1

Lesson No. 1: INTRODUCTION TO THE THEORY

OF SETS

LESSON ACTIVITIES

1. Based on the following words and numbers (Tete, Mango, Sofala, orange, Manica, Gaza, banana, papaya,
1,3,5,7,9,11), forme 3 conjuntos e atribua nome aos conjuntos formados.
2. Dear student, now remove elements that do not belong to each set below:
a) Conjunto de países. D = {Moçambique, Maputo, Angola, África do Sul, Sofala, Madagáscar};
E = {2; 4; 6; 8}

CORRECTION KEY

1. Conjunto de províncias (Moçambique) = {Tete, Solafa, Manica, Gaza};

Conjunto de frutas ={Manga, laranja, banana, papaia};
Set of odd numbers = {1,3,5,7,9,11}.

The elements that are not part of set D are: Maputo and Sofala;
b) The elements that are not part of the set of even numbers less than 10 are: 1; 3; 5; 7; 9.

Lesson No. 2: REPRESENTATION OF

SET

LESSON ACTIVITIES

1. Represent the following sets using braces:

Set S, of subjects: Mathematics, Biology, Physics and Chemistry;
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2. Represent the following sets using a Venn diagram:

a) I= {amarelo, branco, vermelho, azul};
b) J = {1; 2; 10; 3; 4; 7; 9}.

CORRECTION KEY

Lesson No. 3: BELONGING RELATIONSHIP

Establish the membership relationship in the sets below, using the symbols: ∈ (belongs to) or ∉ (does not belong to).
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Lesson No. 4: DEFINITION OF

SETTINGS BY EXTENSION AND BY
UNDERSTANDING

LESSON ACTIVITIES

a) Dear student, write out the set Z, of the first 5 months of the year;
b) Write out the set Y, of the first 5 multiples of 6;
c) Say whether the elements below (belong) or (do not belong) to the set T = {x | x is an integer}
less than 8.
-7___T iii. 1000___T v. 10___T
ii. 1___T iv. 133___T -10___T

CORRECTION KEY

a) Z= {Janeiro, Fevereiro, Março, Abril, Maio};

b) Y={0, 6, 12, 18, 24};

-7 is an element of T iii. 1000 is not an element

v. of
10T is not in T

ii. 1 ∈ T iv. 133 ∉T -10 is not an element of T

Lesson No. 5: EMPTY SET,

SINGULAR AND UNIVERSAL SET
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LESSON ACTIVITIES

1. Based on the sets F= { }, G = {1 }, H= Ø, fill in the empty spaces with one of the following
palavras: conjunto vazio, conjunto unitário.
i. The set F is a ___________;
ii. The set G is a ___________;
iii. The set H is a __________.

CORRECTION KEY

i. Empty set;
ii. Unit set;
iii. Empty set.

Lesson No. 6: EQUALITY OF

SETS AND RELATION BETWEEN
SETS

LESSON ACTIVITIES

1. Given the sets below, group the sets that you consider equal (=).
T= {a, b, c, d, e, f, g};
S= {1, 3, 5, 6, 7};
K = {x | x is an odd number};
L= {x| x is every month that starts with the letter J};
M= {Junho, Março, Janeiro, Agosto, Julho};
R= {6, 7, 5, 1, 3};
V= {June, January, July} and
Z= {a, b, c, d, e, f, g, h, i}.
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2. Dear student, based on the sets, D = {April, May, March, June, July} and E= {April; March;
July}, say whether the following alternatives are false (F) or true (V):

i. D is a subset of Eiii. D ⊃ E__ v. E⊂D__

ii. E implies D iv. D not subset of E vi. E is not a subset of D

CORRECTION KEY

L=V and S=R are equal sets.

i. D⊂E False; iii. D⊃E True; v. E⊂D True;

ii. E⊃D False; iv. D⊄E True; vi. E⊄D False.

