MMW 101

MATHEMATICS IN THE
MODERN WORLD

UNIT II
The Language of
Mathematics
Achieving Universal Understanding and
Peace Through the Language of
Mathematics
 Unit 2: The Language of Mathematics

TABLE OF CONTENTS

Overview of the Unit...................................................................................................1

Objectives of the Unit.................................................................................................1
Pre-Assessment Activity 2........................................................................................2
Lesson 2.1. Mathematics as a Language.................................................................4
2.1.1 Mathematical Symbols and Conventions in the Language...................4
2.1.2 The English Language and the Language of Mathematics...................5
2.1.3 Expression vs. Sentence in the Language of Mathematics.................8
Activity 2.1.......................................................................................................9
Lesson 2.2 The Binary Operations.........................................................................11
Lesson 2.3 The Language of Sets..........................................................................12
2.3.1 Set and Set Notations...........................................................................12
2.3.2 Methods of Writing a Set......................................................................14
2.3.3 Kinds of Sets.........................................................................................15
2.3.4 Subsets, Supersets, and Power Sets...................................................16
2.3.5 Universal Set and Complementary Sets..............................................18
2.3.6 Union and Intersection of Sets.............................................................18
2.3.7 Product Sets.........................................................................................19
Activity 2.2.......................................................................................................20
Lesson 2.4 Elementary Logic..................................................................................22
2.4.1 Propositions, Simple and Compound Statements.................................22
2.4.2 Logic Connectives and Symbols...........................................................23
2.4.3 Truth Values and Truth Tables..............................................................25
2.4.4 Constructing Truth Tables.....................................................................28
2.4.5 Tautology, Contradiction, and Contingency..........................................29
2.4.6 Logical Equivalence...............................................................................30
2.4.7 The Converse, the Inverse, and the Contrapositive..............................32
Activity 2.3.......................................................................................................34
Reflection...................................................................................................................36
Unit Test 2.................................................................................................................37
References.................................................................................................................40
Answer Key...............................................................................................................40
 Unit 2: The Language of

Achieving Universal Understanding and Peace Through

the Language of Mathematics
Duration:12 Hours

Overview of the Unit

Mathematics is considered as the common language of the world and so, is a

universal language. The language of mathematics crosses over boundaries and an
effective system of communication shared by a worldwide community of people who
have an interest in this field of knowledge. Mathematics is the language of science,
business, engineering, architecture,economics, politics, and everyday life. Do you
want to connect with people across continents not by learning the languages but by
possessing math literacy?

So, welcome to Unit 2 and let us communicate by way of the following

lessons:

Lesson 2.1. Mathematics as a Language

2.2 Binary Operations
2.3. The Language of Sets
2.4. Elementary Logic

Objectives of the Unit

At the end of the unit, you are expected to:
1. Discuss the language, symbols, and conventions of mathematics
2. Explain the nature of mathematics as a language
3. Perform operations on mathematical expressions correctly
4. Acknowledge that mathematics is a useful language.

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 Unit 2: The Language of

Pre-Assessment Activity 2
(# Show Me What You Know)
Student Name:________________________________Score: _
Surname, First Name, Middle Initial Descriptive Rating: _
Program/Year/Section: _ _ Date Accomplished: _
Instructor _______________________

Instruction: Answer this activity without going through the lesson modules. Observe
the given time allotment strictly and DO THIS ON YOUR OWN. Do not forget to write
Time Started right before you begin answering and Time Finished right after
finishing.
Time Allotment: Time Started: Time Finished: _ _
Write the capital letter of the correct answer on the space provided before each
number.

_1. The cube of m less 5 is 25.

A. 𝑚3 − 5 = 25 C. 𝑚2 − 5 = 25
B. 5 − 𝑚3 = 25 D. 5 − 𝑚2 = 25

_2. One-fourth of the sum of a number and 4

A. 1 𝑥 + 4 C. 1
(𝑥 + 4)
4 4
1
B. 4𝑥
+4 D. 𝑥
+4
4

_3. The sum of the squares of x and y is 9.

A. 𝑥 + 𝑦 2 =9 C. 𝑥 2 + 𝑦 = 9
B. 𝑥 2 + 𝑦 2 = 9 D. 𝑥 + 𝑦 2 = 9

_4. The product of x and 2 is subtracted from four-fifths of y.

4
A. 2𝑥 − 𝑦 C. 4
𝑦 − 2𝑥
5
4 4 5
B. 2𝑥 − D. 5𝑦 − 2𝑥
5𝑦
_5. What is the cardinality of Set A = 𝑙, 𝑖, 𝑡, 𝑡, 𝑙, 𝑒
A. 5 C. 6
B. 3 D. 4

_6. Let Set A = 𝑎, 𝑏, 𝑐 and Set B = 10, 11, 12 . What is the correct symbol
for A B?
A. ≈ C. ⊆
B. ⊂ D. =

_7. Let U = 0,1,2,3,4,5 and Set A = 1, 3, 5 . What is 𝐴𝐶 ?

A. 0, 1, 2 C. 0,2
B. 0,2,4 D. 3,4, 5

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 Unit 2: The Language of

For numbers 8 and 9, let A = 𝑎, 𝑒, 𝑖, 𝑜, 𝑢 , B = 𝑒, 𝑖, 𝑜 and C = 𝑚, 𝑛, 𝑝 .

_8. What is 𝐴 ∪ 𝐵?
A. 𝑎, 𝑢 C. 𝑎, 𝑒, 𝑖, 𝑜, 𝑢 ,
B. 𝑒, 𝑖, 𝑜 D. 𝑎, 𝑒, 𝑖, 𝑜, 𝑢, 𝑚

_9. What is 𝐵 ∩ 𝐶?
A. , C. 𝑒, 𝑖, 𝑜
B. 𝑒, 𝑖, 𝑜, 𝑚, 𝑛, 𝑝 D. 𝑚, 𝑛, 𝑝

_10. Which is not a binary operation?

A. -10 +8 = -2 C. 13 - 9 = 4
B. 7 (-2) = -14 D. 3 27

_11. Which statement does not belong to the group?

A. Rabbits can fly.
B.Only in the Philippines!
C. Nine is an odd number.
D. If x = 2, then 𝑥 2 − 1 = 3.

_12. Which is not a conditional proposition?

A. q whenever p C. p if and only if q
B. p implies q D. if p, then q
_13. Which statement is the same as "If I will study hard, then I will pass the
subject."
A. I will pass the subject if I will study hard.
B. If I will pass the subject, then I will study hard.
C. I will pass the subject if and only if I will study hard.
D. I will not pass the subject if I will not study hard.

_14. Let p: James is happy and q: Jane is healthy be propositions.

Express the compound statement "James is not happy if and only if Jane
is not healthy."
A. 𝑝 ↔ 𝑞 C. ~𝑝 → ~𝑞
B. 𝑝 → 𝑞 D. ~𝑝 ↔ ~𝑞

_15. Which does not belong to the group?

A. Some real numbers are rational.
B.All integers are natural numbers.
C. All natural numbers are whole numbers.
D. The set of rational numbers is a subset of the set of real numbers.

End of Test

What you have answered is a Self-Check Test. Turn to page 40 for the
answer key. Write your score and the corresponding descriptive rating in the space
provided for using the score guide below:
11 - 15 Very Good Recall (You have a good background of the lessons
ahead and are expected to show remarkable outcomes.)
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 Unit 2: The Language of

6 - 10 Good Recall (You are ready to explore the lessons and learn more!)
1 - 5 Keep Your Focus(The lessons will help you gain more
knowledge about the different mathematics concepts presented.)
Let's Start!

