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UNIT II. MATHEMATICAL LANGUAGE AND SYMBOLS

Overview: The Role of Language in Mathematics

Language is important in performing man’s everyday activities.

People use language to develop ideas and to express them to other
people. Similarly in the field of mathematics, mathematical language is
adapted to express mathematical ideas. The purpose of using the
language in the field of mathematics is to arrive at a common
understanding, that is, to avoid difficulties in expressing mathematical
ideas. These ideas can be anything from numbers and geometrical shapes
to more complicated ones, usually constructed from numbers, points, and
functions. We need to be able to discuss the ideas using precise language,
which should be interpreted in the same way by everyone. Mastering the
language of mathematics is not easy. It requires understanding and
interpreting oral expressions, and decoding written and graphical
representations of mathematical ideas. It also requires ability to express
quantitative ideas and statements orally, and to write the same in varied
contexts. Mathematics has its own symbols, syntax, and rules that are
observed in order to express ideas and communicate such. In this unit,
we will be discussing the basic mathematical language needed to express
a range of mathematical concepts.

Learning Objectives:

At the end of this lesson, you will 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.
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Setting Up (Unit 2)

Name: _____________________________________________ Score: ___________________/15

Course/Year/Section: ________________________________ Date: ___________________

Match words to the operator. Write the number preceding each word/s
that best describes to the operating symbol.

1. Addition 12. Altogether

2. Multiplication 13. Increase
3. Subtraction 14. Decrease
4. Division 15. Difference
5. The sum of 16. Take away
6. In addition to 17. Change
7. Fraction thereof 18. Quotient
8. Less than 19. Each
9. Greater than 20. Double or twice
10. The ratio of the, …
11. The totality of

x - / +
2, 5, 3, 4, 1,
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Lesson Proper

MATHEMATICAL LANGUAGE
Characteristics of Mathematical Language

In general, the language of mathematics is non-temporal; it has no

past, present or future tense. It is also devoid of emotions and has no
hidden agenda and unspoken cultural assumptions. Specifically, it has the
following characteristics:

Precise

Mathematical expressions or statements are very precise

and has own distinct meaning. Mastery of such characteristics is
best learned through understanding the language of mathematics.
For example, reducing the long English sentence,

“The total number of male students in BS Biology 1-A, which

can be called x, is always greater than the total number of
female students, which can be called y.”

symbolically into
x>y

greatly simplifies the sentence. The symbols retain the important

information and the context need only to be referred to again
when stating a solution.

Concise

The language of mathematics is concise because it uses

symbols instead of spelled-out words. For example in English
sentence
“Seven plus five equals twelve.”

is expressed simply in the language of mathematics as

7 + 5 = 12
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By the use of symbols, mathematical expressions become brief,

and ambiguities are avoided. The table below illustrates more on
this.

Mathematical Expressions in Words In Symbols

1. Half the difference of a number x
𝑥 − 𝑥2
and its square is less than < −1
negative one. 2
2. Twice a number x less 10 is
greater than or equal to the sum 2x – 10 ≥ 3 + x
of three and the number x

Powerful

Mathematics is powerful because you can only perform

efficiently in problem solving if you understand the language of
mathematics. To express mathematical ideas, you need to master
particular requirements and conventions. In this way, complex
ideas may be expressed in a greatly simplified manner. In other
words, learning the language of mathematics empowers you to be
efficient problem solvers. You also gain confidence in talking about
your mathematical learning and articulate for yourself what else
you need to learn. Overall, the mathematical language skills
include the ability to read comprehensively, express mathematical
thoughts easily and clearly, to reason logically and to recognize
and employ common patterns of mathematical thought.

