GE 1 - Mathematics in The Modern World

GE 1 – Mathematics in the Modern World
Module 2
Author: Mary Jane B. Calpa Section 1: The Nature of Mathematics
1.2 The Language of Mathematics
Overview
The language of mathematics is a powerful tool used to understand the simple
and complex mathematical concepts. In this module, you will learn that mathematics,
like any other disciplines, has its own symbols, syntaxes, and rules that minimizes
misconceptions and allows deeper understanding of mathematical thoughts.
Moreover, this module will develop your ability in writing mathematical sentences
formally.
Learning Outcomes
After working on this module, you will be able to:
1. know the characteristic of the language of mathematics
2. identify analogies of the English language and mathematical language;
3. distinguish mathematical expression from a mathematical sentence;
4. determine the truth of a mathematical sentence;
5. know the conventions in the language of mathematics; and
6. translate English phrases to mathematical expressions, and vice-versa.
Activities To Do
Match the symbols in column A with the correct name or meaning in column B.
Column A Column B
% ▪ proper subset
≠ ▪ partial differential
∑ ▪ logical “and”
⊇ ▪ percentage
∀ ▪ “for all”
∧ ▪ summation
𝝏 ▪ “not equal to”

▪ super set
Questions To Ponder
The above activity gave us questions to think about, such as:
• What does these symbols stand for?
• How are the symbols being used?
• Why do we need to know the meaning and the use of these symbols?
Department of Mathematics, College of Science, University of Eastern Philippines 23

Module 2
Characteristics of the Mathematical Language
There are three characteristics that distinguishes mathematical language from the ordinary
language. The language of mathematics is:
(1) precise.
It is able to give or make very fine distinctions between concepts.
(2) concise.
It is able to express concepts correctly and briefly.
(3) powerful.
It is able to express complex ideas with relative ease.
Expression vs Sentence
Let us first study the analogies of English language and mathematical language using the
diagram below.
http://www.onemathematicalcat.org
The diagram shows that the mathematical analogue of “noun” called an “expression”.
Whereas, the mathematical analogue of “sentence” is also called a “sentence”.

Module 2
The following table will give us a better understanding between the English language and
mathematical language.
English language Mathematical language
symbols used ▪ English alphabet ▪ English alphabet
▪ punctuations ▪ numerals
▪ grouping symbols
▪ special symbols
▪ Greek letters
name of a thing or object ▪ noun ▪ expression
state complete thought ▪ sentence ▪ sentence
action words ▪ verbs ▪ operations
▪ other actions
(simplify, rationalize, etc.)
What is in a sentence? ▪ verbs ▪ equality
▪ inequality
▪ membership in a set
notion of truth of a sentence ▪ true ▪ true
▪ false ▪ false
▪ sometimes true or ▪ sometimes true or sometimes
sometimes false false
1 Explore the differences of English language and mathematical language using the following:
1. English sentence:
Example
Leo loves geometry. The sentence “Leo loves geometry.” expresses a

complete thought. The sentence is true if Leo really
noun noun loves geometry. The sentence is false if Leo does not
verb love geometry. Thus, the sentience is sometimes true
or sometimes false.
2. Mathematical sentence:
verb
The sentence “4 + 5 = 9”, read as “four plus five is
4+5=9 equal to 9”, states a complete thought. The
mathematical verb of the sentence is the equal sign or
‘=’. This is an example of a true sentence. The symbol
‘+’ is a connective used to connect numbers 4 and 5
expression
to give a new number, that is, 9.
s
1 Expression
The correct arrangement of symbols used to represent mathematical object/s is called an
Definition
expression.
The truth value of an expression cannot be determined since it does not state a complete
thought.

