Mitmw Module 2

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MODULE 2
OVERVIEW
Welcome to the second module in Mathematics in the Modern World!
The aim of this module is to introduce you to a mathematical way of thinking that
can serve you in a wide variety of situations. Often when you start work on a mathematical
problem, you may have only a vague sense of how to proceed. You may begin by looking
at examples, drawing pictures, playing around with notation, rereading the problem to
focus on more of its details, and so forth. The closer you get to a solution, however, the
more your thinking has to crystallize. And the more you need to understand, the more you
need language that expresses mathematical ideas clearly, precisely, and unambiguously.
This module will introduce you to some of the special language that is a foundation
for much mathematical thought, the language of variables, sets, relations, and functions.
Think of this like the exercises you would do before an important sporting event. Its goal
to warm up your mental muscles so that you can do your best.
The module will cover the topics below:
Lesson 2 SPEAKING MATHEMATICALLY
2.1 Variables
2.2 The Language of Sets
2.3 The Language of Mathematics
Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Lesson 2.1 VARIABLES
A variable is sometimes thought of as a mathematical “John Doe” because

you can use it as a placeholder when you want to talk about something but either you
imagine that it has one or more values but you don’t know what they are or you want
whatever you say about it to be equally true for all elements in a given set, and so you
don’t want to be restricted to considering only a particular, concrete value for it.
There are two uses of a variable. To illustrate the first use, consider asking
Is there a number with the following property: doubling it and adding 3

gives the same result as squaring it?
In this sentence you can introduce a variable to replace the potentially ambiguous
word “it”:
Is there a number x with the property that 2𝑥 + 3 = 𝑥 2 ?
The variable gives a temporary name to what you are seeking so that you can
perform concrete computations with it to help discover its possible values.
To illustrate the second use of variables, consider the statement:
No matter what number might be chosen, if it is greater than 2, then its

square is greater than 4.
In this case, the variable enables you to maintain the generality of the statement,
and replacing all instances of the word “it” by the name of the variable ensures that
possible ambiguity is avoided.
No matter what number n might be chosen, if n is greater than 2, then 𝑛2 is

greater than 4.
Use variables to rewrite the following sentences more formally.
EXAMPLE 1: Writing Sentences Using Variables

Examples Solutions
a. Are there numbers with the  Are there numbers a and b with the
property that the sum of their property that 𝑎2 + 𝑏2 = (𝑎 + 𝑏)2 ?
squares equals to the square of  Or: Are there numbers a and b such
their sum? that 𝑎2 + 𝑏2 = (𝑎 + 𝑏)2 ?

 Or: Do there exist any numbers a
and b such that 𝑎2 + 𝑏2 = (𝑎 +
𝑏)2 ?
 Given any real number 𝑟, 𝑟 2 is

b. Given any real number, its nonnegative.
square is nonnegative.  Or: For any real number 𝑟, 𝑟 2 ≥ 0.
 Or: For all real numbers 𝑟, 𝑟 2 ≥ 0.
Activity 1
a. Are there numbers whose squares are smaller than the numbers themselves?
b. A prime number is an integer greater than 1 and whose only positive divisors are
1 and itself.
Some Important Kinds of Mathematical Statements
Three of the most important kinds of sentences in mathematics are universal

statements, conditional statements, and existential statements.
A universal statement says that a certain property is true for all elements in a set.
Example:
 All number positive numbers are greater than zero.

A conditional statement says that if one thing is true then some other thing also
has to be true.
 If 378 is divisible by 18, then 378 is divisible by 6.
Existential Statement says that there is at least one thing for which the property is
true.
 There is a prime number that is even.
In later sections, we will define each kind of statement carefully and discuss
all of them in detail. The aim here is for you to realize that combinations of these
statements can be expressed in a variety of different ways. One may uses
ordinary, everyday language and another expresses the statement using one or
more variables. The exercises are designed to help you start becoming
comfortable in translating from one way to another.
Universal Conditional Statements
Universal statements contain some variation of the words “for all” and
conditional statements contain versions of the words “if-then.” A universal
conditional statement is a statement that is both universal and conditional. Here
is an example:
For all animals a, if a is a dog, then a is a mammal.
One of the most important facts about universal conditional statements is
that they can be rewritten in ways that make them appear to be purely universal or
purely conditional. For example, the previous statement can be rewritten in a way
that makes its conditional nature explicit but its universal nature implicit:
If a is a dog, then a is a mammal
Or: If an animal is a dog, then the animal is a mammal.
The statement can also be expressed so as to make its universal nature
explicit and its conditional nature implicit.
For all dogs a, a is a mammal.
Or: All dogs are mammals.
The crucial point is that the ability to translate among various ways of
expressing universal conditional statements is enormously useful for doing
mathematics and many parts of computer science.

