Chapter 6

Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.
0 10-July-2020
GE 7 Mathematics in the Modern World Module 6: Mathematical System
MODULE 6
MATHEMATICAL SYSTEM
MODULE OVERVIEW
Mathematical system consists of modular arithmetic, congruences and the different applications of
these two in real world.
LEARNING OBJECTIVES
At the end of lesson, you should be able to:

1. Perform the operations on 12-hour clock and day of the week.
2. Find the remainder and quotient when an integer is divided by another integer.
3. Show that the remainder is nonnegative.
4. Define divisibility.
5. Find the greatest common divisor of the integers using Euclidean algorithm.
6. Perform the Euclidean algorithm to find the value of x and y
LEARNING CONTENTS
LESSON 1: INTRODUCTION TO MODULAR ARITHMETIC
1.1 Clock Arithmetic

Think of time when attempting to understand modular arithmetic. Time keeps going on forever,
which means it has no end. We designate whether the time is before noon or after noon by using the
abbreviations A.M. and P.M. Many clocks have the familiar 12-hour design. In this case, once 12:00 is
reached on the clock, we begin again with 1.
Example 1.1.1
Keep the idea of the clock in mind. You see 12 numbers on the clock. The modulus is 12 with
the twelve remainders 0,1,2,3,4,5,6,7,8,9,10,11. To determine a time in the future or in the past, we
actually give a remainder between 0 and 11.
To determine the time 5 hours after 3 o’clock A.M., we add 3 and 5. It does not pass 12 o’clock,
the time is 8 o’clock A.M. However, to determine the time 5 hours after 11 o’clock A.M., we must take
into consideration that once we have passed 12 o’clock, we begin again with 1. Therefore, 5 hours after
11 o’clock A.M. is 4 o’clock P.M.
We use the symbol ⊕ to denote addition on a 12-hour clock. Using this notation,
3 A. M.⊕ 5 hrs. = 8 A. M.
and 11 A. M.⊕ 5 hrs. = 4 P. M. on a 12-hour clock.
We can also perform subtraction on a 12-hour clock. If the time now is 3 o’clock A.M., then 7
hours ago, the time was 8 o’clock P.M. Use the symbol ⊖ to denote subtraction on a 12-hour clock and
PANGASINAN STATE UNIVERSITY 1

Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev. 0 10-July-2020
write
3 A. M ⊖ 7 hrs. = 8 P. M.
Example 1.1.2
A similar example involves day-of-the-week arithmetic. If we associate each day of the week with a
number,
Monday = 1 Friday = 5
Tuesday = 2 Saturday = 6
Wednesday = 3 Sunday = 7
Thursday = 4
Then, 12 days after Sunday is Friday. In symbols, we write
7 ⊞ 12 = 5.
Take note that we are using the ⊞ symbol for day-of-the-week arithmetic to differentiate from the ⊕
symbol for clock arithmetic.
Another way to determine the day of the week is to note that when the sum 7 + 12 = 19 is
divided by 7, the number of days in a week, the remainder is 5, the number is associated with Friday.
This works because the days of the week repeat every after 7 days.
Your Turn 1
Disregarding A.M. and P.M. Evaluate each expression, where ⊕ indicate addition, using a 12-hour
clock.
a.) 12 ⊕ 3 d.) 5 ⊕ 10
b.) 8 ⊕ 9 e.) 8 ⊕ 8
c.) 6 ⊕ 7 f.) 11 ⊕ 10
Evaluate each expression, where ⊞ indicate addition, using days-of-the-week arithmetic.
a.) 6 ⊞ 4 b.) 3 ⊞ 5
1.2 Division Algorithm
Theorem 1.2 Division algorithm

Given integers 𝑎 and 𝑏, with 𝑏 > 0, there exist unique integers 𝑞 and 𝑟 satisfying
𝑎 = 𝑞𝑏 + 𝑟, 0 ≤ 𝑟 < 𝑏.
The integers 𝑞 and 𝑟 are called the quotient and remainder, respectively, in the division of 𝑎 by 𝑏.
(Burton, 2007)
Example 1.2.1
Use the division algorithm to find the quotient and remainder when 𝑎 = 158 and 𝑏 = 17.
Solution:
By division algorithm 𝑎 = 𝑞𝑏 + 𝑟, substitute the value of 𝑎 and b which is 158 = 9 × 17 + 5 so
𝑞 = 9 and 𝑟 = 5. Therefore, the value of quotient and remainder is 9 and 5.

Corollary 1.2
If 𝑎 and 𝑏 are integers, with 𝑏 ≠ 0, then there exist unique integer 𝑞 and 𝑟 such that 𝑎 = 𝑞𝑏 +
𝑟, 0 ≤ 𝑟 < |𝑏|. (Burton, 2007)
Example 1.2.2
When b < 0, let us take b = −7. Let 𝑎 = 1, −2, 61 and − 59 to satisfy that the remainder is
nonnegative then 0 ≤ 𝑟 < |𝑏|, then the expressions are
1 = 0(−7) + 1,
−2 = 1(−7) + 5,
61 = (−8)(−7) + 5,
−59 = 9(−7) + 4.
Therefore, the remainders are nonnegative.
Your Turn 2
Find the remainder (r) and quotient (q) given the following values of a and b.
a.) If a = 21 and b = 12.
b.) If a = – 12 and b = 21.
c.) when 21 is divided by 5.
d.) when – 21 is divided by 5.
Lesson 1.3 The Greatest Common Divisor
Definition 1.3.1 Divisibility

An integer a is said to be divisible by an integer b ≠ 0 and we write 𝑏|𝑎 if from the division
algorithm 𝑎 = 𝑏𝑞 + 𝑟 and 𝑟 = 0. We can also say that b is a factor of a, or a is a multiple of b. If 𝑟 ≠ 0,
then a is not divisible by b and we write 𝑏 ∤ 𝑎. We can also say that b is a divisor of a, b is a factor of a
or that a is a multiple of b. (Burton, 2007)
Example 1.3.1
−12 is divisible by 4, since −12 = 4(−3) + 0. However, 10 is not divisible by 3; since by division
algorithm, 10 = 3(3) + 1 then 𝑟 = 1 ≠ 0 for there is no integer q which makes 10 = 3𝑞 true.
Theorem 1.3.1
For integers a, b, c the following hold:
(i) 𝑎|0, 𝑎|𝑎, 1|𝑎.
(ii) If 𝑎|b and c|d, then 𝑎c|bd.
(iii) If 𝑎|b and b|c then 𝑎|c.
(iv) If 𝑎|b and b ≠ 0, then |𝑎| ≤ |b|.
(v) If 𝑎|b and 𝑎|c then 𝑎|(bx + cy).

