COLLEGE ALGEBRA 2020 EDITION

MATH MODULE 2020

MATHEMATICS IN THE
MODERN WORLD

RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Office of the General Education
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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COLLEGE ALGEBRA 2020 EDITION

Course Description:
This course deals with nature of mathematics, appreciation of its practical, intellectual, and
aesthetic dimensions, and application of mathematical tools in daily life.
This course begins with an introduction to the nature of mathematics as an exploration of
patterns (in nature and the environment) and as an application of inductive and deductive
reasoning. By exploring these topics, students are encouraged to go beyond the typical
understanding of mathematics as merely a set of formulas but as a source of aesthetic patterns of
nature, for example, and a rich language in itself (and of science) governed by logic and reasoning.
The Course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with a various aspects of present-day living, such as managing
personal finances, making social choices, appreciating geometric design, understanding codes
used in data transmission and security, and dividing limited resources fairly. These aspects will
provide opportunities for actually doing mathematics in a broad range of exercises that bring out
the various dimension of mathematics as a way of knowing, and test the students’ understanding
and capacity. (CMO NO. 20 series of 2013).

COURSE REQUIREMENTS
Students are required to do the following:
 Reading of assigned text and other materials;
 Regular class attendance;
 Punctual performance of assigned tasks such as performance tasks,
quizzes, class/home works, reflective papers, reports, projects, major
examinations, etc. ; and
 All students should actively participate in all oral/online activities and
discussions

To get the most out of this module, here are a few reminders:
1. Take your time in reading the lessons.

2. Write down points for clarifications. You may discuss these points with other students or with
your mentor.

3. Perform all activities and answer all worksheets. The activities and worksheets are designed to
enhance your understanding of thhe ideas and concepts being discussed.

4. Answer all test in this module, including the self-check questions, and check your answers
against the answer key. The tests will give you an idea how you will understand the lessons.
Review the lessons if necessary, until you have achieved a sufficient level of proficiency.

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TABLE OF CONTENTS

Page
Front page…………………………………………………………………………………………1
Course description………………………………………………………………………………..2
Course requirements……………………………………………………………………………. 2
CHAPTER 1 The nature of mathematics…………………………………………...…...4-10
 Mathematics in nature
 Numbers and patterns
CHAPTER 2 Mathematics as a language……….………………………………………11-40
 The language of mathematics
 Sets
 Real number system and binary operation
 Function and relation
 Elementary logic
CHAPTER 3 Logic…………………………….……………………………………………41-62
 Propositions
 Truth tables and tautologies
 Conditional, biconditional, and related statements
 Logical equivalence
 Symbolic arguments
 Arguments and Euler diagram
CHAPTER 4 Problems, reasons, and solutions in mathematics......................…….63-103
 Inductive reasoning
 Deductive reasoning
 Worded problems
CHAPTER 5 Statistics and data…………………………………………………………104-128
 Introduction to statistics
 Measures of central tendency
 Measures of dispersion
CHAPTER 6 Commercial mathematics………………….……………………..…....129-137

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 Simple and compound interest

Chapter 1: THE NATURE OF MATHEMATICS

Grading Period: Prelim

Sub-Topic/s:
Mathematics in nature
Numbers and patterns

1.1 Mathematics in nature

LEARNING OUTCOMES:
In this lesson, you will be able to:
 identify Fibonacci sequence in nature; and
 determine the nth term of the Fibonacci sequence.

Enabling Activity: (Collaboration)

Title: Exploration
Time: 5 minutes
Material: Hand-outs
Direction: Identify the flower and the number of its petals.
Image Name Number of petals

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DISCUSSION: (30min)

The numbers 3, 5, 8, 13, and 21 are all parts of the Fibonacci sequence. The number of
petals of the flower is usually a Fibonacci number. The man behind this sequence is Leonardo
Pisano Bogollo, whose nickname was “Fibonacci.” Study the pattern of the Fibonacci sequence
below.

Term( F n ¿ 0 1 1 2 3 5 8 13 …
Tern 0 1 2 3 4 5 6 7 …
number(n)

What is the 9th term? Answer: _______

How did you solve the 9th term?
Answer: _______________________________________________________________

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What is the pattern of the Fibonacci sequence?

Answer: _______________________________________________________________
Formula:
F n=F n−1+ F n−2
Where:
F n = Fibonacci number
F n−1 = The previous term
F n−2 = The term before F n−1

Main Task:
Title: Fibonacci numbers
Time: 10 minutes
Material: Hand-outs
Direction: Find the 11th to 15th term of the Fibonacci sequence.

a. 11th term: _____ b. 12th term: _____

c. 13th term: _____ d. 14th term: _____
e. 15th term: _____

Reinforcement:

Title: Fibonacci numbers

Time: 10 minutes
Material: Hand-outs
Direction: Find the 16th to 18th term of the Fibonacci sequence.

a. 16th term: _____

b. 17th term: _____
c. 18th term: _____

SUMMARY:

Formula:
F n=F n−1+ F n−2
Where:
F n = Fibonacci number 6
F n−1 = The previous term
F n−2 = The term before F n−1
COLLEGE ALGEBRA 2020 EDITION

REFERENCES:

Textbook:
Manlulu and Hipolito. (2019). Mathematics in the Modern World. Published and
Distributed by REX Book Store: 856 Nicanor Reyes, Manila

Online reference:
The Fibonacci sequence: Nature's Code. https://www.youtube.com/watch?v=wTlw7fNcO-0

1.2 Numbers and patterns

Learning outcomes:
In this lesson, you will be able to:
 determine the nth term of the number sequence; and
 generate a pattern to form a number sequence.

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Enabling activity:

Title: Exploration
Time: 5 minutes
Material: Hand-outs

Direction: Describe the pattern of each sequence.

1. 99, 100, 101, 102, 103,… ___________________________

2. 5, 10, 20, 40, 80, …. _______________________________
3. 11, 22, 33, 44, 55, … _______________________________

Discussion: (30min)

A sequence may be finite or infinite. The Fibonacci sequence is an infinite sequence. A

finite sequence. A finite sequence has a definite numbers of terms. A list of numbers which form is
called sequence. Numbers patterns may be describe by examining how terms are being
generated.

Examples:
To generate the next term, the number to be added Example
is
Repeating 10, 20, 30, 40, 50, 60, …
Growing/ increasing 14, 15, 17, 20, 24, 29, ….
Shrinking 118, 98, 73, 43, 8, -32,…

Main Task:
Title: Numbers and pattern
Time: 15 minutes
Material: Hand-outs

Direction: Write the next two terms of the following sequences.

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COLLEGE ALGEBRA 2020 EDITION

1. 10, 15, 9, 17, 8, 19, 7, ______, ______

2. 1.15, 2.25, 3.35, 4.45, _______, ________
3. 48, 48, 53, 43, 59, 37, ______, _______
4. 721, 521, 711, 531, 701, 541, ______, _______
5. 2, 6, 18, 54, _______, _______
6. 9, 18, 27, 36, 45, _______, ________
7. 100, 78, 54, 28, 0, ______, ________
8. 151, 149, 145, 137, ______, _______
1 11 23 37 53
9. , , , , , ________, ________
2 2 2 2 2
10. √ 2, 12 + √ 2, 24 + √ 2, 36 + √ 2 , _________, ________

Reinforcement:
Title: Numbers and pattern
Time: 10 minutes
Material: Hand-outs

Direction: Create a sequence satisfying the following: Prove that it satisfies the
given condition.
1. The tenth term is 100.
________________________________________________________________
2. The first is 12.
________________________________________________________________
3. The third is ½.
________________________________________________________________

SUMMARY:

A sequence may be finite or infinite. The Fibonacci sequence is an infinite sequence. A finite
sequence. A finite sequence has a definite numbers of terms. A list of numbers which form is
called sequence. Numbers patterns may be describe by examining how terms are being
generated.

Examples: 9
To generate the next term, the number to be Example
added is
Repeating 10, 20, 30, 40, 50, 60, …
COLLEGE ALGEBRA 2020 EDITION

REFERENCE:

Textbook:
Manlulu and Hipolito. (2019). Mathematics in the Modern World. Published and
Distributed by REX Book Store: 856 Nicanor Reyes, Manila

Chapter 2: Mathematics as a language

Grading Period: Prelim

No. of hours:

2.1 The language of mathematics

Learning outcomes:
In this lesson, you will be able to:
 classify the characteristics of mathematical language;

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COLLEGE ALGEBRA 2020 EDITION

 differentiate expressions from sentences; and

 identify conventions in the mathematical language.

Enabling Activity: (Collaboration)

Title: Exploration
Time: 5 minutes
Material: Hand-outs

Direction: Discuss the characteristics of the language of mathematics.

1. The language of mathematics is precise.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
2. The language of mathematics is concise.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
3. The language of mathematics is powerful.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

Discussion: (30min)

Comprehending a message is better understood once a person understand how things are
said and may know why it is said. The use of language in mathematics is far from ordinary speech.
It can be learned but needs a lot of efforts like learning a new dialect or language.

Expressions versus sentences

You learned in your English subject that expressions do not state a complete thought, but
sentences do. Mathematical sentences state a complete thought. On the other hand, mathematical
expressions do not. You cannot test if it is true or false.
Mathematical expression Mathematical sentence
26 . 4 -11 + 7 = 4

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COLLEGE ALGEBRA 2020 EDITION

5+2 1 -4 = -3
x + √2 1.x=x

Conventions in the mathematical language

The common symbol used for multiplication is x but it can be mistakenly taken as the
variable x. There are instances when the centered dot ( .) is a shorthand to be used for
multiplication especially when variables are involved. If there will be no confusion, the symbol may
be dropped.

8 ∙ y=8 y

a ∙ b ∙ c=abc

t ∙ s ∙9=9 st

It is conventional to write the number first before the letters. If in case the letters are more than
one, you have to arrange the letters alphabetically.

Main Task 1:
Title: Mathematical expression Vs. mathematical sentence
Time: 10 minutes
Material: Hand-outs

Direction: Classify each given equation as a mathematical expression or mathematical sentence.

1. a + 9 ______________________

2. b + 0 = b ______________________

t
3. ______________________
100

4. 3.1416 ______________________

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5. x+y = y +x ______________________

6. 2 c 2 de ______________________

7. -8 + 9 = -1 ______________________

c2
8. ______________________
100

9. 0.5 ______________________

10. c-d = d-c ______________________

Main Task 2:
Title: Most conventional way
Time: 10 minutes
Material: Hand-outs

Direction: For each of the following expressions, write each in the most conventional way.
1. √ 3 ∙ x ________________________
2. z ∙ y ∙5 ________________________
3. 8 ∙ y ∙ x ________________________
4. c 2 ∙ a 4 ∙b 2 ∙ 3 ________________________
5. 11∙ z10 ∙t ∙ y 6 ________________________

Reinforcement 1:
Title: Mathematical expression Vs. mathematical sentence
Time: 10 minutes
Material: Hand-outs

Direction: Classify each given equation as a mathematical expression or mathematical sentence.

1. 10 + b ______________________
2. x + 0 = x ______________________
c
3. ______________________
892
4. 4. 67312 ______________________
5. c - f = f +c ______________________

Reinforcement 2:

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COLLEGE ALGEBRA 2020 EDITION

Title: Most conventional way

Time: 10 minutes
Material: Hand-outs

Direction: For each of the following expressions, write each in the most conventional way.
1. √ 5 ∙7 ________________________
2. a ∙ b ∙7 ________________________
3. 4 ∙r ∙ s ________________________
4. z 2 ∙ a 4 ∙ f 2 ∙ 4 ________________________
5. 9 ∙ z10 ∙t ∙ y 6 ________________________

SUMMARY:

Comprehending a message is better understood once a person understand how things are
said and may know why it is said. The use of language in mathematics is far from ordinary
speech. It can be learned but needs a lot of efforts like learning a new dialect or language.

REFERENCES:

Textbook:
Manlulu and Hipolito. (2019). Mathematics in the Modern World. Published and
Distributed by REX Book Store: 856 Nicanor Reyes, Manila

2.2 SETS
LEARNING OUTCOMES:
In this lesson, you will be able to:
 define sets;
 identify the different types of sets; and
 list all possible subset of sets.

Enabling Activity:
Title: Pre-test
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Time: 5 minutes
Material: Hand-outs
COLLEGE ALGEBRA 2020 EDITION

Part 1: Direction: Encircle the best answer of the following.

1. When talking about sets, what does the symbol ∙ ∙∙ mean?

a. Ellipsis b. Intersection c. Subset d. Point
2. This set whose elements are limited and the last element can be identified.
a. Infinite set b. Subset c. Element d. Finite set
3. Which of the following is EQUIVALENT to {a, b, o, u, t}.
   a. {4} b. {5} c. {L, O, V, E} d. {f, a, i, t, h}
4. If set A = {2, 9, 5, 4}, then the number of subsets which can be formed from A is
   a. 3 b. 4 c. 8 d. 16
5. What do you call a set with no elements?
a. Proper set b. Empty or null set c. Element d. Member

Title: Interactive Crossword Puzzle

Time: 5 minutes
Material: Hand-outs

Part 2. Instruction: Answer the crossword puzzle by referring to the guide

questions below.

1 2

4
3

1. It is a collection or group of well-defined objects.

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COLLEGE ALGEBRA 2020 EDITION

2. When talking about sets, it is fairly standard to use Capital Letters to represent the sets, and
lowercase letters to represent an _______ in that set.
3. When we define a set, if we take pieces of that set, we can form what is called a ______.
4. We simply list each elements separated by a comma, and then put some curly brackets around
the whole thing: What is the other term for elements?
5. In sets the three dots mean “continue on” is called _________.

DISCUSSION: (30min)

What is a set? It’s a collection or group of well-defined objects. These objects are called
elements or members of the set. The origin of sets lies in the pioneering work of George Cantor
who published his first work on infinite sets in 1874.

It is definitely common for us to use the concept of sets in everyday experience. Examples are
given below:
A set of silverware a set of encyclopedia
A set of tires for a car a set of dishes

In mathematics, we have discussed some of the following:

A set of whole numbers a set of points

A set of integers a set of solutions for an equation

The main characteristics of a set in mathematics is that it is well-defined. There is a

universe of objects to be considered. If we are given a particular object, we know whether that
particular object is an element of the set or not. For example, if we consider the set of odd integers,
1
we know that 7 is an element of this set, and 10 and are not. On the other hand, the set of
3
honest people is not well-defined because it may include different people in the set.

Example 1: Well-Defined Set

a. the set of all large numbers

b. the set of all multiples of 5
c. the set of good politicians
d. the set of honest students in your class

Solution:
a. The set is not well-defined. Some people will have different opinions on which numbers are
large.

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COLLEGE ALGEBRA 2020 EDITION

b. The set is well-defined. Numbers that are multiples of 5 can easily be differentiated from the
others.
c. The set is not well defined. Some people may include different politicians in the set.
d. The set is not well-defined because there is no common agreement as to what is meant by
“honest students.”

Try it 1
Which of the following sets are well-defined?
a. the set of all factors of 18
b. the set of friendly students in your class
c. the set of senior citizens
d. The set of all your crush
e. The set of your favourite color

1.1 DESCRIBING SETS

Notation

When talking about sets, it is fairly standard to use Capital Letters to represent
the set, and lowercase letters to represent an element in that set.

So for example, A is a set, and a is an element in A. Same with B and b, and C

and c.

Also, when we say an element a is in a set A, we use the symbol   to show it.
And if something is not in a set use  .

Example: Set A is {1,2,3}. We can see that 1   A, but 5   A

There is a fairly simple notation for sets. We simply list each element (or "member")
separated by a comma, and then put some curly brackets around the whole thing:

The curly brackets {} are sometimes called “set brackets” or “braces”. The three dots ... are called
an ellipsis, and mean “continue on”. So that means the first example continues on ... for infinity.

