Republic of the Philippines

Province of Cebu
City of Talisay

TALISAY CITY COLLEGE

Poblacion, Talisay City, Cebu
1st Semester, Academic Year 2021-2022

GE MATH 4: MATHEMATICS IN THE MODERN WORLD

Module Writer Debbie Osorio-Villavelez Department General Education
Module Reviewer Norman C. Cabigas

Course Facilitator Contact No.

E-mail Address
Program & Year Credit Units 3
This course deals with nature of mathematics, appreciation of practical, intellectual and aesthetic
dimensions, and application of mathematical tools in daily life.
The course begins with an introduction to the nature of mathematics as an exploration of
patterns (in nature and the environment) and as an application of inductive and deductive
reasoning. By exploring these topics, students are encouraged to go beyond the typical
understanding of mathematics as merely a set of formula but as a source of aesthetics in
patterns of nature, for example and a rich language in itself (and of science) governed by logic
Course Description and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with various aspects of present-day living, such as managing personal
finances, making social choices, appreciating geometric designs, understanding codes used in
data transmission and security, and dividing limited resources fairly. These aspects will provide
opportunities for actually doing mathematics in a broad range of exercises that bring out the
various dimensions of mathematics as a way of knowing, and test the students’ understanding
and capacity.
Design a comprehensive statistical report based on the data analysis of the survey result of the
following:
Culminating Outcome Education: Students’ test scores
HM: Employment rate of HM graduates
IT: Survey on the common computer related problems and causes among users
Prelim Unit Outcome Create a table/ chart for domain and range with data from family members’ age and height.

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment 9 hours
Residence Inclusive Date/s

Course Material 2: Speaking Mathematically

CONTENT LEARNING OBJECTIVES
 Language of sets At the end of this module, you will…
 Relations and Functions •discuss the language, symbols and conventions of
Mathematics
•perform operations on mathematical expressions
•determine if a relation is a function
ENGAGE
Jenny, Karla and Ben are good friends. Sometimes they wear the same outfit, however today they planned to
wear something comfortable and according to their likes.

Ben wears jeans, shirt and a hat

Jenny wears jeans, sweater and scarf

Karla wears jeans, shirt and a jacket

What common clothing are they wearing? _________________

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EXPLORE
What is language?
Language is a system of conventional spoken, manual (signed), or written symbols by means of which
human beings, as members of a social group and participants in its culture, express themselves (Crystal).
Below are some definitions of language.
- A system of words used in a particular discipline.
- A set (finite or infinite) of sentences, each finite length is constructed out of a finite set of elements - Noam
Chomsky
- A vocabulary of symbols or words
- A grammar consisting of rules of how these symbols may be used
Each of these components is also found in the language of mathematics.
Mathematics as Language
Math is a universal language, the only one shared by all people regardless of culture, religion, or gender.
A person uses the same calculation in budgeting or buying goods though some are using different procedure, but
the computation of interest earned is just the same (R. Nocon & E. Nocon, 2018)
Math can be considered as a language because it has all the aforementioned components of language.
Like English language, mathematics has vocabulary, nouns, pronouns and verbs. However, there are some sentences
that make no sense in English language because mathematics has its own vocabulary, grammar and syntax too.
Mathematics as language pays an important role in proper solving of problems and proofs of theorems and
conjectures. The use of numbers in ordering, labelling and expressing quantities to solve problems will then be
translated into mathematical language and symbols for better understanding.
The Fundamental Elements
A. NUMBERS
A number is an arithmetical value, expressed by a word, symbol, or figure, representing a particular
quantity used in counting, making calculations and for showing order in a series or for identification.
There are different kinds of numbers. Whole numbers are simply the numbers 0, 1, 2, 3, 4, 5, …. the
counting numbers are also whole numbers, but without the zero. So, 1, 2, 3, 4, …
Fractions are numbers we use to stand for a part of something or a comparison of two quantities.
B. SETS
BASIC PROPERTIES OF SETS
A set is a group or collection of objects or numbers considered as an entity unto itself (Rouse, 2005).
A well-defined set has elements that are listed or described to determine whether an object in a question is
an element or not an element of the set.
Example: A = {set of whole numbers greater than 5 but less than 10}
A = {p, l, a, n, e}
B = {2, 4, 6, 8, …}
We simply list each element separated by comma, and then put some brackets. The listing of elements
between braces is called Roster form.
Notice how the second example has the “…” (three dots together). The three dots are
called ellipsis and mean ‘continue on”.
SET BUILDER NOTATION NOTE
An Alternative way to define a set called set builder notation describes a set by
SET
stating what properties its members have.
The objects in a set
Here is an example of set builder notation.
are called elements.

