MAPC5112 Workbook

IIE Workbook MAPC5112
MATHEMATICAL PRINCIPLES FOR COMPUTER

SCIENCE
WORKBOOK 2022
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© The Independent Institute of Education (Pty) Ltd 2022 Page 1 of 139

Table of Contents
Module Resources .......................................................................................................3
Module Purpose ...........................................................................................................3
Module Outcomes ........................................................................................................3
Must-Know Facts and Formulas ..................................................................................4
Terminology .................................................................................................................5
Learning Unit 1: An Introduction to Arithmetic ..............................................................7
A. Place Values and Expanded Forms of Numbers ..................................................7
B. Properties of Whole Numbers .............................................................................11
C. Inequalities and the Number Line .......................................................................15
D. Substituting and Evaluating Expressions with Real Numbers ............................20
E. Exponential Rules and Applications ....................................................................23
F. Scientific Notations .............................................................................................28
G. Selected Solutions/Hints to Exercises ................................................................30
Learning Unit 2: Equations and Expressions .............................................................36
A. Solving Equations and Inequalities .....................................................................36
B. Operations with Rational Expressions ................................................................46
C. Factoring Different Types of Expressions ...........................................................52
D. Square Roots and Other Radical Expressions ...................................................57
E. Sum and Difference of Cubes .............................................................................60
F. Selected Solutions/Hints to Exercises ................................................................62
Learning Unit 3: Sets, Sequences and Functions ......................................................68
A. Mathematical Statements, Connectives and Quantifiers ....................................68
B. Set Notations and Operations on Sets ................................................................75
C. Sequences ..........................................................................................................78
D. Functions ............................................................................................................81
E. Selected Solutions/Hints to Exercises ................................................................87
Learning Unit 4: Counting ..........................................................................................90
A. Additive and Multiplicative Principles in Counting ...............................................90
B. Counting with Sets ..............................................................................................93
C. Counting Functions .............................................................................................99
D. Representing Data: Binary, Decimal and Hexadecimal ....................................103
E. Computer Images and Colours Using Numbers and Bits .................................118
F. Selected Solutions/Hints to Exercises ..............................................................124
Learning Unit 5: Introduction to Symbolic Logic and Proofs ....................................128
A. Logical Statements and Truth Tables ...............................................................128
B. Proofs: Direct, Contrapositive, Contradiction, Cases ........................................134
C. Selected Solutions/Hints to Exercises ..............................................................139

Module Resources
Prescribed Book The IIE. 2022. Mathematical Principles for Computer Science
for this Module Module Manual. Independent Institute of Education: Sandton.
Module Purpose
The purpose of this module is to provide students with a foundational knowledge of
the basic mathematical principles and logical skills to solve Application Development
and Networking problems.
Module Outcomes
MO1 Demonstrate knowledge and understanding of the basic mathematical
calculations and principles.
MO2 Demonstrate knowledge and understanding of logical operations, logical
gates and relevant calculations.
MO3 Apply mathematical problem-solving skills to given hypothetical scenarios.
MO4 Demonstrate knowledge and understanding of the application of the
different number conversions and skills that apply to programming and
networking.

Must-Know Facts and Formulas

Concept Fact
Integers . . . , -3, -2, -1, 0, 1, 2, 3, . . .
Rational Fractions, that is, anything that can be expressed as a ratio of
integers.
Real integers plus rational plus special numbers such as √ 2, √ 3 and π
Factors The factors of a number divide into that number without a remainder.
Example: the factors of 52 are 1, 2, 4, 13, 26, and 52
Prime break up a number into prime factors (2, 3, 5, 7, 11, . . .)
Factorization
200 = 4 × 50 = 2 × 2 × 2 × 5 × 5
52 = 2 × 26 = 2 × 2 × 13
Greatest multiply common prime factors
Common
Factor 200 = 2 × 2 × 2 × 5 × 5
60 = 2 × 2 × 3 × 5
GCF(200, 60) = 2 × 2 × 5 = 20
Least check multiples of the largest number
Common
Multiple LCM (200, 60): 200 (no), 400 (no), 600 (yes!)
Multiples The multiples of a number are divisible by that number without a
remainder. Example: the positive multiples of 20 are 20, 40, 60, 80, .
..
Powers, • x a · x b = x a+b
Exponents, • (x a ) b = x a·b
Roots • x0=1
• x a /xb = x a−b
• (xy) a = x a · y a
• √ xy = √ x · √ y
• 1/xb = x −b
• (−1)n = { +1, if n is even; −1, if n is odd}
• If 0 < x < 1, then 0 < x3 < x2 < x < √ x < 3√x < 1.

Terminology
Term Description/Definition
integers Integers are numbers without a fractional part (and that is why they
are often called the whole numbers). Integers include 1, 2, 3, . . . (the
counting numbers) along with 0, −1, −2, −3, . . .
remainder When an integer is divided by another, the remainder is the integer
amount that is left over. For example, when 66 is divided by 7, the
remainder is 3, since 7 goes into 66 a total of 9 times, with 3 left
over: 66 = 7 × 9 + 3.
even integers Even integers can be divided by two without a remainder. The even
integers include 0, 2, 4, 6, 8, 10, 12, . . . , 2753 , . . . along with −2,
−4, −6, . . . , −37954, . . .
odd integers Odd integers cannot be divided by two without a remainder. The odd
integers include 1, 3, 5, 7, 9, 11, . . . , 2452 + 1, . . . along with −1, −3,
−5, . . . , −37955, . . .
positive, A positive number is greater than zero, and a negative number is
negative less than zero. Zero is neither positive nor negative. Note that a
negative number raised to an even power is positive, and when
raised to an odd power is negative. For example, (−1)374 = 1 but
(−1)373 = −1.
multiple A multiple of a number is the result of multiplying that number by any
integer. For example, the multiples of 15 include 15, 30, 45, 60, . . .
but also 0, −15, −30, . . .
factor A factor of a number is any integer that can divide that number
without a remainder. For example, the factors of 12 are 1, 2, 3, 4, 6,
and 12; the factors of 29 are just 1 and 29.
prime A prime number is a positive integer that has only two factors: itself
and 1. The prime numbers include 2, 3, 5, 7, 11, . . . but do not
include 1 (the number 1 only has one factor, not two). The prime
factors of a number are the factors of the number that also are prime.
For example, the prime factors of 12 are 2 and 3 and the only prime
factor of 29 is 29.
in terms of You are often to solve for some variable “in terms of” another
variable or variables. For example, if 6a + 12b = 3a + 6b − 9c + 15,
and you are asked to solve for a in terms of b and c, then simply
solve for a with all other variables and numbers on the other side of
the equation. Here, you would get 3a = 15 − 6b − 9c so that a = 5 −
2b − 3c.
less, fewer Some questions involve translating from words into an algebraic
equation that you can solve. When you see “less” or “fewer” you
should think subtraction. For example, “y is three less than twice x” is
equivalent to y = 2x − 3. Another example: “Aubrey has 6 fewer
cabbages than Bill does” could be written in equation form as A = B
− 6. Note that the number or expression that comes before “less” or
“fewer” appears after the minus sign in the equivalent expression.

Term Description/Definition
rational A rational number is any number that can be written as a fraction: a
ratio of two integers. Rational numbers include 1/2, 3/4, 5 (since 5 =
5/1), 22/7, 1/3, and so on. These numbers can always be written as
a finite decimal or as an infinite decimal that repeats. For example,
2/5 = 0.4, 7/11 = 0.6363, and 22/7 = 3.142857.
Real The real numbers are all the numbers on the number line, including
the integers, the rational numbers, and everything else, which
includes for example the irrational numbers such as √2 and π. Not to
be confused with the fake numbers.

Learning Unit 1: An Introduction to Arithmetic

Material used for this learning unit: My notes
• Module Manual Learning Unit 1;

• Workbook;
• IIE Learn.
Selected Online Resources:
Exponents:
• http://mcckc.edu/tutoring/docs/br/math/
expon_logar/Exponent_Rules_Practice.pdf
• https://magoosh.com/gmat/2014/challenging-gmat-
problems-with-exponents-and-roots/
Numbers:
• https://www.mathtutordvd.com/worksheets/prealgebra_vol
1/a_Pre-Algebra_Vol1_Worksheet_1_Real_Numbers.pdf
Scientific Notation:
• http://ieer.org/wp/wp-
content/uploads/2005/07/ScientificNotationWorksheet+An
swers.pdf
A. Place Values and Expanded Forms of Numbers

1. The following questions are based on finding the smallest and biggest
numbers:
i) What is the greatest 1-digit number?.........................
ii) What is the greatest 2-digit number?.........................
iii) What is the smallest 2-digit number?..........................
iv) What is the greatest 3-digit number?.........................
v) What is the smallest 3-digit number?.........................

2. Find the place value of 7 in the following numbers:
i) 7531
ii) 5731
iii) 5371
iv) 5137
3. Find the place value of the digits whose position are in the thousand’s place in
the following numbers:
i) 26307
ii) 58407
iii) 365219
iv) 123456
4. Find the sum of the place value of 5 in the following numbers:
i) 3515
ii) 52105
iii) 61655
iv) 52545
v) 500005
vi) 525250
vii) 55348
viii) 52756

5. Form a number with:
i) 6 at hundreds place……………………..
ii) 8 at thousands place…………………....
iii) 0 at tens place…………………………..
iv) 1 at ten thousands place……………….
6. Find the difference between the place value and the face value of 7 in the
number 234728.
7. Write the symbol > or < as the case may be, in the blanks provided:
i) 392____400
ii) 8119___7989
iii) 4118___8114
iv) 6162___6263
v) 48155___52440
vi) 56103___55247
vii) 31509___31507
8. Write the following numbers in words:
i) 25216
ii) 10011
iii) 123456

9. Write the following numbers in figures:
i) Three thousand two hundred and three.
ii) One hundred and fifty thousand six hundred and five.
iii) Twelve thousand and ninety.
10. Write the expanded form of the following numbers:
i) 1234
ii) 6587
iii) 90273
iv) 29012
v) 49300
11. Write the following numbers in standard form:
i) 90000 + 8000 + 700 + 60 + 5
ii) 40000 + 3000 + 200 + 50 + 9
iii) 700000 + 70 + 8
12. Fill in the blanks:
i) 68735 = ___ten thousand + ___thousand + ___hundred + ___tens + ___ones
ii) 87632 = (____x 10000) + (7 x ______) + (____x 100) + (3 x ____) +(__x 1)
iii) 54907 = 50000 + _________ + __________ + 7

B. Properties of Whole Numbers

The sum and product or whole numbers are NOT CHANGED even when the
numbers are interchanged. This is not true with the difference or division of whole
numbers.
The following table is a summary of properties of whole numbers:
Operation Closure Commutativity Associativity

Addition Yes Yes Yes
Subtraction No No No
Multiplication Yes Yes Yes
Division No No No
The distributive property of multiplication over addition is

a  (b + c) = a  b + a  c
For example: 3  (2 + 5) = 3  2 + 3  5
= 6 + 15
= 21
This is the same result we could obtain from the left-hand side after multiplying 3 by
7.
Similarly, the distributive property of multiplication over subtraction is

a  (b − c) = a  b − a  c .
An important concept to take serious note of is that of BODMAS (find out what this
means) which helps us to follow the order of operation when different symbols (+, ‒,
x, ÷, ()) are used in the same expression.
13. Rewrite the expression 10 + 25 in a different way, using the commutative law of
addition, and show that both expressions result in the same answer.

