Quindo Ngec4 Module Answer

OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY
PurokTugas, Balangasan District, Pagadian City, Philippines

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MATHEMATICS IN THE MODERN WORLD
MODULE 1
IN
MATHEMATICS
IN THE
MODERN
WORLD
NGEC 4 – Mathematics in the Modern World Page 1 of 27

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CHAPTER 1
THE NATURE OF MATHEMATICS
INTRODUCTION
Mathematics reveals hidden patterns that help us understand the world around us.
Now much more than arithmetic and geometry, mathematics today is a diverse discipline
that deals with data, measurements, and observations from science; with inference,
deduction, and proof; and with mathematical models of natural phenomena, of human
behavior, and of social systems.As a practical matter, mathematics is a science of pattern
and order. It relies on logic rather than on observation as its standard of truth, yet employs
observation, simulation, and even experimentation as means of discovering truth.
The special role of mathematics in education is a consequence of its universal
applicability. The results of mathematics--theorems and theories--are both significant and
useful; the best results are also elegant and deep. Through its theorems, mathematics offers
science both a foundation of truth and a standard of certainty.
Experience with mathematical modes of thought builds mathematical power--a
capacity of mind of increasing value in this technological age that enables one to read
critically, to identify fallacies, to detect bias, to assess risk, and to suggest alternatives.
Mathematics empowers us to understand better the information-laden world in which we
live.
LESSON 1: THE FIBONACCI

SEQUENCE
OVERVIEW
What does the spiral arrangement of leaves on a pine cone have in common with the
arrangement of florets in a center of a daisy or the spirals of fruit buds on a pineapple?
Those spirals can be approximated by a mathematical sequence of numbers known as
Fibonacci numbers.
Introduction to the Fibonacci Sequence

The Fibonacci sequence exhibits a certain numerical pattern which originated as the
answer to an exercise in the first ever high school algebra text. This pattern turned out to
have an interest and importance far beyond what its creator imagined. It can be used to
model or describe an amazing variety of phenomena, in mathematics and science, art and
nature. The mathematical ideas the Fibonacci sequence leads to, such as the golden ratio,

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spirals and self- similar curves, have long been appreciated for their charm and beauty, but
no one can really explain why they are echoed so clearly in the world of art and nature.
History of Fibonacci Sequence
The story began in Pisa, Italy in the year 1202. Leonardo Pisano Bigollo was a young
man in his twenties, a member of an important trading family of Pisa. In his travels
throughout the Middle East, he was captivated by the mathematical ideas that had come
west from India through the Arabic countries. When he returned to Pisa he published these
ideas in a book on mathematics called Liber Abaci, which became a landmark in Europe.
Leonardo, who has since come to be known as Fibonacci, became the most celebrated
mathematician of the Middle Ages. His book was a discourse on mathematical methods in
commerce, but is now remembered mainly for two contributions, one obviously important at
the time and one seemingly insignificant.
The important one: he brought to the attention of Europe the Hindu system for writing
numbers. European tradesmen and scholars were still clinging to the use of the old Roman
numerals; modern mathematics would have been impossible without this change to the
Hindu system, which we call now Arabic notation, since it came west through Arabic lands.
The other: hidden away in a list of brain-teasers, Fibonacci posed the following
question:
If a pair of rabbits is placed in an enclosed area, how many rabbits will be born there if
we assume that every month a pair of rabbits produces another pair, and that rabbits
begin to bear young two months after their birth?
This apparently innocent little question has as an answer, a certain sequence of
numbers known now as the Fibonacci sequence, which has turned out to be one of the
most interesting ever written down. It has been rediscovered in an astonishing variety of
forms, in branches of mathematics way beyond simple arithmetic. Its method of development
has led to far-reaching applications in mathematics and computer science.
What is a Fibonacci Sequence?

The Fibonacci Sequence is a definite pattern that can begin with either “0 and 1” or “1
and 1”. The sequence is generated by adding the previous terms, that is 0 + 1 = 1, 1 + 1 = 2,
1 + 2 = 3, 2 + 3 = 5, 3 + 5 = 8, 5 + 8 = 13, 8 + 13 = 21, 13 + 21 = 34, 21 + 34 = 55, and so on.
In other words, the Fibonacci sequence is 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, and so on,
infinitely. If we make a table of it,
Term
number 1 2 3 4 5 6 7 8 9 10
(n)
Term
1 1 2 3 5 8 13 21 34 55
(Fn)
NOTE: The Fn refers to the term itself in the sequence. n, on the other hand refers to the
number of that term. Let’s say the number 13 in the sequence is the F 13 or is considered the
13th term in the Fibonacci sequence.

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So what do you think is the 11th term? How did you solve it? Yes, the F11 or the 11th
term is 89 and that is done by adding the two previous terms, the F 10 or the 10th term which
is 55 and the F9 which is 34.
Let’s Make a Spiral

When we make squares with those widths, we get a nice spiral:
Do you see how the squares fit neatly together? For example, 5 and 8 makes 13, 8 and 13
makes 21, and so on.
How Do Other Numbers Relate to the Fibonacci Sequence?

