MODULE 2: MATHEMATICAL LANGUAGE AND SYMBOLS

THE OVERVIEW

Like any other languages, mathematics has its own symbols, syntax and rules
characterized as precise, concise and powerful mathematical language. It distinguishes
expressions from sentences. It discusses the conventions in the mathematical language. It
gives emphasis on four basic concepts; variables, sets, functions, and relations. It includes
elementary logic, connectives, quantifiers, negation and variables with formality

MODULE OBJECTIVES

At the end of this chapter, you must be able to;

1. Discuss the language, symbols and conventions of mathematics

2. Explain the nature of mathematics as a language
3. Perform operation on mathematical expressions correctly, its basic
concepts and logic
4. Appreciate that mathematics is a useful language

THE LANGUAGE, SYMBOLS, SYNTAX AND RULE OF MATHEMATICS

The language of mathematics is the system used by mathematicians to communicate

mathematical ideas among themselves. This language consists of a substance of some natural
language using technical terms and grammatical conventions that are peculiar to mathematical
discourse, supplemented by a highly specialized symbolic notation for mathematical formulas.

Mathematics as a language has symbols to express a formula or to represent a

constant. It has syntax to make the expression well-formed to make the characters and symbols
clear and valid that does not violate the rules. Mathematical symbols can designate numbers
(constant), variables, operations functions, brackets, punctuation and grouping to help
determine order of operations and other aspects of logical syntax. A mathematical concept is
independent of the symbol chosen to represent it. In short, convention dictates the meaning.

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 The language of mathematics (Wikipedia) makes it easy to express the kinds of
symbols, syntax and rules that mathematicians like to do and characterized by the following:

a. Precise – able to make very fine distinctions

Example: The use of mathematical symbol is only done based on its
meaning and purpose. Like + means add, - means subtract, x multiply and ÷
means divide.

b. Concise – able to say things briefly

Example: The long English sentence can be shortened using
mathematical symbols. Eight plus two equals ten which means 8 + 2 = 10.

c. Powerful – able to express complex thoughts with relative ease

Example: The application of critical thinking and problem solving skill
requires the comprehension, analysis and reasoning to obtain the correct
solution.

Variables

A variables is sometimes thought of as mathematical “John Doe” because you can use it
as a placeholder when you want to talk about something but either (1) you imagine that it has
one or more values but you don’t know what they are, or (2) you want whatever you say about it
to be equally true for all elements in a given set, and so you don’t want to be restricted to
considering only a particular, concrete value for it.
To illustrate the first use considers asking;

Is there a number with the following property: doubling it and adding 3 gives the same
result as squaring it?

In this sentence you can introduce a variable to replace the potentially ambiguous word
“it”.

Is there a number x with the property that 2x + 3 = x2?

To illustrate the second use of variables, consider the statement:

No matter what number might be chosen, if it is greater than 2, then its square is greater
than 4.

In this case introducing a variable to give a temporary name to the (arbitrary) number
you might choose enables you to maintain the generality of the statement, and replacing all
instances of the word “it” by the name of the variable ensures that possible ambiguity is
avoided:

No matter what number n might be chosen, if n is greater than 2, then n 2 is greater than
4.

Example 1: Writing Sentence Using Variables

Use variables to rewrite the following sentences more formally

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 a. Are there numbers with the property that the sum of their squares equals the
square of their sum?

b. Given any real number, its square is nonnegative.

Solution:

a. Are there numbers a and b with the property that a2 + b2 = (a + b)2 ?

Or: Are there numbers a and b such that a2 + b2 = (a + b)2 ?
Or. Do there exist any numbers a ad b such that a2 + b = (a + b)2 ?

b. Given any real number r, r2 is nonnegative.

Or. For any real number r, r2 ≥ 0.
Or. For all real numbers r, r2 ≥ 0.

CHECK YOUR PROGRESS

Use variables to rewrite the following sentences more formally.

a. Are there numbers whose squares are smaller than the numbers themselves?

b. A prime number is an integer greater than 1 and whose only positive divisors are
1 and itself.

SOME IMPORTANT KINDS OF MATHEMATICAL STATEMENT

Three of the most important kinds of sentences in mathematics are universal statement,
conditional statements and existential statements.

Universal statement—says that a certain property is true for all elements in a set.
Example: All positive numbers are greater than zero.

Conditional statement—says that if one thing is true then some other thing also has to be true.
Example: If 378 is divisible by 18, then 378 is divisible by 6.