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COLLEGE ALGEBRA 2020 EDITION

Numerical Sets

So what does this have to do with mathematics? When we define a set, all we have to
specify is a common characteristic. Who says we can't do so with numbers?
 Set of even numbers: {..., -4, -2, 0, 2, 4, ...}
 Set of odd numbers: {..., -3, -1, 1, 3, ...}
 Set of prime numbers: {2, 3, 5, 7, 11, 13, 17, ...}
 Positive multiples of 3 that are less than 10: {3, 6, 9}

Even More Notation

Empty (or Null) Set
This is probably the weirdest thing about sets. As an example, think of the set of piano
keys on a guitar. "But wait!" you say, "There are no piano keys on a guitar!" And right
you are. It is a set with no elements. This is known as the Empty Set (or Null
Set).There aren't any elements in it. Not one. Zero. It is represented by Or by {} (a set
with no elements).

So:
 The first set {1, 2, 3, 4, ...} we call an infinite set,
 The second set {2, 4, 6, 8} we call a finite set.
But sometimes the "..." can be used in the middle to save writing long lists:
Example: the set of letters:
{a, b, c, ..., x, y, z}
In this case it is a finite set (there are only 26 letters, right?)

Equal sets and equivalent sets

The cardinal number of a set A, denoted by n(A), is the number of elements in the set.
Thus, in A = { a , e ,i , o , u }, n(A)=5 because set A contains 5 elements.
Two sets that contain exactly the same number of elements are called equivalent sets. If
we are given A = { 1 , 2, 3 , 4 } and B= { m , a ,t , h }, we say that set A is equivalent to set B (A≈ B ¿.
Both sets contain four elements; hence, they are equivalent.
Two sets that contain exactly the same elements are said to be equal sets. If we are given
A = { a , e ,i , o , u } and B = { e , o ,i , u , a }, then we can say that A=B. These two sets contain exactly
the same elements and, therefore, are equal.
Example: Equal and Equivalent sets
Are the following sets are equal?
1. A = { t ,e , n }, B = { n , e ,t }
2. C = { m , a ,t , h } D = { g , e , o , m }
3. E = { 1 , 2, 3 , 4 } F = { 5,10,15,20 , … }
Solution:
a. Yes, sets A and B are equal sets because they contain exactly the same elements. The order of
the listings of the elements does not change the set.
b. Sets C and D are not equal sets but are equivalent sets. They do not contain exactly the same
elements.

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COLLEGE ALGEBRA 2020 EDITION

c. Set E contains four elements, and F contains an infinite number of elements. Hence, sets E and
F are not equivalent sets nor equal sets.

1.2 SUBSET OF A SET

If every element of a given set C is also an element of another set D, then C is a subset of
D. In symbols, C ⊆ D, read as “C is a subset of D”. Any set is a subset of itself and the null set is
considered a subset of every set.

A universal set, denoted U, contains all the elements of its subsets. Let U = {1,2,3}. The
subsets of U are {}, {1}, {2}, {3}, {1,2}, {1,3}, {2,3}, and {1,2,3}.

The cardinality of a set refers to the number of elements of the set and is denoted by n(U).
In the above example, n(U) = 3. The number of subsets of any set is given by 2n, where n is the
cardinality of U. It follows then that a set with 3 elements has 23, or 8, subsets. Likewise, a set with
5 elements has 25, or 32, subsets.

The set containing all the subsets of a set is called the power set of the given set. The
power set of U= {1,2,3} is { {}, {1}, {2}, {3}, {1,2}, {1,3}, {2,3}, and {1,2,3} }.

Proper Subsets
A is a proper subset of B if and only if every element in A is also in B, and there exists at
least one element in B that is not in A. This little piece at the end is only there to make sure that A
is not a proper subset of itself. Otherwise, a proper subset is exactly the same as a normal subset.
Example:
{1, 2, 3} is a subset of {1, 2, 3}, but is not a proper subset of {1, 2, 3}.
Example:
{1, 2, 3} is a proper subset of {1, 2, 3, 4} because the element 4 is not in the first set.
Notice that if A is a proper subset of B, then it is also a subset of B.
In brief:
 If A is a subset of B then A and B can be equal.
 If A is a proper subset of B then A cannot be equal to B.
Main Task:
Title: Subset and proper subset
Time: 15 minutes
General direction: Answer what is being asked.
Material: Hand-outs

A. Write all the subsets for the following.

a. {3} _________________________________________________

b. {6, 11} _________________________________________________

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COLLEGE ALGEBRA 2020 EDITION

c. {2, 5, 9} _________________________________________________

d. {1, 2, 6, 7} _________________________________________________

e. {a, b, c} _________________________________________________

g. {p, q, r, s} _________________________________________________

B. Write down all the possible proper subsets for each of the following.

a. {a, b, c, d} __________________________________________________

b. {1, 2, 3} __________________________________________________

c. {p, q, r} __________________________________________________

d. {5, 10} __________________________________________________

C. If U = {1, 3, 5, 7, 9, 11, 13}, then which of the following are subsets of U. Encircle the letter of
your answer.

A = {2, 4}  B = {0} C = {1, 9, 5, 13} D = {5, 11, 1} 

E = {13, 7, 9, 11, 5, 3, 1}  F = {2, 3, 4, 5} 

Reinforcement:
Title: Subset and proper subset
Time: 10 minutes
General direction: Answer what is being
Material: Hand-outs

A. Let A = {2, 3, 4, 5, 6, 7} B = {2, 4, 7, 8) C = {2, 4}. Fill in the blanks by ⊆ or ⊈ to make the
resulting statements true.

1. B __ A 4. C __ A

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COLLEGE ALGEBRA 2020 EDITION

2. B __ C 5. A __ B
3. C __ C 6. C __ B

B. Find the number of subsets for set.

(a) containing 3 elements _______

(b) whose cardinal number is 5 _______

C. Let P = {3, 5, 7, 9, 11}     Q = {9, 11, 13}   R = {3, 5, 9}  

S = {13, 11}

Write Yes or No for the following.

(a) R ⊆ P ______

(b) Q ⊆ P ______

(c) R ⊆ S ______

(d) S ⊆ Q ______

(e) S ⊆ P ______

(f) P ⊈ Q ______

(g) Q ⊈ R ______

(h) S ⊈ Q ______

1.3 BASIC OPERATIONS ON SETS

Learning outcomes:
In this lesson, you will be able to:
 solve exercises involving the basic operation on sets; and
 solve problems using Venn diagram.

Enabling Activity:
Title: Pre-test
Time: 5 minutes
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Material: Hand-outs
COLLEGE ALGEBRA 2020 EDITION

Part 1: Direction: Encircle the best answer of the following.

1. When talking about sets, what does the symbol ∪ mean?

a. Union b. Intersection c. Subset d. Point
2. If P = {a, b, c, d, e}, Q = {a, c, e, d, t} and R = {t, d, c, b, e}, then the intersection of P, Q and
R is__
a. {a, c} b. {a, c, e} c. {c, d} d. {c, d, e}
3. When talking about sets, what does the symbol ∩ mean?
   a. Union b. Intersection c. Subset d. Point
4. It is a diagram representing a mathematical or logical sets pictorially as circles.
   a. Venn diagram b. Bar graph c. Line Graph d. Set graph
5. The information below refers to Q. 5
 
 U = {a,d,c,r,f,v,t,w} H = {a,d,c,v}, J = { r,c,f}

  H union  J is__
   a. {a, d, r, f, v, t} b. {a, d, v, c, f, r} c. {c} d. {a, d, v, t}

Title: Scrambled words

Time: 5 minutes
Material: Hand-outs

Part 2. Instruction: Use the clue to rearrange the letters to form the correct words of different
operations on sets.

1. O N U I N ___ ___ ___ ___ ___

Clue: Joining or combining two or more things into one.
2. S E I N R T C T N O I E ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Clue: The set of elements common to two or more sets.
3. P L E M O C T N E M ___ ____ ___ ____ ___ ___ ___ ___ ___ ___
Clue: The set of all elements that do not belong to a given set and are contained in a particular
mathematical set containing the given set.
4. N C E E R E F F I D ___ ____ ___ ____ ___ ___ ___ ___ ___ ___
Clue: The element or factor that separates or distinguishes contrasting situations.

Discussion: (30min)

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UNION
The union of two sets is a set containing all elements that are in A or in B (possibly both).
For example, {1, 2} ∪ {2, 3} = {1, 2, 3}.
Thus, we can write x ∈ (A∪B) if and only if (x ∈ A) or (x ∈ B).
Note that A ∪ B = B ∪ A. In Figure 1, the union of
sets A and B is shown by the shaded
area in the Venn diagram.

Fig.1 - The shaded area shows the set B ∪ A.

INTERSECTION
The intersection of two sets A and B, denoted by A ∩ B, consists of all elements that are
both in A and B.
For example, {1, 2} ∩ {2, 3} = {2}. In Figure 2, the intersection of sets A and B is shown by the
shaded area using a Venn diagram.

Fig. 2 - The shaded area shows the set B ∩ A.

COMPLEMENT

The complement of a set A, denoted by  Ac  or  A' , read as A complement or A prime, is the
set of all elements that are in the universal set S but are not in A.
For example, Let S= {1, 2, 3, 4, 5, 6, 7} and A = {1, 3, 5, 6} then A' = {2, 4, 7}. In Figure 3, is shown
by the shaded area using a Venn diagram.

Fig. 3 - The shaded area shows the set  A' = Ac .

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COLLEGE ALGEBRA 2020 EDITION

DIFFERENCE

The difference (subtraction) is defined as follows. The set A−B or AB consists of elements

that are in A but not in B.
For example, if A= {1, 2, 3} and B= {3, 5}, then A − B= {1, 2}. In Figure 4, A−B is shown by the
shaded area using a Venn diagram. Note that A − B= A ∩ Bc .

Fig. 4 - The shaded area shows the set A − B.

1.4 SOLVING PROBLEMS USING VENN DIAGRAMS

There are some type of problems that can be solved by using a Venn diagram.

Example:
In a group of 36 first year college male students, 22 like basketball, 18 are interested in tennis, and
14 like volleyball. Of these students, 7 are interested in both volleyball and basketball, 9 like both
basketball and tennis, 5 like both tennis and volleyball, and 3 students like the three sports.
1. How many students like volleyball only?
2. How many students like basketball but do not like tennis and volleyball?
3. How many students like at least one sport?
4. How many students like exactly one sport?
5. How many students are interested in tennis only?

Solution:
Let B = set of students who like basketball
T = set of students who like tennis
V = set of students who like volleyball
Answers to the questions:

1. 5 students

2. 9 students

3. 36 students

4. 21 students

5. 7 students
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COLLEGE ALGEBRA 2020 EDITION

Main Task 1:
Title: Operation on sets
Time: 10 minutes
Material: Hand-outs

Answer what is being asked.

U= { 1,2,3,4,5,6,7,8 }
Let A={ 3,5,7,8 } , B={ 1,2,5,6 } and C= { 1,4,5,6,7 }
Find each set.
1. A ∪ B ______________
2. A ∩C ______________
3. AB ______________
4. B' ______________
5. ( A ∪ B ) ∩ ( A ∪C ) ______________
6. A ∪ (B∩ C ) ______________
7. A ' ∪ B ' ______________
8. ( A ∪ B) ' _______________
9. ( A ∩C)' ______________
10. ( A ∪ B ) ∩ ( A ∪C ) ______________

Main Task 2:
Title: Solving problem using Venn diagram
Time: 5 minutes
Material: Hand-outs

Solve this problem using the Venn diagram.

1. In a small community, a survey on the favourite television programs 63 housewives was made.
Based on the survey, 38 housewives watch musical programs, 27 watch drama anthologies, and
29 watch variety shows. Furthermore, 16 housewives watch both musical and variety shows, 12
watch both drama and musical programs, 8 watch both drama and variety shows, and 5 watch all
the three types of programs. How many watch musical programs but not drama anthologies or
variety shows?

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COLLEGE ALGEBRA 2020 EDITION

Reinforcement:
Title: Solving problem using Venn diagram
Time: 5 minutes
Material: Hand-outs

Direction: Solve this problem using the Venn diagram.

1. Among the 96 members of a college dance group, 49 members dance jazz, 45 dance the ballet,
and 42 dance the modern dance. Also, 14 of them dance both modern dance and ballet, 15 dance
both modern dance and jazz, 16 dance both ballet and jazz, and 5 dance all three kind of dances.
How many members dance the ballet only?

SUMMARY:

Set it is a collection or group of well-defined objects.

When we say that A is a subset of B, we write A ⊆ B.
Or we can say that A is not a subset of B by A ⊆ B ("A is not a subset of B")
When we talk about proper subsets, we take out the line underneath and so it becomes A ⊂ B
or if we want to say the opposite, A ⊂ B.

BASIC OPERATION ON SETS

 The union of two sets is a set containing all elements that are in A or in B (possibly
both).
 The intersection of two sets A and B, denoted by A ∩ B, consists of all elements that
are both in A and B.
 The complement of a set A, denoted by  Ac  or  A' , read as A complement or A prime,
is the set of all elements that are in the universal set S but are not in A.
 The difference (subtraction) is defined as follows. The set A−B consists of elements
that are in A but not in B.

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COLLEGE ALGEBRA 2020 EDITION

REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:
Introduction to set. https://www.mathsisfun.com/sets/sets-introduction.html
Set operations. https://www.probabilitycourse.com/chapter1/1_2_2_set_operations.php

2. 4 THE REAL NUMBER SYSTEM

Learning outcomes:
In this lesson, you will be able to:
 explain the real number system;
 identify the axiom/ law/ property of addition and multiplication shown in a mathematical
statement; and
 classify the relation as function or not function.

Enabling activity:

Title: Classifying the real number system

Time: 5 minutes
Material: Hand-outs

Instruction: Classify the real number system. Choose your answer in the box then write your
answer in the circle which the number belong/s.

−9 3
-1 0 -2 1.41421356… 9.45 -3 1 π 2 -4 3
2 4

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COLLEGE ALGEBRA 2020 EDITION

Rational Numbers

Integers
Real Numbers
Natural
WholeNumbers
Numbers

Irrational Numbers

Discussion: (35min)

2.1 THE REAL NUMBER SYSTEM

Source: http://blogs.glnd.k12.va.us/jspessard/files/2012/08/Screen-shot-2012-08-10-at-7.16.42-
PM.png

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COLLEGE ALGEBRA 2020 EDITION

THE REAL NUMBER SYSTEM

The real number system evolved over time by expanding the notion of what we mean by
the word “number.” At first, “number” meant something you could count, like how many sheep a
farmer owns. These are called the natural numbers, or sometimes the counting numbers.

Natural Numbers
or “Counting Numbers” 1, 2, 3, 4, 5, . . .
The use of three dots at the end of the list is a common mathematical notation to indicate
that the list keeps going forever. At some point, the idea of “zero” came to be considered as a
number. If the farmer does not have any sheep, then the number of sheep that the farmer owns is
zero. We call the set of natural numbers plus the number zero the whole numbers.

Whole Numbers
Natural Numbers together with “zero” 0, 1, 2, 3, 4, 5 . . .

Integers
Whole numbers plus negatives . . . –4, –3, –2, –1, 0, 1, 2, 3, 4, . . 

Rational Numbers

All numbers of the form  , where a and b are integers (but b cannot be zero)

Rational numbers include what we usually call fractions. Notice that the word “rational”
contains the word “ratio,” which should remind you of fractions. The bottom of the fraction is called
the denominator. Think of it as the denomination—it tells you what size fraction we are talking
about: fourths, fifths, etc. The top of the fraction is called the numerator. It tells you how
many fourths, fifths, or whatever.
 RESTRICTION: The denominator cannot be zero! (But the numerator can)
If the numerator is zero, then the whole fraction is just equal to zero. If I have zero thirds or
zero fourths, than I don’t have anything. However, it makes no sense at all to talk about a fraction
measured in “zeroths.”
 Fractions can be numbers smaller than 1, like 1/2 or 3/4 (called proper fractions), or they
can be numbers bigger than 1 (called improper fractions), like two-and-a-half, which we
could also write as 5/2
1
All integers can also be thought of as rational numbers, with a denominator of 1: 3 =
3
This means that all the previous sets of numbers (natural numbers, whole numbers, and
integers) are subsets of the rational numbers. Now it might seem as though the set of rational
numbers would cover every possible case, but that is not so. There are numbers that cannot be
expressed as a fraction, and these numbers are called irrational because they are not rational.

