MATHEMATICS IN THE MODERN WORLD

Name of Learner: _________________________________________Course/Year:_________________________

Section: ___________________________________
Name of Subject Teacher: ___________________________________________Date: _____________________
LEARNING ACTIVITY SHEET NO.1

PATTERNS AND NUMBERS IN NATURE AND THE WORLD

Objectives: 1. Examine the nature and relationship of numbers in a sequence.
2. Determine the nth term of a number sequence.
3. Generate a pattern to form a number sequence.

Studying patterns helps us in identifying relationships and finding local connections to form
generalizations and make predictions.

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Solution clarifications:
1. Since our exponential growth model describes the population in t years after 1995, we consider
1995 as t = 0 and then solve for A, our population size.
A = 30e0.02t
A = 30e0.02(0) Replace t with t=0,
A = 30(1) since e0 = 1
A = 30, the city population in 1995 is 30,000.

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Exercise Set 1.1
Determine what comes next in the given patterns.(2 pts each)
1. A,C,E,G,I,______
2. 15 10 14 10 13 10 _____
3. 3 6 12 24 48 96 ______
4. 27 30 33 36 39 _______
5. 41 39 37 35 33 _______
Substitute the given values in the formula A = Pert to find the missing quantity: (5points each correct
answer with solution)
6. P= 680,000, r = 12% per year; t = 8 years
7. A = 1,240,000; r = 8% per year; t = 30 years
8. A = 786,000; P = 247,000; t = 17 years
9. A = 731,093; p = 525,600; r = 3% per year
Answer completely
10.Suppose the population of a certain bacteria is a laboratory sample is 100. If it doubles in
population every 6 hours, what is the growth rate? How many bacteria will there be in two days?

LEARNING ACTIVITY SHEET no. 2

FIBONACCI SEQUENCE AND MATHEMATICS IN OUR WORLD

Objectives: 1. Identify Fibonacci sequence in nature,
2. Determine the nth term of a Fibonacci sequence, and
3. Solve real –life problems in the world.

I. Readings and Discussions

The Fibonacci Sequence

Sequence A sequence is an ordered list of numbers, called terms, that may

have repeated values. The arrangement of these terms is set by a definite rule.
The terms of a sequence could be generated by applying the rule to previous
term of the sequence.
Example 1 Generating a sequence
Analyze the given sequence for its rule and identify the next three terms.
a. 1, 10, 100, 1000
b. 2, 5, 9, 14, 20
Solution
a. Looking at the set of numbers, it can be observed that each term is a
power of 10:
1 = 10 0, 10= 10 1, 100= 10 2, and 1000 = 10 3 . Following this rule, the
next three terms are: 10 4 =10,000, 10 5 = 100,000, and 10 6 = 1,000,000
b. The difference between the first and second terms (2 and 5) is 3. The
difference between second and third terms (5 and 9) is 4. The difference
between third and fourth terms (9 and 14) is 5. The difference between
fourth and fifth terms is 6. Following this rule, it can be deduced that to
obtain the next three terms, we should add 7, 8,9 respectively, to current
term. Hence, the next three terms are 20+7 = 27, 27+8 = 35, 35+9 = 44.

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 Fibonacci sequence The Fibonacci sequence is formed by adding the
preceding
two numbers, beginning with 0 and 1. Ratio of two Fibonacci numbers
approximate the Golden Ratio, which is considered as the most aesthetically
pleasing proportion.
0+1 = 1 0,1,1
1+1 = 2 0,1,1,2
1+2 = 3 0,1,1,2,3
2+3 = 5 0,1,1,2,3,5
3+5 = 8 0,1,1,2,3,5,8
5+8 = 13 0,1,1,2,3,5,8,13,…

Fibonacci Sequence is 1, 1, 2, 3, 5, 8, 13, 21,…

To find a Fibonacci number, use the Binet’s formula. The symbol “n” stands

( ) ( )
n n
1+ √ 5 1−√ 5
−
for the term number. Fn = 2 2
√5
Mathematics for our world
Mathematics helps organize patterns and regularities in the world.
Mathematics helps predict the behaviour of nature and phenomena in the world, as well
as helps humans exert control over occurrences in the world for the advancement of our
civilization.

