SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

_____________________________________________________

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 COURSE OUTLINE

COURSE CODE : GE 114

TITLE : MATHEMATICS IN THE MODERN WORLD
TARGET POPULATION : 1ST YEAR STUDENTS

Overview:
This course deals with nature of mathematics, appreciation of its practical, intellectual and
aesthetic dimensions and application of mathematical tools in daily life. The course begins
with an introduction to the nature of mathematics as an exploration of patterns (in nature
and the environment). By exploring this topics, students are encouraged to go beyond the
typical understanding of mathematics are merely a set of formulas but as a source of
aesthetics in pattern of nature, for example, and a rich language in itself (and of science)
governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with various aspects of present-day living, such as managing
personal finances, making social choices, appreciating geometric designs, understanding
codes used in the data transmission and security, and dividing limited resources fairly.
These aspects will provide opportunities for actually doing mathematics in a broad range
of exercise that bring out the various dimensions of mathematics as a way of knowing
and test the students understanding and capacity.

General Objective:
Discuss and argue the nature of mathematics, what it is, how it is expressed,
represented and used. Acknowledge that mathematics is a language itself. Use a variety
of statistical tools to process and manage numerical data. Affirm honesty and integrity in
the appreciation of mathematics to various human endeavors.

The following are the topics to be discussed

WEEK 7 SPEAKING MATHEMATICALLY
WEEK 8 SET
WEEK 9 COMPLEMENTS, SUBSETS AND SET OPERATION
WEEK 10 VENN DIAGRAM
WEEK 11 RELATION AND FUNCTION
Instruction to the Learners
Each chapter in this module contains a major lesson involving Mathematics in the
Modern World. The units are characterized by continuity, and are arranged in such a
manner that the present unit is related to the next unit. For this reason, you are advised
to read this module. After each unit, there are exercises to be given. Submission of task
given will be every Tuesday during your scheduled class hour.

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 WEEK 6
Speaking Mathematically

Characteristics of Mathematical language

 Math language is non-temporal

 It has no past, present, and future. There is no conjunction of words in
mathematics in the manner that English has conjugation of verbs. Mathematical
statements are presented simply as “is”.
 Math Language carries no emotional content
 It has no equivalent words for joy, happiness, despair, or sadness. It also does
not speak about values in the manner that people speak about human values
in society. If ever there is one implied value which is highly prized in
mathematics that could only be adherence to logic and reason, possibly also
to form.
 Math language is precise and concise
 It is exact and accurate in its statements and it has no need for unnecessary
words. This is not always helpful to students, because being novice in math
they need a little more elaboration, more exploration, and more explanation
which can be achieved with more speech. However, the explanation will come
from teachers and writers who will assist students in their studies and not from
mathematics itself.
Mathematical Symbols

Symbol Meaning
+, −, ± Addition or subtraction
Sin of number (positive or negative)
x, ÷ Multiplication or division
Multiplication can also be represented by a dot (•), when no notation is
written between characters, then the operation is multiplication.
Division can also be represented by a backslash (𝑎⁄𝑏) or a horizontal
𝑎
bar ( 𝑏 )
= Equality sign
≠ Inequality sign.
Not equal
≡ Congruent
Equivalent
≈ Approximately equal
≤ Less than or equal to
≥ Greater than or equal to
< Less than
> Greater than
x, y, z, etc. English Alphabet in lower case is used to represent variables
The capital letters are sometimes also use
𝛼, 𝛽, 𝛾, etc. Greek alphabet is extensively used in mathematics.
For example 𝛼, 𝛽, 𝛾 are used to represent angles, Ʃ (sigma) for
summation

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 Mathematical expression

 Is a group of characters or symbols representing a quantity and or an operation

Algebraic expression

 Is a mathematical expression which contains numbers, variables represented

by letters and operations that indicate addition, subtraction, multiplication or
division

Words and phrases that imply mathematical operations

Addition Subtraction Multiplication Division

Plus Minus Times Divided by
The sum of The difference of The product of The quotient of
Increased by Decreased by Multiplied by Per
Total Fewer than Of
More than Less than
Added to Subtracted from
Verbal phrases and their equivalent expression

