Chapter 2

CHAP T E R 2 :
MATHEM A T I C A L
E AND S Y M B O L S
L ANG U AG
TIC S IN THE MO DERN
MA
GNED 03: MATHE WORLD
A. THE LANGUAGE OF MATHEMATICS
LANGUAGE
Language, in general, is a system of words, signs,

and symbols which people use to convey ideas,
thoughts, and feelings
MATHEMATICAL LANGUAGE
A system used to communicate

mathematical ideas which includes a large
component of logic, numbers, measurement,
shapes, spaces, functions, patterns, data, and
arrangements. GNED 03: MATHEMATICS IN THE MODERN WORLD
Mathematical Language and Symbols
A. THE LANGUAGE OF MATHEMATICS
CHARACTERISTICS OF MATHEMATICAL LANGUAGE
Mathematical language is non-temporal. There is

1 no past, present, nor future in mathematics.
Mathematical language is devoid of

2 emotional content.
Mathematical language is
3 precise.
GNED 03: MATHEMATICS IN THE MODERN WORLD
B. MATHEMATICAL EXPRESSION VS.
SENTENCES
MATHEMATICAL MATHEMATICAL
EXPRESSION SENTENCE
Expresses an
Expresses a
incomplete
complete thought
thought
Contains no Contains a relation
relation symbol symbol
A mathematical
A mathematical
sentence is
expression is only
simplified and
simplified
solved
B. MATHEMATICAL EXPRESSION VS.
SENTENCES
EXAMPLES:
EXPRESSION SENTENCE

C. GUIDELINES IN TRANSLATING STATEMENTS TO
MATHEMATICAL EXPRESSION/SENTENCE
Read and understand the problem/text entirely
Set variables for the unknown values
Look for “keywords” associated with

mathematical operations
Familiarize yourself with commonly used
mathematical operators and symbols
PRACTICE EXERCISE: Translate the statements in column A into mathematical
expression/sentence. Match the statements in column A with the choices in column B.
COLUMN A COLUMN B
A. The sum of the squares of a and a.
b is ten
B. Four less than x b.
C. The ratio of nine more than c.

x to x d.
D. Four less x
e.
E. The square of the sum of a and
b is ten f.
F. Four is less than x
g.
G. The quotient of x increased by
nine and x
C. GUIDELINES IN TRANSLATING STATEMENTS TO
MATHEMATICAL EXPRESSIONS
In reading mathematics text, one must decode and
comprehend not only words, but also signs and symbols,
which involve different skills. Decoding words entails
connecting sounds to the alphabetic symbols, or letters....
In contrast, mathematics signs and symbols may be
pictorial, or they may refer to an operation, or to an
expression. Consequently, students need to learn the
meaning of each symbol much like they learn “sight”
words in the English language. In addition, they need to
connect each symbol, the idea it represents, and the
written or spoken term that corresponds to the
GNED 03: MATHEMATICS idea.
IN THE MODERN WORLD
- BartonMathematical
& Heidema (2002)
Language and Symbols
T H E F O U R B A S I C
CONCE P T S I N
MATHE M A T I C S
MA
THE FOUR BASIC CONCEPTS IN MATHEMATICS
SETS FUNCTIONS
BINARY
RELATIONS
OPERATIONS

, N U M B E R S , A N D
S E T S
RY O P E RA T I O N S
B I N A
MA
SETS- A collection or group of distinct, well-defined
objects
Examples:
• The set of vowels in the English Alphabet
• The set of counting numbers less than 20
• The set of all letters in the word “Philippines”
ELEMENTS - Objects or components

Examples: that make up a set
Let A be a set containing all the vowels in the English Alphabet. With this, the following
statements must be true:
• Letter “u” is an element of set A since letter “u” is a vowel. In symbols, we can express this as .
The same applies to the letters “a”, “e”, “i”, and “o” since all of these are vowels in the English
Alphabet.
• Letter “d” is not an element of set A since letter “d” is a consonant. In symbols, we can
express this as This applies, as well, to other consonants in the English Alphabet.