Exercises

Directions. Solve the problems on your answer sheets. Show your solutions
well.

Exercise 1 Analyze the give sequence for its rule and identify the next three
terms.

a. 16, 32, 64, 128, _____, ______, ______

b. 1,1,2,3,5,8,____, ____, _____

Exercise 2
Let Fib(n) be the nth term of the Fibonacci sequence, with Fib(1)=1, Fib(2)= 1,
Fib(3)= 2 and so on.
1. Find Fib(8)= ____
2. Find Fib(19)= _____
3. If Fib(22) = 17,711 and Fib(24)= 46,368, what is Fib(23)?____
4. Evaluate the following sums:
a. Fib(1) + Fib(2) = ____
b. Fib(1) + Fib(2) + Fib(3) = ____
c. Fib(1) + Fib(2) + Fib(3) + Fib(4) = ____
5. Determine the pattern in the successive sum from the previous question. What
will be the sum of Fib(1) + Fib(2) +… + Fib(10) = ____
6. Find the 47th term: ____________________.

Exercise 3 Answer the following questions.

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 1. Vlad had a summer job packing sweets. Each pack should weigh 200
grams.Vlad had to makes 15 packs of sweets. He checked the weights , in
grams, correct to the nearest gram. Following are his measurements:
212 206 203 206 199 196 197 197 209 206 198 191 196 206
207
What is the most frequent data?
2. A certain study found that the relationship between the students’ exam scores
(y) and the number of hours they spent studying(x) is given by the equation y =
10x + 45. Using this information, what will be the estimated score of the student
who spent 4 hours studying?
3. The distance travelled by an object given its initial velocity and acceleration over
a period of time is given by the equation d = vot + ½ at2. Find the distance
travelled by an airplane before it takes off if starts from rest and accelerates
down a runway at 3.50 m/s2 for 34.5 s.

Exercise no.4
A. Directions. Choose the letter of the correct answer. Write only the
correct answer on the answer sheet..

_________1. What number should come next in this sequence? 22, 21, 25, 24, 28, 27,…

________2. What completes the following pattern? CSD, ETF, GUH, ____, KWL

________3. What number comes next in 1, 8, 27, 64, 125, ______?

________4. Starting with the first Fibonacci number, Fib(1) = 1 and the second Fibonacci
number, Fib(2)= 1, what is the 15th Fibonacci number, Fib(15)?

________5. What is Fib(20)?

________6. Given Fib(30) = 832,040 and Fib (28) = 317,611, what is Fib(29)?

Exercise no. 5
Solve the following problems. Show your solutions on your answer sheet.
1. Exponential Growth A house is purchased for P1,000,000 in 2002. The value of
the house is given by the exponential growth model A= 1,000,000e 0.645t. Find t
when the house would be worth P5,000,000.

LEARNING ACTIVITY SHEET no. 3

SPEAKING MATHEMATICALLY
Learning Objectives: 1. Rewrite the statement as universal conditional, universal existential, and
existential universal statement;
2. determine the set-roster and set-builder notation; and
3. Evaluate the statement as language of relation and function.

I Readings and Discussions

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 The aim of this topic is to introduce you to a mathematical way of thinking that
can serve you in a wide variety of situations. Often when you start work on a
mathematical problem. The closer you get to a solution, however, the more
your thinking has to crystallize. And the more you need to understand, the
more you need language that expresses mathematical ideas clearly, precisely,
and unambiguously.
This module will introduce you to some of the special language that is a
foundation for much mathematical thought, the language of variables, sets,
relations, and functions.

