MATH STUDY NOTEBOOK (Grade 10)

1st Quarter – Module 1 (Introduction to Sequence/Arithmetic Sequence)

Sequence – is a list of items/objects which have been arranged in a sequential way

Term – is each number in a sequence

Types of Sequence:
1. Finite Sequence – a sequence that have a first and last term. The number of terms can be
determined.

2. Infinite Sequence – a sequence without ending with undetermined number of terms. It has an
ellipsis symbol (…) which means unending

Examples of Finite Sequence:

1. In the sequence 2, 4, 6, 8, 10
There are 5 terms with the pattern of needing to add 2 to find the next term

2. In the sequence 1, 2, 4, 8
There are 4 terms with a pattern of multiplication by 2

Finding the General Term or nth Term of a Sequence

- The general term or the nth Term of a sequence is a formula that will generate a sequence,
where n is a natural number (1, 2, 3, …)

Examples:
1. an = n + 3
Solution: Substitute the numbers 1, 2, 3, 4, and 5 to n
If n = 1, then a1 = 1 + 3 = 4
If n = 2, then a2 = 2 + 3 = 5
The pattern is adding 1 to get the next term

2. an = 3n + 1
Solution: Substitute numbers 1, 2, 3, 4, and 5 to n
If n = 1, then a1 = 3(1) + 1 = 4
If n = 2, then a2 = 3(2) + 1 = 7
The pattern is adding 3 to get the next term

Definition of Arithmetic Sequence

- This is a sequence where every term after the first is obtained by adding a constant called the
common difference
- In this sequence the pattern is addition or subtraction
- If an arithmetic sequence is increasing, then its common difference is positive, while if it is
decreasing, then the common difference is negative
Example:
1. 6, 11, 16, 21
Solution: Subtract any two consecutive terms: 11 – 6 = 5, 16 – 11 = 5, 21 – 16 = 5
Common Difference = 5

2. 75, 69, 63, 57

Solution: 69 - 75 = -6, 63 – 69 = -6, 57 – 63 = -6
Common Difference = -6

1st Quarter – Module 2 (Arithmetic Sequence and Series)

Finding the nth Term of an Arithmetic Sequence

- Remember to use the formula an = a1 + (n – 1)d
- a1 = the first term, an = the nth term, d = the common difference

Arithmetic Means
- this is also called average or average value and is important in statistics
- this is the quantity obtained by summing two or more numbers or variables and then dividing
the sum by the number of variables
-

In the sequence: 4, 8, 12, 16, 20, 24, …

- The first and last term (4 and 24) of a finite arithmetic sequence are called arithmetic extremes
- The terms in between the extremes (8, 12, 16, and 20) are called arithmetic means

The arithmetic mean between two numbers is sometimes called the average of two numbers. If there
are more than one arithmetic mean, use the formula d = an – ak / n - k

Example:
1. Find the arithmetic mean between 10 and 24
10, ______, 24 10 + 24 / 2 = 17
Answer: 10, 17, 24

2. Find the three arithmetic means between 8 and 16

8, ______, ______, ______, 16 a1 = 8, a5 = 10
d = 16 – 8 / 5 – 1 = 8 / 4 = 2
Answer: 8, 10, 12, 14, 16

Arithmetic Series
- Is the indicated sum of the terms of a sequence
- The word series can be used in both singular and in the plural form
- It is an indicated sum of the terms of an arithmetic sequence
- Can be solved using the formula Sn = (n / 2)(a1 + an) if the last term is given where Sn = the
desired sum or arithmetic series, a1 = the first term, n = number of terms, d = common
difference, an = nth terms
- Use the formula Sn = (n / 2)[2a1 + (n – 1)d] if the last term is not given
Example:
1. Find the sum of the first 100 natural numbers
Solution: S100 = (100 / 2)(1 + 100) S100 = 50(101) S100 = 5050

2. Find the sum of the first 14 terms of the arithmetic sequence 2, 5, 8, 11, 15, 17, …
Solution: S14 = (14 / 2)[2(2) + (14 – 1)3] = 7[4 + 13(3)] = 7(43) = 301

1st Quarter – Module 3 (Illustrating a Geometric Sequence and Differentiating a Geometric Sequence
from an Arithmetic Sequence)

Given the sequence (1, 3, 9, 27, 81), the succeeding term is obtained by multiplying the preceding term
by a fixed number 3. This kind of sequence is called geometric sequence. The fixed number is called the
common ratio and is donated as r

The common ratio can be determined by dividing the succeeding term by the preceding term

Example: 2, 10, 50, 250, …

Solution: divide the second term by the first, or the third by the second and so on
r = 10/2 = 50/10 = 250/50 = 5
r=5

GEOMETRIC SEEQUENCE ARITHMETIC SEQUENCE

Meaning A sequence where each successive A sequence where each successive
term is obtained from the preceding term is obtained from the preceding
term by multiplying it by a constant term by adding it by a constant
number number
Constant Number Common Ratio is represented by (r) Common Difference is represented
by (d)
Operations Involved Multiplication is used to find the Addition is used to find the next term
next term Subtraction is used to find the
Division is used to find the common common difference
ratio
Variations of Terms Exponential Linear

1st Quarter – Module 4 (Geometric Sequence and Series)