Lesson 2.1. Mathematics as a Language

Objectives of the Lesson

At the end of the lesson, you should be able to:
1. Describe the language of mathematics
2. List the symbols used in mathematics
3. Translate English expressions/sentences to
mathematical expressions/sentences
4. Use the mathematical language properly in writing mathematical ideas.

Before moving on with the lesson, you have to know that mathematics language
is
1. Precise – It can make a very fine distinction or definitions among
a set of mathematical symbols.
2. Concise – It can express otherwise long expositions or
sentences briefly.
3. Powerful - It can express complex thoughts with relative ease.

The language of mathematics was designed so that we can write about things
(like numbers, sets, …) and what we do with those things (add, subtract, multiply,
divide, …).

2.1.1 Mathematical Symbols and Conventions in the Language

Symbols

Mathematics uses symbols instead of words.

There are ten digits. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
There are symbols for operations. +, −,×,/, …
Symbols that "stand-in" for values x, y, …
Relation/special symbols 𝜋, =, <, ≤, …
Grouping symbols , , 𝑎𝑛𝑑
Other symbols Σ the sum of
∃ there exists
∀ for every (for any)
∞ infinity

Note: You may come across some other symbols as you travel through the
learning roadmap of this unit.

LETTER CONVENTIONS
Examples What they usually mean

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 Unit 2: The Language of

Start of the alphabet a, b, c, … Constants (with fixed values)

From I to n i, j, k, l, m, n Positive integers (for counting)
End of the alphabet …, x, y, z Variables (unknowns)

Note: These are not rules, but they are often used that way.

UPPERCASE vs. lower case

It is also common to use

 Lowercase for variables (like x or y) or counting values (like m or n) and
 UPPERCASE for sets (like X or Y) and special constants.

2.1.2 The English Language and the Language of Mathematics

Do you know that there is an intimate connection between the English

language and the language of Mathematics? The reason: the leftbrain hemisphere
that is responsible for controlling language also coordinates logical or analytical
thinking.
Now let's see how the language of mathematics and the English language are
similar. The table that follows shows how.

English Language Language of Examples

Mathematics
1
Nouns (objects, fixed things Numbers 15, , 42
2
Connectives/associations Operational symbols/ +, −,∗ ,÷, 2(𝑥 2 − 6𝑦)
grouping symbols
Verbs (to show comparison) Relation symbols =, <, >
Pronouns Variables (letters 𝑥, 𝑦, 𝑧
representing quantities)
Adjectives Subscripts 𝑥𝑛

2.1.2.1 Translating English Expressions to Mathematical Expressions

Knowing how to translate English expressions to mathematical symbols is

essential in problem-solving. The first step in any problem-solving situation in
mathematics is always to read and understand the problem. Translating the words
into mathematical symbols is next.

The following information may help you.

A. The symbol of operations and relations with their corresponding meanings

Symbol Meanings
plus, sum, total, increased by, more, more than, add, added
+ to, added by, added with, in addition to, combined with, put
together, augmented

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 Unit 2: The Language of

minus, less, less than, difference, decreased by, diminished

- by, subtracted from, subtracted by, exceeds by, lowered by,
reduced by, loss, fewer, exceeds
·(raised dot) or any times, the product of, multiplied by, multiplied to, multiplied
grouping symbol with, twice, doubled, thrice, tripled, squared, cubed
÷ ratio, quotient, divided by, half of, average, per, over, all over
= equals, is equal to, is the same as, is similar to, results in,
produces, represents,is equivalent to, is, are, was, were, will
be,

Note: The operation between letters or between a number and a letter is understood
to be multiplication.

Let us continue our translation. If the English expression becomes complicated, we

are going to use a diagram.

For the sake of uniformity, let x be the 1st unknown number,

y be the 2nd unknown number,
and z be the 3rd unknown number.

English Expression Mathematical Expression

the sum of a number and seventeen 𝒙 + 𝟏𝟕
a certain number added to seven
the difference of a number and ten 𝒚 − 𝟏𝟎
ten less than a number 𝒚 − 𝟏𝟎
ten subtracted from a number 𝒚 − 𝟏𝟎
a number less than 10 𝟏𝟎 − 𝒚
seven less than the product of a number and six 𝟔𝒙 − 𝟕

the product of a number and nine 𝟗𝒛

twice a number 𝟐𝒙
cube of a number 𝒚𝟑
the product of a number and four increased by nine 𝟒𝒙 + 𝟗
the product of four and a number less five times a 𝟒𝒙 − 𝟓𝒚
second number
the product of four and a number less than five 𝟓𝒚 − 𝟒𝒙
times a second number

The ratio of a number and nine 𝒙

𝒙÷𝟗;
𝟗
𝒙
The quotient of a number and
𝒙÷𝟖;
𝟖
eight 𝟑
The ratio of 3, and eight decreased by a number 𝒚𝟖
𝟏
−𝒙 𝒚
𝟏
𝒚 ÷ 𝟏𝟏 or or
𝟐 𝟐
𝟐 𝟏𝟏 𝟏𝟏
The quotient of half a number and eleven
𝒙+𝒚+𝒛
The average of three numbers 𝟑

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 Unit 2: The Language of

The sum of a number and its reciprocal is 1. 𝟏

𝒙+ =𝟏
Thrice the difference of a number and four equals 𝒙
twenty-four. 𝟑 𝒚 − 𝟒 = 𝟐𝟒

The sum of two numbers all over a third number is 𝒙+𝒚

the same as ten. = 𝟏𝟎
𝒛
𝟐𝒙 + 𝟒
four more than twice a number divided by thrice of
the same number 𝟑𝒙
the sum of the squares of two numbers 𝒙𝟐 + 𝒚𝟐
the cube of the sum of two numbers (𝒙 +
the cube of a number increased by the square of 𝒚)𝟑
another number 𝒙𝟑 + 𝒚𝟐
the quotient of the cube of a number and six, more
than three
𝒙𝟑
+𝟑
𝟔
B. Other Useful Translations

1. For representing this statement, "The sum of two numbers is 12."

One unknown Two unknowns
x = the first number x = first number
12 - x = the second number y = second number

2. For consecutive integers

Integers
x = first integer
x+1 = second integer
x+2 = third integer
and so forth
Odd/even Integers
x = first integer
x+2 = second integer
x+4 = third integer
and so forth

3. The following phrasessimply meanthe subtraction of the past number

of years from the present age:
years ago, years back, was at that time, and during or in the last _
years

Example: Carlo's age ten years ago x – 10

The following phrases mean the addition of the future number of years to
the present age:

years from now, years hence, years after or in or more

years Example: Bernard's age 3 years from now x+3

4. Representing two-digit and three-digit numbers

Let h = first digit or hundreds digit,

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t = second digit or tens digit, and

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u = third digit or unit digit.

For a 2-digit number For a 3-digit number

t +u = sum of the digits h+ t + u = sum of the digits
10t + u = the number 100h + 10t + u = the number
10u + t = the number in 100u + 10t + h = the number in
reverse reverse

2.1.3 Expression vs. Sentence in the Language of Mathematics

Is there really a mathematical sentence? Let's find out!

