Exercise 1.

1 - A

Answer the following question:

1. Consider an event or a situation in your life. What mathematical patterns are present?
SITUATIONS OR EVENTS NUMBERS PATTERNS

The total number of my 4M  The total of Male is 4

siblings. 1F included half-brothers.
 Which has 1 female
3H belongs to Halfblooded
2C siblings.

5 Therefore, the total of the

siblings is 5 in other words
there are 2 siblings currently
are both male and 3
halfblooded siblings.

2. Do a research on the average prices of oil (yearly) and compute for the percentage
increase/decrease.
SITUATIONS OR EVENTS NUMBERS PATTERNS

Prices of oil Yearly The percentage increase or

decrease in the annual prices
2015- ₱73.18
can be computed us follows:
2016- ₱66.09 2015 – The base year.
2016
2017- ₱82.68
66.09−73.18
( )100% =
2018- ₱101.18 73.18
-9.70%
2019- ₱90.55
2017
82.68−66.09
( )100% =
66.09
25.10%
2018
101.20−82.68
( )100% =
82.68
22.40%
2019
90.55−101.20
( )100% =
101.20
-10.70%
Description:
New York Harbor Conventional Gasoline Regular Spot Price FOB.
Unit:
Philippine Peso per Gallon
Currency:
Philippine peso
Link Source:
https://www.indexmundi.com/commodities/?
commodity=gasoline&months=240&currency=php&fbclid=IwAR2vKS46LTj7BOBwQqh8g3L
qHRiYHx1B32UTXzEAfzPM2IGi5pVTbPd6kcE
3. How useful patterns to you as a student, as an individual, or as a child?
As a Student With the pattern, you can easily understand something because this is the way to
guide for your learnings, especially in your subject like mathematics it will help you to give a
clear understanding to solve mathematical problems or analytical problems.
As an Individual It very useful as an individual because pattern early in life, some much faster
than others, but it helps to establish order to one's sense of being. It leads to higher cognitive
skills as one advance in complex pattern details. And also it will guide us on the right path
without depending on others.
As a Child It also useful because as a child it gives way to a great understanding and we are
still learning. Therefore, the pattern is very helpful especially for a child because it give guides
us for new learning that we faced until we got it like some teach us alphabetical letters and
they are using patterns to make our understanding easy and reliable.
4. What is mathematics? Where is mathematics? Cite some relevant scenarios that are found in
the environment.
Mathematics is an element to approach the idea and methods, also it includes abstracts of
science, and quality like structure, space, and change especially numbers. You can find it
anywhere example using mathematics is to compute your sales on your business, or if you are
one of the engineers who build a road it uses mathematics to construct it properly.
Mathematics is very useful for our daily lives and you will find it anywhere like symbols,
structure, and more.
 Exercise 1.1 - D

MATHEMATHICS IN OUR WORLD

Write TRUE if the statement is correct and FALSE if otherwise. Write your answers on the
space provided before number.

FALSE 1. The age of fossils can be traced by using isotopes C12 and C14 called Carbon dating

for generation.

FALSE 2. There are 43 books in the New Testament of the Bible.

FALSE 3. The number pi is a quotient of two integers.

TRUE 4. The area of a rectangle is length times width.

FALSE 5. There are fraction that have non-terminating decimal values.

TRUE 6. If you start saving 10 pesos a day and double the amount every other day, your total

savings for 3 days is 70 pesos.

TRUE 7. All integers are rational, but not all rational numbers are integers.

TRUE 8. In a leap year, the number of days in a year is 366 because the earth revolves around

the sun 365.25 days every year.

FALSE 9. 2018 is a leap year.

TRUE 10. The number who runs the smallest time in a contest is always the winner.
 Exercise 1.1 - E