Irrational Numbers
Cannot be expressed as a ratio of integers. As decimals they never repeat or terminate (rational
always do one or the other)
Examples: 

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COLLEGE ALGEBRA 2020 EDITION

Rational (terminates)

Rational (repeats)

Rational (repeats)

Rational (repeats)

Irrational (never repeats or terminates)

2.2 AXIOMS OF EQUALITY

An Axiom is a mathematical statement that is assumed to be true. There are five basic
axioms of algebra. The axioms are the reflexive axiom, symmetric axiom, transitive axiom, additive
axiom and multiplicative axiom. Let a, b, c, and d ∈ R.

1. Reflexive Axiom: A number is equal to itself. (e.g a = a). This is the first axiom of equality. It
follows Euclid's Common Notion One: "Things equal to the same thing are equal to each other."

2. Symmetric Axiom: Numbers are symmetric around the equals sign. If a = b then b = a. This is
the second axiom of equality It follows Euclid's Common Notion One: "Things equal to the same
thing are equal to each other."

3. Transitive Axiom: If a = b and b = c then a = c. This is the third axiom of equality. It follows
Euclid's Common Notion One: "Things equal to the same thing are equal to each other."

4. Additive Axiom: If a = b and c = d then a + c = b + d. If two quantities are equal and an equal
amount is added to each, they are still equal.

5. Multiplicative Axiom: If a=b and c = d then ac = bd. Since multiplication is just repeated addition,
the multiplicative axiom follows from the additive axiom.

AXIOMS FOR ADDITION AND MULTIPLICATION

Let a, b, and c ∈ R.

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COLLEGE ALGEBRA 2020 EDITION

1. Closure: The sum and product or product of two real numbers is a real number.
For example: a+ b ∈ R
a∙b∈R

2. Commutative Axiom for Addition: The order of addends in an addition expression does not
matter.
For example: x + y = y + x
Commutative Axiom for Multiplication:  The order of factors in a multiplication expression does not
matter.
For example: xy = yx

3. Associative Axiom for Addition: In an addition expression it does not matter how the addends are
grouped.
For example: (x + y) + z = x + (y + z)
Associative Axiom for Multiplication: In a multiplication expression it does not matter how the
factors are grouped.
For example: (xy)z = x(yz)
4. Identity: There exist a unique number 0 such that a + 0 = a. The number 0 is called the identity
element for addition.
There exist a unique number 1 such that a ∙ 1= a. The number 1 is called the identity
element for multiplication.

5. Inverse: for every real number a, there exists another real number –a such that a + (-a) = 0. The
number –a is also called the additive inverse or the opposite of a.
1
For every real number a, except 0, there exists another real number (the reciprocal of a) such
a
1 1
that a ∙ = 1. The number is called the multiplicative inverse of a.
a a

6. Distributive (Distributive property of multiplication over addition)

a ( b+ c )=ab+ ac

FUNCTION AND RELATION

FUNCTION is a relation such that no two ordered pairs has the same first element.
Relation it is the connection between two quantities.

4 types of relation

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COLLEGE ALGEBRA 2020 EDITION

Main Task 1:
Title: Identification
Time: 10 minutes
Material: Hand-outs
Direction: State the property or law illustrated in each statement. Assume all variables represent
real numbers.
_________________________________1. (a. b) c = a (b. c)

_________________________________2. – (5+b) + (5+b) = 0

1
1
_________________________________3. . 1 =1
3
3

_________________________________4. (7+ x) + y = 7 (x+y)

_________________________________5. (2) (100) = 200

3 3
_________________________________6. +0=
4 4

_________________________________7. 6( x+8) = 6x+48

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COLLEGE ALGEBRA 2020 EDITION

_________________________________8. If 4x = 3, then 3= 4x

_________________________________9. If ab = cd, then 4ab = 4cd

_________________________________10. 2x + 4b = 2x + 4b

Main Task 2:
Title: Identification
Time: 10 minutes
Material: Hand-outs
For numbers 11-15, identify the following as either FUNCTION or NOT FUNCTION.
_________________ 11. (-1, 0), (-2, 1), (-3, 2), (-4, 0)
_________________ 12. (3, 5), (2, 4), (0, 5), (7, 6)
_________________ 13. (2, -2), (3, -3), (4, -4), (5, -5)
_________________ 14. (-1, 2), (2, 2), (-1, 4), (2, 5)
_________________ 15. (3, 7), (-7, 8), (-8, 9), (3, 4)

Reinforcement:
Title: Fill in the blanks
Time: 10 minutes
Material: Hand-outs
Direction: Fill in the blanks with an expression that will illustrate the stated law or property. Assume
all variables represent real numbers.
1. Inverse property: 4 ∙¿=1
2. Identity property: 15 ∙¿=15
3. Distributive property: ( a+7 )(−5 )=¿_________
4. Inverse property: 32+¿ ¿ 0
5. Identity property: a−7+ ¿ ¿ a−7
6. Transitive law: If x=g+ e∧g+ e=12 ,then __________.
7. Reflexive law: y = ___
8. Associative property: ( 7 + b) + 12 = _________
1
∙ =1
9. Inverse property: 3 ¿
4
10. Distributive property: ( 4 x−3 ) (−2 )=¿_________

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COLLEGE ALGEBRA 2020 EDITION

SUMMARY:

The real number system

- Natural numbers, counting numbers, integers, rational numbers, irrational numbers.
Axioms of equality
- Reflexive, symmetric, transitive, addition law of equality, and multiplication law of
equality.
Axioms for addition and multiplication
- Closure, commutative, associative, identity, inverse, and distributive property.

REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:
The real number system.
http://jamesbrennan.org/algebra/numbers/real_number_system.htm
Basic axioms
2. 5 Elementary of algebra.
logic: https://www.aaamath.com/ac11.htm
Connectives, variables, quantifiers, and negations

Learning outcomes:
In this lesson, you will be able to:
 define simple statement and compound statement;
 write a compound statements using connectives;
 express simple and compound statements symbolically; and
 write the negation of a quantified statement.

Enabling Activity:

Title: Exploration
Time: 5 minutes
Material: Hand-outs

Direction: Make a simple and compound statement.

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COLLEGE ALGEBRA 2020 EDITION

1. Simple statement
__________________________________________________________________

2. Compound statement
__________________________________________________________________

Discussion: (30min)

Logic is the study of the methods and principles used to discriminate correct from incorrect
reasoning. As tertiary students, you must know how to reason out logically and test the validity of
an argument about any matter. You will learn about connectives, quantifiers, negations, and
variables which are essentials to modern logic and its symbolic language.

Connectives

A declarative sentence is a sentence whose main verb is indicative. A statement is a

declarative sentence that is either true or false but cannot be both. A statement can be simple or
compound. Below are examples of simple and compound statements.

Simple statement Compound statement

The highest mountain in the Philippines is Mt. The highest mountain in the Philippines is Mt.
Apo. Apo, and the second highest mountain is Mt.
Pulag.
Cebu is the oldest City in the Philippines We will go to Camiguin island or we will go to
Mactan island.

To create a compound statement, connectives like and, or, if…then, and if and only if are used.
The symbol p, q, r, and s represents simple statements. Below are the symbols used for
connectives.

Connective Symbols Type of statement

And ⋀ conjunction
Or ∨ Disjunction
If…then ⟶ Conditional
If and only if ⟷ Biconditional

The first example of compound statement which is “The highest mountain in the Philippines is Mt.
Apo, and the second highest mountain is Mt. Pulag.” May be written using the following symbols.

Statement Symbol
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COLLEGE ALGEBRA 2020 EDITION

The highest mountain in the Philippines is Mt. P

Apo
the second highest mountain is Mt. Pulag q
The highest mountain in the Philippines is Mt. p⋀q
Apo, and the second highest mountain is Mt.
Pulag

Quantifiers and negations

Examples of quantifiers are: No, some, all and etc.

Negation it is the opposite statement.
Quantified statement Negation
No y are z Some y are z
Some y are z No y are z
Some y are not z All y are z
All y are z Some y are not z

Example:
1. All school gates are open
Negation: Some gates are not open.

Main Task:
Title: Subset and proper subset
Time: 10 minutes
General direction: Answer what is being asked.
Material: Hand-outs

Direction: Write five examples of simple and compound statements about the Philippines. These
can be a trivia or recent news. And for compound statements write the correct symbol.

Simple statement Compound statement Symbol

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COLLEGE ALGEBRA 2020 EDITION

Reinforcement:
Title: Subset and proper subset
Time: 10 minutes
General direction: Answer what is being asked.
Material: Hand-outs
Direction: Write 5 quantified statements together with its negation regarding the latest
news/issue/trends in our countries.

Quantified statements Negation

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COLLEGE ALGEBRA 2020 EDITION

SUMMARY:

Logic is the study of the methods and principles used to discriminate correct from
incorrect reasoning. As tertiary students, you must know how to reason out logically and test the
validity of an argument about any matter. You will learn about connectives, quantifiers, negations,
and variables which are essentials to modern logic and its symbolic language.

Connectives
A declarative sentence is a sentence whose main verb is indicative. A statement is a
declarative sentence that is either true or false but cannot be both. A statement can be simple or
compound. Below are examples of simple and compound statements.
Simple statement Compound statement
The highest mountain in the Philippines is Mt. The highest mountain in the Philippines is
Apo. Mt. Apo, and the second highest mountain
is Mt. Pulag.
38
Cebu is the oldest City in the Philippines We will go to Camiguin island or we will go
to Mactan island.

Quantifiers and negations

COLLEGE ALGEBRA 2020 EDITION

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed
by REX Book Store: 856 Nicanor Reyes, Manila

Chapter 3: LOGIC
Grading Period: Prelim
No. of hours:
Sub-Topic/s:

3.1 PROPOSITIONS

LEARNING OUTCOMES:
In this lesson, you will be able to:
 recognize the difference between proposition and mere sentences;
 express compound proposition using appropriate connectives; and
 give real-life situations in the form of compound propositions.

Enabling Activity: PEER ACTIVITY

Title: Exploration
Time: 5 minutes
39
Material: Hand-outs
COLLEGE ALGEBRA 2020 EDITION

Direction: Identify which of the following is a proposition or mere sentence. If the answer is mere
sentence, justify your answer.
1. The variable x, y and z are all irrational numbers.
Answer: ______________________________________________________________________

2. How do you spot fake news?

Answer:
______________________________________________________________________

3. I exercise my right to vote.

Answer:
______________________________________________________________________

4. Is our professor present today?

Answer:
______________________________________________________________________

5. Recycle.
Answer:
______________________________________________________________________

DISCUSSION: (25min)

To create a compound statement, connectives like and, or, if…then, and if and only if are
used. The symbol p, q, r, and s represents simple statements. Below are the symbols used for
connectives.
Connective Symbols Type of statement
And ⋀ conjunction
Or ∨ Disjunction
If…then ⟶ Conditional
If and only if ⟷ Biconditional

For negation the symbol is means not.

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COLLEGE ALGEBRA 2020 EDITION

Example:
Write the corresponding statement of each proposition if stands for “Thermodynamics is a branch
of Physics.” And q stands for “Thermodynamics deals with the movement of heat.”
1. p Thermodynamics is not a branch of Physics

2. q Thermodynamics does not deals with the movement of heat.

3. p ⋀ q Thermodynamics is a branch of Physics and Thermodynamics does not deals with the
movement of heat.

Main Task 1:
Title: Proposition vs. mere sentence
Time: 10 minutes
Material: Hand-outs
Direction: Identify which of the following is a proposition or mere sentence. If the answer is mere
sentence, justify your answer.
1. 1 + √ 4=5.
Answer: _______________________________________________________________

2. 4 2 x−1=64
Answer: _______________________________________________________________

3. Any nonzero real number divided by zero is not defined.

Answer: _______________________________________________________________

4. f ( x )=log 2 x=16
Answer: _______________________________________________________________

5. x + y ≥ 12.
Answer: _______________________________________________________________

Main Task 2:
Title: Proposition
Time: 10 minutes
Material: Hand-outs

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COLLEGE ALGEBRA 2020 EDITION

Direction: Write the corresponding statement of each proposition if stands for “Thermodynamics is
a branch of Physics.” And q stands for “Thermodynamics deals with the movement of heat.”

1. q ⋁ p ____________________________________________________________

2. p ⟶ q ____________________________________________________________

3. q ⟶ p ____________________________________________________________

4. ( p ⋀ q) ____________________________________________________________

5. ( p ⋁ q) ____________________________________________________________

Reinforcement:
Title: Justification
Time: 5 minutes
Material: Hand-outs
Direction: Answer the following questions.
1. Do you consider all equations propositions? Justify your answer by giving examples.
______________________________________________________________________________
______________________________________________________________
2. If an inequality involves two variables, when can it be considered as a proposition when is it not?
Justify your answer by giving examples.
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________

SUMMARY:

To create a compound statement, connectives like and, or, if…then, and if and only if are used.
The symbol p, q, r, and s represents simple statements. Below are the symbols used for
connectives.
Connective Symbols Type of statement
And ⋀ conjunction
Or ∨ Disjunction
If…then ⟶ Conditional
If and only if ⟷ Biconditional

For negation the symbol is means not

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COLLEGE ALGEBRA 2020 EDITION

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed
by REX Book Store: 856 Nicanor Reyes, Manila

3.2 TRUTH TABLES AND TAUTOLOGIES

LEARNING OUTCOMES:
In this lesson, you will be able to:
 determine the truth value of propositions by constructing truth table;
 symbolize proposition using connectives;
 define tautology, contingency, and contradiction; and
 identify if a proposition is tautology, contingency, and contradiction.

Enabling Activity: PEER ACTIVITY

Title: Exploration
Time: 5 minutes
Material: Hand-outs
Direction: Given the definition analyze and answer the following as either true or false.
1. Negation (not): Opposite truth value from the statement.
¬Negation
p p
T
F
2. Conjunction (and): Only true when both statements are true.
∧ Conjunction
p Q p∧q
T T
T F

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COLLEGE ALGEBRA 2020 EDITION

F T
F F

3. Disjunction (or): Only false when both statements are false.

∨ Disjunction
p Q p∨q
T T
T F
F T
F F
4. Conditional (Implication)- Logical implication (symbolically: p→ q, also known as “if-then”,
results True in all cases except the case T → F. Since this can be a little tricky to remember, it can
be helpful to note that this is logically equivalent to ¬ p v q (read: not p or q).
p Q p→q
T T
T F
F T
F F
5. Logical equality – also known as the biconditional or if and only if (symbolically: ↔), only True if
the both statements are true and even both statements are false will results to true.
p Q p⟷q
T T
T F
F T
F F

Discussion: (30min)

Truth table- is a mathematical table used to determine if a compound statement is true or

false. In a truth table, each statement is typically represented by a letter or variable, like p, q, or r,
and each statement also has its own corresponding column in the truth table that lists all of the
possible truth values.
1. Negation (not): Opposite truth value from the statement.
¬Negation
P p
T F

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COLLEGE ALGEBRA 2020 EDITION

F T
2. Conjunction (and): Only true when both statements are true.
∧ Conjunction
P Q p∧q
T T T
T F F
F T F
F F F

3. Disjunction (or): Only false when both statements are false.

∨ Disjunction
P Q p∨q
T T T
T F T
F T T
F F F

4. NOR – Logical NOR (symbolically: ↓ ¿is the exact opposite of OR. It requires both p and q to be
False to result in True.
↓ NOR
P Q p↓q
T T F
T F F
F T F
F F T

5. Conditional (Implication)- Logical implication (symbolically: p→ q, also known as “if-then”,

results True in all cases except the case T → F. Since this can be a little tricky to remember, it can
be helpful to note that this is logically equivalent to ¬ p v q (read: not p or q).
P Q p→q
T T T
T F F
F T T
F F T

6. Biconditional – also known as the logical equality or if and only if (symbolically: ↔), only True if
the both statements are true and even both statements are false will results to true.
p Q p⟷q
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COLLEGE ALGEBRA 2020 EDITION

T T T
T F F
F T F
F F T

Example
1. Construct a truth table for (q ∨ ∼ p)∨∼ q
P q ∼p q∨∼ p ∼q (q ∨ ∼ p)∨∼ q
T T F T F T
T F F F T T
F T T T F T
F F T T T T
Therefore, this compound statement is a tautology.
Remember: A compound statement that is always true is called a tautology.
A statement that is always false is called a contradictory or self-contradiction.
A statement formed that has true and false is called contingency.
2. Construct a truth table for ∼ ¿ ∧q)
P Q p ∧q ∼ ¿ ∧q)
T T T F
T F F T
F T F T
F F F T
Therefore, this compound statement is contingency.
3. Construct a truth table for (∼ p ∨q)∧∼ q
p q ∼p ∼ p ∨q ∼q (∼ p ∨q)∧∼ q
T T F T F F
T F F F T F
F T T T F F
F F T T T T
Therefore, this compound statement is contingency.
4. Construct the truth table for [ ( p → q)∧ ∼ q ] → p

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COLLEGE ALGEBRA 2020 EDITION

P Q p →q ∼q ( p → q)∧∼ q p [ ( p → q)∧ ∼q ] → p

T T T F F F T
T F F T F F T
F T T F F T T
F F T T T T T
Therefore, this compound statement is a tautology.

