Unit 2: Mathematical Language and Symbols

Unit 2: Mathematical Language and Symbols

Introduction

“The laws of nature are written in the language of mathematics.”- Galileo Galilei
Forget everything you know about numbers. In fact, forget you even know what a
number is. This is where mathematics starts. Instead of mathematics with
numbers, we will now think about math “things” as a language.
Imagine a scenario in Math class where the instructor passes a piece of paper to
each student that contains Problems in Math written in foreign language that they
do not understand! Each student is to read it and make comments. Is the
instructor being fair?
This situation has a very strong analogy in Mathematics. People frequently have
trouble understanding mathematical ideas because they are being presented in a
foreign language – The language of Mathematics!
Like any language, Mathematics has its own symbols, syntax and rules to follow
for us to express and communicate ideas to others.
Following from the first unit of module, this second unit focuses on various
special languages as the foundation of mathematical thought, the language of
variables, sets, relations and functions. The activities and readings in this module
are quite straight-forward. However, extensive and elaborative discussions of the
concepts are expected from you.

Learning Outcomes
Upon the completion of this unit, you are expected to:
a. discuss the language, symbols and conventions of mathematics;
b. explain the nature of mathematics as a language;
c. identify conventions in the mathematical language;
d. perform operations on mathematical expressions correctly; and
e. acknowledge that mathematics is a useful language.

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 Unit 2: Mathematical Language and Symbols

Activating Prior Learning

A. Directions: What can you recall about your lessons in Mathematical

language or symbols and what do you want to learn? Fill up the table
below.

What do you know? What do you want to know?

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

B. Variables: Translate each statements/phrases to mathematical symbols.

1. Sum of x and 5 gives 14

2. 2 multiplied by f is equal to 9
3. Difference between y and 23 is 12
4. Total of m and 3 is 21
5. F divided by 7 gives 1
6. 20 exceeds c gives 18
7. 11 times p is 33
8. The product of 4 and t is added to 1
9. Subtract 5 from one-half of y
10. Ratio of m and 7 added to 2
11. One-fifth of x is subtracted from 18
12. The ratio of y and five plus 7
13. The sum of 8 times d and 4
14. One-third of sum of z ad 4
15. One-fourth of the sum of n and 8 minus the product of 6 and b
16. Add one-fourth to 3 times c
17. One-sixth of y is added to 4
18. The sum of one-fifth of w, one-fourth of x and 7
19. The sum of three consecutive even integers
20. 5 more than y is 25.

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21. The sum of 5 less than x is 12.

22. The square of x is 9.
23. The square root of 25 is z.
24. The sum of negative 4 and negative 5
25. The difference between 5 and negative 3

C. Variables: Translate each statements/phrases to mathematical symbols using

universal and existential quantifiers.
1. No man is an island.
2. All counting numbers are real numbers
3. Some cars have sunroofs.
4. No self-respecting person is a liar.
5. Only presidents get lifelong secret security protection.
6. Some Real numbers are integers.
7. All irrational numbers are real numbers.
8. There exist an even number that is a prime.
9. All non-repeating and non-terminating decimal numbers are irrational
numbers.

D. Variables: Which of the following is NOT true about universal quantifiers?

1. The phase that indicates a universal quantifier is “for all”.
2. The symbol we use for universal quantifier is ∀ .
3. The elements of a given set satisfy all property.
4. The symbol we use for universal quantifier is ∃.

E. Variables: Which of the following statements is true about existential

1. The symbol we use for existential quantifiers is ∃.

quantifiers?

2. A property is true for all of the elements in a set.

4. The symbol we use for existential quantifiers is ∀.

3. The phrase we use for existential quantifiers is 'for all.'

F. Relations and Functions: Which of the following sets of ordered pairs

represent functions?
M = {(0,-2), (1,4), (-3,3), (5,0)}
A = {(-4,0), (2,-3), (2,-5)}
R = {(-5,1), (2,1), (-3,1), (0,1)}
L = {(3,-4),(3,-2),(0,1),(2,-1)}
O = {(0,3),(3,0),(1,2), (2,1)}
N = {(1,3)}

G. Set: Solve using Venn Diagram.

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 Unit 2: Mathematical Language and Symbols

1. In a group of 60 people, 27 like cold drinks and 42 like hot drinks and
each person likes at least one of the two drinks. How many like both
coffee and tea?
2. In a group of 100 persons, 72 people can speak English and 43 can
speak French. How many can speak English only? How many can speak
French only and how many can speak both English and French?

Topic 1: Nature of Mathematics as a Language

We will think of this unit as a warm up to our mental muscles before we start to
work and do our best on mathematical problems. How do we attack a
mathematical problem? The idea is the need to understand the mathematical
language clearly, precisely and unambiguously.
Mathematics is about ideas -- relationships, quantities, processes, and ways of
figuring out certain kinds of things, reasoning, and so on. It uses words.
Thus, we need to get extensive practice with mathematical language ideas, to
enhance the ability to correctly read, write, speak, and understand math. The
language of math can be learned, but requires the efforts needed to learn any
foreign language.

Learning Objectives

Upon the completion of this topic, you are expected to:

a. discuss the language, symbols and conventions of mathematics;
b. explain the nature of mathematics as a language; and
c. Perform basic unary and binary operation.

Presentation of Content

I. Characteristics of Mathematical Language

The language of mathematics makes it easy to express the kind of thoughts that
mathematicians like to express that it is precise, concise and powerful.

A. Precise means exact and accurate. It is often used in mathematical or

scientific contexts in which definite, fixed statements or measurements are
demanded. While precise and exactly are nearly synonymous, they are not
necessarily interchangeable. Exactly is preferred if you are talking about a
measurement, or a time. For instance, My alarm is set for exactly 5:30 A.M.

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 Unit 2: Mathematical Language and Symbols

B. Concise use of symbols to be able to express more. It means stating

something succinctly, using as few words as possible yet still conveying the full
meaning.
C. Powerful means be able to express complex thoughts with relative ease.
Now, the following definitions will help clarify some terms.