Existential statement—says that there is at least one thing for which the property is true.
Example: There is a prime number that is even.

UNIVERSAL CONDITIONAL STATEMENTS

Universal statements contain some variation of the words “for all” and conditional
statements contain versions of the words “if-then”. A universal conditional statement is a
statement that is both universal and conditional.

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 Example 1: For all animals a, if a is a dog, then a is a mammal.

One of the most important facts about universal conditional statements is that they can
be written in ways that make them appear to be purely universal or purely conditional. For
example, the previous statement can be rewritten in a way that makes its conditional nature
explicit but its universal nature implicit.

If a is a dog, then a is a mammal.

Or: If an animal is a dog, then the animal is a mammal.

The statement can also be expressed so as to make its universal nature explicit and its
conditional nature implicit.

For all dogs a, a is a mammal

Or: All dogs are mammals.

Example 2: Rewriting a Universal Conditional Statement

Fill in the blanks to rewrite the following statement:

For all real numbers x, if x is nonzero then x2 is positive.

a. If a real number is nonzero, then its square _________________.

b. For all nonzero real numbers x, __________________________.
c. If x ___________________, then ________________________.
d. The square of any nonzero real number is _________________.
e. All nonzero real numbers have __________________________.

CHECK YOUR PROGRESS

Fill in the blanks to rewrite the following statement.

For all real numbers x, if x is greater than 2, then x2 is greater than 4.

a. If a real number is greater than 2, then its square is ___________________.

b. For all real numbers greater than 2, ________________________________.
c. If x ________________________, then ____________________________.
d. The square of any real number greater than 2 is ______________________.
e. All real numbers greater than 2 have _______________________________.

UNIVERSAL EXISTENTIAL STATEMENTS

A universal existential statement is a statement that is universal because its first part
says that a certain property is true for all objects of a given type, and it is existential because its
second part asserts the existence of something. For example:

Every real number has an additive inverse.

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 In this statement the property “has an additive inverse” applies universally to all real
numbers. “Has an additive inverse” asserts the existence of something-an additive inverse-for
each real number. However, the nature of the additive inverses depends on the real number;
different real numbers have different additive inverses. Knowing that an additive inverse is a real
number, you can rewrite this statement in several ways, some less formal and some more
formal.

All real numbers have additive inverse.

Or. For all real numbers r, there is an additive inverse for r.

Or. For all real numbers r, there is a real number s such that s is an additive inverse for
r.

One of the most important reasons for using variables in mathematics is that it gives you
the ability to refer to qualities unambiguously throughout a lengthy mathematical argument,
while not restricting you to consider only specific values for them.

Example 3: Rewriting a Universal Existential Statement

Fill in the blanks to rewrite the following statement:

Every pot has a lid.

a. All pots ______________

b. For all pots P, there is ______________
c. For all pots P, there is a lid L such that _______________

CHECK YOUR PROGRESS

Fill in the blanks to rewrite the following statement

All bottles have cap.

a. Every bottle __________________

b. For all bottles B, there __________________
c. For all bottles B, there is a cap C such that ___________________

EXISTENTIAL UNIVERSAL STATEMENTS

An existential universal statement is a statement that is existential because its first part
asserts that a certain object exists and is universal because its second part says that the object
satisfies a certain property for all things of a certain kind. For example

There is a positive integer that is less than or equal to every positive integer.

This statement is true because the number one is positive integer and it satisfies the
property of being less than or equal to every positive integer. We can rewrite the statement in
several ways.

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Some positive integer is less than or equal to every positive integer.

Or. There is a positive integer m that is less than or equal to every positive integer.

Or. There is a positive integer m such that every positive is greater than or equal to m.

Or. There is a positive integer m with the property that for all positive integers n, m ≤ n.

Example 4: Rewriting an Existential Universal Statement

Fill in the blanks to rewrite the following statement in three different ways:

There is a person in my class who is at least as old as every person in my class.

a. Some __________________ is at least as old as ________________________.

b. There is a person P in my class such that P is ___________________________.

c. There is a person P in my class with the property that for every person Q in my class, P
is ______________________________.

CHECK YOUR PROGRESS

Fill in the blanks to rewrite the following in three different ways.

There is a bird in this flock that is at least as heavy as every bird in the flock.

a. Some __________________ is at least as heavy as _______________________.

b. There is a bird b in this flock such that b is _____________________________.

c. There is a bird b in this flock with the property that for every bird d in the flock, b is
____________________.