Lesson No. 7: OPERATIONS WITH

SETS: MEETING AND
INTERSECTION OF SETS

LESSON ACTIVITIES

1. Based on the given sets, perform the union of sets:

a) I= {Matemática, História, Biologia} e J= {Física, Matemática, Desenho, Química};
b) K = {3,5,7,9} e L = {1, 2, 3, 4, 5, 6, 7,8}.
2. Based on the sets of items a) and b), perform the intersection operation.

CORRECTION KEY

1. Union operation of sets:

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a) I U J = {Mathematics, History, Biology, Physics, Drawing, Chemistry};

b) K U L= {1, 2, 3, 4, 5, 6, 7, 8, 9};

2. Intersection operation of sets:

a) I∩J = {Mathematics};

b) K∩L= {3,5,7}.

Lesson No. 8: DIFFERENCE AND

SET COMPLEMENT

LESSON ACTIVITIES

1. Determine the difference of the following sets:

a) C={a,b,m,n,p}e B= { f,g,h,i,j,o,q,m,n }, C-B;
{2, 3, 4, 5}
c) K={January, February, March, April, May}; and S={March, April, May}, S-K.
2. We are given the following sets: K = {3,5,7,9} and L = {1, 2, 3, 4, 5, 6, 7, 8, 9}, find the complement of
set K in relation to L.

CORRECTION KEY

1. a) C-B={a,b,p};

b) N-M= { 2, 3, 4, 5};

c) S-K={ } or Ø.
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Lesson No. 9: PROPERTIES OF

MEETING AND OPERATIONS OF
INTERSECTION OF SETS

LESSON ACTIVITIES

A = {3,5,7,9}, B= {1, 2, 3, 4, 5} and C= {3,5,7,9} are three arbitrary sets, U (universal set) and set
empty.

Based on the properties of the union and intersection operations of sets studied previously and with
For the given sets above, say whether the statements below are false (F) or true (V):

a) A∩B= C: e) C∪B= ∅: F
b) A∪B = B∪C: f) A∪C= B: F
c) A∩B = B∪A: g) A ∩ (B ∩ C) = (A ∩ B) ∩ C:

d) C∩∅= C: h) U ∩ A = U:

CORRECTION KEY

a) A∩B= C: F e) C∪B= ∅: F
b) A∪B= B∪C: F f) A ∪ C = B: False

c) A∩B= B∪A: F g) A∩(B∩C) = (A∩B)∩C: True

d) C∩∅= C: F h) U∩A= U: V
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Lesson No. 10: RESOLUTION OF

PROBLEMS ABOUT THEORY OF
SETS

UNIT ACTIVITIES / TEST PREPARATION

1. Based on the following sets: Z = { 20, 30, 6, 2 }, Y = { } or Y = ∅ and X = {a, b, c, d} say:

a) Elements of the set Z?
b) What name is given to the set Y?
c) What is the set that does not obey the structure of set representation?
d) Correctly represent the structural set poorly written.
Say whether each alternative below is false or true: Given that A = {a, b, c, d} is the set, one can assert
what:
a) a is a subset of A: c) {a, c} ∈ A:
b) A∩A = ∅: d) {a, c} ⊂ A:
3. Based on the sets that follow: A= {x| x is a letter of the word branch}; B = {x| x is a letter of the word ornament} and
C = {x| x is a letter of the word atemorizado}
Obtain the sets:
i) A ∩ B
ii) B ∩ C
iii) A∩C
4. Join the following sets:
i) D= {1,2,3} e E = { 20,30,6,2 };
ii) F= {valsa, jazz } e G = {marrabenta, rock}.
{6}
in the following order:
i) A – B;
B - A;
iii) B – C;
iv) CC
A
= C - A.
Um the company has a safe that stores the daily receipts, the code for which should be remembered in case of
forgetting, they agreed on the following secret:
Intersection of the sets A = {6, 1, 5, 2, 4} and B = {1, 3, 4, 6, 7, 8} in descending order, then combine with the
letters abcdef. Then, it was requested to discover the code of the safe.
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7. In a survey about the preference between two brands, 470 people were consulted and the result was
The following: 250 of them read newspaper A, 180 read newspaper B, and 60 read both newspapers A and B.
The question is:
a) How many people read only the newspaper A?
b) How many people read only newspaper B?
c) How many people read newspapers?
d) How many people do not read newspapers?

