Altamia Math 1 Final Module

COLLEGE OF SCIENCE AND TECHNOLOGY
Cagamutan Norte, Leganes, Iloilo - 5003

Tel. # (033) 396-2291 ; Fax : (033) 5248081
Email Address : svcst_leganes@yahoo.com
COO – FORM 12
SUBJECT TITLE: MATHEMATICS IN THE MODERN WOLRD
INSTRUCTOR: KRISHIA MAY B. ALTAMIA, LPT
SUBJECT CODE: MATH 1
FINALS MODULE
TOPIC 1: LINEAR EQUATIONS
LEARNING OBJECTIVES:
At the end of the lesson the student should be able to:
1. Define linear equation;
2. Identify the different properties of equality;
3. Express verbal sentences to mathematical expressions;
4. Determine the different steps in solving equations;
5. Solve the different types of linear equations correctly.
NOTES:
1. 1: Definition
The word equation has always been associated with algebra. Many problems in Mathematics
and the sciences are solved using the applications of various types of equations.
An equation is a statement of the equality of two quantities or expressions. The two quantities
or expressions are called the members or sides of the equation. The variable or te letter whose
value is to be found is the unknown. The value of the unknown which satisfies the equation
is called the solution or the root of the equation. The set of all solutions of the equations is
known as the solution set.
An identity equation is an equation that holds true for all permissible values of the unknown
quantities. x2- 25 = (x+5)(x-5) and x2 – 5x + 6 = (x-3)(x-2) are examples of an identity
equations. The special product formulas are all identity equation.
A conditional equation is one which is true only for a particular value of the unknown quantity.
For instance, the equation 3x + 5 = 17 is true only for one value of x= 4.
Equations having the same solution set are called equivalent equations. For instance, 4x-
x=15 and 3x-15 = 0 are equivalent equations since their solutions et is 5.
A conditional equation of the first degree is a linear equation. A linear equation of the first
degree in one variable contains a variable raised to the first power and has no variable in its
denominator. The standard form of a linear equation in one variable is(x) is denoted by ax +
b = 0 where a and b are real numbers and x is not equal to zero.
1. 2: Linear Equations in One Variable
To solve a linear equation in one variable, the following axioms or properties of equality have
to be observed:
Page 1 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
1. Axiom of Addition:
The equation remains true if the same quantity is added to both sides and members
of the equation.
Examples:
a. Solve 5x – 6 = 19
Adding 6 to both sides gives:
5x – 6 + 6 = 19 + 6
5x = 25
x=5
b. Solve 2x - 5 = 11
Adding 5 to both sides gives:
2x – 5 + 5 = 11 + 5
2x = 16
x=8
2. Axiom of Subtraction
The equation remains true if the same quantity is subtracted from both sides or
members of the equation.
Examples:
a. Solve 8x + 7 = 71
Subtracting 7 from both sides, we shall have:
8x + 7 - 7 = 71 - 7
8x = 64
x=8
b. Solve 4x + 3 = 35
Subtracting 3 from both sides, we shall have:
4x + 3 - 3 = 35 - 3
4x = 32
x=8
3. Axiom of Multiplication
If both sides of the equation are multiplied by the same quantity, the equations remain
true.
Examples:
a. Solve 2/3 x = 12
Multiplying both sides by 3/2, we obtain:
(2/3 x)(3/2) = (12)(3/2)
x = 36/2
x = 18
b. Solve 5/7 x = 100
Multiplying both sides by 7/5, we obtain:
(5/7 x)(7/5) = (100)(7/5)
x = 700/5
x = 140
4. Axiom of Division
If both sides of the equation are divided by the same quantity, the equations remain
true.
a. Solve for x: 12x = 48
Dividing both sides by 12, we have,
12x/12 = 48/12
x=4
b. Solve for x: 13x = 117
Page 2 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Dividing both sides by 13, we have,

13x/13 = 117/13
x=9
Linear equations which are not in the form ax + b = 0 have to be simplified by combining
similar terms and expressing tem in standard form. Thus, all terms containing the variable
have to be placed on the left of the side of the equation and the constants to the right side.
This can be done by applying the axioms of addition and subtraction on equality. These axioms
permit us to move or transpose a term from one side of the equation to the other side by
changing its sign from positive to negative or vice-versa. This process is known as
transposition. This transposition process can also be said as the short cut of the applications
of the axioms of addition and subtraction in solving equations.
To solve a linear equation in one variable, the following steps/ procedures are suggested:
1. Placed by transposing all the terms containing the variable to the left side and the
constants to the right side of the equation.
2. Combine similar terms, simplify and write the equation in the form:
x = ±b where x is not equal to zero.
3. Solve the root of the equation by applying the axioms or properties of equality.
4. Check by substituting the root obtained to the variable in the equation.
Examples:
1. 7x + 5 – x = 2x + 1
7x –x – 2x = 1 – 5
4x = -4
x = -1
𝑥+2 𝑥−1
2. + =4
2 3
3(x+2)+2(x-1) = 6(4)
3x + 6 +2x – 2 = 24
3x + 2x = 24 – 6 + 2
5x = 20
x=4
3. 9x-3(2x-5)=21
9x-6x+15 = 21
9x-6x =21-15
3x = 6
x=2
4. (x-1)(x+2)-(x+1)(x-2) = 6
(x2 + x – 2)- (x2 – x -2) = 6
x2 + x – 2 – x2 + x + 2 = 6
x2 – x2 + x + x = 6 +2-2
2x = 6
x=3
1. 3: Expressing Mathematical Statements in Symbols
Algebra is sometimes defined as the science of signs and symbols. Hence, solutions of most
mathematics problems depend upon the language of algebra by using the various signs,
symbols and notations in algebra.
Page 3 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
One important aspect in solving problems in algebra is a working knowledge of the ability to
translate statements in algebraic expressions. Thus, one has to develop this ability in order
to represent word problems into mathematical statements using algebraic symbols.
Key Words
Addition Symbols Subtraction Multiplication Division Symbol:
+ Symbol: - Symbol: x, (), . , ÷, : , or fraction
no sign bar
 Add  Subtract  Multiply  Divide
 Sum  Minus  Multiplied  Divided by
 Plus  Less by  Quotient
 Increased  Difference  Times  Ratio
by  Decreased  Product  Half
 More than by  Of
 Greater  Lower  Twice
than  Less than  Double
 Larger than  Smaller  Triple
 Expand than
 Enlarge  Fewer than
 Diminish
 Depreciate
 Take from
 Reduced
Here are some examples of translating verbal phrases to algebraic expressions or

