TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES VISAYAS

Capt. Sabi St., City of Talisay, Negros Occidental

College of Engineering
Office of the Program Coordinator

LEARNING MODULE

MATH 113
Advanced Algebra

DEPARTMENT: ELECTRONICS ENGINEERING

WRITTEN and COMPILED BY:

MAY RICCIEL R. BENITEZ, MT

2020
 LEARNING GUIDE
Week No.: __1__

TOPIC/S
Chapter 1. Systems of equation
Subtopics
1. Systems of Linear Equations in two variables
2. Systems of Linear Equations in Three Variables

EXPECTED COMPETENCIES
Upon completing this Learning Module for Week 1, the students will be able to:
1. Identify the Systems of Equations in Two Equations and Two Variables
2. Solve solutions to system of equations algebraically and graphically
3. Determine the classification of the solution(s)
4. Solve solutions of System of Equations in Three Equations and Three Variables

Chapter 1 SYSTEMS OF EQUATIONS

Introduction: Review of substitution and elimination methods in solving for two

equations in two variables:

Solving a system of 2 equations:

Solve the system:

𝑦 = 2𝑥 + 3
{
𝑦 = 𝑥2

If (𝑥, 𝑦) is a solution of the system, then the variable y in the equation 𝑦 = 2𝑥 + 3 must
satisfy the condition 𝑦 = 𝑥 2 . Therefore:
2x + 3 = x 2 → substitute y for the functions
x 2 − 2x − 3 = 0 → quadratic
(x+1)(x−3)=0 → factor
x=−1 or x=3 → the x values of the solution (x, y) of the system

to find corresponding y values:

for x= -1, 𝑦 = (−1)2 = 1
or 𝑦 = 2(−1) + 3 = 1
then, for 𝒙 = −𝟏, 𝒚 = 𝟏

for 𝑥 = 3, 𝑦 = 32 = 9
or 𝑦 = 2(3) + 3 = 9
then, for 𝒙 = 𝟑, y = 9
Therefore the solution sets for the system are (-1, 1) and (3, 9)

1
 Figure 1

Note that an equation of the form 𝐴𝑥 + 𝐵𝑦 = 𝐶 is a linear equation in two variables. A

solution for this type of equation is an ordered pair that makes the equation a true
statement. The solution can be solved using the methods of substitution, completing the
square elimination and factoring.

In the example above, the ordered pair (−1,1) is a solution of the either of equation 𝑦 =
𝑥 2 𝑜𝑟 𝑦 = 2𝑥 + 3 because 𝑦 = (−1)2 = 1, and 2(−1) + 3 = 1. While (6, 15) is a
solution to the first equation, it is not a solution to the second equation, hence it is not a
solution to the system.

A system of equations is two or more equations considered together. A solution of a

system of equations in two variables is an ordered pair that is a solution of both
equations.

In Figure 1.1, the graphs of the two equations in the system of equations above intersect
at the points (-1, 1) and (3, 9), and because these points lie on both curves, either of (-1,
1) and (3, 9) is a solution of both equations and also a solution of the system of
equations.

An equation of 𝑎𝑥 + 𝑏𝑦 = 𝑐 or 𝑎𝑥 + 𝑏𝑦 = −𝑐 with a and b not both zero is a linear

equation in two variables x and y. Similarly, 𝑎𝑥 + 𝑏𝑦 + 𝑐𝑧 = 𝑑 is a linear equation in
three variables x, y, and z.

1.1 Systems of Linear Equations in two variables

The most common systems of equations are those in which every equation is linear.
Theory on equivalent systems:

2
 Given a system of equations, an equivalent system results if:
(1) Two equations are interchanged
(2) An equation is multiplied or divided by a non-zero constant
3) A constant multiple of one equation is added to another equation, which can be
obtained by the same non-zero constant

Methods of obtaining solutions to System of Equations:

(1) Algebraic
(2) Graphical

Using Theorem on Equivalent Systems

Example 1. Solve the system:
3𝑦 + 𝑥 = −1
{
2𝑥 − 𝑦 = 5

A. Algebraically, using method of elimination:

𝑥 + 3𝑦 = −1
3 (2𝑥 − 𝑦 = 5)
= 𝑥 + 3𝑦 = −1
6𝑥 − 3𝑦 = 15
= 7x = 14
x =2

Using the first equation:

−1−𝑥 −1−2
𝑦= 3 = 3
𝒚 = −𝟏

Using the second equation

𝑦 = 2𝑥 − 5 = 2(2) − 5
𝒚 = -1

B. Graphically, to check if P(2,-1) is indeed the solution of the two equations, graph the
equations and check the plotted point of intersection if there is any.

3
 Figure 1.1

Therefore: the system has one solution which is at (2, -1) which is also their
intersection.

Example 2. Solve the system:

3𝑥 + 𝑦 = 6
{
6𝑥 + 2𝑦 = 12

A. Algebraic solution by Elimination Method

−2( 3𝑥 + 𝑦 = 6) = −6𝑥 − 2𝑦 = −12

+ (6𝑥 + 2𝑦 = 12) = + (6𝑥 + 2𝑦 = 12)
= 0+0=0

The lines are Collinear or overlapping, hence all points align.

System has INFINITE number of solution Sets.

B. Graphically, in plotting the curves, it is shown that the lines have the same slope, and
intercepts

Figure 1.2

Therefore, the system has INFINITE Number of Solutions.

4
 Example 3. Solve the system

2𝑥 + 𝑦 = 5
{
4𝑥 + 2𝑦 = 13

A. Algebraic solution using elimination.

-2(2𝑥 + 𝑦 = 5) = -4x – 2y =-10
4𝑥 + 2𝑦 = 13 = + 4x + 2y = 13
0 +0 = 3

The last equation can be written as 0x + 0y = 3 which is false for every ordered pair,
Therefore, there is no solution in the system.

B. Graphical solution

Graphically, it is shown that the curves/lines are parallel, and will never meet no matter
how long you extend these lines.

Therefore, the system has NO SOLUTION.

OUTCOMES: In solving a system of two linear equations in two variables:

(1) If the system has ONE SOLUTION – consistent

(2) If the system has INFINITE SOLUTION – dependent and consistent
(3) If the system has NO SOLUTION – inconsistent

The graphs of the two equations in a linear system of two variables can intersect at a
single point, be the same line, or be parallel lines.

5
 The following are the graphs and classification of system of 2 linear equations.

The following system of equations is a linear system of equations in two variables.

• A system of equations is a consistent system if it has at least one solution.
• A system of equations with no solution is an inconsistent system.
• A system of linear equations with exactly one solution is an independent system.
• A system of linear equations with an infinite number of solutions is a dependent
system.

1.2 Systems of Linear Equations in Three Equations and Three Variables

An equation of the form with 𝐴𝑥 + 𝐵𝑦 =

𝐶 not all zero, is a linear equation in three
variables. A solution of an equation in
three variables is an ordered triple (x, y,
z). The ordered triple is one of the solutions
of the equation. Graphing an equation in
three variables requires a third coordinate
axis perpendicular to the xy-plane. This
third axis is commonly called the z-axis.
The result is a three-dimensional
coordinate system called the xyz-
coordinate system (See Figure 1.5). To
visualize a three-dimensional coordinate
system, think of a corner of a room: the
floor is the xy-plane, one wall is the yz-
plane, and the other wall is the xz-plane.
Graphing an ordered triple requires three
Figure 1.5 moves: the first along the x-axis, the
second along the y-axis, and the third
along the z-axis.

6
 The graph of a linear equation in three variables is a plane. That is, if all the
solutions of a linear equation in three variables were plotted in an xyz-coordinate
system, the graph would look like a large, flat piece of paper with infinite extent.

A system of equations in more than two variables can also be solved by using
the substitution method or the elimination method.

To illustrate the substitution method, consider the system of equations:

The ordered-triple solution is (2, -1,3). The graphs of the three planes
intersect at a single point.

Progress Check 1. SYSTEM OF EQUATIONS

Part 1. Plot the locust of the points of the given system to show the graphs and
intersections, then solve for the solution and state its classification. Use a separate
sheet of short Bond Paper/s for your solution and answers.

4𝑥 − 5𝑦 = 2
1. {
8𝑥 − 10𝑦 = −5
5x − 3y = 0
2. {
10x − 6y = 0
3 1
𝑥+ 𝑦=1
3. {41 3
2
𝑥+ 𝑦=0
2 3
2√3𝑥 − 3y = 3
4. {
3√3𝑥 + 2y = 24
−3x + 7y = 14
5. {
2x − y = −13

Part 2. Solve for the following required quantities using elimination or substitution.

7
 1. A motorboat traveled a distance of 120 miles in 4 hours while traveling with the
current. Against the current, the same trip took 6 hours. Find the rate of the boat in
calm water and the rate of the current.

2. The number x of digital cameras a manufacturer is willing to sell is given by

𝑥 = 25𝑝 − 500 where p is the price, in dollars, per digital camera. The number x of
digital cameras a store is willing to purchase is given by x = -7p + 1100 where p is
the price per digital camera. Find the equilibrium price.

3. Suppose the traffic flow for some one-way streets can be modeled by the diagram
below, where the numbers and the variables represent the numbers of cars entering
or leaving an intersection per hour. If the street connecting intersections A and C has
a traffic flow of 100 to 200 cars per hour, what is the traffic flow between A and B
(which is 𝑥2 ) and between B and C (which is 𝑥3 )?