Example 1.3.2
Is 42 divisible by 3?
YES because 42 = 3 ∙ 14 + 0. Thus, by division algorithm 𝑞 = 14 and 𝑟 = 0.
Example 1.3.3
Let a = 3, b = 21 and c = 42. Since 3|21 because 21 = 3(7)+0 and 21|42 because 42 =
21(2)+0, then by Theorem 1.3.1 (iii), 3|42.
Definition 1.3.2 Common divisor

Given 𝑎, 𝑏 ∈ ℤ. A positive integer d is said to be a common divisor of 𝑎 and 𝑏 if 𝑑|𝑎 and 𝑑|𝑏. If
one of 𝑎 and 𝑏 is not zero, then there are only a finite numbers of common divisors of 𝑎 and 𝑏. (Burton,
2007)
Example 1.3.4
The positive divisor of −12 are 1,2,3,4,6 and 12 while those of 30 are 1,2,3,5,6,10,15 and 30.
Hence, the positive common divisors of −12 and 30 are 1,2,3 and 6.
Definition 1.3.3 Greatest Common Divisor (GCD)

Let 𝑎, 𝑏 𝜖 ℤ, not both zero. The greatest common divisor of 𝑎 and 𝑏 denoted by gcd(𝑎, 𝑏) or
simply (𝑎, 𝑏) is defined as the largest among all common divisors of 𝑎 and 𝑏. (Burton, 2007)
It is the positive integer d satisfying the following:

(i) 𝑑|𝑎 and 𝑑|𝑏
(ii) If 𝑐|𝑎 and 𝑐|𝑑 then 𝑐 ≤ 𝑑.
Remark: (𝑎, 𝑏) = (|𝑎|, |𝑏|)
Example 1.3.5
In Example 1.3.4, since 6 is the largest of the integers, it follows that gcd(−12,30) = 6.
Your Turn 3
What is the common divisor of the following?

a.) 24 and 54
b.) – 24 and 54
c.) 24 and – 54
d.) 10 and 100
e.) 12 and 21

Lesson 1.4 Euclidean Algorithm

The Euclidean algorithm may be described as follow:
Let 𝑎 and 𝑏 be two integers whose greatest common divisor is desired. Because gcd (|a|, |b|) =
gcd(a, b), assume that 𝑎 ≥ 𝑏 > 0.
To apply the Division Algorithm to 𝑎 and 𝑏 to get
𝑎 = 𝑞1 𝑏 + 𝑟1 , 0 ≤ 𝑟1 < 𝑏.
If it happens that 𝑟1 = 0, then 𝑏|𝑎 and gcd(𝑎, 𝑏) = 𝑏. When 𝑟1 ≠ 0, divide 𝑏 by 𝑟1 to produce integers 𝑞2
and 𝑟2 satisfying 𝑏 = 𝑞2 𝑟1 + 𝑟2, 0 ≤ 𝑟2 < 𝑟1.
If 𝑟2 = 0, then we stop; otherwise, proceed as before to obtain 𝑟1 = 𝑞3 𝑟2 + 𝑟3 , 0 ≤ 𝑟3 < 𝑟2 . This division
process continues until some zero remainder appears, say, at the (𝑛 + 1)𝑡ℎ stage where 𝑟𝑛−1 is divided
by 𝑟𝑛 .
The result is the following system of equation:
𝑎 = 𝑞1 𝑏 + 𝑟1 , 0 ≤ 𝑟1 < 𝑏
𝑏 = 𝑞2 𝑟1 + 𝑟2, 0 ≤ 𝑟2 < 𝑟1
𝑟1 = 𝑞3 𝑟2 + 𝑟3 , 0 ≤ 𝑟3 < 𝑟2
.
.
.
𝑟𝑛−2 = 𝑞𝑛 𝑟𝑛−1 + 𝑟𝑛 , 0 ≤ 𝑟𝑛 < 𝑟𝑛−1
𝑟𝑛−1 = 𝑞𝑛+1 𝑟𝑛 + 0 .
Example 1.4.1
Find the 𝑔𝑐𝑑 of 97 and 35 using Euclidean Algorithm.

To calculate, gcd(97, 35), the applications of the division algorithm produce the equations
97 = (2 ∙ 35) + 27 equation (1)
35 = (1 ∙ 27) + 8 (2)
27 = (3 ∙ 8) + 3 (3)
8 = (2 ∙ 3) + 2 (4)
3 = (1 ∙ 2) + 𝟏 (5)
2 = (2 ∙ 1) + 0. (6)
The last nonzero remainder appearing above, namely the integer 1, is the greatest common divisor of
97 and 35:
1 = 𝑔𝑐𝑑(97, 35).
In order to represent 6 as a linear combination of the integers 97 and 35, we work backwards to
eliminate the remainders 2, 3, 8 and 27. That is, we start from equation (5) so we have,
1 = 3 − 2.
Then from equation (4), we see that
8 = (2 ∙ 3) + 2, so
1 = 3 − (8 − 2 ∙ 3) = (3 ∙ 3) − (1 ∙ 8).

After that, from equation (3), we get

27 = (3 ∙ 8) + 3, which implies that
1 = 3(27 − (3 ∙ 8)) − (1 ∙ 8) = (3 ∙ 27) − (10 ∙ 8).
Next, from equation (2), we have
35 = (1 ∙ 27) + 8, so
1 = (3 ∙ 27) − 10(35 − (1 ∙ 27)) = (13 ∙ 27) − (10 ∙ 35).
Lastly, from equation (1), we have
97 = (2 ∙ 35) + 27, so that
1 = 13(97 − (2 ∙ 35)) − (10 ∙ 35) = (13 ∙ 97) + ((−36) 35).
Thus, we have
1 = gcd(97, 35) = 97𝑥 + 35𝑦;
where 𝑥 = 13 and 𝑦 = −36.
Your Turn 4
Find the following.

a.) gcd (143, 227)
b.) gcd (306, 657)
c.) gcd (272, 1479)
Use the Euclidean algorithm to obtain integer x and y satisfy
gcd (56, 72) = 56x + 72y
LEARNING POINTS
In this lesson, we performed the operations of clock arithmetic and day of the week using the
symbols ⊕, ⊖ and ⊞. The relation of integers of a and b and the greatest common divisor of integers
were determined. Also, the definition and computation of the division algorithm, greatest common
divisor and Euclidean algorithm had been presented.
LEARNING ACTIVITY 1
1. Military Time. Evaluate each expression, where ⊕ indicate addition and ⊖ indicate
subtraction, respectively, using military time. (Military time uses a 24-hour clock, where 2:00
A.M is equivalent to 0200 hours and 10 P.M is equivalent to 2200 hours).
a.) 0800 ⊕ 2000
b.) 0600 ⊖ 2200
c.) 1000 ⊖ 1400
2. Disregarding A.M. and P.M. Evaluate each expression, where ⊖ indicate subtraction, using a
12-hour clock.
a.) 3 ⊖ 8 d.) 2 ⊖ 6
b.) 10 ⊖ 11 e.) 1 ⊖ 4
c.) 4 ⊖ 9