mathematical sentence.
1. Six more than a certain number
o x+6 or 6+x
2. The difference of two numbers
o x– y, note that this cannot be written as y-x
3. Half of a number
o 12𝑥
4. Ten more than twice a certain number
o 10 + 2x or 2x +10
5. Four less than six times a certain number
o 6x – 4
6. The sum of a number and 12
o x+12
7. Twice the sum of a number
o 2(x+y)
8. Six increased by the quotient of m and n
o 6+12
9. The product of 4 and y
o 4y or 4(y)
10.Ratio of 10 to x
o 10𝑥
Here are some examples of translating verbal phrases to mathematical equation. Let x be the
unknown number.
Page 4 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Verbal Statement Mathematical Statement

2x + 12 = 36
1. Twice a certain number increased
by 12 is 36
x – 5 = 30
2. A number decreased by 5, the
result is 30
6x – 12 = 18
3. When 6 times a number
diminished by 12, the remainder is
18.
4x – 6 = 22
4. 4 times the number decreased by
6 equals 22.
x + 3x = 2x +6
5. The larger number is three times Let x = smaller number
the smaller number. Their sum is 6 3x = larger number
more than twice the smaller.
2x + 10 = 16
6. Twice a number increased by 10 is
16.
x + 1𝑥 = 5
7. The sum of a number and its
reciprocal is 5.
2(x + 12) = 36
8. Twice the sum of a number and 12
is 36.
4+6+𝑥3=40
9. The average of 4, 6 and a number
is 40
x + (x + 1) + (x + 2) = 102
10.The sum of three consecutive
numbers is 102.
Examples:
Translate the following algebraic symbols into mathematical statements.
1. 2x + y. This stated may be stated as:
a. the sum of twice x and y
b. two times x increased by y
c. y more than twice x
d. twice x exceeds by y
2. x – 3y. This statement can be stated as:
a. x minus thrice y
b. thrice y subtracted from x
c. three times y less than x
d. x diminished by thrice y
Page 5 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
3. 5x + 2y. This statement can be described as:

a. the product of 5 and x added to the product of 2 and y
b. the sum of 5 times x and 2 times y
c. five times x increased by twice y
d. twice y more than five times x
4. x/y – 2z. This statement can be stated as:
a. the quotient of x and y decreased by twice z
b. x divided by y less twice z
c. twice z less than the quotient of x and y
d. the difference between the quotient of x and y and twice z
1. 4: Verbal Problems in One Unknown
A word problem may be translated in algebraic statements using various letters and symbols.
These statements expressing the conditions of the problem usually lead to an equation that
can be solved algebraically.
While there are no definite rules in solving word problems, we suggest that we observe the
following guidelines, steps and procedures.
1. Read the problem carefully. Analyze thoroughly and be sure to understand the
relationships between the information and condition given in the problem. Know what
is being asked.
2. Represent the unknown/s by some suitable letters such as x or y.
3. Form the equation based on the relationships indicated in the problem. Be sure what
the equation says in algebraic language is just what the problem says in word.
4. Solve the equation.
5. Check the obtained answer/s against the conditions/ relationships given in the problem
itself, rather than merely substituting them (the answer/s) in the equation.
 Number-Relation Problems
Examples:
1. The sum of three consecutive numbers are 42. What are the numbers?
Solution:
Let x = the first consecutive number
x + 1 = the second consecutive number
x + 2 = the third consecutive number
The equation:
x+x+1+x+2 = 42
3x = 42 – 3
3x = 39
x = 13
Hence, the three numbers are:
x = 13 1st number
x + 1 = 14 2nd number
x + 2 = 15 3rd number
Check:
first number + second number + third number = 42
13 + 14 + 15 = 42
Page 6 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
42 = 42
2. One number is four less than twice another. If the smaller number is divided by 2 and
the larger number is divided by 3, the sum of their quotient is 8. What are the
numbers?
Solution:
Let n = the smaller number
2n-4 = the larger number
Forming the equation, we have:
𝑛 2𝑛 − 4
+ =8
2 3
3n + 4n – 8 = 48
7n = 56
n=8
Therefore, the numbers are:
n=8
2n – 4 = 12
Check:
The larger number 12 is equal to twice the smaller number less than 4, 12 = 2(8)-4. The sum
of 8 divided by 2 = 4 and 12 divided by 3 = 4 gives a result of 8, 4+4 = 8.
 Age Problem
1. A man is 3 times as old as his son. Four years ago, the sum of their ages was 60 years.
How old is the son now?
Solution:
Let x = son’s age now
3x = father’s age now
The following table shows the relationships between the information and condition given
in the problem.
Party Age Now Age Four Years Ago
Son x x-4
father 3x 3x-4
From the relationships presented above, the equations shall be:
x-4+3x-4 = 60
Solving the equation, we have:
4x – 8 = 60
4x = 60 + 8
4x = 68
x = 17
Hence, the son’s age now is 17 years old.
Check:
Father’s age is thrice 17 years = 51 years. Four years ago, Father’s age was 51 – 4 =
47 years and son’s age was 17 – 4 = 13 years old. Hence, 47 + 13 years = 60 years (the
sum of their ages four years ago).
2. Tina is 4 times as old as Jane. Ten years from no9w she will only be twice as old as
Jane. How old are they?
Solution:
Let x = age of Jane now
Page 7 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
4x = age of Tina now

