LEARNING GUIDE – CYCLE VI: 11th

MATHEMATICS - 10 HOURS

Basic learning rights

1. Use the properties of numbers (natural, integer,

rational and real) and their relationships and operations for
build and compare the different numerical systems.
2. Pose and solve problems in which the
Concept of set and the operations that occur between them
derivative.
3. Interpret the notion of derivative as a rate of change and as
value of the slope of the tangent to a curve and develops
methods to find the derivatives of some basic functions
in mathematical and non-mathematical contexts
4. Use properties and functional models to analyze situations
and to establish functional relationships between variables that
they allow studying the variation in in-school situations and
extracurriculars.
5. Find derivatives of functions, recognize their properties and
she uses them to solve problems.
6. Pose and solve problematic situations from the real context
and/or mathematician that involve the exploration of possible
associations or correlations between the studied variables.
7. Pose and solve problems in which one recognizes when two
events are either independent or not and use probability
conditional to check it.

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 THEME NO. 1 SET OF REAL NUMBERS
LINK:[Link]

Sets that make up the set of real numbers:

The set of natural numbers, which are used for counting.

Example: if you assign a number to each element to then be counted.

How many elements do we have in this set?

2. The set of integers, which are used for keeping accounts of

what I have and what I owe.

Example: my debts amount to 3,450,000 pesos and

my income is 2,500,000
When putting it on the scale, the debts weigh more.
That the income.

3. The set of rational numbers, which are used to fractionate the

enteros.

Example: When a pizza is bought, it is portioned for

Distribute it. Portioning is the same as fracturing.

4. The set of irrational numbers

Un número irracional es un número que no se puede escribir en fracción y

the decimal goes on forever without repeating.

5. The set of real numbers is a dense set, so dense that

it can be compared to the surface of the water; that is, just as the
the surface of the water does not allow holes, nor does the set of the
real numbers, which is represented in the following way:

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 -∞ 0 +∞

THEME NO. 2 SETS

What is a set?

A set is the grouping of different elements that share among

Yes, similar characteristics and properties. These elements can be
subjects or objects, such as numbers, songs, months,peopleetc. For
example: the set of prime numbers or the set of planets in the system
solar.

In turn, a set can also become an element. For example:

In the case of a bouquet of flowers, a flower would initially be the first.
element, but the set of flowers can then be considered as a
bouquet of flowers, thus becoming a new element.
Brackets are used to delimit the elements in order to graph a set.
that make them up, that are separated from each other by commas. For example: It
define 'S' as the set of the days of the week, therefore, S=
[lunes, martes, miércoles, jueves, viernes, sábado, domingo].

Set theory
Set theory is the branch of themathematicswhat studies the
sets. It was introduced as a discipline by the Russian mathematician Georg
Cantor, who defined the set as the collection of finite elements or
infinites and used it to explain mathematics.
Cantor studied the set of rational and natural numbers and was
revolutionary his discovery of infinite number sets, already
that revealed the existence of infinities of different sizes by asserting that
one can always find a greater infinity.
Cantor's discoveries were not well received in the field.
mathematician from the late 19th century. However, today he is considered a
visionary in the study of what he called transfinite numbers, study
that contributed to the abstract and infinite sets.
Types of sets
When it comes to forming a group, the way and the reason for the grouping of
the elements that make it up can vary giving rise to different types
of sets, which can be:
Finite sets. Their elements can be counted or enumerated in their
totality. For example: the months of the year, the days of the week or the
continents.
Infinite set. Its elements cannot be counted or listed in their
totality, because they have no end. For example: numbers.
Unit set. It consists of a single element. For example:
The Moon is the only element in the set of 'natural satellites of the
Earth.
Empty set. It does not present or contain elements.
Homogeneous set. Its elements belong to the same class or category.
Heterogeneous set. Its elements differ in class and category.
Regarding the relationship between sets, they can be:

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 Equivalent sets: The number of elements between two or more
sets are the same.
Equal sets. Two or more sets are composed of elements.
identical.

