TRANS: MODULE 1 (MATH)

CHAPTER 1 (LESSON 1): Instruction: Law of Signed Numbers

FOUR (4) PARTS OF LAW OF SIGNED Addition
ADDITION (STEPS OR THE PROCESS) 1. (−4) + (−13) = -17 6. (8) + (−4) = 4
2. (5) + (−20) = -15 7. (−5) + (−16) = -21
 Same sign copy the sign then add. 3. (10) + (11) = 21 8. (−1) + (2) = 1
Examples: 4. (−9) + (1) = -8 9. (12) + (3) = 15
(7) + (4) = 11 (−7) + (4) = −3 5. (−2) + (−12) = -14 10. (−5) + (3) = -2
(5) + (10) = 15 (5) + (−10) = −5
(−8) + (−11) = −19 (−8) + (11) = 3 Subtraction
(−2) + (−3) = −5 (−2) + (3) = 1 1. (−3) − (−5) = 2 6. (9) − (11) = -2
2. (4) − (−19) = 23 7. (−4) − (7) = -11
 Different sign copy the bigger the number of 3. (2) − (5) = -3 8. (3) − (5) = -2
the sign then subtract. 4. (−7) − (8) = -15 9. (−8) − (11) = -19
Examples: 5. (−2) − (1) = -3 10. (−1) − (−4) = -3
(12) + (−4) = 8
(−15) + (7) = −8 Multiplication
(−18) + (11) = −7 1. (−2) (−13) = 26 6. (8) (−4) = -32
2. (5) (−2) = -109 7. (−5) (6) = -30
More Examples 3. (1) (11) = 11 8. (−1) (2) = -2
(9) + (12) = 21 (7) + (−5) = 2 4. (−9) (1) = -9 9. (12) (3) = 36
(−3) + (−7) = −10 (−8) + (2) = −6 5. (−2) (−2) = -4 10. (−5) (3) = -15
SUBTRACTION (STEPS OR THE PROCESS)
Division
1. (−30) ÷ (5) = -6 1. (99) ÷ (11) = 9
 Change the second given number then go
2. (4) ÷ (−1) = -4 2. (−24) ÷ (3) = -8
back to the addition law of signed numbers.
3. (20) ÷ (5) = 4 3. (15) ÷ (5) = 3
Examples:
4. (−80) ÷ (8) = -10 4. (−88) ÷ (11) = -8
(−3) − (4) = (−3) + (−4) = −7
5. (−2) ÷ (1) = -2 5. (−12) ÷ (−4) = 3
(5) − (−7) = (5) + (7) = 12
(8) − (9) = (8) + (−9) = −1 CHAPTER 1 (LESSON 2):
(−2) − (−4) = (−2) + (4) = 2 SEQUENCES AND PATTERNS
PATTERNS AND NUMBERS
More Examples: IN NATURE AND THE WORLD
(4) − (6) = (4) + (−6) = −2 In the general sense of the word, patterns
(15) − (2) = (15) + (−2) = 13 are regular, repeated, or recurring forms or
(10) − (−3) = (10) + (3) = 13 designs. We see patterns every day from the
(−8) − (−4) = (−8) + (4) = −4 layout of floor tiles, and designs of
MULTIPLICATION & DIVISION
skyscrapers, to the way we tie our shoelaces.
(STEPS OR THE PROCESS) Studying patterns helps students identify
relationships and find logical connections to
 Same sign always positive. form generalizations and make predictions.
 Different sign always negative.
Examples of Patterns and
Multiplication Examples: Division Examples: Numbers in Nature
(3) (4) = 12 (40) ÷ 4 = 10 Example 1.
(−5) (−7) = (35) (−15) ÷ (−5) = (3)
(−8) (9) = −72 (−18) ÷ (9) = −2
(2) (−4) = (−8) (12) ÷ (−4) = (−3)

ACTIVITY

CHRISTIAN ACE G. BOBIS 1

 TRANS: MODULE 1 (MATH)

