CAS-CP (Gen. Ed.) MPRO (Excursions in Algebra & Trigonometry)

EXCURSION IN
ALGEBRA AND
TRIGONOMETRY
1
College of Arts & Sciences
Course Study Guide Contents
Week No. Module Topic Page
Introduction to Real Numbers

1 6
Linear Equations 31
2
Angles and Triangles

3 43
Sine and Cosine Law

4 61
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Course Developer Mrs. Brenda M. Catadman
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Disclaimer Statement:
This Course Study Guide is not intended to be presented as the original work of the module
compiler. It is meant to be the primary reference material for the course composed of the
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Visayas is strictly prohibited.
2
Flexible Learning Course Syllabus
Flexible Learning Course Syllabus

College of Arts and Sciences
Biology
First Semester, Academic Year 2020-2021
I. Course Information
Course Code MPRO 01 Course This is a three unit course which intends to develop
Course Title Excursion in Algebra and Description the knowledge, value and skills of the students about
Trigonometry the fundamental concepts and principles of algebra and
trigonometry, and apply these in their field of work or
in the daily lives.
It focuses on the concepts and principles in Algebra and
Trigonometry which is necessary for the students to
better understand problems related to their area of
specialization.
Prerequisite(s) Course 1. Understand and appreciate the basic concepts and
Learning principles in Algebra and Trigonometry;
Outcomes 2.Discuss and experience problems in algebra and
Credit Unit 3 Units trigonometry and;
3.Decide what concept or methods needed to simplify
and solve the problem; and
4.Apply the basic concepts of Algebra and Trigonometry
in their field of work and in their daily lives.
II. Instructor's Information
Instructor Name Mrs Brenda M. Catadman Corporate bcatadman@uv.edu.ph

Email
Title: Phone 09168289440
III. Course Syllabus

Week No. of Module Topic Intended Learning Learning Materials and Mode of Assessment
No. Hours Outcomes Resources Instructio Task/
n/ Graded
Required Suggested Delivery Output
Tools
Introduction of • Identify and Lesson 1. • Acelajado,Maxima ➢ Course 1. Weekly Journal
13.5 total Real Number understand the Course et al, Algebra Packet
hours System subsets of real Module on Concepts and ▪ Printed 2. Real Numbers
numbers Excursion in Processes, ▪ Digital
12 hours
self- Laws of Exponents • Simplify the Algebra and published by ➢ Microsoft 3. laws of
directed different laws of Trigonometry National Teams Exponents
learning Special Products exponents College of Bookstore,3rd 4. special
1 & and Factoring • Apply the formulas Arts and edition, 2005 products and
1.5 hours in solving special Sciences. • Custafson, David R. Fatoring
of products and University of et al, College
assess- the Visayas
ment
factoring Algebra, C.,2014
tasks • Funk and Wagnails
New world
Encyclopedia ;
2017IP.World
B00k,INC.Chicago.
Algebra.Ebscohost.
com
3
• Kaseberg, Alice et
al, Intermediate
Algebra, 2013
2 Linear Equations Identify types of Lesson 2. • Acelajado,Maxima ➢ Course 5. Weekly

13.5 total equations Course et al, Algebra Packet Journal 2
hours Quadratic Apply the quadratic Module on Concepts and ▪ Printed 6. Linear
12 hours
Equations equations using Excursion in Processes, ▪ Digital Equations
self- factoring and Algebra and published by ➢ Microsoft 7. Quadratic
directed Systems of Linear quadratic formula Trigonometry National Teams Equations
learning equations Know and College of Bookstore,3rd
& understand the Arts and edition, 2005
1.5 hours different types of Sciences. • Custafson, David R.
of systems of linear University of et al, College
assess-
ment
equations the Visayas Algebra, C.,2014
tasks Funk and Wagnails
New world
Encyclopedia ;
2017IP.World
B00k,INC.Chicago.
Algebra.Ebscohost.
com.
• Kaseberg, Alice et
al, Intermediate
Algebra, 2013
13.5 total Angles and Identify and Lesson 3. ➢ Course 8. Weekly Journal
hours Triangles understand the Course Module • Carpio,Joy N et Packet 3
on Excursion in
importance of angle al,Rex Bookstore ▪ Printed 9.Angles
12 hours Algebra and
self-
measurements Trigonometry
Plane ▪ Digital 10. Triangles
directed Classify the different College of Arts Trigonometry.2014 ➢ Microsoft
learning kinds of angles and and Sciences. ,Ebscohost.com. Teams
3 & its functions University of
1.5 hours Apply the different the Visayas Domingo, Al et al
of kinds of triangles in 2nd edition , Work
assess- solving equations text in College
ment
tasks
Trigonometry .2015
Funk and Wagnails

New world
Encyclopedia ;
2017IP.World
B00k,INC.Chicago.
Trigonometry.Ebsc
ohost.com
Guillermo,Jaymie
M. et al, Plane
Trigonometry,2014
13.5 Sine and Cosine • Identify and Lesson 4. • Carpio,Joy N et ➢ Course 11. Weekly
total Law understand in Course al,Rex Bookstore Packet Journal 4
hours solving sine and Module on Plane ▪ Printed 12.Sine Law
cosine law Excursion in Trigonometry.2014 ▪ Digital 13. Cosine law
12 hours • Apply the different Algebra and ,Ebscohost.com. ➢ Microsoft
self- problems about sine Trigonometry Teams
4 directed and cosine law College of Domingo, Al et al
learning • Classify the use of Arts and 2nd edition , Work
& formulas in sine and Sciences. text in College
1.5 cosine University of Trigonometry .2015
hours of •. the Visayas
Funk and Wagnails
assess- New world
ment Encyclopedia ;
tasks 2017IP.World
B00k,INC.Chicago.
4
Trigonometry.Ebsc
ohost.com
Guillermo,Jaymie
M. et al, Plane
Trigonometry,2014
IV-A. Points for Graded Output IV-B. Grade Equivalent Based on the percentage below
Course Module Topic Output Points Percentage Grade Percentage Grade
Week
1 Minor Task 130 100% 1.0 86% 2.1
99% 1.1 85% 2.2
98% 1.2 84% 2.3
2 Minor Task 80 97% 1.2 83% 2.4
96% 1.3 82% 2.4
95% 1.4 81% 2.5
3 Minor Task 100 94% 1.5 80% 2.6
93% 1.6 79% 2.7
92% 1.6 78% 2.7
4 Major Task 160 91% 1.7 77% 2.8
90% 1.8 76% 2.9
89% 1.9 75% 3.0
Total 470 88% 2.0 74% and INC
below
87% 2.0
INC is given if the final grade is 2.5 or lower but missing any two of the course requirements listed above. INC should be complied
within 365 days immediately after the close of the Semester.
V. Approval
Prepared by Reviewed by Approved by
MRS. BRENDA M. CATADMAN PROF. CELESTE L. MAGHUYOP DR. AILEEN B. CATACUTAN DR. RAMIE L. BULAYBULAY
Instructor Program Chair Librarian Dean
5
Lesson 1
Inroduction of Real Number
System
At the end of the lesson, the student should be able to:
1. identify and understand the subsets of real numbers;

2. simplify the different laws of exponents; and
3. apply the formulas in solving special products and factoring.
College COLLEGE OF ARTS & SCIENCES (CAS)

Program GENERAL EDUCATION
Course Code MPRO 01
6
Course Title EXCURSION IN ALGEBRA AND TRIGONOMETRY
Credit Unit 3
Lesson 1 Week 1
Module Topic Introduction to Real Numbers

1. identify and understand the subsets of real numbers;
Intended Learning
2. simplify the different laws of exponents; and
Outcomes
3. apply the formulas in solving special products and factoring describe the nature,
elements, and functions.
Number of Hours 13.5 Hours (12 hours Self-directed learning and 1.5 hours Assessment Tasks)
1. How do you introduce real numbers?

2. What are natural and real numbers
3. Are there real numbers that are not rational or irrational numbers?
Study Questions
4. What are the basic rules of exponents?
5. How do you simplify laws of exponents?
6. What are the types of special products?
7. How do you solve special products and factoring?
Required Suggested
• Acelajado,Maxima et al, Algebra Concepts and Processes,
Lesson 1. Course Module on Excurssion published by National Bookstore,3rd edition, 2005
of Algebra and Trigonometry.College of • Custafson, David R. et al, College Algebra, C.,2014
Arts and Sciences. University of the
• Funk and Wagnails New world Encyclopedia ;
Learning Resources Visayas
2017IP.World B00k,INC.Chicago.Algebra.Ebscohost.com
• Kaseberg, Alice et al, Intermediate Algebra, 2013
1. Student shall study and learn Lesson 1 on Introduction to Real Numbers, Laws of
Exponents and Special Products and Factoring. Student may refer to the suggested and
other recommended learning materials indicated in this Course Study Guide as
additional reading resources.
Learning Activity 2. While studying and learning the topics in Lesson 1, the student can now start writing
entry one of the Weekly Student Journal based from the given concept about real
numbers“
3. After studying and learning the topics in Lesson 1, the student shall answer Assessment
Task 2 (Laws of exponents), Assessment Task 3 (Special Products and Factoring)
1. Student Journal Entry 1
Required Output
1. Weekly Student Journal
2. Activity on Laws of Exponents
3. Activity on Special Products and Factoring
Assessment Tasks
Assessment Tool 1. Student Journal Rubric
Target Competency Creativity & Innovation, Critical & Analytical Thinking
Prepared by: Reviewed by: Approved for use:
MRS. BRENDA M. CATADMAN PROF. CELESTE L. MAGHUYOP DR. RAMIE L. BULAYBULAY

