Gmath Module 4
Gmath Module 4
Gmath Module 4
Our target learning outcomes in this module are a) discuss the language, symbols
and conventions of mathematics; b) explain the nature of mathematics as a language; c)
perform operations on mathematical expressions correctly; and d) cite examples that
highlight the importance of mathematics as a language.
A. Introduction
Numbers are the most commonly known symbol that represents Mathematics. It
specifies a certain value or quantity. We currently use the Hindu-Arabic number system
represented by ten symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
In all sorts of situations, we classify objects into sets of similar objects and count them.
This procedure is the most basic motivation for learning the whole numbers and learning
how to add and subtract them.
In our ordinary language, we try to make sense of the world we live in by classifying
collections of things. The English language has many words for such collections. For
example, we speak of „a flock of birds‟, „a herd of cattle‟, „a swarm of bees‟ and „a colony
of ants‟.
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distinct objects. Objects that belong in a set are called its elements or members of the set.
Consider the following examples:
A set must be well defined. This means that our description of the elements of a set is
clear and unambiguous. For example, a group of beautiful people is not a set, because
people tend to disagree about what „beautiful‟ means.
Notation
Describing a Set
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1. The set of numbers whose elements are the natural numbers and zero is
called the set of whole numbers, denoted by 𝑾. We write 𝑾 = {0, 1, 2, 3, 4, … }
3. The set of rational numbers, denoted by ℚ, are those numbers that can be
expressed as a quotient of two integers 𝑝 and 𝑞, where 𝑞 ≠ 0. Examples are
fractions, repeating decimals, and terminating decimals.
𝑝
We write, ℚ = 𝑥: 𝑥 𝑐𝑎𝑛 𝑏𝑒 𝑟𝑒𝑝𝑟𝑒𝑠𝑒𝑛𝑡𝑒𝑑 𝑏𝑦 , 𝑝 𝑎𝑛𝑑 𝑞 𝑎𝑟𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠, 𝑞 ≠ 0
𝑞
6. The set of complex numbers, denote by ℂ, are numbers of the form 𝑎 + 𝑏𝑖,
where a and b are real numbers and 𝑖 2 = −1. In symbols,
ℂ = {𝑎 + 𝑏𝑖: 𝑎, 𝑏 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎𝑛𝑑 𝑖 2 = −1}
Note that the set ℕ = 1, 2, 3, … of positive integers is also known as the set of natural
numbers.
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Example 1: Write 𝐴 = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢} using the set-builder notation.
Answer: 𝐴 = {𝑥: 𝑥 𝑖𝑠 𝑎 𝑙𝑒𝑡𝑡𝑒𝑟 𝑖𝑛 𝑡𝑒 𝐸𝑛𝑔𝑙𝑖𝑠 𝑎𝑙𝑝𝑎𝑏𝑒𝑡, 𝑥 𝑖𝑠 𝑎 𝑣𝑜𝑤𝑒𝑙} or
𝐴 = {𝑥: 𝑥 𝑖𝑠 𝑎 𝑣𝑜𝑤𝑒𝑙 𝑖𝑛 𝑡𝑒 𝐸𝑛𝑔𝑙𝑖𝑠 𝑎𝑙𝑝𝑎𝑏𝑒𝑡}. Here, 𝑒 ∈ 𝐴 but 𝑞 ∉ 𝐴.
Example 2: Write 𝐵 = {𝑥: 𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟, 𝑥 > 0} using the roster method.
Answer: 𝐵 = {2, 4, 6, 8, 10, … }
Equal sets
Two sets are said to be equal if they have exactly the same elements.
Example 4: Given 𝐸 = {𝑥: 𝑥 2 − 3𝑥 + 2 = 0} and 𝐹 = {2, 1}, we say that 𝐸 and 𝐹 are equal sets.
We write 𝐸 = 𝐹 since each consists precisely of the elements 1 and 2.
On the other hand, the sets 𝐶 = 1, 3, 5 and 𝐷 = {1, 2, 3} are not equal, because they have
different elements. We write 𝐶 ≠ 𝐷.
A finite set is a set which has a finite (definite or fixed) number of elements, meaning
that we can list all their elements. An infinite set is a set which is not finite, that is, it has an
infinite number of elements. Examples of infinite sets are the set of even whole numbers
and the set of integers greater than 2000.
Example 5: 𝑆 = 𝑥: 𝑥 𝑖𝑠 𝑎 𝑤𝑜𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟, 2000 < 𝑥 < 2005 is a finite set. Here, the elements are
2001, 2002, 2003 and 2004.
Example 6: 𝑀 = 𝑥: 𝑥 𝑖𝑠 𝑎𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟, 2000 < 𝑥 < 3000 is also finite. The elements of this set are
the numbers 2001, 2002, 2003, …, 2999.
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The Numbers of Elements of a Set
A set has cardinality ℵ0 if and only if it is countably infinite, that is, there is a one-to-
one correspondence between the set and the set of natural numbers. The symbol ℵ0
(aleph-naught, aleph-zero, or the German term aleph-null) is the cardinality of all natural
numbers, and is an infinite cardinality. Also, the cardinality of the set of real numbers
(cardinality of the continuum c) is 2ℵ0 .