Example 2. 4. 32, 000 ÷ 4 = 8000

5. 56, 000 ÷ 7 = 8000
6. 56, 000 ÷ 70 = 800
7. 56, 000 ÷ 700 = 80
8. 56000 ÷ 7000 = 8
9. 135 ÷ 27 = 5
10. 1350 ÷ 27 = 50
Example 3. 11. 13500 ÷ 27 = 500
12. 135000 ÷ 27 = 5000

LESSON ACTIVITY
Example 4.
1. 22, 52, 82, 112, 142
The pattern involves adding 3 to each
number and then squaring it.

2.
The pattern involves the change between
oblongs and rectangles.
3. 9, 16, 23, 30, 37, 44, 51
The pattern involves adding 7 to each
SEQUENCE
number.
A sequence is an ordered list of numbers,
called terms that may have repeated values. 4. 900, 450, 225, 112.5
The arrangement of these terms is set by a The pattern involves dividing by 2.
definite rule. 5. 81, 79, 77, 75, 73
The pattern involves subtracting by 2.
Example 1 - Generating a Sequence 6.
2, 5, 9, 14, 20
By 3, 4, 5, 6

The next terms are 27, 35, 44.

20 + 7= 27, 27 + 8 = 35, 35 + 9 = 44.

Example

LESSON ASSESSMENT The dots continue to increase to preserve the

1. 32 ÷ 4 = 8 pattern of a triangle
2. 320 ÷ 4 = 80
3. 3, 200 ÷ 4 = 800 7. 5, 8, 13, 21, 34, 55, 89

CHRISTIAN ACE G. BOBIS 2

 TRANS: MODULE 1 (MATH)

The pattern involves adding the previous

two numbers to get the next one. d. 1, 1, 2, 3, 5, 8
8. 3, 7, 4, 7, 5, 7, 6 This rule follows the basic Fibonacci sequence
wherein the previous terms is added to the
The pattern is adding 1 but before that, a 7
following term. So, 5 + 8 = 13, 8 + 13 = 21, and
is placed between the adding sequence. 13 + 21 = 34.
9. 12, 20, 30, 42, 56
8 10 12 14 FIBONACCI SEQUENCE
The Fibonacci sequence is named after
The pattern revolves around adding 2 from
the Italian mathematician Leonardo of Pisa,
the previous difference. who was better known by his nickname
10. 19, 27, 35, 43, 51 Fibonacci.
The pattern adding 8 from the previous Starting with 0 and 1, the succeeding terms
term. in the sequence can be generated by adding
the two numbers that came before the term:
CHAPTER 1 (LESSON 3):
FIBONACCI SEQUENCE 0+1=1
RECAP 1+1=2 1, 1
A sequence is an ordered list of numbers, 1+2=3 1, 1, 2
called terms that may have repeated values. 2+3=5 1, 1, 2, 3
The arrangement of these terms is set by a 3+5=8 1, 1, 2, 3, 5
definite rule. 5 + 8 = 13 1, 1, 2, 3, 5, 8, 13
… 1, 1, 2, 3, 5, 8, 13…
Example 1 - Generating a Sequence
0,1,1,2,3,5,8,13, …
Analyze the given sequence for its rule and
identify the next three terms. F0 = 0 F1 = 1 F2 = 2 F3 = 3
Values of Fibonacci and soon…
1) 1, 4, 9, 16, 25, 36, 49
3 5 7 9 11 13 0,1,1,2,3,5,8,13, … - Add this until 30th terms
2) 5, 9, 14, 20, 27, 35, 44
4 5 6 7 8 9 Term 1: 1
Term 2: 1
Check Your Progress (PART 3) Term 3: 2
Analyze the given sequence for its rule and Term 4: 5
identify the next three terms. Term 5: 8
Term 6: 13
a. 16, 32, 64, 128 Term 7: 8 + 13 = 21
The rule is multiplying each term by 2. The Term 8: 13 + 21 = 34
next three terms are 256, 512, 1024. Term 10: 21 + 34 = 55
Term 11: 34 + 55 = 89
b. 1, 2, 4, 8 Term 12: 55 + 89 = 144
The rule is multiplying each term by 2. The Term 13: 89 + 144 = 233
next three terms are 16, 32, 64. Term 14: 144 + 233 = 377
Term 15: 233 + 377 = 610
c. 3, 10, 13, 10, 23, 10, 33 Term 16: 377 + 610 = 987
The rule involves starting with 3, adding 10 to it Term 17: 610 + 987 = 1597
to get 13, then inserting 10 between them Term 18: 987 + 1597 = 2584
which is a repeating pattern. So, the next three Term 19: 1597 + 2584 = 4181
terms are 10, 10+ 33 = 43, and 10 Term 20: 2584 + 4181 = 6765

