Mathematics and Graphs Vocabulary Practice for Academic English Studies 9

1. NUMBERS

TRANSLATION WORK:

number ....................................................................
numeral .............................
numerical value of a ..........
even number .......................
odd number .......................
natural number ................. .
rational number .......................................................
irrational number .....................................................
positive number ..................
negative number ..................
integer .....................................

READING

When reading numbers, students frequently find it difficult to read the

. Make sure you can read the following numbers
accurately:
3 three [ ri:]
333- three hundred (and) thirty three [ ri:]
3,333 three thousand, three hundred (and) thirty three
3, 003,333,333 three billion, three million, three hundred thirty three thousand,
three hundred (and) thirty three
PUZZLE:
If you took three thrushes* from under a thatched roof housing thirteen of
them, how many would you have?
*thrush (PL) drozd
(See the bottom of page 13 for the answer)
10 Part I

MATCHING
Ex. 1
1. a number [___]
2. a numeral [___]
3. an odd number [___]
4. an even number [___]
5. natural numbers [___]
6. a positive number [___]
7. a negative number [___]
8. integers [___]
9. an irrational number [___]
10. ordinal numbers [___]
11. a numerical value [___]
12. a rational number [___]

a.
b. is an abstract entity that represents amount or measurement3
c. when divided by two, the result is a fraction
d.
e. ar

student )
f. i.e. nineteen, 19, XIX, represents a number
g. if it is a multiple of two
h. indicate the order in which objects appear in a well-ordered set, i.e.
This is the fifth tallest student in [this particular set of students in] class
i. is a number that is greater than 0, it can be, but does not have to be

j. is a real number regardless of its sign

k. any number that can be expressed as the quotient or fraction p/q of two
integers, where q
l. any real number that cannot be expressed as a ratio of integers, for
instance , etc.

3
Krukiewicz-Gacek, Trzaska, 2010, p 15
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 11

SPEAKING PAIR WORK

Ex. 2 Student A: read the first 5 numbers, student B: listen and write them down.
Then, students change roles for the remaining numbers 6-10.
1. 675 6. 1,209,398
2. 37.89 7. 324,100,990
3. 7,865 8. 77,543
4. 908,076 9. 100,576,192,200
5. 897.65 10. 509,489,099

TRUE/FALSE
Ex. 3 State whether the following sentences are true (T) or false (F):
1. A numeral represents a number. ______
2. When divided by two, an odd number gives a fraction. ______
3. Integers a
______
4. An even number plus an even number gives an even number. _____
5. In English, we use a dot to refer to thousands and millions. _____
6. We use natural numbers for counting. _____
7. XIX represents a number and is a numeral. _____
8. is usually used to refer to telephone numbers. _____

NOTE:
12
1.
18
equivalent to 10 ,
English: 1,000,000,000 one billion (109)
1,000,000,000,000 one trillion represents 1012
2. We say: three hundred (hundreds) soldiers, four thousand (thousands)
children, thirty three million (millions) people, etc.
But: hundreds of soldiers, thousands of children, tens of thousands of
protesters, millions of people, etc.
3. Make sure you understand the use of a coma (i.e. 123,009) and a dot (i.e.
12.98 or 0.45), which is used to enumerate decimal fractions.
4. 0 , or
nil Liverpool won
the game three-nil
12 Part I

nought / naught (esp GDP has

decreased by nought point 25 per cent
oh 7 oh 7
(70755807)

2. ELEMENTS OF ALGEBRA, EQUATIONS AND SYMBOLS

TRANSLATION WORK:

the absolute value of a .................................................................

the sum of .......................
percent ............................
per mil ............................
equal to/not equal to .......
less/greater than or equal to ........................................................
approximate (ly) .............
identical to ......................
round, square brackets ................................................................
parentheses ..................................................................................
braces (also: curly brackets) ........................................................
infinity ............................
tends to ...........................
capital letter ....................
subtraction ......................
addition ..........................
division ...........................
multiplication .................
the sign of multiplication ............................................................
quotient ..........................
product ...........................
rounding .........................
ratio ................................
directly proportional .......
variable ........................................................................................
linear/quadratic/cubic equation ...................................................
system of equations .....................................................................
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 13

solve an equation .........................................................................

solution/root of equation .............................................................
unknown ......................................................................................
substitute .....................................................................................