Verbal Phrases Mathematical Expression

The sum of a number and 5 n+5
The difference of a number and 54 x – 54
The product of 10 and a number 10x
The quotient of 56 and a number 56
𝑛
1
One-fifth of a number 𝑤
5

Squared of a number 𝑥2
Double of a number 2𝑥
Square root of a number √𝑥

Translating verbal phrases into mathematical expression

Example:

1. Three-fourths of 500
3
× 500
4
2. The sum of two numbers less 11
(𝑎 + 𝑏) − 11, 𝑤ℎ𝑒𝑟𝑒 𝑥 𝑎𝑛𝑑 𝑦 𝑎𝑟𝑒 𝑡𝑤𝑜 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
3. Thirty percent of selling price
0.30t, where t is the selling price
4. Double the quantity of sales less taxes
2y + z, where y is sales and t taxes
5. The difference of gross sales and total cost
y - c, where y is gross sales and c total cost

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 Mathematical Sentence – an expression which is either true or false

 Open Mathematical sentence – a sentence which could be true or false depending

on the value or values of unknown quantities in the sentence.
 Closed mathematical sentence – a sentence which is known to be true or known
to be false.
Mathematical equation

 Is a statement of equality between two algebraic expressions which contain one or

two unknowns
Example: 2𝑥 2 − 𝑥 + 1 = 𝑥 − 1

Translating Verbal Sentences into Mathematical Sentences

Example:
1. Ten percent of sales is 5,450 Php.
0.10s=5450, where s represent sales
2. Gross sales less taxes is 7,560 Php.
g – t = 7560, where g represent gross sales and t represent taxes
3. My father’s monthly salary is twice what my mother makes in a month. Their
combined monthly salary is 27, 000 Php.
Let x be the father’s monthly gross sales and y be taxes
x=2y
x+2y=27,000
4. The average of two quizzes is 85. The first quiz is 10 points higher than the second.
Let x and y be the quizzes
𝑥+𝑦
= 85
2
𝑥 = 10 + 𝑦

ACTIVITY 1

Directions: Read and understand this module. Provide what is asked. Write your answer
in a bond paper and attach it to the last page of this module.

1. Translate the following verbal phrases and sentences into mathematical

expression
a. The sum of 2 and a number
b. Squared to the sum of two numbers
c. Difference of the squared of two numbers
d. Three-fifths of a number less 5
e. 10 percent of 25 plus a number
f. The quotient of x and y is 15
g. The product of two numbers decreased by 10 is 20.
2. Write mathematical expression in verbal phrases or sentences
a. 2x + ¾
b. 2𝑥 2
c. 2𝑥 = 3 + 𝑦
d. 4( a – b)
𝑥−5
e. 2

GE 114: Mathematics in the Modern World Page 5 of 22

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

_____________________________________________________

GE 114: Mathematics in the Modern World Page 6 of 22

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 WEEK 7
SETS
Sets

 The mathematics concept for categories of objects.

Elements
 Symbolized by 𝜖 if an object is not a member of a set we use ∉
 The objects listed in a set
 Members of a set
Example:

 The set of living things

𝜖= bacteria, archaea, eukarayota
 Set of primary colors
𝜖= red, yellow, blue

Verbal description and Roster Method

We can define a set through word or by listing (Roster method) its elements inside
a pair of braces.
Verbal description Roster Method
The set of all days in a week. A = {Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday}

The set of all letters in the name Mary Grace B = {M, A, R, Y, G, C, E, B, O,N}
Abayon.

