San Jose Community College

San Jose Malilipot, Albay

MATHEMATICS
IN THE
MODERN WORLD

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Module 1: Nature of Mathematics
(Pre-Lim)

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 LESSON 1
Mathematics in our World
Learning Objectives: At the end of this lesson, the students are able to:
1. Determine the importance of mathematics in our world in real life.
2. Distinguish the different patterns and sequences.
3. Manifest the value of creativity and critical thinking in understanding mathematics in our
world.

1.1 Pattern and Numbers Everywhere

Everywhere we go, we can see patterns that can sometimes distinguished something to other
things. By just simply recalling pattern, we can identify animals, places, money, etc.

Example:
1. Zebra and Horse. We can see the resemblance between the two, but by looking at the
pattern on the stripes in the skin of zebra, we can identify which is which when placed
side by side.
2. Giraffe and Zebra. Besides the difference in the pattern on the print of their skins, their
sizes also create a distinction between one and another, making it easy for us to identify
which is zebra or giraffe.
3. Philippine Coins. As we can see on the new release coins in the Philippines, the sizes of
the coins and its print differentiate each from one another.

In most psychological assessments, the proper distinction of a pattern is being tested to

ensure the way a person thinks. This capability of recognizing pattern was depicted by mice in a
certain experiment. In the said experiment, the mice were given a punishment whenever they sit
above a platform placed inside their cage, as an observation, these mice stopped going above the
platform. Moreover, the expectation for human to recognize pattern is higher than animals. An
example of patterns that human must understand is shown in figure below.

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 ?
If you ask to determine of the figure that must appear in the box with question mark, most
will surely answer the given figure below. If we will see the obvious movement of the solid
circle and the hollow square, we can predict that the circle must be at the upper right while the
square will move from upper left to upper center then upper right, at which the two figures will
meet and overlap.

While having the capability to observe pattern, employers may see potential in a person
in terms of decision making at the crucial time. For example, if the company has a little shortage
on the fund, and both the electric bill and the internet bill are on due, which of the two must be
prioritized to be paid. If you recognized patterns, more you will recognized that settling the
internet first will be useless if the electric supply will be cut off, since internet modem are using
electric power to be turned on. Therefore, the best decision for such scenario is paying the
electric bill first. Furthermore, there are a lot of things in this world that cannot work together
without the proper math.

ACTIVITY 1.1
Direction: Encircle the best answer to every item.
1. Which of the choices will come next in the below sequence?

A B C D

2. Which among the choices continues the pattern below?

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 A B C D

3. Identify the missing square.

A B C D

4. Complete the sequence below.

A B C D

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 5. Identify which does not belong.
A B C D E F

1.2 Sequences and Series

Different types of Series:

1. Arithmetic Series - This type of series has every term differ by a certain amount called
the common difference. In the figure below, the top layer of pyramid has 1 cup while the
next layers have 2, 3, 4 and 5. In that case, the common difference between the terms of
the series is 1. This means that every term of the series differs by one cup.

Moreover, some helpful formulas can be used in arithmetic series and is summarized below.

a n=a1 + ( n−1 ) d
n
Sn= ( a1+ an )
2
Where:
a n = nth term of the series
a 1 = 1st term of the series
d = common difference
n = number of terms in the series

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 Sn = sum of the n term of the series

Example:
Find the sum of the 1st 20 terms of the series described below.
3, 7, 11, 15, 19, . . .

Solution:
Given: a 1 = 3, n =20
Asked: S20
Then,
d=7–3=4
a 20=3+(20−1)(4)
a 20=79
Then,
n
Sn= ( a1 +a n )
2
20
S20= ( 3+79 )
2
S20 =820

2. Geometric Series -in this type of series, every succeeding term has the same quotient
when divided. One of the best examples of this type of series is the diminishing bounce
of a basketball after bouncing for the first time from the fall. So, let’s say the first bounce
reaches 3ft, then 1.5 ft, then 0.75 ft and so on. Looking on the quotient of the 1st and 2nd
term, the value is 1/2. Same result can be obtained when dividing the 3rd and the 2nd term.
Furthermore, the value ½ which is the quotient when dividing any two consecutive terms
is what we called the common ratio.