READING
Read the text and do the exercise below (ex. 4).

Here are three useful reminders:

A.
division are normally performed in a particular order or sequence.
4

B. Mathematical operations such as rounding a numerical value and solving an

equation are very common. You round a numerical value when you replace
the value with another that is approximately (the square
root of 2 is approximately equal to 1 point four one).
C. In order to solve this equation: 2x 4 = 10
we can do the following:
1. Transfer the - -hand side of the equation, to the right-
hand side and change its sign:
2x = 10 + 4
2. Since we can multiply or divide both sides of the equation, we divide it
by 2 and replace our equation with an equivalent, simpler one:
2x : 2 = 14 :2
3. The solution (or root) of the equation is x = 7

COMPREHENSION
Ex. 4 Choose the correct ending:
1. Multiplication and division are done
a. before addition and subtraction
b. after addition and subtraction
2. You round a numerical value when you replace the value with another
that is

4
Krukiewicz-Gacek, Trzaska, 2010, p 27
14 Part I

a. identical to it.
b. close to the exact value.
3. When you transfer a particular value from the left-hand side of the
equation to the right-hand side
a. you change its sign to the opposite.
b. you always add the negative sign to it.
4. A solution of an equation can be called
a. the unknown.
b. the root of the equation.

MATCHING
Ex. 5
1. addition [___]
2. subtraction [___]
3. multiplication [___]
4. product [___]
5. quotient [___]
6. a linear equation [___]
7. quadratic equation [___]
8. cubic equation [___]
9. system of equations [___]
10. division [___]

a. f (x) = ax3 + bx2 + cx + d

b. a+b
c. is the result of division
d. axb
e.
f. is the result of multiplying
g. y = 11 + x
h. a b
i. ax2 + bx + c = 0
j.
{ 3x + 2y = 19
x y=3
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 15

GAP-FILL
Ex. 6 Complete the statements with the words given below:
less absolute capital in brackets equals variable
braces greater directly proportional sum of a ratio much
is not equal to square
1. Five minus four 1.
2. The symbol (i.e. a b)
a
3. k he (sub) k
4. X x tends to infinity
5. 4:3 is the of width to height in standard television
6. 2x 4 = 10, in this equation, x is the .. (or the unknown).
7. is the value of a is greater than or equal to 0
8. 5 reads as follows:
capital X plus 5 /does not equal capital X minus 5
9. (a+b) reads as follows: a plus b
10. - , where you cannot use either
brackets.
11. Other symbols are:
< than

> than

less than
much greater than

GAP-FILL
Ex. 7 Complete the statements below with the correct words:
1. Any number ____________ by one is equal to the number itself.
2. A numerical value is __________ when the value is replaced by another
that is approximately equal to it.
3. __________ by zero is impossible.
4. Multiplication and division are inverse ____________.
5. We do not need any ___________ to write the equation: 3 x 5 2 x 5 = 5
6. __________ is the result of division.
16 Part I

MATCHING
Ex. 8 Match the symbols with their definitions
Symbols Definitions
a. < 1. is equal to / equals
b. = 2. the absolute value of b
c. 0. 3. infinity
d. {...} 4. greater than or equal to
e. (...) 5. not equal to
f. > . 6. less than or equal to
g. [...] . 7. divided by
h. + . 8. (in) brackets / parentheses
i. .. 9. approximately equal to
j. .. 10. (in) braces / curly brackets
k. .. 11. identical to
l. .. 12. plus
m. .. 13. the sum of (X values)
n. .. 14. (in) square brackets
o. .. 15. minus
p. .. 16. tends to
q. .. 17. decimal point
r. b .. 18. greater than
s. . 19. less than
NOTE:
% - per cent (also percent in US), percentage a percentage in mathematics
is defined as a ratio or fraction
examples:
10 percent of school children are overweight.
Tax is paid as a percentage of income.
- per mil is defined as one part per thousand:
= 0.001 = 0.1%

Do not use the words: < or >

Use is equal to something and equals something accurately.
s
a multiplied by b a times b ,
x is the sign of multiplication or multiplication sign (a x b)
a divided by b a over b
: is the sign of division
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 17

3. FRACTIONS

TRANSLATION WORK:
fraction ..............................................................................
vulgar fraction ...................................................................
proper / improper fraction .................................................
numerator ..........................................................................
denominator ......................................................................
common denominator .......................................................
decimal fraction ................................................................
repeating decimal ..............................................................
common factor ..................................................................
reduce to lowest terms ......................................................
converting .........................................................................
add/subtract/multiply/divide fractions ..............................
reciprocal ..........................................................................