CHRISTIAN ACE G. BOBIS 3

 TRANS: MODULE 1 (MATH)

Term 21: 4181 + 6765 = 10946 2. What number should come next in this
Term 22: 6765 + 10946 = 17711 sequence? 22, 21, 25, 24, 28, 27, ...
Term 23: 10946 + 17711 = 28657 The sequence alternates between
Term 24: 17711 + 28657 = 46368 decreasing by 1 and increasing by 4.
Term 25: 28657 + 46368 = 75025 Therefore, the next number is 32.
Term 26: 46368 + 75025 = 121393 3. What letter comes next in this pattern? O,
Term 27: 75025 + 121393 = 196418 T, T, F, F, S, S, E, ...
Term 28: 121393 + 196418 = 317811 It represents the first letter of each number:
Term 29: 196418 + 317811 = 514229 One, Two, Three, Four, Five, Six, Seven,
Term 30: 317811 + 514229 = 832040 Eight. Therefore, the next letter is N.
4. What number comes next in 1, 8, 27, 64,
EXERCISE SET A 125, _____?
Determine what comes next in the given The given sequence represents the cubes
patterns. of consecutive natural numbers. The next
number is 216, as it is the cube of 6.
1) A, C, E, G, I, K 5. What is Fib(20)?
B D F HJ The 20th Fibonacci number is 6765.
2) 15, 10, 14, 10, 13, 10, 12 6. Given Fib(31) = 832,040 and Fib(28) =
The sequence is following a subtraction of 1 196,418, what is Fib(29)?
while 10 is inserted between them. To find Fib(29), you sum the two previous
3) 3, 6, 12, 24, 48, 96, 192 Fibonacci numbers: Fib(29) = Fib(28) +
The sequence is following a multiplication of 2. Fib(27). Therefore, Fib(29) = 832,040 +
4) 27, 30, 33, 36, 39, 42 196,418 = 1,028,458.
The sequence is following an addition of 3. 7. What is Fib(13) + Fib(14) + Fib(15)?
5) 41, 39, 37, 35, 33, 31 You calculate each Fibonacci number and
The sequence is following a subtraction of 2. then add them up. Fib(13) + Fib(14) +
6) 8,16, 32, 64, 128, 256 Fib(15) = 233 + 377 + 610 = 1220.
The sequence is following a multiplication of 2. 8. What is Fib(27)?
7) 2, 12, 22, 32, 42, 52 The 27th Fibonacci number is 196,418.
The sequence is following an addition of 10. 9. What is Fib(16)?
The 16th Fibonacci number is 987.
10. What is Fib(7) + Fib(8) + Fib(9)?
8) Calculate each Fibonacci number and then
add them up. Fib(7) + Fib(8) + Fib(9) = 13 +
21 + 34 = 68.
9)

CHAPTER 2 (LESSON 1):

10) VARIABLES, THE LANGUAGE OF SETS, AND THE
You only need basic pattern analysis. LANGUAGE OF RELATIONS AND FUNCTIONS
VARIABLES
PERFORMANCE TASK A variable in Mathematics is defined as
Analyze the given sequence for its rule and an alphabetic character that expresses a
identify the next terms. numerical value or a number. In algebraic
equations, a variable is used to represent an
1. What completes the following pattern?
unknown quantity.
CSD, ETF, GUH, ____, KWL
These variables can be any alphabets from
The pattern involves shifting each letter by
a to z. Most commonly, ‘a’,’b’,’c’,‘x’,’y’ and ‘z’
one position to the right in the alphabet. So,
are used as variables in equations.
the missing part would be IVJ.