Mathematical Expression and Mathematical Sentences

Mathematical language is composed only of expressions and

sentences. Expressions can refer to a problem as simple as 5 + 2. We
could change the (+) to make different mathematical expressions such as
5 – 2, 5 * 2, and 5 / 2. Addition, subtraction, multiplication and division
are called operations. There are many more operations that can be used
in a mathematical expression, which usually includes numbers, sets, and
functions, ordered pairs, matrices and many more.
An expression is any correct arrangement of mathematics
symbols, used to represent a mathematical object of interest; it does not
state a complete thought and so it doesn’t make sense to ask if it is true or
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false. Instead, expressions are those that one is asked to simplify into an
equivalent form that usually involves fewer symbols and operations, or
into a form that is best suited to a current application, or into a preferred
form or style.
Verbal phrases can be translated into variable expressions. Some
examples are shown below:

Verbal Phrase Variable Expression

The sum of five times a number and twelve
5x + 12
The difference of a number and ten
x – 10
The product of six and twice a number
6(2x) or 6*(2x)
The quotient of twelve and a number 12
𝑥
One half of a number x 1 𝑥
𝑥 𝑜𝑟
2 2
The sum of the cube of a number and four
𝑥3 + 4

Whenever possible, you need to select a single variable to

represent an unknown quantity. Then, express related quantities in terms
of the selected variable. Look at the following examples. For each
relationship, select a variable to represent one quantity and state what
that variable represents. Then express the second quantity in terms of the
variable selected.

1. Two consecutive odd integers

Let x = smaller odd integer

x + 2 = bigger odd integer

2. The tens digit of a two-digit number exceeds the units digit by 5

Let x = units digits

x + 5 = tens digit

3. The length of a rectangle is thrice its width

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Let x = width of the rectangle

3x = length of the rectangle

A mathematical sentence is a correct arrangement of

mathematical symbols that states a complete thought. The most common
mathematical statements or sentences are called equations and
inequalities. To show the comparison between mathematical expression
and mathematical sentence, refer to the table below.

Mathematical Expression Mathematical Sentences

It is just a mathematical phrase, It is a complete mathematical
just a part of a sentence statement with a complete thought.
You will only simplifies an You usually solves a sentence
expression
It has no relation symbol Involves a relation symbol such as
equality or inequality
Examples:
1. A number more than 3 1. Twenty is ten less than a
x+3 number
2. Seven less than a number 20 = 10 – z
7–y 2. A number is greater than
eight
a>8

A mathematical sentence is one that makes a statement about

the relationship of two expressions. These two expressions are written in
symbols such as numbers and variables, or a combination of both. The
relationship of the two expressions is usually stated by using symbols or
words such as equals (=), greater than (>), less than (<), greater than or
equal to (≥), and/or less than or equal to (≤).

Moreover, a mathematical sentence that is sometimes true or

sometimes false is called an open sentence. Open sentences usually arise
when variables are used. To give you examples,

1. 2 – z < 2z – 7
2. An octagon has x sides
3. 3x – 2 = y – 5
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In the above illustrations, the mathematical sentences may or may

not be true depending on the values of the variables x and y. The veracity
of such sentences is open, depending on the values of the variables.

On the other hand, a closed sentence is a mathematical sentence

in which we are sure that it is true or false. For example,

1. The cube root of 27 is 3

2. x–1=x+1
3. 148 is an even number
4. 77 – 12 = 55
5. The square root of -16 is -4

BASIC MATHEMATICAL CONCEPTS

Sets

A set is a collection or grouping of elements. These elements can

be anything such as numbers, letters, names, sentences, etc. The capital
letters A, B, C, … are usually used to name sets; if the elements are also
letters, the small letters a, b, c, … are used. Sets can be described or
expressed in different ways. The simplest way is to just list the elements
of the set, separated by commas inside a pair of braces. For example, a set
A whose elements are a, b, and c can be expressed as:
A = {a, b, c}
The order by which the elements are listed is irrelevant; a set is
defined by what elements it contains, not by any ordering or priority
among those elements. Thus, each of the following refers to the same set:
A = {a, b, c} A = {b, a, c} A = {c, a b}
A = {a, c, b} A = {b, c, a} A = {c, b, a}
This way of describing a set, called Roster or List Method is easy
to use especially if the set has only a few elements no matter what they
are. For example,
A = {m, a, t, h}
B = {plants, animals, microorganisms}
C = {-2, 1, 3, 5, 8, 9, 11, …, 2019}
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Alternatively, you can describe a set by giving a description that

