 is in the domain because f (3)  3  1  4  2 is a real
number. However,  5 is not in the domain because f (5)  5  1  4  2i is not a real
number. Therefore, the domain of f ( x)  x  1 consists of all values of x for which the
radicand is greater than or equal to zero. The domain of g is the solution to the inequality
x 1  0 .
x 1  0
x  1 Subtract 1 from both sides.
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Therefore, the domain of f is 1,  . Root functions with roots that are odd numbers such
as 3 or 5 can have negative radicands. Therefore, the domain of a root function of the
form f ( x)  n g ( x) where n is an odd positive integer consists of all real numbers for which
g ( x) is defined.
Definition Root Function
The function is a root function where is a positive integer.
1. If is even, the domain is the solution to the inequality .

2. If is odd, the domain is the set of all real numbers for which is
defined.
Below is a quick guide for finding the domain of 3 specific types of functions:
Class of function Form Domain
Polynomial Functions f ( x)  an x n  an1 x n 1   a1 x  a0 Domain is  ,  
g ( x)
Rational Functions f ( x)  where g and h  0 are polynomial functions Domain is all real numbers such that
h( x ) h( x)  0
Root Functions f ( x)  n g ( x) , where g ( x) is a function and n is a 1. If n is even, the domain is the solution
positive integer to the inequality g( x)  0 .
2. If n is odd, the domain is the set of all

real numbers for which g is defined.
79
80
1 point
gets off provide an
topic. idea of any
mastery of
the text.
often
repetitive.

best. neatly and
clearly
written.
81
A. Determine whether each relation is a function or not. Explain your reasoning for each.
1. {(3,2), (1, -1), (2, -4), (3, -9), (4, -16)}
2.
3.
4. Add another ordered pair to this relation that would make this not a function anymore.
(5, 4), (8, -1), (7, 3), (0, 5), (10, -2), and __________
82
B. Evaluate.
1. f(2) 2. x when f(x) = 2 3. g(-3) 4. x when g(x) = 3
5. m(5) 6. x when m(x) = -32 7. n(-2)
8. m(f(1)) 9. ( g  n)(1) 10. m(f(g(3)))
83
The following graph tells a story. Write a story that would model this graph. Take note of where the
graph begins and ends and what the independent and dependent variables are.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
84
https://depositphotos.com/stock-photos/equations.html
LEARNING OBJECTIVES
5. Define relation and function.
6. Differentiate between a relation and a function.
7. Determine if an equation represents a function
85
College EDUCATION
Credit Unit 3 UNITS
Lesson 7 Week 4
Module Topic EQUATIONS AND INEQUALITIES
Intended 1. Define key vocabulary terms for the unit.
Learning 2. Solve equations and inequalities in one/two variable.
Outcomes 3. Solve equations numerically, graphically, and algebraically.
4. Solve inequalities numerically and algebraically.
5. Balance variables on both sides of an equation or inequality.

Hours
Study 1. How do you define key vocabulary terms for the unit.
Questions 2. How would you Solve equations and inequalities in one/two variable.
3. How would you solve equations/ inequalities numerically, graphically, and algebraically?
4. How would you balance variables on both sides of an equation or inequality?

Resources Course Module on College  https://www.mathplanet.com/education/algebra-1/linear-
and Advanced Algebra inequalitites/solving-linear-inequalities.
 https://sciencing.com/difference-linear-equations-linear-inequalities-
6188374.html

Tasks 2. Analysis

Competency
86
Linear Equations
A linear equation is one in which the variables are to the first power;
ax + b = c (a, b, c are constants)
Examples
2x - 5 = 4 and 3x + 5y = 12.
When you are asked to solve a linear equation you are being asked to find the value of
the variable which will make the equation a true statement.
Example:
x = 4 is the solution to the equation 2x - 4 = 4. That means that if I
substitute 4 into the equation I will get a true statement; 2(4) - 4 = 8 - 4 =
4.
Properties of Equality
allow you to do the steps necessary to solve an equation.
For all real numbers a, b, and c:
1) Addition Property: if a = b, then a ± c = b ± c

2) Multiplication Property: if a = b, then ac = bc
The properties state that you can add/subtract/multiply/divide the same number to both
sides of the equation and keep the equality.
KEEP IN MIND:
1) The object in solving an equation is to isolate the variable to one side with a
coefficient of positive one.
2) If you are bringing a term to the opposite side of the equal symbol, then do
the opposite operation.
GUIDELINES:
1) Simplify any grouping symbols.