1. Variables
Universal Conditional Statement Universal statements contain some
variation of the words ”for all” and conditional statements contain versions
of the words “if then.” A universal conditional statement is a statement that
is both universal and conditional.
Example Rewriting a Universal Conditional Statement
Fill in the blanks to rewrite the following statement:
For all real numbers x, if x is nonzero then x2 is positive
a. If a real number is nonzero, then its square _______
b. For all nonzero real numbers x, _______________
c. If x _______, then _____________
d. The square of any nonzero real number is _________
e. All nonzero real numbers have _____________
Solution
a. Is positive
b. x2 is positive
c. Is a nonzero real number, x2 is positive
d. Positive
e. Positive square (or squares that are positive)
Universal Existential Statement A universal existential statement is a
statement that is universal because its first part says that a certain
property is true for all objects of a given type, and it is existential because
its second part asserts the existence of something.
Example Rewriting a Universal Existential Statement
Fill in the blanks to rewrite the following statement: Every pot has a lid.
a. All pots ___
b. For all pots P, there is _____
c. For all pots P, there is a lid L such that _____.
Solution
a. have lids
b. a lid for P
c. L is a lid for P
Existential Universal Statement An existential universal statement is a
statement that is existential because its first part asserts that a certain
object exists and is universal because its second part says that the object
satisfies a certain property for all things of a certain kind.
Example Rewriting an Existential Universal Statement
Fill in the blanks to rewrite the following statement in three different ways:
There is a person in my class who is at least as old as every person in my class.
a. Some ______ is at least as old as _______
b. There is a person p in my class such that p is ________
c. There is a person p in my class with the property that for every person q in my
class, p is ______
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Solution
a. person in my class; every person in my class
b. at least as old as every person in my class
c. at least as old as q

Exercises

Exercise 1 Fill in the blanks to rewrite the following statement:

For all real numbers x, if x is greater than 2, then x2 is greater than 4.
a. If a real number is greater than 2, then its square is _______
b. For all real numbers greater than 2, ______
c. If x ______, then _______
d. The square of any real number greater than 2 is _____
e. All real numbers greater than 2 have _________
Exercise 2 Fill in the blanks to rewrite the following statement:
All bottles have cap.
a. Every bottle ______
b. For all bottles B, there ________
c. For all bottles B, there is a cap C such that _______.

Exercises 3 Fill in the blanks to rewrite the following statement in three different ways:
There is a bird in this flock that is at least as heavy as every bird in the flock.
a. Some _______ is at least as heavy as _______.
b. There is a bird b in this flock such that b is ____________
c. There is a bird in this flock with the property that for every bird b in the flock,
b is ______________

2. The Language of Sets

Set – Roster Notation a set may specified using the set- roster notation by writing all
of its elements between braces.
Example 1 Using the Set-Roster Notation
a. Let A = {1,2,3}, B = {3,1,2}, and C = {1,1,2,3,3,3}. What are the elements of A, B,
and C? How are A, B, and C related?
b. Is {0} = 0?
c. How many elements are in the set {1,{1}}?
d. For each nonnegative integer n, let Un= {n,-n}. Find U1,U2, and U0.
Solution
a. A,B, and C have exactly the same three elements: 1,2, and 3. Therefore, A, B, and
C are simply different ways to represent the same set.
b. {0}≠ 0 because {0} is a set with one element, namely 0, whereas 0 is just the symbol
that represent the number zero.
c. The set {1,{1}} has two elements; 1 and the set whose only element is 1.
d. U1 = {1,-1}, U2 = {2,-2}, U0 = {0,-0}={0,0}={0}.
Set-Builder Notation Let S denote a set and let P(x) be a property that element of S may
or may not satisfy. We may define a new set to be the set of all elements x in S such that
P(x) is true. We denote the set as follows:
{x ∈ S ¿( x)}
Example 2 Using the Set-Builder notation
Given that R denotes the set of all real numbers, Z the set of all integers, and Z + the set
of all positive integers, describe each of the following sets.
a. {x∈ R⃓ −2<x<5}
b. {x ⃓ −2<x<5}
∈ Z
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 c. Since all the integers in Z+¿ ¿ are positive, {x∈ Z +¿⃓ −2 ¿<x<5}={1, 2, 3, 4}.

Subsets
A basic relation between sets is that subset.
Subset
If A and B are sets, then A is called a subset of B, written A⊆ B, if, and only if, every
element of A is also an element of B.
Symbolically:
A⊆ B means that For all elements x, if x∈A then x∈ B .
A⊈ B means that there is at least one element x such that x∈ A and x∉ B .
Proper Subset
Let A and B be sets. A is a proper subset of B if, and only if, every element of B is in A
but there is at least one element of B that is not in A.