Faculty Program Coordinator Dean
INTRODUCTION
7
The natural (or counting) numbers are 1,2,3,4,5, etc. There are infinitely many natural
numbers. The set of natural numbers, {1,2,3,4,5,...}, is sometimes written N for short.
The whole numbers are the natural numbers together with 0.
(Note: a few textbooks disagree and say the natural numbers include 0.)
The integers are the set of real numbers consisting of the natural numbers, their additive
inverses and zero.
{...,−5,−4,−3,−2,−1,0,1,2,3,4,5,.
𝑎
A rational number is any number that can be expressed as the quotient of
𝑏
Of two integers with the denominator b is not equal to zero..
827
All decimals which terminate are rational numbers (since 8.27 can be written as ).
100
Decimals which have a repeating pattern after some point are also rationals.
An irrational number is a number that cannot be written as a ratio (or fraction). In
decimal form, it never ends or repeats. The ancient Greeks discovered that not all numbers
are rational; there are equations that cannot be solved using ratios of integers.
Irrational numbers can be further subdivided into algebraic numbers, which are the
solutions of some polynomial equation (like √2 and the golden ratio),
and transcendental numbers, which are not the solutions of any polynomial equation
𝜋 and e are both transcendental.
The real numbers is the set of numbers containing all of the rational numbers and all of the
irrational numbers. The real numbers are “all the numbers” on the number line. There are
infinitely many real numbers just as there are infinitely many numbers in each of the other
sets of numbers. But, it can be proved that the infinity of the real numbers is a bigger
infinity.
Take Note That…
1. Even numbers can be divided evenly into groups of two. An integer n is even if it can
be expressed in the form of n = 2m, where m is an integer.
2. Odd numbers cannot be divided evenly into groups of two. An odd integer n is one
that could be expressed in the form of n = 2m + 1, where m is an integer.
3. In mathematics, a multiple of a number is a product of any counting number and that

given whole number.
Example: Find the multiples of the whole number 5

Multiplication: 5 x 1 5 x 2 5 x 3 5x 4 5 x 5 5x 6 5 x 7 5 x 8 …
Multiples of 4: 5 10 15 20 25 30 35 40 …
4. Factors are any numbers or symbols in mathematics that when multiplied together
formed a product.
For example, 4 is a factor of 12, because 4 can be multiplied by 3 to give a product of 12.
Similarly, 6 is a factor of 24, because 6 x 4 is 24.
Numbers Factors
8
28 1, 2, 4, 7, 28
22 1, 2, 11, 22
15 1, 3, 5, 15
3 1, 3
1 1
5. A positive integer is prime if it has exactly two factors which are 1 and itself. For
example 2, 3, 5, 7 and 11 are prime numbers.
6. A composite number can be divided evenly by numbers other than 1 or itself. In

other words, it has more than the two factors (1 and itself). For example, 6 can be
divided evenly by 1, 2, 3 and 6, so 6 is a composite.
7. All positive integers except 1 could be classified as either prime or composite.
8. Integers are relatively prime if their only common factors are 1 and -1. For
example, 8 and 21 are relatively prime because their only common factor is 1 and -
1, but 8 and 20 are not relatively prime because aside from1 their common factor is
4.
PROPERTIES OF REAL NUMBERS

Commutative Properties of Addition and Multiplication
The Commutative Property, in general, states that changing the ORDER of two
numbers either being added or multiplied does NOT change the value of it. Thus, for any
real number a and b, we can say that
a) a + b = b + a ( commutative property of addition)
b) ab = ba ( commutative property of multiplication)
Examples:
Using the commutative property of addition we get:
10+ 5 = 5 + 10 and 3.2 + 4 = 4 + 3.2
Using the commutative property of multiplication we get:
8 ∙ 3 = 3 ∙ 8 and m∙n=n∙m
Take Note That…

Commutative properties do not hold for subtraction or division.
Illustrations: 5 – 3 = 2 but 3 – 5 = -2
10 ÷ 2 = 5 but 5 ÷ 8 = 0.625
Associative Properties of Addition and Multiplication

The Associative Property, in general, states that changing the GROUPING of
numbers that are either being added or multiplied does NOT change its value. Thus, for any
real numbers a, b and c, the following statements are true:
a. (a + b) + c = a + ( b + c) (associative property for addition)
b. a(bc) = (ab)c (associative property for multiplication)
Examples:
Using the associative property of addition we get:
8 + (5 + 6) = (5 + 6) + 8 and (2a + 5b) + 7c = 2a + (5b + 7c)
9
Using the associative property of multiplication we get:
8(5 ∙ 6) = (5 ∙ 6) 8 and (1.5x) y = 1.5 (xy)
Take Note That…

The associative properties do not hold for subtraction or division.
Illustrations:
(6 – 4) – 2= 2 – 2= 0 but 6– (4 – 2) = 6 – 2 = 4
(8 ÷ 4) ÷ 2 = 2 ÷ 2 = 1 but 8 ÷ (4 ÷ 2) =8 ÷ 2 = 4
Distributive Property of Multiplication over Addition.
The Distributive Property of Multiplication over Addition states that the sum of
two or more numbers when multiplied to another number is equal to multiplying each
separately then adding the products. Thus, for any real numbers a, b and c the following
statement is true:
a ( b + c ) = ab + ac
Examples:
6(2 + 3) = 6(5) = 30 has the same answer as 6(2) + 6(3) = 12 + 18 = 30
4(x+ y) has the same answer as 4x + 4y
Identity Properties
Addition of 0 to a number does not change the number. Zero (0) is called the additive
identity because adding this number doesn't change a number's identity.
Illustrations:
4+ 0 = 4 18 + 0 = 18 0 + 205 = 205 0 + 33.8 = 33.8
Multiplication of a number by 1 does not change the number. One (1) is called the
multiplicative identity because multiplying by this number doesn’t change a number’s identity.
Illustrations:
5• 1 = 5 8• 1 = 8 1 • 13.2 = 13.2 1 • 7.1 = 7.1

Identity Property of Addition: For any real number a, a+0=0+a=a
Identity Property for Multiplication: For any real number a, a·0=0·a=a
Inverse Properties
A number added to its opposite integer will always equal zero. See the following
examples.
2 + (-2) = 0 -3 + 3 = 0
10
Multiplying a number by its inverse equals 1. See the following examples below.
Inverse Property of Addition. For any real number a, there is a unique number –a such
that a + (-a) = -a + a = 0.
Examples:
The additive inverse of -3 is 3, since -3 + 3 = 0
Inverse Property of Multiplication. For any nonzero real number a, there is a unique
number such that
Examples:
BASIC TERMINOLOGIES IN ALGEBRA

In this lesson, you'll learn some important new vocabulary but commonly used words in
algebra.
1. Constant - It refers to an object or symbol that does not change its value in a
particular problem or discussion.
Examples: e = 2.7182818284590..., -3, , 0,
2. Variable - It refers to an object or symbol that changes its value in a particular

problem or discussion.
Examples: x, y, z, σ, μ, ρ
3. Algebraic Expression - It refers to any combinations of constants and variables

involving the fundamental operations in algebra which when taken as a whole
represents a number.
Examples: x, 2x3y5, x2+ 2x + 3, ,
In the expression 3x – 2y + 5z – 1, which symbols are preceded by plus sign? Which

are preceded by minus sign?
4. Term - It refers to the part of an algebraic expression separated by a plus (+)
or minus (-) sign.
Examples:
The expression 5x – 3y + 4 has three terms namely 5x, -3y and 4.
The expression a2 – b2 has two terms namely a2and – b2
A term may contain a constant and variables, or just a constant. Each symbol is
referred to as a coefficient.
11
5. Coefficient -In general when two or more symbols are multiplied together to form a
product, then each symbol is called a coefficient.
Examples:
In 3y, the coefficient of 3 is y
In x3y2, the coefficient of x3 is y2
In -2b2, the coefficient of -2 is b2
A term has coefficients that are constant and variables.

6. Numerical Coefficient - The constant multiplicative factor attached to the variables
in a term.
7. Literal Coefficient - The variable multiplicative factor (including its exponent)
attached to the constant in a term.
Examples:
In 3y, the literal coefficient is y while the numerical coefficient is 3.
In x3y2, the literal coefficient is x2y5 while the numerical coefficient is understood to be
1.
What is common in each of the terms of the expression ?

8. Similar Terms and Dissimilar Terms -Terms that have the identical literal
coefficients are called similar terms; otherwise they are called dissimilar terms.
Examples:
Similar terms: x3y, -2x3y, 0.5x3y (common literal coefficient is x3y)
Dissimilar terms: -abc, a b,
3
ab c
2
9. Monomial - Algebraic expression consisting of only one term

Examples: 2xy, 3b, -mn, x4y4, xyz
10. Binomial - Algebraic expression which consist of only two terms

Examples: 6a2b3– 3a4b5, 11x – 2, 4a + 3b, 7–d
11. Trinomial - Algebraic expression which consist of three terms