Not all numbers are Fibonacci numbers. However, they can be generated by adding
Fibonacci numbers. For example, 4 is not a Fibonacci number, but it is the sum of two
Fibonacci numbers, 3 + 1. Similarly, 10 is not a Fibonacci number, but it is the sum of 2
Fibonacci numbers, 8 + 2. Sometimes it takes more than 2 Fibonacci numbers. For
example, 43 is the sum of 34 + 8 + 1. The number 95 is the sum of 89 + 3 + 1 + 2.
Now, you try. Is 150 a Fibonacci number? If yes, why so? And if not, show the
Fibonacci numbers used to obtain it.
What is the Golden Ratio?

The Golden Ratio is a mathematical relationship that is closely related to the Fibonacci
sequence. The ratio of the first two Fibonacci numbers 1/1 is equal to 1, and the ratio of the
second two, 2/1 is equal to 1 + 1/1. The ratio of the third, is 3/2, or 1.5. The ratio of the
fourth is 5/3, or 1.66. No matter how many adjacent Fibonacci numbers are compared, the
ratio of those numbers is very close to a number that the ancient Greek mathematicians

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called phi (φ) which is approximately 1.618034. The number phi has several connections
with classical proportions in art, geometry, and architecture.
LESSON 2: NUMBERS AND PATTERNS
OVERVIEW
By studying patterns in math, humans become aware of patterns in our world.
Observing patterns allows individuals to develop their ability to predict future behavior of
natural organisms and phenomena. Civil engineers can use their observations of traffic
patterns to construct safer cities. Meteorologists use patterns to predict thunderstorms,
tornadoes, and hurricanes. Seismologists use patterns to forecast earthquakes and
landslides. Mathematical patterns are useful in all areas of science.
One problem-solving strategy in mathematics is to look for a pattern that will predict
the next number in a sequence. That is often the first step to writing an equation that
describes how to find each number. Some famous patterns, such as Fibonacci numbers and
Pascal’s triangle, play an important role in number theory.
What Are Arithmetic Patterns?

Arithmetic patterns are those patterns that can be predicted by adding or subtracting
a constant number to each number in the sequence. The sequence that begins {1, 2, 3, 4,
5…}, the natural numbers, is generated by adding 1 to each number. Similarly the pattern
that begins {2, 4, 6, 8…} and the one that begins {1, 3, 5, 7…} are generated by adding 2 to
each number. Those simple patterns follow an arithmetic sequence. Similarly, the pattern
that begins {29, 25, 21, 17 …} is generated by subtracting 4 to each number.
What are the next three terms in the sequence 10, 7, 4, 1 …? Check first the pattern.
If you observe, it is generated by subtracting 3 from the previous term, thus 10 – 3 = 7, 7 – 3
= 4, 4 – 3 = 1. To get the next three terms, just continue the same process, that is 1 – 3 = –2,
–2 – 3 = –5, and –5 – 3 = –8. Therefore the next three terms are –2, –5, and –8.
Now try to find the next three terms in the sequence 14, 15, 17, 20, 24, 29…
What Are Geometric Patterns?

Geometric patterns can be predicted by multiplying or dividing each number in the
sequence by a constant. For example, the sequence that begins {5, 10, 20, 40…} is generated
by multiplying each number by 2. Similarly, the sequence that begins {4, 2, 1, 0.5, 0.25…} is
generated by diving each number by 2.
What Are Mixed Patterns?

Some number patterns can combine arithmetic and geometric sequences, or follow
other rules entirely. Suppose the sequence is {1, 3, 6, 8, 16…}. The next number in the
sequence is 18, and the one following that is 36. That is because 1 + 2 is 3, times 2 is 6, + 2
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is 8, times 2 is 16, + 2 is 18, times 2 is 36. Similarly, a pattern such as {1, 3, 3, 5, 3, 7, 3…}
is 1 + 2, repeat 3, 3 + 2, repeat 3, 5 + 2, repeat 3, and so on, so that the next numbers in the
series would be 9, 3.
What Are Some Special Patterns?

The Fibonacci numbers are a special pattern. They are in the sequence {0, 1, 1, 2, 3,
5, 8, 13, 21…}, and have properties of their own. Prime numbers are in the pattern {1, 2, 3,
5, 7, 11, 13…}. The pattern {1, 4, 9, 16, 25, 36…} are the squares.
NOTE: It is very important to determine first the pattern used in a sequence before finding
the proceeding terms.

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SCORE:
KNOWLEDGE TEST 1
Name: Edwin Jr D. Quindo

Instructor: Mr. Kelvin Mark Donguines
Date and Time:
A. Given the Fibonacci sequence below, complete the table.

Term number (n) Term number (Fn) Term number (n) Term number (Fn)
1 1 11 89
2 1 12 144
3 2 13 233
4 3 14 377
5 5 15 610
6 8 16 987
7 13 17 1597
8 21 18 2584
9 34 19 4181
10 55 20 6765
B. Show the following non-Fibonacci numbers as sum of Fibonacci numbers.

