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Purpose of this Lecture

■ Introduction about Lecturer and Students
FOUNDATION OF MATHEMATICS ■ Introduction about lecture
LECTURE 1: INTRODUCTION – Lecture plan
– Condition : Two questions have to be asked after the Lecture
■ Explanation about types of numbers
Dr. Sanjaya Thilakarathne
Department of Engineering Technology
- Introduction about mathematics
- Introduction about numbers
- Introduction about basic arithmetics
■ Properties of numbers

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Lecture plan What is mathematics….?

■ Mathematics as an expression of the human mind reflects the
active will, the contemplative reason, and the desire for aesthetic
perfection. Its basic elements are logic and intuition, analysis and
construction, generality and individuality.
Will provide Separately……… – Formal mathematic is like spelling and grammar – a matter of the
correct application of local rules
– Meaningful mathematics is like journalism – It tells and
interesting story. Unlike some journalism, the story has to be true.
– The best mathematics is like literature – it brings a story to life
before your eyes and involves you in it, intellectually and
Please refer Form A emotionally

– (Methamatics..by Richard Courant and Herbert Robbins)

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What is mathematics….? History of Mathematics

One way to organize this set of information is to divide it into the following three
categories (of course, they overlap each other):
Mathematics as a formal area of teaching and learning was developed
Mathematics as a human endeavor. For example, consider the math of measurement of time about 5,000 years ago by the Sumerians.
such as years, seasons, months, weeks, days, and so on. Or, consider the measurement of
distance, and the different systems of distance measurement that developed throughout the
world. Or, think about math in art, dance, and music. There is a rich history of human Throughout their history, humans have faced the need to measure and
development of mathematics and mathematical uses in our modern society. communicate about time, quantity, and distance.
Mathematics as a discipline. You are familiar with lots of academic disciplines such as
archeology, biology, chemistry, economics, history, psychology, sociology, and so on. The Ishango Bone
Mathematics is a broad and deep discipline that is continuing to grow in breadth and depth.
Nowadays, a Ph.D. research dissertation in mathematics is typically narrowly focused on (see ahttp://www.math.buffalo.edu/mad/Ancient-
definitions, theorems, and proofs related to a single problem in a narrow subfield in frica/ishango.html and
mathematics.
Mathematics as an interdisciplinary language and tool. Like reading and writing, math is an http://www.naturalsciences.be/expo/ishango/en/ishango/riddle.html)
important component of learning and "doing" (using one's knowledge) in each academic is a bone tool handle approximately 20,000 years old.
discipline. Mathematics is such a useful language and tool that it is considered one of the
"basics" in our formal educational system.
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History of Mathematics Why we need to learn mathematics ?

■ 9. Prepare for a career.
In my humble opinion, this is the least important reason to learn math….
■ 8. Develop problem solving skills.
You can only develop problem solving skills by learning mathematics. Math
gives you practice in organizing what you know, rearranging information,
testing hypotheses, etc. These are the same skills you can use in everyday
life. Unfortunately, most teachers (including myself… There’s that stupid test
each semester) take the problem solving element out of math class.
Figure 1 : Ishango Bone ■ 7. Increase your capacity to think analytically
Figure 2 : Sumerian clay tokens
Without props, without manipulatives…. Just with your brain…
■ 6. Be able to learn science
■ 5. Argue better
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Why we need to learn mathematics ? Objectives

4. Distinguish us from animals
To identify the parts of
What makes humans different? Build tools? Nope, certain apes do it, even ants. Develop the Real Number
language? Nope, dolphins, birds, and primates beat us to it. Use money? Nope. One reason System
To identify the
is our ability to think and communicate abstract ideas. One language for doing so is properties numbers
mathematics. (To be fair there are many others: art, music, literature, etc.)

3. Better appreciate the history of our civilization

Wait, what? To define rational
The industrial revolution was made possible because of thermodynamics which require an Objectives and irrational
numbers
understanding of differential equations which is the main sequel to Newton’s calculus. The
exploration of the world happened because the Egyptians knew the earth was round. etc.
To identify the basic
2. So you don’t look like an idiot arithmetic, fractions,
And to show off at parties… decimals,
To classify numbers percentages, etc.
as rational or
1. If you understand math…. And can read, you can teach yourself anything…. irrational
So when I ask you, “why is math important.” if you say, “to count my money.” I will start banging my
head against the wall.
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Numbers
Number is the basis of modern mathematics.

