Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.

0 10-July-2020

GE 7 Mathematics in the Modern World Module 5: Mathematical System

MODULE 5

MODULE OVERVIEW

Mathematical system consists of modular arithmetic, congruences and the different applications of
these two in real world.

LEARNING OBJECTIVES

At the end of lesson, you should be able to:

1. Perform the operations on 12-hour clock and day of the week.
2. Find the remainder and quotient when an integer is divided by another integer.
3. Show that the remainder is nonnegative.
4. Define divisibility.
5. Find the greatest common divisor of the integers using Euclidean algorithm.
6. Perform the Euclidean algorithm to find the value of x and y

LEARNING CONTENTS

LESSON 1: INTRODUCTION TO MODULAR ARITHMETIC

1.1 Clock Arithmetic

Think of time when attempting to understand modular arithmetic. Time keeps going on forever,
which means it has no end. We designate whether the time is before noon or after noon by using the
abbreviations A.M. and P.M. Many clocks have the familiar 12-hour design. In this case, once 12:00 is
reached on the clock, we begin again with 1.

Example 1.1.1

Keep the idea of the clock in mind. You see 12 numbers on the clock. The modulus is 12 with
the twelve remainders 0,1,2,3,4,5,6,7,8,9,10,11. To determine a time in the future or in the past, we
actually give a remainder between 0 and 11.
To determine the time 5 hours after 3 o’clock A.M., we add 3 and 5. It does not pass 12 o’clock,
the time is 8 o’clock A.M. However, to determine the time 5 hours after 11 o’clock A.M., we must take
into consideration that once we have passed 12 o’clock, we begin again with 1. Therefore, 5 hours after
11 o’clock A.M. is 4 o’clock P.M.
We use the symbol to denote addition on a 12-hour clock. Using this notation,

and on a 12-hour clock.

We can also perform subtraction on a 12-hour clock. If the time now is 3 o’clock A.M., then 7
hours ago, the time was 8 o’clock P.M. Use the symbol to denote subtraction on a 12-hour clock and

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write
.

Example 1.1.2

A similar example involves day-of-the-week arithmetic. If we associate each day of the week with a
number,
Monday = 1 Friday = 5
Tuesday = 2 Saturday = 6
Wednesday = 3 Sunday = 7
Thursday = 4
Then, 12 days after Sunday is Friday. In symbols, we write

Take note that we are using the symbol for day-of-the-week arithmetic to differentiate from the
symbol for clock arithmetic.
Another way to determine the day of the week is to note that when the sum is
divided by 7, the number of days in a week, the remainder is 5, the number is associated with Friday.
This works because the days of the week repeat every after 7 days.

Your Turn 1

Disregarding A.M. and P.M. Evaluate each expression, where indicate addition, using a 12-hour
clock.
a.) 12 3 d.) 5 10
b.) 8 9 e.) 8 8
c.) 6 7 f.) 11 10
Evaluate each expression, where indicate addition, using days-of-the-week arithmetic.
a.) 6 4 b.) 3 5

1.2 Division Algorithm

Theorem 1.2 Division algorithm

Given integers , with , there exist unique integers satisfying
.
The integers are called the quotient and remainder, respectively, in the division of by .
(Burton, 2007)

Example 1.2.1

Use the division algorithm to find the quotient and remainder when .
Solution:
By division algorithm , substitute the value of and b which is so
. Therefore, the value of quotient and remainder is 9 and 5.

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Corollary 1.2
If are integers, with , then there exist unique integer such that
, . (Burton, 2007)

Example 1.2.2

When b < 0, let us take b = . Let to satisfy that the remainder is

nonnegative then , then the expressions are
( )
( )
( )( )
( )
Therefore, the remainders are nonnegative.

Your Turn 2

Find the remainder (r) and quotient (q) given the following values of a and b.
a.) If a = 21 and b = 12.
b.) If a = – 12 and b = 21.
c.) when 21 is divided by 5.
d.) when – 21 is divided by 5.

Lesson 1.3 The Greatest Common Divisor

Definition 1.3.1 Divisibility

An integer a is said to be divisible by an integer b and we write if from the division
algorithm We can also say that b is a factor of a, or a is a multiple of b. If ,
then a is not divisible by b and we write . We can also say that b is a divisor of a, b is a factor of a
or that a is a multiple of b. (Burton, 2007)

Example 1.3.1

is divisible by 4, since ( ) However, 10 is not divisible by 3; since by division

algorithm, ( ) for there is no integer q which makes true.