1. 60 = 5+8+13+21+3=60
2. 99 = 5+8+13+21+34+13+5=99
3. 168 = 3+21+55+89=168
4. 280 = 1+21+55+89+114=280
5. 380 = 3+144+233=380
C. Evaluate each set if it shows arithmetic, geometric, or mixed pattern.
1. {1, 5, 9, 13, 17, 21, 25, ...}
Geometric pattern
2. {1, 16, 2, 8, 3, 4, 4, ...}
Mixed Pattern
3. {2, 6, 18, 54, 162, 486, 1458, ...}

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Geometric Pattern
4. {2, 73, 4, 70, 6, 67, 8, ...}
Mixed Pattern
−3 3 −3 3
5. {12, −6, 3, 2 , 4 , 8 , 16 , ...}
Geometric Pattern
6. {12, 9, 6, 3, 0, −3, −6, ...}
Geometric Pattern
7. {324, 108, 36, 12, 4, ...}
Mixed Pattern
8. {3, 15, 75, 375, 1875, ...}
Geometric Pattern
9. {5, 0, 10, 0, 15, 0, 20, ...}
Mixed Pattern
10.{7, 15, 23, 31, 39, 47, 55, ...}
Arithmetic Pattern

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CHAPTER 2
MATHEMATICS AS A LANGUAGE
INTRODUCTION
The investigation of language can be carried out in many different ways. For example,
we might learn to speak a language as a way to understand it. We might also study literature
and poetry to the same end. We might even write novels and poetry to understand the
intricacies of expression that some language provides. These are valuable pursuits, not to be
denigrated in any way, but they do not provide for a scientific understanding of language,
one where we can make falsifiable or testable claims about our object of study. A falsifiable
claim is one that can be disproven with real data. For example, if we foolishly hypothesize
that Shakespeare wrote good poetry because he wrote in English, we would need some
objective way to assess how “good” some piece of poetry is independent of the language the
author wrote in. If the hypothesis rested instead entirely on our own ideas about how good
individual poems are, then it would surely not be falsifiable, and thus not be science.
LESSON 1: THE LANGUAGE OF MATHEMATICS
OVERVIEW
Imagine the following scenario: you’re in math class, and the instructor passes a piece
of paper to each student. It is announced that the paper contains Study Strategies for
Students of Mathematics; you are to read it and make comments. Upon glancing at the
paper, however, you observe that it is written in a foreign language that you do not
understand!
Is the instructor being fair? Of course not. Indeed, the instructor is probably trying to
make a point. Although the ideas in the paragraph may be simple, there is no access to the
ideas without knowledge of the language in which the ideas are expressed. This situation has
a very strong analogy in mathematics. People frequently have trouble understanding
mathematical ideas: not necessarily because the ideas are difficult, but because they are
being presented in a foreign language—the language of mathematics.
Characteristics of the Mathematical Language

The language of mathematics makes it easy to express the kinds of thoughts that
mathematicians like to express. It is:
 precise (able to make very fine distinctions);
 concise (able to say things briefly);
 powerful (able to express complex thoughts with relative ease).

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The language of mathematics can be learned, but requires the efforts needed to learn any
foreign language. In this book, you will get extensive practice with mathematical language
ideas, to enhance your ability to correctly read, write, speak, and understand mathematics.
Expressions versus Sentences

Every language has its vocabulary (the words), and its rules for combining these words
into complete thoughts (the sentences). Mathematics is no exception. As a first step in
discussing the mathematical language, we will make a very broad classification between the
‘nouns’ of mathematics (used to name mathematical objects of interest) and the ‘sentences’ of
mathematics (which state complete mathematical thoughts).
The mathematical term expression does NOT state a complete thought and is
equivalent to an English phrase. It also cannot be tested as either true or false. Here are
some examples of expressions:
5 x+3 10/2 (6 – 2) + 1 5–y 1+1+1+1+1
On the other hand, a mathematical sentence expresses a complete thought. The most
common mathematical statements or sentences are equations and inequalities. Sentences
have verbs. In the mathematical sentence ‘3+4=7, the verb is ‘=’.A sentence can be (always)
true, (always) false, or sometimes true/sometimes false. Consider the following cases below.
 For example, the sentence ‘1 + 2 = 3’ is true.
 The sentence 1+2=4’ is false.
 The sentence ‘x – 3 =2’is sometimes true/sometimes false: it is true when x is 5, and
false otherwise.
 The sentence ‘x+3=3+x’ is (always) true, no matter what number is chosen for x.
The only if something is a sentence if it contains ‘=, >, <, ≥, or ≤’.
Check out the other examples in the table below.
Mathematical Expressions Mathematical Sentences
26.14 –11 + 7 = 4
5+2 1 – 4 = –3
x + √2 1∙x=x
Conventions in the Mathematical Language

Languages have conventions. In English, for example, it is conventional to capitalize
proper names (like ‘Carol’ and ‘Idaho’). This convention makes it easy for a reader to
distinguish between a common noun (like ‘carol’, a Christmas song) and a proper noun (like
‘Carol’). Mathematics also has its conventions, which help readers distinguish between
different types of mathematical expressions.
I. Symbols
Mathematics uses symbols instead of words:
 There are the 10 digits: 0, 1, 2, ... 9
 There are symbols for operations: +, −, ×, /, ...
 And symbols that "stand in" for values: x, y, ...
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 And many special symbols: π, =, <, ≤, ...
II. Letter Conventions