OPERATIONS BETWEEN SETS

THE UNION
I have elements that belong to set A and I have elements b that
belong to set B. We will say that the elements a and the elements b
belong to the set AUB.
There can be three cases:
Disjoint Sets Sets with some Sets equal or
common elements similar
A={a, e, i, o, u} A={a, e, i, o, u} A={a, e, i, o, u}
B={1, 2, 3, 4, 5} B={e, 2, i, 4, 5} B={ a, e, i, o, u }
AUB={ a, e, i, o, u, 1, AUB={ a, e, i, o, u, 2, AUB={ a, e, i, o, u } =
2, 3, 4, 5 } 4, 5 A = B
AUB brings together all the AUB brings together the elements AUB brings together the elements
elements because they are without repeating them. without repeating, although the
different sets sean
identical.

THE INTERSECTION

I have elements aithat belong to set A and I have elements biwhat

belong to set B. We will say that the elements xithey are those
elements toi, bithat belong to the set A∩B.
Three cases can be presented:
Disjoint Sets Sets with some Sets equal or
common elements similar
A={a, e, i, o, u} A={a, e, i, o, u} A={a, e, i, o, u}
B={1, 2, 3, 4, 5} B={e, 2, i, 4, 5} { a, e, i, o, u }

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A∩B={∅ } A∩B={ e, i }A∩B={ a, e, i, o, u } =
A = B
The set is empty. intercession all elements are
because there are no elements that compose similar elements, then all
common common are part of the
intercession.

THE DIFFERENCE

Operation that takes the elements from the first set discarding elements
that he possesses and repeats in the other set. Let's look at three cases:

Disjoint Sets Sets with some Sets equal or

common elements similar
A={a, e, i, o, u} A={a, e, i, o, u} A={a, e, i, o, u}
B={1, 2, 3, 4, 5} B={e, 2, i, 4, 5} B={ a, e, i, o, u }
A-B= A={ a, e, i, o, u A-B={ a, o, u } A-B={∅ }
}
The set A-B is the La difference all elements are
the same set A is composed of similar elements, then the
because there are no common elements the difference is empty.
common

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THE SYMMETRIC DIFFERENCE
Operation between sets whose solution takes elements from both
sets minus those that are repeated in both sets. Let's look at three.
possible situations:
Disjoint Sets Sets with some Sets equal or
common elements similar
A={a, e, i, o, u} A={a, e, i, o, u} A={a, e, i, o, u}
B={1, 2, 3, 4, 5} B={e, 2, i, 4, 5} B={ a, e, i, o, u }
A∆B = AUB = { a, e, i, o, A }∆B = A ∪ B - (A ∩ B) = { a, o, A } ∆B={ ∅ }
u, 1, 2, 3, 4, 5 u, 2, 4, 5
Set A∆B is the To the union of all elements are
same set AUB elements are subtracted from the like, then the
because there are no elementsintercession. symmetric difference is
common vacía.

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 SETS BY COMPRESSION AND BY EXTENSION

We say that a set is defined by compression if its elements are

they are described through properties they have in common.

A set is defined by extension if its elements are listed.

For example: A = {x / x is a number obtained by rolling a standard die}

a set defined by comprehension since its elements 'x' are described
through a property "it is a number obtained by rolling a die
current

That expression reads: "A is the set formed by all those numbers
que se obtengan al lanzar un dado”.

Notice that the phrase written in the brackets ({...}) is in singular.

and, however, it is read in plural.

Y bajo el mismo ejemplo el conjunto A expresado por extensión, esA =

[1,2,3,4,5,6]

TEMA N° 3 INTERVALOS

Interval notation
Interval notation is a way of writingsubsets ofthestraight
real number.
A closed interval is one that includes its endpoints: for example,

the set {x | -3 x1}.

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To write this interval in interval notation, we use brackets.
[]
[-3, 1]
An open interval is one that does not include its endpoints: for
example, {x |–3x1}.