CHRISTIAN ACE G. BOBIS 4

 TRANS: MODULE 1 (MATH)

Examples of Variables {6, 7, 7, 7, 7} = {7,7,7,7,6}

1. x + 2 = 8 {1, 3, 5, 7} ≠ {3, 5}
2. y + 3 = 12
3. 5x – 2 = 10 B. Equivalent Set
4. 4y/3 = 7 - Two sets are equivalent if they contain
the same number of elements and are
In the above examples, x and y are called denoted as ≡.
variables.
Which of the following sets are equivalent if
THE LANGUAGE OF SETS they contain the same number of elements.
A set is an unordered collection of distinct {-2,-12,-22, 32, 42}, {1, 4, 3}, {a, b, c}
objects, which we call its elements. A set is
uniquely determined by its elements. If an {1, 4, 3} ≡ {a, b, c}
object a is an element of a set A, we
write a∈A, and say that a belongs to A or ASSESSMENT
Part VI - Determine what variables are given.
statement is written as a∉A, i.e., a is not an
that A contains a. The negation of this
1. 4x + 5y = 20 x, y
element of A. Note that both statements cannot 2. a2 + b2 = c2 a, b, c
be true at the same time. 3. 15x – 10 = 20 x
A set is a collection of well-defined objects 4. y + 14 = 28 y
that contains no duplicates. The objects in the 5. 3r − 6s = 18 r, s
set are called the elements of the set. To
ORAL RECITATION
describe a set, we use braces { }, and use
I. Finite or Infinite
capital letters to represent it. A null set or
1. Set of numbers greater = Infinite
is denoted as ∅ = { }. Lastly, it is a subset of
empty set is a set that contains no elements. It
than 15.
2. Set of greater than 5 but = Finite
every set, which means in every set, there is
less than 15.
an empty set.
3. Set of raindrops. = Infinite
Examples: The following are examples of sets:
4. Set of students of SKSU = Infinite
 The books on the shelves in a library.
5. Set of letters in your name = Finite
 The bank accounts in a bank.
6. Set of integers = Infinite
 The set of natural numbers N= {1, 2, 3, …}. 7. Set of numbers from 1-100 = Finite
 The integer numbers Z= {… ,-3, -2, -1, 0, 1,
2, 3, …}. II. Equal or Equivalent
 The colors in Rainbow 1. A = {1, 2, 3} B = {-1, -2, -3} = Equivalent
2. X = {0, 0, 0, 0} Y = {z, e, r, o} = Equivalent
The three dots “…” in numerating the 3. C = {1, 1, 1} D = {o, n, e} = Equivalent
elements of the set are called ellipsis and 4. A = {-1, -5, -7} B = {-7, -5, -1} = Equal
indicate a continuing pattern. A finite set 5. R = {1, 2, 3} S = {3, 3, 3} = Equivalent
contains elements that can be counted and
terminates at certain natural number,
otherwise, it is infinite set.
EQUAL SET AND EQUIVALENT SET III. Sets (Listing) ∈ or ∉

∈ = L, i, s, t
A. Equal Set 1) A = {L, i, s, t}

∉ = Any other letters

- Two sets are equal if they contain
exactly the same elements and are

∈=5
denoted with =. 2) B = {5, 5, 5}

∉ = Any other number

Examples:
{3, 8, 9} = {9, 8, 3}

CHRISTIAN ACE G. BOBIS 5

 TRANS: MODULE 1 (MATH)

∈ = R, J
3) C = {R, J} The numerators increase by 10 while the

∉ = Any other letters

denominators decrease by 10.

