TEST-BASED COLLEGE ENTRANCE TEST (CET) REVIEW PACKAGE (Applicable for ENROLLED STUDENTS ONLY) . a (Glassroom Review Sessions ; r Core Subjects Math: (8 hours) Science: (8 hours) English & Filipino: (8 hours) Basic Math General Science Grammar [Algebra Earth Science Vocabulary, Spelling Geometry ‘Astronomy Idioms Problem Solving Biology Paragraph Organization Trigonometry Ecology Reading Comprehension Combinatorics Chemistry Verbal Reasoning Probability Physics Essay Writing reCalculus: ‘Oral Communication, Research ‘Simulation Exam / Mock Exam: 2 hours: Final Coaching : 6 hours ‘Online Exams and Review { Exam Taking | Reviewing answers Diagnostic Exam LINK: http:/tinyur.com/uplinkcetdiag pho jaboue Career Assessment Exam LUNK: hitp://inyur.com/uplinkcareertest og University of Meer ‘Sto. Tomas entrants Test A hour 15 hours ll i i De La Salle University College Admission Test hows Shows {OLSUCAT)MATHEMATICSFUNDAMENTAL MATHEMATICSFundamental Mathematics 1. VARIATIONS ae ? “Kinds of relationship between variables” Three Types of Variation 1. Direct Variation Direct Variation is a relationship between two or more quantities where a change in one quantity in one direction yields a corresponding change to the other quantities in the same direction, That is, when one of the quantities increases, all other quantities also increase. Often, such quantities are described as "directly proportional” to each other. Example: Given the formula: Azixw where A = area of arectangle L=length w =width For example, when the length of a rectangle is increased while the width is constant, then the area of the rectangle also increases. Hence, we say that the area of the rectangle is directly proportional to the length 2. Indirect Variation Indirect variation describes the given quantities as “inversely proportional” to each other. That is, when one quantity increases, the other quantity decreases or vice-versa. Example: Given the formula: 1 i= where , rate t e In doing work, when the time of a worker to do a part of the work increases while the amount of work is kept constant, then the rate of the worker decreases. That is, the longer it takes the worker to do the. same task, the slower is his speed. Hence, we say that the time it takes the worker to finish his work is inversely proportional to his rate. 3. Joint Variation Joint variation is a combination of direct and indirect variation with at least three quantities involved. Example: Given the formula: RTn re The formula is known as the ideal gas equation. It tells us that whenever a the temperature isincreased while the other quantities on the right, side of the equation (R,n, V} are kept constant, the pressure of the gas increases. On the other hand, when the volume of the gasis increased while the other quantities on the right side of the equation (T,n, R) are kept constant, the pressure decreases. Hence we say that the V =volume of gas temperature is directly proportional to the pressure while the valume is. R= proportionality constant inversely proportional to the pressure. P = pressure of agas T = temperature of gas n= number of molesSE Fundamental Mathematics IL _ RATIO, RATE, AND PROPORTION : ’ A. RATIO e ‘A200; a comparison of two quantities. The ratio of @ to bis denoted.as: Sora:b Example: ‘A coin purse has 30 coins in it if there are 10 five-peso coins ond 20 one-peso coins, the ratio of five- [Peso cnins to one peso coins is expressed as 10/20 or 10:20 and read as 10s to 20. Or, this con be expressed in its simplest form, which is 1/2 or 1:2 and is read as 1 is to 2. Take note of the order of precedence of the mentioned quantities since the ratio must also be written in thot same order. The example above asks for the ratio of five-peso coins to one-peso coins so the number 10, which pertains to the number of five-peso coins, gaes before the number 20, which pertains to the number of one-pesa coins and NOT vice verso. B. RATES A rate is a ratio of two measurements having different units. Example: Q: What is the rate of an object that fell from the top of a 60-storey building in S minutes? ‘A: The rate of the object is 60 storeys in S minutes which is expressed as: 60storeys 12storeys Smin min és read as 12 storeys per minute. CG PROPORTION Apenportion is a statement of equivatence between twa ratios. When twa pairs of numbers have the same ratio, we say that they are propornonal. The proportion of ais to b and cis to dis denoted as: ad pacorabecd 7 prot , Note: © band, the numbers in the middie, are called the means; while a and d, the numbers at the opposite ends, are called the extremes Example: 39:11 13:7 in this proportion, the means ae 21 and 13, The extremes are 39 and 7. Two Types of Proportion 1. Direct Proportion ‘A proportion is a direct proportion il the product of the means is equal to the product of the extremes, That 16, grven any real number {a,b c,d} #0, fab = eidathent 5 (be) = (ad)Fundamental Mathemarics Example: . It takes 300 bricks to build 6 meters of wall. How many bricks does it take to build 28 meters of a wall? Here, we are comparing the number of bricks to meters of a woll built, The two quantities ore directly proportional to an incréose or decrease in one quantity produces the same effect [increase or decrease} in the other quantity. ‘To solve this direct proportion problem, we use the property of direct proportion (if a:b=cxd, then (bx c) =(a xd). Then, 300 628 6n = (300)(28) nw 200128) é n= 1400 , Indirect Proportion ‘A proportion is an indirect proportion if the product of the quantities in the first ratio is equal to the product of the quantities in the second ratio. That is, given any real number fa, b,c, d)# 0, if a:b =c:d,then (ab) = (cd) Example: ‘Suppose 4 people can rake an orchard in 12 hours. How long willit take 8 people to rake the same orchard? Here, we are comparing the number of people ond the time required to do the jab, The two quantities are inversely or indirectly proportional to an increase in one quantity produces a decrease inthe other ‘quantity, or @ decrease in one produces an increase in the other. To solve the indirect proportion problem, we use the property of direct proportion (if arb=c:d, then (a x b) = (cxd)). Then, given any real number {a, b,c, d} #0, (14) = Bn aD) ar n=6 Notes:Fundamental Mathematics IIL PERCENTAGE, RATE, AND BASE an 8 Where: — Pis percentage Risrate Bisbase Percentage: Finding the percentage of a number Example: An apprentice electrician is paid 40 % of the hourly wage of a regular electrician. Ifthe wage of a regular electrician is P200 per hour, what is the wage of an apprentice per hour? Solution: Let P be the hourly wage of an apprentice electrician. What number is 40 % of 200? P=RXB=(04)(200)=80 ‘An apprentice electrician earns P80 per hour. ate: what percent of one number is anothi Example: Students attending secretarial training spend 8 hours of their 40-hour workshop on typing. What percent of their workshop is spent on typing? Solution: Let R be the percent spent on typing. What percent of 40 is 8? P 8 Ra—=— =02= 20% B 40 20 % of the course is spent on typing. Base: Finding a number when a percent of itis known Example: The price ofa cellular phone increased by 5 %, which is equal to P500. What is the original price? Solution: Let B be the original price, 5% of what amount is P500? The original price is P 10,000 Note: ‘+ To solve percent problems, change them first into equations and solve them. * When deafing with numbers in word problems: © of means to multiply © Isfare/was/were means equal (=) 10Fundamental Mathematics V. GRAPHS, TABLES AND DIAGRAMS Z Tables show data that are classified according to two variables indicated by row and table. ‘Example: There are phree different basketball teams and each has played five games. Youhave eachteam’s fi, score from each of its games as follows: Lalers a “Fan | pesenre lh cea 1. Which of the teams has the highest score for game three? 2. At what game did Lakers acquire their lowest score? 3. Which team and at what game was the highest score obtained? 1 A. COMPARING GRAPHS Data could be presented in four ways: pictograph, bar graph, line graph and circle graph. The best way depends ‘on the relationship you wish to know. sco OPulation — iu, #0000000 30600000 Visayas, ‘20000000 ae . foil 2007200820082010 Bar graphs are useful for comparing quantities. Pie Charts or Crele graphs can show the relationship of parts toa whole. They can also be used to < ian's Allowance ood Olere Doves (Citonation Omscetianeous compare the parts. NoTEs, nFundamental Mathematics Line graphs can show changes over time. They can show trends and recurring events. . * Rice Price Increase 10000 AstQnr 2ndQte 3rd ate ath arr amount in pesos. Pictographs are used to show large quantities or the bulk ofa certain thing or product. VI. VENN DIAGRAM ‘A Venn Diagrams a diagram of sets which are represented by circles. The intersection of the circles corresponds to the intersection of the sets. The Venn Diagram in the next example tells us that there are three sets: American, French and Pinoy. From the set, the following can be concluded: Example: Number of Americans = 5 #15 +12+25=57 Number of Pinoy- French = 10 ‘Number of Pinoy-American-French Citizen = 5 Si? NumberofFrench =5+15+10+28=58 fs\ ‘e- 2) © Numberof Pinoy =512+10+30"57 + Number of French-American = 15 + Number of Pinoy American = 12 (LS) | YY Ww Tree Diagram = (0.4)(0.2)(0.1) ‘A Tree Diagram isa diagram of components in a hierarchical structure that shows the ‘clatonships between the =(0.4)0.2N0-9) conditions, events or any objects as branches. = (oye) Exampl Don James Galano