fits each and all of the elements. This is called the Rule or Description
Method. For example,
A = {x|x is a vowel of the English alphabet},
which is read as “x such that x is a vowel of the English alphabet”,
which means that “A is composed of any x, where x is a vowel of the
English alphabet”.
We define the size, or cardinal number, of any set A as |A|. For
example, if A = {a, b, c, d, e, f, g}, then |A| = 7.
If an element x is a member of the set A, we write x ∈ A;
otherwise, we write x ∉ A. For example, if A = {a, b, c, d, e, f, g}, then f ∈ A
but note that F ∉ A.

Now, we have what we call subset/s. By definition, set A is a

subset of set B, written as A ⊂ B, if every member of A is also a member of
B. Otherwise, we write A ⊄ B, read as “A is not a subset of B” to mean
there is at least one element of A that is not in B.
For example, given A = {a, b, c} and B = {a, b, c, d}, then A ⊂ B
because all members of A are members of B. On the other hand, B ⊄ A; it
follows from the definition that any set A is a subset of itself, such as A ⊂
A.
Note that ∈ and ⊂ are two different concepts. To illustrate,

a ∈ {a, b} but a ⊄ {a, b}

{a} ⊂ {a, b} but {a} ∉ {a, b}
{a} ∈ {{a}, b, c} but {a} ⊄ {{a}, b, c}

Moreover, we can say that two sets are equal (or identical),
written as A = B, if an only if they have the same elements. Equivalent
sets compose of two or more sets with the same number of elements.
Alternatively, we can say that A = B, if and only if A ⊂ B and B ⊂ A. Any set
that has no element at all is called a null or empty set, denoted by { } or
Ø. The null set is a subset of any other set. Any set that contains all
elements under consideration is called the universal set, denoted by U.
Finite set consist of countable number of elements and has a determinate
number of elements. Infinite set has indeterminate number of elements.
Disjoint sets compose of two or more sets with no common elements.
Join sets compose of two or more sets with at least one common element.
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Operations on Sets

Given a list of sets, other sets may be formed by performing

one or more operations on the given sets. Basically, these
operations are the union (⋃), intersection (⋂), complement ( ‘ ),
difference ( - ), and the Cartesian or cross product (x).

Union

The union (⋃) operation combines all elements of

two sets. Any element that occurs in both sets only occurs
once in the new set.
Example:
If A = {a, b, c} and B = {c, d}, then
A ⋃ B = {a, b, c, d} or A ⋃ B = {x|x are the
English lower case letters from a to d}.

A B

Intersection

The intersection (⋂) operation contains all elements

found in two sets. In other words, the intersection of two
sets contains only the elements common to both sets.
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Example:
If A = {a, b, c} and B = {c, d}, then
a. A ⋂ B = {c}
b. (A ⋂ B) ⋃ B = {c} ⋃ {c, d} = {c, d}

A B

Complement

The complement (‘) of a set, denoted by A’,

identifies the elements of the universal set that are not in A.
Example:
1. If A = {x, y} and U = {x, y, z} then A’ = {z}
2. Ø’ = U

The figure below shows B’.

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Difference

The difference of two sets A and B denoted by A – B,

is defined to be the set whose elements are those of A that
are not in B.
Example:
If A = {x, y} and B = {x, y, z}, then
A–B=Ø
B – A = {z}

Alternatively for the complement and difference

operations,
A’ = U – A
A – B = A ⋂ B’
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Cartesian Product

The Cartesian product or cross product of two

sets A and B, denoted by A x B, is the set of all ordered pairs
{x, y} such that x ∈ A and y ∈ B.
Example:
If A = {a, b} and B = {c, d}, then
A x B = {(a, c), (a, d), (b, c), (b, d)}
B x A = {(c, a), (c, b), (d, a), (d, b)}

Note that (c, a) ∉ A x B

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Source: https://www.onlinemathlearning.com/union-set.html
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Functions and Relations

We can define a relation as any set of ordered pairs (x, y). The set
of all x-components is called the domain while the set of all y-components
is called the range. For example, the set R = {(1, 2), (3, 4), (5, 6)} is a
relation, where we see that the first components 1, 3, 5 of the ordered
pairs are respectively related to the second components 2, 4, 6. The set {1,
3, 5} is called the domain of the relation while the set {2, 4, 6} is called its
range.
A function is a special kind of relation. In functions, every element
of the domain is related with one and only one element of the range. This
means that no two distinct ordered pairs have the same first components.

