MODULE 1

decimals, and irrational numbers according to their algebraic sign (+ or −). Zero is
SPA COLLEGE INC.|RRSMCI A.Y. 2020- considered neither positive nor negative.
2021 The real numbers can be visualized on a horizontal number line with an arbitrary
point chosen as 0, with negative numbers to the left of 0 and positive numbers to the
Instructor: Armel E. Gimal right of 0. A fixed unit distance is then used to mark of each integer (or other basic value)
Subject: Problem Solving, Mathematical Investigation and Modeling on either side of 0. Any real number corresponds to a unique position on the number line.
Course Code: MATH 11 The converse is also true: Each location on the number line corresponds to exactly one
Module No.: 1
real number. This is known as a one-to-one correspondence. We refer to this as the real
Topic: Problem Solving
number line as shown in Figure 1.
LEARNING OUTCOMES:
At the end of this lesson, you should be able to:
 classify a real number as a natural, whole, integer, rational, or irrational
number; m
 perform calculations using order of operations; and The set of rational numbers is written as { |m and n are integers and n ≠ 0 }. Notice
n
 solve the following properties of real numbers: commutative, associative,
from the definition that rational numbers are fractions (or quotients) containing integers
distributive, inverse, and identity.
in both the numerator and the denominator, and the denominator is never 0. We can also
DISCUSSION: see that every natural number, whole number, and integer is a rational number with a
Classifying a Real Number denominator of 1.
The numbers we use for counting, or enumerating items, are the natural Because they are fractions, any rational number can also be expressed in decimal form.
numbers: 1, 2, 3, 4, 5, and so on. We describe them in set notation as {1, 2, 3 . . .} where Any rational number can be represented as either:
the ellipsis (. . .) indicates that the numbers continue to infinity. The natural numbers 15
are, of course, also called the counting numbers. Any time we enumerate the members 1. a terminating decimal: = 1.875, or
8
of a team, count the coins in a collection, or tally the trees in a grove, we are using the set
of natural numbers. The set of whole numbers is the set of natural numbers plus zero: {0,
4
2. a repeating decimal: = 0.36363636 … = 0. 36
1, 2, 3 . . .}. 11
The set of integers adds the opposites of the natural numbers to the set of whole
numbers: {. . ., −3, −2, −1, 0, 1, 2, 3 . . .}. It is useful to note that the set of integers is made Irrational Numbers
up of three distinct subsets: negative integers, zero, and positive integers. In this At some point in the ancient past, someone discovered that not all numbers are
sense, the positive integers are just the natural numbers. Another way to think about it is rational numbers. A builder, for instance, may have found that the diagonal of a square
that the natural numbers are a subset of the integers. 3
with unit sides was not 2 or even , but was something else. Or a garment maker might
2
Negative integers zero Positive integers have observed that the ratio of the circumference to the diameter of a roll of cloth was a
.., -1, -2, -3, 0, 1,2,3, … little bit more than 3, but still not a rational number. Such numbers are said to be
irrational because they cannot be written as fractions. These numbers make up the set of
irrational numbers. Irrational numbers cannot be expressed as a fraction of two
Given any number n, we know that n is either rational or irrational. It cannot be
integers. It is impossible to describe this set of numbers by a single rule except to say that
both. The sets of rational and irrational numbers together make up the set of real
a number is irrational if it is not rational. So we write this as shown.
numbers. As we saw with integers, the real numbers can be divided into three subsets:
{h| h is not a rational number}
negative real numbers, zero, and positive real numbers. Each subset includes fractions,
 Differentiating Rational and Irrational Numbers

1|P a g e
 MODULE 1

Determine whether each of the following numbers is rational or irrational. If it is rational,

determine whether it is a terminating or repeating decimal.

33 17
a. √ 25 b. c. √ 11 d. e. 0.3033033303333…
9 34

Solution:
a.√ 25: This can be simplifed as √ 25 = 5. Terefore, √ 25is rational.
33 33 33
b. : Because it is fraction, is a rational number. Next, simplify and divide. =3. 6
9 9 9
c. √ 11: This cannot be simplified any further. Terefore, √ 11 is an irrational number.
17 17 17
d. : Because it is a fraction, is a rational number. Simplify and divide. =0.5
34 34 34
e. 0.3033033303333… is not a terminating decimal. Also note that there is no repeating
pattern because the group of 3s increases each time. Therefore it is neither a terminating
nor a repeating decimal and, hence, not a rational number. It is an irrational number.

2|P a g e
 MODULE 1

3|P a g e
 MODULE 1

4|P a g e
 MODULE 1

LESSON Exponents and Scientific

2 Notation
LEARNING OUTCOMES:
At the end of this lesson, you should be able to:
 use the product, quotient, power and zero exponent rules of exponents;
and
 simplify exponential expressions.

DISCUSSION:

5|P a g e
 MODULE 1

6|P a g e
 MODULE 1

7|P a g e
 MODULE 1

8|P a g e
 MODULE 1

III. Use the properties of real numbers to rewrite and simplify each expression.
State which properties apply.

ACTIVITY SHEET!!!
Note: Do not pass the whole module. Just pass your activity. You can write
your solutions at the back of the paper.

Name of Student: Score:

Year
/Course/Major:
BS – SOCIAL WORKS
Contact No.:
Instructor: ARMEL E. GIMAL L.P.T., MAEd.

I. Simplify the following expressions. Write your solutions in the space

provided.

II. Evaluate each expressions using the given values.

9|P a g e
 MODULE 1

10 | P a g e