decided to distribute his riches to his two = (0.4)(0.8)(0.9) children. He gave 40% to his eldest son, James Jr. and 60% to his daughter, Jamie. James Jr. gave his inheritance to = (0.6)(0.25){0.1) two sons, 20% to the eldest and 80% to the youngest. = (0,60.25)(0.9) Jamie also gave her inheritance to her two daughters, 25% to the eldest and 75% to the youngest. Ifeach grandchild gave 10% of their inheritance to an orphanage, how much in percent of Don James’ riches did the orphanage get? = (0.6)(0.75)(0.1) = (0.6)(0,75)(0.3) 2Fundamental Mathematics a. Disjunctive Syllogism “ = Syllogism where the major premise is disjunctive ~ one or both can be true but both cannot be false at the same time Example: _Either you love me‘or you hate me. You love me. Therefore, you don’t hate me. Strict Disjunctive ~ only one can be true Example: Either the light is on or it is off. The light is on Therefore, the light is not of Broad Disjunctive — if one is true the other is not necessarily false, but if one Is false, the other will have to be true. Example: Either my shirt blue or itis white. My shirts blue. Therefore, itis not white. Example: Either my shirt is blue or itis white. My shirt not blue. Therefore, it is white. . Conjunctive Syllogism Syllogism where the major premise is conjunctive — one or both can be false but both cannot be SET true at the same time Example: Either the weather is hot ori is raining. The weather is hot. Therefore, itis not raining. Example: Either the weather is hot or it The weather is not hot. Therefore, itis raining. 2, Categorical Syllogism drawing a conclusion from two premises with a total of three terms, the subject, the predicate and the middle term. ‘Anatomy of Categorical Syllogism Basic Structure Quantifier + Subject + Copula + Predicate Example: All cats are animals. “All” is the quantifier, “cats” is the subject, “are” is the copula, and “animals” is the predicate. ‘Types of Statements Ceo cae rr sata Universal Affirmative lollipops are candies [__ Universal Negative E No man is anisland [_ Particular Affirmative | 1 Some | students | are geniuses [_ Particular Negative | O | Some engines | arenot | Vehicles Major and Minor Terms and Premises The Major Premise contains the predicate of the conclusion called the Major Term. The Minor Premise contains the subject of the conclusion called the Minor Term. Both the Major and the Minor Premises contain a common term, called the middle term that is absent in the conclusion wwNOTES: Fundamental Mathematics AILM are P = Major Premise 2 AUS are M © Minor Premise AUS are P = Conclusion Example: The world is an apple. An apple isa fruit. Therefore, the world is a fruit. Using Venn Diagrams in Slogisms ‘logistic Venn Diagram = Two coinciding circles where the overlapping area represents elements that satisfy both conditions. = Unshaded area represents a condition where elements may oF may not exist. = Shaded area represents a condition where elements surely do not exist = “X" represents a condition where at least one element is sure to exist Breas ac Pia caer j 1s4 E= = Taal = = Fundamental Mathematics Examples: (rad ek cue clad BME nie cua toa All A are B (Cc) AllCareA 2 ALC are B B C ‘Since all of Cis within B, then the ‘Since the area in question is unshaded, conclusion is TRUE then the conclusion is TRUE A NoAareB ) (A) All C are B ] « NoCareA B C fA, then the | Since the area in question is shaded, then the conclusion is TRUE Some A are B|or —SCe All C are B | “ll Bi IC *NoCareA B (JA) Since the area in question has at least one member (X mark), then the ‘conclusion is FALSE Both diagrams are valid but they don't ‘agree on the conclusion. Generally, however, we can say that it is FALSE 16Vi, EOORNTIALS UF RLULEA ag _ Algebra deals with number and the operation of it by the use of letters to represent the numbers. 1. Constant ~ any real number 2. Varlable -a letter that represents a number Example: a, n, x,y, 2 3, Coefficient of other factors ~ a factor of the product Example: Given the product 6xyz, the coefficient of yz is 6x. 4. Constant coefficient - a constant number in front of a variable or multiplied variables Example: Given the product 7y, the constant coefficient is 7. 5. Algebraic expression —a constant, variable or combination ‘of variables and constants involving a finite number of indicated operations Example: Qxy’ + 2yz - 8x + 5 x 32x 6. Polynomial - an algebraic expression involving only nonnegative-integer exponents of one or more variables and contains no variable in the denominator Example: acy=3y'+4, = 7. Term of a polynomial - a constant of a constant multiplied by a nonnegative integer exponents of variables. Example: In the polynomial 4x7y-3y' +4: the terms are 4x’y, 3y?, and 4 8. Monomial — a polynomial with one term Example: 4x°y, 9. Binomial - A polynomial with two terms Example: 5y?- 3x 10. Trinomial - A polynomial with three terms Example: dxey - 3y'+ 4 11, Degree of a term — the sum of the exponents of the variable in a given term Example: Given the term 4x, the degree of the term is 2 Given the term 4x'y2!, the degree of the term is 2+143-6. 12, Degree of a polynomial - the highest degree/power in the polynomial. ‘Example: Given the polynomial 9y*~ 2y’ + 3y, the degree of the polynomial is 5. Notes: uvFundamental Mathematics Note: * Algebraic operations (addition, subtraction, multiplication and division) follow the rules when performing operations on integers. «Only similar or like terms can be added or subtracted from one another. IX. SIMPLIFYING EXPRESSIONS Tas mplity an algebraic expression you may follow the following steps: 1 Group together the similar terms 2. Perform the indicated operation(s) on the similar terms Example 1 ‘Sumphify the expression: (211 + xy- y?)- (i Day + y2) + UP + ey #79") Step 1: distribute the negative sign (20 > aye yk Be 4 Day 42 + (Pty tT) ‘Step 2: group together the similar terms | (2x*- 3x? + x?) + (ay + 2xy + 3) + Cy? Ay" + Ty?) Step 3: Perform the indicated operations | (2x?- 4" + a) + (ay + ay + My) + 204" + bay + oy! bay + 2y" ay + yy X, FUNCTIONS A function is a set of ordered pairs {x, y) such that no two distinct ordered pairs have the same first number. It can also be thought of, as a correspondence from one set, A to another set, 8 where the element y of set Bis ‘unique for a specific element xin set A HAD AB ED ICH One-to-wne FY ABLED ACEI HADI AA BEL ICGI Function ‘Many-to-one Onectornay Function Nota fuaction Vertical Line Test The vernal hne test states that the graph of a function can only be intersected by a vertical line at one point Domain and Range of a Function The domains the set of all admissible vatues of xin a funchan. The range 1s the set of all resulting values of y. To get the range of the function, substitute all the values of xn the domain to the function or by getting the domain of the inverse of the function,Fundamental Mathematics Rules jn Getting the Domain of a Function , 1. Function f{x) is a polynomial ’ Domain: all eal numbers Example . f(x) = 929 = Ox? + 4447 Oomain: all real numbers 2. Function f(x} is a rational function Domain: set of all real numbers except the zeroes of the divisor frompe: faseee fon = 3 Domain: all real numbers except x 3, Function f(x) is a radical function Case 1: the index is odd Domain; All real numbers Case 2: The index is even Domain: All values of x for which the radicand 2 0 Brample: (x)= VeF2 Domain: all real numbers fO)= VeFT Domain: x>-1 (Note that the radicand is x+1. Since the index is 2, an even number, the damain can be computed by letting the radicand be greater than zero, that iss x+1>0 0 x>-I) Operations on Function: 1. Addition of Functions Given two functions ffx) and g(x), their sum, denoted by f+ gis defined by: , (f+ ax) = (00 + gfx) 2. Subtraction of Functions Given two functions f(x) and gfx), their difference, denoted by f-g is defined by: fF — g(x) = £02) - 900) 3. Multiplication of Functions Given two functions f(x) and g(x), their product, denoted by fg is defined by: ea) = f+ g(x) Notes: 19Fundamental Mathematics 4. Division of Functions Given two functions fix) end gfx), their quotient, denoted by f/ gis defined by: 1az) = F@/a(2) ” ‘Composition of Functions Given two functions ffx) and gfx), their composition, denoted by fo g is defined by: (f.9)() = £9) cfd = 2 + Age) ee +2 + 9G) = f@) + 9) BG?+ I+ (e+ 2) ax7 + 243 ni SHE g Difference: (f — g)(x) = S() - 9) (2 + 1)-(x+ 2 ax? - x41 Product: Fe a)lx) = FO) 92) a(P+)e@FeQaP ears rt? Quotient: (F/9)(2) = f(z) / a(x) (fen) s aoe TIP tse Xi. POLYNOMIALS Multiplying Binomials (using FOIL method) (ax + by)(cx + dy) outer Perform FOR: (ax + yx +d) mer Mul the Fit wee: (a2)(cx) = aca? Ovrarterms(ex)(éy) = ary Inner terms (by (ex) = beay ast terms: (brMidy) = act! + adsy + bery + bdy? ‘Add all the products and similar terms: ace? + adzy + bexy + bdy? = ocx? + (ad + be)xy + bdy? Special Products Pees Sure Tania aria gtabeP TeoSpare | __(a-bNa+b)= oH ‘Sum and Difference of Tro | (a+ ba? - ab+ b= a +B Cuber (a= bat +0b+B) = a -P Binomial Expansion and PASCAL's Triangle atbyet >(atb)'= 04d Hares aereb oP_, Bramples: 1. Expand the expression (x + 2y)* According to Pascat's Triangle: (a+b)! = at +407 + 607b? + dab? + b* hence,a = x and b = 2y Solution: s(x + 2y)* xt $419 (2y) 46-27 (Oy) + 4-x-Q2y)? + (2y)t art 4Bry4 Dry? + 32ry’ + oy" 2. Find the factors ofthe expression: x= B1y'* 2% 256y"> (xt ~ 16y8)(x* + 16y") sm (x? = Ay")? + Ay") Cat + 16y") = (x= 2y?)(x + 2y?)