Module Math in The Modern World 1
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Princess Erika CanlasMathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |1
HOLY CROSS COLLEGE
STA LUCIA, STA. ANA, PAMPANGA
Prepared by:
Danilo M. Guzman Jr. RCE, LPT, MAED
Faculty, College Department
Noted by:
Leticia D. Flores, Ph. D
Vice President for Academic Affairs, HCC
Dean, CASED
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |2
Table of Contents
Pages Contents
Chapter 01: Mathematics in Nature
3 – 26 Numbers and Patterns
The Grid Pattern
Math Tricks
Chapter 02: Speaking Mathematically (Sets and its Applications)
27 – 43 Definition of Sets
Ways of Describing Sets
Kinds of Sets
Operations on Sets
Venn Diagram
Chapter 03: Sequence
44 - 54 Fibonacci Series
Arithmetic Progression
Geometric Progression
Chapter 04: Language of Algebra
Laws of Exponents
Addition & Subtraction of Polynomials
55 - 109 Multiplication of Polynomials
Division of Polynomials
Types of Special Products
Types of Factoring
Chapter 05: Mathematics of Finance
Simple Interest
110 – 147 Simple Discount
Compound Interest
Straight Line Method of Depreciation
Chapter 06: Data Management (Statistics)
Overview of Statistics
Population and Sample
148 – 167 Parameter and Statistic
Branches of Statistics
Types of Data
Scales of Measurement
Measures of Central Tendency
168 - 187 Chapter 07: Polya’s Method: A Problem Solving Strategy
Mixture Problems
Work Problems
Number Problems
Age Problems
Simple Interest Problems
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |3
Chapter 01
Mathematics in Nature
The unstoppable digital transformation of technology and continuous modernization has
provided comfort, convenience and a tremendous change in the lives of many, specifically, in
doing their routine tasks, like communicating to someone using cellular phones, travelling
somewhere by riding a bullet train, watching movies with an iPod, enjoying games using a play
station and conducting researches via internet. All of these are realized because of
Mathematics.
Mathematics as a science of patterns plays a vital role in the field of engineering, weather
forecasting, entertainment and in the lives of different learners. It is practiced and utilized
effectively by various corporations and companies to improve, maintain, and protect their
businesses that provide goods to every consumer or clients.
Practically, Mathematics infinitely exists everywhere for everyone. It serves as a tool for
mankind in improving their social status to gain better ways of living.
Objectives:
At the end of the chapter, the students would be able to:
Multiply and determine the product of numbers using different patterns
Appreciate and understand the beauty of patterns and apply them into calculations
Solve for the unknown variables of two equations under systems of linear equation using
an alternative pattern.
Patterns and Numbers
Numbers are items that describe positions or magnitudes, while patterns are repeated forms of
designs.
Producing patterns can be done easily by applying some measurement with the aid of
numbers. For example, a dressmaker to produce number of dresses with speed and uniformity
needs to create first, a pattern. This pattern can be produce by applying some measurements
using numbers.
On the other hand, number of products can be produced in a short period of time, like
thousands of chocolates, coins, clothes, papers and gadgets because of different manmade
patterns produced.
Have you ever try creating some figures and patterns like a chalice, diamond or a Christmas
tree when multiplying two numbers having equal number of digits?
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |4
Let‟s take a look of the following examples of some artistic patterns in multiplying numbers:
Chalice Pattern Diamond Pattern Christmas tree Pattern
Chalice Pattern:
Step 1: (5x9=45) Step 2 :( 6x8=48) Step 3: (5x5=25) Step 4 : ( 6x5=30)
Step 5: (4x6=24) Step 6: (5x8=40) Step 7: (9x6=54)
Step 8: (6x5=30) Step 9: (5x8=40) Step 10: (5x5=25)
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |5
Step 11: (5x6=30) Step 12: (6x6=36) Step 13: (5x4=20)
Step 14: (5x5=25) Step 15: (9x5=45) Step 16: (6x5=30)
Step 17: (8x6=48) Step 18: (5x6=30) Step 19: (5x4=20)
Step 20: (5x5=25) Step 21: (9x6=54) Step 22: (6x6=36)
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |6
Step 23: (8x4=32) Step 24: (5x6=30) Step 25: (9x4=36)
Step 26: Step 27:
Affix as a dummy at the center of the solution finally, add all the aligned numbers
to obtain the product
Exercises
Multiply the following and show a Chalice – formed solution in each of the following.
1. 83156 x 15203
2. 99887 x 29965
3. 37899 x 55889
4. 98709 x 12345
5. 98765 x 33315
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |7
Diamond Pattern:
Step 1: (5x9=45) Step 2: (9x6=54) Step 3: (9x5=45) Step 4: (9x6=54)
Step 5: (9x4=36) Step 6: (8x5=40) Step 7: (6x8=48) Step 8: (8x5=40)
Step 9: (8x6=48) Step 10: (8x4=32) Step 11: (5x5=25) Step 12: (6x5=30)
Step 13: (5x5=25) Step 14: (5x6=30) Step 15: (5x4=20) Step 16: (5x5=25)
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |8
Step 17: (6x5=30) Step 18: (5x5=25) Step 19: (5x6=30) Step 20: (5x4=20)
Step 21: (5x6=30) Step 22: (6x6=36) Step 23: (5x6=30) Step 24: (6x6=36)
Step 25: (4x6=24) Step 26: finally, add all the aligned
numbers
to obtain the product
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED Page |9
Exercises
Multiply the following and show a Diamond – formed solution in each of the following.
1. 83156 x 15203
2. 99887 x 29965
3. 37899 x 55889
4. 98709 x 12345
5. 98765 x 33315
Christmas tree Pattern:
Step 1: (5x6=30) Step 2: (9x4=36) Step 3: (5x5=25) Step 4: (9x6=54)
Step 5: (6x6=36) Step 6: (8x4=32) Step 7: (5x5=25) Step 8:
(9x5=45)
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 10
Step 9: (6x5=30) Step 10: (8x6=48) Step 11: (5x6=30) Step 12: (5x4=20)
Step 13: (5x8=40) Step 14: (9x6=54) Step 15: (6x5=30) Step 16: (8x5=40)
Step 17: (5x5=25) Step 18: (5x6=30) Step 19: (6x6=36) Step 20: (5x4=20)
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 11
Step 21: (5x9=45) Step 22: (6x8=48) Step 23: (5x5=25) Step 24: (6x5=30)
Step 25: (4x6=24) Step 26: Step 27:
Affix as a dummy at finally, add all the
aligned numbers
the center of the solution to obtain the product
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 12
Exercises
Multiply the following and show a Christmas tree – formed solution in each of the following.
1. 83156 x 15203
2. 99887 x 29965
3. 37899 x 55889
4. 98709 x 12345
5. 98765 x 33315
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 13
The Novel Grid Pattern
Objectives:
At the end of the chapter, the students would be able to:
1. Know and understand the importance of the pattern
2. Skilfully use the pattern in finding the unknown values of variables
This improvised pattern shown below was invented by a Filipino Mathematics Professor, who is
aiming to contribute a novel pattern named as “Novel Grid Pattern” as an alternative solution
dealt with the system of linear equations having two variables in the field of Mathematics.
Learners in using the pattern would help them to simplify and shorten solutions when dealing
with linear equations having two variables.
Example No. 1:
2x + 7y = 9
3x + 4y = 7
Solution:
Solve for x and y:
( ) ( )
( ) ( )
( ) ( )
( ) ( )
x = 1 and y=1
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 14
Example No. 2:
2x + 5y = 9
3x + 6y = 12
Solution:
( ) ( )
( ) ( )
( ) ( )
( ) ( )
x=2 and y=1
Example No. 3:
2x + 5y = 14
3x + 6y = 18
Solution:
( ) ( )
( ) ( )
( ) ( )
( ) ( )
x=2 and y=2
Example No. 4:
9x + 2y = 33
2x + 6y = 24
Solution:
( ) ( )
( ) ( )
( ) ( )
( ) ( )
x=3 and y=3
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 15
Exercises
I. Given the following systems of linear equations having two variables, solve for the
unknown variables x and y.
1. 2x + 10y = 12 & 5x + 2y = 7
2. 3x + 2y = 7 & x + 10y = 12
3. 15x + 2y = 34 & 3x + 6y = 18
4. 3x + y = 9 & 2x + 5y = 19
5. 10x + 15y = 25 & 2x + 3y = 5
6. 4x + 2y = 18 & x + 3y = 12
7. 2x + y = 15 & 5x + 3y = 40
8. 4x + 2y = 24 & x + 3y = 16
9. 5x + 3y = 40 & x + 2y = 15
10. 10x + 12y = 22 & 3x + 2y = 5
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 16
Multiplication Math Tricks
Math Trick # 1: Multiplying A Two Digit Number by 11
Example No. 1:
53 x 11 =?
Step 1: Add the digits of the number being multiplied by 11
5+3=8
Step 2: Insert the sum of 8 between the digits of the factor 53
5_3=583
Step 3: Thus, The product of 53 X 11 = 583
Example No. 2:
75 x 11 =?
Step 1: Add the digits of the number being multiplied by 11
7 + 5 = 12
Step 2: Insert the last digit of the sum of 7 + 5 which is 2 between the digits of the factor
75. Then add the first digit of the sum which is 1 to the first digit of the factor 75
which is 7.
7+1 __ 5 = 825
Step 3: Thus, The product of 75 x 11 = 825
Example No. 3;
36 x 11 =?
Step 1: Add the digits of the number being multiplied by 11
3+6=9
Step 2: Insert the sum of 9 between the digits of the factor 36
3 _ 6 = 396
Step 3: Thus, The product of 36 x 11 = 396
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 17
Math Trick # 2: 2 – digit number by 2 digit number multiplication (Both numbers
ten’s digit value is 1)
Example No. 1:
17 X 16 =?
Step 1: Add the last digit of 16 which is 6 to the whole number 17
17 + 6 = 23
Step 2: Affix zero as the last digit of the obtained sum from step 1:
2 3 _ = 230
Step 3: Multiply the last digit of 17 to the last digit of 16
7 x 6 = 42
Step 4: Add the obtained product form step 3 which is 42 to the number obtained
from step 2
230 + 42 = 272
Step 5: Thus the product of 17 x 16 = 272
Example No. 2:
19 X 14 =?
Step 1: Add the last digit of 14 which is 4 to the whole number 19
19 + 4 = 23
Step 2: Affix zero as the last digit of the obtained sum from step 1:
2 3 _ = 230
Step 3: Multiply the last digit of 19 to the last digit of 14
9 x 4 = 36
Step 4: Add the obtained product form step 3 which is 36 to the number obtained
from step 2
230 + 36 = 266
Step 5: Thus, the product of 19 x 14 = 266
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 18
Math Trick # 3: The Square of three digit number when middle digit is always zero
Example No. 1:
( )
Square the first digit Twice the product of the first Square the last digit
and last digit
2(7)(5) = 70
Enjoin all the obtained numbers 49, 70 and 25 together
Thus, 705 x 705 = 497025
Example No. 2:
( )
Square the first digit Twice the product of the first Square the last digit
and last digit
2(9)(7) = 126
Add the first digit of 126 to 81: Retain 26 as the middle Affix 49 as the last two digit
81 + 1 = 82 number of the final answer number of the answer
Fist two digits of the Answer = 82
Enjoin all the obtained numbers 82, 26 and 49 together
Thus, 907x907 = 822649
Example No. 3:
( )
Square the first digit Twice the product of the first Square the last digit
and last digit
2(6)(8) = 96
Enjoin all the obtained numbers 36, 96 and 64 together
Thus, 608x608 = 369664
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 19
Math Trick # 4: 2 – digit number by 2 digit number multiplication (Both numbers
ten’s digit value is 9)
Example No. 1:
96 X 95 =?
Step 1: Subtract 96 from 100
100 – 96 = 4; difference equals 4
Step 2: Subtract 95 from 100
100 – 95 = 5; difference equals 5
Step 3: Subtract the obtained difference of 5 of step 2 from 96
96 – 5 = 91
Step 4: Find the product of the differences obtained from step 1 and step 2
4 x 5 = 20
Step 5: Enjoin the results obtained from step 3 and step 4 (91 & 20)
Thus, 96 x95 = 9120
Example No. 2:
94 X 97 =?
Step 1: Subtract 94 from 100
100 – 94 = 6; difference equals 6
Step 2: Subtract 97 from 100
100 – 97 = 3; difference equals 3
Step 3: Subtract the obtained difference of 3 of step 2 from 94
94 – 3 = 91
Step 4: Find the product of the differences obtained from step 1 and step 2
6 x 3 = 18
Step 5: Enjoin the results obtained from step 3 and step 4 (91 & 18)
Thus, 94 x 97 = 9118
Example No. 3:
92 X 94 =?
Step 1: Subtract 92 from 100
100 – 92 = 8; difference equals 8
Step 2: Subtract 94 from 100
100 – 94 = 6; difference equals 6
Step 3: Subtract the obtained difference of 6 of step 2 from 92
92 – 6 = 86
Step 4: Find the product of the differences obtained from step 1 and step 2
8 x 6 = 48
Step 5: Enjoin the results obtained from step 3 and step 4 (86 & 48)
Thus, 92 x 94 = 8648
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 20
Math Trick # 5: 2 – digit number by 2 digit number multiplication (two numbers with
equal ten’s digit while sum of last digits is always equal to 10)
Example No. 1:
84 x 86 =?
Step 1: The next number after the same ten‟s digit or numeral 8 of both numbers
84 and 86 is 9. Find the product of the factors 8 and 9.
8 x 9 = 72
Step 2: Multiply the last digits of both numbers 84 and 86
4 x 6 = 24
Step 3: Enjoin 72 and 24 as one number
Thus, 84 x 86 = 7224
Example No. 2:
63 x 67 =?
Step 1: The next number after the same ten‟s digit or numeral 6 of both numbers
63 and 67 is 7. Find the product of the factors 6 and 7.
6 x 7 = 42
Step 2: Multiply the last digits of both numbers 63 and 67
3 x 7 = 21
Step 3: Enjoin 42 and 21 as one number
Thus, 63 x 67 = 4221
Example No. 3:
52 x 58 =?
Step 1: The next number after the same ten‟s digit or numeral 5 of both numbers
52 and 58 is 6. Find the product of the factors 5 and 6.
5 x 6 = 30
Step 2: Multiply the last digits of both numbers 52 and 58
2 x 8 = 16
Step 3: Enjoin 30 and 16 as one number
Thus, 52 x 58 = 3016
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 21
Math Trick # 6: Multiplying three digit number by 111 wherein the sum of its entire
digits is always less than or equal to 9.
Example No. 1:
123 x 111 =?
Step 1: Bring down the first digit of the number 123
1
Step 2: Add the 1st digit and 2nd digit of the number 123
1+2 = 3
Step 3: Add all the digits of the number 123
1+2+3 = 6
Step 4: Add the 2nd digit and last digit of the number 123
2+3=5
Step 5: Bring down the last digit of the number 123
3
Step 6: Enjoin all the obtained numbers from step 1 to step 5
13653
Thus, 123 x 111 = 13653
Example No. 2:
423 x 111 =?
Step 1: Bring down the first digit of the number 423
4
Step 2: Add the 1st digit and 2nd digit of the number 423
4+2 = 6
Step 3: Add all the digits of the number 423
4+2+3 = 9
Step 4: Add the 2nd digit and last digit of the number 423
2+3=5
Step 5: Bring down the last digit of the number 423
3
Step 6: Enjoin all the obtained numbers from step 1 to step 5
46953
Thus, 423 x 111 = 46953
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 22
Math Trick # 7: Multiplication by 50, 500 and 5000
Example No. 1:
34 x 50 = ?
Step 1: Convert the number 50 as 00
Step 2: Affix the two zeros after the factor 34
3400
Step 3: Divide the obtained number 3400 from step 2 by 2
3400 divided by 2 = 1700
Thus, 34 x 50 = 1700
Example No. 2:
112 x 500 = ?
Step 1: Convert the number 500 as 000
Step 2: Affix the three zeros after the factor 112
112000
Step 3: Divide the obtained number 112000 from step 2 by 2
112000 divided by 2 = 56000
Thus, 112 x 500 = 56000
Example No. 2:
18 x 5000 =?
Step 1: Convert the number 5000 as 0000
Step 2: Affix the four zeros after the factor 18
180000
Step 3: Divide the obtained number 180000 from step 2 by 2
180000 divided by 2 = 90000
Thus, 18 x 5000 = 90000
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 23
Math Trick # 8: Multiplication by 25, 250, 2500…
Example No. 1:
36 x 25 =?
Step 1: Convert the number 25 as 00
Step 2: Affix the two zeros after the number 36
3600
Step 3: Divide the obtained number 3600 from step 2 by 4
3600 divided by 4 = 900
Thus, 36 x 25 = 900
Example No. 2:
408 x 250 =?
Step 1: Convert the number 250 as 000
Step 2: Affix the three zeros after the number 408
408000
Step 3: Divide the obtained number 408000 from step 2 by 4
408000 divided by 4 = 102000
Thus, 408 x 250 = 102000
Example No. 3:
844 x 2500 =?
Step 1: Convert the number 2500 as 0000
Step 2: Affix the four zeros after the number 844
8440000
Step 3: Divide the obtained number 8440000 from step 2 by 4
8440000 divided by 4 = 2110000
Thus, 844 x 2500 = 2110000
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 24
Math Trick # 3: The Square of four digit number when two middle digits are both
zeros.
Example No. 1:
( )
Square the first digit Twice the product of the first Square the last digit
and last digit
2(7)(9) = 126
Enjoin all the obtained numbers 40, 126 and 081 together
Thus, 7009 x 7009 = 49, 126, 081
Example No. 2:
( )
Square the first digit Twice the product of the first Square the last digit
and last digit
2(8)(9) = 144
Enjoin all the obtained numbers 64, 144 and 081 together
Thus, 8009 x 8009 = 64, 144, 081
Example No. 3:
( )
Square the first digit Twice the product of the first Square the last digit
and last digit
2(8)(5) = 080
Enjoin all the obtained numbers 64, 080 and 025 together
Thus, 8009 x 8009 = 64, 080, 025
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 25
Math Trick # 10: Multiplication by 75, 750, 7500…
Example No. 1:
36 x 75 =?
