MODULE 2

Mathematical Language and

Symbols
Course Title: Mathematics in the Modern World
Course Number: GE 104
Course Description:
This course deals with nature of mathematics, appreciation of its practical,
intellectual, and aesthetic dimensions, and application of mathematical tools in daily life.
The course begins with an introduction to the nature of mathematics as an
exploration of patterns (in nature and the environment) and as an application of inductive
and deductive reasoning. By exploring these topics, students are encouraged to go beyond
the typical understanding of mathematics as merely a set of formulas but as a source of
aesthetics in patterns of nature, for example, and a rich language in itself (and of science)
governed by logic and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with various aspects of present-day living, such as managing
personal finances, making social choices, appreciating geometric designs, understanding
codes used in data transmission and security, and dividing limited resources fairly. These
aspects will provide opportunities for actually doing mathematics in a broad range of
exercises that bring out the various dimensions of mathematics as a way of knowing, and
test the students’ understanding and capacity.
Total Learning Time: 6 hours

M athematics has its own language and symbols. Familiarization with

mathematical language and symbols is important since learners most likely to
encounter mathematical sentences with complicated structures. Students should be
given opportunities to understand the math language in the classroom so that they can
correctly read and write mathematical symbols which they can use effectively to solve
math problems.

Learning Outcomes
At the end of the module, the students should be able to:
1. discuss the language, symbols, and conventions of mathematics;
2. explain the nature of mathematics as a language;
3. perform operations on mathematical expressions correctly; and
4. acknowledge that mathematics is a useful language.

Content:
2. Mathematical Language and Symbols
2.1.Characteristics of Mathematical Language
2.2. Expressions vs Sentences
2.3. Conventions in Mathematical Language
2.4. Four Basic Concepts: Sets, Functions,
Relations, Binary Operations

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 1
 PRE- ASSESSMENT
A. If you think the statement is correct, write AGREE. Otherwise, write DISAGREE.
1. In mathematical language, a mathematical expression is considered as a
noun.
2. Just like English sentences, mathematical sentences have verbs too.
3. Mathematics is a language with its own parts of speech.
4. “5+8=13” is a mathematical sentence.
5. You cannot perform operations unless you are good in mathematical
notations.
6. The mathematical language involves set and set notations.
7. The language of mathematics is very precise.
8. The language of mathematics follows the English subject-verb
agreement.
9. Mathematics language do not consider tenses of the verb.
10. To understand mathematics, one should be good in English.
B. Read and understand each statement. Write the letter that corresponds to the
correct answer on the space provided before the item number.
1. According to the rule of PEMDAS, what is (11-5) x 2 – 3 + 1?
a. 8 b. 10 c. 6 d. -1
2. Which is a collection of well-defined objects that contains no duplicates?
a. function b. relation c. binary d. set
3. Which sets contains all the elements in a particular situation?
a. union of b. universal set c. intersecting sets d. equal sets
sets
4. Which is a finite set?
a. {months in a year} c. {points on a line}
b. the set of positive integers d. {even composite number}
5. If U= {1,2,3,4,5,6,7,8,9,0}, A={1,2,3,4,}, B= {2,3}, and C={2,4,6}, what is
(A B)’-C?
a. {1,5,7,8,9,0} b. {2,3,4,8,0} c. {8,9,0} d. {7,8,9,0}
6. There are 191 students, 10 of which are taking French, business and music; 36
are taking French and business; 20 are taking French and music; 18 are taking
business and music; 6 are taking French; 76 are taking business; and 63 are
taking music. How many are taking none of the three subjects?
a. 18 b. 51 c. 18 d. 60
7. Which of the relations does not represent a function?
a. one-to-one b. one-to-many c. many-to-one d. all of these
8. Which is not a function?
a. {(2,6),(3,6)} b. y=x c. y=x2 d. x2=y4+ 2
9. Which is the graph of piecewise function?
a. b. c. d.

10. Let a*b be defined as a*b= 2a+b+1. What is 1*2?

a. 2 b. 3 c. 4 d. 5

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2.1. Characteristics of Mathematical Language

1. It is precise because it can be

stated clearly.
2. It is concise because it can be
stated briefly.
3. It is powerful because it is capable
of expressing complex ideas into
simpler forms.
4. It is nontemporal (it has no
tenses) which makes it so unique
as compared to other language.
5. It also has vocabulary and parts
of speech.

2.2. Expressions versus Sentences

Mathematics has syntax and structure which can be categorized into the following
forms:
1. Numbers are the very first symbols that can be used to represent quantity.
These are nouns (objects) in the English language.
2. Operation symbols like +, ÷, ˆ,  can act as connectives in a mathematical
sentence.
3. Relation symbols such as =, <, > are used for comparison and act as verbs in
mathematical language.
4. Grouping symbols such as ( ), { }, [ ] are used to associate groups of numbers
and operators.
5. Variables are letters that represent quantities and act as pronouns.
A mathematical expression refers to objects of interest acting as the subject
in the ordinary language. It is a finite combination of symbols that is well-formed
according to rules that depend on the context. An expression does not state a complete
thought, like -5, 4, 5x + 2, 2e. A sentence with a complete thought is a mathematical
sentence which can be regarded as true or false. It is a correct arrangement of
mathematical symbols that states a complete thought, like the following:
5 + 2 = 49 wherein “+“ is a connective while “=” is the verb; this statement
is true.
10 ÷ 2 < 3 where “÷” is a connective while the symbol “<” acts as the verb;
the statement is false.