(x? + 4y* V(t + 16y*) 3, Perform the Indicated operations Herter Solution: By factoring, we nuten , 2 Grenaen * ‘After cancelling out terms, we will get #41 Bet NoTEs: pet mr Fundamental Mathematics a4 Simplify the complex fraction;, axel ates es ev (lesa (seme » xDD XL SYNTHETIC DIVISION ‘a technique that is usually used in di of polynomials. SET jing rational expressions with binomial divisors and finding zeroes ‘Arrange the terms of the polynomial in descending order (highest degree at the leftmost side). Check out for any missing term and replace each with a zero coefficient. Line-up the coefficients as shown above and equate the divisor to 0. Drop the coefficient of the first term. Follow the directions of the arrows above. The diagonals indicate the divisor is to be multiplied by the term. After multiplying, add the product algebraically to the next term, This procedure continues to the last coefficient. 5. Express the constants in terms of the variables of the polynomials. Subtract 1 for each degree starting from the first term. The last term indicates the remainder. If this value equals zero or factor, it means the divisor is a zero of the polynomial. saaet Example: Divide f(r) = 4a' e325 9462) by OD 4 ‘ ‘ t 4 3 ov 1h & eo $f sh soy? : ‘ + + dx? eda 2 6 0 remamnder XII NEAR EQUATIONS Definitions 1. seas and y-axis © horizontal and vertical lines in the Cartesian plane passing through the origin. 2. Abscissa # the x-position of a point in the coordinate plane 3. Ordinate + the y-position of a point in the coordinate plane 4, xintercept © the abscissa of the point where the line intersects the x-axis 5. yintercept, * ordinate of the point where the line intersects the y-axis, 6. slope, m © the steepness of a line: ms Me Oo where (x, yi) and (x2, v2) are two distinct points in the line. a nFundamental Machematics NOTE: + lines, 4 and far said to be parle my = mz, where m, isthe Slope of, and mais the slope ofl + 2lines, land fy are said tobe perpendicular ifm, =~, where m, i the slope of, and m, is the slope of i Forms of the Equation ofa Line |. The General Equation of aLine sin the form Ax + By = C where A, B, and C are real numbers Ii, The Point Slope Form fora line with slope m passing throungh a point (x, y,)is y~ y= m(#~ #1) Iil, The Slope-Intercept Form with slope m and yintercept bis y= mx +b lw, The Intercepts Form with xintercept a and y-intercept b is = Finding the Equation of a Line 1. Two different points are given a. Solve for the slope m. b. Substitute one of the given points in the slope to the point-slope form to get the equation of the fine. 2. Another line is given that is either parallel or perpendicular to the unknown line wherein the unknown line passes through a given point. a. Solve for the slope using the properties of parallel or perpendicular lines. . Substitute the given point and the computed slope to the point slope form to get the equation of the line. Note: + Tochange the form of the equation of the line to another form, do algebraic manipulations + Tofind the distance between two points, (x, y,) and (x, y,), use the distance formula: De Va Oa ‘+ To ind the midpoint between two points, use the midpoint formula: miapoint = (2% , 7) XIV.” QUADRATIC FUNCTIONS Definition: Quadratic functions are polynomial functions whose degree is 2. Its general form is: yrax+ brtc where A, B, and C are real numbers and A #0 Note: * The roots of a quadratic equation are the values of x which will make the equation true. ores: BHET Fundamental Mathematics Finding the Roots of a Quadratic Equation 1. By Factoring , . vitraie 2. ByQuaratic Formula x= = NE . Example: 1. Find the roots of 0 = 3x7 — Sx — 2 by factoring. Solution: s 8y factoring, we know that the factors of 0 = 3x ~ Sx ~2 are (3x + 1) and (x — 2), i Equating both to zero,we willget: x = —3 and x = 2 2. Find the roots of 0 = — Sx + 4 using the quadratic formula. ‘Solution: ‘The quadratic equation above hasa = 1,5 = xe 2a ~(-5) + EFA 20) ra DEVAS V5_ 543 2 2 2 Therefore, = iteg o r= St Note: + The discriminos Y’ - 4ac, tells what kind of roots a quadratic equation has: © When the discriminant > 0, then the quadratic equation has 2 distinct real roots © When the discriminant = 0, then the quadratic equation has 2 equal real roots: (© When the discriminant <0, then the quadratic equation has imaginary roots +The sum of roots s given by the formula: x4 + x2 = c + The product of roatsis given by the formula: xy ¢ x; = = Graphing Quadratic Functions © snot Symectry The graph of a quadratic equation is a parabola, The leading coetficient, oof the first term determines whether the function opens upward or downward. Ifthe value of ais postive, the graph opens upward. if the value of a is negative, the graph ‘opens downward. If the graph opens upward, the pparabolavs vertex isthe minimum point of the graph. If the graph opens downward, then the vertex isthe maximum point. snanlee.e D+ ¥ 04,4)! (6,4) = ninlorum, 298 Auinof Spmmentey The vertex (h, k) where his the abscissa of the vertex and k is the ordinate of the vertex is given by the formulas: heat ew Bete 2a 42 Note: + Itis sometimes faster to solve for k by substituting hin the equation of the parabola. k =U) awFundamental Mathematics Example: Find the vertex of the quadratic equation y = 3x7 — Sx —2, ° Solution: ” ‘The quadratic equation has . Oh A) ‘Summary: ery Notes: 8MATHEMATICSADVANCED ALGEBRAt_|cooRomare GeomeTRY 9 Systems of Linear Equations [29 | f__| Composite Functions 30 1v_[ inverse of a Function [30_| ¥._| Theory of Equations [30_| v_[inequatity 31 vat_| Special Topics 341 COORDINATE GEOMETRY So ae A. Lines and Slopes Parallel Lines have equal slopes. . Perpendicular Lines have slopes that are negative reciprocals of each other. B. Intersecting Lines Lines intersect at point (x,y) ifthe values of their functions are equal a x. C. Distance Between Points The distance between two points is defined by: b= Gq=aF + G7 D. Midpoint ‘The midpoint between two points is located at: midpoint = I SYSTEMS OF LINEAR EQUATIONS ‘Asystem of linear equations is a set of linear equations with unknown variables. A solution to the linear system is a set of corresponding values of the unknown variables that satisfy the system of linear equations. Below are two methods of finding the linear equation solutions. 1. Substitution Method a. Using one linear equation, express one unknown variable in terms of the other variables. b. Substitute the derived equation in (a) to the remaining equation. . Perform operations (a) and (b), until a solution to one unknown variable is derived. Elimination Method Eliminate some of the unknowns by adding a multiple of one equation to another equation. Example: 1. Given the system of linear equations, find the values of x and y which satisfies the given system using the Substitution and elimination method. ‘ x-ya2 a aty=13 @ 2) A. Substitution Method Step 1: From equation (1), you could get x=2+y Step 2:Substitute the value of xto equation (2) 2x+y=13 => 2@ +y)+y=13 4eryty= 13 44322 ay=9 yas Step 3: Substitute the value from one variable in the ersulting equation in step 1 to get the value of the othervariable.x=2+y GD x=24+3=5 Therefore x=5 andy = 3. 8. Elimination Method Step 1: Inspect the given equations carefully f the given equations have the same coefficient but with different signs for the same variable, then simply add the two equations to eliminate the particular variable. Say given: x-2y = 2 and 2x+y =13, you can eliminate y by adding the two equations and directly solve the value of x by following the procedure outlined below.Algebra 2 Step 2:Substtute the value of one variable in any of the equation to get the value of the other variable, x-y=2 => 5-y ° S-2=y 3=y However, for systems of linear equations where the constant coefficients of x's and y's are not the same, a simple manipulation is required. Say, given:x-2y = Band 2x+y=6 x-2y=8 2x4 y = ~6)2 : multiply the whole equation by 2 SMe Then follow step 2 (substitution of x into one of the original equations) Ml. — COMPOSITE FUNCTIONS Acomposite function is, by definition, a finction of a function. This means that the variables in a function represents a different function. (Fog) = fy) Example: Given: f(x) = 27 + 1.gGa) = 1 +2 9) = [@@)) =fe+d= (+241 eveart4el extearesS IN. INVERSEOF A FUNCTION if fx) sa one-to-one funchon, then the inverse of fx), denoted as f “x), isthe set of al ordered pairs (xx) suchthat f'(/(z)) = 1. Steps In Getting the Inverse of 2 Function 1. Solve for x in terms of y. The funcoon obtained will be f “(y). 2. Interchange x and yin f Cy) toget f (x) Example: Gen f(x) = +5 Sophy =xt5S—xr=y-5 = 1) Sepix a y-S—- yur-5 © f7'(2) Note % The domain of f-"(x) is the range ot f(1). V, THEORY OF EQUATIONS f(x) = ar" + + Fart t art a where a, #0,n>0 gis the leading coetticent gis the constant term‘A, Remaindes Theorem When the function is dvided by x, the remainder is equal of). Factor Theorem . When the remainder of dividing f(x) by (x- r) is zero, then (x-r) is a factor of ffx). . Rational Root Theorem , The list ofall possible roots of a given function, f(x], can be obtained by getting the list of %, where the value of p takes all the value of any of the factors of the constant term and g takes all the value of any of the factors of the leading coefficient. Example: Given f(x) = 42° + 3x7- 9x + 2,0, = 4,0, = 2 {-2,-1.1,2,} q = (-4,-2.-1.12.4} fe{-2-1 1-1,1, £12} possible roots D. Descartes’ Rule of Sig 1. Maximum number of positive real roots = number of sign changes in fx) 2. Maximum number of negative real roots = number of sign changes in f-x). E. Upper Bound and Lower Bound 1. The divisor is a lower bound ifthe coefficients have alternating signs (positive - negative - positive or negative ~ positive - negative). If the divisor is a lower bound, then all the possible roots whose value is less than the divisor can't be a root of the function. 