G E 1 1 2 - M A T H E M A T I C S I N T H E M O D E R N W O R L D

M AT H E M AT I C A L
LANGUAGE AND
SYMBOLS

MODULE 2
J O N D E L S . I H A L A S

P A RT- T I M E I N S T R U C TO R
 1.Discuss the language, symbols, and conventions of
mathematics.
2.Explain the nature of mathematics as a language
3.Perform operations on mathematical expressions correctly.
4.Acknowledge that mathematics is a useful language

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Characteristics of the language of mathematics

It is:
• precise (able to make very fine distinctions);
• concise (able to say things briefly);
• powerful (able to express complex thoughts
with relative ease).

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 VOCABULARY VS SENTENCES

WORDS COMPLETE
THOUGHTS

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Noun Sentence

expressions Mathematical
sentence

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Examples: Carol, Manila, book

The capital of Philippines is Manila.

Carol loves reading.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 If possible, classify the entries in the list below as:
• an English noun, or a mathematical expression
• an English sentence, or a mathematical sentence

1. 8 = 3 + 5
2. 𝐽𝑒𝑛𝑛𝑦 𝑃𝑒𝑎𝑟𝑙
1
3.
7
4. 𝐿𝑎𝑛𝑐𝑒 𝑒𝑛𝑗𝑜𝑦𝑠 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑀𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐𝑠.
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
Variables

A variable is sometimes thought of as a

mathematical “Juan dela Cruz”

(1) You imagine that it has one or more values but you don’t know what
they are, or
(2) You want whatever you say about it to be equally true for all
elements in a given set

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Variables

Is there a number with the following property:

doubling it and adding 3 give the same result as
squaring it?

Is there a number 𝑥 with the following that

2
2𝑥 + 3 = 𝑥 ?

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Variables

Is there a number with the following property:

doubling it and adding 3 give the same result as
squaring it?

Is there a number ⎕ with the following that

2
2∙⎕+3=⎕ ?

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Writing Sentences Using Variables
Use variables to rewrite the following sentence more formally.

a. Are there numbers with the property that the sum of

their squares equals the square of their sum?
Solution:
Are there numbers 𝑎 and 𝑏 with the property that 𝑎2 + 𝑏2 = 𝑎 + 𝑏 2 ?
Or: Are there numbers 𝑎 and 𝑏 such that 𝑎2 + 𝑏2 = 𝑎 + 𝑏 2 ?
Or: Do there exist any numbers 𝑎 and 𝑏 such that 𝑎2 + 𝑏2 = 𝑎 + 𝑏 2 ?

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Writing Sentences Using Variables
Use variables to rewrite the following sentence more formally.

b. Given any real number, its square is nonnegative.

Solution:
Given any real number 𝑛, 𝑛2 is nonnegative.
Or: For any real number 𝑛, 𝑛2 ≥ 0.
Or: For all real number 𝑛, 𝑛2 ≥ 0.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

3 most important kinds of sentences in
mathematics

•Universal Statements
•Conditional Statements
•Existential Statements

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

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

•Example:
All negative numbers are less than zero.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 A Conditional Statement says that if one thing is
true then some other thing also has to be true.

•Example:
If 36 is divisible by 9, then 36 is divisible by 6.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Given a property that may or may not be true,
an existential statement says that there is at
least one thing for which the property is true.

•Example:
There is a prime number that is even.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Universal Conditional Statements
-Universal statements contain some variation of the
words “for all” and conditional statements contain
version of the words “if-then”.
Example:
For all animals 𝑎, if 𝑎 is a dog, then 𝑎 is a mammal.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Universal Conditional Statements
For all animals 𝑎, if 𝑎 is a dog, then 𝑎 is a mammal.

If 𝑎 is a dog, then 𝑎 is a mammal.

Or: If an animal is a dog, then an animal is a mammal.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Universal Conditional Statements
For all animals 𝑎, if 𝑎 is a dog, then 𝑎 is a mammal.

For all dogs 𝑎, 𝑎 is a mammal.

Or: All dogs are mammal.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Rewriting a Universal Conditional Statements
Fill in the blanks to rewrite the following statement:
For all real numbers 𝑥, if 𝑥 is a nonzero then 𝑥 2 is positive.

is positive
a. If a real number is nonzero, then its square __________.
2 is positive
b. For all nonzero real number 𝑥, ____________.
𝑥

c. If 𝑥, _________________, 𝑥 2 is positive
is a nonzero real number then ________________
positive
d. The square of any nonzero real number is _____________
Positive squares
e. All nonzero real numbers have _____________.
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
Universal Existential Statements
-A Universal Existential statement is statement that is
universal because its first part says that a certain property is
true for all objects of a given type, and it is existential
because its second part asserts the existence of something.

