CHAPTER 1

Introduction to Numbers
Lesson Objectives: At the end of the lesson the students should be able to;
 Identify the types of real numbers and;
 differentiate the classification of real numbers
Classification of numbers

a. Natural Numbers
The natural numbers, also called the counting numbers, are the numbers 1, 2, 3, 4, and so on. They are the
positive numbers we use to count objects. Zero is not considered a "natural number."
Natural numbers are a part of the number system which includes all the positive integers from 1 till infinity
and are also used for counting purpose. It does not include zero (0). In fact, 1,2,3,4,5,6,7,8,9…., are also
called counting numbers.
Natural numbers are part of real numbers, that include only the positive integers i.e. 1, 2, 3, 4,5,6, ……….
excluding zero, fractions, decimals and negative numbers.
Example
N = {1,2,3,4,5,6,7,8,9,10…….}
= 23, 56, 78, 999, 100202, etc.
Note: Natural numbers do not include negative numbers or zero.
Whole Numbers
The whole numbers are the numbers 0, 1, 2, 3, 4, and so on (the natural numbers and zero). Negative
numbers are not considered "whole numbers." All natural numbers are whole numbers, but not all whole
numbers are natural numbers since zero is a whole number but not a natural number.

Example: Whole Numbers = {0,1,2,3,4,5,7,8,9,….}

b. Integers
 An integer is a number that has no fractional part, and no digits after the decimal point. An integer
can be positive, negative or zero
 The integers are ..., -4, -3, -2, -1, 0, 1, 2, 3, 4, ... -- all the whole numbers and their opposites (the
positive whole numbers, the negative whole numbers, and zero). Fractions and decimals are not
integers. All whole numbers are integers (and all-natural numbers are integers), but not all integers
are whole numbers or natural numbers. For example, -5 is an integer but not a whole number or a
natural number.

Integers can either be:

 Positive Integer – located at the right side of the number line

 Negative integers – located at the left side of the number line and has a negative sign (-)
 Zero – located in between positive and negative integers

c. Rational Numbers
 A rational number, in Mathematics, can be defined as any number which can be represented in the
form of p/q where q ≠ 0. Also, we can say that any fraction fits under the category of rational
numbers, where denominator and numerator are integers and the denominator is not equal to zero.
How to identify rational numbers?
To identify if a number is rational or not, check the below conditions.

 It is represented in the form of p/q, where q≠0.

 The ratio p/q can be further simplified and represented in decimal form.
The set of rational numerals:
LOGIC AND SET THEORY
1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 1. Include positive, negative numbers, and zero
2. Can be expressed as a fraction

Examples of Rational Numbers: 

Example 1:
Determine whether the given numbers are rational or irrational.
(a) 1.75 (b) 0.01   (c) 0.5  (d) 0.09   (d) √3
Solution:
The given numbers are in decimal format. To find whether the given number is decimal or not, we have to
convert it into the fraction form (i.e., p/q)
If the denominator of the fraction is not equal to zero, then the number is rational, or else, it is irrational.
Decimal number Fraction rational

1.75 7 yes
4
0.01 1 yes
100
0.5 1 yes
2
0.09 1 yes
11
√3 ? No

Example 2:

p Q p Rational/Irrational
q Number
10 2 10 Rational
=5
2
1 1000 1 Rational
= 0.001
1000
50 10 50 Rational
=5
10
7 0 7 Irrational because q =
= undefined
0 0

Example 3: ¾ is a rational number as it can be expressed as a fraction. 3/4 = 0.75

Example 4: Fraction 90/12007 is rational.

Example 5: 12, also be written as 12/1. Again, a rational number.

Example 6: Identify whether mixed fraction, 11/2 is a rational number.

Solution: 
LOGIC AND SET THEORY
1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 The Simplest form of 11/2 is 3/2
Numerator = 3, which is an integer
Denominator = 2, is an integer and not equal to zero.

So, yes, 3/2 is a rational number.

d. Irrational Numbers
 An irrational number is a real number that cannot be written as a simple fraction
Example: 
1. Value of √5 = 2.2360679775……... It is a non-terminating value and hence cannot be written
as a fraction. It is an irrational number
2. π (Pi) is a famous irrational number.
π = 3.1415926535897932384626433832795... (and more)

We cannot write down a simple fraction that equals Pi.

The popular approximation of 22/7 = 3.1428571428571... is close but not accurate.

3. The number e (Euler's Number) =2.7182818284590452353602874713527 (and more ...)

4. The Golden Ratio is an irrational number. The first few digits look like this:

1.61803398874989484820... (and more ...)

5. Many square roots, cube roots, etc are also irrational numbers. Examples:

 √3 1.7320508075688772935274463415059 (etc)
 √9
9.9498743710661995473447982100121 (etc)
9

Note: not all roots are irrational.