EXAMPLE 2: Rewriting a Universal Conditional Statement
Fill in the blanks to rewrite the following statement.
For all real numbers x, if x is nonzero then x2 is positive.
a. If a real number is nonzero, then its square _____.
If a real number is nonzero, then its square is positive.
b. For all nonzero real numbers x, ____.
For all nonzero real numbers x, x2 is positive.
c. If x ____, then ____.
If x is a nonzero real number, then x2 is positive.
d. The square of any nonzero real number is ____.
The square of any nonzero real number is positive.
e. All nonzero real numbers have ____.
All nonzero real numbers have positive squares (or: squares that are positive).
Activity 2
For all real numbers x, if x is greater than 2, then x2 is greater than 4.
1. If a real number is greater than 2, then its square is _______.
2. For all real numbers greater than 2, ________.
3. If x ______ then _____________.
4. The square of any real number greater than 2 is _________.
5. All real numbers greater than 2 have _________.
Universal Existential Statements
Universal statements contain some variation of the words “for all” and
conditional statements contain versions of the words “if-then.” A universal
conditional statement is a statement that is both universal and conditional. Here
is an example:

Every real number has an additive inverse.
In this statement, the property ‘has an additive inverse’ applies universally
to all real numbers. ‘Has an additive inverse’ asserts the existence of something –
an additive inverse – for each real number. However, the nature of the additive
inverse depends on the real number, different real numbers have different additive
inverse. Knowing that an additive inverse is a real number, you can rewrite this
statement in several ways, some less formal and some more formal.
All real numbers have additive inverse.
Or: For all real numbers r, there is an additive inverse for r
Or: For all real numbers r, there is a real number s such that s in an
additive inverse
EXAMPLE 3: Rewriting a Universal Existential Statement

Every pot has a lid.
a. All pots _____.
All pots have lids.
b. For all pots P, there is, ____.
For all pots P, there is, a lid for P.
c. For all pots P, there is a lid L, such that ____.
For all pots P, there is a lid L, such that L is a lid for P.
Activity 3
All bottles have cap.
1. Every bottle _______.
2. Every bottles B, there ________.
3. Every bottles B, there is a cap C such that ______________.

Existential Universal Statements
An existential universal statement is a statement that is existential

because its first part asserts that a certain objects exists and is universal because
its second part says that the object satisfies a certain property for all things of a
certain kind. For example:
There is a positive integer that is less than or equal to every positive
integer.
This statement is true because the number one is a positive integer, and is
satisfies the property of being less than or equal to every positive integer. We can
rewrite the statement in several ways, some less formal and some more formal.
Some positive integer is less than or equal to every positive integer.
Or: There is a positive integer m that is less than or equal to every
positive integer.
Or: There is a positive integer m such that every positive integer is
greater than or equal to m.
Or: There is a positive integer m with the property that for all positive
integers n, m < n.
EXAMPLE 4: Rewriting an Existential Universal Statement

Fill in the blanks to rewrite the following statement in three different ways.
There is a person in my class who is at least as old as every person in my class.
a. Some _____ is at least as old as _______.
Some a person in my class, is at least as old as every person in my class.
b. There is a person p in my class such that p is ____.
There is a person p in my class such that p is at least as old as every person in
my class
c. There is a person p in my class with the property that for every person q in my
class, p is ____.
There is a person p in my class with the property that for every person q in my
class, p is at least as old as q.

