Lesson 2

Mathematical
Language and
Symbols
Description of the Lesson
This lesson will discuss the language and
symbols in mathematics particularly the words
and notations in problem solving.

Intended Learning Outcomes

Students should
 develop critical thinking skills through
analysis and solving mathematics related
problems; and
 acknowledge mathematics as a useful
language.
Targets/ Objectives
At the end of the lesson, students should be
able to:
 discuss the language, symbols and
conventions of mathematics;
 explain the nature of mathematics as a
language;
 translate verbal statements into
mathematical symbols and vice versa;
and
 perform operations on mathematical
expressions correctly.
Learning Guide Questions:

1. Is mathematics a language?
2. What are the symbols used in mathematics?
3. How can we communicate using
mathematics?
Google images
Google images
Mathematics is associated with numbers and symbols.

thinglink.com

sciencestruck.com

pngwing.com
Most mathematical terms are of Latin origin.
Arithmetic is derived from arithmetica.
A large body of
mathematical work was
produced between 300
BC and 300 AD by Greek
mathematicians Euclid
and Archimedes among
others. Euclid

Archimedes

They gave us the Greek math words such as isosceles

and convex.
https://www.educationworld.in/the-language-of-mathematics/
Guess the mathematical term that was derived from the origin
as stated below: https://www.educationworld.in/the-language-of-mathematics/

A Greek word Circulus (meaning to hoop around or from a

diminutive of the circular Roman circus) circle
Greek word Chorde (which means a piece of animal gut used
as a string in a lyre). chord
Greek word Tri (which means 3) and the Latin word angulus
(which means corner or angle). triangle

Latin word Tangere (which means ‘to touch’). tangent

Greek word dia (which means across) and metron (which

means measure). diameter
 Mathematics Language

facilitates communication has its own

gives meaning symbol system

Characteristics of Mathematics Language

• precise able to make very fine distinctions
• concise able to say things briefly
• powerful able to express complex thoughts with relative ease
https://www.onemathematicalcat.org

Learning the language of mathematics is vital for the

development of mathematical proficiency.
The Language of Mathematics was designed so we
can write about numbers, sets, relations, functions, to
name some. It is also intended to make operations on
these “things” easier and understandable.
Mathematics often use symbols instead of words, yet,
most of the problems we encounter are written in the
textual form.

“nouns” “pronouns”
“verbs”
“phrase” “sentence”

Mathematics Language  English Language

 noun

English phrase
Language
sentence

Mathematics Language

expression sentence
English Language Mathematics Language
noun mathematical
notebook mother expression
car 3 1
hospital
phrase 𝑛2 √9 𝑥
4 6 2

a cold night 𝑎− 7 𝑏 𝑥+ 𝑦
my black umbrella 𝑥− 𝑦
2
the students at the back 𝑏 − 4 𝑎𝑐
English Language Mathematics Language
mathematical
sentence sentence
The day is humid. equation
inequality
There are more than 5 + 11 = 16
1 million deaths
worldwide because
15 𝑥 −2>18
of COVID 19. 7
𝑦 ≤ 14
3
I am your instructor. 𝑎 −𝑏
≠9
3
Examples:
Classify the following as noun, phrase, sentence, mathematical
expression, or mathematical sentence.
pencil noun

3x mathematical expression
a black cat phrase
5 + 12 mathematical expression

My umbrella is new. sentence

5 + 6 > 10 mathematical sentence

(inequality)
 π is a rational number. English sentence
False

There are 31 days in February. English sentence

False

- 7 – 12 -19 Mathematical sentence

False

Mathematical sentence
= 2i
True

-12 > - 3 - 11 Mathematical sentence

True
The mathematical expression “5” is used in sentences
as shown below. Determine which is TRUE, FALSE,
or has truth which cannot be established without
additional information.

− √ −125=5
3
true
cannot be
5 𝑥+ 8 ≤ 38 established

10 −5 ( 0 ) − 5 ≠5 false
Problems in mathematics do not usually come in the form
of expressions, equations, or inequalities.
The job of the problem solver is to translate the problem from
phrases and statements into mathematical expressions and
equations, and then to solve the equations.
The table below lists some key words and phrases that are
used to describe common mathematical operations.
Operation Keyword/phrase
plus
more than
increased by
Addition (+)
added to
the sum of
the total of
 Operation Keyword/phrase
minus
less than
decreased by
Subtraction (-)
subtracted from
the difference of
less
times
Multiplication the product of
(x) multiplied by
of
the quotient of
Division
divided by
( or /)
the ratio of
Let’s do some practice:
Translate the verbal statements into mathematical symbols.

Twice a number increased by 8 is 12. sentence

{
{
2x + 8 = 12 mathematical sentence

the difference of the squares of two numbers is greater than 4

{

{
2 2
𝑎 - 𝑏 > 4

the ratio of two numbers

𝑚
m:n
𝑛
What is 8% of 40?

8
__ ( 40 )
n = 100

140 is what % of 800?

n
____
140 = 100
( 800 )
Some Common Errors in translation to mathematical
symbols
2 less than a number 2 is less than a number

{
{n - 2 2 < n

an unknown number less 10

n - 10
an unknown number is less than 10
{
n < 10
Consecutive integers
1, 2, 3, 4, 5, . . . they differ by 1

[
[
[
[
1 1 1 1

1, 2, 3, 4, 5, . . .
[

n, n+1, n+2, n+3, n+4, . . .

Consecutive odd integers
1, 3, 5, 7, 9, . . . they differ by 2

[
[
[
[
2 2 2 2

1, 3, 5, 7, 9, . . .
[

n, n+2, n+4, n+6, n+8, . . .

Consecutive even integers
2, 4, 6, 8, 10, . . . they differ by 2

[
[
[
[
2 2 2 2

2, 4, 6, 8, 10, . . .
[

n, n+2, n+4, n+6, n+8, . . .

Translating Mathematical expressions into verbal statements
4n + 8
the sum of
four times a number
the sum of four times a number and eight

the difference between

x – 6y
{

a number and six times another number

the difference between a number and six times another number
the difference between
2
𝑏 − 4 𝑎𝑐
{

the square of a number and four times the

product another two numbers
the difference between the square of a number and four times the
product of another two numbers
 the square root of

√𝑎 +𝑏
2 2
the sum of
{
the squares of two numbers
the square root of the sum of the squares of two numbers

( 𝑥 2+ 3 𝑦 ) 3 the cube of
three times another number

the sum of

the square of a number and

the cube of the sum of the square of a number and three times
another number
 the difference between five and a number
5− 𝑦
the ratio of
9
and nine

the ratio of the difference between five and a number and nine
A. Translate each of the following English language into mathematical
expressions/sentences. Use as few variables as possible.

1. The sum of a number and 10 --------------- X + 10

2. The product of two numbers ---------------- XY

3. The product of -1 and a number ---------- (-1) X

4. One-half times the sum of two numbers --- ½ (X + Y)

5. Twice a number ------------------------- 2X

6. Five less than a number ---------------- X – 5

7. A number less 8 ------------------------- X – 8

8. Six more than a number -------------- X + 6

9. A number plus 6 ----------------------- n + 6

10. The square of a number ---------------