Letters often have special uses:
Examples What they usually mean
Start of the alphabet: a, b, c, ... constants (fixed values)
From i to n: i, j, k, l, m, n positive integers (for counting)
End of the alphabet: ... x, y, z variables (unknowns)
Those are not rules, but they are often used that way.Example is ‘y = ax + b’. People
will assume that a and b are fixed values and that x is the one that changes, which in
turn makes y change.
III. Uppercase vs Lowercase

It is also common to uselowercase (small letters) for variables (like x or y) or
counting values (like m or n) and uppercase (capital letters) for sets (like X or Y) and
special constants. Let us say ‘A = {1, 2, 3}’. Using an uppercase "A" makes it easy to
tell it is a set and tt makes things clearer to read.
IV. Nouns, Verbs, Sentences

We don't use the words "noun", "verb", or "pronoun" in Mathematics, but we can
imagine these similarities to English:
 Nouns could be fixed things, such as numbers, or expressions with numbers.
Examples: 15 2(3 – ½) 42
 The verb could be the equals sign "=", or an inequality like < or >.
 Pronouns (things like it, he, you, etc.) could be variables like x or y.
Examples: 5x – 7 xy2 –3/x
 An adjective could be a subscript like the "n" in xn
 And they could be put together into a sentence like this:3x + 7 = 22
Sets, Functions, Relations, and Binary Operations

I. Sets
What is a set? Well, simply put, it's a collection. Set is a collection of well-
defined objects which are distinct from each other. First we specify a common property
among "things" (we define this word later) and then we gather up all the "things" that
have this common property. For example, the items you wear: hat, shirt, jacket, pants,
and so on. I'm sure you could come up with at least a hundred. This is known as
a set. Or another example is types of fingers. This set includes index, middle, ring, and
pinky. So it is just things grouped together with a certain property in common.
There is a fairly simple notation for sets. We simply list each element (or
"member") separated by a comma, and then put some curly brackets around the whole

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thing. The curly brackets { } are sometimes called "set brackets" or "braces".This is the
notation for the two previous examples:
 the first set {socks, shoes, watches, shirts, ...} we call an infinite set,
 the second set {index, middle, ring, pinky} we call a finite set.
Notice how the first example has the "..." (three dots together). The three dots ... are
called an ellipsis, and mean "continue on". But sometimes the "..." can be used in the
middle to save writing long lists.
Example: the set of letters {a, b, c, ..., x, y, z}
In this case it is a finite set (there are only 26 letters, right?)
A. Numerical Sets
So what does this have to do with mathematics? When we define a set, all
we have to specify is a common characteristic. Who says we can't do so with
numbers?
 Set of even numbers: {..., −4, −2, 0, 2, 4, ...}
 Set of odd numbers: {..., −3, −1, 1, 3, ...}
 Set of prime numbers: {2, 3, 5, 7, 11, 13, 17, ...}
 Positive multiples of 3 that are less than 10: {3, 6, 9}
And so on. The above-listed are examples of sets using the roster notation. We
can come up with all different types of sets.
We can also define a set by its properties, such as {x|x>0} which means "the
set of all x's, such that x is greater than 0". This is an example of a set-builder
notation.
And we can have sets of numbers that have no common property. They are
just defined that way. For example {2, 3, 6, 828, 3839, 8827}, {4, 5, 6, 10, 21}, {2,
949, 48282, 42882959, 119484203}.
Also, when we say an element a is in a set A, we use the symbol to show
it. And if something is not in a set use .
Example: Set A is {1,2,3}. We can see that 1 A, but 5 A
B. Universal Sets
At the start we used the word "things" in quotes. We call this the universal
set. It's a set that contains everything. Well, not exactly everything. Everything
that is relevant to our question. It is denoted by capital letter U. For example, in
Number Theory, the universal set is all the integers, as Number Theory is simply
the study of integers.
C. Equal Sets
Two sets are equal if they have precisely the same members. Now, at first
glance they may not seem equal, so we may have to examine them closely!
Example:
A is the set whose members are the first four positive whole numbers
B = {4, 2, 1, 3}