2. The divisor is an upper bound ifall the coefficients have postive signs. Ifthe divisor is an upper bound, then all the possible roots whose value is greater than the divisor can't be a root of the function. Note: The theories discussed will help us determine the zeros a functjon. VL INEQUALITY Algebraic statements that involve the symbols > (greater than } < (less than}, 2 (greater than or equal to), and < {less than or equal to) are called algebraic inequalities. ‘Trichotomy Property The trichotomy property states that if a and b are real numbers, then either ane of the following statements are true: apb or acb or a= Notes: 1Agebra Kinds of inequalities Unear Inequalities: F=4 1. Stict Inequality (Inclusive) . > ‘+ Inequalities which involve the symbols 2 or x. The graph ofthe solution set contains a closed circle, = Example: at —_—— —_— = —+ + = : ! a @ 20 2. Non-Strict inequality Exclusive) * Inequality which involves the symbols > or <. The graph of the solution set contains an open circle or hole. —o oe ° ° 10 vo 3. Continued Inequality + Strict or non-strict inequality which involves 3 quantities. Seely o——_9 a » 2 o agseb aeaeb Properties of Inequalities 1. fa < bthenatc 0,thenuc < be 4. fa be Examples: o—— L3x42>4 3e>4-2 md - 3r>2 2 > i 25 2-Sr-3512 : <243 Sf “Sr S15 5 x2-3 LOsx-3859 _s 643515943) *—f>———+—+ 9srs1 ’ ” 2Algebra ua wali , : ie umbers oe #2and 2 G-3 | G+) | G-DGeD 1. a7-4>0 (+2)(e-2) 20 Solution at: (=, =2)0r(2, +00) Note: The above problem could be solved without using the table, knowing that the first term of the expression would always result to positive number and that the subtrahend is 4 so one can say that any number greater than 2 and less than -2 when squared would always be greater than 4. (x +5)(x~ 2) 2 Oeritical members: x = ~§ and. (e-2) | +5) [ e-2645)_ 2 43x 210 2 2 27432-1020 7 () : . ‘Solution set: (—e°, -Slor{2, +) Absolute Inequality What the solution set of [*] »22 eel caer: LE <2 caser: KX 52 mm mm lax<-2K41) 41-1>204+1) ainx< -2x-2 4 1-x1>2x+2 Critical numbers are:-3,-1 and ~1, san-x< -2-1 4-2r-x> 2-1 % ax<-3 4-3x>1 orcet a ea Te = c a ta 7 z 2] * | ; me a . Gd_] a z z i i NOTES: 3BAlgebra Vil. SPECIAL TOPICS cy 2 A. Exponents J product -+ 16 = 2*#7emt . a ' PS date P = P= This quantity is reed as two tothe fouth power. Thats. 2 — | 15 tobe muttphed to tsetf 4 times. 3 16=(2x 24 24 22 2) Base - the number to be multiplied by itsetf Exponent - a number written as a superscript to the base which indicates the number of times the base is to be ‘multiplied by itself Product — the product obtained by multiplying the base by itself one or more times. Laws of Exponents For any given number x and y not equal to 0, and a, m, ne ni Cnt Rake See yew gM yor my ar Role: 2% 23") Rule: [2%] = 20 ” wn} ya Rule 3 Rule 4: Rule 8: x9 =1 B, Radicals “aVa- Vo = Vab ‘ Examples: Simplify the following: 1 a-a?+ of sah + (10-3) 9? = 772? 3 a4 1+ = 1ei4l 4. Be Ve (V5) 3aC. Logarithms 7 Logarithms ~ the inverse of an xponental function “ateb i) log,b = m with restrictions: a>0; a # 1 and v>0 Types of Logarithm Briggsian of Common Logarithm ~ the base a is equal to 10. Written as log, x= togx. Natural or Napierian Logarithm =the base ais equal toe, which is equal to 2.71928 - the inverse of the natural exponential function Laws of Logarithm Rule 110g 39 = lg x + bog y Ride 2 tog X= bg Rule 3: log a = Rule 4 tog 1 = Rule S slog Notes:MATHEMATICSContents Word Problems NUMBER RELATION PROBLEMS 39 AGE PROBLEMS tv._| MIXTURE PROBLEMs WORK PROBLEMS MOTION PROBLEMS CLOCK PROBLEMS 48 BUSINESS MATHEMATICSWord Problems. WORD PROBLEMS — ., Inmany apphcations of algebra, the problems are stated in words which are referred as word problems. They give relatiodships between known numbers and unknown numbers to be determined. The general procedure of solving word probfems s done by expressing the conditions of the problems in algebraic symbols, There is no specific method used m doing the translation However, here are simple guidelines that you may follow 1. Read the problem carefully until the conditions are all clear 2. Determine the quantities that are known and unknown, 3. Use a variable to prevent one of the unknown quantities For example, use x to represent the unknown quantity and try to represent atl other unknown quantines in terms of x or other letters). 4, If possible, dcaw hures oF diagrams and label the known and unknown parts 5. Forman equanon relanng the known and the unknown quanhties 6. Solve the equation 7. Check your results by determining whether the conditions of the word problem are satisfied Translation from words to Algebraic Expressions heal liccolared (vbere stot a tte) The sum of a number and 2 nee ‘5 more than a number “eS 4 plus a number aon 25 added to a number ar2S ‘A number increased by 9 “19 The sum of two numbers ty efittggue ies ves * 7% - Subtraction | 4 less than a number aed 14 minus a number 4-x Anumber decreased by 11 axel Anumber subtracted from 18 x-18 The difference between two numbers xy 4 less. a number 4ox 15 times a number 15. Twice a number & Thrice anumber 3x Anumber multiplied by 8 & of anumber The product of two numbers Eid 39Word Problens ral bsivaloabasiae (where x and y are numbers) = [SES EASED vie eo DUMOTT acs Ris ee tlie asa QS 9 | The quotient of 9 and a number = (x #0) Fal 2 x 4 A number ded by? z = 7 £3 t | a The ratio of two numbers seal x ‘The quotient of two numbers eu # 0) Verbal Sentence Equation Thrice a number, decreased by Sis 31 af 305 The sum of anumber and sae twice the number is 16 nepeas The product of a aumber and 11, decreased by 10, | 11x-45=10 i545 The quotient of a number and the number minus 6 152 The quotient of a number i anda lusthe umber | =¥"12 62 Note: Since subteacnon and division are not commutative operations, itis important to correctly translate expressions involving them For example, “5 less than a number" is translated as x—5,not 5~x. NUMBER RELATION PROBLEMS Example 1 The Larger of two numbers 159 more than the smaller. Ther sum $3. Find the number. Solunon ter or smaller number V9 = larger number Thear suis 83, hence x4 (x19) = 53 r+ 9= 53 det 122 149531 Thorelaee, hee umaller number 1 22 and the karget number 1 32 aWord Problems Example 2/ we The sum oftwo numbersis 2, If the larger number i divided by the smaller number, the quotients 3 and the remainder is 4. Find the numbers, Solution: let © 28-x the larger number the smaller number. (1+ y = 28 hence y = 28- x) x= 30H= x44 W-x Wax x _ 28-2) +4 2-2 B= herefore, the larger number is 22 and the smaller num! Consecutive Numbers Example 3: ‘Abra Kadabral I have 4 consecutive even numbers in mind, Abra Kadabra! The product of the 2nd and 4th is equal to the product of the 2nd and 3rd plus 16, Abra Kadabra Show me the 4 numbers? Solution: let x = Lst even manber x + 2 = 2nd even number x +4 = 3rd even number x +6 = Atheven number 4 2He+ = + DE +A) 416 + Bxd 12 = 8+ Ox + B+ 16 des 12 126 x42=8 x+4=10 x+6=14 Therefore, the four consecutive even numbers are 6, 8, 10 and 12, NOTES: aSOLLWSHIVN Word Problems igit Problem . ’ To express a number with 2 or more digits, one way can be: © 32 =3x104+2 . © 456 = 4x 100 + 5x10 +6 Similarty, if a number has a unit's digit equal to x and a ten’s digit equal to y. The number can be expressed as: loy +x Example 4: lf the digits are reversed, a two-digit number becomes smaller by 45. The sum of the digits is 7. Find the number. Solution: If xis the unit’s digit and yis the ten’s digit, the numberis: 10 +x The reversed number will be: wr+y Since their difference is 4S and the reversed number is less than the original number, then: (10y + x)- (10x +y) = 45 dy - 9 = 45 yrxrs5 a) Note the sum of the digits is 3, therefore, xty=7 @) ‘Adding equations (1) and (2). dy = 12 Py = bandx =1 Hence, the number is 61. AGE PROBLEMS For age problem, itis a good practice to tabulate the ages and ensure correct entries for the corresponding ages at a given time/ year. In setting up the equation, do not mess up the ages. Example 5: Missy is 25 years younger than her father. Her father’s age 4 years ago is twice her age in 3 years. How old is Missy and her father now? Solution: years ago At Present | in 3 Years Missy's Age Her father's age Since Missy's age is 25 year’s younger than her father: FeMm+25 (1) Four years ago, her father’s age is twice hers inthree years: F-4 = 2+ (M+3) (2) feplacing in equation (2} withthe expression in equation (1), (M + 25)- 4 = 2+ (M + 3) simplifying, 15 and F = 40. aWord Problems Example 6:, * “+a and Cess are best of friends though Iza is 5 years older than Cess. In 6 years, la’s age is twice as‘Cess as 7 years ago. If tomorrow is a's birthday, how old is she tomorrow? 