{ x/x > 3 } read as “ Set of x such that x is greater than 3” In other words any value greater than 3.
This example is also called the Rule form.

ILLUSTRATIONS
ROSTER RULE
{4, 6, 8} {x/x is an even number greater than 2 but
less than 10}
{6, 9, 12, 15} {x/x is a multiple of 3 between 3 and 18}

Check your understanding

Write the rule form of the following sets.
1. {1, 2, 3, 4, 5}
Clipartmag.com
2. {10, 15, 20, 25}

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TYPES OF SETS
1. FINITE SET- It contains only a countable number of elements.
A = { Municipality of Negros Occidental} B = {2, 4, 7, 9} C = {m, n, q}
2. INFINITE SET- The counting of elements has no end.
B = {set of positive integers}
C = {0, 1, 2, 3, 4, …}
3. UNIVERSAL SET - The set containing all objects or elements and of which all
other sets are subsets.
A = { 1, 2, 3, 4, 5} B = { 2, 4, 6, 8} , therefore U = { 1, 2, 3, 4, 5, 6, 8}
4. EMPTY SET/ NULL SET – Set that contains no elements. The symbol use is ⌽
D = { Prime Minister in Philippines}
5. UNIT SET- Set with one element.
E = {1}
6. EQUAL SET-if the sets have exactly the same elements.
F = { m, a, n, g, o }
G = {a, n, g, o, m} Thus, set F is equal to set G, denoted by A = B.
7. EQUIVALENT SET- if the sets have the same number of elements.
H = { a, e, i, o, u }
I = { b, c, d, e, f } Thus, set H is equivalent to set I, denoted by H
8. JOINT SETS – Sets that have common elements.
J = { 2, 3, 4} K = { 2, 5, 6 }
The example sets above are joint sets, since 2 is common to both set J and set K.
9. DISJOINT SETS – Sets that have no common elements.
L = { a, b, c } M = { r, q, s }
The example sets above are disjoint sets, since there is no common element
between set L and set M.
10. SUBSET- Set A is a subset of set B denoted by A c B, if every element of A
belongs to B.

Try this!
Write if the set is empty, unit, finite or infinite
___________1. A = {Elementary schools in your province}
___________2. B = {Midpoint of segment AB}
___________3. C = {Raindrops}
___________4. I = {Whole numbers}
___________5. R = {Positive numbers between 0 and 10}

FOUR BASIC OPERATIONS ON SETS:

1. UNION OF SETS A and B

A U B = Sets of all elements found in A or B or both
Example: { a, b, c, d} U { f, g, h, i} = { a, b, c, d, f, g, h, i}

2. INTERSECTION OF SETS A and B

A ∩B = set of all elements common to both.
Example: {a, b, c, d, e} ∩ {d, g, h, i } = {d}

3. COMPLEMENT OF A
A’ = set of all elements found in the universal set but NOT in A or Complement of the set A is U – A.
Example: A = { a, b, c, d}, U = { c, d, e, f ,g} = { e, f, g}

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 EXERCISE FOR FURTHER THINKING

DIRECTION: Evaluate the function 2x2+ 3x + 4 with the following values.

a. X = 5
b. X = -2
c. X = -1

FUNDAMENTAL OPERATIONS ON FUNCTION

1. The sum and difference of two functions f and g : ( f ± g ) ( x) = f(x) ± g(x)

2. The product of two functions f and g: (fg) (x) = f(x) g(x)

𝒇 𝒇(𝒙)
3. The quotient of two functions f and g: ( ) (𝒙) = , 𝒈(𝒙) ≠𝟎
𝒈 𝒈(𝒙)
Example:
1. ( f ± g ) ( x) = f(x) ± g(x)

f(x) = 3x + 2 g(x) = 2x + 5

SOLUTION:

a. (f + g )(x) = f(x) + g(x) = (3x + 2) + (2x + 5), since f(x) = 3x + 2 and g(x) = 2x + 5
Then (f + g)(x) = 3x + 2 + 2x + 5
= 5x + 7

b. (f - g)(x) = f(x) – g(x) = (3x + 2) – (2x+ 5), since f(x) = 3x + 2 and g(x) = 2x + 5
Then (f – g)x = 3x + 2 -2x -5
=x–3

2. (fg) (x) = f(x) g(x) fg (x) = (3x + 2) ( 2x + 5 ) Using FOIL method

= 6𝑥2 + 15𝑥 + 4𝑥 + 10
The product of…

= 6𝑥2 + 19𝑥 + 10 F – irst Terms

O – uter Terms
3. f(x) = x + 1 g(x) = 2x + 2 I – nner Terms
𝑓 𝑓(𝑥) 𝑥+1
( ) (𝑥) = = L – ast Terms
𝑔 𝑔(𝑥) 2𝑥+2