CORRECTION KEY

1. a) 20, 30, 6, 2; c) X;

b) Empty set; d) X = {a, b, c, d} or {a; b; c; d}.

2. a) a⊂A: False {a, c} ∈ A: True

b) A∩A= ∅: False d) {a, c}⊂A: False

4. i) D∪E= {1, 2, 3, 20, 30, 6} note: the order does not matter, as long as the new set contains all the elements
from the two sets without repetition.

ii) F∪G= {valsa, jazz, marrabenta, rock}.

5. i) A – B = {6}; ii) B – A = {5, 7};

iii) B - C = { }; iv) CAC= C – A= {2, 4, 5, 7, 8}.

6. Code is: 641abcdef;

7. a) 190; c) 370;

b) 120; d) 100.
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Lesson No. 1: REVIEW OF EQUATIONS

Incomplete Quadratics

Lesson No. 2: REVIEW OF EQUATIONS

Complete quadratics

LESSON ACTIVITIES

1. Using the discriminant and the resolution formula, determine the roots of each equation:
a) x² + 9x + 8 = 0 b) -2x² - 4x + 30 = 0 c) 3x² + 18x - 21 = 0
2. Use your knowledge of solving quadratic equations to find the roots of the following equations.
a) x² - 4x = 0 c) x² - 8x = 0
-x² - 4x - 3 = 0 x² + x - 2 = 0

CORRECTION KEY

1. a) x1= -8 or x2= -1; b) x1= -5 or x2= 3 ; c) X1= -7 x2= 1;

2. a) x1= 0 or x2= 4; c) x1= 0 or x2-8;

b) x1= -3 or x2-1; d) x1= -2 or x2= 1.

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Lesson No. 3: EQUATIONS

PARAMETRIC QUADRATICS
SIMPLE

LESSON ACTIVITIES

Dear student, from the following options, copy only those that are parametric quadratic equations and
then extract its coefficients.
a) x2+4x-k= 0 c) x2-5x + 3m = 0 e) 2x2-2x + 3 = 0
b) x2+3x+9= 0 d) x2-5x + 4 = 0 f) 2tx2- tx-2 = 0

CORRECTION KEY

The parametric quadratic equations are the alternatives: a), c) and f.

Coeficientes: a) a= 1; b= 4 e C= -k; c) a= 1; b= -5 and c= 3m; f) a= 2t; b= -t e c= -2.

Lesson No. 4: SOLVE A

QUADRATIC EQUATION
SIMPLE PARAMETRIC

UNIT ACTIVITIES/ TEST PREPARATION

Exercises
Given the equation, x2+3x+k= 0
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a) Identify the coefficients of the equation?

b) Solve the given equation when k= 0?
c) Determine k so that the equation has equal real roots?
2. Determine the value of m so that the equation x2-5x + m = 0 has two distinct solutions.

CORRECTION KEY

1. a) The coefficients of the equation are: a= 1, b= 3 and c= k;

b) When k = 0, the roots are: x2= 0 or x2-3;
c) For the equation to have equal real roots, o = 0.