MATHEMATHICS IN OUR WORLD

Answer the following question:
1. Make a Fibonacci sequence of ten terms out of the following given first two terms.
a. ƒ0 = 2; ƒ1= 3 2, 3, 5, 8, 13, 21, 34, 55, 89, 144
b. ƒ0 = 5; ƒ1= 6 5, 6, 11, 17, 28, 45, 73, 118, 191, 309
c. ƒ0 = 5; ƒ1= 7 5, 7, 12, 19, 31, 50, 81, 131, 212, 343
d. ƒ0 = 3; ƒ1= 6 3, 6, 9, 15, 24, 39, 63, 102, 165, 267
e. ƒ0 = 4; ƒ1= 5 4, 5, 9, 14, 23, 37, 60, 97, 157, 254
f. ƒ0 = 5; ƒ1= 5 5, 5, 10, 15, 25, 40, 65, 105, 170, 275
g. ƒ0 = 2; ƒ1= 4 2, 4, 6, 10, 16, 26, 42, 68, 110, 178
h. ƒ0 = 2; ƒ1= 6 2, 6, 8, 14, 22, 36, 58, 94, 152, 246
i. ƒ0 = 3; ƒ1= 3 3, 3, 6, 9, 15, 24, 39, 63, 102, 165
j. ƒ0 = 3; ƒ1= 8 3, 8, 11, 19, 30, 49, 79, 128, 207, 335
2. Research. Is it possible for the Fibonacci sequence to have negative numbers as the given first
two terms? Support your answer with citation from reliable sources.
No, because a Fibonacci sequence is always started in a positive number. Then the sequence goes on
by adding the previous term to the next term. And there is no way that negative numbers will be
inserted in the Fibonacci sequence because when adding positively to positive the result is always
positive unless you apply a higher math knowledge such as infinite series. The   Fibonacci sequence  is
defined to be the  sequence  with, and. As a result, it can't start with anything else. However,   there's  no
reason why you can't have a similar   sequence  that starts with  negative numbers. That and
the  Fibonacci sequence  are both instances of what is known as Lucas sequences.

3. Consider looking for plant that has trunks. Count the initial trunks and the succeeding ones.
Does the number of the trunks of the plant confirm a Fibonacci sequence? Paste below the
picture of plant.
Yes, because in trees, the
Fibonacci begins in the growth of
the trunk and then spirals outward
as the tree gets larger and taller.
The Fibonacci sequence can also
be seen in the way tree branches
form or split. A main trunk will
grow until it produces a branch, which creates two growth points. Then, one of the new stems
branches into two, while the other one lies dormant. This pattern of branching is repeated for
each of the new stems. A good example is the sneezewort. Root systems and even algae exhibit
this pattern.
4. The diagram below is a right triangle. If the sides of the right triangle are used as a route to
reach a destination, what route is the nearest from the origin? Does this scenario represent
truthfulness in all right triangles? Draw three triangle to establish you point.
 Exercise 1.2 - A

MATHEMATICAL LANGUAGE AND SYMBOLS

Convert the following mathematical statements to English sentences. Write your answer on the
spaces provided.
1. 12 + 1= 13 Twelve plus one equals thirteen.

2. 3(8) = 24 Three times eight is twenty-four.

10−2
3. =2 Ten minus two divided by three is two.
3

3(4 +1)
4. =3 Thrice the sum of four and one divided by five is three.
4

20
−2
5. 2 =2 Twenty divided by the difference of two and two divided by four is two.
4

6. 3(11-5) = 18 Thrice the difference of eleven and five is eighteen.

7. 5(3-2) + 4(3-1) = 13 Five times the difference of three and two plus four times the
difference of three and one is thirteen.

1
(4 +6)
8. 2 =1 One-half multiplied to the sum of four and six divided by five is one.
5

2(4−1)
9. =3 Twice the difference of four and one divided by the difference of five and
5−3
three is three.

3 ( 4+1 ) −6
10.
3
= 3 Thrice the sum of four and one decreased by the quotient of six and three
is three.

Exercise 1.2 - B

MATHEMATICAL LANGUAGE AND SYMBOLS

Convert the following English sentence to mathematical statements. Write you final answer on
the space provided.
1. The difference of eight and three is five.
__________________________________________________________________________
2. The sum of sic and four, diminished by seven is equal to three.
__________________________________________________________________________
3. The quotient of twenty-one and, five less two is equal to three.
__________________________________________________________________________
4. The ratio of the sum of nine and five, and seven is two.
__________________________________________________________________________
5. One thousand less 12 percent of it is eight hundred eighty.
__________________________________________________________________________
6. Twice the difference of ten and eight is four.
__________________________________________________________________________
7. The ratio of twenty-seven and nine is equal to the thirty percent of ten.
__________________________________________________________________________
8. The quotient of “fifteen and five” and “twelve and four” is one.
__________________________________________________________________________
9. One hundred divided by twenty-five percent of forty is ten.
__________________________________________________________________________
10. Seventy-eight percent of one thousand less six hundred is equal to one hundred eighty.
_________________________________________________________________________
 Exercise 1.2 - C

MATHEMATICAL LANGUAGE AND SYMBOLS

Convert the following algebraic expression to English sentence. Write you final answer on the
space provided.

1. 12x = 10 – 2 Twelve times a number x is equal to ten minus two.

