Mathematics 7

Quarter 2
Self-Learning Module 3
Translating Phrases and
Sentences from English into
Mathematical and vice versa
Mathematics Grade 7
Quarter 2 – Self-Learning Module 3: Translating Phrases and Sentences from
English into Mathematical and vice versa
First Edition, 2020

Republic Act 8293, Section 176 states that no copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Kenedy M. Cayabyab

Editors: Ma. Cynthia P. Badana; Ma. Victoria L. Peñalosa
Reviewers: Roberta B. Tuando; Cristina DC Prado
Layout Artist: Clifchard D. Valente

Management Team: Ma. Evalou Concepcion A. Agustin

OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS /ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larangan)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Mathematics 7
Quarter 1
Self-Learning Module 3
Translating Phrases and Sentences
from English into Mathematical
and vice versa
Introductory Message

For the Facilitator:

Welcome to the Mathematics Grade 7 Self-Learning Module on Translating

Phrases and Sentences from English into Mathematical and vice versa!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This self-learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this self-
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in the self-learning module.
 For the Learner:

Welcome to the Mathematics Grade 7 Self-Learning Module on Translating

Phrases and Sentences from English into Mathematical and vice versa!

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

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS
1. Translate English phrases into mathematical phrases and vice
versa.
2. Translate English sentences into mathematical sentences and vice
versa.

PRETEST

Directions: Read, analyze, and choose the letter of the correct answer. Write your
answer in your notebook.
1. Express in mathematical phrase: nine times a number more than five.
A. 9(5 + n) B. 5 + 9n C. 9(n + 5) D. 9 + 5n
2. How does the mathematical phrase, "eight less than the sum of a number and
six" be translated into an algebraic expression?
A. 8 – n + 6 B. 6n – 8 C. (n + 6) – 8 D. 8(n + 6)

2𝑛−3
3. Which English phrase translates ?
5
A. twice the difference of a number and five less three
B. twice the difference of a number and three divided by five
C. the quotient of twice a number and five diminished by three
D. the quotient of twice a number diminished by three and five

4. How is 8n + 6 > 4 written in English sentence?

A. The product of eight and a number added by six more than four.
B. The product of eight and a number added by six is equal to four.
C. The product of eight and a number added by six is less than four.
D. The product of eight and a number added by six is greater than four.

5. Translate “the quotient of thrice a number increased by ten and five is sixteen”
into mathematical sentence.
3𝑛+10 3(𝑛+10) 3𝑛+10 3𝑛+10
A. = 16 B. = 16 C. < 16 D. + 16
5 5 5 5

RECAP
A. Directions: Convert each quantity to the indicated unit. Write your answer in
your notebook.

1. 40.2 dam = __________ km 5. 78.9 L = __________cL

2. 20 ft = __________m 6. 0.005 m3 = __________ cm3
3. 0.0014 hm = __________ cm2
2 7. 10 oz. = __________ g
4. 26 mi2 = __________ km2 8. 32 lb. = __________ kg
 9. 24 min = __________ s 11. 68 oF = __________ oC
10. 14 400 s = ___________ hr 12. 42 oC = __________ oF

B. Recall: (English Lesson)

Directions: Tell whether the group of words is a sentence or a phrase. Write

your answer in your notebook.
1. The dog and the cat
2. Going to the market
3. Bong and Kim are friends.
4. You ate bread.
5. Before lunch

LESSON

In this self-learning module lesson, we will be exploring how to translate verbal

phrases or sentences into mathematical phrases or sentences or vice versa. Enough
discussions, examples and exercises are presented to facilitate learning.
You have learned from your English subject the difference between a phrase
and a sentence. Words can be grouped together, but without a subject or a verb is
called a phrase. While a complete sentence has a subject and predicate and can often
be composed of more than one clause. As long as it has a subject and a predicate, a
group of words can form a sentence, no matter how short it is.
In a similar case, language of Algebra can be a group of numerals, letters or
variables to represent unknown numbers, and symbols or signs. Such that, grouping
any of which, forms algebraic expressions or mathematical sentence. Algebraic
expression or simply mathematical phrase is the result of combining numbers and
variables with ordinary operations of arithmetic while mathematical sentence is a
statement that two numbers or two expressions are either equal or not.
Before I give examples on translating English phrase to algebraic expression,
let us ingest first each meaning of the language of algebra.
The Language of Algebra is composed of:
A. Numerals:
As we know, these are symbols or figures denoting a number or
determiner of quantity of a noun. Examples are: 0, 1, 2, 3, 4, 5, 6, 7