In English, nouns are used to name things we want to talk about (like people,
places and things); whereas sentences are used to state complete thought. A
typical English sentence has at least one noun, and at least one verb. For example,
Gemma loves Mathematics.
We call mathematical analogue of NOUN as EXPRESSION. Thus an expression
is a name given to a mathematical object of interest such as number, set, matrix
and average to name a few.
Expressions versus Sentences

MATHEMATICS

Expression Sentence
(name given to mathematical object (must state a complete
of interest) thought)
Number TRUE : 1+ 2 = 3
Number, Set, Matrix, Ordered FALSE: 1 + 2 = 4
pair, Average ST/SF : x =1

A Mathematical sentence is the analogue of an English sentence; it is a correct

assignment of mathematical symbols that states a complete thought. It has verbs
and connectives. Also we have to consider the notion of truth (the property of
being true or false) is of fundamental importance in the mathematical language.
Instead of writing sentences with words, we write mathematical sentences with
numbers and symbols.
Example:
1. In the mathematical sentence 6+9= 15. The equal sign is actually the
verb and indeed one of the most popular mathematical verbs.
2. The symbol “+” in 6 + 9 = 15 is a connective which is used to connect
objects of a given type.
3. Sentences can be true or false. It makes sense to ask the truth of a
sentence. Ask if it is true? Is it false? Is it sometimes true? Sometimes
false?

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II. Conventions in the Mathematical Language

In mathematics, we frequently need to work with numbers, these numbers are the
most common mathematical expressions. And, numbers have lots of different
names and they are in simplified form (fewer symbols, fewer operations, better
suited to current use and preferred/ style/format)- is extremely important in
mathematics. This is the same concept as synonyms in English (words that have
the same or nearly the same) meaning.

Example: Numbers with different names and simplified form

a. 5, 2 + 3, 10÷ 2 , (6 - 2) + 1, or 1 + 1+ 1 +1+ 1
b. 3 + 1 + 5 and 9 are both names for the same number but 9 uses fewer
symbols.
c. 3 + 3+ 3 + 3 + 3 and 5 ×3 are both names for the same number, but 5 ×3
uses fewer operation.
1
d. 3.25 units versus 3 unit (fraction in simplest form is necessary).
4
1 13
e. We write instead of . We usually write fraction in reduced form or
2 26
simplest form.

III. What is The Grammar of Mathematics?

The grammar of mathematics is the structural rules governing the use of symbols
representing mathematical objects. The main reason for the importance of
mathematical grammar is that statements of mathematics are supposed to be
precise.
Mathematical sentences become highly complex if the parts that made them up
were not clear and simple which makes it difficult to understand. Some
difficulties in math language are:
(a) the word "is" could mean equality =, inequality(, ≥, , ≤) or
membership(∈ ,∉ ) in a set;
(b) different uses of a number; to express quantity (cardinal), to indicate
the order (ordinal), and as a label (nominal);
(c) Mathematical objects may be represented in many ways, such as sets
and functions; and
(d) The words "and' & "or" means different from their English uses.
Example: Express the following using mathematical symbols
a. 3 is the square root of 9
b. 15 is greater than 10

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c. 103 is a prime number

Answer:
a. 3 ¿ √ 9
b. 15  10
c. 103 ∈ P where P is a prime number

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IV. What are the Basic Concepts and Objects that we use in Mathematics?
To better understand mathematical language, one must have an understanding of
at least a few of the four basic mathematical objects and concepts.
a. Objects in Mathematics are Numbers, Variables, and Operations (unary &
binary).
b. Four Basic Concepts are: sets (relationships, operations, properties),
relations (Equivalence relations), functions and binary operations.

1. Operations (Unary or Binary)

A Unary operation is an operation on a single element.

Example: Unary operations

a. negative of 5
b. multiplicative inverse of 7
c. Squaring 4
d. finding the square root of 9
2. Binary Operations
A binary operation is an operation that combines two elements of a set to give a
single element.
A binary operation on a set A is a function that takes pairs of elements of A and
produces elements of A from them.
We use the symbol * to denote arbitrary binary operation on a set A.

Example: Binary operation

a. Multiplication 3 and 4 gives 12 3X 4 =12
b. Addition of 3 and 5 is 8 3+5=8
c. the difference of 7 and 2 7-2
d. Divide 21 by 3 21/3

A. Four Properties of binary operations:

1. Commutative Property: For all real numbers x and y.
x∗y = y∗x
 Example for addition operation: 2+ 4=4+ 2
 For example, multiplication on real numbers is said to be
commutative since 3 ×6=6 ×3.
2. Associative Property: For all real numbers x, y and z.
x* (y*z) = (x*y)* z
 For example, addition operation: 2+(4+ 6)=(2+ 4)+6
 Example for multiplication operation:3 × ( 6 × 9 )= (3 × 6 ) ×9

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3. Existence of Identity element e for all real number x such that

e∗x=x∗e=x .
 The identity element for addition is 0 such that 0+ x=x +0=x .
 The identity element for multiplication is 1 where 1 ≠ 0 such that
1 × x=x ×1=x

4. Existence of Inverse element a for all real number x such that

a∗x=x∗a=e.
 The additive inverse of element a is −a such that
(−a)+ a=a+(−a)=0.
 For instance, the additive inverse element of 5 is −5 such that
5+ (−5 )=(−5 ) +5=0. Adding the number and its inverse (negative)
of that number results to additive identity element 0. The inverse
of a number will always be distinct and unique.

1
 The multiplicative inverse of element a is where a ≠ 0
a
1 1
(reciprocal of a ) such that × a=a × =1
a a
 ()()
The multiplicative inverse of 5 is 5 ×
1
5
=
1
5
× 5=1. Multiplying

the number and its inverse (reciprocal) of that number results to

multiplicative identity element 1.

Application

A. Concept Map of Binary Operations

Let's start with some common expressions relating to the four operations

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 Unit 2: Mathematical Language and Symbols

Can you think of other terms that you can add in the concept map?

B. Directions: Find out how much you already know about these topics. On
a sheet of paper, write the letter of the option that best answers the
question.
1. The multiplicative inverse of -1/2
a. ½ c. -2
b. 2 d. 1
2. The additive inverse of the multiplicative inverse of -3/5
a. 3/5 c. -3/5
b. -5/3 d. 5/3
3. Which property of the real numbers is used in the relation
(A + B) + C = A + (B+ C)?
a. Commutative Property c. Closure Property
b. Associative Property d. Transitive Property
4. What is the identity element for multiplication?
a. 0 c. -1
b. 1 d. None of them
5. The multiplicative inverse of zero
a. 0 c. 1
b. any number d. undefined
6. The equivalent of 6  { 3  2[5(10)] + 7}
a. 6 c. 20
b. 26 d. 28
7. Which of the following is a symmetric property of equality?
a. x = x c. if a = b, then b = a.
b. if a = b and b = c, then a = c. d. if a = b, then a – c = b – c.