3. Evaluate each expression, where ⊟ indicate subtraction, respectively, using days-of-the-week

arithmetic.
a.) 2 ⊟ 3 b.)3 ⊟ 6
4. Use the division algorithm. There are 24 hours in one complete day. How many complete days
are contained in 2500 hours?
5. Use the division algorithm to find the expression that will satisfy the following.
a.) when b < 0, where b = – 3 then for the choices of a = 4, 12, 21, -31, -52, and 69.
b.) when b > 0, where b = 6 then for the choices of a = 2, 12, 21, 31, -52, -72 and 99.
6. List all common divisors and find the greatest common divisor of the following.
a.) 47 and 74
b.) 47 and – 74
7. Is 150 divisible by 2, 3, 4, 5, 6, 9, and 10?
8. What is the greatest common divisor of the following.

a.) – 10 and 100
b.) 69 and 96
c.) – 69 and 96
9. Use the Euclidean algorithm to obtain integer x and y satisfying

gcd (40,185) = 40x + 185y
10. Use the Euclidean algorithm to obtain integer x and y satisfying

gcd (158,206) = 158x + 206y

MODULE LEARNING OBJECTIVES
At the end of lesson, you should be able to:

a.) Define congruence.
b.) Define a modular arithmetic.
c.) Determine whether congruence is true.
d.) Define the different terminologies in studying modular arithmetic.
e.) Perform the operations on arithmetic modulo m.
f.) Construct a table for modular arithmetic.
g.) Find the value of x in a linear congruence.
h.) Find the additive and multiplicative inverses in modular arithmetic
LEARNING CONTENTS
LESSON 2: SOLVING CONGRUENCE EQUATION

Lesson 2.1 Congruence
Congruence often arises in everyday life. For instance, clock work either modulo 12 or 24 for
hours, and modulo 60 for minutes and seconds, calendars work modulo 7 for days and modulo 12 for
months.
Definition 2.1.1 Congruence
Let 𝑚 be a positive integer. If 𝑎 and 𝑏 are integers, we say that 𝑎 is congruent to 𝑏 modulo 𝑚
if 𝑚|(𝑎 − 𝑏).
If 𝑎 is congruent to 𝑏 modulo 𝑚, we write 𝑎 ≡ 𝑏(𝑚𝑜𝑑 𝑚). If 𝑚 ∤ (𝑎 − 𝑏), we write 𝑎 ≢ 𝑏(𝑚𝑜𝑑 𝑚), and say
that 𝑎 and 𝑏 are incongruent modulo 𝑚. (Adamchik, 2005)
Example 2.1.1
Since 22 − 4 = 18 and 9 divides 18, then we have 22 ≡ 4 (mod9). Likewise, since 200 − 2 =
198 and 9 divides 198, then we have 200 ≡ 2 (mod 9). On the other hand, 13 ≢ 5 (mod 9) since 9 ∤
(13 − 5) = 8.
Theorem 2.1.1
Let 𝑚 be a positive integer. Congruence modulo 𝑚 satisfies the following properties:
(i) Reflexive property
If 𝑎 is an integer, then 𝑎 ≡ 𝑎(𝑚𝑜𝑑 𝑚).
(ii) Symmetric property
If 𝑎 and 𝑏 are integers such that 𝑎 ≡ 𝑏(𝑚𝑜𝑑 𝑚), then 𝑏 ≡ 𝑎(𝑚𝑜𝑑 𝑚).
(iii) Transitive property
If 𝑎, 𝑏 and 𝑐 are integers with 𝑎 ≡ 𝑏(𝑚𝑜𝑑 𝑚) and 𝑏 ≡ 𝑐(𝑚𝑜𝑑 𝑚), then 𝑎 ≡ 𝑐(𝑚𝑜𝑑 𝑚).

Lesson 2.2 Arithmetic Operation Modulo 𝒎

Perform the arithmetic operation and then divide by modulus 𝑚. The answer is the remainder.
Thus, the result of an arithmetic operation mod m is always a whole number less than m.
Addition Modulo 𝒎
For any integer 𝑚 we define addition modulo 𝑚 to be the operation +𝑚 such that 𝑎+𝑚 𝑏 =
(𝑎 + 𝑏) 𝑚𝑜𝑑 𝑚 then 𝑎+𝑚 𝑏 = 𝑛, we write 𝑎 + 𝑏 ≡ 𝑛 (𝑚𝑜𝑑 𝑚). (Gawron, 2005)
Example 2.2.1
Evaluate (12 + 26) mod 12.

We add 12 and 26 as follows: 12 + 26 = 38 and 38 divided by the modulus 12 leaves a
remainder of 2 since 12+12 26 = 38 (𝑚𝑜𝑑 12) then 12+12 26 = 2 Therefore, (12 + 26) ≡ 2 (𝑚𝑜𝑑 12).
Subtraction Modulo 𝒎
For any integer 𝑚 we define subtraction modulo 𝑚 to be the operation −𝑚 such that 𝑎−𝑚 𝑏 =
(𝑎 − 𝑏) 𝑚𝑜𝑑 𝑚 then 𝑎−𝑚 𝑏 = 𝑛, we write 𝑎 − 𝑏 ≡ 𝑛 (𝑚𝑜𝑑 𝑚). (Gawron, 2005)
Example 2.2.2
In 12-hour clock, we subtract 25 and 8 as follows: 25 − 8 = 17 and 17 divided by the modulus

12 leaves a remainder of 5 since 25−12 8 = 17 (𝑚𝑜𝑑 12) then 25−12 8 = 5. Therefore, (25 − 8) ≡
5 (mod 12).
What if we obtain a negative answer?

If the answer is negative, add the modulus to get a positive number which is between 0 and the
modulus.
Example 2.2.3
Evaluate (21 − 52) mod 12.

Subtract 21 − 52 = −31. Because the answer is negative, we must find x so that −31 ≡
𝑥 𝑚𝑜𝑑 12. Evaluate the expression for whole number values of x less than 12.
Repeatedly add the modulus to the difference results in the following.
−31 + 12 = −19
−19 + 12 = −7
−7 + 12 = 5
We have x = 5. Therefore, (21 − 52) ≡ 5 (𝑚𝑜𝑑 12).
Multiplication Modulo m
For any integer 𝑚 we define multiplication modulo 𝑚 to be the operation ×𝑚 such that 𝑎 ×𝑚 𝑏 =
(𝑎 × 𝑏) 𝑚𝑜𝑑 𝑚 then 𝑎 ×𝑚 𝑏 = 𝑛, we write 𝑎 × 𝑏 ≡ 𝑛 (𝑚𝑜𝑑 𝑚). (Gawron, 2005)

Example 2.2.4
How do we compute (5 × 8) mod 12?