Figure 1.6

REFERENCES

Swavorski, E. (2019) Precalculus: Functions and Graphs, Seventh Edition,

Brooks/Cole, Cengage Learning, 20 Davis Drive Belmont, CA 94002-3098 USA

Aufmann, R. et al (2011) College Algebra and Trigononemtry 7th Edition,

Brooks/Cole, Cengage Learning, 20 Davis Drive Belmont, CA 94002-3098 USA

Online tools and materials:

https://www.desmos.com/calculator
https://www.mathpapa.com/algebra-calculator.html

8
 LEARNING GUIDE
Week No.: __2__

TOPIC/S
Chapter 2. Inequalities

Subtopics
1. Properties of Inequalities
2. Linear Inequality
3. Compound Inequalities
4. Polynomial Inequalities
5. Absolute Value Inequalities
6. Applications of Inequalities

EXPECTED COMPETENCIES

Upon completing this Learning Module for Week 2, the students will be able to:
1. Understand the different Properties of Inequalities
2. Demonstrates accurate and efficient use of advanced algebraic techniques in solving
and plotting graphs
3. Demonstrates mathematical reasoning through analyzing, proving and explaining
solutions
4. Applying concepts of inequalities in solving word problems

Chapter 2 INEQUALITIES

2.1 Properties of Inequality

Definition. INEQUALITY is any relation or expression stated by <, >, ≤ 𝑜𝑟 ≥.

Where a>b means that a is greater than b and that a-b is positive.

If a and b are real numbers, one of these statements must be true:

a<b, b>a, a=b

1. The logic of inequality remains b<a if the same number is added or subtracted to
both sides:
Ex. For b<a :
𝑏+𝑐 < 𝑎 + 𝑐 ≈𝑏 <𝑎
𝑏−𝑐 < 𝑎− 𝑐 ≈𝑏 <𝑎

a= 5x, b= 2x, c = 3x
2𝑥 + 3𝑥 < 5𝑥 + 3𝑥 = 5𝑥 < 8𝑥
2𝑥 − 3𝑥 < 5𝑥 − 2𝑥 = −𝑥 < 3𝑥
9
 2. If two sides of the inequality b<a are multiplied with a number 𝑘 ≠ 0, then the
sense of logic of the inequality remains if k is positive, and is reversed if k is
negative.
(b <a) k = kb < ka

The Domain of a variable in an inequality is the set of real numbers for which the
members of the inequality are defined.

Solution is any number in the domain for which the inequality is true.

Solution set is set of all solutions.

Properties of Inequality

https://www.basic-mathematics.com

𝟓+𝒙
Example A. Find the solution of [ < 𝟐𝒙] 𝟑
𝟑
Solution:
15 + 3𝑥
< 6𝑥
3
15 < 6𝑥 − 3𝑥
𝟓<𝒙

10
As shown in the graph below:

Figure 2.1A

𝑥 5𝑥+9
Example B. [3 − 2 < ] (−2)
2

Algebraic Solution
−2𝑥
+ 4 > −5𝑥 − 9
3
−2𝑥
> −5𝑥 − 13
3
−2𝑥 + 15𝑥 > −39
13𝑥 > −39
𝒙 > −𝟑

Graphical solution:

Figure 2.1B

11
2.2 Linear Inequality
- An inequality where each side is a linear function of x.

Example A. Solve 2 + 𝑥 < 4

Algebraic Solution:
𝑥 < 4−2
𝑥<2

Graphical Solution:

Therefore, the solution are all real numbers less than 2, but not including
2 {𝒙|𝒙 < 𝟐} , 𝐢𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐯𝐚𝐥 𝐟𝐨𝐫𝐦 (−∞, 𝟐)

Example B. Solve 3 − 2x ≥ 15.

Algebraic Solution:

−2𝑥 ≥ 15 − 3
−2𝑥 ≥ 12
−2𝑥 12
≤
−2 −2
𝒙 ≤ −𝟔

Graphically:

Therefore, the solution to the inequality are all values of x less than -6
including the number -6 itself or (−∞, −6]

1 3
Example C. Solve for the inequality 4 − 𝑥 > (1 − 𝑥) and plot :
2

Write your Solution on your notebook:

12
2.3 Compound Inequality

A compound inequality is formed by combining or joining two inequalities with words

and or or.

The solution set of a compound inequality with the connective word or is the union of
the solution sets of the two inequalities while the solution sets connected by the word
and is the intersection of the solution sets of the two inequalities.

“and” is the intersection of sets, using the symbol Ո

“or” is the union of sets using the Ս

Additional Notes on Union and Intersection (review)

Union
symbolized as ∪, “or”
All the elements from both sets
The solution can be taken from EITHER or BOTH sets

example, 𝑥 < 7 𝑜𝑟 𝑥 ≥ 11
Notations:
{𝑥|𝑥 < 7 } ∪ {𝑥|𝑥 ≥ 11}
(𝑥 < 7) 𝑜𝑟 ( 𝑥 ≥ 11)

To graph the union of two inequalities on the number line:

Solution: 6, 2, 13
Not part of the solution: 8, 7.0

Intersection
Symbolized as ∩, “and”
The elements that belong to both sets
example, 0 ≤ 𝑥 < 4

Notations:
{𝑥|0 ≤ 𝑥 < 4 }
(0 ≤ 𝑥) 𝑎𝑛𝑑 (𝑥 < 4)

13
 To graph the intersection of two inequalities on the number line:

Example of solutions: 0, 2, 3
Not part of solutions: -1, 5

Other examples:

Example A. 2𝑥 + 1 > 15 𝑎𝑛𝑑 𝑥 + 3 > 4

Solution: 𝑥 > 7 𝑎𝑛𝑑 𝑥 > 1

{𝑥|𝑥 > 7} Ո {𝑥|𝑥 > 1} = {𝒙|𝒙 > 𝟕}

Example B. 𝑥 + 1 > 9 𝑜𝑟 2𝑥 < 10

{𝑥|𝑥 > 8} Ս {𝑥|𝑥 < 5} = {𝒙|𝒙 > 𝟖} 𝒐𝒓 {𝒙|𝒙 < 𝟓}

Example C. 2x < x − 4 ≤ 3x + 8

In solving inequalities with 3 members (sides), it is better to rewrite the inequality as

2x < x – 4 and x − 4 ≤ 3x + 8

LHS inequality: RHS inequality:

x<−4 x – 4 ≤ 3x + 8
x ≥ −6

the final solution has to satisfy both inequalities

{𝒙|𝐱 < −𝟒} Ո {𝒙|𝐱 ≥ −𝟔} = {𝒙|𝐱 < −𝟒} 𝐚𝐧𝐝 {𝒙|𝐱 ≥ −𝟔}

Interval form : (-∞, -4) Ո [-6, ∞)

Example D. Solve x − 1 < 2x + 2 < 3x + 1

x>−3 and x>1

{𝒙|𝒙 > −𝟑 } Ո {𝒙|𝒙 > 𝟏} = {𝒙|𝒙 > 𝟏}

14
 Interval form : (−𝟑, ∞) 𝒂𝒏𝒅 (𝟏, ∞)

2.4 Polynomial Inequality

Any value of that causes a polynomial to equal zero is called a zero of the polynomial. A
Quadratic Polynomial is one of the form, where 𝑎𝑥 𝑥 + 𝑏𝑦 + 𝑐 < 0, (𝑠𝑦𝑚𝑏𝑜𝑙 𝑐𝑎𝑛 𝑏𝑒 >
, ≤, 𝑜𝑟 ≥). Methods of zeroing can be used just like in quadratic equations together with
the basic properties of inequalities

Critical values of the inequality are the real roots of the polynomial.

Solving Non-linear Inequalities

A method of solving inequalities is to express the given inequality with zero on the right
side and then determine the sign of the resulting function from either side of the root of
the function. The steps are as follows:

1. Rewrite the inequality so that there is a zero on the right side.

2. Find all linear factors of the function.
3. To find the critical values, set each linear function to zero and solve for x.
4. Determine the sign of the function in the intervals formed by the critical values.
5. The solution will be those intervals in which the function has the correct signs
satisfying the inequality.

Quadratic Inequality

Quadratic Inequalities in one variable can have one of the four following forms:
• 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0
• 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0
• 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
• 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0

Quadratic Inequalities can be graphically or algebraically solved like the previous topics.
The solution to a quadratic inequality in one variable can have no values, one value or an
infinite number of values. The solution can be represented as a set of Domain values
written in set notation.

15
Example A: Solve for 𝑥 2 − 2𝑥 > 3

𝑥 2 − 2x − 3 > 0
(x+1)(x−3)>0

Algebraic Solution:

Setting both factors to zero, we get: (x+1)=0 and(x−3)=0

critical values are x=−1 and x=3.

These critical values divide the number line into 3 intervals:

x<−1, -1<x<3, and x>3.

Testing the intervals

sign
Interval (x+1) (x−3) of f(x) or
y
x<−1 − − +
-1<x<3 + − −
x>3 + + +

We are looking for (x+1)(x−3) > 0 or positive values of y (y>0)

Hence, the solution is: x<−1 or x>3

{𝒙|𝐱 < −𝟏} Ս {𝒙|𝐱 > 𝟑} = {𝒙|𝐱 < −𝟏} Ս {𝒙|𝐱 > 𝟑}

Interval form (∞, -1) or (3, ∞)

Here is the graph of our solution:

Properties of Quadratic Inequality:

Example B. Find the solution set of 𝒙𝟐 − 𝟔𝒙 + 𝟖 > 𝟎.

1. If (x, y ) is on the graph, then 𝑦 = 𝑥 2 − 6𝑥 + 8

2. If (x, y ) is above the x axis, then 𝑦 > 0.
3. If (x, y ) is on the graph, and above x-axis, then then 𝑦 = 𝑥 2 − 6𝑥 + 8 >0

Zeroing to get the critical values/roots:

(𝒙 − 𝟐)(𝒙 − 𝟒) = 𝟎

16
 You may test or use graphical solution to test conditions for y>0.

Therefore the solution set for 𝒙𝟐 − 𝟔𝒙 + 𝟖 > 𝟎 is:

Graphical Solution:

Figure 2.4B

Solution set is 𝑥 < 2 𝑜𝑟 𝑥 > 4 because these values of x give points that are on the
graph, and above the x-axis.

