MODULE 2

MATHEMATICS AS A LANGUAGE

LESSON I
THE LANGUAGE OF MATHEMATICS

INTENDED LEARNING OUTCOMES

At the end of the lesson, the students will be able to:

 classify the characteristics of mathematical language,

 differentiate expressions from sentences and identify conventions in the
mathematical language.
 identify the elements found in a set using Set-Roster Notation and
specify a set of real numbers using Set-Builder Notation.
 distinguish the distinction between sets and subsets
 identify functions and relations and determine if relations are functions
or not.
 illustrate Relation by plotting to XY-axis, table form or mapping
diagram.

INTRODUCTION

Comprehending a message is better understood once a person understand

how things are said and may know why it is said. The
use of language in mathematics is far from ordinary speech. It can be learned but a lot of
efforts like learning anew dialect or language (Manlulu and Hipolito 2019).

“The laws of nature are written in the language of mathematics.”

Galileo Galilei

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 https://www.pinterest.com/coatastic/illusions-and-ambiguous-images/

CHARACTERISTICS OF MATHEMATICAL LANGUAGE

People sometimes have trouble understanding mathematical ideas: not necessarily

because the ideas are difficult, but because they are being presented in a foreign
language -the language of mathematics.

The language of mathematics makes it easy to express the kinds of thoughts that
mathematicians like to express. The following are characteristics of the language of
mathematics:

• precise (able to make very fine distinctions)

• concise (able to say things briefly)
• powerful (able to express complex thoughts with relative ease)

ACTIVITY

Explain and elaborate the characteristics of the language of mathematics and give an
example to supplement your answer.

1. The Language of Mathematics is Precise.

Example

2. The Language of Mathematics is Concise.

Example

3. The Language of Mathematics is Powerful.

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Example

MATHEMATICAL EXPRESSION VS. MATHEMATICAL SENTENCE

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 studying the mathematical language, 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).

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; it does not make sense to ask if an
expression is true or false. The most common expression types are numbers,
sets, and functions.

A mathematical sentence is the analogue of an English sentence; it is a correct

arrangement of mathematical symbols that states a complete thought.

Examples

Mathematical Expression Mathematical Sentence

5+4 11 +4 = 15
25 ∙ 5 1- 4 = -3
6x + 45y 1∙x=x
x+ 3 -12 + 4 = -8

ANALYSIS

Classify each given equation as a mathematical expression

(E) or mathematical sentence (S).

1. b+ 5 _E
2. d + 0 = d _S _
3. 3.1416 E _
t
4. 75
5. a+b = b+a S _

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 CONVENTIONS IN THE MATHEMATICAL LANGUAGE

The common symbol used for multiplication is x but it can be mistakenly identified as
variable x. There are instances when the centered dot (.) is a shorthand to be used for
multiplication especially when variables are involved. To avoid confusion, the symbol
may be dropped.

Examples

A ) 5 ∙ y = 5y
B) x∙y∙z = xyz
C) t ∙ s ∙ 7 = 7st

ABSTRACTION

For each of the following expressions, write each in the most

conventional way:

1) √9 ∙ 4 = 4 √9

2) z ∙ x ∙ y ∙ 6 = 6xyz

3) 8 ∙ b ∙ c ∙ a = 8abc

4. x4 ∙10 ∙ y2 ∙ w = 10wx4y2

5. j3 ∙l2 ∙k4 ∙ 9 = 9j3k4l2

Sets
Use of the word set as a formal mathematical term was introduced in
1879 by Georg Cantor (1845–1918). For most mathematical purposes we can think of a
set intuitively, as Cantor did, simply as a collection of elements.

For instance, if C is the set of all 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 an element of I.

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 Mathematics in the modern world p. 30

Using the Set-Roster Notation

Certain sets of numbers are so frequently referred to that they are given special symbolic
names. These are summarized in the following table:

Mathematics in the Modern World p.31

Example

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?

b. Is {0} = 0?

c. How many elements are in the set {1, {1}}?

Example’s Solution

a. 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. {0}  0 because {0} is a set with one element, namely 0, whereas 0

is just the symbol that represents the number zero.

c. The set {1, {1}} has two elements: 1 and the set whose only
element is 1.

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Using the Set-Builder Notation

Another way to specify a set uses what is called the set-builder notation.