Module 2
2 Sentence
The correct arrangement of symbols used to represent mathematical objects that states a
Definition
complete thought is called a sentence.
The truth value of a sentence can be determined as true, false, or sometimes true or
sometimes false.
Mathematical sentences are composed of expressions and verb.
Classify each of the following as English sentence, mathematical sentence, noun, or

2
expression. If it is a sentence, encircle the verb.
1. Mathematics 6. 10 – x
Example
2
2. − 3 7. 2 ∙ 𝑎 = 2𝑎
8. The sentence is factual.
3. The flowers bloom in season.
9. 3z
4. 3 – 4 = – 1
10. Sea shell shore.
5. y ≤ 0
Classification How to Read
1. Mathematics noun
2
2. − 3 expression “negative two-thirds”
3. The flowers bloom in
English sentence
season.
4. 3 – 4 = – 1 mathematical sentence “three minus four is equal to
negative one”
5. y ≤ 0 mathematical sentence “y is less than or equal to
zero”
6. 10 – x expression “ten minus x”
This is not a mathematical

sentence since it does not state
a complete thought.
7. 2 ∙ 𝑎 = 2𝑎 mathematical sentence “two times a is equal to two
a”
8. The sentence is
English sentence
factual.
9. 3z expression “three z “
10. Sea shell shore. not a sentence
This is not a sentence. Although

it uses capital letter and ends
with a period, it does not state a
complete thought.

Module 2
Self-Assessment Activity 1
I. Complete the table below. If the given is an English sentence or mathematical sentence,
encircle the verb.
Classification
noun, expression,
English sentence, mathematical sentence
1. kettle
𝑦 𝑦
2. 𝑥 +𝑧 = 𝑧+𝑥
3. Mathematics is easy and fun.
4. x
5. 2 + 5y ≮ y – 1
II. Write the given mathematical sentence or expression in their corresponding boxes.
3x 4–8=4 25 = 32
–5 10x x–y=0
8 + 7y 𝜋
√16 < √9 ≈ 1.5708
2
Expression mathematical sentence
3 Determine the truth of the following sentences:

1. Manila is the capital city of the Philippines.
Example
2. 3 – 4 = – 1
3. y ≤ 0
4. 2 ∙ 𝑎 = 2𝑎
5. If 𝑥 and y are real numbers, then 𝑥 + 𝑦 = 𝑦 + 𝑥.
Solution
1. true
2. true
3. sometimes true or sometimes false
The truth of the mathematical sentence depends on the value of y.
If the value of y is equal to 0 or a negative number, then the sentence is true.
Otherwise, the sentence is false.
4. sometimes true or sometimes false
The truth of the mathematical sentence depends on the value of a.
If a = 1, then the sentence is true. Otherwise, the sentence is false.
5. true
Although the values are not defined, the mathematical sentence is always true for any
real number x and y. The sentence states commutative property for addition of real
numbers.
Department of Mathematics, College of Science, University of Eastern Philippines

2
27
mathematical sentence: 4 – 8 = 4; 25 = 32; x – y = 0; ≈ 1.5708; √16 < √9
𝜋
expression: 3x; – 5, 8 + 7y; 10x
1. noun; 2. mathematical sentence; 3. English sentence; 4. expression; 5. mathematical sentence
Answers to SAQ 1:
Module 2
Let us take a look at Example 3 (Problems 4 and 5). The sentence “2 ∙ 𝑎 = 2𝑎” is an example
of an open sentence since the truth is not known because there are no specific value/s defining 𝑎.
The truth of the sentence is sometime true or sometime false depending on the chosen value of 𝑎.
Thus, an open sentence is a sentence whose truth is not known to be true or false, that is, it is
sometimes true or sometimes false.
The sentence “If 𝑥 and y are real numbers, then 𝑥 + 𝑦 = 𝑦 + 𝑥.”, is an example of a closed
sentence. A closed sentence is a mathematical sentence that is always true or always false. For any
real numbers x and y, 𝑥 + 𝑦 = 𝑦 + 𝑥 is always true. Let us consider the sentence “x ⋅ 0 = 1”. This
closed sentence is always false. No matter what the number substituted to x and multiplied to 0 will
always result to 0.
Complete the table below. If the given is an English sentence or mathematical sentence. If it is a
mathematical sentence, determine the truth value
Classification Truth of the sentence

