MODULE

IN GE 4
-MATHEMATICS
IN THE
MODERN WORLD
(FINALS)
ST
1 SEM, SY. 2021-2022
 BY: HERMINIA R. FLORES, Ph.D.

FOR FINALS

Nov. 8,9 2021 LESSON 3: Measures of Relative ENGAGE: Quantiles as extension of median
Position EXPLORE: The measures of relative position

EXPLAIN: How to compute for the different measures

of relative position

ELABORATE: Make a research on the uses of relative

position

EVALUATE: QUIZ 1 and ACTIVITY 1

Nov. 15, 16, LESSON 4: Normal Distribution ENGAGE: Ways of distributing data
2021
EXPLORE: The Normal Distribution

EXPLAIN: Computing areas under the normal curve

ELABORATE: Problem solving on areas under the

normal curve

EVALUATE: QUIZ 2
LESSON 5: Linear Regression
Nov 22, 23, 2021 and Correlation

ENGAGE: Describing a scatter diagram or scatter plot

EXPLORE: Differentiating between linear regression

and correlation

EXPLAIN: The Least-Square regression line and linear

correlation coefficient

ELABORATE: Problem-solving on least-square and

 correlation coefficient

EVALUATE: QUIZ 3 and ACTIVITY 2

MODULE 5: LOGIC

Nov. 29 2020 LESSON 1: Mathematical Logic ENGAGE: Identifying a statement

EXPLORE: Kinds of Statement and Quantifiers

EXPLAIN: Truth tables/ Tautology and Symbolic

Argument

ELABORATE: Giving examples of valid and invalid

arguments

EVALUATE: QUIZ 4

Dec 2, 2021 LESSON 2: The Mathematics of ENGAGE: Identifying, Euler’s path and circuits
Logic
EXPLORE: Difference between Euler’s path and
Euler’s circuit

EXPLAIN: The Euler’s Formula and Graph Coloring

ELABORATE: Perform exercises on Euler’s formula

EVALUATE: ACTIVITY 3

MODULE 6: Mathematical
System

Dec. 6,7 2021 LESSON 1: Modular Arithmetic ENGAGE: Activity using a 12-hour clock

EXPLAIN: Determine whether a congruence is true

EXPLORE: Perform operations on modulo arithmetic

ELABORATE: Research on Group Theory

EVALUATE: QUIZ 5

Dec. 13,14 2021 LESSON 2: Application of ENGAGE: The advantages and disadvantages of
Modular Arithmetic credit/debit cards

EXPLORE: The Application of Modulo Arithmetic

 EXPLAIN: How to compute for check digit number

ELABORATE : Give example of Cryptology

EVALUATE: ACTIVITY 4

SUBMISSION OF OUTPUT FOR FINALS & GET

FINAL EXAM (OFFLINE STUDENTS)
Dec. 15 2021

Dec. 16-17 FINAL EXAM

SUBMISSION OF PORTFOLIO & FINAL EXAM
(OFFLINE STUDENT)

School Calendar for the First Semester AY 2021 -2022

Start of Classes – August 16, 2021

Prelim Examination – September 23-24, 2021

Midterm Examination – November 4-5, 2021

Final Examination – December 16-17, 2021

LESSON 3 – Measures of Relative Position

Measures of position give us a way to see where a certain data point or value falls in
a sample or distribution. 
 
A measure can tell us whether a value is about the average, or whether it’s unusually high or low.
Measures of position are used for quantitative data that falls on some numerical scale.
Sometimes, measures can be applied to ordinal variables— those variables that have an order,
like first, second…fiftieth.
 
Measures of position can also show how to values from different distributions or measurement
scales compare. For example, a person’s height (measured in feet) and weight (measured in
pounds) can be compared by converting the measurements to z-scores.
 
OBJECTIVES:
1. Demonstrate understanding of key concepts of measures of relative position.
2. Solve problems involving measures of relative position
3. Use appropriate measures of relative position in analyzing and interpreting research data.
ENGAGE:      THINK!!!

Median related to Percentile, Decile, Quartile?

Percentile related to Decile?

Percentile related to Quartile?

EXPLORE: The Measures of Relative Position

            http://www.tihe.org/courses/it133/IT%20133%20Lectures/IT133%20-%20Lecture
%2004.pdf

EXPLAIN: How to compute for the measures relative position

               1. Percentile, quartile, decile
                    https://datasciencecareeroptions.com/resources-category/data-science-fundamentals/
segmenting-data/

        2  The Z-score

            The z-score for a given data value x is the number of standard deviation that x is
above or below the mean of the data.