14. Rewrite (5 + 8) + 3 using the associative law of addition. Show that the
rewritten expression yields the same answer.
15. Rewrite (10 • 200) • 24 using the associative law of multiplication and show
that the rewritten expression yields the same answer.
16. Write the expression 13 +28 +7 a different way to make it easier to simplify.
Then simplify.
17. Jim is buying 8 pears, 7 apples and 2 oranges. He decided the total number of
fruits is 8 + 7 + 2. Use the commutative property to write this expression in a
different way. Then find the total.

18. Everett paid several bills without balancing his cheque book first! When the last
cheque he wrote was still to be deducted from his balance, Everett's account
was already overdrawn. The balance was −R201.35. The final cheque was for
R72.66, and another R25 will be subtracted as an overdraft charge. What will
Everett's account balance be after that last cheque and the overdraft charge
are deducted?
19. There are 2 trucks in a garage and each truck holds 60 boxes. There are 5
laptop computers in each box. Find the number of computers in the garage.
20. Use the distributive property of multiplication over addition and write 6  204 in
a way that can easily be simplified. Simplify the expression.

21. Simplify the following using the distributive property:
i) 24  15
ii) 121  18 − 121  8
22. Simplify the following expressions by carefully choosing the correct order
operation.
i) 9−3+ 42
ii) 4+ 74+ 2
iii) 10 2  5 2  2 + 5 − 3
iv) 10 − 10  10 + 10
v) 48  16  (4 + 4)
vi) 30 − 5  2 + 3 − 8  2
vii) 24  4(6 − 3) − 24  4
viii) 80  8  5 + 70 − 100
ix) 80  56 − {7  8 + (13 − 2  5)}
x) 30 + 20  4  6 + 30 − 20 + 10  5  6

C. Inequalities and the Number Line

Some Concepts about inequalities
The word “inequality” means a mathematical expression in which the sides are not
equal to each other. Basically, an inequality compares any two values and shows
that one value is less than, greater than or equal to the value on the other side.
We have five inequality symbols which are: <, >, ≤, ≥ and 
Operations on linear inequalities involve addition, subtraction, multiplication, and
division. The general rules on these operations are shown below:
• The inequality symbol does not change when the same number is added on
both sides of.
• Subtracting the same number from both sides of the inequality does not change
the inequality sign.
• Multiplying both sides of an inequality by a positive number does not change
the sign of the inequality. This is also true with division.
• Multiplying both sides of an inequality by a negative number changes the
direction of the inequality sign. This is also true with division.
• Like linear equations, linear inequalities can be solved by applying similar rules
and steps. The only difference occurs when multiply or divide by a negative
number.
• Solutions of an inequality can be represented on a number line.
23. Solve the following linear inequalities and show your solutions on the number
line:
i) 3x − 5  3 − x
ii) 5 x + 10  3 x + 24

x
iii) −  10
4
iv) 2( x − 4)  3x − 5
v) A student scores 60 marks in the first test and 45 marks in the second test of
the terminal examination. How many minimum marks should the student score in the
third test to get a mean of at least 62 marks?
vi) Justin requires at least R500 to hold his birthday party. He has already saved
R150 and 7 months are left to the date. What is the minimum amount he must save
monthly?
vii) 6 x + 13  5(2 x − 3)

viii) 39+ x 7
24. What is the difference between a variable and a constant? Explain with an
example.
25. Evaluate the following expressions at the given values of x :
i) 2 x 2 + 3x + 8 when x = 4
ii) 3x 2 − 4 x + 1 when x = 3
4 1
iii) + x when x =
x 2
x 2
iv) − x + when x = −2
2 x
2
v) 4 + ( − 7 ) − ( −2 ) + x − when x = −1
x

1 3 1
vi) −x− x + when x =
2 2 4
26. Simplify the following expressions:
1 7
i) 4 +
3 4
4 8 1
ii) − +6
5 3 5
iii) 14(−2) + (−4) − 4(− 5 + 3)
iv)
4
(6) + 1 − 13 − 3 − (−5)
3 2

2
1+
3
v)
1
5+
3
 2 1  4 1 
vi)  5 − 3   5 + 6 
   
27. Define the following types of sets and give 2 examples of numbers in each set:
i) Counting numbers
ii) Integers
iii) Rational numbers
iv) Irrational numbers
v) Prime numbers

vi) Real numbers
vii) Complex numbers
28. How do you determine the distance between two numbers on the number line?
Explain this using an example with two numbers, one of which is negative
and the other is positive.
D. Substituting and Evaluating Expressions with Real

Numbers
29. Evaluate the following expressions at the indicated values of the variables:
−7 x
i) − at x = 2
2 4
ii) 4 w + 5 z − 10 when w = −2 and z = 6

4  14  2
iii)  −  + x at x = 4
7 3  3
iv) 4w − 4 + − 7 at w = −1
30. Which of the following is not true:
a c a  c
A − = + − 
b d b  d
B A rational number is a number that can be written as a fraction.
C A rational number is a number that cannot be written as a fraction.
D To subtract fractions, we get a common denominator and then subtract the
numerators.
5
31. If Nate carried a football yards during a play in a game, and Paul carried a
3
22
football yards during a play in a game, what is the literal interpretation of
3
22 5  22 − 5 = 17 
3  3 3 3 
the difference between and , ?
3
A How many yards that Nate carried the football in a play.

B How many yards that Nate and Paul carried the football in these two plays.
C How many yards that Paul carried the football in a play.
D How much farther Paul carried the football than Nate.

3 1
32. What number should be added to to get − ?
8 24
4 5 −7 11
33. Which of the rational numbers , − , and is the smallest?
9 6 − 12 − 24
3 5
34. What number should be subtracted from − so as to get ?
4 6
15
35. The sum of two rational numbers is ‒7. If one of the numbers is − , the
19
other number is____________.

36. The reciprocal of a negative rational number ___________
A is a positive rational number.

B is a negative rational number.
C Can be either a positive or a negative rational number.
D does not exist.
 (____ ) = −
5 35
37. Fill in the blank space: .
12 18
E. Exponential Rules and Applications

1. PRODUCT RULE: To multiply when two bases are the same, write the base
and add the exponents.
x m .x m = x n+m
Example: x 3 .x 8 = x 3+8 = x11
2. QUOTIENT RULE: To divide when two bases are the same, write the base and
subtract the exponents.
x n = x n−m
xm
y7
Example: 4
= y 7−4 = y 3
y
3. ZERO EXPONENT Rule: Any base (except 0) raised to the power zero is equal
to one.
x0 =1

4. POWER RULE: To raise a power to another power, write the base and multiply
the exponents.
(x n )m = x nm
Example: x ( )
3 2
= x 32 = x 6
5. EXPANDED RULE: (xy )n = x n y n 

and 
x  n = x n
 y 
 yn
Example: 6 x ( )3 2
= 6 2 ( x 3 ) 2 = 36 x 6
6. NEGATIVE EXPONENTS: If a factor in the numerator or denominator is moved

across the fraction bar, the sign of the exponent is changed.
−n
x −n = 1n 1 = xn  x yn
  = n
x x −n  y
  x
7. CAUTION: An exponent applies to ONLY the factor directly next to it unless

parentheses enclose other factors.
Example: (i) (−3) 2 = (−3)(−3) = 9 (ii) − 3 2 = −9
8. FRACTIONAL EXPONENTS: Fractional exponents are equivalent to roots.
1 m m
x n = n x (the n th root of x ) x n = n x m =  n x 
 
Example:
1
(i) 4 = 2 4 = 4 = 2 (power of 1 implies the square root)

2
2
( 9) = 3
3
3
(ii) 9 2 = 2 93 = 3
= 27
9. It should be noted that if an = am

, then n=m. This is a useful tool in
solving some equations with exponents.
1
Example: If 2 2 x = 43x−1 , then 2 2 x = 2 2(3x−1) . This means 2 x = 6 x − 2 or x = .
2

38. In the following questions, you are required to simplify and evaluate the given
expressions:
4 2 − 6 + (−2)
3
i)
(2 )  (2 )
4 3 2 4
(2  2 )
ii)
2 6 2
(10 )  (5 )
2 4 3 4
(5 )  (10 )
iii)
4 2 2 5

39. Simplify the following expressions using exponential rules leaving the finial
expression with positive exponents only:
i)
ii)
( )
5x 5 y 2  3 xy 3
2
15 x 2 y
iii) 36 x 8 y 6
iv) (− 2x 2
)( )(
y 3 z 4 − 4 x 3 yz −8 5 xy 2 z 2 )

3
 x6 
v) (− 2 xy ) 2 2
 
2 
 (2 x) 
 − 4x 3 y 2  3x 2 y 5 
vi)   
 − 6 x y
3 3 3 2
 3x y 
40. Solve the following equations:
i) 3 x + 2 = 9 2 x −3
ii) 53 x = 5 7 x − 2

iii) 9 z +5 = 3 z
1
iv) 4 5−9 x = x−2
8
F. Scientific Notations
A positive number is written in scientific notation if it is written a a  10 n where the

coefficient a has a value such that 1  a  10 and n is an integer.
41. Write the following numbers in scientific notation:
i) 0,0000000421
ii) 250,000,000
iii) (2,1 10 ) (5,0  10 )

14 −8

iv) (1,5  10 ) (3,0  10 )

5 4
4,8  1012
v)
2,4  10 9
2,3  10 −5
vi)
4,6  10 −8
42. Write the following scientific numbers in standard form:
i) 6,7  10 −7
ii) 4,5  10 8
iii) 2(8.5  10 4)

G. Selected Solutions/Hints to Exercises

Selected Solutions/Hints to Exercise B
18. Account balance = ‒R201,35 ‒ R72,66 ‒ R25

= ‒R299,01
19. Each truck contains 5  60 = 300 computers

Total = 2  300 = 600 computers at the garage
20. 6 x 204 = 6 x [200 + 4]

= 6 x 200 + 6 x 4
= 1200 + 24
= 1224
Selected Solutions/Hints to Section C
23.i) 3 x − 5  3 − x (add x on both sides, add 5 on both sides)

3x + x  3 + 5
4x  8 (divide both sides by 4)
x2
The inequality is true for all values of x less than or equal to 2.
Represent the above solution on a number line with a closed circle 2 and
a directed line pointing to the left (since the sign is less than).
(ii) 5 x + 10  3 x + 24 (subtract 10 from both sides, subtract 3 x from both sides)

