Professional Documents
Culture Documents
Ge 114
Ge 114
LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD
_____________________________________________________
Overview:
This course deals with nature of mathematics, appreciation of its 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). By exploring this topics, students are encouraged to go
beyond the typical understanding of mathematics are merely a set of formulas but as a
source of aesthetics in pattern of nature, for example, and a rich language in itself (and
of science) governed by logic 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 the data transmission and security, and dividing limited
resources fairly. These aspects will provide opportunities for actually doing mathematics
in a broad range of exercise that bring out the various dimensions of mathematics as a
way of knowing and test the students understanding and capacity.
General Objective:
Discuss and argue the nature of mathematics, what it is, how it is expressed,
represented and used. Acknowledge that mathematics is a language itself. Use a
variety of statistical tools to process and manage numerical data. Affirm honesty and
integrity in the appreciation of mathematics to various human endeavors.
Symbol Meaning
+,−, ± Addition or subtraction
Sin of number (positive or negative)
x, ÷ Multiplication or division
Multiplication can also be represented by a dot (•), when no notation
is written between characters, then the operation is multiplication.
a
Division can also be represented by a backslash ( ) or a horizontal
b
a
bar ( ¿
b
= Equality sign
≠ Inequality sign.
Not equal
≡ Congruent
Equivalent
≈ Approximately equal
≤ Less than or equal to
≥ Greater than or equal to
¿ Less than
> Greater than
x, y, z, etc. English Alphabet in lower case is used to represent variables
The capital letters are sometimes also use
ACTIVITY 1
Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper and attach it to the last page of this module.
1. Translate the following verbal phrases and sentences into mathematical
expression
a. The sum of 2 and a number
b. Squared to the sum of two numbers
c. Difference of the squared of two numbers
d. Three-fifths of a number less 5
e. 10 percent of 25 plus a number
f. The quotient of x and y is 15
g. The product of two numbers decreased by 10 is 20.
LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD
_____________________________________________________
Elements
Symbolized by ϵ if an object is not a member of a set we use ∉
The objects listed in a set
Members of a set
Example:
The set of all letters in the name Mary Grace B = {M, A, R, Y, G, C, E, B, O,N}
Abayon.
Note: When listing the elements of a set, we do not repeat the elements.
… means so on or until infinitely
1
Examples: 0. 75, 0. 33, , 1, 5
3
Examples: Pi ( π ) = 3. 14159…
1+ √ 5
Golden ratio (φ ) =
2
Examples:
1. The set of integers greater than -5
Z = {-4, -3, -2, -1, 0, 1, …}
2. The set of counting numbers less than 6
N = { 1, 2, 3, 4, 5}
3. The set of negative integers greater than -6 but less than -1
Z = {-5, -4, -3, -2}
Set - Builder Notation
Examples:
1. The set of real numbers less than 0.
{ x ∈ R⃒ x ∈(−∞ , 0)}
2. The set of counting numbers greater than 5 but less than 12.
{ n ∈ N⃒ 5 <n<12 }
3. The set of integers greater than or equal to -3 but less than 3.
{ x ∈ Z⃒ −3≤ x <3 }
Examples:
1. The set of positive integers less than 0.
2. The set of persons that became president of both Philippines and Japan.
3. The set of negative integers greater than -1.
FINITE SET
Examples:
1. Set A whose elements are the set of negative integers greater than -4.
A = { -3, -2, -1}
n (A) = 3
2. B= {-3, -2, -1, 0, 1, 2}
n (B) = 5
3. C= { x ∈ N ⃒ −10 ≤ x< 3 }
C= {1, 2}
n (C) = 2
EQUAL SETS AND EQUIVALENT SETS
Equal Sets - Two sets A and B are equal (A = B) if and only if A and B have the same
elements.
Equivalent Sets – two sets A and B are equivalent (A ~B) if and only if A and B have the
same number of elements.
Example: Determine if the following pairs of sets are equal, equivalent, or neither equal
nor equivalent.
1. A = {-2, -1, 0, 1}
B = {4, 5, 6, 7}
Solution:
n (A) = 4
n (B) = 4
Thus, sets A and B are equivalent sets
⃒ 3< x <10 }
2. C = { x ∈ N
D = {a,b,c,d,e,f,g,h,i,j}
Solution:
n(C)= 6
n(D)= 10
Thus, Sets C and D are neither equal nor equivalent
ACTIVITY 2
LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD
_____________________________________________________
WEEK 8
COMPLEMENTS, SUBSETS AND SET OPERATION
Universal Set
Set Complement
The complement of a set A, denoted by A’, is the set of all elements in the
universal set U that are not elements of A.