For p, q, and r the truth table is:

p Q
T T
T T
T F
T F
F T
F T
F F
F F

Main Task:
Title: Truth table

Time: 15 minutes
General direction: Answer what is being asked.
Material: Hand-outs
Direction: Identify if each of the following statement as a tautology, contradiction, or contingency by
constructing a truth table.
1. ( q → p ¿ ∨ (q ∧ p ¿
2. ( p → r ¿ ∧ ( p ↔q ¿

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COLLEGE ALGEBRA 2020 EDITION

Reinforcement:
Title: Truth table
Time: 15 minutes
General direction: Answer what is being asked.
Material: Hand-outs
Direction: Identify if each of the following statement as a tautology, contradiction, or contingency by
constructing a truth table.
1. [ ( p →q ) ∧ q ] → p
2. (q → r ¿ ∧ ( p ↔q ¿

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Summary:

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1. Negation (not): Opposite truth value from the statement.

¬Negation
P p
T F
F T
2. Conjunction (and): Only true when both statements are true.
∧ Conjunction
P q p∧q
T T T
T F F
F T F
F F F
3. Disjunction (or): Only false when both statements are false.
∨ Disjunction
P Q p∨q
T T T
T F T
F T T
F F F
4. Conditional (Implication)
P Q p→q
T T T
T F F
F T T
F F T
6. Logical equality
p Q p⟷q
T T T
T F F
F T F
F F T

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed by
REX Book Store: 856 Nicanor Reyes, Manila

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3.3 Conditional, Biconditional, and related statements

LEARNING OUTCOMES:
In this lesson, you will be able to:
 recognize the antecedent and consequent of conditional statements;
 write converse, inverse and contrapositive of conditional statements;
 determine if two propositions are logically equivalent; and
 give real life situations of conditional statements.

Enabling Activity: PEER ACTIVITY

Title: Exploration
Time: 5 minutes
Material: Hand-outs
Direction: Give three conditional statements regarding school policies or classroom rules. Identify
the antecedent and consequent.
Example:
Conditional statement: If you do not pass your requirements on time, then I will give you a failing
mark.
Antecedent: you do not pass your requirements on time
Consequent: I will give you a failing mark
1. Conditional statement:__________________________________________________
Antecedent:
Consequent:
2. Conditional statement:__________________________________________________
Antecedent:
Consequent:
3. Conditional statement:__________________________________________________
Antecedent:
Consequent:

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Discussion: (25min)

As a student, you have deadlines to beat. The professor’s line “If you do not pass your
requirements on time, then I will give you a failing mark,” is called a conditional statement.
Conditional statements are written in the form of if p, then q or if p, q. The p statement is called
antecedent, and the q statement is called the consequent.
If the premise and conclusion of a conditional statement is interchanged, it is called converse.
Inverse is the negation of both the premise and the conclusion. Negating the converse statements
is called contrapositive. Study the example below.
Let p stands for “The mass of an object increase” and q stands for “The weight of an object
increases”. Write the conditional, converse, inverse, and contrapositive statements using the given
notations. Indicate the notation for each statement.
Kind Statement Notation
Conditional If the mass of an object increases, then its p⟶q
weight increases
Converse If the weight of an object increases, then q⟶ p
its mass increases
Inverse If the mass of an object does not p⟶ q
increases, then its weight does not
increases
Contrapositive If the weight of an object does not q⟶ p
increases, then its mass does not
increases

Logically equivalent
Two propositions are materially equivalent if they have the same truth values. It also means
that they materially imply to each other. If the biconditional that expresses their material
equivalence is a tautology, then the two propositions are said to be logically equivalent. In symbol,
p ≡q .
Example 1: Show that p ⟷ p are logically equivalent.
P p p p⟷ p
T F T T
F T F T
Since p ⟷ p is a tautology, then the two statements are logically equivalent. In symbols,
p≡ p.

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Example 2: Show that ( p ⋀ q) ⟷( p ⋁ q) are logically equivalent.

p Q ( p ⋀ q) ( p ⋀ q) p q ( p⋁ q) ( p ⋀ q) ⟷( p ⋁ q)
T T T F F F F T
T F F T F T T T
F T F T T F T T
F F F T T T T T
Since ( p ⋀ q)⟷( p ⋁ q) is a tautology, then the two statements are logically equivalent. In
symbols, ( p ⋀ q) ≡( p ⋁ q) .

Main Task 1:
Title: If-then statement form
Time: 10 minutes
General direction: Answer what is being asked.
Material: Hand-outs

Direction: Write each statement in if-then statement form. Then write its converse, inverse, and
contrapositive.
1. Two parallel lines do not have a point of intersection.
Statement

Conditional

Converse

Inverse

Contrapositive

2. The sum of two even numbers is even.

Statement

Conditional

Converse

Inverse

Contrapositive

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3. An even number is divisible by 2.

Statement

Conditional

Converse

Inverse

Contrapositive

Main Task 2:
Title: Logical equivalence
Time: 15 minutes
General direction: Answer what is being asked.
Material: Hand-outs

Direction: Identify if the following pairs of statements are logically equivalent.

1. ( p ⟶ q)⟷ ( q ⟶ p)

Answer:
2: Show that ( p ⋁ q)⟷( p→ q) are logically equivalent.

Answer:

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Reinforcement 1.

Title: If-then statement form

Time: 5 minutes
General direction: Answer what is being asked.
Material: Hand-outs

Direction: Write each statement in if-then statement form. Then write its converse, inverse, and
contrapositive.
1. Two perpendicular lines form four right angles.
Statement

Conditional

Converse

Inverse

Contrapositive

Reinforcement 2.

Title: If-then statement form

Time: 5 minutes
General direction: Answer what is being asked.
Material: Hand-outs

Direction: Identify if the following pairs of statements are logically equivalent.

1. ( p ⟶ q)⟷ ( p ⟶ q)

Answer:

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Summary:

Kind Notation
Conditional p⟶q

Converse q⟶ p
Inverse p⟶ q

Contrapositive q⟶ p

REFERENCE:

Textbook:
Manlulu and Hipolito. (2019). Mathematics in the Modern World. Published and Distributed by
REX Book Store: 856 Nicanor Reyes, Manila

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3.4 Arguments and Euler diagrams

LEARNING OUTCOMES:
In this lesson, you will be able to:
 illustrate an argument using Euler diagram;
 determine if an argument is valid or invalid using Euler diagram; and
 state real life arguments that involve quantifiers.

Enabling Activity: PEER ACTIVITY

Title: Exploration
Time: 5 minutes
Material: Hand-outs
Direction: Given the first and second premise identify what will be the conclusion.
1. First premise: If I am eighteen years old, then I can exercise my right to vote.
Second premise: I am eighteen years old.
Conclusion: _______________________________________________________

2. First premise: Plastics do not biodegrade.

Second premise: Plastics straws cannot be easily recycled.
Conclusion: _____________________________________________________

Discussion: (30min)

Premises are set of statements. An argument is composed of premises and conclusion. If

all the premises are assumed to be valid and the conclusion is true, then the argument is valid.
Otherwise, it is invalid. Study the example below.
Example 1:
First premise: If I am eighteen years old, then I can exercise my right to vote.

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Second premise: I am eighteen years old.

Conclusion: therefore, I can exercise my right to vote.

Example 2:
First premise: Plastics do not biodegrade.
Second premise: Plastics straws cannot be easily recycled.
Conclusion: Plastic do not biodegrade, and plastic straws cannot be easily recycled.

Arguments and Euler diagrams

Leonhard Euler, a Mathematician, used to identify if an argument that has quantifiers is
valid or not. Euler diagram is used to show the relationship between two sets. Study the figures
below.

Example 1: Identify if the argument is valid or invalid by using Euler diagram.

All indigenous vegetables are rich in minerals
Malunggay is an indigenous vegetables.
Therefore, malunggay is rich in minerals.

Food rich in minerals

Indigenous

Vegetables
m

Therefore the argument is valid.

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Main Task:
Title: Arguments
Time: 15 minutes
General direction: Answer what is being
Material: Hand-outs
Direction: Give one argument on each of the following .

1. All Ps are Qs.

2. Some Ps are Qs.

3. Some Ps are not Qs.

4. No Ps are Qs.

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Reinforcement:

Title: Subset and proper subset

Time: 15 minutes
General direction: Answer what is being
Material: Hand-outs

Direction: Identify if the argument is valid or invalid by using Euler Diagram.

1. All accountants are good at math and all who are good at math are also smart.
Leah is good at math.
∴ Leah is smart.

2. Some students of Ramon Magsaysay are smart.

Carl is smart.
∴ Carl is a student of Ramon Magsaysay.

3. No proud person is good.

All successful people are good.
∴ No proud person is successful.

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SUMMARY:

Arguments and Euler diagrams

Leonhard Euler, a Mathematician, used to identify if an argument that has quantifiers is valid
or not. Euler diagram is used to show the relationship between two sets.

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed by
REX Book Store: 856 Nicanor Reyes, Manila

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Chapter 4: Problems, Reasons, and

Solutions in Mathematics
Grading Period: Midterm

No. of hours: 7 hours

Sub topics:
Word problems

4.1 Inductive reasoning

LEARNING OUTCOMES:
In this lesson, you will be able to:
 recognize inductive reasoning;
 utilize inductive reasoning in solving problems; and
 show commitment in solving problems.

Enabling Activity: (Collaboration)

Title: “He says, she says”
Time: 5 minutes
Material: Paper
Instruction: The title of this activity is “He says, she says.” Obtain information on five things that
three classmates bring to school every day. List to them on a piece of paper and write a very brief
conclusion about that person.

Discussion: (20 min)

Mathematical reasoning stems from understanding problems. It is how the problems

are observed and analysed. From this analysis, problems can be solved with relative ease. There
are multiple ways to solve a problem. Information is very critical. The more information gathered,
the more practical and reasonable the solution will be.

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Inductive reasoning is the process of making general conclusions founded on detailed

examples. The conclusion formed is called conjecture. Conjecture is an idea based on incomplete
information. This may be true or false. In this case, counterexamples are very useful to prove the
validity of conjectures. These are the statements that contradict the claims of conjectures.
The following are examples of inductive reasoning:
1. Consider the list of numbers below. Predict the next number.
a. 4, 8, 12, 16, ?
Solution: add 4 the preceding number. The next number in the list is 20.
b. 1, 6, 16, 31, 51, ?
Solution: The pattern is adding a multiple of 5 to the preceding number. The number in the list is
76.
2. Ms. Jenny is pretty. She is my math teacher. Therefore, all math teachers are pretty.
3. EDSA is a major thoroughfare which has a speed limit of 60 kilometers per hour. Therefore, all
major thoroughfares have a speed limit of 60 kilometers per hour.

Main Task 1:
Title: Inductive reasoning
Time: 10 minutes
Material: Hand-outs

A. Draw the next figure inside the box provided.

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Main Task 2:
Title: Numbers and pattern
Time: 10 minutes
Material: Hand-outs
Direction: Use the inductive reasoning to determine the next three terms in the list of numbers
below:
1. 50, 25, 0, -25, -50, ______, _______, ______
2. 2, 7, 12, 17, 22, ______, _______, _____
3. 2/3, 11/3, 20/3, 29/3, 38/3, _______, _____, ______
4. 50, 100, 200, 350, 550, _____, _____, _____
5. -14, 12, -2, 10, 8, ____, _____, _____

Main Task:
Title: Conjecture
Time: 10 minutes
Material: Hand-outs
C. Support the conjecture inductively by showing three examples.
1. The product of an odd integer and even integer is an odd integer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

2. The product of an odd number and its consecutive number is an even number.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

Reinforcement:
Title: Numbers and pattern
Time: 5 minutes
Material: Hand-outs

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Direction: Use the inductive reasoning to determine the next two terms in the list of numbers
below:

1. 10, 15, 9, 17, 8, 19, 7, ______, ______

2. 1.15, 2.25, 3.35, 4.45, _______, ________
3. 48, 48, 53, 43, 59, 37, ______, _______
4. 721, 521, 711, 531, 701, 541, ______, _______
5. 2, 6, 18, 54, _______, _______

SUMMARY:

Inductive reasoning is the process of making general conclusions founded on detailed

examples. The conclusion formed is called conjecture. Conjecture is an idea based on
incomplete information. This may be true or false. In this case, counterexamples are very useful
to prove the validity of conjectures. These are the statements that contradict the claims of
conjectures.

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and
Distributed by REX Book Store: 856 Nicanor Reyes, Manila

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4.2 Deductive reasoning

LEARNING OUTCOMES:
In this lesson, you will be able to:
 understand deductive reasoning;
 utilize deductive reasoning in solving problems; and
 show commitment in solving problems.

Enabling Activity: Collaboration

Title: Picture this

Time: 5 minutes
Material: Hand-outs

Instruction: The title of this activity is “Picture this”. With a partner, discuss the events that led to the
time before the picture was taken.

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Discussion: (20min)

Mathematical reasoning can sometimes lead observers to make impractical decisions. If

the event happened already, what evidences can be made to justify the event? Information that
have already been verified are important to prove the validity of reasoning. This is the reason
conjectures can be transformed into generalized principles.
Deductive reasoning is a process of making specific and truthful conclusions based on general
principles.
The following are examples of deductive reasoning:
1. All members of the club use the club’s pool. Deanna is a member of the club. Therefore, Deanna
can use the club’s pool.
2. All numbers are divisible by 3 if the sum of the digits is divisible by 3. Consider 339. The sum of
3, 3 and 9 is 15. Therefore 339 is divisible by 3.

Main Task 1:
Title: Deductive reasoning
Time: 10 minutes
General direction: Answer
Material: Hand-outs

A. Complete the following:

1. In order to get a student driver’s license, a person must be 16 years old. Rowena will be 16
years old in two days.
Conclusion: ___________________________________________________________

2. Employees have a “wash” day every Friday to allow them to wash their office clothes. Today is
Friday.
Conclusion: ___________________________________________________________

3. All humans are rational. I am a human.

Conclusion: ____________________________________________________________

4. All tangible materials are destined to depreciate. A car is a tangible material.

Conclusion: ____________________________________________________________

5. All students are eligible to be in the dean’s list. Edwin is a student.

Conclusion: ____________________________________________________________

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Main Task 2:
Title: Solving
Time: 15 minutes
General direction: Answer
Material: Hand-outs
B. Solve the following completely.

1. 3 x+ 8 ( x −1 )=47

1
2. ( x+ 2 )=5( x +2)
2

3. −2 x−1≤−9

Reinforcement:
Title: Solving
Time: 10 minutes
General direction: Answer
Material: Hand-outs

Direction: Solve the following completely.

1. 2 x+ 8 ( x−1 )=10

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1
2. ( y−3 )=2( y +5)
2

3. −3 x−5 ≤−6

SUMMARY:

Deductive reasoning is a process of making specific and truthful conclusions based on general
principles.