Mathematics in the Modern World p.31

Example

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 ∈ 𝑅⃒ − 2 < 𝑥 < 5}

b. {𝑥 ∈ 𝑍⃒ − 2 < 𝑥 < 5}

c. {𝑥 ∈ 𝑍+⃒ − 2 < 𝑥 < 5}

Example’s Solution

a. {𝑥 ∈ 𝑅⃒ − 2 < 𝑥 < 5} is the open interval of real numbers (strictly)

between –2 and 5. It is pictured as follows:

b. {𝑥 ∈ 𝑍⃒ − 2 < 𝑥 < 5} is the set of all integers (strictly) between –2 and

5. It is equal to the set {–1, 0, 1, 2, 3, 4}.

c. Since all the integers in Z+ are positive,

{𝑥 ∈ 𝑍+⃒ − 2 < 𝑥 < 5} = {1,2,3,4}

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 ACTIVITY

a. Using the Set-Roster notation:

Let A be a set and let x be some object.

Solution: ( a )

A = ( wℎere )( is any objecet )

( b ) ∅ = A rational number

b. Using the Set-Builder Notation

Q ={ x x = p/q where p and q are integers and q  0 }

Solution:

∅= { x

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Subsets

A basic relation between sets is that of subset.

Mathematics in the Modern World p. 32

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:

Mathematics in the Modern World p. 32

Distinction between ∈ and ⊆

Example

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}}

Example’s 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.

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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.

ABSTRACTION/ANALYSIS

Distinction between ∈ and ⊆

Which of the following are true statements:

a. 3 ∈ {1, 3, 5, 7}
b. {5} ∈ {1, 2,3,4, 5}
c. {2} ⊆ {2, 4, 6, 8}

Solution:
The only (a) and (c) are true
(1)1∈(1,2,3)
Indeed, 1 belongs to the set "1,2,3, ,7" as an element.

{5} ∈ {1, 2,3,4, 5}

.
(3)a∈{a,b,c}
Indeed, an is a part of "a, b, and c."
(4){a,b}={a,a,b,b,a}
The following is accurate, therefore yes.
(5){0}
The statement is false since the set is not a null set.

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 FUNCTIONS AND RELATIONS

These are the two different words having different meaning mathematically. An ordered
pair, represents as (INPUT, OUTPUT): Relation shows the relationship between INPUT
and OUTPUT. Whereas, a function is a relation which derives one OUTPUT for each
given INPUT.

Note: All functions are relations, but not all relations are functions.

What is a function?

A function is a relation which describes that there should be only one output for
each input. OR we can say that, a special kind of relation (a set of ordered pairs) which
follows a rule i.e every X-value should be associated to only one y-value is called a
Function.

In other words, a function is a relation for which each value from the set the first
components of the ordered pairs is associated with exactly one value from the set of
second components of the ordered pair.

For example:
Domain Range
-1 -3
1 3
3 9

Domain and Range of a function.

Domain: It is a collection of the first values in the ordered pairs (Set of all input
(x) values).

Range: It is a collection of the second values in the ordered pairs (Set of all output (y)
values).

Example 1:

In the relation, {(-2, 3), {4, 5), (6, -5), (-2, 3)},
The domain is {-2, 4, 6} and Range is {-5, 3, 5}.

Note: Don’t consider duplicates while writing Domain and Range and also write
it in increasing order.

What is A Relation?
It is a subset of the Cartesian product. Or simply, a bunch of points (ordered
pairs).

Example: {(-2, 1), (4, 3), (7, -3)}, usually written in set notation.

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What are Relations in Math?

In math, a relation defines the relationship between sets of values of ordered

pairs. The set of elements in the first set are called domain which is related to the set of
the element in another set, which is called range.

How to determine if a relation is a function?

When each input value of a function generates one and only output, it is called a
function. Here, the input values are known as domain and output values are known as
the range.

Example 1: The relationship x → x2

https://byjus.com/maths

Could also be written as a table:

X: x Y: x2
3 9
1 1
0 0
4 16
-4 16
https://byjus.com/maths

It is a function, because:

• Every element in X is related to Y

• No element in X has two or more relationships So

it follows the rules.

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Example 2: This relationship is not a function:

https://byjus.com/maths

It is a relationship, but it is not a function, for these reasons:

• Value "3" in X has no relation in Y

• Value "4" in X has no relation in Y
• Value "5" is related to more than one value in Y
(But the fact that "6" in Y has no relationship does not matter)

Example 3: All functions are relations, but not all relations are functions.
Let’s suppose, we have two relations given in below table

A relation which is not a function A relation that is a function

As we can see duplication in X- As every value of X is different and is

values with different y-values, then associated with only one value of y,
this relation is not a function. this relation is a function.

https://byjus.com/maths

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 APPLICATION

1. "Multiply by 2" is a very simple function. Fill in the table below and
perform the indicated operations.