Illustrative Examples

A. Which of the following are expressions and sentences?

1. Roxas is the city of Capiz.
2. The province of Cavite
3. The number 5 is a composite number.

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 4. (x+1)2
5. √𝑥 − 1= 3

Answers
1. sentence: This is an English sentence with “is” as the verb. The truth value is T since it is true
that Roxas is the city of Capiz.
2. expression: This is not a complete thought because it does not contain any verb.
3. sentence: This is a sentence with is acting as a verb. The statement is false.
4. expression: This is just a mathematical expression which does not contain any relational
symbol.
5. sentence: This is a mathematical sentence with symbol = as verb. This sentence is true only
for x=10.

Exercise
A. Answer the following.
1. Find other names for the number “12” using the following symbols:
a. + ______ b. - ______ c. ÷ ______ d. √ _____ e. ÷ & + _____
2. Classify if each item is an expression (E) or a sentence (S).
a. The Philippines f. 1x12=12
b. The cat is sleeping. g. x > 4
c.3+4= 4+ 3 h. Math is language.
d. 5x3 i. You and I
e. 5x3 ≠5/3 j. Pilar is a municipality.

2.3. Conventions in Mathematical Language

A mathematical convention is a fact, name, notation, or usage which is

generally agreed upon by mathematicians. Mathematician abides by conventions in
order to allow others to understand what they write without constantly having to
redefine basic terms.

Some of the basic signs used in mathematics are shown in the next table.
Symbol Meaning Example Symbol Meaning Example
+ add 3 + 7 = 10 − line segment ̅̅̅̅
𝐴𝐵Line segment
AB)
– subtract 5–2=3 ⊥ perpendicular ̅̅̅̅ ⊥ 𝐶𝐷
𝐴𝐵 ̅̅̅̅
x, • multiply 4 x 3 = 12 ⋯ ellipsis 1,2,3,...
÷, ∕ divide 20 ÷ 4 = 5 ⁿ n as exponent 2𝑛 (2 raise to n)
 infinity  is endless  pi 3.1415926535897
9...  3.14
= equals 1+1=2 𝜑 phi 1.618
 appr. equal to   3.14 e euler 2.71828...
 not equal to  2 ∈ Belongs to 1 N
<, ≤ less than, less 4 < 10 ∀ For all x N
than or equal
to

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 >, ≥ greater than, 5>4 ∑ Summation 6

greater than ∑ 𝑥𝑖
or equal to 𝑖=1
radical sign 4=2 ∪ union A B
º degree 45º ∩ intersection A B
 therefore a=b  b=a ∅ empty set A = {black heart}
=
! factorial 4! = 𝜇 population 𝜇=98.4
4•3•2•1=24 mean
 line ⃡𝐴𝐵 (Line AB) 𝜎 st. deviation 𝜎= 3
→ ray 𝐴𝐵 (ray AB) 𝜎2 variance 𝜎 2 =9

One of the basic conventions that one needs to learn in mathematics is the order of
operation. It is the hierarchy of mathematical operations or the set of rules that determines
which operations should be done before or after others. The acronym PEMDAS sets the order
to deal with parentheses, exponents, multiplication and division and addition and subtraction
when series of operations need to be performed.

Illustrative Examples
B. Answer the following.
1. Write the following using mathematical symbols or expressions.
a. The product of 10 and a number represented by w
b. A number p decreased by 4
c. 10 more than a number z
d. Five more than thrice a number
e. Four times a number x decreased by 10
2. Evaluate the following:
a. (11-5) x 2 – 3 + 1 b. 10 ÷ 2 + 12 ÷ 2 x 3 c. 16 - 3(8-3)2 ÷ 5

Answers
1. a. 10w b. p-4 c. z + 10 d. 3x +5 e. 4x-10
2. Evaluate the following:
a. (11-5) x 2 – 3 + 1 b. 10 ÷ 2 + 12 ÷ 2 x 3 c. 16 - 3(8-3)2 ÷ 5
=6x2–3+1 =5+6x3 =16 - 3(5)2 ÷ 5
= 12 – 3 + 1 =5+18 =16 - 3(25) ÷ 5
=9+1 =23 =16 - 75 ÷ 5
=10 =16-15
=1

Exercise
B. Answer the following.
1. Let n represent the number and translate each phrase or sentence.
a. Four more than a number.
b. Four times a number
c. Four less than a number
d. A number decreased by four
e. Six less than five times a number
f. Eight less than twice a number is fourteen.
g. One less than three times a number is seven.