8. Which property of the real numbers is used in the relation

A + B = B + A?
a. Commutative Property c. Closure Property
b. Associative Property d. Transitive Property
9. Find the sum of: 89; 7004; 478; 640; 1536.
a. 8, 746 c. 8, 757
b. 9 747 d. 9, 846
10. What is the value of 3 (−4 )−4( 3)
a. 0 c. -24
b. 24 d. -13
11. Find the value of (−12−3 )

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a. -15 c. 15
b. 9 d. -9
12. 38+12 ÷ 2−15 ÷ 3+2=?
a. 5 1/3 c. 37
b. 22 d. 41
13. 60 ÷ 12+ 4 × 6−50 ÷ 10=?
a. 17.5 c. 0.4
b. 49 d. 24

Topic 2: The Language of Variables

Learning Objectives
Upon the completion of this topic, you are expected to:
a. identify conventions in the mathematical language;
b. define universal and existential quantifiers;
c. translate statements/phrases to variables or mathematical symbols using
quantifiers:

Presentation of Content

Suppose we say something like “At time t the speed of a car is S. The letters t and
S stand for real numbers and they are called variables.

More generally, a variable is any letter used to stand for a mathematical object,
whether or not one thinks of that object as changing through time. (1) it has one or
more values or (2) it is equally true for all elements in a given set.

Example: Writing sentences using variables

a. Is there a number with the property doubling it and adding 5 and gives
the same result as squaring it?
b. No matter what number, if it is greater than 2 then its square is greater
than 4.
c. Numbers with the property that the sum of their squares equals the
square of their sum?
d. Given any real number, its square is nonnegative.

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 Unit 2: Mathematical Language and Symbols

Solution:
a. Let x be the number then 2 x+5=x 2.
b. Let y be a number, if y >2 than y 2 >4 .
c. a 2+ b2=(a+b)2.
d. For any real number z, z 2 ≥ 0 .

Variables Used in a Mathematical Sentence

Two of the most important kinds of mathematical sentences are universal
statements and existential statements.

In mathematics, the order in which we write or say in words is crucial. We have to

be precise in what we want to say. If we mean that “for all x=3m -10, where m is
an integer, x is an even number then we should write the words and symbols in
the precise order.

To help us in reading and writing mathematical statement, we must know special

words that express quantification. These are called quantifiers.
We distinguished between universal quantifiers and existential
quantifiers. Some universal quantifiers include “every”, “for all” and “any”. Some
existential quantifiers include, “for some”, “at least one” and “there exists”.
Thus, the following definition and statements illustrate the use of universal
and existential quantifiers.

Universal Statement says that a certain property is true for all elements in a set.

Definition:
Let P be a propositional function with domain of discourse D. The statement
for all x, P(x) is said to be a Universally Quantified Statement.
The statement for all x, P(x) may be written as:
“ ∀ x , P(x ) . The symbol ∀ means “for all” and is called the universal
quantifier.
∀ x , P(x ) is True if P(x) is true for every x in D.
¿ is false if P ( x ) is False for at least one x∈ D .
“for every x ∈ R ,| x|≥ 0 ”

Example 7: Universal quantified statement

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 Unit 2: Mathematical Language and Symbols

a. All counting numbers are greater than zero.

∀ c , ( c ≥ 0 ) , c ∈Counting Numbers
b. ∀ x , ( x 2 ≥ 0 ) , x ∈ R
c. ∀ x , ( x 2−1 ≥ 0 ) , x ∈ Z+ ¿¿
d. ∀ x , ( x 2−1 ≥ 0 ) , x ∈ R
e. All birds can fly.
f. Every student in the class wear socks.

An Existential Statement says that there is at least one thing for which the
property is true.

Definition:
Let P be a propositional function with domain of discourse D. The statement
there exists x, P(x) is said to be Existentially Quantified Statement .
The statement there exists x, P(x) may be written as:
“∃ x , P (x) .
The symbol ∃ means “there exists” and is called the existential quantifier.
There is a prime number that is even.
x , P(x ) is True if P(x) is true for at least one x in D. It is false if P left (x right ) is False for
every x ∈ D .
“There exist ε > 0. s . t .|F 9 x ¿−L|< ε .”

Example 8: Existentially Quantified Statement

a. ∃ x , ( 2 x +1=0 ) , x ∈ Z

( x
)
b. ∃ x , 2 >0 x ∈ Z
x +1
c. ∃ x , ( x 2> x ) , x ∈ Z −¿ ¿
d. ∃ x , ( x> 1→ x 2=x ) , x ∈ R
e. There exists an elementary student who can vote for the national election.
LOGIC
It is not so simple in the complex world of today to encapsulate the subject of
reasoning. Logic is the science of reason for business executives and attorneys.
Proper thinking they frequently employ logic to formulate persuasive arguments,
review binding agreements, and resolve challenging issues. Logic's tenets can also
be applied as a tool for productivity. For instance, logic is used by programmers
to create computer software. The electronic circuitry in computers are designed by

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 Unit 2: Mathematical Language and Symbols

engineers using logic, and mathematics use logic to create mathematical proofs
and solve problems.
Every language uses a variety of sentences, including instructions, questions,
and declarations. For example,
"Is the exam tomorrow?
" is an inquiry.
"Get the newspaper," is a directive.
This automobile is nice, in my opinion.
Denver is the state's capital, and this is a reality.
Only sentences that are statements according to the definitions below are
covered by the symbolic logic that Boole played a key role in developing.
Definition of a Statement A statement is a declarative sentence that is either true
or false, but not both true and false

It might not always be essential to decide if a sentence is a statement in order to

determine whether it is true or false.
For instance, the following sentence is either true or false: Every even number
greater than 2 can be written as the sum of two prime numbers. At this time
mathematicians have not determined whether the sentence is true or false, but
they do know that it is either true or false and that it is not both true and false.
Thus the sentence is a statement.
EXAMPLE 1 ■ Identify Statements Determine whether each sentence is a
statement. a. Florida is a state in the United States.
b. The word dog has four letters. c. How are you? d. is a prime number. e.
Solution a. Florida is one of the 50 states in the United States, so this sentence is
true and it is a statement. b. The word dog consists of exactly three letters, so this
sentence is false and it is a statement. c. The sentence “How are you?” is a
question; it is not a declarative sentence. Thus it is not a statement. d. You may
not know whether is a prime number; however, you do know that it is a whole
number larger than 1, so it is either a prime number or it is not a prime number.
The sentence is either true or it is false, and it is not both true and false, so it is a
statement. e. is a statement. It is known as an open statement. It is true for and it is
false for any other values of x. For any given value of x, it is true or false but not
both. CHECK YOUR PROGRESS 1 Determine whether each sentence is a
statement. a. Open the door. b. 7055 is a large number. c. d. In the year 2009, the