To write this interval in interval notation, use parentheses:

(–3, 1)
It can also have intervals that are half open and half closed:

[–2, 4)
You can also use interval notation along with the [Link]
union forwrite subsets of the number line made of more than one
interval:

OPERATIONS BETWEEN INTERVALS

Union of intervals
Link : [Link]
What is the union of two intervals?
The union of two intervals A and B is the set of all numbers that
they are in interval A or they are in interval B or they are in the
two intervals at the same time.
It is represented by the symbol∪For example, the union of two intervals is
can represent it like this:

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How to calculate the union of two intervals
Now let's see how to calculate the union of two intervals at the same time.
let's solve some examples.
We start with the first one:

First, we represent the first interval (-5,0] on the line

numerical. The first interval starts at -5, open on the left,
then a hollow point is represented and ends at 0, closed on the right,
for the what it represents with a point full

Now, on the same line, we represent the second interval (-1, ∞), which
starts at -1 with an empty point since it is open on the left and
the end is infinite, which is always an open interval and therefore does not
includes in the interval:

The union of these two intervals corresponds to the part of the line that
it remains colored, either from the first interval (red) or from the second
interval (blue) or by both intervals (red and blue).
The colored part of some color starts at -5 with an empty point, so
what will be opened on the left and ends in infinity, which when being infinite
open on the right:

Note: Be aware that the -1 is empty for the second interval, but
the fill remains for the first interval, and therefore belongs to the union.
Let's see another example of interval union:

We represent the first interval [-1,3) on the number line: It is closed

to the right, so we place a filled point at -1 and open to the
left, so at -3 it corresponds to an empty point:

We represent the second interval (2,4) on the same line. It is an interval.

open, starting at 2 with an empty point and ending at 4 with another
empty point:

The union of the two intervals is the part of the line that remains colored.
of some color (or both). In this case, it starts at -1 with a filled dot
and ends in 4 with an empty point, therefore, the interval will be closed by
the left and open to the right:

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Union of disjoint intervals
There are cases where the intervals are separated on the real line, such as
example the following:

If we represent both intervals on the number line, we have:

In this case, the union of intervals cannot be expressed in a single

interval, so it remains the union of two intervals and cannot
to express oneself differently

Intersection of intervals
Link: [Link]

What is the intersection of two intervals?

The intersection of two intervals A and B is the set of all numbers
what is common in interval A and in interval B.
It is represented by the symbol ∩. For example, the intersection of two
intervals can be represented as follows:

How to calculate the intersection of two intervals

To recalculate the intersection of two intervals, we first represent it.
both on the same number line and once represented, the intersection
of intervals will correspond with the part of the line where they coincide
the two intervals.
For example, let's calculate the intersection of the following intervals:

We represent the first interval (-4,3] on the line, which starts at -4.
with an empty dot and ends in 3 with a filled dot, since it is open
on the left and closed on the right

On the same line, we represent the second interval (0,2], which begins
in 0 with an empty dot and ends in 2 with a filled dot, when open
to the left and closed on the right:

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La parte donde coinciden ambos intervalos, es decir, que primero hemos
painted red and then blue, it will be the intersection of the intervals.
That is, it is the part where the two colors coincide.
In our case, the segment where the two intervals coincide starts at 0
and ends in 2. The 0 is colored by the first interval, but has a
empty point for the second interval, then it is not common to both intervals
and therefore it remains outside the intersection, so we leave it open
to the left.
The 2 is colored by the first interval and has a filled point for the
second interval, then it is common to both intervals and therefore, it
we include in the intersection closing it with a bracket on the right.
Por tanto, la intersección de intervalos es:

Let's see another example:

We represent the first interval [-2,2), which starts at -2 with a point

full and ends in 2 with a blank point, being a closed interval by
the right and open to the left:

On the same number line we represent the second interval (1,4) which
starts at -1 with an empty point and ends at 4 with another empty point, at
be an open interval:

The intersection of intervals is the common part to the two intervals. In

in this case, the common part starts at 1 and ends at 2.
The 1 is filled by the first interval, but there is an empty point for the
second interval, then it is not common to both and therefore it remains open
to the left.
The 2 has an empty point for the first interval and remains filled by
the second interval. Since it is not common to both intervals, it remains
open on the right.
The intersection of both intervals is then:

Intersection of separated intervals

Let's see how to calculate the intersection of two intervals when they
they are separated on the real line.
For example:

We represent both intervals on the real line and we have:

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In this case, the intervals do not have any common points, then the
the intersection of intervals would be the empty set:

TOPIC No. 4 FUNCTIONS

WHAT IS A FUNCTION?