Step 1: Convert the number 75 as 00
Step 2: Affix the two zeros after the number 36
3600
Step 3: Divide the obtained number 3600 from step 2 by 4
3600 divided by 4 = 900
Step 4: Multiply 900 by 3
900 x 3 = 2700
Thus, 36 x 75 = 2700
Example No. 2:
408 x 750 =?
Step 1: Convert the number 750 as 000
Step 2: Affix the three zeros after the number 408
408000
Step 3: Divide the obtained number 408000 from step 2 by 4
408000 divided by 4 = 102000
Step 4: Multiply 102000 by 3
102000 x 3 = 306000
Thus, 408 x 750 = 306000
Example No. 3:
844 x 7500 =?
Step 1: Convert the number 7500 as 0000
Step 2: Affix the four zeros after the number 844
8440000
Step 3: Divide the obtained number 8440000 from step 2 by 4
8440000 divided by 4 = 2110000
Step 4: Multiply 2110000 x 3
2110000 x 3 = 6330000
Thus, 844 x 7500 = 6330000
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 26
Exercises
I. Find the products of the following.
1. 44 x 750
2. 48 x 25
3. 96 x 50
4. 92 x 98
5. 62 x 11
6. 711 x 111
7. 19 x 15
8. 93 x 91
9. 804 x 804
10. 8003 x 8003
11. 603 x 603
12. 5004 x 5004
13. 82 x 88
14. 17 x 19
15. 243 x 111
16. 53 x 11
17. 95 x 93
18. 42 x 50
19. 48 x 7500
20. 480 x 250
Mathematics in The Modern World
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Chapter 02
SPEAKING MATHEMATICALLY (SETS AND ITS APPLICATIONS)
Objectives:
At the end of the chapter, the students would be able to:
Define and illustrate sets
Enumerate the different kinds of sets
Perform operations on sets
A Set is a well-defined collection of distinct objects. It is simply known as a collection of objects
that have something in common or follow a rule. The objects in the set are called its members or
elements.
Lists of conventions that are used with sets:
Capital letters are used to denote sets.
Lowercase letters are used to denote elements of sets.
Curly braces { } denote a list of elements in a set.
Set notation uses braces, with elements separated by commas. So the set of elements for
vowels would be listed as follows:
V = {a, e, i, o, u}, where V is the name of the set, and the braces indicate that the objects written
between them belong to the set.
Every element in a set is unique: The same element cannot be included in the set more than
once.
Notation:
A Set is usually denoted by capital letters such as from A to Z, and the elements are denoted by
small letters from a to z or even other symbols or objects. If A is any set and a is the element
of set A, then we write a∈A, read as a belongs to A or a is an element of set A wherein the
symbol “∈” means an element of a set.
Let's look at some more examples of sets.
the numbers 1, 3, and 5 are distinct objects when considered separately, but when they
are considered collectively they form a single set of size three, written {1, 3, 5}.
set of all Oppo Brand of Cell phones in the world
the set of all apples on a tree
C = {tiger, lion, puma, cheetah, leopard, cougar, ocelot}, this is a set of large species of
cats
L = {a, b, c, ..., z}, this is a set consisting of the lowercase letters of the alphabet
N = {-1, -2, -3, ...} (this is a set of the negative numbers)
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 28
Ways of Describing A Set
1. Rule Method or Set Builder Form
Rule Method is a notation for describing a set by indicating the properties that it's
elements must satisfy. Rule Method specifies a rule or condition which can be used to decide
whether an element or member can belong to the set. This rule is written inside a pair of curly
braces and can be written either as a statement or expressed symbolically or written using a
combination of statements and symbols. It also uses the symbol x/x which function is to
represent every single element of a set. x/x symbol is read as x such that x.
Examples:
Set of Primary Colors:
P = {x/x is a primary color}
Set of Vowels:
V = {x/x is a primary color}
Set of Planets in the Solar System:
P = {x/x is a planet in the Solar System}
Set of Colors in the Rainbow
R = {x/x is a color in the Rainbow}
2. Roster Method or Tabular Form
Roster method is defined as a way to show the elements of a set by listing the
elements inside of a pair of curly braces. An example of the roster method is to write
the set of numbers from 1 to 8 as {1,2,3,4,5,6,7,8}. An example of the roster method is
to write the seasons as {summer, fall, winter and spring}.
Examples:
Set of Primary Colors: P = {red, blue, yellow}
Set of Vowels: V = {a, e, i, o, u}
Set of Planets in the Solar System:
P = {Mercury, Venus, Earth, Mars, Jupiter, Neptune, Uranus, Saturn, Pluto}
Set of Colors in the Rainbow
R = {Red, Orange, Yellow, Green, Blue, Indigo, Violet}
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 29
Kinds of Sets
1. Equal Sets.
Two sets are said to be equal if they have exactly the same elements. Two sets, D and
M, are equal sets if they have exactly the same members. Each element of D are in M
and each element of M are in D.
Examples:
* + * +
* + * +
* + * +
* + * +
* + * +
2. Equivalent Sets
Two sets are said to be equivalent if they have the same number of elements.
Examples:
* + * +
* + * +
* + * +
* + * +
* + * +
Important Note:
“All Equal Sets are Equivalent Sets but not all Equivalent Sets are Equal Sets”
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3. Finite Sets
A set is said to be a finite set if the process of counting of elements surely comes to an
end.
Examples:
There are 5 Elements in the set of vowels.
V = {a, e, i, o, u}
There are 9 Elements in the Set of Planets in the Solar System.
P = {Mercury, Venus, Earth, Mars, Jupiter, Neptune, Uranus, Saturn, Pluto}
There are 7 Elements in the Set of Colors in a Rainbow.
R = {Red, Orange, Yellow, Green, Blue, Indigo, Violet}
There are 2 Elements in the Set of Vowels in the spelling of the word “Cute”.
* +
There are 3 Elements in the Set of Consonants in the spelling of the word “virus”.
* +
4. Infinite Sets
A set is said to be an infinite set if its number of elements is unlimited.
Examples:
Set of Stars in the Universe
Set of Positive Integer Numbers
Set of Raindrops
Set of Even Numbers
Set of Odd Numbers
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5. Joint Sets
Two sets are said to be joint sets when they have at least one common element.
Examples:
* + * +.
Both sets contain an element “6”.
Thus, Set A and Set B are Joint Sets
* + * ∈ +
* + * +
Important Note:
“All Equal Sets are Joint Sets but not all Joint Sets are Equal Sets”
6. Disjoint Sets
Two sets are said to be disjoint sets if they have no element in common.
Examples:
* + * +
* + * +
* + * +
7. Empty Set “{ }” or Null Set ”.
Empty set is the unique set having no elements; its cardinality is zero.
8. Universal Set “U”
A Universal Set is a set which contains all objects, including itself.
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9. Subset
A set A is a subset of another set B if all elements of the set A are elements of
the set B. In other words, the set A is contained inside the set B
Examples:
* + * +
* + * +
* + * +
Kinds of Subsets
1. Proper Subsets
All subsets of any given set are proper subsets except the set itself and the
empty set or null set.
2. Improper Subsets
There are only two improper subsets in any given set such as the set itself and
the empty set.
Important Notes:
The number of subsets in any given set is calculable by using the formula: ,
where n stands for the number of elements
Illustration:
Example No. 1: * +
a. Determine the number of Subsets
b. Determine the number of Proper Subsets
c. Determine the number of Improper Subsets
d. Make a list of all the proper subsets of Set A
e. Make a list of all the improper subsets of Set A
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 33
Given:
Set A = {1, 2, 3}; Number of Elements “n” = 3 elements
Solution:
a. Determine the number of Subsets.
b. Determine the number of Proper Subsets.
Since there are always two improper subsets in any given set and the total number of
subsets is 8 in the given Set A = {1, 2, 3}. Then, the remaining counts of Subsets are the
Proper Subsets. Thus, there are 6 Proper Subsets in the given Set A = {1, 2, 3}.
c. Determine the number of Improper Subsets.
There are always two (2) improper subsets in any given set.
d. Lists of Proper Subsets
* +* +* +* +* +* +
e. Lists of Improper Subsets
* +
Example No. 2: Set B= {1, 2, 3, 4}
a. Determine the number of Subsets
b. Determine the number of Proper Subsets
c. Determine the number of Improper Subsets
d. Make a list of all the proper subsets of Set B
e. Make a list of all the improper subsets of Set B
Given:
Set A = {1, 2, 3, 4}; Number of Elements “n” = 4 elements
Solution:„
a. Determine the number of Subsets
b. Determine the number of Proper Subsets.
Since there are always two improper subsets in any given set and the total number of
subsets is 16 in the given Set B = {1, 2, 3, 4}. Then, the remaining counts of Subsets are
the Proper Subsets. Thus, there are 14 Proper Subsets in the given Set B = {1, 2, 3, 4}.
c. Determine the number of Improper Subsets.
There are always two (2) improper subsets in any given set.
d. Lists of Proper Subsets
* +* +* +* +* +* +* +* +* +* +* +* +* + * +
e. Lists of Improper Subsets
and {1,2,3,4}
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 34
Operations on Sets
1. Union of Sets
Union of two sets is the smallest set which contains all the elements of two or more sets.
The union of two given sets C and D is a set which consists of all the elements of C and
all the elements of D such that no element is repeated.
The symbol for denoting union of sets is .
Example No. 1:
Set A = {2, 4, 5, 6} and Set B = {4, 6, 7, 8}
Taking every element of both the sets A and B, without repeating any
element, we get a new set = {2, 4, 5, 6, 7, 8}
This new set contains all the elements of set A and all the elements of set B
with no repetition of elements and is named as union of set A and B.
Therefore, symbolically, we write union of the two sets A and B is A B
which means A union B.
Therefore, A B = {x : x ∈ A or x ∈ B}
Example No. 2:
Set C = {a, b, c, d} and Set D = {c, d, e, f}
Taking every element of both the sets C and D, without repeating any
element, we get a new set = {a, b, c, d, e, f}
This new set contains all the elements of set C and all the elements of set D
with no repetition of elements and is named as union of set C and D.
Therefore, symbolically, we write union of the two sets C and D is C D
which means C union D.
Therefore, C D = {x : x ∈ C or x ∈ D}
Example No. 3:
If A = {1, 3, 7, 5} and B = {3, 7, 8, 9}. Find union of two set A and B.
Solution:
A B = {1, 3, 5, 7, 8, 9}
No element is repeated in the union of two sets. The common elements 3, 7
are taken only once.
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Important Notes:
Some properties of the operation of union:
A B=B A Commutative law
A (B C) = (A B) C Associative law
A ϕ=A Law of identity element, is the identity of
A A=A Idempotent law
U A=U Law of U, U is the universal set.
2. Intersection of Sets
Intersection of two given sets is the largest set which contains all the elements that are
common to both given sets.
The intersection of two sets A and B is a set which consists of all the elements which are
common to both A and B.
The symbol for denoting intersection of sets is .
Example No. 1:
Set S = {2, 3, 4, 5, 6} and Set T = {3, 5, 7, 9}
In these two sets, the elements 3 and 5 are common. The set containing these common
elements i.e., {3, 5} is the intersection of set S and T.
Therefore, symbolically, we write intersection of the two sets S and T is S ∩ T which
means S intersection T.
The intersection of two sets S and T is represented as:
S ∩ T = {x : x ∈ S and x ∈ T}
Example No. 2:
If A = {1,3,4,5,9} and B = {2,3,4,5,6}.
Find intersection of two set A and B.
Solution:
A ∩ B = {3,4,5}
Therefore, 3, 4 and 5 are the common elements contained in both sets.
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Important Notes:
Some properties of the operation of intersection
A∩B = B∩A Commutative law
(A∩B)∩C = A∩ (B∩C) Associative law
ϕ∩A=ϕ Law of ϕ
U∩A = A Law of U
A∩A = A Idempotent law
A∩(B C) = (A∩B) (A∩C) Distributive law (here ∩ distributes over )
A (B∩C) = (AUB) ∩ (AUC) Distributive law (here distributes over ∩)
A∩ϕ=ϕ∩A=ϕ intersection of any set with the empty set is always the empty set.
3. Difference of Sets
If A and B are two sets, then their difference is given by A - B or B - A.
If A = {2, 3, 4} and B = {4, 5, 6}
A - B means elements of A which are not the elements of B.
i.e., in the above example A - B = {2, 3}
In general, B - A = {x : x ∈ B, and x ∉ A}
If A and B are disjoint sets, then A – B = A and B – A = B
Example No. 1:
Given: A = {1, 2, 4} and B = {6, 7, 9}.
Find the difference between the two sets:
a. A and B
b. B and A
Solution:
The two sets are disjoint as they do not have any elements in common.
a. A - B = {1, 2, 3} = A
b. B - A = {4, 5, 6} = B
Example No. 2:
Let M = {a, b, c, d, t, f} and N = {b, d, f, x}.
Find the difference between the two sets:
a. M and N
b. N and M
Solution:
a. M - N = {a, c, t}; Therefore, the elements a, c & t belong to M but not to N
b. N - M = {x); Therefore, the element g belongs to N but not M.
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4. Compliment of Sets
In complement of a set, if U is the universal set and A is a subset of U, then the
complement of A is the set of all elements of U which are not elements of A.
Symbolically, we denote the complement of A with respect to U as A‟.
Example No. 1:
If U = {1, 2, 3, 4, 5, 6, 7} and Set A = {1, 3, 7}. find A'.
Solution:
We observe that 2, 4, 5 and 6 are the only elements of U which do not belong to A.
Therefore, A' = {2, 4, 5, 6}
Example No. 2:
If U = {a,b,c,d,e,f} and Set B = {a,d,e}. find B'.
Solution:
We observe that b, c and f are the only elements of U which do not belong to B.
Therefore, B' = {b,c,f}
Example No. 3:
If U = {v, w, x, y, z} and Set B = {w, x, y, z}. find B'.
Solution:
We observe that v is the only element of U which do not belong to B.
Therefore, B' = {v}
Important Notes:
The complement of a universal set is an empty set.
The complement of an empty set is a universal set.
The set and its complement are disjoint sets.
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 38
Venn Diagrams
Representations of sets represented by closed figures are called set diagrams or Venn
diagrams.
Venn diagrams are used to illustrate various operations like union, intersection and difference.
A rectangle is used to represent a universal set.
Circles or ovals are used to represent other subsets of the universal set.
Venn diagrams in different situations
If a set B is a subset of set C, then the circle representing set A is drawn inside the circle
representing set B.
C
B
If set B and set C have some elements in common, then to represent them, draw two circles
which are overlapping.
B C
If set B and set C are disjoint, then they are represented by two non-intersecting circles
B C
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 39
Exercises
I. Encircle the letter corresponding to the correct answer.
1. What is wrong with the set listed below?
D = {m, a, t, h, e, m, a, t, i, c, s}
a. It is not written with roster notation.
b. A capital letter is used to represent this set.
c. The objects in this set are not unique.
d. None of the Above
2. Which of the following statements is true about the set listed below?
C = {x/x is a prime number less than 20}
a. 9 C
b. ∈
c.
d. All of the above
3. Which of the following is a finite set?
a. Real Numbers
b. { x N : x ≥ 2 and x ≤ 6 }
c. * +
d. * +
4. Which of the following sets is equal to the set given below?
* ∈ +
a. * +
b. * +
c. * +
d.
5. How many subsets of M are there?
M = {a, e, i, o, u}
a. 5
b. 16
c. 32
d. 64
6. If 2 3 and 2 3,
then which of the following sets overlaps with P, and is also a part of U?
a. Even numbers less than 20
b. Multiples of 4
c. Factors of 36
d. All of the above
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 40
7. Which of the following accurately explains the meaning of the set listed below?
* ∈ +
a. The set of all y in R such that y is any number greater than or equal to -3.
b. The set of all y in R such that y is any number less than or equal to -3.
c. The set of all y in R such that y is any number less than -3.
d. None of the Above
8. Which of the following Statement is true?
Students In
U Mrs. Smith’s
Class
a.
b.
c. 2 3
d. All of the above
9.
a. A is a subset of U
b. B is a subset of U
c. Empty Set is a subset of Set A
d. All of the above
10. If A is a subset of B, then which of the following statement is true?
a.
b.
c.
d. All of the above
11. Which of the following is true about set D listed below?
D = {-3, -2, -1, 0, 1, 2, 3}
a. ∈
b. ∈
c.
d. All of the above
12. Which of the following is an infinite set?
a. * ∈ +
b. 2 3
c. * +
d. Set of integers
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 41
13. How many subset are there in a given set A= {God, Is, Great, And, Powerful}?
a. 16 Subsets
b. 8 Subsets
c. 32 Subsets
d. 4 Subsets
14. A kind of Sets that is simply known as the totality of all elements in any given set.
a. Union of Sets
b. Intersection of Sets
c. Empty Set
d. Universal Set
15. Which of the following statement is not true about Sets?
a. All Equal Sets are Equivalent Sets but not all Equivalent Sets are Equal Sets
b. All Equal Sets are Joint Sets but not all Joint Sets are Equal Sets
c. Some Joint Sets are Equivalent Sets
d. All Equivalent Sets are Joint Sets
16. ). If U = {i, l, o, v, e, u} & A = {i, u}, Evaluate the compliment of Set A?
a. {i}
b. {u}
c. Null Set
d. {l, o, v, e}
17. If A = {types of triangles} and B = {types of trapezoids}, then which of the following is the
universal set?
a. Set of Polygons
b. Set of Hexagons
c. Set of Quadrilaterals
d. All of the above
18. Which of the following is represented by the shaded region in the Venn diagram below?
a. The union of Set X and Set Y
b. The Intersection of Set X and Set Y
c. Compliment of Set X
d. All of the above
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 42
19. Which of the following is represented by the shaded region in the Venn diagram below?
a. The union of Set X and Set Y
b. The Intersection of Set X and Set Y
c. Compliment of Set X
d. All of the above
20. Which of the following is not a subset of P?
P = {c, l, e, a, r}
a. Q = {e, a, r}
b. R = {r, e, a, l}
c. S = {l, e, a, r, n}
d. T = {c, a, r, e}
II. Perform the indicated operations on sets.
Given:
* + * + * + * +
1. ____________________________________________________
2. ( ) ____________________________________________________
3. ( ) ____________________________________________________
4. ( ) ( ) ____________________________________________________
5. A‟ __________________________________________________
6. A‟ – B‟ __________________________________________________
7. ( ) ____________________________________________________
8. ( ) ____________________________________________________
9. B‟ __________________________________________________
10. C – A __________________________________________________
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 43
Given:
* +
* +
* +
* +
11. A∩B ____________________________________________________
12. (A B)-C ____________________________________________________
13. (A-B)-C ____________________________________________________
14. (A C)∩(B-A) ____________________________________________________
15. A‟ ____________________________________________________
16. A‟ – B‟ ____________________________________________________
17. A∩(B C) ____________________________________________________
18. A'- (B∩C) ____________________________________________________
19. B‟ ____________________________________________________
20. C – A ____________________________________________________
III. List all the proper and improper subsets of the given set listed below.
* +
Proper Subsets:
1. 2.