EXAMPLE 3 Subsets
Let A= Z+¿ ¿ , B= {n∈ Z⃓ 0≤ n ≤ 100} , and C={100, 200, 300, 400, 500}. Evaluate the truth and
falsity of each of the following statements.
a. B⊆ A
b. C is a proper subset of A
c. C and B have at least one element in common
d. C⊆ B
e. C⊆ C

Solution
a. False. Zero is not a positive integer. Thus zero is in B but zero is not in A, and so
B⊈ A
b. True, Each element in C is a positive integer and , hence, is in A, but there are
elements in A that are not in C. For instance, 1 is in A and not in C.
c. True. For example, 100 is in both C and B.
d. False. For example, 200 in C but not in B.
e. True. Every element in C is in C. In general, the definition of subset implies that
all sets are subsets of themselves.
EXAMPLE 4 Distinction between ∈and ⊆
Which of the following are true statements?
a. 2 ∈{1,2,3} b. {2} ∈ {1,2,3} c. 2 ⊆ {1,2,3 }
d. {2} ⊆ {1,2,3} e. {2}⊆{{1}, {2}} f. {2} ∈{{1},{2}}
Solution
Only (a), (d),and (f) are true.
For (b) to be true, the set {1,2,3} would have to contain the element {2}. But only
elements of {1,2,3} are 1, 2, and 3 is not equal to {2}. Hence (b) is false.
For (c) to be true, the number 2 would have to be a set and every element in the set 2
would have to be an element of {1,2,3}. This is not the case, so (c) is false.
For (e) to be true, every element in the set containing only the number 2 would have to
be an element of the set whose elements are {1} and {2}. But 2 is not equal to either {1}
or {2}, and so (e) is false.
Ordered Pair
Given elements a and b, the symbol (a,b) denotes the ordered pair consisting of a and b
together with the specification that a is the first element of the pair and b is the second
element. Two ordered pairs (a,b) and (c,d)are equal if, and only if, a=c and b=d.

EXAMPLE 5 Ordered pairs

a. Is (1,2) =(2,1)?

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 (
b. Is 3 ,
5
10 )( 1
= √9 , ?
2 )
c. What is the first element of (1,1)?
Solution
a. No. By definition of equality of ordered pairs, (1,2)=(2,1) if, and only if, 1=2 and
2=1, But 1≠ 2 ,and so the ordered pairs are not equal.
b. Yes. By definition of equality of ordered pairs, 3 ,(5
10 )( 1
)
= √ 9 , if, and only if, 3=√ 9
2
and 5/10 = ½. Because these equation are both true, the ordered pair are equal.
c. In the ordered pair (1,1), the first and the second elements are both 1.

Cartesian Product
Given sets A and B, the Cartesian product of A and B, denoted AxB and read “A cross
B”, is the set of all ordered pairs (a,b), where a is in A and b is in B.
Symbolically:
A x B = {(a,b) l a ∈ A and b∈ B }
EXAMPLE 6 Cartesian Products
Let A = {1,2,3} and B = {u,v}
a. Find A x B
b. Find B x A
c. Find B x B
d. How many elements are in AxB, BxA, and BxB?

Solution
a. AxB = {(1,u), (2,u), (3, u), (1,v), (2,v), (3,v)}
b. BxA = {(u,1), (u,2), (u,3), (v,1), (v,2), (v,3)}
c. BxB = {(u,u), (u,v), (v,u), (v,v)}
d. AxB has 6 elements
BxA has 6 elements
BxB has 4 elements

Exercises 1 Write your answer in the blank before the questions.

a. Let X = {a,b,c}, Y = {a,c,b}, and Z = {a,b,b,c,c,c}.
___________What are the elements of X, Y, and Z?
___________How are X, Y, and Z related?
b. ________How many elements are in the set {a, {a,b}, {a}}?
c. For each positive integer x, let Ax={x, x2}.
_______Find A1, ________ A2, and_________ A3.
Exercise 2 Given that R denotes the set of all real numbers, Z the set of all integers,
and Z- the set of all negative integers, describe each of the following sets.
a. {x∈ R ⃓ −5<x<1}
b. {x∈ Z⃓ −5 <x<1}
c. {x∈ Z−¿⃓ −5 ¿<x<1}
2
Exercise 3 Let A = {2, {2},( √ 2 ) } , B= {2, {2},{{2}}} and C= {2}. Evaluate the truth and falsity
of the following statements.
a. A⊆ B
b. B⊆ A
c. A is a proper subset of B
d. C⊆ B
e. C is a proper subset of A
f.
Exercise 4 Which of the following are true statements?