Input Relationship Output

2(0) 0
0
2(1) 2
1
2() 14
7

https://byjus.com/maths
X Y
( -, + ) 14 ( +, +)
13
0 0 3
2
0 0
1 2 1
1 2
7 14 -14, -, 13, -4, -3, -2, -1 0, 1, 2, 3, 4, 13, 14,
1 7 14
2
3
4
(-, -)
(+,-)

2. This tree grows 20 cm every year, so the he ight

of the tree is related to its age using the
function h:

h (age) = age × 20

https://byjus.com/maths

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Fill in the correct values.

age h(age) = age × 20

0
0
20
1
64
3.2
200
10
300
15
https://byjus.com/maths

3. Let A = {1, 2, 3, 4} and B = {a, b, c}. Define a function G:

A → B as follows:
G = {(1, b), (2, c), (3, b), (4, c)}.

(a) Find G(2).

(b) Draw a mapping diagram for G.

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 ASSESSMENT

Directions: Translate each of the following phrases into a mathematical expression.

Use as few variables as possible:

1. The sum of a number and 10  X+10

2. The product of two numbers. (n)(n)

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

4. One-half times the sum of two numbers ½(n+n)

5. Twice a number 2n

6. Five less than a number 5¿ n

7. A number less 8 N¿8

8. Six more than a number 6< ¿n

9. A number decreased by 6

10. The square of a number n2 ❑

11. Four times the square of a number 4 (n) 2
12. Three less than twice a number 2x-3

13. Five more than three times a number 5 + 3w

14. One-half of a number ½

15. The square of the sum of 5 and a

number

16. The sum of the squares of two numbers g2 + h2 = (g + h)2 - 2 gh

17. There are twice as many boys as there are

girls.

18. There are 10 more cars than jeeps. C=J+10 C+J>10

19. A man’s age 10 years ago

20. The area of a rectangle whose length is 7

more than its width

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 REFLECTION

A. Certain sets of numbers are so frequently referred that they are

given special symbolic names. As a person, how important is your
name and be distinguished?
Answer:

B. In our present situation, what is the relationship of community quarantine in

preventing the possible spread of COVID-19? What is your function as part
of the community to stop the pandemic?
Answer:

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 MODULE 2
MATHEMATICS AS A LANGUAGE
LESSON II
ELEMENTARY LOGIC: CONNECTIVES,
VARIABLES, QUANTIFIERS AND
NEGATIONS

INTENDED LEARNING OUTCOMES

At the end of the lesson, the students will be able to:

 define simple statement and compound statement.

 write compound statements using connectives
 express simple statements and compound statements
symbolically
 write the negation of a quantified statement.

INTRODUCTION
Logic is a study of the methods and principles used to discriminate correct
from incorrect reasoning. It allows us to determine the
validity of arguments in and out of mathematics. It also illustrates the importance of
precision and conciseness of the language of mathematics (Manlulu and Hipolito ©
2019).

Connectives

Connective is a function, or the symbol representing a function, which

corresponds to English conjunctions such as "and," "or," "not," etc. that takes one or
more truth values as input and returns a single truth value as output.

Simple statements

Any statement or proposition whose truth value does not explicitly depend on
another statement is said to be a simple statement. In other words, a statement is said
to be simple if it cannot be broken down into simpler statements, that is, if it is not
composed of simpler statements.

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Compound Statements

We can make a new statement from other statements; we call these compound
propositions or compound statements.

Simple Statement Compound Statement

The highest mountain in the The highest mountain in the Philippines
Philippines is Mt. Apo in Davao. is Mt. Apo in Davao and the second
highest mountain is Mt.Pulag in
Baguio.

Cebu is the oldest city in the country. We will go to Camiguin Island or Sta.
Cruz Island.

To create a compound statement, connectives like and, or , if-then, and if- and- only if
are used. The symbols p, q, r and s represent simple statements. Below are symbols used
for connectives:

a) Negation ("not"), denoted ¬.

b) Conjunction ("and"), denoted .
c) Disjunction ("or"), denoted .
d) Conditional ("if-then" or "implication"), denoted .
e) Biconditional ("if and only if" or "double implication"),
denoted .

Later I'll discuss the quantifiers "for all" (denoted ) and "there exists" (denoted
).

Remark. You may see different symbols used by other people. For example, some
people use for negation. And is sometimes used for the conditional, in which case
is used for the bi-conditional.

The first example of compound statement which is “The highest mountain in the
Philippines is Mt.Apo, and the second highest mountain is Mt Pulag may be written
using the following symbols.