Two sets are said to be equivalent if they both have the same cardinality. Say for
instance, sets 𝐶 = 1, 3, 5 and 𝐷 = {1, 2, 3} are equivalent sets since 𝐶 = 𝐷 = 3 but 𝐶 ≠ 𝐷.
Equal sets 𝐸 = {𝑥: 𝑥 2 − 3𝑥 + 2 = 0} and 𝐹 = {2, 1} are also equivalent sets since 𝐸 = 𝐷 =
2. Note that all equal sets are equivalent, but not all equivalent sets are equal sets.
Example 7: 𝑆 = {5} and 𝑆 = 1. It is important to distinguish between the number 5 and the
set 𝑆 = {5}. Here, 5 ∈ 𝑆 but 5 ≠ 𝑆.
The universal set, denoted by 𝑈 is the set which contains all the elements being
considered. Examples are the following:
1. In plane geometry, the universal set consists of all the points in the plane
2. In human population studies, the universal set consists of all the people in the
world
The symbol 𝜙 𝑜𝑟 { } represents the empty set, more commonly known as the null set,
which is the set that has no elements at all. Thus, 𝜙 = 0. There is only one empty set: If L
and M are both empty, then 𝐿 = 𝑀 = 𝜙 since they have exactly the same elements,
namely, none.
Two sets are said to be joint if they have at least one common element. Otherwise,
they are disjoint.
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Consider sets 𝐶 = 1, 3, 5 and 𝐷 = {1, 2, 3}. We say that sets 𝐶 and 𝐷 are joint sets
since 1 and 3 are elements common to them.
If we consider sets 𝐺 = 6, 7, 9 and 𝐶 = {1, 3, 5}, then we say that sets 𝐶 and 𝐺 are
disjoint sets because they have no common elements.
Subsets
Sets of things are often further subdivided. For instance, owls are a particular type of
bird, so every owl is also a bird. We express this in the language of sets by saying that the
set of owls is a subset of the set of birds.
A set, say 𝐴, is called a subset of another set, say 𝐵, if every element of 𝐴 can be
found in 𝐵. This is denoted by 𝐴 ⊆ 𝐵 (read this as “𝐴 is a subset of 𝐵”).
If 𝐴 is any set, then 𝐴 is the improper subset of 𝐴. Any other subset of 𝐴 is a proper
subset of 𝐴.
Example 8:
1. If 𝐴 = {2, 4, 6} and 𝐵 = {0, 1, 2, 3, 4, 5, 6}, then 𝐴 ⊆ 𝐵 because every element of A is an
element of B.
2. Consider sets 𝐶 = 1, 3, 5 and 𝐷 = {1, 2, 3}. We say that C is not a subset of D,
denoted by 𝐶 ⊈ 𝐷, because 5 is an element of C that is not found in D. Also, we say
that 𝐷 ⊈ 𝐶.
Example 9: Suppose that 𝑈 = {𝑥: 𝑥 ∈ 𝑍}. Consider the following sets as examples:
𝐴 = {𝑥: 𝑥 ∈ 𝑍, −2 ≤ 𝑥 ≤ 4} 𝐷 = {𝑥: 𝑥 ∈ 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑝𝑟𝑖𝑚𝑒 }
𝐵 = {𝑥: 𝑥 ∈ 𝑍, 𝑥 ≤ 0 } 𝐸 = {−1, 0, 1, 2, 3}
𝐶 = {𝑥: 𝑥 ∈ 𝑍, 1 ≤ 𝑥 ≤ 7} 𝐹 = {−2, −1, 0, 1, 2, 3, 4}
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Before we answer the questions, let us list first the elements of the sets above. We have:
𝐴 = {−2, −1, 0, 1, 2, 3, 4} 𝐷 = {2}
𝐵 = {… , −2, −1, 0} 𝐸 = {−1, 0, 1, 2, 3}
𝐶 = {1, 2, 3, 4, 5, 6, 7} 𝐹 = {−2, −1, 0, 1, 2, 3, 4}
Set Operations
1. For two sets 𝐴 and 𝐵, the union of 𝑨 and 𝑩, denoted by 𝐴 ∪ 𝐵, is defined as the set
which contains all distinct elements found on either A or B.
In symbols, 𝐴 ∪ 𝐵 = 𝑥: 𝑥 ∈ 𝐴 𝑜𝑟 𝑥 ∈ 𝐵 .
Example 10: Let 𝐴 = {1, 2, 3, 4, 5} and 𝐵 = {3, 4, 6, 7}. Then, 𝐴 ∪ 𝐵 = {1, 2, 3, 4, 5, 6, 7}.
2. For two sets 𝐴 and 𝐵, the intersection of 𝑨 and 𝑩, denoted by 𝐴 ∩ 𝐵, is defined as the
set which contains all elements which can be found on both 𝐴 and 𝐵.
In symbols, 𝐴 ∩ 𝐵 = 𝑥: 𝑥 ∈ 𝐴 𝑎𝑛𝑑 𝑥 ∈ 𝐵 .