{𝒙|𝐱 < 𝟐} Ո {𝒙|𝐱 > 𝟒} = {𝒙|𝐱 < 𝟐} Ո {𝒙|𝐱 > 𝟒}

Interval form : (−∞, 2) 𝑜𝑟 (4, ∞)

Example C. Solve 𝑥 2 − 2x − 3 ≤ 0

Algebraic Solution:

𝑥 2 − 2x − 3 = 0

(𝑥 − 3)(𝑥 + 1) = 0

𝑥 = 3, 𝑥 = −1 Critical points

17
Graphical Solution:

Figure 2.4C

Solution to satisfy 𝒙𝟐 − 𝟐𝐱 − 𝟑 ≤ 𝟎 , is {𝒙|−𝟏 ≤ 𝒙 ≤ 𝟑}

Higher Order Polynomial Inequalities:

In finding solution to inequalities in higher order, the same methods are taken.
First treat the given as an equation, find the roots or critical points at x, then test or
graph to verify your conclusion /answer.

Example D. Find the solution for 𝒙𝟑 − 𝟐𝒙𝟐 + 𝒙 ≥ 𝟎

Algebraic Solution:
𝑥(𝑥 2 − 2𝑥 + 1) ≥ 0
𝑥(𝑥 − 1)2 ≥ 0
Our critical values are: x=0 or x=1.

18
 Figure 2.4D

The solution is {𝒙|𝐱 ≥ 𝟎} ∪ {𝒙|𝐱 ≥ 𝟏} = {𝒙|𝐱 ≥ 𝟏} .

3.5 Absolute Value Inequalities

Here are the steps to follow when solving absolute value inequalities:

1. Isolate the absolute value expression on the left side of the inequality.
2. If the number on the other side of the inequality sign is negative, your equation either
has no solution or all real numbers as solutions. Use the sign of each side of your
inequality to decide which of these cases holds. If the number on the other side of the
inequality sign is positive, proceed to step 3.
3. Remove the absolute value bars by setting up a compound inequality. The type of
inequality sign in the problem will tell us how to set up the compound inequality.

If your absolute value is less than a number, then set up a three-part

compound inequality that looks like this: |𝑬| ≤ 𝒌 if and only if −𝒌 ≤ 𝑬 ≤ 𝒌
Example |𝑥| < 5 then, −5 < 𝑥 < 5
In interval form, (−5, 5)

If your problem has a greater than sign (your problem now says that an absolute
value is greater than a number), then set up an "or" compound inequality that looks
like this:

|𝑥| > 7 then, 𝑥 < −7 𝑜𝑟 𝑥 > 7

{𝒙|𝐱 < −𝟕} ∪ {𝒙|𝐱 > 𝟕} = {𝒙|𝐱 < −𝟕} 𝒐𝒓 {𝒙|𝐱 > 𝟕}

In interval form, (−∞, −𝟕) or (𝟕, ∞)

19
4. Solve the inequalities.

Example A. Solve −3 < |𝑥 + 5| < 3

Solution:

−3 < 𝑥 + 5 𝑥+5<3
−8 < 𝑥 𝑥 < −2

Ans: −𝟖 < 𝒙 < −𝟐

Figure 3.5A

Example B. |4𝑥 − 3| ≥ 5

Solution:
−5 ≥ |4𝑥 − 3| ≥ 5
−5 ≥ 4𝑥 − 3 4𝑥 − 3 ≥ 5
−2 8
≥ 𝑥 𝑥 ≥
4 4
−1
𝑥 ≤ 𝑥 ≥2
2

−𝟏
Ans: −∞ < 𝒙 ≤ or 𝟐 ≤𝒙< ∞
𝟐
In other forms
−𝟏
(−∞, 𝟐 ] or [2, ∞)

20
2.6 Applications

Example A.

A fuel rocket once launched, has a mass (in mg) of 𝑚 = 2000 − 𝑡 2 − 140𝑡, where t
is measured in terms of minutes. At what time is the mass of fuel greater than 500
mg?

Solution:

2000 − 𝑡 2 − 140 𝑡 > 500

0 > 𝑡 2 + 140𝑡 − 1500
0 > (𝑡 − 10)( 𝑡 + 150)
𝑡 < 10𝑠, 𝑡 > −150𝑠
Ans: −𝟏𝟓𝟎 < 𝒕 < 𝟏𝟎 to obtain a mass greater than 500 mg

Example B. The distance of an object p., and the image distance q, for a camera with
3𝑞
focal length 3cm can be solved by 𝑝 = 𝑞−3

Progress Check 2. INEQUALITIES

Part 1. Solve and write the solution of each inequality in set builder notation and interval
form. Support your answer with graphs. Use a separate sheet of short Bond Paper/s for your
solution and answers.

1. 𝑥 2 + 1 ≥ 2𝑥
2. |2 − 3𝑥| < 7
3. 2(1 − 𝑦 2 ) + 𝑦 < 2
4. 2𝑥 − 1 < 6
5. |4𝑥 − 3| ≥ 5
6. 10 ≥ 3𝑥 − 1 ≥ 0
7. 𝑥 2 − 3𝑥 ≥ 28
8. 𝑥 3 − 𝑥 2 − 16𝑥 + 16 < 0
9. |2𝑥 + 7| ≤ 0
10. −4(𝑥 − 5) ≥ 2𝑥 + 15

21
Part 2. Applications. Write the solution for the required quantities.

1. The monthly revenue R for a product is given by𝑅 = 420𝑥 − 2𝑥 2 where x is the
price in dollars of each unit produced. Find the interval, in terms of x, for which the
monthly revenue is greater than zero.

2. The sum of three consecutive odd integers is between 63 and 81. Find all possible
sets of integers that satisfy these conditions.

REFERENCES

Swavorski, E. (2019) Precalculus: Functions and Graphs, Seventh Edition,

Brooks/Cole, Cengage Learning, 20 Davis Drive Belmont, CA 94002-3098 USA

Aufmann, R. et al (2011) College Algebra and Trigononemtry 7th Edition,

Brooks/Cole, Cengage Learning, 20 Davis Drive Belmont, CA 94002-3098 USA

Online tools and materials:

https://www.desmos.com/calculator
https://tutorial.math.lamar.edu/
https://www.intmath.com

22
 LEARNING GUIDE
Week No.: _4___

TOPIC/S

Topic: Matrices

Subtopics
1. Definition and Types of matrices
2. Coefficient and Augmented Matrix
3. Algebra of Matrices
4. Applications of Matrices in solving for systems of equations

EXPECTED COMPETENCIES

Upon completing this Learning Module for Week 4, the students will be able to:
1. To identify and a matrix, and its parts, and its role in solving math problems
2. To distinguish different types of matrices according to the number and orientation
of elements
3. To perform algebraic operations on matrices
4. To use matrices in applications of systems of linear equations

Chapter 4. Matrices

4.1 Definition and Types of Matrices

A matrix is a group of elements placed in an array or in rows and columns. These rows
and columns determine the size or dimension of a matrix expressed as rows x columns.
The various types of matrices depend on the key elements and how they are arranged
respectively. Common examples are row matrix, column matrix, null matrix,
square matrix, diagonal matrix, and others are upper triangular matrix, lower
triangular matrix, symmetric matrix, and antisymmetric matrix.

Parts of an m x n matrix

https://www.google.com/imgres

Figure 4.1

23
 https://www.onlinemathlearning.com/

Figure 4.2

Types and Characteristics:

A row matrix is a matrix composed of only one row.
Example: A is a row matrix of order 1 × 1
𝐴 = (3)

Example: B is a row matrix of order 1 × 3

𝐵 = (2 −6 5)

A column matrix is a matrix with only one column.

Example: C is a column matrix of order 1 × 1
𝐶 = (2)
A column matrix of order 2 ×1 is also called a vector matrix.
Example: D is a column matrix of order 2 × 1
1
𝐷= ( )
−3
A vector matrix has only one row or only one column.

A zero matrix or a null matrix is a matrix that has all its elements zero.
Example: O is a zero matrix of order 2 × 3

24
 A square matrix is a matrix with an equal number of rows and columns.

Example: X is a square matrix of order 2 × 2

5 −3
𝑋= ( )
1 2
Example: V is a square matrix of order 3 × 3

A diagonal matrix is a square matrix that has all its elements zero except for those in
the diagonal from top left to bottom right; which is known as the principal or leading
diagonal of the matrix.

Example: B is a diagonal matrix.

A scalar matrix is a diagonal matrix where all the diagonal elements are equal. For
example:
4 0 0
(0 4 0)
0 0 4

An upper triangular matrix is a square matrix where all the elements located below
the diagonal are zeros. For example:
1 −2 5
(0 4 6 )
0 0 4

A lower triangular matrix is a square matrix where all the elements located above
the diagonal are zeros. For example:
1 −2 5
(0 4 6 )
0 0 4

A unit matrix is a diagonal matrix whose elements in the diagonal are all ones.
Example: Q is a unit matrix.
1 0 0
𝑄 = (0 1 0)
0 0 1

4.2 Coefficient and Augmented Matrix

25
 Coefficient matrix is the matrix formed by the coefficients in a linear system of
equations.

In general, a system with m linear equations and n unknowns can be written as

https://en.wikipedia.org/wiki/Coefficient matrix
where:
𝑎 − 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡, 𝑖 − 𝑟𝑜𝑤, 𝑗 − 𝑐𝑜𝑙𝑢𝑚𝑛

Example:
𝟒𝒙 + 𝟓𝒚 = 𝟖 𝟒 𝟓
System: Coefficient Matrix: [ ]
𝟐𝒙 − 𝟑𝒚 = 𝟏 𝟐 −𝟑

Augmented Matrix

Here are examples in representing systems of linear equations in Augmented

Matrices

4.3 Algebraic Operations on Matrices

26
4.3.1 The following table summarizes the three elementary matrix row operations.