7 Solution: ’ tet: xbe Cess’ present age x+5 be laa’s present age In 6 years I2a’s age is: x45+6 7 years ago Cessagewas: = x-7 ‘The working equation will be: x#21=2(x-7) x=25 x=30 since we're looking for za's age tomorrow if tomorrow isher birthday, then we need to add 1. +11 ‘so the final answer should be (30+1)= 31 years old warring Most students jump directly on building the equation between the given ages inthe problem ‘and most of the time, they form a wrong interpretation of the problem. if you are experienced in solving age problems you can do such, Otherwise, use the table to understand the problem. Also, note that the expressions written in the table are the AGES in that period, e.g. it is either the past, present or future ages ofthe persons involved, NOT THE RELATIONSHIP STATED IN THE PROBLEM. MIXTURE PROBLEMS Mixture problems can be classified into two parts: Discrete mixture problems and non-discrete mixture problems. Non-discrete or Continuous Mixture Problems The key point in continuous mixture problems is in terms of their component parts. For instance, 40 ml of 50% alcohol solution contains more pure alcohol than 90 mi of 20% alcohol solution. This is because 40 ml of 50% alcohol solution = 20 mi of pure alcohol, and 90 ml of 20% alcohol solution = 18 ml of pure alcohol NoTEs: 43Problems For conte: 's ™*xture problem we have to remember the following equations: : Volume of Solute Concentration ('4) of Solution ‘Volume of Solvent War = Vale = Vly here: Vy = volume of solution 1 ¥s = volume of solution 2 ¥, = volume of product G = concentration of sofution 1 G = concentration of solution 2 Gy = concentration of solution 3 SATE leB: ‘ermine how many liters of a 9% acid solution and how many liters of @ 12% acid solution should be mixed tby a chemist to obtain 6 liters of a 10% acid solution. Solution We need to determine the number of liters of each solution to be used Let x= the number of liters of 9% acid solution 6—x= the number of liters of 12% acid solution Sefugjon’ w% x 0.09 42% 50d olution 12% | 6-x ]0.12(6-x) Se taavard 410% 6 0.10(6) Hence, our equation is: - 0.09x + 0.12(6- 1) = 0.10(6) 0.09% + 72 - 121 = 060 = 0315-12 i4 Therefore, the chemist should use 4 Iers of 9% acvd solunon and 2 hners of 12% acid solution. Discrete Mixture Problem Example 9: ina hen contasmung cows and chicken, there ¥2 (otal of 55 I tang cows and chickens are there? Solunon d5 the total number of fort i 150, how Dre) tts Since there # a total of 150 feet, our equatton 1s 414 2(55 - x) = 150 4x + MO 2x = 150 2 40 1720Word Problems, _ WORK PROBLEMS For any work problem, the working equation is WORK = RATE x TIME alte) where a and bare the lengths of time for doing a piece of work individually ‘The rate or the fractional part ofthe work done by the individual in 1 unit of time can be computed by dividing 1 by the lengths of time for doing work (e.g. 1/a and 1/b are the ates in doing 1 particular work ata or b hours,) and t is the length of time spent in working together. The operation is addition if two individuals or machines help together to finish the work. The operation is subtraction if one of the individuals or machines can cause a delay in finishing the work (example: inlet and outlet pipes). Example 10: John can do a certain job in 4 hours while the same job takes Peter 5 hours. How long will it take both of them working together? Solution: Since we wish to know how langit takes the two men to finish the work, we Letx = the number of hours needed to finish the work Talore Faroe Vn dowd. pox Nour fel | Nurber of Cours Wiotead "| Facial porto fous Wor one x Hence it would take 9 hours or 2.222 hours for John and Peter to finish the job while helping each other, asExample 11: . Attank is fitted with 3 pipe that tan fill t in four hours and a pipe that can empty it in nine hours. If both pipes are ‘open, how long will it take to fill the empty tank? = Fr] Solution: Es eer m Coe = Worked = =| i>] “a Take note that the outlet pipe hinders the work done by the inlet pipe. Hence, the effective rate will be equal to the difference between the rate of the inlet pipe and the rate of the outlet pipe. Using the work equation, we have: ae Hence, it both pipes are open, the tank willbe filled in ~ hours or 7.2 hours Example 12: Roan can finish cleaning the house in § hours. After working for 1 hour, Vic joined her. If they finished cleaning the house in 1.5 more hours, how long can Vic finish the work alone? Solution: 2 2 eT] Since Roan worked for one hour before Vic joined him, the total work done is given by the following equation: W votai = Wroan + Wroansvic 4%Word Problems 40x = 5(3x + 15) 40x = 15x +75 40x - 15x = 75 25x Hence, Vic can finish the work in 3 hours. MOTION PROBLEMS j For motion problem: the working equation is: oul “4 Le gey Distance = (Speed)(Time) F ss Be careful with the units, If necessary, you convert units tomake them Re consistent. Ifthe rte is in km/h and the speed isin km, then itthe time SS ay should be in hour. s—_ + Example 13: ‘Two planes, which are initially 4200km apart, are travelling towards each other. If they meet after three hours, determine the speed of two planes if the faster plane travels at a speed of 150kph faster than the other. Solution: Tic umn es (os) acd 3__| x+150 | 3{x+ 150) | Beredicits 3x Tk If the two planes meet after three hours, then the sum of their travelled distance is equal to 4200km. Hence our equation is: 3x + 3(x + 150) = 4200 6x = 3750 = 625 Hence, the speed of the slower plane is 625 km/hr and the speed of the faster plane is 775 km/hr. Notes: aWord Problems Special topic: Upstream os Downstream Motion Problems Table of Effective Rates used on motion and related rates problems co can or] eee X47 | Plane/Boat rate =X Pee x-¥ | Wind/Curentrate=¥ 24) CLOCK PROBLEMS Fe in clock problems, one thing should be remembered: ] 124 xis the number of minutes travelled bythe minute hand, then; is that ofthe hour hand. Example 14: The current time is exactly 3 in the morning. At what time will the minute hand and the hour hand coincide? Solution: ‘As shown in the figure, the hour hand and minute hand are initially 25 minutes apart with the hour hand leading Ifx is the number of minutes that will be travelled by the minute hand, the equation will be: ai x= IR #15 x= 16.3636 minutes Therefore, at 3 hours and 16.36 minutes, the hour hand and the minute hand coincide. BUSINESS MATHEMATICS A. — Money Problems Denomination Problems Similar to mixture problem but involves more elements. EXAMPLE: . Mark has five coins made up of 5-peso, 1-peso, and 25-centavo coins. fhe had as many 1-peso coins as 23-centavo coins, but had more 5-peso coins than 1-peso coins, how much was all his coins worth? Solution: Mark either had 3 5-peso coins and 1 each of the 1-peso and 25-centavo coins, or he had 15-peso coin and 2 each of the 1-peso and 25-centavo coins. But since he had more 5-peso coins than L-peso coins, the latter is true. Total = 3(Php S) + 1(Php 1) + 1(Php 0.25) = Php 16.25 Spending Problems ‘These are problems that involve buying things at discounted or marked-up prices. Discount Pricerinat = (1 — discount)Pricemieiat EXAMPLE: Shane bought a Nintendo Switch at a discount of 20%. How much did she. ‘pay for it if it was originally priced at Php 15,000? Solution: Priceginar = (1 — 0.2)(15000) = (0.8)(15000) Pricegingt = Php 12,000 48Word Problems Marl | , Pricepinat = (1+ markup)Priceymtetat ’ EXAMPLE: . If Shane wanted to earn 20% from selling her Nintendo Switch that she originally bought at Php 12,000, how much should she sell it? Solution: Pricepinat = (1 + 0.2)(12000) = (1.2)(12000) Pricesinat = Php 14,400 Incomes and Wages = Problems that involve earnings. Net = Gross ~ Expenses EXAMPLE: It costs Zander Php 50.00 to make 20 ounces of slime. If she sold the slime at Php 30.00 for every 10 ounces, how much would she have earned from selling 100 ounces of slime? Solution: 40 Gross profit = &) (100) = 300 50 Total cost = &) (100) = 250 Net Income = 300 - 250 = Pkp 50.00 EXAMPLE: Kristelle works an 8hr/day job as a candle maker and is being paid Php 50/hr with a 20% additional pay for every hour of overtime. If in her 5-day week period she worked 4 hours of overtime, how much would she be paid for the week? Solution: Regular Pay = (5 days)(8 hrs)(Php 50) = Pkp 2000.00 P Overtime Pay = (4 hrs)(Php 50)(1 +0.2) = Php 240 , Total Wage = 2000 + 240 = Php 2,240.00 NoTES: 49Word Problems SHEA Investment Problems . + Problems that involve money saved or invested in banks, stocks, bonds, etc, a Simple Interest Interest is calculated only ance to the initial capital and added each period . = Prt A=P(1+rt) where | = interest or amount earned P =principal invested rate earned number of time periods the interest is applied A= accumulated amount EXAMPLE: Eudora invested Php 25,000 in a bank with an annual interest rate of 5%. How long would it take for her investment to earn by 25%? Solution: I = Prt = (0.25)(25000) = 6250 62506250 =~pr = (25000)(0.05) > 2eaTS Compounded Interest = Interest is calculated to the updated amount. rym A=P(1+—) m mis the number of times the interest is applied within a time period. EXAMPLE: Ron invested 2000 galfeons at Gringott’s at a 4% annual interest compounded semiannually. How much would his money be after 1 year? Solution: 2 04" A= 2o00(t * ost) = 2000(1.02)? = 2080.80 galleons Bonds ‘An investment where you loan an amount (bond) to a company who pays you the interest until maturity. ‘The initial invested amount will be returned upon maturity. The payment is fixed and assured regardless of the company’s performance. EXAMPLE: Mia invested in a bond with a face value of Php 10,000 and an annual interest rate of 5%. Ifthe bond matures in years, how much would her total returns be? Solution: Total Returns = (10000)[1 + (0.05 - 4)} = (10000)(1.2) Total Returns = Php 12,000Word Problems Stocks . An investment where you buy a portion (sharef of a company Earnings can come from reselling the share and/or from dividends paid by the company. Investors can earn ore lose depending on the confpany’s performance. EXAMPLE: Zilong bought Php 10,000 worth of stock that is traded at Php SOO per share. If the stock was paid Php 100 annually in dividend per share, how much will he ‘expect to receive in dividends aftera year? Solution: 10000 No.of shares = 00 7 20 shares Annual dividend = 20(100) = Php 