Activity 4
Fill in the blanks to rewrite the following in three different ways.
There is a bird in this flock that is at least as heavy as every bird in the flock.
1. Some _______ is at least as heavy as ____________.
2. There is a bird b in this flock such that b is ________.
3. There is a bird b in this flock with the property that for every bird b in the flock,
b is ______________.
Some of the most important mathematical concepts, such as the definition

of limit of a sequence, can only be defined using phrases that are universal,
existential, and conditional, and they require the use of all three phrases
 “ for all”
 “there is”; and
 “if – then”
For example, if a1, a2, a3,… is a sequence of real numbers, saying that
The limit of an as n approaches infinity is L.
Means that,
For all positive real numbers ∈, there is an integer N such that
For all integers n, if n > N then – ∈ < an - L < ∈

Lesson 2.2 THE LANGUAGE OF SETS
SET
use of this word as a formal mathematical term was introduced in 1879 by George Cantor
(1845-1918)
collection of elements
For instance, if C is the elements of countries that are currently in the United Nations,
then the United States is an element of C, and if I is the set of all integers from 1 to 100, then
the number 57 is a n element of I.
NOTATION
If S is a set, the notation 𝑥 ∈ 𝑆 means that x is an element of S
The notation 𝑥 ∉ 𝑆 means that x is not an element of S
A set may be specified using the set-roster notation by writing all of its elements between
braces
AXIOM OF EXTENSION
says that a set is completely determined by what its elements are – not the order in which
they might be listed or the fact that some elements might be listed more than once.
EXAMPLE
Rewriting 1: Using the Set-Roster Notation
a. Let A = {1, 2, 3}, B = {3, 1, 2}, and C = {1, 1, 2, 3, 3, 3}. What are the elements of
A, B, and C? How are A, B, and C related?
A, B, and C have exactly the same three elements: 1, 2, and 3. Therefore,
A, B, and C are simply different ways to represent the same set.
b. Is (0) = 0?
(0) ≠ 0 because (0) I a set with one element, namely 0, whereas 0 is just
the symbol that represents the number zero.
c. How many elements are in the set [1,(1)]?
The set [1,(1)] has two elements: 1 and the set whose only element is 1.
d. For each nonnegative integer n, let 𝑈𝑛 = {n, -n}. Find 𝑈1 , 𝑈2 and 𝑈0 .
𝑈1 = (1, −1), 𝑈2 = (2, −2), 𝑈0 = (0, −0) = (0,0) = 0

Activity 5
1. Let X = {a, b, c}, Y = {a, c, b} and Z = {a, b, b, c, c, c}. What are the elements of X,
Y, and Z? How are X, Y and Z related?
2. How many elements are in the set [a, (a, b), (a)]?
3. For each positive integer x, let 𝐴𝑥 = {𝑥, 𝑥 2 }. Find 𝐴1 , 𝐴2 and 𝐴3 .
Certain sets of number are so frequently referred to that they are given special
symbolic names. They are summarized in the table below.
SYMBOL SET
R set of real numbers
Z set of all integers
Q set of all rational numbers, or quotients of integers
N set of all natural numbers
SET OF REAL NUMBERS (R)

usually pictured as the set of all points on a line
divided into three parts: the set of positive real numbers, the set of negative real numbers
and the number 0
Note: A superscript + or – or the letter nonneg indicates that only the positive or negative
or nonnegative elements of the set, respectively, are to be included. Thus R+ denotes the
set of positive real numbers, and Z+ refers to the set of nonnegative integers: 0, 1, 2, 3, 4
and so forth.

SET-BUILDER NOTATION
Let S denote a set and let P(x) be a property that elements of S may or may not satisfy.
We may define a new set to be the set of all elements in S such that P(x) is true. We denote
this set as follows:
{𝑥 ∈ 𝑆|𝑃(𝑥)}
The set of all Such that

Occasionally we will write {𝑥|𝑃(𝑥)} without being specific about where the element
x comes from. It turns out that unrestricted use of this notation can lead to genuine
contradictions in set theory.
EXAMPLE 2: Using the Set-Builder Notation

Given that R denotes the set of all real numbers, Z the set of all integers, and 𝑍 +
the set of all positive integers, describe each of the following sets:
a. {𝑥 ∈ 𝑅|−2 < 𝑥 < 5}
{𝑥 ∈ 𝑅|−2 < 𝑥 < 5} is the open interval of real numbers (strictly)
between -2 and 5.
b. {𝑥 ∈ 𝑍|−2 < 𝑥 < 5}

