Teaching Grade 11 Mathematics Using Worksheets

Applying Interleaved Practice

Florante P. Tabudlong
Researcher
II. Abstract

The study examined the effect of using worksheets employing Interleaved Practice in

teaching Grade 11 Mathematics. Focus was on General Mathematics subject for Grade 11

students in Amparo Senior High School.

The research used quasi-experimental design with a total of 65 research participants.

They are divided into two groups called the control and experimental group. The experimental

group undergone teaching that uses worksheets employing interleaved practice. While the control

group undergone normal classroom teaching.

The intervention lasted for a period of ten weeks. A pre-test was given in the first week

followed by eight weeks of instruction. A post-test was given in the final week. A series of

worksheets called “Worksheets in Grade 11 Mathematics Inspired by Interleaved Practice” were

used. These worksheets can be downloaded in the DepEd Learning Portal website using

https://lrmds.deped.gov.ph/list/subjects/615.

Results shows that using the worksheets coupled with interleaved practice has a positive

effect in teaching grade 11 mathematics. Since interleaved practice involve spacing of lessons,

the students are given an opportunity to review topics. Thus, assisting math teachers in

emphasizing important information from previous topics which is essential for student

understanding of new math lessons.

2
1. Introduction

An alarming event happened when the researcher administered the first month

topic test in Grade 11 mathematics because the average score is only 52%. The average

score is short by 23% to have a passing score of 75%. This prompts the researcher to

find possible solutions that might assist in teaching.

1.1. Background of the Study

Researchers (Kang, 2016; Metcalfe & Xu, 2016) points that the possible reason

for students low scores in math exams might be caused by mathematics teachers have

been accustomed to Blocked Practice, in which they give mathematics home works

requiring the same strategy, that is, basing assignments entirely on only one topic. For

example, an assignment on quadratic formula is typically followed by a block of problems

requiring students to use that formula. This means that learners know the suitable

strategy before they read each problem (Rohrer, Dedrick, &Stershic, 2015).

And researchers (Patel, Liu & Koedinger, 2016; Carpenter, 2014; Rohrer, Dedrick

& Burgess, 2014) suggested a different approach called Interleaved Practice, in which

some questions within each assignment will be strategically drawn from previous lessons,

so that no two consecutive problems require the same strategy.

Thus, the present study examined the effectiveness of Interleaved Practice in

teaching General Mathematics to the students of Grade 11 students in Amparo Senior

High School.

3
1.2. Problem Statement

This study aimed to use Interleaved Practice in teaching General Mathematics to

the students of Grade 11 students in Amparo Senior High School. Specifically, it answers

the following questions:

1. What are the test scores of students before and after the intervention?

2. Is there a significant difference in the test scores between the control and

experimental groups after the intervention?

3. Is there a significant difference in the adjusted mean score on the Post-Test in

Grade 11 Mathematics between the control and experimental groups after the

intervention?

2. Methodology

2.1. Research Design

This research uses quasi-experimental design. The method chosen is

Nonequivalent Control Group Design which involves two groups, the experimental group

and the control group. Both groups received different treatments. The experimental group

receives classroom instruction which uses interleaved practice whereas the control group

receives normal classroom instruction prepared by the teacher.

In this study, the independent variable is classroom instruction. And the dependent

variable is students’ test scores. Pretest and post-test were administered to the samples

in both groups.

4
2.2. Research Procedure

The quasi experiment study was conducted over a period of ten weeks. Pre-test

was administered to the experimental group and the control group in the first week of the

study.

From the second week to the ninth week the experimental group receives

classroom instruction which uses interleaved practice whereas the control group receives

normal classroom instruction which uses blocked practice prepared by the teacher. On

the tenth week, post-test was administered to both groups.

2.3. Participants

The study took place at Amparo Senior High School, during the 1st semester,

school year 2017-2018. After seeking parents permission the final participants of the

study were a total 65 Grade 11 students. The experimental group consists of 35 students;

18 males and 17 females. While the control group consists of 30 students; 10 males and

20 females.

2.4. Materials

The intervention is done using “Worksheets in Grade 11 Mathematics Inspired by

Interleaved Practice”. These worksheets can be downloaded in the DepEd Learning

Portal website using https://lrmds.deped.gov.ph/list/subjects/615. The questions in the

worksheets were picked from the Department of Education prescribed: General

Mathematics Learner’s Material First Edition 2016, pages 135 to 295. The questions

focused on the topics: Basic Business Mathematics and Logic.

5
 Sixteen worksheets were constructed. The worksheets contain interleaved

problems, that is, some questions within each worksheet were strategically drawn from

previous lessons. This is given to students in a form of assignments, twice a week.

As suggested by (Rohrer, D., Dedrick, R., & Agarwal, K., 2017) two thirds of the

questions uses block practice and one thirds uses interleaved practice. The teacher

ensured that the students see the correct solutions. Students were given chances to

correct their errors and given chances to ask questions.

2.5. Data Analysis Procedure

Data of this study were gathered during pre-test and post-test. Inferential statistic

was analyzed using SPSS software. In selecting the classes for the experimental group

and the control group, there was no random selection among the students; random

selection only involved in selecting the intact group to treatments. The inability to

randomly assigned the students for treatment groups causes difficulty in controlling the

difference of group samples at the beginning of the study. Thus, to statistically equate the

groups, analysis of covariance (ANCOVA) was used.

The assessments; pre-test and post-test will cause a phenomenon known as

ceiling effect i.e. students with very low scores in pre-test will have better opportunity to

show higher gain score, whereas students with very high scores in pre-test have only

small opportunity to show better gain score. Thus, ANCOVA was used to solve the

problem associated with gain score.

6
Results

Figure 1 shows the test scores of students before and after the intervention. The

pre-test score of the control group is 26.70% and for the experimental group is 26.50%.

While the post-test score of the control group is 66.10% and for the experimental group

is 76.50%.

76.50%
Post-Test
66.10%
Mean Score

26.50%
Pre-Test
26.70%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

Experimental Control
Figure 1. Pre-Test and Post-Test Results of The Experimental and Control Groups

Students under interleaved practice obtained higher test scores than did students

under blocked practice. Students’ scores after using interleaved practice showed a large

benefit of interleaving, 76.5% (SD = 10.2%) vs 66.1% (SD = 9.7%), t(63) = 5.826, p

<0.001, Cohen’s d = 1.43, 95% confidence interval (CI) [3.41, 6.98].