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed
by REX Book Store: 856 Nicanor Reyes, Manila

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4.3 Algebraic Expressions: Translating English sentences to mathematical statements

LEARNING OUTCOME:
In this lesson, you will be able to:
 translate verbal phrases to mathematical phrases and vice versa.

Enabling Activity:

 Title: Matching Type
 Time: 5 minutes

Material: Hand-outs
Direction: Choose the letter of the phrase that best matches each expressions.
____1. 10-4 a. the quotient of 10 and 4
____2. 10 ∙ 4 b. the product of 10 and n increased by 4
____3. 4+10 c. the difference of 10 and 4
____4. 10 ÷ 4 d. 4 increased by 10
____5. 10n +4 e. 10 multiplied by 4

Title: Exploration
Time: 10 minutes
Material: Hand-outs

a. Direction: Translate mathematical phrases to verbal phrases.

1. 8m + 5 _______________________________________
2. n ÷ 7 _______________________________________
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3. 9 – 15 _______________________________________
4. 5n +12 _______________________________________
5. 3 – 7x _______________________________________
b. Direction: Translate verbal phrases to mathematical phrases.
1. 9 more than a number _______________
2. 14 decreased by a number _______________
3. 12 more than 5 times a number _______________
4. a number divided by 7 _______________
5. 2 raised to a number _______________

Discussion: (15min)

Operational
There are many ways to express the addition, subtraction, multiplication, or division of
algebraic expressions. Some verbal expressions and their algebraic expressions with addition and
subtraction are shown on table 1.
Verbal phrases Algebraic translation Verbal phrases Algebraic
translation
the sum of m and 8 m+8 the difference of 8 and m 8–m
10 added to c c+10 10 subtracted from c c – 10
7 plus a 7+a 7 minus a 7–a
5 more than t t+5 5 less than t t–5
q increased by p q+p t decreased by p t–p
11 greater than n n + 11 9 take away d 9–d
Exceeds r by 10 r + 10 18 reduced by n 18 – n
1000 less f 1000 – f

Below are some verbal phrases and their algebraic expressions with multiplication and division.
Verbal phrases Algebraic translation Verbal phrases Algebraic
translation

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the product of 8 and 8m the quotient of 8 and m 8

m 10c m
10 times c 2x
twice x 1 10 divided by c 10
p
1 2 c
of p
2 7b
7 multiplied by b 7
the ratio of 7 and a a

p
p split into 4 equal parts 4

10
x divided into 10 x

q
10 divided into q 10

Main Task:
Title: Translation
Time: 10 minutes
Material: Hand-outs

Translate each into an algebraic expression. Used any letter to represent the unknown unless
otherwise specified.
1. Nine less than a certain number ____________
2. Thirteen decreased by a number. ____________
3. 14 more than the product of 9 and t. ____________
4. The sum of n and 7 multiplied by 11. ____________
5. Five times the product of d and e. ____________
6. Thrice the sum of x, y, and z. ____________
7. 50 decreased by the product of c and d. ____________
8. Six times the number x, increased by 10. ____________
9. Eleven more than the sum of two different members. ____________
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10. The product of 8 and n, increased by the product of q and r. ____________

Reinforcement:

Title: Translation
Time: 10 minutes
Material: Hand-outs
Translate each into verbal phrases.
1. 9n + 1 = ___________________________________________________
3
2. + 5 = ___________________________________________________
n
3. 3 ( a + b + c) = ___________________________________________________
4. 10 – 4n = ___________________________________________________
5. 3 + 5m = ____________________________________________________

SUMMARY:

Operational
There are many ways to express the addition, subtraction, multiplication, or
division of algebraic expressions. Some verbal expressions and their algebraic
expressions with addition and subtraction are shown on table 1.
Verbal phrases Algebraic Verbal phrases Algebraic
translation translation
the sum of m and m+8 the difference of 8 and m 8–m
8 c+10 10 subtracted from c c – 10
10 added to c 7+a 7 minus a 7–a
7 plus a t+5 5 less than t t–5
5 more than t q+p t decreased by p t–p
q increased by p n + 11 9 take away d 9–d
11 greater than n r + 10 18 reduced by n 18 – n
Exceeds r by 10 1000 less f 1000 – f

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REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:
Translation of mathematical statements in symbols.
https://imathblog.wordpress.com/2013/02/20/translation-of-mathematical-statement-in-symbols/
Sub topics:
4.4 Number relation problem

LEARNING OUTCOME:
In this lesson, you will be able to:
 solve verbal problems involving number relation problems.

Enabling Activity:

Title: Translation
Time: 5 minutes

Material: Hand-outs
Translate each into an algebraic expression. Used any letter to represent the unknown unless
otherwise specified.
1. Nine less than a certain number ________________
2. Thirteen decreased by a number. ________________
3. 14 more than the product of 9 and t. ________________
4. The sum of n and 7 multiplied by 11. ________________
5. Five times the product of d and e. ________________

DISCUSSION: (35min)

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The preceding lessons deal with solving problems where the equations are already given.
However, there are cases when the problems to be solved give a verbal mathematical description
of practical situations and leave the formulation of an equation as part of the solution. Such
problems are called verbal problems, which can be classified into business problems, number
relation problems, uniform motion problems, mixture problem, and work problems.
Steps in problem solving
The following steps may serve as a guide when solving verbal problems:
1. Read the problem carefully and determine the conditions given and the quantities asked for.
2. Represent the unknown by a convenient variable, say x. When several related unknowns are
involved, express each of them in terms of a single variable.
3. Write an equation involving the known and unknowns.
4. Solve the equation and determine the value of the other unknowns using the root obtained,
when necessary.
5. Check the results by using the original statement of the problems.
Here are some examples solving number problems.
What are consecutive integer problems?
Consecutive integer problems are word problems that involve consecutive integers.
Consecutive integers are integers that follow in sequence, each number being 1 more than the
previous number, represented by n, n +1, n + 2, n + 3, ..., where n is any integer.
For example: 23, 24, 25, …
If we start with an even number and each number in the sequence is 2 more than the previous
number then we will get consecutive even integers.
For example: 16,18, 20, …
If we start with an odd number and each number in the sequence is 2 more than the previous
number then we will get consecutive odd integers.
For example: 33, 35, 37, …
How to solve consecutive integer problems?

Example 1
The sum of the least and greatest of 3 consecutive integers is 60. What are the values of the 3
integers?
Solution:

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Step 1: Assign variables :

Let x = least integer
x + 1 = middle integer , x + 2 = greatest integer
Translate sentence into an equation.
Sentence: The sum of the least and greatest is 60.
Rewrite sentence: x +  (x +  2) = 60

Step 2: Solve the equation

Combine like terms
2x + 2 = 60
Isolate variable x
2x = 58

Step 3: Check your answer

29 + 29 + 2 = 60
The question wants all the 3 consecutive numbers: 29, 30 and 31
Answer: The 3 consecutive numbers are 29, 30 and 31.

Example 2

When 6 times a number is increased by 4, the result is 40. Find the number.

First, circle what you must find— the number. Letting x stand for the number gives the equation

6 x + 4 = 40

Subtracting 4 from each side gives

6 x = 36

Dividing by 6 gives x = 6

So the number is 6.

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Example 3
One number exceeds another number by 5. If the sum of the two numbers is 39, find the smaller
number.
First, circle what you are looking for— the smaller number. Now, let the smaller number
equal x. Therefore, the larger number equals x + 5. Now, use the problem to set up an equation.

Therefore, the smaller number is 17.

Example 4
If one number is three times as large as another number and the smaller number is increased by
19, the result is 6 less than twice the larger number. What is the larger number?
First, circle what you must find— the larger number. Let the smaller number equal x. Therefore, the
larger number will be 3 x. Now, using the problem, set up an equation.

Therefore, the larger number, 3 x, is 3(5), or 15.

Example 5
The sum of three consecutive integers is 306. What is the largest integer?

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First, circle what you must find— the largest integer. Let the smallest integer equal x; let x + 1
equal the next integer; let the largest integer equal x + 2. Now, use the problem to set up an
equation.

Therefore, the largest integer, x + 2 = 101 + 2 = 103.

Main Task:
Title: Number relation problem
Time: 15 minutes
Material: Hand-outs
Answer what is being asked.
1. Find three consecutive odd numbers whose sum is 69.

2. The numerator of a fraction is 8 less than the denominator. If 1 is added to the numerator and
subtracted from the denominator, the resulting fraction is 2/3. Find the fraction.

3. A number is five less than three times another number. The sum of the two numbers is 55. What
are the numbers?

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4. Two thirds of a certain number increased by one-half of the number is 21. Find the number.

5. If a number is subtracted from each of the terms of 26/35, the fraction becomes equivalent to
2/3. Find the number.

Reinforcement:

Title: Number relation problem

Time: 10 minutes
Material: Hand-outs
Answer what is being asked.
1. The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of
the fraction, the value of the fraction becomes 2/3. Find the original fraction.

2. The sum of the least and greatest of 3 consecutive integers is 60. What are the values of the 3
integers?

SUMMARY:

What are consecutive integer problems?

Consecutive integer problems are word problems that involve consecutive integers.
Consecutive integers are integers that follow in sequence, each number being 1 more than the
previous number, represented by n, n +1, n + 2, n + 3, ..., where n is any integer.
For example: 23, 24, 25, … 79

If we start with an even number and each number in the sequence is 2 more than the previous
number then we will get consecutive even integers.
COLLEGE ALGEBRA 2020 EDITION

REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:
Number problems. https://www.cliffsnotes.com/study-guides/algebra/algebra-i/word-
problems/number-problems

4.5 Work problems

LEARNING OUTCOMES:
In this lesson, you will be able to:
 solve work problems that involve two persons;
 solve work problems that involve more than two persons; and
 solve work problems that involve pipes filling up a tank.

Enabling Activity:

 Title: Pre-test
 Time: 5 minutes

Material: Hand-outs

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Direction: Encircle the best answer of the following.

1. It is the part of a fraction that is below the line.
a. Numerator b. Denominator c. Vinculum d. Expression
2. It is the part of a fraction that is above the line.
a. Numerator b. Denominator c. Vinculum d. Expression
3 5
3. Solve: + .
4 4
a. 8 b. 2 c. 1 d. 4
4. What is the least common denominator of 15 and 10?
a. 3 b. 2 c. 1 d. 5
1 2
5. Solve: + .
2 4
A. 0 B. 1 C. 2 D. 3

Title: Exploration
Time: 5 minutes
Material: Hand-outs

Find the least common denominator of 2 more numbers.

1. 3 and 2
2. 5 and 10
3. 2 , 3, and 5
4. 3, 6, and 12
5. 2, 3, 6, and 8

Discussion: (30min)

Work problems have direct real-life applications. We often need to determine how many
people are needed to complete a task within a given time. Alternatively, given a limited number of
workers, we often need to determine how long it takes to finish a project. Here we deal with the
basic math concepts of how to handle these types of problems.
How to solve Work word problems?

The formula for “Work” Problems that involve two persons is

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This formula can be extended for more than two persons. It can also be used in problems that
involve pipes filling up a tank.

Example 1
Peter can mow the lawn in 40 minutes and John can mow the lawn in 60 minutes. How long will it
take for them to mow the lawn together?
Solution:

Step 1: Assign variables:
Let x  = time to mow lawn together
Step 2: Use the formula:

Step 3: Solve the equation

The LCD of 40 and 60 is 120
Multiply both sides with 120
Answer: The time taken for both of them to mow the lawn together is 24 minutes.
“Work” Problems: More than Two Persons
Example 2
Jane, Paul and Peter can finish painting the fence in 2 hours. If Jane does the job alone she can
finish it in 5 hours. If Paul does the job alone he can finish it in 6 hours. How long will it take for
Peter to finish the job alone?
Solution
Step 1: Assign variables:
Let x  = time taken by Peter
Step 2: Use the formula:

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Step 3: Solve the equation

Multiply both sides with 30x

Answer: The time taken for Peter to paint the fence alone is   hours.
“Work” Problems: Pipes Filling up a Tank
Example 3
A tank can be filled by pipe A in 3 hours and by pipe B in 5 hours. When the tank is full, it can be
drained by pipe C in 4 hours. if the tank is initially empty and all three pipes are open, how many
hours will it take to fill up the tank?
Solution
Step 1: Assign variables:
Let x  = time taken to fill up the tank
Step 2: Use the formula:
Since pipe C drains the water it is subtracted.

Step 3: Solve the equation

The LCD of 3, 4 and 5 is 60
Multiply both sides with 60

Answer: The time taken to fill the tank is   hours. 

Main Task:
Title: Work problem
Time: 15 minutes
Material: Hand-outs
Answer what is being asked.
1. A tank can be filled by one pipe stream in 5 hours and by another pipe stream in 4 hours. It can
be emptied by a third pipe stream in 7 hours. How long will it take to fill the tank if all pipe streams
are open?

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2. Alma can do a job in 6 days. Rachel can do the same job in 12 days. How long will it take the
two girls to do the job if they will work together?

3. A piece of work can be done by Beejay in 6 days, by Ryan in 8 days, and by Buds in 24 days. If
the three work together, how long will it take them to do the job?

Reinforcement:

Title: Work problem

Time: 5 minutes
Material: Hand-outs
Answer what is being asked.
1. Vincent can do a task in 8 days. If he and Vimbo can do the same task in 5 days, how many
days would be required for Vimbo to do the job alone?

2. Sarah and Mateo do a job together in three hours. Working alone, Sarah does the job in 5 hours.
How long will it take Mateo to do the job alone?

SUMMARY:

The formula for “Work” Problems that involve two persons is

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REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:

Work problems. https://www.onlinemathlearning.com/work-problems.html

4.6 Age problems

LEARNING OUTCOME:
In this lesson, you will be able to:
 solve problems involving age problems.

Enabling Activity:

 Title: Translation
 Time: 5 minutes

Material: Hand-outs
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Translate each into an algebraic expression. Used any letter to represent the unknown unless
otherwise specified.
1. Thrice the sum of x, y, and z. ______________
2. 50 decreased by the product of c and d. ______________
3. Six times the number x, increased by 10. ______________
4. Eleven more than the sum of two different members. ______________
5. The product of 8 and n, increased by the product of q and r. ______________

Discussion: (35min)

Age problems are algebra word problems that deal with the ages of people currently, in the
past or in the future.
How to solve age word problems?
If the problem involves a single person, then it is similar to an Integer Problem. Read the
problem carefully to determine the relationship between the numbers.
How to solve age problems involving a single person?
Example 1
Five years ago, John’s age was half of the age he will be in 8 years. How old is he now?
Solution:
Step 1: Let x be John’s age now. Look at the question and put the relevant expressions above it.

Step 2: Write out the equation.

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Isolate variable x

Answer:  John is now 18 years old.

How to solve age problems involving more than one person?

Example 2
John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be
three times as old as Alice. How old is Peter now?
Solution:
Step 1: Set up a table.

  age now age in 5 yrs

John

Peter

Alice

Step 2: Fill in the table with information given in the question.

John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be
three times as old as Alice. How old is Peter now?
Let x be Peter’s age now. Add 5 to get the ages in 5 yrs.

age now age in 5 yrs

John 2x 2x + 5

Peter X x + 5

Alice x – 5 x – 5 + 5

Write the new relationship in an equation using the ages in 5 yrs.

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In 5 years, John will be three times as old as Alice.

2x  + 5 = 3(x – 5 + 5)
2x + 5 = 3x
Isolate variable x
x = 5
Answer: Peter is now 5 years old.

Example 3
John’s father is 5 times older than John and John is twice as old as his sister Alice. In two years’
time, the sum of their ages will be 58. How old is John now?
Solution:
Step 1: Set up a table.

age now age in 2 yrs

John’s father

John

Alice

Step 2: Fill in the table with information given in the question.

John’s father is 5 times older than John and John is twice as old as his sister Alice. In two years
time, the sum of their ages will be 58. How old is John now?
Let x be John’s age now. Add 2 to get the ages in 2 yrs.

age now age in 2 yrs

John’s father 5x 5x  + 2

John X x  + 2

Alice

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Write the new relationship in an equation using the ages in 2 yrs.