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 h. Four more than five times a number is two less than the number.
i. Ten less than a number is three more than six times the number.
j. Twice the sum of a number and 3 is 20.
2. Evaluate the following:
a. ( 6 + 3 )2 + ( 9 – 10 ÷ 5 ) b. (10 + 59 – 32 ) ÷( 24 – 4 ) c. (19 – 8 ) x (10 + 4 ) + 82

2.4. Four Basic Concepts: Sets, Functions,

Relations, Binary Operation

Sets
A set is a well-defined collection of objects which are called elements of the
set. If an object a belongs to a particular set S then write a  S. If a is not an element
of the set then write a  S. A set is called an infinite set if it is not possible to list all
the elements of the set; otherwise, the set called a finite set. On the other hand, if the
set has no elements, it is called the empty set or null set. The symbol for an empty set
is { } or Ø.
There are two ways to represent the elements of the set.
Roster Method or Listing Notation lists down all the elements. This is done
by listing names of elements of a set, separating them by commas, and enclosing them
in braces.
Example 1. Set A is the set of counting numbers less than 6.
Set Notation: A = { 1, 2, 3, 4, 5}
This is a finite set with cardinality of 5.
Example 2. Set B is the set of positive even integers greater than 8.
Set Notation: B = {10, 12, 14, ...}
B is an infinite set which uses dots to denote infinite sequence.
Set Builder Notation or the Rule Method presents the elements by stating
their common properties. It is also useful when describing infinite sets.
Example 3. Set A is the set of counting numbers greater than 6.
Set Notation: A= {x| x  N and x > 6} where N is the set of counting numbers.
It is read as “The set of all x such that x is a counting number and greater than 6.”

Illustrative Examples
C. Answer the following on the space provided.
1. Use the rooster method to represent each given set.
a. Set A of counting numbers greater than -1 and
less than 9
b. Set B of integers satisfying x-2<5
c. Set C of first letter of months of a year ending
with the letters ber
d. Set D containing prime numbers less than 20.
e. E={x|x is an integer such that x2=4}
2. Use the set-builder notation to represent each given set.
a. Set F of positive numbers that are less than 7
b. G={even number between 10 and 20}
c. H={all numbers between -2 and 2}
d. I= {8, 10, 12, 14, 16, 18}

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 6
 e. Set J of composite numbers that are greater
than 20
3. Identify which set is finite, infinite or empty on Exercise C numbers 1 and 2.
1. a. 2. a.
b. b.
c. c.
d. d.
e. e.

Answer
1. 2. 3.
a.A={0,1,2,3,4,5,6,7,8} a.F={x|x<7} 1 2
b.B={8, 9,10,…} b.G={x|10<x<20 & x is even} a. finite a. infinite
c.C={S,O, N, D} c.H={x| -2<x<2} b. infinite b. finite
d.D={2,3,5,7,11,13,17,19} d.I={x| 8≤x≤18 & x is even} c. finite c. finite
d. finite d. finite
e. E={2,-2} e.J={x|x >20 & x is composite}
e. finite e. infinite

Important Concepts on Sets

■ Equal Sets: Two sets are equal if they contain exactly the same elements.
Examples: (1) {3, 8, 9} = {8, 9, 3} (2) {6, 7, 7, 7} = {6, 7}
■ Equivalent Sets: Two sets are equivalent if they contain the same number of
elements.
Examples: {1, 4, 3}, { ♠, ♣, ♥} and {a, b, c} are equivalent sets.
■ Universal Set: A set that contains all the elements considered in a particular
situation and denoted by U.
Example: A set U = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9} is an example of universal
set because it lists all single digit number.
■ Subsets: A set A is called a subset of set B if every element of A is also an
element of B. A is a subset of B is written as A  B.
Example: Given the set B= { 6, 9, 7}. Sets A={6, 7}, C={9} , D={9, 7},
E={6, 9, 7} are some subsets of B.
■ A proper subset is a subset that is not equal to the original set, otherwise
improper subset.
Example: Consider the same example: Given the set B= { 6, 9, 7}. Sets
A={6, 7}, C={9} , D={9, 7} are some proper subsets of B. Set
E={6, 9, 7} is the improper subset of B.
■ Cardinality of the set: It is the number of distinct elements belonging to a finite
set. It is also called the cardinal number of the set A denoted by n(A) or card (A)
and |A|.
Example: Consider the same example, set B= { 6, 9, 7} has cardinality of
3 or in symbols n(B) = 3 or |B|= 3
■ Power Set: It is the family of all subsets of A denoted by Power(A).
Example: Given set A= {x, y}, the Power(A)= { , {x}, {y}, {x,y}}

■ Operation on Sets:

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 ▪ Union is an operation for sets A and B in which a set is formed
that consists of all the elements included in A or B or both
denoted by as A B.
Example:
Given U= {1,2,3,4,5,6,7,8,9} A={1,3,5,7}
B={2,4,6,8} C={1,2}
Find:
A B= {1,2,3,4,5,6,7,8}
A C= {1,2,3,4,5,7}
(A B) {8}= {1,2,3,4,5,6,7,8}