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Are A and B equal?
Let's check. They both contain 1. They both contain 2, and 3, and 4. And we have
checked every element of both sets, so: Yes, they are equal!And the equals sign (=)
is used to show equality, so we write ‘A = B’
Example: Are these sets equal?
A = {1, 2, 3}, while B = {3, 1, 2}
Yes, they are equal! They both contain exactly the members 1, 2 and 3.It doesn't
matter where each member appears, so long as it is there.
D. Subsets
When we define a set, if we take pieces of that set, we can form what is
called a subset. Example is the set {1, 2, 3, 4, 5}. A subset of this is {1, 2, 3}.
Another subset is {3, 4} or even another is {1}, etc. But {1, 6} is not a subset, since
it has an element (6) which is not in the parent set. In general: A is a subset of B if
and only if every element of A is in B. So let's use this definition in some examples.
Example: Is A a subset of B, where A = {1, 3, 4} and B = {1, 4, 3, 2}?
1 is in A, and 1 is in B as well, so far so good.3 is in A and 3 is also in B.4 is in A,
and 4 is in B. That's all the elements of A, and every single one is in B, so we're
done. Therefore, A is a subset of B. Note that 2 is in B, but 2 is not in A. But
remember, that doesn't matter. We only look at the elements in A.
When we say that A is a subset of B, we write A B.Or we can say that A is
not a subset of B by A B ("A is not a subset of B")
E. Proper Subsets
A is a proper subset of B if and only if every element of A is also in B, and
there exists at least one element in B that is not in A.
Example 1:
A = {1, 2, 3} is a subset of B = {1, 2, 3}, but is not a proper subset of {1, 2, 3}
because there is no other element in B that can’t be found in A.
Example 2:
{1, 2, 3} is a proper subset of {1, 2, 3, 4} because the element 4 is not in the
first set.
Notice that when A is a proper subset of B then it is automatically a subset of B.
When we talk about proper subsets, we take out the line underneath and so
it becomes A B or if we want to say the opposite, A B.
F. Empty or Null Set
This is probably the weirdest thing about sets. As an example, think of the
set of piano keys on a guitar. But wait! You say, "There are no piano keys on a
guitar!"And you are right. It is a set with no elements. This is known as the empty
set or null set if there aren't any elements in it. Not one, not even the number
zero. It is represented by or by {} (a set with no elements). If you right {0} as a
null set, that’s totally wrong because 0 is considered an element.
G. Order
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When we say order in sets we mean the size of the set. Another name for
this is cardinality. A finite set has finite order (or cardinality). An infinite set has
infinite order (or cardinality).For finite sets the order (or cardinality) is the number
of elements. Example is the set {10, 20, 30, 40} which has an order/cardinality of
4.For infinite sets, all we can say is that the order is infinite.
II. Functions and Relations

Some relationships make sense and others don’t. Functions are relationships
that make sense. All functions are relations, but not all relations are functions.
A function is a relation that an element in the domain must be paired with only
one element of the range.Here are mappings of functions. The domain is the x-value,
and the range is the y-value.
In the example above, each x-value is related to only one y-value. Thus, its a function.

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In the second example, although the x-values-1 and 1 are paired with the common y-
value which is 1, this relation is still a function because each x-value has just one y-
value.
This mapping is not a function because thex-value -2 has more than one y-values,
which are 2 and 4.Just check only the values on the domain group whether they are
paired with only one value in the range.
III. Binary Operations

A binary operation is an operation that needs two inputs.A simple example is
the addition operation "+". In 2 + 3 = 5, the operation is "+", which takes two values (2
and 3) and gives the result 5.
Subtraction, multiplication and division are also binary operations, and there
are many more.The two inputs are called "operands".Also, a binary operation should
take and return things of the same type! In other words, the operands and the result
must belong to the same set.
An operation that has only one input is called a "unary operation".
Example: the square root function is a unary operation: √16 = 4 has just one input
"16" to produce an output of 4.
LESSON 2: ELEMENTARY LOGIC
OVERVIEW
Elementary logic provides the basic rules for constructing sound, compelling
arguments. The building blocks of logical arguments are logical statements. A logical
statement is a declarative sentence which conveys factual information. If the information is
correct then we say the statement is true; and if the information is incorrect, then we say the
statement is false.
What Is a Proposition?
A proposition is a complete declarative sentence that is either true or false, but not
both. All the following statements below are propositions.
1. Manila is the capital of the Philippines.
2. Shanghai is the capital of China.
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3. 1 + 1 = 2
4. 2 + 2 = 3
Propositions (1) and (3) are true while (2) and (4) are false. Regardless of their truth values,
as long as they are either true or false, but not both, then they are considered propositions.
Consider the following sentences below.
5. Is it time?
6. Pay attention to this.
7. x + 1 = 2
8. x + y = z
Sentences (5) and (6) are not propositions because they are not declarative sentences.
Likewise, sentences (7) and (8) are not propositions because they are neither true nor false,
since the variables in these sentences have no assigned values yet.
Connectives
A connective is a symbol which is used to connect two or more propositional or
predicate logics in such a manner that resultant logic depends only on the input logics and
the meaning of the connective used.
Generally there are five connectives which are −
I. Negation/ NOT (¬)
II. Disjunction/ OR (∨)
III. Conjunction/ AND (∧)
IV. Implication/ if-then (→)
V. Biconditional/ If and only if (⇔).
I. Negation/ NOT (¬)

Example: p: This book is interesting.
¬p can be read as:
i. This book is not interesting.
ii. This book is uninteresting.
The truth table is as follows −
P ¬p
True False
False True
The negation operator is a unary operator which, when applied to a proposition
p, changes the truth value of p. That is, the negation of a proposition p, denoted by ¬p,
is the proposition that is false when p is true and true when p is false. For example, if
p is the statement “I understand this”, then its negation would be “I do not
understand this” or “It is not the case that I understand this.” Another notation
commonly used for the negation of p is ¬p.