Improper Subsets:
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
11. 12.
13. 14.
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 44
Chapter 03:
SEQUENCE
Objectives:
At the end of the chapter, the students would be able to:
Develop patience when dealing with sequence calculations
Calculate the nth term in the Fibonacci Series
Determine the arithmetic sum of progressions
Find the sum of geometric sequence
Solve worded problems skilfully
Fibonacci sequence
The Fibonacci sequence is, by definition, the integer sequence in which every number after
the first two is the sum of the two preceding numbers. To simplify: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55,
89, 144, 233, 377 …
Fibonacci numbers are named after Italian mathematician Leonardo of Pisa, later known
as Fibonacci. Fibonacci numbers are strongly related to the golden ratio. A simple example in
which it is possible to find the Fibonacci sequence in nature is given by the number of petals
of flowers wherein most have three like lilies and irises, five for rose hips or eight for cosmea.
Where:
1 13 + 21 = 34
1+1=2 21 + 34 = 55
1+2=3 34 + 55 = 89
2+3=5 55 + 89 = 144
3+5=8 89 + 144 = 233
5 + 8 = 13 144 + 233 = 377
8 + 13 = 21 233 + 377 = 610
Example No. 1:
What is the 7th term of the Fibonacci sequence?
Solution:
7th Term =
( )
( )
But,
Then, ( ) ( )
Thus, ( )
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 45
Example No. 2:
What is the Tenth Term of the Fibonacci sequence?
Solution:
( )
( )
( ) ( )
( ) ( ) ( )
( ) ( )
( )
But,
Then, ( ) ( )
Thus, ( )
Example No. 3:
What is the 4th term of the Fibonacci sequence?
Solution:
4th Term =
But,
Then, ( ) ( )
Thus, ( )
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 46
Exercise
I. Determine the nth - term of the Fibonacci sequence in each of the following.
1. What is the 8th term of the Fibonacci sequence?
2. What is the 6th term of the Fibonacci sequence?
3. What is the 9th term of the Fibonacci sequence?
4. What is the 5th term of the Fibonacci sequence?
5. What is the 3rd term of the Fibonacci sequence?
6. Find the 11th term of the Fibonacci sequence.
7. Find the 15th term of the Fibonacci sequence.
8. Find the 14th term of the Fibonacci sequence.
9. Find the 12th term of the Fibonacci sequence.
10. Find the 16th term of the Fibonacci sequence.
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 47
Arithmetic Progression
An arithmetic progression (AP), also called an arithmetic sequence, is a sequence of
numbers which differ from each other by a common difference.
Examples:
The sequence: 2, 4, 6, 8, 10… having a common difference of 2
The sequence: 1, 4, 7, 10, 13, 16, 19, 22… having a common difference of 3
The sequence: 5, 10, 15, 20, 25, 30, 35… having a common difference of 5
The Arithmetic Sum
The formula says that the sum of the first n terms of an arithmetic sequence is equal to n
divided by 2 times the sum of twice the beginning term, a, and the product of d, the common
difference, and n minus 1. The n stands for the number of terms we are adding together.
Arithmetic Progression Formulas:
, ( ) -
, -
The formula for the nth – term an of an arithmetic sequence with a common difference d and a
first term a1 is given by
( )
Where:
n: number of terms
d: common Difference or difference of any consecutive terms
: Sum of Arithmetic Progression at nth – term
: nth – term
: first term
Important Notes:
Inventor and Proponent of Arithmetic Progression: Johann Carl Friedrich Gauss
Arithmetic sequences are used throughout mathematics and applied to engineering,
sciences, computer science, biology and finance problems.
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Example no. 1:
An arithmetic sequence has a common difference equal to 10 and its 6 th term is equal to 52.
Find its 15th term.
Given:
d = 10
Solution:
Solving for the first term of the sequence:
Substitute then following values: to the formula:
( )
( )( )
( )
Thus, the value of the first Term
Solving for the 15th term of the sequence:
Substitute the following values: to the formula:
( )
( )
( )
Thus, the value of the 15th Term
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 49
Example no. 2:
An arithmetic sequence has its 5 th term equal to 22 and its 15th term equal to 62. Find its 100 th
term.
Given:
Solving for the value of d:
( )
Equation 1
( )
Equation 2
Equating equation 1 and equation 2:
The value of the common difference
Solving for :
Using Equation 1
( )
Solving for the value of the 100th Term
( )
( ) ( )
Thus, 100th Term
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 50
Example no. 3:
Find the sum of all the integers from 1 to 1000.
Given:
Solution:
Solving for the Arithmetic Sum S n:
( )
( )
Thus,
Example no. 4:
Find the sum of the first 50 even positive integers.
Given:
Solution:
Solving for the Arithmetic Sum S n:
, ( ) -
, ( ) ( ) - , ( )- , -
( )
Thus, Arithmetic Sum S50 = 2550
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 51
Exercises
I. Solve the following arithmetic progression problems
1. The first term of an arithmetic sequence is equal to 200 and the common difference is
equal to – 10. Find the value of the 20th term.
2. Find the sum of all the integers from 1 to 2000.
3. Find the sum of the first 100 even positive integers.
4. Find the sum of all positive integers, from 5 to 1555 inclusively that are divisible by 5.
5. The sum of five consecutive numbers is 100. Find the first number.
6. A car travels 300 m the first minute, 420 m the next minute, 540 m the third minute, and
so on in an arithmetic sequence. What‟s the total distance the car travels in 5 minutes?
7. Find the sum of the arithmetic sequence 12, 6, 0, -6…, -102.
8. The first term of an arithmetic sequence is 4 and the tenth term is 67. What is the
common difference?
9. What is the thirty-second term of the arithmetic sequence -12, -7, -2, 3...?
10. What is the fiftieth term of the arithmetic sequence 3, 7, 11, 15...?
11. What is the twentieth term of the arithmetic sequence 21, 18, 15, 12...?
12. What is the sum of the first sixteen terms of the arithmetic sequence: 1, 5, 9, 13...?
13. What is the sum of the first thirty terms of the arithmetic sequence: 50, 45, 40, 35...?
14. What is the sum of the eleventh to twentieth terms (inclusive)of the arithmetic sequence:
7, 12, 17, 22...?
15. Find the sum of all the integers from 1 to 200.
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Geometric Progression
A Geometric Progression or simply known as a Geometric Sequence, is a series of numbers where
each term after the first is found by multiplying the previous one by a fixed, non-zero number called
the common ratio.
Examples:
The sequence: 2, 4, 8, 16, 32… having a common ratio of 2
The sequence: 3, 9, 27, 81, 243… having a common ratio of 3.
The sequence 1, 5, 25, 125, 625… having a common ratio of 5.
The sequence 1, 10, 100, 1000… having a common ratio of 10.
The sequence of 1, 4, 16, 64, 256… having a common ratio of 4
Geometric Sequence Formulas:
A Geometric Series with common ratio r and 1 st term a1:
And the sum to nth – terms:
, -
Where:
a1: 1st term of the geometric sequence
r: common Ratio
n: number of Terms in the sequence
an: nth – term or last term of the geometric sequence (general term)
Example no. 1:
The first term of a GP is 64 and the 5th term is 4. If the sum of all the terms is 128, what is the
common ratio?
Given:
Solution:
Solving for common ratio r:
( )
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 53
Example no. 2:
Find the sum of the first 6 terms of a geometric sequence in which a1 = 5 and r = –2.
Given:
Solution:
Solving for the Geometric Sum S n:
, -
,( ) - ,( ) - ( ) ( )
( )
Thus, Geometric Sum S6 = – 105
Example no. 3:
Find the sum of the terms of a geometric sequence in which a 1= 2, a n = 486 and r = 3.
Given:
Solution:
Solving for n:
( )( )
Take the logarithms of both sides
( )
Solving for the Geometric Sum:
, - , - ( )
Thus, Geometric Sum S6 = 728
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Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 54
Exercises
I. Solve the following geometric progression problems
1. The 1st term of a geometric sequence is 3 and the eighth term is 384. Find the common
ratio, the sum and the product of the first 8 terms.
2. Compute the sum of the first 5 terms of the sequence: 3, 6, 12, 24, 48…
3. The second term of a geometric sequence is 6, and the fifth term is 48. Determine the
sequence.
4. Find the 10th term of a geometric sequence if a1 = 45 and the common ration r = 0.2.
5. Find the 20th term of a geometric sequence if the first few terms of the sequence are
given by -1/2, 1/4, -1/8, 1 / 16...
6. A virus reproduces by dividing into two, and after a certain growth period, it divides into
two again. As the virus continues to reproduce, it will continue to divide in two. How
many viruses will be in a system starting with single virus AFTER 10 divisions?
a. Is the sequence arithmetic or geometric? Explain your answer.
b. Write out the sequence using blanks where appropriate. Fill in the first three terms.
c. Write an explicit formula for the sequence.
d. How many viruses will be in a system starting with single virus AFTER 10 divisions?
e. Write your final answer as a sentence.
7. A new website got 4000 page views on the first day. During the next 4 days, the number
of page views increased by 30% per day. What‟s the total amount of page views in the
first 5 days? Round your answer to the nearest whole number.
8. Find the 15th term of a geometric sequence if a1 = 45 and the common ration r = 0.2.
9. Compute the sum of the first 8 terms of the sequence: 3, 6, 12, 24, 48…
10. In 2013, the number of students in a small school is 284. It is estimated that the student
population will increase by 4% each year.
a. Write a formula for the student population.
b. Estimate the student population in 2020.
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Chapter 04
LANGUAGE OF ALGEBRA
Objectives:
At the end of the chapter, the students would be able to:
Know the basic definition of terms of underlying the concept of polynomials
Evaluate a polynomial for given values of each variable.
State the laws of positive integer exponents.
Simplify polynomials by collecting like terms.
Add polynomials with more than one variable.
Subtract polynomials with more than one variable.
Multiply polynomials with more than one variable.
Divide polynomials with more than one variable.
Perform Synthetic Division
Know and understand the different types of special products
Perform special products
Enumerate the different types of factoring
Skilfully perform the different types of factoring
POLYNOMIALS
Algebraic Expressions are known as Mathematical Expressions and these expressions use two types of
quantities: Constants and Variables.
A Constant is a symbol whose value does not change
Examples: √
A Variable is a symbol that takes on different values.
Examples: a, b, c, d, e, x, y, z
An Algebraic expression is the result of associating constants and variables by addition, subtraction,
division, multiplication, roots and powers.
Examples: ( )
In the expression 5xy, each of the factors, 5, x and y can be considered as coefficient of the other, where
5 is called the numerical coefficient of xy and xy is the literal coefficient of 5.
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The expression consisting of a product of constants and variables including the (+) or ( - ) sign preceding
it is called an algebraic term or simply a term.
Algebraic Expression Number of Terms Terms
2x 1 2x
2
3
Evaluation of Algebraic Expressions
An Algebraic Expression can be evaluated by substituting the values of variable involved and then
performing the operations.
Examples
Evaluate each of the following algebraic expressions for a = – 1, b = 2, x = – 2 and y = 3
1. Evaluate
Substitute the values of a, b, x and y
( ) ( ) ( )
( )( ) ( )( )
2. Find the value of
Substitute the values of a, b, x and y
( ) ( )
( ) ( )
3. Evaluate: ( )
Substitute the values of, a, b, x and y
,( ) - ( ) ( )
( )
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Integer and Zero Exponents
Exponential Expressions:
If b is any real number and n is a natural number, then:
(b as a factor n times)
Where:
b as the base and n as the exponent
Examples:
( ) ( )( )( )( )( )
( )( )( )( )
( ) ( )( )( )( )
Pay close attention to the difference between (the base is 3) and ( ) (the base is – 3).
Evaluate the following:
1. ( )( )
( )( ) ( )( )( )( )( )( ) ( )
2. ( )
( )( )( )( )
( ) ( )( )( )( )
3. ( )( )
( )( ) ( )( )( )( )( )( ) ( )
4.
( )
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Definition of
For any non-zero real number b,
Examples:
( ) ( )
Definition of
If b is not equal to zero and n is a natural number, then and
Examples:
( )( )
( )
LAWS OF EXPONENTS
Law No. 1: n = factors
Law No. 2: Product of Power
Law No. 3: Quotient of Power
Law No. 4: ( ) Power of Power
Law No. 5: ( ) Power of Product
Law No. 6: . / ; b is not equal to 0 Power of Quotient
Examples:
1.
2. ( )( )
3. ( )
( )( )
4. . /
( )( )
5.
6. ( )( )
7.
8. ( )( )( )
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Exercises
I. Write the following exponential expressions in simplest form.
1.
2. ( )( )
3. ( )( )( )
4. 0 1
5.
6. ( )( )
7.
8. 0 1
9. . /
10. ( ) ( )
11. ( )( )( )( )
12. ( )
13. ( ) ( )
14. 0 1
15. ( )( )( )( )( )
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CLASSIFICATION OF POLYNOMIALS
An algebraic expression may be classified as:
Polynomial
Rational Expression
Irrational Expression
A Polynomial is an algebraic expression of one or more terms each of which is a product of constants
and variables, where each variable is raised to a positive integral exponent including zero.
The following are examples of Polynomials:
5xyz
Polynomials may be classified according to degree, number of terms present, or according to the nature
of numerical coefficient.
When polynomials are classified according to the number of terms it has, the polynomial may be
describe as:
Monomial – a polynomial of one term
Binomial – a polynomial of two terms
Trinomial – a polynomial of three terms
Multinomial or simply a polynomial – a polynomial of four or more terms
Examples:
Polynomial Number of Terms Name of Function
One Monomial
Two Binomial
Three Trinomial
Five Multinomial or Polynomial
Two Binomial
Four Multinomial or Polynomial
83156abc One Monomial
Three Trinomial
One Monomial
Two Binomial
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The Degree of Monomial is the sum of exponents of its literal coefficients.
The Degree of Polynomial is the highest degree of its monomial terms.
Polynomials are classified according to degree such as:
Zero Degree
1st Degree or Linear
2nd Degree or Quadratic
3rd Degree or Cubic
4th Degree or Quartic
Nth Degree, for any n a positive integer
Examples:
Polynomial Degree Name of Function
1st Linear
2nd Quadratic
15 0 Zero Degree or Constant
3rd Cubic
4th Quartic
Polynomials can also be classified according to the nature of its numerical coefficient as being integral,
rational or irrational.
Type Description
Integral Has integers as numerical coefficients of all of the terms
Rational When some of the numerical coefficients are expressed as a ratio of two integers or as
a fraction or as decimal numbers
Irrational When some of the coefficients of the terms are irrational
Examples:
Polynomial Nature of Numerical Coefficient Name of Function
All Integers Integral
All Integers Integral
One is Irrational Irrational
√ One is Irrational Irrational
Two are Ratio of Two Integers Rational
4x + 6 All Integers Integral
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Exercises
I. Complete the table below by classifying each of the given polynomials according to the
stated parameters.
Nature of
Polynomials Number of Terms Degree Numerical
Coefficients
( ) ( )
√
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STANDARD FORM OF POLYNOMIALS
Definition of the Standard form of Polynomial
The standard form of a polynomial of degree n in the variable x is:
Where and n is a nonnegative integer
The coefficient is the leading coefficient, and is the constant term
A polynomial is in standard form when the terms are written in decreasing powers of the variable.
Examples:
Polynomial Standard Form Leading
Coefficient
2
Rational Expression is an algebraic expression involving a ratio of two polynomials.
Examples:
An Irrational Expression is an algebraic expression that involves variables raised to fractional exponents.
Examples:
√ √( )
√ √ √ √
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ADDITION AND SUBTRACTION OF POLYNOMIALS
Like Real Numbers, Operations of algebraic expressions particularly with polynomials can also be
performed. First, it can be done by the removal of grouping symbols, and then addition and subtraction.
In simplifying polynomials involving grouping symbols, it must always start by simply removing each
grouping symbol systematically. The commonly used grouping symbols are braces, brackets and
parenthesis.
Rules in Simplifying Polynomials involving grouping symbols:
1. Remove the grouping symbols by applying the distributive property of multiplication over
addition.
2. Remove the innermost symbols first and work from the inside out.
3. Collect similar terms as they appear.
4. Arrange the resulting polynomial in alphabetical and descending order of one variable.
Example No. 1:
Simplify the given expression: { } { }
Solution:
Example No 2:
Simplify the given expression: ( ) , ( ) -
Solution:
, -
Example No. 3:
Simplify the given expression: * , ( ) - , ( )-+
Solution:
* , - , -+
* +
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To add or subtract polynomials, arrange similar terms in column and find the sum or difference in each
column.
Examples:
Add the polynomials in each of the following:
1.
Solution:
2.
Solution:
3.
Solution:
4.
Solution:
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Exercises
I. Simplify the following expressions
1. { } { }
2. * , ( ) - , ( )- ( )+
3. ( ) , ( ) - * ( ) +
4. { } { }
5. { } { }
II. Add the polynomials in each of the following
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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III. Subtract the first polynomial from the second polynomial in each of the following
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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MULTIPLICATION OF POLYNOMIALS
The distributive property is used to multiply polynomials. Arrange the terms of both polynomials
in descending powers of one variable, and then multiply each term of one polynomial by all
terms of the other polynomial. Combine similar terms and express the resulting expression in
alphabetical and descending order in one variable.