Example:
Every real number has an additive inverse.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Universal Existential Statements
-A Universal Existential statement is statement that is
universal because its first part says that a certain property is
true for all objects of a given type, and it is existential
because its second part asserts the existence of something.

Example:
Every real number has an additive inverse.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Universal Existential Statements

Every real number has an additive inverse.

All real numbers have additive inverses.

Or: For all real numbers ℝ, there is an additive inverse for ℝ.
Or: For all real numbers ℝ, there is an additive inverse 𝑠 such
that 𝑠 is an additive inverse for ℝ.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Rewriting a Universal Conditional Statements
Fill in the blanks to rewrite the following statement:
Every pot has a lid.

have lids
a. All pots __________.
a lid for P
b. For all pots P, there is ____________.
𝐿 is a lid for 𝑃
For all pots 𝑃, there is a lid 𝐿 such that ____________.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

G E 1 1 2 - M A T H E M A T I C S I N T H E M O D E R N W O R L D

M AT H E M AT I C A L
LANGUAGE AND
SYMBOLS

MODULE 2
J O N D E L S . I H A L A S

P A RT- T I M E I N S T R U C TO R
 1.Discuss the language, symbols, and conventions of
mathematics.
2.Explain the nature of mathematics as a language
3.Perform operations on mathematical expressions correctly.
4.Acknowledge that mathematics is a useful language

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 THE LANGUAGE OF SET

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 -Set was introduced in 1879 by George Cantor
-It is a collection of distinct objects called Elements.
Notation
C= {set of all Asian countries} Set Roster Notation
Philippines ∈ C
Brazil ∉ C

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Notation
C= {1, 2, 3, . . . ,100}
Ellipsis and read as “and so forth”

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Set of Numbers

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Set Builder Notation
Let 𝑺 denote a set and let 𝑷(𝒙) be a property that element of 𝑺 may or
may not satisfy. We may define a new set to be the set of all
elements 𝒙 in 𝑺 such that 𝑷(𝒙) is true. We denote this set as follows:

𝒙 ∈ 𝑺 𝑷(𝒙)
the set of all such that

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Example: Identify the elements in the given sets
a. A = 𝑥 ∈ ℝ −2 < 𝑥 < 5

b. S = 𝑥 ∈ ℝ −10 ≤ 𝑥

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Example: Identify the elements in the given sets
c. S = 𝑥 ∈ ℤ −2 ≤ 𝑥 < 5
−2, −1,0,1,2,3,4
d. 𝐴 = {𝑥|𝑥 ∈ ℕ, 𝑥 < 10}
1,2,3, . . . 9
e. S = {𝑥|𝑥 ∈ 𝕎, 𝑥 ≤ 10}
0,1,2, . . . 10

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Subsets
If 𝐴 and 𝐵 are sets, then 𝐴 is called a subset of 𝐵, written 𝐴 ⊆ 𝐵,
if, and only if, every element of 𝐴 is also as an element of 𝐵.
Symbolically:
𝐴⊆𝐵 means that For all elements 𝑥, if 𝑥 ∈ 𝐴 then 𝑥 ∈ 𝐵
𝐴⊄𝐵 means that For all elements 𝑥, if 𝑥 ∈ 𝐴 then 𝑥 ∉ 𝐵

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Proper Subsets
Let 𝐴 and 𝐵 be sets, 𝐴 is a proper subset of 𝐵, if,
and only if, every element of 𝐵 is in 𝐵 but there is at
least one element of 𝐵 that is not in 𝐴.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Example
Let 𝐴 = ℤ+ , 𝐵 = 𝑛 ∈ ℤ+ 0 ≤ 𝑛 ≤ 100 , and C = 100,200,300,400,500 .
Evaluate the truth and falsity of each of the following statements.

a. 𝐵 ⊆ 𝐴 False.
b. C is a proper subset of 𝐴 True.
c. C and 𝐵 have at least one element in common True.
d. 𝐶 ⊆ 𝐵 False.
e. 𝐶 ⊆ 𝐶 True.
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
Example: Distinction between ∈ and ⊆.
Which of the following are true statements?
a. 2 ∈ 1,2,3 True
b. 2 ∈ 1,2,3 False
c. 2 ⊆ 1,2,3 False
d. 2 ⊆ 1,2,3 True
e. 2 ⊆ 1, 2 False
f. 2 ∈ 1, 2 True
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
 Ordered Pairs
Given elements 𝑎 and 𝑏, the symbol 𝑎, 𝑏 denotes the ordered
pair consisting of 𝑎 and 𝑏 together with the specification that 𝑎
is the first element of the pair and 𝑏 is the second element. Two
ordered pairs are 𝑎, 𝑏 and 𝑐, 𝑑 are equal if, and only if, 𝑎 = 𝑐
and 𝑏 = 𝑑. Symbolically:
𝑎, 𝑏 = 𝑐, 𝑑 means that 𝑎 = 𝑐 and 𝑏 = 𝑑