CARDINALITY OF A SET - Refers to the number of elements
Examples: a set has
Consider the following sets:
• Set G contains all the “ber” months
• Set H contains all distinct letters in the word “MATHEMATICS”
• Set I contains all perfect square numbers less than 100
To get the cardinality of each set, we just simply need to count all the elements each set has.
• The cardinality of set G is 4 since G = {September, October, November, December}. In
symbols, we can express the cardinality of G as n(G) = 4 or |G| = 4.
• The cardinality of set H is 8 since H = {M, A, T, H, E, I, C, S}. In symbols, we can express
the cardinality of h as n(H) = 8 or |H| = 8.
• The cardinality of set I is 10 since I = {0, 1, 4, 9, 16, 25, 36, 49, 64, 81}. In symbols, we can
express the cardinality of I as n(I) = 10 or |I| = 10.

TWO METHODS OF DESCRIBING SETS
1. ROSTER METHOD
specifies a set by enumerating or listing its
-
elements and enclosing them in braces.
2. RULE METHOD
specifies a set by describing its elements
-
and enclosing them in braces. This method makes use
of the set-builder notation in describing each element.
Examples:
Let B be a set containing all the prime numbers between 1 and 10. With this, we can
express the given set in two ways:
•  Roster Method
•  Rule Method

TWO METHODS OF DESCRIBING SETS
Try to answer the following:
1. Let C be a set containing all months with 31 days. Express this set using roster method
Answer:
2. Let D be a set containing the elements red, yellow, and blue. Express this set using rule method
Answer:
3. Let E be a set containing the elements 2, 4, 6, and 8. Express this set using rule method
Answer:

FINITE AND INFINITE SETS
1. FINITE SETS
- are sets with a limited number of elements; the last element
is specified.
Examples:
• The set of counting numbers less than 5
• The set of all letters in the English alphabet
2. INFINITE SETS
- are sets with an unlimited/infinite number of elements; the last
element cannot be specified
Examples:
• The set of the stars in the sky
• The set of all real numbers

SPECIAL TYPES OF SETS
1. EMPTY SET/NULL SET/VOID SET
- a set that has no elements. It is expressed
using the symbols or
2. UNIVERSAL SET
- is the set of all possible elements at a given
situation
Examples:
• Let a set be created containing all the possible outcomes generated from rolling a die.
With this, we can say that:
• Let a set containing all the possible colors a student can pick from a standard deck of
cards be created. With this, we can express the set as:

Note:
SET RELATIONS An empty set is
always a subset
1. SUBSET & SUPERSET
of any set
- for any arbitrary sets A and B, set A is a
subset of B if every element of A is an element of B.
Likewise, we can also say that B is a superset of A since
B contains every element of A. Furthermore, a subset
containing all the elements of a given set is called an
improper subset, otherwise, it is called a proper subset.
In symbols, we express this as follows:
Illustrative Examples: A is a proper subset of B
Consider the following sets: & . The following relationships can be identified:

𝑾 ⊂V 𝑾 ⊂ XA is an improper 𝑽 ⊆ Xsubset of𝑿B⊆ V
SET RELATIONS
2. EQUAL SETS - are sets containing the same elements
3. EQUIVALENT SETS - are sets with the same number of
elements
Illustrative Examples:

SET RELATIONS
2. EQUAL SETS - are sets containing the same elements
3. EQUIVALENT SETS - are sets with the same number of
elements
With the given sets above, we can conclude the following:

• A and C are equal sets since they have exactly the same elements
• A and B are equivalent sets since they both have the same number of elements; B
and C are also equivalent sets.

SET RELATIONS
4. JOINT SETS - are sets with at least one common
element.
5. DISJOINT SETS - are sets with no common elements.
From the given sets above, we can conclude the following:

• A and C are joint sets since they both contain the element “3”. B and C are also joint sets
with “2” and “4” as their common elements.
• A and B are disjoint sets because they don’t have any common elements.

SET RELATIONS
4. JOINT SETS - are sets with at least one common
element.
5. DISJOINT SETS - are sets with no common elements.

OPERATIONS ON SETS
1. UNION OF SETS
-the union of two sets A and B is the set of all
elements belonging to either set A or set B. In set-
builder notation, we can express this as:
2. INTERSECTION OF SETS
-the intersection of two sets A and B is the set of all
elements belonging to both set A and set B. In set-builder
notation, we can express this as:

OPERATIONS ON SETS
Evaluate the following set operations:

1.
2.
3.
4.
5.
6.