Statement Symbol
The highest mountain in the Philippines is Mt. Apo in Davao. P

The second highest mountain is Mt Pulag in Baguio. Q

The highest mountain in the Philippines is Mt. Apo in Davao and

the second highest mountain is Mt.Pulag in Baguio. pʌ q

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Write the second example of compound statement which is “We will go to Camiguin
Island or we will go to Sta Cruz Island” using symbols.

Statement Symbol

ACTIVITY /ANALYSIS

Write five examples of simple statements and five examples of

compound statements about the Philippines. These can be trivia or recent news.
Simple Statement Compound Statement
1.

2.

3.

4.

5.

ABSTRACTION

Write the compound statements on the activity using the correct

symbols.

Compound Statement Symbols

1.

2.

3.

4.

5.

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Quantifiers

Quantifiers are words, expressions, or phrases that indicate the number of

elements that a statement pertains to. In mathematical logic, there are two quantifiers:
“there exists” and “for all”.

Quantifiers are special phrases in mathematics. This lesson defines quantifiers and
explores the different types in mathematical logic.

Suppose you're talking with your friend Mary, and she is describing two clubs that she
has joined. While describing the people in the first club, she says the following: 'There
exists a member of Club 1, such that the member has red hair.' In describing the second
club, she says the following: 'For all members in Club 2, the member has red hair.'

Based on these two statements, what can you tell me about the members' hair color in
Club 1 and Club 2? Well, let's take a look at her statements, and pick them apart.

The phrase 'there exists' is called an existential quantifier, which indicates that
at least one element exists that satisfies a certain property. In Club 1, Mary told you that
there exists a member, such that the member has red hair. This tells us that at least one
member of the club has red hair, but not necessarily all of them.

The phrase 'for all' is called a universal quantifier, and it indicates that all of the
elements of a given set satisfy a property. For Club 2, Mary said that 'for all members in
Club 2, the member has red hair'.

This tells us that all of the members of Club 2 have red hair. The symbol for the
universal quantifier looks like an upside down A, and the symbol for the existential
quantifier looks like a backwards E.

The Language of Mathematics.http://www.onemathematicalcat.org/pdf_files/LANG1.pdf

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Negation

The negation of the statement “For all members in Club 2, the member has red
hair” is “ Some members in Club 2 are not red haired”. Below are more examples for
quantified statement and its negation:

Quantified Statement Negation

No W are U Some W are U

Some Y are Z No Y are Z

All A are C Some A are C

Write the Negation of each of the following statements:

1. All school gates are open.

Negation:
_

2. Some drinks in the school canteen are espresso-based.

Negation:
_

3. No students are wearing their uniforms.

Negation:
_

APPLICATION

Write quantified statements together with its negation regarding COVID-19.

Quantified Statement Negation

1.

2.

3.

4.

5.

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 ASSESSMENT

Directions: In every item, indicate what statements P, Q, or R might stand for then
express the item using the correct symbols ( ∧, ∨, ⟹, ⟺, ¬ )

1. If 𝑥 is an even number then it is a

multiple of 2.
2. 2 and -3 are rational zeroes of 𝑓.

3. Triangle ABC is a right triangle if and

only if 𝑐2 = 𝑎2 + 𝑏2.
4. 𝑥 is not equal to 10.

5. If 𝑥 = 𝑦 then 𝑦 = 𝑥.

6. If 𝑥 = 𝑦 and 𝑦 = 𝑧 then 𝑥 = 𝑧.

7. The function 𝑓 is either an odd or an

even function.
8. The function 𝑓 is a rational function
but its graph has no horizontal
asymptote.

9. Corresponding parts of congruent

triangles are congruent.

10. A quadratic equation has two distinct real

roots, provided that the discriminant is
positive.

11. An integer is even if and only if it is

divisible by 2.

12. An integer is divisible by 6 only if it is

divisible by 3.

13. Three non-collinear points determine a

plane.

14. For a function to be continuous, it is

sufficient that it is differentiable.

15. A parallelogram that has perpendicular

diagonal is a rhombus.

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 REFLECTION
Connecting to real life, how does language of mathematics help you in
ways like in communication?

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 MODULE 2 – ASSESSMENT

Write the correct symbol.

Word/ Phrase Symbol

1.Set of all real numbers

2. Set of all integers

3. Set of all rational numbers

4. x is an element of S

5. A is a subset of B

6. ordered pair

7. Negation ("not")

8. Conjunction ("and")

9. Disjunction ("or")

10. Conditional ("if-then" or "implication")

11. Conditional ("if-then" or "implication")

12. Bi-conditional ("if and only if" or

"double implication")

13. for all

14. there exists

15. such that

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