𝑥+1
= by factoring
2(𝑥+1)

1
=
2

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 KNOWLEDGE-BUILDING
Assessment Task 1 SET
Write if the set is empty, unit, finite or infinite. Write your answers on the space provided
Instructions:
before each number.
2 points for every correct item
Basis for Rating: 1 point for wrong answer Your Rating/Total Points 30
No points for items with no answer.
TIP BOX
_____________1. P = The set whose members are points on space. SUBSET
_____________2. C = {x/x is a fraction}
_____________3. D = The set whose elements are consonant of the English alphabet • Every set is a
_____________4. N = The set whose elements are Christian students of BSED subset of itself.
Mathematics at Talisay City College • An empty set is
_____________ 5. F = {Your Father} always a subset
_____________6. G = {Whole numbers greater than 5 but less than 6} of every set.
_____________7. H = {Set of composite numbers less than 4}
_____________8. I = {a, b, c}
_____________9. J = {x/x > 2 but x < 10}
_____________10. K = {x/x is a vowel letter from the word “WORD”}

CRITICAL THINKING
Assessment Task 2 Relations and Functions
Solve the following functions. Write your solution below each function and box your final
Instructions:
answer.
2 points for every correct general formula and 2
Basis for Rating: points for correct value Your Rating/Total Points 16
1 point for wrong answer.
For each of the following functions, find
𝑓
a. general formula for f + g, f - g, fg, and
𝑔

b. the value of each combination at x = - 2

1. f(x) = 4x +3 g(x) = x + 1

TIP BOX
Subtraction Signs of the
2. f(x) = 𝑥2 − 3 g(x) = 3x- 3 second function will
change from negative to
positive v.v
f(x) – g(x)

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 CREATING
Assessment Task 3 Function or Not Function
Generally, there is a relation between that height (in kg.) and weight. For this activity list down
at least 10 names of your classmates. In the domain column write the height (in cm) of your
Instructions:
classmates. In the range column write the weight (in kg). Then answer the question below after
you have written the data on the table.
Rubric:
Sentence Most sentences Some sentences Most sentences are All sentences are
Structure lack proper are well well constructed well constructed
20 construction; there constructed, but and there is some with varied
are frequent others are broken varied sentence structure
broken sentences sentences 15 structure in the 30
0-10 essay 20-25
Analysis Explanation shows Explanation shows Explanation shows Explanation shows
30 very limited some substantial complete
understanding of understanding of understanding understanding
the underlying the Function 15 of the Function of the Function
concept of the 20-25 30
Function 0-10
NAME OF CLASSMATES DOMAIN(HEIGHT) RANGE(WEIGHT)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1. Do the data show a function or not function? TIP BOX

______________________________________________________________ Functions
______________________________________________________________ Not all functions are
relations, but not all
relations are
functions.
2. When do age and height become a function? Explain your answer.

______________________________________________________________

___________________________________________________________________

___________________________________________________________________
REFERENCES AND SUGGESTED READINGS
Guillermo, R. M., et.al. (n.d.) . Mathematics in the Modern World ( A WORK TEXT).

Esposito, E. (2018, October 19). A guide to the Golden Ratio for designers. Invision.
https://www.invisionapp.com/inside-design/golden-ratio-designers/

Fibonacci Sequence. (n.d.). Math is Fun. https://www.mathsisfun.com/numbers/fibonacci-sequence.html

Suggested Readings:
Mathematics in the Modern World by Guillermo, R.M., Abratique, D.M., Ballena, J.T., Garambas, Z. U.

Khan Academy: https://www.khanacademy.org/math/pre-algebra/pre-algebra-math-reasoning/pre-algebra-

numberpatterns/e/math-patterns

Math is fun: https://www.mathsisfun.com/numbers/nature-golden-ratio-fibonacci.html

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LEARNING MODULE ENGAGEMENT CHECKLIST
Your feedback matters to us. The following are statements about the module. Please indicate the point to which each
statement characterizes your assessment on module by checking the appropriate box.

YES NO
 The module is easy to understand.
 The given instructions are clear.
 The given tasks are doable.
 The given information is complete.
 The teacher seeks ongoing feedback.

What is your personal thought on the module? __________________________________________________________

_________________________________________________________________________________________________

ACADEMIC HONESTY STATEMENT

I confirm that I have read and fully understood the policies of Talisay City College with regards to Academic Dishonesty,
and that I am fully aware of its possible legal and disciplinary consequences.
Student’s
Signature Over Checked by
Printed Name
E-mail Address E-mail Address
Date Submitted Date Received

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