Illustrations:
1. The relation B = {(1, 2), (2, 3), (3, 4), (4, 5), (5, 6)} is a function.
2. The relation C = {(1, 2), (2, 3), (4, 5), (2, 7)} is not a function.
Ordered pairs (2, 3) and (2, 7) have the same first component.

Aside from observing functions and relations in sets of ordered pairs,

they may also be described in other ways such as in graphs, and most
often in equations that specify the relationship between two variables x
and y.

In equations, functions are exclusively identified with the notation

y = f(x) .

With this notation, the function is given the name f; x is called the
independent variable and y is the dependent variable. The value of y
depends upon the value of x.

The function f may be likened into a machine where if we input x into

it, it produces the output y. Say for example, the machine (function f) is a
juice maker. If we put in a mango, then the mango juice will come out; if
we put in a pineapple, then pineapple juice comes out. But if we put in a
rock or stone (not in its domain), what will happen? Functions are similar
to the machine.

Now, let’s say for example that we have two machines: f and g, which
is defined by f(x) = 2x + 3 and g(x) = 𝑥 2 − 3𝑥 + 2. Then f(7) means
inputting 7 into machine f which processes it accordingly as 2(7) + 3 that
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produces the output 17. Similarly, g (-4) means inputting – 4 into machine
g which processes it accordingly as ( −4)2 − 3( −4) + 2 and produces the
output 30.

Depending on how the function is defined (how the machine is

designed), inputs (expressions) are processed accordingly to produce an
output.
To illustrate, consider f(x) = 3𝑥 2 − 5𝑥 + 2 and g(x) = 2 – 3x. Find each
of the following:
a. f(2)
b. g(-3/2)
c. f(-2) – g(4/3)
d. f(1/2) – g(2) + 3/2
e. f(3) + g(2x – 7)
f. f(g(x))

Solutions:

a. f(2) = 3(2)2 − 5(2) + 2 = 3(4) – 10 + 2 = 4

b. g(-3/2) = 2 – 3(-3/2) = 2 + 9/2 = 13/2 or 6.5

4
c. f(-2) – g(4/3) = [3(−2)2 − 5(−2) + 2] − [2 − 3 (3)] = [12+10+2]
– [2 – 4] = 24 – (-2) = 26

d. f (1/2) – g(2) + 2/3 = [3(1/2)2 − 5(1/2) + 2] − [2 − 3(2)] + 2/3

= [3/4 – 5/2 + 2] – [2 – 6] + 2/3 = ¼ - [- 4] + 2/3 = 4.92

e. f(3) + g(2x – 7) = [3(3)2 − 5(3) + 2] + [2 – 3 (2x – 7)] = [14] + [2 –

6x + 21] = 37 – 6x

f. f(g(x)) = 3𝑔 (𝑥)2 − 5𝑔(𝑥) + 2 = 3(2 − 3𝑥)2 − 5(2 − 3𝑥) + 2 =

3(4 − 12𝑥 + 9𝑥 2 ) − 10 + 15𝑥 + 2 = 27𝑥 2 − 21𝑥 + 4
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Binary Operations

A binary operation on a set is a rule for combining two elements of

the set, to produce another element of the same set. A binary operation
(*) defined on a non-empty set S is a rule that assigns to each ordered
pair (a, b) of elements of S a unique element a*b ∈ S.

To give you examples:

1. On the set of natural numbers N = {1, 2, 3, 4, 5, …}, addition and

multiplication are binary operations because adding or
multiplying any two elements of N produces an element that
also belongs to N.
2. On the set of natural numbers N = {1, 2, 3, 4, 5, …}, subtraction
and division are not binary operations. Why? Because it
doesn’t satisfy all the conditions.