Examples: 3x² + xy + y², x – 5y – z, a - 4b – c
12. Multinomial - Algebraic expression, which consist of more than three terms
Examples: a2 + b2 + c2 – 2ab – 2bc – 2ac , xy4 + 2xy – 3x2y3 + 4x4y2
13. Polynomial -An algebraic expression containing terms have variables which are raised
to whole-number exponents (or else the terms are just plain numbers); there are no
square roots of variables, no fractional powers, and no variables in the denominator of
any fractions.
The following algebraic expressions are polynomials.
xy, 9a8b4 – 4a4b6, 21x – 4, 5a + 3b,
The following are not polynomials. Why?
2q-3is not a polynomial because the exponent of its first term is a negative integer
is not a polynomial because there is a variable in the denominator
is not a polynomial because there is a variable a radical sign
14. The degree of a term in one variable refers to the exponent of the variable.
Examples:
12
In the expression x3 + x2 + x
the degree of the first term x3 is 3
the degree of the second term x2 is 2
the degree of the third term x is 1
15. The degree of a term in more than one variable is the sum of the exponents of
the variables in the term.
Example:
In the expression 3x3y4z5 – 3x2y3z
the degree of 5x3y4z5 is 12
the degree of3x2y3z is 6
16. The degree of a polynomial is the degree of its term with the highest degree.
Example:
In the expression 3x3y4z5 - 3x2y3z,
the degree of the term 3x3y4z5 is 12
the degree of the term 3x2y3z is 6
Thus, the degree of the expression is 12
2. LAWS OF EXPONENTS
Writing 2 as a factor one million times is time-consuming and tedious task. A better
way to approach this is to use exponents. Exponential notation is shorthand for repeated
multiplication of the same number. For example,
2 · 2 · 2 = 23
y · y · y · y = y4
10 · 10 · 10 · 10 · 10 · 10 · 10 · 10 = 108
When you are given a term with a form of am, it is defined that:
a is the base
m is the exponent
am is an exponential expression
The exponent tells us how many times the based is used as a factor. In general we
read bn as the “nth root of b” or simply “b to the nth”. We refer to 2 3 as “2 cubed”, “2 raise to
the third power”, or “2 to the power of 3”. Remember that exponent applies only to what it’s
directly attached to. For example 3x³ is 3(x)(x)(x), not (3x)(3x)(3x). If we wanted (3x) (3x)
(3x), we’d need to use grouping: (3x)³.
The following are generally referred to as the “laws” or “rules” of exponents. The
exponent laws are the rules governing the combination of exponents. Let’s study each.
A. The Product Rule.
If m and n are integers and a is any non-zero real number, then am· an = am + n
The product rule for exponents states that when we multiply exponential expressions having
the same base, we can add the exponents and keep the base unchanged.
Examples:
(a) Simplify (-3x3) (6x2)
Solution
(-3x3) (6x2) Given
= (-3 · 6 )( x3 · x2 Place together all numerical coefficients in one group and all literal
) coefficients in another parentheses
13
= ( -18))( x3 · x2 ) Multiply numerical coefficients
To multiply powers that have the same base, write the common base,
= -18( x3 + 2 ) then add the exponents
= -18x5 Simplify
(b) Simplify (pn + 2) (pn – 1)

Solution
(pn + 2) ( pn – 1 ) Given
= p(n + 2) + (n – 1) Add exponents
= pn + 2 + n – 1 Remove parentheses
= p2n + 1 Combine similar terms in the exponent
B. The Power of the Power Rule.

If m and n are integers and a is any non-zero real number, then (am)n= amn
The power of the power rule tells us that to raise a power to a power, just multiply the
exponents.
Examples:
(a) Simplify (t3)5
Solution
(t3)5 Given
= t3(5) Multiply the exponents 5 and 3
= t15 Simplify
(b) Simplify (pn + 2)3
Solution
(pn+2)3 Given
= p3(n+2) Multiply exponents n+2 and 3
= p3n + 6 Simplify
C. The Power of the Product Rule.

If n is an integer and a, b are any non-zero real numbers, then (ab)n= an · bn
This rule states that the power of the factors of a product is equal to each of its factors raised
separately to the indicated power.
Examples:
(a) Simplify (4an + 1)3(b) Simplify (p2q)n+1
Solution Solution
(4an+1)3 Given (p2q)n+1 Given
= 43a3(n+1) Multiply exponent 3 to the = p2(n+1)qn+1 Multiply exponent n+1
exponents of 4 and a to the exponent of p
and q
= 64a3n+3 Simplify = p2n+2qn+1 Simplify
D. The Power of the Quotient Rule
14
If n is an integer and a, b are any non-zero real numbers, then
The power of a quotient is equal to the quotient obtained when the dividend and divisor are
each raised to the indicated power separately, before the division is performed.
Examples:
Solution Solution
Given Given
Multiply the exponent 5 Multiply the exponent 5 to

to the exponents of the the exponents of the
factors in the numerator factors in the numerator
and denominator and denominator
Simplify
Simplify
E. Quotient Rule
If m and n are integers and a is any non-zero real number, then
It states that when dividing two powers that have the same bases, you copy the common
base and subtract the exponents.
Examples:
Solution Solution
Given Given
= a2–(-2)b-3–(- Subtract the exponents = x5–3yz9– Subtract the exponents

4) 5
= a4b Simplify = x2yz4 Simplify

F. Definition of Negative Exponent
If a is any nonzero real number, then
In general, the negative exponent represents the reciprocal of an exponential expression.
Examples:
G. Definition of Zero Exponent
15
If a is any nonzero real number, then ao = 1
In other words, any non−zero real number raised to the zero power is 1. For example,
(x – y)0= 1
3(5a2b2 – ab + 1)0 = 3(1) = 3
-5(2x + 5y + z)0= -5(1) = -5
3.Special Products.
A. Product of a Monomial and a Polynomial

This kind of special product includes a monomial, an expression having one term, and
a polynomial, an expression consisting of more than one term. Special product of this kind
includes the use of the Distributive Property. In symbol, a(x + y)=ax + ay
Examples:
a) 2m(m – 2) Given
= 2m[m + (-2)] Express the second factor as a sum of two terms
= 2m(m) + 2m(-2) Distribute 2m to each term of [m + (- 2)]

= 2m2 – 4m Simplify
b) mn (m + n) Given
= mn(m) + mn(n) Distribute mn to each term of (m+ n)
= m2n + mn2 Simplify
c) -mn(m³n – 5m²n² + 3mn²) Given

= -mn[m3n + (-5m2n2) + 3mn2] Express the second factor as sum of three terms
= -mn(m3n) + (-mn)(-5m2n2) + (- Distribute -mn to each term of [m³n + (-5m²n²)
mn)(3mn2) + 3mn²]
= -m4n2 + 5m3n3 – 3m2n3 Simplify
B. Square of a Binomial
(x + y)² = (x + y)(x + y) = x² + 2xy + y²
In words: “The square of binomial is equal to the square of its first term (x2), plus twice the
product of both terms (2xy), plus the square of its second term (y 2).”
Examples:
a) (c + d) Given
= (c)2 + 2(c)(d) + (d)2 Square of the first term: (c)2 = c2
Twice the product of the two terms: 2(c)(d)=2cd
Square of the second term: (d)2 = d2
16
= c2 + 2cd + d2 Simplify
b) (c – d)2 Given
= [c + (-d)]2 Express the polynomial as the sum of two terms
= (c)2 + 2(c)(-d) + (d)2 Square of the first term: (c)2 = a2
Twice the product of the two terms: 2(c)(-d) = -
2cd
Square of the second term: (-d)2 = d2
= c2 – 2cd + d2 Simplify
c) (2u + 3v)2 Square the first term: (2u)2 = 4v2

= (2u)2 + 2(2u)(3v) + Twice the product of the two terms:
(3v)2 2(2u)(3v)=12uv
Square of the second term: (3v)2 = 9v2
= 4u2 + 12uv + 9v2 Simplify
C. Product of the Sum and Difference of Two Terms

(x + y) (x – y) = x² – y²
In words: “The product of a sum and difference of two terms is equal to the square of the
first term(x2) minus the square of the second term (y 2).”
Examples:
a) (3x2 – 2y2)(3x2 + Given
2y2)
= (3x2)2 – (2y2)2 Square the first term (3x2)2 = 9x4 , then subtract it to the square of
the second term (2y2)2 = 4y4
= 9x4 – 4y4 Simplify
b) [5 + 3(x + y)] [5 – 3(x +

y)] Given
= [5 + (3x + 3y)] [5 – (3x
+ 3y)] Multiply 3 to each term of (x + y)
= 25 – (9x2 + 18xy + 9y2) Square the first term 52 = 25, then subtract it to the square
of the second term
(3x + 3y)2 = 9x2 + 18xy + 9y2
= 25 – 9x2 – 18xy – 9y2 Remove parentheses
D. Cube of a Binomial
(x + y)³ = x³ + 3x²y + 3xy² + y³
In words: “The cube of a binomial is equal to the cube of its first term (x3), plus thrice the
square of its first term times the second term (3x2y), plus thrice its first term times the square
of the second term (3xy2), plus the cube of the last term (y3).”
17
Examples:
a) (u + 2v)3 Given
Cube of the first term: (u)3 = u3
= (u) + 3(u) (2v) + 3(u)(2v) +
3 2 2
Thrice the product of the square of the
(2v)3
first term, multiplied by the second
term: 3(u)2(2v) = 6u2v
Thrice the product of the first term,
multiplied by the square of the second
term: 3(u)(2v)2 = 12uv2
Cube of the second term: (2v)3 = 8v3
= u3 + 6u2v + 12uv2 + 8v3
Simplify
b) (u – 2v)3 Given
= (u)3 + 3(u)2(-2v) + 3(u)(-2v)2 + Express the binomial as the sum of
(-2v)3 terms
Cube of the first term: (u)3 = u3
Thrice the product of the square of the
first term, multiplied by the second
term: 3(u)2(-2v) = -6u2v
Thrice the product of the first term,
multiplied by the square of the second
term: 3(u)(-2v)2 = 12uv2
Cube of the second term: (-2v)3 = -8v3
= u3 – 6u2v + 12uv2 – 8v3 Simplify
E. Square of a Trinomial
(a + b + c) = a2 + b2 + c2 + 2ab + 2ac + 2bc
In words: The square of a trinomial is the sum of the squares of its terms, plus twice the
product of every possible pair of its terms.
Examples:
a) (u + v + 1)2 Given
= (u)2 + (v)2 + (1)2 + 2(u)(v) + 2(u)(1) + 2(v)(1) Square each term:
(u)2 = u2
(v)2 = v2
(1)2 = 1
Multiply 2 to the product of
every possible terms:
2(u)(v) = 2uv
2(u)(1) = 2u
2(v)(1) = 2v
= u2 + v2 + 1 + 2uv + 2u + 2v Add
= u2 + v2 + 2uv + 2u + 2v + 1 Arrange terms
18
FACTORING
Factors are the numbers you multiply together to get another number. The process of
expressing an object (for example, a number, or a polynomial) into a product of other
objects, or factors, is called factoring.
Example: Factor out 24
Answer: The number 24 can be written as 24 x 1, 12 x 2, 8 x 3, and 6 x 4
A. Finding the Greatest Common Factor

