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Math Plus Ulo-1
Math Plus Ulo-1
5
1.1 Course Outline: CEE 100– The Teacher and the School Curriculum 5
1.2 Course Outline Policies 5
9
2.1 Big Picture ULO 1 for Weeks 1-3 9
2.1.1 Metalanguage 9
2.1.2 Essential Knowledge 9
2.1.3 Self -Help 35
2.1.4 Let’s Check 35
2.1.5 Let’s Analyze 36
2.1.6 In a Nutshell 36
2.1.7 Q and A 37
2.1.8 Keyword Index 37
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Appendix 138
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esther_tan@umindanao.edu.ph
Online (LMS) or e-mail
-
(082)- 2961082
August, 2020
Online Blended Delivery
54 hours
Expected Self-Directed Learning
-
3.0 units lecture
For online (virtual/face-to-face) sessions: a minimum
of 95% attendance
Contact and Non-Contact Hours This 3-unit course self-instructional manual is designed for
blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions.
Assessment Task Submission The first assessment task (examination) shall be given on
the 3rd week subsequent to the first day of class. The
remaining assessment tasks shall be handed every after
two (2) weeks of each examination schedule. The
assessment paper shall be attached with a cover page
indicating the name of the course coordinator, date of
submission, and name of the student. The document should
be submitted on the same day through e-mail or
Blackboard LMS. It is also expected that you have already
paid your tuition and other fees before the submission of
the assessment task.
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Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part day that the assessment item is late.
Return of Assignments/ Assessments Assessment tasks will be returned to you two (2) weeks
after the submission with a mark and feedback. This will be
returned by email or via Blackboard portal.
For group assessment tasks, the course coordinator will
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
Re-marking of Assessment Papers and You should request in writing addressed to the program
Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate
your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
Course discussions/exercise-
Assignment - 10%
Quiz - 10%
SW/BW - 10%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
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Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his/her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program head may
provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However, the
alternative assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Email: jadtoon@umindanao.edu.ph
Phone: +63 9055 267834
Email: cee@umindanao.edu.ph
Phone: +63 9055 267834
Email: ronadora_deala@umindanao.edu.ph
Phone: +63 921 2122846
Email: gstcmain@umindanao.edu.ph
Phone: +63 906 0757721
Library Contact
Email: library@umindanao.edu.ph
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Hello!Welcome to this course CEE100: MATH PLUS. This course was designed to
address the difficulty of the students taking engineering courses. Since not
everyone took the STEM strand in your senior high education, this course will
serve as a bridging course for non-STEM strand students as well an
enhancement course for the STEM students. The concepts and skills that you
will develop from this course will help you in your quest be an engineer.
After taking this course, you are expected to apply the basic rules and principles
in solving algebraic expression and equations. It is also expected from you to
solve the missing parts of a triangle. You should be able to establish the identity
of trigonometric expressions. Furthermore, you should be able to demonstrate
and interpret equations for lines and the conic sections.
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In this section, the most essential terms relevant to the study of curriculum and to
demonstrate on how to apply the rules and techniques in manipulating algebraic expressions
will be operationally defined the terms used in the course. You will encounter these terms as
we go on with the lesson. Please refer to these definitions in case you will encounter difficulty
in the in understanding the concepts.
1. Algebraic expression. It is an expression that consists of a constant, variable or a
combination which are separated by plus or minus signs.
2. Term. It is either a single number or variable, or numbers and variables multiplied
together.
3. Imaginary number is the square root of negative one and does not have a tangible value.
To perform the aforesaid big picture (unit learning outcomes) for the first six (6)
weeks of the course, you need to review the properties of real numbers and the learned from
K to 12. Please note that you are not limited to exclusively refer to stated resources in
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the syllabus. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g.
Like terms or similar terms - two or more terms that contain the same variables with
the same powers (e.g. 4 & 6 ; −5 ,8 &2 ;4 , −8 &7 )
Examples:
1. b + 2b = 1b + 2b =3b
4. 3 – 4n + 6 + 5 − 12 − 4 = −3 −3
1. In removing or inserting parentheses preceded by plus (+) sign, copy all the terms
without changing any sign.
2. In removing or inserting parentheses preceded by a minus (-) sign, copy all terms
with their signs changed.