Theorem 1.3.1
For integers a, b, c the following hold:
(i) , , .
(ii) .
(iii) If then .
(iv) .
(v) If then ( ).

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Example 1.3.2

Is 42 divisible by 3?
YES because 42 = 3 14 + 0. Thus, by division algorithm and .

Example 1.3.3

Let a = 3, b = 21 and c = 42. Since because 21 = 3(7)+0 and 21|42 because 42 =

21(2)+0, then by Theorem 1.3.1 (iii), 3|42.

Definition 1.3.2 Common divisor

Given . A positive integer d is said to be a common divisor of if . If
one of is not zero, then there are only a finite numbers of common divisors of . (Burton,
2007)

Example 1.3.4

The positive divisor of are 1,2,3,4,6 and 12 while those of 30 are 1,2,3,5,6,10,15 and 30.
Hence, the positive common divisors of are 1,2,3 and 6.

Definition 1.3.3 Greatest Common Divisor (GCD)

Let , not both zero. The greatest common divisor of denoted by ( ) or
simply ( ) is defined as the largest among all common divisors of . (Burton, 2007)

It is the positive integer d satisfying the following:

(i)
(ii) If then .

Remark: ( ) ( )

Example 1.3.5

In Example 1.3.4, since 6 is the largest of the integers, it follows that ( ) .

Your Turn 3

What is the common divisor of the following?

a.) 24 and 54
b.) – 24 and 54
c.) 24 and – 54
d.) 10 and 100
e.) 12 and 21

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Lesson 1.4 Euclidean Algorithm

The Euclidean algorithm may be described as follow:
Let and be two integers whose greatest common divisor is desired. Because ( )
( ), assume that .
To apply the Division Algorithm to and to get
, .
If it happens that , then and ( ) . When , divide by to produce integers
and satisfying , .
If , then we stop; otherwise, proceed as before to obtain . This division
process continues until some zero remainder appears, say, at the ( ) stage where is divided
by .
The result is the following system of equation:
,
,

.
.
.

Example 1.4.1

Find the of 97 and 35 using Euclidean Algorithm.

To calculate, ( ), the applications of the division algorithm produce the equations
( ) equation (1)
( ) (2)
( ) (3)
( ) (4)
( ) (5)
( ) . (6)
The last nonzero remainder appearing above, namely the integer 1, is the greatest common divisor of
97 and 35:
( )
In order to represent 6 as a linear combination of the integers 97 and 35, we work backwards to
eliminate the remainders 2, 3, 8 and 27. That is, we start from equation (5) so we have,

Then from equation (4), we see that

( ) , so
( ) ( ) ( ).

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After that, from equation (3), we get

( ) , which implies that
( ( )) ( ) ( ) ( )
Next, from equation (2), we have
( ) , so
( ) ( ( )) ( ) ( )
Lastly, from equation (1), we have
( ) , so that
( ( )) ( ) ( ) (( ) )
Thus, we have
( ) ;
where and .

Your Turn 4

Find the following.

a.) gcd (143, 227)
b.) gcd (306, 657)
c.) gcd (272, 1479)
Use the Euclidean algorithm to obtain integer x and y satisfy
gcd (56, 72) = 56x + 72y

LEARNING POINTS
In this lesson, we performed the operations of clock arithmetic and day of the week using the
symbols , and . The relation of integers of a and b and the greatest common divisor of integers
were determined. Also, the definition and computation of the division algorithm, greatest common
divisor and Euclidean algorithm had been presented.

LEARNING ACTIVITY 1

1. Military Time. Evaluate each expression, where indicate addition and indicate
subtraction, respectively, using military time. (Military time uses a 24-hour clock, where 2:00
A.M is equivalent to 0200 hours and 10 P.M is equivalent to 2200 hours).
a.) 0800 2000
b.) 0600 2200
c.) 1000 1400
2. Disregarding A.M. and P.M. Evaluate each expression, where indicate subtraction, using a
12-hour clock.
a.) 3 8 d.) 2 6
b.) 10 11 e.) 1 4
c.) 4 9

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3. Evaluate each expression, where indicate subtraction, respectively, using days-of-the-week

arithmetic.
a.) 2 3 b.)3 6

4. Use the division algorithm. There are 24 hours in one complete day. How many complete days
are contained in 2500 hours?