5 x − 3 x  24 − 10
2 x  14 (divide both sides by 2)
x7
The inequality is valid for all values of x greater than 7.
Represent the above solution on a number line with an open circle at 7
and a directed line pointing to the right (since the sign is greater than).
x
(iii) −  10 (multiply both sides by 4)
4
− x  40 (multiply both sides by ‒1 and reverse the sign to  )

x  −40
The inequality is valid for all values of x less than or equal to ‒40.
Represent this solution on a number line with a closed circle at ‒40 and a
directed line pointing to the left.
(iv) Hint: Expand brackets on the left-hand side (LHS) and re-arrange to isolate x .
(v) Let x be the score in the third test. Then we require that
60 + 40 + x
 62 (multiply both sides by 3)
3
60 + 40 + x  186
100 + x  186 (subtract 100 from both sides)
x  86
The student must score a minimum of 86 in Test 3.
(vi) Suppose he saves x rands a month to meet his target. Then we require that
150 + 7 x  500
7 x  350
x  50
He must save a minimum of R50 every month for 7 months to meet his target.
(viii) 3  9 + x  7 (subtract 9 from the left, from the middle and from the right)
3−9 x7−9
− 6  x  −2
The inequality is valid for all values of x between ‒6 and ‒2 inclusive.
 2 
= 4 + (−7) − (−2) + (−1) − 
2
25.v) 4 + ( −7) − ( −2) + x −  at x = −1
x  − 1
= 4 − 7 + 2 −1+ 2
=0
1 3 1 11 3
(vi) −x− x+ =− −  + at x =
1
2 2 4 24 2 4
1 1 3
= − − + LCD is 8
4 8 2
− 2 − 1 + 12 9
= =
8 8

1 7 (4  3 + 1) 7
26.i) 4 + = +
3 4 3 4
13 7
= + LCD is 12
3 4
52 + 21
=
12
73
=
12
2 3+ 2
1+
3 = 3
(v)
1 15 + 1
5+
3 3
5 16
= 
3 3
5 3
= 
3 16
5
=
16
Selected Solutions/Hints to Section D
−7 x −7 2
29. i) − = − at x = 2
2 4 2 4
−7 1
=| − |
2 2
− 7 −1
=
2
= |‒4|
=4
4  14  2 4  14  2
(iii)  −  + x =  −  + (4) at x =4
7 3  3 7 3  3
56 8
= − + LCD is 21
21 3
− 56 + 56
= =0
21
(iv) | 4w − 4 | + | −7 |=| 4(−1) − 4 | + | −7 | at w = ‒1
= |‒4 – 4| + |‒7|
= |‒8| + |‒7|
=8+7
= 15
30. C

31. D
32. Let the number be. Then it is required that

3 1 3
+x=− (subtract from both sides)
8 24 8
1 3
x=− − LCD is 24
24 8
−1− 9
=
24
−5
=
12
Selected Solutions/Hints Section E
38.i) 4 2 − [6 + (−2)]3 = 16 − [6 − 2]3

= 16 – 43
= 16 – 64
= ‒48
(2 )  (2 )
4 3 2 4
2 12  2 8
(2  2 )
(ii) =
2 6 2 (2 8 ) 2
212 +8
= 16
2
= 2 20−16
= 24
= 16
(10 )  (5 )
2 4 3 4
10 8  512
(5 )  (10 )
(iii) =
4 2 2 5
58  1010
= 10 8−10  512−8
−2
54
= 10 5 4
=
10 2
625
=
100
25
=
4
(2𝑚2 𝑛)3 8𝑚6 𝑛3

39. i) =
(𝑚𝑛3 )2 ×(4𝑚)2 𝑚2 𝑛6 ×16𝑚2
8m 6 n 3
=
16n 6 m 4

1 m 6−4
=
2 n 6 −3
m2
=
2n 3
(ii)
( )
5x 5 y 2  3 xy 3
2
=
15𝑥 5 𝑦 2 𝑥 2 𝑦 6
15𝑥 2 𝑦
15 x 2 y
= 𝑥5𝑦7
(iii) 36 x 8 y 6 = √62 (𝑥 4 )2 (𝑦 3 )2
= 6𝑥 4 𝑦 3
(iv) (− 2x 2
)( )(
y 3 z 4 − 4 x 3 yz −8 5 xy 2 z 2 ) = 40 x 2 x 3 x. y 3 yy 2 .z 4 z −8 z 2
= 40 x 2+3+1 . y 3+1+ 2 z 4−8+ 2
40 x 6 y 6
=
z2
 − 4x 3 y 2  3x 2 y 5  − 12 x 3+ 2 y 2 + 5
(vi)    =
3 3
 3x y  − 6 x y
3 2
 − 18 x 3+ 3 y 3+ 2
2x 5 y 7
=
3x 6 y 5
2y2
=
3x
40. i) 3 x + 2 = 9 2 x −3 (break down the base on the right-hand side)

3 x + 2 = 32( 2 x −3) (Equate powers since basis is the same)
x + 2 = 2(2 x − 3) (solve for x )
x + 2 = 4x − 6
3x = 8
8
x=
3
(ii) 53 x = 5 7 x − 2 (equal base). Solve as in (i) above.
(iii) 9 z +5 = 3 z (break down the base on the LHS)

2 ( z + 5)
3 =3 z
(equal base)
Continue as in (i) above

1
(iv) 4 5−9 x = x−2
8
5 −9 x
4 = 8 − ( x − 2) = 8 2 − x (break down bases on both sides)
2(5−9 x ) 3( 2− x )
2 =2 (same base)
Solve the equation 2(5 − 9 x) = 3(2 − x)

Learning Unit 2: Equations and Expressions


• Workbook;
• IIE Learn.
A. Solving Equations and Inequalities

Equations are true if both sides are the same (equal). Properties of equations
illustrate different concepts that keep both sides of an equation the same, whether
you are adding, subtracting, multiplying, or dividing. In algebra, letters stand for
numbers that you do not know, and properties are written in numbers to prove that
whatever numbers you plug into them, they will always work out to be true. You might
think of the properties as “algebra rules” that you can use to help you solve maths
problems.
Inverse operations are operations that undo each other. Addition and subtraction
undo each other while multiplication and division also undo each other. These are
techniques used in solving equations and inequalities.
In algebra, when we solve equations, we use properties of equality to isolate the

variable. In mathematics, it is important to follow the rules when solving equations,
but it is also necessary to justify, or prove that the steps we are following to solve the
problems are correct and allowed.
Note should be taken that division by zero is not allowed when solving problems.
Please read about the reflexive, symmetric and transitive properties of equality.
1. Which property of equality is missing in the steps to solve the equation:

− 7 x + 22 = 50 ?
Equation Steps
− 7 x + 22 = 50 Original Equation
− 7 x = 28
x = −4 Division property of Equality


x
−3− = 4?
6
Equation Steps
x
−3− =4
6 Original Equation
x
− =7
6 Addition Property of Equality
− x = 42
x = −42 Division Property of Equality

82 = 5 + 7 x ?
Equation Steps
82 = 5 + 7 x Original Equation
77 = 7 x
11 = x
x = 11
4. Fill in the missing properties and equation in the steps to solve the equation: .
5x + 3( x + 4) = 28
Equation Steps
5x + 3( x + 4) = 28 Original Equation
5 x + 3 x + 12 = 28
8 x + 12 = 28
Subtraction Property of Equality
x=2

5. Solve the following equations by applying the appropriate properties of equality.

You do not have to mention the property applied at each step.
i) 7 x − (4 x − 39) = 0
ii) 4(3x + 5) = −4
iii) 4 x − 5 = 35
iv) 2(3x − 1) = 7 x − 3
v) 2( x − 2) − ( x − 1) = 2 x − 2

p+5
vi) =1− p
3
8 4
vii) =
x +1 3
x+8 3x + 8
viii) +3=
6 8
4 1 3
ix) + =
x−2 2 4

x + 8 x 3x + 8
x) + =
6 3 8
4 1 3
xi) + =
x − 2 2( x − 2) 4( x − 2)
2 5 3
xii) x− =
3 6 4
x 1
xiii) −9 =
6 x − 36 x−6

6. A father is twice as old as his son. He was six times his son’s age 20 years
ago. How old is the father?
7. A number is 7 times itself minus 18. Which is the number?
8. Two times a number decreased by 12 equals three times the number

decreased by 15. Which is the number?

Solving equations containing an absolute value (| |) is as simple as working with

regular linear equations. Before we can embark on solving absolute value equations,
let us take a review of what the word absolute value means.
In mathematics, the absolute value of a number refers to the distance of a number

from zero, regardless of direction. The absolute value of a number x is generally
represented as |x| = a, which implies that x =a or x = -a since a and – a are at the
same distance from zero.
We say that the absolute value of a number is the positive version of that number.
For example, the absolute value of – 5 is +5, that is |- 5 | = 5 while the absolute value
of 5 is |5| = 5.
When solving equations containing the absolute value function:
• Get rid of the absolute value notation by setting up the two equations so that in
the first equation, the quantity inside the absolute value notation is positive. In
the second equation, it is negative.
• Calculate the unknown value for the positive version of the equation.
• Solve for the negative of the equation.
That is |x| = a means that x = a or x = - a.
For example, in solving the equation | x + 3 |= 9 , the two equations will be

x + 3 = 9 and x + 3 = −9 . The first one gives x = 6 while the second gives x = −12
and these are the solutions of the original absolute value equation.
However, note that any equation of the form | x + 3 |= −9 has no solution.
9. Solve the following equations where the solutions exist:
i) | 3x − 4 | −2 = 3
ii) | 5x + 4 | +10 = 2

iii) | 3x − 6 | −9 = −3
iv) | −6 x + 3 | −7 = 20
v) 4 | 2 x − 3 | +1 = 21
vi) 25 | −2 x + 7 |= 25

In the previous learning unit, we dealt with linear inequalities. In this section, we will
see how the definition of absolute value can be used to reduce an inequality with
absolute value to a linear one.
Firstly, we have to take note that | x | a means that − a  x  a . This is exactly what
we apply when solving inequalities with the absolute value notation.
Secondly, we observe that | x | a means that xa or x  −a . We shall also apply

this when solving inequalities.
10. Solve the following inequalities and represent your solutions on the number
line.
i) | 2 x + 1 | 7
ii) | 2 x + 1 | 7
iii) 9 − 2 | 4 x + 1 | 3

iv) 3 − 2 | x − 5 | −15
v) 3 − 2 | 3x − 1 | −7
vi) | 4 x − 7 | −3
vii) | 2 x + 5 | 9

viii) − 2 + 3 | 5 − x | 4
B. Operations with Rational Expressions

What is a rational expression? A polynomial is an expression that consists of a sum
of terms containing integer powers of a variable, for example, x , x + 2 , 3x 2 − 6 x − 1,
etc. A rational expression is a quotient of two polynomials. Or in order words, it is a
fraction whose numerator and denominator are polynomials (numerator can be a
constant).
Rational expressions are defined for certain values of the variable when substituted
in the denominator. This is because division by zero is undefined.
Example: The expression

2x + 3
x−2
is undefined for x = 2 since this makes the denominator zero. The domain of a
rational expression is therefore the set of values of the variable that will never render
the denominator zero.
To find the domain of expressions whose denominator is not a linear expression, we

might some skills in factorisation/solving polynomials.
x−3
Example: What is the domain of ?
x − 2x − 8
2
Solution: Since the denominator is a quadratic expression, we factorise and find the
zeros of the expression (values that make it equal to zero). That is
x 2 − 2 x − 8 = ( x + 2)(x − 4)
x−3
This will be zero for = −2 or x = 4 . Therefore the domain of is the set of
x 2 − 2x − 8
all real numbers except {‒2, 4} abbreviated as ℝ\{‒2, 4}.
Take special not that any common factor between the numerator and
denominator should be cancelled before proceeding to find the domain.