              Population The formula for calculating a z-score is
is z = (x-μ)/σ, where x is the    raw score, μ is the population mean, and σ is
the population standard deviation. As the formula shows, the z-score is simply the
raw score minus the population mean, divided by the population standard deviation. ... Z-score
formula in a population.
                  Sample

You may also see the z score formula shown to the left. This is exactly the same formula as z =
x – μ / σ, except that x̄ (the sample mean) is used instead of μ (the population mean) and s
(the sample standard deviation) is used instead of σ (the population standard deviation).
However, the steps for solving it are exactly the same.
 
ELABORATE: Make a research on the uses of the measures of relative position.
 
EVALUATE: QUIZ 1  Problem Solving (10PTS)
1. A data set has a mean of 75 and a standard deviation of 11.5. Find the z-score of the
following:
a. X =85    
b. X = 95
c. X = 50
 

1. A blood pressure test was given to 450 women ages 20 to 36. It shows that their mean
systolic pressure was 119.4 mm Hg with a standard deviation of 13.2 mm Hg
a. Determine the z-score, to the nearest hundredth, for a woman who had a
systolic blood pressure reading of 110.5 mm Hg.
b. The z-score for one woman was 2.5. What was her systolic blood pressure
reading?
 
ACTIVITY 1: Solve for D and P (10PTS) 3 65

                               

Scores in Algebra f

75-79 6
70- 74 7
65-69 2
60-64 8
55-59 12
50-54 7
45-49 10
40-44 8

LESSON 4 – Normal Distribution

               The normal distribution is the most important and most widely used distribution in
statistics. It is sometimes called the "bell curve," although the tonal qualities of such a bell would
be less than pleasing. It is also called the "Gaussian curve" after the mathematician Karl
Friedrich Gauss. 

OBJECTIVES:

1. Identify properties of normal distribution.

2. Apply mean, standard deviation, and z-scores to the normal distribution graph.
3. Determine probabilities based on z-scores.
 ENGAGE: Data can be distributed in different ways.
https://www.mathsisfun.com/data/standard-normal-distribution.html
● Describe each graph

         EXPLORE: The Normal Distribution 

1. Characteristics of a normal curve

● It is a bell-shaped figure and symmetric distribution
● It is unimodal (only one mode)
● The curve is continuous – there are no gaps or holes
● It is asymptotic with respect to the x-axis 
● It is divided into equal halves at the center. The area lying above the mean is 0.5
and the area lying below the mean is 0.5

1. Properties of a normal curve

● The graph is symmetric about a vertical line through the mean of the distribution.
● The mean, median, and mode are equal
● The y-value of each point on the curve is the percent (expressed as decimal) of the
data at the corresponding-value.
● Areas under the curve that are symmetric about the mean are equal
● The total area under the curve is 1.
● The normal curve and the area under the curve between σ units.
 

EXPLAIN: How to solve problems on areas under the normal curve 

                  https://www.youtube.com/watch?v=p_KApjpyBHE

ELABORATE: Solve 
         A soda machine dispenses soda into 12-ounce cups. Tests shows that the actual
amount of soda dispensed is normally distributed, with a mean of 11.5 oz and a standard
deviation of 0.2 oz.   
a. What percent of cups will receive less than 11.25 oz of soda?
b. What percent of cups will receive between 11.2 oz and 11.25 oz of soda?
c. If a cup is filled at random, what is the probability that the machine will overflow the
cup? 

EVALUATE: QUIZ 2 (10PTS)

1. The standard score of Maria in Algebra test is 1,0. Given that the grades are obtained
by the students in this test are normally distributed, find the percentage of students
whose marks are lower than Maria’s.
2. The mean height of the roses grown in the garden is 28 cm and the standard deviation
is 3 cm. If the heights are normally distributed, find
a. The percentage of the roses with heights greater than 34 cm
b. The percentage of roses with heights greater than 22 cm.

LESSON 5 – Linear Regression and Correlation

Correlation analysis which is a technique used to quantify the associations between two
continuous variables.. Regression analysis is a related technique to assess the relationship
between an outcome variable and one or more risk factors or confounding variables . The
outcome variable is also called the dependent variable, and the risk factors and confounders are
called the predictors,  or independent variables. In regression analysis, the dependent variable
is denoted "Y" and the independent variables are denoted by "X"

OBJECTIVES:

1. Differentiate between correlation and linear regression

2. Compute and interpret a correlation coefficient
3. Compute and interpret coefficients in a linear regression analysis

ENGAGE: What is a scatter diagram or scatter plot?