5. Use the division algorithm to find the expression that will satisfy the following.
a.) when b < 0, where b = – 3 then for the choices of a = 4, 12, 21, -31, -52, and 69.
b.) when b > 0, where b = 6 then for the choices of a = 2, 12, 21, 31, -52, -72 and 99.
6. List all common divisors and find the greatest common divisor of the following.
a.) 47 and 74
b.) 47 and – 74

7. Is 150 divisible by 2, 3, 4, 5, 6, 9, and 10?

8. What is the greatest common divisor of the following.

a.) – 10 and 100
b.) 69 and 96
c.) – 69 and 96

9. Use the Euclidean algorithm to obtain integer x and y satisfying

gcd (40,185) = 40x + 185y

10. Use the Euclidean algorithm to obtain integer x and y satisfying

gcd (158,206) = 158x + 206y

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MODULE LEARNING OBJECTIVES

At the end of lesson, you should be able to:

a.) Define congruence.
b.) Define a modular arithmetic.
c.) Determine whether congruence is true.
d.) Define the different terminologies in studying modular arithmetic.
e.) Perform the operations on arithmetic modulo m.
f.) Construct a table for modular arithmetic.
g.) Find the value of x in a linear congruence.
h.) Find the additive and multiplicative inverses in modular arithmetic

LEARNING CONTENTS

LESSON 2: SOLVING CONGRUENCE EQUATION

Lesson 2.1 Congruence
Congruence often arises in everyday life. For instance, clock work either modulo 12 or 24 for
hours, and modulo 60 for minutes and seconds, calendars work modulo 7 for days and modulo 12 for
months.
Definition 2.1.1 Congruence
Let be a positive integer. If and are integers, we say that is congruent to modulo
if ( ).
If is congruent to modulo , we write ( ). If ( ), we write ( ), and say
that and are incongruent modulo . (Adamchik, 2005)

Example 2.1.1

Since and , then we have ( ). Likewise, since

then we have ( ). On the other hand, ( ) since
( )

Theorem 2.1.1
Let be a positive integer. Congruence modulo satisfies the following properties:
(i) Reflexive property
If is an integer, then ( ).
(ii) Symmetric property
If and are integers such that ( ), then ( ).
(iii) Transitive property
If are integers with ( ) and ( ), then ( ).

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Lesson 2.2 Arithmetic Operation Modulo

Perform the arithmetic operation and then divide by modulus . The answer is the remainder.
Thus, the result of an arithmetic operation mod m is always a whole number less than m.

Addition Modulo
For any integer we define addition modulo to be the operation such that
( ) then , we write ( ). (Gawron, 2005)

Example 2.2.1

Evaluate (12 + 26) mod 12.

We add 12 and 26 as follows: 12 + 26 = 38 and 38 divided by the modulus 12 leaves a
remainder of 2 since ( ) then Therefore, ( ) ( ).
Subtraction Modulo
For any integer we define subtraction modulo to be the operation such that
( ) then , we write ( ). (Gawron, 2005)

Example 2.2.2

In 12-hour clock, we subtract as follows: and 17 divided by the modulus

12 leaves a remainder of 5 since ( ) then . Therefore, ( )
( ).

What if we obtain a negative answer?

If the answer is negative, add the modulus to get a positive number which is between 0 and the
modulus.

Example 2.2.3

Evaluate ( ) .
Subtract . Because the answer is negative, we must find x so that
. Evaluate the expression for whole number values of x less than 12.
Repeatedly add the modulus to the difference results in the following.

We have x = 5. Therefore, ( ) ( ).

Multiplication Modulo m
For any integer we define multiplication modulo to be the operation such that
( ) then , we write ( ). (Gawron, 2005)

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Example 2.2.4

How do we compute (5 8) mod 12?

First we multiply 5 8 = 40 and 40 divided by the modulus 12 gives a remainder of 4 since
( ) then . Therefore, ( ) ( ).

Table for Modular Arithmetic

When we write “ ” or “ ”, we mean first do ordinary addition or multiplication and then take the
remainder mod with this type of addition and multiplication we often just operate on number from 0
up to m – 1, in any case the result is a number in this range.

table mod 2

0 1 0 1

0 0 1 0 0 0
1 1 0
1 0 1

table mod 4

0 1 2 3 0 1 2 3

0 0 1 2 3 0 0 0 0 0

1 1 2 3 0 1 0 1 2 3

2 2 3 0 1 2 0 2 0 2

3 3 0 1 2 3 0 3 2 1

Patterns in the mod table

If two numbers are added or multiplied, the order of addition and multiplication does not matter.
That is and by commutative property. Since (ordinary
addition) and so and each have the same remainder when divided by . This means that
. Similarly, (ordinary multiplication) and each have the
same remainder when divided by . That means .