Geometric Extremes – are the first and last terms of a geometric sequence
Geometric Means – is/are the terms between the geometric extremes

Geometric Sequences Geometric Extremes Geometric Means

1. -8, -80, -800 -8 and -800 -80
2. 5, -5, 5 5 and 5 -5

Determining the Geometric Mean

- To insert one geometric mean between geometric extremes, use the proportionality formula:
±√ab
- Where: a and b are the geometric extremes
Examples:
1. 5, ___, 20
Solution: ±√ab = ±√(5)(20) = ±√100 = ±10 (The geometric mean is either 10 or -10)

2. 48, ___, 192

Solution: ±√ab = ±√(48)(192) = ±√9216 = ±96 (The geometric mean is either 96 or -96)

To insert two or more geometric means between, use the ratio formula: r = n-k√(an/ak) where an = last
term, ak = first term, n = position of the last term, k = position of the first term

Examples:
Geometric Sequences an ak n k
1. -10, ___, ___, ___, -160 -160 -10 5 1
2. ___, 24, ___, ___, -648 -648 24 5 2

Solution:
1. r = n-k√(an/ak) = r = 5-1√(-160/-10) r = 4√16 = r = ±2 (The sequence is either -10, -20, -40, -80, -160
or -10, 20, -40, 80, -160)

2. r = n-k√(an/ak) = r = 5-2√(-648/24) = r = 3√-27 = r = -3 (The sequence is -8, 24, -72, 216, -648)

The nth Term of a Geometric Sequence

- To find the nth term of a geometric sequence, use the formula: an = a1rn-1
- an = value of nth term, n = position of nth term, r = common ratio, a 1 = value of the first term

Examples:
1. 12, 60, 300, … 7th term
Solution: an = a1rn-1 = a7 = (12)(5)7-1 = a7 = (12)(5)6 = a7 = (12)(15625) = a7 = 187500

2. a1 = 19 r = -2 find a6
Solution: an = a1rn-1 = a6 = (19)(-2)6-1 = a6 = (19)(-2)5 = a6 = 19(-32) = a6 = -608

Sum of the Terms of a Finite Geometric Sequence

- To find the sum of a finite geometric sequence, use the formulas:
- If r ≠ 1, then use Sn = a1(1-rn)/1-r, If r = 1, the use Sn = a1n, If r = -1, then use Sn = 0 if n is even, Sn
= a1 if n is odd
- Sn = sum of the first n terms, a1 = first term, r = common ratio, n = number of terms to be added

Examples:
1. 8, 16, 32, … sum of the first 10 terms
Solution: Sn = a1(1-rn)/1-r = S10 = 8(1-210)/1-2 = S10 = 8(-1023)/-1 = S10 = -8184/-1 = S10 = 8184

2. 3, 3, 3, … sum of the first 100 terms

Solution: Sn = a1n = S100 = (3)(100) = S100 = 300

Sum of the terms of an Infinite Geometric Sequence

- To find the sum of an infinite geometric sequence, use the formula: If -1 < r < 1, then S ∞ = a1/1-r
 - If -1 > r > 1, then the sum has no limit or no sum S∞ = sum of the first n terms
Examples:
1. 16, 8, 4, … r=½
Solution: S∞ = a1/1-r = S∞ = 16/1 – ½ = S∞ = 16/(1/2) = S∞ = (16)(2) = S∞ = 32

2. 22, -44, 88, …

Solution: Since r = -2 then there is no sum

1st Quarter – Module 5 (Solving Problems Involving Sequences)

Examples of Problem Solving:

1. A theater in Pasay City has 27 Seats in the first row of its center section. Each row behind the
first gains additional 4 seats. How many seats are in the ninth row of the center section?
Given: 27, 31, 35, 39, … a1 = 21, n = 9, d = 4
Formula: an = a1 + (n-1)d
Solution: a9 = 27 + (9-1)4
a9 = 27 + (8)4
a9 = 27 + 32
a9 = 59

2. A research laboratory is to begin experimentation with bacteria that doubles every 4 hours. The
lab starts with 200 bacteria. How many bacteria will there be in total after 24 hours?
Given: 200, 400, 800, … a1 = 200, n = 6, r = 2
Formula: Sn = a1(1-rn)/(1-r)
Solution: S6 = 200(1-26)/(1-2)
S6 = 200(1-64)/-1
S6 = 200(-63)/-1
S6 = -12600/-1
S6 = 12600

1st Quarter – Module 6 (Performing Division of Polynomials, Proving and Applying Remainder, Factor,
and Rational Root Theorems)

The Long Division Method (LDM) – or Division Algorithm of dividing polynomial is the common and
traditionally used way of dividing polynomials. This utilizes the process DMSB’ (Divide, Multiply, Subtract
and Bring Down Repeat)

Example:
1. (-x3 – 3x2 + 5x – 1) + (x – 1)