Reference:

 Oronce and Mendoza .(2012) , et.al. e-Math 7, Rex Book Store, Inc.
 Stoll, R. R. Logic and Set theory. State University Dover Publications, Inc. New York
 Collins, Williams.et al., (2000). Algebra I (Integration, Applications and Connections), McGraw-
Hill Companies, Inc., USA,

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 Exercises for Chapter I. Introduction to Numbers

Name : ___________________________ Course &Year:_____________________

Section: ___________________________ Date: ____________________________

A. Name the set or sets of numbers to which each real number belongs:

a. 0

b. Π
c.
7
d.
22

B. Tell if the statement is true or false, then explain.

e. Every whole number is a natural number?

f. All integers are whole numbers?

g. the number zero (0) is a rational number?

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 CHAPTER 1
Introduction to Numbers
Lesson 1.2 Arithmetic Sequence

Lesson Objectives
 Find the nth term of an arithmetic sequence
 Find the sum of an arithmetic sequence
 Use an arithmetic sequence to solve an application problem

Readings:
I. Sequences and Terms
• Sequence: a list of numbers in a specific order.
Sequence

1, 3, 4, 7, 10, 16

Terms
• Term: each number in a sequence

II. Arithmetic Sequences

A. Definition
A sequence is arithmetic if the differences between consecutive terms are the same.

4, 9, 14, 19, 24, . . .

arithmetic sequence
9–4=5
14 – 9 = 5 The common difference, d, is 5.
19 – 14 = 5 FYI: Common differences
24 – 19 = 5 can be negative.

How do I know if it is an arithmetic sequence?

• Look for a common difference between consecutive terms

Ex: 2, 4, 8, 16 . . . Common Difference?

2+2 = 4
4+ 4 = 8 No. The sequence is NOT Ari
8 + 8 = 16
Ex: 48, 45, 42, 39 . . . Common Difference?
48 - 3 = 45
45 - 3 = 42 Yes. The sequence IS Arithmetic. d = -3
42 - 3 = 39
III. Finding Subsequent Terms
• Find the next three terms in the arithmetic sequence: 2, 5, 8, 11, 14, __, __, __
• 2, 5, 8, 11, 14, 17, 20, 23
• The common difference is?
• 3!!!
IV. Finding the nth Term of an Arithmetic Sequence

an = a1 + (n - 1) d

Where:
an is the nth term in the sequence
a1 is the first term
n is the number of the term
d is the common difference
LOGIC AND SET THEORY
1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 Example

1. Find the 25th term in the sequence of 5, 11, 17, 23, 29 . . .

Common difference
Find the common difference
a2 - a1 = 11 – 5 = 6 between the values.

an = a1 + (n - 1)d Start with the explicit sequence formula

Substitute in known values

a25 = 5 + (25 -1)6

a25 = 5 + (24)6 =149 Simplify

b. Find the 17th term of the arithmetic sequence: 26, 13, 0, -13

Common difference
Find the common difference
a2 - a1 = 13 – 26 = – 13 between the values.

an = a1 + (n - 1)d Start with the explicit sequence formula

Substitute in known values

a25 = 26 + (17 -1) (-13)

a25 = 26 + (16) (-13) =-182 Simplify

c. Find the first term of an arithmetic sequence if the 9th term is 72 and the common difference
is 5
an = a1 + (n-1) d
72 = a1 + (9-1)5
72 = a1 + (8) 5
72 = a1 + 40
32 = a1
a1 = 32

d. Find the sum of the first fifty terms of the sequence: 1,3,5,7,9….

Solution:

We have A=1, d=2 and n=50, and are asked to calculate

50

∑ 1+2 ( i−1 )
n =1

Using the formula, the sum of the first 50 terms of the sequence is

2 x 50 x (50−1)
50 x 1 +
2
4900
= 50 +
2
= 2500

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 e. Application of Arithmetic Sequence

Ex. 4: Suppose you have saved Ᵽ 75 towards the purchase of a new tablet. You plan to save at least Ᵽ 12
from mowing your neighbor’s yard each week. In all, what is the minimum amount of money you will have
in 26 weeks?

Find the common difference between the values.

difference = 12 You will save Ᵽ 12 a week so this is your difference.

an = a1 + (n-1)d Start with the explicit sequence formula

a26 = 75 + (27 -1)12 Substitute in known values

WAIT: Why 27 and not 26 for n?