Ten years later,
x + 10 = age of Jane
4x + 10= age of Tina
But, at that time Tina’s age will only be twice that of Jane.
4x + 10 = 2(x+10)
4x + 10 = 2x + 20
4x – 2x = 20-10
2x = 10
x=5
x=5 age of Jane now

4(5) = 20 age of Tina now
Ten years from now, Jane will be

x + 10 = 5 + 10 = 15 age of Jane after 10 years
4x + 10 = 4(5) + 10 = 30 age of Tina after 10 years.
Check:
4x + 10 = 2(x + 10)
4x + 10 = 2x + 20
4(5) + 10 = 2(5) + 20
20 + 10 = 10 + 20
30 = 30
 Mixture Problems
1. How many liters of 74% alcohol must be added to 10 liters of 90% alcohol solution to
produce a new mixture of 84% solution?
Solution:
Let x = no. of liters of 75% alcohol solution
Tabulate the data:
74% 90% 84%
x 10 liters x+10
0.74x + 10(0.90) = (10+x)(0.84)
0.74x+9 = 8.4 + 0.84x
0.74x – 0.84x = 8.4 – 9
-0.10x = -0.6
x = 6 liters of 74% alcohol
Check:
0.74(6)+9 = 8.4(6)
4.44 + 9 = 8.4 + 5.04
13.44 = 13.44
2. How many liters of water must be added to 70 liters of an 85% alcohol solution to
reduce it to a 50% alcohol solution?
Solution:
Let x = no.of liters of water to be added
Tabulate the data:
Liters %Alcohol Liters Alcohol
Page 8 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Original Solution 70 85% = 0.85 70(0.85)

Water X 0.00 0.00(x) = 0
Final Solution 70+x 50% = 0.50 0.50(70+x)
0.50(70+x) = 70(0.85)+x(0.00)
35 + 0.50x = 59.5 + 0
0.50x = 59. 5 – 35 = 24.5
x = 49 liters of water to be added
 Work Problem
1. A man can finish painting a building in 6 days. Another man can finish it in 10 days. If
they work together, how long will it take them to finish painting the building?
Solution:
Let x = mo. Of days they work together
The work done by both men = 100% or 1
𝑥 𝑥
+ 10 = 1 LCD = 60
6
Multiply both sides by the LCD =60
𝑥 𝑥
60 [6 + 10] = 1(60)
10x+6x = 60
16x= 60
60
x= 16
3
x = 3 4 𝑑𝑎𝑦𝑠
2. Jake can weed a garden in 3 hours while his wife Delmar can do the same work in 5
hours. How long will it take them to finish the work if they work together?
Solution:
For purposes of analyzing the problem, prepare a table showing the relationships of the
information and condition cited.
Information Jake Delmar
No. of hours required to finish the job along 3 5
Part of job done in one hour 1/3 1/5
No. of hours worked x x
Fractional part of job x/3 x/5
Hence, the equation is:
𝑥 𝑥
+ =1
3 5
Clearing the equations of fractions, we shall have:
5x + 3x = 15
8x = 15
15
x= 8
7
x = 1 8 ℎ𝑜𝑢𝑟𝑠
Hence, the number of hours required for Jake and Delmar to do the work if they work
7
together is 1 8 ℎ𝑜𝑢𝑟𝑠.
Page 9 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
EXCERCISES:
Test 1:
Direction: solve the following linear equations and check your answers.
1. 7x = 2x + 10
2. 5x – 6 = -1
3. 2x-6-x-1 = -3 +5x
4. 5-3x+5x = -1+4x -3+x
5. 5x –x-9= 4x-x-7
Test 2:
Direction: Solve the following problems.
1. Find three consecutive integers hose sum id 15 more than the largest.
2. Two times the largest of three consecutive odd integers equals 17 more than the
second. Find the integers.
3. What is the number increased by one-half of itself is equal to 21?
4. The sum of two ages of two sisters is 20 years. Two years from now, one of them will
be three times as old as the other then. Find their present ages.
5. Jaymarc can do a piece of work in 4 and ½ days. After he has worked three days, CJ
joined him and they finished the work in 1 and 7/8 days. How long can CJ do the work
alone?
Page 10 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
TOPIC 2: QUADRATIC EQUATIONS AND FUNCTIONS
Objectives:
At the end of the topic, the students are expected to:
1. Define quadratic equations and functions;
2. Solve quadratic equation with one unknown; and
3. Perform the different property of quadratic equation.
NOTES:
2. 1: Definition
Quadratic Equation is an equation containing a single variable of degree 2. Its general
form is ax2 + bx + c = 0, where x is the variable and a, b, and c are constants (a ≠ 0).
Quadratic function is a function that can be described by an equation of the form fxx =
2
ax + bx + c, where a ≠ 0.
In a quadratic function, the greatest power of the variable is 2. The graph of a quadratic
function is a parabola.
2. 2: Quadratic Equation in one unknown

The variables in an equation are often called unknowns. In trying to solve an equation
we are looking for those values of the unknowns that will satisfy the equation. Solving an
equation consists of a step-by-step process in which we attempt to manipulate the equation
into a form that will give us a solution. In general, the process involves utilizing the various
rules for manipulating algebraic expressions and algebraic equations. It is partially a trial and
error process and there is no guarantee of success. The equation may be unsolvable by
algebraic methods and one may be forced to use graphical methods to obtain the solution. In
general, the more complicated an equation is, the more difficult it is to solve. Formulas do
exist for the solutions of certain important kinds of equations, such as a quadratic, cubic and
quartic equations in a single unknown. One important method of finding the roots of an
equation in a single unknown is by a technique employing factoring.
Solution of equations in one unknown by factoring.
a. Quadratic Equations solved by Factoring