The set of all odd numbers. C = {1, 3, 5, 7, 9, …}

Note: When listing the elements of a set, we do not repeat the elements.
… means so on or until infinitely

Fundamental Number Sets

Natural numbers or counting numbers: N= {1, 2, 3, 4, …}

Whole numbers W= {0, 1, 2, 3, 4, …}

Integers Z= {…, -3, -2, -1, 0, 1, 2, 3, …}

Rational numbers: Q = the set of all terminating or repeating decimals

̅̅̅, 1, 1, 5
Examples: 0. 75, 0. ̅33 3

Irrational numbers: 𝑄 𝑐 , the set of all non-terminating, non-repeating decimals

Examples: Pi (𝜋) = 3. 14159…

1+√5
Golden ratio (𝜑) = 2

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 Real numbers: R, the set of all rational and irrational numbers

Examples:

1. The set of integers greater than -5

Z = {-4, -3, -2, -1, 0, 1, …}
2. The set of counting numbers less than 6
N = { 1, 2, 3, 4, 5}
3. The set of negative integers greater than -6 but less than -1
Z = {-5, -4, -3, -2}
Set - Builder Notation

 another way of describing sets

Examples:

1. The set of real numbers less than 0.

{𝑥 ∈ 𝑅⃒ 𝑥 ∈ (−∞, 0)}
2. The set of counting numbers greater than 5 but less than 12.
{𝑛 ∈ 𝑁⃒ 5 < 𝑛 < 12}
3. The set of integers greater than or equal to -3 but less than 3.
{𝑥 ∈ 𝑍⃒ − 3 ≤ 𝑥 < 3}

EMPTY SET OR NULL SET

 A set with no elements

 The symbol used to represent empty set is either { } or ∅.
Examples:

1. The set of positive integers less than 0.

2. The set of persons that became president of both Philippines and Japan.
3. The set of negative integers greater than -1.

FINITE SET

 The number of elements in the set is a whole number

Cardinality of Finite set

 The number of elements of set A, denoted by n(A).

Examples:

1. Set A whose elements are the set of negative integers greater than -4.
A = { -3, -2, -1}
n (A) = 3
2. B= {-3, -2, -1, 0, 1, 2}
n (B) = 5

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 3. C= {𝑥 ∈ 𝑁 ⃒ − 10 ≤ 𝑥 < 3}
C= {1, 2}
n (C) = 2
EQUAL SETS AND EQUIVALENT SETS

Equal Sets - Two sets A and B are equal (A = B) if and only if A and B have the same
elements.

Equivalent Sets – two sets A and B are equivalent (A ~B) if and only if A and B have the
same number of elements.

Example: Determine if the following pairs of sets are equal, equivalent, or neither equal
nor equivalent.

1. A = {-2, -1, 0, 1}
B = {4, 5, 6, 7}
Solution:
n (A) = 4
n (B) = 4
Thus, sets A and B are equivalent sets
2. C = {𝑥 ∈ 𝑁⃒3 < 𝑥 < 10}
D = {a,b,c,d,e,f,g,h,i,j}
Solution:
n(C)= 6
n(D)= 10
Thus, Sets C and D are neither equal nor equivalent

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 ACTIVITY 2

Directions: Read and understand this module. Provide what is asked. Write your answer
in a bond paper and attach it to the last page of this module.

1. Write the following sets using both Roster Method and Set- Builder Notation
a. Set of negative integers greater than negative six.
b. Set of positive integers greater than 4 but less than 10.
c. Set of natural numbers greater than 3.
d. Set of even numbers greater than 0 but less than 15.
e. Set of prime numbers from 0 t0 10
2. Identify the cardinality of the following sets:
a. Set of negative integers greater than negative six.
b. Set of positive integers greater than 4 but less than 10.
c. Set of prime numbers from 0 t0 10
3. Identify whether the following sets are EQUAL or EQUIVALENT. Write = if they are
Equal and ~ if they are Equivalent.

a. A___B A = {2, 4, 6, 8} C = {3, 6, 9, 12}

b. A___D
c. D___C B = {6, 2, 8, 4} D = {6, 12, 3, 9}
d. C___B
e. B___D

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

_____________________________________________________

WEEK 8

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 COMPLEMENTS, SUBSETS AND SET OPERATION
Universal Set

 The set of all elements, denoted by U

Set Complement

 The complement of a set A, denoted by A’, is the set of all elements in the
universal set U that are not elements of A.
Finding the set complement
Let U = {a, b, c, d, e, x, y, z}, A= {a,x} and B= {d, e, x, y, z}

1. A’ = {b, c, d, e, y, z}
2. B’ = {a, b, c}
3. U’ = ∅
4. ∅′= U

SUBSET OF A SET

 Set A is a subset of set B, denoted by A ⊆ B, if and only if all elements of A are

also elements of B.
PROPER SUBSET

 Set A is a proper subset of set B if and only if all elements of A are also elements
of B, but A≠ B.

