UPCAT TUTORIALS 2020

MATHEMATICS
 TABLE OF CONTENTS

 
 ALGEBRA PART II
 Word Problems
 Exponents and Logarithms
 Radicals
 Sets and Set Notation
 Complex Numbers
 Sequences and Series
 GEOMETRY
 Reasoning
 Definitions, Postulates, and Theorems
 Angles
 Parallel and Perpendicular Lines
ALGEBRA PART II
UPCAT TUTORIALS 2020
by UP Palaris Confraternity
WORD PROBLEMS
 In dealing with word problems, it requires
translating sentences to equations, then solving
those equations, solving linear equations,
evaluating algebraic expressions, and solving
problems using Venn diagrams and tables.
Number Problems
 Number problems requires translation of sentences into
equations since the relationship among the numbers are
directly stated in the problem.
Example:
Fifteen more than three times a number is the same as ten
less than six times the number. What is the number?
3x + 15 = 6x – 10
Solve for x: 15 + 10 = 6x – 3x
25 = 3x
25/3 = x
Age Problems
While analyzing age problems, it is important to note that the age of different people


change at the same rate.

After a year All the people given in the problem are a
year older than they were at first.
A year ago All the people given in the problem were
a year younger.

To solve an age problem:

1. Read – read the sentences carefully and thoroughly and then find a relationship their

ages.
2. Represent – Define a variable.

3. Relate

4. Equate

5. Solve the equation

 (It is important for us to keep note how we define our variables.)

Age Problems
Example:
Darren is fourteen years older than Sicily. Eight years ago, Darren was three times
as old as Sicily. Find their present age.
Solution:
Let D be Darren’s age and S be Sicily’s age. Based of the problem, we can make
the following equations:
D = S + 14 and D - 8 = 3(S - 8)
Substitute S + 14 into the second equation for D and solve for S:
S + 14 - 8 = 3(S – 8)
S + 6 = 3S – 24
24 + 6 = 3S – S
30 = 2S
S = 15
Since S = 15 then we solve for D: D = S + 14 = 15 + 14 = 29
Thus, Sicily is 15 years old and Darren is 29 years old.
Work Problems
 Work problems are usually solved by fractional equations.
The rate of one doing work can be represented as where x
is the number of time units required to complete the job.

For example, if Suzy reads a book in 2 hours, her rate is

of the job per hour. In addition, the amount of work done
is the product of the rate and time,
Work = Rate x Time.
Finally, the sum of the parts of the job done by different
people or force is equal to the whole job.
Work Problems
Example:
Mando can paint a house in three hours, and Pande can paint the same
house in five hours. How long does it take for them to do it together?
Solution:
Mando can paint 1/3 of the house per hour while Pande can paint 1/5
of the house per hour. In one hour, they can paint the house together for
(1/3) + (1/5).
So we have,
Distance Problems
 Distance Problems involve a scenario in which you
need to figure out how fast, how far, or how long
one or more objects have traveled. Distance, rate,
and time are the three basic aspects to movement
and travel. That is, the distance is how far you
traveled. The rate is how fast you traveled. The
time is how long the trip took.
Distance Problems
 The relationship among these things can be
described by this formula: Distance = Rate x Time

 In order to solve distance problems:

1. You can set up a table and fill in the values from
the given problem.
Rate Time Distance
Situation 1
Situation 2
Distance Problems
2. Calculate the missing values using the fomula:
Distance = Rate x Time

R T

3. Write the equation and solve.

Distance Problems
Example:
A bus starts from Pangasinan and heads for Baguio City at 40mph. Two hours later a car
leaves the same station for Baguio City travelling 60mph. How long before the car
overtakes the bus?
Solution:
Let t = the time it takes the car to overtake the bus and t + 2 = the number of hours the bus
had traveled when overtaken.
Time Rate Distance
Bus t+2 40mph 40(t + 2)
Car t 60mph 60(t)

Equation: When the car overtakes the bus, they have both traveled the same distance. So, we
set them equal to each other then solve the equation.
40(t + 2) = 60t
40t + 80 = 60t
80 = 60t – 40t
80 = 20t Thus, it takes the car 4
4=t
hours to overtake the bus.
Investment Problems
 Investment problems involve simple annual interest
(as opposed to compounded interest), using the
interest formula I = Prt, where I stands for the interest
on the original investment, P stands for the amount of
the original investment (called the "principal"), r is the
interest rate (expressed in decimal form), and t is the
time.