First we multiply 5 × 8 = 40 and 40 divided by the modulus 12 gives a remainder of 4 since
5 ×12 8 = 40 (𝑚𝑜𝑑 12) then 5 ×12 8 = 4. Therefore, (5 × 8) ≡ 4 (mod 12).
Table for Modular Arithmetic

When we write “⨁” or “⨂”, we mean first do ordinary addition or multiplication and then take the
remainder mod 𝑚 with this type of addition and multiplication we often just operate on number from 0
up to m – 1, in any case the result is a number in this range.
table mod 2
⨁ 0 1 ⨂ 0 1
0 0 1 0 0 0
1 1 0
1 0 1
table mod 4
⨁ 0 1 2 3 ⨂ 0 1 2 3
0 0 1 2 3 0 0 0 0 0
1 1 2 3 0 1 0 1 2 3
2 2 3 0 1 2 0 2 0 2
3 3 0 1 2 3 0 3 2 1
Patterns in the mod table

If two numbers are added or multiplied, the order of addition and multiplication does not matter.
That is 𝑎 ⨁ 𝑏 = 𝑏 ⨁ 𝑎 and 𝑎 ⨂ 𝑏 = 𝑏 ⨂ 𝑎 by commutative property. Since 𝑎 + 𝑏 = 𝑏 + 𝑎 (ordinary
addition) and so 𝑎 + 𝑏 and 𝑏 + 𝑎 each have the same remainder when divided by 𝑚. This means that
𝑎 ⨁ 𝑏 = 𝑏 ⨁ 𝑎. Similarly, 𝑎 × 𝑏 = 𝑏 × 𝑎 (ordinary multiplication) and 𝑎 × 𝑏 𝑎𝑛𝑑 𝑏 × 𝑎 each have the
same remainder when divided by 𝑚. That means 𝑎 ⨂ 𝑏 = 𝑏 ⨂ 𝑎.
Your Turn 5
Perform the modular arithmetic.

a.) (28 + 31) mod 4
b.) (50 + 1) mod 15
c.) (24 – 41) mod 8
d.) (60 – 32) mod 9
e.) (48– 21) mod 6

f.) (4 × 22) mod 3

g.) (5 × 12) mod 4
Lesson 2.3 Linear Congruence

Definition 2.3.1 Linear Congruence
A congruence of the form
𝑎𝑥 ≡ 𝑏(𝑚𝑜𝑑 𝑚)
where 𝑥 is an unknown integer, is called a linear congruence in one variable. (Adamchik, 2005)
The following theorem tells us when a linear congruence in one variable has solution, and if it
does, tells exactly how many incongruent solutions there are in modulo m.
Theorem 2.3.1
The linear congruence 𝑎𝑥 ≡ 𝑏(𝑚𝑜𝑑 𝑚) has a solution if and only if gcd(a,m)|b. If gcd(a,m)|b
and if d=gcd(a,m), then it has d incongruent solutions.
If the linear congruence is solvable, the d incongruent solutions are given by
𝑚
𝑥 = 𝑥0 + 𝑡, 0 ≤ 𝑡 ≤ 𝑑
𝑑
We illustrate now the use of Theorem 2.3.1.
Example 2.3.1
Solve the linear congruence 160x≡ 142(mod 202)

Solution:
Find the gcd(a,m)=gcd(160,202) by using Euclidean algorithm.
202 = 160 ∙ 1 + 42
160 = 42 ∙ 3 + 34
42 = 34 ∙ 1 + 8
34 = 8 ∙ 4 + 2
8=2∙4+0
The gcd(160,202)=2 and 2|142. By Theorem 2.3.1, there are 2 incongruent solutions.
2 = 34-8(4)
= 34 – [42-34](4)
= 34 – 42(4) + 34(4)
= 34(5) – 42(4)
= [160 – 42(3)](5) – 42(4)
= 160(5) – 42(15) - 42(4)
= 42(-19) + 160 (5)
= [202-160](-19) + 160(5)
= 202(-19) + 160 (19) + 160(5)
2= 160(24) + 202(-19) or 2 = 160(24) – 202(19)

Multiply the whole equation by 71 to get 142 = 160(1704) – 202(1349)

So, x =1704 and y = 1349.
Other solutions are given by
𝑚
𝑥 = 𝑥0 + 𝑡, 0≤𝑡 ≤𝑑
𝑑
𝑥0 = 1704
202
𝑥1 = 1704 + 𝑡, 0 ≤ 𝑡 ≤ 2
2
𝑥1 = 1704 + 101(1) = 1805

𝑥2 = 1704 + 101(2) = 1906
Your Turn 6
Solve the congruence equation

a.) 10x ≡ 5 mod 21
b.) 10x ≡ 5 mod 15
c.) 10x ≡ 4 mod 14
Lesson 2.4 Additive and Multiplicative Inverses in Modular Arithmetic
Definition 2.4.1 Additive Inverse

The sum of a number and its additive inverse is congruent to the additive identity element such
that 𝑎 + (−𝑎) = 0. In other words, – a is the additive inverse of a if and only if 𝑎 + (−𝑎) ≡ 0 (𝑚𝑜𝑑 𝑚).
(Gawron, 2005)
Example 2.4.1
(3 + 5) ≡ 0 mod 8
In mod 8 arithmetic, 3 is the additive inverse of 5 and 5 is the additive inverse of 3.
Here we consider only those whole numbers smaller than the modulus. Note that 3 + 5 = 8; that
is, the sum of a number and it is inverse equals the modulus. Using this fact, we can easily find the
additive inverse of a number for any modulus. For instance, in mod 11 arithmetic, the additive inverse of
5 is 6 because 5 + 6 = 11. Therefore, (5 + 6) ≡ 0 mod 11
Definition 2.4.2 Multiplicative Inverse

To find the multiplicative inverse of a mod m, solve the modular equation 𝑎𝑥 ≡ 1 mod 𝑚 for x. If
the product of two numbers is 1, then the numbers are multiplicative inverse of each other. (Huffman,
2013)
Example 2.4.2
In mod 7 arithmetic, find the multiplicative inverse of 2.

To find the multiplicative inverse of 2, solve the equation 2x ≡ 1 (mod 7) by trying different
natural number values of x less than the modulus,
2x ≡ 1 (mod 7)

If x = 1, 2(1) = 2 ≢ 1 (mod 7)
x = 2, 2(2) = 4 ≢ 1 (mod 7)
x = 3, 2(3) = 6 ≢ 1 (mod 7)
x = 4, 2(4) = 8 ≡ 1 (mod 7)
Therefore, in mod 7 arithmetic, the multiplicative inverse of 2 is 4.
Your Turn 7
Find the additive inverse of the given number.