Note: For all set A, A is a subset of itself, A ⊆ A and the empty set is a subset of
A, ∅ ⊆ A.

NUMBER OF SUBSETS OF A SET

 If A has n elements, the number of subsets A has is 2𝑛 .

Example: Enumerate the subsets of a set

1. A= {x, y, z}
Solution:
n= 3, 2𝑛 = 23 = 8
Thus, set A has 8 subsets.

Subsets of A:
∅, {x}, {y}, {z}, {x, y}, {y, z}, {x, z}, {x, y, z}
2. B= {1, 2, 3, 4}
Solution:
n= 4, 2𝑛 = 24 = 16
Thus, set B has 16 subsets.
Subsets of set B:

∅, {1}, {2}, {3}, {4}, {1,2}, {2,3}, {3,4}, {1,4}, {2,4}, {1,3}, {1,2,3}, {2,3,4},{1,3,4},
{1,2,4}, {1,2,3,4}

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 SET OPERATIONS

 Set Intersection
- Given two sets A and B, their intersection, denoted by A ∩ B, is the set of
elements common to both A and B.
A ∩ B = {𝑥⃒ 𝑥 ∈ 𝐴 𝑎𝑛𝑑 𝑥 ∈ 𝐵 }

Example:

1. A= {1,2,3} B={2,3,4}
A∩B ={2,3}
2. C= {a,b,c,d,e} D={a,b,1,2}
C∩D= {a,b}

Note: If the intersection of two sets is empty then they are Disjoint sets.
 Set Union
- Given two sets A and B, their set union, denoted by A U B, is the set of
elements that belong to either A or B or to both

A U B = {𝑥⃒ 𝑥 ∈ 𝐴 𝑜𝑟 𝑥 ∈ 𝐵}

Example:
1. A= {1,2,3} B={2,3,4}
AUB ={1,2,3,4}

2. C= {a,b,c,d,e} D={a,b,1,2}
CUD= {a,b,c,d,e,1,2}

ACTIVITY 3

Directions: Read and understand this module. Provide what is asked. Write your answer
in a bond paper and attach it to the last page of this module.

1. Find all the subsets of the following sets:

a. { a,b,c,d}
b. {2, 4, 6}
2. Use the given sets to answer the following problems.

GIVEN:
U= { 0,1,2,3,4,5,6,7,8,9}
A= {0,1,2,3 }
B= {0,4,5}
C= {3,6,9}

a. 𝐴′
b. 𝐶′
c. 𝐵′
d. 𝐴∪𝐵
e. 𝐵∩𝐴
f. 𝐵∪𝐶

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 g. 𝐵∩𝐶
h. 𝐴∪𝐶
i. 𝐴∩𝐶
j. 𝑈′

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHERS EDUCATION

___________________________________________________

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

_____________________________________________________

WEEK 9

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 VENN DIAGRAM

We use Venn Diagram to illustrate sets. In a Venn diagram circles are used to represent
subsets of a set U. Set U is denoted by a big rectangle. The shaded part in a Venn
diagram represents the set.

APPLICATION OF SETS

1. In a survey of 500 investors, it was reported that 270 invested in stocks, 300
invested in bonds, and 100 invested in both stocks and bonds.
a. How many invested in stocks only?
b. How many invested in bonds only?
c. How many invested in neither stocks nor bonds?
Solution:
Let S be the stocks and B be the Bonds.

U
S B
270 – 100 = 300 – 100 =
100
170 200

500-170-200-100 = 30

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 a. How many invested in stocks only?
170 invested in stocks only
b. How many invested in bonds only?
200 invested in bonds only
c. How many invested in neither stocks nor bonds?
30 did not invest in either stocks or bonds

2. In a survey of university students, 64 had taken mathematics course, 94 had taken

chemistry course, 58 had taken physics course, 22 had taken mathematics and
physics, 26 had taken mathematics and chemistry, 28 had taken chemistry and
physics course, and 14 had taken all the three courses.
a. How many students have taken one course only?
b. How many students have taken both mathematics and chemistry courses but
not physics course?
c. How many students have taken only the mathematics course?
d. How many students answered the survey?