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Example 11: Let 𝐴 = {1, 2, 3, 4, 5} and 𝐵 = {3,4, 6, 7}. Getting the common elements of 𝐴 and 𝐵
gives 𝐴 ∪ 𝐵 = {3, 4}.
3. The complement of a set 𝑨 is the set containing elements of the universal set 𝑈
which are not in 𝐴.
In symbols, 𝐴𝑐 = 𝑥: 𝑥 ∉ 𝐴, 𝑥 ∈ 𝑈 .
Other notations for the complement of 𝐴 are 𝐴′ or 𝐴.
Example 12: Let 𝐴 = {1, 2, 3, 4, 5} and 𝑈 = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}. Removing the elements of 𝐴
from the elements of the universal set we obtain, 𝐴𝐶 = 6, 7, 8, 9, 10 .
4. The difference of the sets 𝑨 and 𝑩, denoted by 𝐴\𝐵 (or 𝐴 − 𝐵) is the set of elements
which belong to 𝐴 but not in 𝐵.
In symbols, 𝐴\𝐵 = 𝑥: 𝑥 ∈ 𝐴, 𝑥 ∉ 𝐵 .
Example 13: Let 𝐴 = {1, 2, 3, 4, 5} and 𝐵 = 3, 4, 6, 7 . Removing the elements of 𝐵 from the set
𝐴, we obtain 𝐴\𝐵 = 1, 2, 5 .
5. Let 𝐴 and 𝐵 be two sets. The product set or Cartesian product of 𝑨 and 𝑩, denoted
by 𝐴 × 𝐵, is the set of ordered pairs (𝑎, 𝑏) such that 𝑎 ∈ 𝐴 and 𝑏 ∈ 𝐵.
In symbols, 𝐴 × 𝐵 = 𝑎, 𝑏 : 𝑎 ∈ 𝐴 , 𝑏 ∈ 𝐵 .
Note here that 𝐴 × 𝐵 ≠ 𝐵 × 𝐴 and the cardinality of the product set of 𝐴 and 𝐵,
denoted by |𝐴 × 𝐵|, is 𝐴 × 𝐵 = |𝐴| ∙ 𝐵 .
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List the elements of the following sets:
a. 𝐴 ∪ 𝐵 𝑐 ∪ 𝐶
Solution:
Since 𝐴 ∪ 𝐵 = {1, 2, 3, 4, 6, 8, 9, 10}, it follows that 𝐴 ∪ 𝐵 𝑐 = 5, 7 . Hence
(𝐴 ∪ 𝐵)𝑐 ∪ 𝐶 = 4, 5, 7, 9, 10 .
b. 𝐵 ∩ (𝐶 ∪ 𝐴 )
𝐶
Solution:
Since 𝐴𝐶 = {1, 3, 5, 7, 9}, we have 𝐶 ∪ 𝐴𝐶 = 1, 3, 4, 5, 7, 9, 10 . Thus
𝐵 ∩ 𝐶 ∪ 𝐴𝐶 = {1, 3, 9}.
c. 𝐴𝑐 \ 𝐴 ∪ 𝐵 𝑐
Solution:
From (a), we obtain (𝐴 ∪ 𝐵)𝑐 = 5, 7 .
Removing the elements of (𝐴 ∪ 𝐵)𝑐 from 𝐴𝐶 = {1, 3, 5, 7, 9}, we obtain
𝐴𝑐 \ 𝐴 ∪ 𝐵 𝑐 = 1, 3, 9 .
d. 𝐴𝐶 × 𝐴𝑐 \ 𝐴 ∪ 𝐵 𝑐
Solution:
We know that 𝐴𝐶 = {1, 3, 5, 7, 9} and 𝐴𝑐 \ 𝐴 ∪ 𝐵 𝑐 = 1, 3, 9 . Then
𝐴𝐶 × 𝐴𝑐 \ 𝐴 ∪ 𝐵 𝑐 = { 1,1 , 1,3 , 1,9 , 3,1 , 3, 3 , 3, 9 , 5, 1 , 5, 3 , 5, 9 , 7, 1 ,
7, 3 , 7, 9 , 9,1 , 9, 3 , 9,9 }
1. Commutative Law
The order in which the sets appear in a union or intersection operation does not
affect the result.
𝐴∪𝐵 = 𝐵∪𝐴
𝐴∩𝐵 = 𝐵∩𝐴
2. Associative Law
The grouping of operations involving union or intersection operations does not affect
the result.
𝐴 ∪ (𝐵 ∪ 𝐶) = 𝐴 ∪ 𝐵 ∪ 𝐶
𝐴 ∩ (𝐵 ∩ 𝐶) = 𝐴 ∩ 𝐵 ∩ 𝐶
3. Identity Laws
𝐴∪∅ = 𝐴
𝐴∩𝑈 = 𝐴
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4. Distributive Laws
𝐴∪ 𝐵∩𝐶 = (𝐴 ∪ 𝐵) ∩ (𝐴 ∪ 𝐶)
𝐴∩ 𝐵∪𝐶 = (𝐴 ∩ 𝐵) ∪ (𝐴 ∩ 𝐶)
(𝐴 ∪ 𝐵) ∩ 𝐶 = (𝐴 ∩ 𝐶) ∪ (𝐵 ∩ 𝐶)
(𝐴 ∩ 𝐵) ∪ 𝐶 = (𝐴 ∪ 𝐶) ∩ (𝐵 ∪ 𝐶)
5. De Morgan‟s Laws
𝐴 ∪ 𝐵 𝐶 = 𝐴𝐶 ∩ 𝐵 𝐶
𝐴 ∩ 𝐵 𝐶 = 𝐴𝐶 ∪ 𝐵 𝐶
Venn Diagrams
𝑻
3
4 𝐒
0
2 1
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We can also illustrate the hierarchy of numbers using a Venn diagram.