4.3.2 Switch any two rows.

Example:

https://www.khanacademy.org/

4.3.3 Multiply a row by a non-zero constant

Example:

27
4.3.3 Adding one row to another

Example:

4.3.4 System of Equations and Matrix Row Operations

28
 In an augmented matrix, each row represents one equation in the system and
each column represents a variable or the constant terms. The process of
addition and row operations in matrices still applies in finding solution and
equivalent systems.

4.3.5 Multiplication of Scalars and Matrices

The term scalar multiplication refers to the product of a real number and a
matrix. In scalar multiplication, each entry in the matrix is multiplied by the
given scalar.

−2 4
For example, given that 𝑃 = [ ], find 2𝑃
6 3
Solution:

−4 8
2𝑃 = [ ]
12 6

𝟐 𝟑 𝟏𝟖 𝟏
Example 𝑪 = [ ], find 𝟑 𝑪
𝟏𝟐 𝟗 𝟔
Solution:
𝟐
1 𝟏 𝟔
𝐶 = [𝟑 ]
3
𝟒 𝟑 𝟐
Example:

Solve for X:

−25 15
5𝑋 = [ ]
5 −35
−𝟓 𝟑
𝑿= [ ]
𝟏 −𝟕

Ordered n-tuples are often indicated by a variable with an arrow on top. For example,
𝑎⃗ = (2, 5, 1) we can let 𝑏⃗⃗ = (3, 4, −6) The expression 𝑎⃗ ∙ 𝑏⃗⃗ on top indicates the
dot product of these two ordered triples and can be found as follows:

𝑎⃗ ∙ 𝑏⃗⃗ = (3, 4, −6) ∙ (2, 5, 1)

= 3 ∙ 2 + 4 ∙ 5 + (−6) ∙ 1
= 6 + 20 − 6
= 20

29
 Take note that the dot product of two n-tuples of equal length always results to
a single real number.

Matrices and n- tuples

https://www.khanacademy.org/math/algebra-home/alg-matrices

Matrix Multiplication

Matrix multiplication is a binary operation resulting to a matrix from two matrices

with the basic characteristic as the following:

Matrices can be multiplied two at a time. Matrix M X N can be multiplied to matrix m

x n if

1. The number of columns N of the 1st matrix must equal the number of rows
of the 2nd matrix m.
2. And the result will have the same number of rows as the 1st matrix, and
the same number of columns as the 2nd matrix; M X n

𝐴 𝟏 × 𝟑 𝑚𝑎𝑡𝑟𝑖𝑥 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑒𝑑 𝑡𝑜 𝑎 𝟑 × 𝟏 𝑚𝑎𝑡𝑟𝑖𝑥 𝑤𝑖𝑙𝑙 𝑟𝑒𝑢𝑙𝑡 𝑡𝑜 𝑎 𝟏 𝒙 𝟏

𝒙
(𝒂 𝒃 𝒄) (𝒚) = ( 𝒂𝒙 + 𝒃𝒚 + 𝒄𝒛)
𝒛
𝐴 𝟐 × 𝟐 𝑚𝑎𝑡𝑟𝑖𝑥 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑒𝑑 𝑡𝑜 𝑎 𝟐 × 𝟏 𝑚𝑎𝑡𝑟𝑖𝑥 𝑤𝑖𝑙𝑙 𝑟𝑒𝑢𝑙𝑡 𝑡𝑜 𝑎 𝟏 𝒙 𝟏
𝒂 𝒃 𝒙 𝒂𝒙 + 𝒃𝒚
[ ] [ 𝒚] = [ ]
𝒄 𝒅 𝒄𝒙 + 𝒅𝒚

Other illustrations

30
 https://chem.libretexts.org/
Figure 4.3.5 Matrix Multiplication

Example: Multiply the Matrices A and B

https://www.mathplanet.com/education

This is possible because it satisfies the conditions where the first matrix contains 2
columns and the second matrix contains 2 rows.

https://www.mathplanet.com/education

Example 1

−1
5 0 3
Calculate ( )( 5 )
1 −2 4
1

31
A 2x3 matrix multiplied to 3x1 matrix ( a column vector) will result to 2x1 matrix.

Solution:

−1 𝑎
5 0 3
( )( 5 ) = ( )
1 −2 4 𝑏
1

−1
(5 0 3) ( 5 )
1
−1
(1 −2 4) ( 5 )
1

−5 + 0 + 3
( )
−1 − 10 + 4

−𝟐 𝑎
( )=( )
−𝟕 𝑏

Example 2
1 −2 4 1 0
Calculate (5 0 3) ( 5 3)
0 1/2 9 −1 0

Solution:

32
4.3.5. Inverse of a matrix

Assuming that we have a square matrix A, which is non-singular (i.e. det (A) does not
equal zero), then there exists an n × n matrix A-1 which is called the inverse of A such
that:
AA-1 = A-1A = I, where I is the identity matrix.

The identity matrix I is a square matrix where the diagonal elements are all 1 and the rest
are zeroes. It is used in checking the validity of invertible matrices.

The inverse of a 2×2 matrix

Take for example an arbitrary 2×2 Matrix A whose determinant (ad − bc) is not equal to
zero.

where a, b, c and d are numbers.

The inverse is:

The basic steps are to swap the positions of a and d, put negatives in front of b and c,
adjoint of the matrix) and divide everything by the determinant (ad-bc).

The inverse of a general n × n matrix A can be found by using the following equation.

where the adj (A) denotes the adjoint of a matrix.

It can be calculated by the following method:

Given the n × n matrix A, define B = bij to be the matrix whose coefficients are found by
taking the determinant of the (n-1) × (n-1) matrix obtained by deleting the ith row
and jth column of A.

The terms of B (i.e. B = bij) are known as the cofactors of A.

33
 Example
4 7
Find the inverse of A= [ ]
2 6
Solution:
1 6 −7
𝐴−1 = [ ]
24 − 14 −2 4

𝟎. 𝟔 −𝟎. 𝟕
𝑨−𝟏 = [ ]
−𝟎. 𝟐 𝟎. 𝟒

To check, multiply and test if 𝐴 × 𝐴−1 = 𝐼 can be obtained.

4 7 𝟎. 𝟔 −𝟎. 𝟕
[ ][ ]
2 6 −𝟎. 𝟐 𝟎. 𝟒
2.4 − 1.4 −2.8 + 2.8
= [ ]
1.2 − 1.2 −1.4 + 2.4
1 0
= [ ]
0 1
Therefore, the inverse of the given matrix is :

𝟎. 𝟔 −𝟎. 𝟕
𝑨−𝟏 = [ ]
−𝟎. 𝟐 𝟎. 𝟒

Chapter 4.4 Applications of Matrices in word problems

Examples:

1. Find the solution using matrix form of this simultaneous equation:

3x + y = 5
{
2x − y = 0
Solution:
The augmented matrix form of the system
3 1 𝑥 5
[ ][ ] = [ ]
2 −1 𝑦 0

Finding the inverse of the coefficient matrix

34
 1 −1 −1
𝑀−1 = [ ]
−3 − 2 −2 3
−1 −1 −1
𝑀−1 = [ ]
5 −2 3

Multiply both sides of the matrix by the inverse matrix.

−1 −1 −1 3 1 𝑥 −1 −1 −1 5
[ ][ ] [𝑦 ] = [ ][ ]
5 −2 3 2 −1 5 −2 3 0
−1 −5 0 𝑥 −1 −5
[ ] [𝑦] = [ ]
5 0 −5 5 −10
1 0 𝑥 1
[ ] [𝑦] = [ ]
0 1 2
Solution is 𝒙 = 𝟏, 𝒚 = 𝟐.

2. A building contractor accepts summer orders for 135 houses, 3 condominiums, and
1 high rise building. The construction material that go into each of these buildings are
listed below. How much of each raw material will be needed for all the summer
contracts?

House Condominiums High-rise

building

Lumber 10 400 500

Glass 5 150 1000

Steel 0 50 2000

Concrete 0 100 1000

Labor 20 1000 5000

10 1350 400 1200

5 675 150 450
House = 135 0 = 0 Condominiums = 3 50 = 150
0 0 100 100
[20] [2700] [1000] [3000]

500 500
1000 1000
High rise building = 1 2000 = 2000
1000 1000
[5000] [5000]

35
 𝑳 1350 + 500 + 1200 𝟑𝟎𝟓𝟎
𝑮 675 + 1000 + 450 𝟐𝟏𝟐𝟓
= 𝑺 = 0 + 2000 + 150 = 𝟐𝟏𝟓𝟎
𝑪 0 + 1000 + 300 𝟏𝟑𝟎𝟎
[𝑳𝒂] [2700 + 3000 + 5000] [𝟏𝟎𝟕𝟎𝟎]

3. There are 5,500 men, women and children altogether at the swimming pool. There
are twice as many women as men and four times as many children as women. How
many men, women and children are at the swimming pool?

Solution:

𝑚 + 𝑤 + 𝑐 = 5,500
2𝑚 − 𝑤 = 0
4𝑤 − 𝑐 = 0

Write the augmented matrix of the system of equations:

Solve using inverse of matrix:

Answer:
𝒎 = 𝟓𝟎𝟎, 𝒘 = 𝟏𝟎𝟎𝟎, 𝒄 = 𝟒𝟎𝟎𝟎
500 + 1000 + 4000 = 550

36
 4. Find the area of the triangle bounded by the points, (−1,3),(0,−5) and (2,8).

𝑎1 𝑏1 𝑐1
1
Area of a triangle = ± 2 [𝑎2 𝑏2 𝑐2 ]
𝑎3 𝑏3 𝑐3

https://www.shelovesmath.com
/

Solution: (needs determinant)

Progress Check 4. MATRICES

Use a separate sheet of short Bond Paper/s for your solution and answers.

