ABSTRACT ALGEBRA

Math 40

QAYSER D. SIBLANTE, LPT

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 MODULAR ARITHMETIC, FUNCTIONS AND EQUIVALENCE RELATIONS
MODULE 1 and 2

OVERVIEW
This module will tackle the topics: Modular Arithmetic (What is the purpose of modular arithmetic? How
do you do modular arithmetic? What is modular arithmetic in cryptography? How do you calculate
modulo?) Functions (What is a function in math? What is function and not function?) Equivalence
Relation (What is an equivalence relation example? How do you find equivalence relations? What are the
properties of equivalence relation?)

LEARNING OUTCOMES

At the end of this module, you should be able to:

 Use modulo concepts and properties to solve modular arithmetic problems and compose proofs
 Illustrate the concept of function.
 Evaluate a function and identify its domain and range.
 Find equivalence relation.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

Activity
Look at the two clocks given below.

A.
B.

Analysis
Upon looking the two clocks above, what 5 differences (if possible) did you notice? What do you
call the clock A? What do you call the clock B? Write your answers on the self-assessment activities (SAA)
sheet on the following pages.

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 Abstraction
Modular Arithmetic
Modular arithmetic is a special type of arithmetic that involves only
integers.
Starting at noon, the hour hand points in order to the following:
1,2,3,4,5,6,7,8,9,10,11,0, 1,2,3,4,5,6,7,8,9,10,11,0.
This is the way in which we count in modulo 12. When we add 1 to 11, we arrive
back at 0. The same is true in any other modulus (modular arithmetic system). In
modulo 5, we count 0,1,2,3,4,0, 1,2,3,4,0.
We can also count backwards in modulo 5. Any time we subtract 1 from 0, we get 4. So, integers
from -12 to 0, when written in modulo 5, are 3,4,0,1,2,3,4,0, 1,2,3,4,0.
The expression a ≡ b (mod m) reads as a is congruent to b modulo m and that means a and b have the same
remainder when they are divided by m where m > 1.
Examples:
14 mod 3 ≡ 2 → 14 = 3(4) + 2
9 mod 3 ≡ 0 → 9 = 3(3) + 0
2 mod 3 ≡ 2 → 2 = 3(0) + 2
-1 mod 3 ≡ 2 → -1 = 3(-1) + 2
-5 mod 3 ≡ 1 → -5 = 3(-2) + 1
Operations on Modulo
Addition Rule
In general, when a, b, c and d are integers and m is a positive integer such that
a ≡ c (mod m)
b ≡ d (mod m)
the following is always true: a + b ≡ c + d (mod m).
Example: 17 ≡ 5 (mod 6)
+ 15 ≡ 3 (mod 6)
= (17 + 15) ≡ (5+3) (mod 6)
= 32 ≡ 8 (mod 6)
= 32 ≡ 8 (mod 6)
Subtraction Rule
When a, b, c and d are integers and m is a positive integer such that
a ≡ c (mod m)
b ≡ d (mod m)
the following is always true: a – b ≡ c – d (mod m)

Multiplication Rule
When a, b, c and d are integers and m is a positive integer such that
a ≡ c (mod m)
b ≡ d (mod m)
the following is always true: a • b ≡ c • d (mod m)
Example:
17 ≡ 5 (mod 6)
x 15 ≡ 3 (mod 6)
= (17 • 15) ≡ (5 • 3) (mod 6)
= 255 ≡ 15 (mod 6)
= 255 ≡ 3 (mod 6)

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 Relation
A set of ordered pairs where the elements of one
set are paired with the elements of another set. It can be
presented using a mapping diagram, set of ordered pairs,
table, equation, rule and graph.

Mapping Diagram
Made by creating two ovals with the elements
of one set connected to the corresponding elements in
the other set by drawing an arrow. In representing given
relation using a mapping diagram, the elements in each
set are not repeated. If the first coordinate corresponds
to two or more second coordinates, then it is connected
to the corresponding elements in the second coordinate
using arrows.
Similarly, if two or more elements in the first
coordinate corresponds to the same element in the second coordinate, then they are simply connected
using different arrows.
Set of Ordered Pairs

Z = {(−�, �), (−�, �), (−�, �), (−�, �), (�, �) }

Table

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 Graph

Function
A function is a relation in which no two ordered pairs have the same first coordinates.
Domain
The domain of a function is the complete set of possible values of the independent variable. In plain
English, this definition means:
The domain is the set of all possible x-values which will make the function "work", and will output real y-
values.
Range
The range of a function is the complete set of all possible resulting values of the dependent variable (y,
usually), after we have substituted the domain. In plain English, the definition means:
The range is the resulting y-values we get after substituting all the possible x-values.

Vertical Line Test

• If the graph of the
relation is shown, we
can use the Vertical
Line Test to
determine whether
the relation is a
function or not.
• A graph represents a
function if a vertical
line drawn through a
graph intersects it in
exactly one point.