Finding the set complement
Let U = {a, b, c, d, e, x, y, z}, A= {a,x} and B= {d, e, x, y, z}
1. A’ = {b, c, d, e, y, z}
Set A is a proper subset of set B if and only if all elements of A are also
elements of B, but A≠ B.
Note: For all set A, A is a subset of itself, A ⊆ A and the empty set is a subset of
A, ∅ ⊆ A.
Subsets of A:
∅ , {x}, {y}, {z}, {x, y}, {y, z}, {x, z}, {x, y, z}
2. B= {1, 2, 3, 4}
Solution:
n 4
n= 4, 2 =2 =16
Thus, set B has 16 subsets.
Subsets of set B:
∅ , {1}, {2}, {3}, {4}, {1,2}, {2,3}, {3,4}, {1,4}, {2,4}, {1,3}, {1,2,3}, {2,3,4},{1,3,4},
{1,2,4}, {1,2,3,4}
SET OPERATIONS
Set Intersection
- Given two sets A and B, their intersection, denoted by A ∩ B, is the set of
elements common to both A and B.
A ∩ B = { x⃒ x ∈ A∧x ∈ B }
Example:
1. A= {1,2,3} B={2,3,4}
A∩B ={2,3}
2. C= {a,b,c,d,e} D={a,b,1,2}
C∩D= {a,b}
A U B = { x⃒ x ∈ A∨x ∈ B }
Example:
1. A= {1,2,3} B={2,3,4}
AUB ={1,2,3,4}
2. C= {a,b,c,d,e} D={a,b,1,2}
CUD= {a,b,c,d,e,1,2}
ACTIVITY 3
Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper and attach it to the last page of this module.
1. Find all the subsets of the following sets:
a. { a,b,c,d}
b. {2, 4, 6}
2. Use the given sets to answer the following problems.
GIVEN:
U= { 0,1,2,3,4,5,6,7,8,9}
A= {0,1,2,3 }
B= {0,4,5}
C= {3,6,9}
'
a. A
'
b. C
'
c. B
d. A ∪B
e. B∩ A
f. B∪C
g. B∩ C
h. A ∪C
i. A ∩C
j. U'
LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD
WEEK 9
VENN DIAGRAM
We use Venn Diagram to illustrate sets. In a Venn diagram circles are used to represent
subsets of a set U. Set U is denoted by a big rectangle. The shaded part in a Venn
diagram represents the set.
APPLICATION OF SETS
U
S B
270 – 100 = 300 – 100 =
100
170 200
500-170-200-100 = 30
a. How many invested in stocks only?
170 invested in stocks only
b. How many invested in bonds only?
200 invested in bonds only
c. How many invested in neither stocks nor bonds?
30 did not invest in either stocks or bonds
Solution:
Let M, C, P represent sets of students who had taken mathematics, chemistry
and physics respectively.
U
M C
64 – 12 – 14 – 8 26-14=12 94 - 12 – 14 – 14
= 54
= 30
14
22 – 14 = 8 28 – 14 = 14
= 22
P
ACTIVITY 4
Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper and attach it to the last page of this module.
1. Make a Venn diagram and shade the region that represent the following sets:
a. A U B’
b. A’ ∩ B’
c. A’ U B
2. Make a Venn diagram for the following word problems then answer the question
that follows:
a. In a class of 60 students, 40 students like math, 36 like science, 24 like both
the subjects. Find the number of students who like:
(i) Math only
(ii) Science only
(iii) Either Math or Science
(iv) Neither Math nor science
b. An advertising agency finds that, of its 170 clients, 115 use Television, 110
use Radio and 130 use Magazines. Also 85 use Television and Magazines,
75 use Television and Radio, 95 use Radio and Magazines, 70 use all the
three. Draw Venn diagram to represent these data. Find
(i) How many use only Radio?
(ii) How many use only Television?
(iii) How many use Television and Magazine but not radio?
LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD
_____________________________________________________
3 –1
1 2
0 3
A Function A function
2. {(2,A),(2,B),(2,C)} 4. {(1,D),(2,B),(3,A)}
Mapping Mapping
Mapping
3 –1
1 2
0 3