SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

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 COURSE OUTLINE

COURSE CODE : GE 114

TITLE : MATHEMATICS IN THE MODERN
WORLD TARGET POPULATION : 1ST YEAR STUDENTS
INSTRUCTOR : John Mark Siasico Sumagaysay, LPT

Overview:
This course deals with nature of mathematics, appreciation of its practical,
intellectual and aesthetic dimensions and application of mathematical tools in daily life.
The course begins with an introduction to the nature of mathematics as an
exploration of patterns (in nature and the environment). By exploring this topics,
students are encouraged to go beyond the typical understanding of mathematics are
merely a set of formulas but as a source of aesthetics in pattern of nature, for example,
and a rich language in itself (and of science) governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with various aspects of present-day living, such as
managing personal finances, making social choices, appreciating geometric designs,
understanding codes used in the data transmission and security, and dividing limited
resources fairly. These aspects will provide opportunities for actually doing
mathematics in a broad range of exercise that bring out the various dimensions of
mathematics as a way of knowing and test the students understanding and capacity.

General Objective:
Discuss and argue the nature of mathematics, what it is, how it is expressed,
represented and used. Acknowledge that mathematics is a language itself. Use a
variety of statistical tools to process and manage numerical data. Affirm honesty
and integrity in the appreciation of mathematics to various human endeavors.

The following are the topics to be discussed

WEEK 13 STATISTICS
WEEK 14 MEASURES OF CENTRAL TENDENCY
WEEK 15 MEASURES OF DISPERSION
WEEK 16 MEASURES OF RELATIVE POSITION
WEEK 17 LOGIC
Instruction to the Learners
Each chapter in this module contains a major lesson involving Mathematics in the
Modern World. The units are characterized by continuity, and are arranged in such a
manner that the present unit is related to the next unit. For this reason, you are advised
to read this module. After each unit, there are exercises to be given.

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 WEEK 13
STATISTICS
Statistics
- a branch of mathematics that deals with collection analysis, interpretation,
and presentation of numerical data
Descriptive Statistics
- Comprises of methods concerned with collecting and describing a set of data so
as to yield meaningful information, it also provides information only about the
collected data and in no way draws inferences or conclusions concerning a
larger set of data.
Inferential statistics
- Comprises of methods concerned with the analysis of a subset of data leading to
predictions or inferences about the entire set of data.

.
Variables
- Is a characteristic or attribute that can assume different values
Measurement
- The process of determining the value of a particular variable for a particular
experimental unit.
Classification of variables

 Qualitative Variables

- variables that can be placed into distinct categories, according to some

characteristics or attribute
Example:
1. Male or female

 Quantitative variables

- Numerical in nature and can be ordered or

ranked Example:
1. Age
2. Height
3. Weight
4. Temperature

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 Levels of Measurement

 Nominal Scale

- Data that contain of names, labels, or categories only

- The data cannot be arranged in as ordering arrangement
- Numbers or symbols are used to categorize an object or person to
classify the group they belong
Examples:
Nationality ( Filipino, American, Korean, … etc.)

 Ordinal Scale

- Data comprise the properties of nominal level

- The data can be in an ordering scheme or ranked
- The difference between the values of the data cannot identified. The
interval is insignificant.
Examples:
Military ranks ( general, colonel, etc)
Performance ranks (good, better, best)
Rank in a contest (1st runner up, 2nd runner up, etc)

 Interval scale

- Data cover the properties of ordinal level.