2) If you would like to eliminate fractions, then multiply each term by the LCD.
2) Combine like terms.
3) Bring variables to one side of equal symbol.
4) Apply the addition property.
5) Apply the multiplication/division property.
6) Check your solution in the original equation.
87
EXAMPLES:
1) Solve x + 7 = 29
x = 22 is the solution. subtract 7 on both sides
2) Solve 8 = a – 32.
a = 40 is the solution. add 32 on both sides
3
3) Solve + m = - 12
4
3
m =  12 is the solution. subtract 3/4 on both sides
4
4) Solve 6x = -90
x = -15 is the solution. divide both sides by 6
5) Solve x = 12
5
x = 60 is the solution. multiply both sides by 5
6) Solve 2x = 8 divide both sides by 2/3

3 or
multiply both sides by the
x = 12 is the solution. reciprocal, 3/2
7) Solve 4x – 3 = 29
4x = 32 add 3 to both sides

x = 8 is the solution. divide both sides by 4
8) Solve 7x + 12 = 13x - 21.
-6x + 12 = -21 subtract 13x on both sides

-6x = -33 subtract 12 on both sides
x = 33/6 is the solution. divide both sides by -6
NOTE:
1) The solution can be any real number. Therefore, 33/6 is equivalent to 5 ½ or
5.5.
2) There is more than way to solve equations. However, any correct approach will
yield the same solution. Remember what it means to find the solution.
For example: Solve 7x + 12 = 13x - 21 can be done differently.

12 = 6x - 21 subtract 7x on both sides
33 = 6x add 21 on both sides
33/6 = x is the solution. divide both sides by 6
88
9) Solve 3(2x - 1) = 4(x + 5).
6x - 3 = 4x + 20 simplify by distributing
2x - 3 = 20 subtract 4x on both sides
2x = 23 add 3 on both sides
x = 23/2 or 11.5 is the solution. divide both sides by 2
10) Solve 8 - x - (-12) = 14 + 3x.
8 - x + 12 = 14 + 3x simplify grouping symbol

20 - x = 14 + 3x collect like terms
20 = 14 + 4x add x on both sides
6 = 4x subtract 14 on both sides
6/4 or 1.5 = x is the solution. divide both sides by 4
NOTE:
Once you become more confident in solving equations, you may be able to do two steps
at one time. However, in all of these examples, I will demonstrate all steps.
11) Solve 3[2m - (7 - 3m)] = m - 21.
3[2m - 7 + 3m] = m - 21 simplify grouping symbols

3[5m - 7] = m - 21
15m - 21 = m - 21
14m - 21 = -21 subtract m on both sides
14m = 0 add 21 on both sides
m = 0 is the solution. divide both sides by
12) Solve 4 - 1x = 3x - 1 .
5 4 10
20 ∙ 4 - 20 ∙ 1x = 20 ∙ 3x - 20 ∙ 1 . Multiply each term by LCD of 20.

5 4 10
16 - 5x = 6x - 20
16 - 11x = -20 subtract 6x on both sides
-11x = -36 subtract 16 on both sides
x = 36/11 is the solution. divide both sides by -11
2 1 3
 3x    5  x   3x  7 
1
13) Solve
3 4 4 2
2 1
12   3x    12  5  x   12  3x  7 
3 1
Multiply each term by LCD of 12
3 4 4 2
89
 1
8 3x    95  x   63x  7 
 4
24x - 2 = 45 - 9x - 18x + 42 simplify grouping symbols
24x - 2 = 87 - 27x collect like terms
51x - 2 = 87 add 27x on both sides
51x = 89 add 2 on both sides
x= 89/51 is the solution. divide both sides by 51
3 1 3
14) Solve  
2x x 5
10x ∙ 3 – 10x ∙ 3 = 10x ∙ 2 multiply each term by LCD of 10x

2x 5 x
15 - 6x = 20
-6x = 5 subtract 15 on both sides
x = -5/6 is the solution. divide both sides by -6
15) Solve 2x + 12 - 4 - 6x = 8 .
4 3
12 ∙ 2x + 12 - 12 ∙ 4 - 6x = 8 ∙ 12 multiply each term by LCD of 12