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 Unit 2: Mathematical Language and Symbols

president of the United States will be a woman. e. Solution See page S7. x 3 4 5
8 x 1 5 x 4, 999 2 x 1 5 999 2 3.1

Application

Direction: Write each statement using variables.

a. For all real numbers x, if x is nonzero then x2 is positive.
b. For every real number, then its square is greater than or equal to zero.
c. For all real number x and y, such that x+y = y+x.
d. There exist an x such that x is a ballpen.
e. Every person who lives in Tuguegarao City lives in Cagayan.
f. For all x that is negative, so is its cube.
g. There exist a real number that is a non-positive.
h. There exist a counting number less than 1.
i. Some prime number is even.
j. Some professors are republican.
k. No triangles are rectangles.
l. Some guilty people re not convicted.
m. Some people are aggressive when they are drunk.
n. All songs written in a major key sound melancholy.
o. All teachers are intelligent.

You have done so much at this point. You are entitled to some rest before
you proceed. Why don’t you take a short break and then come back to finish the
unit module?

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 Unit 2: Mathematical Language and Symbols

Topic 3: Language of Set

Learning Objectives
Upon the completion of this topic, you are expected to:
d. define set, inclusive, element, object and write them using the set
notations;
e. describe sets using the roster and rule method:
f. identify some kinds of sets and their properties;
g. perform operations on sets; and
h. illustrate the relationship of sets using Venn diagram.

Introduction
We are now ready to discuss these concepts on sets and set operation in the
context of the set of numbers.

In this part of a unit, you will learn the foundational topic on Algebra from which
virtually all of mathematics can be derived. You will undertake to define set,
identify kind of sets and perform its operations.

Presentation of Content

A set is a well-defined collection of distinct objects called elements. The elements

that make up a set can be anything: numbers, people, letters of the alphabet, other
sets, and so on. It is desirable that sets be well-defined to ensure the membership
or non-membership of an object in a given set. Thus, 5∈ N mean 5 is an element
of set N.

It is conventionally denoted by Capital letters and with braces. The braces { }

mean “the set whose elements or member are” such as:
Z = {2, 4, 6, 8, 10, 12,...} is the set of all positive even integers or
A = { 1, 3, 5, 7, …} means that A is the set of all positive odd integers or

C = {x | x = 3 * n. where n = 1, 2, 3,...} means that C is the set of all positive

multiples of 3.

NOTE: The notation {x | x...} is read as the set of all x such that x is....

Example 9:

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 Unit 2: Mathematical Language and Symbols

A= the set of counting numbers.

B =the set of vowels.
C= the set of letters in the word “Ibanag”.
D= the set of 2nd Year CPAD students enrolled in GEC 103 for first semester
Academic Year 2019-2020.
E = the set letters in the English alphabet.

Example 10: Membership or Element of a Set

a. If B is a set and x is one of the objects of B, this is denoted x ∈ B, and is read

as "x belongs to B", or "x is an element of B". If y is not a member of B then
this is written as y ∉ B, and is read as "y does not belong to B".

b. Another example, with respect to the sets A = {1, 2, 3, 4}, B = {blue, white,
red}, and F = {n2 − 4 : n is an integer; and 0 ≤ n ≤ 19} defined above, 4
∈ A and 12 ∈ F; but 9 ∉ F and green ∉ B.

Notation Meaning

3∈ A 3 is an element of set A
15 ∉ B 15 is not an element of a set B
{3} ⊂ A The set consisting of 3 is a subset of set A
{ 15 } ⊄ B The set consisting of 15 is not a subset of set B

Describing Set

Sets are usually described in one of two ways:

1. Roster/Tabular Method: This first way of describing, or specifying the
members of, a set is, by listing each member of the set, separated by commas, and
enclosed by braces.
Example 11: Roster Method
Complete listing S = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}
C = {4, 2, 1, 3}
D = {blue, red, yellow, white}.

Partial listing S = {1, 2, 3, …, 12}

For instance, the set of the first thousand positive integers may be specified

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 Unit 2: Mathematical Language and Symbols

extensionally as {1, 2, 3, ..., 1000}, where the ellipsis ("...") indicates that the
list continues in the obvious way. Ellipses may also be used where sets have
infinitely many members. Thus the set of positive even numbers can be written
as {2, 4, 6, 8, ... }.

2. Rule Method. This second way of describing and naming set is by using a
definition or semantic description. Using a set-builder notation.
For instance, S = {x | x is a counting number less than or equal to 12}. The set-
builder notation above is read as “the set of all x such that x is a counting
number less than or equal to 12.”

Example 12: Rule Method

a. A is the set whose members are the first five positive integers.
A={x | x is the first five whole numbers}
A= {0, 1, 2, 3, 4}
N(A)=5
b. B is the set of colors of the Philippine flag.
N(B)=4
c. F = {n2 − 4 | n is an integer; and 0 ≤ n ≤ 19}.
In this notation, the vertical bar ("|") means "such that", and the description
can be interpreted as "F is the set of all numbers of the form n2 − 4, such
that n is a whole number in the range from 0 to 19 inclusive."
D= {maria}
N(D)=1
E={m,a,r,i} 4 elements
Now, I believe you are ready to answer the following Assessment Questions.

Application

Direction: Use the following sets. Identify each statement whether it is true or
false. Element ∈ Set to set subset ⊂
A = { 1,2 } B = { } C = {1, 2,3,4,5} D ={-3,-2,-1,0,1,2,3} E = {0}
1. 1 ∈ A True 3. {1 , 2 }∈ C False 5. {1 , 2 }⊂ C True 7. E ∈ D false
2. B⊂ A True 4. E⊄ B False 6. 5 ∉ D True 8. {1 }⊄ A False

That was a little difficult, wasn’t it? Well, the purpose of the activity was to let
you understand the importance of set.
Please continue reading the rest of the unit. In particular, kinds of sets.