A mathematical expression is A mathematical sentence is
 The mathematical analog of  Mathematical analog of an
a noun English sentence
 With a correct arrangement  With a correct arrangement of
of mathematical symbols but mathematical symbols that express
does not express a a complete thought
complete thought  Makes sense to ask if the
sentence is TRUE or FALSE
Examples:
18 52 10 − 7 + 11 Examples:
3𝑥
-22 (6𝑥2 − 𝑧)3 6 + 3 = 81 TRUE
𝑦
20 ÷ 5 > 4 FALSE
The number 7 is a prime number. TRUE

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 Unit 2: The Language of

Activity 2.1
Translating English Expressions to Mathematical Expressions

Name: _ Score: __
Program/Year/Section: _ Date of Submission: _ __

I. Identify the following as either expression (e) or sentence(s).

a. 8x+18
b. 2<5
c. The set {}
d. 36O
e. x =3x-5
f. 17 is a prime number.
II. Convert the following English sentences to mathematical
statements/equations. Write your answers on the spaces provided. NO
ERASURES.

1. the ratio of a number and nine

2. the quotient of a number augmented by two, and

two-thirds of the number
3. the sum of the square of a number and five times
the number
4. four times a number decreased by ten
5. five times the sum of a number and nine
6. The difference between twenty and twelve times the
sum of thrice a number and one is six.
7. A number less seven is equal to the quotient of the
number and three.
8. The quotient of a number and eight is twenty.
9. Two is the result when a number less nine is
divided by three.
10. The ratio of five times a number, and four times the
square of the number increased by 8 is fifteen.
11. two less than twice a number
12. The product of two consecutive integers is 156.
13. A two-digit number is equal to seven times the sum
of the digits.

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14. The sum of the digits of a two-digit number is 15.

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15. Carl's age one year ago is three-fourths his age

twelve years hence.
16. Twelve times the sum of thrice a number and one is
six.
17. The quotient of a number and eight is equal to the
number less seven.
18. The square of a number increased by one-half of
the number is the same as thrice the sum of twice
the number and five.
19. When a number less two is divided by nine, the
result is two.
20. The ratio of four times the square of a number, and
the number is fifteen.

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 Unit 2: The Language of

Lesson 2.2 The Binary Operations

Objectives of the Lesson

At the end of the lesson, you should be able to:

1. Define binary operations
2. State the properties of binary operations in the set of Real Numbers
3. Manipulate operations with two inputs

Early in your elementary grades, you learned first to add then multiply two
numbers to get a result. Afterward, you were taught to subtract and divide two
numbers to obtain a third number.
In such situations, as stated above, an operator (represented by characters or
keywords) manipulates individual data items or inputs (called operands or
arguments) and returns a result.
Operations with two inputs or operands are called binary operations.
Mathematically, a binary operation is denoted by the symbol, " ∗ " which means any
operation using two elements in the set of Real Numbers. Although there are many
binary operations in the set of Real Numbers, you are very familiar with the
fundamental operations of addition, subtraction, multiplication, and division.
The properties of two binary operations, addition and multiplication over the set
of real numbers, are as follows:
1. Closure of Binary Operations

The sum and product of any two real numbers is also a real number. In
symbols, we write
∀ x, y,∈R, x + y ∈ R and ∀ x, y,∈R, x  y ∈ R

2. Commutativity of Binary Operations

The addition and multiplication of any two real numbers are commutative in
whatever order they are added or multiplied. In symbols, we have

∀ x, y,∈R, x + y = y + x (addition)

∀ x, y,∈R, x  y = y  x (multiplication)

3. Associativity of Binary Operations

Given any three real numbers, you may take any two and perform addition or
multiplication, and you will get the same answer. In symbols, we write

∀ x, y, z∈R, (x + y) + z = x + (y + z) (addition)

∀ x, y,z∈R, (x  y)  z = x  (y  z) (multiplication)

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4. Distributivity of Binary Operations

Distributivity applies when multiplication is performed in a group of two

numbers added or subtracted together. The symbolic notation is

∀ x, y, z∈R, x(y + z) = xy + xz (addition)

∀ x, y, z∈R, x(y - z) = xy - xz (subtraction)

5. Identity Elements of Binary Operations

An element of the set of Real Numbers is an identity element for addition or

multiplication if, when added or multiplied by any real number, the result is the same
real number. Symbolically, we have

∀ x∈R, x + e = e + x = x (identity element for addition is zero, e = 0)

∀ x∈R, x e = e  x = x (identity element for addition is one, e = 1)

6. Inverses of Binary Operations

∀ x∈R, x + (- x) = -x + x = 0 (the additive inverse is -x)

∀ x∈R, x1 = 1 in 1
, x ≠0 (the multiplicative inverse is 1 )
𝑥 𝑥 𝑥

Lesson 2.3 The Language of Sets

Objectives of the Lesson

At the end of the lesson, you should be able to:

1. Discuss what a set is in mathematics
2. Identify the different set of symbols and notations
3. Write sets using two methods
4. Differentiate the kinds of sets
5. Show the union and intersection of sets

Sets become a powerful building block of mathematics when applied to

different situations. Some of the higher mathematics disciplines whose common
denominator is set are the following: Graph Theory, Abstract Algebra, Real Analysis,
Complex Analysis, Linear Algebra, Number Theory.

2.3.1 Set and Set Notations

The idea of a set in Mathematics is not different from how we think of it in

everyday living. Words such as collection, group, batch, class, and bundle all convey
the idea of a set.

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However, mathematically speaking, a set is a collection of distinct objects.

The objects must be well-defined,which means that we can tell whether any given
object is or is not in the set. Distinct means no duplication of the object in the set (it is
listed only once).

Consider these examples to distinguish well-defined sets.

Well -defined Sets
1. The set of female presidents
of the Philippines.
2. The set of quadrilaterals.
3. The set of rainbow colors.
4. The set of even numbers
less than 80.
5. The set of ASEAN Member
countries.
Not Well-defined Sets (listing of
elements are not clear)
1. The set of good Filipino writers.
2. The set of best books in the
library.
3. The set of difficult subjects in
SHS.
4. The set of delicious smoothies.
5. The set of smart people in the
meeting.

In writing sets, you need to follow these rules:

1. Name the set in capital letters of the English alphabet (A, B, C, …, X, Y, Z).
2. The objects in the set are known as elements. We write them in lower
case letters (a, b, c, …, x, y, z).
3. The elements are written in braces .

For example, Set A has as its elements the letters in the word freshmen. Writing
the set, we have A = 𝑓, 𝑟, 𝑒, 𝑠, ℎ, 𝑚, 𝑛 .

Note: The letter 𝑒 must be written only once.

Another thing, if an object is an element of the set, use the symbol ∈.

In the above example, 𝑓 is an element of set A or 𝑓 is a member of set A or

𝑓 is in A, or 𝑓 belongs to A. We write𝑓 ∈ 𝐴 .

On the other hand, if an object is not an element of the set, we use the symbol
∉ as in 𝑎 is not an element of set A, 𝑎 ∉ 𝐴.
Before moving further, to help you understand some concepts/examples in
this lesson, a review of the set of real numbers is given in the table that follows.

The Set of Real Numbers

Symbol Name Description Examples

Natural Counting numbers (also called

N 1, 2, 3, . . .
Numbers positive integers)

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Naturals numbers, their …-4, -3, -2, -1, 0, 1, 2,

Z Integers
negatives and 0 3, 4, ...