The Greatest Common Factor (GCF) is a monomial that includes every number
or variable that is a factor of all the terms of a given algebraic expression.
Examples:
a) Find the greatest common factor (GCF) of each given term: 8x2y, 20xy3
Solution:
First, factor each term
8x2y = 23 ∙ x2 ∙ y
20xy3 = 22 ∙ 5 ∙ x ∙ y3
The factors common to both terms are 2, x, and y. In finding the GCF, use the
smallest exponent that appears on each factor in either of the terms. So the GCF is 2 2xy
or 4xy.
b) Find the greatest common factor (GCF) for each of the terms 30a 2, 45a3b2, 75a4b
Solution:
First, factor each term
30a2 = 2 ∙ 3 ∙ 5 ∙ a2
45a3b2 = 32 ∙ 5 ∙ a3 ∙ b2
75a4b = 3 ∙ 5 a4 ∙ b
The GCF is 3 ∙ 5a2 or 15a2
B. Finding the Common Monomial Factor
In general, the following are the rules that are followed when factoring an
algebraic expression whose terms have common monomial factor.
1. Find the greatest monomial that is a factor of each term of the given algebraic
expression.
2. Divide the given algebraic expression by the factor found in step 1. The quotient
is the other factor.
3. Express the given algebraic expression as the product of two factors.
Finding the greatest common monomial factor of all terms of a given algebraic
expression is the first step in factoring before applying any other method
Examples:
a) Factor 5x4 – 10x3 + 15x2

Solution:
First factor each term completely:
5x4 = 5 ∙ x4
10x3 = 2 ∙ 5 ∙ x3
15x2 = 3 ∙ 5 ∙ x2
The GCF of the three terms is 5x2. Now factor 5x2 out of each term:
19
5x4 – 10x3 + 15x2 Given
Divide each term of the given expression by the
= GCF 5x2
= 5x (x – 2x + 3)
2 2
Simplify
Thus, factoring 15x4 – 10x3 + 15x2 we get 5x2(x2 – 2x + 3)
b) Factor 8xy2 + 20x2y

Solution:
First factor each term completely:
8xy2 = 23 ∙ x ∙ y2
20x2y = 22 ∙ 5 ∙ x2 ∙ y
The GCF of the three terms is 22xy or 4xy. Now factor out 4xy from each term:
8xy2 + 20x2y Given algebraic expression
Divide each term of the expression by the GCF
= 4xy (2y + 5x) Simplify

Thus, factoring 8xy2 + 20x2y we get 4xy (2y + 5x)
You can check our answer by multiplying the factors to obtain the original algebraic
expression.
C. Factoring Difference of Two Squares

This method may be applied if the terms of a binomial are both perfect squares
and they are separated by a negative sign.
x² – y² = (x)² – (y)² = ( x + y )( x – y )
The factors of the difference of two squares are the respective sum and difference
of the square roots of the two terms.
Examples:
Factor the following expressions completely
a) 49a2 – b2
b) 8c2 – 2
c) (3u – v)2 – 4w
Solutions:
a) 49a2 – b2 Given
= (7a)2 – (b)2 Express each of the terms as the square of a monomial:
49a2 = (7a)2
= (7a + b)(7a – b) b2 = (b)2
Sum and difference of the square roots
(7a + b) sum of the square roots
(7a – b) difference of the square roots
20
b) 8c2 – 2 Given
= 2(4c2 – 1) Factor out the greatest common factor 2
= 2[(2c)2 – (1)2] Express each of the terms of (4c2 – 1) as the square of a
monomial:
4c2 = (2c)2
1 = (1)2
= 2(2c + 1)(2c – 1) Sum and difference of the square roots:
(2c + 1) sum of the square roots
(2c – 1) difference of the square roots
c) (3u – v)2 – 4w Given

= (3u – v)2 – (2w)2 Express each of the terms as the square of a
monomial:
(3u – v)2 = (3u – v)2
4w2 = (2w)2
= [(3u – v) + 2w][(3u – v) – Sum and difference of the square roots
2w] [(3u – v) + 2w] sum of the square roots
[(3u – v) – 2w] difference of the square roots
= (3u – v + 2w)(3u – v – 2w) Simplify
D. Sum/Difference of Two Cubes

This may be applied if the terms of a binomial are both perfect cubes.
Sum of Two Cubes: x3 + y3 = (x + y)(x2 – xy + y2)
Difference of Two Cubes: x3 – y3 = (x – y)(x2 + xy + y2)
In factoring the sum and difference of two cubes, take note of the following
considerations:
1. The factors consist of a binomial and a trinomial.
2. The terms in the binomial are the respective cube roots of the terms in the given
algebraic expressions.
3. The trinomial is composed of the:
1st term: It is the square of the first term of the binomial.
2nd term: It is the negative product of the terms in the binomial
3rd term: It is the square of the second term of the binomial.
Examples:
Factor completely the following expressions
a) 8a3 + b3c3 b) 64x3 – 27
Solutions
a) 125a3b3 + 1 Given
= (5ab)3 + (1)3 Express each of the terms as the cube of a monomial
125a3b3 = (5ab)3
1 = (1)3
= (5ab + 1)(25a2b2 – 5ab +
Factor out using the method for factoring the sum of cubes
1)
21
b) 64x3 – 27 Given
= (4x) – (3)
3 3
Express each of the terms as the cube of a monomial
64x3 = (4x)3
27 = (3)3
= (4x – 3)(16x2 + 12x + Factor out using the method for factoring the difference of two
9) cubes.
E. Factoring Perfect Square Trinomial

We consider an algebraic expression a perfect square trinomial, if:
1. the first term and the last terms are perfect squares and no minus signs precede
these terms, and
2. the middle term is twice the product of the square roots of the first term and the
third term.
Which of the following expressions are NOT perfect square trinomials? Why?
a) x2 + 6x + 9 c) 4a2 – 12a + 36
b) x + 8x – 16
2
d) 2a3 + ab + b3
How to factor a Perfect Square Trinomial

If the trinomial is a perfect square trinomial, factor it by the following method.
1. make two sets of parentheses
2. in each set of parentheses place the square roots of the perfect square terms
3. connect them with the sign of the middle or second term
In symbols
x² + 2xy + y² = ( x + y )² = (x + y) (x + y)
x² – 2xy + y² = ( x – y)² = (x – y) (x – y)
Examples:
Factor the following expressions completely
a) 4x2 + 12x + 9
b) 4x² - 4x + 1
Solutions:
a) 4x2 + 12x + 9 Given
= (2x) + 2(2x)(3) +
2
Check if the expression is a perfect square trinomial
(3)2
= (2x + 3)(2x + 3) Factor out using the method for factoring perfect square
trinomial
(b) 4x² – 4x + 1 Given

= (2x)² – 2(2x)(1) +
Check if the expression is a perfect square trinomial:
(1)²
= (2x – 1)(2x – 1) Factor out using the method for factoring perfect square
trinomial
F. Factoring General Quadratic Trinomial

A quadratic trinomial refers to an algebraic expression in the form: ax² + bx +
c where a, b, c are constants.
To factor the trinomial of the form ax² + bx + c
22
1. Find two integers that have a product equal to ac and a sum equal to b,
2. replace bx by two terms using the two new integers as coefficients,
3. then factor the resulting four- term polynomial by grouping.
Examples:
a) Factor x² + 9x + 18
b) Factor 3y² – 11y – 4
Solutions:
a) x² + 9x + 18 Given
= x + 3x + 6x + 18
2
a = 1, b = 9, c = 18 and ac = 1(18) = 18
For a product of 18 only 3 and 6 have a sum of 9
Replace 9x by 3x and 6x
= (x2 + 3x) + (6x + Enclosed the first two terms in parentheses and the last two terms
18) in another parentheses
= x(x + 3) + 6(x + 3) Greatest common monomial factor is x + 3
= (x + 3)(x + 6) Factor using the method for factoring greatest common monomial
factor
b) 3y² – 11y – 4 Given

= 3y² – 12y + y – 4 a = 3, b = -11, c = -4 and ac = 3(-4) = -12
For a product of -12 only -12 and 1 have a sum of 9
Replace 11y by -12y and y
= (3y² – 12y) + (y – Enclosed the first two terms in parentheses and the last two terms
4) in another parentheses
= 3y(y – 4) + (y – 4) Greatest common monomial factor is y – 4
= (y – 4)(3y + 1) Factor out using the method for factoring the greatest common
monomial factor
G. Factoring by Grouping
One of the methods of factoring polynomials is to factor by grouping. This method
is used when other simpler special formulas such as factoring the difference of two cubes
or factoring perfect squares do not work. Factor by grouping, in layman’s language, is
simply defined as the grouping of terms with common factors before factoring a
polynomial.
Examples:
Factor the following algebraic expressions
(a) a³ – 2a² + 5a – 10
(b) x² – y² + x – y
(c) x² + 2xy + y² - 9
(d) a3 + 3a2b + 3ab2 + b3
Solutions:
a) a³ – 2a² + 5a – 10 Given
= (a3 – 2a2) + (5a – 10) Group first two terms in parentheses and last two terms in other
parentheses
= a2(a – 2) + 5(a – 2) Greatest common monomial factor is (a – 2)
= (a – 2)(a2 + 5) Factor out greatest common monomial factor
23
b) x² – y² + x – y Given
= (x2 – y2) + (x – y) Group first two terms in parentheses and last two terms in other
parentheses
= (x + y)(x – y) + (x – Greatest common monomial factor is (x - y)
y)
= (x – y) [ (x + y) + 1 Factor out greatest common monomial factor
]
= (x – y)(x + y + 1) Simplify
c) a3 + 3a2b + 3ab2 + b3 Given

= (a3 + b3) + (3a2b + 3ab2) Enclosed the 1st and 4th terms in parentheses,
and the 2nd and 3rd terms in other
parentheses
= (a + b)(a2 – 3a2b + 3ab2 – b2) + 3ab(a Applying method of factoring sum of two cubes
+ b) for (a3 + b3) and factor out gcf 3ab from (3a2b
+ 3ab2)
= (a + b) [(a2 + ab + b2) + 3ab] Factor out greatest common monomial factor
= (a + b)(a2 + 4ab + b2) Omit unnecessary grouping symbols and add
similar terms
= (a + b)(a + b)(a + b) Factor out (a2 + 4ab + b2) by applying
factoring method for factoring perfect square
trinomial
= (a + b)3 Simplify
24
Assessment Task No. 1
My Weekly Student Journal #1