OPERATIONS ON SETS

1.
2.
3.
4.
5.
6.

OPERATIONS ON SETS
3. DIFFERENCE OF SETS
-the difference of two sets A and B is the set of all
elements belonging to A but not in B. In set-builder
notation, this can be expressed as:
4. COMPLEMENT OF A SET
- the complement of set A is the set of all
elements belonging to the universal set (U) but not in A.
In set-builder notation, we can express this as:

OPERATIONS ON SETS

1.
2.
3.
4.
5.
6.

OPERATIONS ON SETS

1.
2.
3.
4.
5.
6.

VENN DIAGRAM
- A schematic diagram which shows various
relationships and operations on sets. It is named after
John Venn (1880). Venn diagrams make use of closed
plane figures to represent sets inside a rectangular
plane which represents the “universe” or the universal
set (U). Here are some examples on how Venn diagrams
are used to represent various set relationships and
operations:
𝑨∪ 𝑩 𝑨∩ 𝑩
VENN DIAGRAM
𝑨− 𝑩 𝑩−𝑨 𝑨∪ 𝑩∪ 𝑪
𝑨′ 𝑩 ′ 𝑨∩ 𝑩∩ 𝑪
USING VENN DIAGRAM IN SOLVING
PROBLEMS INVOLVING SETS
1. Seventy-five (75) students were asked about their preference over Math and English subjects. It was
found out that 40 of them prefers Math, 50 prefers English, and 28 prefers both subjects. Determine the
number of students who:
a. prefer Math only
b. prefer English only
c. prefer neither Math nor English subject
In order to solve the given problem using Venn

Diagram, consider the following steps:
Construct a Fill in the Venn

1 2 3 Solve the problem
Venn diagram Diagram with
appropriate values

Construct a USING VENN DIAGRAM IN SOLVING
1
Venn diagram PROBLEMS INVOLVING SETS
• How many sets are 1. Seventy-five (75) students were asked about
their preference over Math and English subjects. It
there in the problem? was found out that 40 of them prefers Math, 50
• Are the sets given joint prefers English, and 28 prefers both subjects.
Determine the number of students who:
or disjoint? a. prefer Math only
b. prefer English only

1
2 •FillAre the
in the sets given joint
Venn prefers English, and 28 prefers both subjects.
Diagram with
or disjoint?
appropriate values
a. prefer Math only
• What is the cardinality of the b. prefer English only
universe (U)?
• What are the given values which can
provide information about the
cardinality of each set?
• What values should be placed in 12 28 22
each region in the Venn Diagram?
13

1
2 •FillAre the
Diagram with
•appropriate
What is values
the cardinality of the b. prefer English only
universe (U)?
3 • What
Solve values should be placed in
the problem 12 28 22
• Howeach many
regionstudents prefer
in the Venn Diagram?
Math only?
13
• How many students prefer
English only?
• How many students prefer GNED 03: MATHEMATICS IN THE MODERN WORLD
neither Math nor English?
1
2 •FillAre the
Diagram with
•appropriate
What is values
the cardinality of the b. prefer English only
universe (U)?
3 • What
Solve values should be placed in
the problem 12 28 22
• Howeach many
regionstudents prefer
in the Venn Math
Diagram?
only? 12
13
• How many students prefer English
only? 22
• How many students prefer neither
Math nor English? 13
Try to solve the following problems:
1. Twenty (20) children were asked about their preference over spaghetti (S) and
carbonara (C). It is found out that 11 children likes spaghetti, 7 likes carbonara,
and 3 likes both pasta dishes. How many of the children:
a. prefer spaghetti or carbonara?
b. prefer do not prefer any of the two?
2. After a winning game, Coach Sarah decided to buy hotdog sandwiches for her
varsity team. Of her 44 players, 28 wanted ketchup, 20 wanted mayonnaise, 14
wanted coleslaw, 10 wanted ketchup and mayonnaise, 11 wanted ketchup and
coleslaw, 8 wanted mayonnaise and coleslaw, and 6 wanted all three condiments.
How many players wanted:
a. None of the three condiments?
b. Ketchup or Mayonnaise?
c. Mayonnaise and Coleslaw but not Ketchup?