11. Find the domain of the following expressions:
x +1
i)
( x − 3)( x + 4)
x +1
ii)
x−7
x2 − 9
iii)
x 2 + 5x + 6
x+2
iv)
x + 2 x − 15
2

1
v)
x +4
2
x+3
vi)
x + 12 x + 27
2
9 x + 10
vii)
x − 9 x + 10
2
2x − 3
viii)
x( x + 1)

In certain cases in algebra, we are given bulky rational expressions and asked to
simplify them to their lowest terms. As such, we are required to factorise both the
numerator and denominator if possible and cancel out any common factors. In other
cases, we might be required to find the common factor of the denominators and
combine the given terms before looking for common factors. You will be comfortable
with these skills when you have studied common factor and factorisation of
quadratics. Let us apply these techniques to simplify the following expressions.
12. Simplify the following expressions to their lowest terms:
x 2 − 5x + 6
i)
x−3
(x 2
)
+ 5 x + 4 ( x − 1)
ii)
(x2 −1 )
x
iii)
x − 4x
2

x 2 + 7 x + 10
iv)
x2 − 4
6 x 2 − 54
v)
x 2 + 7 x + 12
When solving application problems that result in rational equations, we use the
following technique:
WORK-RATE EQUATION: If the first person does a job in time A, a second person
does a job in time B, and together they can do the job in time T (total), we can use
the work-rate equation:
1 1 1
+ =
A B T
Job per time A job per time B job per time T (team)
Example: Ruth can paint a room in 2 hours and her sister Esther can paint the same
room in 4 hours. How long will it take them to paint the room if they work together?
Express you answer in hours and minutes.
Solution:
Let us draw a small table to show the first steps.

Time (hrs) Portion/hour

1
Ruth 2 2
1
Esther 4 4
1
Together T T
Form the equation from the column with rational expressions

1 1 1
+ =
2 4 T
Multiply through by the LCD which is 4T. Then
2T + T = 4
3T = 4
4
t= hours
3
= 1hr 20 minutes
13. Solve the following problems by apply rational equations:
i) Mike takes twice as long as Rachel to complete a project. Together, they can
complete the project in 10 hours. How long will it take each of the to complete
the project?
ii) Britney can build a large shed in 10 days less than Cosmos. If they built it
together, it would take 12 days. How long would it take each of them working
alone?

iii) Paul went on a 56 miles trip to a soccer match. On the way back, due to road
construction, she had to drive 28 miles per hour slower. This made the trip take
1 hour longer. How fast dis she drive to the soccer game?
C. Factoring Different Types of Expressions

In the previous sections, we have already applied some bit of factoring. In this
section, we are going to factorise different types of expressions by using different
techniques.
14. Factorise the following expressions by identifying the Greatest Common Factor:
i) 4 x 2 y + 6 xy 3
ii) 6ab 4 + 8a 2 b

iii) 9m 5 n 2 + 12m 3 n
iv) 25m 4 + 35m 3 + 20m 2
v) 14 x 3 + 70 x 2 105x
vi) 9 xy 2 + 6 x 2 y 2 + 21y 3
15. Factorise the following expressions by first grouping and then factoring the
Greatest Common factor:
i) xy + 3 y + 2x + 6
ii) xy + 8 y + 3x + 24
iii) ab + 7b + 8a + 56
iv) x 2 + 3x − 2x − 6

v) x 2 + 2 x − 5x − 10
vi) y 2 + 4 y − 7 y − 28
When factoring polynomials, a variety of methods is applied including the ones seen
above, perfect squares (trinomials), difference of squares, etc.
16. Factorise the following polynomials by applying any correct:
i) x 2 − 15x + 50
ii) x 2 − 121
iii) 9 x 2 − 16 y 4
iv) 3x 4 − 3x 3 − 36 x 2

v) 4 x 2 + 10 x − 6
vi) 8x 4 − 4 x 3 + 10 x 2
vii) 9 x 2 (2 x + 7) − 12 x(2 x + 7)
viii) − 4 x 2 + 23x + 6
ix) 12 x 3 − 5x 2 − 3x
x) − x 2 + 7 x − 12

When solving polynomial equations by the method of factorisation, we do the

following:
• Reduce one side of the equation to zero.

• Factorise the other side of the equation.
• After the two conditions above are met, it is now OKAY to set each factor equal
to zero and then solve for the value of the unknown variable.
17. Solve the following equations by the method of factorisation:
i) 2x 2 + 4x − 6 = 0
ii) x 2 − 6x + 4 = −1
iii) x 2 + 5x + 6 = 20
iv) 3x 3 − 27 x = 0
v) x 2 + 3x − 10 = 0

vi) − 2x 2 + 6x = 0
D. Square Roots and Other Radical Expressions

It should be recalled that if we multiply a number by itself, it gives another number.
For example, 8  8 = 64 . On the other hand, we might wish to know which number
was multiply by itself to give 64. Then we are talking about the square root of 64
which is written as 64 = 8 . But again, we have that − 8  −8 = 64 . Therefore,
64 = −8 . This shows that square roots occur in pairs, and we write 64 = 8 .
A perfect square is a number which square root is an integer, for instance, 4, 9, 16,
25, 36, etc are perfect squares. When simplifying the square root of whole numbers,
we break down the number into a product of perfect squares and other whole
numbers to make the work easier as we see in the next exercise.
18. Simplify the following expressions:
i) 144
ii) 80
iii) 150
iv) 72
v) 248

The same idea of perfect squares can be used to simplify radical expressions with
odd and even powers. Recall from Learning Unit 1 exponential rule when the
exponent is a fraction.
19. Simplify the following radical expressions:
i) 100 x 2 y 4
ii) 49 x10 y 8
iii) 54 x 4 y 7
iv) 192 x 2 y 3 z 12
v) 3
216 x 4 y 3
vi) 3
− 250 x 3 y 9

(81x y )
1
4 2 2
vii)
viii) 5
32 x10 y 5
4m 4 n 2
ix)
4m 4 n 2
x) 3
54 x 4 y 2 • 3 x 2 y 4
64 x 4 y 2
xi)
25

ab
xii)
3
48a 12 b 6 •
a 2b 4
E. Sum and Difference of Cubes

Certain expressions can be factorised (or simplified) by applying standard formulae
for sum and difference of two cubes are given as:
a 3 + b3 = (a + b)( a 2 − ab + b 2 ) (sum of cubes)
a 3 − b3 = (a − b)(a 2 + ab + b 2 ) (difference of cubes)
20. Factorise completely the following expressions:
i) 3x 6 + 81y 6
ii) x 3 − 27

iii) 8 x 3 − 27 y 3
iv) − x 3 − 125
v) 8 x 6 y 12 + 27

F. Selected Solutions/Hints to Exercises

Selected Solutions/Hints to Section A
p+5
5.vi) 1− p multiply both sides by 3
3
p + 5 = 3(1 − p) Expand the right-hand side
p + 5 = 3 − 3p add 3p on both sides, subtract 5 from both sides
4 p = −2
1
p=−
2
8 3
(vii) = cross multiply
x +1 4
8(4) = 3(𝑥 + 1)
32 = 3𝑥 + 3
3𝑥 = 29
29
𝑥=
3
x+8 3x + 8
(viii) +3= multiply through by the LCD which is 24
6 8
4( x + 8) + 24(3) = 3(3x + 8) Expand the brackets
4 x + 32 + 72 = 9 x + 24
4 x + 104 = 9 x + 24 subtract 4 x from both sides and subtract 24 from both
Sides
5 x = 80
x = 16
4 1 3
(ix) + = Multiply through by 4( x − 2) the LCD
x−2 2 4
4(4) + 2( x − 2) = 3( x − 2) Expand and solve
Answer: x = 18
x 1
(xiii) −9= first factor 6 x − 36
6 x − 36 x−6
x 1
−9= multiply through by LCD which is 6( x − 6)
6( x − 6) x−6
x − 9  6( x − 6) = 6 Expand and solve
Answer: 𝑥 = 6
9.i) | 3x − 4 | −2 = 3 Add 2 on both sides

| 3x − 4 |= 5 Split into two equations by definition
3 x − 4 = 5 or 3 x − 4 = −5 solve both equations

(ii) | 5x + 4 | +10 = 2 Subtract 10 from both sides

| 5x + 4 |= −8
No solution because absolute sign is never negative
(v) 4 | 2 x − 3 | +1 = 21 Subtract 1 from both sides

4 | 2x − 3 |= 20 Divide both sides by 4
| 2 x − 3 |= 5 Split and solve as in part (i)
10.i) | 2 x + 1 | 7 Split according to the definition

− 7  2x + 1  7 subtract 1 from both sides and the middle
− 7 − 1  2x  7 − 1
− 8  2x  6 Divide through by 2
−4 x3
The inequality is valid for all values of x between -4 and 3 exclusive ( x = −4
and x = 3 are not solutions).
Represent on the number line.
(ii) | 2 x + 1 | 7 Split according to the definition

2 x + 1  7 or 2 x + 1  −7 Solve both inequalities.
(iii) 9 − 2 | 4 x + 1 | 3 Subtract 9 from both sides

− 2 | 4 x + 1 | 3 − 9
− 2 | 4 x + 1 | −6 Divide both sides by ‒2 and reverse inequality sign
| 4x + 1 | 3 Split as in part (i)
1
Answer: − 1  x 
2
(vi) No solution
Selected Solutions/Hints to Section B

11.i) Find the zeros of the denominator
( x − 3)(x + 4) = 0 implies x=3 or x = −4
The expression is defined for all real numbers except 3 and ‒4.
(iii) Factor the denominator and find its zeros.

x 2 + 5x + 6 = ( x + 2)(x + 3)
(v) x 2 + 4 has no zeros in the set of real numbers. Therefore, the expression is
defined for all real numbers.
x 2 − 5x + 6 ( x − 2)( x − 3)
12.(i) = = x−2
x−3 x−3

( x 2 + 5 x + 4)( x − 1) ( x + 1)( x + 4)( x − 1)

(ii) = = x+4
( x 2 − 1) ( x − 1)( x + 1)
6 x 2 − 54 6( x 2 − 9)
(v) =
x 2 + 7 x + 12 ( x + 4)( x + 3)
6( x − 3)( x + 3)
=
( x + 4)( x − 3)
6( x − 3)
=
x+4
13.i) Suppose Rachel takes x hours.
Time (hrs) Portion/hr

1
Mike 2x 2x
1
Rachel x x
1
10 10
Form the equation for this table:

1 1 1
+ = multiply through by the LCD 10 𝑥
2 x x 10
5 + 10 = x
x = 15 hours
Mikes takes 30 hours while Rachel takes 15 hours.
(ii) Suppose Cosmos takes x days
Time(days) Portion/day
1
Cosmos x x
1
Britney x − 10 x − 10
1
12 12

1 1 1
+ = Multiply through by the LCD 12 x( x − 10)
x x − 10 12
You will simplify to have the equation x 2 − 34 x + 120 = 0 which can use the
quadratic formula.
14.i) 4 x 2 y + 6 xy 3 = 2 xy (2 x + 3 y 2 )
(iv) 25m 4 + 35m 3 + 20m 2 = 5m 2 [5m 2 + 7m + 4]
15.i) xy + 3 y + 2x + 6 = ( xy + 3 y) + (2 x + 6)
= y( x + 3) + 2( x + 3)
= ( x + 3)( y + 2)
(iv) x 2 + 3x − 2x − 6 = ( x 2 + 3x) + (−2 x − 6)

= x( x + 3) − 2( x + 3)
= 9 x + 3)(x − 2)
16.i) x 2 − 15x + 50 Split middle term using factors of 50.