2000 C. Budgeting Problems = Problems that involve portioning of money into several categorized expenses, EXAMPLE: The chart below shows the distribution of UPlink’s annual budget for its CET review. If the expenses for the food and the wages amounted to Php 350,000 in 2017, how much was the total budget that year? ers Me et amore Met Ruane Solution: Total portion = 40% + 10% = 50% 350000 Total budget = —-— = Php 700,000 NOTES: 31MATHEMATICS 32ie [x lowes [i [sexefgves [| eon caaisins | [it addonaifrmason | [x [Basic Trigonometry1. GEOMETRIC BASICS A. Point, Line, Segment, and Ray 1. Point + Represented by a “dot” + Tells an exact location but has no dimension + Usually named using a number or a capital letter, Example: point A or point 1 2 tine + extends indefinitely in two directions. + Made up of an infinite number of points + Named using two different points ‘+ Gollinear points are points in the same line. 3. Segment + Apart of the line with two endpoints +The endpoints name the segment. “line segment AB", denoted as AB or BA 4, Ray + Aline with only one endpoint + (called the initial point) ‘+ The initial point and one other point names the ray Note: if a point Cis between the line AB, then ray CA and ray CB are opposite rays B. Angles and their Classifications + Angles © two different rays that have the same initial point the rays are the sides of the angle. the imital point is called the vertex of the angle angles that have the same measure are congruent angles 2 point is interior to the angle if tis between points that line on each side of the angle and itis exterior to the angle if tis not on the angle or in its interior. © an angle is named using a point on each side and the vertex ° ° ° ° 8s= a> —| Es mm = =| >] “n Geometry ‘Brample: The angle on the right can be named as angle TON {ZTON) or angle NOT . (ZNOT). We can also name it using one letter, that is, the name of the vertek angle i Two angles are adjacent angles if they share a common vertex and side but share no interior points ao" 30° ‘Angles and Their Measures 1. Degree - unit commonly used to measure the size of an angle, itis 1/360 of a full rotation of a plane cirlce 2. Radian--is the ratio of the length of an arc tots radius, also used for measuring the size of an angle Note ‘Angles measured in a counter clockwise direction are positive, negative ifin a clockwise direction. 1 whole rotation is 360°. Note: 180" =n radians eh B70" Conversion: a. Degrees to radians Example:270° (5; b. Radians to degrees 1m (180% - Example 2) = 30 ‘Types of Angles i (too fn exactly 180 degrees | Straight betweenOand90 | Acute Aw exactly 90 Right ” between 90.and 180 | Obtuse \ oe between 180 and 360 | Reflex / 56Comer C, Midpoints and Bisector . 1. Midpoint of a segment 2 is the point that divides (or bisects) a segment into two congruent segments ¢—{-—ent> 2, Segment Bisector a segment, ray, line, or plane that intersects a segment at its midpoint 3, Angle Bisector a ray that divides an angle into two adjacent angles that are congruent C yA D. Line Relationship 1. Intersecting Lines © Lines that share a common point ‘© The common paint is called the point of i Example: line AB and line XY intersect at point | Note:Intersection isa point that figures or line have in common ersection 2. Parallel Lines ‘+ Two lines in the same plane which will never intersect, + Ifline 1 is parallel to line 2, we write this as line 1 || line 2 x ‘ Note: When two line segments HJ and KL lie on parallel lines, we write this as Hf] #KL. 3. Skew Lines ‘+ Lines that are never parallel and do not intersect. E, Planes and Spaces 1. Plane * Can be thought of as a flat surface with no thickness that extends in all directions infinitely. Note: Determine a plane: = + intersecting line © 2parallel ine i ‘NOTES; Pane 3Geometry 7 2 Space FRR ae-dimensional expanse that has length, width, and height, Fourmoncopfanar points are necessary to specify a space. . = > | — m = Foon] REMEMBER: FAY + Points that ie along the same line are said to be “COLLINEAR” ‘* Points that lie along the same plane are said to be “COPLANAR” = Collinear points are also Coplanar F. Angle Pairs 1. Vertical Angles + Two angles formed by intersecting lines which are located opposite to each other. © Twoangles are vertical angles if their sides form two pairs of opposite rays Note: Vertical angles are congruent. Example: In the figure on the right, ZFAT and ZRAM are vertical angles. ZFAR and ZTAMare also vertical angles. 2. Linear Pair 100° ‘+ Twoadjacent angles are linear pair if their noncommon sides are opposite rays. ‘© Two supplementary angles can be joined together to form a straight line, hence they are also called linear pairs. go" ‘30° 3. Complementary Angles «Two anges are complementary angles the sum oftheir measures i 90 degrees. +“ Each angle i the complement ofthe other. . Note: Two complementary angles are joined together to forma right angle! = 4, Supplementary Angles + Two angles are supplementary angles ifthe + sum of their measures is 180 degrees. + Each angle is said to be the supplement of the other. ust /os* G. Lines and Angles Transversal: a ine that intersects two or more coplansr lines at different points ie 3 #7 130 Example: When two parallel lines are cut by a transversal, 2 groups of 4 angles ‘whose measures are equal are formed. wow 4 small (acute) angles nf or 4llarge (obtuse) angles Example: Ifthe transversal is perpendicular to the parallel lines, all eight angles eae are right angles. er ve |e ‘n° [oo 58Geometry 1. Corresponding Angles + angles that occupy corresponding position in which one is located in the interior and the other at the exterior ‘+ ifthe fines are parallel afd cut by a transversal, corresponding angles are congruent. 4 r 5 7 f a A 5, * ' . . ” 2. Alternate interior Angles ‘+ angles that lie between the two lines on opposite side of the transversal Tn «+ ifthe lines are parallel and cut by a transversal, alternate interior angles are WAS congruent 3. Alternate Exterior Angles eerior ‘+ angles that lie outside the two lines on the opposite sides of the eS transversal + ifthe lines are parallel and cut by a transversal, alternate exterior angles are congruent 4. Consecutive Interior Angles + angles that lie between the two lines on the same side of the transversal —y rn * ifthe lines are parallel and cut by a transversal, the consecutive interior a angles are supplementary «.2A+ZB=180" 5. Same-side Exterior Angles * angles that lie outside the two lines on the same Side of the transversal 4 2 * if the lines are parallel and cut by a transversal, same side exterior angles are supplementary :.2A+ZB=180° 7 2 * Exterior Angles. NOTES: 59ET Geometry I POLYGONS ae ‘A. Polygon Basics Polygon Verte: + closed plane figure formed by three or more segments (called sides). '* notwo sides with a common endpoint are collinear ‘om * each endpoint of a side is a vertex of the polygon + Verter 2. Convex and Concave Polygons = fa polygon doesn’t have a line that contains a side of the polygon 2 point in the interior of the polygon, it is a convex polygon © if apolygonis not convex itis called nonconvex or concave. 3. Diagonal of a Polygons Convex Polygon Concave Polygon «isa segment that joins two nonconsecutive vertices 4. Regular Polygon # apolygon which is both equilateral (all sides are equal) and equiangular (all interior angles are equal) like square and equilateral triangle. 5, Some General Polygons: Polygon _| Number of Sides | Sum of interior Angles Triangle Quadrilateral 6. Polygon of n-sides Formulas + Given a polygon of n sides: 1) Sum of interior angles of any polygon Matmans * 180-2) 2.) Measure of the interior angle (fora regular polygon) Men -2) Marine « 3,) Sum of the measures of exterior angles for any convex polygon 360" Mame 4.) Measure of exterior angle (for a regular polygon) 360" Moros ™ 5.) Number of diagonals lek) Note: Two polygons are congruent f they are identical in size and shape. This means they are congruent if their corresponding parts and angles are congruent.Geometry i. TRIANGLES =. , Atriangle is a figure formed by three segments that were join together by three non collinear points. The three angles inside a trjangle are the Interior angles when the sides of a triangle are extended, the angles that are adjacent to the interior angles are exterior angles. 2 np Bn some vnc oe) ZBCD Is an oxtortor angle ZA\s a remote interior angle ‘2Bis a remote intertor angle A. Triangle Classification and Naming Schemes Usually a triangle is named in according to its angles and according to its sides. Triangle Name According To Angles 1, anAcute Triangle has three acute angles (measures of the sides follow a relationship cc 2 + b?) 2. a Right Triangle has one right angle (measures of the sides follow a relationship = a+b’), the longest side is known as the hypotenuse and the other two are known as legs. Pythagorean Theorem States that in a right triangle, the sum of the squares of the lengths of the legs is equal to the square of the length of the hypotenuse. For the right triangle below,, side c pertain to the longest side and a and b are the two smaller sides. The Pythagorean Theorem gives us the following equation: [f+ =e] NOTES: 6SOILVIWIHLV WN Geometry Example: In the right triangle below, the Pythagorean Theorem. 3 the hypotenuse has length’S, and we see that 3"+ 47 = 5? according to TEST TP: ‘© Remember the well known Pythagorean triples © 34-5, $12-13, 8-15-17, 17-24-25, 9-40-81 (© Watch out for multiples too. Such as 6-8-10 or 15-20-25 3, an Obtuse Triangle has one obtuse angle {measures ofthe sides follow a relationship c!