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 Equivalence Relation
In mathematics, an equivalence relation is a binary relation that is reflexive, symmetric and transitive. The
relation "is equal to" is the canonical example of an equivalence relation, where for any objects a, b, and
c:
• a = a (reflexive property),
• if a = b then b = a (symmetric property), and
• if a = b and b = c then a = c (transitive property).

How do you find equivalence relations?

If f(1) = g(1), then g(1) = f(1), so R is symmetric. If f(1) = g(1) and g(1) = h(1), then f(1) = h(1),
so R is transitive. R is reflexive, symmetric, and transitive, thus R is an equivalence relation. (b) f(1) =
f(1), so R is reflexive.

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

Analysis
Differences
Clock A Clock B
1. Starts and ends with zero. Starts and ends with 12
2. No lines for labels. Has lines
3. Only One hand Has 3 hands
4. Smaller numbers Bigger numbers
5. Simple details Has more details

KEY POINTS
 Graphs of functions are graphs of equations that have been solved for y! The graph of f(x) in this
example is the graph of y = x2 - 3. It is easy to generate points on the graph. Choose a value for
the first coordinate, then evaluate f at that number to find the second coordinate.
 A function table in math is a table that describes a function by displaying inputs and
corresponding outputs in tabular form. Each function table has a rule that describes the
relationship between the inputs and the outputs.
 The difference between relation and function is relation shows relationship between input and
output whereas function derives one output for each input.

END OF MODULE ASSESSMENT

Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this part),
write your answers on separate sheet/s provided. (See separate sheets for the questions.)

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 LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you.
If you have not reached your desired level of competence, just keep going! Remember that an expert was
once a beginner. The next topic will deal on the Phases in Problem Solving! Happy learning!

SELF AND MODULE EVALUATION

This part requires you to rate the quality of the module to help you continuously improve the
development of this learning module. This also asks you to rate your learning experience for
each of the modules.
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging /
allowed for self-checking (SAAs) /
developed in gradual, manageable steps /
provided independent, self-paced learning /
contained relevant information I needed /

SELF-EVALUATION
Rate the extent of your learning in this module using the scale blow. Check the column
corresponding to your rating in the space provided. Do not hesitate to contact me if you need
further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

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 Use modulo concepts and properties to solve modular arithmetic problems and /
compose proofs
Illustrate the concept of function. /
Evaluate a function and identify its domain and range. /
Find equivalence relation. /

REFERENCES

 https://en.wikipedia.org/wiki/Equivalence_relation
 https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjCwbn
C-
pTrAhUSCqYKHd8yBokQFjAHegQIDxAF&url=http%3A%2F%2Fdl.uncw.edu%2Fdigilib%2F
Mathematics%2FAlgebra%2Fmat111hb%2Ffunctions%2Fgraphs%2Fgraphs.html%23%3A~%3
Atext%3DLet%2520f(x)%2520%253D%2520x2%2520%252D%25203.%26text%3DGraphs%25
20of%2520functions%2520are%2520graphs%2Cto%2520find%2520the%2520second%2520coo
rdinate.&usg=AOvVaw2egkhBX3JWESps8GuLQ9pO


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 

END OF MODULE ASSESSMENT (AnSwer Sheet)

(Please do not forget to provide information on this part)
Name: DE LA CRUZ, JEREMIAS LAGUARDIA Course& Year: BSED-Math-3rd Year
Module Number and Title: Module 1 – Modular Arithmetic, Functions and Equivalence Relations
Contact number & email (if any): 09515696620 / jeremiasdelacruz238@gmail.com
Date accomplished: October 17, 2020
Direction: Follow the sub-directions below.
I. Fill in the blanks.
1. 55 ≡ _ 6_(mod 7)
2. 2048 ≡ _ 2_(mod 3)
3. 406 ≡ _ 1_(mod 5)
II. Perform as indicated.
4. Given 22 ≡ 12 mod 5 and -1 ≡ 14 mod 5.
Find the sum, the difference and the product of these congruence.
Answer:

Sum
( ) ( )
( )
( )

Difference
( ) ( )
( )
( )

Product
( ) ( )( )
( )
( )

5. Add 2 ≡ 14 mod 3 and 2 ≡ -1 mod 2 (cannot be added because they are not congruent)
6. Subtract 1 ≡ -5 mod 3 from 2 ≡ 2 mod 3
( )( )
( )

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 7. Multiply 0 ≡ 9 mod 3 and 2 ≡ 2 mod 3

( ) ( )( )
( )

III.

Answer:
1.) Not a Function
2.) Not a Function
3.) Not a Function
4.) Function

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 IV. Give the domain and range of the four items in
Test III.
1.) Domain: { 2, 1, 0, 3}
Range: {-6, 4, 0}

2.) Domain: {0, 1, 2, 3, 4}

Range: {3}

3.) Domain: {5, -5, 2, -2, 1}

Range: {-6, -4, 4, 0, -6}

4.) Domain: {A, B, C, D}

Range: {-1, -2, -3}

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