This technique involves moving all terms of the equation to the left side of the equation
(leaving a 0 on the right side), simplifying the expression on the left side as much as possible,
and then factoring the left side into a product in which at least one factor is of the form (ax
+ b). If one can manipulate the given equation into the form (ax + b)( .......) = 0 a solution
to the equation is given by that value of x that make the factor (ax + b) equal to zero i.e. it
is given by the solution of the equation ax + b = 0 which is x = -b/a .
To solve an quadratic equation using factoring :
1. Transform the equation using standard form in which one side is zero.
2 . Factor the non-zero side.
3 . Set each factor to zero (Remember: a product of factors is zero if and only if one or
more of the factors is zero).
4 . Solve each resulting equation.
Example 1: Solve the equation, x2− 3 x − 10 = 0

Solution:
Factor the left side: (x − 5) (x + 2) = 0
Set each factor to zero: x − 5 = 0 or x + 2 = 0
Page 11 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Solve each equation: x = 5 or x=−2

The solution set is {5, − 2} .
Example 2: Solve the equation, 2x2 + 5 x = 12

Solution:
Set the right side to zero: 2x2 + 5 x − 12 = 0
Factor the left side: (2 x − 3) (x + 4) = 0
Set each factor to zero: 2x − 3 = 0 or x + 4 = 0
Solve each equation: x = 3/2 or x = − 4
The solution set is {3/2 , − 4} .
b. Quadratic Equations solved by Square root property
The square root property is one method that can be used to solve quadratic
equations. This method is generally used on equations that have the form ax2 = c or (ax
+ b)2 = c, or an equation that can be re-expressed in either of those forms.
To solve an equation by using the square root property, you will first isolate the term
that contains the squared variable. You can then take the square root of both sides and solve
for the variable. Make sure to write the final answer in simplified form.
With the x2 term isolated, the square root property states that: if x2=k, then x= ±√𝐤
where k is a nonzero real number.
Note that there is always the possibility of two roots for every square root: one positive
and one negative. Placing a ± sign in front of the side containing the constant after you take
the square root will ensure that the final answer will include both possible roots.
Example 1:
Solve: 2x2 + 3 = 27
Solution:
First, isolate the portion of the equation that's actually being squared.
2x2 + 3 - 3 = 27 – 3
2x2 = 24
Now square root both sides and simplify.
x2 = 12
x= ±√𝟏𝟐
x =±2√𝟑
Example 2:
Solve the quadratic equation: 4x2 + 1 = 7
Solution:
First, isolate the x2 term. Then take the square root of both sides.
4x2 + 1 = 7
4x2 = 7 - 1
4x2 = 6
6
x2 = 4
Page 12 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
√6
x=± 4
√6 √6
The solutions are: x = − , x =4
4
c. Quadratic Equations solved by completing the Square

Completing the square is used for converting a quadratic expression of the form ax 2 +
bx + c to the vertex form a(x - h)2 + k. The most common application of completing the
square is in solving a quadratic equation. It can be done by rearranging the expression
obtained after completing the square: a(x + m)2 + n, such that the left side is a perfect square
trinomial. Completing the square method is useful in:
 Converting a quadratic expression into vertex form
 Analyzing at which point the quadratic expression has minimum/maximum value
 Graphing a quadratic function
 Solving a quadratic equation
 Deriving the quadratic formula
Let us understand the completing the square formula and its applications using solved
examples in the upcoming sections.
Completing the Square Method

The most common application of completing the square method is factorizing a
quadratic equation, and henceforth in finding the roots and zeros of a quadratic polynomial or
quadratic equation. We know that a quadratic equation of the form ax2 + bx + c = 0 can be
solved by the factorization method. But sometimes, factorizing the quadratic expression ax2 +
bx + c is NOT possible. Let us have a look at the following example to understand this case.
For example:
x2 + 2x + 3 cannot be factorized as we cannot find two numbers whose sum is 2 and
whose product is 3. In such cases, we write it in the form a(x + m) 2 + n by completing the
square. Since we have (x + m) whole squared, we say that we have "completed the square"
here. But, how do we complete the square? Let us understand the concept in detail in the
following sections.
Completing the Square Formula

Completing the square formula is a technique or method to convert a
quadratic polynomial or equation into a perfect square with some additional constant. A
quadratic expression in variable x: ax 2 + bx + c, where a, b and c are any real numbers but
a ≠ 0, can be converted into a perfect square with some additional constant by using
completing the square formula or technique.
Note: Completing the square formula is used to derive the quadratic formula.
Completing the square formula is a technique or method that can also be used to find
the roots of the given quadratic equations, ax 2 + bx + c = 0, where a, b and c are any real
numbers but a ≠ 0.
The formula for completing the square is: ax2 + bx + c ⇒ a(x + m)2 + n, where, m is any real
number and n is a constant term.
Instead of using complex stepwise method for completing the square, we can use the
following simple formula to complete the square. To complete the square in the expression
ax2 + bx + c, first find:
m = b/2a and n = c - (b2/4a)
Page 13 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Substitute these values in: ax2 + bx + c = a(x + m)2 + n. These formulas are derived
geometrically. Are you curious to know how? We will study this geometrically in detail using
illustrations in the following sections.
Completing the Square Formula Examples

Example 1:
Using completing the square formula find the number that should be added to x 2 - 7x
in order to make it a perfect square trinomial?
Solution:
The given expression is x2 - 7x.
Method 1:
Comparing the given expression with ax2 + bx + c, a = 1; b = -7
Using the formula, the term that should be added to make the given expression a
perfect square trinomial is,(-b/2a)2 = (-7/2(1))2 = 49/4.
Thus, from both the methods, the term that should be added to make the given
expression a perfect square trinomial is, 49/4.
Method 2:
The coefficient of x is -7. Half of this number is -7/2. Finding the square,
(-7/2)2 = 49/4
Example 2: Use completing the square formula to solve: x2 - 4x - 8 = 0.