It is the set of all integers (strictly) between -2 and 5. It is equal to
the set (-1, 0, 1, 2, 3, 4)
+
c. {𝑥 ∈ 𝑍 |−2 < 𝑥 < 5}
Since all integers in 𝑍 + are positive, {𝑥 ∈ 𝑍 + |−2 < 𝑥 < 5} = (1, 2, 3, 4)
Activity 6
Given that R denotes the set of all real numbers, Z the set of all integers, and 𝑍 − the set
of all negative integers, describe each of the following sets:
1. {𝑥 ∈ 𝑅|−5 < 𝑥 < 1}
2. {𝑥 ∈ 𝑍|−5 < 𝑥 < 10}
3. {𝑥 ∈ 𝑍 −|−5 < 𝑥 < 5}

SUBSET
A basic relation between sets is that of subset
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 an element of B.
Symbolically:
𝐴⊆𝐵 means that For all elements x, if 𝑥 ∈ 𝐵
The phrases A is contained in B and B contains A are alternative ways of saying that A is
a subset of B.
It follows from the definition of subset that for a set A not to be a subset of a set B means
that there is at least one element of A that is not an element of B.
Symbolically:
𝐴⊆𝐵 means that
There is atleast one element x such that if 𝑥 ∈ 𝐴 and if 𝑥 ∈ 𝐵
PROPER SUBSET
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.
EXAMPLE 3: Subsets
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. Zero is not a positive integer. Thus, zero is in B but zero I not in A
and so 𝐵 ⊄ 𝐴.
b. C is a proper subset of A
True. Each element in C is a positive integer and, hence, is in A, but there
are elements in A that are not in C. For instance, 1 is in A and not in C.
c. C and B have at least one element in common
True. For example, 100 is in both C and B.
d. 𝐶 ⊆ 𝐵
False. For example, 200 is in C but not in B.
e. 𝐶 ⊆ 𝐶
True. Every element in C is in C. in general, the definition of subset implies
that all sets are subsets of themselves.

Activity 7
Let A = {2, {2}, (√2)2 , B = {2, {2}, {{2}}} and C = {2}. Evaluate the truth and falsity
of each of the following statements. (Use the back portion for your answer sheet)
1. 𝐴⊆𝐵
2. 𝐵⊆𝐴
3. A is a proper subset of B
4. 𝐶⊆𝐵
5. C is a proper subset of A
EXAMPLE 4: Distinction between ∈ and ⊆

Which of the following are true statements?
a. 2 ∈ {1, 2, 3}
b. {2} ∈ {1, 2, 3}
c. 2 ⊆ {1, 2, 3}
d. {2} ⊆ {1, 2, 3}
e. {2} ⊆ {{1,}, {2}}
f. {2} ∈ {{1,}, {2}}
SOLUTION:
Only a, d and f are true.
For (b) to be true, the set {1,2,3} would have to contain the element (2). But the
only elements of {1,2,3} are 1, 2, and 3, and 2 is not equal to {2}. Hence, b is false.
For (c) to be true, the number 2 would have to be a set and every element in the
set 2 would have to be an element of {1, 2, 3}. This is not the case, so (c) is false.
For (e) to be true, every element in the set containing only the number 2 would
have to be an element of the set whose elements are {1} and {2}. But 2 is not equal to
either {1} or {2}, and so (e) is false.
Activity 8
Which of the following are true statements? (Use the back portion for your answer sheet)
1. x ∈ {x, y, z}
2. x ⊆ {{x}, {y}, {z}}
3. x ⊆ {x, y, z}
4. {x} ⊆ {{x,}, {y}, {z}}
5. {x} ∈ {x, y, z}

ORDERED PAIR
Given elements a and b, the symbol (a, b) denotes the ordered pair consisting 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 (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
EXAMPLE 4: Ordered Pairs

a. Is (1, 2) = (2, 1) ?
No. by definition of equality of ordered pairs,
(1, 2) = (2, 1) if, 1 = 2 and 2 = 1
But 1 ≠ 2, and so the ordered pairs are not equal.
5 1
b. Is (3, ) = (√9, ) ?
10 2
Yes. By definition of equality of ordered pairs.
5 1 5 1
(3, 10) = (√9, 2) if, and only if, 3 =√9 and 10 = 2.
Because these equations are both true, the ordered pairs are equal.
c. What is the first element of (1, 1)?