The first term in the sequence, 75, came before the weeks started (think of it as week 0).
Therefore, you want one more week in your formula to account for the Ᵽ75 that you had before
you started saving.

a26 = 75 + (26)12 = Ᵽ 387 Simplify

d. After knee surgery, your trainer tells you to return to your jogging program slowly. He
suggests jogging for 12 minutes each day for the first week. Each week thereafter, he
suggests that you increase that time by 6 minutes per day. How many weeks will it be before
you are upon jogging 60 minutes per day?
Solution:
Given: an= 60; d= 6 find n =?
Week number 1 2 3 …… ?
Minutes of 12 18 24 ……. N
jogging each
day inside the
week

Adding 6 minutes to the weekly jogging time for each week creates the sequence: 12, 18, 24 ,……
This sequence is an arithmetic.
an= a1 + (n-1) d
an = 12 + (n-1)6
60= 12 + 6n – 6
60= 6 + 6n
60 – 6 = 6n
54 = 6n
54 6 n
=
6 6
9=n
n= 9 weeks

References:

Book:
Oronce and Mendoza .(2012) , et.al. e-Math 7, Rex Book Store, Inc.
Collins, Williams.et al., (2000). Algebra I (Integration, Applications and Connections), McGraw-Hill
Companies, Inc., USA,

Ebook
LOGIC AND SET THEORY
1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
Ian Stewart. Logic and Set Theory

Exercises for Chapter I. lesson 1.2 Arithmetic Sequence

Name : ___________________________ Course &Year:_____________________

Section: ___________________________ Date: ____________________________

A. Find the terms a2, a5, and a7 of an arithmetic sequence.

1. a1= 4; d = 3

2. a4=35; d = 0

3. a1=125; d = -2

4. a1=12; d=1

ii. Find the sum S5, S12, and S20 of an arithmetic sequence
1. Sn = 12n −3 n2

2. a5 = 15; a10= 40

3. a8 = 11; d=4

4. a1= 12; a16 = 57

iii. solve the following problem using arithmetic sequence

1. An auditorium has 20 seats on the first row, 24 seats on the second row, 28
seats on the third row, and so on and has 30 rows of seats. How many seats
are in the theatre?

2. 20 people live on the first floor of the building, 34 people on the second floor
and 48 people on the third floor, and soon in an arithmetic sequence. What’s
the total number of people living in the building?

3. The sum of the interior angles of a triangle is 180 degrees, of a quadrilateral is

360 degrees and a pentagon are 540 degrees. Assuming this pattern continues,
find the sum of the interior angles of a dodecagon (12 sides).

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 CHAPTER 1
Introduction to Numbers
Lesson 1.3 Geometric Sequence

Lesson Objectives:
 Describe a geometric sequence
 Identify the common ratio of a geometric sequence
 Find terms of a geometric sequence

Readings
Geometric Sequences
 A geometric sequence, or geometric progression, is a sequence of numbers where each
successive number is the product of the previous number and some constant r.

an=ran−1     Geometric Sequence

9, 27, 81, 243, 729,….

Here a1 = 9 and the ratio between any successive terms is 3. We can construct the general term a n = 3 an-1
where,
a 1= 9
a 2= 3a 1= 3(9) = 27
a 3= 3a 1= 3(27) = 81
a 4= 3a 2= 3(81) = 243
a 5= 3a 4= 3(243) = 729
In general, given the first term a 1 and the common ratio r of a geometric sequence, we can write the
following:

a 2= ra 1
a 3 = ra 2 = r (a 1r) = a 1 r 2

a 4 = ra 3 = r (a 1 r 2) = a 1 r 3

a 5 = ra 3 = r (a 1 r 3) = a 1 r 4

Example:
1. Determine if the sequence are geometric or not
a. 3, 9, 27, 81,….
b. 162, 108, 54, 0,….
c. -7, 49, -343-, 2401,….
Answers:

a. The sequence is geometric. Dividing a term by the previous term, say 9 and 3 or 81 and
27, the common ratio is 3.
b. The sequence has a common difference, -54, hence not geometric.
c. The sequence is geometric. The common ratio is -7

The nth term of a geometric sequence is derived through the formula

a n = a 1 r n−1
where a n=nth term ; a1= first term; r = common ratio and n = number of terms

2. Determine the 10th term of the geometric sequence 6, 12, 24,…

Solution:

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
Dividing the first term by the second term, we found out that r = 2.

