13

UNIT II. MATHEMATICAL LANGUAGE AND SYMBOLS

By Gian Carlo S. Gaetos

Overview: The Role of Language in Mathematics

Language is important in performing man's everyday activities. People use language to develop ideas and to
express them to other people. Similarly, in the field of mathematics, mathematical language is adapted to express
mathematical ideas. The purpose of using the language in mathematics is to arrive at a common understanding, that is, to
avoid difficulties in expressing mathematical ideas. These ideas can be anything from numbers and geometrical shapes to
more complicated ones, usually constructed from numbers, points, and functions. We need to be able to discuss the ideas
using precise language, which should be interpreted in the same way by everyone. Mastering the language of
mathematics is not easy. It requires understanding and interpreting oral expressions, and decoding written and graphical
representations of mathematical ideas. It also requires the ability to express quantitative ideas and statements orally and
write the same in varied contexts. Mathematics has its symbols, syntax, and rules that are observed to express ideas and
communicate such. In this unit, we will be discussing the basic mathematical language needed to express a range of
mathematical concepts.

Learning Objectives:

At the end of this lesson, you will be able to:

1. Discuss the language, symbols, and conventions of mathematics;
2. Explain the nature of mathematics as a language;
3. Perform operations on mathematical expressions correctly; and
4. Acknowledge that mathematics is a useful language.

Setting Up (Unit 2)

Name: _______________________________________________________Score: ___________________________/15

Course/Year/Section: ___________________________________________ Date: _______________________________

Match words to the operator. Write the number preceding each word/s that best describes to the operating symbol.

1. Addition 11. The totality of

2. Multiplication 12. Altogether
3. Subtraction 13. Increase
4. Division 14. Decrease
5. The sum of 15. Difference
6. In addition to 16. Take away
7. Fraction thereof 17. Change
8. Less than 18. Quotient
9. Greater than 19. Each
10. The ratio of 20. Double or twice the, …

x - / +

2, 5, 3, 4, 1,

Lesson Proper

MATHEMATICAL LANGUAGE
Characteristics of Mathematical Language

In general, the language of mathematics is non-temporal; it has no past, present or future tense. It is also devoid
of emotions and has no hidden agenda and unspoken cultural assumptions. Specifically, it has the following
characteristics:
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Precise

Mathematical expressions or statements are very precise and has own distinct meaning. Mastery of such
characteristics is best learned through understanding the language of mathematics. For example, reducing the long
English sentence,

“The total number of male students in BS Biology 1-A, which can be called x, is always greater than the total number of
female students, which can be called y.”

symbolically into
x>y

greatly simplifies the sentence. The symbols retain the important information and the context needs only to be referred to
again when stating a solution.

Concise

The language of mathematics is concise because it uses symbols instead of spelled-out words. For example in
English sentence

“Seven plus five equals twelve.”

is expressed simply in the language of mathematics as

7 + 5 = 12

By the use of symbols, mathematical expressions become brief, and ambiguities are avoided. The table below
illustrates more on this.

Mathematical Expressions in Words In Symbols

1. Twice a number x decreased by five
2x – 5 = x + 11
is equal to the number x plus eleven.
2. Half the difference of a number x and 𝑥 − 𝑥!
its square is less than negative one. < −1
2
3. Twice a number x less 10 is greater
than or equal to the sum of three and 2x – 10 ≥ 3 + x
the number x
4. Sum of the squares of a number x
and 3 is equal to the sum of 3 and 5 𝑥 ! + 3! = 3 + 5𝑥
times he number x

Powerful

Mathematics is powerful because you can only perform efficiently in problem solving if you understand the
language of mathematics. To express mathematical ideas, you need to master particular requirements and conventions.
In this way, complex ideas may be expressed in a greatly simplified manner. In other words, learning the language of
mathematics empowers you to be efficient problem solvers. You also gain confidence in talking about your mathematical
learning and articulate for yourself what else you need to learn. Overall, the mathematical language skills include the
ability to read comprehensively, express mathematical thoughts easily and clearly, to reason logically and to recognize
and employ common patterns of mathematical thought.

Mathematics Expression and Mathematical Sentences

Mathematical language is composed only of expressions and sentences. Expressions can refer to a problem as
simple as 5 + 2. We could change the (+) to make different mathematical expressions such as 5 – 2, 5 * 2, and 5 / 2.
Addition, subtraction, multiplication and division are called operations. There are many more operations that can be used
in a mathematical expression, which usually includes numbers, sets, and functions, ordered pairs, matrices and many
more.