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Generally, an appropriately inserted “not” or removed “not” is sufficient to
negate a simple statement. Negating a compound statement may be a bit more
complicated as we will see later on.
II. Disjunction/ OR (∨)

q: I am staying at home.
p ∨ q: This book is interesting or I am staying at home.
p q p∨q
True True True
True False True
False True True
False False False
The disjunction operator is the binary operator which, when applied to two
propositions p and q, yields the proposition “p or q”, denoted p ∨ q. The disjunction p
∨ q of p and q is the proposition that is true when either p is true, q is true, or both
are true, and is false otherwise. Thus, the “or” intended here is the inclusive or. In
fact, the symbol ∨ is the abbreviation of the Latin word ‘vel’ for the inclusive “or”.
III. Conjunction/ AND (∧)

p ∧ q: This book is interesting and I am staying at home.
p q p∧q
True True True
True False False
False True False
False False False
The conjunction operator is the binary operator which, when applied to two
propositions p and q, yields the proposition “p and q”, denoted p ∧ q. The conjunction
p ∧ q of p and q is the proposition that is true when both p and q are true and false
otherwise.
IV. Implication / if-then (→)

p → q: If this book is interesting, then I am staying at home.

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p q p→q
True True True
True False False
False True True
False False True
The implication p → q is the proposition that is often read “if p then q.” “If p
then q” is false precisely when p is true but q is false. There are many ways to say
this connective in English. You should study the various forms as shown above.
One way to think of the meaning of p → q is to consider it a contract that says
if the first condition is satisfied, then the second will also be satisfied. If the first
condition, p, is not satisfied, then the condition of the contract is null and void. In
this case, it does not matter if the second condition is satisfied or not, the contract is
still upheld.
For example, suppose your friend tells you that if you meet her for lunch, she
will give you a book she wants you to read. According to this statement, you would
expect her to give you a book if you do go to meet her for lunch. But what if you do
not meet her for lunch? She did not say anything about that possible situation, so
she would not be breaking any kind of promise if she dropped the book off at your
house that night or if she just decided not to give you the book at all. If either of these
last two possibilities happens, we would still say the implication stated was true
because she did not break her promise.
V. Biconditional/ If and only if (⇔)

p → q: This book is interesting if and only if I am staying at home.
P q p⇔q
True True True
True False False
False True False
False False True
The biconditional statement is equivalent to (p → q) ∧ (q → p). In other words,
for p ↔ q to be true we must have both p and q true or both false. The difference
between the implication and biconditional operators can often be confusing, because
in our every day language we sometimes say an “if...then” statement, p → q, when we
actually mean the biconditional statement p ↔ q. Consider the statement you may
have heard from your mother (or may have said to your children): “If you eat your
broccoli, then you may have some ice cream.” Following the strict logical meaning of
the first statement, the child still may or may not have ice cream even if the broccoli

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isn’t eaten. The “if...then” construction does not indicate what would happen in the
case when the hypothesis is not true. The intent of this statement, however, is most
likely that the child must eat the broccoli in order to get the ice cream.
When we set out to prove a biconditional statement, we often break the proof
down into two parts. First we prove the implication p → q, and then we prove the
converse q → p.
Another type of “if...then” statement you may have already encountered is the
one used in computer languages. In this “if...then” statement, the premise is a
condition to be tested, and if it is true then the conclusion is a procedure that will be
performed. If the premise is not true, then the procedure will not be performed. Notice
this is different from “if...then” in logic. It is actually closer to the biconditional in
logic. However, it is not actually a logical statement at all since the “conclusion” is
really a list of commands, not a proposition.
Another examples of converting a compound proposition into an English sentence:

p ∧ ¬q: This book is interesting and I am not staying at home.
¬q → p: If I am not staying at home, then this book is interesting.
To summarize, here’s the table of all the connectives:

p q p∨q p∧q p→q p⇔q
True True True True True True
True False True False False False
False True True False True False
False False False False True True
Making a Truth Table

When building a truth table for a compound proposition, you need a row for every
possible combination of T’s and F’s for the component propositions. Notice if there is only one
proposition involved, there are 2 rows. If there are two propositions, there are 4 rows, if there
are 3 propositions there are 8 rows.
Example: Write the truth table for (p ∨ q) → ¬r.
p q R p∨q ¬r (p ∨ q) → ¬r
T T T T F F
T T F T T T
T F T T F F
T F F T T T
F T T T F F
F T F T T T

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F F T F F T
F F F F T T
How many rows should a truth table have for a statement involving n different propositions?
It is not always so clear cut how many columns one needs. If we have only three
propositions p, q, and r, you would, in theory, only need four columns: one for each of p, q,
and r, and one for the compound proposition under discussion, which is (p ∨ q) → ¬r in this
example. In practice, however, you will probably want to have a column for each of the
successive intermediate propositions used to build the final one. In this example it is
convenient to have a column for p ∨ q and a column for ¬r, so that the truth value in each
row in the column for (p ∨ q) → ¬r is easily supplied from the truth values for p ∨ q and ¬r in
that row.
Another reason why you should show the intermediate columns in your truth table is
for grading purposes. If you make an error in a truth table and do not give this extra
information, it will be difficult to evaluate your error and give you partial credit.
Tautology, Contradiction and Contingency