1. Solve (A+B) X C
−4 1
3 −1 4 5 2 9
𝐴=[ ] 𝐵= [ ] 𝐶 = [ 2 8]
6 0 2 3 −7 −4
0 5

5 4 −6
2. Find 𝑄 2 , 3𝑄 and find L when 𝐿 × 𝑄 = [ ] where 𝑄 = [ ]
0 −2 8

3. Solve the system of equations using matrices

x + y + 2z = 1
{3x + 2y + z = 7
2x + y + 3z = 2

37
 REFERENCES

Swavorski, E. (2019) Precalculus: Functions and Graphs, Seventh Edition, Brooks/Cole,

Cengage Learning, 20 Davis Drive Belmont, CA 94002-3098 USA

Aufmann, R. et al (2011) College Algebra and Trigononemtry 7th Edition, Brooks/Cole,

Cengage Learning, 20 Davis Drive Belmont, CA 94002-3098 USA

Stewart, J. (2012) PreCalculus: Mathematics for Calculus, Boston: Brooks/Cole, Cengage

Learning

Online tools and materials:

https://www.desmos.com/calculator
https://www.mathpapa.com/algebra-calculator.html
https://www.mathplanet.com/education/
https://www.math-exercises.com/answers-matrix-word-problems
https://www.mathplanet.com/education
https://www.onlinemathlearning.com/

38
 LEARNING GUIDE
Week No.: __7-8__

TOPIC/S

Chapter 6. Sequences and Series

Subtopics
1. Arithmetic Series and Progression
2. Geometric Series and Progression
3. Harmonic Series and Progression

EXPECTED COMPETENCIES
Upon completing this Learning Module for Week 7, the students will be able to:
3. To write a rule of a sequence as a recursive or explicit formula and use it to find
specific terms
4. Identify what kind of progression a problem is by certain definite patterns.
5. Solve simple problems by substitution of different types of progression.
6. To analyze problems and supply missing values in a progression or series

Chapter 6. Sequence or Progression

A relation is a set if ordered pairs. For example, consider the relation R, where
𝑅 = {(1, 5), (2, 7), (3, 9), (4, 11)}

The domain of the relation R is {1, 2, 3, 4, } and the range of R is {(5, 7, 9, 11)}

A relation is a function if for every element in the domain there is one and only one
corresponding element in the range. Therefore, the relation R is a function. R can also be
written as a rule, or equation.

𝑅 = 𝑓(𝑛) = 2𝑛 + 3 for 𝑛 ∈ {1, 2, 3, 4}

𝑤ℎ𝑒𝑟𝑒: 𝑅 = 2(2) + 3 = 7

Each value in a sequence is called a term, where the 𝒏𝒕𝒉 is called a general term. The
subscripts of the consecutive terms 𝑎1 , 𝑎2 , 𝑎3 , … . 𝑎𝑛 are positive integers.

The sequence is a finite sequence if it has a last term, and it is an infinite sequence if it
has no last term.

39
Example A. A ball is dropped from height of 16 feet. Each time that it bounces, it reaches a
height that is half of its previous height. We can list the height to which the ball bounces in order
until it finally comes to rest.

The numbers 8, 4, 2, 1, ½, ¼, 1/8 form a sequence or a set of numbers written in a given

order. These heights as ordered pairs of numbers in which each height corresponds to a
number that indicates its position in the list. The set of ordered pairs would be: {(1, 8), (2,
4), (3, 2), (4, 1), (5, 0.5), (6, 0.25), (7, 0.125)}

We associate each term of the sequence with the positive integer that specifies its position
in the ordered set. Therefore, a sequence is a special type of function.

Recursive formulas give us two pieces of information:

• The first term of the sequence
• The pattern rule to get any term from the term that comes before it

Example B. Write the recursive formula for the sequence 1, 2, 4, 8, . . . and find the next
three terms.

𝑎1 = 1
Look for a pattern. Note that each term is
𝑎2 = 2(𝑎1 ) = 2 (1) = 2
twice the preceding term.
𝑎3 = 2(𝑎2 ) = 2 (2) = 4
𝑎4 = 2(𝑎3 ) = 2 (4) = 8
𝑎𝑛+1 = 2(𝑎𝑛 )
Substitute in the formula to find the next
Recursive formula: 𝒂𝟏 = 𝟏; 𝒂𝒏+𝟏 = 𝟐(𝒂𝒏 )
terms

To give the rule of a sequence as an explicit Formula, express the nth term 𝑎𝑛 , as a
function of n, where n is a positive integer. To find the explicit formula, write each value
in terms of n for n= 1 through n = 4.

𝑎1 = 1 = 20 = 21−1 𝑛=1
1 2−1
𝑎2 = 2 = 2 = 2 𝑛=2
2 3−1
𝑎3 = 4 = 2 = 2 𝑛=3
3 4−1
𝑎4 = 8 = 2 = 2 𝑛=4
EXPLICIT FORMULA 𝒂𝒏 = 𝟐𝒏−𝟏

40
 A SEQUENCE IS A SET OF NUMBERS or values, called terms, arranged in a certain
order; according to a rule by which the terms are formed. Sequences may be finite or
infinite.

Example C.
(a) Sequence: 3, 7, 11, 15, 19, 23, 27.
Type: Finite of 7 terms.
Rule: Add 4 to a given term to produce the next. The first term is 3.

(b) Sequence: 3, 6, 12, 24, 48, 96.

Type: Finite of 6 terms.
Rule: Multiply a given term by 2 to produce the next. The first term is 3.

A series is the indicated sum of the terms of a sequence. The symbol 𝜮, which is the Greek
letter sigma, is used to indicate a sum.

Example: The number of minutes that Ken walked on the nth day is

41
 Exercises: Write a recursive formula for each sequence. Then use the formula to write the
next three terms. Solve in a clean sheet of paper and prepare for instructions on how and
when to submit it in your Subject FB Page.

1.) 5, 6, 7, 8 2.) 2, 5, 8, 11, …

3.) -4, 8, -16, 32, … 4.) 1, -3, 9, -27, …
5.) The first term in a sequence is 20. Each term after the first term is 4 more than the
term before it. Write a recursive formula for the sequence and find the first the first three
terms.

6.1 Arithmetic Sequence

AN ARITHMETIC PROGRESSION is a sequence in which each term after the first is

formed by adding a fixed value, called the common difference, to the preceding term.
According to Schmidt, P. (1958), the sequence of Example 1(a) is an arithmetic progression
whose common difference is 4. If a is the first term, d is the common difference, and n is
the number of terms of an arithmetic progression and l is the last term or number in the set.

42
the successive terms are:

𝑎, 𝑎 + 𝑑, 𝑎 + 2𝑑, 𝑎 + 3𝑑, … . . , 𝑎 + (𝑛 − 1)𝑑

The last term or nth term l can be solved by:

𝒍 = 𝒂𝒏 = 𝒂 + (𝒏 − 𝟏)𝒅

The sum of all the n terms of arithmetic sequence, is called as arithmetic series.
𝒏
𝑺𝒏 = ( 𝒂 + 𝒍)
𝟐

Example 1. Find the 20th term and the sum of the first 20 terms of the arithmetic
progression 4, 9, 14, 19, ...

Required: 20th term or 𝑎20 , sum of the first 20 terms or 𝑆20

Given:
a=4 d= 5 n = 20
Solution:
𝑙 = 𝑎20 = 4 + (20 − 1)5
𝑙 = 𝑎20 = 99

20
𝑆= ( 4 + 99)
2
𝑆 = 1030

Example 2. Find the sum of the following arithmetic series 1,2,3…..99,100.

Required: Sum of the series from 1 to 100.

100
𝑆= ( 1 + 100) = 5050
2

Example 3. When all the even numbers from 1 to 101 are added, the result is:
Required: Sum of all EVEN NUMBERS

Given:
a=2 d= 2 l= 100

Solution:

100 = 2 + (𝑛 − 1)2; 𝑛 = 50 (number of even numbers from 1 to 101)

43
 50
𝑆= (2 + 100) = 2550
2

THE TERMS BETWEEN THE FIRST AND LAST TERMS of an arithmetic

progression are called arithmetic means between these two terms. Thus, to insert k
arithmetic means between two numbers is to form an arithmetic progression of (k+2)
terms having the two given numbers as first and last terms.

When just one mean is needed between two numbers to form an arithmetic sequence, it is
called the arithmetic mean (also, the average) of the two numbers.

Example 4. Insert 3 arithmetic means between 6 and 26

Let 𝑎1 = 6 , 𝑎5 = 26

Sequence : 6, 𝑎2 , 𝑎3 , 𝑎4 , 26

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎5 = 𝑎1 + ( 5 − 1)𝑑
26 = 6 + (4)𝑑
𝑑=5

𝒂𝟐 = 𝟔 + ( 𝟐 − 𝟏)𝟓 = 11
𝒂𝟑 = 𝟔 + ( 𝟑 − 𝟏)𝟓 = 𝟏𝟔
𝒂𝟒 = 𝟔 + ( 𝟒 − 𝟏)𝟓 = 𝟐𝟏

Example 5. Find the arithmetic mean of 8 and -56.

Required: the middle term

Given: a, l

Solution:
(𝑎+𝑙) (8+(−56))
𝑎𝑚 = = = -24
2 2
𝒂𝒎 = −𝟐𝟒

Example 6. The sum of three arithmetic means between 34 and 42 is:

Required: Sum of 𝑎2 − 𝑎4
Given: a= 34, l=42
Solution:

42 = 34 + (5 − 1)𝑑
𝑑=2

44
 𝑎2 = 𝑎1 + 𝑑 = 34 + 2 = 36
𝑺 = 𝟑𝟔 + 𝟑𝟖 + 𝟒𝟎 = 𝟏𝟏𝟒

Example 6. What is the 7th term of the series of 𝑎1 = 14 and 𝑎4 = 41

Required: 𝑎7 =?
Given: 𝑎1 = 14, 𝑎4 = 41
Solution:
𝑎4 = 𝑎1 + (𝑛 − 1)𝑑
41 = 14 + (4 − 1)𝑑
𝑑=9
𝑎7 = 14 + (7 − 1)9
𝒂𝟕 = 𝟔𝟖

7.2 Geometric Sequence

A geometric sequence is a sequence of numbers that follows a pattern were the next
term is found by multiplying by a constant called the common ratio, r.