Helpful formulas can be used in solving geometric series, whether finite or infinite, and is
summarized below.
a n=a1 r n−1
a
S n= 1 Infinite Series
1−r
Sn=a1 ¿¿ Finite Series
Where:
a n = nth term of the series
a 1 = 1st term of the series
r = common ratio
n = number of terms in the series
Sn = sum of the n terms of the series

Example:

Find the sum of the series given below.

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 16, 8, 4, 2, 1, . . .

Solution:

Given: a 1=16
Asked: Sn

Since no “n” is given, we will assume infinite series for this example.

Then,
a2 8 1
r= = =
a1 16 2
a1
Sn=
1−r
16
Sn=
1
1−
2
Sn=32

3. Fibonacci Series – In this type of series, the next term is calculated by adding the sum of
the two previous terms. An example of this type of series is the branches of a tree
wherein you can see that it started with 1 branch, then 1, then, 2, 3, 5, 8, 13 and so on.
Basically, the 3rd term which is derived from the sum of the 1st and 2nd term which are 1
and 1. Then 3 = 1 + 2, 5 = 2 + 3, 8 = 3 + 5 and 13 = 5 + 8.
4. Harmonic Sequence – In this sequence, the reciprocal of every term depicts an
arithmetic progression. An example of harmonic sequence is given by the sequence
below.
1 1 1 1
, , , ,...
2 5 8 11

If we get the reciprocal of each term, it will become 2, 5, 8, and 11. Looking at each term,
of the series formed after getting the reciprocal, an arithmetic progression is created with
common difference of 3. Therefore, the given sequence above, is really a harmonic sequence
after proving that the reciprocal of every term shows an arithmetic series.

SOLVING SERIES AND SEQUENCE PROBLEMS

Example:
1. The sum of the first 15 terms of the series 1, 2, 4, 8, … is ____.
Solution:
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 a. Determine what is being asked in the problem.
 In the given problem, the sum of the first 15 terms ( S¿¿ n)¿ is asked

b. Determine what type of series is given.

 The given series is a geometric progression

c. Identify the formula to be used.

n
a 1(1−r )
Sn=
1−r

d. List all the information that can be derive from the question that can be used as inputs
in the formula.
 a 1=2
4 8
 r = = =2
2 4
 n = 15

e. Apply the given derived from the problem formula.

a 1(1−r n )
Sn=
1−r
15
(1)(1−2 )
Sn =
1−2
Sn=32.767

2. Sophia sells a bag with an initial price of P200 for the first buyer, P350 for the second
buyer, P500 for the third buyer and so on. In the end of the day, Sophia has total sales of
P39, 050, how many bags did she sell?
Solution:
a. Determine what is being asked in the problem.
 In the given problem, the number of bags sold (n) is asked.

b. Determine what type of series is given.

 The given series is an arithmetic progression.

c. Identify the formula to be used.

n
Sn= (2 a1 + ( n−1 ) d)
2

d. List all the information that can be derived from the question that can be used as
inputs in the formula.
 a 1 = 200
 d=350−200=150200=150
 S_n=39, 050

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 e. Apply the given derived from the problem to the formula.
n
Sn= (2 a1 + ( n−1 ) d)
2
n
39 , 050= ¿
2
n
39 , 050= ( 400+ 150 n−150)
2
n
39 , 050= (250+150 n)
2
39 , 050=125 n+75 n 275n^2
2
75 n +125 n−39 , 050=0
n
[75 n2+ 125n−39 , 050=0]
2
[3 n¿¿ 2+ 5 n−1562=0]¿
( n−22 )( 3 n+71 )=0
( n−22 )=0 ( 3 n+71 )=0
n=22

3. Find the 123rd term of the series 1/3, 1/7, 1/11, . . .

Solution:

a. Determine what is being asked in the problems.