A compound proposition that is always true, regardless of the truth values of the
propositions that occur in it, is called a tautology. A contradiction is a compound
proposition that is always false. While a contingency is neither true nor false.
Let us consider the truth table of the compound proposition (p → ¬q) ∨ p as an
example,
p q ¬q p → ¬q (p → ¬q) ∨ p
T T F F T
T F T T T
F T F T T
F F T T T
The compound proposition (p → ¬q) ∨ p shows a tautology because based on the last column,
the truth values are all true.
Quantifiers
Suppose you're talking with your friend Mary, and she is describing two clubs that she
has joined. While describing the people in the first club, she says the following: 'There exists
a member of Club 1, such that the member has red hair.' In describing the second club, she
says the following: 'For all members in Club 2, the member has red hair.'
Based on these two statements, what can you tell me about the members' hair color in
Club 1 and Club 2? Well, let's take a look at her statements, and pick them apart.
In mathematics, the phrases 'there exists' and 'for all' play a huge role in logic and
logic statements. In fact, they are so important that they have a special name:
quantifiers. Quantifiers are words, expressions, or phrases that indicate the number of

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elements that a statement pertains to. In mathematical logic, there are two quantifiers: 'there
exists' and 'for all.'
I. There Exists & For All
The phrase 'there exists' is called an existential quantifier, which indicates that
at least one element exists that satisfies a certain property. In Club 1, Mary told you
that there exists a member, such that the member has red hair. This tells us that at
least one member of the club has red hair, but not necessarily all of them.
The phrase 'for all' is called a universal quantifier, and it indicates that all of
the elements of a given set satisfy a property. For Club 2, Mary said that 'for all
members in Club 2, the member has red hair'. This tells us that all of the members of
Club 2 have red hair.
A couple of mathematical logic examples of statements involving quantifiers are as
follows:
 There exists an integer x, such that 5 - x = 2
 For all natural numbers n, 2n is an even number.
The first statement involves the existential quantifier and indicates that there
is at least one integer x that satisfies the equation 5 - x = 2. The second statement
involves the universal quantifier and indicates that 2n is an even number for every
single natural number n.
II. Notation
There is a lot of explanation that goes on when writing mathematical proofs,
statements, theorems, and the like. Because of this, mathematical notation is often
used to shorten lengthy explanations and give your writing hand a break.
What's really neat about this is that mathematical notation is the same in every
language, so mathematicians can still communicate even if they don't speak one
another's language. Kind of poetic, huh?
We have symbols we use for both of our quantifiers. The symbol for the
universal quantifier looks like an upside down A, and the symbol for the existential
quantifier looks like a backwards E.
We can use this notation when writing statements that involve these
quantifiers. For example, consider the two mathematical logic examples of statements
that we gave a moment ago.
 For all natural numbers n, 2n is an even number.
 There exists an integer x, such that 5 - x = 2

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We can rewrite these statements using our notation.
 ∀ natural numbers n, 2n is an even number.
 ∃ an integer x, such that 5 - x = 2
The further you go in your mathematical studies, the more notation you'll learn,
and statements almost begin to look like tiny pieces of art.

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SCORE:
KNOWLEDGE TEST 2
Name: Edwin Jr D. Quindo

Instructor: Mr. Mark Kelvin Donguines
Date and Time: March 25, 2021 7:00pm
A. Determine which of the following shows EXPRESSION or SENTENCE.

1. 2
EXPRESSION
2. x + 1 = 3
SENTENCE
3. x + 1
EXPRESSION
4. 1 + 1 = 2
SENTENCE
5. 1 + 1
EXPRESSION
B. Write each of the following sets in Roster Form and also in Set-Builder Form.
1. Set of all natural numbers which can divide 24 completely.
Roster Form:
{1,-2,3,4,6,8,12,24}
Set-Builder Form:
{x} is natural number which divides 24 completely
2. Set of odd numbers between 20 and 35.
Roster Form:
{21,23,25,27,29,31,33}
Set-Builder Form:
{x} x is an odd number between 20 and 35}
3. Set of even natural numbers less than 25.
Roster Form:
{2,4,6,8,10,12,14,16,18,20,22,24}
Set-Builder Form:
{x}x is a natural number less than 24}
4. Set of names of the first five months of a year.
Roster Form:
{JANUARY, FEBRUARY, MARCH, APRIL, MAY}
Set-Builder Form:
{x}x is a name of first five months of a year}
5. Set of all two digit numbers which are perfect square also.
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Roster Form:
{16,25,36,49,64,81}
Set-Builder Form:
{x}x is a perfect square two-digit number}
C. State, whether each pair of sets, given below, are EQUAL SETS or NOT.

1. {3, 5, 7} and {5, 3, 7}
EQUAL SETS
2. {8, 6, 10, 12} and {3, 2, 4, 6}
NOT
3. {7, 7, 2, 1, 2} and {1, 2, 7}
EQUAL SETS
2 2 2 2 2
4. {1 4, 9, 16, 25} and {1 , 2 , 3 , 4 , 5 }
NOT
5. {2, 4, 6, 8, 10} and {even natural numbers less than 12}
EQUAL SETS
D. Write the cardinality of each of the following sets.

