GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

IV: LEARNING
ACTIVITIES
ASSESMENT 1: Natural Language and Mathematical Language
ESSAY: One difference between natural language and mathematical language is the degree of
precision necessary in communication. Slight errors in the use of natural language do not totally
destroy the effectiveness of a communication. Explore this idea and compare the effect of slight
errors committed in natural language and in mathematical language. (10 points)

Mathematics language is used by the mathematicians share ideas with other mathematicians in
mathematical way. As this evolves as time pass by we humans use it every day without us even knowing.
Mathematical language is more precise, concise and powerful than the natural language as it makes us
understand math briefly but clearly which makes the listener easier to comprehend.

As they said that ‘the language of mathematics can be learned, but it requires efforts needed to learn
any foreign language’, this just show how we put efforts in learning foreign language in natural language. But
compared to natural language, mathematical language is more difficult to use because of its word limitations,
and its words has its own exact meaning unlike natural language that is flexible. Mathematical language has
no beginning an end unlike natural language.

Hence, the difference between natural language and mathematical language is that natural language is
more flexible and easier to use by all kind of people unlike the mathematical language which is more
complicated and harder to understand. Therefore, slight errors in natural language do not totally destroy the
effectiveness of communication not like in mathematical language since the word it has have its own meaning
only.

ASSESMENT 2: Functions and Relations

A. Given the function and , find:

1. = 2x² + 3x + 1
2. = 2x³ - 3x - 1
3. ] = 6x³ + 2x²
4. = 4x^4
5. = 8x^6 + 9x² + 3x

B. Given the function and , find:

1. = 3x + 2y + 7
2. = - 3x + 2y + 7
3. ] = 2y + 21x
4. =4
5. = 55
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

IV: LEARNING
ASSESMENT 3: SET ACTIVITIES

I. Identify the type of set (finite, infinite or empty) as described by the following:

1. A = {stars in the galaxy} FINUTE SET

2. B={} EMPTY SET

3. C = {1, 2, 3, …} INFINITE SET

4. D = {negative integers} INFINITE SET

5. E = {x/x > 5} FINITE SET

6. F={0} EMPTY SET

7. G = {multiples of 9} INFINITE SET

8. H = {Greek letters} FINITE SET

9. I = {w, x, y, z} FINITE SET

10. J = {numbers less than 11} FINITE SET

II. GIVEN: A = {integers between 1 and 10} B= {even numbers less than 25}
C = {odd numbers less than 10}

1. = {1,2,3.4,5,6,7,8,9}

2. = {0}

3. = {2,3,4,5,6,7,8,9}

4. = {2,4,6,8}

5. = {10,12,14,16,18,20,22,24}
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

IV: LEARNING
ACTIVITIES
III. Twenty faculty members were asked regarding their preferred destination. Results show that 12
chose Palawan, 9 chose Batanes and three selected both destination. How many of them would
like to go to:

1. Palawan only = 12

2. Exactly one place = 21

3. Batanes only = 9

4. Neither Palawan nor Batanes =0

5. Either Palawan or Batanes = 3

IV. Let A = { integers from 1 to 13 } {1,2,3,4,5,6,7,8,9,10,11,12,13}

B = { a, b, c, d, e }
C = { 1, 2, 3, 4, 5 }
D = { vowels in the English alphabet} {a,e,i,o,u}

Determine whether the pairs of sets are joint, disjoint, equal or equivalent.

1. Sets A and B DISJOINT

2. Sets C and B DISJOINT & EQUIVALENT
3. Sets C and D DISJOINT & EQUIVALENT
4. Sets B and D JOINT & EQUIVALENT
5. Sets A and C JOINT

ASSESMENT 4: Binary Operation

Below is a matrix of binary operation on a finite set:
A = {1, 2, 3, 4}

* 1 2 3 4
1 4 3 2 1
2 3 1 4 2
3 2 4 1 3
4 1 2 3 4
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

IV: LEARNING
ACTIVITIES
1. What is 1 * 2? = 3
2. What is 2 * 3? = 4
3. What is 4 * 4? = 4
4. What is the identity element for the operation? Prove your answer.
- The binary operation star e is the identity element for the operation.