- Data values can be ranked
- The difference between the values of the data are of identified, sizes.
- The “zero” does not imply the absence of characteristics
- The ratio of data values are meaningless
- The interval between the values has
meaning Examples:
Intelligence quotient (75, 100, and so
on) Temperature (Celsius/Fahrenheit)

 Ratio Scale

- Data have the properties of interval level

- The “zero” shows the absence of a characteristics under consideration.
- The ratio of data values has significances.
Examples:
Weight in kilograms or
pounds Height in meters

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 Frequency distribution table
- A tabular arrangement of data by categories and their corresponding frequencies

 Class interval or class limits - Refers to the grouping defined by a lower limit and
an upper limit

 Lower class limit (LCL) - Smallest data value that can be included in the class

 Upper class limit (UCL) - Largest data value that can be included in the class

 Class boundaries (CB) - Used to separate the classes so that there is no gaps in
the frequency distribution, and there are the upper class boundary ( add 0.5
to the UCL) and the lower class boundary (subtract 0. 5 to the LCL)

 Class midpoint or class mark - the average of upper and lower class limit. The
LCL +UCL
formula is X=
2
 Class size – difference between the Upper Class Boundary and Lower Class Boundary
of a class interval

 Class Width – difference between two consecutive lower class limits or lower
class boundaries

 Class Frequency (CF) – the number of observations belonging to a class

interval Example:
1. The data shown are the scores of 30 students in Physics exam. Construct a FDT.

52 71 87 71 74 61
62 75 67 81 76 72
66 92 55 79 54 71
55 94 83 81 85 90
73 95 63 68 59 95

Step 1. Determine the range

R = Highest Score – Lowest
Score R = 95 – 52 = 43
Step 2: determine the number of classes
The ideal number of Classes is between 5 and 15. We choose 9 as the number of
class interval.
Step 3: Determine the class size
I = Range ÷ Desired Number of classes

I = 43 ÷ 9 = 4.78 = 5
Step 4: Construct and fill up FDT
Step 5: Make the class intervals. Begin with the lowest score until the highest is reached.
Each class interval must only contain 5 data values or score.
Subtract 0.5 to the LCL to get the lower class boundary.
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Add 0.5 to the UCL to get the Upper class Boundary

Class
Class Interval
boundar
y
LCL UCL LCB UCB
52 – 56 51.5 ¬– 56.5
57 – 61 56.5 - 61.5
62 – 66 61.5 – 66.5
67 – 71 66.5 – 71.5
72 – 76 71.5 – 76.5
77 – 81 76.5 – 81.5
82 – 86 81.5 – 86.5
87 – 91 86.5 – 91.5
92 – 96 91.5 – 96.5

Step 6: Determine the class frequency (f). Count how many times a data value for each
interval appear in the data.
Step 7. Determine the class mark (x)

Class Class
Class Interval Class Mark
boundar Frequency
y
52 – 56 51.5 ¬– 56.5 4 54
57 – 61 56.5 - 61.5 2 59

62 – 66 61.5 – 66.5 3 64
67 – 71 66.5 – 71.5 5 69
72 – 76 71.5 – 76.5 5 74
77 – 81 76.5 – 81.5 3 79
82 – 86 81.5 – 86.5 2 84
87 – 91 86.5 – 91.5 2 89
92 – 96 91.5 – 96.5 4 94

ACTIVITY 1
Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper.
1. Identify whether the following variables belong to nominal, ordinal, interval
or ratio.
a. Number of times you go to the mall
b. Birth order

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 c. Altitude of a building -
d. Size of a family -
e. Body weight
f. Volume of liquid in a vial
g. Employment status of a person
h. Age of employees in a certain company-
i. Annual income of tax Payers
j. Total scores of a volleyball team
2. Construct a Frequency distribution table for the following data:
a.
6 6 7 8 11 14 7 8 Given:
Class interval is 6
12 26 20 21 13 14 15 7
9 14 12 11 16 25 24 12
11 22 24 26 22 18 13 8
8 14 15 16 22 23 7 7
11 17 12 16 11

b.
2 8 1 5 9 5 14 10 Given :

31 20 15 4 10 6 5 5 Class interval is 5
1 8 12 10 25 40 31 24
20 20 3 9 15 15 25 8
1 1 16 23 18 25 21 12

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

WEEK 14
MEASURES OF CENTRAL TENDENCY
Measures of central tendency
- Any measure representing the center of any given set a data, arranged in an
ascending or descending order of amount.