Solution:
Given the equation x2 - 4x - 8 = 0
Method 1:
Using formula, ax2 + bx + c = a(x + m)2 + n. Here, a=1, b=-4, c=-8
⇒m=b/2a=(-4)/2(1)=-2 and, n = c - (b2/4a) = -8 - (-4)2/4(1) = -12
x2 - 4x - 8 = (x - 2)2 - 12.
(x - 2)2 = 12
(x - 2) = ±√12
x - 2 = ± 2√3
x = 2 ± 2√3
Method 2:
Let’s transpose the constant term to the other side of the equation: x 2 - 4x = 8. Take
half of the coefficient of the x-term, which is -4, including the sign, which gives -2.
Square -2 to get +4, and add this squared value to both sides of the equation:
x2 - 4x + 4 = 8 + 4
⇒ x2 - 4x + 4 = 12
This process creates a quadratic expression that is a perfect square on the left-hand
side of the equation. Simply we can replace the quadratic with the squared-binomial
form: (x - 2)2 = 12
Now, we've completed the expression to create a perfect-square binomial, let’s
solve:
(x - 2)2 = 12
⇒ (x - 2) = ±√12
Page 14 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
⇒ x - 2 = ± 2√3
⇒ x = 2 ± 2√3
d. Quadratic Equations solved by Quadratic Formula
The Quadratic Formula is derived from the process of completing the square, and is
formally stated as:
The Quadratic Formula: For ax2 + bx + c = 0, the values of x which are the solutions of the
equation are given by:
−𝑏 ±√𝑏2 −4𝑎𝑐
x=
2𝑎
Examples:
1. Solve x2 + 3x – 4 = 0
Solution:
This quadratic happens to factor: x2 + 3x – 4 = (x + 4)(x – 1) = 0
a = 1, b = 3, and c = –4
2. Solve 2x2 – 4x – 3 = 0.
There are no factors of (2)(–3) = –6 that add up to –4, so this quadratic cannot be factored.
Apply the Quadratic Formula. In this case, a = 2, b = –4, and c = –3:
Page 15 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Exercises
Direction: Answer the following equations.
1. Solve the quadratic equation: 5x2 + 1= 26
2
2. Solve: 2(x + 1) = 5x
2
3. Solve 3x – 8x – 3 = 0
4. Find the roots of x2 + 10x − 4 = 0 using completing the square method.
5. Use the quadratic formula to find the roots of x 2-5x+6 = 0.
Page 16 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Topic 3: Sequences
Objectives:
1. Define arithmetic sequence;
2. Define arithmetic series;
3. Determine the term in sequences; and
4. Solve problems involving arithmetic sequence and series.
3. 1: Definition
What is a sequence?
A Sequence is a list of things (usually numbers) that are in order.
2. 2:
Arithmetic Sequence
An arithmetic progression (AP), is also referred to as an arithmetic sequence. It is a
sequence of numbers which differ from each other by a common difference. For instance, the
sequence 2, 4, 6, 8… Is an arithmetic sequence with the common difference of 2.
We use arithmetic progression to easily determine the future amount. You can simply
get any far-future amount by calculating the nth term of the AP series. When you calculate
the nth term, you can also get how many instalments you should pay in the allocated money
amount.
a. Definition
An arithmetic sequence is a list of numbers with a definite pattern. If you take any
number in the sequence then subtract it by the previous one, and the result is always the
same or constant then it is an arithmetic sequence.
The constant difference in all pairs of consecutive or successive numbers in a sequence is
called the common difference, denoted by the letter d. We use the common difference to go
from one term to another. How? Take the current term and add the common difference to get
to the next term, and so on. That is how the terms in the sequence are generated.
 If the common difference between consecutive terms is positive, we say that the
sequence is increasing.
 On the other hand, when the difference is negative we say that the sequence is
decreasing.
b. History
Carl Friedrich Gauss (1777-1855) was a German mathematician who contributed in

many fields of mathematics and science and is touted as one of history's most influential
mathematicians.
Page 17 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
As the story goes, when Gauss was a young boy, he was given the problem to add the
integers from 1 to 100. Remember that there were no calculators in those days!
As the other students struggled with this lengthy addition problem, Gauss saw a
different way to attack this problem. He listed the first 50 terms, and then listed the second
fifty terms in reverse order beneath the first set. You can think of it as he "wrapped" the
series back onto itself.
Gauss then added the paired values, noticing that the sums were all the same value
(101). Since he had 50 such pairs, he multiplied 101 times 50 and obtained the sum of the
integers from 1 to 100 to be 5050.
Now, Gauss's discovery works nicely as long as you have an even number of terms in
your series. But what happens to the "wrapped" pairings if the series has 25 terms? Well,
Gauss' discovery would need a bit of tweaking. If the number of terms is odd, do not split the
series in half. Simply list the ENTIRE series forward, then list the entire series in reverse and
add the pairs. In this situation, you will need to multiply the sum by the number of pairs and
then divide by two, since you are actually working with 2 complete series.
By observing the series from BOTH directions simultaneously, Gauss was able to
quickly solve the problem and establish a relationship that we still use today when working
with arithmetic series.
Illustrative Examples of Increasing and Decreasing Arithmetic Sequences
Here are two examples of arithmetic sequences. Observe their common differences.
Example 1:
Find the next term in the sequence below.
7, 15, 23, 31, ____
Solution:
First, find the common difference of each pair of consecutive numbers.
 15−7=8
 23−15 = 8
 31−23 = 8
Since the common difference is 88 or written as d=8, we can find the next term after 31by
adding 8 to it. Therefore, we have 31 + 8 = 39.
Therefore, 7, 15, 23, 31, 39
Example 2:
Find the next term in the sequence below.
31, 24, 17, 10, ___
Solution:
Observe that the sequence is decreasing. We expect to have a common difference that is
negative in value.
Page 18 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
 24−31=−7
 17−24 = −7
 10−17 = −7
To get to the next term, we will add this common difference of d=−7 to the last term in
the sequence. Therefore, 10 + (- 7)= 3
Therefore, 31, 24, 17, 10, 3
Finding the Number of Terms in a Finite Arithmetic Sequence