1. Twenty (20) children were asked about their preference over spaghetti (S) and
carbonara (C). It is found out that 11 children likes spaghetti, 7 likes carbonara,
and 3 likes both pasta dishes. How many of the children:
a. prefer spaghetti or carbonara?
b. prefer do not prefer any of the two?
U = 20
5
S C ANSWERS:
a. 15
8 3 4
b. 5

2. After a winning game, Coach Sarah decided to buy hotdog sandwiches for her
volleyball team. Of her 44 players, 28 wanted ketchup, 20 wanted mayonnaise,
14 wanted coleslaw, 10 wanted ketchup and mayonnaise, 11 wanted ketchup and
coleslaw, 8 wanted mayonnaise and coleslaw, and 6 wanted all three condiments.
How many players wanted:
a. None of the three condiments?
b. Ketchup or Mayonnaise?
c. Mayonnaise and Coleslaw but not Ketchup?
U = 44
K M ANSWERS:
4
13 8 a. 5
6
5 2 b. 38
1 c. 2
C 5

SETS OF NUMBERS
REAL IMAGINARY
NUMBERS (R) NUMBERS (i)
RATIONAL IRRATIONAL
NUMBERS NUMBERS
(Q) (Q’)
INTEGERS NON-
(Z) INTEGERS(Z’)
WHOLE
NUMBERS NEGATIVE
(W) INTEGERS ()
NATURAL ZERO
NUMBERS (0)
(N or Z+)

REAL NUMBER SYSTEM - consists of the real
numbers and the two
operations: addition
PROPERTIES OF REAL NUMBERS
and multiplication.
A. FIELD AXIOMS
1. Closure Laws: If a and b are real numbers, then, a + b and ab are unique real numbers.
Example: Since 4 & 3 are both real numbers, then, their sum is also a real number.
Also, their product is a real number as well.
2. Commutative Laws: If a and b are real numbers, then, a + b = b + a and ab = ba.

Example: Since 5 & 7 are both real numbers, then, and

A. FIELD AXIOMS
3. Associative Laws: If a, b, and c are real numbers, then, a + (b + c) = (a + b) + c and a(bc) =
(ab)c
Example: Since 3, 4, & 5 are all real numbers, then.
4. Distributive Law: If a, b and c are real numbers, then, a (b + c) = ab + ac & (a + b) c = ac + bc

Example: Since 5, 6, & 7 are all real numbers, then.

A. FIELD AXIOMS
5. Existence of Identity Elements: There exist two distinct real numbers 0 and 1, called the
additive identity and multiplicative identity, respectively, such that for any real number a, a + 0 = a and a ∙ 1
= a. Example:
6. Existence of Additive Inverse: For every real number a, there exists a real number, called
the opposite of a (or additive inverse of a), denoted by −a, such that a + (−a) = 0.
Example:
7. Existence of Multiplicative Inverse: For every real number a, except 0, there exists a real
number, called the reciprocal of a (or multiplicative inverse of a), denoted by , such that a ∙ = 1 .
Example:

A. EQUALITY AXIOMS: Let a, b, and c be real numbers, then,
1. Reflexive Property:
Example:
2. Symmetric Property: If
Example:
If , then If
3. Transitive Property: If
Example:
If then

A. EQUALITY AXIOMS: Let a, b, and c be real numbers, then,
4. Replacement Property: If a = b then a can be replaced by any b in any mathematical
statement.
Example:
Suppose and then
5. Addition Property: If a = b then a + c = b + c.
Example:
If , then
6. Multiplication Property: If a = b then ac = bc.

Example:
If , then

F UN C T I O N S A N D
RE L A T I O N S
MA
RELATIONS - A relation from set A to set B is any
subset S of the set
. If , we say that a is related by S to b,
and we sometimes write aSb.
Examples: Let &

If we define a relation S from A to B to mean that if and only if divides
( is a factor or divisor of ), then
Try to answer the following:

1. Define a relation S from A to B where

RELATIONS
Let &

Sol.

Sol.