READING

Here is a story of a tomcat. He was born on a sunny Sunday. He spent one third
of his life enjoying the time on a pillow in a wealthy house. After another one
sixth of his life, he hunted the first mouse. He escaped after the next two ninths
of his life. He was found after the next two tenths of his life. It was then, when
he brought a female cat with it back home. After another one sixth of a year,
4
Unfortunately, the tomcat died in a car accident then.
How old was the cat when he died?
Clue:
In order to add fractions, you must first convert their denominators to
a common one.
Should you need help, you will find the answer at the bottom of page 30.
18 Part I

MATCHING
Ex. 9
1. fraction [___]
2. vulgar (or a common) fraction [___]
3. proper fraction [___]
4. improper fraction [___]
5. decimal fraction [___]
6. repeating decimal (or recurring decimal) [___]
a. consists of an integer numerator - 2/3 (2 is the numerator in this case)
and a non-zero integer denominator 2/3 (3 is the denominator in this
case)
b. (from Latin: fractus, "broken")
etc.
c. if the numerator is greater than the denominator, i.e. 8/5, 4/3, etc.
d. occurs when there is a finite sequence of digits that is repeated
indefinitely, i.e. 2/3 = 0.666 two thirds is equal to (nought) point six
six six recurring
e. is a fraction written in the decimal numeral system and whose
denominator is a power of ten
f. if the numerator is less than the denominator
absolute value of the fraction is less than 1

GAP-FILL
Ex. 10 Complete the statements below with the correct word(s):
1. In order to reduce a fraction to its lowest terms (to its more basic
representation), you have to divide both the numerator and the
denominator by the greatest common .
2. In order to add fractions, you must first their
denominators to a common one.
3. Subtraction of fractions needs finding a
.
4. In order to a fraction by another fraction, you
must multiply both the numerator and the denominator.
5. If you want to multiply a fraction by a whole number, you must convert
the number to its equivalent fraction.
6. In order to divide a fraction by a fraction, you must multiply the fraction
by the of the other.
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 19

MATCHING
Ex. 11
1. a. is a reciprocal of 1/7
2. 0.45 b. is an improper fraction
3. 8/7 c. is a decimal fraction
4. d. is the more basic representation of 4/8
5. 1/3 e. is not a fraction
6. 7/1 f. is a vulgar fraction
7. 2 g. represents a recurring decimal 0.333

TRUE/FALSE

Ex. 12 State whether the following sentences are true (T) or false (F):
1. exemplifies an improper fraction. [ ___ ]
2. In order to divide a fraction by a fraction, one must multiply the fraction
by their common denominator. [ ___ ]
3. A decimal fraction - is a fraction written in the decimal numeral system
and whose denominator is a power of ten. [ ___ ]
4. In order to add fractions, one adds their numerators and denominators.
[ ___ ]
5. Repeating decimal (or recurring decimal) occurs when there is a finite
sequence of digits that is repeated indefinitely. [ ___ ]
6. A fraction represents a part of a whole. [ ___ ]
7. Subtraction of fractions is a reciprocal of addition of fractions. [ ___ ]
8. In order to reduce a fraction to its lowest terms, one has to divide both
the numerator and the denominator by the smallest common factor.
[ ___ ]
9.

NOTE:
Here are some examples on how to write fractions in their word representations:
- a half, one half
- a third / one third
- a quarter / one quarter / one fourth
- an eighth / one eighth
- two thirds
- three eighths
20 Part I

- three quarters / three fourths

- five eighths
- four and three quarters/three fourths
- eleven and three eighths

4. POWERS, LOGARITHMS AND ROOTS

TRANSLATION WORK:

power ................................................................................
raise a number to a power .................................................
square ................................................................................
squared ..............................................................................
cubed .................................................................................
cubic ..................................................................................
constant .............................................................................
logarithm ...........................................................................
base ...................................................................................
common logarithm ............................................................
natural logarithm ...............................................................
superscript/subscript .........................................................
root ....................................................................................
to extract a root .................................................................