▪ Intersection is the set containing all elements common to both

A and B, denoted by .
Example:
Given: U = {a,b,c,d,e} A= {c,d,e} B={a,c,e}
C={a} D={e}
Find:
B C= {a}
A C={}
(A B) D= {e}
▪ Complementation is an operation on a set that must be
performed in reference to a universal set, denoted by A’.
Example:
Given: U = {a,b,c,d,e} and A= {c,d,e}
Find A’.
A’= {b, d}
▪ The set difference of two sets A and B, written as AB, is the
set containing all elements that are in A but not in B. In
symbols, AB ={ x|x  A and x  B}.
Example:
Given: A= {1,2,3,4,} B={2,4, }
Find A-B.
A-B= { 1, 3}
A B Venn diagram provides pictorial views of sets. In Venn
diagram, a rectangle depicts a universal set. Subsets of the
2 3 4 universal set are drawn as circles. The inside of a circle
1 represents the members of the set. In the figure on the left, two
sets are within the Universal set U, labeled as A and B. Region
1 represents (A B)’, the elements in neither A nor B. Region 2
represents AB, the elements in A but not in B. Region 3
represents A B, the elements both in A and B. Region 4
represents BA, the elements in B but not in A.

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To answer problems involving three sets using the Venn diagrams:
1. Choose the labels that you will use for the three sets in the diagram.
2. From the given conditions, determine how many elements belong to each region,
starting from the center of the diagram.
3. Work your way outward until you are able to complete all the regions forming the
universal set.

Illustrative Examples
D. Answer the following.

1. Represent a Venn diagram for these sets and answer the following:
U= {a,b,c,d,e,f,g,h,i,j,k,l,m};
C={b,a,k,e,d}; V= {c,a,k,e,g,j}; G= {b,1,e,a,k,g,f}

Find:
a. C V b. (C V)’ c. C’ V’

d. (C G)’ e. C’ G’

2. Read and analyze the following. Use the concepts of sets to answer the following
problems.

a. Thirty five people were asked what their favorite breakfast drink is. Twenty five
people said they like coffee, 12 people said they like juice, and  people like both.
How many people drink juice but not coffee?

b. Fifty high school students were surveyed on the type of TV shows they like to watch.
The result of the survey is as follows: 3 students like documentaries, reality shows,
and sports shows;  students like documentaries and reality shows; 7 students like
documentaries and sports shows;  students like reality shows and sports shows; 18
students like documentaries; 2 students like reality shows; and 20 students like
sports shows. Represent the given information using a Venn diagram. Determine
how many students like other types of TV shows.
Answers
1. U= {a,b,c,d,e,f,g,h,i,j,k,l,m}; U
C
C={b,a,k,e,d}; V= {c,a,k,e,g,j}; G= {b,1,e,a,k,g,f} V
Find: c
d
a. C V = {a,b,c,d,e,g,k,j} k j
b. (C V)’ = {f,h,i,l,m} a
b
c. C’ V’ = {f,h,i,l,m} e g
d. (C G)’ ={c,d,f,g,h,i,j,l,m} i i
G
G ll ff
e. C’ G’ = {c,d,f,g,h,i,j,l,m} h m
h m

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 9
2.
a. 7 people drink juice but not coffee. b. 5 students like other types of TV
shows.
U U
C J D R
2 14
9
3
20 5 7 6
4

3 7 5
S

Exercises
D. Answer the following.
1. If A={1,2,3,4,}, B= {2,3}, and C={2,4,6}, show the following:
a. Proper subsets of C
b. Improper subset of B
c. Cardinality of A
d. Power set of C
e. (A B)-C
2. Let the universe be the set U= {1,2,3,4,,6,7, 8,9,10}. Let A= {1,4,7,10}, B=
{1,2,3,4,}, C={2,4,6,8}. List the elements of the following set.
a. A B b. B C c. A-B d. B-A e.A’

f. U-C g. U’ h. AUØ i.B Ø j.A U

k. B U l. A (B C) m. B’ (C-A) n. (A B)-C o. (A B)’

3. Among a group of 16 students, 8 are taking calculus, psychology, and computer
science; 33 are taking calculus and computer science; 20 are taking calculus and
psychology; 24 are taking psychology and computer science; 79 are taking calculus;
83 are taking psychology; and 63 are taking computer science. Construct the Venn
diagram. How many are taking none of the three subjects?