EXPLORE: Difference between correlation and linear regression

Linear regression is a kind of statistical analysis that attempts to show a relationship between two
variables. Linear regression looks at various data points and plots a trend line. Linear regression
can create a predictive model on apparently random data, showing trends in data, such as in
cancer diagnoses or in stock prices.

Correlation is a term that is a measure of the strength of a linear relationship between two
quantitative variables (e.g., height, weight)

Regression is primarily used to build models/equations to predict a key response, Y, from a set
of predictor (X) variables. Correlation is primarily used to quickly and concisely summarize the
direction and strength of the relationships between a set of 2 or more numeric variables.

What are the types of correlation?

https://www.google.com/search?sxsrf=ALeKk001SxUm6RdyCF4Sv0tRzBS7wzQRKw:15
97089227513&source=univ&tbm=isch&q=types+of+correlation&sa=X&ved=2ahUKEwj
ShdKAtZHrAhWV62EKHauWDgQQsAR6BAgJEAE&biw=1366&bih=657

What is scatter diagram or scatter plot?

https://pmstudycircle.com/2014/08/what-is-a-scatter-diagram-correlation-chart/#:~:text=Ac
cording%20to%20the%20PMBOK%20Guide,defect%20on%20the%20other%20axis.%E2
%80%9D
EXPLAIN:

1. The Least-Squares Regression Line

The Least Squares Regression Line is the line that makes the vertical distance from the
data points to the regression line as small as possible. It's called a “least squares”
because the best line of fit is one that minimizes the variance (the sum of squares of the
errors).

*Problem Solving through the Least-Square Line

https://www.mathsisfun.com/data/least-squares-regression.html

2. The Linear Correlation Coefficient

The linear correlation coefficient measures the strength and direction of
the linear relationship between two variables x and y. ... When r is near 1 or −1
the linear relationship is strong; when it is near 0 the linear relationship is weak

*Problem Solving through Linear Correlation Coefficient – Watch the video

https://www.youtube.com/watch?v=2_7mnZ-3mNE

ELABORATE: SOLVE

1. The Least-Square Line

Given the following data on correlation between the grade in Statistics and Computer,
what would be the predicted grade of a student in Computer who has a grade of 85 in
Statistics and what regression equation could be used?

REFER TO THE TABLE BELOW

2. Linear Correlation Coefficient

A study was conducted to investigate the relationship existing between the grade in
Statistics and the grade in Computer subject. A random sample of 10 computer students
in a certain college were taken and the data are as follows:

Student A B C D E F G H I J

Statistics 75 83 80 77 89 78 92 85 93 84

Computer 78 87 78 76 92 81 89 89 91 84

EVALUATE: QUIZ 3 (10PTS)

Answer the following:

Given the two data pairs, (x, y) find the regression equation.
(1, 2.4), (2, 5.23), (3, 7.24), (4, 7.60), (5, 9.97), (6, 14.31), (7, 13.99), (8, 14.88), (9,
18.04), (10, 20.70)

ACTIVITY 2 (10PTS)
1. Using the data above calculate the correlation coefficient.

2. Using the data above obtain a prediction for x = 4.5

 MODULE 5 – LOGIC

LESSON 1 – Mathematical Logic

Mathematical logic is best understood as a branch of logic or mathematics. Mathematical logic

is often divided into the subfields of model theory, proof theory, set theory and recursion theory.
Research in mathematical logic has contributed to, and been motivated by, the study of
foundations of mathematics, but mathematical logic also contains areas of pure mathematics not
directly related to foundational questions.

One unifying theme in mathematical logic is the study of the expressive power of
formal logics and formal proof systems. This power is measured both in terms of what these
formal systems are able to prove and in terms of what they are able to define. Thus it can be said
that "mathematical logic has become the general study of the logical structure of axiomatic
theories." 

OBJECTIVES:

1. Discuss further the concept on mathematical logic’

2. Express word statements into symbols and symbols into words.
3. Analyze information and the relationship between statements
4. Determine the validity of arguments.

ENGAGE: A Statement is a declarative sentence that is either true or false, but not both true and
false.

● Determine if each sentence is a statement.

a. San Fernando City is the capital of La Union.
b. How are you?
c. 99 + 2 is a prime number.
d. x + 1 = 5

EXPLORE: Simple statement contains a single idea.

