Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Del Norte, Pasacao, Camarines Sur 4418
www.cbsua.edu.ph

MODULE IN GEC 2: MATHEMATICS IN

THE MODERN WORLD

UNIT 1- MATHEMATICS AS A LANGUAGE

INTRODUCTION

Mathematics has its own language, much of which we are already familiar with. For
example the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are part of our everyday lives. We can see it in every
corner, and we always use it like for example typing someone’s number in your phone. We refer
to 0 as ‘zero’ or ‘nothing’ so we understand its meaning.

People frequently 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.

SELF-CHECK/LEARNING OUTCOMES

At the end of this unit, the you should be able to:

a) discuss the language, symbols, and convention of mathematics;

b) explain the nature of mathematics as a language;
c) perform operations on mathematical expressions correctly; and
d) acknowledge that mathematics is a useful language

LEARNING RESOURCES

The learner is encouraged to have a copy of any textbook in The Language of

Mathematics. The following books and website are the references for the entire
module.
BOOKS

Jamison R.E. (2000). Learning the Language of Mathematics

Carol Burns Fisher. One Mathematical Cat!

WEBSITE

http://www.onemathematicalcat.org/pdf_files/LANG1.pdf

http://www.mash.dept.shef.ac.uk/Resources/web-mathlanguage.pdf

http://www.mathnstuff.com/math/algebra/aequex.htm

https://mathinsight.org/definition/variable#:~:text=A%20variable%20is%20a
%20quantity,generic%20symbols%20used%20for%20variables.

https://www.toppr.com/guides/business-mathematics-and-statistics/sets-relations-and-
functions/basic-definitions-and-concepts/

https://www.slideshare.net/ASHadventurelover/introduction-to-sets

https://www.includehelp.com/basics/set-theory-and-types-of-set-in-discrete-mathematics.aspx

https://mathinsight.org/definition/proper_subset#:~:text=A%20proper%20subset%20of%20a,a
%20proper%20subset%20of%20A.

https://byjus.com/maths/subsets/#:~:text=A%20subset%20which%20contains%20all,and%20the
%20original%20set%20itself.&text=For%20example%3A%20Set%20P%20%3D
%7B,2%2C4%2C6%7D.

https://www.mathsisfun.com/sets/power-set.html

https://www.math-only-math.com/worksheet-on-union-and-intersection-using-Venn-
diagram.html

https://www.mathgoodies.com/lessons/sets/practice_unit15

EXPLORE
Topics: A. Characteristics of mathematical language, precise, concise, powerful
B. Expressions vs. Sentences
C. Conventions in the mathematical language
 D. Basic concepts of set

UNIT 1- MATHEMATICS AS A LANGUAGE

Introduction

Mathematics has its own language, much of which we are already familiar with. For
example the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are part of our everyday lives. We can see it in every
corner, and we always use it like for example typing someone’s number in your phone. We refer
to 0 as ‘zero’ or ‘nothing’ so we understand its meaning.

People frequently 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.

A. Characteristics of the language of mathematics

The language of mathematics makes it easy to express the kinds of thoughts that
mathematicians like to express. It is:

• Precise -able to make very fine distinctions

• Concise - able to say things briefly

• Powerful - able to express complex thoughts with relative ease

B. Expressions vs. Sentences

Before we start discussing the expressions and sentences in mathematics, we will first review
the nouns and sentences. 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 typical
English sentence has at least one noun, and at least one verb. For example, consider the sentence

Rosalde loves Marycris.

Rosalde and Marycris are nouns while loves is a verb.

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

Examples:

0 {5,4,3} 2+5 x+2

1/2 (1, 2, 3) 4-3 y-5

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

arrangement of mathematical symbols that states a complete thought. We can also call this as
Equation and Inequalities. A sentence can be (always) true, (always) false, or sometimes
true/sometimes false.

In English sentence have verbs. Like in this example; Rosalde and Marycris love
Mathematics. The verb is love.

In Mathematics sentence also have verbs. For example;

8+4 = 12

x+y = 18

the verb is “ = “.

Summary:
Expression Sentence
does not state a complete thought state a complete thought
don’t have verbs have verbs
does not make sense if true or false Can be true or false
Note:
Expressions and sentences are totally different entities. They don’t overlap. If something is an
expression, then it’s not a sentence. If something is a sentence, then it’s not an expression.

Examples Expression Sentence

a number less than five

A number is less than five.

five less than a number

 Ten is five less than a number.