∈ = -1, -2. -3
4) D = {-1, -2, -3} 9. 1.15, 2.25, 3.35, 4.45, 5.55

∉ = Any other integers

The terms increase by 1.10.

∈ = s, e, t
5) E = {s, e, t} 10. 75, 125, 100, 175, 125, 225, 150, 275

∉ = Any other letters

The odd terms increase by 25, while the even
terms increase by 50.

MOCK QUIZ +5 +6 +7 +8
2 4 6 8 10
1. , , , ,
5 7 9 11 13 11. 14, 15, 19, 20, 25, 26, 32, 33, 40, 41
The sequence follows an increasing even
numbers for numerators and odd numbers in +5 +6 +7 +8
the denominator. +5 +6 +7

1 2 3 4 5 12. 48, 48, 53, 43, 59, 37, 66, 30

2. 1 ,2 , 3 , 4 , 5
2 3 4 5 6
The sequence follows an increasing numbers -5 -6 -7
by 1 for all values, but the whole number and x2 x3 x4
numerator remain to be equal values.
13. .06, .08, .12, .06, .36, .04, 1.44, 0.2
3. 2, 5, 4, 10, 6, 15, 8, 20, 10
The odd terms by even numbers while the -0.02 -0.02 -0.02
even terms increase by multiples of 5. -8 -8 -8

x2 x3 x4 x5 x6 14. 78, 45, 70, 53, 62, 61, 54, 69

4. 10, 5, 20, 10, 60, 30, 240, 120, 1200, 600, 7200 +8 +8 +8

x2 x3 x4 x5 15. .001, .0011, .0001, .00111, .0001 .001111, .000001

The odd terms increase zeros betweent he
5. 10, 15, 9, 17, 8, 19, 7, 21, 6 decimal point and 1, while the even numbers
The even terms decrease by 1, while the odd add a number 1 to the right.
terms increase by 2.
+11 +13 +15 +17 16. 2.5, 4.5, 4, 6, 5.5, 7.5, 7, 9
The odd terms increase by 1.5; similarly, the
6. 25, 23, 36, 34, 49, 47, 64, 62, 81 even terms increase also by 1.5.

+11 +13 +15 12 13 14 15 16 17

17. 3 ,4 ,5 ,6 , 7 , 8
-10 -10 -10 19 20 21 22 23 34
The terms follow a sequence of adding by 1 for
7. 721, 521, 711, 531, 701, 541, 691, 551 each whole number, numerator, and
denominator.
+10 +10 +10

148 158 168 178 188 198

8. ; ; ; ; ;
450 440 430 420 410 400 18. 675, 430, 475, 630, 275, 830

CHRISTIAN ACE G. BOBIS 6

 TRANS: MODULE 1 (MATH)

The odd terms decrease by 200, while the

even terms increase by 200. Natural Numbers
0 1, 2, 3, 4, 5, …
19. 341, 452, 475, 563, Bonus, Bonus
This question was instructed to be written off Whole Numbers
as bonus question due to discrepancies in the
sequence.
Sets
20. 879, 768, 657, 546, 435, 324  Are well-defined collections of objects; the
The odd terms decrease by a value of -222; objects are called the elements or
similary, the even terms decrease by -222. members.

+5 +6 +7 J = {5, 11, 19, ...}

Elements
21. 38, 67, 43, 72, 49, 78, 56, 85
 The symbol ϵ is used to denote that an
+5 +6 +7 object is an element of a set.

22. -4, -16, -64, -256, -1024, -4096 Example: Set A = {1, 2, 3}. We can see that 1 ϵ
The terms value are miltiplied by 4. A, but 5 ∉ of A.