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Example: Answer the following:
a. Is 1,2 = 2,1 ? No

5 1
b.Is 3, = 9, ? Yes
10 2

c. What is the first element of 1,2 ? 1

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 Cartesian Product
Given sets 𝑨 and 𝑩, the Cartesian product of 𝑨 and 𝑩, denoted
𝑨 × 𝑩 and read "𝐴 𝑐𝑟𝑜𝑠𝑠 𝐵“, is the set of all ordered pairs 𝑎, 𝑏 ,
where 𝑎 is in 𝐴 and 𝑏 is in 𝐵.
Symbolically:
𝑨×𝑩= 𝑎, 𝑏 𝑎 ∈ 𝐴 𝑎𝑛𝑑 𝑏 ∈ 𝐵 .

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Example: Cartesian Products
Let 𝐴 = 1,2,3 and 𝐵 = 𝑢, 𝑣
a. Find 𝐴 × 𝐵. 𝐴 × 𝐵 = 1, 𝑢 , 2, 𝑢 , 3, 𝑢 , 1, 𝑣 , 2, 𝑣 , 3, 𝑣
b. Find 𝐵 × 𝐴. 𝐵 × 𝐴 = 𝑢, 1 , 𝑢, 2 , 𝑢, 3 , 𝑣, 1 , 𝑣, 2 , 𝑣, 3
c. Find 𝐵 × 𝐵 𝐵 × 𝐵 = 𝑢, 𝑢 , 𝑢, 𝑣 , 𝑣, 𝑢 , 𝑣, 𝑣

d. How many elements are in 𝐴 × 𝐵, 𝐵 × 𝐴 and 𝐵 × 𝐵 ?

𝐴 × 𝐵 = 6, 𝐵 × 𝐴 = 6, 𝐵 × 𝐵 = 4

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

 RELATION and FUNCTION

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

W H AT I S A R E L AT I O N ?
A relation between two sets is a collection of
ordered pairs containing one object from each
set.

(𝑥, 𝑦)
𝑥1 , 𝑦1 , 𝑥2 , 𝑦2 , . . . , 𝑥𝑛 , 𝑦𝑛 ,
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
KINDS RELATION
One-to-One • Both 𝑥 and 𝑦 does not repeat.
{(1, 2), (3, 4), (5, 6)}
Many-to-One • 𝑥 does not repeat and 𝑦 does.
{(2, 3), (3, 3), (4, 3)}

One-to-Many •𝑥 repeat, 𝑦 does not.

{(1, 3), (1, 4), (1, 5)}
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
W H AT I S A F U N C T I O N ?
Definition:
A function is a set of ordered pairs (𝒙, 𝒚) such
that no two ordered pairs have the same 𝑥 − 𝑣𝑎𝑙𝑢𝑒
but different 𝑦 − 𝑣𝑎𝑙𝑢𝑒𝑠.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

THE FUNCTION NOTATION

𝑓 𝑥 = 3𝑥
Name of the Input Output (value of the function)
function

• Read as “𝒇 as a function of 𝒙” or “𝒇 of 𝒙” or “the rule of 𝒇 is….”

• meaning that the value of the output from the function depends upon the value of the
input x.
• The value of the output is often called the ‘value of the function’.

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS

Given the function 𝑓 𝑥 = 3𝑥 + 1, find the value of the
output with each given input or argument:
A. 𝑓 2
=3 2 +1=6+1=𝟕
B. 𝑓 −1
= 3 −1 + 1 = −3 + 1 = −𝟐
C. 𝑓 3𝑡
= 3 3𝑡 + 1 = 𝟗𝒕 + 𝟏
LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS
Given the functions 𝑔 𝑥 = 3𝑥 2 − 7, find the value of the
output with each given input or argument:
A. 𝑔 −3
= 3(−3)2 − 7 = 3 9 − 7 = 𝟐𝟎
B. 𝑔 𝑡 + 5
= 3(𝑡 + 5)2 − 7 = 3 𝑡 2 + 10𝑡 + 25 − 7
𝟐
𝒈 𝒕 + 𝟓 = 𝟑𝒕 + 𝟑𝟎𝒕 + 𝟔𝟖

LESSON 2 MATHEMATICAL LANGUAGE AND SYMBOLS