Section I What is number …?

Numbers What does it mean to say that ½ + ½ = 1 , ½*1/2 = ¼ and (-1) (-1) = 1 ?

Numbers are created by the human mind to count the objects in various
assemblages
Numbers have no reference to the individual characteristics of the objects
counted.

Eg: The number six is an abstraction from all actual collections containing six
things; it does not depend on any specific qualities of things or on the symbols
used.
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Real Numbers Real numbers

All of the numbers that you use in everyday life are real numbers.
Real Real Numbers are
Number
Each real number corresponds to exactly one point on the number line, and every number.
every point on the number line represents one real number.
1 
2 2
2 Therefore, any number
Real
that you can find on
x

-5 -4 -3 -2 -1 0 1 2 3 4 5 Number
the number line.
The following is our “Working definition” of a real number.
A real number is any number that can be expressed in the form
z, a1, a2, a3, ………..an…. Real Real Numbers have
Number
Where z is a whole number (positive, negative or zero) and two categories.
z, a1, a2, a3, ………..an…. are elements of the set {0,1,2,3,4,5,6,7,8,9}
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Real Numbers Real Numbers

irrational
rational or ________.
Real numbers can be classified a either _______
REAL NUMBERS 154,769,852,354 a
Rational numbers can be expressed as a ratio , where “a” and “b” are
zero
integers and b is not ____! b
1.333

-5,632.1010101256849765… The decimal form of a rational number is either a terminating or repeating decimal
-8
Examples: ratio form decimal form

9 3.0

61 3
0.375
π 8
49%
549.23789 3 0.428571428571428571 . . . or
7 0.428571
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Real Numbers Try this…!

irrational
A real number that is not rational is …………….
An irrational number is a number that cannot be written as a fraction of two integers.
Irrational numbers written as decimals are non-terminating and non-repeating. ■ a) Irrational
a) 2
The decimal form of an irrational number neither __________ repeats
terminates nor ________. ■ b) Irrational
b) 12
Examples:
■ c) Rational
  3.141592654 . . . More Digits of PI?
c) 25
e  2.718281828 . . . ■ d) Rational
d) 5
11
2 3 5 7 11 13 ■ e) Irrational
Do you notice a pattern within this group of numbers? e) 66
They’re all PRIME numbers!
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Real Numbers Real Number System Tree Diagram

The square root of any whole number is either whole or irrational.
Real Numbers
For example, 36 is a whole number, but 30 , since it lies between 5 and 6,
must be irrational.
25 36 Rational Irrational
Numbers Numbers
x

0 1 2 3 4 5 6 7 8 9 10 Decimals
Integers
30  5.477225575 . . . Terminating Repeating
Common Misconception: Non-Terminating
Decimals Decimals
Do not assume that a number is irrational just because it is expressed using the And
Whole Non-Repeating
square root symbol. Find its value first! Numbers Negative #’s
Decimals

Study Tip: Natural #’s Zero

KNOW and recognize (at least) these numbers,
4 9 16 25 36
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49 64 81 100
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Integers -Subsets of rational numbers Types of Integers

■ Integers are natural Natural Numbers(N):
numbers with zero and Natural Numbers are counting numbers from
their negative values 1,2,3,4,5,................
N = {1,2,3,4,5,................}

Whole Numbers (W):

■ They have a neutral Whole numbers are natural numbers including zero.
number zero, the positive They are 0,1,2,3,4,5,...............
W = {0,1,2,3,4,5,..............}
numbers with their W=0+N
negative counterparts
Negative numbers = {…-4, -3, -2, -1}

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Natural Numbers Whole numbers

■ Whole numbers are called
integers
■ All counting numbers which
start from 1 are natural
numbers. ■ Whole numbers are natural
numbers with the number 0
added to them
■ They have only positive
value numbers.
■ They have one number zero
as nether positive nor
negative but all other
numbers are positive

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What Comprises Of Real Numbers…..?? Additional Example 1: Classifying Real Numbers

Write all classifications that apply to each number.

A. 5 5 is a whole number that is

not a perfect square.
irrational, real

B. –12.75 –12.75 is a terminating decimal.

rational, real

16 16 4
C. = =2
2 2 2
whole, integer, rational, real

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Additional Example 2: Determining the Classification of Additional Example 2: Determining the Classification of
All Numbers All Numbers

State if each number is rational, irrational, or not a

real number. State if each number is rational, irrational, or not a real
number.

