Mathematics

Second Quarter – Module 21

Translation of Verbal Phrases to
Mathematical Phrases and
Vice Versa
Mathematics – Grade 7
Alternative Delivery Mode
Second Quarter – Module 21: Translation of Verbal Phrases to Mathematical
Phrases and Vice Versa
First Edition, 2020
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 7
Mathematics
Second Quarter – Module 21
Translation of Verbal Phrases to
Mathematical Phrases and
Vice Versa

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education-Region 10 at
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Your feedback and recommendations are highly valued.

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 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Translation of Verbal Phrases to Mathematical Phrases and Vice Versa

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be able to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 Table of Contents

What I Need to Know ----------------------- 1

What I Know ----------------------- 2
What’s In ----------------------- 5
What’s New ----------------------- 6
What is It ----------------------- 7
What’s More ----------------------- 10
What I Have Learned ----------------------- 11
What I Can Do ----------------------- 12
Assessment ----------------------- 13
Additional Activities ----------------------- 15
Answer Key ----------------------- 16
References ----------------------- 18
 What I Need to Know

This module is designed and written to help you learn or understand the
lesson independently. This is prepared in a most simple approach to help you
learn whether you are in school or at home. In this lesson, your knowledge in
English and Mathematical terms are important so that solving verbal sentences
can be easy. Lessons are arranged in the standard sequence of the course, but
the order may be different from the textbook you are using.

After going through this lesson, you are expected to translate verbal
phrases to mathematical phrases and vice versa (M7Al-IIc-1). Specifically, you
will:

1. identify some keywords that indicate the use of the four fundamental
operations, and
2. translate English phrases into mathematical phrases and vice versa.

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 What I Know

Multiple Choice

Directions: Choose the letter of the correct answer. Write your answer on
your Mathematics notebook.
1. What is the equivalent expression of “the sum of 4 and a number x“ ?
A. 4 + 𝑥 C. 4𝑥
B. 4 − 𝑥 D. 4 ÷ 6
2. The phrase “six less than a number y” when translated to mathematical
expression is ____________.
A. 6 < 𝑦 C. 𝑦 − 6
B. 6 − 𝑦 D. 𝑦 + 6
3. Which of the expressions below represents the phrase
“the product of m and a number p ?
𝑚
A. 𝑚 + 𝑝 C. 𝑝

B. mp D. 𝑚 − 𝑝
4. What is the equivalent expression of the phrase “the quotient of x and 7 “
7
A. 𝑥 + 7 C. 𝑥
𝑥
B. 7𝑥 D. 7

5. What is the equivalent expression of the phrase “the sum of twice a number
n and six ?
A. 2𝑛 + 6 C. (2 + 𝑛 + 6)
B. 2(𝑛 + 6) D. 2𝑛 − 6)
6. Which of the following expressions below represents the phrase
“the product of thrice a number n and eight ” ?
A. 3(𝑛 + 8) C. 3𝑛 ÷ 8
B. 8(3𝑛) D. 3𝑛 + 8
7. The phrase “eight more than a number y when translated to mathematical
phrase is _____________.
A. 8 + 𝑦 C. 8𝑦
B. 𝑦 + 8 D. 8 > 𝑦

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 8. Which of the following mathematical expressions is equivalent to “ a
cubed of a number x increased by nine” ?
A. 3𝑥 + 9 C. 𝑥 3 − 9
B. 9𝑥 3 D. 𝑥 3 + 9
9. The phrase “the difference of three times a number t and five” when
translated to mathematical expression is ______________.
A. 3𝑡 + 5 C. 3(𝑡 − 5)
B. 3𝑡 ÷ 5 D. 3𝑡 − 5
10. What is the equivalent mathematical expression to the phrase
“four more than six times a number b divided by three”?
6𝑏 (6𝑏+4)
A. +4 C.
3 3
6𝑏 4 4+6𝑥
B. +3 D.
3 3

11. Which of the following expressions below represents the phrase “Eight times
a number w less three ?
A. 8𝑤 − 3 C. 8(𝑤 − 3)
B. 8𝑤 ÷ 5 D. 3𝑡 − 8
12. The phrase “nine decreased by number x “ is equivalent to what
mathematical expression?
A. 9 − 𝑥 C. 𝑥 − 9
B. 9x D. 9 + x
13. “Seven more than Three times a number y is equivalent to ___________.
A. 3𝑦 − 7 C. 3(𝑦 − 7)
B. 3y + 7 D. 7 + 3𝑦
14. What is the equivalent expression to the phrase “five times the sum of
a number z and ten?
A. 5𝑧 + 10 C. 5(𝑧 + 10)
B. 5𝑧 − 10 D.5 (𝑧 − 10)
15. “Four less than twice a number x” when translated to mathematical
expression is …
A. 4x−2 C. 2x − 4
B. 4𝑧 + 4 D. 2 (𝑥 − 4)

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 Translation of Verbal Phrase to Mathematical
Phrase and Vice Versa

In Algebra, not all problems are written mathematically. There are

instances that mathematical problems are presented in a form of English
phrases. Thus, there is a need to translate these English phrases to
mathematical expressions.