Solution:
Statements / Explanations Example Procedures
3 2
Write in division solution form (-x – 3x + 5x – 1)/(x – 1)
Divide –x3 and x: -x3 + x = -x2 (-x3 – 3x2 + 5x – 1)/(x – 1) = -x2
Multiply –x2 and x – 1: (x – 1) * -x2 = -x3 + 1x2 (-x3 – 3x2 + 5x – 1)/(x – 1) = -x2
-x3 + 1x2
Subtract –x3 – 3x2 and –x3 + 1x2 by changing the (-x3 – 3x2 + 5x – 1)/(x – 1) = -x2
 first sign of the subtrahend –x3 + 1x2 to x3 – 1x2 -x3 + 1x2
0x3 – 4x2
(-x3 – 3x2 + 5x – 1)/(x – 1) = -x2 – 4x + 1
-x3 – 1x2
– 4x2 + 5x
Bring down 5x and Repeat DMSB’ 4x2 – 4x
1x – 1
– 1x + 1
0

The Synthetic Division

- Also known as “Ruffini’s Rule” which is a telescopic process of dividing polynomials in which we
examine thoroughly the parts to be divided
- Paolo Ruffini invented this method in the 1800s
- The synthetic division is very useful especially when the divisor is of the form x – k
- Make sure that the term is complete by checking if every x – term from the leading coefficient
down to the constant are/is present
- Write down all the numerical coefficients of the dividend. This will serve as the dividend
- Solve for the value of x in D(x) by equating the expression to 0 which would be the divisor of the
coefficients
- Perform the Bring Down-Multiply-Add-Multiply-Add… (BMAMA…)
- After using the BMAMA, the third line of the synthetic division solution is the quotient with 1
degree lower than the dividend

Example:
1. (5x3 + 3x2 – 6) + (2x + 6)
a. Step 1: Complete or not? – Not complete so we would have to add + 0x that would then
become 5x3 + 3x2 + 0x – 6
b. Step 2: Dividend: 5x3 + 3x2 + 0x – 6 Numerical Coefficients: 5, 3, 0, -6
c. Step 3: Value of x in D(x): 2x + 6 = 0, 2x = -6, 2x/2 = -6/2, x = -3
d. Step 4: 5 3 0 -6 (-3)
__ -15 36_-108______
5 -12 36 -114
e. Step 5: The final answer is 5x2 – 12x + 36 – 114/(2x + 6)

Remainder Theorem – is used to determine the remainder if P(x) is divided by a binomial stating that if
P(x) is divided by a binomial (x – r) then the value of P(r) is the remainder

Proof:
P(x) = Q(x)(x – c) + R
P(c) = Q(c)(c – c) + R
P(c) = Q(c)(0) + R
P(c) = 0 + R
P(c) = R

Example: (x3 + 3x2 – 5x – 4) / (x – 4)

P(4) = 43 + 3(4)2 – 5x – 4
P(4) = 64 + 3(16) – 20 – 4
 P(4) = 64 + 48 – 20 – 4
P(4) = 88
Factor Theorem – this states that “If P(x) / (x – c), and the remainder P(c) = 0, then (x – c) is a factor of
P(x)”

Example: x3 + 5x2 + 7x + 3 / (x + 1)
The value of c: x + 1 = 0, x = -1
P(-1) = (-1)3 + 5(-1)2 + 7(-1) + 3
P(-1) = -1 + 5(1) – 7 + 3
P(-1) = -1 + 5 – 7 + 3
P(-1) = 0 thus, x + 1 is a factor of x 3 + 5x2 + 7x + 3

Rational Root Theorem – is used to identify the roots of a polynomial function by finding possible
rational roots of the function

Steps to using the Rational Root Theorem

Step 1: Identify the leading coefficient and constant term
Step 2: List all possible integral factors of the leading coefficient. This set is known as N
Step 3: List all possible integral factors of the constant term. This set is known as M
Step 4: Express the factors in rational form: M/N. Let all factors of M be divided by all factors of N
Step 5: Use the Factor Theorem to identify if the factors are rational roots of the polynomial or not.
Disregard if not

1st Quarter – Module 7 (Factoring Polynomials)

Factoring
- This is the reverse of multiplication where you find the factors of an expression
- We find the simplest (prime) factors of the expression

There are many different methods in factoring expressions:

1. Factoring the Greatest Common Monomial Factor – This is done by identifying the greatest
common monomial factors of both expressions

Example:
-20x5 + 12x3 are both divisible by 4x3 which would be used to divide both expressions
(-20x5 + 12x3)/4x3 = -5x2 + 3 which would be then multiplied by 4x 3 to get the factored form:
4x3(-5x2 + 3)

2. Factoring the Difference of Two Squares: (a2 – b2) = (a – b)(a + b)

Example:
9x4 – 100y2 analyze both expressions, identify the roots of both expressions which is 3x 2 – 10y
which would then be multiplied by itself yet with different signs of the expression b:
(3x2 – 10y)(3x2 + 10y)

3. Factoring the Sum or Difference of Two Cubes: a3 + b3 = (a + b)(a2 – ab + b2) or a3 – b3 = (a – b)

(a2 + ab + b2)
Example:
x3 – 27 analyze the terms and use the formula a 3 – b3 = (a – b)(a2 + ab + b2) which we would then
have (x – b)(x2 + 3x + 9) for the factored form

4. Factoring a Perfect Square Trinomial: a2 + 2ab + b2 = (a + b)2 or a2 – 2ab + b2 = (a – b)2

Example:
x2 + 16x + 64 use the formula a2 + 2ab + b2 = (a + b)2 which would result in a factored form of:
(x + 8)2

5. Factoring by Grouping – this is done when there are instances that you will group first the terms
of the polynomial in order to extract a common factor among them. Commonly used when
there are four or more terms