Your Turn 5

Perform the modular arithmetic.

a.) (28 + 31) mod 4
b.) (50 + 1) mod 15
c.) (24 – 41) mod 8
d.) (60 – 32) mod 9
e.) (48– 21) mod 6

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f.) (4 22) mod 3

g.) (5 12) mod 4

Lesson 2.3 Linear Congruence

Definition 2.3.1 Linear Congruence
A congruence of the form
( )
where is an unknown integer, is called a linear congruence in one variable. (Adamchik, 2005)
The following theorem tells us when a linear congruence in one variable has solution, and if it
does, tells exactly how many incongruent solutions there are in modulo m.

Theorem 2.3.1
The linear congruence ( ) has a solution if and only if gcd(a,m)|b. If gcd(a,m)|b
and if d=gcd(a,m), then it has d incongruent solutions.
If the linear congruence is solvable, the d incongruent solutions are given by

We illustrate now the use of Theorem 2.3.1.

Example 2.3.1

Solve the linear congruence 160x ( )

Solution:
Find the gcd(a,m)=gcd(160,202) by using Euclidean algorithm.

202 = 160 1 + 42
160 = 42 3 + 34
42 = 34 1 + 8
34 = 8 4 + 2
8=2 4+0

The gcd(160,202)=2 and 2|142. By Theorem 2.3.1, there are 2 incongruent solutions.
2 = 34-8(4)
= 34 – [42-34](4)
= 34 – 42(4) + 34(4)
= 34(5) – 42(4)
= [160 – 42(3)](5) – 42(4)
= 160(5) – 42(15) - 42(4)
= 42(-19) + 160 (5)
= [202-160](-19) + 160(5)
= 202(-19) + 160 (19) + 160(5)
2= 160(24) + 202(-19) or 2 = 160(24) – 202(19)

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Multiply the whole equation by 71 to get 142 = 160(1704) – 202(1349)

So, x =1704 and y = 1349.
Other solutions are given by

,
( )
( )

Your Turn 6

Solve the congruence equation

a.) 10x 5 mod 21
b.) 10x 5 mod 15
c.) 10x 4 mod 14

Lesson 2.4 Additive and Multiplicative Inverses in Modular Arithmetic

Definition 2.4.1 Additive Inverse

The sum of a number and its additive inverse is congruent to the additive identity element such
that ( ) . In other words, – a is the additive inverse of a if and only if ( ) ( ).
(Gawron, 2005)

Example 2.4.1

( )
In mod 8 arithmetic, 3 is the additive inverse of 5 and 5 is the additive inverse of 3.
Here we consider only those whole numbers smaller than the modulus. Note that 3 + 5 = 8; that
is, the sum of a number and it is inverse equals the modulus. Using this fact, we can easily find the
additive inverse of a number for any modulus. For instance, in mod 11 arithmetic, the additive inverse of
5 is 6 because 5 + 6 = 11. Therefore, ( )

Definition 2.4.2 Multiplicative Inverse

To find the multiplicative inverse of a mod m, solve the modular equation for x. If
the product of two numbers is 1, then the numbers are multiplicative inverse of each other. (Huffman,
2013)

Example 2.4.2

In mod 7 arithmetic, find the multiplicative inverse of 2.

To find the multiplicative inverse of 2, solve the equation 2x 1 (mod 7) by trying different
natural number values of x less than the modulus,
2x 1 (mod 7)

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If x = 1, 2(1) = 2 1 (mod 7)
x = 2, 2(2) = 4 1 (mod 7)
x = 3, 2(3) = 6 1 (mod 7)
x = 4, 2(4) = 8 1 (mod 7)
Therefore, in mod 7 arithmetic, the multiplicative inverse of 2 is 4.

Your Turn 7

Find the additive inverse of the given number.

1.) 4 in modulo 9 arithmetic
2.) 4 in modulo 5 arithmetic
3.) 7 in modulo 10 arithmetic
4.) 11 in modulo 16 arithmetic
5.) 3 in modulo 8 arithmetic

LEARNING POINTS
In this lesson, we defined different terminologies in studying modular arithmetic and also
determined that the congruence holds and performed the operations on arithmetic modulo m.