Directions:Write a minimum of 250-word reflective essay on your learnings ,personal
thoughts and feelings about lesson 1. Write your journal entry on the space provided below.
You may also write your own title. Kindly refer to the Student Journal Rubric in the succeeding
page for you to know and understand what the instructor’s expectation for the journal entry
is and how you will be graded.
____________________________
(Title)
25
Weekly Student Journal Rubric
NOTE: This rubric will be rated by your Instructor only!
Exemplary Accomplished Developing Beginning Points

Content 20-16 15-11 10-6 5-1
Journal Journal Journal Journal lacks
demonstrates a demonstrates demonstrates critical thinking.
high degree of some degree of limited critical Superficial
critical thinking in critical thinking thinking in connections are
applying, in applying, applying, made with key
analyzing, and analyzing, analyzing, course concepts
evaluating key and/or and/or and course /20
course concepts evaluating key evaluating key materials,
and theories from course concepts course concepts activities, and/or
readings, and theories and theories assignments
lectures, media, from readings, from readings,
discussions lectures, media, lectures, media,
activities, and/or discussions discussions,
assignments. activities, and/or activities, and/or
assignments. assignments.
Personal 20-16 15-11 10-6 5-1
Growth Demonstrates Demonstrates Demonstrates Personal growth
significant satisfactory less than and awareness are
personal growth personal growth adequate not evident and/or
and awareness of and awareness personal growth demonstrates a
deeper meaning through some and awareness neutral experience
through inferences through few or with negligible
inferences made, made, simplistic personal impact. /20
examples, well examples, inferences
developed insights, and made,
insights, and challenges. examples,
substantial depth insights, and/or
in perceptions challenges that
and challenges. are not well
developed.
Writing 10-8 7-5 4-2 1
Quality Well written and Above average Average and/or Poor writing style
clearly organized writing style and casual writing lacking in standard
using standard logically style that is English, clarity,
English, organized using sometimes language used,
characterized by standard English unclear and/or and/or frequent
elements of a with minor with some errors errors in grammar,
strong writing errors in in grammar, punctuation, /10
style and basically grammar, punctuation, usage, and
free from punctuation, usage, and spelling. Needs
grammar, usage, and spelling work.
punctuation, spelling.
usage, and
spelling errors.
Total Points /50
Rubric adapted from Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
26
Assessment Task No.2
Real Number System

I.Directions: Check whether the following numbers are rational or irrational. Each correct
answer is equivalent to two (2) points.
Rational Irrational
1) 12
2) 25
3) 0
4) -22
5) 3.51
6) √5
7) √16
8)
9) 1
3
10) √20
II. Directions : Check whether the given rational numbers are non-integral rational numbers,
positive integers, negative integers, whole, or natural numbers. Some numbers may be of
more than one type. Each correct answer is equivalent to one (1) point.
Non-
Integral Negative Positive Whole Natural
Rational Integer Integer Number Number
Number
11) 10
12) 0
13) -1.5
1
14)
4
15) 64
16) -42
17) 0.75
8
18) -
15
3
19) √-27
27
20) √25
III. Directions: Check whether the given number is prime, composite, even, or odd. Each
number corresponds to two (2) correct answer.
Prime Composite Even Odd

21) 18
22) 32
23) 2
24) 17
25) 28
26) 24
27) 72
28) 55
29) 16
30) 13
IV. Directions: Tell which of the properties of real numbers will justify each statement. The
letters in the exercise stands for real numbers. Each correct answer is equivalent to two(2)
points.
31. 2 + ( 2a + a ) = ( 2 + 2a ) + a
32. ( a + b ) + 0 = a + b
33. 5a + 5 = 5 ( a + 1 )
34. 2a + 3a = ( 2 + 3 ) a
35. a.1= 1
28
LAWS OF EXPONENTS
Directions: Express and simplify the following expressions without zero and negative
exponents . Each correctt answer is equivalent to two (2) points.
A. Express and simplify the following expressions without zero and negative exponents.
1) 3y2 · 4y3 · 2y4

2) (ambm)5(am+1bm+1)3
3) –(x3y)(xy4)(xy)
4) (p – q)2(p – q)3(p – q)-6
5)
6)
9) (-5x4)(-3x3)(-2x2)
10) 4(ym+n)3
11) 2(x - y)
12) (81m3n2)(32m5n3)
13) (-4pq4r3)2
14) (2x - y0)3
15) 3(a2b)3 – 2a4b3
29
SPECIAL PRODUCTS AND FACTORING

Directions: Use the special products rules to find each product. Each correct answer is
equivalent to two (2) points.
A. Product of a Monomial and Polynomial

1) (2a4b-5c6)(-2a-3b4c-6)
2) abc (bc + ac + ab)
3) 9ab (4a2b3 – 5a4b2)
B. Sum and Difference of Two Terms

4) (p – 2q)(2q + p)
5) (5p + 3q)(5p – 3q)
6) (p2 + q2)(p – q)(p + q)
C. Square of a Binomial
7) (x – 2y)2
8) (3x2 + 2y3)(3x2 + 2y3)
9) (xn + yn)
D. Cube of a Binomial
10) (2m + 3n)3
11) (5 – 2m)3
12) (m + 2n)(m + 2n)2
E. Square of a Trinomial
13) (2r + 3s + 4t)2
14) (2r – 3s + 4t)2
15) (2r + 3s – 4t)2
30
Lesson 2
LINEAR EQUATIONS
n
1. identify types of equations;
2. apply the quadratic equations using factoring and quadratic formula; and
3. know and understand the different types of systems of linear equations .
31
Course Code MPRO 01
Course Title EXCURSION IN ALGEBR AND TRIGONOMETRY
Credit Unit 3
Lesson 2 Week 2
Module Topic Linear Equations

Intended Learning 1. identify types of equations;
Outcomes 2. apply the quadratic equations using factoring and quadratic formula; and
3. know and understand the different types of systems of linear equations.
1. What is a linear equation?
2. How do you solve linear equations?
Study Questions 3. Solve quadratic equations by factoring and to understand what the solutions
represent in a problem situation.
Required Suggested
Lesson 2. Course Module on Excursion in • Acelajado,Maxima et al, Algebra Concepts and Processes,
Algebra and Trigonometry.College of Arts published by National Bookstore,3rd edition, 2005
and Sciences. University of the Visayas • Custafson, David R. et al, College Algebra, C.,2014
Funk and Wagnails New world Encyclopedia ;
Learning Resources
2017IP.World B00k,INC.Chicago.Algebra.Ebscohost.com..
Kaseberg, Alice et al, Intermediate Algebra, 2013
1. Student shall study and learn Lesson 2 on Linear Equations, Systems of Linear Equations
and Quadratic equation. Student may refer to the suggested and other recommended
Learning Activity learning materials indicated in this Course Study Guide as additional reading resources.
2. While studying and learning the topics in Lesson 2, the student can now start writing
entry two of the Weekly Student Journal based from their learnings.
Task 5 (Linear equations) and Task 6 (Quadratic equations).
1.Student Journal Entry # 1
Required Output
2. Linear Equations
Assessment Tasks 3. Quadratic Equations
Target Competency Creativity & Innovation, Critical & Analytical Thinking.
MRS. BRENDA M. CATADMAN PROF. CELESTE L/ MAGHUYOP DR. RAMIE L. BULAYBULAY

Introduction
32
Equation is the statement that two algebraic expressions are equal. These two
algebraic expressions are sides or members of the equation.
Below are the examples of equations:
1. (x2 – 4) = (x + 2)(x – 2)
2. 2x2 – 2 = 2(x – 1)(x + 1)
3. x – 3 = 7
4. 2x + 5 = 3x – 3
Any number that will satisfy the equation is called to as the root of the equation. Take
for example equation 3, because 10 – 3 = 7 is true, we say that 10 is a root of equation 3.
Furthermore, the set of all roots is called solution set.
To solve an equation means to find its solution set. The most basic method for solving
equations involves the properties of equality.
Properties of Equality
A. Addition Property of Equality
Adding the same number to both sides of an equation does not change the solution
set to the equation. In symbols, if a = b, then a + c = b + c
B. Multiplication Property of Equality
Multiplying both sides of an equation by the same nonzero number does not change
the solution set to the equation. In symbols, if a = b and c≠0, then ac = bc
A linear equation in one variable x is an equation of the form ax + b = 0, where a

and b are real numbers, with a≠0
Strategy for Solving Linear Equation

1. If fractions are present, multiply each side by the LCD to eliminate them.
2. Use the distributive property to remove parentheses.
3. Combine any like terms
4. Use the addition property of equality to get all variables on one side and numbers
on the other side.
5. Use the multiplication property of equality to get a single variable on one side.
6. Check by replacing the variable in the original equation with your solution.
Note: Not all equations require all of the steps.
Examples: Solve the following equations.
1) 6 − 3𝑥 = 8 − 2𝑥 Given
6 − 3𝑥 − 6 = 8 − 2𝑥 − 6 Subtract 6
−3𝑥 = 2 − 2𝑥 Simplify
33
−3𝑥 + 2𝑥 = 2 − 2𝑥 + 2𝑥 Add 2x to each side
−𝑥 = 2 Combine like terms
−1 ∙ (−𝑥) = −1 ∙ 2 Multiply each side by -1
𝑥 = −2 The solution set to the original equation is {−2}
2) 2(𝑥 − 4) + 5𝑥 = 34 Given
2𝑥 − 8 + 5𝑥 = 34 Distributive Property
7𝑥 − 8 = 34 Combine like terms
7𝑥 − 8 + 8 = 34 + 8 Add 8 to each side
7𝑥 = 42 Simplify
7𝑥 42
= Divide each side by 7 to get a single x on the left side
7 7
𝑥=6 The solution set to the equation is {6}
𝑥 1 𝑥 5
3) − = + Given
2 3 3 6
𝑥 1 𝑥 5 The LCD for 2,3, and 6 is 6, thus multiply each