In the ordered pair (1, 1), the first and the second elements are both 1.
Activity 9
Which of the following are true statements?

1. Is (0,10) = (10, 0)?
2. Is (4, 33 ) = (22 , 27)
3. What is the first element of (2, 5)?

Lesson 2.3 The language of mathematics
The language of mathematics makes it easy to

express the kinds of thoughts that mathematicians like
to express. It is:
o Precise (able to make very fine distinctions);
o Concise (able to say things briefly);
Characteristics of the o powerful (able to express complex thoughts
with relative ease).
Language of Mathematics
The language of mathematics can be learned, but
requires the efforts needed to learn any foreign
language. In this book, you will get extensive practice
with mathematical language ideas, to enhance your
ability to correctly read, write, speak, and understand
mathematics.
Every language has its vocabulary (the words), and

its rules for combining these words into complete
thoughts (the sentences). Mathematics is no exception.
As a first step in discussing the mathematical language,
Vocabulary versus sentences
we will make a very broad classification between the
‘nouns’ of mathematics (used to name mathematical
objects of interest) and the ‘sentences’ of mathematics
(which state complete mathematical thoughts).
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 thoughts. A
ENGLISH: Nouns versus typical English sentence has at least one noun, and at
Sentences least one verb. For example, consider the sentence
Allen loves Mathematics
Here, ‘Allen’ and ‘Mathematics’ are nouns; ‘loves’ is a
verb.
The mathematical analogue of a ‘noun’ will be called

MATHEMATICS: expressions an expression. Thus, an expression is a name given
versus sentences to a mathematical object of interest. Whereas in English
we need to talk about people, places and things, we’ll

see that mathematics has much different ‘objects of
interest’. The mathematical analogue of a ‘sentence’ will
also be called a sentence. A Mathematical sentence,
just as an English sentence, must state a complete
thought. The table below summarizes the analogy.
Note: Don’t worry for the moment about the truth of
sentences; this will be addressed later.
ENGLISH MATHEMATICS
Name given to an NOUN (person, place, thing) EXPRESSION

object of interest Examples: Edna, Idaho, laptop Examples: 10, 6-5, 58
SENTENCE SENTENCE
Examples: 1. Examples:
A complete thought
12 + 6 = 18
12 + 6 = 15
Let’s discuss the ideas presented in this table,

Ideas regarding expressions
beginning with some ideas regarding expressions.
Since people frequently need to work with
numbers, these are the most common type of
mathematical expression. And, numbers have lots
of different names.
Numbers have lots of
different names For example, the expressions
10 6+4 20÷2 (14 – 5) + 1 2+2+2+2+2
all look different, but are all just different names for
the same number.
This simple idea that numbers have lots of
different names is extremely important in
Synonyms; different names mathematics. English has the same concept:
for the same object synonyms are words that have the same meaning.
However, this ‘same object, different name’ idea
plays a much more fundamental role in

mathematics than in English, as you will see
throughout the module.
EXAMPLE
Rewriting 1:
1. Give several synonyms for the English word ‘difficult’. (A Thesaurus may be
helpful)
2. The number ‘five’ has lots of different names. Give names satisfying the following
properties. (There may be more than one correct answer).
a. the ‘standard’ name (five)
b. a name using a plus sign, + (4 + 1)
c. a name using a minus sign, - (9 – 4)
d. a name using a division sign, ÷ ( 10 ÷ 5)
Next, some ideas regarding sentences are explored.

Just as English sentences have verbs, so do
Ideas regarding mathematical sentences. In the mathematical sentence
sentences: sentence have ‘3+ 5 = 8’, the verb is ‘=’. If you read the sentence as
verbs ‘three plus five is equal to eight’, then it’s easy to ‘hear’
the verb. Indeed, the equal sign ‘=’ is one of the most
popular mathematical verbs.
Sentences can be true or false. The notation of truth
(i.e., the property of being true or false) is of fundamental
truth of sentences
importance in the mathematical language; this will
become apparent as you read the book.
Languages have conventions. In English, for
example, it is conventional to capitalize proper names
(like ‘Ana’ and ‘Manila City’). This convention makes it
conventions in languages easy for a reader to distinguish between a common
noun (like ‘carol’, a Christmas song) and a proper noun
(like ‘Carol’). Mathematics also has its conventions,
which help readers distinguish between different types

