Module 1

ELEMENTARY TOPICS
Number System
Number system consists of arbitrarily invented symbols called numbers, for which
basic operations are defined as the basis of a mathematical game played with the
numbers.

Summary of the Number System

The number system consists of real and imaginary numbers.
Imaginary numbers are complex numbers that can be written as a real number
2
multiplied by the imaginary unit 𝒊, which is defined by its property 𝑖 = −1. They are
useful and important but they are impossible.

Real numbers (ℝ) are numbers that are both rational and irrational.

Irrational Numbers (ℙ) are real numbers that cannot be written in fraction form.
They consist of non-repeating and non-terminating decimals. Famous irrational
numbers are the pi (π=3.1416….), Euler’s number (e = 2.7182…), and the golden ratio
(φ= 1.6180…). Some square roots, cube roots, etc. are also irrational numbers. Example:
√3= 1. 732.. and √99 = 9.9499….

Rational numbers (ℚ) are numbers that can be in the form of p/q (fraction) where p
and q are integers and q is not equal to zero. (e.g. ½ or 0.5, ¾ or 0.75, 8/1 or 8, 9/11 or
0.818181..., √25 or 5). It consists of terminating or repeating decimals.

Fractions represent equal parts of a whole. It consists of a numerator (upper part

number) and denominator (lower part number) which are both rational numbers.
Fractions can be written in three ways:
Proper fractions – numerator is lesser than the denominator (e.g. ½, 8/11, 134/189).
Improper fractions- numerator is greater than the denominator (e.g. 8/3, 15/4, 11/2).
Mixed fractions – a proper fraction mixed with a whole number (e.g. 1 2/3, 8 3/14, 2 ¾)
Integers (ℤ) from Latin which means “whole” are numbers that are written without a
fractional component. Examples are -8, 1, 8. While 9.88 and √3 are not since they
have decimals. Integers includes negative numbers which are numbers less than
zero and written with minus sign in front (e.g. -8, -75, -100), whole numbers which are
all positive numbers including zero (0, 1,2, 3 ….) and natural numbers (ℕ) which are
numbers excluding zero that you actually count until infinity (e.g. 1,2,3 ,…). Any
integers that can be divided by 2 are called even, while integers that are not divisible
by 2 are called odd.
EXERCISE.
Give all possible names for the number given. (No.1 is done for you.)
1. 1 3/5 – Answer: Real Number, Rational Number, Fraction, Mixed Number
2. 19
3. 80/5
4. 9𝒊
5. 2
6. √25
7. 0. 33
8. 0.25
9. 1
10.√69
11.0
 Module 2
ELEMENTARY OPERATIONS OF ARITHMETIC
Galileo once said, “Mathematics is the language with which God wrote the Universe.”
He was correct in calling mathematics a language, because like any dialect,
mathematics has its own rules, formulas, and nuances. In particular, the symbols
used in mathematics are quite unique to its field and are deeply rooted in history.
The following will give a brief history of some of the most famous symbols employed
by mathematics.

Addition –denoted by (+) from the Latin word “adere” which means to “give”. In
addition, the two values in an addition are called "addends" and the answer is called
the "sum."
Illustration:
a). 1+1 =2
b). -1+1= 0
c).5c+2c+1=7c+1
d). a+2b=a+2b
e). If a=1 and b=2, then 8a+b= 8(1) +(2) = 10
Subtraction –denoted by (-) from the Latin word “subtrahere” which means “taking
away”. In subtraction, the first value is called the “minuend”. The second value (the
one you are subtracting) is called the “subtrahend”. The answer in a subtraction
problem is called the “difference”.
Illustration:
a). 1-1 =0
b). -1-1= -2
c). 5c-2c-1=3c-1
d). a-b=a-b
e). If a=1 and b=2, then 8a- b= 8(1) -(2) = 6
Multiplication –denoted by (x or ∗ or ●) from the Latin word “multiplicare” which
means “to increase more or have many folds”. In multiplication the numbers you
multiply are called “factors”; the answer is called the “product”.
Illustration:
a). 1x1 =1
b). -1x1= -1
2
c). 5c∗3c∗2=30𝑐
d). a∗b=ab
e). If a=1 and b=2, then 8ab= 8(1)(2) = 16
Division –denoted by (/ or ÷) from the Latin word “divisionem” which means to “force
apart”. In division, what is being divided is called the “dividend”, which is divided by
the “divisor”, and the result is called the “quotient”.
Illustration:
a). 15÷1 =15
b). -15÷15= -1
c). 15c/3c=5
d). a ÷ b=a/b
e). If a=1 and b=2, then 8a/b= 8(1)/(2) = 4
The symbol (=) or equal sign was introduced by a Welsh Mathematician named
Robert Recorde. It was chosen because he felt that there was nothing more equal
than two straight parallel lines.