What’s In

Recall that variable is any letter that represents an unknown

number. It is also used to represent an unknown quantity when solving certain
real life problems.
When a variable is joined by other variables or constants, through
addition, subtraction, multiplication or division, the result is called an
expression.

The following are examples of expressions:

𝑦
1. 3𝑥 + 𝑦 2. 𝑦 − 5 3. 4𝑥 4. 2

Before we proceed to our new lesson, let’s have first a

short activity.

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Activity 1: Match Me!
Let’s Find Out: The meaning of the symbols ?
Let’s Use These Materials: Mathematics notebook and ballpen.

Let’s Do It This Way: Choose the correct symbol in the box that corresponds
to the words/phrase below.

+ − × ÷ 3 √2 2 42

1. Addition
2. Subtraction
3. Multiplication
4. Four squared
5. Division
6. Square root of two
7. Twice
8. Three
9. Times
10. Divided by

Congratulations! You did it! You are now ready to translate verbal phrases to
Mathematical phrases.

What’s New

Before we will continue our discussion may I share with you a

quotation that is related to Mathematics.
“Mathematics in life: Life is a multiplication of love, a division of
blessings, an addition of happiness and a subtraction of sorrow”. If
you follow this saying then you will live a happy life.

Now I will ask you these questions:

1. If you fail in a subject, would it be an/a increase or decrease of

happiness?
2. You win first prize in a Math quiz and you give money to your classmates.
What you do mean by that? You divide or multiply your blessings.

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 What Is It

From the quotation we have read the words increase, decrease, multiply
and divide are some of the key words used in translating verbal phrase to
mathematical phrase. Here are more key words that would indicate when to
use the four fundamental operations.
Addition Subtraction Multiplication Division
+ − × ÷
plus minus times divided by
increased by decreased by multiplied by ratio of
added to subtracted from the product of the quotient of
the sum of the difference of twice
more than less than thrice
total diminished by

Study the following examples in translating English phrase to Mathematical

phrase:
English phrase Mathematical phrase

Ten less a number n 10 − n

Ten less a number

𝑛 − 10

Ten less than a number n second term less first term

( than is a switch word and in cases
like this, the second term comes the
first term second term first and first term comes the last.)

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 Twenty more than a number x
x + 20

second term more first term

first term second term

𝑛 ÷ 3

A number n divided by three

a number divided by three
𝑛
3

Remember:
Addition and Multiplication are commutative. Commutative means that
interchanging the place of the addends does not affect the sum and
interchanging the factors does not affect the product.

7 + 𝑥

Seven plus a number

Seven plus a number
It can be written also as,
x + 7

5(n) or 5●n 5n

The product of five and a number n

Five product of number
Note: In Algebra, the letter “ × " may
not be used in multiplication. It will

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 lead to confusion because “ x” is also
used as a variable.
Instead we can use a dot (●) or
a parenthesis ( ) such as 5(n).

What if we have the phrase,

“The difference of three and twice a number plus one”
Know that “difference” represents subtraction, “twice” means multiplied by 2
and a number is a variable. The first term is three and the second term is
twice a number plus one; hence, the second term is a group, enclosed into
parenthesis to separate independent grouping.

3 − ( 2𝑝 + 1)

The difference of three and three difference twice a number plus

twice a number plus one” one
or
3 − ( 2𝑝 + 1 )

The quotient of thrice a number

and four 3𝑛 ÷ 4
Note: Quotient represents
division. thrice a number divided by four
Thrice means multiplied by 3.

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 What’s More

Activity 1: Translate Me!

Let’s Find Out: How to translate English phrases into Mathematical phrases?
Let’s Use These Materials: Mathematics notebook and ballpen.