ℕ W ℤ ℚ ℚ′
If A and B are arbitrary sets, it is possible that some elements are in A but not in B,
some elements are in B but not in A, some in both A and B, and some are in neither A nor B.
We illustrate these possibilities using a Venn diagram.
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Problem Solving with Venn Diagrams
Let us have a look at a few examples that demonstrate how Venn diagrams can
make problem solving much easier.
Example 17: A travel agent surveyed 100 people to find out how many of them had visited
the cities of Melbourne and Brisbane. Thirty-one people had visited Melbourne, 26 people
had been to Brisbane, and 12 people had visited both cities. Draw a Venn diagram to find
the number of people who had visited
a. Melbourne or Brisbane
b. Brisbane but not Melbourne
c. only one of the two cities
d. Neither city
Solution:
Let: M be the set of people who had visited Melbourne,
B be the set of people who had visited Brisbane
U be the universal set that represents the set of people surveyed
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b. The number of people who had visited Brisbane but not Melbourne. This means
that we consider those who had visited Brisbane only, not including the
intersection.
Answer: 14
c. The number of people who had visited only one of the two cities. This includes
only those who had visited Melbourne only plus Brisbane only; the intersection is
not included.
Answer: 19 + 14 = 33
d. The number of people who had visited neither city: (We consider here the
number outside the two circles.)
Answer: 55
Example 18: Consider the following data for 120 mathematics students:
65 study French, 20 study French and German
45 study German, 25 study French and Russian
42 study Russian, 15 study German and Russian
8 study all three languages
Answer the following:
a. Find the number of students studying at least one of the three languages.
b. Find the number of students studying: exactly one language and exactly two
languages.
Solution:
Let: F be the set of students studying French
G be the set of students studying German
R be the set of students studying Russian
U be the universal set representing all mathematics students
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The Venn diagram below illustrates the information that we obtained:
F 12 G
18
28
8
17 7
10
R 20
We investigate here properties of real numbers. Here are some rules concerning the
addition and multiplication of the real numbers 𝑅:
a. Associative law for addition and multiplication:
𝑎 + 𝑏 + 𝑐 = 𝑎 + 𝑏 + 𝑐
(𝑎𝑏)𝑐 = 𝑎(𝑏𝑐)
b. Commutative law for addition and multiplication:
𝑎 + 𝑏 = 𝑏 + 𝑎
𝑎𝑏 = 𝑏𝑎
c. Distributive law for addition and multiplication:
𝑎(𝑏 + 𝑐) = 𝑎𝑏 + 𝑎𝑐
d. Additive and multiplicative identities: There exists a zero element 0 and a unity
element 1 such that for any 𝑎 ∈ 𝑅,
𝑎 + 0 = 0 + 𝑎 = 𝑎
𝑎 · 1 = 1 · 𝑎 = 𝑎
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The Real Line: Order and Inequalities
One important property of real numbers is that they can be represented graphically
by points on a straight line.
Let 𝑎 and 𝑏 be real numbers. We say that a is less than b, written as 𝑎 < 𝑏, if the
difference 𝑏 − 𝑎 is positive, meaning that 𝑎 lies to the left of the point 𝑏 on the number line.
Examples:
1. 2 < 5, −6 < −1, 6 ≥ 3
2. The statement 2 < 𝑥 < 7 means 2 < 𝑥 and 𝑥 < 7, hence 𝑥 lies between 2 and 7 on
the real line 𝑅
2. Law of Trichotomy:
For any real numbers 𝑎 and 𝑏, exactly one of the following holds:
𝑎 > 𝑏, 𝑎 = 𝑏, 𝑎 < 𝑏
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C. Relations and Functions
Definition of Relation
The following are examples of relations because they consist of a set of ordered
pairs:
(−2,5), (−1, 0), (2, −3)
(−1,0), (0, −3), (2, −3), (3,0), (4,5)
(3,0), (4,5)
(−2,5), (−1, 0), (0, −3), (1, −4), (2, −3), (3,0), (4,5)
Some relations are very special and are used at almost all levels of mathematics. Set
inclusion ⊆, “less than”, “parallel to” are some relations used in mathematics.
The domain of a relation 𝑅 from a set 𝐴 to a set 𝐵 is the set of all first elements of the
ordered pairs which belong to 𝑅, and since these first elements come from set 𝐴 then the
domain of 𝑅 is a subset of 𝐴. The range of a relation 𝑅 is the set of all second elements of
the ordered pairs which belong to 𝑅, and so it is a subset of 𝐵.
Definition of a Function
A function is a relation for which each value from the set of the first components of
the ordered pairs is associated with exactly one value from the set of second components
of the ordered pair.