= x − 5x − 10 x + 50
2
= ( x 2 − 5x) + (−10 x + 50)

= x( x − 5) − 10( x − 5)
=
(ii) Difference of two squares
(iii) Difference of two squares
(iv) 3x 4 − 3x 3 − 36 x 2 = 3x 2 ( x 2 − x − 12)
= 3x 2 [ x 2 − 4 x + 3x − 12]
= 3x 2 [( x 2 − 4 x) + (3x − 12)]
= 3x 2 [ x( x − 4) + 3( x − 4)]
= 3𝑥 2 (𝑥 − 4)(𝑥 + 3)
(v) Factor 2 first an proceed by breaking the middle and then group.
(viii) − 4 x 2 + 23x + 6 = −1[4 x 2 − 23x − 6]

Split the middle term with factors of ‒24 [ 4  (−6) = −24 ]

17.i) 2x 2 + 4x − 6 = 0
Factor the LHS to obtain 2( x + 3)(x − 1) = 0
Answer: x = −3 or x = 1.
(ii) x 2 − 6x + 4 = 1 Make the RHS zero

x 2 − 6x + 5 = 0 factor and solve.
19.i) 100 x 2 y 4 = 10 2 x 2 ( y 2 ) 2
= 10xy 2
(ii) 49 x10 y 8 = 7 2 (x5 ) 2 ( y 4 ) 2
= 7x5 y 4
(iv) 192 x 2 y 3 y 12 = (3)(2 2 ) x 2 y 14

= 3 • (2 3 ) 2 x 2 ( y 7 ) 2
= 8 3xy 7
(vi) 3
− 250 x 3 y 9 = ‒1 3 2 • 53 x 3 ( y 3 ) 2
= − 53 2 xy 3
4m 2 n 2 4m 2 n 2
(ix) =
4m 4 n 2 2 2 (m 2 ) 2 n 2
4m 2 n 2
=
2m 2 n
= 2n
ab
(xii) 3
48a 12 b 6 •
ab = 3
2 3 • 6(a 4 ) 3 (b 2 ) 3 •
a 2b 4
2
a (b 2 ) 2
ab
= 23 6 a 4 b 2 •
ab 2
= 23 6a 4 b

Selected Solutions/Hints to Section E
20.i) 3x 6 + 81y 6 = 3[(x 2 ) 3 + (3 y 2 ) 3 ]

Sum of two cubes multiplied by 3. Complete by using the formula.
(ii) x 3 − 27 = x 3 − 33
Difference of two cubes. Complete by using the formula.
(iii) 8 x 3 − 27 y 3 = 2 3 x 3 − 33 y 3
= (2 x) 3 − (3 y) 3

Learning Unit 3: Sets, Sequences and Functions


• Workbook;
• IIE Learn.
A. Mathematical Statements, Connectives and

Quantifiers
We will start this unit with some theory exercises on mathematical statements.
1. Write down any five atomic statements:
i)
ii)
iii)
iv)
v)
2. Write five mathematical statements using the indicated connectives:
i) AND:
ii) OR:
iii) IF…THEN:

iv) IF AND ONLY IF:
v) NOT:
3. For each of the conditional mathematical statements below, write its converse,
inverse and contrapositive:
i) If a population consists of 50% men, then 50% of the population must be

women.
Converse:
Inverse:
Contrapositive:
ii) If you get good grades then you will get into a good college.
Converse:
Inverse:
Contrapositive:
iii) If you eat a whole pint of ice cream then you will not be hungry:
Converse:
Inverse:
Contrapositive:
4. Decide which of the following statements are TRUE and which are FALSE:
Briefly explain.
i) 2 +1= 4 → Odd numbers are divisible by 2

ii) John can count → Christmas is in December
iii) 2 is an even number → June has 31 days
iv) Africa is a continent → 5–1=6
We are now familiar with statements of the form:

If {Hypothesis, H} then {Conclusion, C}
Many theorems have the form:

For all x, H(x) → C(x)
For example: If x 2 is an odd integer, then x is also an odd integer.

• For all x , ( x 2 is odd) → ( x is odd).
• Domain: Set of integers.
In our next exercise, we are required to used direct proof and also proof by
contrapositive.
5. Use direct proof to show that the cube of every even integer is even.

6. Use direct proof to show that the product of two rational numbers is a rational
number.
7. Prove by contrapositive that if n is an integer and 3n + 7 is odd then n is even.
8. Prove by contrapositive that if x is a real number such that 3x is irrational then x

is irrational.

9. Make two different false statements (on the set of natural numbers N), one with
the universal quantifier and another with the existential quantifier. Explain why
the statements are false.
i)
ii)
10. Use a quantifier to write each of the statements below:
i) For each real number x , the square of x is bigger than zero.
ii) There exists an integer x such that its 3 x − 2 is zero.
iii) For every real number x , there exists a real number y such that x + y = 0
iv) There exists a natural number n such that n is bigger than 1.

11. Consider the following statement written in symbolic form:

( x  Z)( x is a multiple of 2).
i) Write this statement as an English statement.
ii) Is the statement true or false? Why?
iii) How would you write the negation of this statement as an English statement?
iv) If possible, write your negation of this statement from part (iii) symbolically
(using a quantifier).
12. Assume that the universal set is Z (the set of integers). Consider the following
sentence:
( t  Z)( t • x = 20 ).
i) Explain why this sentence is an open sentence and not a statement.
ii) If 5 is substituted for x , is the resulting sentence a statement? If it is a

statement, is the statement true or false?
iii) If 8 is substituted for x , is the resulting sentence a statement? If it is a

iv) If 2 is substituted for x , is the resulting sentence a statement? If it is a

v) What is the truth set of the open sentence ( t  Z)( t • x = 20 )?

13. For each of the statements P and Q, answer the questions that follow:
i) P: all squares are rectangles.

Q: all rectangles are parallelogram:
Write the conjunction of P and Q in words and then symbolically.
Is the conjunction true or false?
ii) P: all squares are rectangles.

Q: quadrilaterals have 11 sides.
Write the disjunction of P and Q in words and then symbolically.
Is the disjunction above true or false?
iii) P: the measures of vertically opposite angles are equal.

Write the negation of P in words and also symbolically.
Is the negation of P true or false?
iv) P: 17 is a prime number

Q: the sum of 4 and 5 is 9.
Write the negation of the conjunction of P and Q in words and also
symbolically.
Is the negation above true or false?
Write the negation of the disjunction of P and Q in words and symbolically.
Is the negation above true or false?

B. Set Notations and Operations on Sets

14. List the elements of the set A described in the following cases:
i) A={x
3
| x  {1, 2, 3,4}}
A=
ii) A = {‒n | n  N}
A=
iii) A = {x+ y | x  {1, 2, 3}, y  {4, 5, 6, 7}}

A=
iv) A = {‒ x | x  Z}
A=
v) A = The set of integers greater than ‒5
A=
vi) A = The set of prime numbers less than 60
A=
15. Given the following sets, decide if the statements that following are true or
false. Motivate your answers with brief explanations.
A = {1, 2, 3, 4, 5, …}
B = Set of integers between -10 and 10
C = Set of Integers.
D = Even numbers
F = {1, 3, 5, 7, 9, 11, 13}

i) The cardinality of A is known.
ii) A∩B=∅
iii) D  A
iv) (A U B)  C
v) (D U F)  A
vi) (A\D)  C
vii) A∩F  ∅
viii) (A U B U D U F)  C
ix) {1, 2, 3, 4}  A
x) |B| < |F|
16. Given the universal set:
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15} and the sets
A = {2, 4, 6, 8, 10, 12, 14}
B = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
C = {10, 11, 12, 13, 14, 15},
answer the following questions based on the given information:

i) Represent the above information on a Venn diagram.
ii) Find the set A ∩ B.
iii) Find the set B U C.
iii) Find the set A , the complement of A
iv) Find A  C , the Cartesian product of A and C.
v) Find (B U C)\A

C. Sequences
A sequence is an ordered list of numbers. For example, 1, 3, 5, 7, 9, …The three

dots mean to continue forward in the pattern established. The number 1 is the first
term, 3 is the second term, 5 is the third term, etc. The notation a1 , a 2 , a3 , …, a n is
used to denote the different terms in a sequence. The expression an is known as the
general or nth term of the sequence.
17. Find the next three terms in the given sequences below:
i) ‒8, 3, 14, 25, …
ii) 1, 2, 8, 16, …
iii) 10, 50, 250, 1250, …
iv) 3, 7, 11, 15, …
v) 1, 4, 9, 16, …
In some cases, the general term of a sequence is given, and we can use it to derive
the terms of the sequence by substituting numbers in place of n. This is going to be
the method in our next exercise.
18. Find the first five terms of the sequence whose general term is:
i) a n = 2n
ii) ( )
a n = 2 3 n −1

iii) a n = 2n + 3
iv) a n = 7 + 3(n − 1)
n −1
 3
v) a n = 2 
 2
A recursive sequence is a sequence in which terms are defined using one or more
previous terms which are given. The value of n is usually defined to start somewhere
for the recursive formula to have meaning. For instance, a sequence is defined with
the general term a n = 2a n−1 − 1 , for n  2 , a1 = 3 . This shows that the general term is
meaningful only for values of n  2 , which is why a1 is given. Substituting n = 1 in
the general term will not make any sense.
19. Find the next three terms in the following recursive sequences:
i) a n = 2a n−1 − 1, for n  2 , a1 = 3

ii) a n = a n−1 + a n−2 , for n  3 , a1 = 1 = a 2
iii) a n = 3a n−1 − 20 , for n  2 , a1 = 9
iv) a n = 3a n −1 + 4a n −2 , for n  3 , a1 = 1 , a 2 = 2