23. 438, 698, 548, 588, 658, 478, 768 Null set in Mathematics
The odd terms increase by 110, while even θ={}
terms decrease by 110.
I. Union of Sets
B D F H J  The union of two sets A and B.
24. AZ, CX, EV, GT, IR, KP A ∪ B={ x∨x ϵ A∨x ϵ B }
Y W U S Q  The word “or” is inclusive.
The first letters of the term follows the odd  Example: A = {1, 2} B = {2, 3}
alphabetical letters. While the second letters A ∪ B={1, 2 , 3}
follows the odd alpahabetical numbers when
backwards. II. Universal Sets
 It is the set that has all the elements that
25. AC, BD, EG, FH, IK, JL are being considered in the problem.
The sequence follows a pattern of skipping one  It is often using the symbol U or .
letter and then taking the subsequent pair of  In a Venn Diagram, the Universal Set is
letters in the alphabet. indicated by a rectangle atround the sets.

SET OF OPERATIONS
Natural Numbers
 Are defined as the counting numbers;
positive integers beginning with 1 and
LETS TRY!!!!!
increasing by 1 forever.
 Zero (0) is not a natural number.

CHRISTIAN ACE G. BOBIS 7

 TRANS: MODULE 1 (MATH)

A={Sam, Lorrie , Raul , Derek }

B={ Derek , Kyesha , Robin }
∩={ Derek }
U ={ 2 , 4 , 6 , 8 ,10 , 20 , 22 }
A={2 , 4 ,20 , 22 }
B={2 , 4 , 6 , 8 ,10 }

A={1 , 2, 3 , 4 ,5 }
U ={ 1, 3 , 5 , 6 ,7 ,9 , 11, 13 , 15 } B={4 ,5 , 6 , 7 , 8 , 9 ,10 }
A={1 , 3 ,5 } ∩={ 4 ,5 }
B={5 ,7 ,9 }

III. Intersection Sets

 The intersection of Sets A and B,
symbolized A ∩ B.
 It is the set of containing all the elements
that are in common to both sets.

The word “and” is generally interpreted to

mean intersection. The elements in A “and” in
B.

If A = {1, 2, 3} and B = {3, 4, 5}, then A ∩ B = {3},

since 3 is in A and in B.

LETS TRY!

CHRISTIAN ACE G. BOBIS 8

 TRANS: MODULE 1 (MATH)

IV. Subsets Answer = 16 SUBSEBTS OR 16 ELEMENTS

⊆
A⊆B Φ, {a}, {b}, {c}, {d}, {a,b}, {a,c}, {a,d}, {b,c},
Examples: {b,d}, {c,d}, {a,b,c}, {a,b,d}, {a,c,d} ,{b,c,d},
{a,b,c,d}

Set Notation
∪ ∩ ⊆ ∅ ,{}
Union Intersection Subset Empty Set

∈ ∉ ⊈
Element Not an Not a Subset
Element

Review Subset
EXAMPLE!!!
C={a , b , c , d }

CHRISTIAN ACE G. BOBIS 9

 TRANS: MODULE 1 (MATH)

Let the Universal Set be U

U = {1, 2, 3, 4, 5, 6, 7, 8, 9} and set A = {2, 3,
4, 5, 6}. Then, the complement of A is denoted
by Ac or A’.

We can show this with the help of a Venn

diagram.

V. Complement of a Set
 The complement of a set A, donated A’, is
the set of all elements in the universal set
that are not in A.

Example

VI. Difference of Sets Venn Diagram

Difference of Sets A and B (A – B) consists of
the elements tthat exist in A but not in B.