READING

2 + 2 = 4, or else?
You might be wondering why there are so many mathematical operations and
terms necessary for everyone to learn. Subtraction, addition, multiplication,
division, raising numbers to powers, etc. make us wiser and civilized. In one
case, we boastfully calculate a 15% discount off the price of the sweater we want
to buy. In another case, we are proud when we explain to the less educated that
a logarithm is not an abbreviation of low-ga-rhythm or that a square root has
nothing to do with an ivy plant. We take mathematics and our skills for granted
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 21

until we come across a mysterious discovery that 8 = 7. Now, you have become
intrigued. Read this5:
Let us assume that x + y = z ,
Therefore x = 8x - 7x, y = 8y 7y, and finally z = 8z -7z
So, 8x 7x + 8y 7y = 8z 7z,
Next, 8x + 8y - 8z = 7x + 7y - 7z
Then, 8(x + y z) = 7(x + y z)
Finally, 8 = 7

MATCHING
Ex. 13

1. x2 [___] a. x to the power of n / x to the n-th power / x to

2. x 3
[___] the n-th
b. the natural logarithm, it has the constant e as its
3. xn [___] base, i.e. ln x (the logarithm of x to the base e,
4. x n
[___] phonetically: [el en of eks])
c. the square root of a is/equals x
5. ln [___] d. the cube/cubic root of a is /equals x
6. logbc [___] e. x cubed
f. x to the power of minus n / x to the minus n-th
7. x [___] g. the nth root of a is /equals x
8. n
x [___] h. x squared
i. the logarithm of c to the base b
3
9. x [___]

SPEAKING PAIR WORK

Ex. 14 Student A: read out loudly the terms/equations 1-4;
Student B: write and confirm the correct versions. Next, Student B read
out loudly the terms/equations 5-8 (p22) . Student A - write and confirm
the correct versions .
1. 100-n 2. k3m4-c
3. x= p : m 4. a0

5
Adapted from: http://www.ahajokes.com/jokes/1973/three_is_equal_to_four,
[accessed: March, 2013]
22 Part I

GAP-FILL
Ex. 15 Complete the following rules/definitions:
1. In xq - _____ and is written slightly below the
baseline.
2. Volume is given in _____________ centimeters (cc), meters, etc.
3. Extracting a root is an inverse operation to _____________ a number to
a power, i.e. x and x2 = a.
4. In xk - k can be called a _____________ (or _____________).
5. Any a0= 1, when a is not _____________ to 0.
6. xm : xn is equal to xm-n (x to the ___________ of m minus n).
7. You should add powers when you multiply numbers of the same
____________.
8. The logarithm of a x to the base b (logbx) is the _____________ to
which the _____________ must be raised to produce x.
9. If base b = 10, the logarithm is called ____________ logarithm
10. When we multiply numbers with the same base (i.e. xm n
), we
m+n
____________ the powers (i.e. x )

GAP-FILL
Ex. 16 Read this mathematical equation and fill in the blanks with the words
given below. There are two extra words you do not need to use.
{(x+y)3- -1
x3 + loga
a. power b. base c. brackets d. braces e. root
f. cubed g. over h. multiplied i. squared j. thirds
k. times
X plus y in (1) ______ to the (2) _______ of three minus the square (3)______
of a; all in (4) ______ and to the minus one. All this (5)_______ by x
(6)______ plus the logarithm of x to the (7) ______ a is equal to two (8)
_______.

(Ex. 14) Student B:

5. logbx
6. - 9(n-1) = n
4
7.
8. an b
 Mathematics and Graphs Vocabulary Practice for Academic English Studies 23

NOTE:
xk - k can be called a superscript (or index)
xq - q is called a subscript and is written slightly below the baseline

cubic centimetre(s)/centimeter(s) for instance the cubic capacity of an

engine
or carbon copy

4
is read the fourth, 5 the fifth,6 - the sixth, etc. root of a

5. GEOMETRY

5.1. Two-dimensional geometry

A. Lines, angles, triangles

TRANSLATION WORK:

line ....................................................................................
solid ........................................................................
broken .....................................................................
dotted ......................................................................
diagonal ..................................................................
wavy ........................................................................
straight ................................................................... .
curved .....................................................................
parallel ....................................................................
perpendicular ..........................................................
intersecting ..............................................................
line segment ......................................................................
points/endpoints ................................................................
vector ................................................................................
ray .....................................................................................
angle ..................................................................................
acute ........................................................................