An expression is any correct arrangement of mathematics symbols, used to represent a mathematical object of
interest; it does not state a complete thought and so it doesn’t make sense to ask if it is true or false. Instead, expressions
are those that one is asked to simplify into an equivalent form that usually involves fewer symbols and operations, or into
a form that is best suited to a current application, or into a preferred form or style.

Verbal phrases can be translated into variable expressions. Some examples are shown below:

Verbal Phrase Variable Expression

The sum of five times a number and twelve
5x + 12
The difference of a number and ten
x – 10
The product of six and twice a number
6(2x) or 6*(2x)
The quotient of twelve and a number 12
𝑥
 15
One half of a number x 1 𝑥
𝑥 𝑜𝑟
2 2
The sum of the cube of a number and four
𝑥" + 4

Whenever possible, you need to select a single variable to represent an unknown quantity. Then, express related
quantities in terms of the selected variable. Look at the following examples. For each relationship, select a variable to
represent one quantity and state what that variable represents. Then express the second quantity in terms of the variable
selected.

1. Two consecutive odd integers

Let x = smaller odd integer

x + 2 = bigger odd integer

2. The tens digit of a two-digit number exceeds the units digit by 5

Let x = units digits

x + 5 = tens digit

3. The length of a rectangle is thrice its width

Let x = width of the rectangle

3x = length of the rectangle

A mathematical sentence is a correct arrangement of mathematical symbols that states a complete thought. The
most common mathematical statements or sentences are called equations and inequalities. To show the comparison
between mathematical expression and mathematical sentence, refer to the table below.

Mathematical Expression Mathematical Sentences

It is just a mathematical phrase, just a part of aIt is a complete mathematical statement with a
sentence complete thought.
You will only simplifies an expression You usually solves a sentence
It has no relation symbol Involves a relation symbol such as equality or
inequality
Examples:
1. A number more than 3 1. Twenty is ten less than a number
x+3 20 = 10 – z
2. Seven less than a number 2. A number is greater than eight
7–y a>8

A mathematical sentence is one that makes a statement about the relationship of two expressions. These two
expressions are written in symbols such as numbers and variables, or a combination of both. The relationship of the two
expressions is usually stated by using symbols or words such as equals (=), greater than (>), less than (<), greater than or
equal to (≥), and/or less than or equal to (≤).

Moreover, a mathematical sentence that is sometimes true or sometimes false is called an open sentence. Open
sentences usually arise when variables are used. To give you examples,

1. 2 – z < 2z – 7
2. An octagon has x sides
3. 3x – 2 = y – 5

In the above illustrations, the mathematical sentences may or may not be true depending on the values of the
variables x and y. The veracity of such sentences is open, depending on the values of the variables.

On the other hand, a closed sentence is a mathematical sentence in which we are sure that it is true or false. For
example,

1. The cube root of 27 is 3

2. x–1=x+1
3. 148 is an even number
4. 77 – 12 = 55
5. The square root of -16 is -4

BASIC MATHEMATICAL CONCEPTS

Sets

A set is a collection or grouping of elements. These elements can be anything such as numbers, letters, names,
sentences, etc. The capital letters A, B, C, … are usually used to name sets; if the elements are also letters, the small
letters a, b, c, … are used. Sets can be described or expressed in different ways. The simplest way is to just list the
elements of the set, separated by commas inside a pair of braces. For example, a set A whose elements are a, b, and c
can be expressed as:
A = {a, b, c}
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The order by which the elements are listed is irrelevant; a set is defined by what elements it contains, not by any
ordering or priority among those elements. Thus, each of the following refers to the same set:
A = {a, b, c} A = {b, a, c} A = {c, a b}
A = {a, c, b} A = {b, c, a} A = {c, b, a}
This way of describing a set, called Roster or List Method is easy to use especially if the set has only a few
elements no matter what they are. For example,
A = {m, a, t, h}
B = {plants, animals, microorganisms}
C = {-2, 1, 3, 5, 8, 9, 11, …, 2019}
Alternatively, you can describe a set by giving a description that fits each and all of the elements. This is called
the Rule or Description Method. For example,
A = {x|x is a vowel of the English alphabet},
which is read as “x such that x is a vowel of the English alphabet”, which means that “A is composed of any x,
where x is a vowel of the English alphabet”.
We define the size, or cardinal number, of any set A as |A|. For example, if A = {a, b, c, d, e, f, g}, then |A| = 7.
If an element x is a member of the set A, we write x ∈ A; otherwise, we write x ∉ A. For example, if A = {a, b, c, d,
e, f, g}, then f ∈ A but note that F ∉ A.