Solution:

Let M, C, P represent sets of students who had taken mathematics, chemistry and
physics respectively.

U
M C

64 – 12 – 14 – 8 26-14=12 94 - 12 – 14 – 14
= 54
= 30
14
22 – 14 = 8 28 – 14 = 14

58 – 8 – 14 – 14

= 22
P

a. How many students have taken one course only?

30 + 54 + 22= 106
b. How many students have taken mathematics and chemistry courses but not
physics course?
12
c. How many students have taken only the mathematics course?
30
d. How many students answered the survey?
30 + 54 + 22 +12 + 14 + 8 +14 = 154

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 ACTIVITY 4

Directions: Read and understand this module. Provide what is asked. Write your answer
in a bond paper and attach it to the last page of this module.

1. Make a Venn diagram and shade the region that represent the following sets:
a. A U B’
b. A’ ∩ B’
c. A’ U B
2. Make a Venn diagram for the following word problems then answer the question
that follows:
a. In a class of 60 students, 40 students like math, 36 like science, 24 like both
the subjects. Find the number of students who like:
(i) Math only
(ii) Science only
(iii) Either Math or Science
(iv) Neither Math nor science
b. An advertising agency finds that, of its 170 clients, 115 use Television, 110 use
Radio and 130 use Magazines. Also 85 use Television and Magazines, 75 use
Television and Radio, 95 use Radio and Magazines, 70 use all the three. Draw
Venn diagram to represent these data. Find
(i) How many use only Radio?
(ii) How many use only Television?
(iii) How many use Television and Magazine but not radio?

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHERS EDUCATION

___________________________________________________

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

_____________________________________________________

WEEK 10

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 RELATION AND FUNCTION
Relation - Any set of ordered pairs
- may be viewed as ordered pairs, mapping design, table, equation, or written
in sentences
Ordered pair - consists of an x and y-coordinate

The domain of a relation is the set of inputs, also called x-coordinates, of the ordered
pairs.
The range is the set of outputs, also called y-coordinates, of the ordered pairs.
Examples:

1. {(1,2),(3,6),(5,4)}
Domain: 1, 3, 5
Range: 2, 6, 4
2. {(a,b),(d, e)}
Domain: a, d
Range: b, e
Function - A type of relation where there is exactly one output for every input. For every
x there is exactly one y.
Example:

1. {(3,-1),(1,2),(0,2) 3. {(A,2),(B,2),(C,2)}
Mapping Mapping

3 –1
1 2
0 3

A Function A function

2. {(2,A),(2,B),(2,C)} 4. {(1,D),(2,B),(3,A)}
Mapping Mapping

Not a function A Function

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 Types of function
Injective:

- A function is called one-to-one or injective if for all elements and be b in A,

if f(a)=f(b), then it must be the case that a=b. it never maps distinct elements
of its domain to the same elements.
- A function is said to be one-to-one if every y value has exactly one x value
mapped onto it.
Example:
1. {(1,7),(-2,4),(7,5),(6,2)} 2. {(1,D),(2,B),(3,A)}
Mapping:

Surjective Function or onto function:

- Onto or many-to-one if there are y values that have more than one x value
mapped onto them.
Example:
1. {(A,2),(B,2),(C,2)} 2. {(3,-1),(1,2),(0,2)}

Mapping

3 –1
1 2
0 3

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 ACTIVITY 5

Directions: Read and understand this module. Provide what is asked. Write your answer
in a bond paper and attach it to the last page of this module.

1. Identify the domain and range of the following relations

a. {(a,1),(b,2),(c,2)}
b. {(1,2), (3,4), (4, 5), (2,3)}
c. {(1,1), (1,3), (1,5),(3,4)}
2. Map the following relation and identify if it is a function or not.
a. {(1,2),(1,3),(3,4),(5,2)}
b. {(2,4),(5,3),(1,6)}
c. {(a, c),(b,d),(e,d),(c,c)

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