A. 21 4
C. 0
irrational
not a real number
0 0
B. =0
3 3
rational

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Even and odd Numbers

Even numbers are numbers that can be divided evenly by 2. Even numbers can be
shown as a set like this : EXERCISE 1: Put a circle around the EVEN numbers:
{……-4, -2, 0, 2, 4, 6,……}
1,289 3,206 647 1,648 2,611
Odd numbers are numbers that cannot be divided evenly by 2. Odd numbers can be
shown as set like this :
{…… -5, -3, -1, 1, 3, ……}
EXERCISE 2: Put a circle around the ODD numbers:
Zero considered an even number.

To tell whether a number is even or odd, look at the number in the ones place. Thant
1,678 3,860 216 473 3,385 221
single number will tell you whether the entire number is odd or even.
An even number ends in 0, 2, 4, 6 or 8
An odd number ends in 1, 3, 5, 7 or 9

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Place value of number Basic arithmetic

The four basic arithmetic operators are add (+), subtract (−), multiply (×) and divide (÷)
It’s the position of each digit in a number.

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Highest common factors Lowest common multiples

The highest common factor (HCF) is the largest number which divides into two or more A multiple is a number which contains another number an exact number of times.
numbers exactly. The smallest number which is exactly divisible by each of two or more numbers is
For example consider the numbers 12 and 15. called the lowest common multiple (LCM).
For example
• The factors of 12 are 1, 2, 3, 4, 6 and 12 (i.e. all • The multiples of 12 are 12, 24, 36, 48, 60,
the numbers that divide into 12). 72,. . . and t the multiples of 15 are 15,
30, 45, 60, 75,. . .
• The factors of 15 are 1, 3, 5 and 15 (i.e. all the
numbers that divide into 15).
• 60 is a common multiple (i.e. a multiple of
both 12 and 15) and there are no lower
• 1 and 3 are the only common factors; i.e.,
common multiples.
numbers which are factors of both 12 and 15

• Hence, the HCF of 12 and 15 is 3 since 3 is the • Hence, the LCM of 12 and 15 is 60 since
highest number which divides into both 12 and 15 60 is the lowest number that both 12
and 15 divide into.
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Order of precedence and brackets Fractions

Sometimes addition, subtraction, multiplication, division, powers and brackets may all A mathematical expression representing the division of one whole number by another
be involved in a calculation. where number usually expressed in the form a/b
When we read, we read from left to right. However, with mathematics there is a Example :
9
A mark of 9 out of 14 in an examination may be written as or 9/14.
definite order of precedence which we need to adhere to. The order is as follows: 14
Brackets The number above the line, i.e. 9, is called the numerator. The number below the
Order (or line, i.e. 14, is called the denominator.
power)
Division When the value of the numerator is less than the value of the denominator, the
Multiplication fraction is called a proper fraction. 9/14 is an example of a proper fraction.
Addition
Subtraction When the value of the numerator is greater than the value of the denominator, the
fraction is called an improper fraction. 5/2 is an example of an improper fraction.
Note : In practice, it does not matter if multiplication is
performed before division or if subtraction is performed
1
before addition. What is important is that the process of A mixed number is a combination of a whole number and a fraction. 2 is an example
multiplication and division must be completed before 2
addition and subtraction. of a mixed number.
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Adding and subtracting fractions

Addition and subtraction of fractions is demonstrated in the following worked
examples.

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Order of precedence with fractions

Multiplication and division of fractions
Brackets Order (or Division Multiplicati Addition Addition
pOwer) on

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Decimals Converting decimals to fractions and vice-versa

Decimal comes from the Latin word decimus, meaning tenth, from the root word
decem, or 10. The decimal system, therefore, has 10 as its base and is sometimes
called a base-10 system.

A decimal is a fraction written in a special form. Instead of writing 1/2, for example,
you can express the fraction as the decimal 0.5, where the zero is in the ones place
and the five is in the tenths place.

The decimal system of numbers is based on the digits 0 to 9.

There are a number of everyday occurrences in which we use decimal numbers. For
example, a radio is, say, tuned to 99.5MHz FM; 99.5 is an example of a decimal
number

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Significant figures and decimal places

Terminating decimal
A number which can be expressed exactly as a decimal fraction.

Non-terminating decimal
A number which cannot be expressed exactly as a decimal fraction.