Example:
8mt + 12bt – 10mk – 15bk group the terms with a common factor which are:
8mt + 12bt and -10mk – 15bk to extract the common factors resulting in:
4t(2m + 3b) and -5k(2m + 3b) where 2m + 3b is the binomial factor so rewrite them as a sum
and difference of the common monomial factors resulting in: (2m + 3b)(4t – 5k)

6. Factoring by Trial and Error – this is often applied when there are polynomials that are not
included in the abovementioned cases called the general trinomials

Example:
x2 – 6x + 5 try multiple different combinations until you get (x – 5)(x – 1)

1st Quarter – Module 8 (Illustrating Polynomial Equations)

Finding roots with degree greater than 1:

- The number of real roots in the equation is less than or equal to the degree of the equation
- A consequence of the Fundamental Theorem of Algebra states that “Every polynomial equation
of degree n has the most n real roots”

Solving the roots of an equation:

- Express each polynomial as a product of linear factors then apply the Zero-Product Property “If
A * B = 0, then A = 0 or B = 0
- For each linear factor, properties of equality can be applied

We can say that, a real number, say r, is a root of a given polynomial equation in x if r satisfies the
equation when it is substituted for x in the equation

In finding the roots of polynomial equation:

- Apply the Factor Theorem, “Let P(x) be a polynomial, then P® = 0 if and only if (x – r) is a factor
of P(x)

1st Quarter – Module 9 (Solving Problems Involving Polynomials and Polynomial Equations)

Polynomial Equation – is an equation that has multiple terms made up of numbers and variables
Degree of a Polynomial Equation – is the highest exponent in an equation

Roots of the Polynomial Equation

- These are values of x where P(x) = 0 or in simple terms, roots are values of the unknown that will
make the given polynomial equation equal to zero
- Roots are also called zeroes
- The number of real roots in an polynomial equation is determined by the highest exponent in
the equation which was discovered by the German Mathematician Karl Friedrich Gauss

Descartes’ Rule of Signs

- It states that if you count the number of times the signs of the numerical coefficient change
when the terms are arranged in the descending order, then you will get the number of positive
and negative roots to that polynomial equation

Example: 2x4 + 5x3 – 2x2 – 4x + 5 = 0

Solution: If f(x) = 2x4 + 5x3 – 2x2 – 4x + 5, then 2x4 and 5x3 has the same sign and no change, 5x3 to -2x2
has change, -2x2 to -4x has no change and -4x to 5 has change with a total of 2 changes indicating of 2
positive roots or zeroes
If f(x) = 2x4 – 5x3 – 2x2 + 4x + 5, then it has 2 changes in signs, therefore having 2 negative roots
meaning that the equation 2x4 + 5x3 – 2x2 – 4x + 5 = 0 has 2 positive and 2 negative roots

The Zero Product Property

- x2 + 4x = 0 would be factored as x(x + 4) = 0 and separate the two factors into zeroes resulting in:
x = 0 and (x + 4) = 0, resulting in the roots x = 0, x = -4

Extracting of Roots
- x18 – 1 = 0 would be expressed as x18 = 1 and would need to take the root to the 18 th power
where 1 would be the solution
- The municipality of 1 as its root is 18, in symbol x = 1 (18 times)

Factoring through Synthetic Division

- x3 – 4x2 + 5x + 6 = 0 given that 3 is a root
1 -4 5 6
____3_ -3_ -6
1 -1 -2 0 where x2 –x – 2 = 0 is then the polynomial equation
Factor x2 – x – 2 = 0 to (x – 2)(x + 1) equate both to zero: x – 2 = 0, x + 1 = 0
The roots would be: x = 2, x = -1
Rational Root Theorem
- if the polynomial P(x) has integer coefficients, then every rational root of the polynomial
equation P(x) = 0 can be written in the form p/q, where p is the factor of the constant term of
P(x) and q is the factor of the leading coefficient P(x)

Example:
- Find the roots of x3 – 5x2 – 2x + 24 = 0
Identify the possible roots by taking the integral factors of the constant term 24 which are:
±1, ±2, ±4, ±6, ±8, ±12, ±24 and use the synthetic division process to until you find the root
 - Try 2: 1 -5 -2 24 (2) Try -2: 1 -5 -2 24 (-2)
___ 2__ -6__-16_____ ______-2__14__-24______
1 -3 -8 8 1 -7 12 0
Since P(2) = 8, then x = 2 is not a root Since P(-2) = 0, then x = -2 is a root

- Use x2 – 7x + 12 = 0 to find the other roots

Factor it to (x – 3)(x – 4) = 0 then separate to: x – 3 = 0, x – 4 = 0
The roots are: x = -2, 3, 4

2nd Quarter – Module 1 (Illustrate Polynomial Functions and Understand, Describe and Interpret their
Graphs)

Polynomial Function
- Is a function in the form P(x) = an xn + an-1 xn-1 + an-2 xn-2 + … ++ a1x + a0
- Where: n is a positive integer (it means it is not negative, zero, fraction, radical, nor imaginary)
- a0, a1, ….., an are real numbers called coefficients
- anxn is the leading term; an is the leading coefficient; a0 is the constant term; and an ≠ 0
- the largest exponent determines the degree of the polynomial
- P(x) can also be denoted as f(x) or y