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From these ordered pairs we have the following sets of first components (i.e. the first
number from each ordered pair) and second components (i.e. the second number from
each ordered pair).
1𝑠𝑡 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡𝑠: −1, 0, 1, 2, 3, 4 2𝑛𝑑 𝑐𝑜𝑚𝑝𝑜𝑛𝑒𝑛𝑡𝑠: 0, −4, −3, 0,5
For the set of second components notice that the “−3” occurred in two ordered pairs but
we only listed it once.
To see why this relation is a function simply pick any value from the set of first
components. Now, go back up to the relation and find every ordered pair in which this
number is the first component and list all the second components from those ordered
pairs. The list of second components will consist of exactly one value. That is, every first
component is paired with a unique value for the second component. Therefore, this
relation is a function.
A function can be thought of as an equation for 𝑦 in terms of 𝑥 for which any 𝑥 value
that can be plugged into or substituted into the equation will yield exactly one 𝑦 value out
of the equation.
The phrase “𝑥 that can be plugged into” implies that not all 𝑥 values can be
substituted into an equation. Further, when dealing with functions we are always going to
assume that both 𝑥 and 𝑦 will be real numbers.
Function Notation
Let‟s start off with the following quadratic equation: 𝑦 = 𝑥 2 − 5𝑥 + 3. You can use any
process to verify that this is a function. Since this is a function we will denote it as follows,
𝑓(𝑥) = 𝑥 2 − 5𝑥 + 3.
So, we replaced the variable 𝑦 with the notation 𝑓(𝑥). This is read as “𝑓 of 𝑥”. Note
that there is nothing special about the 𝑓 we used here. We could just have easily used any
of the following letters to represent the function:
𝑔 𝑥 = 𝑥 2 − 5𝑥 + 3 (𝑥) = 𝑥 2 − 5𝑥 + 3 𝑅(𝑥) = 𝑥 2 − 5𝑥 + 3
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Evaluating functions
Evaluating a function is means determining the 𝑦 value for a given value of 𝑥. Let‟s
take the function 𝑓 𝑥 = 𝑥 2 − 5𝑥 + 3 and evaluate its value at 𝑥 = 4.
Now, when we say the value of the function we are really asking what the value of
the equation is for that particular value of 𝑥, denoted by 𝑓 4 :
𝑓(4) = (4)2 − 5(4) + 3 = 16 − 20 + 3 = −1
Example 22: Given 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 8 and 𝑔(𝑥) = 𝑥 + 6, evaluate each of the following.
a. 𝑓(3) and 𝑔(3)
b. 𝑓(−10) and 𝑔(−10)
c. 𝑓(0)
d. 𝑓(𝑡)
e. 𝑓(𝑡 + 1) and 𝑓(𝑥 + 1)
f. 𝑓(𝑥 3 )
g. 𝑔(𝑥 2 − 5)
Solutions:
a. 𝑓(3) and 𝑔(3)
𝑓(3) = (3)2 − 2(3) + 8 = 9 − 6 + 8
𝑓 3 = 11
𝑔(3) = 3 + 6 = 9
𝑔(3) = 3 (we take only the positive square root)
c. 𝑓(0)
𝑓(0) = (0)2 − 2(0) + 8
𝑓(0) = 8
Note that in this case this is pretty
d. 𝑓(𝑡) much the same thing as our
𝑓(𝑡) = 𝑡 2 − 2𝑡 + 8 original function, except this time
we‟re using 𝑡 as a variable.
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e. 𝑓(𝑥 + 1)
𝑓(𝑥 + 1) = (𝑥 + 1)2 − 2(𝑥 + 1) + 8 = 𝑥 2 + 2𝑥 + 1 − 2𝑥 − 2 + 8
𝑓(𝑥 + 1) = 𝑥 2 + 7
f. 𝑓(𝑥 3 )
𝑓(𝑥 3 ) = (𝑥 3 )2 − 2(𝑥 3 ) + 8
𝑓(𝑥 3 ) = 𝑥 6 − 2𝑥 3 + 8
g. 𝑔(𝑥 2 − 5)
𝑔(𝑥 2 − 5) = 𝑥2 − 5 + 6
𝑔(𝑥 2 − 5) = 𝑥2 + 1
Piecewise Functions
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Now, to evaluate each of these functions vales, the first thing that we need to do is
determine which inequality the 𝑡 value satisfies, and it will only satisfy a single inequality.
When we determine which inequality the number satisfies we use the expression
associated with that inequality.
a. 𝑔(−6)
In this case −6 satisfies the first inequality and so we‟ll use the first expression for this
evaluation.
𝑔(−6) = 3(−6)2 + 4 = 112
b. 𝑔(−4)
𝑔(−4) = 3(−4)2 + 4 = 52
c. 𝑔(1)
𝑔(1) = 10
d. 𝑔(15)
𝑔(15) = 10
e. 𝑔(21)
𝑔(21) = 1 − 6(21) = −125
The domain is the set of all 𝑥 values that we can plug into a function and get back
a real number. At this point, that means that we need to avoid division by zero and taking
square roots of negative numbers.
b f x 5 3x
7x 8
c hx
x2 4
d Rx 102 x 5
x 16
Solutions:
The domains for these functions are all the values of 𝑥 for which we don‟t
have division by zero or the square root of a negative number. If we remember
these two ideas finding the domains will be pretty easy.
x3
a g x
x 3x 10
2
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There is a possibility that we‟ll have a division by zero here. We now solve for the
zeros of the denominator (values that will make 𝑥 2 + 3𝑥 − 10 zero).