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 10
Relations

Given elements a and b, the symbol (a, b)

denotes the ordered pair consisting of a and b,
together with the specification that a is the first
element of the pair and b is the second element. Two
ordered pairs (a, b) and (c, d) are equal if and only if
a=c and b=d. Symbolically, (a, b) = (c, d) means that
a=c and b=d.
Given sets A and B, the Cartesian product of A and B, denoted AxB and read
“A cross B,” is the set of all ordered pairs (a, b), where a is in A and b is in B.
Symbolically, AxB= {(a,b)| a∈A and b∈B}.
Let A= {x,y,z} and B={1,2,3}, then AxB is determined below:
AxB={(x,1), (x,2), (x,3), (y,1), (y,2), (y,3),(z,1), (z,2), (z,3)}.
A relation is a set of ordered pairs. The domain of the relation is the set of first
coordinates. The range is the set of second coordinates. For example, given the set of
points {(1,4), (2,5), (3,6)}, this is a relation with domain {1,2,3} and range {4,5,6}.
The formal mathematical definition of relation was introduced by the American
mathematician and logician C.S. Peirce in the nineteenth century. That is:
Let A and B be sets. A relation R from A to B is a subset of A x B. Given an
ordered pair (x,y) in AxB, x is related to y by R, written x R y, if and only if (x,y) is
in R. The set A is called the domain of R and the set B is called its co-domain.

Illustrative Examples
E. Answer the following.
1. Is (1,2) = (2,1)? Explain.

2. Let A = {1,2,3} and B={u,v}

a. Find AxB.

b. Find BxA.

c. Find BxB.

d. How many elements are in AxB, BxA, and BxB?

3. Let A={1,2} and B={1,2,3} and define a relation R from A to B as follows:

𝑥−𝑦
Given any (x, y) ∈ AxB, (x, y) ∈ R means that is an integer.
2
a. State explicitly which ordered pairs are in AxB and which are in R.

b. Is 1 R 3? Is 2 R 3? Is 2 R 2?

c. What are the domain and co-domain of R?

Answer
E.
1. No. By the definition of equality of ordered pairs, (1,2) = (2,1) iff 1=2 and 2=1, which is not the
case.

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2. Let A = {1,2,3} and B={u,v}
a. Find AxB.
AxB = {(1,u), (1,v), (2,u), (2,v), (3,u), (3,v)}
b. Find BxA.
BxA ={(u,1), (u,2), (u,3), (v,1), (v,2), (v,3)}
c. Find BxB.
BxB ={(u,u), (u,v), (v,u), (v,v)}
d. How many elements are in AxB, BxA, and BxB?
AxB has 6 elements; BxA has 6 elements; and BxB has four elements.
3. Let A={1,2} and B={1,2,3} and define a relation R from A to B as follows:
𝑥−𝑦
Given any (x, y) ∈ AxB, (x, y) ∈ R means that is an integer.
2
a. State explicitly which ordered pairs are in AxB and which are in R.
AxB= {(1,1), (1,2), (1,3), (2,1), (2,2), (2,3)}.
To determine explicitly which ordered pairs are in AxB and which are in R, examine each
ordered pair in AxB to see whether its elements satisfy the defining condition for R:
(1,1): (2,1):
𝑥−𝑦 1−1 0 𝑥−𝑦 2−1 1
= = =0, which is an integer = = , which is not an integer
2 2 2 2 2 2
So, (1,1) ∈ R. So, (2,1) ∈ R.
(1,2): (2,2):
𝑥−𝑦 1−2 −1 𝑥−𝑦 2−2 0
= = , which is not an integer = = =0, which is an integer
2 2 2 2 2 2
So, (1,2) ∈ R. So, (2,2) ∈ R.
(1,3): (2,3):
𝑥−𝑦 1−3 −2 𝑥−𝑦 2−3 −1
= = = -1, which is an integer = = , which is not an integer
2 2 2 2 2 2
So, (1,3) ∈ R. So, (2,3) ∈ R.

Thus, R = {(1,1), (1,3), (2,2)}

b.
Is 1 R 3? Yes, since (1,3) ∈ R.
Is 2 R 3? No, since (2,3) ∈ R.
Is 2 R 2? Yes, since (2,2) ∈ R

c. What are the domain and co-domain of R?

The domain of R is {1,2} and the co-domain is {1,2,3}.

Exercise
E. Answer the following:
1. Let A={2,3,4} and B={6, 8, 10} and define a relation R from A to B as follows:
𝑦
For all (x,y) ∈ AxB, (x,y) ∈ R means that is an integer.
𝑥
a. Is 4R6? Is 4R8? Is (3,8) ∈ R? Is (2,10) ∈ R? d. Draw the mapping
diagram for R.

b. Write R as a set of ordered pairs.

c. Write the domain and co-domain of R.

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 12
 2. Let E={1,2,3} and F={-2, -1, 0} and define a relation R from E to F as follows:
𝑥−𝑦
For all (x,y) ∈ ExF, (x,y) ∈ T means that is an integer.
3
a. Is 3T0? Is 1T-1? Is (2,-1) ∈ T? Is (3,-2) ∈ T? d. Draw the mapping
diagram for T.

b. Write T as a set of ordered pairs.

c. Write the domain and co-domain of T.

Functions
A function f is a rule that assigns each element x of set A to a unique element,
y of set B. In symbols, y = f(x).This means that for each first coordinate, there is exactly
one second coordinate or for every first element of x, there corresponds a second
element y. Note that one-to-one correspondence and many-to-one correspondence are
called functions while one-to-many correspondence is not. The members of the domain
can be called inputs and the members of the range can be called outputs.
If a set of ordered pairs are given, simply look if the first element is used only
once in the given set to determine if a relation is a function or not.