The Graphs of a Polynomial Functions:

I. Degree of the Polynomial (n)
- This will dictate the number of turning points of the graph
- Turning points are points where the graph changes in direction, from an upward direction to a
downward direction, or vice versa
- The number of this point for each polynomial function is at most (n – 1), where n corresponds to
the degree of the polynomial
- The degree also dictates whether both ends of the graph go up or down, or whether the ends go
different directions

II. Leading Coefficient (an)

- The sign of this determines the end behavior of the graph of the polynomial function
- It dictates which end of the graph goes up and which goes down

III. x-Intercepts
- Refers to the value of x when y = 0
- This also refers to the solutions or zeroes of the polynomial function
- This can be found either by factoring completely, letting y be 0, and equating each factor with
zero to solve for x

IV. y-intercept
- This refers to the value of y when x = 0
- Knowing this will give us an idea where the graph will intersect the y-axis
- This can be found by replacing x with zero or solving for y

The following are the end behaviors of the graph of a polynomial function:
 1. If the degree (n) is even and the leading coefficient (a n) is positive, the graph rises to both
directions

2. If n is even and an is negative, the graph falls in both directions

3. If n is odd and an is positive, the graph falls to the left and rises to the right

4. If n is odd and an is negative, the graph rises to the left and falls to the right

Note: the graph of a polynomial function is continuous and smooth and has rounded turns

2nd Quarter – Module 2 (Applications of Polynomial Functions)

Different Applications of Polynomial Functions:

1. Polynomial Functions in Business and Economics

2. Polynomial Functions in Geometry

3. Polynomial Functions in Physics

4. Polynomial Functions in Engineering

5. Polynomial Functions in Medicine

2nd Quarter – Module 3 (Arcs, Chords, Central Angles and Inscribed Angles of a Circles)

Circle
- Is a set of all points in a plane at a fixed distance from a given point called center
- The radius is any point from the circle in fixed distance
- A chord is a line segment joining two points on the circle
- A diameter is a chord that passes through the center

Arc of a Circle
- Is a part of the circle from any of its points denoted by “⌢”

Classifications of Arcs
1. Minor Arc – an arc that measures less than a semicircle, named by using two capital letters, the
endpoint of an arc

2. Major Arc – an arc that measures greater than a semicircle named by using 3 capital letters, the
two endpoints and another point on the arc

3. Semicircle – an arc whose measure is one half the circumference of a circle, named using 3
capital letters where two endpoints and another point on the arc

Central Angle of a Circle

- Is an angle formed by two rays whose vertex is the center of a circle
Sum of Central Angles of a Circle
- The sum of the central angles of a circle with no common interior points is 360 0
- Central angles of a circle with no common interior points refer to central angles that do not
overlap

Degree Measure of an Arc

1. The degree measure of a minor arc is the measure of the central angle which intercepts the arc

2. The degree measure of a major arc is equal to 360 minus the measure of the minor arc with the
same endpoints

3. The degree measure of a semicircle is 180 0

Congruent Circles and Congruent Arcs

- Are circles with congruent radii
- Are arcs of the same circle or of congruent circles with equal measures

Arc Addition Postulate

- The measure of the arc formed by two adjacent arcs is the sum of the measures of two arcs

2nd Quarter – Module 4 (Proving Theorems Related to Arcs, Chords, Central Angles and Inscribed
Angles)

Theorem 1
- If two central angles of a circle on of congruent circles are congruent; then the corresponding
congruent minor arcs are congruent

Converse
- If two minor arcs of a circle or of congruent circles are congruent; then the corresponding
central angles are congruent

Theorem 2
- If two central angles of a circle or of congruent circles are congruent, then the corresponding
chords are congruent

Converse
- If two chords of a circle or of congruent circles are congruent, then the corresponding central
angles are congruent

Theorem 3
- If two chords of a circle or of congruent circles are congruent, then the corresponding minor
acts are congruent

Converse
- If two minor arcs of a circle or of congruent circles are congruent, then the corresponding
chords are congruent
Theorem 4
- The measure of an inscribed angle is equal to one-half the measure of its intercepted arc

2nd Quarter – Module 5 (Illustrating Secants, Tangents, Segments and Sectors of a Circle/Proving
Theorems on Secants, Tangents and Segments)

Secant Line
- A secant is a line that intersects a circle at exactly two points and it contains a chord of a circle

Tangent Line
- Is a line coplanar with the circle and intersects it in one and only one point and the point of
intersection is called the point of tangency

Sector of the Circle

- In a circle, the region bounded by two radii of the circle and their intercepted arc is called a
sector of a circle

The Area of a Sector Theorem

- Is an area whose arc measurement is n is the product of the ratio of n to 360 and the area of the
circle

Segment of a Circle
- Is the region formed by an arc and the chord which have the same endpoints as the arc
- This area of the segment is determined by subtracting the area of the triangle from the are of
the sector

Postulate on Tangent Line

- At a given point on the circle, one and only one line can be drawn that is tangent to the circle

Theorems on Tangent Line:

1. The Tangent Line Theorem – if a line is tangent to a circle, then it is perpendicular to the radius
drawn to the point of tangency