> a?+b’) 4, an Equiangutar Triangle has three angles measuring 60 degrees. Triangle Name According to Sides 1._an Equilateral Triangle has three congruent sides. 2. an Isosceles Triangle has atleast two congruent sides If an isosceles triangle has exactly two congruent sides, the two congruent angles adjacent to the ‘non-congruent side (base) are called base angles, and the other angle Is called vertex angle. 3, a Scalene Triangle has no congruent sides B, Sum Theorems 4. 180-degrees is the sum of the measures ofa triangles interior angle. The measure ofan exterior angle is equal tothe sum of the measures of the two non-adjacent interior angles Exterior and Remote Interior Angles of a6 exterior angle. fa triangle has angles 2A, 2B, and £C, and ‘An angle of a 8 forms.a linear pair with its if we focus attention on an exterior angle at ZC, then 2A and ZB are called the remote interior angles with respect to ] i) Grcumference =nd or 2m =12n TEST TP: ‘+ The distance covered by a wheel in one revolution is equal to the circumference of the wheel trove revlon ths wheel covers Hf z 4 roth orttteet 3 A. Formulas for Area and Perimeter Triangle ‘Equilateral Triangle Pearbtc A - = Square P=4s Azs* Rectangle Pale IF A2L.Geometry P=atb+e+d Parallelogram Rhombus and Kite Sector |Coappoy= 2+ NOTES:AE AAA Geometry Cylinder Vear'h S=la'+2th Sphere veda? S=4ar @) Vill. ADDITIONAL INFORMATION ‘ Similar Figures «figures that have the same shape. They may be of different sizes or different orientations, ‘Congruent Figures. figures that have the same shape and size. Note: © if two figures are congruent, they must be similar. Rotation: When a figure isturned, we calita rotation ofthe figure. We can measure this rotation in terms of degrees; a 360 degree turn rotates a figure around once back ta its original position. Reflection: Hf we flip (or mirror) along some line, we say the figure i a reflection along that line. Folding: When we talk about folding a plane figure, we mean folding it asif it were a piece of paper in that shape We might fold ths into a solid figure such as a bor, or fold the figure flat along itself Symmetric Figure: A figure that can be folded flat along a line so that the two halves match perfectly is 2 ‘symmetric figure; such a line is called a line of symmetry.Geometry ‘Similarities ‘Some important properties of Similar 2D and 30 figures: =e 1, Corresponding angles of similar figures ike triangles and quadrilaterals are equal. 2. Corresponding sides are proportional. . 3. Corresponding faces of 30 objects possess the two properties mentioned above. 4, Ratio Property: Ratios Given two similar regular 30 object A and B whose ratio of one side of object A to the corresponding side of object Bis S, :S,, then the ratio of the perimeter of A to Bis also: Sa 53 IX. BASIC TRIGONOMETRY A field of study in mathematics that studies triangles, particularly the relationship between their sides and. angles. Trigonometric Functions sn g = OPPositeSide Hypotenuse Hypotenuse Opposite side cos = AdocentSide Hypotenuse tan g = DppositeSide Adjacent side Agacaeie x hypotenuse a. ¢ ‘SOH-CAH-TOA cant @ = ee © The SOHCAHTOA method tells us the main eens ‘opposite side — sineO relationship and rato between the sides of the triangle in relation to a certain angle, 8. hypotenuse 1 secant @ = = + Aside from the three basic trigonometric adjacent side ~ cosine ® functions, there are three more trigonometric functions which are termed as reciprocal functions. ‘+ These six trigonometric functions have basic relationships which we cal the trigonometric identities. adjacentside 1 cotangent @ = site side ~ tangent 6 NOTES: nGeometry Fundamental Trigonometric Identities tang = 22 cot 9 = 2 coat mo = sind scsc8=1 — cos*@ + sin’@ = 1 =| eS c0s8 «sec sec?@— tan?@ = 1 ES tand + cote csc?@ — cot?@ = 1 | Fe] theunit crue ‘© Aecirce with cadius equal to 1 and centered at the origin whose equations: 7 =x’ +y" =1 © Has a circumference of 2n and every point in the unit circle corresponds to a point in the Cartesian plane. + The x and y coordinates of the circle corresponds to the cosine 8 and sine ® respectively, where 8 s the measure of the angle ‘whose terminal side is the ray having the origin as the endpoint and passes through a certain point in the unit circle. Special Angles BU ci) o | 1 | + WB | 3y3 z__| ere ee 2 | [oats eG z | a aE: i | y i 7 1 1] | - je The 4-Quadrant System (Inti eed 1 2 3 4 nADVANCED MATHEMATICSAdvanced Mathematics ADVANCED TRIGONOMETRY ‘Sum and Difference Identities sin (u +v) = sinu cosv + cosue sinv * sin (u—v) = sinu + cosv—cosuesiny cos (w+ v) = cost cosy — sin + inv cos (u—v) = cosu + cosv + sinu + sinv fenuttenv tan(ut 9) = Grsractene fenu-tenv tan(u- 9) = jyranasten Reduction Formulas sin(-x) = sinx cos(-z)= cose _—_tan(~x) = ~tanx sin(90-x)= cosx cos(90-x)= sinx sin(90—x) = cotx sin(Q0+x) = cosx cos(90+x)= —sinx tan(90 +x) = -cotr sin(a—x)= sinx cos(n—x) = -cosx tan(n—x) = —tanx Double Angle Formulas sin20 = 2sin8cos6 cos 20 = cos? 0 — sin?@ = 1—2sin?@ = 2cos?@—1 I. FUNDAMENTAL COUNTING PRINCIPLE (FCP) A. Counting Principle Fundamental/Sequential Counting Principle ‘The Fundamental Counting Principle states that: In a sequence of two or more events wherein an event ‘occurs in A ways, the second event in B ways, and the third event in C ways, the sequence of which these three events can occur is the product of A, B, and C. It is also known as the rule of product. Total #of ways=A°B YC Example: How many different types of attire can Athena make if she has 5 blouses, 3 pants and 2 pairs of shoes to choose from? Solution: Here we have three different selections to be made: that is to choose among her 5 blouses, then pick one from her 3 pants and then, select one from her 2 pairs of shoes. Following the FCP, we have three events to consider (selecting blouses, pants and shoes) with their corresponding choices. Therefore, the total number of different types of attire Athena can make Is; 5 *3 6 = 30 different types of attire Blouse Pants ShoesAdvanced Mathematics, B.Factorial = ‘We define the factorial of n, denoted as n!, as the product of all numbers less than or equal to n. In prabos ES wewnte: — mi=m (n-1=n- (1-2): (2-9) (U4) - 2k = Example: RS st $-4-3-2-2 2-300 0! = Note: 0!=1 P=! c. Permutation i+] Let S be a set containing n elements. If we are to arrange in a definite order the r elements out of the n ‘elements of set 5, where r How many 5 letter word can be formed from the letters of the word apple? SI Solution: 3 For the word apple, we can form i 32 SL AS _ 5.4.3 = 60words 2 2 D. Combinations Let S be a set containing n elements. If we are to select rcistinct elements out of the n elements of set S, where rn, then we say that we are getting the combination of r elements in set S or the combination of nelements taken r. Itis important to note that in combination, order does not matter. Consider the letters A,B, and C. If we are to list down the combinations we can have by choosing two letters from the given set of letters, it would be: AB, ACand BC only Since as BA, CA, and CB are just the same AB, AC, and BC respectively (Or we can simply use the following formula to get the combination of n taken r: nt nCr = - ri(n-r)! Example 6: ‘How many groups of three can be formed in a team with 4 boys and 5 girls? Solution: There area total of 9 persons to be selected and there is no sequence to be followed to form the g70up So we use combination: é 987 3° TO-Hl 3-2-1-6t 84 groups of three {il PROBABILITY Definitions: 1. Random experiment - an experiment or process that can be repeated under | ‘basically the same condition with well-defined possible outcomes Example: The experiment of throwing a fair die. 2. Outcome - a result of a random experiment. Example: In flipping a far coin, the possible outcomes are getting a tal ora head. 3. Sample Space ~ the collection ofall outcomes Example: In an experiment of throwing a dice, the sample space S= (1,2, 3,4, 5, 6) 8‘Advanced Mathematics 4, Event ~ an occurrence Example: in the sample space given above, 3 possible event is getting all odd numbers, denoted as: E =(1,3,5} 5. Probability ~is a number between 0 and 1 (intlusive) associated with the likelihood of occurrence of given event Example: In the event of throwing a dice, the probability of getting a 3, denoted (3) = 1/6 6. Odds (of an event) ~is the probability of an event not to happen. Is given by the formula: Odds = 1-P(E) Classical Probability ‘+ The ratio of the number of ways that an event can occur to the total number of outcomes when each ‘outcome is equally likely to occur + In symbols: _HE) ME)=T) where :n(E) = the number of ways € can occur Example 7: Three coins are tossed. What is the probability that atleast 2 heads would appear? Solution: ‘S= (HHH, HHT, HTH, HTT, THH, THT, TTH, TTT} = (HHH, HHT, HTH, THH} mE) _4 prey = ME) 4 D nS) 8 bample8 Asingle card is drawn from a standard deck of cards, What is the ‘probability that the card drawn is a face card? Solution: A standard deck consists of 52 cards, and among these, 12 are face cards (jack, queen, and king of four suits each). Therefore, the probability of the event would be: 12.3 P(face card) = ier} Notes:‘Advanced Mathematics - Mutually Exclusive & Non-Mutually Exclusive Events ‘Mutually Exclusive Events ‘= twoor more events in which there is no opportunity for them to occur simultaxeously or if they have ‘no common sample point Example: Selecting a blue or a red ballin a box ‘Non-mutually Exclusive Events ‘= two or more events which have sample points in common. ‘Example: Drawing an ace or a heart in a standard deck of cards BEE ‘The Addition Rule: P(Aor B) = PA) + P(8) for mutually exclusive events P{A or B) = P(A) + P(B)—P(A and B) for non-mutually exclusive events Examples 9: ‘Acard is drawn at random from a wellshuffled deck of cards. What is the probability that the card drawn is an ace or aking? Solution: The two events are mutually exclusive because one cannot draw a card which is an ace or a king atthe same time, Therefore, the probabity of the event woul be: (Ace soee {Ace or King) = P{Ace) + Pking) nn 2B Examples 10: ” ‘A pair of dice is tossed. Find the probability of getting a sum of 8 or 2 even numbers. Solution: There are (6)(6) = 36 possible outcomes when a pair of dice is tossed, and among these, 9 ‘outcomes will have 2 even numbers and 5 will have a sum of 8. However, three of the ‘outcomes having a sum of B are also composed of 2 even numbers {(2,6), (6.2), (4.4)} Therefore, the probability of the event would be: 9,8 3 pub: Pfsum of 8 or two even numbers) = + e— sF= oe Independent & Dependent Events Independent Events ‘© two events in which the occurrence or non-occurrence of one has no effect on the probability of ‘occurrence of the other. Dependent Events ‘© two events in which the occurrence of one event does affect the probability of occurrence of the other,‘The Multiplication Rule: P{Aand8)= PY A) P(B|A) for dependent events PA andB)= P/A)*P(B) for independent events Note:?