Mean ( x )
- Measures of central tendency, also called arithmetic mean or average.
∑n X
i=1
Formula: x
n
=

Where:
n is the total number of data
∑n X is the sum of the data set
i=1

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 Median ( x )
- The median of a ranked list of n numbers is:
 the middle number if n is odd
 the mean of the two middle numbers if n is even
Mode ( x )
- the number that occurs most frequently
- the most common score in a set of scores
- a data can have more than one mode or none at all

Examples:
1. Quiz scores: 10, 9, 1, 8, 7, 8, 4, 6, 5

1, 4, 5, 6, 7, 8, 8, 9, 10 (arrange the data in ascending or descending

order) n = 9 ( there are nine scores)
Mean:
∑n X 1+ 4+ 5+ 6+ 7+ 8+ 8+ 9+10
x = i=1 =
n 9
58
= 9
= 6.444444
= 6.44 (round to the nearest hundredths)
Median:
n = 9, since 9 is odd the median is the middle score
1, 4, 5, 6, 7, 8, 8, 9, 10
x =7
Mode: 1, 4, 5, 6, 7, 8, 8, 9, 10
x = 8 (8 appeared more frequently than the other scores)

2. Exam scores: 92, 84, 84, 76, 88, 90, 88, 84, 88, 90
92, 90, 90, 88, 88, 88, 84, 84, 84, 76
n = 10
Mean:
∑n X 92+90+90+88+88+88+84+84+84+76
x = i=1 =
10
n
864
= 10
= 86.4
Median:
n = 10, since 10 is even the median is the mean of the two middle scores
92, 90, 90, 88, 88, 88, 84, 84, 84, 76

88+88
x = 2
= 88
Mode: 92, 90, 90, 88, 88, 88, 84, 84, 84, 76

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 x = 88, 84 (88 and 84 both appeared thrice)

Weighted mean
- Often used when some data values are more important than others.
∑(x . w)
Weighted mean =
∑w
Where:
∑(x . is the sum of the products formed multiplying each
w)
number by its assigned weight
∑w is the sum of all the weights

Course Grade Course

Examples:
units
1.
English B 4
History 3
Chemistr A 3
y
4
Algebra
D

A= 4, B=3, C C=2, D=1, F=0

Σ ( x . w ) (3 x 4)+( 4 x 3)+(1 x 3)+(2 x 4 )

Weighted Mean )¿
Σw 4+3+3+ 4

¿ 12+12+3+ 8
14

¿ 35
14

=2.5
2.
Observed events Frequency (w) x.w

Number of bedrooms, Number of

homes with x
x
bedrooms
2 5 10
3 25 75
4 10 40
5 5 25

∑w = 45 ∑(x . w)= 150

∑(x . w) 150 10
Weighted mean = = = = 3.33
∑w 45 3

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 ACTIVITY 2
Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper.
Find the mean, median and mode(s) of the following
data: a. 101,88,74,60,12,94,74,85
b. 118,105,110,118,134,155,166,166,118
c. 11,8,2,5,17,39,52,42
d. 255, 178,192,145,202,188,178,201
e. -12, -8, -5, -5, -3, 0, 4, 9, 21
1. In some 4.0 grading system a student’s grade point average (GPA) is calculated
by assigning letter grades the following numerical values.
D+ = 1.33
A =4.00 A B - = 2.67
D = 1.00 D
- = 3.67 C+ = 2.33
C = 2 .00 - = .67 F =
B+ = 3.33
B = 3.00 C - = 1.67 0.00

Use the above grading system to find each student’s GPA.