 In the given problem, 123rd term ( A123 ¿ is asked.

b. Determine what type of series is given.

 The given series is a harmonic sequence.

c. Transform the harmonic series to arithmetic series.

3, 7, 11, . . .

d. Identify the formula to be used.

An= A1 +( n−1) d

e. List all the information derived from the question that can be used as inputs in the
formula (consider the arithmetic series formed since we don’t have definite formulas
for harmonic sequence).
 A1=3
 d=7–3=4
 n = 123

f. Apply the given derived from the problem to the formula.

An= A1 +( n−1) d
A123 =3+(123−1)(4)

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 A123 =3+(122)(4)
A123 =491

g. Return the solved term to harmonic series.

1
A123 =
491

ACTIVITY 1.2
Direction: Show complete solution to every item and box the final answer. Fill up the required
data per given sequence.

1. 5, 11, 17, 23, . . .

Type of Sequence: _____________
A23 : _____________

S23 : _____________

Sum of the series

2. 2, -4, 16, -64, . . .

Type of Sequence: _____________
A23 : _____________

S23 : _____________

Sum of the series

3. 150, 30, 6, 6/5, . . .

Type of Sequence: _____________
A23 : _____________

S23 : _____________

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 Sum of the series
4. 2, 1, 3/2, 1/2, 2/5, . . .
Type of Sequence: _____________
A23 : _____________

S23 : _____________

Sum of the series

5. 2, 2, 4, 6, 10, 16, . . .
Type of Sequence: _____________
A23 : _____________

S23 : _____________

Sum of the series

6. 64, -32, 16, -8, 4, . . .

Type of Sequence: _____________
A23 : _____________

S23 : _____________

Sum of the series

7. 1/3, 2/9, 4/27, 8/81, . . .

Type of Sequence: _____________
A23 : _____________

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 S23 : _____________

Sum of the series

8. Junior put 10 pesos in his piggy bank yesterday, May 30, 2014. If he is planning to add 3
pesos in every previous amount that he saved, answer the following questions:

a. How much money will he have after 1 year assuming that this year is a leap year?
b. How much money did he put in his piggy bank on the 3rd day of July 2014?
c. After how many days did he reach a total savings of P2, 250?

9. A cup is arranged in pyramid manner. The base of the pyramid cup is made up of 820
cups. Each row is one cup lesser than the row below it. If the top most row has only one
cup, answer the following:

a. How many rows are there?

b. How many cups are used in this pyramid?

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 LESSON 2
Mathematical Languages and Symbols
Learning Objectives: At the end of this lesson, the students are able to:
1. Determine the different types of variables and sets.
2. Perform the basic operations in Sets.
3. Determine the different ways of expressing functions and relations.
4. Recognize the set of domain and range from the given set of ordered pairs.
5. Manifest logical and critical thinking in learning mathematical languages and symbols.

2.1 VARIABLES
A variable is a symbol, usually a letter that holds a value that may increase or decrease
over time or takes different values in different situation. Like for example, let’s have the
polynomial x 2−5 x+ 6. In this polynomial, variable x is used which may have different values. If
we try to substitute a value of 3 to variable x, the whole polynomial will have an equivalent
value of 0. For every case, the value of the variable may be different, or sometimes might not
exist. Sometimes a variable is represented using a symbol like for example in trigonometry. An
angle is often represented using a symbol called theta (Ɵ). The variables in an expression or
equation may be categorized into different types:

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According to Functional Relationship
 Independent Variable – called the predictor variable
 Dependent Variable – called the criterion variable

Examples:
The academic performance of students in Mathematics (y) depends on their study habits
and their attitudes towards the subject (x).