Numbers that can be

-15, -2, 0, 23,
represented as a/b, where a and
Rational -1/4, 3/7, 15/2,
Q b are integers and b ≠ 0.The
Numbers -2.75, 1.625,
decimal representations are
-0.3333, 5.272727
terminating or repeating
Numbers that can be
Irrational 2 = 1.414213562 … ,
Q' represented as non-repeating
Numbers 𝜋 = 3.141592654 …
and non-terminating decimals

Real
R Rational and Irrational
Numbers

2.3.2 Methods of Writing a Set

Enumeration or Roster Method Defining or Rule Method

 The elements of a set are
listed or enumerated in any
order but no repetition and
enclosed by curly braces.
 The members of the set are
defined by stating their
common properties. The set-
builder notation of
𝑥 |𝑃(𝑥) 𝑜𝑟 𝑥: 𝑃(𝑥) is used
and is read as "the set of all 𝑥
such that"

Here are some examples for you.

Enumeration or Statement Rule Method

Roster Method
B = {11, 13, 17, 19, 23, B is the set of all prime
29} numbers between 10 and
30.
D = {e,i} D is the set of vowels in
the word little.
E = {c, d, n, y} Set E is the set of
consonants in the word
decency.
N = {1, 2, 3, . . .} N is the set of Natural
numbers.
R = {22,24, 26, 28, 30, R is the set of positive
32, 34, 36, 38} even numbers greater
than 20 but less than 40.
M = {0, 2, 4, 6, …, 22} M is the set of whole
numbers less than 21.
O = {-15, -10, -5, 0, 5, O is the set of multiples
10} of 5 greater than -20 but
B={xIx is a prime number
between 10 and 30}
D={xIx is a vowel in the
word little}
E={xIx is a consonant in
the word decency}
N={xIx is a natural
number}
R={xIx is a positive even
number greater than 20
but less than 40}
M={xIx is a whole number
less than 21}
O={xIx is a multiple of 5
greater than -20 but less

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less than positive 15. than positive 15

S = {13, 14, 15, …} S is the set of natural S={xIx is a natural
numbers greater than 12. number greater than 12

2.3.3 Kinds of Sets

These are simple descriptions and examples to help you distinguish one kind
of set from another.
Kind of Set Definition / Notation Examples
A = {x | x is a positive
integer less than 17}
 A set whose elements
A = {1,2,3,…,16}
are limited or
countable
n(A) = 16
1. Finite Set
 The cardinality of a set is
B = {x | x is an odd integer
the number of its
between 50 and 60}
elements. The cardinality
B = {51,53,55,57,59}
of set A is denoted by
n(A). n(B) = 5
W = {0, 1, 2, 3, ...}
 A set whose elements n(W) = ∞
are unlimited or
cannot be counted D = {x | x is a negative odd
integer}
2. Infinite Set
Note: the infinity of the set D = { -1, -3, -5, . . .}
is denoted by three dots (...)
called an ellipsis and is E = {x | x is a proper
read "andso forth." fraction}
E = {1/2, -3/4, 5/7, . . .}
F = {x | x is an integer
greater than 10 but
less than 12}
3. Unit Set F = { 11 }
 A set with only
or n(F) = 1
one element
Singleton Set
G = {x l x is the vowel in
the word day}
G={a}
H = { x I x is an integer
greater than -1 but
 A set with no object
less than 0}
or element.
4. Empty Set H = { } or H = ∅
or n(H) = 0
 The symbols "{ }" and
Null set
"∅" are used to
I = {x l x is a counting
denote an empty set.
number between 45
and 46}

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 Unit 2: The Language of

I = { } or I = ∅

Let A = {l3, 14, 15, 16}

 Two sets containing
B = {14, 15}
the same elements are
C = { integers
equal.
between 13 and 16}
 Symbolically, A = B.
D = { natural numbers
5. Equal Sets greater than 12 but
less than 17}.
 The symbol "≠" is
Then, A = D and B = C
used to denote that
two sets are not equal.
and A ≠ B, A ≠ C, B ≠ D
 If Sets A and B have the
same number of
elements or the same
cardinality, then they Let A = {11,12, 13}
are equivalent sets. B = {x,y, z}
C = {𝜆, 𝛽, 𝛼}
6. Equivalent
 They may have
Sets
different elements or
some common Then A ≈ B, A ≈ C, and
elements only. B ≈ C.

 The symbol for set

equivalence is ≈.
 Two sets with no
common elements are Let R = {2, 4, 6},
disjoint. S = {11, 13, 15}
7. Disjoint
Sets
 Note: The empty set is Then, R and S are disjoint.
or
non- intersection from
non-
any set and from itself The set of whole numbers
intersection
since it has no element and the set of negative
common with the numbers are disjoint.
elements of the sets.

2.3.4 Subsets, Supersets, and Power Sets

 A is a subset of B Consider the sets:

denoted byA ⊆ B if every J = {5, 6, 7}
element of A is contained K = [8,7, 6, 5}
in B. L = {5, 6, 7, 8, 9}
Subsets
A is a subset of B if every then, we can say that
element of A is in B. The J⊆K, J ⊆ L, and K ⊆
phrases "A is contained in L.
B" and "B contains A" are
other ways of saying that A
is a subset of B. Given: M = {7, 8, 9}
c(M) = 3
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 Unit 2: The Language of
Symbolically, A ⊆ B.
The number of subsets of a
given set with "n" elements
can be computed using the
formula 2n.
Note: Every set is asubset
ofitself.
The empty set is a subset
of every set.
If every element of A is in B,
but there is at least one
element in B that is not in
A, then A is a proper
subset of B.
In symbols, we have A ⊂B.
If a set has "n " elements, the
number of proper subsets
Proper Subset can be verified using
2n – 1.
Note: Every set is not a
proper subset of itself.
A null set is a proper subset of
every set.
 If A is a subset of B, then
Superset we can say that B is a
superset of A, denoted by
B ⊇ A.
 The set of all subsets of a
set A is called the power
set of A, denoted as P(A).
Power Sets  The cardinality (or the
number of elements) in
the power set of A can be
verified by the formula
|P(A)| = 𝟐𝒏.
2n
23 = 8 subsets
Subsets of M are:
{7}, {8}, {9},
{7, 8}, {7, 9}, {8, 9},
{7, 8, 9}, ∅
Consider the sets:
J = {7, 6, 5}
K = {8,7, 6, 5}
L = {9, 8, 7, 6, 5}
then, we can say that
J ⊂ K, J ⊂ L, and K ⊂
L. Given: J = {5, 6, 7}
For number of proper
subsets of J:
2n - 1
2 3- 1 = 8 - 1 = 7
Proper subset of J are:
{5}, {6}, {7},
{5, 6}, {5, 7}, {6, 7},
∅
Consider the sets:
J = {2, 4, 6}
K = {2, 4, 6, 8}
L = {2, 4, 6, 8, 10}
Then, we can say that
K ⊇ J, L ⊇ J, and L ⊇ K.
Let N = { q, r, s }
n(N) = 3
|P(N)| = 23 = 8
P(N) = [∅, {q}, {r}, {s},
{q, r}, {q, s}, {r, s},
{q, r, s} ]
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2.3.5 Universal Set and Complementary Sets

