Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to...

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bjectives : By the end of class today I will: Understand closure Be able to read tables ble to find identies and inverses within a t

Transcript of Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to...

Page 1: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Objectives: By the end of class today I will:

Understand closureBe able to read tables

Be able to find identies and inverses within a table

Page 2: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

If M and A represent integers, MAAM is an example of which property?

(1) commutative (3) distributive (2) associative (4) closure

Which expression is an example of the associative property? (1) (x + y) + z = x + (y + z) (2) x + y + z = z + y + x (3) x(y + z) = xy + xz (4) x • 1 = x

Page 3: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

The equation *(∆ + ♥) = *∆ + *♥ is an example of the

(1) associative law (3) distributive law (2) commutative law (4) transitive law

Which equation illustrates the distributive property?

(1) 5(a + b) = 5a + 5b (3) a + (b + c) = (a + b) + c (2) a + b = b + a (4) a + 0 = a

Page 4: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.
Page 5: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

CLOSURE

• When you combine any two elements of a set, the result is also included in the set.

• Example: When you add two even numbers (from the set of even numbers), the sum is always even.

• If an element outside the set is produced, then the operation is not closed. 

• When you find ONE example that does not work, the set is not closed under that operation. 

• Example: Even numbers are not closed under division

because 100/4 = 25 and 25 is odd. 

Page 6: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

CLOSURE

•  The elements of this table are 1,2,3,4• Since the elements in this table are limited to

1,2,3,4 the table is CLOSED under the indicated operation

Page 7: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Which set is closed under division?

(1) {1} (3) integers (2) counting numbers (4) whole numbers

Page 8: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Property:               Commutative

Are these statements

True or False?

If false, give a counterexample.

Addition:                   

 

Subtraction:                   

 

Multiplication:                 

Division:                   

   

Page 9: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Property:               Associative

Are these statements

True or False?

If false, give a counterexample.

Addition:                                    

Subtraction:                                    

Multiplication:                            

Division:                              

Page 10: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Ramón said that the set of integers is not closed for one of the basic operations (addition, subtraction, multiplication, or division).

You want to show Ramón that his statement is correct.

For the operation for which the set of integers is not closed, write an example using:

• a positive even integer and a zero

• a positive and a negative even integer

• two negative even integers

Be sure to explain why each of your examples illustrates that the set of integers is not closed for that operation.

Page 11: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

CLOSURE

• The round smiley faces are a closed set.  No matter what operation is performed on round smiley faces, another round smiley face will be created.  Thus, there are always only round smiley faces in the box.

Page 12: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.
Page 13: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

BINARY OPERATIONS

• is simply a rule for combining two objects of a given type, to obtain another object of that type

• Example: 2 + 4 is a binary operation that you learned in elementary school

• binary operations need not be applied only to numbers. • A binary operation on a finite set (a set with a limited

number of elements) is often displayed in a table that demonstrates how the operation is performed.

Page 14: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

BINARY OPERATIONS• This table shows the operation * ("star").  • The operation is working on the finite set

A = { a, b, c, d } • Read the first value from the left hand column and the

second value from the top row.  The answer is in the cell where the row and column intersect. 

• Example, a * b = b,  b * b = c, c * d = b,  d * b = a

Page 15: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

BINARY OPERATIONS – IDENTITY ELEMENT

What single element will always return the original value or

Where are all of the values in its row or column are the same as the row or column headings.

Examples: The identity element is a because   a * a = a,   b * a = b,   c * a = c,  d * a = d

And….

Page 16: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

What is the identity element for ♣ in the accompanying table?

(1) r (3) t (2) s (4) u

Page 17: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

The operation element @ is determined by the following table:

What is the identity element of this operation?

(1) a, only (3) c (2) b, only (4) a and b

Page 18: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

An addition table for a subset of real numbers is shown below. Which number is the identity element?

Explain your answer.

Page 19: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.
Page 20: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

inverseWhat element, when paired with b, will return the identity element a?

The inverse element of b is d.      because   b * d = a OR

GO TO THE TABLE, AND CIRCLE EVERYWHERE THE IDENTITY APPEARS – (explain)

Page 21: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Is the operation * commutative?a * b = b * a  is true since both sides equal b.

c * d = d * c  is true since both sides equal b.

Having to test ALL possible arangements could take forever!  There must be an easier way.........

Simply draw a diagonal line from upper left to lower right, and see if the table is symmetric about this line. If the table is symmetric, then the operation is commutative!

Page 22: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

In the addition table for a subset of real numbers shown below, which number is the inverse of 3?

Explain your answer.

Page 23: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

The operation for the set {p,r,s,v} is defined in the accompanying table. What is the inverse element of r under the operation ?

(1) p (3) s (2) r (4) v

Page 24: Objectives: By the end of class today I will: Understand closure Be able to read tables Be able to find identies and inverses within a table.

Practice with Tables

• Let’s practice