Independent Variable – Student’s study habits and attitudes (x)

Dependent Variable – Academic performance of students in Mathematics (y)

According to Continuity of Values

 Continuous Variables – variables that can be expressed in decimals
Example: Price of commodities, grades, height

 Discrete or Discontinuous Variables – variables that can’t be expressed in

decimals
Examples: number of students, cars, houses

2.2 SETS

Definition: A Set is a well-defined collection of distinct objects. It is also can be

denoted by a capital letter. Example: A={Even numbers}, Q={Primary colors},
D={0, 2, 5}

An Element is an object that makes up a set. It is enclosed by braces and

separated by commas. Example: {1, 2, 3, 4, 5}, {2, 4, 6, …}, {red, blue, yellow}

The Universal Set is a set containing all the existing elements. All the sets are
subset of the universal set. It is usually denoted as U.

The Order of the Set describes the number of elements inside a given set.
Example: {1, 21, 31, 41, 51, 61} Order = 6
{pants, shorts, trousers} Order = 3

Types of Sets:
1. Empty Set
a. A set that has no element in it
b. Also called as null set
2. Finite Set
a. Consist of countable number of elements
b. Has a determinate number of elements
Example: {2, 4, 6, 8, 10}
3. Infinite Set

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 a. Has indeterminate number of elements
Example: {even number}
4. Proper Subset of a Set
a. A set whose elements are found in a larger set
b. Part of a larger set
Example: Set = {Odd numbers} Subset = {1, 3, 11}
5. Improper Subset of a Set
a. A set is an improper subset of a given set if they are equal sets
b. Null set is an improper subset of any set
6. Disjoint Sets
a. Two or more sets with no common elements
Example: A = {vowels} and B = {consonants}
7. Joint Sets
a. Two or more sets with at least one common elements
Example: A = {composite numbers} and B = {odd numbers}
8. Equivalent Sets
a. Two or more sets with the same number of elements
Example: {1, 2, 3, 4, 5} and {6, 7, 8, 9, 10}
9. Equal Sets
a. Two or more sets with the same elements
Example: {red, blue, yellow} and {primary colors}

Basic Operations in Sets:

1. Union of Sets
 Union of two sets is simply the elements resulted from combining the two sets
 Union is denoted by U. (i.e. union of set A and B is written as A U B)

A B
Example:
A = {1, 2, 3, 5, 7, 11} B = {2, 4, 6, 8, 10}
A U B = {1, 2, 3, 4, 5, 6, 7, 8, 10, 11}
2. Intersection of Sets
 Intersection of two sets is simply the elements that are common to the two sets
 Intersection is denoted by the symbol ∩.

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 A B
Example:
A = {1, 2, 3, 5, 7, 11} B = {2, 4, 6, 8, 10}
A ∩ B = {2}
3. Difference of Sets
 The difference of two sets is the elements resulted when the elements common
two the two sets are subtracted from the minuend set.
A – B:

A B

B – A:

A B
Example:
A = 1, 2, 3, 5, 7, 11} B = {2, 4, 6, 8, 10}
A – B = {1, 3, 5, 7, 11}
B – A = {4, 6, 8, 10}

4. Complement (U’)
 Complement of sets is the elements found in the universal set that is not found in
any of the subsets of the universal set.
 The other way of saying this is the U’ = U – (A U B)

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 A B

U’

Example:
A = {odd numbers less than 15} = {1, 3, 5, 7, 9, 11, 13}
B = {prime numbers less than 15} = {2, 3, 5, 7, 11, 13}
U = {numbers less than 15} = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14}
U’ = {4, 6, 8, 10, 12, 14}

Sample Problems:
1. In class of 50 students, 27 like Math and 32 like Biology and every single student has at
least one liked subject. Answer the following question using the given.

a. Construct the Venn diagram of the given problem.

b. How many students like both Math and Biology?
c. How many students like Math alone?
d. How many students like Biology alone?