𝑥 2 + 3𝑥 − 10 = (𝑥 + 5)(𝑥 − 2) = 0
𝑥 = −5, 𝑥 = 2
So, we will get division by zero if we plug in 𝑥 = −5 or 𝑥 = 2. That means that we‟ll
need to avoid those two numbers. However, all the other values of 𝑥will work
since they don‟t give division by zero. Thus,
Domain : All real numbers except 𝑥 = −5 and 𝑥 = 2. We can also use
𝑅 − {−5,2} or 𝑅\{−5,2}.
b f x 5 3x
We have a square root in the problem and so we‟ll need to worry about taking
the square root of a negative number.
This one is going to work a little differently from the previous example. In that part
we determined the value(s) of 𝑥 to avoid. In this case it will be just as easy to
directly get the domain. To avoid square roots of negative numbers all that we
need to do is require that
5 − 3𝑥 ≥ 0
This is a fairly simple linear inequality that we should be able to solve at this point.
5
5 3x x
3
5
The domain of this function is : Domain : x
3
7x 8
c hx
x2 4
In this case we‟ve got a fraction, but notice that the denominator will never be
zero for any real number since 𝑥 2 is guaranteed to be positive or zero and
adding 4 onto this will mean that the denominator is always at least 4. In other
words, the denominator won‟t ever be zero. So, all we need to do then is worry
about the square root in the numerator.
To do this we‟ll require
8 8
7x 8 0 7 x 8 x Domain : x
7 7
10 x 5
d Rx
x 2 16
In this final part we‟ve got both a square root and division by zero to worry
about. Let‟s take care of the square root first since this will probably put the
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largest restriction on the values of 𝑥. So, to keep the square root happy (i.e. no
square root of negative numbers) we‟ll need to require that,
1
10 x 5 0 10 x 5 x
2
1
So, at the least we‟ll need to require that x in order to avoid problems with
2
the square root.
Now, let‟s see if we have any division by zero problems. Again, to do this simply
set the denominator equal to zero and solve.
𝑥 2 − 16 = (𝑥 − 4)(𝑥 + 4) = 0 ⇒ 𝑥 = −4, 𝑥 = 4
Now, notice that 𝑥 = −4 doesn‟t satisfy the inequality we need for the square
root and so that value of 𝑥 has already been excluded by the square root. On
the other hand, 𝑥 = 4 does satisfy the inequality. This means that it is okay to plug
𝑥 = 4 into the square root, however, since it would give division by zero we will
need to avoid it. Thus,
1
Domain : x except x 4
2
Operations on Functions
Example 25: Consider the functions 𝑓 (𝑥) = 2𝑥 + 3 and 𝑔(𝑥) = 𝑥 2 − 1. Find the following
function values:
a. (𝑓 + 𝑔)(4)
Solution:
Consider 𝑓 𝑥 = 2𝑥 + 3 then 𝑓 4 = 2 4 + 3 = 11
Also, 𝑔(𝑥) = 𝑥 2 – 1, then 𝑔 4 = 42 − 1 = 15
Hence,
𝑓 + 𝑔 4 = 𝑓 4 + 𝑔 4 = 26
b. (𝑓 − 𝑔)(5)
Solution:
Consider 𝑓 𝑥 = 2𝑥 + 3 then 𝑓 5 = 2 5 + 3 = 13
Also,𝑔(𝑥) = 𝑥 2 – 1, then 𝑔 5 = 52 − 1 = 24
Hence,
𝑓 − 𝑔 5 = 𝑓 5 − 𝑔 5 = −11
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Example 26: Find (𝑓𝑔)(𝑥) and (𝑓 /𝑔)(𝑥)
a. (𝑓𝑔)(𝑥)
Solution:
𝑓𝑔 𝑥 = 𝑓(𝑥) ∙ 𝑔(𝑥)
= 2𝑥 + 3 𝑥 2 − 1
= 2𝑥 3 + 3𝑥 2 − 2𝑥 − 3
b. (𝑓 /𝑔)(𝑥)
Solution:
𝑓 𝑓(𝑥) 2𝑥 + 3
𝑥 = = 2
𝑔 𝑔(𝑥) 𝑥 −1
𝑓 2𝑥 + 3
Note that the function 𝑥 = is defined on all values of 𝑥 except when
𝑔 𝑥 2− 1
𝑥 = −1 and 𝑥 = 1.