(8 | Ais read as probability of B given the probability of A ‘Example 11: Abox contains 4 blue balls and 3 red balls. if two balls are drawn at random, what is the probability of getting 2 blue balls if: a. The balls are to be replaced in the box? b. The balls taken in the box are not replaced? Solution: With replacement, the probability would just be: 44_16 77 9 ~ This situation is considered as independent event since drawing the first ball doesn't affect the act of drawing the second ball Without replacement, the probability is: 4.3 2 767 ~ On the other hand, the second situation is designated as dependent event since the first act has a direct bearing on the probability of the second act. (Sample space is changed by virtue of not putting the 1st ball back in the box) ‘Common situations given in probabilities are the events in 1. Throwing single ora pair of dice 2. Drawing a single or set of numbered card or suit in a deck of cards 3. Answering (or Guessing) a true or false or a multiple-choice question. 4. Predicting the outcomes of throwing a series of coins. FYI: An ordinary deck has 52 cards in 4 suits namely, hearts, diamonds, spades, and flowers/clovers. There are 13 cards for every suit. Hearts and diamonds are red while spades and clovers are black. In each suit, there is an ace (for 1), numbers 2 to 10, a jack, a queen and aking, Notes: aAdvanced Mathematics . Ie SEQUENCE, PROGRESSION, AND SERIES : 6 ‘© Sequence or Progression is a set of numbers following certain number patterns, = Fa={ + Means are the terms in between two elements ofa sequence. eo faa] - Seesithesum of all the elements within a given sequence. fa] Examples: Ss 1, {n7} = {1,4,9, 16, 25, 36, 49, ., n°} “a nyo fy boat 2 Be (pdt. a4 1 3. Lust in Progressions Aithmetic Progression «#Assequence of numbers whose difference of any two consecutive terms isa constant. a, + d(n-1) (ay + On) Ss, = Ste! = 2 Where: a; = Istterm a, = nthterm 1 = number of terms d= commondifference = a, — % “$n = sum of nterms ; Example 12: Find the 33rd term of the progression 2,5, 8, 11, 14,17... Solution: The above progression is arithmetic with a, = 2, d= 3 and n = 33. a, = a + d(n-—1) ay; =2 + 3(33--1) = 98 Example 13: Find the sum of the progression (1, $,9, --, 101} Solution: ‘The above progression is arithmetic witha, = 1, a, = 101 and d = 4. We have to find fst the value of min order to find the sum of the progression. an = al+ d(n-t) 101 = 1 + 4(n-1) n= 26 5, = Maton 2 26(1 + 101 Su = a (13)(102) = 1326 2‘Advanced Mathematics Geometric Progression * Asequence of numbers whose Fatio of. any ‘two consecutive terms is a constant. Oe yt a(t - 7%) 5, md) a where a, = Istterm a, = athtem m= number of terms r= commonratio = ° 4 sum of n terms Note: I the geometric progression is infinite with [r |< 1, we can get the sum of allterms using the following formula: a 1 Sy =o 1-7 Example 14: Find the 7th term of the progression beds i Solution: 1 ‘The above progression is geometric with @1 = =, r=} adn=7. a, = ar"? ak 7 a= iG) Harmonic Progression + Asequence of numbers whose difference of the reciprocals of each term is a constant. * Equivalently it can be viewed as a progression following the pattern: 11 2 1 @,'a, +d'q, + 2d'a, 43d Example 15: Find the 6th term of the expression: Solution The above progression is harmonic since the inverse of the terms which are (13, 11, 9, 7, ..) form an arithmetic progression with d=-2. The 6th term will therefore be the inverse of the a, ofthe arithmetic progression (13, 11,9, 7, wb a, = a; + d(n-—1) a, = 13 +(-2)(6-1) = 13+ (-10)= 3 Therefore, the 6th term ofthe harmonic progressions 3. ‘Noes:Advanced Mathematics * BASIC STATISTICS Aue * Statistics is the science of collecting, organizing, analyzing, and interpreting data. P MEASURE OF CENTER 1 Mean + the average of the numbers. The mean is obtained by adding al the numbers and dividing the result by the number of occurrences. Formula: © where Mis the population size RAED a B= 2 Mode ‘+ the number that occurs most often. A set of data may have more than one mode. It may have no mode if no number appears more than once. 3. Median ‘© the number that is in the middle when the numbers are arranged from least to greatest or vice versa. If there are two middle numbers, the median is the average of the two middle numbers. B. MEASURE OF POSITIONS 1. Quartiles and interquartile Range © Quartles are three summary measures that divide a ranked data set into four equal parts. The second quartile is the same as the median of a data set. The first quartile is the value of the middle term among the observations that are less than the median, and the third quartile isthe value of the middle term among the observations that are greater than the median. (25% [25% | 25% 125% e a & & 2. Percentile and Percentile Rank © Percentiles are the summary measures that divide a ranked data set into 100 equal parts. The k” percentile is noted by P,. Formula: tn 1m value of (SE) term the rented dat et ‘number of value Less than 2, ‘Total number of valuenin the dataset |” percentile rank 3. Deciles © Deciles are the summary measures that divide the ranked data set into 10 equal parts Dy= Dy = Psp = median C. MEASURE OF DISPERSION 1. Range «The difference between the greatest and the least number. Formula Range = largest value ~ lowest value a‘Advanced Mathematics 2, Variance e 2 * The average of the square’of the deviations from the mean. Formula for population: variance: . E2- Gx) N 3. Standard Deviation ‘+ The square root of the variance, it shows how much the measurement spread out on either side of the mean. Formula for population standard deviation: (x)? o=ia= PE VL CALCULUS A. UMITS Definition Let fbe a function defined at every number at some open interval containing a, except possibly atthe number a itself. The limit of fx) asx approaches ais, written as, lim f(x) = L 1 the following statement is true: Given €>0, however small, there exist 550 such that whenever Oc|x-al6, then [f{x}-L[0 and nis a postive integer, or if asO and nis an odd positve integer, then lima Ve B, DERIVATIVES 86 ‘The Tangent Line ‘Suppose the function fis continuous atx. The tangent line to the graph of fat point Pl, f(x) is: i, The line through P having a slope m(x) given by: a(x) = im EP it his iit exists fly +48)- fa) {ne fa fi, The line x: too Normal Line The normal line to a curve at x=x, is the line perpendicular to the curve a that point. The Derivative “ The “simple” derivative ofa function F with respect to a variable x is denoted either by” or dffdx. Derivative can be approached in geometrical way(as a slope of a curve) and the other one is physical way (asa rate of change). Its value at xin the domain of fis given by: FG) = fim ERLE ips tim exists. Example: — 3 Find the derivative of f(x) = =, f(x) = Vn Properties of Derivatives 1, Derivative of a Constant Ifcis a constant and /(«) = ¢ for allx, then (29 = 0 2. Power Rule WEG) = 2%, then ("= mt, 3, Constant Multiple Rule fate) = €-#(2) and if "(0 exists, then (2) = €-1°C 4. Sum or difference Rule of Differentiation ff and g are functions and if his defined by M(x) = f(x) + (2), then a's) = /'(2) £00) 5. Product Rule I Fand g are functions and hts the function defined by hls) = /(s}a(x),then WO) = fled + BIE. 6. Quotient Rule if fand g are functions and his the function defined by h(x) = /()/5(2), (a) = atari,‘Advanced Mathematics ‘The Chain Rule Ifthe function g is‘differentiab/e at x and the function f Is differentiable at g(x), then the composite function (fg) (x) = f'(a(2))a'(x). Example: f@)= x? g(x) = 3x7 +2 (fea)(x) = [3x? + 2)? (f?g)'(x) = 2(3x? + 2](6x) Implicit Differentiation Implicit differentiation is used whenever the degree of y#1 or whenever the equation isan equation of 2 variables. Example: Find Zoty 3xy + 2x-1- Solution: By implicit differentiation and chain rule, we have ar Ze ay] Biry-s=3y42 dy ayt2 _sGryt2x-1)42 ae" ty ax” Bay =D “ony tO 342 _ dry HOr=1 “Gyth-242 bry tay Higher Order Derivatives Ex f(x) = 72° + 41*~ 9x? +207 + 52-8 PG) = 352! + 162 1 Onigr Derivative f"(x) = 14033 + 48x" 2 Order Derivative 05? + 964 — 54 3 Onder Derivative Nx +95 ‘8 order Devaive ‘38 Onder Derrvative (6 Order Derivative 7 order Deivaive wnores: 87