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 a. x ∈{x,y,z} b. x ⊆{ { x } , { y } , { z } } c. x ⊆{x, y, z}
d. {x} ⊆ {{x},{y},{z}} e. {x} ∈{x, y, z}
Exercise 5 Which of the following are true statements?
a. Is (0,10) = (10,0)?
b. Is (4, 33) = (22,27)?
c. What is the first element of (2,5)?
Exercise 6 Let Y = {a, b, c} and Z= {1,2}.
a. Find Y x Z =
b. Find Z x Y=
c. Find Y x Y=
d. How many elements are in Y x Z, Z x Y, and Y x Y?_____,______,_______

3. The Language of Relations and Functions

There are many kinds of relationships in the world. For instance, we say that two people
are related by blood if they share a common ancestor and that they are
related by marriage if one shares a common ancestor with the spouse of the other.

Relation
Let A and B be sets. A relation R from A to B is a subset of A x B. Given an ordered pair (x,y) in A x B, x related to y
by R, written x R y, if, and only if, (x,y) is in R. The set A is called the domain of R and the set B is called its co-
domain.

The notation for a relation R may be written symbolically as follows:

x R y means that (x,y) ∈ R.

The notstion x ℟ y means that x is not related to y by R:

X ℟ y means that (x,y) ∉R
EXAMPLE 1 A Relation as a Subset
Let A = {1,2} and B = {1,2,3} and define a relation R from A to B as follows:
Given any (x,y) ∈ A x B
x− y
(x,y) ∈R means that is an integer.
2
a. State explicitly which ordered pairs are in AxB and which are in R.
b. Is 1R3? Is 2R3? Is 2R2?
c. What are the domain and co-domain of R?
Solution
a. AxB = {(1,1), (1,2), (1,3), (2,1), (2,2), (2,3)}. To determine explicitly the composition of R, examine each
ordered pair in AxB to see whether its elements satisfy the defining condition for R.
1−1 0
(1,1)∈R because = =0, which is an integer.
2 2
1−2 −1
(1,2)∉R because = , which is not an integer.
2 2
1−3 −2
(1,3)∈R because = =-1, which is an integer.
2 2
2−1 1
(2,1)∉R because = =, which is not an integer.
2 2
2−2 0
(2,2)∈R because = =0, which is an integer.
2 2
2−3 −1
(2,3)∉R because = , which is not an integer.
2 2

Thus R= {(1,1),(1,3), (2,2)}

b. Yes, 1R3 because (1,3)∈R
No , 1R3 because (2,3)∈R
Yes, 1R3 because (2,2)∈R
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 c. The domain of R is {1,2} and the co-domain is {1,2,3}.

EXERCISE 1 Let Y = {0,1,2} and Z = {0,1} and define a relation R from Y to Z as follows: Given any {x,y} ∈ Y x Z,
x+ y
(x,y) ∈ R means that is an integer.
2
a. State explicitly which ordered pairs are in Y x Z and which are in R.
b. Is 1R0? Is 2R0? Is 2R1?
c. What are the domain and co- domain of R?

II. Assessment/Application/Outputs
Write only the letter of the correct answer before the number.
For number 1-3, for each positive integer x, let A x = {x,x2}.
_________1. Find A1 : A.{1} B. {-1,-1} C. {1,-1} D.{1,1}
_________2. Find A2 A.{2,4} B. {-2,-4} C. {2,-4} D. {2,2}
_________3. Find A3 A.{3,-9} B. {3,9} C. {-3,-9} D. {3}
_________4. Is 6={6} ? A .Yes B. No C. Maybe
−2 3 3
_________5. Is ( , ( 2 ) ¿ = ( ,−8 ¿? A.Yes B. No C. Maybe
−4 6
_________6. Which of the following is a function? A. Y + x =2 B. x2+y2=10 C. x = y2-5 D. x=5
_________7. Which of the following sets of ordered pairs does define a function?
A. {(3,2),(-3,6),(3,-2),(-3,-6) C. {(1,2),(2,6),(3,-2),(4,-6)}
B. {(2,2),(2,3),(2,4),(2,-9)} D. {(4,4),(-3,4),(4,-4),(-3,-4)}
______8. Which of the following is the correct translation” Given any real number, its square is non
negative”?
a. X2>0 b. x2<0c. x2=0 d. x2=1
Supply the missing statement: Rewriting a Universal Conditional Statement
For all real numbers x, if x is nonzero then x2 is positive.
______9. If a real number is nonzero, then its square______
a. Is positive b. is less than zero c. Is negative d. is greater than zero
______10. For all nonzero real numbers x,______
a. X2 is positive b. x2 < 0 c. X2 is negative d. x2 > 0
______11. If x _____ then ______
a. Is a square, is positive c. Is a zero real number, x2 is negative
b. Is a nonzero real number; x2 is positive
______12. The square of any nonzero real number is __
a. Negative c. zero b. Positive d. one