Let A ={a, c, e, g}
B ={b, d, f}
 The set containing all
C ={a, d, g, h}
Universal Set the possible elements
under consideration
Then, U = {a, b, c, d, e,
f, g, h}
Let U = {10, 11, 12, 13,
14, 15, 16, 17}
 Sets A and B are
A = {10, 12, 14}
complementary if they have
B = {11, 13, 15, 17}
no common elements, and
C = {10, 12, 13,14,
Complementary their union is the universal
16}
Sets set.
Then, Ac = {11, 13, 14,
 In symbol, the
15, 16, 17}
complement of A is 𝐀𝐜.
Bc = {10, 12, 14, 16 }
Cc = {11, 15, 17}

2.3.6 Union and Intersection of

Sets Operations of Sets

The union of two sets A and Let A = {1, 3, 5}

B is the set containing all the
elements of both sets.
Union
In symbols, we write A ∪ B.
The intersection of two sets A
and B is the set containing
the common elements of
Intersection both sets.
B = {1, 5, 8, 10}
C = (3, 6, 12, 14}
D={ }
A U B = {1, 3, 5, 8, 10}
B U C ={1,3,5,6,8,10,12,14}
C U D = {3, 6, 12, 14}
Let A = {1, 3, 5}
B = {1, 5, 8, 10}
C = (3, 6, 12, 14}
D={ }

In symbols, we write A ∩ B. A ∩ B = {1, 5}

B ∩ C = { } or ∅
C ∩ D = { } or ∅
Let U = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 }
A = {1, 3, 5}
B = {1, 5, 8, 10}
C = (3, 6, 12, 14}
D={ }

Examples:
Combinations (A U B) ∩ C = {1, 3, 5, 8, 10} ∩ (3, 6, 12, 14}
={3}

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 Unit 2: The Language of

(A ∩ C) U B = { 3 } U {1, 5, 8, 10}
= {1, 3, 5, 8, 10}

A U B U C = {1,3,5,6,8,10,12,14} A ∩ B ∩ C = { }
(A U B) ∩ (C U D) = {1, 3, 5, 8, 10} ∩ {3, 6, 12, 14}
={3}
(A ∩ B) U (C ∩ D) = {1, 5} U { }
= {1, 5}

(A U D) ∩ (B ∩C) = {1, 3, 5} ∩{ }
= {1, 3, 5}

Ac ∩ Bc= {2,4,6,7,8,9,10,11,12,13,14}∩
{2,3,4,6,7,9,11,12,13,14}
= {2, 4, 6, 7, 9, 11, 12, 13, 14 }

Bc ∩ Cc = {2,3,4,6,7,9,11,12,13,14}∩ {1,2,4,5,7,8,9,10,11,13}
= { 2, 4, 7, 9, 11, 13}

2.3.7Product Sets

Let A = {5, 7, 9},

B = {r, s, t}

Find: A x B
 The product set of two non-
empty sets A and B is the
Solution:
set of all ordered pairs
(a, b).The first element a
A x B = {(5, r), (5, s),
is from set A, and the
(5, t), (7, r),
second element b is from
(7, s), (7, t),
set B.
Product Sets | (9, r), (9, s),
(9, t)}
Note: The symbol "x" is used for
Find: B x A
the operation.

ReadA x B as A cross B. Solution:

B x A = {(r, 5), (r, 7),
AxB≠BxA (r, 9), (s, 5),
(s, 7), (s, 9),
(t, 5), (t, 7),
(t, 9)}

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 Unit 2: The Language of

Activity 2.2
Sets and Set Operations

Name: _ Score: __ _
Program/Year/Section: _ Date of Submission: _

I. A. Identify what is being asked in each of the following statements.

1. A collection of well-defined objects with

common characteristics where order has no
significance and multiplicity is ignored
2. The number of elements in a set
3. A collection that can be counted
4. A method in writing a set in which elements are
written inside curly brackets
5. A method of writing a set in which the a rule is
used to describe the elements
6. A set whose elements belong in a given parent
set
7. The set of all the subsets of a given collection
8. A set which is always a proper subset of any
given set
9. The operation on sets which includes all the
elements of two or more given sets
10. The operation on sets which includes all the
common elements of two or more given sets

B. Determine if the following collectionsare finite orinfinite sets. Write 8 if the set
is finite and ∞ if the set is infinite.
1. Set of Major Subjects in your course.
2. Set of integers from -3 to 58.
3. Set of rational numbers less than 1.
4. Set of students from BSU Main campus.
5. Set of real numbers from 0 to 10.

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C. Complete the table by writing the corresponding missing set notations

and determine the cardinality of each set.

Roster Method Statement Set- Builder Notation Cardinality

A = {orange,
violet, green}
B is the set of days
with the letter n.
F = {y ∈ ℕ | y is
even; y < 15}

D. Write the power set of A = {0, 1, 2, 3, 5}.

II. Given: U = 10, 11, 12, 13, 14, 15

R = 10, 11, 12, 13, 14
S = 12, 13, 14
T= 14, 15
V = 10, 11, 12, 13
W= 17,18
X=
Z = 𝑎𝑙𝑙 𝑛𝑎𝑡𝑢𝑟𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 13𝑎𝑛𝑑 16

A. Find
a. R ∩ T =
b. T ∪ X = _
c. (R∩S) ∪ (𝑆 ∩ 𝑇 ) =
𝐶 𝐶
_
d. (𝑉 𝐶 ∪ 𝑊) ∩ (S ∪T) = _

B. Write the correct symbol (⊆, ⊇, ≈, =) between each pair of sets. Use
the symbol only once.
a. R _V
b. S _R
c. T W
d. T Z

III. Write the set implied by each of the

following: 1. M ∪ U =
2. N ∩ ∅ =

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 Unit 2: The Language of

Lesson 2.4 Elementary Logic

Objectives of the Lesson

At the end of the lesson, you should be able to:

1. Identify propositions
2. Distinguish the kinds of propositional logic
3. Write compound propositions in statements and symbolic forms
4. Construct truth tables for given compound statements
5. Establish the validity and falsity of arguments
6. Use truth tables for logical equivalence
7. Restate a conditional statement as converse, inverse, and contrapositive

Logic is the discipline that deals with the methods of reasoning. It is regarded
as one of the oldest intellectual disciplines in the history of humanity. It was the
Greek philosopher Aristotle who pioneered logical reasoning. Throughout centuries,
logic has immensely influenced other fields such as philosophy, mathematics,
science, engineering, business, and law, to name a few.
Logic is essential in our daily lives. It helps steer us in the direction of the truth
and away from falsehood. Thus, it helps us in expressing our ideas and opinions and
in making decisions.
2.4.1 Propositions, Simple and Compound Statements

The first step to learning logic is to identify propositions. A proposition,

sometimes called a statement, is a declarative sentence that is either true or false,
but not both. To represent propositions, we symbolically use lower case letters a, b,
c, d, …, p, q, r, s, … or z. When several statements are involved, they can be
denoted as 𝑝1 , 𝑝2, … , 𝑝𝑛 .

The table shows examples of propositions and sentences that are not
propositions.
Examples of Propositions
1. Tarlac is a province in Region III.
(True)
2. Elephants have wings. (False)
3. 15 – 2x = 8, if x = 5. (False)
4. Twenty is less than fifty. (True)
5. 52 + 1 is a prime number. (False)
Examples of not a Proposition
1. Where is your teacher? (It is
a question.)
2. Open the door. (It is a
command.)
3. Ouch! (an exclamation)
4. This foodis delicious.
(subjective)
5. 5x + 2y = 7 (There are no
assigned values to x and y.)