2. The Converse of the Tangent Line Theorem – if a line is perpendicular to a radius of a circle at
its endpoint that is on the circle, then the line is tangent to the circle

Theorems on Angles Formed by Tangents and Secants

1. Two Secants–Exterior Theorem – if two secants in the exterior of a circle, then the measure of
the angle formed is one-half the positive difference of the measure of the intercepted arcs

2. Secant and Tangent-on Circle Theorem – if a secant and a tangent intersect at a point of
tangency, then the measure of each angle formed is one-half the measure of its intercepted arc

3. Two Tangents-Exterior Theorem – if two tangents intersect in the exterior of a circle, then the
measure of the angle formed is one-half the positive differences of the measures of the
intercepted arcs
 4. Secant and Tangent-Exterior Theorem – if a secant and a tangent intersect in the exterior of a
circle, then the measure of the angle formed is one-half the positive differences of the measure
of the intercepted arcs

5. Two Secants-Interior Theorem – if two secants intersect in the interior of a circle, then the
measure of an angle formed is one-half the sum of the measure of the arcs intercepted by the
angle and its vertical angle

External Secant Segments

- An external secant segment is the part of a secant segment that is outside the circle

Theorems on Secant Segments, Tangent Segments and External Secant Segments

1. The Segment of Secants Power Theorem – if two secant segments are drawn to a circle from an
external point, then the product of the length of one secant segment and its external secant
segment is equal to the product of the lengths of the other secant segment and its external
secant segment

2. The Tangent Secant Segments Power Theorem – if a tangent segment and a secant segment are
drawn to a circle from an exterior point, then the square of the length of the tangent segment is
equal to the product of the lengths of the secant segment and its external secant segment

2nd Quarter – Module 7 (Applying the Distance Formula to Prove Some Geometric Properties)

The Distance Formula

- Consider the points P and Q whose coordinates are (x 1, y1) and (x2, y2), respectively
- The distance d is determined by using the formula d = √[(x2 – x1)2 + (y2 – y1)2]

Example:
1. Let P = (1 3) and Q = (7, 11)
d = √[(7 – 1)2 + (11 – 3)2]
d = √[(6)2 + (8)2]
d = √(36 + 64)
d = √100
d = 10

The Midpoint Formula

- If P and Q are the endpoints of a segment and M is the midpoint, then the coordinates of point
M are [(x1 + x2)/2 and (y1 + y2)/2]

Example:
1. Substitute the coordinates of P and Q to the given formula
x-coordinate midpoint y-coordinate midpoint
x = (x1 + x2)/2 y = (y1 + y2)/2
x = (8 + 2)/2 y = (9 + 7)/2
x = 10/2 y = 16/2
x=5 y=8

The midpoint of coordinates P and Q are (5, 8)

2nd Quarter – Module 8 (Equation of a Circle)

The Standard Form of the Circle With a Center of (h, k)

- Its center is (h, k) and a radius of r units or (x – h) 2 + (y – k)2 = r2
- Also called the center-radius form of the circle
- If the center of the circle is at the origin and has the radius of r units, its equation is x 2 + y2 = r2

The General Form of the Equation of a Circle

- The equation is written as x2 + y2 + Dx + Ey + F = 0

Example:
1. Let C (6, 2), r = 3 units
Use (x – h)2 + (y – k)2 = r2
(x – 6)2 + (y – 2)2 = (3)2
(x2 – 12x + 36) + (y2 – 4y + 4) = 9
x2 + y2 – 12x – 4y + 36 + 4 – 9 = 0
x2 + y2 – 12x – 4y + 31 = 0

3rd Quarter – Module 1 (Illustrating the Permutation of Objects)

Permutation
- Is an arrangement of all or part of a set of objects
- The order of arrangement is taken into consideration
- The word came from the Latin words per + mutare that means “a change” or “through change”

Example of permutation of the letters L, O, V, and E taken 2 at a time:

EL EO EV LE
LO LV OE OL
OV VE VL VO

24 permutations of the 4 letters taken 3 at a time:

ELO ELV EOL EOV
EVL EVO LEO LEV
LOE LOV LVE LVO
OEL OEV OLE OLV
OVE OVL VEL VEO
VLE VLO VOE VOL

Permutations of n things or objects taken r at a time can be denoted in different ways:

- P (n, r) or nPr or P(n above r)

Example 1. In the class of Ms. Adonis, 10 students took a test in which the top three will each get a
prize. How many possible ways are there to award the prizes?
- There are 10 objects: n = 10
- There are 3 places filled: r = 3
 - The first prize can be chosen from 10 students, the second prize can be chosen from 9 students,
and the last prize can be chosen from 8 students.
- 10 x 9 x 8 = 720, thus P (10, 3) = 720

Factorial Notations
- The product of 5 x 4 x 3 x 2 x 1 can be written in abbreviated form 5!
- 0! by definition is = 1

Example 1. (4! + 3!)

- 4! + 3! = (4 x 3 x 2 x 1) + (3 x 2 x 1)
- 4! + 3! = 24 + 6
- 4! + 3! = 30

Example 2. Use example 1 from where P (10, 3)

- 720 = (10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1)/(7 x 6 x 5 x 4 x 3 x 2 x 1) = 10!/7! = 10!/(10 – 3)!
- Thus, P (10, 3) = 10!/(10 – 3)!