1.) 4 in modulo 9 arithmetic
LEARNING POINTS
In this lesson, we defined different terminologies in studying modular arithmetic and also
determined that the congruence holds and performed the operations on arithmetic modulo m.
LEARNING ACTIVITY
1.) Show that each of the following congruence holds.

a.) 13 ≡ 1 (𝑚𝑜𝑑 3)
b.) 22 ≡ 7 (𝑚𝑜𝑑 5)
c.) 91 ≡ 0 (𝑚𝑜𝑑 13)
d.) −2 ≡ 1 (𝑚𝑜𝑑 3)
e.) −3 ≡ 30 (𝑚𝑜𝑑 11)
2.) Disregarding A.M or P.M., if it is 5 o’clock now, what time was it 57 hours ago?
3.) Construct a table multiplication mod 6.
4.) Perform the modular arithmetic.
a.) (42 + 35) mod 3
b.) (15– 32) mod 7
c.) (9 × 15) mod 8
5.) Construct an addition table mod 3.
6.) Find all integers x for which
a.) 5x ≡ 14 mod 17
b.) 3x ≡ 2 mod 13
7.) Find all integers x for which
a.) 42x ≡ 12 mod 90
b.) 55x ≡ 35 mod 75
8.) Find the additive inverse and the multiplicative inverse, if it is exists, of the given
number.

a.) 6 in modulo 16 arithmetic

b.) 12 in modulo 21 arithmetic
c.) 8 in modulo 15 arithmetic
d.) 21 in modulo 31 arithmetic
e.) 16 in modulo 20 arithmetic
9.) Find the multiplicative inverse, if it is exists, of the given number.
a.) 4 in modulo 9 arithmetic
b.) 4 in modulo 5 arithmetic
c.) 7 in modulo 10 arithmetic
d.) 11 in modulo 16 arithmetic
e.) 3 in modulo 8 arithmetic
MODULE LEARNING OBJECTIVES
At the end of the lessons, you should be able to:

a.) Determine the check digit.
b.) Define cryptology.
c.) Encode and decode the message.
d.) Determine if the check digit of the ISBN or UPC is correct.
e.) Encrypt and decrypt a message.
LEARNING CONTENTS
Lesson 3: Application of Modular Arithmetic

Lesson 3.1 ISBN and UPC
Definition 3.1 ISBN (International Standard Book Number)
Every book that is catalogued in the Library of Congress must have ISBN. This 13-digit number
was created to help ensure that orders for books are filled accurately and that books are catalogued
correctly. (Huffman, 2013)
The first three digits of an ISBN are 978, the next digit indicates the country in which the
publisher is incorporated (0, and sometimes 1, for books written in English), the next two to seven digits
indicate the publisher, the next group of digits indicates the title of the book, and the last digit (the 13 th
one) is called a check digit.
If we label the first digit of an ISBN 𝑑1 , the second digit 𝑑2 , and so on to the 13th digit 𝑑13 , then the
check digit is chosen to satisfy the following congruence.
Formula for the ISBN Check Digit
𝑑13 = 10 − (𝑑1 + 3𝑑2 + 𝑑3 + 3𝑑4 + 𝑑5 + 3𝑑6 + 𝑑7 + 3𝑑8 + 𝑑9 + 3𝑑10 + 𝑑11 +
3𝑑12 ) 𝑚𝑜𝑑 10.
This is the check digit that is used to ensure accuracy.
Example 3.1.1
The ISBN for fourth edition of the American Heritage Dictionary is 978-0-395-82517-4.

Suppose, however, that a bookstore clerk send an order for the American Heritage Dictionary and
inadvertently enters the number 978-0-395-28517-4, where the clerk transposed the 8
and 2 in the five numbers that identify the book.
Correct ISBN: 978-0-395-82517-4
Incorrect ISBN: 978-0-395-28517-4
The receiving clerk calculates the check digit as follows.
𝑑13 ≡ 10 − [9 + 3(7) + 8 + 3(0) + 3 + 3(9) + 5 + 3(2) + 8 + 3(5) + 1 + 3(7)] 𝑚𝑜𝑑 10
≡ 10 − 124 𝑚𝑜𝑑 10
≡ 10 − 4 = 6
Because the check digit is 6 and not 4 as it should be, the receiving clerk knows that an incorrect ISBN
has been sent. Transposition errors are among the most frequent errors that occur. The ISBN coding
system will catch most of them.
Another coding scheme that is closely related to the ISBN is the UPC.
Definition 3.1.2 UPC (Universal Product Code)
This number is placed on many items and is particularly useful in grocery stores. A check-out
clerk passes the product by a scanner, which reads the number from a bar code and records the price
on the cash register. If the price of an item changes for promotional sale, the price is updated in the
computer, thereby relieving a clerk of having to re-price each item. In addition to pricing items, the UPC
gives the store manager accurate information about inventory and the buying habits of the store’s
customers. (Huffman, 2013)
The UPC is a 12-digit number that satisfies a congruence equation that is similar to the one for
ISBNs. The last digit is the check digit. If we label the 12 digits of the UPC as 𝑑1 , 𝑑2 , 𝑑3 , … , 𝑑12 , we can
write a formula for the UPC check digit 𝑑12 .
Formula for the UPC Check Digit
𝑑12 ≡ 10 − ( 3𝑑1 + 𝑑2 + 3𝑑3 + 𝑑4 + 3𝑑5 + 𝑑6 + 3𝑑7 + 𝑑8 + 3𝑑9 + 𝑑10 + 3𝑑11 ) 𝑚𝑜𝑑 10
If 𝑑12 = 10, then the check digit is 0.
Example 3.1.2
Find the check digit for the DVD release of the Alice in Wonderland. The first 11 digits are 7-86936-
79798-?
𝑑12 ≡ 10 − [ 3(7) + 8 + 3(6) + 9 + 3(3) + 6 + 3(7) + 9 + 3(7) + 9 + 3(8)] 𝑚𝑜𝑑 10
≡ 10 − 155 𝑚𝑜𝑑 10
≡ 10 − 5 = 5
The check digit is 5.
The ISBN and UPC coding system will normally catch transposition errors. There are instances,
however, when they do not.