Another way of multiplying polynomial arranged in descending power is to use an array. The
coefficients of the first polynomial are written from left to right as the headings of the columns
and the coefficients of the second polynomial are written from top to bottom as the heading of
the row. Next fill in the intersections of the row and column with the products of the column
headings and row headings. Add diagonally these products. The sum will be the coefficients of
the product.
Examples:
Find the product in each of the following:
1. ( )( )
Solution:
( )
2. ( )
Solution:
( ) ( ) ( )
3. ( )( )
Solution:
( ) ( ) ( ) ( )
4. ( )( )
Solution:
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5. ( )( )
Solution:
( ) ( ) ( ) ( ) ( ) ( )
6. ( )( )
Solution:
7. ( )( )
Solution:
8. ( )( )
Solution:
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Exercises
I. Find the product in each of the following
1. ( )( )
2. ( )( )
3. ( )( )
4. ( )( )
5. ( )
6. ( )( )
7. ( )( )
8. ( )( )
9. ( )( )
10. ( )( )
11. ( )( )
12. ( )( )
13. ( )( )
14. ( )( )( )
15. ( )( )
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DIVISION OF POLYNOMIALS
To divide a polynomial by a monomial, divide each term of the polynomial by the monomial by
applying the rules for signed numbers and applying the laws of exponent.
To divide polynomial by another polynomial, arrange each polynomial in alphabetical and
descending order of one variable and use the long division process.
Another way of dividing a polynomial P(x) by a monomial of the form ax – r is through the use of
synthetic division which is very useful when dividing polynomial of more than second degree.
Synthetic Division can also be use when dividing a polynomial by another polynomial other
than binomial. It is called as an Extended Synthetic Division.
Types of Quotient
a. Exact Quotient
b. Quotient + (Remainder/Divisor)
Examples:
I. Find the quotient, where ∈ . Assume none of the divisor is zero.
1. ( )
Solution:
2. ( ) ( )
Solution:
( ) ( )
3.
Solution:
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II. Perform the indicated operations using long division. Assume none of the
divisor is zero.
1. ( ) ( )
Solution:
√
Exact Quotient
√
Thus, √ =
2. ( ) ( )
Solution:
√
Exact Quotient
√
Thus, ( ) ( )
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3. ( ) ( )
Solution:
√
Quotient
√
Remainder
Thus, ( ) ( )
4. ( ) ( )
Solution:
√
–4 Exact Quotient
√
Thus, ( ) ( )
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III. Perform the indicated operations using Synthetic Division. Assume none of the divisor
is zero.
1. ( ) ( )
Solution:
( ) ( )
Steps:
o Bring the 3 down
o Multiply ( )( ) ( )
o Add ( ) ( )
o Multiply ( )( )
o Add ( ) ( )
o Multiply ( )( )
o Add ( ) ( )
o Multiply ( )( )
o Add
Thus, ( ) ( )
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2. ( ) ( )
Solution:
( ) ( )
Steps:
o Bring the 3 down
o Multiply ( )( ) ( )
o Add ( ) ( )
o Multiply ( )( )
o Add ( ) ( )
o Multiply ( )( )
o Add ( ) ( )
o Multiply ( )( )
o Add
Thus, ( ) ( )
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Exercises
I. Perform the indicated operations using long division. Assume none of the divisor is zero.
1. ( ) ( )
2. ( ) ( )
3. ( ) ( )
4. ( ) ( )
5. ( ) ( )
6. ( ) ( )
7. ( ) ( )
8. ( ) ( )
9. ( ) ( )
10. ( ) ( )
II. Perform the indicated operations using Synthetic Division. Assume none of the divisor is
zero.
1. ( ) ( )
2. ( ) ( )
3. ( ) ( )
4. ( ) ( )
5. ( ) ( )
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SPECIAL PRODUCTS
A special product is a Mathematical term in which various factors are multiplied to
form products. It is called "special" because long solutions are not anymore needed or
required.
Different Types of Special Products
Square of Binomial
Square of Trinomial
Special Case of the Product of Binomial and Trinomial
Product of the Sum and Difference of the Same Two Terms
Product of Two Binomials with Similar Terms
Cube of Binomial
1. Square of Binomial
( )
( )
Steps in Squaring a Binomial
Step 1: Square the First Term
Step 2: Twice the Product of the First and Last Term
Step 3: Square the Last Term
Step 4: Add all the terms obtained from step 1 to step 3
Example No. 1:
( )
Given: First Term = 2x Last Term = 3y
Solution:
Step 1: Square the first term.
( )
Step 2: Twice the product of the first and last term.
( )( )
Step 3: Square the Last Term
( )
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Thus, ( )
Example No. 2:
( )
Given: First Term = Last Term =
Solution:
Step 1: Square the first term.
( )
Step 2: Twice the product of the first and last term.
( )( )
Step 3: Square the Last Term
( )
Thus, ( )
Example No. 3:
( )
Given: First Term = Last Term =
Solution:
Step 1: Square the first term.
( )
Step 2: Twice the product of the first and last term.
( )( )
Step 3: Square the Last Term
( )
Thus, ( )
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Example No. 4:
( ) ( ))
(
( ) ( )
Given: First Term = Last Term =
Solution:
Step 1: Square the first term.
( ) ( )
[ ]
Step 2: Twice the product of the first and last term.
( ) ( ) ( ) ( )
[ ][ ]
Step 3: Square the Last Term
( ) ( )
[ ]
( ) ( )) ( ) ( ) ( ) ( )
Thus, (
Example No. 5:
( )
Given: First Term = Last Term =
Solution:
Step 1: Square the first term
( )
Step 2: Twice the product of the first and last term.
( )( )
Step 3: Square the Last Term
( )
Thus, ( )
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2. Square of Trinomial
( )
Steps in Squaring a Trinomial
Step 1: Square the first term
Step 2: Square the second term
Step 3: Square the last Term
Step 4: Twice the product of the first and second term
Step 5: Twice the product of the first and last term
Step 6: Twice the product of the second term and last term
Step 7: Add all the terms obtained from step 1 to step 6
Example No. 1:
( )
Given: First Term = Second Term = Last Term =
Solution:
Step 1: Square the first Term ( )
Step 2: Square the Second Term ( )
Step 3: Square the last Term ( )
Step 4: Twice the product of the 1st and 2nd term ( )( )
Step 5: Twice the product of the 1st and last term ( )( )
Step 6: Twice the product of the 2nd and last term ( )( )
Thus, ( )
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Example No. 2:
( )
Given: First Term = Second Term = Last Term =
Solution:
Step 1: Square the first Term ( )
Step 2: Square the Second Term ( )
Step 3: Square the last Term ( )
Step 4: Twice the product of the 1st and 2nd term ( )( )
Step 5: Twice the product of the 1st and last term ( )( )
Step 6: Twice the product of the 2nd and last term ( )( )
Thus, ( )
Example No. 3:
( )
Given: First Term = Second Term = Last Term =
Solution:
Step 1: Square the first Term ( )
Step 2: Square the Second Term ( )
Step 3: Square the last Term ( )
Step 4: Twice the product of the 1st and 2nd term ( )( )
Step 5: Twice the product of the 1st and last term ( )( )
Step 6: Twice the product of the 2nd and last term ( )( )
Thus, ( )
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Example No. 4:
( )
Given: First Term = Second Term = Last Term =
Solution:
Step 1: Square the first Term ( )
Step 2: Square the Second Term ( )
Step 3: Square the last Term ( )
Step 4: Twice the product of the 1st and 2nd term ( )( )
Step 5: Twice the product of the 1st and last term ( )( )
Step 6: Twice the product of the 2nd and last term ( )( )
Thus, ( )
Example No. 5:
( )
Given: First Term = Second Term = Last Term =
Solution:
Step 1: Square the first Term ( )
Step 2: Square the Second Term ( )
Step 3: Square the last Term ( )
Step 4: Twice the product of the 1st and 2nd term ( )( )
Step 5: Twice the product of the 1st and last term ( )( )
Step 6: Twice the product of the 2nd and last term ( )( )
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Thus, ( )
3. Special Case of the Product of Binomial and Trinomial
( )( )
( )( )
The product of a binomial and a trinomial is a special case and a type of special product
if the following are true in any given multiplication of binomial and trinomial.
The square of the first term of a binomial is equal to the first term of the trinomial
The square of the 2nd term of a binomial is equal to the last term of the trinomial
The product of the 1st and 2nd term of the binomial is equal to the middle term of the
trinomial
The sign of the 2nd term of the binomial is always opposite to the sign of the 2 nd term of
the trinomial
Steps in applying the special case of the product of binomial and trinomial
Step 1: Multiply the 1st term of the binomial to the 2nd term of the trinomial
Step 2: Multiply the last term of the binomial to the last term of the trinomial
Step 3: Add all the terms obtained from step 1 and step 2
Example No 1:
( )( )
Solution:
Step 1: Multiply the 1st term of (3x + 5y) to the 1st term of ( )
( )( )
Step 2: Multiply the last term of (3x + 5y) to the last term of ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2.
Thus, ( )( )
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Example No. 2:
( )( )
Solution:
Step 1: Multiply the 1st term of ( ) to the 1st term of ( )
( )( )
Step 2: Multiply the last term of ( ) to the last term of ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
Example No. 3:
( )( )
Solution:
Step 1: Multiply the 1st term of ( ) to the 1st term of ( )
( )( )
Step 2: Multiply the last term of ( ) to the last term of ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
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Example No. 4:
( )( )
Solution:
Step 1: Multiply the 1st term of ( ) to the 1st term of ( )
( )( )
Step 2: Multiply the last term of ( ) to the last term of ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
Example No. 5:
( )( )
Solution:
Step 1: Multiply the 1st term of ( ) to the 1st term of ( )
( )( )
Step 2: Multiply the last term of ( ) to the last term of ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
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4. Product of the Sum and Difference of the Same Two Terms
( )( )
The Product of the Sum and Difference of the same two terms is easy to determine and
even simpler to work out. The result is simply the difference of the two squares.
Steps in finding the special product of the sum and difference of the same two
terms
Step 1: Multiply the 1st Term of binomial ( ) to the 1st term of binomial
( )
Step 2: Multiply the last Term of binomial ( ) to the last term of binomial ( )
Step 3: Add all the terms obtained from step 1 and 2
Example No. 1:
( )( )
Solution:
Step 1: Multiply the 1st Term of binomial ( ) to the 1st term of binomial
( )
( )( )
Step 2: Multiply the last Term of binomial ( ) to the last term of
binomial ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
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Example No. 2:
( )( )
Solution:
Step 1: Multiply the 1st Term of binomial ( ) to the 1st term of binomial
( )
( )( )
Step 2: Multiply the last Term of binomial ( ) to the last term of
binomial ( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
Example No. 3:
( )( )
Solution:
Step 1: Multiply the 1st Term of binomial ( ) to the 1st term of binomial
( )
( )( )
Step 2: Multiply the last Term of binomial ( ) to the last term of binomial
( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
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Example No. 4:
( )( )
Solution:
Step 1: Multiply the 1st Term of binomial ( )to the 1st term of binomial
( )
( )( )
Step 2: Multiply the last Term of binomial ( )to the last term of binomial
( )
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
Example No. 5:
( )( )
Solution:
Step 1: Multiply the 1st Term of binomial ( )to the 1st term of binomial
( ).
( )( )
Step 2: Multiply the last Term of binomial ( )to the last term of binomial
( ).
( )( )
Step 3: Add all the terms obtained from step 1 and 2
Thus, ( )( )
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5. Product of Two Binomials With Similar Terms
( )( ) , -
Where:
ax: 1st term of the binomial ( )
by: 2nd term of the binomial ( )
cx: 1st term of the binomial ( )
dy: 2nd term of the binomial ( )
ax & dy: terms coined as extremes of ( )( )
by & cx: terms coined as means of ( )( )
Steps in finding the product of two binomials with similar terms
Step 1: Multiply the 1st term of the binomial ( ) to the 1st term of the
binomial ( )
( )( )
Step 2: Solve for the product of the extremes: ax and dy
( )( )
Step 3: Solve for the product of the means: by and cx
( )( )
Step 4: Solve for the sum of the product of the extremes and the product of the
means
( ) ( ) ( )
Step 5: Multiply the 2nd term of the binomial ( ) to the 2nd term of the
binomial ( )
( )( )
Step 6: Add all the terms obtained from step 1, step 4 and step 5
, -
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Example No. 1:
( )( )
Solution:
Step 1: Multiply the 1st term of the binomial ( ) to the 1st term of the binomial
( )
( )( )
Step 2: Solve for the product of the extremes: 2x and 15y
( )( )
Step 3: Solve for the product of the means: 3y and 4x
( )( )
Step 4: Solve for the sum of the product of the extremes and the product of the
means
Step 5: Multiply the 2nd term of the binomial ( ) to the 2nd term of the binomial
( )
( )( )
Step 6: Add all the terms obtained from step 1, step 4 and step 5
Thus, ( )( )
Example No. 2:
( )( )
Solution:
Step 1: Multiply the 1st term of the binomial ( ) to the 1st term of the binomial
( )
( )( )
Step 2: Solve for the product of the extremes: 5c and 8d
( )( )
Step 3: Solve for the product of the means: and
( )( )
Step 4: Solve for the sum of the product of the extremes and the product of the
means
Step 5: Multiply the 2nd term of the binomial ( ) to the 2nd term of the binomial
( )
( )( )
Step 6: Add all the terms obtained from step 1, step 4 and step 5
Thus, ( )( )
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Example No. 3:
( )( )
Solution:
Step 1: Multiply the 1st term of the binomial ( ) to the 1st term of the binomial
( )
( )( )
Step 2: Solve for the product of the extremes: 4m and – 9k
( )( )
Step 3: Solve for the product of the means: and
( )( )
Step 4: Solve for the sum of the product of the extremes and the product of the
means
Step 5: Multiply the 2nd term of the binomial ( ) to the 2nd term of the binomial
( )
( )( )
Step 6: Add all the terms obtained from step 1, step 4 and step 5
Thus, ( )( )
Example No. 4:
( )( )
Solution:
Step 1: Multiply the 1st term of the binomial ( ) to the 1st term of the binomial
( )
( )( )
Step 2: Solve for the product of the extremes: 4d and – 10s
( )( )
Step 3: Solve for the product of the means: and
( )( )
Step 4: Solve for the sum of the product of the extremes and the product of the
means
Step 5: Multiply the 2nd term of the binomial ( ) to the 2nd term of the binomial
( )
( )( )
Step 6: Add all the terms obtained from step 1, step 4 and step 5
Thus, ( )( )
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6. Cube of Binomial
( )
( )
Steps in finding the Cube of the Binomial
1st Step: Cube the 1st term “x” of the binomial
( )
2 Step: Square the 1st term “x” and multiply it to the last term “y”.
nd
( ) ( )
3 Step: Thrice the term obtained from the 2 nd Step.
rd
( )
4 Step: Square the last term “y” and multiply it to the 1 st term “x”
th
( )( )
5 Step: Thrice the term obtained from the 4th step.
th
( )
6 Step: Cube the last term “y” of the binomial
th
( )
7 Step: Add all the terms obtained from step 1, step 3, step 5 and step 6.
th
Example No. 1:
( )
Solution:
1st Step: Cube the 1st term ( ) of the binomial
( )
2 Step: Square the 1st term ( ) and multiply it to the last term( ).
nd
( ) ( )
3 Step: Thrice the term obtained from the 2 nd Step
rd
( )
th
4 Step: Square the last term ( ) and multiply it to the 1st term( ).
( ) ( )
5 Step: Thrice the term obtained from the 4th step.
th
( )
th
6 Step: Cube the last term ( ) of the binomial
( )
th
7 Step: Add all the terms obtained from step 1, step 3, step 5 and step 6.
Thus, ( )
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Example No. 2:
( )
Solution:
1st Step: Cube the 1st term ( ) of the binomial
( )
2 Step: Square the 1st term ( ) and multiply it to the last term(
nd
).
( ) ( )
3 Step: Thrice the term obtained from the 2 nd Step
rd
( )( )
th
4 Step: Square the last term ( ) and multiply it to the 1st term( ).
( ) ( )
5 Step: Thrice the term obtained from the 4th step
th
( )
th
6 Step: Cube the last term ( ) of the binomial
( )
th
7 Step: Add all the terms obtained from step 1, step 3, step 5 and step 6
Thus, ( )
Example No. 3:
( )
Solution:
1st Step: Cube the 1st term ( ) of the binomial
( )
2 Step: Square the 1st term ( ) and multiply it to the last term(
nd
).
( ) ( )
3 Step: Thrice the term obtained from the 2 nd Step
rd
( )( )
th
4 Step: Square the last term ( ) and multiply it to the 1st term( ).
( ) ( )
5 Step: Thrice the term obtained from the 4th step
th
( )
th
6 Step: Cube the last term ( ) of the binomial
( )
th
7 Step: Add all the terms obtained from step 1, step 3, step 5 and step 6
Thus, ( )
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Exercises
A. Determine the special products of the following square of binomials.
1. ( )
2. ( )
3. ( )
4. ( )
5. ( )
B. Determine the special products of the following square of trinomials
1. ( )
2. ( )
3. ( )
4. ( )
5. ( )
C. Determine the special products of the following special case of the product of
binomial and trinomial
1. ( )( )
2. ( )( )
3. ( )( )
4. ( )( )
5. ( )( )
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D. Determine the special products of the following product of the sum and difference
of the same two terms.
1. ( )( )
2. ( )( )
3. ( )( )
4. ( )( )
5. ( )( )
E. Determine the special products of the following product of two binomials with
similar terms.