 Jerry’s grades

Course Grade Units

English A 3
Anthropology A 3
Chemistry B 4
French C+ 3
Theatre B- 2

a. Rhonda’s grades
COURSE GRADES UNITS
ENGLISH C 3
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 HISTORY D+ 3
COMPUTER B+ 2
SCIENCE
CALCULUS B- 3
PHOTOGRAPHY A- 1

2. Solve for the weighted mean:

x w
5 3
7 4
8 6
10 9
11 4
12 3

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National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

WEEK 15
MEASURES OF DISPERSION
Measures of Dispersion

 Measures of dispersion are descriptive statistics that describe how similar a

set of scores are to each other
o The more similar the scores are to each other, the lower the measure
of dispersion will be
o The less similar the scores are to each other, the higher the
measure of dispersion will be
o In general, the more spread out a distribution is, the larger the
measure of dispersion will be

Rang
e

- the difference between the highest data and the lowest data

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Example: What is the range of the following data: 4
8 1 6 6 2 9 3 6 9
Solution: The largest score (XL) is 9; the smallest score (XS) is 1;

The range is XL - XS = 9 - 1 = 8

Variance
- Variance is defined as the average of the square deviations
- The larger the variance is, the more the scores deviate, on average, away from
the mean
- The smaller the variance is, the less the scores deviate, on average, from the
mean
Standard deviation
- The standard deviation is the square root of variance

Variance and standard deviation for

Variance and standard deviation for
population:
sample:
2 ∑(x-μ)2 2
Variance: σ=
N
Variance: s2 = ∑(x- x )
n-1
2
Standard Deviation: σ =∑(x-μ) 2
N Standard Deviation: s =∑(x- x )
Where: σ is the standard deviation for n-1

Where:s is the standard deviation for

population μ is the population mean
N is the number of scores sample

(x-μ)2 is the square of the distance of x is the sample mean

the score from the mean. n is the number of scores
2

Note: Most statistical application involve sample rather than a population.

Example:
1. The following numbers were obtained by sampling a
population: 2, 4, 7, 12, 15
Find the variance and the standard deviation of the
sample: Solution:
Step 1: determine the mean of n numbers
n= 5
2+4 +7+12+15 40
x= = =8
5 5
x=8

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 Step 2: for each number,, calculate the deviation(difference) between the number and
the mean

Note: the sum of the deviation is 0

X ( x−x )
2 2–8=-6
4 4–8=-4
7 7–8=-1
12 12 – 8 = 4
15 15 – 8 = 7

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 Step 3: calculate the square of each deviation and find the sum of these squared
deviation

x ( x−x ) ( x−x )2

2 2–8=-6 (-6)2 =36

4 4–8=-4 (-4)2=16
7 7–8=-1 (-1)2 =1
12 12 – 8 = 4 (4)2 = 16
15 15 – 8 = 7 (7)2 = 49
n=5 Σ ( x −x ) 2= 118

Step 4: divide the sum by n-

1 n =5

Σ ( x− x )2
s2=
n−1
118
= 5−1

118
= 4

= 29.5
2

Thus, the Variance of the sample is 29.5

Step 5: find the square root of the variance

s2 = 29.5

s = 5.43

Thus, the standard deviation is

5.43. Note:

 Round off the final answer to the nearest hundredths or to two decimal
places

 Only round off at the final answer

2. A consumer group has tested a sample of 8 size-D batteries from each 3

companies. The results of tests are shown in the following table. According to
these tests, which company produces batteries for which the values represented
of constant use have the smallest standard deviation?
EverSoBright Hours
Company 6.2, 6.4, 7.1, 5.9,
of constant use8.3,
per5.3, 7.5, 9.3
battery

Dependable
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Beacon 6.1, 6.6, 7.3, 5.7, 7.1, 7.6, 7.1, 8.5
 Solution:
EverSoBrigh
t

x =7

Hours (x) ( x−x ) ( x−x )2

6.2 6.2 – 7 = -0.8 (-0.8)2 = 0.64
6.4 6.4 – 7 = -0.6 (-0.6)2 = 0.36
7.1 7.1 – 7 = 0.1 (0.1)2 = 0.01
5.9 5.9 – 7 = -1.1 (-1.1)2 = 1.21
8.3 8.3 – 7 = 1.3 (1.3)2 = 1.69
5.3 5.3 – 7 = -1.7 (-1.7)2 =2.89
7.5 7.5 – 7 = .0.5 (0.5)2 = 0.25
9.3 9.3 – 7 = 2.3 (2.3)2 = 5.29
n=8 Σ ( x −x ) 2 = 12.34
2
(x- x )
s2 = ∑ 12.34
8-1
12.34
= 1.762857143
= 7
=
n-1
12.34
s2 =
7