of mathematical expressions. These conventions will be
studied throughout the subject.
EXAMPLE
Rewriting 2:
3. Circle the verbs in the following sentences:

a. The capital of the Philippines is Manila.
b. The capital of the Philippines is Cebu.
c. 3 + 5 = 8
d. 3 + 5 = 10
4. TRUE or FALSE
a. The capital of the Philippines is Manila. (True)
b. The capital of the Philippines is Cebu. (False)
c. 3 + 5 = 8 (True)
d. 3 + 5 = 10 (False)
5. List several English conventions that are being illustrated in the sentence:
“The capital of the Philippines is Manila.”
 Starting the first word with an uppercase.
 Using uppercase for the proper nouns.

 The use of correct verb and punctuation.

ENGLISH versus MATHEMATICS
This diagram summarizes the language ideas discussed in the first lesson, The
Language of Mathematics.
ENGLISH
NOUN SENTENCE
(name given to object of interest) (must state a complete thought)
SOMETIMES
PERSON PLACE THING TRUE (T) FALSE (F)) TURE/SOMETIMES
FALSE
(ST/SF)
The word ‘cat’ The word ‘cat’

Carol Philippines books begins with the The cat is
begins with the
letter ‘c’ black
letter ‘k’

MATHEMATICS
EXPRESSION SENTENCE
(name given to mathematical object
of interest) (must state a complete thought)
NUMBER SET FUNCTION MATRIX ORDERED TRUE FALSE (ST/SF)

PAIR
1 0 (x,y) 1+2=3 1+2=7 x=1

7 {7} f(x)
0 1
Activity 10
Sentences vs. Expressions
If possible, classify the entries in the list below as:
 an English noun, or a mathematical expression
 an English sentence, or a mathematical sentence
Try to fill in the blanks yourself before looking at the solutions. In each sentence
(English or Mathematical), circle the verb.
1. cat ___________________________
2. 2 ___________________________
3. The word ‘love’ begins with the letter x ___________________________
4. 1 + 2 = 4 ___________________________
5. 5 – 3 ___________________________
6. 5 – 3 = 2 ___________________________

7. The dress is pink. ___________________________
8. x ___________________________
9. x = 14 ___________________________
10. x – 1 = 0 ___________________________
11. t + 4 ___________________________
12. t + 3 = 3 + t ___________________________
13. This sentence is false. ___________________________
14. x + 0 = x ___________________________
15. 1 • x = x ___________________________
16. Hat sat bat ___________________________
Activity 11
True or False
A. Classify the entries in the list below as:

 an English noun, or a mathematical expression; or
 an English sentence, or a mathematical sentence
Try to fill in the blanks yourself before looking at the solutions. In each sentence
(English or Mathematical), circle the verb.
1. Karen ___________________________
2. Apple loves Chemistry ___________________________
3. The name Allen begins with the letter A ___________________________
4. 7 ___________________________
5. 3 + 4 ___________________________
6. 7 = 3 + 4 ___________________________
7. 3 + 4 = 7 ___________________________
8. 7 = 3 + 5 ___________________________
9. t ___________________________
10. t = 2 ___________________________

11. 0 = 2 - t ___________________________
12. t – 1 ___________________________
13. t – 1 = 1 – t ___________________________
14. t + t + t ___________________________
15. t – 0 = t ___________________________
16. 0 = 1 ___________________________
B. Classify these sentences as: (always) true; (always) false; sometimes

true/sometimes false.
DEFINITION
An expression is the mathematical analogue of an English noun; it is a correct

arrangement of mathematical symbols used to represent a mathematical object of
interest. An expression does NOT state a complete thought; in particular, it does
not make sense to ask if an expression is true or false.
In most mathematics books, the word

‘expression‘ is never defined, but is used as a
CAUTION: convenient catch – all to talk about anything
(including sentences) to which the author wants to
Typical use of the word draw attention. In this book, however, expressions
‘expression’ in math and sentences are totally different entities. They don’t
books overlap. If something is an expression, then it is not a
sentence. If something is a sentence, then it’s not an
expression. Be careful about this.
There are many types of expression in
mathematics, because there are many types of
mathematical objects to be discussed. Some types of
What types of expressions are listed below. Don’t worry about
expressions are there? words you don’t recognize: in this book, we’ll primarily
concern ourselves only with numbers and sets.
NUMBERS SETS FUNCTIONS
ORDERED PAIRS MATRICES VECTORS