1. ( )( )
2. ( )( )
3. ( )( )
4. ( )( )
5. ( )( )
F. Determine the special products of the following cube of binomials.
1. ( )
2. ( )
3. ( )
4. ( )
5. ( )
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G. Find the special product of the following
1. ( )
2. ( )
3. ( )
4. ( )
5. ( )
6. ( )
7. ( )( )
8. ( )( )
9. ( )( )
10. ( )( )
11. ( )( )
12. ( )( )
13. ( )( )
14. ( )
15. ( )
16. ( )
17. ( )
18. ( )( )
19. ( )( )
20. ( )
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FACTORING
Types of Factoring
1. Difference of Two Squares
2. Perfect Square Trinomial
3. Sum and Difference of Two Cubes
4. Highest Common Monomial Factor
5. Trinomial With Distinct Factors
6. Factoring by Grouping
7. Sum and Difference of Two Odd Primes
8. Addition and Subtraction of Suitable Terms
Type 1: Difference of Two Squares
(The Inverse Process of Product of the Sum and Difference of the same two terms)
( )( )
Example No. 1:
Step 1: Extract the square root of the first term
√
Step 2: Extract the square root of the last term
√
Step 3: Add the roots obtained from step 1 and step 2
( )
Step 4: Subtract the root obtained from step 2 to the root obtained from step 1
( )
Step 5: Multiply the sum obtained from step 3 to the difference obtained from step 1
( )( )
Thus, ( )( )
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Example No. 2:
Step 1: Extract the square root of the first term
√
Step 2: Extract the square root of the last term
√
Step 3: Add the roots obtained from step 1 and step 2
( )
Step 4: Subtract the root obtained from step 2 to the root obtained from step 1
( )
Step 5: Multiply the sum obtained from step 3 to the difference obtained from step 1
( )( )
Thus, ( )( )
Example No. 3:
Step 1: Extract the square root of the first term
√
Step 2: Extract the square root of the last term
√
Step 3: Add the roots obtained from step 1 and step 2
( )
Step 4: Subtract the root obtained from step 2 to the root obtained from step 1
( )
Step 5: Multiply the sum obtained from step 3 to the difference obtained from step 1
( )( )
Thus, ( )( )
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Type 2: Perfect Square Trinomial
(The Inverse Process of Square of Binomial)
( )
( )
Example No. 1:
Write as a squared binomial
The first term, 16x2, is the square of 4x, and the last term, 36y2, is the square of 6y.
(4x)2 – 48xy + (6y)2
Actually, since the middle term has a "minus" sign, the 36y2 will need to be the square
of (–6y) if the pattern is going to work. Just to be sure, make sure that the middle term
matches the pattern:
(4x)(–6y)(2) = –48xy
And It's actually a match to the original quadratic, so that quadratic fits the pattern of
being a perfect square:
(4x)2 + (2)(4x)(–6y) + (–6y)2
Plug the (4x) and the (–6y) into the pattern to get the original squared-binomial form:
Thus, ( )
Example No. 2:
Is a perfect square trinomial
The first term , is the square of (2x), and the last term, 36y2, is the square of (6y) (or,
in this case, –6y, if this is a perfect square).
According to the pattern for perfect-square trinomials, the middle term must be:
(2x)(–6y)(2) = –24xy
However, looking back at the original quadratic, it had a middle term of –25xy, and this
does not match what the pattern requires. So:
Thus, the given example is not an example of a Perfect Square
Trinomial
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Example No. 3:
Factor
The first term, 49x2, is the square of 7x, and the last term, 4y2, is the square of 2y.
(7x)2 + 28xy + (2y)2
Make sure that the middle term matches the pattern:
(7x)(2y)(2) = 28xy
And It's actually a match to the original quadratic, so that quadratic fits the pattern of
being a perfect square:
(7x)2 + (2)(7x)(2y) + (2y)2
Plug the (4x) and the (2y) into the pattern to get the original squared-binomial form:
Thus, ( )
Example No. 4:
Is a perfect square trinomial
The first term , is the square of (2x), and the last term, 81y2, is the square of (9y) (or,
in this case, –9y, if this is a perfect square).
According to the pattern for perfect-square trinomials, the middle term must be:
(2x)(–9y)(2) = –36xy
However, looking back at the original quadratic, it had a middle term of –19xy, and this
does not match what the pattern requires. So:
Thus, the given example is not an example of a Perfect Square
Trinomial
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Type 3: Sum and Difference of Two Cubes
(The Inverse Process of Special Case of the Product of Binomial and Trinomial)
( )( )
( )( )
Example No. 1:
Factor
Try to write each of the terms as a cube of an expression.
( ) ( )
Use the factorization of sum of cubes to rewrite
( ) ( )
( ),( ) ( )( ) ( ) -
( )( )
( )( )
Example No. 2:
Factor
Try to write each of the terms as a cube of an expression.
( ) ( )
Use the factorization of sum of cubes to rewrite
( ) ( )
( ),( ) ( )( ) ( ) -
( )( )
( )( )
Example No. 3:
Factor
Try to write each of the terms as a cube of an expression.
( ) ( )
Use the factorization of sum of cubes to rewrite
( ) ( )
( ),( ) ( )( ) ( ) -
( )( )
( )( )
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Type 4: Highest Common Monomial Factor (HCMF)
( ) ( )
Example No. 1:
Factor
Step 1: First, find the prime factorization of each monomial.
( )( )( )( )( )( )( )( )( )( )( )( )
( )( )( )( )( )( )( )( )( )
Step 2: Thus, the Highest Common Monomial Factor (HCMF) of both monomials
( ) ( )
Step 3: Factor
( )
Thus, ( )
Example No. 2:
Factor
Step 1: First, find the prime factorization of each monomial.
( )( )( )( )( )( )( )( )( )( )( )( )
( )( )( )( )( )( )( )( )( )
( )( )( )( )( )( )
(3)(p)(r) = 3pr
Step 2: Thus, the Highest Common Monomial Factor (HCMF) of the monomials
( ) ( ) and ( ) is equal to 3pr
Step 3: Factor
( )
Thus, ( )
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Type 5: Trinomial with Distinct Factors (Other Trinomials)
It is also simply known as the Trial & Error Method of Factoring or the Quadratic Trinomial. The
general form of a quadratic trinomial is written as ax2 + bx + c where a, b, and c are
constants.
Example No. 1:
Factor the trinomial x2 + 7x + 10 as a product of two binomials.
Given: a = 1, b = 7 & c = 10
Trial Factors (Pair of Does it equal Does it equal Does it Equal b Correct
No. Binomials) a = 1 when c = 10 when = 7 when the Combinatio
coefficients of coefficients of product of the n
both first both last means and the
terms are terms are product of the
multiplied? multiplied? extremes are
added?
1 ( )( ) Yes No No No
2 ( )( ) Yes Yes No No
3 ( )( ) Yes No No No
4 ( )( ) Yes Yes No No
5 ( )( ) Yes Yes No No
6 ( )( ) Yes Yes Yes Yes
Thus, ( )( )
Example No. 2:
Factor the trinomial x2 + 6x + 8 as a product of two binomials.
Given: a = 1, b = 6 & c = 8
Trial Factors (Pair of Does it equal Does it equal Does it Equal Correct
No. Binomials) a = 1 when c = 8 when b = 6 when Combination
coefficients of coefficients of the product of
both first both last the means
terms are terms are and the
multiplied? multiplied? product of the
extremes are
added?
1 ( )( ) Yes No No No
2 ( )( ) Yes Yes No No
3 ( )( ) Yes No No No
4 ( )( ) Yes Yes No No
5 ( )( ) Yes Yes Yes Yes
Thus, ( )( )
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Type 6: Factoring by Grouping
Example No. 1:
Factor:
Step 1: Grouping of Terms
( ) ( )
Step 2: Apply Highest Common Monomial Factoring
( ) ( )
Step 3: Apply Highest Common Monomial Factoring
( )( )
Thus, ( )( )
Example No. 2:
Factor:
Step 1: Grouping of terms
( ) ( )
Step 2: Apply Highest Common Monomial Factoring
( ) ( )
Step 3: Apply Highest Common Monomial Factoring
( )( )
Thus, ( )( )
Example No. 3:
Factor:
Step 1: Grouping of terms
( ) ( )
Step 2: Apply Highest Common Monomial Factoring
( ) ( )
Step 3: Apply Highest Common Monomial Factoring
( )( )
Thus, Factor: ( )( )
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Example No. 4:
Factor:
Step 1: Grouping of terms
( ) ( )
Step 2: Apply Highest Common Monomial Factor
( ) ( )
Step 3: Apply Highest Common Monomial Factor
( )( )
Step 4: Apply Difference of Two Squares Factoring
( )( )( )
Thus, ( )( )( )
Example No. 5:
Factor:
Step 1: Grouping of terms
( ) ( )
Step 2: Apply Highest Common Monomial Factor
( ) ( )
Step 3: Apply Highest Common Monomial Factor
( )( )
Thus, ( )( )
Type 7: Sum and Difference of Two Odd Primes
( )( )
( )( )
Example No. 1:
Factor:
Solution:
In this problem, it should be noted that both terms are perfect seventh powers
( )( )
Note that each term on the second factor has degree 6 (one less than seven)
Thus, ( )( )
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Example No. 2:
Factor:
Solution:
( )( )
It can be seen, the binomial has a plus sign (just like in the sum of cubes
rule which completely makes sense, since cubing is raising to an odd power).
The second factor is just like the second factors for difference of Odd Powers.
Except that every other term is negative.
Thus, ( )( )
Example No. 3:
Factor:
Solution:
( )( )
Thus, ( )( )
Example No. 4:
Factor:
Solution:
( ), ( ) ( ) ( ) ( ) -
( )( )
Thus, ( )( )
Example No. 5:
Factor:
Solution:
( )( )
Thus, ( )( )
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Type 7: Addition and Subtraction of Suitable Terms
Example No. 1:
Factor:
Solution:
Step 1: Extract the square root of the first term
√
Step 2: Extract the square root of the last term
√
Step 3: Twice the product of the roots of the 1st and last term
( )( )
Step 4: Subtract the middle term of from the obtained result of
step 3 which is
Step 5: The obtained result from step 4 is the suitable term
Step 6: Add and Subtract the Suitable Term from the given:
Step 7: Simplify the expression by adding from Step 6
Step 8: Apply factoring by Grouping
( )
Step 9: Perform Perfect Square Trinomial Factoring
( )
Step 10: Perform Difference of Two Squares Factoring
( )( )
Step 11: Arrange the terms of each factor in descending order
( )( )
Thus, ( )( )
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Exercises
I. Factor the following expressions completely:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
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20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Chapter 05
Mathematics of Finance
Why do individuals have to know more about investments, assets, discounts, depreciations and
interests? Why is there a need for them to invest their hard – earned money?
Actions why they invest or save their money, entails knowing more about interest rates (simple
or compound), discount rates, and many more ideas about finance or investment. Like whether
an individual just want to save and own something, like buying a camera, a new lap top or a
washing machine; or a husband is saving for an anniversary gift to his beloved wife; or a father
planning himself to apply for a loan payable in 2 years with a 5 % interest rate, so that he can
use the borrowed amount of money for his daughter‟s 18 th birthday; or a person is preparing and
saving a big amount of money to buy a piece of land in an exclusive subdivision.
Gaining more knowledge in business mathematics or studying mathematics of investment may
help an individual in decision making; like whether to buy a gadget using a credit card for an 8%
interest compounded monthly within two years or a simple interest basis for a period of one
year. Some topics might shed light on which lending investor would give a lower interest rate to
borrowers; or on which banks would give a higher interest rate for someone‟s savings. As a
young man preparing himself before getting into a married life, might plan for his future by
understanding stocks or accumulation of funds. These are somehow the main reasons why do
individuals must invest their hard – earned money. In this chapter, we will discuss the basic
concepts of simple interest, simple discount and compound interest as well as the straight line
method of depreciation.
Objectives:
At the end of the chapter, the students would be able to:
1. Know and use simple interest terminology
2. Understand when interest is paid or earned
3. Use the formula for calculating simple interest
4. Calculate the total value of an investment at the end of a specified term
5. Manipulate the interest formulas to solve for different variables
6. Calculate the true interest rate for a loan that has been discounted
7. Compute the amount of the proceeds, and
8. Determine the maturity value of a discounted loan
9. Express simple interest rate to its equivalent discount rate, and vice versa;
10. Explain the difference between simple interest and compound interest.
11. Calculate the compound interest and compound amount using series of simple interest
applications.
12. Calculate the compound amount by using the compound interest formula.
13. Compute for annual depreciation using straight line method of depreciation
14. Determine annual rate of depreciation.
15. Solve for the book value of an asset at the end of nth year.
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Simple Interest
In any business transaction, Interest (I) is defined as the amount paid by a borrower to a
lender for a use of money over a period of time (t) in year(s). Interest is defined as an expense
on the borrower‟s side, while it is an income on the lender‟s side. Interest that is paid on any
transaction is simply known as Simple Interest. The formula for simple interest is given below:
Simple Interest
I=Prt
Where:
I = interest earned
P = principal or present worth invested
r = annual rate of interest (%)
t = period of time in years
Example 1
Supposed Marisa wanted to invest an amount Php 150,000.00 for 3 years at a firm that
gives an interest rate of 4 % per year. The interest rate was given to Marisa by the firm on the
assumption that she is not allowed to withdraw her money within the 3 – year period. How much
is Marisa‟s earning on the investment after the 3 – year period?
Solution:
The following can be obtained from the problem:
Given: P = Php 150, 000, r = 4 % or 0.04, t = 3 years.
I = P r t = (Php 150,000) (0.04) (3) = Php 18, 000
From this, we conclude that the investment earned is Php 18, 000
Answer: I = Php 18,000
Example 2
A 2-year loan of Php 500 is made with 4% simple interest. Find the interest earned.
Solution:
The following can be obtained from the problem:
Given: P = Php 500, r = 4 % or 0.04, t = 2 years.
I = P r t = (Php 500) (0.04) (2) = Php 40
From this, we conclude that the investment earned is Php 40
Answer: I = Php 40.00
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Example 3
A total of Php 1,200 is invested at a simple interest rate of 6% for 4 months. How much
interest is earned on this investment?
Solution:
The following can be obtained from the problem:
Given: P = Php 1200, r = 6 % or 0.06, t = 4 months.
Before we can apply the formula, we need to convert the time (t) of 4 months in terms of years.
Since there are 12 months in a year:
, then
I = P r t = (Php 1200) (0.06) (1/3) = Php 24.00
From this, we conclude that the investment earned is Php 24.00
Answer: I = Php 24.00
Full Amount
The simple way to calculate the full amount (F) would be to just find the interest (I)
earned and then add it to the principal (P) invested or present worth of investment. The simple
method however, is to use the following formula:
Future Value (F)
F=P+I
But, I=Prt
Then, F = P + P r t
So, F = P (1 + r t)
Example 4
A business takes out a simple interest loan of Php15, 000 at a rate of 6.5%. What is the
future amount the business will repay if the loan is for 8 years?
Solution:
The total amount the business will repay is the future value (F). We are also given that:
t = 8 years, r = 6.5 % or 0.065, P = Php15000
Using the simple interest formula for future value (F):
F = P (1 + r t) = Php15000 (1 + 0.065(8)) = Php 22800
Thus, the business will pay back a total of Php 22800
Answer: F = Php 22800
Example 5
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Miss Rosemarie B. Tapia wants to borrow 140, 000.00 from a bank that gives an
annual interest rate of 3.5%. However, she only wants to borrow the fund for a 9-month period.
How much interest is she going to pay from borrowing the amount of money? What is the
accumulated value of the amount borrowed after the 9-month period?
Solution:
The following can be obtained from the problem:
Given: P = Php 140000, r = 3.5 % or 0.035, t = 9 months.
Before we can apply the formula, we need to convert the time (t) of 9 months in terms of years.
Since there are 12 months in a year:
, then
I = P r t = (Php 140000) (0.035) (3/4) = Php 3675
Using the simple interest formula for future value (F):
F = P + I = Php140000 + Php3675 = Php143675
From this, we conclude that Miss Tapia is going to pay the interest amounting to Php 3675 and
the accumulated value of the amount borrowed after 9 – month period is Php143675
Answers: I = Php 3675 and F = Php 143675
Example 6
The College Treasurer puts Php 10000000 to a time deposit offering 7% for 10 years. What will
be the future value of the invested amount at the end of the 10 – year period?
Solution:
The following can be obtained from the problem:
Given: P = Php 10000000, r = 7 % or 0.07, t = 10 years
Using the simple interest formula for future value (F):
F = P (1 + r t) = Php10000000 (1 + 0.07(10)) = Php 17000000
Thus, the future value at the end of 10 – year period will be Php 17000000
Answer: F = Php 17000000
Other formulas:
𝑰
When solving for the Principal (P), it can be obtained by using the formula: 𝑷
𝒓𝒕
𝑰
When solving for the rate of interest (r), it can be obtained by using the formula: 𝒓 𝒙𝟏𝟎𝟎
𝑷𝒕
𝑰
When solving for the period of time (t), it can be obtained by using the formula: 𝒕
𝑷𝒓
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Example 7
What is the simple interest rate applied if an investment of Php47,500 accumulates to
Php55,500 in the period of 6 years?
Solution:
The following can be obtained from the problem:
Given: P = Php 47500, F = Php 55000, t = 6 years
Using the simple interest formula for Simple Interest (I) and Rate of Interest (r):
I = F – P = Php 55000 – Php 47500 = Php 7500
( )
Thus, the simple interest rate is 2.63 %
Answer: r = 2.63%
Example 8
If you borrow money from your friend with simple interest of 12 %, find the present worth
of P20, 000.00, which is due at the end of nine months?
Solution:
The following can be obtained from the problem:
Given: F = Php 20000, r = 12 % or 0.12, t = 9 months = 9/12 = 0.75 year
Using the simple interest formula for Present Value (P):
= = Php 18348.62
( )
Thus, the present worth of Php20,000 is Php 18348.62
Answer: P = Php 18348.62
Example 9
How long will it take for the sum of money to be double by using the simple interest rate
of 20 %?