Composition of Functions
The term "composition of functions" (or "composite function") refers to the combining
together of two or more functions in a manner where the output from one function
becomes the input for the next function. Formally we define composition of functions as
follows:
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Example 27: Consider the following illustration:
Find 𝑔 ∘ 𝑓 𝑎 , 𝑔 ∘ 𝑓 𝑏 , (𝑔 ∘ 𝑓)(𝑐)
Solution: Using the illustration above, we have
𝑔∘𝑓 𝑎 =𝑔 𝑓 𝑎 =𝑔 𝑦 =𝑡
𝑔∘𝑓 𝑏 =𝑔 𝑓 𝑏 =𝑔 𝑧 =𝑟
𝑔∘𝑓 𝑐 =𝑔 𝑓 𝑐 =𝑔 𝑦 =𝑡
Example 28. Let the functions 𝑓 and 𝑔 be defined by 𝑓 (𝑥) = 2𝑥 + 1 and 𝑔(𝑥) = 𝑥 2 − 2.
Find 𝑔 ∘ 𝑓 (𝑥) and 𝑓 ∘ 𝑔 (𝑥).
a. 𝑔∘𝑓 𝑥
Solution:
𝑔∘𝑓 𝑥 =𝑔 𝑓 𝑥
Substituting the value of 𝑓 𝑥 = 2𝑥 + 1, we obtain
𝑔 𝑓 𝑥 = 𝑔 2𝑥 + 1 = 2𝑥 + 1 2 − 2 = 4𝑥 2 + 4𝑥 − 1
b. 𝑓 ∘ 𝑔 (𝑥)
Solution:
𝑓∘𝑔 𝑥 =𝑓 𝑔 𝑥
Substituting the value of 𝑔 𝑥 = 𝑥 2 − 2, we obtain
𝑓 𝑔 𝑥 = 𝑓 𝑥 2 − 2 = 2 𝑥 2 − 2 + 1 = 2𝑥 2 − 3
Inverse of a Function
The inverse of the function 𝑓 is denoted by 𝑓 −1 and is pronounced "f inverse". The
inverse of a function does not mean the reciprocal of a function.
A function normally tells you what 𝑦 is if you know what 𝑥 is. The inverse of a function
will tell you what 𝑥 had to be to get that value of 𝑦.
An inverse of a function is a function that "reverses" another function, that is, if the
function 𝑓 applied to an input 𝑥 gives a result of 𝑦, then applying its inverse function 𝑓 −1 to 𝑦
gives the result 𝑥, and vice versa. That is,
𝒇(𝒙) = 𝒚 if and only if 𝒇−𝟏 (𝒚) = 𝒙
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We say that a function 𝒇−𝟏 is the inverse of 𝒇 if
for every 𝑥 in the domain of 𝑓, 𝑓 −1 ∘ 𝑓 𝑥 = 𝑥, and
for every 𝑥 in the domain of 𝑓 −1 , 𝑓 ∘ 𝑓 −1 𝑥 = 𝑥
Given the function 𝑓 (𝑥), we can find the inverse function, 𝑓 −1 (𝑥) by following these steps:
1. First, replace 𝑓 (𝑥) with 𝑦.
2. Replace every 𝑥 with a 𝑦 and replace 𝑦 with 𝑥.
3. Solve the equation from Step 2 for 𝑦 and replace 𝑦 with 𝑓 −1 𝑥
4. Verify your work by checking that 𝑓 −1 ∘ 𝑓 𝑥 = 𝑥, and 𝑓 ∘ 𝑓 −1 𝑥 = 𝑥
1. 𝑓 𝑥 = 3𝑥 − 2
Solution:
𝑓 𝑥 = 3𝑥 − 2
𝑦 = 3𝑥 − 2 Replace 𝑓 𝑥 with 𝑦
𝑥 = 3𝑦 − 2 Replace every 𝑥 with a 𝑦 and replace every 𝑦 with an 𝑥
𝑥+2
=𝑦 Solve the equation from Step 2 for 𝑦
3
𝒙+𝟐
Hence, 𝒇−𝟏 𝒙 = . To check, let us recall the composition of functions and show
𝟑
that 𝑓 ∘ 𝑓 𝑥 = 𝑥, and 𝑓 ∘ 𝑓 −1 𝑥 = 𝑥:
−1
3𝑥−2+2
𝑓 −1 ∘ 𝑓 𝑥 = 𝑓 −1 𝑓 𝑥 = 𝑓 −1 3𝑥 − 2 = =𝑥
3
𝑥+2 𝑥+2
𝑓∘ 𝑓 −1 𝑥 =𝑓 𝑓 −1 𝑥 =𝑓 =3 −2=𝑥
3 3
2. 𝑔 𝑥 = 𝑥 − 3
Solution:
𝑔 𝑥 = 𝑥−3
𝑦 = 𝑥−3 Replace 𝑔(𝑥) with 𝑦
𝑥 = 𝑦−3 Replace every 𝑥 with a 𝑦 and replace every 𝑦 with an 𝑥
2
𝑥 +3 =𝑦 Solve the equation from Step 2 for 𝑦
Hence, 𝒈−𝟏 𝒙 = 𝒙𝟐 + 𝟑. You may also check 𝑔−1 ∘ 𝑔 𝑥 = 𝑥, and 𝑔 ∘ 𝑔−1 𝑥 = 𝑥
𝑥+4
3. 𝑥 =
2𝑥−5
Solution:
𝑥+4
𝑥 =
2𝑥−5
𝑥 +4
𝑦= Replace (𝑥) with 𝑦
2𝑥−5
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𝑦+4
𝑥= Replace every 𝑥 with a 𝑦 and replace every 𝑦 with an 𝑥
2𝑦−5
Solve the equation from Step 2 for 𝑦
𝑦+4
𝑥=
2𝑦−5
2𝑥𝑦 − 5𝑥 = 𝑦 + 4 Multiply both sides by 2𝑦 − 5
−5𝑥 − 4 = −2𝑥𝑦 + 𝑦 Combine all terms containing 𝑦
−5𝑥 − 4 = 𝑦(−2𝑥 + 1) Factor out 𝑦
−5𝑥−4 5𝑥+4
= 𝑦 or =𝑦
−2𝑥+1 2𝑥−1
𝟓𝒙+𝟒
Hence, 𝒉−𝟏 𝒙 = . You may also check −1 ∘ 𝑥 = 𝑥, and ∘ −1 𝑥 = 𝑥
𝟐𝒙−𝟏
A. Show your complete solution. Write your solutions and answers on a clean sheet of
paper. Submit the images of your HANDWRITTEN SOLUTIONS as a single pdf file in the
submission bin for this activity (Part A) in the Classroom. You may use image scanning
apps on your phone (CamScanner or Tap Scanner) to save several images into 1 pdf
file, or place your images in a document and save as a pdf file.