CHRISTIAN ACE G. BOBIS 10

 TRANS: MODULE 1 (MATH)

2. Let A = {3, 5, 7}, B = {2, 3, 4, 6} and C = {2,

a. Verify (A ∩ B)' = A' ∪ B'

3, 4, 5, 6, 7, 8}

A ∩ B = {3}
(A ∩ B)' = {2, 4, 5, 6, 7, 8}

A' ∪ B' = ?
A ‘ = {2, 4, 6, 8}

A' ∪ B' = {2, 4, 5, 6, 7, 8}

B' = {5, 7, 8}

TRUE

b. Verify (A ∪ B)' = A' ∩ B'

A ∪ B = {2, 3, 4, 5, 6, 7}
(A ∪ B)' = {8}

A' ∩ B'
A ‘ = {2, 4, 6, 8}
B' = {5, 7, 8}
A' ∩ B' = {8}

TRUE

3. 3. If U = {x : 0 ≤ x ≤ 10, x ∈ W} and A
= {x : x is a multiple of 3}. Find A'.
U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
A = {3, 6, 9}
A’ = {0, 1, 2, 4, 5, 7, 8, 10}
ACTIVITY!!!!!
4. If U = {a, b, c, d, e, f, g, h}, A = {a, b,
SUBSET: 𝒀={𝟏, 𝟐 ,𝟑 , 𝟒 ,𝟓}
c, d} and B = { b, d, f, g}, find
a. A∪B = {a, b, c, d, f, g}
b. (A∪B)’ = {e, h}
{ }, {1}, {2}, {3}, {4}, {5}, {1,2}, {1,3}, {1,4}, {1,5},
c. A∩B = {b, d}
{2,3}, {2,4}, {2,5}, {3,4}, {3,5}, {4,5}, {1,2,3},
d. (A∩B)' = {a, c, f, g}
{1,2,4}, {1,2,5}, {1,3,4}, {1,3,5}, {1,4,5}, {2,3,4},
{2,3,5}, {2,4,5}, {3,4,5}, {1,2,3,4}, {1,2,3,5},
Difference of Set
{1,2,4,5}, {1,3,4,5}, {2,3,4,5}, {1,2,3,4,5}
1. If set A = {3, 4, 5, 6} and set B = {2,
4, 6, 8}. Find:
Solved problems on complement of a set:
a. A – B = {3, 5}
b. B – A = {2, 8}
1. Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 2, 3,
4} and B = {2, 4, 6, 8}
2. Given that U = {3, 7, 9, 11, 15, 17, 18},
M = { 3, 7, 9, 11} and N = { 7, 11, 15,
a. Find A' A' = {5, 6, 7, 8, 9}
17}.
b. Find B' B’ = {1, 3, 5, 7, 8}
a. M-N = {3, 9}
b. N-M = (15, 17}
c. N'-M = {18}

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 TRANS: MODULE 1 (MATH)

d. M'-N = {18} The Union sets contain all elements found in a

RECITATION Venn diagram. In other words, elements placed
Question 1: Sets in two different sets but no outside them are
How do you define a set? part of it.
 It is a group of well-defined collection of

b = {𝑠, 𝑒, 𝑡}
objects referred to as Elements. Question 8: Intersection Sets
What is the symbol of Sets/s? A = { 2, 3, 4}
A = { }, or U = { } A∩B={}
Is 5, 10, 15, 20, 25 considered sets?

If U = {x : 1 ≤ x ≤ 15 x ∈ N} and
They are not considered sets because Question 9:
they do not use braces “{ }”, and do not
state they are a set of an letter, like A, B, E, A = {x : x is a multiple of 2}.
etc. Find A
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,13, 14,
Question 2: Natural numbers & Whole 15}
Numbers A = {2, 4, 6, 8, 10,12,14}

If U = {x : 1 ≤ x ≤ 15 x ∈ N} and
Natural numbers, or counting numbers are Question 10:
numerical values that begin with 1, 2, 3, ...,
while whole numbers begin with 0, 1, 2, 3, ... A = {x : x is a multiple of 2}.
B = {x : x is a multiple of 3}.
Question 3: U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,13, 14,
The Set of Natural Numbers N = {1, 2, 3, ...} 15}
The three dots in numerating the elements of A = {2, 4, 6, 8, 10,12,14}
the set are called ellipsis and indicate a
A ∪ B = {6, 12}
B = {3, 6, 9, 12, 15}
continuing pattern.