Solution:
The following can be obtained from the problem:
Given: r = 20 % or 0.20, assume P = X & F = 2X
Using the simple interest formula for future value (F):
( ); Then, Substitute the value of r, P & F
So that; 2X = X (1 + 0.20t)
2 = 1 + 0.20 t
2 – 1 = 0.20 t;
Thus, the period of time (t) is 5 years
Answer: t = 5 years
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Exercises
Solve the following problems
1. A total of Php11200 is invested at a simple interest rate of 6% for 6 months. How much
interest is earned on this investment?
2. A 3-year loan of Php15500 is made with 4% simple interest. Find the interest earned.
3. A business takes out a simple interest loan of Php105000 at a rate of 8.5%. What is the
total amount the business will repay if the loan is for 9 years?
4. Find the simple interest on Php 35000 at a 7% rate of interest for two years.
5. Angel Miley D. Guzman deposits Php45000 at a bank at an interest rate of 4.75% per
year. How much interest will she earn at the end of 5 years?
6. Jose Mari John Kai D. Guzman bought a sports car for Php1500000. He took a
Php1000000 loan from a bank at an interest rate of 15% per year for a 3-year period.
What is the total amount (interest and loan) that he would have to pay the bank at the
end of 4 years?
7. Danilo D. Guzman III got a loan of Php 55000 to buy a used car. The interest rate is
7.5%. He paid Php 1067.75 as an interest. How many years did it take him to pay off his
loan?
8. Mrs Marisa D. Guzman made a 3 year investment. The interest rate was 4.5%. After 3
years, she earned Php 875 in interest. How much was her original investment?
9. A loan of Php 1250 had Php 50 in interest. The rate was 9 %. What was the length of the
loan?
10. An investment earned Php 22.50 interest after 9 months. The rate was 4%. What was
the principal?
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Kinds of Simple Interest
Ordinary simple interest as a kind of simple interest uses 360 days as the equivalent number
of days in a year instead of 365 – day year.
Exact simple interest as a kind of simple interest uses exact number of days in a year which is
365 (or 366 for leap year).
Ordinary Simple Interest (Io)
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑫𝒂𝒚𝒔
𝑰𝒐 𝑷𝒓 ( )
𝟑𝟔𝟎
Exact Simple Interest (IE)
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑫𝒂𝒚𝒔
𝑰𝑬 𝑷𝒓 ( )
𝟑𝟔𝟓
Example 10
Assume you have a Php 25000 loan at 9 % interest rate for 300 days, what is the
ordinary interest you would pay? What is the exact interest you would pay?
Solution:
The following can be obtained from the problem:
Given: r = 9 % or 0.09, P = Php 25000, Number of Days = 300 days
Using the simple interest formula for ordinary simple interest (Io):
( ) ( )( )
Io = Php 1875.00 (Ordinary Simple Interest)
Using the simple interest formula for exact simple interest (IE):
( ) ( )( )
IE = Php 1849.32 (Exact Simple Interest)
Answers: Io = Php 1875.00 and IE = Php 1849.32
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Counting Time between Two Dates
1. Actual Time
Actual number of days in each month
Number of Days Months
31 January
28 February
29 February if leap year
31 March
30 April
31 May
30 June
31 July
31 August
30 September
31 October
30 November
31 December
List of leap years
1940, 1944, 1948, 1952, 1956
1960, 1964, 1968, 1972, 1976,
1980, 1984, 1988, 1992, 1996
2000, 2004, 2008, 2012, 2016,
2020, 2024, 2028, 2032, 2036
2. Approximate Time
1 Year = 360 days
Each Month = 30 days
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How to use Fist Knuckles when determining the actual number of days in each month
1. Start on the left hand and work with way through hands using knuckles and the space
between knuckles.
2. On the knuckle – 31 days
3. Between the knuckles – 30 days
4. Exception - February
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Ordinary Interest and Exact Interest Formulas Involving Start and End Transaction Dates
A. Ordinary Interest Using Actual Number of Days (Bankers Rule)
[ ]
B. Ordinary Interest Using Approximate Number of Days:
[ ]
C. Exact Interest Using Actual Number of Days:
[ ]
D. Exact Interest Using Approximate Number of Days:
[ ]
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Example 11
Determine the actual number of days and approximate number of days between two dates:
January 3, 2019 and June 15, 2020.
Solution:
Solving for Actual Number of Days:
Month/Date Inclusive Number of Days
in each month
January 3, 2019 28
31 – 3 = 28 days
February 28
2019 is not a leap year
March 31
April 30
May 31
June 30
July 31
August 31
September 30
October 31
November 30
December 2019 31
January 2020 31
February 2020 (Leap Year) 29
March 31
April 30
May 31
June 15, 2020 15
Actual Number of Days 529 days
Solving for Approximate number of days:
Month/Date Inclusive Number of Days
in each month
January 3, 2019 27
30 – 3 = 27 days
There are 16 months between 480
January 2019 and June 2020
16 x 30 = 480 days
June 15
Approximate Number of Days 522 days
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Example 12:
Assume you have a Php 25000 loan at 9 % interest rate between two dates: January 3, 2019
and October 6, 2019,
a. What are the values of ordinary interest and the full Amount you would pay?
b. What are the values of exact interest and the full amount you would pay?
Given:
P = Php 25000
r = 9 % or 0.09
Start date of the transaction: January 3, 2019
End date of the transaction: October 6, 2019
Solving for Actual Number of Days:
Month/Date Inclusive Number of Days
in each month
January 3, 2019 28
31 – 3 = 28 days
February 28
2019 is not a leap year
March 31
April 30
May 31
June 30
July 31
August 31
September 30
October 6
Actual Number of Days 276 days
Solving for Approximate number of days:
Month/Date Inclusive Number of Days
in each month
January 3, 2019 27
30 – 3 = 27 days
There are 8 months between 240
January 2019 and October 2020
8 x 30 = 240 days
October 6, 2020 6
Approximate Number of Days 273 days
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a. What are the values of ordinary interest and full amount you would pay?
Solving for Ordinary Interest using Actual number of days
0 1 ( )( )0 1
Thus,
Solving for Ordinary Interest using Approximate Number of Days
0 1 ( )( )0 1
Thus,
b. What are the values of exact interest and the full amount you would pay?
Solving for Exact Interest using Actual Number of days
0 1 ( )( )0 1
Thus,
Solving for Exact Interest using Approximate Number of days
0 1 ( )( )0 1
Thus,
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Exercises
I. Determine the actual number of days and exact number of days of the
following set of dates.
1. Between February 14, 2018 and December 25, 2018
2. Between May 15, 2019 and September 8, 2019
3. Between January 3, 2020 and June 15, 2020
4. Between October 6, 2019 and December 20, 2019
5. Between November 8, 2017 and August 13, 2018
6. Between October 13, 2019 and August 28, 2020
7. Between December 20, 2019 and November 8, 2020
8. Between April 15, 2016 and January 6, 2017
9. Between May 1, 2018 and October 13, 2018
10. Between January 1, 2020 and December 25, 2020
II. Solve the following problems.
1. Assume you have a Php 35000 loan at 8 % interest rate between two dates: January
3, 2019 and September 8,, 2019,
a. What are the values of ordinary interest and the full Amount you would pay?
b. What are the values of the exact interest and the full amount you would pay
2. Assume they have a Php 45000 loan at 6 % interest rate for 200 days, what is the
ordinary interest they would pay? What is the exact interest they would pay?
3. Determine the approximate and the exact time between Nov. 12, 2014 and May 6,
2015.
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SIMPLE DISCOUNT
Simple discount is also known as bank discount. Bank discount is the amount that the bank
deducts from a loan in advance.
Formulas:
Where:
I: Simple Discount
The interest deducted from the amount of loan
F: Future Value (Future Amount)
Total Amount to repay or simply known as Face Value
d: Rate of Discount
t: Period of time in Years
P: Present Value (Principal Amount)
Other Formulas:
How to solve for the Future Value (F):
How to solve for the Period of Time in years (t):
How to solve for the Rate of Discount (d):
If the discount period is in number of days:
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Example No. 1:
Ignacio C. Guzman Jr. borrowed P25000 for 90 days and he was charged a bank discount of
6.5 %, what is the bank discount and the proceeds that will be received by Ignacio C. Guzman
Jr.?
Given:
t = 90 days F = P25000 d=6.5 %
Solution:
( )( )( )
Thus, Bank Discount: I = P406.25; Proceeds: P = P24593.75
Example No. 2:
Iluminada C. Guzman borrowed from ABC Company which charged bank discount of 12%. If
the amount of proceeds received is P3568 for the period of 215 days, find the value of the
discount charged.
Given:
P = P3568 t = 215 days d = 12 %
Solution:
. /. / Equation 1
Equation 2
Equate equation 1 and 2:
( )( ) ( )( )
Solving for I:
Thus, the value of the discount charged is P276.83
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Example No. 3:
Marisa D. Guzman borrowed P54000 for three years from Pampanga Bank. If the bank discount
is 7.6 %, what proceed does Marisa received?
Given:
d = 7.6 % or 0.076 t = 3 years F = 54000
Solution:
Solving for I:
( )( )( )
I = 12312
Solving for P:
P = 41688
Thus, The Proceeds received by Marisa is Php 41, 688.00
Example No. 4:
Eileen Guzman borrowed P64000 for five years from ABC Bank. If the bank discount is 3 %,
what proceed does Eileen received?
Given:
d = 3% or 0.03 t = 5 years F = 64000
Solution:
Solving for I:
( )( )( )
I = 9600
Solving for P:
P = 54400
Thus, The Proceeds received by Eileen is Php 54,400.00
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Equivalent Simple Interest Rate of Simple Discount Rate
Simple Interest Simple Discount
Equation 1 Equation 3
Equation 2 Equation 4
Substitute Equation 1 to 2 Substitute Equation 3 to 4
( ) Equation 5 ( ) Equation 6
Substitute Equation 6 to 5
( )( )
( )( )
Solving for the Equivalent Interest Rate of Discount Rate
( )
( )
Equivalent Interest Rate of Discount Rate
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Equivalent Simple Discount Rate of Simple Interest Rate
Simple Interest Simple Discount
Equation 1 Equation 3
Equation 2 Equation 4
Substitute Equation 1 to 2 Substitute Equation 3 to 4
( ) Equation 5 ( ) Equation 6
Substitute Equation 6 to 5
( )( )
( )( )
Solving for the Equivalent Discount Rate of Interest Rate
( )
( )
Equivalent Discount Rate of Interest Rate
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Example No. 1:
Determine the equivalent interest of 10 % discount rate within 5 years.
Given:
t = 5 years d = 10 % or 0.10
Solution:
( )( )
r = 20 %
Thus, r = 20 %
Example No. 2:
Determine the equivalent interest rate of 15 % discount rate within 10 years.
Given:
t = 10 years d = 8% or 0.08
Solution:
( )
r = 40 %
Thus, r = 40 %
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Example No. 3:
Determine the equivalent discount rate of 20 % interest rate within 5 years.
Given:
t = 5 years r = 20 %
Solution:
( )
d = 10 %
Thus, d = 10 %
Example No. 4:
Determine the equivalent discount rate of 40 % interest rate within 10 years.
Given:
t = 10 years r = 40 %
Solution:
( )
d = 8%
Thus, d = 8 %
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Exercises
I. Solve the following problems.
1. Mark Neil invested a certain amount of money in a bank; at the maturity date she will
receive Php 5000. Applying the discount rate of 4.8%, what amount would she
get asking to be paid in advance of 3 months?
2. A Php 10000 face value discount note has a term of 4 months. The simple discount rate
is 6%. Find the amount of the discount.
3. Find the present value at 12 % simple discount of P1000 due in 5 months. What is the
Simple Discount?
4. Rosemarie borrowed P75000 for five years from XYZ Bank. If the bank discount is 4 %,
what proceed does Rosemarie received?
5. Determine the equivalent discount rate of 19 % interest rate within 5 years.
6. Angel borrowed P55000 for three years from KLM Bank. If the bank discount is 7.5 %,
what proceed does Angel received?
7. Teodulo Goce borrowed from ABC Company which charged bank discount of 15%. If the
amount of proceeds received is P5000 for the period of 180 days, find the value of the
discount charged.
8. Danny Scott borrowed P35000 for 300 days and he was charged a bank discount of 6.5
%, what is the bank discount and the proceeds that will be received by Danny Scott?
9. Determine the equivalent discount rate of 39 % interest rate within 10 years.
10. Determine the equivalent interest rate of 8% discount rate within 6 years.
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Compound Interest
Compound interest is the accumulation of interest to the principal amount of borrowed money
or deposit which has a process of earning interest on interest. It is the result of reinvesting
interest, rather than paying it out, so that interest in the next period is then earned on the capital
sum plus previously accumulated interest.
Compound Interest Formulas
Formula on how to compute for the Compound Interest (I)
Where:
Formula on how to compute for the Future Amount (F)
( )
Where:
( )
But:
Thus, 0 1
[ ]
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Where:
( )
Values of m:
m=1 Compounded Annually
m=2 Compounded Semi – Annually
m=4 Compounded Quarterly
m = 12 Compounded Monthly
m=6 Compounded Bimonthly
m = 24 Compounded Semi – Monthly
Formula on how to compute for the Present Value (P)
0 1
Derivation of Formula for finding the value of time (t):
0 1 Divide both sides of the equation by P
0 1 Apply the function of Logarithms on both sides of
the equation
( ) [ ]
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Recall: Properties of Logarithms
. / 0 1 Divide both sides of the equation by 0 1
. /
Formula on how to solve for Period of Time in Years (t)
. /
Derivation of Formula for finding the value of the Nominal Rate of Interest (j):
0 1 Divide both sides of the equation by P
0 1 Extract the tm – root of both sides of the equation
Recall: Laws on Radicals
√ √[ ]
√ Transpose 1 to the right side of the equation
√ Multiply both sides of the equation by m
Formula on how to solve for the nominal rate of interest (j)
[ √ ]
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Example No. 1:
Determine the Compound Interest and Future Value of an investment amounting
to P5000 compounded quarterly at a nominal rate of interest of 8% within 2 years.
Method A: Long Method
Given:
P = P5000 r = 8 % or 0.08
t = 3 months m=4
n = tm = 2 (4) = 8 periods
Solution:
Solving for :
Given: P1 = P5000 r = 0.08 t = 3/12
( )( )
Solving for :
Given: P2 = P5100 r = 0.08 t = 3/12
( )( )
Solving for :
Given: P3 = P5202 r = 0.08 t = 3/12
( )( )
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Solving for :
Given: P4 = P5306.04 r = 0.08 t = 3/12
( )( )
Solving for :
Given: P5 = P5412.16 r = 0.08 t = 3/12
( )( )
Solving for :
Given: P6 = P5520.40 r = 0.08 t = 3/12
( )( )
Solving for :
Given: P7 = P5630.81 r = 0.08 t = 3/12
( )( )
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Solving for :
Given: P8 = P5743.43 r = 0.08 t = 3/12
( )( )
Solving for Compound Interest (I):
Thus, Compound Interest = P858.30 and Final Amount (F) = P5858.30
Method B: Using the Formula 0 1 for Final Amount
Given:
m = 4 (Compounded Quarterly) j=8%
P = Php 5000 t = 2 Years
N = tm = 2(4) = 8 Periods
Solution:
( )
[ ] [ ]
Thus, Compound Interest = P858.30 and Final Amount (F) = P5858.30
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Example No. 2:
Find the compound amount which would be obtained from the interest of P2000 at 6%
compounded quarterly for 5 years.
Given:
P = Php 2000 j=6% t = 5 years m = 4 (Compounded Quarterly)
Solution:
( )
[ ] [ ]
Thus, Compound Amount: F = Php 2693.71
Example No. 3:
Find the compound amount on the principal P20000 borrowed at 6% compounded annually for
3 years.
Given:
P = Php 20000 j=6% t = 3 years m =1 (Compounded Annually)
Solution:
( )
[ ] [ ]
Thus, Compound Amount: F = Php 20913.57
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Example No. 4:
An investment earns 3% compounded monthly. Find the value of an initial investment of Php
5000 after 6 years.
Given:
P = Php 5000 j = 3% t = 6 years m = 12 (Compounded Monthly)
Solution:
( )
[ ] [ ]
Thus, Compound Amount: F = Php 5,984.74
Example No. 5:
How many years will it take for an investment to double in value if it earns 5%
compounded annually?
Method A:
Given:
j=5% m = 1 (Compounded Annually)
Assumptions:
F = 2x P=x
Solution:
0 1 Substitute the values of F, P, j and m
0 1 Cancel the factor x on both sides of the equation
0 1 Take the logarithms of both sides of the equation
( ) 0 1 Then,
( ) , - Divide both sides of the equation by Log (1 + 0.05)
( )
( )
Thus, it will take a little more than 14 years before the investment will double in
value (t = 14.2 Years)
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Method B:
Given:
j=5% m = 1 (Compounded Annually)
Assumptions:
F = 2x P=x
Solution:
. /
Substitute the values of F, P, m and j
. /
. /
then
. /
( )
( )
Thus, it will take a little more than 14 years before the investment will double in value (t =
14.2 Years)
METHOD C:
( )
By using the formula:
. /
Given:
Y=2 m=1 j = 0.05
Where:
Y = 2 If F = 2P and P =P, Y = 3 if F = 3P and P = P, Y = 4 if F = 4P and P = P and so on…
Solution:
( )
( )
Thus, it will take a little more than 14 years before the investment will double in value (t =
14.2 Years)
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Example No. 6:
How much do they need to invest now, to get Php 10000 in 10 years at 8% nominal rate of
interest compounded annually?
Given:
j=8% F = Php 10000 t = 10 years m =1 (Compounded Annually)
Solution:
( )
0 1 0 1
Thus, P = Php 4631.93
Example No. 7:
What nominal rate of interest does he need to turn Php 1000 into Php 5000 in 20
years if m = 1 (compounded annually)?
Given:
P = Php 1000 F = Php 5000 t = 20 m =1 (Compounded Annually)
Solution:
[ √ ]
( )
[ √ ]
Thus, Nominal Rate of Interest (r) = 8.38%
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Exercises
I. Problem Solving:
1. What nominal rate of interest does he need to turn Php 2000 into Php 10000 in 20
years if m = 2 (compounded semi – annually)?
2. How much do they need to invest now, to get Php 35000 in 15 years at 8% nominal
rate of interest compounded annually?