Example 3.1.3
The UPC for Crisco Puritan Canola Oil with Omega-DHA is

0-51500-24275-9
Suppose, however, that the product code is written 0-51500-24725-9, where 2 and 7 have been
transposed. Calculating the check digit, we have
𝑑12 ≡ 10 − [ 3(0) + 5 + 3(1) + 5 + 3(0) + 0 + 3(2) + 4 + 3(7) + 2 + 3(5)] 𝑚𝑜𝑑 10
≡ 10 − 61 𝑚𝑜𝑑 10
≡ 10 − 1 = 9
The same check digit is calculated, yet the UPC has been entered incorrectly. This was an
unfortunate coincidence; if any other two digits were transposed, the result would have given a different
check digit and the error would have been caught. It can be shown that the ISBN and UPC coding
methods will not catch a transposition error of adjacent digits a and b if | a – b| = 5. For the Canola Oil
UPC, | 7 – 2| = 5.
Your Turn 8
Determine whether the given number is a valid ISBN.

a.) 978-0-281-44268-5
b.) 978-0-55690-182-9
Lesson 3.2 Cryptology

Related to codes on books and grocery items are secret codes. These codes are used to send
message between people, companies, or nations. It is hoped that by devising a code that is difficult to
break, the sender can prevent the communication from being read if it is intercepted by an unauthorized
person.
Definition 3.2.1 Cryptology
Cryptology is the study of making and breaking secret codes. (Huffman, 2013)
Before we discuss how message are coded, we need to define a few terms.
Definition 3.2.2 Plaintext
Plaintext is a message before it is coded. (Huffman, 2013)
Example 3.2.1
The line SHE WALKS IN BEAUTY LIKE THE NIGHT, from Lord Byron’s poem “She Walks in
Beauty” is in plaintext.
Definition 3.2.3 Ciphertext
Ciphertext is the message after it has been written in code. (Huffman, 2013)
Example 3.2.2
The line ODA SWHGO EJ XAWQPU HEGA PDA JECDP is the same message of the poem in
ciphertext.

Definition 3.2.4 Encryption

The method of changing from plaintext to ciphertext is called encryption. (Huffman, 2013)
(previous examples 3.2.1 and 3.2.2)
The line from the poem was encrypted by substituting each letter in plaintext with the letter that
is 22 letters after that letter in the alphabet. (Continue from the beginning when the end of the alphabet
is reached).
This is called a cyclical coding scheme because each letter of the alphabet are shown below.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕
W X Y Z A B C D E F G H I J K L M N O P Q R S T U V
Definition 3.2.5 Decrypt

To decrypt a message means to take the ciphertext message and write it in plaintext. (Huffman,
2013)
If a cryptologist thinks a message has been encrypted using a cyclical substitution code like the one
shown above, the key to the code can be found by taking a word from the message (usually one of the
longer words) and continuing the alphabet for each letter of the word. When a recognizable word
appears, the key can be determined. This method is shown below using the ciphertext word XAWQPU.
X A W Q P U
Y B X R Q V
Z C Y S R W Shift four position
A D Z T S X
B E A U T Y
Once a recognizable word has been found (BEAUTY), count the number of positions that the
letters have been shifted (four, in this case). To decode the message, substitute the letter of the normal
alphabet that comes four positions after the letter in the ciphertext.
Example 3.2.3
The ciphertext word is ODA.

O D A
P E B
Q F C Four position
R G D
S H E

Cyclical encrypting using the alphabet is related to modular arithmetic. We begin with the
normal alphabet and associate each letter with a number as shown in Table 3.1
Table 3.1 Numerical Equivalents for the Letters of the Alphabet
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 0
The encrypting code is to shift each letter of the plaintext message m positions, then the
corresponding letter in the ciphertext message is given by 𝑐 ≡ (𝑝 + 𝑚) 𝑚𝑜𝑑 26, where p is the
numerical equivalent of the plaintext letter and c is the numerical equivalent of the ciphertext letter. The
letter Z is coded as 0 because 26 ≡ 0 𝑚𝑜𝑑 26.
Each letter in Lord Byron’s poem was shifted 22 positions (m = 22) to the right. To code the
plaintext letter S in the word SHE, we use the congruence 𝑐 ≡ (𝑝 + 𝑚) 𝑚𝑜𝑑 26.
𝑐 ≡ (𝑝 + 𝑚) 𝑚𝑜𝑑 26
𝑐 ≡ (19 + 22) 𝑚𝑜𝑑 26 p = 19 (S is the 19th letter)
𝑐 ≡ 41 𝑚𝑜𝑑 26 m = 22, the number of positions the letter is shifted
𝑐 = 15
th
The 15 letter is O. Thus S is coded as O.
Once plaintext has been converted to ciphertext, there must be a method by which the person
receiving the message can return the message to plaintext. For the cyclical code, the congruence is
𝑝 ≡ (𝑐 + 𝑚) 𝑚𝑜𝑑 26, where p and c are defined as before and 𝑛 = 26 − 𝑚. The letter O in ciphertext is
decoded below using the congruence 𝑝 ≡ (𝑐 + 𝑚) 𝑚𝑜𝑑 26.
𝑝 ≡ (𝑐 + 𝑚) 𝑚𝑜𝑑 26
𝑝 ≡ (15 + 4) 𝑚𝑜𝑑 26 c = 19 (S is the 19th letter)
𝑝 ≡ 19 𝑚𝑜𝑑 26 n = 26 – m = 26 – 22 = 4
𝑝 = 19
th
The 19 letter is S. Thus O is coded as S.
Your Turn 9
Encryption, encode the message by using a cyclical alphabetic encrypting code that shifts the message
the stated number of positions.
a.) 12 positions: IT’S A GIRL
b.) 3 positions: STICKS AND STONES
LEARNING POINTS
The different terminologies in this lesson had been defined. We used the formula for ISNB and
UPC to determine whether the check digit is valid or not. The encryption and decryption are methods of
changing a message from plaintext to ciphertext and vice versa.

LEARNING ACTIVITY
1.) Determine whether the check digit is correct for the UPC.
a.) 6-53569-39973-1 (Scrabble)
b.) 0-79893-46500-2 (Organics Honey)
2.) Determine the correct check digit for each ISBN.
a.) 13-978-0073383-149 (Elementary Number Theory(7th edition))
b.) 13-978-0071294-121 (Algebra)
3.) Determine the correct check digit.
a.) 10-32031-13439-? (Beethoven’s 9th Symphony, DVD)
b.) 8-85909-19432-? (16 GB iPad with WiFi)
4.) Decoding, use a cyclical alphabetic encrypting code to decode the encrypted massage.
a.) AOB HVS HCFDSRCSG
b.) YBZAM HK YEBZAM
5.) Encryption, Julius Caesar supposedly used an encrypting code equivalent to the
congruence 𝑐 ≡ (𝑝 + 3) 𝑚𝑜𝑑 26. Use the congruence to encrypt the message “men
willingly believe what they wish.
6.) Decoding, Julius Caesar supposedly used an encrypting code equivalent to the
congruence 𝑐 ≡ (𝑝 + 3) 𝑚𝑜𝑑 26. Use the congruence to decrypt the message WKHUH
DUH QR DFFLGHQWV.
7.) Decoding, use a cyclical alphabetic encrypting code that shifts the letters the stated
number of positions to decode the encrypted message.
a.) 8 position: VWJWLG QA XMZNMKB
b.) 15 positions: UGXTCS XC CTTS
REFERENCES
A. Book
 Ferguson, Niels and Bruce Schniere (2003). Practical Cryptography, New York: John Wiley & Sons.
 Mel, H X Bakers (2001)., Cryptography and Decrypted New York, Addison –Wesley.
 Scheiner ,Bruce . (1996). Applied Cryptography, New York; John Wiley &sons.
 Rouohenon, (2014).Mathematical Cryptology,
 Aufmann, Lockwood, et al.(2013). Mathematical Excursion (third edition): United Stateof America,
Graphic work Inc.
 Burton, (2007).Elementary Number Theory (7th edtion): United State of America, Allyn and Bacon,
Inc.,
 DEVELOPMENT AND VALIDATION OF A LEARNING MODULE IN MODULAR ARITHMETIC by
Beth PC. Argueza and Beverly B. Fernandez, June 2017
B. Website
 Andreesscu,T Andrica (2010), Retrieved from http://www.springer.com/978-0-8176-4548-9.
 Adamchick (2005), Modular Arithmetic,
 Adamchick (2005), Integer Divisibility ,
 Gawron,.(2005).Modular Arithmetic .Retrieved from http://www.rohan.sdsu.edu/-gawron.
 Davis,(2006),Introduction to Linear Diophantine. Retrieved from
http://www.geometer.org/mathcircles.