(only if mathematical
sentence)
noun, expression, true, false,
English sentence, sometimes true /
mathematical sentence sometimes false
1. 3𝑥 − (3 ∙ 𝑥) ≠ 0
2. The teacher shows simple
solutions.
3. 10%
4. 10 + (– 10) = 0
5. √3 is a rational number
6. The function 𝑓(𝑥)
1 3 1
7. (2) = 6
8. algebra
9. 𝑥 ∙ 𝑦 = 𝑦 ∙ 𝑥, where 𝑥 and y are
real numbers
10. The composite function (𝑓 ∘ 𝑔)
11. 𝑔(𝑥) = ℎ(𝑥)

𝑎2 +𝑏 2
12. 𝑎3
13. She sells seashells.
14. 52
15. If x = – 2, then
|𝑥 − 5| = −7.

mathematical sentence, false
11. mathematical sentence, sometime true or sometime false; 12. expression, 13. English sentence; 14. expression; 15.
sentence, false; 6. expression; 7. mathematical sentence, false; 8. noun; 9. mathematical sentence, true; 10. expression;
1. mathematical sentence, false; 2. English sentence; 3. expression; 4. mathematical sentence; true, 5. mathematical
Answers to SAQ 2:
Module 2
All languages have conventions and mathematics is not an exception. Conventions are used
to distinguish concepts from other concepts. For example, we use capital letters to denote proper
nouns in English and small letters for improper nouns. While in mathematics, we use capital letters
to name a set and small letter to denote the elements or members of the set. Conventions in
mathematical language will be discussed throughout the entire lessons in Modules 2, 3, and 4.
Moreover, we can give different names for a particular object. In English language, the word
“wonderful” has the following synonyms: “delightful”, “pleasing”, “brilliant”, and a lot more. We may
use a thesaurus find the synonyms of English words.
In mathematical language, we use expressions to give different names to a number. To show

this property, let us consider the following example:
Give the different names of number “eight”.
4
Note: There are many different correct answers.
1. standard name 8
Example
2. name using plus sign ‘+’ 1+7

3. name using minus sign ‘–’ 15 – 7
4. name using multiplication sign ‘ ∙ ’ 1 ∙ 8
5. name using division sign ‘ ÷ ’ 16 ÷ 2
Aside from the given answers in Example 4, give two (2) different names of number “eight” for
each name using:
1. plus sign ‘+’
2. minus sign ‘–’
3. multiplication sign ‘ ∙ ’
4. division sign ‘ ÷ ’
 STOP 
Break Time (10 – 15 minutes)
If you would learn a new language by yourself, what would it be?

What would be the advantage/s of learning a new language?
We have always encountered this common instruction from our teachers: “Simplify the
following expressions.”. To simplify an expression means to get a different name for the expression,
that in some way is simpler. However, the notion of “simpler” have different meanings, namely:
1. fewer symbols
Sometimes, “simpler” means fewer symbols. Instead of using “3 + 4 + 5”, we may consider
“12”. Both names the same number, but “12” uses fewer symbols.