Now, we have what we call subset/s. By definition, set A is a subset of set B, written as A ⊂ B, if every member
of A is also a member of B. Otherwise, we write A ⊄ B, read as “A is not a subset of B” to mean there is at least one
element of A that is not in B.
For example, given A = {a, b, c} and B = {a, b, c, d}, then A ⊂ B because all members of A are members of B. On
the other hand, B ⊄ A; it follows from the definition that any set A is a subset of itself, such as A ⊂ A.
Note that ∈ and ⊂ are two different concepts. To illustrate,

a ∈ {a, b} but a ⊄ {a, b}

{a} ⊂ {a, b} but {a} ∉ {a, b}
{a} ∈ {{a}, b, c} but {a} ⊄ {{a}, b, c}

Moreover, we can say that two sets are equal (or identical), written as A = B, if an only if they have the same
elements. Equivalent sets compose of two or more sets with the same number of elements. Alternatively, we can say that
A = B, if and only if A ⊂ B and B ⊂ A. Any set that has no element at all is called a null or empty set, denoted by { } or Ø.
The null set is a subset of any other set. Any set that contains all elements under consideration is called the universal
set, denoted by U. Finite set consist of countable number of elements and has a determinate number of elements.
Infinite set has indeterminate number of elements. Disjoint sets compose of two or more sets with no common
elements. Join sets compose of two or more sets with at least one common element.

Operations on Sets

Given a list of sets, other sets may be formed by performing one or more operations on the given sets.
Basically, these operations are the union (⋃), intersection (⋂), complement ( ‘ ), difference ( - ), and the Cartesian
or cross product (x).

Union

The union (⋃) operation combines all elements of two sets. Any element that occurs in both sets
only occurs once in the new set.
Example:
If A = {a, b, c} and B = {c, d}, then
A ⋃ B = {a, b, c, d} or A ⋃ B = {x|x are the English lower case letters from a to d}.

A B

Intersection

The intersection (⋂) operation contains all elements found in two sets. In other words, the
intersection of two sets contains only the elements common to both sets.

Example:
If A = {a, b, c} and B = {c, d}, then
a. A ⋂ B = {c}
b. (A ⋂ B) ⋃ B = {c} ⋃ {c, d} = {c, d}
 17

A B

Complement

The complement (‘) of a set, denoted by A’, identifies the elements of the universal set that are
not in A.
Example:
1. If A = {x, y} and U = {x, y, z} then A’ = {z}
2. Ø’ = U

The figure below shows B’.

Difference

The difference of two sets A and B denoted by A – B, is defined to be the set whose elements
are those of A that are not in B.
Example:
If A = {x, y} and B = {x, y, z}, then
A–B=Ø
B – A = {z}

Alternatively for the complement and difference operations,

A’ = U – A
A – B = A ⋂ B’

Cartesian Product

The Cartesian product or cross product of two sets A and B, denoted by A x B, is the set of all
ordered pairs {x, y} such that x ∈ A and y ∈ B.
Example:
If A = {a, b} and B = {c, d}, then
A x B = {(a, c), (a, d), (b, c), (b, d)}
B x A = {(c, a), (c, b), (d, a), (d, b)}

Note that (c, a) ∉ A x B

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Source: https://www.onlinemathlearning.com/union-set.html

Functions and Relations

We can define a relation as any set of ordered pairs (x, y). The set of all x-components is called the domain while
the set of all y-components is called the range. For example, the set R = {(1, 2), (3, 4), (5, 6)} is a relation, where we see
that the first components 1, 3, 5 of the ordered pairs are respectively related to the second components 2, 4, 6. The set {1,
3, 5} is called the domain of the relation while the set {2, 4, 6} is called its range.
A function is a special kind of relation. In functions, every element of the domain is related with one and only one
element of the range. This means that no two distinct ordered pairs have the same first components.

Illustrations:
1. The relation B = {(1, 2), (2, 3), (3, 4), (4, 5), (5, 6)} is a function.
2. The relation C = {(1, 2), (2, 3), (4, 5), (2, 7)} is not a function. Ordered pairs (2, 3) and (2, 7) have the same first
component.

Aside from observing functions and relations in sets of ordered pairs, they may also be described in other ways such
as in graphs, and most often in equations that specify the relationship between two variables x and y.

In equations, functions are exclusively identified with the notation

y = f(x) .

With this notation, the function is given the name f; x is called the independent variable and y is the dependent
variable. The value of y depends upon the value of x.