Compound Statement contains several simple ideas and are connected by connections.

Logic Symbols Notation Meaning

Conjunctions ^ P^Q P and Q

Disjunctions v PvQ P or Q

Negations ~ ~P Not P
 Conditional ⇒ P⇒Q If P then Q

Biconditional ⇔ P⇔Q P if and only if Q

Example: Let P = Roses are red, Q = Violets are blue, express each symbolic statement in
English

a. P ^ Q = Roses are red and violets are blue

b. ~ P v ~ Q = Roses are not red or violets are not blue
c. ~ P ⇒ Q = If roses are not red, then violets are blue
d. P ⇔ ~ Q = Roses are red if and only if violets are blue

Quantifiers express how many “objects” satisfy a given property or idea

What are universal quantifiers? What are existential quantifiers?

Give 2 examples for each quantified statements.

EXPLAIN:

A. Truth Tables and Tautology

Truth table shows the truth or falsity of a compound statement. It depends on the truth or
falsity of the simple statements from which it is constructed.

Example:

P Q P^Q

T T T

T F F

F T F

F F F

Tautology is a formula which is “ always true” – that is, it is true for every
assignment of truth values to its simple components.
https://www.google.com/search?q=tautology+math&sxsrf=ALeKk00BPrk3kAfMifKV-R
qhFrrfIMN1ig:1597156159765&tbm=isch&source=iu&ictx=1&fir=RzFE6yyX2Ov2pM
 %252CwQCY5psjBnrFvM%252C_&vet=1&usg=AI4_-kSwCNq-cFIr2iEcjhToFVHHaN
8pzw&sa=X&ved=2ahUKEwitsbasrpPrAhUuyIsBHXtXBroQ_h0wAXoECAcQBg&biw
=1366&bih=657#imgrc=RzFE6yyX2Ov2pM

B. Symbolic Arguments
Argument is a set of statements, one of which is called the conclusion and the rest of
which are called premises.
https://www.youtube.com/watch?v=t6UXAAIk45c

ELABORATE: An argument can be classified as either valid or invalid

● Give an example of a valid and an invalid argument.

EVALUATE: QUIZ 4 (10PTS)

1. Translate the symbols into words using the following representations:

P: Dianne is a college freshman.
Q: Dianne is a class officer.
a. P v Q b. P ^ Q c. ~P ^ Q d. P v ~Q e. P ⇔ Q

EXPLAIN

Translate the words into symbols using the following representations

P: Jasmine is a student.
Q Jasmine is a Filipina
a. Jasmine is a student and she is a Filipina.
b. Jasmine is a student and she not is a Filipina.
c. Jasmine is not a student nor is she a Filipina.
d. If Jasmine is a student, then she is a Filipina.
e. If Jasmine is not a Filipina, then she is not a student.

Given the Conditional Statement. “If the angles in a triangle measures 450 – 450 -900, then
it is an isosceles right triangle. Construct a statement as to the following:

a. Conjunction b. Disjunction c. Negation d. Biconditional

LESSON 2: The Mathematics of Logic

In Mathematics, graph theory is the study of graphs, which are mathematical structures
used to model pairwise relations between objects. A graph in this context is made up of vertices,
nodes, or points which are connected by edges, arcs, or lines. A graph may be undirected, which
means that there is no distinction between two vertices associated with each edge, or its edges
may be directed from one vertex to another.

OBJECTIVES:

1. Describe graphs, Euler path and circuits.

2. Use Euler’s formula in solving some problems
3. Discuss the properties of graph coloring.

ENGAGE: Determine which is an example of Euler path and Euler circuit. A or B?

EXPLORE: The difference between Euler path and Euler circuit

Euler Path: a path that travels through every edge of a connected graph once and
only once and starts and ends at different vertices
Euler Circuit: an Euler path that starts and ends at the same vertex
 When does a graph follow a Euler path and Euler circuit?

Refer to the Euler’s Theorem

EXPLAIN:

THE EULER’S FORMULA

Euler’s formula, Either of two important mathematical theorems of Leonhard Euler. The first is
a topological invariance (see topology) relating the number of faces, vertices, and edges of
any polyhedron. It is written F + V = E + 2, where F is the number of faces, V the number of
vertices, and E the number of edges. A cube, for example, has 6 faces, 8 vertices, and 12 edges,
and satisfies this formula. The second formula, used in trigonometry, says eix =
cos x + isin x where e is the base of the natural logarithm and i is the square root of −1
(see irrational number). When x is equal to π or 2π, the formula yields two elegant expressions
relating π, e, and i: eiπ = −1 and e2iπ = 1.