𝟖 𝟑
1. 6 + 2, – 2 + 10; 2. 3 – (– 5), 16 – 8; 3. 24 ∙ ( ); 4 ∙ 2; 4. (−𝟐𝟒) ÷ (−𝟑), ÷ 𝟑
𝟏 𝟑
answers.)
Answers to SAQ 3: (The answers below are just examples of the many different correct
Module 2
2. fewer operations
Often “simpler” means using fewer operations, such as addition, or multiplication. The
expressions “2 + 2 + 2 + 2” and “2 ∙ 4” means the same number “8”. The “2 ∙ 4” uses fewer
operations compared to “2 + 2 + 2 + 2”.
3. better suited for current use
In some cases, “simpler” means better suited for current use. For example, if we mean to
1 𝑓𝑡
convert units of inches to units of feet, it is best to use “12 𝑖𝑛𝑐ℎ𝑒𝑠” to denote the number “1”.
4. preferred format and style
Sometimes “simpler” means in a preferred format and style. This is common when we
2 1
express fractions to its reduced form. Instead of using 6 (two-sixths), we use 3 (one-thirds).
We have to consider these conventions that will allow us to read and write mathematically.
It will also allow us to understand and express mathematical ideas more fully.
Variables
In the preceding lesson, we have been using symbols (x, y, z, a, b, c) to represent

mathematical objects. Consider the sentence “x + 1 = 4”, the variable x is the temporary name to a
mathematical object that has the following property: a mathematical object that when added to 1 it
gives a result of 4. We all know that this mathematical object is a number and is equal to 3.
Moreover, 𝑥 should be a positive real number.
Now let us explore variables using the following examples:

5 Variables and Sets
1. If x is used to represent the number of mathematics books in your home, then x should
Example
be a number from the set {0, 1, 2, 3, …} or the set of whole numbers.

2. Let 𝑦 represent an adolescent age. The variable 𝑦 should be a number from the set
{13, 14, 15, 16, 17, 18, 19}.
3. Suppose that 𝑧 represents an angle measure (in degrees) that is less than the measure
of a straight angle but greater than the measure of a right angle, then 𝑧 should be less
than 180 but greater than 90.
3 Variable
Definition
A variable is a symbol (usually letters in the English alphabet) that is used to represent a
member of a specified set. This specified set is called the variable’s universal set.
In the above examples, the variables, such as 𝑥, 𝑦, and 𝑧, were chosen from some sets, which
we may call the variable’s universal set.
Consider Example 5. The universal set in (1) is the set {0, 1, 2, 3, …} or the set of whole
numbers. In (2), the universal set is the set {13, 14, 15, 16, 17, 18, 19}. And in (3), the universal set
is the set of numbers between 90 and 180. We can write the set as, U = {𝑧 ∈ ℤ|90 < 𝑧 < 180}. This
can be read as “U is the set with 𝑧, element of the set of integers such that 𝑧 is greater than 90 but
less than 180”. Or, “U is equal to a set whose elements are integers 𝑧 greater than 90 but less than
180”. There are other ways to read the set as long as we use the mathematical terms properly.
Module 2
The symbol U denotes the universal set and ℤ denotes the set of integers. Lessons on “sets”
will be discussed in Module 3.
Some common uses variables:

1. to state a general principle
Let us consider this property:
For all real numbers 𝑥 and 𝑦, 𝑥 + 𝑦 = 𝑦 + 𝑥.
The statement informs us that the universal set is the set of real numbers. The variables
𝑥 and 𝑦 ‘hold’ any real number, and no matter what these numbers are, the statement 𝑥 +
𝑦 = 𝑦 + 𝑥 remains to be true. This property also tells us that the expressions 𝑥 + 𝑦 and 𝑦 +
𝑥 are two different names for the same number. In this case, the variables allowed us to say
an infinite number of things, all at once.
2. to represent a sequence of operations

Let us consider the following instructions:
“Take a number, multiply by 2, then add 1.”
Starting at the variable 𝑥, the
mapping diagram on the right
represents a sequence of operations:
• multiply 𝑥 by 2 which gives us 2𝑥;
• add by 1 that results to 2𝑥 + 1.
http://www.onemathematicalcat.org/algebra_book/online_problems/table_of_contents.htm
Let us change the order in which