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 Unit 2: Mathematical Language and Symbols

Kinds of Sets

1. Finite Set. A set whose element is empty or countable. Example is Set S =

{x | x is a counting number less or equal to 12}. Some sets, however, are
infinite sets. Here’s the next definition.
2. Infinite set. A set whose elements cannot be counted. One example is the
set of counting (or natural) numbers, {1,2,3,…}. The set of whole numbers
includes all of the counting numbers, as well as the number 0 and the
set N of natural numbers.
3. Equal Sets. Two sets A and B are said to be equal if and only if they have
the same elements. We then write A=B.
4. The Universal set U is the set of all elements under discussion.
Given three sets A ={ a, b, c, d, e}, B = {a, e, i, o ,u } and C = {m, a, r, l, o ,n}.
Thus, our Universal set will be the set of letters in the English alphabet to contain
the three sets under discussion.

The cardinality n(S) of a set S is "the number of elements of S." For example,
if B = {yellow, blue, white, red}, then n(B) = 4.

5. Equivalent Set. Two sets are equivalent if and only if they have the same
number of elements. They have the same cardinality. Given two sets A ={ a,
b, c, d, e}, B = {1, 2, 3, 4 ,5 }, n(A) = 5 and n(B) =5 thus A and B are
equivalent sets but not precisely equal set. Note: All equal sets are
equivalent sets.

and is denoted by the symbol ∅ (other notations are used { }). For example,
6. Empty/Void/Null Set is a unique set with no members and zero cardinality

7. Subset-If every element of A belongs to B. we then write A ⊆ B (or A is

the set of all three-sided squares has zero members and thus is the empty set.

contained in B). Equivalently, we can write B ⊇ A, read as B is a superset of

A, B includes A, or B contains A.
If A is a subset of, but not equal to, B, then A is called a proper subset of B,
written
A B. A is strictly contained in B. The set of all men is a proper subset of the set
of all people.

Example 13: Subsets

{1, 3} ⊆ {1, 2, 3, 4}.
{1, 2, 3, 4} ⊆ {1, 2, 3, 4}.
a.
b.

The empty set or {} has no elements and is a subset of every set ∅ ⊆ A.

c. Note: In particular, every set is a subset of itself: A ⊆ A. Why?

Two set are equal: A = B if and only if A ⊆ B and B ⊆ A.

d.
e.

19
 Unit 2: Mathematical Language and Symbols

Note: A set with n elements has number of subsets!

{1, 2, 3, 4} 4 elements but the subset of this set is equal to 24=2*2*2*2=16
1st subset is {}
{1}, {2}, {3}, {4}
{1,2}, {1,3}, {1,4}, {2,3}, {2,4}, {3,4} 11 subsets
{1,2,3}, {1,3,4}, {1,2,4}, {2,3,4}
{1,2,3,4} 16 subsets

B={white, red, blue} n(B)=3

Subset =23=8
{},{white}, {red}, {blue}, {white, red}, {white, blue}, {red, blue}, {white,red,
blue}
Wrong, {}, white, red, blue no braces is wrong. { }

8. Disjoint Sets. Two sets are disjoint sets if and only if they have no elements
in common. Given two sets A = {v, w, x, y, z}, B = {a, e, i, o ,u } are
disjoint sets because they have no elements in common.

9. Overlapping Sets. Two sets are overlapping sets if and only if they have at
least one element in common. Given two sets A ={ a, b, c, d, e}, B = A, e, i,
o ,u }. Sets A and B are overlapping set because they have {a, e} in
common.

10. Power sets

The power set of a set S, P(S) is the set of all subsets of S with 2n number of
subsets.
Note that the power set contains S itself and the empty set because these are both
subsets of S.

Example 14: Powerset

3}, {1, 2}, {1, 3}, {2, 3}, {1}, {2}, {3}, ∅}}.
a. The power set of Z= {1, 2, 3} contains 23 = 8 elements is P(Z)= {{1, 2,

b. Given the set A = {6, 11}, the power set of A equal to 2n(A) =22 = 4
elements, thus, P(A) = { {}, {6}, {11}, {6,11} }.

Let us check if you have understood.

20
 Unit 2: Mathematical Language and Symbols

Now, I believe you are ready to answer the following Assessment Questions.

Feedback/ Assessment

A. Use the sets provided and complete each statement using ∈ ,∉ , ⊂∨⊄.
1
2 {
A = ,1 ,
3
2 }
B ={} C = {1,2,3,4,5} D = {0}

1 3
E = {0, , 1, } F = { -1, 0, 1,2,3,4,5}
2 2

1. 1 ______A 5. {0}________B 9. {12 }

¿

2. A _________E 6. C ¿ F 10. 0 _________B

3
3. 5 ______B 7. _________E 11. -1______A
2
4. D _________E 8. B________A 12. D_________A

B. Is each set finite or infinite?

1. M={ all meter sticks in your classroom}
2. W={ All green board in your country}
3. N={0, 3, 6, 9, …, 21}
4. R={x|x is a whole number greater than 5}
5. T={ x|x is an integer less than 1}
6. Z={0, 3, 6, 9, 12, …}

C. Enumerate all the subsets of Set Q= {-1,0,1}

1.

21
 Unit 2: Mathematical Language and Symbols

Venn Diagrams

We are familiar with the use of Venn diagram to illustrate operations and
relationships on sets and a useful tool for solving certain types of problems. A
Venn diagram uses circles (or any simple closed curves) inside a rectangle to
represent relationship among groups of people or objects. Often these groups are
referred to as sets.

For example, the following diagram shows the regions determined by A-

B, B-A, A∩ B, (A∪B)’.

A B
A-B A∩ B B-A

(A∪B)’

Applications of Sets

Example 20: There are 25 sophomores who have seen Star Gazers, (Part I), 36
who have seen Star Gazers, (Part II), and 17 who have seen both movies. How
many sophomores saw one movie, but did not see both?
A B
Solution: the rectangle represents all freshmen.
8 17 19
Circle A represents those who saw Part I.

Circle B represents those who saw Part I I.

The overlap represents those who saw both.

Theorem: n( A ∪ B¿=n ( A )+ n ( B ) −n( A ∩ B)

Therefore, there are 36-17=19 sophomores who did not see Part I and 25-17=8
sophomores who did not see Part II. A total of 19 +8 = 27 sophomores saw one
movie but did not see both.

22
 Unit 2: Mathematical Language and Symbols

How are you handling the lesson so far? We hope our discussion have been clear.
If not, we can always discuss them during tutorial sessions or re read the unit
presentation once again. In the meantime, please do the following activity.

Now, I believe you are ready to answer the following Assessment Questions.