D. Functions
Let us recall the definition of a function as defined in the prescribed text. A function is
a rule that assigns each input exactly one output. This means that different inputs
can be assigned the same output and that will still be a function but when the same
input is assigned different outputs, it does not longer represent a function. The set of
all inputs of a function is called the domain while the set of all allowable outputs is
called the codomain. What is the range of a function?
Mathematically, a function is a rule or law that defines a relationship between one

variable (the independent variable) and another variable (the dependent variable).
The relationship commonly symbolised as y = f (x) are related such that for every x ,
there is a unique value of y . That is, f (x) cannot have more than one value for the
same x . The set of values of f (x) generated by the values in the domain is called
the range of the function.
If it happens that all the members of the codomain are in the range, we say that the
function is onto or surjective. Meanwhile a function is said to be injective or one-to-
one if no two members of the domain are mapped to the same member in the
codomain.
A function which both injective and surjective is said to be bijective.
20. In the exercise that follows, say whether the defined relationship between the
sets A and B is a function or not. If it is a function, explain whether it is injective,
surjective or bijective.
i)

ii)
iii)
iv)
v)

21. Evaluate the following functions at the indicated points of the independent
variable:
i) f ( x) = 5 − 3 x 2 at x = 3
ii) h( p ) = p 2 + 2 p h(4)
iii) f ( x) = 5 x 2 − 2 x + 7 , at x = −3
iv) g ( x) = −2 | 4x − 8 | +3 , g (−4)

22. The function f ( x) = x 2 , when defined on the said of real numbers, it is not
injective but when the domain is the set of positive real numbers, it becomes an
injective function. Explain why this is so (use values to explain this clearly).
23. Show that the function defined by h( x) = 4 x + 1 is an injective function.
24. State the domain and range of the following functions (explain your answer):
1
i) f ( x) =
x
1
ii) f ( x) =
x−4

3
iii) y=− x
5
1
iv) g ( x) = −5
x+3
v) 𝑓(𝑥 ) = |𝑥|
25. In the questions that follow, find the inverse of each function and state its
domain.
i) f ( x) = 3x + 2
1
ii) g ( x) =
x−4

1
iii) h( x ) = −5
x+3
x−3
iv) f ( x) =
x−2
v) f ( x) = x + 2

E. Selected Solutions/Hints to Exercises

5. Let x be an even integer.

We will show that x 3 is also even.
Let x = 2 k for some integer k .
Cube both sides.
x 3 = ( 2k ) 3
= 23 k 3
= 2 • 22 k 3
= 2(4k 3 )
4k 3 is an integer, so x can expressed as 2 times an integer, and therefore x 3
is even.
6. Let x and y be rational numbers.

We will show that xy is also rational.
a c
Then x = and y = where, a, b, c, d are integers with b  0 , d  0 .
b d
 a  c 
xy =   
 b  d 
ac
=
bd
ac and bd are both integers. Also bd  0 since b  0 , d  0 .
Therefore xy is a ratio of two integers.
7. Let n be an arbitrary odd integer.

We will show that 3n + 7 is even.
Let n = 2k + 1 for some integer k.
Substitute n = 2k + 1 into 3n + 7.
3n + 7 = 3(2k + 1) + 7
= 6k + 3 + 7
= 6k + 10
= 2(3k + 5)
Since k is an integer, 3k + 5 is an integer and so 3n + 7 can be expressed as 2
times an integer and therefore 3n + 7 is an integer.
8. Note that every real number is rational or irrational. A real number is irrational if
it cannot be expressed as a ratio of two integer.
Assume that x is real and that x is not irrational.
Then show that 3 x is rational and therefore irrational.
Since x is real and not irrational, then it is rational.

a
Let x = where b  0 .
b
 a  3a
Therefore, 3 x = 3  = .
b b
Since a is an integer, 3a is also an integer.
Furthermore, b  0 . Therefore, 3 x can be expressed as a ratio of two integers
with a non-zero denominator. Which means 3 x is rational.
19.i) a n = 2a n −1 n  2, a1 = 3
a 2 = 2a 2−1 = 2a1 = 6
a3 = 3a3−1 = 3a 2 = 18
a 4 = 4a 4−1 = 4a3 = 72
(ii) a n = a n−1 + a n−2 n3 a1 = 1 = a 2
a3 = a3−1 + a3−2 = a 2 + a1 = 1 + 1 = 2
a 4 = a 4−1 + a 4−2 = a3 + a 2 = 1 + 2 = 3
a5 = a5−1 + a5−2 = a 4 + a3 = 3 + 2 = 5
(iv) a n = 3a n −1 + 4a n −2 n3 a1 = 1 a2 = 2
a3 = 3a3−1 + 4a3−2 = 3a 2 + 4a1 = 3(2) + 4(1) = 10

a 4 = 3a 4−1 + 4a 4−2 = 3a3 + 4a 2 = 3(10) + 4(2) = 38
a5 = 3a5−1 + 4a5−2 = 3a 4 + 4a3 = 3(38) + 4(10) = 154

20.i) Not a function. Reason: One element in domain is mapped to two elements in
codomain
(ii) General function: Not injective, not surjective.
(iii) An injective function but not surjective. Reason: One element of codomain is
not an image.
(iv) A surjective function but not injective. Reason: two elements in domain are
mapped to the same element in the codomain.
(v) A bijective function. It is both injective and surjective.

22. Substitute for example, ‒2 and 2 for x and explain what you observe.
1 x the subject of the formula.
25.(ii) Let y = and make
x−4
y( x − 4) = 1
yx − 4 y = 1
yx = 1 + 4 y
1+ 4y
x=
y
−1 1 + 4x
f ( x) = and the domain is the set of all real numbers except 0.
x
1
(iii) y= −5
x+3
1
y5 =
x+3
( x + 3)( y + 5) = 1
xy + 5x + 3 y + 15 = 1
x + 5x = −14 − 3 y
x( y + 5) = −14 − 3 y
− 14 − 3 x
h −1 ( x ) = and the domain is the set of real numbers except ‒5.
x+5
x−3
(iv) y=
x−2
x the subject yields −1 2x − 3
Making f ( x) = , domain is the set of real numbers
x −1
except 1.
(v) y= x+2 Square both sides.
y2 = x + 2
x = y2 − 2
f −1 ( x) = x 2 − 1 and the domain is the set of real numbers.

Learning Unit 4: Counting


• Workbook;
• IIE Learn.
A. Additive and Multiplicative Principles in Counting

The additive principle states that if event A can occur in m ways and event B
can occur in n ways and the two events are disjoint, then the event “A or B”
can occur in m + n ways. This principle also works with more than two events.
In the additive principle, it is important that events be disjoint, that is, that there is no
way for A and B to both happen at the same time. For example, a standard deck of
52 cards contains 26 red cards and 12 face cards. However, the number of ways to
select a card which is either red or face card is not 26 + 12 = 38. This is because
there are 6 cards which are both red and face cards.
The multiplicative principle states that if event A can occur in m ways, and each
possibility for A allows for exactly n ways for event B, then the event “A and B”
can occur in m x n ways. This principle also works with more than two events.
Answer the following questions using the above counting principles:
1. Suppose a bakery has a selection of 20 different cupcakes, 10 different donuts,

and 15 different muffins. If you are to select a tasty treat, how many different
choices of sweet can you choose from?
2. Thomas goes to a restaurant and chooses to create his own burger. He has 2
different kinds of cheese, 3 different kinds of bread, and 3 different sauces he
can choose form, but he can only choose one of each category. How many
different ways can he create his burger?

3. Diane is ordering pizza for her family. There are four different sizes of the
pizza. Also she has to choose one of 5 toppings to place on the pizza and one
of 3 different types of cheese for the pizza. In addition, she must choose one of
3 different kinds of crusts. How many different ways can she have her pizza?
4. How many 3-digit numbers can be formed from the digits 2, 3, 4, 5, 7 and 9?
How many of these digits are less than 400?
5. The company that sells customizable cases offers cases for tablets and
smartphones. There are 3 supported tablet models and 5 supported
smartphone models. How many options do we have in choosing a case?
6. There are 2 vegetarian entrée options and 5 meat entrée options on a dinner
table. What is the total number of entrée options?

7. If in your closet you have five ironic t-shirts, three pairs of pants, and three
collegiate hats, how many different outfits do you have? Here an outfit is pants,
a shirt, a hat.
8. A restaurant offers a breakfast that includes a breakfast sandwich, a side dish

and a beverage. There are 3 breakfast sandwiches, 4 side dish options, and 5
beverage choices. Find the total number of possible breakfast specials.
9. How many six-character license plates can there be if the first three characters
are letters and the second three characters are numbers?
10. At a swimming competition, 9 swimmers compete in the race.
i) How many ways can they place first, second and third?
ii) How many ways can they place first, second and third if a swimmer named
Ariel wins first place? (Assume there is only one contestant named Ariel)
iii) How many ways can all nine swimmers line up for a photo?

11. A family of five is having portraits taken.
i) How many ways can the family line up for the portrait?
ii) How many ways can the family line up for the portrait if the parents are required
to stand at each end?
B. Counting with Sets

In this section, we will use concepts of sets already covered in Learning Unit 3 and
apply them to counting principles.
12. Suppose a survey of car enthusiasts showed that over a certain time period, 30
drove cars with automatic transmissions, 20 drove cars with standard
transmissions, and 12 drove cars of both types. If everyone in the survey drove
cars with one of these transmissions, how many people participated in the
survey? Show this information on a Venn diagram.

13. A survey of 100 people in Johannesburg indicates that 60 people have visited
Midrand, 15 have visited Soweto and 6 have visited both. How many people
have visited neither place? Show this information on a Venn diagram.
14. A survey of 100 exercise conscious people resulted in the following information:
• 50 jog, 30 swim, and 35 cycle

• 14 jog and swim
• 7 swim and cycle
• 9 jog and cycle
• 3 people take part in all three activities
i) Represent the above information on a Venn diagram.

ii) How many jog but do not swim or cycle?
iii) How many take part in only one of the activities?
iv) How many do not take part in any of the activities?
15. Let S be the set of all playing cards in a standard deck, and let:
D = set of diamonds
T = set of tens
H = set of hearts
By using formulae given in Learning Unit 4 or otherwise:
i) Find |D U H|
ii) Find | D |
iii) Find |H U T|
iii) Find |D U T U H|
16. Given the set S = {1, 2, 3, 4, 5, 6} The outcomes of rolling a die.

Find |S  S| by first listing all its elements.