Let’s Do It This Way : Translate each English phrases into Mathematical

phrases. Write your answer on your Mathematics

notebook.
1. The sum of 4 and a number
2. Six less than a number
3. The product of m and a number
4. The quotient of x and 7
5. The sum of twice a number n and six
6. The product of thrice a number
7. Eight more than a number
8. Nine increased by a number cubed.
9. The difference of three times a number and five
10. Four times a number divided by three
11. Eight times a number less three
12. Nine decreased by a number
13. Seven more than Three times a number
14. Five increased by a number
15. Four less than twice a number

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 What I Have Learned

Activity 2: Complete Me!

Let’s Find Out: What word will the complete sentence?
Let’s Use These Materials: Mathematics notebook and ballpen.

Let’s Do It This Way : Choose the correct answer from the words inside the
parenthesis to complete each item below. Write your
answer on your Mathematics notebook.

1. A (variable , constant) is used to represent a number.

2. The phrase “decreased by “can be used to represent (addition, subtraction).

3. A (circle , parenthesis) is used to enclosed independent groupings.

4. The phrase “seven less than a number” when translated into mathematicall

expression is ( 𝒙 − 𝟕 , 𝟕 − 𝒙 ).
5. The phrase thrice a number is a keyword used in (addition, multiplication).
6. The expression, m – 5 when translated into English is (a number m is
diminished by five , five less than a number).
7. The given, 6 (𝑥 + 2) = 30 is an algebraic (expression , equation)
8. Three times a number p added to nine “ would give us (9 + 3p , 3p + 9).
9. “Four times a number decreased by 2 ”, would give us (4x - 2 , 2 - 4x = 24)
𝑦
10. The given, + 15 when written into verbal phrase is (fifteen added to the
2

quotient of a number y and two , a number y divided by two and fifteen )

10
 What I Can Do

Real life problems can be solved using your knowledge in Algebra.

Sometimes problems are presented in a form of phrases or sentences.
Take a look at this:
Mr. John paid his water bill for the month of April in the amount of 200
pesos. But for the month of May, Mr. John has paid 322 pesos.
Questions:
1. What have you noticed to Mr. John’s water bill for the month of May?
Is there an increase or a decrease?
Answer: Mr John’s water bill for the month of May has increased.
2. Write an equation to represent the situation. ( Use the variable n to represent
the unknown.)
Answer: 200 pesos + n = 322 pesos

Activity 3. Try Me!

Let’s Find Out: How to translate word problem ?
Let’s Use These Materials: Mathematics notebook and ballpen.

Let’s Do It This Way : Translate this word problem into Mathematical phrase
Write your answer on your Mathematics notebook.

Try this:

Ana bought 12 pieces of coloring pens. She paid 360 pesos for 12 pens.

Questions:

1. Write an equation to represent the situation.

(Use C to represent the unknown )

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 Assessment

Multiple Choice

Directions: Choose the letter of your answer. Write your answer on your
Mathematics notebook.
1. What is the equivalent expression of “the sum of a number x and three“ ?
A. 𝑥 + 3 C. 3𝑥
B. 3 − 𝑥 D. 𝑥 ÷ 3
2. The phrase “4 less than a number y” when translated to Mathematical
expression is __________.
A. 4 < 𝑦 C. 𝑦 − 4
B. 4 − 𝑦 D. 𝑦 + 4
3. Which of the expressions below represents the phrase “the product of c and
a number d ?
𝑐
A. 𝑐 + 𝑑 C. 𝑑

B. cd D. 𝑐 − 𝑑
4. What is the equivalent expression of the phrase “the quotient of y and 5 “?
5
A. 𝑦 + 5 C. 𝑦
𝑦
B. 5y D. 5

5. What is the equivalent expression of the phrase “the sum of twice a number
w and eight “ ?
A. 2𝑤 + 8 C. (2 + 𝑤 + 8)
B. 2(𝑤 + 8) D. 2𝑤 − 8)
6. Which of the following expressions below represents the phrase
“the product of thrice a number n and eight ” ?
A. 3(𝑛 + 8) C. 3𝑛 ÷ 8
B. 8(3𝑛) D. 3𝑛 + 8

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 7. The phrase “three more than a number y “ when translated to Mathematical
phrase is ___________.
A. 3 + 𝑦 C. 3𝑦
B. 𝑦 + 3 D. 3 > 𝑦
8. Which of the following Mathematical expressions is equivalent to “ a
cubed of a number x increased by ten” ?
A. 3𝑥 + 10 C. 𝑥 3 − 10
B. 10𝑥 3 D. 𝑥 3 + 10
9. The phrase “the difference of four times a number m and seven” when
translated to mathematical expression is _____________.
A. 4𝑚 + 7 C. 4(𝑚 − 7)
B. 4𝑚 ÷ 7 D. 4m − 7
10. What is the equivalent Mathematical expression to the phrase
“five more than nine times a number b divided by three “ ?
9𝑏 (9𝑏+5)
A. +5 C.
3 3
9𝑏 5 5+9𝑥
B. +3 D.
3 3