Explicit formulas can be used to determine the number of terms in a finite arithmetic
sequence. We need to find the common difference, and then determine how many times the
common difference must be added to the first term to obtain the final term of the sequence.
How to: given the first three terms and the last term of a finite arithmetic sequence, find the
total number of terms.
1. Find the common difference d.
2. Substitute the common difference and the first term into an = a1 + d(n-1)
3. Substitute the last term for n.
Example:
Find the number of terms in the finite arithmetic sequence.
{8, 1, −6, …, −41}
Solution:
The common difference can be found by subtracting the first term from the second
term.
1−8=−7
The common difference is −7 . Substitute the common difference and the initial term
of the sequence into the nth term formula and simplify.
an=a1+d(n−1)
an=8+(-7)(n−1)
an=15 -7n
Substitute −41 for an and solve for n.
−41=15−7n
8=n
There are eight terms in the sequence.
Arithmetic Series
An arithmetic series is the sum of the terms of an arithmetic sequence. A geometric
series is the sum of the terms of a geometric sequence.
The formula for the first n terms of an arithmetic sequence, starting with i= 1, is:
If you take the "2" on the right-hand side of the "equals" sign from under the n and
convert it to being a one-half multiplied on the parentheses, you can see that the formula for
the sum is, in effect, n times the "average" of the first and last terms.
The sum of the first n terms of a series is called "the n-th partial sum", and is often
denoted as "Sn".
Page 19 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Example:
Find the 35th partial sum S35, of the arithmetic sequence with terms an= (½)n +1.
Solution:
The 35th partial sum of this sequence is the sum of the first thirty-five terms. The first
few terms of the sequence are:
a1= (½)1 +1 = 3/2
a2= (½)2 +1 = 2
a3= (½)3 +1 = 5/2
The terms have a common difference d=1/2, so this is indeed an arithmetic sequence.
The last term in the partial sum will be:
a35= a1+(35-1)(d)
a35= 3/2+(35-1)(1/2)
a35= 37/2
Then, plugging into the formula, the 35th partial sum is:
(35/2) (a1 + a35)
=(35/2) (3/2 + 37/2)
=(35/2)( (40/2)
= 350
Then my answer is:
35th partial sum: S35 = 350
EXERCISES:
Direction: Answer the following.
1. Find the next three terms in the sequence -14, -10,-6, -2, ___, ___, ___.
2. Find the seventh term (7th) in the sequence ¾, 5/8, ½, 3/8, …
3. Find the sum of the first 20 terms of the arithmetic series if a 1= 5 and a20 = 62
4. Find the sum of the first 40 terms of the arithmetic series 2+5+8+11+...
5. Find the next 3 terms in the sequence 3, 9, 15, 21, 27, ___, ___, ___.
Page 20 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
TOPIC 4: Sequence
Learning Objectives:
1. Define geometric sequence and harmonic sequence;
2. Identify the terms used in computing the unknown in a given sequence;
3. Solve problems related to geometric and harmonic sequence; and
4. Appreciate the importance of sequence in real-life.
NOTES:
4. 1: Geometric Sequence
Another simple way of generating a sequence is to start with a number “a” and
repeatedly multiply it by a fixed nonzero constant “r”. This type of sequence is called a
geometric sequence.
A geometric sequence, also called geometric progression, is a number sequence with
a common ratio between successive terms. A term in a geometric sequence can be found by
multiplying the previous one by a non-zero and fixed number (a common ratio).
a. Definition
If each term of a series is determined by multiplying the preceding term by the same
fixed quantity, the series is called a geometric sequence or geometric progression. Therefore,
𝑎
a sequence a1, a2, a3, …., an such that the ratio 𝑎 𝑛 is a fixed quantity or constant is a
𝑛−1
geometric sequence. This fixed quantity or constant is called the common ratio, denoted by
r.
In symbols, the terms of a geometric sequence may be represented, as follows:
a1 = first term
a2 = a1r, second term
a3 = (a1r)r = a1r2, third term
an-1 = a1rn-2 =(n-1)th term
b. History
Euclid’s book The Elements (in 300 BC!) introduces a “geometric progression” as a
progression in which the ratio of any element to the previous element is a constant.
(Geometric progressions are the main topic of Book VIII of The Elements.) The Greeks, over
two thousand years ago, considered sequences such as
1 1 1 1 1
, , , ,…, ,…
2 4 8 16 𝑘
And their sum such as
∞
1 1 1 1 1 1
∑ 𝑘
= + + + +⋯+ 𝑘 +⋯.
2 2 4 8 16 2
𝑘=1
The sum, above, at any finite step, is always less than the number 1. The partial sums
have the form
𝑚
1 1
∑ =1− 2
2𝑘 𝑚
𝑘=1
Page 21 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Since the sum is less than 1 at any finite step but eventually exceeds any number
greater than 1, we can conclude that the series converges in the limit to 1. Note that this
1
series has the property that each term is exactly of the previous term and so it is
2
“geometric”. Geometric series abound in science and mathematics.
Examples:
1. Find the common ratio of the following geometric sequences:
2, 4, 8, ...
Solution:
The given are:
a1 = 2
a2 = 4
a3 = 8
solving for r, we have:
𝑎𝑛 𝑎2 4 𝑎3 8
𝑟= = = = 2 or = =2
𝑎𝑛−1 𝑎1 2 𝑎2 4
Hence, the common ratio is 2.
2. Find the 6th term of the following geometric sequence 8, 16, 32,…
Solution:
The given are:
a1 = 8
a2 = 16
a3 = 32
solving for r, we have:
𝑎2 16 𝑎3 32
𝑟= = =2 or = =2
𝑎1 8 𝑎2 16
The common ratio is 2.
Solving n by substituting the values in the formula, we have:
𝑎𝑛 = 𝑎1 𝑟 𝑛−1
𝑎6 = 8(2)6−1
𝑎6 = 8(32)
𝑎6 = 256
Therefore, the 6th term of the sequence is 256.
3. The 4th term of a geometric sequence is 108 and its 7 th term is 2, 916. Find its common
ratio.
Solution:
The given are:
a4 = 108
a7 = 2,916
Solving first the r, we have:

𝑎𝑛 = 𝑎1 𝑟 𝑛−1
𝑎4 = 𝑎1 𝑟 3 𝑎𝑛𝑑 𝑎𝑛 = 𝑎7 = 𝑎1 𝑟 6
Since 𝑎1 𝑟 = 108 𝑎𝑛𝑑 𝑎1 𝑟 = 2916, then:
3 6
𝑎1 𝑟 6 2916
= 𝑟3 = = 27
𝑎1 𝑟 3 108
𝑟 3 = 27
𝑟=3
Hence, the common ratio is 3.
Page 22 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
4. In the geometric sequence 6, 12, 24, …, which term is 384?