EXERCISE.
Find the a) sum, b) difference, c) product and d) quotient of each item. Show your
solution.
1. 8 and -55
2. 10nm and 4pq, if m=4, n=-2, p=2, and q=3
3. 9a and xy, if a= 4, x=¾ and y=2
 Module 3
ORDERS OF OPERATIONS
When you are doing mathematics problems, you will come across many
symbols that are important for solving these problems. Similar is the case for the
different types of brackets: 1. parentheses or round brackets ( ) 2. square brackets or
box brackets [ ] 3. braces or curly brackets { }, which are used many times in
prealgebra and algebra. That is why it is necessary for you to understand what each
of these symbols is used for. Usually in a single problem, parentheses are solved first
then followed by the brackets and lastly, the braces.
In your previous years, you were taught about PEMDAS, but this time, we will
use BODMAS for Braces, Order, Division, Multiplication, Addition, and Subtraction
Note: follow working from left to right rule

*Example 1. 5 – {3[5 – 2(3-1)] ÷ 3} =?

Solution:
5 – {3[5 – 2(3-1)] ÷ 3} Solve everything in the parentheses first, three minus one “(3-1)”
5 – 3{[5-2(2)] ÷ 3} Multiplying 2 and 2,
5 – {3[5 – 4]) ÷ 3} Solve the brackets next, five minus four “[5-4]”,
5 – {3(1) ÷ 3} Multiply 3 and 1
5 – {3 ÷ 3} Solve the braces last, three divided by three “{3 ÷ 3
5–1
= 4 ANSWER

Example 2
{40÷ [2(8+4)-16]} Solve everything in the parentheses first
{40 ÷ [ 2(12) -16]} Multiply 2 and 12
{40 ÷ [ 24 -16]} Solve the brackets next
{40 ÷ 8} Solve the braces last
=5 ANSWER

Example 3.
2
2 +{17−3[(4+6)÷ 2]}
2
Solve everything in the parentheses first, (4+6)
2
2 +{17−3[(10)÷ 2]}
2
Solve the brackets next, [(10) ÷ 2]
2
2 +{17−3[5]}
2
Multiply 3 and 15
2
2 +{17−15}
2
Solve the braces {17 − 15}
2
2 +2
2
Solve the exponents
4+2
2
Add 4 and 2
6
2
Divide 6 over 2
=3 ANSWER

EXERCISE.
Solve and show your solution.
 4
[{96÷(4− 2 )}2−11]·(4+4)
1. 3 =
2
2
6 +13
2. 7
+5×3−2=
MODULE IV
BACKGROUND FOR ELEMENTARY OPERATIONS ON FRACTIONS (Review)
In arithmetic, if a, b, c, d are positive integers, the following equations are
specified to be true as definitions of equation, multiplication, and addition
respectively, for a/b and c/d. Notice that the numerators a,b,c, and d are any real
numbers, and no denominator is zero.
I. SOLVING EQUATION
𝑎 𝑐
𝑏
= 𝑑
means that 𝑎𝑑 = 𝑏𝑐
Cross multiply and simplify if possible.

If the first value is the same with the second value, then you get the correct answer to the
unknown variable represented
II. MULTIPLICATION
𝑎 𝑐 𝑎𝑐
𝑏
• 𝑑
= 𝑏𝑑
S𝑖𝑚𝑝𝑙𝑦 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑡ℎ𝑒 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 𝑡𝑜 𝑡ℎ𝑒 𝑜𝑡ℎ𝑒𝑟 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 𝑎𝑛𝑑 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 𝑡𝑜 𝑡ℎ𝑒 𝑜𝑡ℎ𝑒𝑟
𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟. Perform the operations. Simplify if possible.
II. ADDITION
𝑎 𝑐 𝑎𝑑+𝑐𝑏
𝑏
+ 𝑑
= 𝑏𝑑
Find the LCD (Least Common Denominator), by multiplying both the denominators.
Then multiply the numerator of the first fraction by the denominators of all the other
fractions. Do the same with the second fraction and add this value to the first.
Perform the operations. Simplify if possible.

IV. SUBTRACTION
𝑎 𝑐 𝑎𝑑−𝑐𝑏
𝑏
− 𝑑
= 𝑏𝑑
Find the LCD (Least Common Denominator), by multiplying both the denominators.
Then multiply the numerator of the first fraction by the denominators of all the other
fractions. Do the same with the second fraction and subtract this value to the first.
Perform the operations. Simplify if possible.

V. DIVISION
𝑎 𝑐 𝑎 𝑑 𝑎𝑑
𝑏
÷ 𝑑
=𝑏 • 𝑐
= 𝑏𝑐

Reciprocate the second fraction first, by turning it upside down. Simply multiply the
numerator to the other numerator and multiply denominator to the other
denominator. Perform the operations. Simplify if possible.
EXERCISE.
Solve and show your solution. Simplify if possible.