 (It is important to note that the time units must match

the interest-rate units.)
EXPONENTS AND LOGARITHMS

 Exponents are any expression an is defined as the

variable a raised to the power of the number n, where
n is called a power, an index or an exponent of a.
 For instance,
a1 = a
a2 = a x a
a3 = a x a x a
an = a x a x a x … x n where n is a positive whole
number
EXPONENTS AND LOGARITHMS

 If n is a negative whole number, then a-n =

 If n is a zero, then a-n = 1
 If a is raised to a fractional power, then
 Other exponent rules: for a ≠ 0, b ≠ 0
Product rule
Quotient rule
Power rule
Power of a product rule

Power of a quotient rule

EXPONENTS AND LOGARITHMS

 Logarithms
If ax = y, then logay = x (the log of y to base a
is x)
Example:
 103 = 1000 then log101000 = 3
 x = log39 then 9 = 3x = 32 thus, x = 2
EXPONENTS AND LOGARITHMS

 Logarithmic properties:
Product rule
Quotient rule

Power rule
Change of base rule

Equality rule If then x = y

 From the exponential rules, it follows that:

RADICALS
 Radicals (or roots) are the "opposite" operation of
applying exponents.

For example, if we square 2, we get 4, and if we "take the

square root of 4", we get 2.

“ “ is called the radical symbol.

The expression " ​  " is read as "root four", "radical four", or
"the square root of four".
RADICALS
 For instance:

 “4” is the index

 16 is the argument of the radical (also called as
radicand)
a square (second) root 
a cube (third) root
a fourth root
a fifth root
RADICALS
 Simplifying radicals
We know that can be written as and the
radical form of is
So,

Example: Simplify √144

144 = 9 x 16
√144 = √ (9 x 16) = √9 √16 = 3 x 4 = 12
RADICALS
Example: Simplify √50
50 = 25 x 2
√50 = √ (2 x 25) = √2 √25 = √2 (5) = 5√2

Example: Simplify
RADICALS
 Adding and subtracting radicals
 Radicals can be combined if they are “like” terms. That
is, those terms have to have the same radical part.

Example: Simplify 2√3 + 3√3

2√3 + 3√3 = (2+3)√3
= 5 √3
Example: Simplify 3√3 - 6√8
RADICALS
 Expand:
⇒

RADICALS
 Expand:
SETS AND SET NOTATION
A set is a collection of objects called elements
or members. The notation x ∈ A means x is an
element of A. We write x A if x is not an
element of A.
Example:
 A = {0, 1, 2, 3, 4} is the set containing numbers 0,
1, 2, 3, and 4.
 B = {x|x ∈ Z and 0 ≤ x < 5} is the set containing
integers less than 5 but greater than or equal to 0.
SETS AND SET NOTATION
 The unique set with no elements is called the empty set or the null
set and is denoted by ∅.
 The empty set is a subset of every set.
 A word of warning: Zero and empty set are closely related, but are
not the same thing.
For example, the equation
x+3=3
has 0 as its only root, and so the set of roots is not the empty set;
On the other hand, the equation
x+1=x+2
has no roots at all. Therefore, its set of roots is ∅.
SETS AND SET NOTATION
 Given two sets A and B, if every element of A is also an element
of B, then A is a subset of B, written A ⊆ B. If A ⊆ B and A ≠ B,
we write A ⊂ B and say that A is a proper subset of B.
If
I = {1, 2, 3, …}
then I is the set of all positive integers. Similarly, if
E = {2, 4, 6, …} and T = {3, 6, 9,…}
then E is the set of all positive integers and T is the set of all
multiples of 3. Obviously, E is a subset of I, written E ⊂ I.
Similarly, T ⊂ I.
SETS AND SET NOTATION
 Another notation, especially useful for referring to
sets described by algebraic sentences, is called set-
builder notation. Thus,
{x|3x + 7 = 25}
means “the set of all numbers, x, such that 3x + 7 =
25.”
Solving the equation, we can write,
{x|3x + 7 = 25} = {6}
SETS AND SET NOTATION
 Given two sets A and B, the intersection of A and B is A ∩
B, that is, the set of all elements that are in both A and B.
This is similar to the logical “and”.

For the sets

E = {2, 4, 6, …} and T = {3, 6, 9,…}
the intersection is the set whose elements are 6, 12, 18,…
(the set of all multiples of 6).
So we have,
E ∩ T = {6, 12, 18, …}
SETS AND SET NOTATION
 The union of two sets A and B is denoted by A ᴜ B.

In the figure above, A ᴜ B the total enclosed region.

