Math Logic Assignment

Maegan Rexzel C. Panaligan

BSN 1A
MTH101: Mathematics in the Modern World

General Instructions: Perform the following as indicated. Write your answers in a clean sheet of
paper and submit next week. (60 points)

1. For each of the following implications, find the negation, converse, inverse, and
contrapositive. Then, determine the truth value of each (including the given implication and of its
negation).

(a) If the two angles are linear pair, then they are supplementary.
(b) If a number is negative, then its principal cube root is negative.

(a) Given Implication: If the two angles are a linear pair, then they are supplementary.

1. Negation: If the two angles are not a Truth values:

linear pair, then they are not supplementary.
2. Converse: If two angles are
supplementary, then they are a linear pair.
3. Inverse: If the two angles are not a linear
pair, then they are not supplementary.
4. Contrapositive: If two angles are not
supplementary, then they are not a linear
pair.
- The original implication (a) is generally
true, as linear pairs of angles are indeed
supplementary.
- The negation (1) is generally true because
if two angles are not a linear pair, they may
or may not be supplementary.
- The converse (2) is not necessarily true
because two supplementary angles are not
always a linear pair.
- The inverse (3) is similar to the negation
and is generally true.
- The contrapositive (4) is not necessarily
true because two angles not being
supplementary does not guarantee that they
are not a linear pair.

(b) Given Implication: If a number is negative, then its principal cube root is negative.

1. Negation: If a number is not negative, Truth Values:

then its principal cube root is not necessarily
negative. - The original implication (b) is generally
2. Converse: If the principal cube root of a true, as negative numbers do have negative
number is negative, then the number is principal cube roots.
 negative.
3. Inverse: If a number is not negative, then
its principal cube root is not necessarily
negative.
4. Contrapositive: If the principal cube root
of a number is not negative, then the
number is not necessarily negative.
- The negation (1) is generally true because
a non-negative number may have a
negative, positive, or complex principal cube
root.
- The converse (2) is generally true because
a negative principal cube root implies that
the number is negative.
- The inverse (3) is generally true and similar
to the negation.
- The contrapositive (4) is generally true
because a non-negative principal cube root
does not necessarily imply that the number
is non-negative.

2. Write the negation of the following quantified and categorical statements.

(a) For all real numbers n, the square root of n4 is greater than or equal to n.
(b) There exists a real number such that it is greater than 3 or less than -3.
(c) No even number is prime.
(d) Some functions are not algebraic.

(a) For all real numbers n, the square root of (b) There exists a real number such that it is
n^4 is greater than or equal to n. greater than 3 or less than -3.

Negation: There exists a real number n such Negation: For all real numbers, if a number is
that the square root of n^4 is less than n. greater than 3 and greater than -3, then it is
not less than or equal to -3.

(c) No even number is prime. (d) Some functions are not algebraic.

Negation: There exists an even number that Negation: For all functions, all functions are
is prime. algebraic.
3. Suppose P, Q, R, and S are propositions such that P ≡ T, Q ≡ F, R ≡ F, and S ≡ T, where T
means True and F means False. Determine the truth values of the following propositions.
(a) (¬P ∨ S) → (Q ∧ ¬R)
(b) (S ↔ R) → ¬(¬Q ∨ P)
(c) [(R → ¬S) ∧ (¬Q → R)] → (¬R ∨ Q)
(d) [¬(¬P → Q) → R] ↔ [¬S → (R → ¬Q)]
(a) (¬P ∨ S) → (Q ∧ ¬R)
¬P is True (¬P ≡ ¬T ≡ F)
S is True (S ≡ T)
¬R is True (¬R ≡ ¬F ≡ T)
Q is False (Q ≡ F)
So, the proposition becomes:
(F ∨ T) → (F ∧ T)
(F ∨ T) is True, and (F ∧ T) is False.
Therefore, the truth value of proposition
(a) is True → False, which is False.
(c) [(R → ¬S) ∧ (¬Q → R)] → (¬R ∨ Q)
(R → ¬S) is True (R ≡ F, ¬S ≡ ¬T ≡ F)
(¬Q → R) is True (¬Q ≡ ¬F ≡ T, R ≡ F)
¬R is True (¬R ≡ ¬F ≡ T)
Q is False (Q ≡ F)
So, the proposition becomes:
(F ∧ T) → (T ∨ F)
(F ∧ T) is False, and (T ∨ F) is True.
Therefore, the truth value of proposition
(c) is False → True, which is True.
(b) (S ↔ R) → ¬(¬Q ∨ P)
S is True (S ≡ T)
R is False (R ≡ F)
¬Q is True (¬Q ≡ ¬F ≡ T)
P is True (P ≡ T)
So, the proposition becomes:
(T ↔ F) → ¬(T ∨ T)
(T ↔ F) is False, and (T ∨ T) is True.
Therefore, the truth value of proposition
(b) is False → ¬True, which is False.
(d) [¬(¬P → Q) → R] ↔ [¬S → (R → ¬Q)]
¬P → Q is True (¬P ≡ ¬T ≡ F, Q ≡ F)
¬(¬P → Q) is False
R is False (R ≡ F)
¬S is True (¬S ≡ ¬T ≡ F)
R → ¬Q is True (R ≡ F, ¬Q ≡ ¬F ≡ T)
So, the left part of the proposition becomes:
(False → False) ↔ (True → True)
(False ↔ True) is False.
Therefore, the truth value of proposition
(d) is False ↔ True, which is False.
4. Determine if the following statements are tautologies. Construct a truth table for each item.
(a) ((P ∨ Q) ∧ ¬P) → Q
(b) [(P → Q) ∧ (¬Q ∨ R)] → (¬R → ¬P)