17. At a car dealership, Brand X sells 11 different models of cars each of which
comes in 20 different colours, while brand Y sells 6 different models of cars
each of which comes in 5 different colours. How many different possible car
options (including brand, model and colour) can be purchased at the
dealership?
18. In a survey of investors it was found that 100m invested in stocks, 60 in mutual
funds, and 50 in bonds. Of these, 35 invested in stocks and mutual funds, 30 in
mutual funds and bonds, 28 in stocks and bonds, and 20 in all three. For each
of the following draw a Venn diagram and shade the indicated sets and
determine the number of investors in each set.
i) Investors who invested in mutual funds only.
ii) Investors who invested in exactly one of these investments.

iii) Investors who invested in stocks and bonds but not mutual funds.
iv) Investors who invested in exactly two of these investments.
v) Investors who invested in at least two of these investments.

vi) investors who invested in at most two of these investments.
vii) Investors who did not invest in bonds.
viii) Investors who invested in all three investments.

C. Counting Functions
Suppose A and B are finite sets with cardinalities |A| = n and |B| = m. How many
functions f : A → B are there?
Recall that a function f : A → B is a binary relation f  A  B satisfying the following
properties:
• Each element x  A is mapped to some element y  B .

• Each element x  A is mapped to exactly one element y  B .
The element x1  A can be mapped to any of the m elements from the set B. The
same is true for all other elements in A, that is, each of the n elements in A has m
choices to be mapped to B. Hence, the number of distinct functions from f : A → B
is given by
m n =| B || A|
We suppose again that |A| = n and |B| = m. Obviously, m  n . Otherwise, injection
from A to B does not exist.
Counting Injective Functions
If we take the first element x1 in A, it can be mapped to any element in B. So there

are m ways to map the element x1 . For the next element x 2 , there are m-1
possibilities because one element in B was already mapped to x1 . Continuing this
process, we find that the nth element has m – n + 1 options. Therefore the number of
injective functions is given by the formula (not found in the MM but very useful)
m!
m(m − 1)(m − 2)(m − 3)...(m − n + 1) =
(m − n)!
Where m! is a mathematical operation read as “m factorial”, which is a product of all

the integers from m down to 1. For instance,
4! = 4  3  2  1 = 24 6! = 6  5  4  3  2  1 = 720
Counting Surjective Functions
Let |A| = n and |B| = m. Now suppose that n  m . By definition of a surjective

function, each element bi  B has one or more pre-images in the domain A. How to
explain the formula in this section is beyond our scope (partition of a set) so we shall
not go into details. The total number of surjective functions from A to b is given by the
formula (not found in the MM but useful).
m!S(n, m),

where S(n, m) means the Stirling number of second order, defined as the number of
subsets of cardinality m which can be formed from a set of cardinality n.
E.g., S(3, 1) = 3 since 3 subsets of size 1 can be formed from a set of size 3. In short
S(n, 1) = n.
Counting Bijective Functions
If there is a bijection between two finite sets A and B, then the two sets have the
same number of elements, that is, |A| = |B| = n.
The number of bijective functions between the two sets is equal to n!
Answer the following questions by using the concepts discussed above or the
method in the Module Manual. (MM):
19. Let A = {a, b, c, d} and B = {1, 2, 3, 4, 5}. Determine:
i) The number of functions from A to B.
ii) The number of functions from B to A.
iii) The number of injective functions from A to B.
iv) The number of injective functions from B to A.
v) The number of surjective functions from A to B.
vi) The number of surjective functions from B to A.
20. Let A = {1, 2, 3} and B = {a, b, c, d, e}
i) What is the total number of functions from a to B?
ii) How many injective functions are there from A to B?
iii) How many injective functions are there from A to b such that f (1) = a ?
iv) How many injective functions are there from A to B such that f (1)  a and
f (2)  b ?
21. Let A and B be sets of cardinalities 2 and 3, respectively. Which is greater – the
number of functions from the power set of A to the set B or the number of
functions from the set A to the power set of B? Show your solution.
22. Suppose |A| = 5 and |B| = 2. Count the number of surjective functions from A to
B.
23. Let |A| = 3 and |B| = 5. How many functions are there from set A to set B that
are neither injective nor surjective?
D. Representing Data: Binary, Decimal and

Hexadecimal
In Learning Unit 1, we already did some work on numbers and their place values.
These numbers dealt with in LU1 are called decimal numbers or numbers in base 10.
We are going to doing exercises on the different types of numbers and how to
convert from one number system to another. We will also do some exercises on
negative binary numbers and how numbers are used to store information.
The following techniques will be useful when converting from base 10 to base and
vice versa.
Example: Convert 37 (denary) to base two (binary).
Method: Tabulate a table a divide 37 by two in each row and write down the
remainder in another row until you have nothing to divide. Then write down the value
from the remainder column starting from below. That will be the equivalence of 37 in
base two.
37 divided by 2 Remainder
18 1
9 0
4 1
2 0
1 0
0 1
If we write from below in the remainder column, we have that 37 = 100101 in 6 bits. If
we were asked to write 37 in 8 bits, our answer will be 00100101, or in ten bits, our
answer will be 0000100101, etc.
On the other hand, to write 100101 as a decimal or denary number, we draw a table
with three columns with the 0’s and 1’s in the same order as above and multiply by
powers of 2 starting with a power of zero from the top. At the end we add the result of
the products.
Powers of 2 Binary number Product

20 1 1
21 0 0
22 1 4
23 0 0
24 0 0
25 1 32
Adding the numbers in the third column gives us 32 + 4 + 1 = 37 as required.

We can see that ignoring those rows where the binary was zero would have
caused no harm to our answer (bear this in mind for the purpose of saving time).
24. Write the following denary numbers as binary:
i) 23
ii) 44
iii) 95
iv) 112
v) 205
vi) 181
vii) 100
viii) 401
25. Write the following binary numbers as denary numbers:
i) 11011
ii) 101011
iii) 111000110
iv) 010110111
v) 00011101
26. By grouping the following 2 bytes numbers into groups of 4 bits, find their
equivalence in hexadecimal form:
i) 1000111001110011
ii) 0011010111001101
iii) 1110000101110101
iv) 0011111100101101
27. By using the binary – hexadecimal relation, find the denary equivalence of the
following hexadecimal numbers:
i) BF
ii) CE
iii) AB
iv) FC
28. Using 8 bits where one is a sign bit, find the binary representation of the
following numbers:
i) 26
ii) ‒34
iii) ‒17
iv) 76
v) 91
29. Given that the following binary numbers in 8 bits are signed numbers, find the
denary representations for the numbers. Comment where validity is
questionable.
i) 10001101
ii) 101110110
iii) 00011101
iv) 10101011
v) 00010111
30. Find the two’s complement representation for the following numbers using 8
bits:
i) 56
ii) ‒56
iii) 113
iv) ‒113
v) ‒85
31. How do you know whether a binary number in 8 bits is negative or positive?
32. Describe in three steps, the process of converting two’s complement numbers
to decimal numbers.
33. Convert the following two’s complements to their decimal representatives:
i) 11100011
ii) 11001101
iii) 10001110
34. By first converting the following numbers to binary in 8 bits, find the required
sums in the questions that follow, ‒8, ‒17, 5, 9 :
i) ‒8 + 9
ii) ‒17 + 9
iii) 5-9
iv) 5+9
35. Write the following words or phrases using ASCII codes:
i) Exams
ii) Phone
iii) exit
iv) GARAGE
v) Go out
vi) “Bring him in”
E. Computer Images and Colours Using Numbers

and Bits
36. What role do the colours Red, Green and Blue (RGB) play in computer
images?
37. What is the range of numbers used to represent the three primary colours on
the computer screen and what effect do these numbers have on each colour?
38. Which colours are considered primary colours for printers and why?
39. Name the smallest and largest decimal numbers respectively that can be
represented with 8 bits and give their binary representation.
40. How many bits do we need to represent each of the primary colours (RGB) and
why?
41. Which pattern of binary numbers form the three colours Red, Green, Blue in
computers and how was it arrived at?
42. How many hosts will each segment support if the Class B address 132.2.0.0 is
subnetted with a 29-bit mask?
43. Given the IP address 172.16.12.54, with a mask of 255.255.255.240, which of

the following are valid host addresses on the same subnet?
A. 172.16.12.64
B. 172.16.12.57
C. 172.16.12.49
D. 172.16.12.48
E. 172.16.12.63
F. 172.16.12.45
44. Which class is each of the following IP address belongs to?
A. 219.21.56.0
B. 95.0.21.90
C. 119.18.45.0
D. 220.200.23.1
E. 10.250.1.1
45. For each of the following IP addresses, identify the network portion and the
host portion. Write down the default subnet mark for each address:
A. 17.45.222.45
B. 192.200.15.0
C. 217.21.56.0
D. 218.155.230.14
E. 126.201.54.231
46. Using the IP address and subnet mask shown write out the network address:
A. 199.20.150.35 _____________________________ 255.255.255.0

B. 223.69.230.250 _____________________________ 255.255.0.0
C. 192.149.24.191 _____________________________ 255.255.255.0
47. Using the IP address and subnet mask shown write out the host address:
A. 203.20.35.215 _____________________________ 255.255.255.0

B. 10.10.10.10 _______________________________ 255.0.0.0
C. 191.55.165.135 ____________________________ 255.255.255.0
F. Selected Solutions/Hints to Exercises

10. i) 9 ways to choose the first, 8 ways to choose the second and 7 ways to choose
the third. Since these events can occur together, we us the multiplicative
principle.
9  8  7 = 504 ways
(ii) Since first is chosen already, only are left to choose the second and 7 left to
choose the third. By the multiplicative principle, we have
1  8  7 = 56 ways
(iii) 9  8  7  6  5  4  3  2  1 = 9! ways
11.i) 5! ways
(ii) Mom or Dad can be chosen in 2 ways to stand at one end. The one who is not
chosen is then left for the other end with only one option. The siblings can be
chosen in 3  2  1 = 6 ways
Mom or Dad Siblings Remaining parent

2 ways 6 ways 1 way
Total = 2  6  1 = 12 ways

19.i) We see that |A| = 4 and |B| = 5
Total number of functions from A to B is | B || A| = 5 4 = 625
|B|
(ii) Total number of functions from B to A is | A | = 45 = 1024
5!
(iii) Total number of injective functions from A to B is = 120
(5 − 4)!
(iv) There are no injective functions from B to A since |B| > |A|.
(v) There are no surjective functions from A to B since |A| < |B|
21. |A| = 2 and |B| = 3

|A x A| = 4 and |B x B| = 9
Number of functions from A x A to B is 3 4 = 81 .
Number of functions from A to B x B is 9 2 = 81.

24 (i)
Divide by 2 starting with 23 Remainder
11 1
5 1
2 1
1 0
0 1
Read from below in the remainder column: 23 = 10111
(ii)
22 0
11 0
5 1
2 1
1 0
0 1
(v)
102 1
51 0
25 1
12 1
6 0
3 0
1 1
0 1
25. (i)
Binary read from Powers of 2 increasing Column 1  Column 2

below from top
1 20 1
1 21 2
0 22 0
1 23 8
1 24 16
Total = 27
11011 = 27
(ii)
Binary read from Powers for 2 increasing Column 1  Column 2
below from top
1 20 1
1 21 2
0 22 0
1 23 8
0 24 0
1 25 32
Total = 41
101011 = 41
26.
(i) Observe that 1000 = 8, 1110 = E, 0111 = 7 and 0011 = 3
Therefore, 1000111001110011 = 8E73
(ii) Observe that 0011 = 3, 0101 = 5, 1100 = C and 1101 = D

Therefore, 0011010111001101 = 35CD
27.i) BF = 10111111
= 2 7 + 0 + 2 5 + 2 4 + 2 3 + 2 2 + 21 + 2 0
= 128 + 64 + 8 + 4 + 1
= 191
Observe that this way of converting from binary to decimal without
using a table as in Question 25 above. You may adopt this approach to save
more time when solving exercises.
(ii) CE = 11001110
= 2 7 + 2 6 + 0 + 0 + 2 2 + 2 2 + 221 + 0
= 207
28.i) First convert 26 to binary and truncate with zeros to the left.