*For further discussion, please go to this website

https://www.mathsisfun.com/geometry/eulers-formula.html
https://www.mathsisfun.com/algebra/eulers-formula.html

GRAPH COLORING
Graph coloring is the procedure of assignment of colors to each vertex of a graph G
such that no adjacent vertices get same color. The smallest number of colors required
to color a graph G is called its chromatic number of that graph. Graph coloring problem is a
NP Complete problem.
https://www.youtube.com/watch?v=052VkKhIaQ4

ELABORATE: Application of Euler’s Formula

1. For tetrahedron shape prove the Euler’s Formula.
2. For cube shape prove the Euler’s Formula.

EVALUATE: ACTIVITY 3 (10PTS)

1. Prove the Euler’s Formula
a. Octahedron b. Dodecahedron
2. Using the Euler’s Formula, solve for the values of the following
a. E(ix)/4)
 b. E(ix)/6)

MODULE 6 – MATHEMATICAL SYSTEM

LESSON 1: Modular Arithmetic

In mathematics, modular arithmetic is a system of arithmetic for integers, where numbers

"wrap around" when reaching a certain value, called the modulus. The modern approach to
modular arithmetic was developed by Carl Friedrich Gauss in his book Disquisitiones
Arithmeticae, published in 1801.
A familiar use of modular arithmetic is in the 12-hour clock, in which the day is divided
into two 12-hour periods. If the time is 7:00 now, then 8 hours later it will be 3:00. Simple
addition would result in 7 + 8 = 15, but clocks "wrap around" every 12 hours. Because the hour
number starts over after it reaches 12, this is arithmetic modulo 12. In terms of the definition
below, 15 is congruent to 3 modulo 12, so "15:00" on a 24-hour clock is displayed "3:00" on a
12-hour clock.

OBJECTIVES:
1. Describe Modular Arithmetic.
2. Perform operations on modular arithmetic
3. Discuss group theory in mathematics.

ENGAGE: Perform clock arithmetic (using a 12-hour clock)

a. 8 + 7 = 3
b. 7 + 12 = 7
c. 2 – 8 = 6

Reason ????

EXPLORE:
 Modulo n: Two integers a and b are said to be congruent modulo n, where n is a
natural number, if (a – b)/n is an integer. In this case, we write a ≡ b mod n. This number n is
called modulus. This statement a ≡ b mod n is called congruence.

*Determine whether a congruence is true

a. 29 ≡ 8 mod 3 b. 15 ≡ 4 mod 6

EXPLAIN: OPERATIONS ON MODULO

For addition, subtraction and multiplication, it is quite simple: calculate as in

ordinary arithmetic and reduce the result to the smallest positive reminder by dividing the
modulus. For example:

12+9 ≡ 21 ≡ 1 mod 5
● 12-9 ≡ 3 mod 5
● 12+3 ≡ 15 ≡ 0 mod 5
● 15-23 ≡ -8 ≡ 2 mod 5
● 35*7 ≡ 245 ≡ 0 mod 5
● -47*(5+1) ≡ -282 ≡ 3 mod 5
● 373 ≡ 50653 ≡ 3 mod 5 (exponentiation is just a shorthand for repeated multiplication)
Sometimes the calculation can be simplified because for any integer a1, b1, a2 andb2, if we know
that a1 ≡ b1 mod n and a2 ≡ b2 mod n then the following always holds:
● a1+a2 ≡ b1+b2 mod n
● a1-a2 ≡ b1-b2 mod n
● a1*a2 ≡ b1*b2 mod n
For example, 35 ≡ 0 mod 5 therefore 35*7 ≡ 0*7 ≡ 0 mod 5. Also 37 ≡ 2 mod 5 so 37 3 ≡ 23 ≡ 8 ≡
3 mod 5.
ELABORATE: What is Group Theory? Watch the video
https://www.youtube.com/watch?v=ylAXYqgbp4M

EVALUATE: QUIZ 5 (10PTS)

A. Fill in the blanks

 1. 35 ≡ _____ mod 7
2. 2048 ≡ _____ mod 3
3. 406 ≡ ______ mod 5
4. 688 ≡ ______ mod 4
5. 2508 ≡ ______ mod 6
B. Perform as indicated
Given 22 ≡ 12 mod 5 and -1 ≡ 14 mod 5, find the sum, the difference, and the product of
these congruences.