The following are characteristics of a function:

1. Each element in domain X must be matched with exactly one element in
range Y.
2. Some elements in Y may not be matched with any element in X.
3. Two or more elements in X may be matched with the same element in Y.

Representation of Functions

Functions can be represented using an ordered pair,mapping diagram, table of

values, graph, an equation, and rule/correspondence.

Consider the ordered pair {(-3,-2), (-2,-1), (0,1),(2,3), (3,4)}, show the mapping
diagram, table of values, graph, equation, and rule.

Mapping Diagram: Table of Values: Graph:

Equation: x -3 -2 0 2 3
x y y -2 -1 1 3 4 y=x+1
-3 -2
-2 -1 Rle:
0 1
2 3
3 4

Rule/Correspondence:
{x | x ∈ R}

Vertical Line Test

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 A graph represents a function if and only if no vertical line intersects the
graph in more than one point. To illustrate:
This graph represents a function since This graph does not represent a
the vertical line passes the graph once. function since the vertical line passes
the graph more than once.

Summary of Functions
Function Equation Form Sample Equation Graph Graph Description
Linear y = mx + b y=3x + 1 straight line
where a and b f(x) = x - 2
R, m 0
Identity y=x y=x diagonal line
which passes
through the origin

Constant y=b y=2 horizontal line

where b is any f(x)=-3
constant

Quadratic y = ax2 + bx + c y = 2x2 + 3x + 1 parabola

where a,b and c y = 4x2 – 2x + 4
are real numbers f(x) = -2x2 + 5x
and a 0
Function Equation Form Sample Equation Graph Graph Description
Absolute equations with y=|2x - 1| V-shaped graph
Value absolute value f(x) = |x|
expression

Piecewise two or more f(x) = combination of

functions over 4, 𝑖𝑓 𝑥 ≤ −2 graphs of other
different intervals {𝑥 2 , 𝑖𝑓 − 2 < 𝑥 < 2 functions
𝑥, 𝑖𝑓 𝑥 ≥ 2

Greatest y = ⟦𝑥 ⟧ or y= y = 2⟦𝑥 ⟧ looks like stairs

Integer ‖𝑥 ‖ f(x) = ⟦𝑥 − 2⟧
Function
or
Step
Function

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Rational 𝑝(𝑥) 1 two or more curve
f(x)= y=
𝑞(𝑥) 𝑥
2 graphs
where p(x) and f(x) = −
𝑥
q(x) are
polynomial, and
q(x)≠ 0
Exponential y=bx f(x) = 2𝑥 curve graph which
where b>0, b≠1 1 𝑥 passes through y-
y= ( )
2 axis once and
asymptotic to the
x-axis
Logarithmi y = 𝑙𝑜𝑔𝑏 𝑥 y = 𝑙𝑜𝑔2 𝑥 curve graph which
c passes through x-
axis once and
asymptotic to the
y-axis

Illustrative Examples
F. Answer the following.
1. Determine whether or not each relation is a function.
a. {(0,2),(1,3),(2,4),(3,5),(4,6)} _____________________
b. {(0,2),(0,4),(0,6),(0,8),(0,10)} _____________________
c. {(-5,-2),(-2,-2),(1,0),(4,2),(7,2)} _____________________
d. x y e. x y f. x y

_____________________ _____________________ _____________________

2𝑥+1
g. h. i. y2 + 1= x j. f(x) =
𝑥+3

_______________ _______________ _____________ _______________

Answers
a. function: The relation is one-to-one. Every x is paired to exactly one y.

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 b. not a function: The relation is one-to-many. An element of x is paired to more than one element
in y.
c. function: The relation is many-to-one. More than one element in x are paired to one element in
y.
d. not a function: The relation is one-to-many.
e. not a function: The relation is one-to-many.
f. function: The relation is many-to-one.
g. function: Whenever a vertical line is drawn, it will pass the graph only once.
h. function: Whenever a vertical line is drawn, it will pass the graph only once.
i. not a function: When solved, the equation becomes y=√𝑥 − 1. This resulting equation tells than
there will be two values for y, a one-to-many relation.
j. function: This is an example of rational function.

Exercise
F. Determine whether the following represents a relation (R) or a function (F).
1. {(0,2),(-1,3),(-2,4),(-3,5),(-4,6)} ________ 6. ________

2. {(0,-2),(1,-3),(2,-4),(3,-5),(4,-6)} ________

1, 𝑖𝑓 𝑥 > 0
3. f(x) ={ ________
𝑥 + 2, 𝑖𝑓 𝑥 ≤ 1

1𝑥
4. f(x) = 2 ________ 7. {(0,-3),(1,-3),(2,-4),(3,-4)} ________
5. ________ 8. y3= x+ 2 ________
1
9.𝑦 = 𝑥 2 ________
10. –y = x ________

Binary Operations
A binary operation * (read as “star”) is an operation that takes two input
elements from a set and gives a unique result that also belongs to the same set.
Example, addition among positive numbers is a binary operation since adding positive
number will result to number belonging to that set(i.e., 3+5=8).