Feedback/ Assessment 5: Operations on Sets

A. Direction: Find out how much you already know about these topics.
Given the following sets answer the following and write your answer on a
sheet of paper.
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
D = {1, 3, 5, 7}, E = {2, 4, 6, 8} F = {1, 5, 6, 8, 9}.
1) D ' 6) D ∪ E
2) D ∩ F 7) D∆ F
3) (E ∆ F )' 8) (D ∩ E)'
4) F−E 9) ( D ∪ E )' −F
5) (E−F)' 10) (D ∪ E ∪ F)'

B. Worded Problem: se the following information to complete the Venn

diagram and answer the questions below. U
There are 128 students taking Biology (A). There are 100 students
taking Spanish (B). There are 80 students taking Art (C).
A 20 B
There are 30 students taking Biology and Spanish. There are
10 30
40 students taking Spanish and Art. There are 28 students
C
taking Biology and Art. There are 10 students taking all three
subjects.
a. How many students are taking Biology and Spanish, but not Art?
b. How many students are taking Biology and Art, but not Spanish?
c. How many students are taking Art, but not Biology or Spanish?
d. How many students are taking at least one of the three courses?

23
 Unit 2: Mathematical Language and Symbols

Topic 4: The Language of Relations and Functions

Introduction

We are now ready to discuss the concepts of relations and functions.

On a digital clock, 10:12 and 12:10 represent different times. The order in which
the numbers are listed is important. This presentation deals with pair of elements
from two groups or sets and their relations between them. Practically in every
day of our lives, we pair members from two groups of objects or numbers. For
example, we say two people are related by blood if they share a common ancestor
and that they are related by marriage. We also speak of a relationship between
student and teacher, and between people who work for the same employer. Each
hour of the day is pair with the local temperature reading by TV station’s
weatherman, and a teacher often pairs each set of score with the number of
students receiving that score to see more clearly how well the students understood
the lesson. Similarly, the objects of mathematics may be related in various ways.
Finally we shall learn about Cartesian products, relations and special relations
called functions.

Learning Objectives

Upon the completion of this topic, you are expected to:

a. determine if a given relation/mapping is a function or relation;
b. determine the domain and range of a function defined; and
c. perform operations on functions.

Presentation of Content

Definition of Relation

A relation R from a non-empty set A to a non-empty set B is a subset of the

Cartesian product set A × B . The subset is derived by describing a relationship
between the first element and the second element of the ordered pairs in A × B .

A relation is a set of ordered pairs such that the set of all first coordinates of the
ordered pairs in a Relation R is called the Domain of the relation R and the set of
all the second coordinates of the ordered pairs called images is called the Range
of R.
A relation maybe expressed as a statement, arrow diagram, table, equation, set-
builder notation and graph.

24
 Unit 2: Mathematical Language and Symbols

Example: Relation
1
a. The set R= {(1, 2), ( , 4), (3, 6), (4, 8), (5, 10)} is a relation,
2
expressed in set-builder notation where the domain of
1
R ={1, , 3, 4, 5} and the range of R={2, 4, 6, 8, 10}.
2

b. The set R is expressed using arrow diagram or mapping. This mapping

1
represents the relation R= {(1, 2), ( , 4), (3, 6), (4, 8), (5, 10)}.
2
R
11 22
44
66
33 88
44 10
10
55
55

1
c. Table form of the set R= {(1, 2), ( , 4), (3, 6), (4, 8), (5, 10)}.
2
A B
1 2
1 4
2
3 6
4 8
5 10

1
d. The set R= {(1, 2), ( , 4), (3, 6), (4, 8), (5, 10)} is expressed using
2
graph. The first number is called the x-coordinate or abscissa. The
second number is called the y-coordinate or coordinate. The graph of
an ordered pair (x,y) is a point on the coordinate plane. The numbers in
an ordered pair are called the coordinates of the point they locate.

25
 Unit 2: Mathematical Language and Symbols

Example: Graph (3,6) and (6,3).

Since (3,6) means x=3 and

y=6, locate by going 3 units
to the right, then 6 units up.
Since (6,3) means x-6 and y-
3, locate by going 6 units to
the right, then 3 units up.

Example 23: Relation

Let A = {2, 4} and B = {2, 4, 6} and define a relation R for A to B as follows:
Given any (x, y) element A × B , (x, y) ∈R means that x + y is an integer.
a. State explicitly which ordered pairs are in A × B and which are in R.
b. Is (2 , 4)∈ R ?
c. Is (4 , 4)∈ R ?
d. Is (4 , 6)∈ R ?
e. What are the domain and co-domain of R?
Solution:

a. R={ ( 2 , 2 ) , ( 2 , 4 ) , ( 2 , 6 ) , ( 4 ,2 ) ,(4 , 4 )(4 ,6) }

b. Yes
c. Yes
d. Yes
e. Domain of R ={2 , 4 } and co-domain or Range of R=(2 , 4 ,6)∈ R

26
 Unit 2: Mathematical Language and Symbols

Types of Relations

A. One - to – One Relation

Let A={ 1 , 2, 3 } and B={ 2 , 4 , 6 } defined relations S from A to B as follows. For all
(x, y) ∈ A × B . (x, y)∈ S mean that y = 2x is “twice” a relation. S=
{ ( 1 , 2 ) , ( 2 , 4 ) , ( 2 , 6 ) } or drawn using arrow diagrams for S.
S
2
1
4
2
6
3

B. One – to – Many Relation

The first element of the relation is repeated. Simply the single element from the
first set is mapped to various elements of the second set.
Using an arrow diagram or set notation T= {(1, 2), (1, 4), (1, 6)}
T

1 2

C. Many – to – One Relation

It is a reverse of one to many relation where two or more elements from the first
set are mapped to a single element of the second set. Example is the relationship
between students to a single teacher 1. Expressed in a set-builder notation Q=
{ ( S 1 ,T 1 ) , ( S 2 ,T 1 ) , ( S 3 , T 1 ) } Q

S1
T1

S2

S3

D. Many-to-Many Relation
It is a complicated mapping where two or more members from the first set are
mapped to two or more elements of the second set.
Example If A={2, 4, 7} and B={5, 6}, then

27
 Unit 2: Mathematical Language and Symbols

A × B=¿ {(2,5), (2,6), (4,5), (4,6), (7,5), (7,6)}

Using arrow diagram we can see multiple arrows.

5
2

4
6
7

E. An Equivalence Relation is a relation with the following properties:

i. Reflexive Property: ∀ x ∈ R , x x
Example 1=1, y=y

ii. Symmetric Property : ∀ x , y ∈ R , If x y , then y x .