13 0
6 1
3 0
1 1
0 1
26 = 11010 (in 5 bits)
= 00011010 (in 8 bits)
(ii) Show that 76 = 1001100 (in 7 bits) which is 01001100 in 8 bits.
29.i) 10001101 is negative since it starts with 1.

Subtract 1 from it to have 10001100.
Invert the digits to have 01110011 and convert to decimal as in question 27
above to have 115. Then add a sign to have ‒115 which is the answer.
(ii) 101110110 is a negative number.

Subtract 1 to have 101110100 and then invert the digits to have 010001011
which is converted to decimal and the sign added. This gives ‒273.
Comment: This falls out of range for validity of Two’s complement.
(iii) 00011101 is a positive number since it starts with a zero.

00011101 = 29.
30.i) Since 56 is a positive number, its Two’s complement is just its digits in binary.
56 = 111000
(ii) for ‒56, we invert the digits for 56 and add 1.

That is, ‒ 56 = 000111 + 1 = 001000.
(iii) Using a table to convert 113, we have that 113 = 1110001.
(iv) For ‒113, we invert the digits for 113 and add 1.
That is, ‒113 = 0001110 + 1 = 0001111
34.i) Observe that 9 = 01001 in 5 bits while ‒8 = 101000 as a sign number.

Truncate the 1 1 on the left-hand side and find the Two’s complement of the
result (01000).
Result inverted gives 10111 and now we add 1 to it to get its Two’s
complement which is 11000. Now add the two binary numbers.
01001
+ 11000
100001
Truncate the 1 at the left end to have 00001 which is the answer for ‒8 + 9.
Learning Unit 5: Introduction to Symbolic Logic and

Proofs

• Workbook;
• IIE Learn.
A. Logical Statements and Truth Tables

Remark: When you are constructing a truth table, you must consider all possible
assignments of True (T) and False (F) to the component statements. For example,
suppose the components statements are P, Q and R. Each of these statements can
be either true or false, so there are 23 = 8 possibilities. If we have P and Q as the
only component statements, then we have 2 2 = 4 possibilities.
1. For three statements P and R (irrespective of their content), complete the

following truth tables (T = True, F = False):
i)
P Q PɅQ PɅ Q PɅ Q
T T
T F
F T
F F
ii)
P Q P˅Q P˅ Q P˅ Q
T T
T F
F F
iii)
P Q P →Q P→ Q P→  Q
T T
T F
F T
F F
iv)
P Q P ↔Q P ↔ Q P↔ Q
T T
T F
F T
F F
2. Construct a truth table for the formula  P Ʌ (P → Q).
3. What is a tautology? Show that the formula (P→Q) (Q→P) is a tautology.

(Remember the remark above).
4. Suppose that P is false and P   Q is true. Tell whether Q is true, false or

its truth value cannot be determined.
5. Suppose that (P Ʌ  Q)→R is false. Tell whether Q is true, false or its truth
value cannot be determined.
6. Determine (with clear explanation) the truth value of the statement

(10 > 42) →”Ichabod Xerxes eats chocolate cupcakes”
Remark: Two statements P and Q are logically equivalent if P ↔ Q is a tautology.

To test whether P and Q are logically equivalent, you could set up a truth table to
show that P↔Q is a tautology, that is, P↔Q has Ts in its column. However, it is
easier to set up a table containing P and Q and then check whether the columns for
P and Q are the same.
7. Show that P→Q and  P  Q are logically equivalent.
Remark: There are infinite number of tautologies and logically equivalences. Below is
a list of some of them
 (  P)↔ P Double negation

 (P V Q) ↔ (  P Ʌ  Q) DeMorgan’s Law
 (PɅQ) ↔ (  P V  Q) DeMorgan’s Law
(P → Q) ↔ (  Q →  P) Contrapositive
[P Ʌ (P → Q)] →Q Modus ponens
[  Q Ʌ (P → Q)] →  P Modus tollens
8. Write down the negation of the following statements, simplifying so that only
simple statements are negated. Indicate at each step which rule is applied.
i) (P V  Q)
ii) (P Ʌ Q) →R
9. Show (by any method) that the inverse and the converse of a conditional are
logically equivalent.
10. Suppose x is a real number. Consider the statement “If x 2 = 4 , then x = 2 ”.

Construct the converse, the inverse and the contrapositive. Determine the truth
or falsity of the four statements using your knowledge of algebra.
11. Consider the following statements:
Premise: If I go to the mall, then I will buy new jeans

Premise: If I buy new jeans, I will buy a shirt to go with it
Conclusion: If I got to the mall, I will buy a shirt.
Let M = I go to the mall J = I buy jeans and S = I buy a shirt.
Construct a truth table for [(M → J) Ʌ (J → S)] → (m → S).
B. Proofs: Direct, Contrapositive, Contradiction,

Cases
12. Prove the following statements using the method of direct proof:
i) If n s an even integer, the n 2 is even.
ii) The sum of two odd numbers is even.
iii) The sum of an even number and an odd number is odd.
iv) If n is an odd integer, then n 3 is odd
v) If n is an odd integer, then n 2 + 3n + 5 is odd
13. Prove by cases that if n is a natural number, then 1 + (−1) n (2n − 1) is a multiple
of 4.
14. Prove that if two integers have opposite parity, then their sum is odd.
15. Use a counterexample to the following statement: “If n is an even integer and
2
n is divisible by 4, then n is divisible by 4”.
16. Suppose x is an integer. If 7 x + 9 is even, then x is odd. Prove this statement

by:
i) Direct proof
ii) Contrapositive
17. Prove by contrapositive that for any integer k, if 3k + 1 is even, then k is odd.
18. Consider the statement “For all integers n , if n 3 + 5 is odd, then n is even”.
Prove this statement using the following methods of proof:
i) Direct proof.
ii) Proof by contrapositive.
iii) Proof by contradiction.
C. Selected Solutions/Hints to Exercises

5. Recall that P → Q is false only under one condition, namely, P is T and Q is F.
7. Draw a truth table for P → Q and  P V Q and see that they have the same
column values.
8.i)  (P V  Q) = PɅ  Q DeMorgan’s law

= PɅQ Double negation
(ii)  [(PɅQ)→R] =  [  (PɅQ)VR] Conditional disjunction

=   (PɅQ)Ʌ  R DeMorgan’s law
= (PɅQ)Ʌ  R Double negation
10. The converse is “if x = 2 , then x 2 = 4 ”.

The inverse is “if x 2  4 , then x  2 ”.
The contrapositive is “if x  2 , then x 2  4 ”.
The original statement is false: (−2) 2 = 4 but − 2  2 .
The converse is true.
The inverse is logically equivalent to the converse, so the inverse is true as
well.
The contrapositive is false. Show it just like we did in the original statement.
Selected Solutions/Hints to Section B
13. 1 + (−1) n (2n − 1) multiple of 4 for all natural numbers n?

Suppose n is a natural number. Then n is either odd or even. Let’s consider
these two cases separately.
CASE 1: Suppose n is even. Then n = 2k for some integer k and (−1) n = 1.
Thus 1 + (−1) n (2n − 11) = 1 + (1)(2(2k ) − 1)
= 1 + 4k – 1
= 4k
which is a multiple of 4.
CASE 2: Suppose n is odd. Then n = 2k + 1 for some inter k with (−1) n = −1 .
Thus 1 + (−1) n (2n − 1) = 1 + (−1)(2(2k + 1) − 1)
= 1 ‒ 4k – 2 + 1
= ‒4k
which is a multiple of 4.

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IIE Workbook MAPC5112

MATHEMATICAL PRINCIPLES FOR COMPUTER

The Independent Institute of Education (Pty) Ltd is registered with

© The Independent Institute of Education (Pty) Ltd 2022 Page 1 of 139

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© The Independent Institute of Education (Pty) Ltd 2022 Page 3 of 139

Must-Know Facts and Formulas

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Learning Unit 1: An Introduction to Arithmetic

• Module Manual Learning Unit 1;

A. Place Values and Expanded Forms of Numbers

i) What is the greatest 1-digit number?.........................

ii) What is the greatest 2-digit number?.........................

iii) What is the smallest 2-digit number?..........................

iv) What is the greatest 3-digit number?.........................

v) What is the smallest 3-digit number?.........................

© The Independent Institute of Education (Pty) Ltd 2022 Page 7 of 139

2. Find the place value of 7 in the following numbers:

4. Find the sum of the place value of 5 in the following numbers:

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5. Form a number with:

ii) 8 at thousands place…………………....

iii) 0 at tens place…………………………..

iv) 1 at ten thousands place……………….

8. Write the following numbers in words:

© The Independent Institute of Education (Pty) Ltd 2022 Page 9 of 139

9. Write the following numbers in figures:

i) Three thousand two hundred and three.

iii) Twelve thousand and ninety.

10. Write the expanded form of the following numbers:

11. Write the following numbers in standard form:

i) 90000 + 8000 + 700 + 60 + 5

ii) 40000 + 3000 + 200 + 50 + 9

12. Fill in the blanks:

i) 68735 = ___ten thousand + ___thousand + ___hundred + ___tens + ___ones

ii) 87632 = (____x 10000) + (7 x ______) + (____x 100) + (3 x ____) +(__x 1)

iii) 54907 = 50000 + _________ + __________ + 7

© The Independent Institute of Education (Pty) Ltd 2022 Page 10 of 139

B. Properties of Whole Numbers

The following table is a summary of properties of whole numbers:

Operation Closure Commutativity Associativity

The distributive property of multiplication over addition is

Similarly, the distributive property of multiplication over subtraction is

© The Independent Institute of Education (Pty) Ltd 2022 Page 11 of 139

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21. Simplify the following using the distributive property:

ii) 121  18 − 121  8

ix) 80  56 − {7  8 + (13 − 2  5)}

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C. Inequalities and the Number Line

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25. Evaluate the following expressions at the given values of x :

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26. Simplify the following expressions:

iii) 14(−2) + (−4) − 4(− 5 + 3)

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iii) Rational numbers

iv) Irrational numbers

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vi) Real numbers

i) 68735 = _ten thousand + _thousand + _hundred + _tens + ___ones

ii) 87632 = (x 10000) + (7 x ) + (x 100) + (3 x ) +(x 1)

iii) 54907 = 50000 + _ + __ + 7