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3. 8 − [4 + 3(2 − 5 − ( − 3) − 5)]
=8 − [4 + 3 (2 −5 − + 3 − 5)]
=8 − [4 + 3( − 2 − 5)]
=8 – [4x +3 − 6 − 15]
=8 − [3 − 2 − 15]
=8 −3 + 2 + 15
=5 + 2x + 15
Therefore, any number except zero, raised to the power zero equals 1.
In a similar manner,
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( )
= = = ∗
But = 1, hence ∗ =1
∴ = or =
3. ÷ = =
4. ( ) = ,y≠0
5. =1
6. ( ) =
7. ( ) =
8. = ,x≠0
9.
Examples:
Simplify the following:
1. ∙ = =
2. 3 ∙2 ∙5 = 30
3. ÷ = = =
4. ( ) = ( ∙ ) =4
5. ( ) =
6. (2 + 3 + 1 ) = 1
7. (5 ) = 625
8. (3 ) = 9 =
9. ( ) = =
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10. (3 ) =3 = =
11. =
12. =
3. Square of a binomial
The square of the sum of two quantities is equal to the square of the first plus twice
the algebraic product of the first and second plus the square of the last term.
( + ) = +2 +
The square of the difference of two quantities is equal to the square of the first minus twice
the algebraic product of the first and the second plus the square of the last term.
( − ) = −2 +
Example
Find the product
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a) (3 +2 ) =9 + 12 +4
b) (4 − ) = 16 −8 +
a) (x +3)(x + 2) = +5 +6
b) ( - 5)( + 7) = +2 − 35
first terms
outermost terms
innermost terms
last terms
(x + u)(y + v) = xy + vx + uy +uv
Example
Find the product
a. (3 + )(2z - 5) = 6 − 15 +2 −5
b. (2u – 3v)(5 − ) = 10 −2 − 15 +3
6. Square of a trinomial
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The square of a trinomial is the sum of the square of each term plus twice the product of
each term by each term taken separately.
(x + y +z) = + + +2 +2 +2
Example
Find the product
a) (3 + +2 ) =9 + +4 +6 +4 + 12
b) (u – 3 +5 ) = +9 + 25 + 2 (−3 ) + 2 (5 ) + 2(−3 )(5w)
= +9 + 25 −6 + 10 − 30
7. Cube of a binomial
(x + y) = +3 +3 +
(x - y) = −3 +3 −
Example
Expand the binomial
b) ( −2 ) =( ) −3 (2 ) + 3( )(2 ) − (2 )
= − + −8
= − +4 −8
Types of Factoring
1. Common Factor
When the term of a polynomial have a common factor, the Distributive law can be
applied.
Greatest Common Factor
Examples
1. a − = ( − )
2. 12 −8 =4 (3 − 2)
2. Grouping of Terms
The terms of polynomial may be grouped so that the groups have a common factor.
Examples
1. ax + ay + bx + by = (ax + ay) + (bx + by)
= a (x + y) + b (x+y )
Careful with the sign
=(a+b)(x+y)
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Examples
1. (16 − 9) = (4x + 3)(4x - 3)
2. 4 − 25 = (2 + 5 )(2 −5 )
3. (5x - y) −(x + 2y) = (5x – y + x+ 2y)(5x – y –(x +2y))
= (5x – y + x + 2y)(5x – y – x - 2y)
= (6x + y)(4x – 3y)
4. Trinomial which is a Perfect Square
A trinomial is a perfect square if:
The first and third terms are perfect and the middle term is twice the product of the square
root of the first and third terms.
Examples
1. ±2 + =( ± )
2. 4 − 12 + 9 = (2 − 3)
3. 9 − 30 + 25 = (3 −5 )
4. (x+y) − 4 ( + ) + 4 =( + +2 )
Trinomial which is not a perfect square but follows the form ± ± =0
To factor a trinomial of the form ± ± = 0, find two numbers n and m whose
sum/difference is b and whose product is c. Then the two factors are (x+m) and (x+n). This
method is most commonly called Trial and Error method.
product
± ± =0 (x± )(x± )
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factors
a ± ± =0 (± ± )(± ± )
If possible, factor 12 + 44 + 35
Solution: To factor this polynomial, we must correctly fill the foul blank spaces below.
12
?