Question 4: Question 13 & 14:

Elements and not elements, the difference What is a Subset?
between the two is that elements are a set of Set A is said to be a subset of Set B if all the
objects found in a set, while Not elements are elements of Set A are also present in Set B. In
objects not found in a set. other words, set A is contained inside Set B.
Question 5: Empty set R={11, 12, 13} 8 answers
{∅} R1 = { }
Does the symbol represent an empty sety? R2 = {11}

between { } or ∅.
No, because you can only either choose R3 = {12}
R4 = {13}
R5 = {11, 12}
Question 6: What is the difference between R6 = {11, 13}
universal and union? R7 = {12, 13}
For example there are two circles, Set A and R8 = {11, 12, 13}
Set B, that forms a Ven Diagram. In Universal,
all elements found inside and outside the Venn Question 15 and 16:
Diagram is part of a Universal set. While a Let U = {11, 12, 13, 14, 15, 16}
Union, means all elements found in Set A and A = {11, 13} and B = {12, 14, 16}
Set B are under the Union set. Find A’ = {12, 14, 15, 16}
Find B’ = {11, 13, 15}
Question 7: Give the idea about Union Sets

CHRISTIAN ACE G. BOBIS 12

 TRANS: MODULE 1 (MATH)

Question 17 & 18:

If set A = {2, 4, 6, 8, 10} and set B = {1, 3, 5, 7};
Percentage= ( TotalValueValue )× 100
Find:
A–B={}
B–A={} Weighted Mean
Question 19: ∑ W i X i ×100 ⟶ Standard Form
Given that U = {2, 4, 6, 8, 10, 12, 14}, W m=
M = {2, 4, 6, 8} and N = {8, 10, 12, 14} Xi

Find N’ – M = { } W 5 X 5+ W 4 X 4 +W 3 X 3 +W 2 X 2 +W 1 X 1
W m=
X 5+ X 4 + X 3 + X 2 + X 1
CHAPTER 3 (LESSON 1):
STATISTICS (PERCENTAGE & WEIGHTED MEAN) ↓
APPLICATION OF STATISTICS IN RESEARCH Exapanding Form
Performance and Behavioral Standard of
Midwives in the Municipality of Kiamba during Rating Scale
this pandemic

Statement of the Problem

 The study determined the performance and
behavioral standard of Midwives in the
Municipality of Kiamba during this
pandemic.
 This research study is specifically aimed to:
Example of Percentage
1. What are the profile of Midwives in
Kiamba in terms of:
a. Gender;
b. Civil Status;
c. Highest Educational Attainment;

2. What are the factors on performance of

Midwives in Kiamba in terms of:
a. Commitment in service;
b. Professional knowledge and
practice;
c. Leadership and collaboration? 62.67%

3. What are the factors on behavioral 26.67%

standard of Midwives in Kiamba in terms
10.67%
of:
a. Integrity;
b. Ethical values;
c. Proficiency?

PERCENTAGE & WEIGHTED MEAN

Percentage

CHRISTIAN ACE G. BOBIS 13

 TRANS: MODULE 1 (MATH)

CHAPTER 3 (LESSON 2):

STATISTICS (3 M)
3M (MEAN, MEDIAN, & MODE)

Mean
Mean=
∑ Xi
n QUIZ (PEARSON R CORRELATION)
Note: State the interpretation to your final
Median (middle point) formula answer
n1 +n2
2

Mode repeating

For example: 1, 1, 3, 5, 6, 6, 7, 7, 7, 8 Interpretation:

6, 9, 3, 6, 6, 5, 2, 3

CORRELATION (PEARSON R)

n ( ∑ xy ) −( ∑ x )( ∑ x)
r=
√ [ n ∑ x ] [n ∑ y −(∑ y ) ]
2 2 2

Note: X and Y is given Interpretation:

Example 1.

1 4 2
4 16 8
9 64
24
9

CHRISTIAN ACE G. BOBIS 14

TRANS: MODULE 1 (MATH)

CHRISTIAN ACE G. BOBIS 15