 In each of 1-5 fill in the blanks using a variable or variables to rewrite the
given statement.

1. Is there a real number whose square is –1?

a. Is there a real number x such that ___________________________?

b. b. Does there exist _________________________ such that x2 = -1?

2. Given any two real numbers, there is a real number in between.

a. Given any two real numbers a and b, there is a real number c such that c is
______________
b. For any two ____________________, ____________________ such that a < c < b.

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 3. Given any real number, there is a real number that is greater.

a. Given any real number r, there is ______________ s such that s is _________________

b. For any _____________________, __________________________ such that s > r.

4. The reciprocal of any positive real number is positive.

a. Given any positive real number r, the reciprocal of ___________________________

b. For any real number r, if r is __________________ then ______________________
c. If a real number r ________________________, then ________________________

5. The cube root of any negative real number is negative

a. Given any negative real number s, the cube root of __________________________

b. For any real number s, if s is __________________ then ______________________
c. If a real number s _______________________, then __________________________

 In each of 6-7, fill in the blanks to rewrite the given statement.

6. For all equations E, if E is quadratic then E has at most two real solutions.

a. All quadratic equations _________________________________________________

b. Every quadratic equation _______________________________________________
c. If an equation is quadratic, then it _________________________________________
d. If E _____________________________, then E _____________________________
e. For all quadratic equations E, ____________________________________________

7. Every nonzero real number has a reciprocal.

a. All nonzero real numbers _______________________________________________

b. For all nonzero real numbers r, there is _________________________________ for r.
c. For all nonzero real numbers r, there is a real number s such that _________________
 

LANGUAGE OF SETS

A SETS is a well-define collection of distinct objects. A well-define set means that it is

possible to determine whether an object belongs to a given set. The objects are called members
or elements of a set. We use the symbol Є to denote the element of a set. Also, the symbol a ∉
S is read as “a is not an element of set S”

TWO WAYS OF DESCRIBING A SET

1. The TABULAR form or ROSTER form is a method of describing a set where the
elements are separated by commas and enclosed by braces.

2. The RULE form is a method which makes use of the description { x ⃒…… }. This is read
as “x such that.”
 

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 Illustration: {-1/3, -1/2, -1, 1} = {1/(k-1) ⃒ k is an integer between –3 and 3}

A set which contains no element is called an empty or null

set. We denote the empty set by { } or Ø. The set {Ø} is not
empty since it contains one element.
 

KINDS OF SETS

1. Equal Sets = sets A and B are equal, denoted by A = B, if they have the same
elements. The sets A = {1, 2, 3} and B = {2, 1, 3} are equal sets.

2. Equivalent Sets = sets A and B are equivalent, denoted by A ~ B, if they have the same
number of elements. The sets C = {a, b, c} and D = {1, 2, 3} are equivalent sets. Also {2}
~ {Ø} since they have the same number of elements. *Equal sets are always equivalent
but Equivalent sets are not always equal.

3. Finite Sets = a set is finite if it contains only a countable number of elements. The sets
A, B, C, d given above are finite sets.

4. Infinite Sets = a set is infinite if the counting of elements has no end. The sets of
integers Z (positive integers N or natural numbers), negative integers Z, and
nonnegative integers (or whole numbers) are infinite sets.

5. Universal Sets = is the totality of elements under consideration. If A = {1, 2, 3} and B =

{3,4,5}, then the universal set U = {1, 2, 3, 4, 5}

6. Joint Sets = sets that have common elements are joint sets. The sets A = {4, 5, 6} and
B = {6, 10, 11} are joint sets, since the element 6 is common to both A and B.

7. Disjoint Sets = two sets are disjoint if they have no common elements.

8. Subsets = set A is a subset of set B denoted by A c B, if every element of A belongs to

B. If A = {1,2,3} and B = {1,2,3,4} then A c B

OPERATION ON SETS
 
Behave in a manner somewhat similar to the basic operation on numbers.

The Venn Diagram of sets make use of a rectangular representing the universal set and
circles are subsets which may be shaded under consideration.

  FOUR BASIC OPERATIONS ON SETS

1. Union of sets A and B

A ᴗ B = set of all elements found in A and B or both
 

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2. Intersection of sets A and B
A ᴖ B = set of all elements common to A and B
 

3. Complement of A
A’ = set of all elements in the universal set but not found
in A
 
 

4. Difference of sets A and B

A - B = set of all elements found in A but not in B
B - A = set of all elements found in B but not in A
 
In general: A - B = B’ ᴖ A; B - A = A’ ᴖ B
 

LAW OF SETS

Sets involving the operations of union, intersection, complement and difference satisfy
properties which we shall refers to as the law of sets.