A function mathematics is arelationshipthat is established between two

sets, through which each element of the first set is assigned to
assign a single element from the second set or none

LINEAR FUNCTION
LINK: [Link]

A linear function is afunction thatit can be written in the form f(x)

=mx + b where m is a real number and m ≠ 0.

The graph is always a straight line withpendant whether positive or negative.

Linear functions
A first step to graphing a function is to create a table of values.
This is particularly useful when you do not know the general form of the
function. You probably already know that a linear function will be a straight line,
but let's make the table first to see how it can help us.

When we create the table, it is a good idea to include negative values, values
positives and zero to ensure that you really have a function
linear.

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 Example
Problem Create a table of values for f(x) = 3x + 2.
x f(x) Draw a table of two
columns. Mark the columns
conxyf(x).

x f(x) Choose several values of dexy

-2 write them down in separate rows
-1 in the columnx.
0
1 Advice: It's always good
3 idea to include 0, values
positives y values
negatives, if possible.
x f(x) Evaluate the function for each
-2 -4 value of xy write it
-1 -1 result in the column f(x)
0 2 together al value
1 5 corresponding
3 11 When x = 0, f(0) = 3(0) + 2
= 2,
f(1) = 3(1) + 2 = 5
f(−1) = 3(−1) + 2 = −3 + 2 =
-1
etc.

Possible x f(x) (Notice that your table of

Response -2 -4 values could be different from
-1 -1 someone else's, you could
0 2 having chosen other numbers
Now 1 5 parax.) what
3 11
You have the table of values, you can use them to help you draw the shape.
and the position of the function. Important: The graph of the function will show
all possible values of de and their corresponding values of ey. It is by
that is the graph of a line and not just the points that are in the
table.

Example
Problem Graph f(x) = 3x + 2.
x f(x) Start with the
-2 -4 table of values,
-1 -1 like that of
0 2 previous example.
1 5
3 11

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 Yes you think
enf(x)
like this, each row
make a pair
ordered what
can you graph
in the plane of
coordinates.
Graphic the
points.

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 Response Like the points
they are on a
straight line, draw it
line that passes through
the points.

Domain and range of a function

The domain is the set of values that the variable X takes for which
the function is defined. It is also known as the domain.
The counter domain is the set of possible values for Y. It also
call arrival set.
The range is the set of values of the codomain that are images of
X… y=f(x)
It is important to clarify that often the codomain and range are
equal, that is why confusions often arise, however, they are not

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the same. With the following arrow diagram, the concepts will remain
clear

Dominio = {1; 2; 3}
Contradominio = {3; 6; 9; 12}
Rango = { 3; 6; 9}
Now let’s see an example where we need to define the domain and range of
starting from a graph:

FUNCION CUADRÁTICA
LINK:[Link]

EQUATION:

= 2+ +

VERTEX EQUATION:

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THE CUTTING POINTS:

(X-A) (X-B)=0

Trend of the function in the

interval

Domain of the function: For every real value, the function exists, then:
Dx={ ∈ } .
Range of the function: it has to do with the points taken on the plane.
Cartesian: Like this.
R={P(x, y)∈ / = 3 + 45}
5
The quadratic function is a continuous function because every value in the domain
It has a result in the image. It is a function that has concavity. It is
a function that has a unique maximum or minimum, represented by its vertex.
EXAMPLE: Y

CUBIC FUNCTION:
The cubic function has the equation
It is a continuous function whose
general: f(x)= ax3+bx2+cx+d extremes tend to infinity.
This function corresponds to Y=x3. Y Before zero, its concavity is
its characteristics are: negative.
After zero, the concavity is
positive.
In the interval [-1, 1] it has
chair shape.
Its domain: the function for everything
the real value exists the function,
so: Dx={ ∈ }.
Range of the function: it has to do with
with the points taken in the
Cartesian plane: Like this.
R={P(x, y)∈ / = 3 }