ASSESMENT 5: Language and Symbols

Match column A with Column B:

Column A Column B

1. algebraic expression a. any group of statements or propositions

H
2. argument b. collection of distinct objects
A
I 3. binary operation c. context-independent and precise expression

L 4. convention d. two mathematical expressions using a

comparison operator

C 5. formal expression e. correspondence between a two sets of variables

F 6. function f. mathematical entity that give unique output

to a particular input

J 7. Logic g. numerical coefficient

K 8. mathematical logic h. quantity which contains numbers and variables

E 9. relation i. rule for combining two values to produce a new

value
B 10. Set j. science of formal principles of reasoning or correct
inference

k. study of reasoning in mathematics

l. technique in which each particular symbol has

particular meaning
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

IV: LEARNING
ACTIVITIES
ASSESMENT 6: REAL NUMBERS
1. Which is the smallest composite number?
=4
2. Prove that any positive odd integer is of the form 6x + 1, 6x + 3, or 6x
+ 5.
= According to my research using Euclid’s division algorithm,
it can be proved that any positive odd integer is of the form
6x+1, or 6x+3, or 6x+5. Hence, these expression of numbers
are odd numbers and therefore any odd integers can be
expressed in a form 6 x + 1, 6 x + 3, or 6 x + 5.
3. Evaluate 2 + 3 × 6 – 5
= 2 + (3 x 6) – 5
2 + 18 – 5
20 – 5
=15
4. What is the product of a non-zero rational number and irrational
number?
= A product of non-zero rational number and an irrational
number is always irrational
5. Can every positive integer be represented as 4x + 2 (where x is an
integer)?
= No, every positive integer cannot be only of the form 4 x
+ 2. Hence, a positive integer can be of the form 4x, 4x+1, 4x+2 and
4x+3.
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

V. ASSIGNMENT

ASSIGNMENT 1: Eliciting Prior Knowledge!

Instruction: Read and analyse each statement in the chart, put a / if
you agree and mark x if you disagree with the statement in the
BEFORE column, and once you are done answering this module,
go back and answer the AFTER column.
BEFORE STATEMENT AFTER
1. In mathematical language, a
√ mathematical expression is considered
as a noun.
√
2. Just like English sentences,
√ mathematical sentences have verbs √
too.
3. ―2 + e‖ is a mathematical √
√ sentence
√ 4. ―5 + 3 = 8‖ is a mathematical X
expression.
√ 5. 5 plus 2 is equal to the square root
of 49; 5+2=
√
√ 6. a/b = 1/(b/a) √
√ 7. The cardinality of {1, 2, 3, 4, 5} is √
√ 5. √
8. 10 less than x is 5 ; 10 – x = 5
X 9. Subtraction and division are
operations used in the properties of
X
√ real numbers √
10. A function is defined with one
distinct domain.
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

V: ASSIGNMENT

ASSIGNMENT 2: TRUE OR FALSE

Instruction: Read and analyse each statement carefully. Write YES if the statement is correct or
NO if otherwise on the space provided for.

1. Rational numbers are real numbers.

- YES
2. Irrational numbers are real numbers.
- YES
3. Real numbers are rational and irrational numbers.
- YES
4. Rational and irrational numbers are real numbers
- YES
5. Non-integers are rational numbers.
- YES
6. Non-terminating and non-repeating numbers are rational numbers.
- NO
7. Terminating and repeating numbers are integers.
- YES
8. Prime numbers are rational numbers.
- YES
9. Composite numbers are irrational numbers.
- NO
10.Counting numbers are positive integers.
- YES
11.Fractions are non-integers.
- YES
12.{0} is a counting number.
- NO
13.{2} is the smallest prime number and the only even prime number.
- YES
14.{-9} is a positive integer.
- NO
15.Whole numbers and negative integers are irrational numbers.
GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

` V: ASSIGNMENT

ASSIGNMENT 3: Learning through Viewing!

Instructions: Read the article below. Then, complete the statements that
follow.
 The Language of Mathematics
 http://www.onemathematicalcat.org/pdf_files/LANG1.pdf

1. Three things that I significantly learned from the video clip

The three things that I significantly learned from the video clip are:
♥ Language of mathematics is precise which refers to how consistent any
given values are with each other.
♥ Language of mathematics is concise which refers to the use of the most
effective words in order to get one’s point across.
♥ Language of mathematics is powerful which refers to the capability to
express complex thoughts.
2. Three things that are still unclear to me
♥ Does sentences in mathematics language can be used to solve a
mathematical problem?
♥ Do mathematical expression easier to use than formulas?
♥How did they come up with mathematical language?

3. I used to think that

♥ I used to think that sentences can’t be used as the solution to a formula
since for a long time I thought math is just all about numbers and it will
become complicated if I will use language sentences in solving problems.

4. Three questions that I want to ask about the video clips

♥ How did come up with the mathematics language? Is it really necessary?
♥Is it easier to solve problems using mathematics language?
♥Is this mathematics language applicable to every math problems?
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

V: ASSIGNMENT

ASSIGNMENT 4: Essay!

Instructions: Discuss the characteristics of the language of mathematics in

two to three sentences and give an example to supplement your explanation.
1. The Language of Mathematics is Precise.
- The language of Mathematics id precise which defines as the ability to
make very fine distinction, doing of something very accurately and
carefully.
For example:
The value of pi is 3.141 but the more precise value is
3.14159265359.