1. Commutative Laws - the order in which the sets are taken does not affect the result.
AᴗB=BᴗA AᴖB=BᴖA

Examples: {2} ᴗ {3} = {3} ᴗ {2} {2} ᴖ {3} = {3} ᴖ {2}

 

2. Associative Laws - the grouping in which the sets are taken does not affect the result.
A ᴗ (B ᴗ C) = (A ᴗ B) ᴗ C A ᴖ (B ᴖ C) = (A ᴖ B) ᴖ C

Example: [{a} ᴗ {b, c}] ᴗ {c, e, f} = {a} ᴗ [{b, c} ᴗ {c, e, f}]

[{a} ᴖ {b, c}] ᴖ {c, e, f} = {a} ᴖ [{b, c} ᴖ {c, e, f}]

3. Identity Laws - a set operated to another set called the identity elements gives the set
itself.

A ᴗ Ø = A, for union of sets, the identity element is the empty set.

A ᴖ U = A, for intersection of sets, the identity element is the universal set.

4. Inverse or Complement Laws - this involves inside and outside of a set

A ᴗ A’ = U A ᴖ A’ = Ø

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 5. Distributive Laws - these laws involves three sets with two different operations,
distributing the first operation over the second one.

A ᴗ (B ᴖ C) = (A ᴗ B) ᴖ (A ᴗ C); left distributive law of ᴗ over ᴖ

A ᴖ (B ᴗ C) = (A ᴖ B) ᴗ (A ᴖ C); left distributive law of ᴖ over ᴗ
(A ᴖ B) ᴗ C = (A ᴗ C) ᴖ (B ᴗ C); right distributive law ᴗ over ᴖ
(A ᴗ B) ᴖ C= (A ᴖ C) ᴗ (B ᴖ C); right distributive law of ᴖ over ᴗ

APPLICATION

1. In a survey involving 150 different families, it was found out that

70 purchased brand A
75 purchased brand B
95 purchased brand C
30 purchased brands A and B
45 purchased brands A and C
40 purchased brands B and C
10 purchased brands A, B and C
 
 

The Venn diagram of the above problem is done by starting at the bottom. Start at
the intersection of 3 sets, i.e. 10.

Note: The number of factories that did not purchased any of the 3 brands
considered part of the universal sets.

Based on the Venn diagram answer the following question:

How many families purchased ….

1. ______________ exactly one brand

2. ______________ brand B only
3. ______________ exactly two brands
4. ______________ brands A and B but not C
5. ______________ brand C only
6. ______________ brand A
7. ______________ how many families not using any of the brands
8. ______________ the three brands
9. ______________ brands B and C only
10. ______________ brands A and C but not B

2. In an excursion at Pagsanjan Falls, 80 students brought sandwiches, drinks, and

candies as follows:

50 student brought sandwiches (S)

30 student brought drinks (D)
30 students brought candies (C)

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 18 students brought candies and drinks
15 students brought sandwiches and candies
8 students brought sandwiches and drinks
5 students brought sandwiches, drinks and candies

Show the Venn diagram and answer the following questions

________________ How many brought sandwiches and candies?

________________ How many brought drinks?
________________ How many brought candies only?
________________ How many did not buy any of the three products?
________________ How many brought sandwiches and drinks but not candies?
________________ How many brought the three product at the same time?
________________ How many brought sandwiches?
________________ How many brought sandwiches only?
________________ How many brought candies and drinks but not sandwiches?
________________ How many brought exactly one product?
 

CHECK YOUR UNDERSTANDING

I. Give the set implied by each of the following:

1. ___________________ {1, 2} ᴗ [{2, 3} ᴖ {2, 3, 4}]

2. ___________________ [{1, 2} ᴗ {2, 3}] ᴖ [{1, 2} ᴗ {2, 3, 4}]
3. ___________________ {8, 9, 1, 2, 3} ᴗ {3, 4, 7, 8}
4. ___________________ {1, 2, 3, 4} ᴖ {2, 3, 5, 0} ᴖ {1, 2, 3, 5, 8}
5. ___________________ [{a, b} ᴖ {c ,d}] ᴗ [{a, b} ᴖ {a, c}]

II. In a certain school, 80 students brought hamburger, cake and milk as follows:

20 had milk
38 had cake
24 had hamburger
8 had cake and hamburger
10 had cake and milk
5 had hamburger and milk
3 had hamburger, milk and cake

Complete the Venn diagram and answer the following questions:

1. _______________ How many had nothing?