In two years’ time, the sum of their ages will be 58.

Answer: John is now 8 years old.

Example 4
Phil is Tom's father. Phil is 35 years old. Three years ago, Phil was four times as old as his son
was then. How old is Tom now?
First, circle what it is you must ultimately find— how old is Tom now? Therefore, let t be Tom's age
now. Then three years ago, Tom's age would be t – 3. Four times Tom's age three years ago
would be 4( t – 3). Phil's age three years ago would be 35 – 3 = 32. A simple chart may also be
helpful.
Now 3 years ago
Phil 35 32
Tom T t-3

Now, use the problem to set up an equation.

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Therefore, Tom is now 11.

Example 5
Lisa is 16 years younger than Kathy. If the sum of their ages is 30, how old is Lisa?
First, circle what you must find— how old is Lisa? Let Lisa equal x. Therefore, Kathy is x + 16.
(Note that since Lisa is 16 years younger than Kathy, you must add 16 years to Lisa to denote
Kathy's age.) Now, use the problem to set up an equation.

Therefore, Lisa is 7 years old.

Main Task:
Title: Age problem
Time: 15 minutes
Material: Hand-outs
Answer what is being asked. Show your complete solution.
1. Ten years from now, Orlando will be three times older than he is today. What is his current age?

2. In 20 years, Kayleen will be four times older than she is today. What is her current age?

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3. Mary is three times as old as her son. In 12 years, Mary's age will be one year less than twice
her son's age. How old is each now?

4. Arun is 4 times as old as Anusha is today. Sixty years ago, Arun was 6 times as old as Anusha.
How old are they today?

Reinforcement:

Title: Age problem

Time: 15 minutes
Material: Hand-outs
Answer what is being asked.
1. Sally is 3 times as old as John. 8 years from now, Sally will be twice as old as John. How old is
John?

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2. Kim is 6 years more than twice Timothy's age. 2 years ago, Kim was three times as old as
Timothy. How old was Kim 2 years ago?

3. Leah is 2 less than 3 times Rachel's age. 3 years from now, Leah will be 7 more than twice
Rachel's age. How old will Rachel be in 3 years from now?

4. Becca is twice as old as Susan and Greg is 9 years older than Susan. 3 years ago, Becca was 9
less than 3 times Susan's age. How old is Greg now?

5. Lauren is 3 less than twice Andrew's age. 4 years from now, Sam will be 2 more than twice
Andrew's age. 5 years ago, Sam was three times Andrew's age. How old was Lauren 5 years ago?

6. Gabby is 1 year more than twice Larry's age. 3 years from now, Megan will be 27 less than twice
Gabby's age. 4 years ago, Megan was 1 year less than 3 times Larry's age. How old will Megan be
3 years from now?

SUMMARY:

What is age problem?

Age problems are algebra word problems that deal with the ages of people currently, in
the past, present or in the future.

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REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:

Age problems. https://www.cliffsnotes.com/study-guides/algebra/algebra-i/word-

problems/age-problems
Age problems. https://www.onlinemathlearning.com/age-problems.html

4.7 Motion problems

LEARNING OUTCOME:
In this lesson, you will be able to:
 solve problems involving motion problems.

Enabling Activity:
Title: Pre-test
Time: 5 minutes
Material: Hand-outs

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Direction: Encircle the best answer of the following.

For 1-3. Given the diagram above, what is the formula for distance?
S T
A. D= B. D= C. D=ST D. S ÷T =D
T S
2. What is the formula for speed?
D T
A. S= B. S= C. S= DT D. T ÷ D=S
T D
3. What is the formula for time?
S D
A. T = B. T = C. T =DS D. S ÷ D=T
D S
4. Two buses leave the same station at 8:00 pm. One bus travels north at the rate of 30 kph and
the other travels east at 40 kph. How many kilometers apart are the buses at 10 pm?
A. 140 km B. 100 km C. 70 km D. 50 km
5. A bus drove for 6 hours at 75 kph and 4 hours at 80 kph. What was its average speed?
A. 76 kph B. 77 kph C. 77.5 kph D. 78 kph

Discussion: (35min)

What are Motion or Distance Word Problems?

Motion problems are based on the formula
d = rt
where d = distance, r  = rate/speed and t = time.
d=rt 94
d
s=
t
COLLEGE ALGEBRA 2020 EDITION

How to solve Motion or Distance Word Problems?

Step 1: Draw a diagram to represent the relationship between the distances involved in the
problem.
Step 2: Set up a chart based on the formula: rate × time = distance.
Step 3: Use the chart to set up one or more equations.
Step 4: Solve the equations.

We will look at four types of Motion Word Problems:

1. One person
2. Two objects going in opposite directions.
3. Both objects going in the same direction, but one goes further.
4. Both objects going in the opposite direction.

Examples (One person)

1. Barry runs at an average of 15 kph. If he needs to run a 37.5 km marathon. How long would it
take him to finish?
d= 37.5km , s= 15kph, t=?
d 37.5
t= = =2.5 hours or 2 hours and 30 min.
s 15

2. Barry drove a car at the rate of 50mph. If he needs to be there in 10 hours. What should be his
speed?
d=? , s=50mph , t= 10 hours
d=rt=50 mph¿10h)= 500

3. Barry needs to cover 125 km to get to town. If he needs to be there in 5 hours. What should his
speed average.
s=? , d= 125km , t= 5 hours

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COLLEGE ALGEBRA 2020 EDITION

d 125 km
s= = =25 kmh
t 5h

Examples (two person/ opposite direction)

1. Tom left Bulacan with a speed of 43 kph. Tim also left at the same time in the opposite direction
at a speed of 73kph. How many hours should Tim and Tom travel before they become 348
kilometers apart?
d= 348kph, s1=43 kph , s2=73 kmh t=? , d=d 1+ d 2

d= ( s 1 ∙ t 1 ) +( s2 ∙t 2)

348=( 43 t )+(73 t)
348=116 t
3=t
Therefore, it takes 3 hours for Tim and Tom to travel before they become 348km apart.
2. A truck and van left from Manila in opposite directions. The truck travelled for 3 hours at 80 kph.
After three hours the vehicles were 486km apart. Find the vans speed average?
d= 486km , s1=80 kph , s2=? t 1=3 hours , t 2=3 hours , d=d 1+ d 2
d= ( s 1 ∙ t 1 ) +( s2 ∙t 2)

486=( 80 ∙ 3 ) +(3 s)
348=240+3 s
246=3 s
82=s

(Same direction)
3. Tom left Manila with a speed of 36 kph. Tim also left at the same time in the same direction at a
speed of 48kph. How many hours should Tim and Tom travel for them to be 36km apart?
d= 36km , s1=48 kph , s2=36 kph t 1=? , d=d 1−d 2
d= ( s 1 ∙ t 1 ) +( s2 ∙t 2)

36=( 48 ∙ t ) −(36 ∙ t)
36=48 t−36 t

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36=12t
3=t
4. A train left and 6 hours later, a car traveling 22kph tried catching up to the train. After 6 hours the
car caught up. What was the train’s average speed?
s1=? , s2=22 kph , t 1=12 , t 1=6
d 1=d 2

s1 ∙t 1=s2 ∙t 2

12 s=22 ∙6
12 s=132
s=11kphExample:
John and Philip who live 14 miles apart start at noon to walk toward each other at rates of 3 mph
and 4 mph respectively. After how many hours will they meet?
Solution:
Let x = time walked.

R T d

John 3 X 3x

Philip 4 X 4x

3x + 4x = 14
7x = 14
x = 2
They will meet in 2 hours.
Here are some examples for solving motion problems.
Example 1
How long will it take a bus traveling 72 km/hr. to go 36 kms?
First circle what you're trying to find— how long it will take (time). Motion problems are solved by
using the equation

Therefore, simply plug in: 72 km/hr. is the rate (or speed) of the bus, and 36 km is the distance.

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Therefore, it will take one‐half hour for the bus to travel 36 km at 72 km/hr.

Example 2
How fast in miles per hour must a car travel to go 600 miles in 15 hours?
First, circle what you must find— how fast (rate). Now, using the equation d = rt, simply plug in 600
for distance and 15 for time.

So, the rate is 40 miles per hour.

Example 3
Mrs Benavidez leaves Burbank at 9 a.m. and drives west on the Ventura Freeway at an average
speed of 50 miles per hour. Ms Twill leaves Burbank at 9:30 a.m. and drives west on the Ventura
Freeway at an average speed of 60 miles per hour. At what time will Ms Twill overtake Mrs
Benavidez, and how many miles will they each have gone?
First, circle what you are trying to find— at what time and how many miles.  Now, let t stand for the

time Ms Twill drives before overtaking Mrs Benavidez. Then Mrs Benavidez drives for    
hours before being overtaken. Next, set up the following chart.

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COLLEGE ALGEBRA 2020 EDITION

rate r X time t = distance d

Ms. Twill 60 mph t 60 t

Mrs Benavidez 50 mph

Because each travels the same distance,

Ms Twill overtakes Mrs Benavidez after 2.5 hours of driving. The exact time can be figured out by
using Ms Twill's starting time: 9:30 + 2:30 = 12 noon. Since Ms Twill has travelled for 2.5 hours at
60 mph, she has travelled 2.5 × 60, which is 150 miles. So, Mrs Benavidez is overtaken at 12
noon, and each has travelled 150 miles.

Main Task:
Title: Motion problem
Time: 15 minutes
Material: Hand-outs
Answer what is being asked. Show your complete solution.
1. Two cars travel in opposite directions. One car drives at an average of 55 kph, while the other at
45 kph. After 4 hours, how far apart are the two cars?

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2. A bus travels for 2 hrs at 60 kph and another 3 hrs at 70 kph. What is its average speed?

3. Nelia takes ¾ hour to dress and get ready for school. It takes 4/5 hour to reach the school. If her
class starts promptly at 8:00 am; what is the latest time she can jump out of bed in order not to be
late for school?

Reinforcement:

Title: Motion problem

Time: 15 minutes
Material: Hand-outs
Answer what is being asked. Show your complete solution.
1. Ivana is meeting her friends at 9:30 am. The average speed of the bus is 30 km/h, and she
needs to travel 25 km. When is the latest time she should catch the bus?

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COLLEGE ALGEBRA 2020 EDITION

2. Two planes fly each other. They are 420 kilometers apart. They pass each other after 3 hours. If
their speeds differ by 40 kilometers per hour, what are their speeds?

3. Two cars travel in the same direction. One car drives at an average of 63 kph, while the other at
43 kph. After 4 hours, how far apart are the two cars?

SUMMARY:

How to solve Motion or Distance Word Problems?

Step 1: Draw a diagram to represent the relationship between the distances involved in the
problem.
Step 2: Set up a chart based on the formula: rate × time = distance.
Step 3: Use the chart to set up one or more equations.
Step 4: Solve the equations.

REFERENCES:

Textbook:
Bautista, L., et al. (2012). College Algebra (2nd ed.). C and E Publishing, Inc.
Online references:
Distance problems. https://www.onlinemathlearning.com/distance-problems.html
Motion problems. https://www.cliffsnotes.com/study-guides/algebra/algebra-i/word-
problems/motion-problems
Motion problems. https://www.onlinemathlearning.com/algebra-motion-problems.html

Chapter 5: Statistics of data

Grading Period: Final

No. of hours:

Sub-Topic/s:

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5.1 Classification and organization of data

LEARNING OUTCOMES:
In this lesson, you will be able to:
 define and cite examples of statistics on how it is related to real life;
 recognize the different types and classification of data; and
 classify and characterize data.

Enabling Activity:

Title: Think-pair-share
Time: 10 minutes
Material: Hand-outs

Learning Task:
 The teacher will provide the question to the students.
Question: What is statistics? How it is related to real life? Cite at least 5 examples.
Think:
 The teacher will allow the students to individually answer the question first.
 Often, the teacher or a designated helper will record these responses on the board or on
the overhead
Pair:
 After 5 minutes, the teacher will ask the students to find a partner, and discuss their
answer to each other.
Share:
 The teacher will randomly select a partner to share their solutions to the class by
explaining it in front.

Discussion: (30min)

Introduction to Statistics
Use of statistics in our today’s life. Today, statistics is widely employed in government,
business, and natural and social sciences. Statistical methods are applied in all fields that involve
decision making, for making accurate inferences from a collated body of data and for making
decisions in the face of uncertainty based on statistical methodology. The use of modern

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computers has expedited large-scale statistical computations, and has also made possible new
methods that are impractical to perform manually. Statistics continues to be an area of active
research, for example on the problem of how to analyse big data.
 INDUSTRIES AND BUSINESS …Report of early sales & comparison others. It shows
where the factory or its sales lack and where they are good.
 AGRICULTURE …What amount of crops are grown this year in comparison to previous
year or in comparison to required amount of crop for the country Quality and size of grains
grown due to use of different fertilizer.
 FORESTERY …How much growth has been occurred in area under forest or how much
forest has been depleted in last 5 years? How much different species of flora and fauna
have increased or decreased in last 5 years?
 EDUCATION … Money spend on girls’ education in comparison to boys’ education?
Increase in no. of girl students who seated in who Seated for different exams? Comparison
for result for last 10 years.
 ECOLOGICAL STUDIES …Comparison of increasing impact of pollution on global
warming and increasing effect of nuclear reactors on environment.
 MEDICAL STUDIES …No. of new diseases grown in last 10 year. Increase in no. of
patients for a particular disease.
 SPORTS …Used to compare run rates of two different teams. Used to compare to
different players.
Statistics- It is branch of applied mathematics concerned with the techniques by which data are
collected, organized, analysed, and interpreted.
Origin – The word “Statistics” and “Statistical” are derived from the Latin word status means
political state.
 Population-is the universal set of all objects under study. A population is any entire
collection of people, animals, plants or things from which we may collect data. It is the
entire group we are interested in, which we wish to describe or draw conclusions about.
For example: Students of RMMC-MI, People living in Philippines, Bulbs made in a factory,
Different models of cell phones.
 Sample: (Subset of the Population) - A sample is a group of units selected from a larger
group (the population). By studying the sample it is hoped to draw valid conclusions about
the larger group.

Sampling techniques- It is a method of selecting the elements of a sample from the population
under consideration.
1. Simple random sampling- This is a procedure where a sample is selected in such a way
that every element is as likely to be selected as any other element in the population.
2. Systematic random sampling- This method is a sampling procedure with a random start.
3. Stratified random sampling- This is used when the population can be naturally classified
into groups or strata.
Statisticians and researchers are interested in a particular variables of a sample or population. A
variable is a characteristic of interest about an object under investigation that can take on different
possible outcomes, such as age, hair color, height, weight, and religious preferences. Two kinds of
variables:

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COLLEGE ALGEBRA 2020 EDITION

1. Qualitative variables- are variables that can be placed into distinct categories, according to
some characteristics or attribute. Can be separated into different categories that are
distinguished by some nonnumeric characteristics. For example, Sex, religious
preferences, geographic location, colors, political party, race, zip codes, meeting
attendance, and etc.
2. Quantitative variable- are numerical and can be ordered, mathematical operations are
meaningful. For example, age, height, weight, and body temperature, time, value, wages.
Quantitative data can either be discrete or continuous.
 Discrete- (count) is a numeric variable that only consist of integers or can be
assigned values such as 0, 1, 2, and 3 are said to be countable or discrete data
are whole numbers, and are usually a count of objects. Ex. grades (A, B, C, D or
E), dice sides, number of children in a family and the number of calls received in 1
week, number of kids, cars, pets, etc.
 Continuous-(measurable/quantifiable) is a numeric variable. Observations can
take any value between a certain set of real number or can assume an infinite
number of values in an interval between any two specific values not countable
usually a measurement. Ex. Temperature, pressure, humidity, length, time, the
amount of time a group of children spent watching TV would be measured data,
since they could watch any number of hours, even though their watching habits
will probably be some multiple of 30 minutes.), height, age.