In this case ∆>0, the coefficients are: a= 1, b= -5 and c= m

Lesson No. 1: EQUATION

BIQUADRATIC

LESSON ACTIVITIES

1. From the following alternatives, copy only the biquadratic equations and then extract the coefficients.
a) x4-18x2+ 81= 0 -5x2+x4+6 = 0 e) x4-8x2+16= 0 g) x3-10x = 7
b) x2-8x + 5 = 0 d) 2x4+x3+6= 0 f) x4-9=7 h) x4-x + 64 = 0
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CORRECTION KEY

1. The following are biquadratic equations: the letters and coefficients respectively:

a) a= 1, b= -18 e c= 81; c) a= 1, b= -5 e c= 6 e) a= 1, b= -8 e c= 16

Lesson No. 2: SOLVING EQUATIONS

BIQUADRATIC

UNIT ACTIVITIES / TEST PREPARATION

1. Identify the coefficients in each of the following biquadratic equations.

a) x4-8x² + 16 = 0 b) x4-8x2-9 = 0 c) x^4 - 4 = 3x²
2. Solve the following biquadratic equations in IR.
a) x4-20x2+64 = 0; b) 2x4-7x2-4 = 0; c) x4-13x2+36 = 0.

CORRECTION KEY

1. a) a= 1, b= -8 and c= 16; b) a= 1, b= -8 e c= -9; 1

2. a) S= {4, -4, 2, -2}; b) S= {-2, 2}; c) S= { -3, -2, 2, 3}.

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Lesson No. 1: DEFINITION OF FUNCTION

QUADRATIC AND STUDY OF
FUNCTION Y = AX²

LESSON ACTIVITIES

1. Based on the knowledge from this lesson, sketch the graphs of the functions c(x) = 3x² and d(x) = 5x² and then
make a complete study of d(x).
2. From the graphs below, which ones are characteristic of the function y = ax²?

a) b) c)

Correction key

1.
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1. Domain: R (as already mentioned in the definition);

2. Codomain: [0; +∞[;
x=0
4. Sign of the function: d(x) is positive throughout its domain, different from zero;
5. Monotonicity: → d (x) is decreasing in the interval ]-∞; 0[;
d (x) is increasing in the interval ]0; +∞[;
6. Extremes: The function has a minimum at 0;
7. Axis of symmetry: The axis of symmetry is x = 0;
8. Vertex of the parabola: (0,0);
9. Concavity: Facing upwards.

2. The graphs of the functions of the type y = ax² are items b and d.

Lesson No. 2: GRAPH OF THE FUNCTION OF

TYPE Y = AX² + C

LESSON ACTIVITIES

1. Based on the knowledge of this lesson, sketch in the same Orthogonal Cartesian System (O.C.S.) the
functions m(x)= 3x²+3 and n(x)= 3x²-3, starting from the function f(x)= 3x², then make a complete study of m(x).

2. Which of the graphs below are characteristic of the function y = ax² + c?

a) b) c) d)
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CORRECTION KEY

1. Geometrically we have:

Complete study of m(x)

1. Domain: R;
2. Codomain: [3; +∞[;
3. Zeros of the function: none;
4. Sign of the function: m(x) is positive throughout its domain, that is, in R;
5. Monotonicity: → m(x) is decreasing in the interval ]-∞; 0[;
m(x) is increasing in the interval ]0; +∞[;
6. Extremes: The function has a minimum at 3;
7. Axis of symmetry: The axis of symmetry is x = 0;
8. Vertex of the parabola: (0,3);
9. Concavity: Facing upwards.

2. The graphs of the functions of the type y = ax² + c are the items a and c.

Lesson no. 3: GRAPH OF THE FUNCTION

F(X) = A(X - P)²
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LESSON ACTIVITIES

1. Based on the knowledge acquired, outline in the same Orthogonal Cartesian System (O.C.S.) the
functions t(x) = (x+2)² and z(x) = (x-4)², starting from the function f(x) = x², then carry out a complete study of t(x).

2. From the two graphs below, which ones are characteristic of the function y = (ax + p)²?
a) b) c) d)

c)

CORRECTION KEY

1. Geometrically we have:

Complete study of t(x)

1. Domain: R;
2. Codomain: [0; +∞[;
3. Zeros of the function: x1e x2-2
4. Sign of the function: t(x) is positive for all R, except -2;
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5. Monotonicity: → t(x) is decreasing in the interval ]-∞; -2[;

t(x) is increasing in the interval ]-2; +∞[;
6. Extrema: The function has a minimum at 0;
7. Axis of symmetry: The axis of symmetry is x = -2;
(-2, 3)
9. Concavity: Facing up.

