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Lesson 3: Language of Mathematics

This document discusses mathematical symbols and operations. It provides examples of translating phrases into mathematical expressions using symbols like +, -, x, and ÷. It also gives practice problems for students to translate sentences into mathematical equations with variables. The document aims to teach students the "language of mathematics" through associating words with symbols and writing out expressions.

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WF Oliveros II
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121 views

Lesson 3: Language of Mathematics

This document discusses mathematical symbols and operations. It provides examples of translating phrases into mathematical expressions using symbols like +, -, x, and ÷. It also gives practice problems for students to translate sentences into mathematical equations with variables. The document aims to teach students the "language of mathematics" through associating words with symbols and writing out expressions.

Uploaded by

WF Oliveros II
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Payo, Whenan Faith O.

BSED English I-A

Lesson 3: Language of Mathematics

What symbol can you associate with the following words? 

PLUS DECREASE DOUBLE DISTRIBUTE IS

+ - {[(۰)]} {[(۰)]} =
MINUS DIFFERENCE PRODUCT INCREASE DIVIDE

- - {[(۰)]} + ÷, /
TAKE AWAY TOTAL QUOTIENT MORE SPLIT INTO

- = ÷, / + ÷, /

Guide questions: 

1. What symbols are used in the above activity? 

The symbols used in the given activity were basic mathematical (symbols) operations. This
includes Addition (+), Subtraction (-), Multiplication (x) and Division (÷).

2. How important are these symbols in the study of mathematics? 


Mathematical operations are very essential since it help us acquire better problem-solving skills.
This would also be the first basic thing we need to help solve as we go on through in learning
more about mathematics. Also, this would assist us understand the language of mathematics
and describe its relationship to the elements, structure etc.

Translate the following phrases to mathematical symbols. 

1.) the sum of m and 7 

m+7

2.) N reduced by y 
N-y

3.) 12 subtracted from x 

x - 12

4.) d id increased by 9 

d+9

5.) 15 more than thrice p 

15 + 3p

6.) Six less than twice b 

6 – 2b

7.) the product of x and y divided by 2  

xy / 2

8.) six times a number from twenty 

20 – 6m

9.) 3 more than seven times a number 

3 + 7m

10.) the sum of the squares of u and v 

(u + v)^2

B. Translate the following sentences into mathematical symbols. Use the variable  m for the
unknown quantity. 
1.) The product of two consecutive numbers subtracted from 20.
20 – m(m + 1)
2.) The product of a number and seven is equal to two more than the number.
7m = 2+m
3.) Four more than five times a number is equal to two less than the number.
5m + 4 = m - 2
4.) A number divided by three, minus the same number, multiplied by six is one more
than the number.  
(m/3 – m)6 = 1+m
5.) When fourteen added to two times a number the result is six. 
2m + 14 = 6

C. Create your own phrase or sentence and translate it to mathematical 


expression or equation. (5 points) 

1. The product of 7 and a number 7p

2. the sum of a number and eight y+8

3. 10 more than twice a number 2x + 10

4. 2 less than the product of a number and 4 2k – 4

5. one fourth of a number is equal to 7 1/4 n = 7

Fill in the blanks to rewrite the given statement.

1. For all real numbers x, if x is an integer, then x is a rational number.

a. If a real number is an integer, then it is a rational number

b. For all integers x, x is a real number.

c. If x is a rational number, then x is an integer

d. All integers x are real numbers.

2. All real numbers have squares that are not equal to -1.

a. Every real numbers has square that are not equal to -1.

b. For all real numbers r, there is square that are not equal to -1 for r.
c. For all real numbers r, there is a real number s such that

s is a square that are not equal to -1.for r.

3. There is a positive integer whose square is equal to itself.

a. Some _positive integer__ has the property that its square is equal to itself_.

b. There is a real number r such that the square of r is _ equal to itself __.

c. There is a real number r with the property that for every real

number s Is equal to r_.

What have I learned from the lesson? How will I apply what I learned in my life.
- While studying the given module, I’ve - Learning the language of mathematics
learned that there is really language in help us to communicate abstract and
mathematics which helps us help us easy to analyze problems with
communicate mathematical ideas its symbols. With this, I can apply my
especially with numbers and symbols- learnings by improving my
like how language was translated to comprehension and increase my
mathematical symbols and how problem solving skills.
essential it is to know the words and - Mathematics is very significant in our
basic operations in mathematics. everyday life since it trains our brains
- I’ve also learned the 3 kinds of seek solutions in a logical way. This
sentences in mathematics which helped would help us assess situation/scenarios
me to better comprehend the given we may encounter.
problems or the unknown quantity. Also,
It helps me analyze, which of those
statements are true.
- To be honest, studying this was too
hard for me since no one could tell if I’m
doing this right or not.( Independent
mode of learning) .However, I can say
that I slightly understand the lesson and
for me it would be one of the great
achievement for the entire week.
My most significant/critical experience
-  I don’t have that really experience
relevant to the topic, but I wanted to
share with you a little of what I’ve
encountered. Way back High School
days, I remembered that we’ve tackled
this one. Our classmates were arguing
which of their answer is correct - We‘re
discussing what we’ve learned and what
were the answers of our activities,
during and after class. We laughed
together with our wrong answers. I find it
very significant because I wanted to feel
again the happiness and the memories
we’ve shared with my high school
classmates.

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