𝒂𝒏 = 𝒂𝒏−𝟏 ∗ 𝒓 or 𝒂𝒏 = 𝒂𝟏 ∗ 𝒓𝒏−𝟏

The last term of a geometric progression

𝑎𝑛 = 𝑎1 𝑟 𝑛−1

Geometric Sequence can be written like this:

{a, ar, ar2, ar3, ... }

Common Ratio
To find the ratio of two non-zero numbers or expressions a and b, write them as a
𝑎
quotient 𝑏 and express the quotient in the simplest form.

𝑎2 𝑎3
=
𝑎1 𝑎2

A geometric series is the corresponding sum of all the terms in geometric progression
and can be obtained using this:

Where;

45
 https://wikipedia.com

In a sequence 1, 2, 4, 8,. . . , each term after the first term is found by multiplying the
preceding term by 2. That is, the common ratio is ½, or simply 2.
The explicit formula 𝑎𝑛 = 2𝑛−1

To find the common ratio, r, divide the nth term with any preceding term.

𝟐𝒏−𝟏
𝒓=
𝒂𝒏

Example 1. Find the eighth term of the geometric sequence 2, -6, 18, -54, . . . .

Required: 𝑎8 = ?
𝑎𝑛+1
𝑟=
𝑎𝑛

−6
𝑟= = −3
2

𝑎8 = 𝑎1 𝑟 𝑛−1

𝑎8 = 2(−3)8−1
𝒂𝟖 = −𝟒𝟑𝟕𝟒

Example 2. Write the first five terms of a geometric sequence in which a1=2 and r=3.

a1=2
a2=2⋅3 = 6
a3=6⋅3 = 18
a4=18⋅3=54
a5=54⋅3=162
−2
Example 3. If the first term of geometric progression is 9 and the common ratio is ,
3
find the fifth term.
Required: 𝑎5 = ?
−2
Given: 𝑎1 = 9, 𝑟 = 3
Solution:

46
 𝟐𝟒 𝟏𝟔
𝒂𝟓 = 𝒂𝟏 𝒓𝟒 = 𝟗 (− 𝟑 ) = 𝟗

Example 4. The numbers 28, x+2, 112 form a GP. What is the 10th term?

Required: 𝑎10 =?
Given: 𝑎1 , 𝑎2, 𝑎3
Solution:

𝑥+2 112
𝑟= =
28 𝑥+2
2
(𝑥 + 2) = 3136
𝑥 + 2 = 56
𝒙 = 𝟓𝟒

Example 5. A person has 2 parents, 4 grandparents, 8 great grandparents and so on. How
many ancestors during the 15 generations preceding his own?

Required: 𝑆 =?

Given: 𝑎1 , 𝑎2 , 𝑎3, n=15

Solution:

4 8
𝑟= =
2 4
𝑟=2

2 (215 − 1)
𝑆15 =
2−1

𝑺𝟏𝟓 = 65, 534 ancestors

Infinite Geometric Series

A finite sequence is a function whose domain is the set of integers {1, 2, 3, . . . , n}.
An infinite series is the sum of an infinite number of terms of a sequence. We indicate that a
series is infinite by using the symbol for infinity,∞.

For example, we can indicate the sum of all of the positive even numbers as:

47
 An infinite Series that has a sum is called Convergent series.

Say we have an infinite geometric series whose first term is a and common ratio is r.
If r is between -1 and 1 and 111 (i.e. |r|<1∣r∣<1vertical bar, r, vertical bar, is less than, 1), then
the series converges into the following finite value:

𝒂𝟏
𝑺= , |𝒓| < 𝟏 𝒂𝒏𝒅 𝒂𝒔 𝒏 𝒂𝒑𝒑𝒓𝒐𝒂𝒄𝒉𝒆𝒔 𝒊𝒏𝒇𝒊𝒏𝒊𝒕𝒚
𝟏−𝒓

An infinite geometric series has no limit when |r| > 1. An infinite geometric series has
a finite limit when |r| < 1.

Example:

6.3 Harmonic Sequence

In mathematics, a harmonic progression (or harmonic sequence) is a progression
formed by taking the reciprocals of an arithmetic progression.

Equivalently, a sequence is a harmonic progression when each term is the harmonic

mean of the neighboring terms.

48
 As a third equivalent characterization, it is an infinite sequence of the form

where a is not zero and −a/d is not a natural number, or a finite sequence of the form

where a is not zero, k is a natural number and −a/d is not a natural number or is greater
than k.

Examples:

https://en.wikipedia.org/wiki/Harmonic_progression
_(mathematics)
The example shows that the elements become an arithmetic progression in reciprocal.

Harmonic Series
Infinite harmonic progressions are not summable (sum to infinity).
It is not possible for a harmonic progression of distinct unit fractions (other than the
trivial case where a = 1 and k = 0) to sum to an integer. The reason is that, necessarily, at
least one denominator of the progression will be divisible by a prime number that does
not divide any other denominator.

49
Progress Check. Series and Progression
Instruction. Write the complete solution for each problem. Box in final answers.

1. Joe is training for a Marathon. The first week he runs 3 mi., the second week 6 mi.,
the third week 9 mi., and the fourth week 12 mi. He maintains this pattern for 6
weeks. Write a rule for the sequence of the number of miles he runs as an explicit
formula, and use it to find the number of miles he runs the sixth week.
2. For the arithmetic sequence 100, 97, 94, 91, . . . , find:
a. the common difference.
b. the 20th term of the sequence
3. In an arithmetic sequence, 𝑎3 = 10 𝑎𝑛𝑑 𝑎6 = 19. Find the first term and the common
difference.
4. Find the arithmetic mean between 16 and 26.
5. How many numbers were taken if the first term is 38 and the last term is 88, with the
common difference of 5?
6. When all odd numbers from 1 to 101 are added, the result is:
7. Find the sum of the geometric series 1 + 2 + 4 + 8 +. . . .
8. Find the 7th term of the geometric series where a1 = 5 and the common ratio is 4.
9. Is the sequence 4, 12, 36, 108, 324, . . . a geometric sequence? Prove and show if there
is a common r, and sow the pattern
10. Write three geometric means between 4 and 100.

References:

Hall B. (1993) Algebra 2 with Trigonometry, Prentice Hall, Englewood Cliffs, New
Jersey 07362
Redden J. ( December 2012), Advanced Algebra 1st Edition, Creative commons
publishing, California State University–Northridge
Gantert, AX, (2007), Integrated Algebra 1, AMSCO School Publications, INC. 315
Hudson street, New York 10013, Copyright 2007 by AMSCO School Publications,
New York

Online Resources

https://www.augusta.k12.va.us/
https://www.khanacademy.org/
https://www.mathsisfun.com/
https://en.wikipedia.org/
https://www.chilimath.com/
https://www.coolmath.com/
https://courses.lumenlearning.com/

50
 LEARNING GUIDE
Week No.: __10__

TOPIC/S

Topic : Factorial, Fundamental Principle of Counting

EXPECTED COMPETENCIES
Upon completing this Learning Module for Week 10, the students will be able to:

Venn Diagram

A Venn diagram, also called primary diagram, set diagram or logic diagram, is
a diagram that shows all possible logical relations between a finite collection of
different sets. These diagrams depict elements as points in the plane, and sets as regions
inside closed curves as defined by https://en.wikipedia.org.

A Venn diagram consists of multiple overlapping closed curves, usually circles,

each representing a set

“Venn diagrams are named after British logician John Venn. He wrote about them in an
1880 paper entitled “On the Diagrammatic and Mechanical Representation of Propositions
and Reasonings” in the Philosophical Magazine and Journal of Science. But the roots of
this type of diagram go back much further, at least 600 years. In the 1200s, philosopher and
logician Ramon Llull (sometimes spelled Lull) of Majorca used a similar type of diagram,
wrote author M.E. Baron in a 1969 article tracing their history. She also credited German
mathematician and philosopher Gottfried Wilhelm von Leibnitz with drawing similar
diagrams in the late 1600s. In the 1700s, Swiss mathematician Leonard Euler (pronounced
Oy-ler) invented what came to be known as the Euler Diagram, the most direct forerunner
of the Venn Diagram. In fact, John Venn referred to his own diagrams as Eulerian Circles,
not Venn Diagrams. The term Venn Diagrams was first published by American philosopher
Clarence Irving (C.I.) Lewis in his 1918 book, A Survey of Symbolic Logic.” As stated by
an article from www.lucidchart.com.

They are used to teach elementary set theory, as well as illustrate simple set
relationships in probability, logic, statistics and other fields. They serve to graphically
organize things, highlighting how the items are similar and different. The interior of the
circle symbolically represents the elements of the set, while the exterior represents elements
that are not members of the set.

Advantages of Using Venn diagram

• To visually organize information

• To compare two or more choices
• To solve complex mathematical problems.

51
 • To compare data sets, find correlations and predict probabilities of certain
occurrences.
• To reason through the logic

www.onlinemathlearning.com

Example of a Venn Diagram

Example 1. Forty students play soccer and/or basketball after school. Twenty-four
students play soccer and twenty-nine play basketball. How many students play both
soccer and basketball? www.varsitytutors.com

52
 We can draw a Venn diagram of these students:

Some of the students play both sports and should be in the overlap on the Venn diagram.
To find the number of students in the overlap, subtract the total number of students given
from the number on the diagram.

Number in the overlap (playing both sports) 53−40=13

Example 2. Giving the Venn diagram above, what is the sum of the numbers in the
set A∪C?