3. How many years will it take for an investment to triple in value if it earns 5%
compounded quarterly?
4. An investment earns 4% compounded monthly. Find the value of an initial investment
of Php 10000 after 5 years.
5. Determine the compound interest and the compound amount on the principal P20000
borrowed at 6% compounded annually for 3 years.
6. Find the compound amount which would be obtained from the interest of P3000 at 5%
compounded quarterly for 6 years.
7. Determine the Compound Interest and Future Value of an investment amounting to
P15000 compounded bimonthly at a nominal rate of interest of 8% within 3 years.
8. What nominal rate of interest does he need to turn Php 3000 into Php 15000 in 20
years if m = 4 (compounded quarterly)?
9. What nominal rate of interest does he need to turn Php 1500 into Php 10500 in 8
years if m = 2 (compounded semi-annually)?
10. If an amount of Php 5000 is deposited into a savings account at an annual interest
rate of 5%, compounded monthly, what is the future value of the investment after 10
years?
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Straight Line Method of Depreciation
Depreciation is a non-cash expense that decreases the value of physical properties or assets
due to wear, tear and obsolescence over the period of its useful life.
Straight line Method is one basis that can be used in calculating depreciation and
amortization. It is the process of expensing an asset over a longer and useful period of time. It is
the difference between Original Costs and Scrap divided by the expected useful life in years to
be used.
Straight Line Method Of Depreciation Formula:
Where:
AD: Annual Depreciation
ARD: Annual Rate of Depreciation (%)
SV: Salvage Value or Scrap Value
E: Useful Life in Years
Other Formulas:
Where:
n: Nth – Year
: Accumulated Depreciation at the end of nth – year
: Book Value at the end of nth – year
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Example No. 1:
Company A purchases a machine for Php 100,000 with an estimated salvage value of
Php 20, 000 and a useful life of 5 years.
a. Solve for the Annual depreciation.
b. What is its annual rate of depreciation?
c. Construct a Depreciation Schedule
d. Sketch the graph of the depreciation process.
Given:
OC = Php 100000 SV = Php 20000 E = 5 Years
Solution:
a. Solve for the Annual Depreciation:
AD = Php 16000
b. What is its Annual Depreciation:
ARD = 20 %
c. Construct a Depreciation Schedule
Year Original Cost Annual Accumulated Depreciation Book Value
Depreciation
0 Php 100000 0 Php 100000
1 Php 16000 Php 16000 Php 84000
2 Php 16000 Php 32000 Php 68000
3 Php 16000 Php 48000 Php 52000
4 Php 16000 Php 64000 Php 36000
5 Php 16000 Php 80000 Php 20000 = SV
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Accumulated Depreciation Computations:
( ) At the end of one year
( ) At the end of the two years
( ) At the end of three years
( ) At the end of four years
( ) At the end of five years
Book Value Computations:
( ) At the end of one year
( ) At the end of two years
( ) At the end of three years
( ) At the end of four years
( ) At the end of five years
d. Sketch the graph of the depreciation process.
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Example No. 2:
A commercial building has a salvage value of Php 1 million after 50 years. Annual depreciation
is Php 2 M. Using the Straight Line Method, how many years after should you sell the building
for Php 30 M?
Given:
SV = Php 1000000 E = 50 Years AD = Php 2000000
Solution:
Annual Depreciation Cost:
( ) ( )
Solving for n:
n = 35.5 Years
Example No. 3:
The first cost of a machine is Php 1,800,000 with a salvage value of Php 300,000 at the end of
its six years of life. Determine the total depreciation after three years using the Straight Line
Method of Depreciation.
Given:
OC = Php 1800000 E = 6 Years SV = Php 300000
Solution:
Annual Depreciation Cost:
Total Depreciation at the end of three years:
( )
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Exercises
I. Problem Solving:
1. The original cost of a machine is Php 4, 000,000 with a salvage value of Php 500,000 at
the end of its ten years of life. Determine the total depreciation after six years using the
Straight Line Method of Depreciation.
2. ABC commercial building has a salvage value of Php 2 million after 50 years. Annual
depreciation is Php 3 M. Using the Straight Line Method, how many years after should
you sell the building for Php 40 M?
3. Company XYZ purchases a machine for Php 120,000 with an estimated salvage value of
Php 25, 000 and a useful life of 8 years.
a. Solve for the Annual depreciation.
b. What is its annual rate of depreciation?
c. Construct a Depreciation Schedule
d. Sketch the graph of the depreciation process.
4. A machine cost amounting to Php 1000, 000 is having its scrap value of Php 10000 for 5
years.
a. Solve for the Annual depreciation.
b. What is its annual rate of depreciation?
c. Construct a Depreciation Schedule
d. Sketch the graph of the depreciation process.
5. The first cost of a machine is Php 1, 000,000 with a salvage value of Php 200,000 at the
end of its ten years of life. Determine the total depreciation after four years using the
Straight Line Method of Depreciation.
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STATISTICS (DATA MANAGEMENT)
Overview of Statistics
Statistics is the science of numbers with context or simply known as data and It can be broken down
to three branches:
Data analysis
Probability
Statistical Inference
Statistics is collection of facts or outcomes which consists of information coming from different basis
such as opinions, counts, dimensions or responses. It uses facts to gain insight and draw
conclusions. It is also the science of collecting, organizing, analysing and interpreting data in order to
make decisions.
Population and Sample
Population is the collection of all outcomes, responses, measurements or counts that are of
interest.
Sample is a subset of the population.
Example No. 1:
In a recent survey, 550 college students at Union College were asked if they smoked cigarettes
regularly. 85 of the students said yes. Identify the population and the sample.
Responses of all students at Union College (population)
Responses of students in survey (sample)
Example No. 2:
Population: All students taking Statistics classes at Mathematics in The Modern World
Sample: All Students in Mathematics in the Modern World Section 03
Parameter and Statistic
A parameter is a numerical description of a population characteristic.
A statistic is a numerical description of a sample characteristic.
Examples:
Decide whether the numerical value describes a population parameter or a sample statistic.
a.) A recent survey of a sample of 450 college students reported that the average weekly
income for students is $325.
Answer: Because the average of $325 is based on a sample, this is a sample
statistic.
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b.) The average weekly income for all students is $405.
Answer: Because the average of $405 is based on a population, this is a
population parameter.
Branches of Statistics
1. Descriptive statistics involves organization, analysis, summarization and display of data.
2. Inferential statistics is a branch of statistics that involves using a sample to draw
conclusions about a population. A basic tool in the study of inferential statistics is probability.
Example:
In a recent study, front liners who had less than 6 hours of sleep were four times more likely to
answer incorrectly on a math test than were participants who had at least 8 hours of sleep. Decide
which part is the descriptive statistic and what conclusion might be drawn using inferential statistics.
Answers:
The statement “four times more likely to answer incorrectly” is a descriptive statistic.
An inference drawn from the sample is that all individuals sleeping less than 6 hours
are more likely to answer science question incorrectly than individuals who sleep at
least 8 hours.
Types of Data
1. Qualitative data cannot be measured by a numerical scale. It consists of attributes (like
gender, nationality). It can be binary (yes or no) or categorical
Examples:
The height of a student
Robin’s shoe size
The length of her finger nails
2. Quantitative data can be measured or identified by a numerical scale i.e. it consists of
numerical measurements, counts.
Examples:
Qualitative data can be generated through:
Texts and documents
Audio and video recordings
Images and symbols
Interview transcripts and focus groups
Observations and notes
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Scales of Data or Measurement
1. Nominal Scale: data at this level is qualitative only
Examples:
Brand of Smart Phone owned by an individual
Gender: Male or Female
Place of Residence
Color of Ink : Red, Blue, Black, Orange, Brown, Yellow or Pink
Political Preferences: Independent, Democrat or Republican
2. Ordinal Scale: data at this level is qualitative or quantitative; they can be ranked or
ordered but differences between measurements are not meaningful.
Examples:
Level of Status at workplace
Tournament team rankings
order of product quality
order of agreement or satisfaction
3. Interval Scale: data at this level can be ordered and meaningful differences can be
calculated. A zero entry measures a position on a scale. It is not an inherent zero.
Examples:
Family Income
Temperature in the city
Likert Scale
Attitude Scales
4. Ratio Scale: Data is defined as a variable measurement scale that not only produces
the order of variables but also makes the difference between variables known along with
information on the value of true zero. It is calculated by assuming that the variables have
an option for zero, the difference between the two variables is the same and there is a
specific order between the options.
Examples:
What is her daughter‟s current height?
Responses:
o Less than 5 feet.
o 5 feet 1 inch – 5 feet 5 inches
What is her weight in kilograms?
Responses:
o Less than 50 kilograms
o 51- 70 kilograms
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Summary – Levels or Scales of Measurement
The four data measurement scales – nominal, ordinal, interval, and ratio – are quite often
discussed in academic teaching. Below is an easy-to-remember chart might help each learner
when having an analysis of data.
Offers: Nominal Ordinal Interval Ratio
The sequence of variables is established – Yes Yes Yes
Mode Yes Yes Yes Yes
Median – Yes Yes Yes
Mean – – Yes Yes
Difference between variables can be evaluated – – Yes Yes
Addition and Subtraction of variables – – Yes Yes
Multiplication and Division of variables – – – Yes
Absolute zero – – – Yes
Important Notes:
1. Nominal Scales
Named Variables
2. Ordinal Scales
Named and Ordered Variables
3. Interval Scales
Named, Ordered and Proportionate Interval between Variables
4. Ratio Scales
Named, Ordered and Proportionate Interval between Variables
It can accommodate absolute zero
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Exercises
I. Identify the following as Nominal Scale, Ordinal Scale, Interval Scale or Ratio
Scale Data.
1. Flavors of frozen hotdogs
2. Religions
3. Letter grades on a literature essay
4. Ice Cream flavor preference
5. Instructors classified as: easy, difficult or impossible
6. Students classified by their reading ability:
Above average, below average, normal
7. Years of important historical events
8. Amount of money in savings account
9. Commuting times to work
10. Ages (in years) of art students
11. Identify the scale of measurement for the following: military title -- Lieutenant, Captain,
Major
12. Identify the scale of measurement for the following categorization of clothing: hat, shirt,
shoes, and pants
13. Identify the scale of measurement for the following: heat measured in degrees
centigrade.
14. A score on a 5-point quiz measuring knowledge of algebra
15. City of birth
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II. Identify then following as Quantitative or Qualitative Data.
1. This kind of observation uses your senses to observe results.
2. These kinds of observations are made using instruments such as rulers, balances and
thermometers.
3. The leaf is 5mm wide.
4. The temperature of the room is decreasing by 4 degrees Celsius.
5. The mass of the chocolate cake is 250 g.
6. There are 75 trees in the forest.
7. The clouds are grey and ground is wet.
8. There are ten buttons on the table.
9. There are 54 players on the Carolina Panthers football team.
10. There are 25 Liters of water in the buckets.
11. There are 20 students in our classroom.
12. The leaves on the plant are turning brown.
13. The plant has grown 4 cm since yesterday.
14. There are 16 red marbles in the bag.
15. There are 15 boys and 17 girls.
16. The barn contains pigs, cows, and horses.
17. The pendulum made 17 full swings in 30 seconds.
18. There were 4 fewer drops on the penny dipped in soap than the one dipped in oil.
19. The speed of the car was 45 mph.
20. Granny needed 4 newtons of force to make it up the ramp.
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Measures of Central Tendency
The measure of central tendency or simply known as measures of central location
classified as summary statistics is a single value that attempts to describe a set of data by
identifying the central position within that set of data. The mean or average is most likely the
measure of central tendency that is most familiar with, but there are also the median and the
mode.
The mean, median and mode are all valid measures of central location, but under different
conditions, some measures of central tendency become more appropriate to use than others.
So, it would be better to take a look at the mean, mode and median, and learn how to calculate
them and under what conditions they are most appropriate to be used.
Important Note:
Ungrouped Data: Number of Variables is less than 30
Grouped Data: Number of Variables is equal or greater than 30
The Mean
Mean (Arithmetic Average)
Represents the sum of all values in a dataset divided by the total number of the values
Formulas:
Computation of the Mean for Ungrouped Data
∑
Computation of the weighted average
∑
∑
Computation of the Mean for Grouped Data
∑
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Mean for Grouped Data
1. Grouped data are the data or scores that are arranged in a frequency distribution
2. Frequency Distribution is the arrangement of scores according to category of classes
including the frequency.
3. Frequency is the number of observations falling in a category
Steps in Solving Mean for Grouped Data
1. Find the Midpoint or Class Mark (xm) of each class or category using the formula
where LL is the lower limit and UL is the upper limit.
2. Multiply the frequency (f) and the corresponding class mark (xm).
3. Find the sum of the results in step 2.
∑
4. Solve for the mean using the formula:
Properties of the Mean
1. It measure stability.
2. The sum of each score‟s distance from the mean is zero.
3. It may easily affected by extreme scores.
4. It can be applied to interval scale of measurement.
5. It may not be an actual score in the distribution
6. It is very easy to compute.
When to use the Mean
1. Sampling Stability is desired.
2. Other Measures are to be computed such as standard deviation, coefficient of variation
and skewness.
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Example No. 1: (Ungrouped Data)
Scores of 15 students in Mathematics in The Modern World quiz consist of 25 items. The
highest score is 25 and the lowest score is 10. Here are the scores: 25, 20, 18, 18, 17, 15, 15,
15, 14, 14, 13, 12, 12, 10 and 10. Determine the mean score
Solution:
∑
Thus, The Mean Score = 15.2
Analysis: The average performance of 15 students who participated in Mathematics in the
Modern World quiz consisting of 25 items is 15.20. The implication of this is that student who
got below 15.2 did not perform well in the examination. Students who got scores higher than
15.2 performed well in the examination compared to the performance of the whole class.
Example No. 2: (Ungrouped Data)
Determine the General Weighted Average (GWA) of Daniel Salvador for the 2 nd semester of
school year 2019 – 2020. Use the given table below:
Subjects Grades Units
Analytic Geometry 1.25 3
Differential Calculus 1.00 3
Chemistry 1.25 6
Physics 1 1.00 3
Art Appreciation 1.50 3
NSTP 2 1.25 3
Philosophy 1 1.50 3
PE 2 1.00 2
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Solution:
Subjects Grades ( ) Units ( )
Analytic Geometry 1.25 3 3.75
Differential Calculus 1.00 3 3.00
Chemistry 1.25 6 7.50
Physics 1 1.00 3 3.00
Art Appreciation 1.50 3 4.50
NSTP 2 1.25 3 3.75
Philosophy 1 1.50 3 4.50
PE 2 1.00 2 2.00
∑ ∑
∑
∑
Thus, The GWA of Daniel Salvador for the 2 nd Semester of SY 2019 – 2020 is 1.23
Example No. 3: (Grouped Data)
Compute the Mean Score of 40 students in a Microbiology Class consisting of 60 items as listed below:
Scores (x) Frequency (f)
10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 - 54 5
n = 40
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Solution:
Scores (x) Frequency (f) Class Mark (xm) fxm
10 – 14 5 12 60
15 – 19 2 17 34
20 – 24 3 22 66
25 – 29 5 27 135
30 – 34 2 32 64
35 – 39 9 37 333
40 – 44 6 42 252
45 – 49 3 47 141
50 - 54 5 52 260
n = 40 Total
∑
Thus, Mean = 33.63
Analysis: The mean performance of 40 students in Microbiology quiz is 33.63. Those who got
below 33.63 did not perform well in the said examination while those students who got scores
above 33.63 performed well.
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The Median
Median:
The middle value in a dataset that is arranged in ascending order (from the smallest
value to the largest value)
If a dataset contains an even number of values, the median of the dataset is the mean of
the two middle value
It is also known as the 50th Percentile.
50% lies below the median value and 50 % lies above the median value
Median is what divides the scores into two equal parts.
Formulas: (Ungrouped Data)
If Number of Terms is Odd
̃
If Number of Terms is Even
̃
Median of Ungrouped Data
1. Arrange the scores from lowest to highest or highest to lowest.
2. Determine the middle most score in a distribution if n is an odd number and get the
average of the two middle most scores if n is an even number.
Median of Grouped Data
Formula:
. /
[ ]( )
Where:
LB: Lower Boundary of the Median Class
fm: Frequency of the Median Class
CI: Class Interval
n: Number of Respondents
cfp: Less than Cumulative Frequency
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Steps in Solving Median for Grouped Data
1. Complete the table for less than cumulative frequency
2. Get the value of of the scores in the distribution so that MC can be identified.
3. Determine the values of LB, cfp, CI and fm.
4. Solve the Median using the formula.
Properties of the Median
1. It may not be an actual observation in the data set
2. It can be applied in the ordinal level
3. It is not affected by extreme values because median is a positional measure.
When to use Median
1. The exact midpoint of the score distribution is desired.
2. There are extreme scores in the distribution.
Example No. 1: (Ungrouped Data)
Find the median score of 7 students in an Algebra Class. The scores of each student are 19, 17,
16, 10, 15, 2 and 5.
Solution:
n=7 (Odd)
Arrange the scores from lowest to highest: 2, 5, 10, 15, 16, 17, 19
Thus, The Median is 15 (Middle Score)
Example No. 2 (Ungrouped Data)
Find the median score of 8 students in a Science Class. The score of each student are the
following: 10, 5, 2, 17, 16, 15, 19 and 30.
Solution:
n = 8 (Even)
Arrange the scores from lowest to highest: 2, 5, 10, 15, 16, 17, 19, 30
Thus, the Median is 15.5
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Example No. 3: (Grouped Data)
Scores of 40 students in a Microbiology Class consisting of 60 items are listed below. The
highest score is 54 and the lowest score is 10.
Scores (x) Frequency (f)
10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 - 54 5
n = 40
Solution:
Scores (x) Frequency (f) Cf<
10 – 14 5 5
15 – 19 2 7
20 – 24 3 10
25 – 29 5 15
30 – 34 2 cfp = 17
35 – 39 fm = 9 26
40 – 44 6 32
45 – 49 3 35
50 - 54 5 40
LB = 34.5 n = 40
CI=5
. /
[ ]( ) [ ]( )
Thus, Median = 36.17
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The Mode
Mode:
Defines the most frequently occurring value in a data set
In some cases, a dataset may contain multiple modes while some datasets may not
have any mode at all.