As mentioned earlier, a key idea in Mathematics
is that expressions have lots of different names. Even
more importantly, the name we use depends on what
we are doing with the following names:
1 1 1 1 1 5 1 1 1
Expressions have lots of +2 2–1 +4+4 +3+
2 2 5 3 3
different names; the name
we use depends on what
1 1
we are going with the The name 2 + 2 is appropriate, for example, if we
expression have to divide a candy bar evenly between two
people.
1 1 1
The name +3+ is appropriate if we need to
3 3
measure one cup of our, but only have a one – third
cup measure.
Activity 12
Give a name for the number ‘3’ that would be appropriate in each situation:
1. three candy bars must be equally divided among three people.
2. three candy bars must be equally divided among six people.
3. you need three cups of our, but only have a one – quarter cup measure.
4. you need three cups of our, but only have a one – half cup measure

The most common problem type involving an
expression is:
Common types of problem SIMPLIFY: (some expression)
involving expressions To simplify an expression means to get a
different name for the expression that in some
way is simpler.
The notion of ‘simpler’, however, can have

different meanings:
o FEWER SYMBOLS: Often, ‘simpler’ means
using fewer symbols. For example, ‘3 + 1 +
5’ and ‘9 are both names for the same
number, but ‘9’ uses fewer symbols.
o FEWER OPERATIONS: Sometimes
‘simpler’ means using fewer operations (an
‘operation’ is something like addition or
multiplication). For example, ‘3+3+3+3+3’
and ‘5•3’are both names for the same
number, but the latter uses fewer operations.
(Recall that the centered dot denotes
multiplication.) There are four additions used
What does ‘simpler’ mean? in ‘3+3+3+3+3’, but only one multiplication
used in ‘5•3’.
o BETTER SUITED FOR CURRENT USE: In
some cases, ‘simpler’ means better suited for
the current use. For example, we’ll see in a
1 𝑓𝑜𝑜𝑡
future section that the name is a great
12 𝑖𝑛𝑐ℎ𝑒𝑠
name for the number ‘1’ if we need to convert
units of inches to units of feet.
o PREFERRED STYLE/FORMAT: Finally,
‘simpler’ often means in a preferred style or
2
format. For example, 4 (two-fourths) and ½
(one – half) are both names for the same
number, but people usually prefer the name
1/2: it is said to be in ‘reduced form’ or
‘simplest form’.
Next, we talk more precisely about mathematical sentences. First, a
definition:
MATHEMATICAL SENTENCE
A mathematical sentence is the analogue of an English sentence; it is a correct
arrangement of mathematical symbols that states a complete thought. It makes sense to ask
about the TRUTH of a sentence. Is it true? Is it false? Is it sometimes true/sometimes false?

The sentence ‘ 1 + 2 =3 ‘ is read as ‘ one plus two equals three ‘
or ‘ one plus two is equal to three ‘. A complete thought is being
stated, which in this case is true.
The sentence is ‘ diagrammed ‘ below:
sentences have
Expression verb Expression
verbs
{
{
{
1+2 = 3
{
sentence
A question commonly encountered, when presenting the sentence
example ‘ 1 + 2 =3 ‘, is the following:
If ‘=’ is the verb, then what is the ‘+’?
Here’s the answer. The symbol ‘+’ is a connective; a connective is
Connectives used to ‘connect’ objects of a given type to get a ‘compound’
object of the same type. Here, the numbers 1 and 2 are
‘connected’ to give the new number 1+2. A familiar English
connective for nouns is the word ‘and’: ‘cat’ is a noun, ‘dog’ is a
noun, ‘cat and dog’ is a ‘compound’ noun.
There are two primary ways to decide whether something is a
sentence, or not:
 Read it aloud, and ask yourself the question: does it state a
complete thought? If the answer is ‘yes’, then it’s a
sentence.
how to decide Notice that expressions do not state a complete thought.
whether something Consider, for example, the number ‘1+2=4’, then you have
is a sentence stated a complete (false) thought.
 Alternately, you can ask yourself the question: does it make
sense to ask about the TRUTH of this object?
Consider again the number ‘1+2’. Is ‘1+2’ is true? Is ‘1+2’
false? These questions don’t make sense, because it
doesn’t make sense to ask about the truth of an expression.