LEARNING ACTIVITY

1.) Show that each of the following congruence holds.

a.) ( )
b.) ( )
c.) ( )
d.) ( )
e.) ( )
2.) Disregarding A.M or P.M., if it is 5 o’clock now, what time was it 57 hours ago?
3.) Construct a table multiplication mod 6.
4.) Perform the modular arithmetic.
a.) (42 + 35) mod 3
b.) (15– 32) mod 7
c.) (9 15) mod 8
5.) Construct an addition table mod 3.
6.) Find all integers x for which
a.) 5x 14 mod 17
b.) 3x 2 mod 13
7.) Find all integers x for which
a.) 42x 12 mod 90
b.) 55x 35 mod 75
8.) Find the additive inverse and the multiplicative inverse, if it is exists, of the given
number.

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a.) 6 in modulo 16 arithmetic

b.) 12 in modulo 21 arithmetic
c.) 8 in modulo 15 arithmetic
d.) 21 in modulo 31 arithmetic
e.) 16 in modulo 20 arithmetic
9.) Find the multiplicative inverse, if it is exists, of the given number.
a.) 4 in modulo 9 arithmetic
b.) 4 in modulo 5 arithmetic
c.) 7 in modulo 10 arithmetic
d.) 11 in modulo 16 arithmetic
e.) 3 in modulo 8 arithmetic

MODULE LEARNING OBJECTIVES

At the end of the lessons, you should be able to:

a.) Determine the check digit.
b.) Define cryptology.
c.) Encode and decode the message.
d.) Determine if the check digit of the ISBN or UPC is correct.
e.) Encrypt and decrypt a message.

LEARNING CONTENTS

Lesson 3: Application of Modular Arithmetic

Lesson 3.1 ISBN and UPC
Definition 3.1 ISBN (International Standard Book Number)
Every book that is catalogued in the Library of Congress must have ISBN. This 13-digit number
was created to help ensure that orders for books are filled accurately and that books are catalogued
correctly. (Huffman, 2013)
The first three digits of an ISBN are 978, the next digit indicates the country in which the
publisher is incorporated (0, and sometimes 1, for books written in English), the next two to seven digits
th
indicate the publisher, the next group of digits indicates the title of the book, and the last digit (the 13
one) is called a check digit.
If we label the first digit of an ISBN , the second digit , and so on to the 13th digit , then the
check digit is chosen to satisfy the following congruence.
Formula for the ISBN Check Digit
(
) .
This is the check digit that is used to ensure accuracy.

Example 3.1.1

The ISBN for fourth edition of the American Heritage Dictionary is 978-0-395-82517-4.

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Suppose, however, that a bookstore clerk send an order for the American Heritage Dictionary and
inadvertently enters the number 978-0-395-28517-4, where the clerk transposed the 8
and 2 in the five numbers that identify the book.
Correct ISBN: 978-0-395-82517-4
Incorrect ISBN: 978-0-395-28517-4
The receiving clerk calculates the check digit as follows.
[ ( ) ( ) ( ) ( ) ( ) ( )]

Because the check digit is 6 and not 4 as it should be, the receiving clerk knows that an incorrect ISBN
has been sent. Transposition errors are among the most frequent errors that occur. The ISBN coding
system will catch most of them.

Another coding scheme that is closely related to the ISBN is the UPC.
Definition 3.1.2 UPC (Universal Product Code)
This number is placed on many items and is particularly useful in grocery stores. A check-out
clerk passes the product by a scanner, which reads the number from a bar code and records the price
on the cash register. If the price of an item changes for promotional sale, the price is updated in the
computer, thereby relieving a clerk of having to re-price each item. In addition to pricing items, the UPC
gives the store manager accurate information about inventory and the buying habits of the store’s
customers. (Huffman, 2013)
The UPC is a 12-digit number that satisfies a congruence equation that is similar to the one for
ISBNs. The last digit is the check digit. If we label the 12 digits of the UPC as , we can
write a formula for the UPC check digit .
Formula for the UPC Check Digit
( )
If , then the check digit is 0.

Example 3.1.2

Find the check digit for the DVD release of the Alice in Wonderland. The first 11 digits are 7-86936-
79798-?
[ ( ) ( ) ( ) ( ) ( ) ( )]

The check digit is 5.

The ISBN and UPC coding system will normally catch transposition errors. There are instances,
however, when they do not.