2. The graphs of functions of the type y = ax² + p are items c and e.

Lesson No. 4: QUADRATIC FUNCTION

OF THE TYPE (FX) = A(X - P)² + Q

LESSON ACTIVITIES

1. Without performing calculations, make a possible sketch of the graph of the following function: f(x) = 5(x + 3)².
2. Without performing calculations, make a possible sketch of the graph of each of the functions:

and then make a complete study of the function p(x)=-(x-3)².

CORRECTION KEY
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2. a) b) c)

Complete study of p(x):

1. Domain: R;
2. Codomain: [-∞; 0[;
The zeros of the function: x = 3;
4. Sign of the function: p(x) is negative in all R, except for 3;
5. Monotonicity: → p(x) is decreasing in the interval ]-∞; 3[;
p(x) is increasing in the interval ]3; +∞[;
6. Extremes: The function has a minimum at 0;
7. Axis of symmetry: The axis of symmetry is x = 3;
8. Vertex of the parabola: (3, 0);
9. Concavity: Facing downwards.

Lesson No. 5: QUADRATIC FUNCTION

OF THE TYPE (FX) = AX² + BX + C

LESSON ACTIVITIES

1. Consider the function defined by f(x) = x²-4x+3. Based on the knowledge acquired, sketch the graph and
do the complete study.
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KEY OF CORRECTION

1. a>0= parabola opening upwards

zeros of the function: x1= 1 and x2= 3
(2, 1)
P(0, 3) see the graph beside

Complete study of f(x):

R
2. Codomain: [-1, +∞[;
3. Zeros of the function: x1= 1 and x2is equal to 3
4. Sign of the function: f(x) is positive ]-∞, 1[∪]3, +∞[; Negative ]1; 3[;
5. Monotonicity: → f(x) is decreasing in the interval ]-∞; 2[;
f(x) is increasing in the interval ]2; +∞[;
6. Extremes: The function has a minimum at -1;
7. Axis of symmetry: The axis of symmetry is x = 2;
8. Vértice da parábola: (2, -1);
9. Concavity: Facing upwards.

Lesson No. 6: DETERMINATION OF

ANALYTICAL EXPRESSION OF A
QUADRATIC FUNCTION FROM
TO THE GRAPHIC

UNIT ACTIVITIES / TEST PREPARATION

1. Which of the functions below are quadratic?

i) a(x) = x - 5x + 6 c(x) = 0x² + 4x - 3 v) e(x) = 4x² - 1
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ii) b(x) = x² - 7x + 10 iv) d(x) = 2x³ - 8x² - 2 g(x) = x² - 7x

2. Consider the function defined by f(x) = x²-9, based on the acquired knowledge, sketch the graph and do
complete study?
3. Consider the function defined by g(x) = -x² + 5x + 6. Based on the knowledge acquired, sketch the graph.
4. Write the analytical expression of each quadratic function represented graphically.
a) b)

CORRECTION KEY

1: Just lines: ii) vi) and v).

2. f(x) = x² - 9

Complete study of f(x):

1. Domain: R;
[-9, +∞[
3. Zeros of the function: x1= -3 e x2= 3;
4. Sign of the function: f(x) is positive in ]-∞, -3[∪]3, +∞[; it is negative in ]-3; 3[;
5. Monotonicity: → f(x) is decreasing in the interval ]-∞; 0[;
f(x) is increasing in the interval ]0; +∞[;
6. Extremes: The function has a minimum at -9;
 22

7. Axis of symmetry: The axis of symmetry is x = 0;

8. Vertex of the parabola: (0; 9);
9. Concavity: Facing upwards.

g(x) = -x² + 5x + 6

4. a) x² - 2x + 3 b) x² - 4x + 4
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