4 3
3(2x + 12) - 4(4 - 6x) = 96

6x + 36 - 16 + 24x = 96 simplify grouping symbols
30x + 20 = 96 collect like terms
30x = 76 subtract 20 on both sides
x = 76/30 is the solution.
Quadratic Equations
Equations such as x2 = 64, x2 -5x = 0, and x2 + 4x = 5 are called quadratic equations.
This is because in each of these equations the greatest exponent of any variable is 2.
Standard Form of Quadratic Equations:
ax2 + bx + c = 0
Before you select the method that you will use to solve a quadratic, you must use inverse
operations to get the equation to equal zero (if necessary).
90
When solving quadratic equations, we can use two methods:
1. Factoring
2. Quadratic Formula
Solving Quadratic Equations Using Factoring:
To Solve a Quadratic Using Factoring:
1. Put the quadratic equation into standard form (above).
2. Factor the quadratic expression.
3. Set each factor equal to zero.
4. Solve each equation.
5. Check each root in the original equation.
For example:
x2 + 4x = 5
-5 -5
x2 + 4x – 5 = 0
(x + 5)(x – 1) = 0
x+5=0 x–1=0
-5 -5 +1 +1
x = -5 or x=1 Now, check in the original!!!
Solving Quadratics Using the Quadratic Formula:

Not every quadratic equation can be solved by factoring. In this case, we need to use the
quadratic formula.
Quadratic Formula:
x = - (b) ± √b2 – 4ac

2a
To Solve a Quadratic Using the Quadratic Formula:
1. Put the quadratic equation into standard form (above).
2. Write out the formula and what a, b, & c stand for.
3. Substitute for each variable.
4. Split into two separate equations (setting each equal to zero) and solve.
91
Check each root in the original equation.
For example: 2x2 + x = 6

-6 -6
2
2x + x – 6 = 0 ***Can’t be factored, use the formula.
x = - (b) ± √b2 – 4ac

2a
a = 2, b = 1, c = -6 x = - (1) ± √(1)2 – 4(2)(-6)
2(2)
x = -1 ± √1 +48
4
x = -1 ± √49
4
x = -1 ± 7
4
x = -1 + 7 x = -1 – 7
4 4
x= 6 x = -8
4 4
x= 3 x = -2 *** Now check in original equation!
Solving and Graphing Inequalities

Graphing Simple Inequalities: x>3
When finding the solution for an equation we get one answer for x. (There is only one
number that satisfies the equation.) For 3x – 5 = 16, the only solution is x = 7. When
we have an inequality to solve (greater than, less than, greater than or equal to, or less
than or equal to) we have a range of numbers that can be a solution. In that range there
is an infinite amount of possible numbers that make the inequality true.
Example:
x > 3 We know 4 is greater than 3. So is 5. So is 6. So is 7. Also 3.1 works. So does

3.01 and 3.001. So would 3.12 and 3.13… you start to get the picture that it would be
impossible to list all the possible solutions (all the possible numbers that make the
inequality “true”. Since we cannot list all the answers, we express the solution set by
graphing on a number line.
x>3 x<3 x>3 x<3

92
To graph an inequality, you must do two things. First you must put a circle on the
number (in this case, 3). Second, you must shade to the side of the circle that contains
the solution set.
Circle: Shade:
> and < get an open circle. Less than (and < )  Left (think L, L)
> and < get a closed circle. Greater than (and > )  Right
Solving and Graphing: Do all the same steps as solving equations to get the x by itself.
When the x is by itself, then you can graph the solution set.
5) 3x – 4 < 2 6) ½ x – 7 > -8 7) 2(5x – 3) > 14 8) 8 – 3x < 17
THE ONE DIFFERENCE BETWEEN SOVING EQUATIONS AND INEQUALITIES

When you multiply or divide on both sides by a negative number, you must turn the
inequality around.
When you multiply or divide on both sides by a negative number, you must turn the inequality around.
8 – 3x < 17
-8 -8
- 3x < 9
-3 -3 * Dividing both sides by -3, you must turn the inequality around. It changes from < to >.
x > -3
93
94
1 point
gets off provide an
topic. idea of any
mastery of
the text.
often
repetitive.