ANSWERS TO YOUR TURNs
Your Turn 1
1.)
a.) It means the time 3 hours after 12 o’clock is 3 o’clock, since 3 + 12 = 15 we have
passed 12 o’clock, we begin again with 1. Therefore 12 ⊕ 3 = 3.
b.) It means the time 9 hours after 8 o’clock is 5 o’clock, since 9 + 8 = 17 we have passed
12 o’clock, we begin again with 1. Therefore 8 ⊕ 9 = 5.
c.) It means the time 7 hours after 6 o’clock is 1 o’clock, since 7 + 6 = 13 we have passed
d.) It means the time 10 hours after 5 o’clock is 3 o’clock, since 10 + 5 = 15 we have
e.) It means the time 8 hours after 8 o’clock is 4 o’clock, since 8 + 8 = 16 we have passed
f.) It means the time 10 hours after 11 o’clock is 4 o’clock, since 10 + 11 = 21 we have
2.)
a.) Given the day where 6 is Saturday and 4 is Thursday. Since 6 + 4 = 10 we have
passed the 7th day of the week which is Sunday, we begin again with Monday. Therefore, 6 ⊞
4 = 3 which is associate of Wednesday.
b.) Given the day where 3 is Wednesday and 5 is Friday. Since 3 + 5 = 10 we have
passed the 7th day of the week which is Sunday, we begin again with Monday. Therefore, 3 ⊞
5 = 1 which is associate of Monday.
Your Turn 2
1.)
a.) 𝑎 = 𝑞𝑏 + 𝑟 ⟹ 21 = 𝑞(12) + 𝑟, let q = 1 and r = 9. Therefore, 21 = 1(12) + 9.
b.) 𝑎 = 𝑞𝑏 + 𝑟, −12 = 𝑞(21) + 𝑟, let q = – 1 and r = 9. Therefore, −21 = −1(21) + 9.
c.) Since 21 ÷ 5 = 4 𝑟. 1, by division algorithm 𝑎 = 𝑞𝑏 + 𝑟 ⟹ 21 = 4(5) + 1. Therefore, q =
4 and r = 1.
d.) Since −21 ÷ 5 = −4 𝑟. 1, by division algorithm 𝑎 = 𝑞𝑏 + 𝑟 ⟹ −21 = −4(5) + 1.
Therefore, q = – 4 and r = 1
Your Turn 3
a.) The common divisor of 24 and 54 is 6, we denote as gcd (24, 54) = 6.

b.) The common divisor of – 24 and 54 is 6, we denote as gcd (- 24, 54) = 6.
c.) The common divisor of 24 and – 54 is 6, we denote as gcd (24, -54) = 6.
d.) The common divisor of 10 and 100 is 10, we denote as gcd (10, 100) = 10

e.) The common divisor of 12 and 21 is 3, we denote as gcd (12, 21) = 3
Your Turn 4
1.)
a.) 227 = 143(1) + (84) c.) 657 = 306(2) + 45
143 = 84(1) + 59 306 = 45(6) + 36
84 = 59(1) + 25 45 = 36(1) + 9
159 = 25(2) + 9 36 = 9(4) + 0
25 = 9(2) + 7 gcd (272,1479) = 9
7 = 2(3) + 1
2 = 1(2) + 0
gcd (143, 227) = 1
b.) 657 = 306(2) + 45
306 = 45(6) + 36
45 = 36(1) + 9
36 = 9(4) + 0
gcd (306, 657) = 9
2.)
gcd (56, 72)
72 = 56(1) + 16
56 = 16(3) + 8
16 = 8(2) + 0
gcd (56, 72) = 8
Compute next-to-last to eliminate the remainder 16.
8 = 56 − 16(3)
= 56 + [ 72 − 56(1)]3
= 56(4) + 72(−3)
Therefore, x = 4 and y = -3.
24
𝑦 = 𝑦0 - t= 1 − 4𝑡.when t is any integer.
6
Your Turn 5
1.)
a.) Add 28 + 31 = 59 and 59 divided by the modulus 4 leaves a remainder of 3 since
28 +4 31 = 59 (𝑚𝑜𝑑 4) then 28 +4 31 = 3.
Therefore, (28 + 31) ≡ 3 (𝑚𝑜𝑑 4).
b.) Add 50 + 1 = 51 and 51 divided by the modulus 15 leaves a remainder of 6 since
50 +15 1 = 51 (𝑚𝑜𝑑 15) then 50 +15 1 = 6.
Therefore, (50 + 1) ≡ 6 (𝑚𝑜𝑑 15).
c.) Subtract 24 − 41 = −17. Because the answer is negative, we must find x so that
−17 ≡ 𝑥 𝑚𝑜𝑑 12. Repeatedly adding the modulus.