The notation A∪C stands for "A union C,"

which refers to everything that is in either
set A or set C.

Solution:

A∪C = {12,2,3,4,11,5}

When we add the numbers together, we get:

12+2+3+4+11+5=37 -> The sum of the

numbers in set A∪C.

Example 3. In a class of 40 students, 27 like

www.varsitytutors.com
Math and 25 like English. How many likes Both Math and English?

53
 (𝟐𝟕 + 𝟐𝟓) − 𝟒𝟎 = 𝟏𝟐 -> Students who like both
15 12 13
Math = 27-12 = 15
English = 25- 12 = 13
To Check: 15+12+13 = 40
Math Eng

Factorial

Definition

54
 Example

Example 1.

Fundamental Principle of Counting

The Fundamental Counting Principle (also called the counting rule) as defined by
www.statisticshowto.com is a way to figure out the number of outcomes in a probability
problem. Basically, you multiply the events together to get the total number of outcomes.

“If a thing can be done in m different ways and another thing can be done in n different ways
then two things can be done in “m times n different ways”.

N = m*n

Example 1.

55
Example 2. The number of ways 3 nurses and 4 engineers can be seated on a bench with
the nurses seated together is:

nnn e e e e The nurses should sit together no matter what

e nnn e e e
e e nnn e e
e e e nnn e
e e e e nnn

3! = the number of ways the nurses can sit together by themselves

4! = the number of ways the engineers can sit together by themselves
5 = the number of ways the nurses can sit with the engineers while the nurses can’t be
separated

N =3! 4! (5) = 720 ways

56
Example 3. Four different colored flags can be hung in a row to make coded signal. How
many signals can be made if a signal consists of the display of one or more flags?

With 1 flag 𝑁1 = 4 =4
2 flags 𝑁𝟐 = 4 ∗ 3 = 12
3 flags 𝑁𝟑 = 4 ∗ 3 ∗ 2 = 24
4 flags 𝑁𝟑 = 4 ∗ 3 ∗ 2 ∗ 1 = 24

N= 64 signals

Example 4. A PSME unit has 10 ME’s 8 PME’s, and 6CPMs. If a committee of 3

members one from each group is to be formed, how many such committees can be
formed?
10 8 6
Member Member Member
1 2 3

N= 10*8*6 = 480 ways

Example 5. In how many ways can an IECEP chapter with 15 members choose a
President, a Vice President, a Secretary, a Treasurer and an Auditor if no member can
hold more than one position?

15 14 13 12 11
Pres VP Sec Treas Aud

- One less member eligible after every position taken

𝑵 = 𝟏𝟓 ∗ 𝟏𝟒 ∗ 𝟏𝟑 ∗ 𝟏𝟐 ∗ 𝟏𝟏 = 𝟑𝟔𝟎𝟑𝟔𝟎

Example 6. A fast-food restaurant has a meal special: $5 for a drink, sandwich, side item
and dessert. The choices are:

• Sandwich: Grilled chicken, All Beef Patty, Vegeburger and Fish Filet.
• Side: Regular fries, Cheese Fries, Potato Wedges.
• Dessert: Chocolate Chip Cookie or Apple Pie.
• Drink: Fanta, Dr. Pepper, Coke, Diet Coke and Sprite.

Q. How many meal combos are possible?

A. There are 4 stages:

1. Choose a sandwich.
2. Choose a side.
3. Choose a dessert.
4. Choose a drink.

57
 There are 4 different types of sandwich, 3 different types of side, 2 different types of
desserts and five different types of drink.

The number of meal combos possible is N = 4 * 3 * 2 * 5 = 120.

Progress Check. Venn Diagram, Factorial and Fundamental Principle of Counting

Instruction. Write the complete solution for each problem. Box in final answers.
1. In how many ways can 4 boys and 4 girls be seated alternately in a row of 8 seats?
2. How many 3-digit numbers can you make using digits 1, 2, and 3 without
repetitions?
3. If you have 3 shirts and 4 pants, how many outfits can you make?
4. If there are 3 models; standard cars, sports car, luxury cars, and some of them are
either in sedan and hatchback styles, and available in red, black, white, gray, and
silver colors, how many car choices do you have?
5. How many single-scoop of ice cream can you make from 6 different flavors and 3
different cones?
6. A survey of 100 persons revealed that 72 of them had eaten at a restaurant P, and
that 52 of them had eaten at a restaurant Q. How many people have eaten at both
restaurants? How many people have eaten at both restaurants?
7. A survey was conducted in graduating ECE students in a certain university on
which board subject they find difficult.

Mathematics 55 Math and English 32

Electronics 50 Math and Communications 28
Communications 51 Electronics and Communications 25
All Three subjects 10

8. The passers of a certain school for ECE board exams is 3/7 for math and 5/7 for
communications. If none of the examinees fails both subjects and there are 4
examinees who pass both subjects, find the number of examinees who took the
exams.
9. In a class of 40 students, 27 like Math and 25 like Chemistry. How many like both
Math and Chemistry?
10. A club has 40 executives, 33 like to drink beer and 20 like to drink whiskey. How
many like both?

References:

Aufmann et al (2011) College Algebra and Trigonometry 7th Edition, Brooks/Cole 20

Davis Drive Belmont, CA 94002-3098 USA
Tiong J. et al (1999) 1001 Solved Problems in Engineering Mathematics by JRT
Publishers ISBN 971-806-000-6, Sampaloc Manila

58
Online Resources
www.varsitytutors.com
www.lucidchart.com
https://en.wikipedia.org
www.lucidchart.com

59
 LEARNING GUIDE
Week No.: __11-12__

TOPIC/S

Topic : Permutation and Combination

EXPECTED COMPETENCIES
Upon completing this Learning Module for Week 11 and 12, the students will be able to:

1. Define Permutations and Combinations

2. Differentiate a Permutation from a Combination according to characteristics of elements and
its arrangement
3. Analyze and apply the concept of Permutations and Combinations in problem solving

Permutation and Combination

https://www.shutterstock.com/search/permutation

https://www.analyzemath.com/
60
Permutation

A permutation is an arrangement of objects in a definite order.

A permutation is a mathematical technique that determines the number of possible

arrangements in a set when the order of the arrangements matters. Common mathematical
problems involve choosing only several items from a set of items with a certain order.

Formula for Calculating Permutations

The general permutation formula is expressed in the following way:

Which states that if there are n objects available from which to select, and permutations
(P) are to be formed using k of the objects at a time, the number of different permutations
possible is denoted by the symbol nPk according to www.britannica.com.

Where:

• n – the total number of elements in a set

• k – the number of selected elements arranged in a specific order
• ! – factorial

Factorial (noted as “!”) is the product of all positive integers less than or equal to the
number preceding the factorial sign. For example, 3! = 1 x 2 x 3 = 6.

Other Representation of Permutation

We can represent permutation in many ways, such as:

• P(n,k)
• Pnk
• nPk
• nPk
• Pn,k

Types of Permutation
Permutation can be classified in three different categories:

• Permutation of n different objects (when repetition is not allowed)

• Repetition, where repetition is allowed
• Permutation when the objects are not distinct (Permutation of multi sets)

61
Example 1. Find how many pairs of letters can formed from a distinct group of 5 letters such
as A, B, C, D, and E as stated from www.britannica.com

If both the letters selected and the order of selection are considered, then the following
outcomes are possible:

Each of these 20 different possible selections is called a permutation. In particular, they are
called the permutations of five objects taken two at a time, and the number of such
permutations possible is denoted by the symbol 5P2, read “5 permute 2.”

Solution:

Example 2. Consider a set having 5 elements a,b,c,d,e. In how many ways 3 elements
can be selected (without repetition) out of the total number of elements.
Solution: Given X = {a,b,c,d,e}
3 are to be selected.
𝟓!
Therefore, 𝑷𝟓𝟑 = (𝟓−𝟑)!
= 60

Example 3. It is required to seat 5 men and 4 women in a row so that the women occupy
the even places. How many such arrangements are possible?

Solution: We are given that there are 5 men and 4 women.

i.e. there are 9 positions.

The even positions are: 2nd, 4th, 6th and the 8th places

These four places can be occupied by 4 women in P(4, 4) ways = 4!

= 4 . 3. 2. 1
= 24 ways

The remaining 5 positions can be occupied by 5 men in P(5, 5) = 5!

= 5.4.3.2.1
= 120 ways

Therefore, by the Fundamental Counting Principle,

Total number of ways of seating arrangements = 24 x 120

62
= 2880

Example 4. How many different 5-letter arrangements are there of the letters in the
word moose?

𝟓!
𝑷𝟓𝟓 = ; 𝒕𝒉𝒆 𝒐 𝒓𝒆𝒑𝒆𝒂𝒕𝒔 𝒕𝒘𝒊𝒄𝒆 = 60
𝟐!

Example 5. How many unique ways are there to arrange the letters in the word DEN?
𝟑!
nPp,q = 3P1,1,1 = 𝟏!𝟏!𝟏! = 𝟔 ways

Example 6. A zip code contains 5 digits. How many different zip codes can be made with the
digits 0–9 if no digit is used more than once and the first digit is not 0?

Using reasoning:

For the first position, there are 9 possible choices (since 0 is not allowed). After that
number is chosen, there are 9 possible choices (since 0 is now allowed). Then, there are 8
possible choices, 7 possible choices and 6 possible choices.

9 × 9 × 8 × 7 × 6 = 27,216

Using permutations formula

𝟗!
𝟗 × 𝑷𝟗𝟒 = 𝟗 [ ] = 𝟗 × 𝟑𝟎𝟐𝟒 = 𝟐𝟕𝟐𝟏𝟔
(𝟗 − 𝟒)!

Example 7. How many permutations in the word BANANA?