3rd Quarter – Module 2 (Solving Problems Involving Permutations)

Linear Permutations
- Permutations where P (n, r) = n!/(n – r)!

Permutations With Restrictions

- How many arrangements of letters from the word POETRY
- (a) no restrictions? P (6, 6) = 6! = 720
- (b) begins with PO? P (4, 4) = 4! = 24
- (c) does not begin with PO? 6! – 4! = 720 – 24 = 696
- (d) they have PO in order? P (5, 5) = 5! = 120
- (e) they have POE together in any order? 3! * 4! = 6 * 24 = 144
- (f) P, O, E are not together? 6! – 144 = 720 – 144 = 576

Circular Permutations
- Uses the formula Pc = (n – 1)!

Example 1. How many ways can 6 people be seated at a round table?

- Pc = (6 – 1)!
- Pc = 5!
- 5! = 120

Example 2. How many ways can 5 people A, B, C, D, and E seat at a round table where:
- (a) no restrictions? (5 – 1)! = 4! = 24
- (b) A and B sits together? (4 – 1)! = 3! = 6 x 2 = 12 (multiplied by 2 since a and b can switch
positions)
- (c) A and B never sits together? 24 – 12 = 12

3rd Quarter – Module 3 (Illustrating Combinations of Objects)

Permutations
 - Is a selection of items from a collection where the order matters

Combinations
- Is a selection of items from a collection, such that the order of selection does not matter
- If there is a set S with n elements and r is nonnegative integer less than or equal to n, then each
subset of S containing r distinct elements is called a combination of S
- The formula for combinations is C (n, r) = n!/(n-r)r!

3rd Quarter – Module 4 (Solve for n or r In Permutation and Combination)

Solving for n or r In Permutations:

1. Given P (n, 3) = 504
504 = n!/(n-3)!
504 = (n)(n-1)(n-2)(n-3)!/(n-3)!
504 = three consecutive numbers
504 = (9)(8)(7)

2. Given P (7, r) = 840

840 = 7!/(7-r)!
(7-r)! = 7!/840
(7-r)! = (7)(6)(5)(4)(3)(2)(1)/(7)(6)(5)(4)
(7-r)! = (3)(2)(1)
(7-r)! = 3!
r=4

Solving for n or r In Combinations:

1. Given C (n, 4) = 15
15 = n!(n-4)!4!
(15)(4!) = n!/(n-4)!
(5)(3)(4)(3)(2)(1) = (n)(n-1)(n-2)(n-3)(n-4)!/(n-4)!
(6)(5)(4)(3) = (n)(n-1)(n-2)(n-3)
n=6

2. Given C (8, r) = 28
C (8, r) = 8!/(8-r)!r!
28 = 8!/(8-r)!r!
r = 2 and 6

3rd Quarter – Module 5 (Solving Problems Involving Permutations and Combinations)

- There is no lecture just analyze the problem questions well

3rd Quarter – Module 6 (Illustrating Events, and Union and Intersection of Events)

Experiment
- Is any procedure that can be repeated, theoretically, an infinite number of times
- It also has a well-defined set of possible outcomes

Sample Outcome
 - Is each possible result of an experiment

Sample Space
- Is the set of all possible outcomes

Event
- A subset of sample space S of an experiment
- This can be simple, where there is one outcome
- This can be compound, where events can be combined to form a new event
- The union of two events is all outcomes in either or both events
- The intersection of two events is only those outcomes common in both

3rd Quarter – Module 7 (Illustrating the Probability of a Union of Two Events)

Formula of calculating the probability of outcomes is:

P(E) = Number of Favorable outcomes in the event/Total number of possible outcomes in the sample
space or P(E) = n(E)/n(S)

Where:
- Event is denoted by E
- Sample Space is denoted by S

Union of Events
- Use the formula P(A ∪ B) = P(A) + P(B) – P(A ∩ B)

3rd Quarter – Module 8 (Probability of Union of A and B)

Basic Terms and Their Definition:

 Experiment – it is an activity which produces a well-defined outcome
 Outcome – it is a possible result of an experiment
 Sample Space – it is the set of all possible outcomes of an experiment
 Sample Points or Elements – it refers to each outcome in a sample space
 Event – it is a subset of the sample space of an experiment
 Compound Events – it is a combination of two or more simple events
 Cardinality of an Event A – it refers to the number of elements or sample points in a given event
denoted by n(A)

Mutually Exclusive Events

- Are events that cannot happen at the same time
- They are events with no sample point/s or outcome/s in common
- Also called disjoint events because there is no connection between the given events

Not Mutually Exclusive Events

- Are events that can happen at the same time
- They are events with sample point/s or outcome/s in common
- Also called overlapping events because there is a connection between the given events
3rd Quarter – Module 9 (Solving Problems Involving Probability)

Mutually Exclusive Events Probability

- If A and B are mutually exclusive events, then the probability of A happening OR the probability
of B happening is P(A) + P(B)
- In symbols, P(A or B) = P(A) + P(B) or P(A ∪ B) = P(A) + P(B) – P(A ∩ B), where P(A ∩ B) = 0

Non-Mutually Exclusive Events Probability

- Its formula is P(A or B) = P(A) + P(B) – P(A ∩ B)

4th Quarter – Module 1 (Illustrating Measures of Position: Quartiles, Deciles and Percentiles)