The answer to a non-terminating decimal may be expressed in two ways,

depending on the accuracy required:
(a) correct to a number of significant figures, or

(b) correct to a number of decimal places i.e. the number of figures after the
decimal point.

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Adding and subtracting decimal numbers Multiplying and dividing decimal numbers
When multiplying decimal fractions:

(a) the numbers are multiplied as if they were integers,

(b) the position of the decimal point in the answer is such

that there are as many digits to the right of it as the sum of
the digits to the right of the decimal points of the two
numbers being multiplied together.

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Percentages
A percentage is a number or ratio expressed as a fraction of 100. It is often denoted
using the percent sign, "%", or the abbreviations "pct.".
Percentages are fractions having 100 as their denominator.
For example, the fraction 40/100 is written as 40% and is read as ‘forty per cent’.
To convert a decimal to a percentage To convert a percentage to a decimal

So,
(a) 44.25÷1.2 = 36.9, correct to 3 significant
figures.
(b) 44.25÷1.2 = 36.88, correct to 2 decimal
places.
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To convert a fraction to a percentage To convert a percentage to a fraction Percentage change Percentage error

Expressing one quantity as a percentage of

another quantity
Finding a percentage of a quantity

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Original value Percentage increase/decrease and interest

Section II:
Properties of Numbers

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Commutative Properties (addition/multiplication) Associative Properties (addition/multiplication)

■ When JUST adding or multiplying (not at the same time), you can change the grouping symbol
When JUST adding or multiplying (not at the same time), you can move the numbers around and the locations and get the same answer.
answer will be the same.

Addition Multiplication
7 + 17 + 23 = 47 5 • 3 • 11 = 165
23 + 7 + 17 = 47 11 • 5 • 3 = 165 Addition Multiplication
7 + 17 + 23 = 23 + 7 + 17 11 • 5 • 3 = 5 • 3 • 11 (3 + 4) + 7 = 14 (3 + 4) + 7 = 14
3 + (4 + 7) = 14 3 + (4 + 7) = 14
A + B + C = B + A + C A • B • C = B • A • C (3 + 4) + 7 = 3 + (4 + 7) (3 + 4) + 7 = 3 + (4 + 7)
A + (B + C) = (A + B) + C A + (B + C) = (A + B) + C

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Identity Properties of Addition and Multiplication Identify the Property Shown

■ The identity for ADDITION is ZERO.
■ When you ADD ZERO to a number, the sum is that number.
■ Addition likes ZERO. ■ 3+6=6+3 Commutative Property
5+0=5
■ 8=1•8 Multiplicative Identity

■ (3z)m = 3(xm) Associative Property of Multiplication

■ The identity for MULTIPLICATION is ONE.
■ When you MULTIPLY ONE by a number, the product is that
number. ■ 0+b=b Additive Identity
■ Multiplication likes ONE.
4•1=4
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Summery of Properties of Real Numbers

The real number system is an example of a mathematical structure called a field.
Home Work
Some of the properties of a field are summarized in the table below: Practice Exercise 1 Further problems on addition and subtraction (answers on page
340)
Real Number Properties

For any real numbers a, b, and c. Practice Exercise 2 Further problems on multiplication and division (answers on page
340)
Property Addition Multiplication

Commutative ab  ba a b  b  a Practice Exercise 3 Further problems on highest common factors and lowest common
multiples (answers on page 340)
Associative a  b   c  a  b  c  a  b   c  a  b  c 
Identity a0  a  0a a 1  a  1 a Practice Exercise 4 Further problems on order of precedence and brackets (answers
on page 340)
If a  0, then
Inverse a   a   0   a   a 1 1
a  1 a Practice Exercise 5 Introduction to fractions (answers on page 340)
a a
Distributive a(b  c)  ab  ac and (b  c)a  ba  ca Practice Exercise 6 Multiplying and dividing fractions (answers on page 340)
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Practice Exercise 7 Order of precedence with fractions (answers on page 340)

Practice Exercise 8 Converting decimals to fractions and vice-versa (answers on page

341)

Practice Exercise 9 Significant figures and decimal places (answers on page 341)

Practice Exercise 10 Adding and subtracting decimal numbers (answers on page 341)

Practice Exercise 11 Multiplying and dividing decimal numbers (answers on page 341)

Practice Exercise 21 Percentages (answers on page 342)

Practice Exercise 22 Further percentages (answers on page 342)

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