(a) ((P ∨ Q) ∧ ¬P) → Q

P Q -P (P v Q) ((P v Q) ^ -P) ((P v Q) ^ -P)-> Q

T T F T F T

T F F T F T

F T T T T T

F F T F F T

The ((P v Q) ^ -P)-> Q are all true, hence, the statement is a tautology.

(b) [(P → Q) ∧ (¬Q ∨ R)] → (¬R → ¬P)

P Q R ¬Q (P → (¬Q ∨ (P → Q) ¬R ¬P (¬R → [(P → Q) ∧ (¬Q ∨ R)]

Q) R) ∧ (¬Q ∨ ¬P) → (¬R → ¬P)
R)

T T T F T T T F F T T

T T F F T F F T F F T

T F T T F T F F F T F

T F F T F T F T F F T

F T T F T T T F T T T

F T F F T F F T T T T

F F T T T T T F T T T

F F F T T T F T T T T

The [(P → Q) ∧ (¬Q ∨ R)] → (¬R → ¬P) are almost all true, hence tthe statement is a
tautology.
5. Let C(x, y) mean ”student x took course y”, where the universe of discourse for x is the ”set of
all students in WVSU” and for y is the ”set of all mathematics courses”. Translate the following
English sentence to logical formula or vice versa.

(a) Everyone who has taken Calculus has also taken Discrete Mathematics.
(b) ∃y∀x(y̸=Calculus ∧ (C(Allen, y) → C(x, y))

(a) Everyone who has taken Calculus has (b) ∃y∀x(y ≠ Calculus ∧ (C(Allen, y) → C(x,
also taken Discrete Mathematics. y)))

Logical Formula:
English Sentence:
∀x (C(x, Calculus) → C(x, DiscreteMath))
There exists a course y such that for all
students x, y is not Calculus, and if Allen took
course y, then every student x also took
course y.
6. Consider the following propositions:

P : Alice is smart.
Q : Alice is honest.
R : Alice is sad.
L : Alice is not loved.

Translate the logical formulas to English or vice versa.

(a) P ∧ ¬L
(b) ¬L ↔ ¬R
(c) P ∨ (¬P ∧ Q)
(d) P → ¬(R ∧ L)
(e) (P ∧ Q ∧ ¬L) → ¬R
(f) Alice is neither smart nor honest but she
is loved.
(g) Alice is either smart or honest, but Alice
is not honest if she is smart.
(h) That Alice is smart is necessary and sufficient for Alice to be honest.

(a) P ∧ ¬L (e) (P ∧ Q ∧ ¬L) → ¬R

English: Alice is smart and not loved. English: If Alice is smart, honest, and not
loved, then she is not sad.
(b) ¬L ↔ ¬R
English: Alice is not loved if and only if she is (f) Alice is neither smart nor honest but she is
not sad. loved.
Logical Formula: ¬P ∧ ¬Q ∧ L
(c) P ∨ (¬P ∧ Q)
English: Alice is smart or Alice is not smart (g) Alice is either smart or honest, but Alice is
but honest. not honest if she is smart.
Logical Formula: (P ∨ Q) ∧ (P → ¬Q)
(d) P → ¬(R ∧ L)
English: If Alice is smart, then she is neither (h) That Alice is smart is necessary and
sad nor not loved. sufficient for Alice to be honest.
Logical Formula: P ↔ Q