TOPIC No. 5 DERIVATIVES AND DERIVATION TECHNIQUES

LINK: [Link]

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 DERIVATION TECHNIQUES
DERIVATIVE OF THE POWER

Given the function:

( )= + − +
The derivative of the function is expressed:
( )
= ( − )+ ( − )− ( )−

( )
= ( )+ ( )− ( )

CHAIN RULE
Link: [Link]

The chain rule is a formula for calculating the derivative of

the composition of two or more functions. That is, sifygson two functions,
then the chain rule expresses the derivative of the function
composed∘ define terms of the derivatives
Activity for the student: Solve using the chain rule:
For the function: = its derivative will be: ´ = .
In general terms: For the function: = ( ) its derivative will be: ´ = ( )
∗
( )
.
Use the chain rule to calculate the derivative.
from the function

STEP No. 1: Let's write the Inner Function and the Outer Function.

STEP N° 2: Let's calculate the derivatives.

STEP NO. 3: Using the chain rule, it is obtained.

STEP N° 4: We express the derivative symbolically.

Product rule
LINK : [Link]

Identify the two functions, a product function has the form:

f(x)= u*v Its derivative is expressed as: f‘(x)=u*v' + v*u'

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 2. Multiply the first (u) by the derivative of the second (v), and you
add the product of the second by the derivative of the first.
Formula: f ‘(x)=uv’+vu’

EXAMPLE

To solve this exercise, we first need to choose our

functions and such In our case, we will choose

a and to Now let's obtain their derivatives

Since we have to,, and the next step is to replace them in the
formula for the derivative of the product of functions:

DERIVATIVE OF A QUOTIENT
LINK : [Link]

To derive a quotient function, the following steps must be followed:

1. Identify the two functions u and v,
Multiply the derivative of the first (u) by the second (v), and subtract it.
the product of the first by the derivative of the second,
3. Divide everything by the square of the second. Formula: f ’(x)=(vu’-v’u)

v2
That is: "The derivative of a quotient of two functions is the function located
in the denominator by the derivative of the numerator, minus, the derivative of the
function in the denominator by the function of the numerator without deriving, everything
about the function of the denominator squared.

Example:
2+ 5−
( )=
3 3+ 4 5
First step:
Definir U y definir V

U= (x2+5)
V=(3x2+4x5)

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Second step:

Derive U and derive V

U' = 2X
V' = (6x + 20x)

Third step:
Replace in the formula given that

f ’(x)=(vu’-v’u)
v2
f'(x) = (3x2+4x5)* (2X)- ((6x+20x)* (x2+5))
(3x2+4x5)2

Fourth step: Solve the operations that can be given.

BIBLIOGRAPHY

1. Conjunto - Concepto, tipos, ejemplos y otras acepciones. (2021). Retrieved 25 May 2021,
from[Link]

2. forms to define a set. (2021). Retrieved 26 May 2021, from

[Link]
We say that a set is...
1, if its elements are listed. That expression is
Get "A, when throwing a die".

3. Dominio y Rango, ejercicios resueltos | Matemóvil. (2021). Retrieved 26 May 2021, from
[Link]

4. Graphing Types of Functions. (2021). Retrieved 26 May 2021, from

[Link]
19_RESOURCE/U17_L2_T2_text_final_en.html

5. <center> CHAIN RULE </center>. (2021). Retrieved 27 May 2021, from

[Link]

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 Cycle VI: 11th - MATHEMATICS
Answer sheet

Nombre del estudiante: ________________________________________

Date: ____________________

TOPIC No. 1 SET OF REAL NUMBERS

Activity
1) Mark with an X the set to which the following numbers belong

NATURAL INTEGERS(N) RATIONAL NUMBERS(Q)

REAL IRRATIONALS ( R )
NUMBER
(N) (Q') )

3
5
12

√5

−23

√ -8

a) Do imaginary numbers exist? Which one or which ones?

b) Why are they known as imaginary sets? Provide an example.