7
Ho1 : There is no significant difference in the adjusted mean score on the Post-Test in
Grade 11 Mathematics between the group of students who received classroom
instruction which integrates interleaved practice and the group of students who
received normal classroom instruction prepared by the teacher.

Table 1 shows the result of the Levene’s Test.

Table 1. Levene's Test of Post-Test Results for Grade 11 Mathematics

Dependent Variable: Post-test on Grade 11 Mathematics
F df1 df2 Sig.
2.175 1 63 .145
Tests the null hypothesis that the error variance of the dependent variable is equal across groups.
a. Design: Intercept + Pretest + Instruction

Levene’s test result is not significant showing that the error variances appear to
be equal across groups.

Table 2. Mean Score of Grade 11 Mathematics Post-test According to Treatment Group

Dependent Variable: Overall Post-test in Grade 11 Mathematics

95% Confidence Interval

Treatment Group Mean Std. Error Lower Bound Upper Bound
Experimental 38.312a .512 37.288 39.336
Control 32.936a .553 31.830 34.042
a. Covariates appearing in the model are evaluated at the following values: Over-all Pretest = 13.3692.

Table 2 indicates the adjusted mean score of the post-test in Grade 11

Mathematics for the control group and the experimental group. The adjusted mean score
of the control group is 32.936 (S.D. = .553). The adjusted mean score of the experimental
group is 38.312 (S.D. = .512). Hence, there is a difference of 5.376 between the adjusted
mean score of the control group and the experimental group.

8
Table 3 shows the ANCOVA result.

Table 3. ANCOVA Result Showing The Effect of Instructions On The Post-Test Results
In Grade 11 Mathematics
Dependent Variable: Grade 11 Mathematics Post-Test

Source Type III Sum of Squares df Mean Square F Sig.

Corrected Model 674.361a 2 337.180 36.626 .000

Intercept 1556.062 1 1556.062 169.025 .000

Pretest 238.360 1 238.360 25.892 .000

Instruction 465.637 1 465.637 50.579 .000

Error 570.778 62 9.206

Total 84695.000 65

Corrected Total 1245.138 64

a. R Squared = .542 (Adjusted R Squared = .527)

Table 3 shows that there was a significant difference at the level p < .05 between
the adjusted mean scores of subjects in experimental group and the adjusted mean score
of overall Mathematics post-test of subjects in control group (F(1, 62) = 465.637, p = .000).
Thus, Ho1 is rejected. As a result, it is concluded that the students in the experimental
group possessed better scores in Mathematics compared to the students in the control
group.

9
Conclusions

The following conclusions were derived based on the findings of this action

research:

1. Using interleaved practice has a positive effect in teaching grade 11 mathematics.

2. Since interleaved practice involve spacing of lessons, the students are given an

opportunity to review topics. Thus, assisting teachers in emphasizing important

information from previous lessons.

3. Teachers’ well prepared instructional materials such as a worksheet when coupled

with interleaved practice is a very good tool to be used in teaching general

mathematics.

Recommendations

Based on the results of the study the following recommendations were drawn:

1. Math teachers are encouraged to apply interleaved practice in teaching math

lessons. This not only gives students chances to review their previous math

lessons but also for math teachers to emphasize important fact from past topics

essential for the present discussion.

2. Using interleaved practice is not limited only for teaching mathematics. It can

also be used in teaching other subjects. Thus, other subject teachers are

encouraged to apply interleaved practice in crafting instructional aids for their

students’ benefits.

10
References

Carpenter, S. (2014). Spacing and Interleaving of Study and Practice. Applying Science of
Learning in Education. Infusing Psychological Science into the Curriculum. Division 2,
American Psychological Association.

General Mathematics Learner’s Material First Edition 2016. Department of Education, Republic
of the Philippines.

Kang, S. (2016). Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications
for Instruction. Policy Insights from the Behavioral and Brain Sciences 2016, Vol. 3(1) 12 –
19 © The Author(s) 2016 DOI: 10.1177/2372732215624708 bbs.sagepub.com

Metcalfe, J., & Xu, J. (2016). People mind wander more during massed than spaced inductive
learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advanced
online publication. doi: 10.1037/xlm0000216

Patel, R., Liu, R. & Koedinger, K. (2016). When to Block versus Interleave Practice? Evidence
Against Teaching Fraction Addition before Fraction Multiplication. https://mindmodeling.org/
cogsci2016/papers/0360/paper0360.pdf

Rohrer, D., Dedrick, R. &Stershic, S. (2015). Interleaved practice improves mathematics learning.
Journal of Educational Psychology. 2015, Vol. 107, No. 3. http://dx.doi.org/ 10.1037/
edu0000001

Rohrer, D., Dedrick, R., & Burgess, K. (2014). The benefit of interleaved mathematics practice is
not limited to superficially similar kinds of problems. Psychon Bull Rev. DOI 10.2758/s13423-
014-0588-3

Rohrer, D., Dedrick, R., &Agarwal, K. (2017). Interleaved Mathematics Practice Giving Students
a Chance to Learn What They Need to Know.

11
 Appendix A

Worksheets

Amparo Senior High School

Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 1 Number 1

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Compound Interest (page 149, #11)
1. Peter borrowed P100,000 at 8% compounded annually? How much will he be paying after 2
years?

Solution: Given, P = 100,000 r = 8% = 0.08 t = 2 years

Find: F 𝐹 = 𝑃(1 + 𝑟)𝑡 = 100,000(1 + 0.08)2 = 100,000(1.08)2
= 100,000(1.1664) = 116,640.00.
Peter will be paying P 116,640.00 after 2 years.

Topic: Compound Interest (page 149, #12)

2. A time deposit account in a bank yields 5.5% compounded interest annually. Jennifer
invested P450,000 for 4 years in this savings account. How much interest will she gain?

Solution: Given, P = 450,000 r = 5.5% = 0.055 t = 4 years

Find: Ic 𝐹 = 𝑃(1 + 𝑟) = 450,000(1 + 0.055) = 100,000(1.055)2
𝑡 2

= 100,000(1.113025) = 500,861.25.
𝐼𝑐 = 𝐹 − 𝑃 = 500,861.25 − 450,000.00 = 𝟓𝟎, 𝟖𝟔𝟏. 𝟐𝟓

Topic: Simple Interest (page 143, #16)

3. At what simple interest rate will an amount of money gain 50% of the principal in 4 years?

Solution: Let P = x pesos F = 1.5x pesos t = 4 years

𝐼𝑠 0.5𝑥
Find: r 𝐼𝑠 = 𝐹 − 𝑃 = 1.5𝑥 − 𝑥 = 0.5𝑥 𝑟 = 𝑃𝑡 =1.5𝑥(4) =0.0833

r = 8.33%

12
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 1 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Maturity Value (page 157, #14)
1. Tenten deposited P10,000 in bank which gives 1% compounded quarterly and let it stay there
for 5 years. Find the maturity value and interest.