Using the formula, the 10th term is

a 10 = a 1 r 10−1
a 10 = (6)¿
= (6)(512)
a 10 = 2072

3. The value of an oil painting has doubled during each of the past 6 years. If it was valued at
Ᵽ 4000during the first year; what was its value during the 6th year?
Solution:

a 1 = Ᵽ 4000 r=2 n=6

Using the formula,

a 6 = a 1 r 6−1
a 10 = ( 4000) ¿
= ( 4000)(32)
a 10 = Ᵽ128,000.00

References:

Book:
Oronce and Mendoza .(2012) , et.al. e-Math 7, Rex Book Store, Inc.
Collins, Williams.et al., (2000). Algebra I (Integration, Applications and Connections), McGraw-Hill
Companies, Inc., USA,

Ebook

Ian Stewart. Logic and Set Theory

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 Exercises for Lesson 1.3. Geometric Sequence

Name : ___________________________ Course &Year:_____________________

Section: ___________________________ Date: ____________________________

A. Find the missing value of the following geometric Sequence.

a1 R Sn n an

1 3 6
.
2. 6 4 162

3. 3 2 96

4. 5 5 1280

5. 2 5 8

B. Solve the following problems

1. Determine the 10th term if the fourth term is 189 and the sixth term is 1701

2. Find the sum of all terms including the 6 geometric means between 4 and
8748

3. Find the common ratio if the first terms are x, 4x + 8, 30x +24

1
4. Find the geometric means between 4 and 20
4

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 CHAPTER 1
Introduction to Numbers
Lesson 1.4 Fibonacci Sequence

Lesson Objectives:
 Describe a Fibonacci sequence; and
 Determine terms in a Fibonacci sequence.

Reading
Is a sequence where each term is the sum of the two preceding terms.
Formula: Fn = Fn-1 + Fn-2 n≥2
Example: 1 Example: 2
0+1=1 0 , 1 , 1 , 2 , 3 , 5 , 8 , 13 , 21 , 34 , 55 , _____
1+1=2
1+2=3 F0 F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 F11
2+3=5
3+5=8 F11 = F10 + F9
5 + 8 = 13 F11 = 55 + 34
0,1,1,2,3,5,8,13 F11 = 89

GOLDEN RATIO
Is found when you divide the line in two segment and the ratio between the larger segment and the smaller
segment or vice versa.

Formula: a b
Fn = Fn-1 + Fn-2 Formula:
Difference equation Longer part a = a+b ratio to the whole length to the larger part
F n = rn Shorter part b a
Fn-1 = rn-1
Fn-2 = rn-2
Longer part 1+ √ 5 = 1.61803398 approximately equivalent
Fn = Fn-1 + Fn-2 Shorter part 2
r n r n−1 r n−2
= n + n
rn r r
(1 = r −1 + r −2)r 2
r2 = r1 + 1 Shorter part 1− √ 5 = .61803398 approximately equivalent
2 1
r -r -1= 0 Longer part 2
2
−1(−1)± √(−1) −4 (1 )(−1)
r=
2(1)
1± √ 5 1−√ 5 1+ √5
r= or
2 2 2

example:
1.) 0,1,1,2,3,5,8
a = 8, b= 5
a 8
= = 1.625 is very closer to the golden ratio 1.61803398
b 5

1, 2, 3 ,5, 8, 13, 21, 34, 55

a 55
= = 1.61765 is very closer to the golden ratio 1.61803398
b 34

 No two Fibonacci numbers have a ratio that exactly equals the golden ratio.

2. the sum of the first 15 terms of the series 1, 2, 4, 8,….. is _______________

Solution:

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
 a. Determine what is being asked in the problem.
 In the given problem, the sum of first 15 terms (S15) is asked.
b. Determine what type of series is given
 The given series is a geometric progression
c. Identify the formula to be used.
(1−r n)
Sn = A 1
1−r

d. List all the information that can be derive from the question that can be used as inputs in the formula
 A1 = 2
4 8
 r= = = 2
2 4
 n = 15
e. apply the given derived from the problem to the formula.

A 1 (1−r n )
sn =
1−r
15
sn = (1)(1−2 )
1−2

sn = 32.767

3. Find the next 3 terms of the sequence 3, 3, 6, 9,

a 1= 3 a 5= 6 + 9 = 15
a 2= 3 a 6= 9 + 15 = 24
a 3= 3 + 3 = 6 a 7= 15 + 24 = 39
a 4= 3 + 6 = 9

 the next three terms are 15, 24, and 39.

3. Find the next three terms of the sequence -1, -1, -2,-3,….

a 1= -1 a 5= -2 + -3 = -5
a 2= -1 a 6= -3 + -5 = -8
a 3= -1 + -1 = -2 a 7= -5 + -8 = -13
a 4= -1 + -2 = -3

 the next three terms are -5, -8, and -13.

Reference:

 Oronce and Mendoza .(2012) , et.al. e-Math 7, Rex Book Store, Inc.
 Collins, Williams.et al., (2000). Algebra I (Integration, Applications and Connections), McGraw-
Hill
Companies, Inc., USA,

LOGIC AND SET THEORY

1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR
LOGIC AND SET THEORY
1st Semester, S.Y. 2020-2021 Prepared by: SHELA M. RAMOS 2
Bachelor of Secondary Education INSTRUCTOR