Week 1<Module

1>

<FUNCTIONS>
CILOs

Course Learning Outcomes:

C1.Identify the properties of different algebraic functions and

operations in detail.

C2.Recognize the core principles of simplifying and solving college

algebra topics.

C5. Evaluate and interpret algebraic information verbally,

numerically, graphically and symbolically.
Week 1<Module 1:
<Functions

<NUMBER
Definition: A mathematical notation for representing numbers of
SYSTEM> a given set by using digits or other symbols in a consistent
manner.

Fig. 1 Real Numbers Chart

Week 1<Module 1:
<Functions
<REAL NUMBER
SYSTEM>

Video 1. Real Number System Chart

https://www.youtube.com/watch?v=AQ_VKZL2MvI
Week 1<Module 1:
<Functions
<SETS> Definition. A Set is any well defined collection of
“objects.”
Notation. sets are denoted by upper-case letters

Fig. 2 Venn Diagram

Week 1<Module 1:
<Functions

<Union of Sets>

The union of a collection of sets is the set of all elements in the collection.
Week 1<Module 1:
<Functions

<Intersection of Sets>
Intersection of two given sets is the largest set which contains all the elements that are
common to both the sets.
Week 1<Module 1:
<Functions
<Compliment of Sets>
The complement of a set, denoted A', is the set of all elements in the given universal set U
that are not in A.

3
Week 1<Module 1:
<Functions

<Symmetric Difference of Sets>

The symmetric difference of two sets is the set of elements which are in either of
the sets, but not in their intersection.
Week 1<Module 1:
<Functions
<EXERCISE> Answer Exercise 1
Week 1<Module 1:
<Functions
<EXERCISE> Answer Exercise 1

a. How many students had been to the Water

Garden?
Ans. Five (Fran, Dan, Gary, Nick, Kelly)
b. How many students had been to the Fountain
Park?
Ans. Six (Larry, Cathy, Gary, Nick, Ed, Heath)
c. How many students had been to the Zallaq Beach?
Answer. Five (Ed, Heath, Mar, Bill, Kelly)
d. How many students had ONLY been to the Water
Garden?
Ans. Two (Fran, Dan)
Week 1<Module 1:
<Functions
<EXERCISE> Answer Exercise 1
 
e. How many students had ONLY been to the
Fountain Park?
Ans. Two (Larry and Cathy)
f. How many students had ONLY been to the Zallaq
Beach?
Ans. Two (Bill and Mary)
g. W Z
9
h. Z W
Ans. Kelly
i. W – Z
Ans. Fran, Dan, Gary, Nick,
Week 1<Module 1:
<Functions
<EXERCISE> Answer Exercise 1

 
j. (W Z ) – F
Ans. Kelly
<EXERCISE> Answer Exercise 2
Let U be a universal set and A and B be subsets of U defined as
follows.
U = {1,2,3,4,5}
A = {1,2,3}
B = {2,3,4}

Find A’, A ꓵ B, A U B, B – A
<EXERCISE> Answer Exercise 2
Let U be a universal set and A and B be subsets of U defined as
follows.
U = {1,2,3,4,5}
A = {1,2,3}
B = {2,3,4}

Find A’, A ꓵ B, A U B, B – A
A’ = {4, 5}
A ꓵ B = {2, 3}
A U B = {1, 2, 3, 4}
B – A = {4}
Week 1<Module 1: <Functions
Domain and Range
• The domain is all the x-values.
• The range is all the y-values.
{(2, –3), (4, 6), (3, –1), (6, 6), (2, 3)}

domain: {2, 3, 4, 6}

range: {–3, –1, 3, 6}

Week 1<Module 1:
<Functions
<FUNCTIONS,
DOMAIN AND
RANGE>

Fig. 3 Representations
of Functions
The vertical line test is a visual way to determine if a graph is
function or not.
Week 1<Module 1:
<Functions

<EXAMPLES>
Let’s try this.

Ordered Pairs Table Mapping Graph

{(-1, 1), (0, 2), A B A B
(2, 3), (3, 4)} -1 1 -1 1
0 2 0 2
2 3 2 3
3 4
3 4
Week 1<Module 1:
<Functions
<EXAMPLES>

a. f(x) = 2x – 3 b. f(x) = 2x-3 c. f(x) = 2x-3

f(2) = 2(2) – 3 f(-1) = 2(-1) – 3 2f(-1) = 2[2(-1) – 3]
f(2) = 1 f(-1) = -2 – 3 2f(-1) = 2[-2 – 3]
f(-1) = -5 2f(-1) = 2 [-5]
2f(-1) = -10
d. f(x) = 2x – 3
3f(2) + 5 = 3[2(2) – 3] + 5
3f(2) + 5 = 3[4 – 3] + 5
3f(2) + 5 = 3 + 5
3f(2) + 5 = 8
<Exercise>
a. g(x) = x2 + x
Evaluate the function: g(-2) = (-2)2 + (-2)
g(-2) = 4 – 2
g(x) = x2 + x; find
g(-2) = 2
a. g(-2)
b. g(3)
b. g(x) = x2 + x c. g(x) = x2 + x
c. 4g(-1) g(3) = (3)2 + 3 4g(-1) = 4[(-1)2 + (-1)]
g(3) = 9 + 3 4g(-1) = 4[0]
g(3) = 12 4g(-1) = 0
Week 1<Module 1:
<Functions

Answer Exercise 2 found in Module

1.
Revision Questions
Given U={4,5,6,7}, B={4,6,7,9), and C={5,9,11}

Find
B U C = {4, 5, 6, 7, 9, 11}
B ꓵ C = {9}
B – C = {4, 6, 7}
C – B = {5, 11}
B’ = {5}
C’ = {4, 6, 7}
Revision Questions
Evaluate the following functions:

w(t) = −2t + 1; Find w(−7)

w(t) = -2(-7) + 1 = 14 + 1 = 15

f(x) = x2 − 3x; Find f(−8)

f(x) = (-8)2 – 3(-8) = 64 + 24 = 88

h(n) = -12n – 6; find h(-3)

h(n) = -12(-3) – 6 = 36 – 6 = 30
Exercise https://forms.gle/E2xvzGXdQGW23Dtf6

Given X={11,12,13,15,19} Evaluate the following functions:

Y={12,13,17)
Z={9,10,11,13,15}. f(t) = 13t – 15; Find f(−4)
X is a universal set.
Find
YUZ f(x) = 25x + 6; Find f(-3)
YꓵZ
Y–Z f(e) = 96e + 36; find f(-7)
Z–Y
Y’ g(x) = 12x – x + 14; find g(2)
Z’