𝟔!
nPp,q = 6P1,3,2 = 𝟔𝟎 𝒘𝒂𝒚𝒔
𝟏!𝟑!𝟐!
where B = 1, A = 3, N = 2

COMBINATION

A combination is a mathematical technique that determines the number of possible

arrangements in a collection of items where the order of the selection does not matter. In
combinations, you can select the items in any order according to
https://corporatefinanceinstitute.com/

Formula for Combination

Mathematically, the formula for determining the number of possible arrangements by

selecting only a few objects from a set with no repetition is expressed in the following
way:

63
Where:

• n – the total number of elements in a set

• k or r– the number of selected objects (the order of the objects is not important),
• ! – factorial

Factorial (noted as “!”) is a product of all positive integers less or equal to the number
preceding the factorial sign. For example, 3! = 1 x 2 x 3 = 6.

Note that the formula above can be used only when the objects from a set are selected
without repetition.

Any of the ways we can combine things, when the order does not matter.

For combinations, k objects are selected from a set of n objects to produce subsets without
ordering. Contrasting the previous permutation example with the corresponding
combination, the AB and BA subsets are no longer distinct selections; by eliminating
such cases there remain only 10 different possible subsets—AB, AC, AD, AE, BC, BD,
BE, CD, CE, and DE.

For example, the number of combinations of five objects taken two at a time is

If taken all at once:

nCk =𝟏
Example 8. There are 4 balls of different colors. Two balls at a time are taken and
arranged anyway. How many combinations are possible?

𝟒!
4C2 = (𝟏𝟓−𝟒)!𝟒!

Example 9. How many committees can be formed by choosing 4 men from an

organization of a membership of 15men?

𝟏𝟓! 𝟏𝟓!
15C4 = (𝟏𝟓−𝟒)! = 𝟏𝟏!𝟒! = 𝟏𝟑𝟔𝟓 committees

64
 Example 10. How many ways can we choose 3 desserts from a menu of 10?

𝟏𝟎!
10C3 = (𝟏𝟎−𝟑)! = 120

Progress Check. Permutations and Combinations

1. How many ways can we award a 1st, 2nd and 3rd place prize among eight
contestants? (Gold / Silver / Bronze)
2. Listing your 3 favorite desserts, in order, from a menu of 10.
3. In how many ways can a coach choose three swimmers from among five
swimmers?
4. Six friends want to play enough games of chess to be sure every one plays
everyone else. How many games will they have to play?
5. How many ways can you arrange the letters in the word LOLLIPOP?
6. In how many ways 6 children can be arranged in a line, such that
(i) Two particular children of them are always together
(ii) Two particular children of them are never together

References:
Tiong J. et al (1999) 1001 Solved Problems in Engineering Mathematics by JRT
Publishers ISBN 971-806-000-6, Sampaloc Manila

Online Resources
https://corporatefinanceinstitute.com/resources/knowledge/other/permutation/
https://www.britannica.com/science/permutation

65
 LEARNING GUIDE
Week No.: __13__

TOPIC/S

Topic : Probability

EXPECTED COMPETENCIES
Upon completing this Learning Module for Week 13, the students will be able to:

1. Define probability
2. Determine type of probability and their distinct characteristics
3. Solve probability problems

Definition

Probability is the branch of mathematics concerning numerical descriptions of how likely

an event is to occur, or how likely it is that a proposition is true according to Wikipedia.org

Random Experiment
A random experiment is a physical situation whose outcome cannot be predicted until it is
observed.

Sample Space
A sample space, is a set of all possible outcomes of a random experiment.

Event
It is any subset of the sample space.

Random Variables
A random variable, is a variable whose possible values are numerical outcomes of a random
experiment.

Statisticians have agreed on the following rules and conventions.

▪ The probability of any event can range from 0 to 1. (it always comes from a ratio)
▪ The sum of probabilities of all sample points in a sample space is equal to 1.
▪ The probability of event A is the sum of the probabilities of all the sample points in
event A.
▪ The probability of event A is denoted by P(A).

Thus, if event A were very unlikely to occur, then P(A) would be close to 0. And if event A
were very likely to occur, then P(A) would be close to 1.

66
1. The probability that an event E will happen:
The probability that an event E will occur, P(E), is the ratio of the number of
outcomes in the event to the number of outcomes in the sample space

number of outcomes in the event

𝑷(𝑬) =
number of outcomes in the sample space

Or
𝑆
𝑷(𝑬) =
𝑇

Where S = number of successful outcomes

2. Probability that is Not E

𝑷𝒏𝒐𝒕𝑬 = 𝟏 − 𝑷𝑬

3. Mutually exclusive event

𝑷𝑬 𝒐𝒓 𝑭 = 𝑷𝑬 + 𝑷𝑭

Mutually exclusive events are things that can't happen at the same time. For example,
you can't run backwards and forwards at the same time. The events “running forward”
and “running backwards” are mutually exclusive.

Tossing a coin can also give you this type of event according to
https://www.statisticshowto.com/

4. Conditional and Independent probability:

𝑷𝑬 𝒂𝒏𝒅 𝑭 = 𝑷𝑬 × 𝑷𝑭

Events can be "Independent", meaning each event is not affected by any other events
according www.mathsisfun.com.

Example: Tossing a coin.

Each toss of a coin is a perfect isolated thing.
What it did in the past will not affect the current toss.
The chance is simply 1-in-2, or 50%, just like ANY toss of the coin.

5. Binomial or repeated trial probability:

𝑷 = 𝑪𝒏𝒓 𝒑𝒓 𝒒𝒏−𝒓

Where:
p = probability of success
q = probability of failure = 1-p

67
 n = number of trials
r = number of successful trials

Mutually exclusive events are those that cannot happen simultaneously,

whereas independent events are those whose probabilities do not affect one another.

Dependent Events

But events can also be "dependent" which means they can be affected by previous
events according to www.mathsisfun.com.

Examples are marbles in a bag. If we replace the marbles in the bag each time, then the
chances do not change and the events are independent:

• With Replacement: the events are Independent (the chances don't change)
• Without Replacement: the events are Dependent (the chances change)

Example 1. A die is rolled. Find the probability of each event.

a. Getting a 4 b. getting an odd number
b. Getting 1, 2, 3, 4, 5, or 6 d. getting a 7

Solution:
1
a. 𝑃 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 4) = there is only one way to get a 4
6
3 1
b. 𝑃 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 𝑎𝑛 𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟) = = there are three odd numbers 1, 3, & 5
6 2
6
c. 𝑃 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 1, 2, 3, 4, 5, 𝑜𝑟 6) = = 1 there are six ways to roll one of these nos
6
0
d. 𝑃 (𝑔𝑒𝑡𝑡𝑖𝑛𝑔 7) = = 0 There is no way to get a 7
6

Example 2. Determine the probability that a digit chosen at random from the digits 1, 2, 3,
…12 will be odd
Solution: Total no. of Digits = 12. Equally likely cases = 12.
There are six odd digits. Probability = 6 / 12 = 1 / 2

Example 3. A dice is thrown, what is the probability that the number obtained is a prime
number

Solution: Dice is thrown, the total possible outcomes = 6.

Favorable outcomes = 3 i.e. (2,3,5). Probability = 3 / 6 = 1 / 2

Example 4. Find the probability of throwing a total of 8 in a single throw with two dice.

68
 Solution: Two Dice are thrown, the total possible outcomes = 36.
Favorable outcomes = 5 i.e. (2, 6), (6, 2), (3, 5), (5, 3), (4, 4).
Therefore, Probability = 5 / 36

Example 5. A card is drawn from a pack of 52 cards. What is the probability that the card is a
Queen?

Solution: Total possible outcomes = 52.

Favorable outcomes = 4.
Probability = 4 / 52 = 1 / 13

Example 6. A die is rolled, find the probability that an even number is obtained.
Solution:

S = {1,2,3,4,5,6}

E = {2,4,6}

P = 3/6 = ½

Example 7. From a box containing 6 red balls, 8 white balls, and 10 blue balls, one ball is
drawn at random. Determine the probability that it is red or white.

Solution: Total balls = 24

6 8 𝟔 𝟖 𝟏𝟒
𝑃𝑟 = 𝑃𝑤 = 𝑷𝒓 𝒐𝒓 𝒘 = + 𝟐𝟒 =
24 24 𝟐𝟒 𝟐𝟒

Example 8. From a bag containing 4 black balls and 5 white balls, two balls are drawn one at
a time. Find the probability that both balls are white. Assume that the first ball is returned
before the second ball is drawn.

Solution: Total balls = 9 balls

5 5 5 5 25
𝑃𝑤1 = 𝑃𝑤2 = 𝑃𝑤1&2 = × = 81
9 9 9 9

Example 9. A bag containing 3 white balls and 5 black balls. If two balls are drawn in
succession without replacement, what is the probability that both balls are black?

Solution: total balls = 8

5 4 20 5
𝑃𝐵1&2 = × = =
8 7 56 14

Example 10. In a multiple-choice test, each question is to be answered by selecting 1 out of 5

choices, of which 1 is right. If there are 10 questions in a test, what is the probability of
getting 6 right out of pure guesswork?

Solution:
Prob of getting correct ans = 1/5
Prob of getting wrong ans = 4/5

69
 Let P = prob of getting 6 correct ans from 10 questions

1 6 4 4
𝑃 = 𝐶610 ( ) ( ) = 0.0055 𝑜𝑟 55%
5 5

References:

Hall B. et al (1995) Algebra 2 with Trigonometry, Prentice Hall, New Jersey

Tiong J. et al (1999) 1001 Solved Problems in Engineering Mathematics by JRT

Publishers ISBN 971-806-000-6, Sampaloc Manila

Online Resources
https://corporatefinanceinstitute.com/resources/knowledge/other/permutation/
https://www.britannica.com/science/permutation
https://www.mathsisfun.com/data/probability-events-conditional.html
www.analyzemath.com/statistics/probability

70