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Example 3.1.3

The UPC for Crisco Puritan Canola Oil with Omega-DHA is

0-51500-24275-9
Suppose, however, that the product code is written 0-51500-24725-9, where 2 and 7 have been
transposed. Calculating the check digit, we have
[ ( ) ( ) ( ) ( ) ( ) ( )]

The same check digit is calculated, yet the UPC has been entered incorrectly. This was an
unfortunate coincidence; if any other two digits were transposed, the result would have given a different
check digit and the error would have been caught. It can be shown that the ISBN and UPC coding
methods will not catch a transposition error of adjacent digits a and b if | a – b| = 5. For the Canola Oil
UPC, | 7 – 2| = 5.

Your Turn 8

Determine whether the given number is a valid ISBN.

a.) 978-0-281-44268-5
b.) 978-0-55690-182-9

Lesson 3.2 Cryptology

Related to codes on books and grocery items are secret codes. These codes are used to send
message between people, companies, or nations. It is hoped that by devising a code that is difficult to
break, the sender can prevent the communication from being read if it is intercepted by an unauthorized
person.
Definition 3.2.1 Cryptology
Cryptology is the study of making and breaking secret codes. (Huffman, 2013)
Before we discuss how message are coded, we need to define a few terms.
Definition 3.2.2 Plaintext
Plaintext is a message before it is coded. (Huffman, 2013)

Example 3.2.1

The line SHE WALKS IN BEAUTY LIKE THE NIGHT, from Lord Byron’s poem “She Walks in
Beauty” is in plaintext.
Definition 3.2.3 Ciphertext
Ciphertext is the message after it has been written in code. (Huffman, 2013)

Example 3.2.2

The line ODA SWHGO EJ XAWQPU HEGA PDA JECDP is the same message of the poem in
ciphertext.

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Definition 3.2.4 Encryption

The method of changing from plaintext to ciphertext is called encryption. (Huffman, 2013)
(previous examples 3.2.1 and 3.2.2)
The line from the poem was encrypted by substituting each letter in plaintext with the letter that
is 22 letters after that letter in the alphabet. (Continue from the beginning when the end of the alphabet
is reached).
This is called a cyclical coding scheme because each letter of the alphabet are shown below.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕
W X Y Z A B C D E F G H I J K L M N O P Q R S T U V

Definition 3.2.5 Decrypt

To decrypt a message means to take the ciphertext message and write it in plaintext. (Huffman,
2013)
If a cryptologist thinks a message has been encrypted using a cyclical substitution code like the one
shown above, the key to the code can be found by taking a word from the message (usually one of the
longer words) and continuing the alphabet for each letter of the word. When a recognizable word
appears, the key can be determined. This method is shown below using the ciphertext word XAWQPU.

X A W Q P U
Y B X R Q V
Z C Y S R W Shift four position
A D Z T S X
B E A U T Y

Once a recognizable word has been found (BEAUTY), count the number of positions that the
letters have been shifted (four, in this case). To decode the message, substitute the letter of the normal
alphabet that comes four positions after the letter in the ciphertext.

Example 3.2.3

The ciphertext word is ODA.

O D A
P E B
Q F C Four position
R G D
S H E

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Cyclical encrypting using the alphabet is related to modular arithmetic. We begin with the
normal alphabet and associate each letter with a number as shown in Table 3.1
Table 3.1 Numerical Equivalents for the Letters of the Alphabet
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕ ↕
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 0

The encrypting code is to shift each letter of the plaintext message m positions, then the
corresponding letter in the ciphertext message is given by ( ) , where p is the
numerical equivalent of the plaintext letter and c is the numerical equivalent of the ciphertext letter. The
letter Z is coded as 0 because .
Each letter in Lord Byron’s poem was shifted 22 positions (m = 22) to the right. To code the
plaintext letter S in the word SHE, we use the congruence ( ) .
( )
( ) p = 19 (S is the 19th letter)
m = 22, the number of positions the letter is shifted

The 15th letter is O. Thus S is coded as O.

Once plaintext has been converted to ciphertext, there must be a method by which the person
receiving the message can return the message to plaintext. For the cyclical code, the congruence is
( ) , where p and c are defined as before and . The letter O in ciphertext is
decoded below using the congruence ( ) .
( )
( ) c = 19 (S is the 19th letter)
n = 26 – m = 26 – 22 = 4

The 19th letter is S. Thus O is coded as S.