s= 1.327726306
s ≈ 1.33 h

Dependabl
e

x =7

Hours ( x−x ) ( x−x )2

(x)
6.8 6.8 – 7= -0.2 (-0.2)2 = 0.04
6.2 6.2 – 7 = -0.8 (-0.8)2 = 0.64
7.2 7.2 – 7 = 0.2 (0.2)2 = 0.64
5.9 5.9 – 7 = -1.1 (-1.1)2 = 1.21
7.0 7.0 – 7= 0 0
7.4 7.4 – 7= 0.4 (0.4)2 = 0.16
7.3 7.3 – 7= 0.3 (0.3)2 = 0.09
8.2 8.2 – 7= 1.2 (1.2)2 = 1.44
n=8 Σ ( x −x ) =3.62

2
( )
s2 = ∑ x- x 3.62 3.62
8-1
= 7
=
n-1

3.62
s2 =
7
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 s= 0.7191264542 h
s ≈ 0.72 h

Beacon

x =7

Hours (x) ( x−x ) ( x−x )2

6.1 6.1– 7 = -0.9 (-0.9)2 = 0.81
6.6 6.6 – 7 = -0.4 (-0.4)2 = 0.16
7.3 7.3 – 7 = 0.3 (0.3)2 = 0.09
5.7 5.7 – 7 = - 1.3 (-1.3)2 = 1.69
7.1 7.1 – 7 = 0.1 (0.1)2 = 0.01
7.6 7.6 – 7 = 0.6 (0.6)2 = 0.36
7.1 7.1 – 7 = 0.1 (0.1)2 = 0.01
8.5 8.5 – 7 = 1.5 (1.5)2 = 2.25
n=8 Σ ( x −x ) =5.38

2
( )
s2 = ∑ x- x 5.38 5.38
8-1
= 7
=
n-1

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 5.38
s2 =
7

s= 0.8766820567 h
s ≈ 0.88 h

The batteries from the Dependable has the smallest standard deviation.
According to these results, the Dependable Company produces the most
consistent batteries with regard to life expectancy under constant use.

ACTIVITY 3
Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper and attach it to the last page of this module.
1. Find the range, the variance and the standard deviation for the given
samples: a. 1,2,5,7,8,19,22
b. 48,91,87,93,59,68,92,100,81
c. -8, -5, -12, -1, 4, 7, 11
d. 93,67,49,55,92,87,77,66,73,96,54
e. 2.1, 3.0, 1.9, 1.5, 4.8
2. The fuel efficiency, in miles per gallon, of 10 small utility trucks was
measures. The results are recorded in the table below.

22 25 23 27 24 24 32 23 22 25

Find the mean and sample standard deviation of these data.

3. A survey of 16 energy drinks noted the caffeine concentration of each drink
in milligrams per ounce. The results are given in the table below.
9.1 7.5 7.8 8.9 9.0 8.2 9.1 8.7
9.0 7.7 8.8 8.9 9.0 9.1 8.2 8.9

Find the mean and sample standard deviation of these data.

4. A survey of 15 large cities noted the average weekly commute times, in hours, of
the residents of each city. The results are recorded in the table below.

4.5 4.0 5.8 5.4 4.7

4.0 3.6 3.9 4.7 3.7
4.6 3.4 3.5 3.9 4.4

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHERS EDUCATION

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

WEEK 16
MEASURES OF RELATIVE POSITION

z-Score
The z-score for a given set of data is the number of standard deviations that x is above or
below the mean of the data. The following formulas show how to calculate the z-
score for a data value in a population and in a sample:

Population:
x-μ Sample: x- x
zx = σ = s
zx

Where: Where:
x is the score x is the score Page 20 of
GE 114: Mathematics in the Modern World
20
μ is the population mean x is the population mean
σ is the population standard deviation s is the population standard deviation
 Example:
1. Raul has taken two tests inn chemistry class. He scored 72 on the first test,
for which the mean of all scores is 65 and the standard deviation was 8. He
receives a 60 on a second test, for which the mean of all scores was 45 and
the standard deviation was 12. In comparison to the other students, did Raul
do better on the first test or the second test?
Solution:
Find the z-score for each test.