LESSON 2: Applications of Modular Arithmetic

For almost all its history, the study of modular arithmetic has been driven purely by its
inherent beauty and by human curiosity. But in one of those strange pieces of serendipity which
often characterize the advance of human knowledge, in the last half century modular arithmetic
has found important applications in the “real world.” Today, the theory of modular arithmetic
(e.g., Reed-Solomon error correcting codes) is the basis for the way DVDs store or satellites
transmit large amounts of data without corrupting it. Moreover, the cryptographic codes which
keep, for example, our banking transactions secure are also closely connected with the theory of
modular arithmetic. You can visualize the usual arithmetic as operating on points strung out
along the “number line.”

OBJECTIVES:

1. Enumerate sone applications of modular arithmetic.

2. Determine the validity of check digit and credit /debit card number
3. Define and discuss cryptology
4. Appreciate the applications of modular arithmetic.

ENGAGE: What are the advantages and disadvantages of having a credit cards /debit card?

EXPLORE: Applications of modular arithmetic

1. ISBN – International Standard Book Number -

https://www.instructables.com/id/How-to-verify-a-ISBN/#:~:text=Divide%20the%20sum
%20by%2010,a%20valid%2013%20digit%20ISBN.
2. UPC – Universal Product Code -https://sciencing.com/verify-upc-number-6810204.html
 3. Credit Card Number / Debit Card Number -
https://www.thebalance.com/difference-between-a-credit-card-and-a-debit-card-2385972

EXPLAIN: How to compute for check digit

1. ISBN
A. Formula
D13 =10-(d1 +3d2 + d3 +3d4 + d5 + 3d6 + d7 + 3d8 + d9 + 3d10 + d11 + 3d12) mod 10
If d13 = 10, then the check digit is 0
B. Sample Problem
Determine the ISBN check digit for the book “The Equation that Couldn’t
be Solved” by Mario Livio. The first 12 digits of the ISBN are
978-0-74332-5820-?
Solution:
D13 = 10 –[9 +3(7) + 8 + 3(0) + 7 + 3(4) + 3 + 3(2) + 5 + 3(8) + 2 + 3(0)]
mod10
= 10 -97 mod10
= 10 -7 = 3
The check digit is 3
2. UPC
A. Formula
D12 = 10 –(3d1 + d2 + 3d3 + d4 + 3d5 + d6 + 3d7 + d8 + 3d9 + d10 + 3d11)
mod10
B. Sample Problem
Find the check digit for the UPC of the Blu-ray Disc release of the film “
Jurassic World”. The first 11 digits are0-25192-25193-21221-?
Solution:
D12 = 10 – [3(0) + 2 +3(5) + 1 + 3(9) + 2 + 3(2) + 1 + 3(2) + 2 + 3(1)]
mod10
= 10 – 65 mod 10
= 10 – 5 = 5
The check digit is 5
C. Credit Card numbers are normally 13 to 16 digits long. The first one to six
digits are used to identify the card issuer. The table shows some of the
identification prefixes used by four popular card issuers.

Card Issuer Prefix Number of Digits

Master Card 51 to 55 16
 Visa 4 13 to 16

American Express 34 to 37 15

Discover 6011 16

*The Luhn algorithm, used to determine whether a credit card number is

valid as demonstrated in the example

Example: Determine whether 5234 8213 3410 1298 is a valid credit card number.

Solution:

1. Highlights every other digit beginning with the next to last digit and
reading from right to left.
2. Double each of the highlighted digits
3. Add all digits, treating two-digit numbers as two single digits
(1+ 0) + 2 + 6 + 4 + (1+ 6) + 2 + 2 + 3 + 6 + 4 + 2 +0 + 2 + 2 + (1 +
8) + 8 =60
Because 60 = 0 mod 10, the credit card number is valid

ELABORATE:

CRYPTOLOGY – the study of making and breaking secret codes

*Plaintext is a message before it is coded

*Ciphertext is the message after it has been written in code

*Encryption is the method of changing from plaintext to ciphertext

*Decrypt a message means to take the ciphertext message and write it in plaintext

Give an example of Cryptology

EVALUATE: ACTIVITY 4 (10PTS)

1. Determine whether the given number is a valid ISBN

A. 978- 0- 281- 44268 – 5
B. 978 -1 -55690 -182-9
2. Determine the correct check digit number for ISBN in “The Hunger Games” by
Suzanne Collins 978-0-4390-23552-?

END OF MODULE FOR FINALS