Try to answer below!

Expression Sentence
5-x
x-5
X<5
10=x-5

C. Conventions in the mathematical language

There are many symbols in mathematics and most are used as a precise form of shorthand.
We need to use these symbols and understand their meaning. To understand their meaning there
are two things to help us

1. Context - this is the context in which we are working, or the particular topics being
studied
2. Convention - where mathematicians and scientists have decided that particular symbols
will have particular meaning.

C.1 Some common mathematical symbols

Symbols Meaning / Definition

+ ‘plus’, ‘add’, ‘increase’ and ‘positive’
- ‘minus’, ‘subtract’, ‘take away’, ‘negative’ and ‘decrease’
× ‘multiply’, ‘lots of’, and ‘times’
÷ ‘divide’, ‘split’, ‘cut’, ‘halve’
= ‘equal’
≠ ‘not equal’
< ‘less than’
> ‘greater than’
≤ ‘is less than or equal to’
≥ ‘is greater than or equal to’

These symbols clearly have some sort of meaning, but we really need to understand it
within a context.

Example:

If we see the + symbol written in the sum

 2+5

we understand that the context is one of adding the two numbers, 2 and 5, to give 7. So here, the
symbol + is an instruction to add two numbers together.

Let us look at another context in which we see the + symbol.

If you study telephone numbers on business cards you will often see them given, for
example, as

+630900000000

In this context, the + symbol means that, in addition to the usual telephone number, a
person dialing that number from overseas will need to include the country code (in this case 63).

So we see that the + symbol can have completely different meanings in different
contexts, and it is important to be clear about the context.

C.2 Variables

Mathematics has lots of conventions regarding the naming of variables,

which help clue the reader to the type of objects the variable can hold.

A variable is a quantity that may change within the context of a mathematical problem or
experiment. A symbol for a value we don't know yet. Typically, we use a single letter to
represent a variable. The letters x, y, and z are common generic symbols used for variables.
Sometimes, we will choose a letter that reminds us of the quantity it represents, such as t for
time, v for voltage, or b for bacteria.

Letters often have special uses:

Examples What they usually mean

a, b, c,… Constant (fixed values)
i, j, k, l, m, n Positive integers (for counting)
x, y, z Variables (unknowns)
Note:
Those are not rules but they are often used that way.

Examples:

y= ax + b
 We will assume that a and b are fixed values, and that x is the one that changes, which in
turns make y change.

20= 5x+5

In this case, the symbol x is a value we don’t know yet. Therefore x is called variable.

20y=3x-10

In this case, x and y are values we don’t know yet. Therefore x and y are the variables.

C.3 The Greek Alphabet

You will find that Greek letters are used in many calculations. For example, the Greek
letter ‘pi’, written π, is used to represent the number 3.14159....

We often use α (‘alpha’), β (‘beta’), and θ (‘theta’) to represent angles.

The Greek capital letter ‘sigma’ or Σ is frequently used to represent the addition of several
numbers, and you will see it provided for this purpose on the toolbar of any spreadsheet program.

In summary, mathematical symbols are a precise form of shorthand. They have to have
meaning for us. To help with understanding we have context and convention.

D. BASIC CONCEPT OF SETS

 A set is the representation of a collection of objects which are called members of the set or
elements of the set; distinct objects with one or more common properties. 

A set is usually represented by capital letters and an element of the set by the small letter.
There are mainly 3 ways to represent a set:

1. Statement Form - a single statement describes all the elements inside a set.

For example:

A = The set of all Alphabet in English.

2. Roaster Form - all the members of the given set are enlisted within a pair of braces { },
separated by commas.

For example:

The sets of all odd whole numbers between 1 to 10.

O = {3,5,7,9}
3. Set Builder Form - must be common to all the elements of that particular set.

N = { x : x is positive integers between 12 to 21 }

We read the set builder form as ” N is the set of all x such that x is a positive integer between 12 to
21″. Braces{} denote the set while ‘:’ denotes ‘such that’.

TYPES OF SETS

1. Empty / Null - does not contain any element. It is denoted by { } or ∅ and is read as phi.

2. Singleton - contains only one element.

3. Finite - contains a definite number of elements. For example; N = {1,2,3,4}.

4. Infinite - contains never ending elements. For example; N = {1,2,3,4,…}.

5. Equal – sets with equal elements. For example;

A= {4, 5, 6} and B = {4, 6, 4, 5, 5}.