6( − ) = 6( + )
2 3 3 6 side by 6
𝑥 1 𝑥 5
6∙ −6 =6∙ +6∙ Distributive property
2 3 3 6
3𝑥 − 2 = 2𝑥 + 5 Simplify
3𝑥 − 2 − 2𝑥 = 2𝑥 + 5 − 2𝑥 Subtract 2x from each side
𝑥−2 =5 Combine like terms
𝑥−2+2= 5+2 Add 2 to each side
𝑥=7 The solution set is {7}
4) 𝑥 − 0.1𝑥 = 0.75𝑥 + 4.5 Given
100(𝑥 − 0.1𝑥) = 75𝑥 + 450 Multiply each side by 100
100𝑥 − 10𝑥 = 75𝑥 + 450 Distributive property
90𝑥 = 75𝑥 + 450 Combine like terms
90𝑥 − 75𝑥 = 75𝑥 + 450 − 75𝑥 Subtract 75x from each side
15𝑥 = 450 Combine like terms
34
15𝑥 450
= Divide each side by 15
15 15
𝑥 = 30 The solution set is {30}
SYSTEMS OF LINEAR EQUATIONS
A system of linear equation is a set of equations the aim of which is to solve for the
value or values of the indicated unknowns that will satisfy each of the equation contained in
the system. The following are the examples of system of linear equations
(a) 2x + 3y = 5 (b) x + y + z = 3
x–y=0 x–y+z=1
2x + y + z = 4
A solution set of the system is a set of values that will satisfy each of the unknowns
in the system.
A system of linear equation is said to be consistent if it has a solution, otherwise, it
has no solution, and it is called an inconsistent system.
Two linear systems are called equivalent if they have exactly the same solution set.
A. The Elimination Method of Solving Linear Systems
This method consists of eliminating one of the variables of the given system either by
addition or subtraction. Upon elimination, the number of variables in the new system will be
one less that of the original system.
Examples:
Solve the systems using the elimination method.

(a) 2x + 4y = 48 (b) x + y = 1 (c) 2x + 3y = 6
4x + 2y = 60 2x + 4y = 4 2x + 3y = 1
Solution:
a) 2x + 4y = 48 Eq. 1
4x + 2y = 60 Eq. 2
We shall multiply -2 to equation 1 and eliminate x by addition.
-4x – 8y = -96
4x + 2y = 60
- 6y = -36
6y = 36
y = 36/6
y=6
To obtain the value of x, we may substitute this value to y to either one of the equations in
the original system.
2x + 4y = 48 4x + 2y = 60
2x + 4(6) = 48 4x + 2(6) = 60
2x + 24 = 48 4x + 12 = 60
2x = 48 – 24 4x = 60 - 12
2x = 24 4x = 48
x = -24/2 x = 48/4
x = 12 x = 12
Ans. x = 12 , y = 6
35
B. The Substitution Method of Solving Linear System
This method consists of choosing first one particular equation in the system, and then
using this equation, we will express one variable in terms of the other variables. Finally, we
will substitute the value of this variable to each of the other equations in the system.
Examples:
Solve the systems using the substitution method.
(a) 2x + 4y = 48 (b) x + y = 1 (c) 2x + 3y = 6
4x + 2y = 60 2x + 4y = 4 2x + 3y = 1
Solution
a) 2x + 4y = 48 Eq. 1
4x + 2y = 60 Eq. 2
We shall choose the second equation and solve the value of x in terms of y.
4x + 2y = 60
4x = 60 – 2y
x = 60 – 2y Eq. 3
4
Substitute Eq. 3 to equation Eq. 1
2x + 4y = 48
2
60 – 2y + 4y = 48
4
+ 4y = 48
60 – 2y
(60 – 2y) + 8y = 96
602– 2y + 8y = 96
6y = 96 – 60
6y = 36
y=6
To obtain the value of x, we may substitute this value to y to either one of the equations in
the original system.
2x + 4y = 48 4x + 2y = 60
2x + 4(6) = 48 4x + 2(6) = 60
2x + 24 = 48 4x + 12 = 60
2x = 48 – 24 4x = 60 - 12
2x = 24 4x = 48
x = -24/2 x = 48/4
x = 12 x = 12
Ans. x = 12 , y = 6
QUADRATIC EQUATIONS
A quadratic equation is defined as an equation of second degree in its variable or

variables. The standard quadratic equation can be written as the form ax 2 + bx + c = 0 , a
# 0.where x is the variables and a, b, and c are constants , a#0
The following are examples of quadratic equations:
1. 2x2 + 4x – 3 = 0
2. x2 = 9
36
3. x2 – 5x = 3x
Before solving the quadratic equation, we must consider first the nature of its roots.
The nature of the values that will satisfy quadratic equation can be known using the
expression.
b2 – 4ac
In quadratic equation, the symbol a, b, and c, are the constants and the expression is
called as the discriminant. We will have three possibilities when this expression is evaluated.
1. If b2 – 4ac > 0, then we say that the quadratic equation has two possible roots.
Moreover, if the value is a perfect square then the roots are rational, otherwise the
roots are rational.
2. If b2 – 4ac = 0, then we say that the quadratic equation has one root. The quadratic
expression is a perfect square trinomial.
3. If b2 – 4ac < 0, then the quadratic equation has no real roots. This means that the
values, which shall satisfy the given equation, are not real numbers.
Examples. Find the nature of roots of the given equations
1. x2 – 5x – 6 = 0 ans. rational numbers
2. x2 – 8x + 16 = 0 ans. rational number
3. x2 + 3x + 7 = 0 ans. not real number
4.
A. Solution by Factoring
The solution by factoring will be employed once the quadratic equation is expressed in
standard form and whenever the quadratic equation is factorable into linear factors. The
solution therefore can be obtained by simply setting or equating each linear factor into zero.
Examples:
1) x2 – x – 6 = 0
Solution
x2 – x – 6 = 0
since, x2 – x – 6 = (x – 3) (x + 2)
x2 – x – 6 = 0
(x – 3) (x + 2) = 0
Setting each linear factor to zero, we get
x–3=0 x+2=0
x=3 x = -2
Hence, the roots are
x=3, x = -2
2) 5x2 – 2x = 0 Ans. x = 0 , x = 2/5
3) 3x2 + 2x – 1 = 0 Ans. x = 1/3, x = -1
4) y2 = 16 Ans. x = -4 , x = 4
B. Quadratic Formula
The roots of the equation ax2 + bx + c = 0 : a ≠ 0 is given by:
_______
X = - b ± √ b – 4ac
2
2a
This is known as the quadratic formula. It should be remembered that this formula can only
be used once the quadratic equation is reduced in standard form.
Examples:
37
Solve the equation
1. 6x2 – 3x – 3 = 0
Solution:
Since the equation is already in standard form, then observe that a = 6, b = -3, c = -
3
Substituting these values to the quadratic formula, we obtain:
_______
x = - b ± √b2 – 4ac
2a
____________
x = - ( -3) ± √(-3)2 – 4(6)(-3)
2(6)
______
x = 3 ± √ 9 + 72
12
__
x = 3 ± √81
12
x= 3± 9
12
Ans. x = 1 , x = -1/2

38
Directions: Write a minimum of 250-word reflective essay on your learnings about Lesson2
Write your journal entry on the space provided below. You may also write your own title.
Kindly refer to the Student Journal Rubric in the succeeding page for you to know and
understand what the instructor’s expectation for the journal entry is and how you will be
graded.
____________________________
(Title)

Content 20-16 15-11 10-6 5-1
39
Personal 20-16 15-11 10-6 5-1
developed.
Writing 10-8 7-5 4-2 1
usage, and
spelling errors.
Total Points /50
Linear Equations
40
A.Directions: Solve each linear equation. Show your solution. Each correct answer is
equivalent to two (2) points.
1.) 𝑥 − 4 = 24
2) 5𝑥 = 50
3) − 72 − 𝑥 = 15
4) 24𝑥 + 5 = 0
5) − 3𝑥 − 19 = 5 − 2𝑥
6) − 3(𝑥 − 16) = 12 − 𝑥
7) 2 + 3(𝑥 − 1) = 𝑥 − 1
8) 𝑥 + 9 = 1 − 4(𝑥 − 2)
9) − 2(𝑥 + 17) = 3(𝑥 − 17)
10) 3(𝑥 − 13) − 𝑥 = 9
B.Directions: Solve the following system of equations using
A. Elimination Method
B. Substitution Method
C. Graphical Method
Each correct answer equivalent to two (2) points.
11. 4x + 3y = 7 12. ) 4x + 3y = 7
x+y=2 2x + 5y = 7
41
Quadratic Equations
Directions: Solve the following quadratic equations by (a) factoring and (b) using quadratic
formula. Show all your solutions . Each correct answer is equivalent to two (2) points.
1) 5x2 – 2x = 0
2) 4x2 – x – 12 = 0
3) 3x2 + 2x – 1 = 0
4) 4x2 – 9 = 0
5) x2 + 12x – 45 = 0
6) a – 4 = 21/a
7) _y + _3 = 32
4 y+1
8) a = 15a2
4 2
9) x + 1 + 2__ = x – 3
x+3 x+3
10) y2 = -8y – 15
46
Lesson 3
Angles and Triangles
1. identify and understand the importance of angle measurements;
2. classify the different kinds of angles and its functions; and
3. apply the different kinds of triangles in solving equations.
43
Course Code MPRO 01
Credit Unit 3
Lesson 3 Week 3
Module Topic Angles and Triangles