For instance if y=7 then 7=y and if x=2 then 2=x.

iii. Transitive Property: ∀ x , y , z ∈ R If x y and y z , then x z .

Example If x =5 and 5 =z, then x=z.
If y is divisible by z and z is divisible by w, then y is divisible by w.
Example 24: Equivalence Relation
Show that R = {(1,1), (1,3), (2,2), (3,1), (3,3)} is an equivalence relation from a
set A = {1, 2, 3}.
Solution:
We check the three properties of equivalence relation such as
i. Reflexive: x x such that R = {(1,1), (2,2), (3,3)}
ii. Symmetric : If x y , then y x .
Such that R = {(1,1), (1,3), (2,2), (3,1), (3,3)}
If (1,3)∈ R then (3,1)∈ R ; If (1,1)∈ R then (1,1)∈ R .
iii. Transitive : If x y and y z , then x z .
If (1,3)∈ R and (3,1)∈ R then (1,1)∈ R .
Thus R is an equivalence relation because it satisfies all three conditions.∎

Some relations can also be represented by open sentence in two variables. An

open sentence in two variables has solutions that are ordered pairs. y=3x+1
represents a relation. If a replacementset is not specified for x, it is assumed to be
all real numbers.
Graph.

28
 Unit 2: Mathematical Language and Symbols

Functions
The concept of function provides the essential tool in applying mathematical
formulations in solving problems. For instance, the statement “the area of a circle
depends on its radius” can be denoted as A= f(r), where A represents the area and
r, the radius. This is read as “Area is a function of radius”.

Definition: A function is a relation f from a set A to a set B if every element of

set A has one and only one image in set B.
A function is a relation such that each element of the domain is paired
with exactly one element of the range. To denote this relationship, we use the
functional notation:
y = f(x)
where f indicates that a function exists between variables x and y.

The notation f : A → B is used to denote a function which means that f is a

function with domain A and range B or co-domain; f(x) = y means that f
transform x (which must be an element of A) into y ( which must be an element
of B).

Note: Given an element x∈X, there is a unique element y in Y that is related to x.

The unique element y to which f relates x is denoted by f(x). And is called f of x,
of the value of f at x, or the image of x under f.
The set of values of f(x) then altogether is called the range of f or image of
X under f, symbolically
Range of f: {y∈Y |y=f(x), for some x in X}

29
 Unit 2: Mathematical Language and Symbols

A simple method called the vertical-line test can help you determine when a
relation is a function. If you draw a vertical line at any place on the graph and it
crosses more than one point of the graph, the relation is not a function. If a
vertical line never crosses more than one point, the relation is a function.
Example:

Vertical lines cross at only A vertical line crosses the graph at

one point. The graph does more than one point. The graph does
represent a function not represent a function.

Evaluating Functions
One of the most basic activities in mathematics is to take a mathematical object
and transform into another one.
The functional notation y = f(x) allows us to denote specific values of a function.
To evaluate a function is to substitute the specified values of the independent
variable in the formula and simplify.
Example 25: Function
When f(x) = 2x – 3, (a) find f(2), (b) f(-1), (c) f(5)
Solution:
a). f(2) = 2(2) – 3 = 4 – 3 = 1 .
b). f(-1) = 2(-1) – 3 = -2 – 3 = -5

c). f(5) = 2(5) – 3 = 10 – 3 = 7.∎

Operations of Functions
Functions with overlapping domains can be added, subtracted, multiplied and
divided. If f (x) and g(x ) are two functions, then for all x in the domain of both
functions the sum, difference, product and quotient are defined as follows
a. Addition of two functions
( f +g ) ( x ) =f ( x )+ g ( x ) , for all x ∈ Domain .
b. Subtraction of two functions
( f −g ) ( x )=f ( x )−g ( x ) , for all x ∈ Domain .

30
 Unit 2: Mathematical Language and Symbols

c. Multiplication by a Scalar
Then the product of α f = αf ( x ) =αf ( x ) , for all x ∈ Domain .

d. Multiplication of two functions

( fg )( x )=f ( x ) g ( x ) , ∀ x ∈ Domain.

e. Quotient of two functions

f
g ()
( x )=
f (x)
g (x)
, provided g(x )≠ 0, ∀ x ∈ Domain .

Note: Domain of sum function f +g , difference function f −g and product

function fg.
¿ { x : x ∈ D f ∩ Dg }
where Df =¿ domain of function f
D g=¿ Domain of function g
f
Domain of quotient funtion ={ x : x ∈ D f ∩ Dg∧g ( x) ≠ 0 }.
g
Example 1: Let f ( x )=3 x +1 and g ( x )=x 2−5

()
Find ( f +g ) ( x ) , ( f −g ) ( x ) , ( f ∙ g ) ( x ), and
f
g
( x ).

Solution: ( f +g ) ( x ) =f ( x )+ g (x)
¿ ( 3 x+ 1 )+ ( x 2−5 )
2
¿ x + 3 x−4 .
( f −g ) ( x )=f ( x )−g (x)
2
¿ ( 3 x+ 1 )−(x −5)
2
¿−x + 3 x +6 .
( f ∙ g ) ( x )=f ( x ) × g(x )
¿ ( 3 x+ 1 ) ( x 2−5 )
3 2
¿ 3 x + x −15 x−5.

and ( fg ) ( x )= gf (x(x)) = 3xx−5+1 , x ≠± √ 5 .∎

2

Example 2: Let f ( x )=3 x +1 and g ( x )=x 2−5

Find specific values for: ( f +g ) (1 ) , ( f −g ) ( 0 ) , ( f ∙ g )(−1 ), and ( fg ) ( 2).
Solution:( f +g ) (1 )=f ( 1 ) + g(1)
¿ ( 4 ) + (−4 )
2
¿ ( 1 ) +3 ( 1 )−4

31
 Unit 2: Mathematical Language and Symbols

¿ 0.
( f −g ) ( 0 ) =f ( 0 ) −g (0)
2
¿−(0) +3 (0)+ 6
¿ 6.
( f ∙ g ) (−1 )=f (−1 ) × g (−1)
3 2
¿ 3(−1) +(−1) −15 (−1)−5
¿−3+1+15−5
¿ 8.

and ()
f
g
( 2 )=
f (2) 3 (2)+1
=
g(2) (2)2−5
7
¿ =−7.∎
−1
Example 3: If f and g are real functions defined by f ( x )=x +7∧¿
2
g ( x )=3 x +2 , find each
a. f ( 1 ) + g(3)
b. 2 ∙ f ( 1)
c. f ( 2 )+ g (0)
d. f (−1 )−g(−2)
e. f ( 3 ) ∙ g(5)
f (−2 )
f.
g (−2)
f (3 )
g. f ( 2 )+
g(1)