2. _______________ How many had cake only?
3. _______________ How many had hamburger and milk?
4. _______________ How many had milk or cake?
5. _______________ How many had hamburger and milk?
6. _______________ How many had milk or cake?
7. _______________ How many had hamburger only?
8. _______________ How many had milk only?
9. _______________ How many had hamburger or milk?

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 10. _______________ How many had hamburger and milk but not cake?
11. _______________ How many had at most 2 items?
12. _______________ How many had at least 2 items?
13. _______________ How many had all the items?
14. _______________ How many had cake and milk but not hamburger?
15. _______________ How many had at least 3 items?

Ordered Pair - given elements a and b, the symbol (a, b) denotes the ordered pair
consisting of a and b together with the specification that a is the first element of the pair and
b is the second element. Two ordered pair (a, b) and (c, d) are equal if and only if, a = c and
b = d.

Symbolically; (a, b) = (c, d) means that a = c and b = d.

RELATION

A relation is any set of ordered pairs (x, y) of real numbers. There are two important
factors connected with a relation - domain and range. The set of values of x is called the domain
(denoted by D) of the relation, and the set of values of y is called the range (denoted by R) of
the relation. Any letter or perhaps a symbol may be used to designate a relation.

Example: The relation is defined by f (x) = {(0, 1), (1, 2), (2, 3), (2, 3), (3, 4)}

Has the domain D = {0, 1, 2, 3} and the range R = {1, 2, 3, 4}

 
FUNCTION

The function is a relation such that no two ordered pair has the same first element or
domain. A function usually denoted by y = f (x) is read as “f of x”. A function may also be written
as f: x y, where x Є domain while y Є range.
 
Two types of functions that need explicit restrictions are those with radicals and the
rational functions: The following illustrate the restriction of domain;

a. f (x) = √2x - 1 is defined for 2x – 1 ≥ 0 or x ≥ 1/2; } radical

b. f (x) = 1/ x - 1 is defined for all real numbers ≠ 1; } rational functions
c. f (x) = 1/ x2 - 1 is defied for all real numbers ≠ ±1 } rational functions
 

TWO METHODS OF DEFINING A RELATION

1. Listing of ordered pairs - done by listing all the ordered pairs

2. Rule form - this is usually associated with an equation.

Example: The relation f (x) = {(0, 1), (1, 2), (2, 3), ….} can be describe in a rule form as
f (x) = {(x, y)⃒y = x + 1, x an integer}

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 We use the rule method for some relations where the listing or ordered pairs is time
consuming or impossible to list down all the pairs.

Find the domain and range of the following functions:

a. y = √x d. y = x3
b. y = ⃒x⃒ e. y = √x - 1
c. y = x2 f. y = √x2 - 4
g. y = x - 2/ x + 1
 
Solution:

a. By definition, the square root of any negative number does not exist. Thus, √x is defined
only for nonnegative reals i.e. the domain is x ≥ 0. From the given, y is never negative.
Thus, the range is the set of nonnegative reals i.e. y ≥ 0.

b. The value of y exists for any real number given for x. thus, the domain is the set of reals.
Since the absolute value of any real number is never negative, then the range is the set
of nonnegative reals.

c. The value of y exists for any real number given for x. Thus, the domain is the set of all
reals. Notice that y will never be negative for any real x. Thus, the range is the set of
nonnegative reals or y ≥ 0.

d. In the polynomial x3, the variable x can assume any real number and y will always be
defined. Thus, domain is the set of reals. For the range, solve for x in terms of y i.e. x = 3
√y. But the cube root of any real number always exists. Thus the range is the set of all
reals.

e. By definition, √x –1 is defined only if x - 1 ≥ 0. i.e. the domain is x ≥ 1. For the range,

solve x in terms of y, i.e. x = y 2 + 1. But x will always exist from any real number chosen
for y. Though y can be any real number, the given function is specifically defined only for
nonnegative reals. Thus the range is y ≥ 0.

f. Since the square root of any negative number does not exist, then y is defined if x2 - 4 ≥
0. We note that for the product of 2 factors to be positive, then both factors are possible
or both factors are negative. Thus we have two cases for x2 - 4x ≥ 0 or (x + 2)(x - 2) ≥ 0.