2) Responder V (verdadero) o F (falso) según lo observado, en caso de ser falso

justify adequately.

a) _____ The set of Natural numbers consists of numbers

positives and negatives.
b) _____ π (pi) is found in the set of Irrationals.
c) _____ The Reals are the Rationals united with the Irrationals.
d) _____ The Naturals are a subset of the Integers and these in turn
subsets of the Rationals.
e) _____ Cardinals do not include zero

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3) Choose the correct option.

i.-8it√ is a number

a) Real
b) Imaginary
c) Irrational
d) Rational

5
ii. it is a number
2

a) Real
Imaginary
c) Irrational
d) Rational

iii. El resultado de 2+5- (5/5)=

a) Natural number
b) Imaginary number
c) Rational Number
d) Irrational number

iv. The result √ 2 √4it is a number

of5+

Natural number
f) Imaginary number
g) Rational Number
h) Irrational number

THEME NO. 2 SETS

1. Consulte el uso de los diagramas de Venn.

2. Using Venn diagrams, show the following operations

between sets:

Let the sets be: M={1, 2, 3, 4, 5, 6, 7, 8, 9, 10} N={2, 4, 6, 8, 10, 12,

14, 16} T={1,3,5,7,11,13, 17, 19}. If we consider that the universal set
they are the natural numbers from 1 to 20, solve:
a. NUT

b. M∩T

c. M-N

d. N M
e. M N

Venn diagram Representation in Brackets

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In agreement with the Modern Latin Gymnasium
Resolution No. 12517 of December 17, 2020, issued by the Department of Education of Santander
4) Express the following sets by Extension or by Compression as appropriate.
the case.

Set of natural numbers up to 10

b) A= {3,5,7,11,17}
c) Even numbers from 0 to 20
d) B={a,e,i,o,u}

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In agreement with the Latino Modern Gym
Resolution No. 12517 of December 17, 2020, issued by the Secretary of Education of Santander
e) Set of Closed Consonants.

TOPIC No. 3 INTERVALS

Graphically and analytically solve: Given the intervals A= (0,4), B= (-

3,2), C= [-4,4], D=[5,8]. Solve the following operations:

a. AUB,
b. CUD
c. AUD,
d. BUD

Graphically and analytically solve: Given the intervals M = (0,4), N = (-

3,2), P=[-4,2], Q=[-2,1], solve the operations:
a. M∩N,
b. M∩P,
c. P∩Q,
d. N∩Q.

THEME NO. 4 FUNCTIONS

1) Create the table of values and the graph of the following functions

a. f(x) = 3x + 5
b. f(x) = 2x + 3
c. f(x)= 5/4(x) +11
d. f(x) = X2+2x+4
e. f(x)= X2+2
f. f(x) = 3X2-12
2) indique el dominio y el rango de las anteriores funciones.

3) Write the meaning of the following words:

a) Slope, inclination, elevation
b) Increasing function
c) Decreasing function
d) Constant function
e) Indeterminate function
f) Cutting point
g) Increase.

TOPIC N° 5 DERIVATIVES AND DERIVATION TECHNIQUES

1) Find f´(x), applying the definition of derivative:

a) ( ) = 2 + 5x + 8
b) ( )= +3 9x + 12
7 + 221
3+ 3 2
−2− 12 3+ 14
c) ( )= 4
2
2) Read the following derivatives using the chain rule

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In agreement with the Modern Latino Gym
Resolution No. 12517 of December 17, 2020, issued by the Secretary of Education of Santander
 a) ( ))= 3 ( +2 5 3

b) 2
( ))= 3 3( + 5 (4 ) 3

c) ( ) = ln(2 2 )
d) ( )= sin(ln(3))
3) Apply the derivative of a product for the following

exercises.

4) Perform the following derivatives of the quotient for the

following exercises.

-17x - 1 + 3x-1

2x3

12x√x - √x2-5x - (1/2)

3x3-2x2

3x3+18x1/2-17x3/4
254x3/2

25
Consult with your teacher: How to enter the LIVE Classes?
In agreement with the Modern Latino Gym
Resolution No. 12517 of December 17, 2020, issued by the Secretariat of Education of Santander