Your Turn 9

Encryption, encode the message by using a cyclical alphabetic encrypting code that shifts the message
the stated number of positions.
a.) 12 positions: IT’S A GIRL
b.) 3 positions: STICKS AND STONES

LEARNING POINTS
The different terminologies in this lesson had been defined. We used the formula for ISNB and
UPC to determine whether the check digit is valid or not. The encryption and decryption are methods of
changing a message from plaintext to ciphertext and vice versa.

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LEARNING ACTIVITY

1.) Determine whether the check digit is correct for the UPC.
a.) 6-53569-39973-1 (Scrabble)
b.) 0-79893-46500-2 (Organics Honey)
2.) Determine the correct check digit for each ISBN.
a.) 13-978-0073383-149 (Elementary Number Theory(7th edition))
b.) 13-978-0071294-121 (Algebra)
3.) Determine the correct check digit.
a.) 10-32031-13439-? (Beethoven’s 9th Symphony, DVD)
b.) 8-85909-19432-? (16 GB iPad with WiFi)
4.) Decoding, use a cyclical alphabetic encrypting code to decode the encrypted massage.
a.) AOB HVS HCFDSRCSG
b.) YBZAM HK YEBZAM
5.) Encryption, Julius Caesar supposedly used an encrypting code equivalent to the
congruence ( ) . Use the congruence to encrypt the message “men
willingly believe what they wish.
6.) Decoding, Julius Caesar supposedly used an encrypting code equivalent to the
congruence ( ) . Use the congruence to decrypt the message WKHUH
DUH QR DFFLGHQWV.
7.) Decoding, use a cyclical alphabetic encrypting code that shifts the letters the stated
number of positions to decode the encrypted message.
a.) 8 position: VWJWLG QA XMZNMKB
b.) 15 positions: UGXTCS XC CTTS

REFERENCES

A. Book
 Ferguson, Niels and Bruce Schniere (2003). Practical Cryptography, New York: John Wiley & Sons.
 Mel, H X Bakers (2001)., Cryptography and Decrypted New York, Addison –Wesley.
 Scheiner ,Bruce . (1996). Applied Cryptography, New York; John Wiley &sons.
 Rouohenon, (2014).Mathematical Cryptology,
 Aufmann, Lockwood, et al.(2013). Mathematical Excursion (third edition): United Stateof America,
Graphic work Inc.
 Burton, (2007).Elementary Number Theory (7th edtion): United State of America, Allyn and Bacon,
Inc.,
 DEVELOPMENT AND VALIDATION OF A LEARNING MODULE IN MODULAR ARITHMETIC by
Beth PC. Argueza and Beverly B. Fernandez, June 2017

B. Website
 Andreesscu,T Andrica (2010), Retrieved from http://www.springer.com/978-0-8176-4548-9.
 Adamchick (2005), Modular Arithmetic,
 Adamchick (2005), Integer Divisibility ,
 Gawron,.(2005).Modular Arithmetic .Retrieved from http://www.rohan.sdsu.edu/-gawron.
 Davis,(2006),Introduction to Linear Diophantine. Retrieved from
http://www.geometer.org/mathcircles.

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ANSWERS TO YOUR TURNs

Your Turn 1

1.)
a.) It means the time 3 hours after 12 o’clock is 3 o’clock, since 3 + 12 = 15 we have
passed 12 o’clock, we begin again with 1. Therefore 12 3 = 3.
b.) It means the time 9 hours after 8 o’clock is 5 o’clock, since 9 + 8 = 17 we have passed
12 o’clock, we begin again with 1. Therefore 8 9 = 5.
c.) It means the time 7 hours after 6 o’clock is 1 o’clock, since 7 + 6 = 13 we have passed
12 o’clock, we begin again with 1. Therefore 6 7 = 1.
d.) It means the time 10 hours after 5 o’clock is 3 o’clock, since 10 + 5 = 15 we have
passed 12 o’clock, we begin again with 1. Therefore 5 10 = 3.
e.) It means the time 8 hours after 8 o’clock is 4 o’clock, since 8 + 8 = 16 we have passed
12 o’clock, we begin again with 1. Therefore 8 8 = 4.
f.) It means the time 10 hours after 11 o’clock is 4 o’clock, since 10 + 11 = 21 we have
passed 12 o’clock, we begin again with 1. Therefore 11 11 = 9.

2.)
a.) Given the day where 6 is Saturday and 4 is Thursday. Since 6 + 4 = 10 we have
passed the 7th day of the week which is Sunday, we begin again with Monday. Therefore, 6
4 = 3 which is associate of Wednesday.
b.) Given the day where 3 is Wednesday and 5 is Friday. Since 3 + 5 = 10 we have
passed the 7th day of the week which is Sunday, we begin again with Monday. Therefore, 3
5 = 1 which is associate of Monday.