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 Unit 2: The Language of

Propositions can either be a simple statement or a compound statement.

A simple statement is a single statement that does not have other statements
as parts.
A compound statement contains two or more statements joined by logical
connectives.
Try this!
Which of the following are propositions?
a. I am a freshman student.
b. Answer the exercises.
c. −9 + 15 = −6

2.4.2 Logic Connectives and Symbols

The table that follows shows the kinds of propositional logic, their
corresponding connectives, and symbols.
Propositional Symbolic
Connective Symbol/Term Read as
Logic Form
~curl or tilde ~p
Negation not not p
¬ dash with a ¬p
tail
Conjunction and/but ∧caret mark p∧q p and q
Disjunction or ∨wedge or vee p∨q p or q
if p, then q
p implies q
p only if q
Conditional/
if...,then →right arrow p→q q if p
Implication
q whenever p
q is necessary
for p
p if and only if q
if and only ↔double-headed
Biconditional p↔q p implies q, and
if arrow
q implies p

The following examples show how to write compound propositions in statements

and their symbolic forms. Let us start first with negation though it is a simple
statement but can be a part of a compound proposition.
A. Negation:
Proposition Negation
p: The traffic in EDSA is heavy. ~p: The traffic in EDSA is not
heavy.
q: Today is Friday ~q: Today is not Friday.
r: I do not like milk tea. ~r: I like milk tea.
s: The students did not attend ~s: The students attended the
the webinar webinar.
t: 23 + 34  57 ~t: 23 + 34 = 57

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 Unit 2: The Language of

B. Conjunction:

Let p, q, r, and s be the propositions:

p: Russel is not happy.
q: Russel is going to a party.
r: It is a holiday.
s: Jack is not invited.

Compound Propositions Symbolic Form

1. Russel is not happy butit is a holiday. p ∧¬r
2. It is not a holidayand Russel is happy. ¬r ∧¬p
3. Russel is going to a party butJack is not invited. q∧s

C. Disjunction:

Let p, q, and r be the propositions:

p: Jerald is a producer.
q: Jerald is a composer.
r: Jerald is a model.

Compound Propositions Symbolic Form

1. Jerald is a producer or Jerald is a composer. p∨q
2. Jerald is a model or Jerald is not a composer. r ∨¬q
3. Jerald is not a producer or Jerald is not a model. ¬p ∨¬r

D. Conditional:

In "if p, then q", p is called the antecedent (hypothesisor premise),

and q is called the consequent (or the conclusion).

Let p, q, and r be the propositions:

p: It is going to rain.
q: I will not go out.
r: Cherry is going to visit a friend.
Compound Propositions Symbolic Form
1. If it is going to rain, then I will not go out. p→q
( in the if p then q form)
2. I will not go outif it is going to rain. p→q
(in the q if pform)
3. I will not go outwhenever it is going to rain. p→q
(in the q whenever pform)
4. If it is not going to rain, then Cherry is going to ~p → r
visit a friend.
5. If it is not going to rain, then I will go out. ~p → ~q

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E. Biconditional:
Let p, q, and r be the propositions:
p: Lewis is a singer.
q: Lewis is a vocalist.
r: Lewis is a recording artist.

Compound Propositions Symbolic Form

1. Lewis is a vocalist if and only if Lewis is a singer. q↔p
2. Lewis is a recording artist if and only if Lewis is a r↔p
singer.
3. Lewis is not a recording artist if and only if Lewis ~r ↔ ~p
is not a singer.

Now let us translate the following logic symbols into words. Consider the following
statements:
m: Cathy is good atscience.
n: Cathy is good at math.
s: Cathy is a scholar.
t: Cathy is an athlete.

1. t ∧ s Cathy is an athlete and Cathy is a scholar.

Cathy is an athlete but Cathy is a scholar.
2. ~m ∨~n Cathy is not good at Science or Cathy is not good at
Math.
3. (m ∧ n) → s If Cathy is good at Science and Cathy is good at
Math,thenCathy is a scholar.
4. s ↔ (m ∧ n) Cathy is a scholar if and only if Cathy is good at Science
or Cathy is good at Math.
5. (~m ∧~n) ∧t Cathy is not good at Science and Cathy is not good at
Math, butCathy is an athlete.
6. (t ∧ s) → n If Cathy is an athlete and Cathy is a scholar, then Cathy is
good at Math.

Try this!

Translate (~s ∧~t) ∧(m ∧ n)into words.

2.4.3 Truth Values and Truth Tables

First, let us define truth value and truth table.

The truth value

 of a simple statement is either true (T) or false (F)
 of a compound statement depends on the truth values of its
simple statements and its connectives.

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 Unit 2: The Language of

A truth table is a table that shows the truth value of a compound statement
for all possibletruth values of its simple statements.

Note: 1. The Truth Table of one simple statement consists of two rows
showing the truth values of the given statement.

Truth
Table
(Assertion)
p
T
F

Note: 2. The Truth Table of a compound statement containing two simple

statements starts with two columns of four rows showing the truth
values of every possible combination of the two given statements.
The third column shows the truth values of the given compound
statement and their connectives in all possible cases. This table is
the so-called standard truth table form.

Truth Table
Truth Value of the
p q compound statement
T T
T F
F T
F F

The following show the Truth Tables for Propositional Logic.

Truth Tables for Propositional Logic:

Negation:
Truth Table If a statement is true, its negation
p ~p is
T F false.
F T If a statement is false, its negation

Conjunction:
Truth Table
p q p∧q
T T T
T F F
F T F
F F F
The conjunction p

∧ q is TRUE

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 Unit 2: The Language of

Disjunction:
Truth Table
p q p∨q
T T T
T F T
F T T
F F F
The disjunction p

∨ q is TRUE if

Conditional:
Truth Table
p q p→q
T T T
T F F
F T T
F F T
The conditional p

→ q is FALSE

Biconditional:
Truth Table
p q p↔q
T T T
T F F
F T F
F F T
The biconditional p

↔ q is TRUE
Let us determine the truth values of the following compound statement.

1. Five is an even integer and four is an odd number.

F ∧F
F ∧F
F
2. Sampaguita is our national flower or Narra is a vegetable.
T∨F
T T∨
F

3. If California is a continent, then the Philippines is a province.

F→F
F→
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 Unit 2: The Language of
T

4. Five is a factor of 10 if and only if 10 is a multiple of 100.

T↔ F
F T↔
F
F

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Try this!
Given the following propositions with their corresponding truth values, what is
the truth value of the statement "Archie has a fever and he has difficulty in
breathing, but he is infected with COVID 19".

p: Archie has a fever. (T)

q: Archie has difficulty in breathing. (F)
r: Archie is not infected with COVID 19. (T)

2.4.4 Constructing Truth Tables

Now let us try to construct a truth table. Follow the steps, as shown in the
examples that follow.

Examples:
1. Construct the truth table for the compound statement (p ∨ q) ∧~ p.