the operations are applied.
“Take a number, add 1, then
multiply by 2.”
Denoting the number by 𝑥: http://www.onemathematicalcat.org/algebra_book/online_problems/table_of_contents.htm
• adding 1 to 𝑥 gives 𝑥 + 1;
• multiplying by 2 gives 2(𝑥 + 1).
The parentheses are required because we want to take the entire quantity 𝑥 + 1 and
multiply it by 2.
The expressions 2𝑥 + 1 and 2(𝑥 + 1) represent the sequences of operations, “take a

number, multiply by 2, then add 1” and “take a number, add 1, then multiply by 2,
respectively.
Read the expression 2(x + 1).
3. to represent something that is currently “unknown”, but that we would like to know
This third common use of variables is very evident when we are solving word or real-life
problems in mathematics. First, we assign a name (that is, the variable) to the object we want
to know. Then, we write a mathematical sentence that involves the variable and the facts
given in the problem. Lastly, we find choice/s for the variable that would make our
mathematical sentence true.
Such problem-solving techniques will be discussed in Lesson 1.3 (Module 5 – 7).

“two times, open parenthesis, 𝒙 plus one, close parenthesis”
or
“two times the quantity 𝒙 plus one”
How to read aloud (2x + 1)?
Module 2
How would a mathematician state the general principle that is being illustrated in the
6
following cases?
1 1
2 ∙ (3 ∙ 4) = (2 ∙ 3) ∙ 4 7 ∙ (6 ∙ 2) = (7 ∙ 6 ) ∙ 2
Example
1 1
0∙ (1.2 ∙ 3) = (0 ∙ 1.2) ∙ 3 – 1 ∙ (3 ∙ 4) = (– 1 ∙ 3) ∙ 4
……
For all real number 𝑥, 𝑦, and 𝑧, 𝑥 ∙ (𝑦 ∙ 𝑧) = (x ∙ 𝑦) ∙ 𝑧.
Equivalently, the sentence can also be written as:
For all 𝑥, 𝑦, and 𝑧 ∈ ℝ , 𝑥 ∙ (𝑦 ∙ 𝑧) = (x ∙ 𝑦) ∙ 𝑧.
The expression “𝑥, 𝑦, and 𝑧 ∈ ℝ” is read as 𝑥, 𝑦, and 𝑧 are elements (or members) of the set of
real numbers.
The symbol ∈ is used to represent “is element” or “is member”, while ℝ represents the set of
real numbers.
7 Use variables to rewrite the following sentences more formally.

1. Are there numbers with the property that the sum of their squares equals the square
Example
of their sum?
2. Given any real number, its square is nonnegative.
1. Are there numbers 𝑎 and 𝑏 with the property that 𝑎2 + 𝑏 2 = (𝑎 + 𝑏)2?

Another answer: Are there numbers 𝑎 and 𝑏 such that 𝑎2 + 𝑏 2 = (𝑎 + 𝑏)2?
Another answer: Do there exist any numbers 𝑎 and 𝑏 such that 𝑎2 + 𝑏 2 = (𝑎 + 𝑏)2?
2. Given any real number 𝑟, 𝑟 2 is nonnegative.

Another answer: For any real number 𝑟, 𝑟 2 ≥ 0.
Another answer: For all real numbers 𝑟, 𝑟 2 ≥ 0.
Note: You may use other letters in the English alphabet to denote the variables.
1. Give a translation of this true mathematical sentence:
For all real numbers 𝑥 and 𝑦, 𝑥 ∙ 𝑦 = 𝑦 ∙ 𝑥
2. How would a mathematician state the general principle that is being illustrated in the
following cases?
1 2 1 2
(1 + 2) + 3 = 1 + (2 + 3); (4 + 3 ) + 5 = 4 + ( 3 + 5 )
3. Use variables to rewrite the sentence formally:
Are there numbers whose squares are smaller than the numbers themselves?