+44 x
All four types must be filled with positive integers. The spaces in front of the x’s must
be filled with one of the following pairs of factors of 12:
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Examples
1. − 3 = ( − 3)( + 3 + 9)
2. 27 +8 = (3 + 2 )(9 −6 +4 )
Example
1. − 3 = (a -3) [ + (−3) + (−3) + (−3) + (−3) + (−3) + (−3) ]
= (a-3) [ −3 +9 − 27 + 81 − 243 + 729]
a) Sum of two even powers which can be factored as sum of two cubes
Example
1. + =( ) +( )
=( + )( − + )
b) Difference of two even powers which can be factored as difference of two cubes
Example
1. − =( ) −( )
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=( − )( + )
= (a-b)(a+b)( + + )( − + )
If you are given , this is known as a fraction with x as the numerator and y as the
Find the value of each rational expression given that a = -5, b = 3, x = 2 and y = -1.
( ) ( )
1. = ( ) )
= = =
( ) ( ) ( )
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2. Simplify
( )( )
= = =
( )( )
The least common multiple (LCM) is the smallest common multiple of two integers a
and b, usually denoted by LCM (a, b), is the smallest positive integer that is divisible by both a
and b.
Finding the LCM of two or more fractions:
You can only directly add and subtract similar fractions. Similar fractions are fractions
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with the same denominator. If the fractions are dissimilar, you have to find first the Least
Common Denominator (LCD) of the fractions. LCD is the LCM of the denominators of the
fractions.
The sum of two or more fractions with the same denominator is a fraction whose
numerator is the sum of the numerators of the separate fractions and whose denominator is
the common denominator.
Perform the indicated operation and simplify.
1. + − + = =
2. +3−
= +3− = + − ( )
LCD: ( − 5)
( ) ( ) ( )
=
( )
= ( )
= ( )
The product of two or more given fractions is a fraction whose numerator is the product
of the numerators of the given fractions and whose denominator is the product of the
denominators of the given fractions. That is,
=
We need to factor each fraction before we multiply if the given fraction or expression is
factorable.
Example
Multiply the following fractions and simplify
∙ ∙
( )( )
∙ ∙ = ∙ ∙
( )
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∙ ∙
( )( ) ( )( ) ( )( )
= ∙ ∙
( )( ) ( )( ) ( )( )
= 1.
One-half
One divided divided by 3
by two-thirds
≠ >
The length of the division line dictates which operation must be done ahead.
In determining the quotient of two fractions, we multiply the given dividend by the reciprocal
of the given divisor. That is,
÷ = =
Examples
Divide and simplify
÷
( )( )
= ∙ = ∙
( )( )
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÷ = ∙
( )
= ∙ ( )( )
( )
( )
( ) [ ]
= ( )
( ) [ ]
( )
=
( )
= ( )
( )( )
=
( )
A complex number is a number which can be put in the form a+bi, where a and b are
real numbers and i is called the imaginary unit , √−1 , where = −1. In the expression, a is
called the real part and b the imaginary part of the complex number.
Addition and Subtraction
(a+bi) +(c+ di) = ( a + c ) + ( b + d )i.
(a+bi) - (c+ di) = ( a - c ) + ( b - d )i.
Multiplication and Division
(a+bi) (c+ di) = ( ac + bd ) + ( bc + ad )i.= ( ac - bd ) + ( bc + ad )i
In particular, the square of the imaginary unit is√−1:
= = −1.
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c – di is the complex conjugate of the denominator c + di. The real part c and the imaginary
part d of the denominator must not both be zero for division to be defined.
Examples:
1. 7i + 9i
7i + 9i = 16i
2. (2 + 3i) + (4 + 5i) = 6 + 8i
Complex numbers, like real numbers, can be equal. For example, a + bi = c + di means that a
and c must be equal and b and d must be equal
Examples
1. Find x and y in 3x + yi = 5x + 1 + 2i
Using the above definition for equality of complex numbers, set the real parts of the equation
equal and set the imaginary parts equal.
3x = 5x + 1 yi = 2i
-2ix = 1i y=2
x = -1/2
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Multiplication is done as if the imaginary parts of complex numbers were just another term.
Always remember that = −1.
2. 3i ∙ 4i = 12i (Remember that i equals -1. Rewrite the answer.)
= 12(-1) = -12
When dividing complex numbers, you multiply to the conjugate of the denominator.
(Perform the indicated operations, keeping in mind that is equal to -1. Combine like
terms)
( )
= = = = -7 + 2i
In the equation y = 3x, we cannot know a value for y until we have assigned a value for
x. Thus, is the independent variable and y is the dependent variable.