Solution:
Step 1: Start with the standard truth table form.
Step 2: Write the truth values of the disjunction p ∨ q on a new column.
Step 3: Negate p, then write the results on the next column.
Step 4: Using the truth values of p ∨ q (in step 2) and ~p (in step 3), perform
the conjunction of (p ∨ q) ∧~p to produce the truth values. Write the
results in the last column.

p q p∨q ~p (p ∨ q) ∧~p
T T T F F
T F T F F
F T T T T
F F F T F

2. Construct the truth table for the compound statement (p → q) ↔ (~q ∨~p).

Solution:
Step 1: Start with the standard truth table form.
Step 2: Negate p and then write the results on a new column.
Step 3: Negate q and then write the truth valuesin the next column.
Step 4: Write the truth values of the conditional p → q on another column.
Step 5: Using the truth values from negated p (in step 2) and negated q
(in step 3), determine the truth values of ~q ∨~p.
Step 6: Using the truth values of p → q (in step 4) and ~q ∨~p (in step 5),
perform the biconditional of (p ∨ q) ∧~p to produce the truth values.
Write the results in the last column.

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 Unit 2: The Language of

p q ~p ~q p→q ~q ∨~p (p → q) ↔ (~q ∨~p)

T T F F T F F
T F F T F T F
F T T F T T T
F F T T T T T

Try this!

Construct a truth table for the proposition (p → ~q) ↔ (~p ∨ q).

2.4.5 Tautology, Contradiction, and Contingency

A tautology is a proposition where the truth values are always true in all
possible cases.
A contradiction is a proposition where the truth values are always false in all
possible cases.
A contingency is a proposition where the truth values are not always true nor
always false.

Examples:
1. Show that ~p ∨ (~q →p) is a tautology.

Solution:
Step 1: Start with the standard truth table form.
Step 2: Negate p and then write the results on a new column.
Step 3: Negate q and then write the truth values on another column.
Step 4: Using the truth values from negated q (in step 3) and p (in step 1),
determine the truth values of ~q →p.
Step 5: Using the truth values of negated p (in step 2) and ~q →p (in step 4),
perform the conjunction of ~p ∨ (~q →p) to produce their truth values.
Write the results in the last column.

p q ~p ~q ~q →p ~p ∨ (~q
→p)
T T F F T T
T F F T T T
F T T F T T
F F T T F T

It shows that the truth values of ~p ∨ (~q →p) are always true.
Thus, ~p ∨ (~q →p) is a tautology.

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2. Is the proposition p ∧ (p→ ~p) a tautology, a contradiction, or

a contingency? Look at the table below.

p ~p p → ~p p ∧ (p → ~p)
T F F F
F T T F

Since the truth values of p ∧ (p → ~p) are always false, then it is a

contradiction.

3. Is (p ∧ ~q) ∧ p ∨ q) a tautology, a contradiction, or a contingency?

p q ~q p ∧~q p∨q (p ∧~q)∧( p∨ q)

T T F F T F
T F T T T T
F T F F T F
F F T F F F

Since the truth values of (p ∧~q) ∧( p ∨ q) are not always true nor always false,
then (p ∧~q) ∧ ( p ∨ q) is a contingency.

Try this!

Tell whether the proposition (q ∨ ~p) →p is a tautology, a contradiction, or a

contingency.

2.4.6 Logical Equivalence

What is this so-called logical equivalence, and can we be able to prove it?

Logical Equivalence

Two statements having the same truth values in all possible cases are
logically equivalent.

Symbolic form: p <=>q or p ≡ q(read as p and q are logicallyequivalent)

Examples:
1. Show that p → q and ~p ∨ qare logically equivalent.
Solution:
Step 1: Begin with the standard truth table form.
Step 2: Negate p and then write the results on a new column.
Step 3: Write the truth values of p → q in the next column.
Step 4: Using the truth values of negated p (in step 2) and q (in Column 2),

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perform the conjunction of ~p ∨ q to produce the truth values. Write

the result in the last column.

p q ~p p→q ~p ∨ q
T T F T T
T F F F F
F T T T T
F F T T T

Since p → q and ~p ∨ q have the same truth values in all possible cases, they
are logically equivalent.In symbolic form: p → q ⇔~p ∨ q or p → q ≡~p ∨ q.

2. Is ~p ∧~q logically equivalent to p∨q? Use the truth table to show

your answer.

p q ~p ~q ~p ∧~q p∨q
T T F F F T
T F F T F T
F T T F F T
F F T T T F

Since the truth values of ~p ∧~q in all cases are not the same as the truth
values of p∨q, thenp ∧~q is not logically equivalent to p∨q or in symbols, ~p ∧~ q ⇎
p∨q.
3. Verify if ~(p → q) is logically equivalent to p ∧~q.

p q ~q p→q ~ (p → q) p ∧~q
T T F T F F
T F T F T T
F T F T F F
F F T T F F

From the truth table,we can see that~ (p → q) have different truth values as p
∧~ q. Therefore they are not logically equivalent.
Try this!
Is q ∧~p logically equivalent to ~p ∨ q? Use the truth table to show your
answer.

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2.4.7The Converse, the Inverse, and the Contrapositive

Every conditional statement has three related statements. They are called the
converse, the inverse, and the contrapositive.

The converse of p → q is q → p.
The inverse of p → q is ~p → ~q.
The contrapositive of p → q is ~q → ~p.

You can form the above statementsby using the following guide:

The converse of p → q is formed by interchanging the antecedent p with the

consequent q.
The inverse of p → q is formed by negating the antecedent p and negating the
consequent q.
The contrapositive of p → q is formed by negating both the antecedent p and
consequent q and then interchanging these negated statements.

Examples:

Write the converse, inverse, and contrapositive of the following conditional

statements:
1. If I get the loan, then I will buy a new motorbike.
2. If you are smart, then you get the job.

Solution:
1. If I get the loan, then I will buy a new motorbike.

Converse: If I buy a new motorbike, then I get the loan.

Inverse: If I don't get the loan, then I won't buy a new
motorbike. Contrapositive: If I don't buy a new motorbike, then I don't
get the loan.

2. If you are smart, then you get the job.

Converse: If you can get the job, then you are smart.
Inverse: If you are not smart, then you cannot get the job.
Contrapositive: If you cannot get the job, then you are not smart.

Try this!

Tell the converse, the inverse, and the contrapositive of the conditional
statement,"I feel nauseous whenever I stay up late at night."

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Truth Table for the Conditional and its Related Statements

The truth table for conditional and its related statements is shown below.

Conditional Converse Inverse Contrapositive

p q ~p ~q
p→q q→p ~p → ~q ~q → ~p
T T F F T T T T
T F F T F T T F
F T T F T F F T
F F T T T T T T

The table also shows that any conditional statement is equivalent to its
contrapositive, and its converse is equivalent to its inverse.

Notation:
p →q ≡ ~q → ~p
q →p ≡~p → ~q

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Activity
2.3 Logic

Name: _ Score: __ _
Program/Year/Section: _ Date of Submission: _

A. Determine if the following is a proposition or not. Write P if it is a

proposition and N if it is not. If it is a proposition, write its truth value (True or
False).

1. Bulakan is the capital of Bulacan.

2. √2 is an irrational number.
3. The quick brown fox.
4. x – 2 = 5, if x = 7.
5. Add three and five to get eight.

B. Let the following be propositions:

𝑝: Karl is absent.
𝑞: Jake is happy.
𝑟: Mark is late.
𝑠: Sean is not angry.

Translate the following into logic symbols.

1. Sean is angry but Jake is happy. 1.
2. If Karl is not absent and Sean is 2.
not angry, then Jake is happy.
3. Sean is angry whenever Karl is 3.
absent or Mark is late.
4. Mark is not late and Karl is not absent. 4.
5. Jake is happy if and only if Mark is 5. _
not late or Karl is absent.