2. Specify the set 𝐵 in set-builder form by giving a written description of its elements,
where 𝐵 = {0, 1, 4, 9, 16, 25}.
4. Consider
𝐴 = {𝑚, 𝑎, 𝑡, } 𝐶 = {𝑥: 𝑥 = 3𝑛, 1 ≤ 𝑛 ≤ 4, 𝑛 ∈ 𝑁}
𝐵 = {𝑠, 𝑡, 𝑒, 𝑚} 𝐷 = {𝑥: 𝑥 = 2𝑛, 1 ≤ 𝑛 ≤ 6, 𝑛 ∈ 𝑁}
a. What is 𝐴 ∩ 𝐵? b. What is 𝐶 ∪ 𝐷?
5. Solve the following problem using a Venn diagram: Consider the following data
among 110 students in college dormitory: 30 students are on a list A (taking
Accounting); 35 students are on a list B (taking Biology); and 20 students are on both
lists. Find the number of students:
a. on A list or B
b. on exactly one of the two lists
c. on neither list
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6. Solve the following problem using a Venn diagram: In a town 85% of the people
speak English, 40% speak Korean and 20% speak Spanish. Also 32% speak English
and Korean, 13% speak English and Spanish, and 10% speak Korean and Spanish,
find the percentage of people who can speak all the three languages.
B. Choose the letter corresponding to the correct answer. Use the Google form provided
in the submission bin for this activity (Part B) in the Classroom to submit your answers.
5
7. Let 𝑔 𝑥 = . Find the domain of 𝑔(𝑥).
𝑥−4
a. All real numbers except 4
b. All real numbers except −4
c. All real numbers greater than or equal to 4
d. All real numbers
2𝑥 2 −3𝑥+7
8. Let 𝑓 𝑥 = . Find 𝑓(3).
5𝑥 2 −2𝑥
2 16 18
a. b. c. 3 d.
5 39 45
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13. Which of the graphs on the right is NOT a
function?
a. Graph 1
b. Graph 2
c. Graph 3
d. Graph 4
16. Which pair of sets represents one set being a subset of another but is not equal to it?
a. 𝑁, the set of natural numbers, and 𝑍, the set of integers
b. 𝑇, the set of all triangles, and 𝐶, the set of all circles
c. 𝑁, the set of all natural numbers, and 𝑃, the set of positive integers
d. none of the above
17. In a survey of university students, 64 had taken mathematics course, 94 had taken
chemistry course, 58 had taken physics course, 28 had taken mathematics and
physics, 26 had taken mathematics and chemistry, 22 had taken chemistry and
physics course, and 14 had taken all the three courses. Find how many had taken
one course only.
a. 76 b. 86 c. 106 d. 120
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c. 𝑁, the set of all natural numbers, and 𝑃, the set of positive integers
d. None of the above
20. In a group of students, 65 play football, 45 play hockey, 42 play cricket, 20 play
football and hockey, 25 play football and cricket, 15 play hockey and cricket and 8
play all the three games. Find the total number of students in the group (Assume
that each student in the group plays at least one game.)
a. 56 b. 76 c. 92 d. 100
𝑥−10
22. Given 𝑓 𝑥 = and 𝑔 𝑥 = 7𝑥 + 10. Find 𝑓 ∘ 𝑔 (𝑥).
7
10
a. 7𝑥 + 60 c. 𝑥 −
7
b. 𝑥 + 20 d. 𝒙
23. What is 𝐴 ∩ 𝐵?
a. {5} b. {−5, 5} c. {} d. {−5, 0, 1, 2, 3, 4, 5}
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26. Which set is equal to 𝐵\𝐴 𝑐 ?
a. {−5, −4, −3, −2, −1} c. {−5, −4, −3, −2, −1, 5}
b. {−5, 1, 5} d. B
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