 Two sets A and B are said to be equal if they contain the same elements. Every element of A
is an element of B and every element of B is an element of A. In case of repetition as in B we
write B = {5, 6, 7} by ignoring the repetition.

6. Equivalent - sets with the equal number of members. For example;  

A = {1, 2, 3}  and B = {a, b, c}.

Two sets A and B are said to be equivalent because cardinal number is same. A
have 3 members same with B.

7. Subset - A subset B is said to be subset of A if every elements which belongs to B also
belongs to A.

Ex.

A = { 1, 2, 3,4} and B = { 1, 2, 3}

B subset of A.

8. Proper set - A proper subset of a set A is a subset of A that is not equal to A. In other
words, if B is a proper subset of A, then all elements of B are in A but A contains at least
one element that is not in B.

For example:

A={1,2,3,4}, B={1,2,3}, C={1,3,5}, and D={1,4}

B is a proper subset of A.

C is a subset of A, but it is not a proper subset of A since C=A.

D is not even a subset of A, since 4 is not an element of A.

9. Improper set - A subset which contains all the elements of the original set is called an
improper subset. Basically, the improper set includes the null set and the original set
itself. It is denoted by ⊆.

For example:

A ={2,4,6}
  { }, {2,4,6} are the improper subsets.

10. Power set - is a set of all the subsets of a set.

For example:

A ={2,4,6}

Power set ( P(S)) are { }, {2}, {4}, {6}, {2,4}, {2,6}, {4,6},{2,4,6}.

11. Universal set - a superset of all the sets under consideration is said to be universal set
and is either denoted by Ω or S or U.

For example, {1, 2, 3, 4, 5, 6, 7, 8, 9} is our larger set, then A= {1, 2, 3, 4} and B = {7,8,9}
are part of that set. Thus A and B are each a subset of this larger set, called the Universal Set.

OPERATIONS OF SET

According to John Venn (1834-1883 AD) a British mathematician, universal set is

represented by the interior of a rectangle and other sets are represented by interior of circles.

For example if U= {1, 2, 3, 4, 5}, A = {2, 4} and B = {1,3}, then these sets can be represented as

Diagrammatical representation of sets is known as a Venn diagram.

1. UNION OF SET - the union of A and B, written A∪B and read “A union B,” is the set
of all elements that are in A or in B. 

Example :

A = {1, 2, 3}
B = {2,3,4,5}
A∪ B = {1,2,3,4,5}

Let represent using Venn diagram;

 ∪

2. INTERSECTION OF SET - the intersection  of A and B, written A∩B and read

“A intersect B,” is the set of all elements that are in both A and B.

Example :

A = {1, 2, 3}
B = {2,3,4,5}
A∩B = {2,3}

INTERSECTION

3. COMPLEMENT OF SET –is the set of elements which do not belong to the set being
complemented. Written Ac and read “the complement of A”.

Example;
Given U={0, 1, 2, 3, 4, 5, 6, 7, 8, 9} and A = {0, 2, 4, 5}. The complement of set is
Ac  = {1, 3, 6, 7, 8, 9}

Using Venn Diagram:

3 0 2 4 6 The shaded part is the

complemented of set, it
5 7
shows that {1,3,6,7,8,9 }
8 9 does not belong to set A.
 4. CARTESIAN PRODUCT OF TWO SETS - the Cartesian product of two sets A and B,
denoted A × B, is the set of all possible ordered pairs where the elements of A are first
and the elements of B are second. 

Example:

Consider two sets A and B where

A= {1, 2}
B= {3, 4, 5}
A×B = {(1, 3), (1, 4),(1, 5),(2, 3),(2, 4),(2, 5)}

DISCUSSION BOARD

How can I view mathematics as a fundamental tool applicable to a wide range of disciplines?

POST-COMPETENCY CHEKLIST
Let us now evaluate what you have learned for this lesson.
 Exercises 1 – EXPRESSIONS VERSUS SENTENCES

Name: Date:
Year & Section: Score:

1. −7⋅13=−91 16 −7⋅7=−14
.

2. q−4 17 14i+12a
.

3. s+5<11 18 y4>−15
.

4. h/6=−12 19 −154
.

5. y+15=−2 20 13⋅9=15
.

6. −12s 21 −17q
.

7. t 22 r+6
.

8. −8b=−17 23 −16−19=−35
.

9. −3u 24 11⋅13=17
.

10 z15 25 8⋅4
. .