−17 + 8 = −9
−9 + 8 = −1
−1 + 8 = 7
We have x = 7. Therefore, 24 − 41 ≡ 7 (𝑚𝑜𝑑 12).
d.) Subtract 60 − 32 = 28 and 28 divided by the modulus 9 leaves a remainder of 1 since
60−9 32 = 28 (𝑚𝑜𝑑 9) then 60−9 32 = 1
Therefore, (60 − 32) ≡ 5 (𝑚𝑜𝑑 9).
e.) Subtract 48 − 21 = 27 and 27 divided by the modulus 6 leaves a remainder of 3 since
48−6 21 = 27 (𝑚𝑜𝑑 6) then 48−6 21 = 3.
Therefore, (48 − 21) ≡ 3 (𝑚𝑜𝑑 6).
f.) Multiply 4 × 22 = 88 and 88 divided by the modulus 3 leaves a remainder of 1 since
4 ×3 22 = 88 (𝑚𝑜𝑑 3) then 4 ×3 22 = 1.
Therefore, (4 × 22) ≡ 1 (𝑚𝑜𝑑 3).
g.) Multiply 5 × 12 = 60 and 60 divided by the modulus 4 leaves a remainder of 0 since
5 ×4 12 = 0 (𝑚𝑜𝑑 4) then 5 ×4 12 = 0.
Therefore, (5 × 12) ≡ 0 (𝑚𝑜𝑑 4).
Your Turn 6
1.)
a.) 10𝑥 ≡ 5(𝑚𝑜𝑑21)
10(11) ≡ 5(𝑚𝑜𝑑21)
110 ≡ 5(𝑚𝑜𝑑21)
Answer 𝑥 ≡ 11(𝑚𝑜𝑑21).
b.) 10𝑥 ≡ 5(𝑚𝑜𝑑15)
⟹ 10(2) ≡ 5(𝑚𝑜𝑑15)
20 ≡ 5(𝑚𝑜𝑑15)
⟹ 10(5) ≡ 5(𝑚𝑜𝑑15)
50 ≡ 5(𝑚𝑜𝑑15)
⟹ 10(8) ≡ (𝑚𝑜𝑑15)
80 ≡ 5(𝑚𝑜𝑑15)
⟹ 10(14) ≡ (𝑚𝑜𝑑15)
140 ≡ 5(𝑚𝑜𝑑15)
Answer 𝑥 ≡ 2,5,8,11(𝑚𝑜𝑑15).
c.) 10𝑥 ≡ 4(𝑚𝑜𝑑14)
⟹ 10(6) ≡ (𝑚𝑜𝑑14)
60 ≡ 4(𝑚𝑜𝑑14)
⟹ 10(13) ≡ 4(𝑚𝑜𝑑14)
⟹ 130 ≡ 4(𝑚𝑜𝑑14)
Answer 𝑥 ≡ 6,13(𝑚𝑜𝑑14).

Your Turn 7
1.) Since 4 + 5 = 9 then 5 + 4 ≡ 0 (𝑚𝑜𝑑 9). Therefore, 5 is the additive inverse of 4 in

modulo 9 arithmetic.
Your Turn 8
1.) 𝑑13 ≡ 10 − [(9 + 3(7) + 8 + 3(0) + 2 + 3(8) + 1 + 3(4) + 4 + 3(2) + 6 + 3(8)]𝑚𝑜𝑑10

≡ 10 − 117(𝑚𝑜𝑑10)
≡ 10 − 7 = 3. The check digit is 3. Therefore, this is not a valid ISBN.
2.) 𝑑13 ≡ 10 − [(9 + 3(7) + 8 + 3(0) + 5 + 3(5) + 6 + 3(9) + 0 + 3(1) + 8 + 3(2)]𝑚𝑜𝑑10
≡ 10 − 108(𝑚𝑜𝑑10)
≡ 10 − 8 = 2. The check digit is 2. Therefore, this is not a valid ISBN.
Your Turn 9
1.) By using a cyclical alphabetic encrypting code, that shift the message the stated the number
of positions is 22 and coding the plaintext letter I in the word IT’S MY GIRL. We use the
congruence 𝑐 ≡ (𝑝 + 𝑚) 𝑚𝑜𝑑 26.
𝑐 ≡ (𝑝 + 𝑚) 𝑚𝑜𝑑 26.
𝑐 ≡ (9 + 22) 𝑚𝑜𝑑 26.
𝑐 ≡ 31 𝑚𝑜𝑑 26.
𝑐 = 5.
The 5th letter is E. Thus I is coded as E.

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Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.

GE 7 Mathematics in the Modern World Module 6: Mathematical System

At the end of lesson, you should be able to:

LESSON 1: INTRODUCTION TO MODULAR ARITHMETIC

1.1 Clock Arithmetic

PANGASINAN STATE UNIVERSITY 1

GE 7 Mathematics in the Modern World Module 6: Mathematical System

1.2 Division Algorithm

Theorem 1.2 Division algorithm

PANGASINAN STATE UNIVERSITY 2

GE 7 Mathematics in the Modern World Module 6: Mathematical System

Lesson 1.3 The Greatest Common Divisor

Definition 1.3.1 Divisibility

PANGASINAN STATE UNIVERSITY 3

GE 7 Mathematics in the Modern World Module 6: Mathematical System

Definition 1.3.2 Common divisor

Definition 1.3.3 Greatest Common Divisor (GCD)

It is the positive integer d satisfying the following:

Remark: (𝑎, 𝑏) = (|𝑎|, |𝑏|)

What is the common divisor of the following?

PANGASINAN STATE UNIVERSITY 4

GE 7 Mathematics in the Modern World Module 6: Mathematical System

Lesson 1.4 Euclidean Algorithm

Find the 𝑔𝑐𝑑 of 97 and 35 using Euclidean Algorithm.

PANGASINAN STATE UNIVERSITY 5

GE 7 Mathematics in the Modern World Module 6: Mathematical System

After that, from equation (3), we get

Find the following.

PANGASINAN STATE UNIVERSITY 6

GE 7 Mathematics in the Modern World Module 6: Mathematical System

3. Evaluate each expression, where ⊟ indicate subtraction, respectively, using days-of-the-week

7. Is 150 divisible by 2, 3, 4, 5, 6, 9, and 10?

8. What is the greatest common divisor of the following.

9. Use the Euclidean algorithm to obtain integer x and y satisfying

10. Use the Euclidean algorithm to obtain integer x and y satisfying

PANGASINAN STATE UNIVERSITY 7

GE 7 Mathematics in the Modern World Module 6: Mathematical System

MODULE LEARNING OBJECTIVES

At the end of lesson, you should be able to:

LESSON 2: SOLVING CONGRUENCE EQUATION

PANGASINAN STATE UNIVERSITY 8

GE 7 Mathematics in the Modern World Module 6: Mathematical System

Lesson 2.2 Arithmetic Operation Modulo 𝒎

Evaluate (12 + 26) mod 12.

In 12-hour clock, we subtract 25 and 8 as follows: 25 − 8 = 17 and 17 divided by the modulus

What if we obtain a negative answer?

Evaluate (21 − 52) mod 12.

PANGASINAN STATE UNIVERSITY 9

GE 7 Mathematics in the Modern World Module 6: Mathematical System

How do we compute (5 × 8) mod 12?

Table for Modular Arithmetic

Patterns in the mod table

Perform the modular arithmetic.

PANGASINAN STATE UNIVERSITY 10

GE 7 Mathematics in the Modern World Module 6: Mathematical System

f.) (4 × 22) mod 3

Lesson 2.3 Linear Congruence

Solve the linear congruence 160x≡ 142(mod 202)

PANGASINAN STATE UNIVERSITY 11

GE 7 Mathematics in the Modern World Module 6: Mathematical System

Multiply the whole equation by 71 to get 142 = 160(1704) – 202(1349)

𝑥1 = 1704 + 101(1) = 1805

Solve the congruence equation