B. Letters or Variables
These are symbols or letters which represent an unknown number.
Examples are the letters of the English alphabet like a, b, c, … , z
C. Operational Signs
Basically, these are symbols used to denote addition, subtraction,
multiplication and division operations: +, ─ , x, ÷

D. Equation and Inequality Symbols

 Equation is a statement that the two numbers or expressions are equal
denoted by equal(=) symbol. While Inequality(≠) is the opposite of equation
where one number or expression is either greater or lesser than the other. It
is denoted either by <, >, ≤, or ≥
Additionally, to make our discussion easier, each of the operational signs and
symbols has different keywords associated to each as shown in summarized table
below.
Symbol/sign Keywords
+ plus, increase, more than, add, sum, all together, combine
─ minus, difference, decrease, diminish, take away, subtract, less,
less than, reduce
x, •, ( ) times, product, multiply, twice(2 times), thrice(3 times)
÷ , /, ── divide, quotient, ratio, fraction, per
= is, is equal to, equals, is the same as, will be, yields
< is less than, is fewer than
> is greater than, is more than
≤ is less than or equal to, at most, maximum of
≥ Is greater than or equal to, at least, minimum of
There are more other keywords you may encounter as you deepen your
learning in Mathematics. The above keywords are the common being used in Grade
7.
Since you are already guided by the prerequisites of translation, let us start
now our lesson proper!
Translating English Phrase to Mathematical Phrase
Illustrative Example 1: Let n be a certain number. Then, translate each into an
algebraic expression.
a. a number increased by six
b. five diminished by a number
c. the product of a number and twelve
d. the quotient of a number and seven

Solution:

Phrase Keyword Symbol/sign Expression

a. a number increased by six increased by + n+6
b. five diminished by a
diminished by - 5–n
number
c. the product of a number
product of () 12(n) or 12n
and twelve
d. the quotient of a number 𝑛
quotient of ÷ or ── n ÷ 7 or
and seven 7
The order or arrangement of the numerals, symbols, and/or operations are
very important in translation. There are some keywords we need to be careful of.
Like, more than and less than. Let us make some changes on illustrative example 1
then try to compare.
Illustrative Example 2: Let n be a certain number. Then, translate each into an
algebraic expression.
 a. a number more than six
b. five less than a number
c. the product of twelve and a number
d. the quotient of seven and a number

Solution:

Phrase Keyword Symbol/sign Expression

a. a number more than six more than + 6+n
b. five less than a number less than - n–5
c. the product of twelve and a
product of () 12(n) or 12n
number
d. the quotient of seven and a 7
quotient of ÷ or ── 7 ÷ n or
number 𝑛
Notice that, for a, the keyword more than is not same as with the other
keyword increased by though they have the same sign. The same is true with “less
than” compared to “diminished by”. What am I trying to point out is understanding
the meaning of the phrase as to which is the first addend or second and which is the
minuend or the subtrahend and which is the dividend or the divisor. For
multiplication, the juxtaposition (positioning side by side) of the numeral and
variable is that the numeral usually written first followed by the variable factor. Also,
from now on, to avoid confusion as to whether “x” is a multiplication sign or a
variable, aside from the juxtaposition rule I mentioned, we will frequently use the
parenthesis( ), or the midway dot(•) to denote multiplication. Example, instead of 6
times a number n written as 6 x n, we write it as 6n or 6(n).

Translating Mathematical Phrase to English Phrase

Our goal is to do the reversed way. That is, given a mathematical phrase, we
are going to translate it in English phrase.
Illustrative Example 3: Translate each algebraic expression into an English or
verbal phrase.
a. 3x + 10
b. 5(m – 1)
6𝑚−2
c.
9
d. 8m + 4p

Solution:
Since there are many keywords that can be used to denote the operational
symbols, there are also several ways to translate each algebraic expression into a
verbal phrase. Some are shown in the table:

Algebraic Sample Verbal phrase

expression keyword(s) to use
a. 3x + 10 times, added by three times a number added by ten

thrice, sum the sum of thrice a number and ten

times, more than ten more than three times a number

b. 5(m – 1) times, difference five times the difference of a number and one
 the product of five and one less than a
product of, less number
than
6𝑚−2 quotient of, times, the quotient of six times a number less two
c.
9 less and nine

difference, times, the difference of six times a number and two

divide by divided by nine
d. 8m + 4p sum, times The sum of eight times a number and four
times another number

product of, The product of 8 and a number increased by

increased by the product of four and another number

Do you still have questions in mind? If yes, don’t hesitate to go over once again
with our discussion before proceeding to the next example.
Now that you have the idea of translating algebraic expression into verbal
phrase and vice versa, the succeeding examples are just extension of it. This time,
instead of working on phrases, sentences are involved. Take note again that algebraic
expression is to verbal or English phrase, while mathematical sentence is to verbal
or English sentence.
Translating English Sentence to Mathematical Sentence
To make our discussion simpler, let’s take the previous examples on phrases
and continue by making them sentences.
Illustrative Example 4: Let n be a certain number. Then, translate each into a
mathematical sentence.
1. A number increased by six is twenty.
2. Five decreased by a number is less than fourteen.
3. The product of a number and twelve is at most ninety.
4. The quotient of a number and seven is at least fifteen.