Are there numbers 𝑥 such that 𝑥 2 < 𝑥? 3.
For all real number 𝑥, 𝑦, and 𝑧, (𝑥 + 𝑦) + 𝑧 = 𝑥 + (𝑦 + 𝑧). 2.
Another translation: The order of two numbers to be multiplied does not the affect the result or the product
1. Possible translation: When two real numbers are being multiplied, the order of the numbers does not affect the result.
Answers to SAQ 4:
Module 2
8 Use as few variables as possible.

A. Translate each of the following phrases into a mathematical expression.
Example
1. the sum of a number and 10

2. the product of two numbers
3. the product of – 1 and a number
4. one-half times the sums of two numbers
5. five less than a number
B. Choose a quantity to be represented by a variable, the write a mathematical expression
for each.
6. Lota’s age in five years
7. the distance traveled by a man driving at the rate of 60 kph
8. the perimeter of a rectangle whose length is twice the width.
A.
1. 𝑥 + 10
2. 𝑥∙𝑦
3. −1 ∙ 𝑦
1
4. (𝑥 + 𝑦)
2
5. 𝑥 – 10
B.
6. If 𝑥 be Lota’s present age, then the expression is 𝑥 + 5.
7. If 𝑟 be the speed and the distance formula, 𝑑 = 𝑟𝑡, where 𝑑 is the distance and 𝑡 is time,
then the expression is 𝑑 = 60𝑡.
8. Let 𝑃 = perimeter, 𝑤 = width, and 𝑙 = length of the rectangle. We write, 𝑙 = 2𝑤. Using
the formula for perimeter, 𝑃 = 2𝑙 + 2𝑤, the expression is 𝑃 = 2(2𝑤) + 2𝑤
Note: You may use other letters in the English alphabet to denote the variables.
A. Translate each of the following phrases into a mathematical expression. Use as few variables
as possible.
1. a number decreased by six
2. four times the square of a number
3. the sum of the squares of two numbers
4. there are twice as many boys as there are girls
B. Write the English sentence of the following mathematical expression.
5. 𝑥 – 5
6. (𝑥 + 5)2
7. 2𝑥 – 3
8. 3𝑥 + 5
C. Choose a quantity to be represented by a variable, then write a mathematical expression for
each.
9. the age of a woman 15 years ago
10. the area of a rectangle whose length is 7 more than its width

woman’s present age); 10. A = (𝒘 + 7) ∙ 𝒘 (A = area of the rectangle; w = width of the rectangle); 10.
the sum of 5 and a number; 7. three less than twice a number; 8. five more than three times a number; 8 9. 𝒙 – 15 (𝑥 =
1. 𝒙 - 6; 2. 4𝒙2; 3. 𝒙2 + 𝒚2; 4. 𝒃 = 2𝒈 (where 𝑏 represents boys, 𝑔 represents girls); 5. five less than a number; 6. the square of
Answers to SAA 5:
Module 2
Summary
The module introduced us to some special language that serves as a foundation in
understanding mathematical concepts. The language of mathematics makes it easy to express the
kinds of thought that mathematics like to express. It is precise, concise, and powerful.
As a language, mathematics has also its own vocabulary and rules for combining these
into complete thoughts. The first lesson taught us that the mathematical analogue of “noun” is an
“expression”, and the mathematical analogue of “sentence” is also called a “sentence”. Nouns and
expressions do not state a complete thought. While English and mathematical sentences, express
a complete thought and we can determine the truth value of these sentences.
Mathematical sentences are classified as open or closed sentences. The truth value of an
open sentence depends on the value/s of the variable/s. We say, the truth of open sentences is
sometimes true or sometimes false. While, closed sentences are always true or always false for
any value/s of the variable/s.
We have also discussed some conventions in mathematical language that are necessary
in understanding basic and complex mathematical ideas. Moreover, we have studied a common
type of a problem which involves expressions, that is, simplification of mathematical expressions.
The term “Simpler” in mathematics means fewer symbols and operations, better suited for the
current use, and according to preferred format or style.
Variables take a huge part in mathematics. These letters or symbols represent a member
or element of a universal set. Variables are used to state a general principle, represent a sequence
of operations, and represent something that is currently “unknown”, but we would like to know.
In this module, we were able to write and read mathematical expressions and sentences
using variables, other mathematical symbols, and rules. Hence, we have learned the importance
of the language of mathematics in communicating our ideas.
Responses To Consider
After working with this module, were you able to grasps the idea that mathematics is not a useless
set of formal rules and foreign or alien symbols, but as a language used for communication of ideas
and concepts?
Do you have problems on working on the SAQs? Please go over again the examples and the answers
to the SAQs.
For more discussion and exercises, visit the following link:

https://www.onemathematicalcat.org/algebra_book/online_problems/exp_vs_sen.htm#exercises

Module 2
References
Aufmann, R., Lockwood, J., et.al, Mathematics in the Modern World, Rex Bookstore, Inc., 2018.
Nocon, R., Nocon, E., Essential Mathematics for the Modern World, C & E Publishing, Inc. 2018.
Other Materials
https://www.onemathematicalcat.org/
Suggested Readings
Jamison, R.E. (2000). Learning the Language of Mathematics. Language and Learning
Across the Disciplines.
The Language of Mathematics (from One Mathematical Cat, Please by Carol Burns
Fisher)
Note To Students
Deadline of submission of Worksheet and Reflection Paper to the Municipal Link:
October 23, 2020

Module 2
Note to the Municipal Link: WORKSHEET 2

1. The worksheet and reflection should
be forwarded to: 1.2 The Language of Mathematics
MARY JANE B. CALPA
Chair, Department of Mathematics To the Students:
College of Science, 1. Fill out the “Student’s Information” completely.
University of Eastern Philippines 2. Write all your solutions/answers on the space
Catarman, Northern Samar provided for each item.
3. Write legibly. Use blue- or black-ink ball pen only.
2. Please check the date of submission 4. Submit on or before the indicated deadline.
indicated on the student’s information
below. 5. For queries, please contact your respective GE 1
Thank you. instructor/professor.
Student’s Information:
Student Number: Last Name, First Name M.I.: Course – Year:
Class ID Number: Professor/Instructor’s Name: Date of Submission:
A. Answer completely.
1. Complete the table below. If the given is an English or mathematical sentence, encircle the
verb.
Classification Truth of the sentence
noun, expression, true, false,
English sentence, sometimes true or
mathematical sentence sometimes false
a. The temperature – 1OC is below
zero.
b. |𝑥| ≥ 0
c. 𝑥 − 3 = 3𝑥
d. All prime numbers are even
numbers.
𝑥
e. ≥ 2𝑥
𝑦
1
f. 𝑥
g. 6≥3+3
h. 1 + |𝑥| > 0
i. 2𝑓(𝑥) + 3𝑔(𝑥)
j. 𝜙 ≈ 1.618
2. Translate each of the following phrases into a mathematical expression. Use as few variables
as possible.
a. thrice a number _____________
b. four less than a number _____________
c. three more than twice a number _____________
d. the square of the sum of two numbers _____________
e. there are 15 more bicycles than motorcycles _____________

Module 2
3. Write the following into English phrases:
a. 3𝑥 2 ____________________________________
b. 𝑥 − 12 ____________________________________
1
c. 3 (𝑥 + 𝑦) ____________________________________
d. 4𝑥 + 3 ____________________________________
e. (𝑥 + 2)2 ____________________________________
4. Fill in the blanks to rewrite the statement:

4.1 Given any two real numbers, there is a real number in between.
a. Given any two real numbers 𝑥 and 𝑦, there is a real number 𝑧 such that 𝑧 is
___________________________________.
b. For any two ___________________________________, ___________________________________ such that
𝑥<𝑧<𝑦
4.2 Is there an integer that has a remainder of 2 when it is divided by 5 and a remainder of 3
when it is divided by 6?
a. Is there an integer 𝑥 such that 𝑥 has _______________________________________________________
_______________________________________________________________________________________________?
b. Does there exist _____________________ such that if 𝑥 is divided by 5 the remainder is 2
and if ________________________________________________________________________________________?
c. There are integers with this property. Give one (1) integer.
5. Without using variables, rewrite the following statements less formally.

a. For all positive integers 𝑛, 𝑛2 ≥ 𝑛.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
b. There are real numbers 𝑎 and 𝑏 with the property that 𝑎 + 𝑏 < 𝑎 − 𝑏.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
B. Choose only one (1) activity.
• Choose two (2) mathematical symbols you are not familiar with. Research about how these
symbols are discovered and used. Write at least two (2) paragraphs.
(Cite references)
• Make a list of at least 25 mathematical symbols. Include the symbol, symbol name, and
definition, and one (1) example on how the symbols are being used.
Do not include the symbols used for basic operations such as +, ×,÷, –.
(Cite references)

GE 1 - Mathematics in The Modern World

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GE 1 - Mathematics in The Modern World

Uploaded by

Copyright:

Available Formats

GE 1 – Mathematics in the Modern World

𝝏 ▪ “not equal to”

Department of Mathematics, College of Science, University of Eastern Philippines 23

Characteristics of the Mathematical Language

Department of Mathematics, College of Science, University of Eastern Philippines 24

Leo loves geometry. The sentence “Leo loves geometry.” expresses a

Department of Mathematics, College of Science, University of Eastern Philippines 25

complete thought is called a sentence.

Mathematical sentences are composed of expressions and verb.

Classify each of the following as English sentence, mathematical sentence, noun, or

This is not a mathematical

This is not a sentence. Although

Department of Mathematics, College of Science, University of Eastern Philippines 26

3 Determine the truth of the following sentences:

Department of Mathematics, College of Science, University of Eastern Philippines

Classification Truth of the sentence

11. 𝑔(𝑥) = ℎ(𝑥)

Department of Mathematics, College of Science, University of Eastern Philippines 28

In mathematical language, we use expressions to give different names to a number. To show

2. name using plus sign ‘+’ 1+7

If you would learn a new language by yourself, what would it be?

Department of Mathematics, College of Science, University of Eastern Philippines 29

In the preceding lesson, we have been using symbols (x, y, z, a, b, c) to represent

Now let us explore variables using the following examples:

be a number from the set {0, 1, 2, 3, …} or the set of whole numbers.

Some common uses variables:

2. to represent a sequence of operations

Let us change the order in which

The expressions 2𝑥 + 1 and 2(𝑥 + 1) represent the sequences of operations, “take a

Read the expression 2(x + 1).

Department of Mathematics, College of Science, University of Eastern Philippines 31

7 Use variables to rewrite the following sentences more formally.

1. Are there numbers 𝑎 and 𝑏 with the property that 𝑎2 + 𝑏 2 = (𝑎 + 𝑏)2?

2. Given any real number 𝑟, 𝑟 2 is nonnegative.

Department of Mathematics, College of Science, University of Eastern Philippines 32

8 Use as few variables as possible.

1. the sum of a number and 10

Department of Mathematics, College of Science, University of Eastern Philippines 33

For more discussion and exercises, visit the following link:

Department of Mathematics, College of Science, University of Eastern Philippines 34

Department of Mathematics, College of Science, University of Eastern Philippines 35

Note to the Municipal Link: WORKSHEET 2

Class ID Number: Professor/Instructor’s Name: Date of Submission:

Department of Mathematics, College of Science, University of Eastern Philippines 36

4. Fill in the blanks to rewrite the statement:

5. Without using variables, rewrite the following statements less formally.

B. Choose only one (1) activity.

Department of Mathematics, College of Science, University of Eastern Philippines 37

You might also like