RELATIONS
Observe the following relations illustrated below. What are your observations on the relationships
present between sets X and Y?
X Y X Y X Y
1 a 1 a 1 a
2 b 2 b 2 b
3 c 3 c 3 c
One to One Many to One One to Many

Relationship Relationship Relationship
FUNCTION FUNCTION NOT A FUNCTION

FUNCTIONS - A function is a relation; It is a set of
ordered pairs of real numbers (x,y) in
which no two distinct ordered pairs have
the same values for x.
DOMAIN - The domain of a function is the set of
all allowable values of x
RANGE - The range of a function is the set of
all resulting values for y
GRAPH OF A - The graph of a function f is the set of all
FUNCTION points (x,y) in R2 for which (x.y) is an
ordered pair in f. The graph of a function
can be intersected by a vertical line in at
most one point.
FUNCTIONS & RELATIONS
Practice Exercise: Determine whether the given relations is a function or not.
1.
2.
3.
Answer:
1. is a FUNCTION
2. is a FUNCTION
3. is NOT A FUNCTION

TYPES OF FUNCTIONS
CONSTANT
FUNCTION - A function whose range consists of only one
number; defined by , where c is a constant
IDENTITY
FUNCTION
- A particular function defined by
POLYNOMIAL
FUNCTION - A function defined by , where are real
numbers and is a non-negative integer.
LINEAR
FUNCTION
- A polynomial function of the first
degree
TYPES OF FUNCTIONS
QUADRATIC
FUNCTION - A polynomial function of second degree
CUBIC
FUNCTION
- A polynomial function of third degree
RATIONAL
FUNCTION
- Function expressed as the quotient of two
polynomial functions; expressed as , where
ALGEBRAIC
FUNCTION - A function formed by a finite number of
algebraic operations on the identity function
and constant functions; Polynomial and
Rational functions are particular kinds of
algebraic functions. Mathematical Language and Symbols
OPERATIONS ON FUNCTIONS
ADDITION Practice Exercise:

Evaluate the following
(SUM) operations:
SUBTRACTION Let
(DIFFERENCE)
MULTIPLICATION
1.
(PRODUCT) 2.
3.
DIVISION 4.
(QUOTIENT) 5.

1.
Practice Exercise:
operations:
Let 2.
1.
2.
3. 3.
4.
5.

4.
Practice Exercise:
operations:
Let
1.
2. 5.
3.
4.
5.

COMPOSITE FUNCTIONS
- A composite function, denoted by is defined as
Practice Exercise: 1.
Evaluate the following:
Let
2.
1.
2. 3.
3.
4.
5.
6.

COMPOSITE FUNCTIONS
- A composite function, denoted by is defined as
Practice Exercise: 4.
Evaluate the following:
Let
5.
1.
2.
3. 6.
4.
5.
6.

END OF
CHAPTER 2


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CHAP T E R 2 :

Language, in general, is a system of words, signs,

A system used to communicate

Mathematical language is non-temporal. There is

Mathematical language is devoid of

GNED 03: MATHEMATICS IN THE MODERN WORLD

Read and understand the problem/text entirely

Set variables for the unknown values

Look for “keywords” associated with

C. The ratio of nine more than c.

GNED 03: MATHEMATICS IN THE MODERN WORLD

ELEMENTS - Objects or components

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

With the given sets above, we can conclude the following:

GNED 03: MATHEMATICS IN THE MODERN WORLD

From the given sets above, we can conclude the following:

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

Evaluate the following set operations:

GNED 03: MATHEMATICS IN THE MODERN WORLD

Evaluate the following set operations:

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

Evaluate the following set operations:

GNED 03: MATHEMATICS IN THE MODERN WORLD

Evaluate the following set operations:

GNED 03: MATHEMATICS IN THE MODERN WORLD

In order to solve the given problem using Venn

Construct a Fill in the Venn

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

2. Commutative Laws: If a and b are real numbers, then, a + b = b + a and ab = ba.

GNED 03: MATHEMATICS IN THE MODERN WORLD

4. Distributive Law: If a, b and c are real numbers, then, a (b + c) = ab + ac & (a + b) c = ac + bc

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

GNED 03: MATHEMATICS IN THE MODERN WORLD

6. Multiplication Property: If a = b then ac = bc.

GNED 03: MATHEMATICS IN THE MODERN WORLD

Examples: Let &

Try to answer the following:

GNED 03: MATHEMATICS IN THE MODERN WORLD

1. Define a relation S from A to B where

2. Define a relation S from A to B where

GNED 03: MATHEMATICS IN THE MODERN WORLD

One to One Many to One One to Many

GNED 03: MATHEMATICS IN THE MODERN WORLD