z72 72-65
x- x 60-75
= s
= 0.875 z60 = x- xs 12 = 1.25
= 8 =

Raul scored 0.875 standard deviation above the mean on the first test and
1.25 standard deviations above the mean on the second test. These z-score
indicate that, in comparison on his classmates. Raul scored better on the
second test than he did on the first test.
2. A consumer group tested a sample of 100 bulbs. It found that the mean life
expectancy of the bulbs was 842 h, with a standard deviation of 90. One
particular light bulb from the DuraBright Company had a z-score of 1.2. What
was the life span of this light bulb?
Solution:
Substitute the given values in the z-score and solve for x.

Given: zx = 1.2, = 842 h, s=90

x

x- x
zx =
s
x-842
1.2 = 90

1.2(90) = x - 842

108= x – 842
x = 950 Thus, the light bulb has a life span of 950 hours.

Percentile
Given a set of data and a data value xx,
Percentile of score x = number of data values less than x •100
total number of data values

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 Example:
1. On a reading examination given to 900 students, Elaine’s score of 602 was
higher than the scores of 576 of the students who took the examination. What
is the percentile for Elaine’s score?
Solution:

number of data values less than 602

Percentile of score x = total number of data values •100
576
= •100
900
= 64
Elaine’s score of 602 places her at the 64th percentile.

Quartiles
The three numbers Q1, Q2 and Q3 that partition a ranked data set into four (approximately)
equal groups are called the quartiles.
Q1 is called the First quartile

Q2 is the second quartile. it is the median of the data

Q3is the third quartile

Example:
1. The following table lists the calories per 100 milliliters of 17 popular sodas. Find
the quartiles for the data
Rank Calories per Solution:
100 milliliters Step 1: Rank the data as shown in the table.
Step 2: Find the median of the data. The median is the data
values with rank 9.
Thus, Q2 = 42

Step 3: There are 8 data values less than the median and 8 data
values greater than the median. The first quartile is the median
of the data values less than the median. Thus Q1 is the mean of
the data values with ranks 4 and 5.

Q1 = 37+39
2 = 38
The third quartile is the median of the data values greater than
the median. Thus Q3 is the mean of the data values with ranks
of 13 and 14.

Q3 = 48+49
2 = 48.5

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 1 26

2 32

3 36

4 37

5 39

6 39

7 40

8 41

9 42

10 43

11 45

12 45

13 48

14 49

15 50

16 50

17 51

ACTIVITY 4

Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper and attach it to the last page of this module.

1. Cheryl has taken two quizzes in her history class. She scored 15 on the first quiz,
for which the mean of all the scores was 12 and the standard deviation was 2.4.
Her score on the second quiz, for which the mean of all scores was 11 and the
standard deviation was 2.0, was 14. In comparison to her classmates, did Cheryl
do better on the first quiz or the second quiz?
2. Roland received a score of 70 on a test for which the mean score was 65.5.
Roland has learned that the Z-score for test is 0.6. What is the standard
deviation for this set of test scores?
3. A test involving 380 men ages 20-24 found that their blood cholesterol levels had
a mean of 182 mg/dl and a standard deviation of 44.2 mg/dl.
a. Determine the z-score for one of the men who had a blood cholesterol level
of 214 mg/dl.
b. The z-score for one man was – 1.58. What was his blood cholesterol level?
4. On a placement examination, Rick scored lower than 1210 of the 12,860
students who took the exam. Find the percentile for Rick’s score.
5. Kevin scored at the 65th percentile on a test given o 9840 students. How
many students scored lower than Kevin?

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 6. On a reading test, Shaylen’s score of 455 was higher than the scores of 4256
of the 7210 students who took the test. Find the percentile for Shaylen’s score.
7. The table shows the number of prescriptions of a doctor wrote each day for a 36-
day period. Find the quartiles for the data.