11. Which of the following expressions below represents the phrase “Eight times
a number w less three?
A. 8𝑤 − 3 C. 8(𝑤 − 3)
B. 8𝑤 ÷ 5 D. 3𝑡 − 8
12. The phrase “twelve decreased by number y “ is equivalent to what
mathematical expression?
A. 12 − 𝑦 C. 𝑦 − 12
B. 12y D. 12 + y
13. “Seven more than three times a number z is equivalent to ___________.
A. 3𝑧 − 7 C. 3(𝑧 − 7)
B. 3z + 7 D. 7 + 3𝑧
14. What is the equivalent expression to the phrase “five times the sum of
a number h and twenty ?
A. 5ℎ + 20 C. 5(ℎ + 20)
B. 5ℎ − 20 D.5 (ℎ − 20)

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15. Six less than twice a number x” when translated to Mathematical
expression is _____________.
A. 6x−2 C. 2x − 6
B. 6𝑥 + 4 D. 2 (𝑥 − 6)

Additional Activities

Activity 3. Try Me !
Let’s Find Out: How to translate verbal phrase to mathematical expression ?
Let’s Use These Materials: Mathematics notebook and ballpen.

Let’s Do It This Way : Translate the following verbal phrases into Mathematical
expression. Write your answer on your Mathematics
notebook.
Number 1 is done for you.
A. Translate the following verbal phrase into mathematical phrase.
1. three times b minus four
Answer: 3b - 4
2. a number c increased by six
3. twelve decreased by a number m
4. four times a number x decreased by two
5. the sum of a number n and seven multiplied by two
6. eight times a number x increased by two
7. the quotient of n and 4
8. twenty multiplied by the sum of x and y
9. ten times a number r increased by fifteen
10. thirty added to the quotient of a number y and five
B. Translate the following mathematical phrase into verbal phrase.
𝒙−𝟑
1. 4 + 3x 4. 7. 5y = 25 10. 3a - 1
𝟕
2. 3x - 4 5. 9x + 1 8. 2( n + 3) - 5
𝒙
3. 2a + 3b 6. 6x – 5 9. 5 +
𝟑

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 15
Assessment
1. A 6. D 11. A
2. C 7. B 12. A
3. B 8. D 13. B
4. D 9. D 14. C
5. A 10. C 15. C
What’s More
1. 4 + 𝑥 6. 3𝑥 11. 8𝑥 − 3
2. 𝑥 − 6 7. 𝑥 + 8 12. 9−𝑥
3. 𝑚𝑥 8. 9 + 𝑥 3 13. 3𝑥 − 7
𝑥
4. 𝑥 ÷ 7 or 7
9. 3𝑥 − 5 14. 5 + 𝑥
4𝑥
5. 2𝑛 + 6 10. 3
15. 2𝑥 − 4
What I Know
1. variable 6. a number m diminished by five
2. subtraction 7. equation
3. parenthesis 8. 9 + 3p
4. x – 7 9. 4x – 2 = 24
5. multiplication 10. Fifteen added to the quotient of
a number y and two
Answer Key
 16
Additional Activities
Test Yourself: B
1. Four plus three times a number
2. Three times a number x decreased by four
3. Two times a added to three times b
4. The quotient of a number x decreased by three and seven
5. The product of nine and a number x increased by one
6. Six times a number x minus five
7. Five times a number y is equal to twenty five
8. Twice the sum of a number n and three minus five
9. Five plus the quotient of a number x and 3
10. Thrice a number a subtracted by one
Additional Activities
Test Yourself: A.
1. 3𝑏 − 4 6. 8𝑏 + 2
𝑛
1. 𝑐 + 6 7. 𝑛 ÷ 4 𝑜𝑟 4
2. 12 − 𝑚 8. 20(𝑥 + 𝑦)
3. 4𝑥 − 2 9. 10𝑟 + 15
𝑦
4. (𝑛 + 7)(2) 𝑜𝑟 2(𝑛 + 7) 10. 5
+ 30
 References

Cecille M. De Leon, et.al, Elementary Algebra, SD Publications, Inc. 2009, p.

116-118

17
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Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph

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