1. A = {0, 1, 2, 4} =
4
2. B = {-3, -1, 1, 3, 5, 7} =
6
3. C = { } =
0
4. D = {3, 2, 2, 1, 3, 1, 2} =
3
5. E = {Natural numbers between 15 and 20} =
4
E. Identify the following as either FUNCTION or RELATION.
1. FUNCTION

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2. FUNCTION
3. RELATION
4. RELATION
5. FUNCTION
F. Determine if each statement is a PROPOSITION or NOT.
1. Legazpi is the capital of Albay.
PROPOSITION
2. 3 + 4 = 7
PROPOSITION
3. x + 13 = 15
NOT PROPOSITION
4. x + 1 = 5 if x = 1
NOT PROPOSITION
5. Answer this question.
PROPOSITION

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G. Express each compound proposition as an English sentence given the following
propositions below.
p: It is very cold.
q: It is raining.
1. p ⇔ q
It is very cold if and only if It is raining.

2. q → ¬p
If it is raining, then it is not very cold.
3. ¬q ∨ ¬p
It is not raining or it is very cold.
4. p → q
If is very cold, then it is raining.
5. ¬q ∧ p
It is not raining and it is very cold.

H. Construct a truth table for each of the following compound propositions and
determine whether it is a TAUTOLOGY, CONTRADICTION, or CONTINGENCY.
1. (p ∧ q) → p
p q p∧q (p ∧ q) → p
T T T T
T F F F
F T F T
F F F T
CONTINGENCY
2. (q ⇔ p) ∧ (p ∧ ¬q)
p q ¬q q⇔p p ∧ ¬q (q ⇔ p) ∧ (p ∧ ¬q)
T T F T F F
T F T F T F
F T F F F F
F F T T F F
TAUTOLOGY
3. (p → q) → (p ∨ r)
p q r p→q p∨r (p → q) → (p ∨ r)

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T T T T T T
T T F T T T
T F T F T T
T F F F T T
F T T T T T
F T F T F F
F F T T T T
F F F T F F
CONTINGENCY

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OUR LADY OF TRIUMPH INSTITUTE OF TECHNOLOGY

PurokTugas, Balangasan District, Pagadian City, Philippines

NGEC 4 – Mathematics in the Modern World Page 1 of 27

LESSON 1: THE FIBONACCI

Introduction to the Fibonacci Sequence

NGEC 4 – Mathematics in the Modern World Page 2 of 27

What is a Fibonacci Sequence?

NGEC 4 – Mathematics in the Modern World Page 3 of 27

Let’s Make a Spiral

How Do Other Numbers Relate to the Fibonacci Sequence?

What is the Golden Ratio?

NGEC 4 – Mathematics in the Modern World Page 4 of 27

LESSON 2: NUMBERS AND PATTERNS

What Are Arithmetic Patterns?

What Are Geometric Patterns?

What Are Mixed Patterns?

What Are Some Special Patterns?

NGEC 4 – Mathematics in the Modern World Page 6 of 27

Name: Edwin Jr D. Quindo

A. Given the Fibonacci sequence below, complete the table.

B. Show the following non-Fibonacci numbers as sum of Fibonacci numbers.

NGEC 4 – Mathematics in the Modern World Page 7 of 27

NGEC 4 – Mathematics in the Modern World Page 8 of 27

LESSON 1: THE LANGUAGE OF MATHEMATICS

Characteristics of the Mathematical Language

NGEC 4 – Mathematics in the Modern World Page 9 of 27

Expressions versus Sentences

Conventions in the Mathematical Language

II. Letter Conventions

III. Uppercase vs Lowercase

IV. Nouns, Verbs, Sentences

Sets, Functions, Relations, and Binary Operations

NGEC 4 – Mathematics in the Modern World Page 11 of 27

NGEC 4 – Mathematics in the Modern World Page 12 of 27

II. Functions and Relations

NGEC 4 – Mathematics in the Modern World Page 14 of 27

III. Binary Operations

LESSON 2: ELEMENTARY LOGIC

I. Negation/ NOT (¬)

NGEC 4 – Mathematics in the Modern World Page 16 of 27

II. Disjunction/ OR (∨)

III. Conjunction/ AND (∧)

IV. Implication / if-then (→)

NGEC 4 – Mathematics in the Modern World Page 17 of 27

V. Biconditional/ If and only if (⇔)

NGEC 4 – Mathematics in the Modern World Page 18 of 27

Another examples of converting a compound proposition into an English sentence:

To summarize, here’s the table of all the connectives:

Making a Truth Table

NGEC 4 – Mathematics in the Modern World Page 19 of 27

Tautology, Contradiction and Contingency

NGEC 4 – Mathematics in the Modern World Page 20 of 27

NGEC 4 – Mathematics in the Modern World Page 21 of 27

NGEC 4 – Mathematics in the Modern World Page 22 of 27

Name: Edwin Jr D. Quindo

A. Determine which of the following shows EXPRESSION or SENTENCE.

C. State, whether each pair of sets, given below, are EQUAL SETS or NOT.

D. Write the cardinality of each of the following sets.

NGEC 4 – Mathematics in the Modern World Page 24 of 27