best. neatly and
clearly
written.
95
A. Solve each quadratic equations
1) x2 – 3x + 2 = 0 2) z2 – 5z + 4 = 0 3) x2 – 8x + 16 = 0
4) r2 – 12r + 35 = 0 5) c2 + 6c + 5 = 0 6) m2 + 10m + 9 = 0
7) x2 – 49 = 0 8) z2 – 4 = 0 9) m2 – 64 = 0
10) 3x2 – 12 = 0 11) d2 – 2d = 0 12) s2 – s = 0
13) 2x2 – 5x + 2 = 0 14) 3x2 – 10x + 3 = 0 15) 3x2 – 8x + 4 = 0
16) 5x2 + 11x + 2 = 0 17) y2 = 8y + 20 18) x2 = 9x – 20
B. Solve and Graph:
1) 3/5 x + 9 < 12 2) 4(2-3x) < 32 3) -21 < 7x – 144
4) 5x – 2 < 7x – 8 5) 11x – 5 > 15x + 3 6) 8x + 3 > 12x + 13
7) 24 – (5/6)x < 34 8) 8(11-2x) < 24 9) 10 > 8 - ⅔ x
10) 5(3x + 1) < -70 11) 15 - ⅝ x > 10 12) 24x – 32 < 8(5x – 12)
96
REFERENCES
 https://www.youtube.com/watch?v=kAfjLFaaNlw
 https://www.math.uh.edu/~dlabate/settheory_Ashlock.pdf
 http://users.bloomfield.edu/department/tutorial.doc
 http://www.boone.k12.ky.us/userfiles/1020/Classes/2702/unit%202a
%20-algebraic%20expressions%20-%20class%20notes-
1.doc.docx?id=438549
 https://www.sfponline.org/uploads/358/Simp&Comb-
SolveEquPacketandAnswers.doc
 https://www.storyofmathematics.com/simplifying-rational-expressions
 https://www.storyofmathematics.com/simplifying-rational-expressions
 https://www.math.lsu.edu/system/files/3.1%20SS.doc
 http://www.wallace.ccfaculty.org/book/8.4%20Mul
 https://www.math.lsu.edu/system/files/3.1%20SS.doc
 https://www.mathplanet.com/education/algebra-1/linear-
inequalitites/solving-linear-inequalities.
 https://sciencing.com/difference-linear-equations-linear-inequalities-
6188374.html
97

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MATH ED 3114:

COLLEGE AND ADVANCED

Felix M. Diano, Jr., LPT, PhD

Ian V. Rojas, LPT, EdD

Niña Bienna Marie Y. Monterde, LPT, MAEdc

Flexible Learning Course Syllabus

III. Course Syllabus

2 13.5 LESSON 3  Define algebraic Course  http://www.bo  Course  .Metaco

4 13.5 LESSON 6  Define relation and Course  https://ww  Course  .Metaco

IV. A. Points for Graded Output NUMERICAL GRADE EQUIVALENT

2 Major Task 60 97% - 1.2 87% - 2.0 77% - 2.8

96% - 1.3 86% - 2.1 76% - 2.9

TOTAL 380 91% - 1.7 81% - 2.5

Assessment 1. Rubric on metacognitive analysis.

Prepared by: Reviewed by: Approved for Use:

Date: January 22, 2021 Date: Date:

Elements: The objects that belong to the set.

C = {Larry, Moe, Curly}

F = {the people in this room}

The set of even counting numbers less than ten.

F = {x|x is a person in this room}

We read this as follows:

"F is the set of all x such that x is a person in this room"

Example: {x | x is an even counting number less than 10}

We say "9 is an element of B"

"cat is an element of D"

For example, the cardinality of set B is 4.

A formal definition of set equality is this:

Set A is equal to set B if the following conditions are met:

1. Every element of A is an element of B.

2. Every element of B is an element of A.

Are the following sets equal?

{–4, 3, 2, 5} and {–4, 0, 3, 2, 5}

{3} = {x | x is a counting number between 2 and 5}

{11, 12, 13,…} = {x | x is a natural number greater than 10}

For sets S and T, S is a subset of T if every element of S is also an element of T.

Set A is a Subset of B if every element of A is an element of B. Notation: AB

This means that S is contained within T.

F{x|x is a person in this building}

If S is a subset of T but is not equal to T, we say that S is a proper subset of T.

Proper Subset of a Set:

Set A is a proper subset of Set B if AB and A  B.

{2, 9}  B {1, 3, 5, 7, 9...}  N {dog, cat}  D

The number of subsets of a set with n elements is: 2n

Number of Proper Subsets

The number of proper subsets of a set with n elements is: 2n – 1

1. {1, 2, 5, 9, 13}  {2, 4, 6, 9} = {2, 9}

1. {1, 2, 5, 9, 13}  {2, 4, 6, 9} = {1, 2, 4, 5, 6, 9, 13}

2. {a, c, d, g}  {l, m, n, o} = {a, c, d, g, l, m, n, o}

A = {7} B = {1, 4, 5, 7} C = {1, 2, 4, 6}

Venn Diagrams and Subsets

1. Three things that I significantly learned from Lesson 1.

2 Three things that are still unclear to me.

3. Complete the statement: I used to think that…

4. Three questions I want to ask about Lesson 1

Completene Student Student Student Student There is not

Mechanics/ Student Student Student Student does Student

6. {2, 4, 6} = {x|x is an even number}

10. V has 7 proper subsets

1. The value of 25 is ___ .