Case 1: x + 2 ≥ 0 and x - 2 ≥ 0 Case 2: x + 2 ≤ 0 and x - 2 ≤ 0

x ≥ -2 and x ≥ 2 x ≤ -2 and x ≤ 2

Solution of case 1: x ≥ 2 Solution of Case 2: x ≤ -2

The solution of case 1 union case 2 gives the domain, i.e. the domain consist of
reals greater than or equal to 2 or less than or equal to –2 or [ -2, 2].
For the range, we usually solve for x, i.e. x =± √y 2 +4. Since y2 + 4 is always
positive, the square root always exists for any chosen real number for y. though y can
accept any real number, the function is specifically defined only for nonnegative reals.
Thus, the range is y ≥ 0.

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 g. The domain is the set of reals ≠ -1. For the range, we solve for x, i.e. x = y+2/ y-2
thus, x defined for any real number chosen for y except 1, or the range is the set or reals
≠ 1.
 

Find the domain and range:

a. y = 2x - 3
b. y=5
c. f (x) = 1/(x2 + 1)
d. y = √9 - x2
 
ASSESSMENT TASKS

 Fill in the blanks using a variable or variables to rewrite the given statement

1. Is there a real number whose square root is –1?

A. Is there a real number x such that _______________________________________?

B. Does there exist ______________________________________ such that √x = -1?

2. Given any real number, there is a real number that is lesser.

A. Given any real number r, there is ______________ s such that s is ______________

B. For any _______________________, _________________________ such that s < r.

 Fill in the blanks to rewrite the given statement

3. For all real numbers x, if x is an integer then x is a rational number.

A. If a real number is an integer, then ________________________________________

B. For all integers x, ______________________________________________________
C. If x _________________________________, then ___________________________
D. All integers x are ______________________________________________________

4. All real numbers have squares that are not equal to –1.

A. Every real number has _________________________________________________

B. For all real numbers r, there is _______________________________________ for r.
C. For all real numbers r, there is a real number s such that _______________________

5. There is a positive integer whose square is equal to itself.

A. Some ______________________ has the property that its ______________________

B. There is a real number r such that the square of r is ____________________________
C. There is a real number r with the property that for every real number s
__________________________________

6. Let A be the set containing all prime numbers less than 30. List down the elements of A.

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 7. Is {2, 2} = {2, {2}}?

8. How many elements are in the set {a, a, a, a, a}

9. Let A = {1, 2, 3, 4} and B = {0, 1}. Use the set rooster form to write each of the following
set by Cartesian product and indicate the number of elements that are in each set:
a. A x B c. A x A
b. B x A d. B x B
 
10. In a certain school, 50 students in a certain class were enrolled in three subject as
follows:
30 enrolled in Algebra
20 enrolled in Physics
25 enrolled in Chemistry
14 enrolled in Chemistry and Algebra
12 enrolled in Chemistry and Physics
11 enrolled in Algebra and Physics
5 enrolled in three subjects

How many students are enrolled in …

1. __________ exactly one subject
2. __________ exactly two subject
3. __________ at most two subject
4. __________ at most one subject
5. __________ Algebra or Physics
6. __________ Algebra and Physics
7. __________ Algebra and Physics but not Chemistry
8. __________ physics and Chemistry but not Algebra
9. __________ How many students did not enrolled in any of the three subject?
10. __________ How many students did not enrolled in Algebra and Physics?

· Write yes if the rational number is a part of the domain; and no if not.

1. Y = x2 - 11 a. f (1) ___________ b. f (2) ____________

2. Y = x3 - 1 a. f (1) ___________ b. f (-1) ____________
3. Y = √2x - 3 a. f (1/2) __________ b. f (3/2) ___________
4. Y = 1/(x-1) a. f (0) ___________ b. f (1) _____________
5. Y = √9 - x2 a. f (-12) __________ b. f (-3) ____________
6. Y = 3x + 5 a. f (3) ____________ b. f (4) _____________
7. Y = 4 a. f (1/2) ___________ b. f (0) _____________
8. Y = (2x - 4) / (3x + 5) a. f (1) _____________ b. f (2) _____________
9. Y = √x - 1 a. f (1) _____________ b. f (-1) _____________
10. Y = √x2 - 9 a. f (-3) ____________ b. f (-2) _____________
 

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GEED 10053 – MATHEMATICS IN THE MODERN WORLD
ALVIR J. MENDIOLA LPT.