Verbal Sentence Keyword(s) Symbol(s) Mathematical

Sentence
a. A number increased by six
increased by, is +, = n + 6 = 20
is twenty.
b. Five diminished by a
diminished by, is
number is less than ─, < 5 – n < 14
less than
fourteen.
c. The product of a number
product of, is at
and twelve is at most ( ), ≤ 12n ≤ 90
most
ninety.
d. The quotient of a number
quotient of, is at 𝑛
and seven is at least ÷ or ──, ≥ ≥ 15
least 7
fifteen.
 Don’t get confused with the key words “less than” and “is less than”. The first
denotes subtraction while the latter is inequality. The presence of the term “is”,
distinguishes whether the keyword is for operation or for equation/inequality.

Translating English Sentence to Mathematical Sentence

For our last example, let us again do the reversed translation. Now, we are
going to translate English sentence to mathematical sentence. Illustrative example #
3 is taken to expand the phrases into sentences.
Illustrative Example 5: Translate each into an English or verbal sentence.
a. 3x + 10 = 25
b. 5(m – 1) > 11
6𝑚−2
c. < 32
9
d. 8m + 4p ≤ 18

Solution:
Since there are many keywords that can be used to denote the letters and
symbols, there are also several ways to translate each mathematical sentence into a
verbal sentence. Some are shown on the table:

Mathematical Sample keyword(s) to Verbal Sentence

Sentence use
a. 3x + 10 = 25 times, added by, is Three times a number added by ten
is twenty-five.

thrice, sum, is equal to The sum of thrice a number and

ten is equal to twenty-five.

times, more than, equals Ten more than three times a

number equals twenty-five.
b. 5(m – 1) > 11 times, difference, is Five times the difference of a
greater than number and one is greater than
eleven.

product of, less than, The product of five and one less
exceeds than a number is exceeded by
eleven.
6𝑚−2 quotient of, times, less, is The quotient of six times a number
c. ≥ 32 greater than or equal to less two and nine is greater than or
9
equal to thirty-two.

difference, times, divide by The difference of six times a

is at least number and two divided by nine is
at least thirty-two.
d. 8m + 4p ≤ 18 sum, times, is less than or The sum of eight times a number
equal to and four times another number is
less than or equal to eighteen.
 product of, increased by, The product of eight and a number
is at most increased by the product of four
and another number is at most
eighteen.
Easy right? Now, I’m going to take my break and it’s your turn to do the
activities alone! You can do it!

ACTIVITIES
ACTIVITY 1: LET’S PRACTICE!
Directions: Matching Type. Match each mathematical phrase in Column A with its
equivalent verbal phrase in Column B. Write the letter which corresponds to your
answer in your notebook. Use each verbal phrase in Column B once.

Column A Column B

1. x + 9 a. twice the difference of a number and nine

2. 9 + x b. the quotient of two times a number and nine
3. x – 9 c. a number more than nine
4. 2x + 9 d. nine added by two times a number
5. 9 + 2x e. nine divided by twice a number
6. 2(x – 9) f. twice a number decreased by nine times
another number
2𝑥
7. g. the sum of a number and nine
9
9
8. h. twice a number less than the product of nine
2𝑥
and another number
9. 2x – 9y i. a number less nine
10. 9y – 2x j. twice a number increased by nine

ACTIVITY 2: KEEP PRACTICING!

Directions: Complete the table to translate each verbal sentence into mathematical
sentence. Use letter m to represent the unknown number.

Verbal Sentence keyword(s) Mathematical

used Sentence
1. Seven more than six times a number is
the same as forty.
2. Five times the difference of thrice a
number and seventy-four is at least
eighty-two.
3. The quotient of twelve times a number
and six does not exceed one.
 4. The sum of three and four times a
number is greater than sixteen.
5. Thrice a number reduced by sixty is the
same as twice the number increased by
one hundred.

ACTIVITY 3: TEST YOURSELF!