Solution: P = 10,000 i(4) = 0.01 t = 5 years m=4 Find: F and Ic

𝑖(4) 0.01
Interest rate in a conversion period is, 𝑗 = 0.0025
𝑚
= 4 =
Total number of conversion periods is, n = mt = (4)(5) = 20
𝐹 = 𝑃(1 + 𝑗)𝑛 = (10,000)(1 + 0.0025)20 = (10,000)(1.0025)20 = 𝟏𝟎, 𝟓𝟏𝟐. 𝟎𝟔
𝐼𝑐 = 𝐹 − 𝑃 = 10,512.06 − 10,000 = 𝟓𝟏𝟐. 𝟎𝟔

Topic: Future Value, Simple Interest & Compound Interest (page 149, #16)
2. Nora is thinking of investing an amount of P30,000 for 2 ½ years. Find the future value based
on the following investments:
a. Simple interest at 8.5%
Solution: P = 30,000 r = 0.085 t = 2.5
F = P(1 + rt) = (30,000)(1 + (0.085)(2.5)) = 36,375.00

b. 8.5% compounded annually

F = P(1 + r)t = (30,000)(1 + 0.085)(2.5) = 36,787.10

c. Which investment is better? Justify your answer.

Investment is better, because it yields greater interest.
Topic: Simple Interest (page 143, #12)
3. Amparo invested a certain amount at 10% simple interest per year. After 2 years, the interest
she received amounted to P3,000. How much did she invest?
Solution: r = 0.10 t = 2 years IS = 3,000

𝑃 = 𝐼𝑟𝑡𝑆 =(0.10)(2)
3,000
= 𝟏𝟓, 𝟎𝟎𝟎

13
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 2 Number 1

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Nominal Rate (page 168, #21)
1. Jun invested an amount of P100,000 where he obtained an interest of P16,000 at the end of
2 ½ years. At what nominal rate compounded semi-annually was it invested?

Solution: F = 116,000 P = 100,000 t = 2.5 years m = 2 n = mt = (2)(2.5) = 5

Solve: i(2) Now, 𝐹 = 𝑃(1 + 𝑗)𝑛 ⟶ 116,000 = 100,000(1 + 𝑗)5 ⟶ 116,000
100,000
= (1 + 𝑗)5
116 1⁄5 116 1⁄5
⟶ (100) = 1 + 𝑗 ⟶ 𝑗 = (100) − 1 ⟶ 𝑗 = 1.0301 − 1 = 0.0301
So that the interest rate per conversion period is 3.01%.
(𝑚) (2)
Since𝑗 = 𝑖 𝑚 ⟶ 0.0301 = 𝑖 2 ⟶ 𝑖 (2) = (0.0301)(2) = 0.0602
It follows that the nominal rate is 6.02%.

Topic: Simple Interest (page 143, #20)

2. How much should you invest at 6% annual interest rate to obtain a simple interest of P72,000
in 3 years?
Solution: r = 0.06 Is = 72,000 t = 3 years
𝐼𝑠 72,000
Solve: P Now, 𝐼𝑠 = 𝑃𝑟𝑡 ⟶ 𝑃 = 𝑟𝑡 ⟶ 𝑃 = (0.06)(3) = 𝟒𝟎𝟎, 𝟎𝟎𝟎

Topic: Future Value (page 157, #13)

3. Cian lends P45,000 for 3 years at 5% compounded semi-annually. Find the future value and
interest of this amount.
Solution: P = 45,000 i(2) = 0.05 t = 3 years m=2 Solve: F and Ic
𝑖(2) 0.05
Since 𝑗 = 𝑚 = 2 = 0.025, the interest rate in a conversion period is 2.5%.
From n = mt = (2)(3) = 6, we have 6 conversion periods in 3 years.
So that F = P(1+ j)n = 45,000(1 + 0.025)6 = 45,000(1.025)6 = 52,186.20.
And Ic = F – P = 52,186.20 – 45,000 = 7,186.20.

14
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 2 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Ordinary Annuity, Future Value (page 182, #11)
1. Find the periodic payments of the ordinary annuity: monthly payment of the future value of
P50,000 for 1 year with an interest rate of 10% compounded monthly.
(12)
Solution: F = 50,000 i(12) = 0.10 m = 12 𝑗 = 𝑖 12 = 0.10
12
= 0.0083 t = 1 year
n = mt = (12)(1) = 12 periods Find: Periodic Payments R
(1+𝑗)𝑛 −1 (1+0.0083)12 −1 12 −1
𝑅 = 𝐹⁄ 𝑗 = 50,000⁄ 0.0083 = 50,000⁄(1.0083)
0.0083
= 50,000⁄1.1047−1
0.0083
= 50,000⁄0.1047
0.0083
𝑅 = 50,000⁄12.6160 = 𝟑𝟗𝟔𝟑. 𝟐𝟐

Topic: Ordinary Annuity, Present Value (page 182, #6)

2. Find the present value P of the ordinary annuity: quarterly payment of P10,000 for 10 years
with interest rate of 8% compounded quarterly.
Solution: R = 10,000 i(4) = 0.08 m=4 j = 0.02 t = 10 years
n = mt = (4)(10) = 40 periods Find: Present Value P
1−(1+𝑗)−𝑛 1−(1+0.02)−40 1−(1.02)−40 1−0.45289 0.54711
𝑃=𝑅∙ 𝑗
= 10,000 ∙ 0.02
= 10,000 ∙ 0.02
= 10,000 ∙ 0.02
= 10,000 ∙ 0.02
= 10,000 ∙ 27.3555 = 𝟐𝟕𝟑, 𝟓𝟓𝟓. 𝟎𝟎

Topic: Equivalent Interest Rates (page 168, #25)

3. What simple interest rate is equivalent to 1% compounded quarterly?
Solution: i(4) = 0.01 m=4 Set t = 1 (at the end of year 1) Find: r
Simple Interest = Compound Interest, or Fs = Fc.So that
𝑚𝑡 𝑚𝑡
𝑖 (4) 𝑖 (4) 0.01 (4)(1)
𝑃(1 + 𝑟𝑠 𝑡) = 𝑃 (1 + 𝑚 ) ⟶ (1 + 𝑟𝑠 𝑡) = (1 + 𝑚 ) ⟶ (1 + 𝑟𝑠 (1)) = (1 + 4 )
⟶ (1 + 𝑟𝑠 ) = (1 + 0.0025)4 ⟶ 1 + 𝑟𝑠 = 1.010038 ⟶ 𝑟𝑠 = 1.010038 − 1 ⟶ 𝑟𝑠 = 0.010038
Therefore, 1.0038% simple annual interest is equivalent to 1% compounded quarterly.