If “ * ” is a binary operation on the nonempty set A, then we say “ * “ is

commutative if x*y=y*x, x, y A.

If x*(y*z)=(x*y)*z, x, y, z A, the we say that the binary operation is

associative.

Example:
1. Let a*b be defined as a*b= 3a + b.
a. What is 4*3? Answer: 4*3= 3(4) + (3)= 12+ 3= 15

b. Is * commutative? Answer: To verify if a*b is commutative, a*b =

?
b*a.

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 4*3 = 3*4
3(4) + (3) =? 3(3) + (4) Since a*b ≠b*a, then * is
15 ≠ 13 not commutative.
c. Is * associative?
Answer: To verify if * is associative, a*(b*c) = (a*b)*c
a*(b*c) = (a*b)*c
?
a*(3b + c) = (3a + b)*c
?
3a+ (3b + c) = 3(3a + b)+c
3a+ 3b + c ≠9a + 3b +c Since a*(b*c) ≠(a*b)*c, then * is
not associative.

A binary operation on a finite set (a set with a limited number of elements) is

displayed in a table which shows how the operation is to be performed.

To illustrate, a binary operation * is Example 1:

defined on the set {1,2,3,4}. The * 1 2 3 4 1.What is 2*2?
table shows the 16 possible answers 1 4 3 2 1 Answer: 1
using the operation. 2 3 1 4 2 2.What is 4*3?
3 2 4 1 3 Answer: 3
To read the table, read first the value 4 1 2 3 4 3.Is * commutative?
from the left hand column and the Answer: Yes
second value from the top row. The 4.Is * associative for 4,3,2?
answer is the intersection point. Answer: Yes

Illustrative Examples
G. Answer the following.
1. Let a*b be defined as a*b= |a-b|.
a. Solve for 2*3. b. Solve for 3*2. c. Is * commutative?

d. Solve for (1*3)*4. e.Solve for 1*(3*4). f.Is * associative?

2. Consider a binary operation * defined on the set {1, 2, 3}.

* 1 2 3 a. What is 1*2? b.What is 3*2? c.What is 2*3?

1 1 2 3 d. Is the operation commutative? e.What is 1*(2*3)?
2 2 2 3 f. What is (1*2)*3? g. Is the operation
3 3 3 3 associative?

Answers
1. Let a*b be defined as a*b= |a-b|.
a. Solve for 2*3. b. Solve for 3*2. c. Is * commutative?
2*3 = |2-3| = |-1| = 1 3*2 = |3-2| = |1| = 1 * is commutative since
a*b=b*a.

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 17
 d. Solve for (1*3)*4. e.Solve for 1*(3*4). f.Is * associative?
(1*3)*4= (|1-3|)*4 1*(3*4)= 1*(|3-4|) * is not associative since
= (|-2|)*4 = 1*(|-1|) a*(b*c) ≠(a*b)*c.
=2*4 =1*1
=|2-4| =|1-1|
=|-2| =|0|
=2 =0
2. Consider a binary operation * defined on the set {1, 2, 3}.
a. 1*2= 2 b. 3*2=3 c.2*3=3 d.Yes e. 1*(2*3) f. (1*2)*3 g. Yes
=1*3 =2*3
=3 =3

Exercises

G. Let a*b be defined as a*b= 3a2 + b

a. Solve for 1*2. b. Solve for 2*1. c. Is * commutative?

d. Solve for (1*2)*3. e. Solve for 1*(2*3). f.Is * associative?

Evaluation
A. Translate the following into algebraic form and determine if the given is expression
or sentence.
Given Algebraic E or S
Translation
1. Eight more than one – fourth of d
2. Twice the sum of a number y and eight is 4
3. Five less than twice a number b
4. Nine less than twice a number x is twice of
a number y
5. Ten less than a number is three more than six
times the number.

B. Evaluate the following. Show your process.

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 18
 1. ( 6 + 1 )3 - (11 + 10 ÷ 2 ) 2.14-102(3x8-2+1)+(15÷5-2)

C. Let C = {0, 1, 2} and D= {2,4,6,8} and define the relation R from A to B as:
For all (x,y) ∈ AxB,
𝑦+2
(x,y) ∈ R means that 𝑥 is an integer.

a. Is 1R2? Is 2R8? Is (1,8) ∈ R? Is (2,6) ∈ R? d. Draw the diagram for R.

b. Write R as a set of ordered pairs.

c. Write the domain and co-domain.