Solution:
The given are:
a1 = 6
an = 384
Solving first the r, we have:

𝑎𝑛 𝑎2 12
𝑟= = = =2
𝑎𝑛−1 𝑎1 6
Then,
𝑎𝑛 = 𝑎1 𝑟 𝑛−1
384 = 6(2)𝑛−1
384
2𝑛−1 =
6
2𝑛−1 = 64
2𝑛−1 = 26
𝑛−1 =6
𝑛=7
Therefore, 384 is the 7th term of the sequence.
c. Sum of a Geometric Sequence
The indicated sum of the terms of a geometric series is a geometric sequence.

The formula for the sum of a geometric sequence is derived by adding the first n terms of S n
= a1 + a2 + a3 + , …, + an, multiplying both sides of the equation by r, then subtracting the
result from the equation Sn, to obtain the following formula:
𝑎1 − 𝑎1 𝑟 𝑛 𝑎1 (1 − 𝑟 𝑛 ) 𝑎1 (𝑟 𝑛−1 )
𝑆𝑛 = 𝑤ℎ𝑒𝑟𝑒 𝑟 ≠ 1 𝑜𝑟 𝑆𝑛 = 𝑜𝑟 𝑆𝑛 = 𝑤ℎ𝑒𝑟𝑒 𝑟 ≠ 1
1−𝑟 1−𝑟 𝑟−1
Examples:
1. Find the sum of the first 7 terms of a geometric sequence whose first 3
terms are 4, 8, 12, ….
Solution:
The given are:
a1 = 4
n=7
𝑎2 8
We shall obtain r by = =2
𝑎1 4
Substituting the values in the formula, we shall have:
𝑎1 (𝑟 𝑛−1 )
𝑆𝑛 =
𝑟−1
4(27−1 )
𝑆7 =
𝑟−1
𝑆7 = 4(27 − 1)
𝑆7 = 4(128 − 1)
𝑆7 = 4(127)
𝑆7 = 508
Therefore, the sum of the first 7 terms is 508.
2. Find the sum of 3 +6 +12 + , …, + 768.

Solution:
6
The given is a1 = 3 and the common ratio is = 2.
3
Substituting the values in the formula, we shall obtain:
𝑎𝑛 𝑟 − 𝑎1
𝑆𝑛 =
𝑟−1
Page 23 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
768(2) − 3
𝑆𝑛 =
2−1
𝑆𝑛 = 1,533
Hence, the sum of the sequence is 1,533.
4. 2: Harmonic Sequence
a. Definition
Harmonic sequence is a sequence where the reciprocals of the terms form an
arithmetic sequence. This type of sequence, therefore, is neither an arithmetic sequence nor
a geometric sequence. For instance, if we get the reciprocals of the arithmetic sequence 5, 7,
1 1 1 1
9, 11, …, we shall have a harmonic sequence whose terms are 5 , 7 , 9 , 11 …
To find the nth term of a harmonic sequence, we shall have find the set of reciprocals
of the arithmetic sequence. Then, find the nth term of the arithmetic sequence and get its
reciprocal.
b. History
You will be surprised to know that the study of the Harmonic sequence dates back to
the 6th century when the Greek mathematician Pythagoras studied the nature of the universe.
He first used it for the study of music. Harmonic series is an infinite series that does not have
any limit where the sum of successive terms tends to infinity.
Note:
Trick here is whenever you are given Harmonic Progression convert it into
A.P
Examples:
1 1 1
1. Find the 7th term of the harmonic sequence 2 , 4 , 6 , …
Solution:
The arithmetic sequence is 2, 4, 6,…
Hence,
a1 =2
d = 4-2 = 2
to find a7, we shall have:
a7 = a1 + (n − 1)d
a 7 = 2 + (7 − 1)2
a7 = 14
1
Therefore, the 7th term is .
14
1 1
2. What are the 3 harmonic means between and ?
4 16
Solution:
The arithmetic sequence has
a1 = 4
a5 = 16
n=5
Solving d, we have:
an = a1 + (n − 1)d
Page 24 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
16 = 4 + (5 − 1)d
16 = 4 + 4d
d=3
Solving the 3 arithmetic means between 4 and 16, we shall obtain:
a2 = 4 + 3 = 7
a3 = 7 + 3 = 10
a4 = 10 + 3 = 13
1 1 1 1 1
Thus, the 3 harmonic means between and are , and .
4 16 7 10 13
3. Find the next four terms of the sequence: - 1/7, -1/2, -1/11 ….
d = -2-7 = -9
So, the NEXT Sequence will be
x- (-11) = -9,
-x+11 = -9 or x = -20
So, we can write
-1/11+ (-9) = -1/20
-1/20 + (-9) = -1/29
-1/29 + (-9) = -1/38
-1/38 + (-9) = -1/47
Therefore, next four terms in the sequence is 1/7, -1/2, -1/11, -1/20, -1/29, 1/38, -1/47
Application of Harmonic Sequence in Real Life Situations