For number 13 to 16, let X = { a,b,c}, Y = { a,c,b} and Z= {a,b,b,c,c,c}.

______13. What are the elements of X?
A. a,b,c C. a,a,b,b,c,c B. b,a D. a,c
______14. How many elements are in the set Z? A. 2 B. 3 C. 4 D.6
______15.How are X,Y,and Z are related? A. Same set C. not identified
B. Different set D. cannot be determine
______16. How many elements are in the set {a,{a,b},{a}}? A.4 B. 3 C. 2 D. 1
______17. What completes the following pattern? CSD, ETF, GUH,____, KWL.
A. HVI B. IVJ C. HIV D. JVI
______18. What number should come next in this sequence? 22, 21, 25, 24, 28, 27, 31,…
A. 30 B. 31 C. 32 D. 33
______19. A certain studyfound that the relationship between students’ exam scores(y) and the number
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off hours (x) is given by the equation y = 10x + 45. Using this information, what will be the estimated score
of a student who spent 5 hours studying? A. 95 B. 90 C. 88 D. 85
For 20 to 23, Let S = {2,4} and T= {1,3,5}. Use the set-roster notation to write each of the following sets.
______20. How many elements that are in S x T? A. 3 B. 4 C. 6 D. 9
______21. How many elements that are in T x S? A. 3 B. 4 C. 6 D. 9
______22. How many elements that are in S x S? A. 3 B. 4 C. 6 D. 9
______23. How many elements that are in T x T? A. 3 B. 4 C. 6 D. 9
For 24 to 34, Let A={2,3,4} and B = {6,8,10} and define a relation R from A to B as follows: For all (x,y) ∈ A x B,
x+ y
Where AxB={(2,6),(2,8),(2,10),(3,6),(3,8),(3,10),(4,6),(4,8),(4,10)} and (x,y)∈ R means that is an
x
integer.
______24. How many elements are there in A x B? A. 3 B. 4 C. 6 D.9
_______25. Is 2R6? A. Yes B. No C. Maybe
_______26. Is 2R8? A. Yes B. No C. Maybe
_______27. Is (2,10)∈ R ? A. Yes B. No C. Maybe
_______28. Is 3R6? A. Yes B. No C. Maybe
_______29. Is (3,8)∈ R ? A. Yes B. No C. Maybe
_______30. Is 3R10? A. Yes B. No C. Maybe
_______31. Is 4R8? A. Yes B. No C. Maybe
_______32. Which of the following is the set of R?
A. R= {(2,6),(2,8),(2,10),(3,6),(4,10)}
B. R= {(2,6),(2,8),(2,10),(3,6),(4,8),(4,10)}
C. R= {(2,6),(2,8),(2,10),(3,6), (3,8),(3,10)}
D. R= {(2,6),(2,8),(2,10),(3,6),(4,8)}
_______33. Is (0,10) = (10,0)? A. True B. False
_______34. Is (4, 3 ) = (2 ,27)? A. True
3 2
B. False
_______35.What is the first element of (2,5)? A. 2 B. 5 C. 2 and 5

REFERENCES:

repared by:
JUSTINIANO S. SALICIO, JR
Name of Instructor

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 Note: Practice Personal Hygiene Protocols at all times.