15
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 3 Number 1

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: General Annuity, Future Value (page 197, #1)
1. Find the future value of the general annuity: monthly payments of P3,000 for 4 years with
interest rate of 3% compounded quarterly.
Solution: R = 3,000 i(4) = 0.03 m = 12 (monthly payments) t = 4 years
n = mt = (12)(4) = 48 monthly payments. Convert 3% compounded quarterly to its equivalent
interest rate for monthly payment interval.
(12) 4 (12) (12)
𝑖 (12) 𝑖 (4) 𝑖 (12) 0.03 4 𝑖 (12)
(1 + 12
) = (1 + 4
) ⟶ (1 + 12
) = (1 + 4
) ⟶ (1 + 12
) = (1 + 0.0075)4
(12)
𝑖 (12) 𝑖 (12) 𝑖 (12)
⟶ (1 + 12
) = 1.030339 ⟶ 1 + 12
= (1.030339)1⁄12 = 1 + 12
= 1.002494
(12) (12)
𝑖 𝑖
⟶ 12
= 1.00249 − 1 ⟶ 12
= 𝑗 = 0.00249
Solving for the future value
(1+𝑗)𝑛 −1 (1+0.00249)48 −1 (1.00249)48 −1 1.126788−1
𝐹=𝑅∙ 𝑗
= 3,000 ∙ 0.00249
= 3,000 ∙ 0.00249
= 3,000 ∙ 0.00249
= 𝟏𝟓𝟐, 𝟕𝟓𝟔. 𝟔𝟑

Topic: General Annuity, Present Value (page 197, #6)

2. Find the present value P of the general annuity: quarterly payment of P15,000 for 10 years
with interest rate of 8% compounded annually.
Solution: R = 15,000 i(1) = 0.08 m = 4 (quarterly payments) t = 10 years
n = mt = (4)(10) = 40 quarterly payments. Convert 8% compounded annually to its equivalent
interest rate for quarterly payment interval.
(4) 1 (4) (4)
𝑖 (4) 𝑖 (1) 𝑖 (4) 0.08 1 𝑖 (4)
(1 + 4
) = (1 + 1
) ⟶ (1 + 4
) = (1 + 1
) ⟶ (1 + 4
) = (1.08)1
(4)
𝑖 (4) 𝑖 (4) 𝑖 (4)
⟶ (1 + 4
) = 1.08 ⟶ 1 + 4
= (1.08)1⁄4 = 1 + 4
= 1.01943
(4) (4)
𝑖 𝑖
⟶ 4
= 1.01943 − 1 ⟶ 4
= 𝑗 = 0.01943
Solving for the present value
1−(1+𝑗)−𝑛 1−(1+0.01943)−40 1−0.46313 0.53687
𝑃=𝑅∙ 𝑗
= 15,000 ∙ 0.01943
= 15,000 ∙ 0.01943
= 15,000 ∙ 0.01943 = 𝟒𝟏𝟒, 𝟒𝟔𝟒. 𝟕𝟓

16
Topic: Compound Interest, Investments (page 157, #20)
3. Yani has a choice to make short term investments for her excess cash P60,000. She can
invest at (a) 6% compounded quarterly for 6 months or (b) 5% compounded semi-annually for 1
year. Which is larger?
a. Solution: P = 60,000 i(4) = 0.06 t = 0.5 m=4
𝑖(4) 0.06
𝑗= 4
= 4
= 0.015 n = mt = (4)(0.5) = 2

F = P(1 + j)n = 60,000(1 + 0.015)2 = 61,813.50

b. Solution: P = 60,000 i(2) = 0.05 t=1 m=2

𝑖(2) 0.05
𝑗= 2
= 2
= 0.025 n = mt = (2)(1) = 2

F = P(1 + j)n = 60,000(1 + 0.025)2 = 63,037.50

Option b is larger.

17
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 3 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Deferred Annuity, Period of Deferral(page 204, #A.1)
1. Find the period of deferral of monthly payments of P1,000 for 9 years that will start 9 months
from now.
Solution: The first payment is at time 9. The period of deferral is from time 0 to 8, which is
equivalent to 8 periods or 8 months.

Topic: Deferred Annuity, Amount of Loan(page 205, #B.1)

2. A loan is to be repaid quarterly for 5 years that will start at the end of 2 years. If interest rate
is 6% converted quarterly, how much is the loan if the quarterly payment is P10,000?
(𝑚)
Solution: R = 10,000 m = 4 i(4) = 0.06 k = 7 n = mt = (4)(5) = 20 𝑗 = 𝑖 𝑚 = 0.06
4
= 0.015

The present value of the loan is equivalent to present value of the deferred annuity
1−(1+𝑗)−(𝑘+𝑛) 1−(1+𝑗)−𝑘 1−(1+0.015)−(7+20) 1−(1+0.015)−7
𝑃=𝑅∙ 𝑗
−𝑅∙ 𝑗
= 10,000 ∙ 0.015
− 10,000 ∙ 0.015
1−(1.015)−(27) 1−(1.015)−7 1−0.6690 1−0.9010
= 10,000 ∙ 0.015
− 10,000 ∙ 0.015 = 10,000 ∙ 0.015
− 10,000 ∙ 0.015
= 10,000 ∙ 22.0667 − 10,000 ∙ 6.6 = 220,667.00 − 66,000.00 = 𝟏𝟓𝟒, 𝟔𝟔𝟕. 𝟎𝟎
Topic: Conversion Period(page 168, #24)
3. At what interest rate compounded quarterly should an amount be invested if the interest
earned is 20% of the invested amount for 5 years?
Solution: P = principal F = 1.2P t = 5 years m = 4 n = mt = (4)(5) = 20

𝐹 = 𝑃(1 + 𝑗)𝑛 ⟶ 1.2𝑃 = 𝑃(1 + 𝑗)20 ⟶ 1.2 = (1 + 𝑗)20 ⟶ (1.2)1⁄20 = 1 + 𝑗 ⟶ 1.0092

= 1 + 𝑗 → 𝑗 = 0.0092 𝑜𝑟 0.92%

The interest rate in each conversion period is 0.92%.