11 e+2>6 26 20+13=−10
. .

12 7n 27 −18h+11x
. .
13 −17−11=−28 28 9p>5
. .

14 k+3a 29 v+6
. .

15 n10 30 x19<−8x
. .
Generated Question from One Mathematical Cat, Please! A First Course in Algebra
by Dr. Carol JVF Burns

EXPRESSIONS VERSUS SENTENCES (concept questions)

1. Is the following sentence (always) true, (always) false, or sometimes

true/sometimes false?
e⋅m=m⋅e

2. Do expressions have verbs?

3. What are the three most common expression types?

4. Give another name for the number 33.

5. What does the word powerful mean?

6. Fill in the blank: An expression is to mathematics as a/an ______ is to

English.

7. Does it make sense to ask about the truth (true or false) of a sentence?

8. What is the word that means able to say things briefly?

9. Is the following sentence (always) true, (always) false, or sometimes
true/sometimes false?
−1−6=−7−1−6=−7

10 What is a correct arrangement of mathematical symbols used to represent a

. mathematical object of interest?

11 Do numbers have lots of different names?

.

12 Is the following sentence (always) true, (always) false, or sometimes

. true/sometimes false?
u+8=11+uu+8=11+u

13 Does it make sense to ask if an expression is true or false?

.

14 What is the word that means able to make very fine distinctions?

.

15 Is the following sentence (always) true, (always) false, or sometimes

. true/sometimes false?
p=10p=10

16 What is a correct arrangement of mathematical symbols that states a

. complete thought?

17 Is the following sentence (always) true, (always) false, or sometimes

. true/sometimes false?
−5+10=8−5+10=8

18 What is the verb in this sentence?

.
−6v−11g≥−1−6v−11g≥−1

Generated Question from One Mathematical Cat, Please! A First Course in Algebra
by Dr. Carol JVF Burns
 EXPRESSIONS VERSUS SENTENCES (concept questions)

Classify the entries in the list below as:

• an English noun, or a mathematical expression

• an English sentence, or a mathematical sentence

And in each sentence (English or mathematical), circle the verb.

Classification
(English noun, Mathematical expression,
English sentence, or mathematical sentence)
1. cat
2. 2
3. The word ‘cat’ begins with the letter ‘ k ’.
4. 1 + 2 = 4
5. 5 − 3
6. 5 − 3 = 2
7. The cat is black.
8. x
9. x = 1
10. x − 1 = 0
11. t + 3
12. t + 3 = 3 + t
13. This sentence is false.
14. x + 0 = x
15. 1 · x = x
16. Hat sat bat.
Practice Exercises on Sets

Name: Date:
Year & Section: Score:

1. Which of the following are sets is shown with roster notation?

A. { q | -4 ≤ q < 3 }
B. G = {letters in the English alphabet}
C. X = {red, blue, yellow}
D. None of the above.

2. Which of the following is true about set D listed below?

D = {-3, -2, -1, 0, 1, 2, 3}
A. -7   D
B.
C. D is an infinite set.
D. All of the above.

3. Which of the following is an infinite set?

A. { x  : x  ≥ 2 and x ≤ 6  }
B. A = {letters in the English alphabet}
C. B = {Asia, Africa, North America, South America, Antarctica, Europe, Australia}
D. C = {integers}

4. Which of the following sets is equal to the set listed below?

X = {2, 3, 5, 7, 11, 13, 17, 19}
A. { x  |  x ≥ 2 }
B. Y = {prime numbers less than 20}
C. Z = {odd numbers less than 20}
D. All of the above.

5. Which of the following is not a subset of P?

P = {c, l, e, a, r}

A. Q = {e, a, r}
B. R = {r, e, a, l}
C. S = {l, e, a, r, n}
D. T = {c, a, r, e}
6. If A = {types of triangles} and B = {types of trapezoids}, then which of the following
is the universal set?
A.  = {polygons}
B.  = {quadrilaterals}
C.  = {hexagons}
D. All of the above.

7. Which of the following is the correct set-builder notation for the set listed below?
{-5, -4, -3, -2, -1, 0, 1, 2, 3, ...}

A. { K  | k > -5 }
B. {q  | q ≥ -5 }
C. { x  | x < 3 }
D. All of the above.

8. In the Venn diagram below, If   = {students who attend The Smart School}, then
which of the following is the complement of set A?