Solution:
a. f ( 1 ) =1+ 7=8and g ( 3 )=3 (3)2+2=3 ( 9 ) +2=29
Thus, f ( 1 ) + g ( 3 ) =8+29=37.

b. 2 ∙ f ( 1 )=2 ∙ ( 1+7 )
¿ 2 ∙( 8 )
¿ 16.
c. f ( 2 )=2+7=9and g ( 0 )=3(0)2+ 2=2
Thus, f ( 2 )+ g ( 0 )=9+2
¿ 11.
d. f ( −1 ) =−1+7=6 and g (−2 )=3 (−2)2 +2=3 ( 4 )+ 2=14
Thus, f (−1 )−g (−2 )=6+14
¿ 20.

e. f ( 3 ) ∙ g (5 )=(3+7)[3 ( 5 )2+2]
¿ ( 10 ) [ 75+2 ]
¿ ( 10 ) ( 77 )

32
 Unit 2: Mathematical Language and Symbols

¿ 770.
f (−2 ) −2+7
f. =
g (−2 ) 3 (−2 )2 +2
5
¿
3 ( 4 )+2
5
¿ .
14
f ( 3) 3+7
g. f ( 2 )+ =( 2+7 ) +
g ( 1) 2
3 (1 ) +2
10
¿ 9+
5
¿ 9+2
¿ 11∎ .

In this part of lesson we have tried to show the definitions and examples of
relations and function, in briefly discussing how to differentiate a function
from simply a relation. We also discuss the operation ons functions. We
are now ready to solve mathematical problems anytime in the suceeding
units.

33
 Unit 2: Mathematical Language and Symbols

Feedback/ Assessment

Assessment 7: Relations and Functions

1. Find x and y if
a. ( 4 x+3 , y ) =( 3 x +5 ,−2 )
b. ( x− y , x+ y )=(6 ,10)

2. If A={3 , 5 ,7 ,9 } and B={4 ,6 , 25 , 27 , 54 , 100 }, a ∈ A , b∈ B , find the

set of ordered pairs such that a is a factor of b and a< b.

3. Find the domain and range of the relation R given by

R={ ( x , y ) : y=x +3 x ; where y ∈ N ∧x< 20 }
4. Is the following relation a function? Justify your answer
a. R1= { ( 2 ,3 ) , ( 3 , 0 ) , ( 2 , 7 ) , (−4 ,5 ) }
b. One - to – One Relation S={ ( 1 , 2 ) , ( 2 , 4 ) , ( 3 , 6 ) }
c. One – to – Many Relation T= {(1, 2), (1, 4), (1, 6)}
d. h={( 4 , 6 ) , ( 9 ,3 ) , ( 5 , 9 ) ,(8 , 3)}
e. Many – to – One Relation Q={ ( S 1 ,T 1 ) , ( S 2 ,T 1 ) , ( S 3 , T 1 ) }
f. Many-to-Many Relation A × B=¿ {(2,5), (2,6), (4,5), (4,6), (7,5),
(7,6)}
g. Each person is assigned a birth date.
h. Each course in a degree program is assigned a tuition fee.
i. Each faculty in a college is assigned to only one particular parking
slot

5. Find the domain for which the function are equal.

2
f ( x )=2 x −1∧g ( x )=1−3 x.

6. Let f ( x )=x −1 and g ( x )=x 2.

Find ( f +g ) ( x ) , ( f −g ) ( x ) , ( f ∙ g ) ( x ), and ( fg ) ( x ).
7. Let f ( x )=x 2 +1 and g ( x )=x .
Find specific value: ( f +g ) (1 ) , ( f −g ) ( 0 ) , ( f ∙ g )(−1 ), and ( fg ) ( 2).
8. If f and g are functions defined by f ( x )=x 2 +7∧g ( x ) =3 x +2 , find each
h. f ( 2 )+ g (−3)
i. f (−1 )+ g (−4)
j. f ()
1
2
−g(13)

34
 Unit 2: Mathematical Language and Symbols

k. f ( 2 ) ∙ g (3)
f ( 2)
l.
g (−2)
f ( 3)
m. f ( 5 )+
g(1)

This video shows the importance/ advantage of introducing the language of

mathematics to a child at an early stage of development.

Video Watching Math isn't hard_ it's a language _ Randy Palisoc _

TEDxManhattanBeach.mp4

Using mathematical language can be a barrier to student’s learning because of

particular conventions in expressing mathematical ideas. For many students,
learning to use language to express mathematical ideas will be similar to learning
to speak a foreign language. Math is a human language just like Filipino, English,
Spanish or Chinese because it allows people to communicate with each other.
Even in the ancient of time people need the language of math to conduct trade, to
build monuments and to measure the length of farming. This idea of math as a
language isn’t exactly new. Students have to learn specific vocabulary, but also
means of expression and phrasing that are specifically mathematical and which
make it possible to explain mathematical ideas. To express their mathematical
ideas clearly enables students to know that they understand and use mathematical
ideas. Randy Palisoc. Math isn't hard_ it's a language _ Randy Palisoc _
TEDxManhattanBeach.mp4

Summary

You just have learned how mathematics is connected with language.

Congratulations! You did a lot in this unit. Recall that we began by defining
important terms in mathematics. We summarized the four basic concepts and
languages of mathematics namely, variables, set, relations and functions that
eventually helped you in checking mathematical sentences. Those concepts were
applied to the language of mathematics. In particular you analyzed English
statements and transformed it to mathematical statement using symbols, syntax
and rules. With all these you are now quite ready to move on to the next unit.

References

35
 Unit 2: Mathematical Language and Symbols

Aufmann, R. et. al. Mathematical Excursion Chapter 4.

Jamison, R.E. (2000). Learning the Language of Mathematics. Language and

Learning Across Disciplines, 4(1), 45-54

Randy Paliso. Math isn't hard_ it's a language _ Randy Palisoc _

TEDxManhattanBeach.mp4

The language of Mathematics (from One Mathematical cat, Please! by Carol

Burns Fisher)

https://study.com/academy/practice/quiz-worksheet-quantifiers-in-math-
logic.html
https://www.varsitytutors.com/hotmath/hotmath_help/topics/operations-on-
functions

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 Unit 2: Mathematical Language and Symbols

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