Another way to classify data is to use four levels of measurements: nominal, ordinal, interval, and
ratio.
 Nominal- is characterized by data that consist of names, labels, or categories only(least
informative of the four measurement scales). For example, the political party to which each
governor belongs, nationality, occupation, gender, region, and religion.
 Ordinal- (attributes can be ordered) involves data that may be arranged in some order but
differences between data values either cannot be determined or are meaningless. For
example, list of wealthiest people, exam grades, running race results, costumer survey
results, size, attributes, likert scale and a judge rates some presentations as “good”.
 Interval- (distance is meaningful) is like the ordinal level but meaningful amounts of
differences between data can be determined. It has no inherent (natural) zero starting
point (where none of the quantity is present.). For example, average annual temperature in
South Cotabato,
 Ratio- (absolute zero) is the interval level modified to include the inherent zero starting
point (where zero indicates that none of the quantity is present.). For example, weights of
garbage discarded by households, time, dollars.
Collecting and organizing data
The study of statistics begins with the collection of data or measurements. Data collected should
be organized systematically for easier and faster interpretation. They may be presented in any of
the following forms:
 The textual form can be used if the data to be presented if few.
 The tabular or graphical forms are used when more detailed information about the data is
to be presented.
 A table is used when you want to present a data in a systematic and organized manner so
that reading and interpretation will be simpler and easier.
 Graph- Bar graph, line graph, and pie graph.
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COLLEGE ALGEBRA 2020 EDITION

Levels/ scales of measurement

Qualitative: (attribute/ Quantitative: natural numerical scale, mathematical operations are

count): categorical, non- meaningful (age, height, weight, and body temperature, time, value,
numerical, mathematical wages).
operations are meaningless.
Can be separated into different
categories that are
distinguished by some
nonnumeric characteristics.
(colors, political party, religion,
race, gender, zip codes,
meeting attendance, car color,
car body type.

Categories of data

Discrete: countable, finite, only Continuous-

certain values are possible. Ex. (measurable/quantifiable) is a
grades (A, B, C, D or E), dice sides, numeric variable, infinite possible
number of children in a family andvalues, not countable, usually a
the number of calls received in 1 measurement. Ex. Temperature,
105
week, number of kids, cars, pets, pressure, humidity, length, time,
etc. and etc.
COLLEGE ALGEBRA 2020 EDITION

Ordinal
Nominal Ratio Interval
1. Ranking / placement
1. Qualitative/ categorical 1. The
1. The order order
matters
2. The order matters
2. Names, colors, labels, matters
2. Differences are
3. Differences cannot be
gender, etc. 2. Differences
measurable
measured.
3. Order does not matter can Abe“0”
3. Contains
(least informative of the starting measured
point
four measurement scales). (except ratios)

Main Task:
Title: Introduction to statistics
Time: 15 minutes
General direction: Answer what is being asked.
Material: Hand-outs
Answer what is being asked.
A: Classify the following as either quantitative or qualitative data.
_____________1. Opinion on political issue
_____________2. Wages
_____________3. Body temperature of the child
_____________4. Race
_____________5. The political party to which each president belongs
For numbers 11-15, Give 3 examples of qualitative data and 2 examples of quantitative data.
6.
7.
8.
9.
10.
Test II: Identify the following as either nominal, ordinal, interval, and ratio.
____________11. Time
____________12. Nationality
____________13. The panel rates some presentations as “Very good”
____________14. The political party to which each governor belongs
____________15. Occupation of your parents

Reinforcement.

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Title:Introduction to statistics
Time: 10 minutes
General direction: Answer what is being asked.
Material: Hand-outs
Direction: Write quantitative or qualitative data for each of the following statements:
1. Kevin Durant is 7 feet tall.
2. The prevalent skin color of Filipinos is brown.
3. The cities in the National Capital Region are Caloocan, Las Pinas, Makati, Malabon,
Mandaluyong, Manila, Marikina, Muntinlupa, Navotas, Paranaque, Pasay, Pasig, Quezon City, San
Juan, Taguig, and Valenzuela.
4. The freshmen college students are very anxious for the final examination.
5. Two of the smartest in our class were elected president and vice president, respectively.

SUMMARY:

Statistics- It is branch of applied mathematics concerned with the techniques by which data are
collected, organized, analysed, and interpreted.
Origin – The word “Statistics” and “Statistical” are derived from the Latin word status means political
state.
Sampling techniques- It is a method of selecting the elements of a sample from the population under
consideration.
1. Simple random sampling- This is a procedure where a sample is selected in such a way that
every element is as likely to be selected as any other element in the population.
2. Systematic random sampling- This method is a sampling procedure with a random start.
3. Stratified random sampling- This is used when the population can be naturally classified into
groups or strata.
Two kinds of variables
- Quantitative data
- Qualitative data
Another way to classify data is to use four levels of measurements: nominal, ordinal, interval, and ratio.
 Nominal- is characterized by data that consist of names, labels, or categories only(least
informative of the four measurement scales). For example, the political party to which each
governor belongs, nationality, occupation, gender, region, and religion.
 Ordinal- (attributes can be ordered) involves data that may be arranged in some order but
differences between data values either cannot be determined or are meaningless. For
example, list of wealthiest people, exam grades, running race results, costumer survey results,
size, attributes, likert scale and a judge rates some presentations as “good”.
 Interval- (distance is meaningful) is like the ordinal level but meaningful amounts of differences
between data can be determined. It has no inherent (natural) zero starting point (where none
of the quantity is present.). For example, average annual temperature in South Cotabato,
 Ratio- (absolute zero) is the interval level modified to include the inherent zero starting point
(where zero indicates that none of the quantity is present.). For example, weights of garbage
discarded by households, time, dollars.

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REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed by
REX Book Store: 856 Nicanor Reyes, Manila
Online references:

5.2 Measures of Central Tendency for ungrouped data

LEARNING OUTCOMES:
In this lesson, you will be able to:
 define measures of central tendency;
 calculate the mean, median and mode of a distribution; and
 differentiate the measures of central tendency.

Enabling Activity:

Title: Exploration
Time: 5 minutes
Material: Hand-outs

Here are some enabling activities/experiences that you will perform to validate your
understanding on averages in the What to Know phase. After doing the activities in this section, it
is expected that you will be able to answer the question, “What is the best way to measure a given
set of data?”. The understanding gained would erase misconceptions about the different measures
of central tendency that you have encountered before.
Activity 1, the students will do investigation about the given set of data. Then they will answer the
given sets of questions in relation to measures of central tendency.
Activity 1 A group of students obtained the following scores in a math quiz: 8, 7, 9, 10, 8, 6, 5, 4, 3
Arranging these scores in increasing order: 3, 4, 5, 6, 7, 8, 8, 9,10,

The mean is 6.7. 3, 4, 5, 6, 7, 8, 8, 9, 10

The median is 7. 3, 4, 5, 6, 7,
1088, 8, 9, 10

The mode is 8. 3, 4, 5, 6, 7, 8, 8, 9, 10
COLLEGE ALGEBRA 2020 EDITION

Observe how the mean, median and mode of the scores were obtained. Make a guess and
complete the statements below.
a. The mean 6.7 was obtained by ________________________________.
b. The median 7 is the _________________________________________.
c. The mode 8 is the __________________________________________.
Discussion: (30min)

A measure of central tendency is a single value that describes the center of a distribution.
The most common measures of central tendency are the mean, median and mode.
The mean is defined to be sum of all values in a set of data divided by the total number of
observation. The median is the middle value when data is ascending or descending order. If there
is an even number of observations, get the mean of the two middlemost values. The mode is the
most frequent value in a set of data.
Consider the values 13, 16, 18, 21, 24, 22, 12, 13. The mean is calculated as follows.
12+13+ 13+16+18+21+22+24
Mean(x́ ¿= =17.375
8
To calculate the median, the data is to be arranged from lowest to highest to obtain the middle
value. The arrangement of the data will be 12 ,13 , 13 , 16 ,18 , 21 , 22, 24. Since there are 8
values, the average of 16 and 18 is obtained. Therefore, the median is 17. The data has one mode,
13, since it appears twice in the data set, more times than the rest of the values.
Another example:
The mean (also known as the arithmetic mean) is the most commonly used measure of
central position. It is used to describe a set of data where the measures cluster or concentrate at a
point. As the measures cluster around each other, a single value appears to represent distinctively
the typical value.
It is the sum of measures x divided by the number N of measures in a variable. It is symbolized as
x́ (read as x bar). To find the mean of an ungrouped data, use the formula

x́=
∑x
N

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COLLEGE ALGEBRA 2020 EDITION

where ∑x = the summation of x (sum of the measures) and N = number of values of x.

Example: The grades in Geometry of 10 students are 87, 84, 85, 85, 86, 90, 79, 82, 78, 76. What is
the average grade of the 10 students?
Solution:

x́=
∑x
N

x́=
∑ x = 87+84 +85+85+ 86+90+79+ 82+78+ 76 = 832 = 83.2
N 10 10

Hence, the average grade of the 10 students is 83.2. Consider another activity.
Activity:
1. Calculate for median and mode.
Main Task:
Title: Measures of central tendency
Time: 15 minutes
Material: Hand-outs
Answer what is being asked.
A student listed 10 of his classmates’ scores:
34, 42, 27, 34, 45, 32, 31, 44, 33, 31
1. Calculate the mean, median and mode.

2. If 45, was really 34, will the mean change? Will the median change? Will the mode change?
Explain.

3. Find the mean, median, and mode/modes of each of the following sets of data.
a. 29, 34, 37, 22, 15, 38, 40
b. 5, 6, 7, 7, 9, 9, 9, 10, 14, 16, 20
c. 82, 61, 93, 56, 34, 57, 92, 53, 57
d. 26, 32, 12, 18, 11, 12, 15, 18, 21
e. The scores of 20 students in a Biology quiz are as follows:
25 33 35 45 34
26 29 35 38 40
45 38 28 29 25

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39 32 37 47 45
4. Athena got the following scores in the first quarter quizzes: 12, 10, 16, x, 13, and 9. what must
be her score on the 4th quiz to get an average of 12?

Reinforcement Exercise:

Title: Measures of central tendency

Time: 15 minutes

Material: Hand-outs
Answer what is being asked.

1. The grades in mathematics of 10 students are 86, 89, 85, 84, 86, 90, 79, 86, 84, 76. Find the
mean, median, and mode.

SUMMARY:

A measure of central tendency is a single value that describes the center of a

distribution. The most common measures of central tendency are the mean, median and mode.
The mean is defined to be sum of all values in a set of data divided by the total number
of observation. The median is the middle value when data is ascending or descending order. If
there is an even number of observations, get the mean of the two middlemost values. The mode
is the most frequent value in a set of data.

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COLLEGE ALGEBRA 2020 EDITION

REFERENCES:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed
by REX Book Store: 856 Nicanor Reyes, Manila
Online references:

5.3 Measures of dispersion

LEARNING OUTCOMES:
In this lesson, you will be able to:
 define the measures of dispersion; and
 calculate the range, variance, and standard deviation of a distribution.

Enabling Activity:
Title: Exploration
Time: 5 minutes
Material: Hand-outs

Get the square of each number.

X x2
21
24
25
25
28
29
30
31

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COLLEGE ALGEBRA 2020 EDITION

32
33
39
42
48
x
∑ =¿ ¿ ∑ x 2=¿ ¿

Discussion: (25min)

Measures of Central tendency are not enough to describe sets of data. What if the mean of two
sets of data are the same? This is where measures of dispersion come to play.
A measure of dispersion is a single value that describes the spread of distribution. These
are the range, variance and standard deviation.
The range is the difference between the highest value and the lowest value of set of data.
Range = highest value – lowest value

The variation is based on the mean. This implies the squared distance of each observation from
the mean. The formula for standard variance is:

s= √ ∑ x 2−¿¿ ¿ ¿ ¿

The standard deviation is the square root of the standard variance.

For example:
Consider the following data: 28, 25, 24, 29, 33, 42, 25, 39, 32, 31, 31, 30, and 48. The range is 48-
21= 27.

Solve for the variance and standard deviation.

x x2 standard variance=∑ x2−¿ ¿¿ ¿
21 441
24 576 ¿ 13,455−¿ ¿ ¿
25 625
25 625
28 784 13,455−12742.23
¿
29 841 12
30 900 = 59. 3975
113standarddeviation= 2
√∑ x −¿ ¿¿ ¿ ¿
= √ 59.3975

= 7.70
COLLEGE ALGEBRA 2020 EDITION

31 961
32 1024
33 1089
39 1521
42 1764
48 2304
2
∑ x =¿ 407 ¿ ∑ x =13 , 455

Main Task:
Title: Measures of dispersion

Time: 15 minutes
General direction: Answer what is being
Material:
Answer what is being asked. Hand-outs
1. The following data shows the results of 7 students in a 50-item multiple choice exam: 47, 36,
42, 35, 36, 42, 29. Compute for the range, standard variance, and standard deviation.

Reinforcement:

Title: Measures of dispersion

Time: 10 minutes
General direction: Answer what is being
Material:
Answer what is being asked. Hand-outs
1. The following data shows the results of 4 students in a 50-item multiple choice exam: 47, 36,
42, 35. Compute for the range, standard variance, and standard deviation.

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COLLEGE ALGEBRA 2020 EDITION

SUMMARY:

Measures of Central tendency are not enough to describe sets of data. What if the mean of two
sets of data are the same? This is where measures of dispersion come to play.
A measure of dispersion is a single value that describes the spread of distribution. These
are the range, variance and standard deviation.
The range is the difference between the highest value and the lowest value of set of data.
Range = highest value – lowest value

The variation is based on the mean. This implies the squared distance of each observation from
the mean. The formula for standard variance is:

s= √∑ x 2−¿¿ ¿ ¿ ¿

The standard deviation is the square root of the standard variance.

REFERENCE:

Textbook:
Manlulu and Hipolito. (2019). Mathematics in the Modern World. Published and Distributed
by REX Book Store: 856 Nicanor Reyes, Manila

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COLLEGE ALGEBRA 2020 EDITION

5.4 Measures of Central tendency for grouped data

LEARNING OUTCOMES:
In this lesson, you will be able to:
 define the measures of dispersion; and
 calculate the range, variance, and standard deviation of a distribution.

Enabling Activity:
Title
Time: 5 minutes
Link:

What are Mean, Median and Mode?

Measures of Central Tendency

Measure of central tendency provides a very convenient way of describing a set of scores
with a single number that describes the performance of a group. It is also defined as a single value
that is used to describe the “center” of the data. It is thought of as a typical value in a given
distribution. There are three commonly used measures of central tendency. These are the mean,
median and mode. In this section, we shall discuss how to compute the value and some of the
properties of the mean, median and mode as applied in the classroom setting.

1. Mean
Mean is the most commonly used measure of the center of data and it is also referred as
the “arithmetic average.”

Computation of Population Mean

Ʃx X 1+ X 2+ X 3+… Xn
µ= =
N N

Computation of Sample Mean

ƩX X 1+ X 2+ X 3 +… X n
x́= =
N N

Computation of the Mean for Ungrouped Data

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COLLEGE ALGEBRA 2020 EDITION

Ʃx
1. x́=¿
n

Ʃfx
2. x́=¿
n

Example 1: Scores of 10 students in Mathematics I quiz consist of 25 items. The highest

score is 25 and the lowest score is 10. Here are the scores: 25, 20, 18, 18, 17, 15, 14, 13, 12, 10.
Find the mean in the following scores.

X (scores)

25
20
18
18
17
15
14
13
12
10

Ʃx =162
n=10

Ʃx 162
x́= = =16.2
n 10

Analysis:

The average performance of 10 students who participated in a Mathematics quiz

consisting of 25 items is 16.2. The implication of this is that student who got scores below 16.2 did
not perform well in the said examination. Students who got scores higher than 16.2 performed well
in the examination compared to the performance of the whole class.