Solution:
a.
Mathematics Biology

Likes Likes both Likes

Math Math and Biology
alone Biology alone

 Let us denote the number of students who likes Math alone as M, while those who
like Biology alone as B and those who enjoyed both Math and Biology as X.
 Let us clarify that the 27 students who like Math is composed of the students who
like Math alone (M) and the students who like both Math and Biology (X).
Therefore, we can say in an equation that:
M + X = 27

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  Also, the 44 students who like Biology is composed of the students who like
Biology alone (B) and the students who like both Math and Biology (X).
Therefore, we can say in an equation that:
B + X = 44
 Lastly, the total number of students in the class is 50 which is composed of
students who likes Math alone (M), those who like Biology alone (B) and those
who enjoyed both Math and Biology (X). This statement can be expressed in an
equation as:
M + B + X = 50

b. Solving for the number of students who like both Math and Biology (X):
Note that: M + X = 27
B + X = 44

Then: (M + X) + (B + X) = 27 + 44
M + X + B + X = 71
(M + B + X) + X = 71

But: M + B + X = 50
So: (M + B + X) + X = 71
50 + X = 71
X = 71 – 50
X = 21

Therefore, 21 students like both Math and Biology.

c. Solving for the number of students who like Math alone (M):
Note that: M + X = 27

But: X = 21

So: M + X = 27
M + 21 = 27
M = 27 – 21
M=6

Therefore, only 6 students like Math alone.

d. Solving for the number of students who like Biology alone (B):
Note that: B + X = 44

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 But: X = 21

So: B + X = 44
B + 21 = 44
B = 44 – 21
B = 23

Therefore, only 23 students like Biology alone.

2. A is a subset of B and B is a subset of C. Identify the following:

a. Draw the diagram of the given condition.
b. Shade the region that describes the expression (B U A).
c. Shade the region that describes the expression (B ∩ A).
d. Shade the region that describes the expression (B – A).
e. Shade the region that describes the expression (C – B).
f. Shade the region that describes the expression (C ∩ B).

Solution:
a. Note that:
 A is a subset of B. Therefore, all the elements inside A are also inside B.
 B is a subset of C. Therefore, all the elements inside B are also inside C.

C B A

b. (B U A) is equal to B since A is just a subset of B.

C B A

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Therefore, (B U A) is B and is described by the diagram below:

C B A

c. (B ∩ A) is equal to A since A is a subset of B. Therefore, all the elements of A are in

B and all the elements in A are common to B.

C B A

Therefore, (B ∩ A) is equal to A and is described by the diagram below:

C B A

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d. (B – A) is equal to the elements in B that are not found in A and is shown by the
figure below:

C B A

Therefore, (B – A) is described by the diagram below:

C B A

e. (C – B) is equal to the elements in C that are not found in B and is shown in the figure
below:

C B A

Therefore, (C – B) is equal to B and is described by the diagram below.

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 C B A

f. (C ∩ B) is equal to B since B is a subset of C. Therefore, all the elements of B are in

C and all the elements in B are common to C.

C B A

Therefore, (C ∩ B) is equal to B and is described by the diagram below:

C B A

3. The universal set is composed of the letters in the English Alphabet while the other sets
are as follows:
A = {vowels}
B = {consonants}

Find the following:

a. A’ c. B – A e. (B – A) g. B ∩ A
b. B d. A – B f. B U A h (B U A)

Solution:
Note that:
 Set of vowels is a subset of the English Alphabet
 Set of consonants is a subset of the English Alphabet

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  Vowels and consonants have no common elements
 This can be described by the figure below:

B A
Consonants Vowels

U
English Alphabet

a. A is described by the diagram below:

B A
Consonants Vowels

U
English Alphabet

A = {b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z} = {consonants}

b. B is described by the diagram below:

B A

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 Consonants Vowels

U
English Alphabet

B = {a, e, I, o, u}

c. B and A has no common elements. Therefore, there is no element to be subtracted

from A to B. The condition (B – A) is described below:

B A
Consonants Vowels

U
English Alphabet

(B – A) = {b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z} = {consonants}

d. B and A has no common elements. Therefore, there is no element to be subtracted

from B to A. The condition (A – B) is described below:

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 B A
Consonants Vowels

U
English Alphabet

(A – B) = {a, e, I, o, u} = {vowels}

e. In previous problem, (B – A) is described as:

B A
Consonants Vowels

U
English Alphabet

Therefore, (B – A) is expressed in diagram as:

B A
Consonants Vowels

U
English Alphabet

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 f. (B U A) is equal to the universal set since all the elements in the universal set (which
is the English Alphabet) can only be categorized as either consonant or vowel.

B A
Consonants Vowels

U
English Alphabet

(B U A) = Universal Set

g. (B ∩ A) is a null set since they don’t have intersection.

B ∩ A = {}

h. B ∩ A is a null set since they don’t have intersection.

B ∩ A = {}

ACTIVITY 2.1
A. Identify the type of sets described by the following:
1. {factors of 25}
2. {real numbers}
3. {colors of the flag of the Philippines}
4. A ∩ B: If A = {odd numbers} B = {even numbers}
5. A U B: If A = {odd numbers} B = even numbers}
6. A: If A{1, 2, 3} and B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
7. A and B: If A{1, 2, 3} and B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
8. A and B: If A = {odd numbers} B = {even numbers}
9. A and B: If A = {1, 2, 3} and B = {3, 4, 5}
10. A and B: If A = {letters in READ} and B = {letters in DEAR}

B. True or False: If false, state the reason why the statement is incorrect.
1. All equivalent sets are equal sets.
2. All equal sets are equivalent sets.
3. Sometimes, a subset has higher order than its originating set.
4. A U B will have an order of m + n if A and B has an order of m & n respectively.

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 5. A subset can never have an equal number of elements with its originating set.

C. Consider the given sets below to solve the following operations:

U = Number less than 50
A = Odd numbers less than 50
B = Even numbers less than 50
C = Prime numbers less than 50
D = Multiples of 3 less than 50

1. A U B
2. A U C
3. A – C
4. (A – C)
5. (B U C)
6. A ∩ B
7. A ∩ D
8. U ∩ B
9. A
10. C – A

2.3 FUNCTIONS AND RELATIONS

Definition. A relation is the pairing or association of some kind between quantities that can
be one-to-one, one-to-many, or many-to-one. It is any set of ordered pairs.

A function is a relation in which element in the domain corresponds with one and only one
element in the range. It is an association between quantities that can either be one-to-one or
many-to-one.

Types of Relation

 one-to-one
 one-to-many
 many-to-one

Remember:
 All functions are relation, but not all relations are function.
 One-to-one and many-to-one relations can be considered as functions.

Vertical Line Test:

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 If a certain relation is plotted in the xy plane, a vertical line can be used to test whether the
plotted relation is a function or not. Basically, if the given relation is a function, the vertical line
will only intersect the plot at exactly one point anywhere in the graph. Just like what is shown in
the figure below.

This graph shows a function, because there is no

vertical line that will cross this graph twice.

This graph does not show a function, because any

number of vertical lines will intersect this oval twice. For
instance, the y-axis intersects (crosses) the line twice.

ACTIVITY:
Identify whether the given relation is a function or not. If it is a function write F and tell what
type of function relationship is depicted by the given many to one or one to one, if not write R
and give reasoning.
1. Ordered pairs (x, y): (1, 2), (3, 5), (5, -2), (3, 6), (10, 15), (7, 0)
2. A parabola opening to the right.
3. A circle.
4. A line sloping upward right.
5. The relation described by the equation y = /X/
6. The relation described by the equation y 2=5 x−3 y .
7. An ellipse
8. A parabola opening downward.
9. Ordered pairs (x, y): (1, 3), (2, 3), (5, 3), (-12, 3), (6, 3)
10. The relation described by the equation y= √ x +5 .

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