Quartiles
- Score points which divide an ordered data into quarters
- One (1) quarter or 25% of the distribution are less than or equal to the first quartile or the lower
quartile (Q1)
- Two (2) quarters or 50% of the distribution are less than or equal to the second quartile (Q 2) or
the middle quartile
- Three (3) quarters or 75% are less than or equal to the third quartile (Q 3) or the upper quartile
- Q1 < Q 2 < Q 3
- Q2 is the median
- 25% of data is ≤ Q1 or 75% of data is ≥ Q1
- 50% of data is ≤ Q2 or 50% of data is ≥ Q2
- 75% of data is ≤ Q3 or 25% of data is ≥ Q3

Deciles
- Are the nine values along the scale that divide the set of data into ten equal parts
- Denoted as D1, D2, D3, … , D9
- D9 (90% of the data has a value ≤ D9)
- D8 (90% of the data has a value ≤ D8)
- D7 (90% of the data has a value ≤ D7)
- D6 (90% of the data has a value ≤ D6)
- D5 = Q2 (90% of the data has a value ≤ D5)
- D4 (90% of the data has a value ≤ D4)
- D3 (90% of the data has a value ≤ D3)
- D2 (90% of the data has a value ≤ D2)
- D1 (90% of the data has a value ≤ D1)

Percentiles
- Are used for comparing values of mostly very large populations
- They are the values on a scale of 100 that indicates the percent of a distribution that is equal or
below it

4th Quarter – Module 2 (Calculating Measures of Position)

Quartile Formulas:
- Q1 = ¼ (n + 1)
- Q2 = middle score
 - Q3 = ¾ (n + 1)
- n = the number of data or elements

Decile Formula:
- Dk = k/10 (n + 1)
- If the position contains a decimal, then use interpolation where x is subtracted by y. The result
will be multiplied by the decimal. The product is added to the smaller number.

Percentile Formula:
- Pk = k(n + 1)/100

Quartile of Grouped Data Formula:

- Qk = LB + [(kN/4 – cfb)/(fQk)]i
- k is the nth quartile
- LB is the lower boundary of the Qk class
- N is the total frequency
- cfb is the cumulative frequency before the Q k class
- fQk is the frequency of the class Qk class
- i is the size of class interval

Deciles of Grouped Data:

- Dk = LB + [(kN/10 – cfb)/(fDk)]i
- LB is the lower boundary of the Dk class
- N is the total frequency
- cfb is the cumulative frequency before the Dk class
- fDk is the frequency of the Dk class
- i is the size of class interval

Percentile of Grouped Data:

- Pk = LB + [(kN/100 – cfb)/(fPk)]i
- LB is the lower boundary of the kth percentile class
- cfb is the cumulative frequency before the percentile class
- N is the total frequency
- fPk is the frequency of the percentile class
- i is the size of class interval

4th Quarter – Module 3 (Interpreting Measures of Position)

No lecture

4th Quarter – Module 5 (Formulating Statistical Mini-Research)

Measure of Positions
- Often called as Quantiles
- Refers to the method by which a particular value of the given set of data is identified
- Helps determine values that are about the average, unusually high or unusually low

Types of Measures for Positions:

 1. Quartiles – points are divided into four equal parts in locating three points (lower quartile Q 1,
median Q2, and upper quartile Q3)

2. Decile – points are divided into ten equal parts to locate nine points (D1, D2, D3, …, D9)

3. Percentile – points are divided into one hundred equal parts to locate ninety-nine points (P 1, P2,
P3, …, P99)

Formulas for Ungrouped Data:

1. Quartiles – uses the formula Qk = (k/4)(n +1) where k = the quartile indicated and n is the
number of individual scores in the data

2. Deciles – uses the formula Dk = (k/10)(n + 1)

3. Percentiles – uses the formula Pk = (k/100)(n + 1)

Formulas for Grouped Data:

1. Quartiles – Qk = LB + {[(kN/4) - <cf]/fQk}i

2. Deciles - Dk = LB + {[(kN/10) - <cf]/fDk}i

3. Percentiles - Pk = LB + {[(kN/100) - <cf]/fPk}i

Terms Used:
- Qk/Dk/Pk = the corresponding quartile/decile/percentile
- LB = lower boundary
- N = total frequency
- <cf = frequency of the class before the Q k/Dk/Pk class
- fQk/fDk/fPk = frequency of the Qk/Dk/Pk class
- k = the corresponding quartile/decile/percentile
- i = interval

4th Quarter – Module 6 (Illustrating Measures of Position, and Other Statistical Methods in Analyzing
and Interpreting Research Data)

Statistical Measures:

I. Measures of Central Tendency

1. Mean – is also known as the average of data

2. Median – is the middle value when a data set is ordered from least to greatest or vice-versa

3. Mode – is the number that occurs the most

II. Measures of Variability

1. Range – the difference between the highest data and lowest data
 2. Standard Deviation – allows us to compare the spread of different sets of scores and enables
the interpretation of the scores of a given set of data. The formula used is (x – mean) 2 across
every data and is added afterwards
3. Variance – defined as the quotient of the sum of the squared deviations from the mean divided
by n – 1. Uses the formula s2

III. Measures of Position

1. Quartiles

2. Deciles

3. Percentiles