The nominal rate (interest rate compounded quarterly) can be computed by

(4) (4)
𝑗 = 𝑖 4 → 0.0092 = 𝑖 4 → 𝑖 (4) = 4(0.0092) → 𝑖 (4) = 0.0368 or 3.68%

18
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 4 Number 1

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Stocks, Par Value (page 217, #1)
1. Stockholder A got 4,500 shares of stocks from XYZ Corporation. The par value is P 150. How
much is the dividend if the percentage is 3%?
Solution: Given: Dividend Percentage = 3% Par Value = P150 Number of Shares = 4,500
Find: Dividend The dividend per share is: P150 x 0.03 = P4.50
Since there are 4,500 shares, the total dividend is = P4.50/share x 4,500 shares = P20,250.00
In summary, Dividend = (Dividend Percentage) x (Par Value) x (No. of Shares)
= (0.03)(150)(4,500) = P20,250.00
Thus, the dividend is P20,250.00.
Topic: Stocks, Dividend Per Share (page 217, #4)
2. A financial institution will give out a dividend of P57,000,000 for its common stock. Suppose
there are 700,000 shares of common stock, how much is the dividend per share?
Solution: Given: Total Dividend = P57,000,000 Total Shares = 700,000
Find: Dividend Per Share

𝐷𝑖𝑣𝑖𝑑𝑒𝑛𝑑 𝑃𝑒𝑟 𝑆ℎ𝑎𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝐷𝑖𝑣𝑖𝑑𝑒𝑛𝑑

𝑇𝑜𝑡𝑎𝑙 𝑆ℎ𝑎𝑟𝑒𝑠
= 57,000,000
700,000
= 81.43

Therefore, the dividend per share is P81.43

Topic: Compound Interest, Monthly Amortization (page 182, #16)
3. How much is the monthly amortization on an automobile loan of P900,000 to be amortized
over a 5-year period at a rate 9.5% compounded monthly?
Solution: P = 900,000 i(12) = 0.095 m = 12 j = 0.0079 t = 5 years n =

mt = (12)(5) = 60 periods Find: Periodic Payments R

−𝑛 −60
𝑅 = 𝑃⁄[1−(1+𝑗)
𝑗
] = 900,000⁄[1−(1+0.0079)
0.0079
] = 900,000⁄[1−0.6237
0.0079
] = 900,000⁄47.63 = 18,895.65.

Therefore, the monthly amortization of the automobile loan is P18,895.65

19
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 4 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Stocks, Listing (page 221, #1)
1. 52 Weeks
HI LO STOCK DIV YLD% VOL(100s) CLOSE NETCHG
75 65 JJJ 2.5 2.8 1500 70 2
34 23 KKK 1.7 1.75 1200 28 -3
For Stock JJJ:
a. What was the highest price of the stock for the last 52 weeks?
Solution: Highest Price = P 75.00
b. What was the dividend per share last year?
Solution: Dividend Per Share = P 2.50
c. What was the annual percentage yield last year?
Solution: YLD% = 2.8%
d. What was the closing price in the last trading day?
Solution: Closing Price = P 70.00
e. What was the closing price the day before the last trading day?
Solution: Closing Price (the day before the last trading day) = P70.00 - P2.00 = P 68.00

Topic: General Annuity, Future Value (page 197, #5)

2. Find the future value of the general annuity: daily payments of P20 for 30 days with interest
rate of 20% compounded annually.
Solution: R = 20 n = 1(30) = 30 payments i(1) = 0.20
Find: F
Convert 20% compounded annually to its equivalent interest rate for daily payment interval.
365.25 1 365.25
𝑖 365.25 𝑖1 𝑖 365.25 0.20 1
𝐹1 = 𝐹2 → 𝑃 (1 + 365.25) = 𝑃 (1 + 1 ) → 𝑃 (1 + 365.25) = 𝑃 (1 + 1
)
365.25 365.25
𝑖 365.25 𝑖 365.25
→ 𝑃 (1 + 365.25) = 𝑃(1.20) → (1 + 365.25) = 1.20
𝑖 365.25 𝑖 365.25 𝑖 365.25
→ 1 + 365.25 = (1.20)1⁄365.25 → 365.25 = 1.000499 − 1 → 365.25 = 0.000499

Thus, j = 0.000499. Therefore, the interest rate per daily payment interval is 0.0499%.

20
Applying the formula in finding the future value of a general ordinary annuity using the computed
equivalent rate
(1+𝑗)𝑛 −1 (1+0.000499)30 −1 0.015079
𝐹=𝑅∙ 𝑗
→ 𝐹 = 20 ∙ 0.000499
→ 𝐹 = 20 ∙ 0.000499 → 𝐹 = 𝟔𝟎𝟒. 𝟑𝟕

Topic: Deferred Annuity, Cash Value (page 205, #B.6)

3. A condominium unit is available at P29,000 monthly payable in 20 years. The first payment is
due in 2 years exactly the time when the condominium will be turned in to the buyers. How
much is the cash value if the interest rate is 10% convertible monthly?
Solution: R = 29,000 t = 20 years m = 12 i(12) = 0.10 k = 23

(𝑚) 𝑖 (12)
n = mt = 240 payments 𝑗 = 𝑖𝑚 = 12
= 0.008333

Find: P

1−(1+𝑗)−(𝑘+𝑛) 1−(1+𝑗)−𝑘 1−(1+0.008333)−(23+240) 1−(1+0.008333)−23

𝑃=𝑅∙ 𝑗
−𝑅∙ 𝑗
= 29,000 ∙ 0.008333
− 29,000 ∙ 0.008333

1−0.112759 1−0.826244
= 29,000 ∙ 0.008333
− 29,000 ∙ 0.008333

= 29,000 ∙ 106.473179 − 29,000 ∙ 20.851554 = 𝟐, 𝟒𝟖𝟑, 𝟎𝟐𝟕. 𝟏𝟑

21
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 5 Number 1

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Business Loan (page 235, #1)
1. A business loan of P1,000,000 is to be repaid in full after 3 years. If the interest rate is 7% per
annum. How much should be paid after 3 years?
Solution: P = 1,000,000 j = 0.07 n=3 Find: F
F = P(1 + j)n = 1,000,000(1 + 0.07)3 = 1,000,000(1.225043) = 1,225,043.00.
Thus, the amount to be paid is P1,225,043.00.