A. Ac = {students who do not attend The Smart School}

B. Ac = {students who attend the Not So Smart School}
C. Ac = {students who do not take the bus to school}
D. None of the above.

9. Which of the following is represented by the shaded region in the Venn diagram
below?

A. X   Y
 B. X    Y
C.   X'
D. All of the above.

10. Which of the following is represented by the shaded region in the Venn diagram
below?
A. X    Y
B. X    Y
C.   X'
D. All of the above.

11. Which of the following is a finite set?

A.
B. { x   : x  ≥  2 and x ≤ 6  }
C. A = {0, 1, 2, 3, ...}
D. B = {-3, -2, -1, 0, 1, 2, 3, 4, 5, ...}

12. Which of the following sets is equal to the set given below?

{ n  | -3  ≤  n  < 7 }

A.  D = {..., -3, -2, -1, 0, 1, 2, 3, 4, 5, 6, ...}

B. E = {-2, -1, 0, 1, 2, 3, 4, 5, 6, 7}
C. F = {-3, -2, -1, 0, 1, 2, 3, 4, 5, 6}
D. All of the above.

13. If X = {Asia, Africa, North America, South America, Antarctica, Europe, Australia},
and Y = {Atlantic, Pacific, Arctic, Indian, Antarctic}, then which of the following could
be the universal set?
A.   = {oceans}
B.   = {countries}
C.   = {world}
D. All of the above.

14 . Given   = {animals},  X = {dogs} and Y = {cats}, draw a Venn diagram to

represent these sets.
15. In a class of 10 students, some students were selected for the school band, some were
selected for the school chorus, some were selected for both, and the rest were selected for
neither. Given   = {Sam, Kyesha, Derek, Lorrie, Robin, Raúl, Shirley, Nathan, Chris,
Dana},  Band = {Sam, Lorrie, Raúl, Derek} and Chorus = {Robin, Derek, Kyesha}, draw a
Venn diagram to represent these sets.

-source: https://www.mathgoodies.com/lessons/sets/practice_unit15
Practice Exercises on Operation of Sets

Name: Date:
Year & Section: Score:

1. Write down the union and intersection of the following pairs of sets:

(i) A = {1, 2, 3, 4, 5, 6}

  B = {1, 3, 5, 7, 9}

(ii) X = {a, b, c, d, e}

     Y = {c, e, f, g}

(iii) P = {x : x is a multiple of 2 between 9 and 21}

     Q = {x : x is a multiple of 3 between 10 and 20}

(iv) M = {letters in the word ‘COMPUTER’}

      N = {letters in the word ‘CALCULATOR’}

2. Let A = set of natural numbers less than 8,

       B = {even natural numbers less than 12}

       C = {Multiples of 3 between 5 and 15}

and D = {Multiples of 4 greater than 6 and less than 20};

Find:

(i) B ∪ C
(ii) A ∪ D
(iii) C ∪ D
(iv) A ∩ C
(v) (B ∩ C) ∪ A
(v) (D ∪ A) ∩ B
(vii) (A ∩ C) ∪ (B ∩ D)
(viii) (B ∪ D) ∩ (C ∪ A)
 -Source: https://www.math-only-math.com/worksheet-on-set-operations.html

Practice Exercises on Operation of Sets

Name: Date:
Year & Section: Score:

1. From the given Venn diagram, find the following sets:

(i) P
(ii) Q
(iii) P ∪ Q
(iv) P ∩ Q

2. From the given Venn diagram, find the following sets:

(i) A
(ii) B
(iii) A ∪ B
(iv) A ∩ B

3. Use the given Venn diagram to find the following sets:

(i) X
(ii) Y
(iii) X ∪ Y
(iv) X ∩ Y

4. Find the sets from the disjoint sets:

(i) P
(ii) Q
(iii) P ∪ Q
(iv) P ∩ Q
 Sources: https://www.math-only-math.com/worksheet-on-
union-and-intersection-using-Venn-diagram.html
Practice Exercises on Operation of Sets (CARTESIAN PRODUCT OF TWO SETS)

Name: Date:
Year & Section: Score:

1. If A × B = {(c, k); (c, j); (d, k); (d, j)}, find A and B. 

2. If A and B are two sets, and A × B consists of 6 elements: If three elements of A × B are
(3, 6) (4, 8) (5, 8) find the remaining 3 pairs.

3. If A = { 3, 5, 7} and B = {3, 5}, then

Find: (i) A × B

(ii) B × A

(iii) A × A

(iv) (B × B)