1. identify and understand the importance of angle measurements;
Intended Learning
2. classify the different kinds of angles and its functions;
Outcomes
3. apply the different kinds of triangles in solving equations.
1. What is an angle? A triangle?
2. How to solve angle measurements
Study Questions 3. What are the different kinds of angles and its functions?
4. What are the kinds of triangle according to angles and a sides?
Required Suggested
Lesson 3. Course Module on Excursion in • Carpio,Joy N et al,Rex Bookstore Plane
Algebra and Trigonometry.College of Arts Trigonometry.2014,Ebscohost.com.
and Sciences. University of the Visayas Domingo, Al et al 2nd edition , Work text in College
Trigonometry .2015
Learning Resources
2017IP.World
B00k,INC.Chicago.Trigonometry.Ebscohost.com
Guillermo,Jaymie M. et al, Plane Trigonometry,2014
1. Student shall study and learn Lesson 3 on Angles and Trinagles. Student may refer to
the suggested and other recommended learning materials indicated in this Course Study
Learning Activity Guide as additional reading resources.
entry three of the Weekly Student Journal based from their learnings.
Task 9 (Angles)and Assessment Task 10 (Triangles).
1. Student Journal Entry 1
Required Output
2. Angles
Assessment Tasks 3. Triangles
Creativity & Innovation, Critical & Analytical Thinking, Confidence & Self-directed Lifelong
Target Competency Learning

44
Introduction
Once you have mastered the idea of points, lines and planes, the next thing to
consider is what happens when two lines or rays meet at a point, creating an angle between
them.
Angles are used throughout geometry, to describe shapes such
as polygons and polyhedrons, and to explain the behaviour of lines, so it’s a good idea to
become familiar with some of the terminology, and how we measure and describe angles.
What is an Angle?
In geometry, an angle can be defined as the figure formed by two rays meeting at a
common end point. An angle is represented by the symbol ∠. Here, the angle below is
∠AOB.
Types of Angles
Angles can be classified on the basis of their measurements as
- Acute Angles - Right Angles - Obtuse Angles
- Straight Angles - Reflex Angles - Complete Angle
45
Interior and Exterior Angles:
Interior angles: Interior Angles are the angles formed within or inside a shape.
Here, ∠ABC, ∠BCA and ∠CAB are interior angles.
Exterior angles: Exterior angles are the angles formed outside between any side of a
shape, and a line extended from the adjoining side. Here, ∠ACD is an exterior angle.
46
Measurement of Angles
In order to understand trigonometry, a science originally developed for solving geometric

problems involving triangles, it is important to have a complete grasp over angles.
Understanding the different ways of angle measurement can help you get a better grip on the
subject.
Degree Measure
A complete revolution, i.e. when the initial and terminal sides are in the same position after
rotating clockwise or anticlockwise, is divided into 360 units called degrees. So, if the rotation
from the initial side to the terminal side is (13601360)th of a revolution, then the angle is said
to have a measure of one degree. It is denoted as 1°.
We measure time in hours, minutes, and seconds, where 1 hour = 60 minutes and 1 minute =
60 seconds. Similarly, while measuring angles,
• 1 degree = 60 minutes denoted as 1° = 60′
• 1 minute = 60 seconds denoted as 1′ = 60”
Examples:
Express the following into degrees, minutes and seconds.
1.20.3250
2𝜋𝑟𝑎𝑑
2.
3
3. 40.260
Solutions:
60′ 60"
1.20.3250 = .3250 x = 19.5’ = .5’ x =30” = 200 19’ 30”
10 1′
2𝜋𝑟𝑎𝑑 2𝜋𝑟𝑎𝑑 1800 3600

2. = x = =1200
3 3 𝜋𝑟𝑎𝑑 3
60′ 60"
3. 40.260 = .260 x 0
= 15.6’= .6’ x = 36” = 400 15’ 36”
1 1′
47
Radian Measure
Radian measure is slightly more complex than the degree measure. Imagine a circle with a
radius of 1 unit. Next, imagine an arc of the circle having a length of 1 unit. The angle
.
subtended by this arc at the centre of the circle has a measure of 1 radian
2𝜋𝑟ad = 3600 , 𝜋𝑟ad = 1800
Examples:
Express the following angles in radius measure

1. 135∘
2. 270∘
3. 315
SOLUTIONS:
3𝜋𝑟𝑎𝑑
1. 1350.1800 𝜋𝑟𝑎𝑑 =
4
3𝜋𝑟𝑎𝑑
2. 2700.1800 𝜋𝑟𝑎𝑑 =
2
7𝜋𝑟𝑎𝑑
3. 3150. 180 0𝜋𝑟𝑎𝑑 =
4
48
TRIANGLES
In geometry, a triangle is a closed, two-dimensional shape with three straight sides. A

triangle is also a polygon.
PROPERTIES OF TRIANGLES
• A triangle has three sides, three vertices, and three angles.

• The sum of the three interior angles of a triangle is always 180°.
• The sum of the length of two sides of a triangle is always greater than the length of the
third side.
• A triangle with vertices P, Q, and R is denoted as △PQR.
• The area of a triangle is equal to half of the product of its base and height.
Different Types of Triangles
To classify triangles according to their angles, we measure each of its interior angles.
Triangles can be classified by angles, as:
49
An acute triangle has all interior angles acute (less than 90°), a right triangle has one right
angle (equal to 90°) and an obtuse triangle has one obtuse angle (greater than 90 °).
To classify the triangles according to their sides, we measure the length of each of its sides.
Triangles can be classified by their sides, as:
To classify triangles according to both angles and sides, we measure the interior angles and
length of the sides of the triangle. Few examples of triangles classified on the basis of both
angles and sides are:
50
PYTHAGOREAN THEOREM
The longest side of the triangle is called the "hypotenuse", so the formal definition is:
In a right angled triangle, the square of the hypotenuse is equal to the sum of
the squares of the other two sides.
a c
b
C2 = a2 + b2
Example
1. Solution:
C2 = a2 + b2
9 15 (15)2 = (9)2 + b2
225 = 81 + b2
225 – 81 = b2
b
b2 = 144 = 12
51
TRIGONOMETRIC FUNCTIONS
B
a c
C A
b
The Six Trigonometric functions are the following:
𝑎 𝑏
sin A = cot A =
𝑐 𝑎
𝑏 𝑐
Cos A = sec A =
𝑐 𝑏
𝑎 𝑐
tan A = csc A =
𝑏 𝑎
Example
In a right triangle, PQR and PR =10, QR=8 , find the unknown sides and obtain all
functions of ∠A and ∠B.
P
10
?
Q R
8
Solution
PQ = √𝑃𝑅2 − 𝑄𝑅2
= √102 − 82
= √100 − 64
PQ = 6
52
Formulas:
For angle A For angle B
6 3 8 4
Sin A = or sin B = or
10 5 10 5
8 4 6 3
Cos A = or cos B = or
10 5 10 5
6 3 8 4
tan A= or tan B = or
8 4 6 3
8 4 6 3
cot A = or cot B = or
6 3 8 4
10 5 10 5
sec A = or sec B = or
8 4 6 3
10 5 10 5
csc A = or csc B = or
6 3 8 4
Solution of a Right Triangle
To SOLVE A TRIANGLE means to know all three sides and all three angles. When we know
the ratios of the sides, we use the method of similar figures. That is the method to use
when solving an isosceles right triangle or a 30°-60°-90° triangles.
Example 1. Given an acute angle and one side. Solve the right triangle ABC if
angle A is 36°, and side c is 10 cm.
Solution.
Since angle A is 36°, then angle B is 90° − 36° = 54°.
A. To find an unknown side a ,
1. Make the unknown side the numerator of a fraction, and make the known side
the denominator.
Unknown a
=
Known 10
53
2. Name that function of the angle.
Unknown a
= = sin 36°
Known 10
3. Use the trigonometric Table to evaluate that function.
Unknown a
= = sin 36° = .588
Known 10
4. Solve for the unknown side.
a = 10 ( .588 cm) = 5.88 cm
B. Solve for side b.
Solution
𝒃
Cos A =
𝟏𝟎
b= cos A (10)
b = cos 360 (10)
b = .809 ( 10)
b = 8.09 cm
54

Directions: Write a minimum of 250-word reflective essay on your learnings on Lesson 3
topics. Write your journal entry on the space provided below. You may also write your own
title. Kindly refer to the Student Journal Rubric in the succeeding page for you to know and
understand what the instructor’s expectation for the journal entry is and how you will be
graded.
____________________________
(Title)
55

Content 20-16 15-11 10-6 5-1
Personal 20-16 15-11 10-6 5-1
developed.
Writing 10-8 7-5 4-2 1
usage, and
spelling errors.
Total Points /50
56
Angles
A.Directions: Express the following into degrees, minutes and seconds.Each correct answer
is equivalent to two (2) points.
1. 256.3890
2. 38.1650
3. 42.3210
4. 4𝜋 𝑟𝑎𝑑
5.
3𝜋𝑟𝑎𝑑
2
B.Directions: Express the following into decimal form. Each correct answer is equivalent to
two (2 ) points.
6. 240 15’ 29”
7. 850 13’ 30”
8. 660 10’ 11”
9. 550 6’
10. 120 18’ 22”
C. Express the following into 𝜋 𝑟𝑎𝑑𝑖𝑎𝑛𝑠.
11. 1200 15’
12. 1330
13. 2150 20’
14. 1540
15. 330 18’
C. Express the following in degress. Each correct answer is equivalent to two ( 2) points.
5𝜋 𝑟𝑎𝑑
16. 6
17. 2.5𝜋𝑟𝑎𝑑
18. 1.25 rad
19. .15 rad
7𝜋𝑟𝑎𝑑
20. 5
57
D.Directions: Classify each angle as acute , obtuse , right and straight angle. Each correct
answer is equivalent to two ( 2) points.
1. 30° 6. 154°
2.120° 7. 45°
3. 180° 8. 100°
4.65° 9. 27°
5. 88° 10. 96°
58
Triangles
A.Directions: In a right triangle ABC, find the unknown side oby use of Pythagorean
theorem and obtain all functions of A and B.
C A
1. b = 5 , c = 12
2. a = 8 , b=6
3. c = 17 , a=8
4. c = 25, a = 24
5. a=2,b=3
59
B . Directions. Solve triangle ABC of the following given. Each correct answer is equivalent
to two (2) points.
a c
C b A
1. a=50, A =32° 20′
2. c=12.5 , B= 13° 20′
3. c=7.5 , a= 5.1
4. a=2.3 , b =1.25
5. c= 1.4 , B = 73° 47′
60
Lesson 4
Sine and Cosine Law
1. identify and understand in solving sine and cosine law;