Topic: Bond, Semi-Annual Coupon (page 237, #8)

2. What is the amount of the semi-annual coupon for a bond with a face value of P100,000 that
pays 8% convertible semi-annually for its coupons?
Solution: Face Value F = P100,000 Nominal Yield i = 8%
Find: Amount of the semi-annual coupon
0.08
𝐹𝑟 = 100,000 ( 2
) = 100,000(0.04) = 4,000.00

Hence, the amount of the semi-annual coupon is P4,000.00.

Topic: Loan, Amortization, Outstanding Balance (page 239, #8)

3. A loan is to be amortized by paying P5,000 annually for 7 years. If interest rate is 6%
annually,
a. How much is the outstanding balance after 5 payments?
(1)
Solution: Given: R = 5,000 i(1) = 0.06 𝑗 = 𝑖 1 = 0.06
1
= 0.06

Find: Outstanding balance after 5 payments (or present value of the remaining 2 payments)
1−(1+𝑗)−2 1−(1+0.06)−2 1−0.889996
𝐵3 = 𝑅 ∙ [ 𝑗
] = 5,000 ∙ [ 0.06
] = 5,000 ∙ [ 0.06
] = 5,000 ∙ [1.8334]
= 9,167.00
That is, the outstanding balance after the 5th payment is P9,167.00.

22
b. How much of the 6th payment goes to pay the interest?
Solution: The 6th payment of P5,000 is partly used to pay for the principal, and partly to pay
for the interest.
Step 1: Get the outstanding balance after the 5th payment (the balance after the 5th payment
is what the 6th payment will be for).
Since the outstanding balance after the 5th payment is P9,167.00, we will skip to step 2.

Step 2: After the 5th payment, the outstanding balance is P9,167.00.

Since the interest rate per period is j = 0.06, then the remaining balance of P9,167.00 will be
charged an interest of (0.06)(9,167.00) = 550.02.
Thus, P550.02 of the 6th payment goes to pay the interest.

c. How much of the 6th payment goes to pay the principal?

Solution: The part that goes to pay the principal is 5,000.00 – 550.02 = P4,449.98.

23
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 5 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Propositions, Compound Propositions, Components, Connectors (page 245, #1-7)
1. Determine whether the following statements are propositions. If the proposition is a
compound proposition, identify the simple components and the logical connectors used.
a) Define a polynomial function.
Answer: This is not a proposition since it is an imperative statement.
b) Justin Bieber has over one million followers on Twitter and Instagram.
Answer: This is a compound proposition.
Simple Components: Justin Bieber has over one million followers on Twitter.
: Justin Bieber has over one million followers on Instagram.
Logical Connector: and

c) If Ted’s score is less than 50, then Ted will fail the course.
Answer: Compound proposition
Simple Components: Ted’s score is less than 50.
: Ted fail the course.
Logical Connector: If and then
d) What time is it?
Answer: This is not a proposition since it is a question.

e) Either it is sunny in Metro Manila or its streets are flooded.

Answer: This is a compound proposition.
Simple Components: It is sunny in Metro Manila.
: Its streets are flooded.
Logical Connector: or

f) Dinner is served with coffee or tea.

Answer: This is a compound proposition.
Simple Components: Dinner is served with coffee.
: Dinner is served with tea.
Logical Connector: or

g) If a, b, and c denote the lengths of the legs and the hypotenuse of a right triangle, then 𝑎2 + 𝑏 2 =
𝑐2.
Answer: Compound proposition
Simple Components: a, b, and c denote the lengths of the legs and the hypotenuse of a right
triangle.
: 𝑎2 + 𝑏 2 = 𝑐 2 .
Logical Connector: If and then

24
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 5 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Negation (page 255, #1)
2. State the negation of the following propositions.
m: Mathematics is easy to study.
Answer: ~m: Mathematics is not easy to study.
n: Nellie’s favorite song is “Hero” by Mariah Carey.
Answer: ~n: Nellie’s favorite song is not “Hero” by Mariah Carey.
o: Logic is not taken up in junior high school.
Answer: ~o: Logic is taken up in junior high school.
𝑝: 𝑥 2 − 4 ≤ 3 + 𝑥
Answer: ~𝑝: 𝑥 2 − 4 > 3 + 𝑥
q: There are at least three people in the meeting room at the moment.
Answer: ~q: There are at most two people in the meeting room at the moment.
Topic: Propositions in Sentences or in Symbols (page 255-256, #2)
3. Let p, q, and r be the propositions p: “Rena eats at the Spanish restaurant.”, q: “Rena orders
the restaurant’s special paella.”, r: “Rena has dessert.” Express the following statements in
English sentences or in symbols, as the case may be.
a. “Rena orders the restaurant’s special paella, but she does not have dessert.”
Answer: 𝑞 ∧ (~𝑟)
b. “Whenever Rena eats at the Spanish restaurant, either she orders the restaurant’s special
paella or she has dessert.” Answer: 𝑝 → (𝑞 ∨ 𝑟)
c. “If Rena eats at the Spanish restaurant, she orders the restaurant’s special paella if and only
if she does not order dessert.” Answer: 𝑝 → (𝑞 ↔ (~𝑟))

d. 𝑝 → ((𝑞 ∧ (∼ 𝑟)) ∨ 𝑟)

Answer: “If Rena eats at the Spanish restaurant, then either she orders the restaurant’s special
paella and no dessert, or she order dessert.

25
e. 𝑝 → ((~𝑞) → 𝑟)
Answer: “If Rena eats at the Spanish restaurant, then she orders dessert whenever she does
not order the restaurant’s special paella.”
f. ((~𝑞) ∧ (~𝑟)) → (~𝑝)
Answer: “If Rena does not order the restaurant’s special paella and does not order dessert, then
she does not eat at the Spanish restaurant.”