If two variables x and y are so related that, whenever a value is assigned to x, one or
more corresponding values for y are determined, then y variable is said to a function of x, or
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y = function of x or y = f(x)
A function is a set of ordered pairs of real numbers (x, y) in which no two distinct
ordered pairs have the same first number. The set of all admissible values of x is called the
domain of the function, and the set of all resulting values of y is called the range of the function.
Example:
In the equation y = 3x + 5, if we will assign x be equal to 2, the resulting y would be y = 3(2)
+ 5 and y = 11, and because the value of y is dependent on the choice of x, x is the independent
variable and y is the dependent variable.
Cartesian ( or rectangular Coordinate
y
The abscissa x is the horizontal distance of P which is measured from the line 0Y (or
from the origin) and this distance is positive or negative according as P is to the right or to the
left of 0Y. The ordinate y is the vertical distance of P which is measured from the line 0X (or
from the origin) and this distance is positive or negative according as P is above or below 0X.
Both the abscissa and the ordinate are called the coordinates of point P, and is designated by
P(x, y), with the abscissa always written first.
To plot (or locate) a point of given coordinates (means to measure the proper distances
from the axes and to mark the point thus determined):
1. Measure off from the origin along the X-axis being the abscissa of the point.
2. From this terminal, measure off, parallel to the Y-axis, the ordinate of the point.
3. The terminal is the point desired.
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EXAMPLE
1. Plot the following points in the Cartesian coordinate system.
A(3,5), B(-4, 5), C(-5, -4), D(4, -5)
The graph of an equation is the set of all points in the equation whose coordinates are
the numbers satisfying the equation. The solution of the equation is an ordered pair of real
numbers, one for x and one for y that satisfies the equation. We can do this by assigning
arbitrary values of x to get the corresponding values of y and forming a series of ordered pairs
( x, y ). Since we can assign any real numbers to x, an infinite number of ordered pairs in the
solution is thus formed.
A linear equation is an equation whose terms involve variables of the first degree.
The general form of a linear equation in two variables x and y is
Ax + By = C
Where A, B, C are constant, and A and B are not both zero.
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( )= + 3 +2
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Examples:
1. Evaluate the function f(y):
Let f(y) = y − 4y + 7. Find f(5), f(-2), and f(a + 2b)
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second Function
or + = + Separate the function
Let f(x) and g(x) be any two functions. The composite function g ○ f = g[f(x)] requires
us to first calculate f(x) and then substitute this value for x in the formula for g(x).
Examples:
1. Suppose f(x) = 2x + 3 and g(x) = 3x
Solution:
a) (f ○ g)(x) = f(g(x))
= f(3x) = 2(3x) + 3
= 6x + 3
b) (g ○ f)(x) = g(f(x))
= g(2x + 3) = 3(2x +3)
= 6x + 9
2. Given: f(t) = and g(t) = − 1
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( ) ( ) ( )
(b) (g ○ f)(t) = −1= ( )
−1= ( )
= ( )
= ( )
=( )
( )
(c) (f ○ g)(-3) = =
( )
1. If the function f is defined by f(x) = 2x – 3, find the equation that represents the inverse
of f.
Since the inverse of f is obtained by interchanging the components of all the ordered
pairs belonging to f, and each ordered pair in satisfies the equation y = 2x – 3, we simply
exchange x and y in the equation y = 2x – 3 to get the formula for .
x = 2y -3
We now solve this equation for y in terms of x:
x + 3 = 2y
=y
y=
y = ±√ x + 2
Using function notation, we can write the function and its inverse as
(x) = x − 2 ;
( ) = ±√ x + 2
[1] Downing , Douglas ( 2009). Mathematics terms 3rd ed. New York: Barron’s Educational
Series Inc.
https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=4877405&query=algebra
https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=415448&query=algebra
https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=4624474&query=algebra
3. -
1. Evaluate
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The importance of learning the basic rules and protocols in solving algebraic equation
and reducing them to its simplest form is an important tool in mathematics. In this portion
of the unit, you will be required to state your arguments or synthesis relevant to the topics
presented. I will supply the first two items and you will continue the rest.
1. The concept of PEMDAS is not limited to real numbers but to all types of numbers.
2. The skills developed in finding the products and factoring are necessary in getting the
simplest form of expression.
Your turn:
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
If you have any questions regarding this topic, kindly write down on the table provided.
QUESTIONS ANSWERS
1.
2.
3.
4.
5.
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