Submit ONLY this page After Prelim Exam on SEPTEMBER 3, 2022

NGEC 4-MMW-PRELIM
ANSWER SHEETS

Name of Learner: _________________________________________________ Course &Year: _____________________

Section: _________________________________________________________

LEARNING ACTIVITY 1 Answer for page 1

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Exercise 1.1 READ/THINK FOR AN ANSWER. Solve each item by showing your
proper solutions. Use extra sheets for no. 6 to 10.

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LEARNING ACTIVITY SHEET NO. 2
Exercise no.1
a. _______, _______, _________
b. _______.________, _________
Exercise no. 2
1. _____
2. _____
3. _____
4. a. ______
b._______
c. ______
5. ________
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6._________
Exercises 3
1. ________________ 2. _______________________ 3. ___________________________

Exercise no. 4
1. ____________ 4. ______________
2. _____________ 5. _____________
3. _____________ 6. _____________
Exercise no. 5
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LEARNING ACTIVITY SHEET NO.3
Exercise 1 Fill in the blanks to rewrite the following statement:
For all real numbers x, if x is greater than 2, then x 2 is greater than 4.
a. If a real number is greater than 2, then its square is _______
b. For all real numbers greater than 2, ______
c. If x ______, then _______
d. The square of any real number greater than 2 is _____
e. All real numbers greater than 2 have _________
Exercise 2 Fill in the blanks to rewrite the following statement:
All bottles have cap.
a. Every bottle ______
b. For all bottles B, there ________
c. For all bottles B, there is a cap C such that _______.
Exercises 3 Fill in the blanks to rewrite the following statement in three different ways:
There is a bird in this flock that is at least as heavy as every bird in the flock.
d. Some _______ is at least as heavy as _______.
e. There is a bird b in this flock such that b is ____________
There is a bird in this flock with the property that for every bird b in the flock, b is _____________
Exercises in Language of Sets
Exercises 1 Write your answer in the blank before the questions.
a. Let X = {a,b,c}, Y = {a,c,b}, and Z = {a,b,b,c,c,c}.
___________What are the elements of X, Y, and Z?
___________How are X, Y, and Z related?
b. ________How many elements are in the set {a, {a,b}, {a}}?
c. For each positive integer x, let Ax={x, x2}.
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 _______Find A1, ________ A2, and_________ A3.
Exercise 2 Given that R denotes the set of all real numbers, Z the set of all integers, and Z - the
set of all negative integers, describe each of the following sets.
a. {x∈ R ⃓ −5<x<1}
b. {x∈ Z⃓ −5 <x<1}
c. {x∈ Z−¿⃓ −5 ¿<x<1}
2
Exercise 3 Let A = {2, {2},( √ 2 ) } , B= {2, {2},{{2}}} and C= {2}. Evaluate the truth and falsity of the
following statements.
a. A⊆ B
b. B⊆ A
c. A is a proper subset of B
d. C⊆ B
e. C is a proper subset of A
Exercise 4 Which of the following are true statements?
a. x ∈{x,y,z} c. x ⊆ { { x } , { y } , { z } } d x ⊆{x, y, z}
b. {x} ⊆ {{x},{y},{z}} e. {x} ∈{x, y, z}
Exercise 5 Which of the following are true statements?
a. Is (0,10) = (10,0)?
b. Is (4, 33) = (22,27)?
c. What is the first element of (2,5)?
Exercise 6 Let Y = {a, b, c} and Z= {1,2}.
a. Find Y x Z =
b. Find Z x Y=
c. Find Y x Y=
d. How many elements are in Y x Z, Z x Y, and Y x Y?_____,______,_______

Exercise in The LANGUAGE OF RELATIONS AND FUNCTIONS

EXERCISE 1 Let Y = {0,1,2} and Z = {0,1} and define a relation R from Y to Z as follows: Given any {x,y} ∈ Y x Z,
x+ y
(x,y)∈ R means that is an integer.
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a. State explicitly which ordered pairs are in Y x Z and which are in R.
b. Is 1R0? Is 2R0? Is 2R1?
c. What are the domain and co- domain of R?

Prepared by:
JUSTINIANO S. SALICIO, JR
Name of Instructor

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Note: Practice Personal Hygiene Protocols at all times.

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 Prepared by:
JUSTINIANO S. SALICIO, JR
Name of Instructor

Note: Practice Personal Hygiene Protocols at all times.

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