Your Turn 2

1.)
a.) ( ) , let q = 1 and r = 9. Therefore, ( ) .
b.) ( ) , let q = – 1 and r = 9. Therefore, ( ) .
c.) Since , by division algorithm ( ) . Therefore, q =
4 and r = 1.
d.) Since , by division algorithm ( ) .
Therefore, q = – 4 and r = 1

Your Turn 3

a.) The common divisor of 24 and 54 is 6, we denote as gcd (24, 54) = 6.

b.) The common divisor of – 24 and 54 is 6, we denote as gcd (- 24, 54) = 6.
c.) The common divisor of 24 and – 54 is 6, we denote as gcd (24, -54) = 6.
d.) The common divisor of 10 and 100 is 10, we denote as gcd (10, 100) = 10

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GE 7 Mathematics in the Modern World Module 5: Mathematical System

e.) The common divisor of 12 and 21 is 3, we denote as gcd (12, 21) = 3

Your Turn 4

1.)
a.) 227 ( ) ( ) c.) ( )
( ) ( )
( ) ( )
( ) ( )
( ) gcd (272,1479) = 9
( )
( )
gcd (143, 227) = 1
b.) ( )
( )
( )
( )
gcd (306, 657) = 9
2.)
gcd (56, 72)
( )
( )
( )
gcd (56, 72) = 8
Compute next-to-last to eliminate the remainder 16.
( )
[ ( )]
( ) ( )
Therefore, x = 4 and y = -3.

- t when t is any integer.

Your Turn 5

1.)
a.) Add and 59 divided by the modulus 4 leaves a remainder of 3 since
( ) then .
Therefore, ( ) ( ).
b.) Add and 51 divided by the modulus 15 leaves a remainder of 6 since
( ) then .
Therefore, ( ) ( ).
c.) Subtract . Because the answer is negative, we must find x so that
. Repeatedly adding the modulus.

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GE 7 Mathematics in the Modern World Module 5: Mathematical System

We have x = 7. Therefore, ( ).
d.) Subtract and 28 divided by the modulus 9 leaves a remainder of 1 since
( ) then
Therefore, ( ) ( ).
e.) Subtract and 27 divided by the modulus 6 leaves a remainder of 3 since
( ) then .
Therefore, ( ) ( ).
f.) Multiply and 88 divided by the modulus 3 leaves a remainder of 1 since
( ) then .
Therefore, ( ) ( )
g.) Multiply and 60 divided by the modulus 4 leaves a remainder of 0 since
( ) then .
Therefore, ( ) ( )

Your Turn 6

1.)
a.) ( )
( ) ( )
( )
Answer ( ).
b.) ( )
( ) ( )
( )
( ) ( )
( )
( ) ( )
( )
( ) ( )
( )
Answer ( ).
c.) ( )
( ) ( )
( )
( ) ( )
( )
Answer ( ).

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GE 7 Mathematics in the Modern World Module 5: Mathematical System

Your Turn 7

1.) Since 4 + 5 = 9 then ( ). Therefore, 5 is the additive inverse of 4 in

modulo 9 arithmetic.
2.) Since 4 + 1 = 5 then ( ). Therefore, 1 is the additive inverse of 4 in
modulo 5 arithmetic.
3.) Since 7 + 3 = 10 then ( ). Therefore, 3 is the additive inverse of 7 in
modulo 10 arithmetic.
4.) Since 11 + 5 = 16 then ( ). Therefore, 5 is the additive inverse of 4 in
modulo 9 arithmetic.
5.) Since 3 + 5 = 8 then ( ). Therefore, 5 is the additive inverse of 4 in
modulo 9 arithmetic.

Your Turn 8

1.) [( ( ) ( ) ( ) ( ) ( ) ( )]
( )
The check digit is 3. Therefore, this is not a valid ISBN.
2.) [( ( ) ( ) ( ) ( ) ( ) ( )]
( )
The check digit is 2. Therefore, this is not a valid ISBN.

Your Turn 9

1.) By using a cyclical alphabetic encrypting code, that shift the message the stated the number
of positions is 22 and coding the plaintext letter I in the word IT’S MY GIRL. We use the
congruence ( ) .
( ) .
( ) .
.
.
th
The 5 letter is E. Thus I is coded as E.

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