Example 2: Find the Grade Point Average (GPA) of Timmy for the first semester of the
school year 2018-2019. Use the table below:

Subjects Grade (Xi) Units (Wi) (Wi) (Xi)

BM 112 1.25 3 3.75

BM 101 1.00 3 3.00

AC 103N 1.25 6 7.50

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COLLEGE ALGEBRA 2020 EDITION

BEC 111 1.00 3 3.00

MGE 101 1.50 3 4.50

MKM 101 1.25 3 3.75

FM 111 1.50 3 4.50

PEN 2 1.00 2 2.00

Ʃ (¿Wi )=26 ¿ Ʃ (¿Wi )(¿ Xi )=32.00 ¿ ¿

Ʃ (¿Wi )(¿ Xi)

x́= ¿¿
Ʃ Wi

32
x́=
26

x́=1.23

The Grade Point Average of Timmy for the first semester SY 2018-2019 is 1.23.

Mean for Grouped Data

Grouped data are the data or scores that are arranged in a frequency distribution.
Frequency distribution is the arrangement of scores according to category of classes including the
frequency. Frequency is the number of observations falling in a category.

For this particular lesson we shall discuss only one formula in solving the mean for
grouped data which is called midpoint method. The formula is:

Ʃf X m
x́=
n

where,

x́ = mean value Ʃf X m=¿¿ summation of the product of f X m

f = frequency in each class or category X m=¿¿ midpoint of each class or category

Steps in Solving Mean for Grouped Data

1. Find the midpoint or class mark ( X m) of each class or category using the formula

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COLLEGE ALGEBRA 2020 EDITION

¿+UL
X m= .
2

2. Multiply the frequency and the corresponding class mark f X m.

3. Find the sum of the results in step 2.
Ʃf X m
4. Solve the mean using the formula x́ = .
n

Example 3: Scores of 40 students in a Science class consist of 60 items and they are
tabulated below.
X f Xm f Xm
10 - 14 5 12 60

15 – 19 2 17 34

20 – 24 3 22 66

25 – 29 5 27 135

30 – 34 2 32 64

35 – 39 9 37 333

40 – 44 6 42 252

45 – 49 3 47 141

50 – 54 5 52 260

n = 40 Ʃf X m=1 345

Ʃf X m
x́q =
n

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COLLEGE ALGEBRA 2020 EDITION

1345
x́ =
40

x́ = 33.63

Analysis:

The mean performance of 40 students in Science quiz is 33.63. Those students who got
scores below 33.63 did not perform well in the said examination while those students who got
scores above 33.63 performed well.

Properties of the Mean

 It measures stability. Mean is the most stable among other measures of central tendency
because every score contributes to the value of the mean.
 The sum of each score’s distance from the mean is zero.
 It is easily affected by the extreme scores.
 It may not be an actual score in the distribution.
 It can be applied to interval level of measurement.
 It is very easy to compute.

When to use the Mean

 Sampling stability is desired.

 Other measures are to be computed such as standard deviation, coefficient of variation
and skewness.

2. Median

Median is the second type of measures of central tendency. It refers to the centermost
score when the scores in the distribution are arranged according to magnitude (from highest score
to lowest score or from lowest score to highest score).

Median of Ungrouped Data

1. Arrange the scores (from lowest to highest or highest to lowest).

2. Determine the middle most score in a distribution if n is an odd number and get the
average of the two middle most scores if n is an even number.

Example 1: Find the median score of 7 students in an English class.

x (score)

19
17
16

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COLLEGE ALGEBRA 2020 EDITION

15
10
5
2

Analysis:

The median score is 15. Fifty percent (50%) or three of the scores are above 15 (19, 17,
16) and 50% or three scores are below 15 (10, 5, 2).

Example 2: Find the median score of 8 students in an English class.

x (score)

30
19
17
16
15
10
5
2

~ 16+15
x=
2

~
x=15.5

Analysis:
The median score is 15.5 which means that 50% of the scores are lower than 15.5, those
are 15, 10, 5 and 2; and 50% are greater than 15.5, those are 30, 19, 17, 16 which mean (4)
scores are below 15.5 and four (4) scores are above 15.5.

Median of Grouped Data

Formula:
n
~
x=L B + ( )
2
−cfp
fm
c .i

~
x= median value
n
MC = median class is a category containing the
2
LB = lower boundary of the median class (MC)

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COLLEGE ALGEBRA 2020 EDITION

cfp = cumulative frequency before the median class if the scores are arranged from
lowest to highest value
fm = frequency of the median class
c.i = size of the class interval

Steps in Solving Median for Grouped Data

1. Complete the table for cf<.

n
2. Get 2 of the scores in the distribution so that you can identify MC.

3. Determine the LB , cfp, fm, and c.i.

4. Solve the median using the formula.

Example 3: Scores of 40 students in a Science class consist of 60 items and they are tabulated
below. The highest score is 54 and the lowest score is 10.
X F cf <
10 - 14 5 5

15 – 19 2 7

20 – 24 3 10

25 – 29 5 15

30 – 34 2 17 (cfp)

35 – 39 9 (fm) 26

40 – 44 6 32

45 – 49 3 35

50 – 54 5 40

n = 40

Solution:

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COLLEGE ALGEBRA 2020 EDITION

n 40
= = 20
2 2

n
The category containing is 35 - 39.
2

MC = 35 – 39

LL of the MC = 35

LB = 34.5

cfp = 17

fm = 9

c.i = 5

n
~
x=L B +
2
( )
−cfp
fm
c .i

= 34.5 + ( 20−17
9 )
5

= 34.5 + ( 39 ) 5
= 34.5 + ( 159 )
= 34.5 + 1.67
~
x = 36.17

Analysis:

The median value is 36.17, which means that 50% or 20 scores are less than 36.17.

Properties of the Median

 It may not be an actual observation in the data set.

 It can be applied in ordinal level.
 It is not affected by extreme values because median is a positional measure.

When to Use the Median

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COLLEGE ALGEBRA 2020 EDITION

 The exact midpoint of the score distribution is desired.

 There are extreme scores in the distribution.

3. Mode

Mode is the third measure of central tendency. It refers to the score/s that occurs most
frequently in the score distribution.

Types of Mode

1. Unimodal is a score distribution that consists of one mode.

2. Bimodal is a score distribution that consists of two modes.
3. Trimodal is a score distribution that consists of three modes. It is also considered as
multimodal – a score distribution that consist of more than two modes.

Example 1: Scores of 10 students in Section A, Section B, and Section C

Scores of Section A Scores of Section B Scores of Section C

25 25 25

24 24 25

24 24 25

20 20 22

20 18 21

20 18 21

16 17 21

12 10 18

10 9 18

7 7 18

Analysis:

The score that appeared most in section A is 20, hence the mode of section A is 20. There
is only one mode, therefore, score distribution is called unimodal. The modes of section B are 18
and 24, since both 18 and 24 appeared twice. There are two modes in section B, hence, the

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COLLEGE ALGEBRA 2020 EDITION

distribution is a bimodal distribution. The modes for section C are 18, 21 and 25. There are three
modes for section C, therefore, it is called a trimodal or multimodal distribution.

Mode for Grouped Data

In solving the mode value using grouped data, use the formula:

d1
^x =LB +
( )
d 1+d
2
c.i

LB = lower boundaryof the modal class

Modal Class (MC) = is a category containing the highest frequency

d 1 = difference between the frequency of the modal class and the frequency
above it, when the scores are arranged from lowest to highest.

d 2 = difference between the frequency of the modal class and the frequency
below it, when the scores are arranged from the lowest to highest.

c.i = size of the class interval

Example 2: Scores of 40 students in a Science class consist of 60 items and they are
tabulated below.
X f
10 - 14 5

15 – 19 2

20 – 24 3

25 – 29 5

30 – 34 2

35 – 39 9

40 – 44 6

45 – 49 3

50 – 54 5

n = 40

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COLLEGE ALGEBRA 2020 EDITION

Modal Class = 35 – 39

LL of MC = 35

LB = 34.5

d1 = 9 – 2 = 7

d2 = 9 – 6 = 3

c.i = 5

d1
^x =LB +
( )
d 1+d
c.i
2

= 34.5 + ( 7+37 ) 5
35
= 34.5 +
10

^x = 34.5 + 3.5

^x = 38

The mode of the score distribution that consists of 40 students is 38, because 38 occurred
several times.

Properties of the Mode

 It can be used when the data are qualitative as well as quantitative.

 It may not be unique.
 It is not affected by extreme values.
 It may not exist.

When to use the Mode

 When the “typical” value is desired.

 When the data set is measured on a nominal scale.

Main Task:
Title: Measures of central tendency grouped data
Time: 15 minutes
126
Material: Hand-outs
COLLEGE ALGEBRA 2020 EDITION

General direction: Answer what is being asked.

Scores of 40 students in a Science class consist of 60 items and they are tabulated below.
X f Xm f Xm
55 – 61 7

62 – 68 5

69 – 75 4

76 – 82 12

83 – 89 11

90 – 96 1

n = 40 Ʃf X m=¿

1. Find the mean, median and mode of grouped data.

Reinforcement.

Title: Measures of central tendency grouped data

Time: 15 minutes
General direction: Answer what is being asked.
Material: Hand-outs

Scores of 40 students in a Science class consist of 50 items and they are tabulated below.

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COLLEGE ALGEBRA 2020 EDITION

X f Xm f Xm
8 – 14 3

15 – 21 7

22 – 28 6

29 – 35 4

36 – 42 15

43 – 49 2

50 - 56 3

n = 40 Ʃf X m=¿

1. Find the mean, median and mode of grouped data.

SUMMARY:

Formula:
n
Mean (~
x ¿=L B +
2
( )
−cfp
fm
c .i

n
Median ~x=L + 2
B
fm( )
−cfp
c .i

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and
Distributed by REX Book Store: 856 Nicanor Reyes, Manila

Chapter 6: Simple and compound interest

128
COLLEGE ALGEBRA 2020 EDITION

Grading Period: Final

No. of hours:

6.1 Simple Interest

LEARNING OUTCOMES:
In this lesson, you will be able to:
 define key terms; and
 calculate the unknown values in simple interest problems.

Enabling Activity: (Collaboration)

Title: Describe and explain
Time: 5 minutes
Material: Paper
On a piece of paper, write at least 3 words that describe or explain the word
INTEREST.

Discussion: (30min)

Interest may be overlooked when the amount borrowed is very small. However, this is not
the case when thousands or even millions are borrowed. Interest is a sum of money received or
paid for the use of someone else’s money. For commercial institutions like banks, interest is also
paid for the services rendered. Principal is the original amount borrowed, deposited or invested.
Rate of interest is the percent of the principal paid per time period. Time is the number of years,
months or days.
Simple interest is the interest earned at the end of the allotted time between the lender and
the borrower. The formula is given below:

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COLLEGE ALGEBRA 2020 EDITION

I =Prt
Where I = Simple interest
P= principal
R= rate of interest
T = time
The maturity value is the total amount when the principal is added to the interest. Its formula is
given below:
M =P+ I =P(1+rt )
Where M= maturity value
P= Principal
I= interest
To illustrate this, a man deposited Php50, 000 at 1.25% for 1 year. Find the simple interest and the
maturity value.
I =Prt=( 50,000 ) ( 0.0125 )( 1 )=625
M =P+ I =50,000+625=50 , 625
Follow up question: How many months will it take Php15, 000 to earn Php56.25 at 1.5% simple
interest rate?

Main Task:
Title: Simple interest
Time: 15 minutes 130

Material: Hand-outs
COLLEGE ALGEBRA 2020 EDITION

Answer what is being asked.

1. How much was borrowed if a simple interest rate of 2.10% was offered payable in 4 months with
interest of php35.00?

2. What is the simple interest on a Php500 loan at 2.5% interest to be paid at the end of 6 months?

3. The loan Php1,350 is to be repaid in 1 year at 4.5% simple interest. How much is added to the
loan?

Reinforcement:

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COLLEGE ALGEBRA 2020 EDITION

Title: Simple interest

Time: 15 minutes
Material: Hand-outs

Answer what is being asked.

1. How long will Php60, 000 accumulate to Php62,430 if the simple interest rate agreed is 1.50%?
2. What is the maturity value of a loan of Php64, 000 earning an interest of Php12, 733?
3. Mia Benson invested her summer earning of Php3,000 in a savings account which pays 2.5%
interest. How much will this amount to in 6 months?

SUMMARY:

I =Prt
Where I = Simple interest
P= principal
R= rate of interest
T = time
The maturity value is the total amount when the principal is added to the interest. Its formula is
given below:
M =P+ I =P(1+rt )
Where M= maturity value
P= Principal I= interest

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and Distributed by
REX Book Store: 856 Nicanor Reyes, Manila

6.2 Compound Interest

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LEARNING OUTCOMES:
In this lesson, you will be able to:
 define key terms;
 calculate the unknown values in compound interest problems; and
 differentiate simple interest from compound interest.

Enabling Activity: (Collaboration)

Title: Exploration
Time: 5 minutes
Materials: Hand-outs

1. Calculate the maturity value for Php5,000 at 10% simple interest rate for 1 year.
2. Calculate for the maturity value for 1 Php5,000 at 5% simple interest rate for 1 year. Using the
result as the principal, find the new maturity value at 5% simple interest rate also for 1 year.

Discussion: (30min)

Simple interest calculates for the added amount only once for the given time. Compound
interest involves more complex calculation since, when applicable, it calculates interest based on
previously earned interest within the time given.
Compound interest is the interest earned on previously earned interest added to the
principal. For compound interest, present value will be used instead of principal. Aside from
present value and rate of interest, compound interest will use the following terms:
1. Frequency of conversion (m) = the number of times the interest will be added to the present
value. It may be annualy or effective (1), semi-annualy (2), quarterly (4), bi-monthly (6), or monthly
(12).
2. Nominal rate (j) = annual interest rate
3. Periodic rate (i) = annual interest rate per frequency of conversion
4. Number of conversions (n) = product of frequency of conversions and time.
The maturity value of compound interest is given by:

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COLLEGE ALGEBRA 2020 EDITION

M =P ¿
Where, P= present value, j = annual interest rate m= frequency of conversion
j
t = time, to make calculations easier, I = and n= mt
m
To illustrate this, Anthony Villadon plans to invest Php100, 000 in a business venture. He is offered
6% compounded semi-annually. How much will he receive at the end of 3 years? The formula for
the maturity value is used:
M =P ¿
0.06
Since, n= 2(3)= 6 and I = =0.03
2
M =P ¿

Abstraction:
1. If interest rate is unknown, give the formula for annual interest rate, j.

2. If the time is unknown, derive a formula for t.

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COLLEGE ALGEBRA 2020 EDITION

Main Task:
Title: Compound interest
Time: 15 minutes
Material: Hand-outs

Answer what is being asked.

1. What is the present value of Php65,000 at 11% compounded annually for 4 years?

2. A Php1,000,000-trust fund was set up and to be used by an 8-year old nephew when he goes to
college. In 8 years, how much will the fund be if the investment rate is 7.5% compounded
quarterly?

3. Ryza borrows Php150,000. At what rate compounded bi-monthly will her interest be if she
agrees to pay Php10,000 more at the end of 2 years?

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COLLEGE ALGEBRA 2020 EDITION

Reinforcement:

Title: Compound interest

Time: 10 minutes
Material: Hand-outs

Answer what is being asked.

1. Find the amount at the end of 5 years if Php17,535 is invested at 2.45% compounded quarterly.

2. If money is worth 6% compounded bi-monthly, find the present value of Php125,700 for 2 years.

3. If the rate is at 1.25% effective, how long will Php5,000 become Php5,500?

SUMMARY:

Compound interest is the interest earned on previously earned interest added to the
principal. For compound interest, present value will be used instead of principal. Aside from
present value and rate of interest, compound interest will use the following terms:
1. Frequency of conversion (m) = the number of times the interest will be added to the present
value. It may be annualy or effective (1), semi-annualy (2), quarterly (4), bi-monthly (6), or
monthly (12).
2. Nominal rate (j) = annual interest rate
3. Periodic rate (i) = annual interest rate per frequency of conversion
4. Number of conversions (n) = product of frequency of conversions and time.
136 by:
The maturity value of compound interest is given
M =P ¿
Where, P= present value, j = annual interest rate m= frequency of conversion
COLLEGE ALGEBRA 2020 EDITION

REFERENCE:

Textbook:
Manlulu and Hipolito (2019) Mathematics in the Modern World. Published and
Distributed by REX Book Store: 856 Nicanor Reyes, Manila

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