2. apply the different problems about sine and cosine law; and
3. classify the uses of formulas in sine and cosine law.
61
Course Code MPRO
Credit Unit 3
Lesson 4 Week 4
Module Topic Sine and Cosine Law

1. identify and understand in solving sine and cosine law;
Intended Learning
2. apply the different problems about sine and cosine law; and
Outcomes
3. classify the uses of formulas in sine and cosine law.
1. What are the different problems about sine law?
Study Questions
2. How to identify the problems in solving cosine law?
Required Suggested
Lesson 4. Course Module on Excursion in • Carpio,Joy N et al,Rex Bookstore Plane
Algebra and Trigonometry.College of Arts Trigonometry.2014,Ebscohost.com.
and Sciences. University of the Visayas
Domingo, Al et al 2nd edition , Work text in College
Learning Resources
Trigonometry .2015

2017IP.World
1. Student shall study and learn Lesson 4 on Sine and Cosine Law which is the last part
of your Course Module. Student may refer to the suggested and other recommended
learning materials indicated in this Course Study Guide as additional reading resources.
Learning Activity entry four of the Weekly Student Journal based from their learnings in lesson 4.”
Task 12 (Sine Law) and Assessment Task 13 (Cosine Law).
Required Output 1. Student Journal Entry 1

2. Sine law
Assessment Tasks 3. cosine law
1. Student Journal Rubric
Assessment Tool
Target Competency Creativity & Innovation, Critical & Analytical Thinking & Self-directed Lifelong Learning

62
Introduction
The Law of Sine is an equation relating the sides of a triangle to the sine of its angles.
This law is also known as Sine Law, Sine Formula or Sine Rule. According to Law of Sine:
where a, b, and c are the lengths of the sides of the triangle, and A, B and C are the
opposite angles. As shown in the figure below side a faces angle A, sid e b faces angle B
and Band side c faces angle C.
The equation can also written using the reciprocal of the above equation:
Four Problems about oblique triangles
Case 1. Given two angles and a side.
Case 2. Given two sides and an angle opposite one of them.
Case 3. Given two sides and the included angle.
Case 4. Given three sides.
63
Law of Cosine
Some of which are architecture, engineering, astronomy, and chemistry. This is why
mathematicians have studied them and consequently have several relations to enumerate
their sides and angles. Here is one such relation.
These are the following formulas :
a2 = b2 + c2 – 2bc cos A
b2 = a2 + c2 – 2ac cos B
c2 = a2 + b2 -2ab cosC
Solutions:
Case 1. Given two angles and a side.
Note: solve 1 angle and 2 sides .
64
Case 2. Given two sides and an angle opposite one of them.
Note: Solve the other 2 angles.
Case 3.Given two sides and the included angle.
400 m
350
375 m
a2 = b2 + c2 – 2bc cos A
= (375)2+ (400)2- 2 (375)(400) cos 350
= 54879.3867
√𝑎2 = √54879.3867
a = 234.3 m ( Note: solve the other two angles)
65
Case 4. Given three sides
29 ft 44 ft
50 ft
a. c2 = a2 + b2 – 2bc cos C
(50)2 = (44)2 + (29)2 – 2( 44)(29) cos C
2500 = 2777 – 2552 cos C
-277 = -2552 cos C
−277 −2552
= . cos C
−2552 −2552
C = 83.8 or 840
b. a2 = b2 + c2 – 2bc cos A
(44)2 = (29)2 + (50)2 - 2 (29)(50) cos A
1936 = 3341 – 2900 cos A
1936 -3341= -2900cos A
-1405 = -2900 cos A
A = 61.02 or 610
66
c.A + B+ C = 1800
610 + B + 840 = 1800
B + 1450 = 1800
B = 1800 - 1450
B = 350
67

Directions: Write a minimum of 250-word reflective essay on your personal experience on
the implementation of Modular Learning Mode of the University of the Visayas particularly in
your subject Excursion in Algebra and Trigonometry for the First Semester, Academic Year
2020-2021.Write your journal entry on the space provided below. You may also write your
own title. Kindly refer to the Student Journal Rubric in the succeeding page for you to know
and understand what the instructor’s expectation for the journal entry is and how you will be
graded.
____________________________
(Title)
68

Content 20-16 15-11 10-6 5-1
Personal 20-16 15-11 10-6 5-1
developed.
Writing 10-8 7-5 4-2 1
usage, and
spelling errors.
Total Points /50
69
Sine Law
Directions: In the triangle ABC, Solve the following given. Each correct answer is equivalent
to two (2) correct answer.
b a
A B
c
1. B= 1450 , C = 150 , a = 127
2. a= 25 , b = 28 , A= 350 12’’
3. b= 9.4 , c= 12.4 , C = 19010”
70
Cosine Law
Directions: In the triangle ABC, Solve the following given. Each correct answer is equivalent
to two (2) correct answer
b a
A B
1. a= 8 , b= 10 , c = 12
2. b=2.4 , c = 4.5 , A = 50 18”
3. a = 5.2 , b = 6.1 , c= 7.3
71
References
Acelajado,Maxima et al, Algebra Concepts and Processes, published by National Bookstore,3rd edition,
2005
Carpio,Joy N et al,Rex Bookstore Plane Trigonometry.2014,Ebscohost.com.
Custafson, David R. et al, College Algebra, C.,2014

Domingo, Al et al 2nd edition , Work text in College Trigonometry .2015
Funk and Wagnails New world Encyclopedia ; 2017IP.World B00k,INC.Chicago.Algebra.Ebscohost.com
Funk and Wagnails New world Encyclopedia ; 2017IP.World
Kaseberg , Alice et al.Intermediate Algebra,2013
Images
https://www.google.com/search?source=univ&tbm=isch&q=picture+about+introduction+of+real+numb
ers&sa=X&ved=2ahUKEwiJhazHhcLqAhVDE4gKHdwRCvgQsAR6BAgEEAE&biw=1366&
https://www.google.com/search?q=slope+graphing+linear+equations&tbm=isch&hl=en-
US&chips=q:slope+graphing+linear+equations&hl=en-US&ved=2ahUKEwjlre6GzsfqAhXxGKYKHe0MDk
https://www.varsitytutors.com/hotmath/hotmath_help/topics/number-systems
https://www.google.com/search?q=learning+outcomes+about+sine+and+cosine+law&oq=learning+out
comes+about+sine+and+cosine+law&aqs=chrome..69i57.15022j0j7&sourceid=
https://schooltutoring.com/help/introduction-to-sine-law/
http://www.mathguide.com/lessons/LawCosines.html
72

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EXCURSION IN

Introduction to Real Numbers

Angles and Triangles

Sine and Cosine Law

Course Developer Mrs. Brenda M. Catadman

Content Experts Mrs. Brenda m. Catadman

Flexible Learning Course Syllabus

Instructor Name Mrs Brenda M. Catadman Corporate bcatadman@uv.edu.ph

III. Course Syllabus

2 Linear Equations Identify types of Lesson 2. • Acelajado,Maxima ➢ Course 5. Weekly

Funk and Wagnails

At the end of the lesson, the student should be able to:

1. identify and understand the subsets of real numbers;

College COLLEGE OF ARTS & SCIENCES (CAS)

Module Topic Introduction to Real Numbers

1. How do you introduce real numbers?

Target Competency Creativity & Innovation, Critical & Analytical Thinking

Prepared by: Reviewed by: Approved for use:

MRS. BRENDA M. CATADMAN PROF. CELESTE L. MAGHUYOP DR. RAMIE L. BULAYBULAY

Take Note That…

3. In mathematics, a multiple of a number is a product of any counting number and that

Example: Find the multiples of the whole number 5

6. A composite number can be divided evenly by numbers other than 1 or itself. In

7. All positive integers except 1 could be classified as either prime or composite.

PROPERTIES OF REAL NUMBERS

Take Note That…

Associative Properties of Addition and Multiplication

Take Note That…

Distributive Property of Multiplication over Addition.

5• 1 = 5 8• 1 = 8 1 • 13.2 = 13.2 1 • 7.1 = 7.1

Identity Property for Multiplication: For any real number a, a·0=0·a=a

BASIC TERMINOLOGIES IN ALGEBRA

2. Variable - It refers to an object or symbol that changes its value in a particular

3. Algebraic Expression - It refers to any combinations of constants and variables

Examples: x, 2x3y5, x2+ 2x + 3, ,

In the expression 3x – 2y + 5z – 1, which symbols are preceded by plus sign? Which

A term has coefficients that are constant and variables.

What is common in each of the terms of the expression ?

9. Monomial - Algebraic expression consisting of only one term

10. Binomial - Algebraic expression which consist of only two terms

11. Trinomial - Algebraic expression which consist of three terms

is not a polynomial because there is a variable a radical sign

(b) Simplify (pn + 2) (pn – 1)

B. The Power of the Power Rule.

C. The Power of the Product Rule.

D. The Power of the Quotient Rule

Multiply the exponent 5 Multiply the exponent 5 to

= a2–(-2)b-3–(- Subtract the exponents = x5–3yz9– Subtract the exponents

= a4b Simplify = x2yz4 Simplify

If a is any nonzero real number, then

In general, the negative exponent represents the reciprocal of an exponential expression.

G. Definition of Zero Exponent

A. Product of a Monomial and a Polynomial

= 2m(m) + 2m(-2) Distribute 2m to each term of [m + (- 2)]

c) -mn(m³n – 5m²n² + 3mn²) Given

c) (2u + 3v)2 Square the first term: (2u)2 = 4v2

C. Product of the Sum and Difference of Two Terms