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C. Let the following be propositions:

𝑝: 4 is an even number.
𝑞: 4 is a prime number.
𝑟: 4 is greater than five.
𝑠: 4 is divisible by 2.

Translate the following logic symbols into words and encircle its truth value.

1. 𝑞 ∧ 𝑝 : T F

2. r ∨ 𝑠 : T F

3. (p ⋀ ~ q) → ~ s : _ T F

4. ~𝑝 ↔ 𝑞___________________________________________________T F

5. ∼ 𝑝 →∼ 𝑠: T F

D. Write the converse, inverse, and contrapositive of the statement below.

If a number is divisible by two, then the number is an even number.

Converse:

Inverse: __

Contrapositive: _ __

E. Determine whether the propositions below are equivalent.

𝑝 → 𝑞 ∧ 𝑞 → 𝑝 and ~ 𝑝 → 𝑞 ∨ (𝑞 ↔ 𝑝)

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Reflection

Student Name: _ _
(Surname, First Name, Middle Initial)
Program/Year/Section: Remarks from the instructor:
Date of Submission: : _ Instructor: _

Compose a poem using the language of mathematics of not more than four (4)
stanzas and not more than four (4) lines per stanza. If your poem is a free verse,
write it in not more than 12 lines.

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Unit Test 2

Student Name: _ Score:

(Surname, First Name, MI)
Program/Year/Section: __ Instructor: _
Date of Submission: _

GENERAL DIRECTIONS: Read the instructions in each type of test. Use black ink
when answering. Any form of ERASURE for your final answers will be
considered wrong. Use the side or back portion of the test paper for your
computations (if any).

I. Write true if the statement is true and false if the statement is false.
_ 1. The set of lines parallel to the x-axis is a singleton set.
_ 2.The union of the set of natural numbers and negative numbers is
the set of integers.
_ 3.The sets 𝑎, 𝑏, 𝑐 and 1, 2, 3 are disjoint and equivalent sets.
_ 4. If A = 10, 15, 20 then 10 ∈ A.
_ 5. All repeating decimals are rational numbers.
_ 6. The truth value of the compound proposition "Black is white and
rain is wet" is false.
_ 7. The statement "I can go to the supermarket if and only if I will
wear a mask and face shield" is a conditional statement.
_ 8. The truth value of the disjunction “5 + 7 = 9 or 11 – 8 = 3” is false.
_ 9. A collection whose elements cannot be counted is a finite set.
_ 10. Sets with the same number of elements are equivalent sets.

II. Choose the letter of the correct answer.

_ 1. A number increased by 8 and then tripled is
A. 𝑥 + 8 3 C. 3(𝑥 + 8)
B. 𝑥 + 8 3 D. 𝑥 3 + 8
2. Doubling a certain number results in the sum of two other numbers.
A. 2 = 𝑥 + 𝑦 C. 2𝑥 + 2𝑦
B. 2(𝑥 + 𝑦) D. 2𝑥 = 𝑦 + 𝑧
_ 3. The product of x and y decreased by their sum is
A. 𝑥𝑦 − 𝑥 + 𝑦 C. 𝑥 + 𝑦 − 𝑥𝑦
B. 𝑥𝑦 − (𝑥 + 𝑦) D. 𝑥 − 𝑦 + 𝑥𝑦
_ 4. The sum of x and y divided by 6 is
A. 𝑥 + 𝑦 ÷ 6 C. 𝑥+𝑦6
𝑦
B. 𝑥 + D. 𝑥 + 𝑦
6 6
5. A number less its square
is
A. 𝑥 − 𝑥 2 C. 𝑥 − 2𝑥
B.𝑥 2 − 𝑥 D. 𝑥 + 2𝑥

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_ 6. Which of the following is not true?

A. All terminating decimals are rational.
B. Whole numbers are integers.
C. All natural numbers are integers.
D. All non-terminating decimals are irrational.
_ 7. Which of the following is not a finite set?
A. The set of even numbers less than 10.
B. The set of positive odd numbers.
C. The set of vowels in the word committee.
D. The set of female presidents of the Philippines.
_ 8. How many proper subsets are there in set M = {red, green, white,
blue}.
A. 4 C. 12
B. 8 D. 16
_ 9. Which of the following is not a well-defined set?
A. set of books in the library
B. set of days in a week
C. set of officers in class 2A
D. set of seasons in the Philippines
_ 10. What are the elements of H = 𝑥 ∈ 𝑁/𝑥 < 4 ?
A. H = 1, 2, 3, 4
B. H = 0, 1, 2, 3
C. H = 1, 2, 3
D. H = 0, 2, 4
_ 11. Write 𝑝 ∨ 𝑞 → 𝑟 in sentence form.
A. If p and q, then r. C. If p or q, then r.
B. If p, then q and r. D. If p, then q or r.

_ 12. Which of the following is not a compound statement?

A. I passed the exam and I am happy.
B. Marvin is an honor student but he is not a varsity player.
C. If there are more COVID 19 cases, then the community quarantine
will continue.
D. Students are enjoying their long vacation while teachers are
busy preparing learning materials for the opening of
classes.
_ 13. Which of the following has a truth value of FALSE?
A. If 3 is a multiple of 12, then 12 is a factor of 30.
B. A week has 7 days or a minute has 60 seconds.
C. Four is a prime number if and only if 4 is divisible by 10.
D. If 14 is an irrational number, then 33 = 27.
_ 14. Which of the following is not a proposition?
A. A rectangle is a quadrilateral.
B. 2 is an irrational number.
C. Zero is the identity element for addition.
D. He discovered the Fibonacci sequence.

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_ 15. Which of the following statements is not true?

A. December 25 is Christmas Day, and January 1 is
New Year's Day.
B. 𝐼𝑓 15 = 12 − 3, 𝑡ℎ𝑒𝑛 − 5 + 3 = 3 + −5 .
C. 20 is divisible by 2 if and only if 2 is an even number.
D. 2 is an even prime number and 3 is a factor of 9.

III. Complete the truth table below and tell whether the two propositions
are logically equivalent.

Is q → ~p logically equivalent to ~ (~p˄ q )?

𝑝 𝑞
T T
T F
F T
F F

Therefore .

IV. Write the appropriate statement for each item.

1. Given: Classes are suspended if today is a holiday. (1 point
each) Converse: _
Inverse: _
Contrapositive: _

2. Write a statement that is logically equivalent to the

statement, "I save money whenever I walk home." (2 points)

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References

Earnheart, Richard and Adina, Edgar (2018). Math in the Modern World. C &E
Publishing, Inc.: Quezon City.

Cha, Jhon Harley Niño, Miro, Eden, and Quiming, Romel (2016). General
Mathematics.Vibal Group: Quezon City.

Simpson, Andrew (2002). Discrete Mathematics by Example. McGraw-Hill

Education: United Kingdom.

Baltazar, E., Ragasa, C., & Evangelista, J. (2018). Mathematics in the Modern
World. Quezon City: C&E Publishing, Inc.

Alejan, Ronnie O., Veloria, Elisa V., et al. (2018) Mathematics in the Modern World.
MutyaPublishig House, Inc.

Malang, Paulino, Malang, B.,& Tiongson, I. (2011). Discrete Structure.HFM

Publishing: San Rafael

Answer Key

Pre-assessment Test
1. A 6. A 11. B
2. C 7. B 12. C
3. B 8. C 13. A
4. C 9. A 14. D
5. D 10. D 15. B