Learning about pattern and sequence is not just very important in math but real life
too. Can you imagine watching a film without a plot or series of related events and just see
random scenes? So, the script writer has to ensure a series of related events or sequences of
scenes in which the film would be created so that it makes sense to the audience.
The harmonic formulae can also be used by scientists to conclude the value of their
experiments. For example, to establish the degree at which water boils each time the
temperature is changed with the same value.
It is also used in the music industry to establish theories on sounds and to closely study them.
The concept of Harmonics is also used in electrical gadgets or electrical machines and
generation of power.
Page 25 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
c. Harmonic Means
 The harmonic mean is the reciprocal of the arithmetic mean of the reciprocals.
 Harmonic means are used in finance to average data like price multiples.
 Harmonic means can also be used by market technicians to identify patterns such as
Fibonacci sequences.
The harmonic mean is a type of numerical average. It is calculated by dividing the

number of observations by the reciprocal of each number in the series. Thus, the harmonic
mean is the reciprocal of the arithmetic mean of the reciprocals.
The harmonic mean of 1, 4, and 4 is:
3 3
= =2
1 1 1 1.5
(1 + 4 + 4)
The harmonic mean helps to find multiplicative or divisor relationships between fractions
without worrying about common denominators. Harmonic means are often used in averaging
things like rates (e.g., the average travel speed given a duration of several trips).
Examples:
1. Find the harmonic mean for data 2, 5, 7, and 9.
Solution:
Given data: 2, 5, 7, 9
Step 1: Finding the reciprocal of the values:
½ = 0.5
⅕ = 0.2
1/7 = 0.14
1/9 = 0.11
Step 2: Calculate the average of the reciprocal values obtained from step 1.
Here, the total number of data values is 4.
Page 26 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
Average = (0.5 + 0.2 + 0.143 + 0.11)/4
Average = 0.953/4
Step 3: Finally, take the reciprocal of the average value obtained from step 2.
Harmonic Mean = 1/ Average
Harmonic Mean = 4/0.953
Harmonic Mean = 4.19
Hence, the harmonic mean for the data 2, 5, 7, 9 is 4.19.
2. What is the harmonic mean of 1, 2, and 4?
3. Consider 2, 3, 5, 7, and 60 with number of observations as 5.
But, the arithmetic mean is,
Hence, it is clear that when there are extreme observations, the harmonic mean is applied.
Page 27 of 28
Tel. # (033) 396-2291 ; Fax : (033) 5248081
EXERCISES:
Test 1:
1. Find the harmonic mean of 2, 5, 7, 9 and 50.
2. Solve for the harmonic mean of 1/3 and 1/27.
3. What is the 10th term of the harmonic sequence: 1/3, 2/3, 0, -2/3, ….
Test 2:
Given the first term and the common ratio of a geometric sequence find the first five terms.
1. a1 = 0.8, r = −5
2. a1 = 1, r = 2
3. a1 = 2, r = -8
**END OF FINAL MODULE**
Page 28 of 28

Altamia Math 1 Final Module

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Altamia Math 1 Final Module

Uploaded by

Copyright:

Available Formats

COLLEGE OF SCIENCE AND TECHNOLOGY

Cagamutan Norte, Leganes, Iloilo - 5003

TOPIC 1: LINEAR EQUATIONS

1. 2: Linear Equations in One Variable

Dividing both sides by 13, we have,

1. 3: Expressing Mathematical Statements in Symbols

Here are some examples of translating verbal phrases to algebraic expressions or

Verbal Statement Mathematical Statement

3. 5x + 2y. This statement can be described as:

1. 4: Verbal Problems in One Unknown

4x = age of Tina now

x=5 age of Jane now

Ten years from now, Jane will be

Original Solution 70 85% = 0.85 70(0.85)

4. 5-3x+5x = -1+4x -3+x

3. What is the number increased by one-half of itself is equal to 21?

TOPIC 2: QUADRATIC EQUATIONS AND FUNCTIONS

2. 2: Quadratic Equation in one unknown

a. Quadratic Equations solved by Factoring

Example 1: Solve the equation, x2− 3 x − 10 = 0

Solve each equation: x = 5 or x=−2

Example 2: Solve the equation, 2x2 + 5 x = 12

b. Quadratic Equations solved by Square root property

Now square root both sides and simplify.

c. Quadratic Equations solved by completing the Square

Completing the Square Method

Completing the Square Formula

Completing the Square Formula Examples

Example 2: Use completing the square formula to solve: x2 - 4x - 8 = 0.

d. Quadratic Equations solved by Quadratic Formula

1. Solve the quadratic equation: 5x2 + 1= 26

4. Find the roots of x2 + 10x − 4 = 0 using completing the square method.

5. Use the quadratic formula to find the roots of x 2-5x+6 = 0.

Carl Friedrich Gauss (1777-1855) was a German mathematician who contributed in

Illustrative Examples of Increasing and Decreasing Arithmetic Sequences

Finding the Number of Terms in a Finite Arithmetic Sequence

2. Find the seventh term (7th) in the sequence ¾, 5/8, ½, 3/8, …

Solving first the r, we have:

4. In the geometric sequence 6, 12, 24, …, which term is 384?

Solving first the r, we have:

The indicated sum of the terms of a geometric series is a geometric sequence.

2. Find the sum of 3 +6 +12 + , …, + 768.

Application of Harmonic Sequence in Real Life Situations

The harmonic mean is a type of numerical average. It is calculated by dividing the

Step 1: Finding the reciprocal of the values:

Here, the total number of data values is 4.

Average = (0.5 + 0.2 + 0.143 + 0.11)/4

Harmonic Mean = 1/ Average

Harmonic Mean = 4/0.953

Harmonic Mean = 4.19

Hence, the harmonic mean for the data 2, 5, 7, 9 is 4.19.

2. What is the harmonic mean of 1, 2, and 4?

3. Consider 2, 3, 5, 7, and 60 with number of observations as 5.

But, the arithmetic mean is,

2. Solve for the harmonic mean of 1/3 and 1/27.

**END OF FINAL MODULE**

You might also like

END OF FINAL MODULE