26
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 6 Number 1
Name: _______________________________ Grade & Section: __________________
Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Proposition Truth Table, Tautology (page 262, #2)
1. Show that the following statements are tautologies by constructing the truth table for each.
a. ((~𝑝) ∨ 𝑞) → (𝑝 → 𝑞)
Solution:
p q ~p (~𝑝) ∨ 𝑞 𝑝→𝑞 ((~𝑝) ∨ 𝑞) → (𝑝 → 𝑞)
T T F T T T
T F F F F T
F T T T T T
F F T T T T
Hence, ((~𝑝) ∨ 𝑞) → (𝑝 → 𝑞) is a tautology.
b. ((~𝑞) → (~𝑝)) → (𝑝 → 𝑞)
Solution:
p q ~q ~p ((~𝑞) → (~𝑝) 𝑝 → 𝑞 ((~𝑞) → (~𝑝)) → (𝑝 → 𝑞)
T T F F T T T
T F T F F F T
F T F T T T T
F F T T T T T
Hence, ((~𝑞) → (~𝑝)) → (𝑝 → 𝑞) is a tautology.

c. [~(𝑝 ↔ 𝑞)] ↔ [(𝑝 ∨ 𝑞) ∧ (~(𝑝 ∧ 𝑞))]

Solution:
p q 𝑝↔𝑞 ~(𝑝 ↔ 𝑞) 𝑝∨𝑞 𝑝∧𝑞 ~(𝑝 ∧ 𝑞) (𝑝 ∨ 𝑞) ∧ (~(𝑝 ∧ 𝑞)) [~(𝑝 ↔ 𝑞)] ↔ [(𝑝 ∨ 𝑞) ∧ (~(𝑝 ∧ 𝑞))]
T T T F T T F F T
T F F T T F T T T
F T F T T F T T T
F F T F F F T F T
Hence, [~(𝑝 ↔ 𝑞)] ↔ [(𝑝 ∨ 𝑞) ∧ (~(𝑝 ∧ 𝑞))] is a tautology.
d. [𝑝 ∧ (𝑞 ∨ 𝑟)] → [(𝑝 ∧ 𝑞) ∨ (𝑝 ∧ 𝑟)]
Solution:
p q 𝑟 𝑞∨𝑟 𝑝 ∧ (𝑞 ∨ 𝑟) 𝑝∧𝑞 𝑝∧𝑟 (𝑝 ∧ 𝑞) ∨ (𝑝 ∧ 𝑟) [𝑝 ∧ (𝑞 ∨ 𝑟)] → [(𝑝 ∧ 𝑞) ∨ (𝑝 ∧ 𝑟)]
T T T T T T T T T
T T F T T T F T T
T F T T T F T T T
T F F F F F F F T
F T T T F F F F T
F T F T F F F F T
F T T T F F F F T
F F F F F F F F T

27
 Hence, [𝑝 ∧ (𝑞 ∨ 𝑟)] → [(𝑝 ∧ 𝑞) ∨ (𝑝 ∧ 𝑟)] is a tautology.

e. [𝑝 ∨ (𝑞 ∧ 𝑟)] → [(𝑝 ∨ 𝑞) ∧ (𝑝 ∨ 𝑟)]

Solution:
p q 𝑟 𝑞∧𝑟 𝑝 ∨ (𝑞 ∧ 𝑟) 𝑝∨𝑞 𝑝∨𝑟 (𝑝 ∨ 𝑞) ∧ (𝑝 ∨ 𝑟)] [𝑝 ∨ (𝑞 ∧ 𝑟)] → [(𝑝 ∨ 𝑞) ∧ (𝑝 ∨ 𝑟)]
T T T T T T T T T
T T F F T T T T T
T F T F T T T T T
T F F F T T T T T
F T T T T T T T T
F T F F F T F F T
F T T T T T T T T
F F F F F F F F T
Hence, [𝑝 ∨ (𝑞 ∧ 𝑟)] → [(𝑝 ∨ 𝑞) ∧ (𝑝 ∨ 𝑟)] is a tautology.
Topic: Converse, Contrapositive, and Inverse of Conditional Propositions (page 269, #1)
2. Determine the converse, contrapositive, and inverse of the following conditional propositions.
a. “If the clothes are neatly stacked and pressed, then the house help arrived today.”
Answer:
Converse: “If the house help arrived today, then the clothes are neatly stacked and pressed.”
Contrapositive: “If the house help did not arrive today, then the clothes are not neatly stacked
and pressed.”
Inverse: “If the clothes are not neatly stacked and pressed, then the house help did not arrive
today.”
b. “If it did not flood yesterday, then the streets are dry today.”
Answer:
Converse: “If the streets are dry today, then it did not flood yesterday.”
Contrapositive: “If the streets are not dry today, then it did flood yesterday.”
Inverse: “If it did flood yesterday, then the streets are not dry today.”
c. “Whenever Nico studied alone, he got the highest score in the class.”
Answer:
Converse: “If Nico got the highest score in the class, then he studied alone.”
Contrapositive: “If Nico do not get the highest score in the class, then he did not study alone.”
Inverse: “If Nico did not study alone, then he does not get the highest score in the class.”
d. “Her parents gave her monetary allowance if Bianca accompanied her parents to the PTA
meeting.”
Answer:
Converse: “If Bianca’s parents gave her monetary allowance, then she accompanied them to
the PTA meeting.”
Contrapositive: “If Bianca’s parents did not give her monetary allowance, then she did not
accompany them to the PTA meeting.”
Inverse: “If Bianca did not accompany her parents to the PTA meeting, then they did not give
her monetary allowance.”
e. “If Mariah hit the high whistle note, then the audience gave her a standing ovation.”
Answer:
Converse: “If the audience gave Mariah a standing ovation, then she hit the high whistle note.”
Contrapositive: “If the audience did not give Mariah a standing ovation, then she did not hit the
high whistle note.”
Inverse: “If Mariah did not hit the high whistle note, then the audience do not give her a standing
ovation.”