For the sets
E = {2, 4, 6, …} and T = {3, 6, 9,…}
E ᴜ T = {2, 3, 4, 6, 8, 9,…}
SETS AND SET NOTATION
 Symbols for sets and relations between sets can be
combined which make more complicated statements.

 From the figure above, A, B, C, and D are the oval

regions as indicated. Here, C is a subset of the intersection
of the sets A and B, written C ⊂ A ∩ B. Similarly, A ⊂ A
ᴜ B, that is, A is a subset of the union of A and B.
SETS AND SET NOTATION
 Let A be a set and U be universal set. The
complement of A is A’, that is, the set of all elements
not in A.
 Given two sets A and B, the difference set is A – B,
that is, the set of elements that are in A, with those
that are in B subtracted out.
 Venn Diagrams use topological areas to stand for
sets.
LET STUDENTS ANSWER!
 1. Consider each of the following questions carefully.
A) How many elements are there in {1}?
B) How many elements are there in {0, 1}?
C) How many elements are there in {0}?
D) How many elements are there in { }?
E) Which of the symbols in A to D would be a suitable representation of the empty
set?

 2. Consider the set E of all positive even integers and the set O of all positive odd
integers.
A) Describe E ᴜ O.
B) Describe E ∩ O.
C) Is E ᴜ O ⊂ E ∩ O true of false?
D) Is E ∩ O ⊂ E ᴜ O true of false?
COMPLEX NUMBERS
 The imaginary unit i is defined to be:

Then,

In order to simplify complex numbers, you must always do the i-

part first.

Example: Simplify
COMPLEX NUMBERS
 Simplify 2i + 3i.
2i + 3i = (2 + 3)i = 5i
 Simplify 16i – 5i.
16i – 5i = (16 – 5)i = 11i
 Multiply and simplify (3i)(4i).
(3i)(4i) = (3·4)(i·i) = (12)(i2) = (12)(–1) = –12
 Multiply and simplify (i)(2i)(–3i).
(i)(2i)(–3i) = (2 · –3)(i · i · i) = (–6)(i2 · i)
=(–6)(–1 · i) = (–6)(–i) = 6i
COMPLEX NUMBERS
 Pattern of powers
i¹ = i
i² = -1
i³ = -i
i⁴ = 1
i⁵ = i
i⁶= -1
i⁷= -i
i⁸=1
COMPLEX NUMBERS
 To simplify any high power of i, convert it to a lower
power by taking the closest multiple of 4. (i4 is just 1)

 Simplify i17.
i17 = i16 + 1 = i4(4) + 1 = i1 = i
 Simplify i120.
i120 = i4(30) = i4(30) + 0 = i0= 1
 Simplify i64,002.
i64,002 = i64,000 + 2 = i4(16,000) + 2 = i2 = –1
ARITHMETIC SEQUENCES AND SERIES

 An arithmetic sequence is a sequence of numbers such that the

difference d between each consecutive term is constant.

where an is the nth term, a is the first term, n is the number of terms, and
d is the constant difference.

where Sn is the sum of the first n terms.

ARITHMETIC SEQUENCES AND SERIES

Example:
 Determine if the following sequences is arithmetic

or not.
1) 3, 8, 13, 18, 23, 28, 33,…

2) -0.5, -1.5, -2.5, -3.5, -4.5,…

3) 1.7, 2.2, 2.7, 3.3, 3.9, 4.5,…

4) 1, 3/2, 2, 5/2, 3, 7/2,…

ARITHMETIC SEQUENCES AND SERIES

Example:
 Consider the arithmetic sequence

3, 8, 13, 18, 23, 28, 33,…

Find: a20
Solution: Using the formula
Write what we know
By substitution,
d=5
a20 = 3 + (20 – 1)5
a=3
a20 = 3 + (19)5
n = 20
a20 = ?
a20 = 3 + 95
a20 = 98
ARITHMETIC SEQUENCES AND SERIES

Example:
 Consider the arithmetic sequence

3, 8, 13, 18, 23, 28, 33,…

Find the sum of the first 10 terms:

Solution: First, we will use the formula

to find a10

Write what we know

By substitution,
a10 = 3 + (10 – 1)5
d=5
a10 = 3 + (9)5
a=3
a10 = 3 + 45
n = 10
a10 = 48
a10 = ?
ARITHMETIC SEQUENCES AND SERIES

Now, we will use the formula

Write what we know
d=5
a=3
n = 10
a10 = 48
S10 = ?