8 12 14 10 9 16
7 14 10 7 11 16
11 12 8 14 13 10
9 14 15 12 10 8
10 14 8 7 12 15
14 10 9 15 10 12

8. Find the quartiles for the data below:

Miles traveled to attend

College
12 18 4 5 26 41 1 8
10 3 28 32 10 85 10

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHERS EDUCATION

LEARNING MODULE
FOR
GE 114: MATHEMATICS IN THE MODERN WORLD

WEEK 17
LOGIC

Logic is the language of reason. It is a set of rules we observe when we wish to reason
out rationally. In logic, we are interested to establish the truth or lack of truth of
statements.
TRUTH TABLE
- A truth table is a tabulation of possible truth values of a statement depending on
the value of its constituent statements. We shall resort to truth tables often when
finding the truth value of a compound statements.
Connectives
- Operations that allow us to combine statements to form compound statements.

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 There are five of such operations. These are NOT, AND, OR, IMPLIES, IF AND
ONLY IF.
 Negation
- The negation (NOT) of a statement p is indicated by ~p. We read it as “not p”.
The truth value for the negation of a statement is as follows.
- If p is true, then ~p is false. If p is false, then ~p is true.

 Conjunction
- Given two statements, p and q, the connective AND, also called conjunction,
is denoted by p ^ q.

- p ^ q is true only when both p and q are true.

p Q p^q

T p T ~p T

F T T F F

T F F T F
 Disjunction
F F F
- Given two statements p and
q the connective OR, also called disjunction, is denoted by p ˅
q
- p ˅ q is true in all cases except when both p and q are false. This is equivalent to
saying that p ˅ q is true if at least one of the statement is true.

p Q p˅
q
T T T

F T T

T F T
F F F

 Implication (if- then)

- Also called conditional Statements
- Given two statements p and q the connective IMPLIES or IMPLICATION is
denoted by p→q. This is read as “ p implies q” or “if p then q”.

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 - In Implication, statement p is called hypothesis or antecedent or premise. The

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 statement q is called the conclusion or consequence.
- p→q is true in all cases except if p is true and q is false.

- It is False only when a true hypothesis leads to a false conclusion.

p q p→q

T T T
F T T
T F F
F F T
 Biconditional Statement (if-and
only-if)
- The connective IF AND ONLY IF (iff) is a conjunction of two implications. This
is denoted by p↔q. As a conjunction of two implications, it is equivalent to
the compound statement: (p→q)˄(q →p).

- p↔q is true when both p and q is true or when both p and q are false.
p q p↔q

T T T
F T F
T F F
F F T
TAUTOLOGY AND CONTRADICTION
Tautology is a statement which is always true.
Contradiction is a statement that is always
false. Example:
1. Either Lolet is present or absent in her class Solution: let
p: Lolet is present

P ~p p˅~p

T F T
F T T Thus, this statement is a tautology.
2. p→(q→p)

P q q→p p→(q→p)

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

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 Thus, this statement is a tautology.

3. p ˄(~p˄q)

P q ~p ~p ˄ q p
˄(~p˄q)

T T F F F
F T T T F
T F F F F
F F T F F
Step 1: find the negation of p
Step 2: find the truth values of ~p ˄ q (note: ~p ˄ q is not equivalent to q ~p ˄)
Step 3: find the truth values of p ˄(~p˄q) (note: p ˄(~p˄q) is not equivalent to
(~p˄q)˄p)

Thus, this statement is a contradiction.

ACTIVITY 5

Directions: Read and understand this module. Provide what is asked. Write your
answer in a bond paper and attach it to the last page of this module.
1. Make a truth table for the following statement then determine if it is tautology,
contradiction or neither.
a. ~(p˅~p)

b. (p→q)→(q→p)

c. p ˅ (~(p˄~q))

d. p˅(~p˅q)

e. p˄(~p˄q)

f. ~[p˅(~p˅q)]

g. (p˅q)˅(~p˅q)

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