D. Represent the following using roster and set builder notation.

1. The set of counting numbers greater than -1 and less than 9
Roster Method:
Set Builder Notation:

2. The set of numbers satisfying x ≥ 4

Roster Method:
Set Builder Notation:

E. Consider the set G= { a, 2 , ♥ }, give the following:

Proper Subset/s
Improper Subset/s
Cardinality of the Set
Power Set

F. Given U= {d,i,s,c,r,m,a,t,h,e}, A={d,i,s,c}, B= {m,a,t,h,s}, and C={e,r,a}.

A C’
A (B C)
(A B)’ C
|(A B)’ C|

G. A farmers cooperative administrator asked 80 farmers what they intend to plant. Forty
five will plant rice, 35 will plant corn, 20 will plant sugarcane, 17 will plant rice and
corn, 10 will plant sugarcane and rice, 13 will plant corn and sugarcane, and 5 will plant
all three.
1. Show the Venn diagram. 2. Answer the following questions:
a. How many will plant rice only?

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 19
 b. How many will plant rice or sugarcane?

c. How many prefers to plant corn only?

d. How many will plant corn or rice but

not sugarcane ?

e. How many will not plant any of the crop?

H. Consider the ordered pair {(-3,-3), (-2,-2), (-1,-1), (0,0),(1,1), (2,2), (3,3)}, show the
mapping diagram, table of values, graph, equation, and rule.
Mapping Diagram: Table of Values: Graph:
Equation:

I. The table shows the points in graphing y = │x│, that is the value of y is obtained by
getting the absolute value of x.

1. Complete the table below using the equation y = │x│. 8.Graph the points here:
x -5 -4 -3 -2 -1 0 1 2 3 4 5
y

2. Give set P of points found on the table.

3. Give set D listing the domain of the points.

4. Given set R of the range of the points. 5. Show the mapping diagram
of points.

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 20
6. Is the set of points a function? (Yes or NO) 7. If this is the function, what is its
name?

J. Consider a binary operation * defined on the set {w, x, y, z}.

* w x y z 1. What is w*x? 2.What is x*w? 3. Is the operation
w w x y z commutative?
x x y z w
y y z x w
z z w x y
4.What is x*(y*z)? 5. What is (x*y)*z? 6. Is the operation
associative?

𝑎+1
K. Let a*b be defined as a*b= .
𝑏
1. Solve for 2*3. 2. Solve for 3*2. 3. Is * commutative?

4. Solve for (3*4)*1. 5. Solve for 3*(4*1). 6.Is * associative?

 Portfolio Entry 
On a long bond paper, either hand written or type written, write a reflection paper
or make a sketch/draw about usefulness of mathematics language. Explain the
importance of learning and understanding the language of mathematics. Cite instances
where you use this language of mathematics. Illustrate life without mathematics.

Let your coach hear you!

Let your instructor know about how you feel learning the lesson by
answering the following questions.

 How do you feel after reading and answering this module? Shade the
number that bests describe you.
[4] I get it completely.
[3] I get it.
[2] I fell confused. I have questions. I
[1 ] I feel frustrated. I need help.

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 21
  What are the three things you significantly learn from the module?

 What are the three things unclear to you?

 What are the three things you want to ask?

Additional Reading

Burns, C. J. The Language of Mathematics. Tree of Math, Retrieved from

http://www.onemathematicalcat.org/pdf_files/LANG1.pdf

Calini, A.2008. Set Theory and Logic, Supplementary Materials. COFC, 2008,
Retrieved from https://www.shieldss/.people.cofc.edu/Math103handout.pdf.

Department of Pure Mathematics and Mathematical Statistics, The University of

Cambridge. The Language and Grammar of Mathematics. DPMMS, UC,
Retrieved from https://www.dpmms.cam.ac.uk/~wtg10/grammar.pdf

Jamison, R. E. “Learning the Language of Mathematics.”Language and Learning

Across the Discipline, Vol.4, no.1, 2000, pp. 45-54.
https://youtu.be/dwKfiXGdo1A
https://youtu.be/DVj39F1P9D8
https://youtu.be/F2oNGxAKutg
https://youtu.be/3PbkglMkzS0
http://mathserver.neu.edu/~bridger/U201/History_of_Math_Mathematical_Symbols.html

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 22
 References
Daligdig, R. M. (2019). Mathematics in the Modern World (OBE-&PPST-Based).
Manila: Lorimar Publishing, Inc.

Icutan, S.L.S., Baquiran, M. D. Y., Cayabyab, S. P., Cenas, P. V., Parrone, J. M.,
& Patacsil, F. F. (2013). Simplified Discrete Mathematics. Malabon:
Jimczyville Publications.

Johnsonbaugh, R. (2009). Discrete Mathematics. Singapore: Pearson Education,

Inc.

Mathematics in the Modern World (OB -Based). (2018). Manila: Rex Book Store,
Inc. Publishing, Inc.

Translate to an Algebraic Expression. Retrieved from

https://www.chipola.edu/instruct/math/ClassMaterials/MAT%200024%200
94/Chapter%202%20094/Sect%202.5a%20094.pdf

“Challenges are what make life interesting. Overcoming them is what

makes life meaningful.”
– Joshua J. Marine

Igdanes, L. (CapSU Pilar) and Rio, R.M. (CapSU Pontevedra) MODULE 2: Mathematical Language and Symbols| 23