References
The following are the video-graphic references used to make transcripts
of this lesson. You may opt to visit the link for review.

1. https://www.youtube.com/watch?v=M7xYj7cAzog
2. https://www.youtube.com/watch?v=BouqkWYlfzg
3. https://www.youtube.com/watch?v=jUNajHYVRz8
4. https://www.youtube.com/watch?v=oQb1hlA3vVk&list=PLlRMIfe
Xw7gno95CngI8OumsBnisJCDmV
5. https://www.youtube.com/watch?v=kgsettTSGfI
6. https://www.youtube.com/watch?v=ycdCqpS8_SA
7. https://www.youtube.com/watch?v=FotzX-2ZlCs
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Assessing Learning (Unit 2-A)

Name: ______________________________________________ Score: ______________________

Course/Year/Section: ________________________________ Date: ____________________

I. Write E if the given is an expression or S if sentence. Place your

answer before the item number.

1. 3x – 4y

2. 3x – 4z = 12

3. 3x < 6

4. 5e = 10

5. 8x2 – 27 = 37

6. x + y = 1

7. 3x – {2x + 1 – 3(x+1)}

8. (3, 5x)

9. 5z > 10

10. x + y + z = 0

II. Translate the given phrase into a mathematical expression.

Write your answers on the space provided for each item.

11. the sum of twice a number x and another number y

12. twice the sum of two numbers x and y

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13. the age of Denver 3 years ago if he is x years old now

14. the product of 3 consecutive odd numbers if the middle number is

x

15. the length of a rectangle if it is 9 units longer than half its width w

III. Translate the given mathematical expressions into a verbal

phrase.

16. 3x – 1

17. (x – 5 )(x + 5)

18. 1 + 2 + 3 + … +10

19. 5x + y + 0.25z

20. (x+y+z)/3
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Assessing Learning (Unit 2-B)

Name: ______________________________________________ Score: ______________________

Course/Year/Section: ________________________________ Date: ____________________

I. TRUE OR FALSE. Consider M = {x|x is a distinct letter in

“mathematics”}. Write T if true, otherwise F, before each
number item.

1. M = {m, a, t, h}

2. M = {m, a, t, h, e, m, a, t, i, c, s}

3. |M| = 8

4. h ⊂ M

5. {m, a, t, h} ⊂ M

6. M = M

7. shame ⊂ M

8. {h, a, m} ⊂ M

9. M = {t, h, e}

10. {m, a, t, h} ⋃ {h, a, m} = {m, a, t, h}

II. Consider U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9) ; A = {0, 2, 4, 6, 8}; B = {1,

3, 5, 7, 9}; and C = {3, 4, 5, 6, 7}, find:

1. (A ⋂ B) ⋃ C
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2. A ⋂ (C – B)

3. (A – C’) ⋂ (B ⋃ C)

4. [(A ⋂ B)’ – C’]’

5. |AxB|
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Assessing Learning (Unit 2-C)

Name: ______________________________________________ Score: ______________________

Course/Year/Section: ________________________________ Date: ____________________

Evaluate the following if f(x) = 2x – 9 and g(x) = 3𝑥 2 − 5𝑥 + 2 .

1. f(3/2) + g( - 9)

𝑓(−2) 1
2. +
𝑔(1) 2

3. f(2x – 3) – g(x + 4)

4. g(f(x+1))

𝑔(2+ℎ)−𝑔(2)
5. ℎ
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Assessing Learning (Unit 2-D)

Name: ______________________________________________ Score: ______________________

Course/Year/Section: ________________________________ Date: ____________________

Certain number of pilots is asked which they prefer more, travelling to

Asian countries or to European countries, 27 pilots prefer travelling to
Asian counties, 22 prefer travelling to Europe while 13 pilots do not like
travelling to Asian countries.
a. Draw the diagrams of the given condition
b. How many people prefer travelling to either Asian or European
countries?
c. How many pilot prefer travelling to Asian countries only?
d. How many pilot prefer travelling to European countries only?