It is classified as Unimodal, Bimodal, Trimodal or Multimodal.
Unimodal is a distribution of scores that consists of only one mode.
Bimodal is a distribution of scores that consists of two modes.
Trimodal is a distribution of scores that consists of three modes.
Multimodal is a distribution of scores that consists of more than two modes.
Trimodal is also known as Multimodal
Modal Formula: (Ungrouped Data)
Modal Formula: (Grouped Data)
̌ [ ]( )
Where:
LB: Lower Class Boundary
MC: Modal Class
CI: Size of Class Interval
d1: difference between the frequency of modal class and the frequency above it, when the
scores are arranged from lowest to highest.
d2: difference between the frequency of modal class and the frequency below it, when the
scores are arranged from lowest to highest.
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Properties of Mode
1. It can be used when the data are qualitative as well as quantitative.
2. It may not be unique.
3. It is affected by extreme values
4. It may not exist.
When to use the Mode
1. When the typical value is desired.
2. When the data set is measured on a nominal scale.
Example No. 1:
Scores of every 10 students in Section 1, Section 2 and Section 3:
Section 1 Section 2 Section 3
25 25 25
24 24 25
24 24 25
20 20 22
20 18 21
20 18 21
16 17 21
12 10 18
10 9 18
7 7 18
Results:
The Score that most appear in section 1 is 20; hence, the mode of section 1 is 20. There is only
one mode, therefore, score distribution is called Unimodal.
The Modes of section 2 are 24 and 18, since both 24 and 18 appeared twice. There are two
modes in section 2; hence, the distribution is Bimodal.
The Modes for section 3 are 18, 21 and 25. There are three modes for section 3, therefore, it is
called a Trimodal or Multimodal distribution.
Example No. 2:
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Scores of 40 students in a Microbiology Class consisting of 60 items are listed below.
Scores (x) Frequency (f)
10 – 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 - 54 5
Given:
Solution:
̌ [ ]( ) [ ]( )
Mode = 38
Thus, the mode of the score distribution that consists of 40 students is 38, because 38
occurred several times.
Exercises
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I. Problem Solving: Encircle the letter corresponding to the correct answer.
1. Find the median of the data: 5, 7, 4, 9, 5, 4, 4, 3
a. 5.125 c. 4.5
b. 14 d. 4
2. Find the mean of the following data: 12, 10,15, 10, 16, 12,10,15, 15, 13
a. 13 c. 15
b. 12.5 d. 12.8
3. Find the mode of the following data: 20, 14, 12, 14, 26, 16, 18, 19, 14
a. 14 c. 26
b. 17 d. 16
4. Find the mean of the following data: 0, 5, 2, 4, 0, 5, 0, 3, 0, 5, 0, 3
a. 0 c. 2.5
b. 2.25 d. 3.86
5. Find the median of the following data: 25, 20, 30, 30, 20, 24, 24, 30, 31
a. 20 c. 2.5
b. 2.25 d. 3.86
6. Find the median of the following data: 1, 6, 12, 19, 5, 0, 6
a. 6 c. 19
b. 7 d. 3.5
7. Find the mean of the following data: 20, 24, 24, 24, 22, 22, 24, 22, 23, 25
a. 23.5 c. 24
b. 23 d. 0
8. Find the mode of the following data: 5, 0, 5, 4, 12, 2, 14
a. 4 c. 6
b. 5 d. 0
9. Find the mean of the following data: 0, 5, 30, 25, 16, 18, 19, 26, 0, 20, 28
a. 0 c. 19
b. 18 d. 17
10. Find the median of the following data: 9, 6, 12, 5, 17, 3, 9, 5, 10, 2, 8, 7
a. 6.5 c. 6
b. 7.5 d. 7.75
11. Compute the mean, median and mode of the following dam statistics as listed below:
Name of Dam Height
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Oroville Dam 756 feet
Hoover Dam 726 feet
Glen Canyon Dam 710 feet
Don Pedro Dam 568 feet
Hungry Horse Dam 564 feet
Round Butte Dam 440 feet
Pine Flat Lake Dam 440 feet
12. Solve for the mean, median and mode.
Given: The ages of the 112 people who live on a tropical island are grouped as follows:
Age Number
00 - 09 20
10 - 19 21
20 - 29 23
30 - 39 16
40 - 49 11
50 - 59 10
60 - 69 7
70 - 79 3
80 - 89 1
13. Solve for the Mean, Median and Mode.
Situation: Marian grew fifty baby carrots using special soil. She dig them up and measure their
lengths (to the nearest mm) and group the results:
Length (mm) Frequency
150 - 154 5
155 - 159 2
160 - 164 6
165 - 169 8
170 - 174 9
175 - 179 11
180 - 184 6
185 - 189 3
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14. In Tim's office, there are 25 employees. Each employee travels to work every morning
in his or her own car. The distribution of the driving times (in minutes) from home to
work for the employees is shown in the table below.
Driving Times (minutes) Number of Employees
0–9 3
10 – 19 10
20 – 29 6
30 – 39 4
40 – 49 2
Calculate the mean of the driving times.
15. Two weeks before Diego opened Technology Titans, he launched his company Web
site. During those 14 days, Mark had an average of 24.5 hits on his Web site per day. In
the first two days that Technology Titans was open for business, the Web site received
42 and 53 hits respectively. Determine the new average for hits on the Web site.
16. Mark operates Technology Titans, a Web site service that employs 8 people. Find the
mean age of his workers if the ages of the employees are as follows: 55, 63, 34, 59, 29,
46, 51, 41
17. Stephen has been working on programing and updating a Web site for his company for
the past 15 months. The following numbers represent the number of hours Stephen has
worked on this Web site for each of the past 7 months: 24, 25, 31, 50, 53, 66, 78. What
is the mean (average) number of hours that Stephen worked on this Web site each
month?
18. The ages of 12 randomly selected customers at a local Best Buy are listed below: 23, 21,
29, 24, 31, 21, 27, 23, 24, 32, 33, 19. What is the mode of the above ages?
19. Find the mode of the following data: 76, 81, 79, 80, 78, 83, 77, 79, 82, 75
20. Find the mode of the following data: 76, 81, 79, 80, 78, 83, 77, 79, 82, 85, 90, 67, 84,
93, 87, 80, 80, 81.
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Chapter 07
POLYA’S METHOD: A PROBLEM SOLVING STRATEGY
Objectives:
Identify and Understand different problems using Polya’s Method
Devise plans on how to solve worded problems
Solve skilfully various worded problems like mixture, work, number, interest and age
problems
Introduction
When aiming to learn more about mathematics, people tend to explore and study hard in order
to acquire more mathematical knowledge and skills especially problem solving skills. But every
learner of Mathematics must keep in mind that into different real life situations, problem solving
becomes the focus while both knowledge and skills are only the accessories. It is actually
because, not even a single day passes without people having to solve various problems.
What is a Problem?
A problem is a state or a situation where there exists obstacle(s) between people and what they
want. Problems are generally classified as routine or non-routine.
What is Problem Solving?
Problem Solving is a process that requires critical thinking, ability to make decisions, proper
selection of strategy in finding a solution and checking of results. Problem solving is also an
effective way of overcoming or removing obstacles in order to gain solutions.
Polya’s Method: A Model for Problem Solving
The most commonly used model is that of George Polya (1973) who proposed four stages in
problem solving. Polya created his famous four-step process for problem solving, which is used
all over to aid people in problem solving:
Step 1: Identify the problem.
Step 2: Develop A Plan
Step 3: Execute the Plan
Step 4: Assess the solution
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IDENTIFY THE PROBLEM
Understand the problem (ANALYSIS)
Read the problem slowly
Jotting down the key ideas
DEVELOP A PLAN
Devise a plan to solve the problem (PLANNING)
Draw a diagram
Find a formula or look for patterns
EXECUTE THE PLAN
Carry out the plan to solve the problem (IMPLEMENTATION)
Create an Equation
Solve the Problem and Find an Answer(s)
ASSESS THE SOLUTION
Look back and check the answer (REFLECTION)
Does the result(s) make sense?
Review the result(s)
Identify Develop
the
a Plan
Problem
How to
Approach
Problem
Solving
Assess Execute
the Plan the Plan
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 170
APPLICATIONS OF POLYA’S METHOD
MIXTURE PROBLEMS:
Example No. 1:
John has 20 ounces of a 20% of salt solution. How much salt should he add to make it
a 25% solution?
STEP 1: Identify the Problem.
The Problem:
How much salt should he add to make it a 25% solution?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Systems of Linear Equations having one variable
Substitution Method
Adding to the salt solution
Given Data:
Set up a table for salt using the information from the question.
Let y be the amount of salt added.
Original Added Result
Concentration
Amount
Multiply ( ) ( )
Original + Added = Result
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 171
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
( ) ( )
Answer:
Thus, John should add 1.33 or 1 & 1/3 ounces of salt
STEP 4: Assess the Solution
Checking:
y = 1.33 = 1 & 1/3 = 4/3
Substitute y = 4/3 to the equation: ( ) ( )
( ) ( ) [ ]
TRUE
Thus, the value of y = 1.33 ounces is correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 172
Example No. 2:
John has 20 ounces of a 20% of salt solution. How much water should he evaporate to
make it a 30% solution?
STEP 1: Identify the Problem.
The Problem:
How much water should he evaporate to make it a 30% solution?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Systems of Linear Equations having one variable
Substitution Method
Removing from salt solution
Given Data:
Set up a table for water. The water is removed from the original solution.
Let y be the amount of water evaporated.
Original Removed Result
Water
Amount
Multiply ( ) ( )
Original – Removed = Result
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 173
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
( ) ( )
Answer:
Thus, 6 & 2/3 or 6.67 ounces of water should be evaporated
STEP 4: Assess the Solution
Checking:
Substitute to the equation ( ) ( )
( ) ( ) [ ]
TRUE
Thus, the value of y = 6.67 ounces is correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 174
WORK PROBLEMS:
Example No. 3:
Jennifer takes 4 hours to do a job. John takes 6 hours to do the same job. Working together,
how many hours will it take them to do the job?
STEP 1: Identify the Problem.
The Problem:
How many hours will it take them to do the job?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Systems of Linear Equations having one variable
Operations on Fraction
Given Data:
Jennifer takes 4 hours to do a job:
John takes 6 hours to do the same job:
Working together, they take x hours to do the same job:
the total number of hours will it take them to do the job: x hours
Working equation:
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
( )
( )
Answer:
Thus, x = 2.4 hours, if they will work together
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 175
STEP 4: Assess the Solution
Checking:
Substitute x = 2.4 to the equation:
TRUE
Thus, the value of x = 2.4 hours is correct
Example No. 4:
Peter and Steven take 51/3 hours to do a job. Steven alone takes 16 hours to do the
same job. How long would it take Peter to do the same job alone?
STEP 1: Identify the Problem.
The Problem:
How long would it take Peter to do the same job alone?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Systems of Linear Equations having one variable
Operations on Fraction
Given Data:
Peter can do the job for x hours:
Steven alone can do the job for 16 hours:
Both of them can do the job at 5 1/3 hours:
Working Equation:
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 176
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
Answer:
Thus, Peter can do the same job for 8 hours
STEP 4: Assess the Solution
Checking:
Substitute x = 8 to the equation:
TRUE
Thus, the value of x = 8 hours is correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 177
NUMBER PROBLEMS:
Example No. 5:
The sum of two numbers is 15. The difference of the same two numbers is 7. What are the two
numbers?
STEP 1: Identify the Problem.
The Problem:
What are the two numbers?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Systems of Linear Equations having two variables
Substitution Method
Given data:
x : as the first number
y: as the second number
x + y = 15 (The sum of two numbers)
x – y = 7 (The difference of two numbers)
Working Equations: x + y = 15 & x – y = 7
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
Solving for x and y using the Substitution Method:
: Equation 1
: Equation 2
: Equation 3 (The value of y from equation 2)
Substitute the value of y from equation 3 to equation 1
( )
Substitute the value of x to equation 3:
STEP 4: Assess the Solution
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 178
Checking:
Substitute the values of x and y to the equations:
TRUE
TRUE
Thus, x = 11 and y = 4 are both correct
Example No. 6:
The sum of twice one number and three times another number is 23 and their product is 20.
Find the numbers.
STEP 1: Identify the Problem.
The Problem:
Find the two numbers
STEP 2: Devise a Plan.
Concept/Method/Formula:
Two equations and Two Unknown variables
Quadratic Equations
Quadratic Equation:
√
Quadratic Formula:
Substitution Method
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 179
Given Data:
Let x be the first number
Let y be the second number
Equation 1:
Equation 2:
Working Equations:
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
Equation 1
Equation 2
Equation 3 (Derived from Equation 2)
Substitute the value of x from equation 3 to equation 1
( )
Multiply by y
Quadratic Equation
Values of a, b and c
Let x = y
Using the Quadratic Formula:
√ ( ) √( ) ( )( )
( )
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 180
First Value of y
Other Value of y
Substitute y = 5 to equation 3
Solution Set #1: x = 4 and y = 5
Substitute y = 8/3 to equation 3:
( )
Solution Set # 2:
Therefore, this problem has two sets of solutions.
Answers:
Solution Set #1: x = 4 and y = 5
Solution Set # 2:
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 181
STEP 4: Assess the Solution
Checking:
Substitute the values of x and y to the equations:
Using Solution Set #1: x = 4 and y = 5
( ) ( )
TRUE
( )
TRUE
Using Solution Set # 2:
( ) ( )
TRUE
( )( )
TRUE
Thus, the values of both solution sets 1 & 2 are both correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 182
AGE PROBLEMS:
Example No. 7:
Phil is Tom's father. Phil is 35 years old. Three years ago, Phil was four times as old as his son
was then. How old is Tom now?
STEP 1: Identify the Problem.
The Problem:
How old is Tom now?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Linear Equations Having One Variable
Substitution Method
Given data:
Let x be Tom's age now. Then three years ago, Tom's age would be x– 3. Four times Tom's age
three years ago would be 4(x – 3). Phil's age three years ago would be 35 – 3 = 32. A simple
chart may also be helpful.
Now 3 Years ago
Phil 35 32
Tom x x–3
Now, use the problem to set up an equation.
Three years ago, Phil was four times as old as his son was then
Working Equation: ( )
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
( )
44
Answer:
Thus, Tom is now 11 years old
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 183
STEP 4: Assess the Solution
Checking:
Substitute the value of x to the equation: ( )
( )
( )
TRUE
Thus, x = 11 is correct
Example No. 8:
Lisa is 16 years younger than Kathy. If the sum of their ages is 30, how old is Lisa?
STEP 1: Identify the Problem.
The Problem:
How old is Lisa?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Linear Equations Having One Variable
Substitution Method
Given Data:
Let Lisa equal x. Therefore, Kathy is x + 16. (Note that since Lisa is 16
years younger than Kathy, you must add 16 years to Lisa to denote Kathy's age.)
Now, use the problem to set up an equation
Liza’s age: x
Cathy’s Age: x + 16
Sum of Ages: 30
Working Equation: x + (x + 16) = 30
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 184
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
x + (x + 16) = 30
Thus, Liza is 7 years old
STEP 4: Assess the Solution
Checking:
Substitute the value of x to the equation: ( )
( )
( )
TRUE
Thus, x = 7 is correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 185
SIMPLE INTEREST PROBLEMS
Example no. 9:
At what simple interest rate was Php 16500 invested if it earned an interest an interest of Php
1620 after 1.5 years?
STEP 1: Identify the Problem.
The Problem:
At what simple interest rate was Php 16500 invested if it earned an interest an interest of
Php 1620 after 1.5 years?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Simple Interest Concept
Formula for the interest rate:
Given data:
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
( )
Answer: r = 6.55 %
Thus, Interest rate = 6.55 %
STEP 4: Assess the Solution
Checking:
( )( )( )
TRUE
Thus, r = 6.55 % is correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 186
Example No. 10:
What interest rate do we require, to get Php 10000 of interest money generated from Php 20000
for 3 years?
STEP 1: Identify the Problem.
The Problem:
What interest rate do we require, to get Php 10000 of interest money generated from
Php 20000 for 3 years?
STEP 2: Devise a Plan.
Concept/Method/Formula:
Simple Interest Concept
Formula for the interest rate:
Given Data:
STEP 3: Execute the Plan (Carry out the Plan)
Solution:
( )
Answer: r = 16.67 %
Thus, Interest rate = 16.67 %
STEP 4: Assess the Solution
Checking:
( )( )( )
TRUE
Thus, r = 16.67 % is correct
Mathematics in The Modern World
Danilo M. Guzman Jr. RCE, LPT, MAED P a g e | 187
Exercises
I. Solve the following problems using Polya’s Problem Solving Method.
1. Ernie can plow a field alone in four hours. It takes Sid five hours to plow the same field
alone. If they work together (and each has a plow), how long will it take to plow the field?
2. Solution A is 50% hydrochloric acid, while solution B is 75% hydrochloric acid. How
many liters of each solution should be used to make 100 liters of a solution which is 60%
hydrochloric acid?
3. Coffee worth $1.05 per pound is mixed with coffee worth 85¢ per pound to obtain 20
pounds of a mixture worth 90¢ per pound. How many pounds of each type are used?
4. The sum of two numbers is 20. The difference of the same two numbers is 4. What are
the two numbers?
5. Marimar takes 5 hours to do a job. Sergio takes 8 hours to do the same job. Working
together, how many hours will it take them to do the job?
6. The sum of twice one number and three times another number is 13 and their product is
6. Find the numbers.
7. Ben is 444 times as old as Ishaan and is also 666 years older than Ishaan. How old is
Ishaan?
8. Michael is 3 times as old as Brandon. 18 years ago, Michael was 9 times as old as
Brandon.
9. Ariel takes a loan of Php8000 to buy a used truck at the rate of 9 % simple Interest.
Calculate the annual interest to be paid for the loan amount.
10. At what simple interest rate will the amount be double within 5 years?
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