By substitution,
S10 = (10/2)(3 + 48)
S10 = (5)(51)
S10 = 255
GEOMETRIC SEQUENCES AND SERIES

 Geometric sequences are sequences whose rule is the multiplication of a

constant. We say geometric sequences have a common ratio.

where an is the nth term and r is the common ratio.

 Partial sum of the first nth terms of a geometric series
GEOMETRIC SEQUENCES AND SERIES

Example:
Consider the sequence
1, 3, 9, 27, 81, …
Find the common ratio, a10, and S10:
Using

We know that an = 3 and an-1 = 1

Thus, r = 3/1 = 3
To find a10 we will use
By substitution,
a10 =1(3) 10-1
a10 = 39 = 19683

To find S10 we will use

Substituting what we know,
S10 =
GEOMETRY
UPCAT TUTORIALS 2020
by UP Palaris Confraternity
REASONING

 Conditional statements are expressed as “if-then”

statements. It is formed by joining two statements
with the words if and then.

Examples:
1. If x = 5, then x2 = 25
2. If two segments are congruent, then they have the
same measure.
REASONING
 The if-statement is the hypothesis and the then-statement is
the conclusion.
For instance,
Statement 1: Congruent segments have equal lengths
If-then form:
If two segments are congruent, then they have equal lengths.

Statement 2: A prime number has only two factors.

If-then form:
If a number is prime, then it has only two factors.
REASONING
 Another if-then statement can be formed by interchanging
the hypothesis and the conclusion of a conditional. This
statement is called the converse.

For instance,
Conditional: If an angle measures 45°, then it is acute.
Converse: If an angle is acute, then it measures 45°.

The converse is false because an angle that measures 30° is

also acute.
REASONING
 Axioms are used to justify the steps in geometric proofs. These
axioms include:
 Substitution principle
 Properties of equality
 Properties of addition and multiplication
 Properties of order

Examples:
1. If 5x = 125, then x = 25 (Multiplication property of equality)

2. If 10 = AB, then AB = 10 (Symmetric property of equality)

3. If a = 35 and m∠M = a, then m∠M = 35. (Transitive property of

equality)
Definitions, Postulates, and Theorems

 Here are some helpful links that you can access for
a handout of Definitions, Postulates, and
Theorems:

 http://
www.ouchihs.org/ourpages/auto/2013/7/26/52822673/Geo-PostulatesTheo
rems-List.pdf

 http://nohsteachers.info/PRuggles/Handouts/Geometry%20Theorems%20a
nd%20Postulates.pdf
ANGLES
 If two rays have the same end point, but do not lie on the
same line, then their union is and angle.
 The two rays are called its sides.
 Their common end point is called its vertex.

If the rays are AB and AC, then the angle is denoted by

∠BAC or ∠CAB
ANGLES
 An angle with measure 90 is called right angle.
 An angle with measure less than 90 is called acute.
 An angle with measure greater than 90 is called obtuse.

 If the sum of the two angles is 90, then they are called
complementary.
 If the sum of the two angles is 180, then they are called
supplementary.
Parallel and Perpendicular Lines
 Parallel lines are two lines that lie in the same
plane (coplanar) without intersecting each other.
L1

L2

 Two lines which are not coplanar are called skew

lines.
Parallel and Perpendicular Lines
 A transversal of two coplanar lines is a line which intersects
them in two different points.

 In each of the figure above, ∠1 and ∠2 are alternate interior

angles.
 Notice that the lines cut by the transversal may or may not be
parallel.
Parallel and Perpendicular Lines
 When two lines intersect to form right angles, the
two lines are said to be perpendicular to each other.

In the figure above, AB and CD intersect at point O

to form right angles. We say that AB is perpendicular
to CD. In symbols, we write AB⊥CD.
LET STUDENTS ANSWER!
 Example 1:

Find the values of x and y in the given figure. (Tip:

Supplementary angles)
LET STUDENTS ANSWER!
 Example 2: (Angle Addition Postulate)

In the plane figure above,

a) m∠CAB + m∠DAC = m∠________
b) m∠EAD + m∠DAC = m∠________
c) m∠EAD + m∠DAB = m∠ ________
LET STUDENTS ANSWER!
 Example 3:
Given the figure, with MN and PQ intersecting at A, what
postulates or definitions support each of the following
statements?

a) ∠PAM and ∠QAM form a linear pair.

b) ∠PAM and ∠QAM are supplementary.
c) m∠PAM + m∠QAM = 180.
d) m∠QAM + m∠QAN = 180.