2. The Language of Mathematics is Concise.

- The language of mathematics is concise which is being able to say things
briefly, to clearly and concisely choosing words to construct sentences.
Where you will get straight to your point in a way that your listeners can
easily comprehend.
For example:
The value of pi is 3.14159265359 but the more concise
value is 3.141.

3. The Language of Mathematics is Powerful.

- The language of mathematics is powerful for being able to express
complex thoughts with relative ease, it gives us a way to understand
patterns to quantify relationships and to predict future.
For example:
Mathematics makes sure that building structures are staying
up and built strong.
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

EVALUATION
Let’s find out how much you already know about this module. Circle the letter that you think answers
the question correctly. Please answer all items. Take note of the items that you were not able to
correctly answer and look for the right answer as you go through this module. If necessary, use a
separate sheet for your solution.
1. It is a well-defined collection of distinct objects grouped together with a common characteristic or property.
A. Sequence B. Series C. Set D. Subset
2. If it is possible to determine an object is a member of a given set, then the set is_______?
A. complete B. well-defined C. whole D. yielded
3. A set is using this symbol ―Є‖ to indicate that an object is a/an________?
A. element B. proper subset C. set D. Subset
4. A set is can be written using the following methods/notations EXCEPT________.
A. roster C. scientific B. rule D. set-builder
5. A type of set that is possible to write all the elements.
A. Finite B. Infinite C. Roster D. Rule
6. A type of set that is NOT possible to write all the elements.
A. Finite B. Infinite C. Roster D. Rule
7. A type of set that has NO elements.
A. Empty B. Full C. Null D. Zero
8. What do you call to the total number of elements in the given set?
A. Addend B. Cardinality C. Product D. Sum
9. If two sets have the same cardinal number, then the two sets are said to be_________?
A. complement C. equal
B. complete D. equivalent
10. If the two sets are equivalent and have exactly the same elements, then the two sets are ______?
A. complement C. equal
B. complete D. equivalent
11. It is described as a non-empty set of ordered pairs such that NO two ordered pairs have the same x elements.
A. Abscissa C. Ordinate
B. Function D. Quadrants

12. Any number inside the absolute value regardless of the sign is always______________.
A. equal B. negative C. positive D. zero
13. These operations did not satisfy any of the property of real numbers.
A. Addition and Subtraction C. Division and Multiplication
B. Division and Subtraction D. Multiplication and Subtraction
14. In scientific notation, this number should be greater than or equal to 1 but less than 10.
A. Coefficient B. Constant C. Term D. Variable

15. It is the resulting y-values we get after substituting all the possible x-values.
A. Domain B. Function C. Quadrants D. Range
 GLAZAE LEI SIMEON SEBASTIAN / BSED 1-B / MATHEMATICS MODULE 2

EVALUATION

16. A graph of mathematical relation is a function if any vertical line drawn passing through the graph intersects the
graph at exactly one point.
A. Diagonal line test C. Parabolic line test
B. Horizontal line test D. Vertical line test
17. Which of the following sets of ordered pairs is a function?
A. A = {(1, 2), (2, 3), (3, 4), (3, 3)} C. C = {(1, 2), (2, 3), (3, 4), (4, 5)}
B. B = {(0, 2, (0, 1), (0, 3), (0, 4)} D. D = {(3, 2), (4, 3), (1, 4), (3, 3)}

18. The following graphs represent a function EXCEPT. B

19. It replaces every x in the function rule f (x) with the given replacement value, then simplify the resulting numerical
expression is what we called ____________ function.
A. clearing C. simplifying
B. evaluating D. terminating
20. Which of the following sets of ordered pairs is NOT a function?
A. A = {(1, 2), (2, 3), (3, 4), (3, 3)} C. C = {(1, 2), (2, 3), (3, 4), (4, 5)}
B. B = {(1, 2, (2, 1), (3, 3), (4, 4)} D. D = {(3, 2), (4, 3), (1, 4), (5, 3)}

Identify which property of real numbers is being demonstrated. Write the CORRECT full term on the
space provided for. Please answer all items. Take note of the items that you were not able to correctly
answer and look for the right answer as you go through this module.

COMMUTATIVE PROPERTY OF ADDITION

COMMUTATIVE PROPERTY OF
MULTIPLICATION
ASSOCIATIVE PROPERTY OF ADDITION
ADDITIVE IDENTITY PROPERTY
ZERO PROPERTY OF MULTIPLICATION
MULTIPLICATIVE INVERSE
DISTRIBUTIVE PROPERTY
ADDITIVE INVERSE
30. DISTRIBUTIVE PROPERTY