Direction: Solve each of the following problems.
1. Let x be Russell’s age now. Represent his age ten years in the future.
2. Given 3 consecutive(magkasunod-sunod) even numbers, represent the other
two if the least number is represented by x.
3. Write possible translation of each mathematical sentence into verbal
sentence.
a. 14(3x – 5) = 20
b. 2x + 3y > 7
c. 3 – 9x ≥ x + 8

WRAP-UP

Remember that …
▪ The language of algebra comprises of numerals, letters or variables
representing unknown numbers, signs, and symbols.
▪ The keywords for the different symbols/ signs are very helpful in translating
verbal statements into mathematical statements and vice versa.
Symbol/sign Keywords
+ plus, increase, more than, add, sum, all together,
combine
─ minus, difference, decrease, diminish, take away,
subtract, less, less than, reduce
x, •, ( ) times, product, multiply, twice(2 times), thrice(3 times)
÷ , /, ── divide, quotient, ratio, fraction, per
= is, is equal to, equals, is the same as, will be, yields,
< is less than, is fewer than
> is greater than, is more than
≤ is less than or equal to, at most, maximum of
≥ Is greater than or equal to, at least, minimum of

VALUING
REFLECTION: (Journal Writing)

There are many languages all over the world. Even a specific field, like Math,
Science and Technology possess own language. Do you think it is helpful for you
 to learn new language aside from the ones you have grown up with? How do you
say so? Explain.

POSTTEST
Directions: Read, analyze, and choose the letter of the correct answer. Write your
answer in your notebook.
1. Express in mathematical phrase: nine times a number less five.
A. 9(5 – n) B. 5 – 9n C. 9(n –5) D. 9n – 5
2. How does the mathematical phrase, "eight more than the difference of a number
and six" be translated into an algebraic expression?
A. 8 + n – 6 B. 6n + 8 C. (n – 6) + 8 D. 8(n – 6)
2𝑛
3. Which English phrase translates - 3?
5
A. twice the difference of a number and five less three
B. twice the difference of a number and three divided by five
C. the quotient of twice a number and five diminished by three
D. the quotient of twice a number diminished by three and five
4. How is 8n + 6 ≤ 4 written in English sentence?
A. The product of eight and a number added by six is at most four.
B. The product of eight and a number added by six is at least four.
C. The product of eight and a number added by six is less than four.
D. The product of eight and a number added by six is not equal to four.
5. Translate “the quotient of thrice a number increased by ten and five is fewer
than sixteen” into mathematical sentence.
3𝑛+10 3(𝑛+10) 3𝑛+10 3𝑛+10
A. = 16 B. = 16 C. < 16 D. + 16
5 5 5 5
ACTIVITY 2: KEEP ON PRACTICING!
1. 6m + 7 = 40 2. 5(3m – 74) ≥ 82 3. 12m ÷ 6 ≤ 1
4. 3 + 4m > 16 5. 3m – 60 = 2x + 100
ACTIVITY 3: TEST YOURSELF!
1. x + 10 2. x + 2; x+ 4
3. Fourteen times the difference of thrice a number and five is twenty.
4. Twice a number increased by thrice another number is greater than seven.
5. Nine times a number less than three is at least the number increased by eight.
POSTTEST
1. D 2. C 3. C 4. A 5. C
PRETEST
1. B 2. C 3. D 4. D 5. A
RECAP
A. 1. 0.402 2. 6 3. 140 000 4. 66.56 5. 7 890 6. 5 000
7. 280 8. 14.55 9. 1 440 10. 4 11. 20 12. 107.6
B. 1. phrase 2. phrase 3. sentence 4. sentence 5. phrase
ACTIVITY 1: LET’S PRACTICE!
1. g 2. c 3. i 4. j 5. d
6. a 7. b 8. e 9. f 10. h
KEY TO CORRECTION
 References
Oronce, Orlando, and Marilyn Mendoza. E-MATH 7. Manila: Rex Books Store, Inc.,
2015.
https://www.eurocentres.com/blog/clause-phrase-sentence-learn-the-difference
(accessed on September 3, 2020).
https://www.bing.com/images/search?q=math%20symbols%20keywords%20for%
20symbols&qs=n&form=QBIR&sp=-
1&pq=math%20symbols%20keywords%20for%20symbols&sc=0-
33&sk=&cvid=1EE04382603C4788A37F79BBD36B2DB9 (accessed on
September 3, 2020).
https://www.bing.com/images/search?q=language+quotes&form=QBIR&first=1&s
cenario=ImageBasicHover (accessed on September 3, 2020).