Activity 13
PART I. MATH LANGUAGE

For problems 1-7, classify each entry as a mathematical expression (EXP), or a
mathematical sentence (SEN). Classify the truth value of each entry that is a sentence:
(always) true (T); (always) false (F); or sometimes true/sometimes false (ST/SF). The first
two are done for you.
(sample) 1+2 EXP
(sample) 1 + 2 = 3 SEN, T
1. ½ ____________
2. x – 1 ____________
3. x – 1 = 3 ____________
4. 1 + 2 + x ____________
5. x – 3 ____________
6. x – 3 = 5 ____________
7. 1 + 2 + x = x + 1 + 2 ____________
8. Use the English noun ‘Julia’ in three sentences: one that is true, one that is false, and
one whose truth cannot be determined without additional information.
9. Use the mathematical expression ‘3’ in three sentences: one that is true, one that is
false, and one whose truth cannot be determined without additional information.
10. Use the mathematical expression ‘x’ in three sentences: one that is true, one that is
false, and one whose truth cannot be determined without additional information.
PART II. PROBLEM SOLVING USING REPRESENTATION (5 points)

1. There are three consecutive odd integers. Three times the largest is seven times the
smallest. What are the integers?

2. In the afternoon, Kerrie and Sheva rode their bicycles 4 kilometers more than three
times the distance in kilometers they rode in the morning on a trip to the lake. If the entire
trip was 112 kilometers, how far did they ride in the morning and how far in the afternoon?
3. A farmer has 100 gallons of 70% pure disinfectant. He wishes to mix it with disinfectant
which is 90% pure in order to obtain 75% pure disinfectant. How much of the 90% pure
disinfectant must he use?
4. Bettina’s age is three times Melvina’s age. If 20 is added to Melvina’s age and 20 is
subtracted from Bettina’s, their ages will be equal. How old is each now?

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Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

A variable is sometimes thought of as a mathematical “John Doe” because

Is there a number with the following property: doubling it and adding 3

Is there a number x with the property that 2𝑥 + 3 = 𝑥 2 ?

No matter what number might be chosen, if it is greater than 2, then its

No matter what number n might be chosen, if n is greater than 2, then 𝑛2 is

EXAMPLE 1: Writing Sentences Using Variables

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

 Given any real number 𝑟, 𝑟 2 is

Some Important Kinds of Mathematical Statements

Three of the most important kinds of sentences in mathematics are universal

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Universal Conditional Statements

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Universal Existential Statements

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

EXAMPLE 3: Rewriting a Universal Existential Statement

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

An existential universal statement is a statement that is existential

EXAMPLE 4: Rewriting an Existential Universal Statement

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Some of the most important mathematical concepts, such as the definition

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

R set of real numbers

Z set of all integers

Q set of all rational numbers, or quotients of integers

N set of all natural numbers

SET OF REAL NUMBERS (R)

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

The set of all Such that

EXAMPLE 2: Using the Set-Builder Notation

b. {𝑥 ∈ 𝑍|−2 < 𝑥 < 5}

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

EXAMPLE 4: Distinction between ∈ and ⊆

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

EXAMPLE 4: Ordered Pairs

c. What is the first element of (1, 1)?

Which of the following are true statements?

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

The language of mathematics makes it easy to

Every language has its vocabulary (the words), and

In English, nouns are used to name things we want

The mathematical analogue of a ‘noun’ will be called

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Name given to an NOUN (person, place, thing) EXPRESSION

Let’s discuss the ideas presented in this table,

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

Next, some ideas regarding sentences are explored.

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

3. Circle the verbs in the following sentences:

 Using uppercase for the proper nouns.

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

The word ‘cat’ The word ‘cat’

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

NUMBER SET FUNCTION MATRIX ORDERED TRUE FALSE (ST/SF)

1 0 (x,y) 1+2=3 1+2=7 x=1

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

A. Classify the entries in the list below as:

Erica S. Aquiler MATHEMATICS IN THE MODERN WORLD

B. Classify these sentences as: (always) true; (always) false; sometimes

An expression is the mathematical analogue of an English noun; it is a correct