2. 3x = 5 – 2x Thrice a number x is equal to the difference of five and twice a number x.
2(4−1)
3. = 3 Two multiplied by the difference of four and one and multiplied by the
5−3
difference of five and three is equal to three.
3( x+ 1)
4. = 7 Thrice the sum of a number x and one divided by five is seven.
5
x
−3
5. 2 = 6 The quotient of a number x, difference of two and three and five is six.
5
6. 11 – 3 (x-4) = 5 The difference of eleven and three is multiplied to the difference of a
number x and four is five
7. 12- 4x = 3(x-5) Twelve minus four times a number x is equal to thrice the difference of a
number x and five.
1
8. 2x – 3 = (x-3) Twice a number x decreased by three is equal to one-half of the difference
2
of a number x and three.
9. 5 – 4x = 2(2x-3) Five decreased by four times x is equal to twice the difference of
twice a number x and three.
2 x−7
10. = 6 The difference of twice a number x and seven divided by the difference of
3 x −4
thrice a number x and four is six.
 Exercise 1.2 - D

MATHEMATICAL LANGUAGE AND SYMBOLS

Convert the following English sentence to algebraic expression. Write you final answer on the
space provided.
1. The sum of a number and four is twelve.
__________________________________________________________________________
2. The difference of twice a number and eleven is fifty.
__________________________________________________________________________
3. The ratio of a number and 2, diminished by 5 is thirteen.
__________________________________________________________________________
4. The quotient of a number less five, and four is eleven.
__________________________________________________________________________
5. Sixty percent of a number less two is five.
__________________________________________________________________________
6. One-fourth of a number less two is five.
__________________________________________________________________________
7. Twelve less “a number and five” is equal to twice the number.
__________________________________________________________________________
8. Thrice a number less six is twice the number.
__________________________________________________________________________
9. The ratio of “seven less a number” and six is twice the difference of the number and one.
__________________________________________________________________________
10. The number less five all over three is fifteen.
_________________________________________________________________________
 Exercise 1.2 - E

MATHEMATICAL LANGUAGE AND SYMBOLS

Convert the following sentence to mathematical equation. Write you final answer on the space
provided.

5 + 2x = 11 1. The sum of five and twice a number is eleven.

3x = -21 2. The product of three and a number is negative twenty one.

2
x – 18 = 3. The ratio number and eighteen is two-thirds.
3

120
4x (8x) = 4. Four times the difference of eight and a number is the same as one-hundred
12

twenty divided by twelve.

3x
= 6__ 5. The quotient of thrice a number and four is equivalent to six.
4

5 x +10
_ = 11 6. Five times a number plus ten all over three is eleven.
3

2(11+4x) 7. Twice the sum of eleven and four times a number.

4x – 12 = 2(x-5) 8. Four times a number minus twelve is twice the difference of a number and
five.

(2x)(6) = 8+x 9. The product of twice a number and six is eight plus number.

x
_ = 54 + 2x 10. The ratio of a number and seventy-five is exactly the same as fifty-four and
75

twice a number.
Write the following mathematical expression in English sentence.

1. 10 -5x = 25 Ten minus five a number is twenty-five.

2. 6(12-4x) =48 The product of six and the difference of twelve and four times a number x is

forty-eight.

36
3. = 3x -1 The quotient of thirty-six and twelve is equal to thrice a number x minus one.
12

4. 4(5-x) = 16 Four times the difference of five and a number x is sixteen.

5−3 x
5. = 5 The difference of five and thrice a number x divided by two is five.
2

25 x +5
6. = 3x The sum of twenty five times a number x and five divided by 10 is equal to
10

three times the number x.

7. 3(4-2x) + 5(4-x) = 21 Thrice the difference of four and twice a number x plus five times the

difference of four and the number x is equal to twenty-one.

12+ 4 x x
8. = Twelve plus four times a number x divided by three is equal to the number x
3 2

divided by two.

12 2x
9. +1= One more than the quotient of twelve and eighteen is equal to the quotient of
18 3

twice a number x and three.

10. 65 + 4(5-2x) = 53 Sixty-five plus four times the difference of five and twice a number x is

fifty-three.
 Exercise 1.2 - F

MATHEMATICAL LANGUAGE AND SYMBOLS

Give at least different mathematical symbols and complete the table below:
SYMBOL/NOTATIONS NAME EXPALAINATIONS

√x If  z = r exp(iφ) is represented

in  polar
Complex Square Root
coordinates  with  −π < φ  ≤  π,
(Radical) then  √z = √r  exp(iφ/2).
Eg. √−1 = i
❑
a convenient and simple
∑
❑
❑
form of shorthand used to
Summation give a concise expression for
a sum of the values of a
variable.

≠ Does not represent the same

Inequality thing or value.
(not equal)
Example. 2+2≠5

[] The expression is it calculate

inside first.

Brackets [2x5]+7= 17
[S] maps a true
statement S to 1 and a false
statement S to 0.
≈ x ≈ y means x  is
approximately equal to y.
Approximately Equal
This may also be written  ≃,
≅, ~, ♎︎(Libra
Symbol), or  ≒