28
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 6 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Arguments, Valid, Fallacy (page 281-282, #1)
1. Determine whether the following arguments are valid. If it is valid, then identify the rule of
inference which justifies its validity. Otherwise, state a counterexample or identify the type of
fallacy exhibited by the argument.
a. If x is an odd integer, then 2x + 1 is also an odd integer. If 2x + 1 is an odd integer, then 3(2x
+ 1) is an odd integer. Therefore, if x is an odd integer, then 3(2x + 1) is an odd integer.
Answer: Let p: “x is an odd integer”, q: “2x + 1 is an odd integer” and r: “3(2x + 1) is an odd
integer”. In proposition form [(𝑝 → 𝑞) ∧ (𝑞 → 𝑟)] → (𝑝 → 𝑟). Hence, the argument is valid by
virtue of the “Law of Syllogism”.
b. If u is even and v is odd, then uv is even. It is found that uv is even. Therefore, u is even and
v is odd.
Answer: Let p: “u is even and v is odd” and p: “uv is even. In proposition form [(𝑝 → 𝑞) ∧ 𝑞] → 𝑝.
Hence, the argument is invalid as exhibits the “Fallacy of the Converse”.
c. If quadrilateral ABCD is a square, then it is also a rectangle. Quadrilateral ABCD is not a
rectangle. Therefore, it is not a square.
Answer: Let p: “quadrilateral ABCD is a square”, q: “quadrilateral ABCD is a rectangle”. In
proposition form[(𝑝 → 𝑞) ∧ (~𝑞)] → (~𝑝). Hence, the argument is valid by virtue of the “Modus
Tollens”.
d. If Delight publishes a dissertation with original results, then she will earn a Ph.D. She did not
publish a dissertation with original results. Therefore, she did not earn a Ph.D.
Answer: Let p: “Delight publishes a dissertation with original results”, q: “Delight earn a Ph.D.”.
In proposition form[(𝑝 → 𝑞) ∧ (~𝑞)] → (~𝑝). Hence, the argument is valid by virtue of the
“Modus Tollens”.
e. If Jason has a Ph.D. and has done a considerable amount of research, then he is qualified for
the research professor position. He was informed that he is qualified for the research professor
position. Therefore, Jason has a Ph.D. and has done a considerable amount of research.
Answer: Let p: “Jason has a Ph.D. and has done a considerable amount of research” and p:
“Jason is qualified for the research professor position. In proposition form [(𝑝 → 𝑞) ∧ 𝑞] → 𝑝.
Hence, the argument is invalid as exhibits the “Fallacy of the Converse”.

29
f. If the housing market crashes, then all of my investments will suffer. My investments have not
suffered. Therefore, the housing market has not crashed.
Answer: Let p: “The housing market crashes”, q: “all of my investments suffer”. In proposition
form[(𝑝 → 𝑞) ∧ (~𝑞)] → (~𝑝). Hence, the argument is valid by virtue of the “Modus Tollens”.
g. Either Derrick was not informed about the meeting or he made the decision not to attend.
Derrick was not informed about the meeting. Thus, he did not decide not to attend the meeting.
Answer: Let p: “Derrick was not informed about the meeting”, q: “Derrick made the decision not
to attend”. In proposition form[(𝑝 ∨ 𝑞) ∧ (𝑝)] → (~𝑞). Hence, the argument is invalid as exhibits
the “Affirming the Disjunct”.
h. It is known that f is a polynomial function and it is a one-to-one function. Therefore, f is a one-
to-one function.
Answer: Let p: “It is known that f is a polynomial function”, q: “f is a one-to-one function”. In
proposition form 𝑝 ∧ 𝑞 → 𝑞. Hence, the argument is valid by virtue of the “Rule of Simplification”.

30
 Amparo Senior High School
Worksheets in Grade 11 Mathematics
Inspired by Interleaved Practice
Week 6 Number 2

Name: _______________________________ Grade & Section: __________________

Instructions: Feel free to provide your complete solutions for the following problems on the
spaces provided.
Topic: Arguments, Valid, Sound (page 282, #2)
2. Determine whether each of the following arguments is (a) valid and (b) sound.

a. If n is a real number with n > 2, then 𝑛2 > 4. Suppose 𝑛 ≤ 2. Then 𝑛2 ≤ 4.

Answer: The argument is invalid as it exhibits the “Fallacy of the Inverse”, and hence it is
unsound.

b. If y is a positive number, then 𝑦 2 > 0. Suppose 𝑦 2 > 0. Then y is a positive number.

Answer: The argument is invalid as it exhibits the “Fallacy of the Converse”, and hence it is
unsound.

c. If √2 is a rational number, then √2 = 𝑎𝑏 for some integers a and b. It is not true that √2 = 𝑎𝑏 for
some integers a and b. Therefore, √2 is not a rational number.
Answer: The argument is valid by “Modus Tollens”. However, it is not sound because the first
premise is false.
d. If the polygon is a quadrilateral, then the sum of its interior angles is 360𝑜 . The sum of the
interior angles of the polygon is not 360𝑜 . Therefore, the polygon is not a quadrilateral.
Answer: The argument is valid by “Modus Tollens”. The first premise is true by the property of a
quadrilateral. If the second premise is taken to be true, then the argument is sound.
e. If at least one of two numbers is divisible by 5, then the product of the two numbers is
divisible by 5. Neither of the two number is divisible by 5. Therefore, the product of these two
numbers is not divisible by 5.
Answer: The argument is invalid as it exhibits the “Fallacy of the Inverse”, and hence it is
unsound.
Topic: Propositions, Compound Propositions, Components, Connectors (page 245, #8-13)
3. Determine whether the following statements are propositions. If the proposition is a
compound proposition, identify the simple components and the logical connectors used.
a) Timothy’s average is at least 92 and he is getting an A for the course.
Answer: Compound proposition

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 Simple Components: “Timothy’s average is at least 92” and “he is getting an A for the
course”
Logical Connector: and
b) -5 is not a negative number.
Answer: Compound proposition
Simple Component: “-5 is a negative number”
Logical Connector: not
c) A password must be at least 6 characters long or it must be at least 8 characters long.
Answer: Compound Proposition
Simple Components: “A password must be at least 6 characters long” and “it must be at least
8 characters long”
Logical Connector: or
d) If Jerry receives a scholarship, then he will go to college.
Answer: Compound Proposition
Simple Components: “Jerry receives a scholarship” and “he will go to college”
Logical Connector: “If” and “then”

e) If you fix my computer, then I will pay you P2,000 and if I pay you P2,000, then you will fix my
computer.
Answer: Compound Proposition
Simple Components: “you fix my computer” and “I will pay you P2,000”
Logical Connector: “If” and “then”
f) If you do not run 1 kilometer a day or do not eat properly, then you will not be healthy.
Answer: Compound Proposition
Simple Components: “you do not run 1 kilometer a day”, “you do not eat properly” and “you
will not be healthy”
Logical Connector: “If”, “and”, “then”

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