The function f may be likened into a machine where if we input x into it, it produces the output y. Say for example, the
machine (function f) is a juice maker. If we put in a mango, then the mango juice will come out; if we put in a pineapple,
then pineapple juice comes out. But if we put in a rock or stone (not in its domain), what will happen? Functions are
similar to the machine.

Now, let’s say for example that we have two machines: f and g, which is defined by f(x) = 2x + 3 and g(x) = 𝑥 ! − 3𝑥 +
2. Then f(7) means inputting 7 into machine f which processes it accordingly as 2(7) + 3 that produces the output 17.
Similarly, g (-4) means inputting – 4 into machine g which processes it accordingly as ( −4)! − 3( −4) + 2 and produces
the output 30.

Depending on how the function is defined (how the machine is designed), inputs (expressions) are processed
accordingly to produce an output.
To illustrate, consider f(x) = 3𝑥 ! − 5𝑥 + 2 and g(x) = 2 – 3x. Find each of the following:
a. f(2)
b. g(-3/2)
c. f(-2) – g(4/3)
d. f(1/2) – g(2) + 3/2
e. f(3) + g(2x – 7)
f. f(g(x))
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Solutions:

a. f(2) = 3(2)! − 5(2) + 2 = 3(4) – 10 + 2 = 4

b. g(-3/2) = 2 – 3(-3/2) = 2 + 9/2 = 13/2 or 6.5

#
c. f(-2) – g(4/3) = [3(−2)! − 5(−2) + 2] − [2 − 3 8 9] = [12+10+2] – [2 – 4] = 24 – (-2) = 26
"

d. f (1/2) – g(2) + 2/3 = [3(1/2)! − 5(1/2) + 2] − [2 − 3(2)] + 2/3 = [3/4 – 5/2 + 2] – [2 – 6] + 2/3 = ¼ - [- 4] + 2/3 =
4.92

e. f(3) + g(2x – 7) = [3(3)! − 5(3) + 2] + [2 – 3 (2x – 7)] = [14] + [2 – 6x + 21] = 37 – 6x

f. f(g(x)) = 3𝑔 (𝑥)! − 5𝑔(𝑥) + 2 = 3(2 − 3𝑥)! − 5(2 − 3𝑥) + 2 = 3(4 − 12𝑥 + 9𝑥 ! ) − 10 + 15𝑥 + 2 = 27𝑥 ! − 21𝑥 + 4

Binary Operations

A binary operation on a set is a rule for combining two elements of the set, to produce another element of the
same set. A binary operation (*) defined on a non-empty set S is a rule that assigns to each ordered pair (a, b) of
elements of S a unique element a*b ∈ S.

To give you examples:

1. On the set of natural numbers N = {1, 2, 3, 4, 5, …}, addition and multiplication are binary operations because
adding or multiplying any two elements of N produces an element that also belongs to N.
2. On the set of natural numbers N = {1, 2, 3, 4, 5, …}, subtraction and division are not binary operations. Why?
Because it doesn’t satisfy all the conditions.

Elementary Logic

Logic is the primary basis of all mathematical reasoning. As such, it is concerned with the investigation of
consequences that hold between the premises and the conclusion f a sound argument. An argument is said to be sound
(valid or correct) if its conclusions follows from, or is a consequence of its premises; otherwise it is unsound or invalid or
incorrect.

A statement or proposition is the basic building block of logical reasoning. It is a declarative sentence that is
either true or false, but not both. If it is true, its value is said to be T (true), otherwise it is F (false).

To illustrate:
1. “20 + 5 = 25” is a statement that is true.
2. “Letter g is a vowel” is a statement that is false.
3. “Apple (Machintosh) makes laptops” is a statement that is true.
4. “Apple (Machintosh) makes the best laptops” is not a statement but an opinion that may be true to some
people but false to others.
5. “2x – 5 = y + 3” is not a statement. It is sometimes true or false.

Symbolically, small letters represents statements, most frequently used are p, q, r, s, and t. For example, the
statement, “it is raining” may be represented by p as in:
p: it is raining .

If it is truly raining, its truth-value is T; if not, it is F.

Statements constructed by connecting one or more simpler statements are called compound statements. The
simpler statements are connected together by using connectives such as “not”, “and”, “or”, “if … then”, “only if”, and “if and
only if”.

For example, “Kay donated P 10, 000.00 and he did not take a bath or attended his class” is a compound
statement that is composed of 3 simple statements:
a. Kay donated P 10, 000.00.
b. Kay did not take a bath.
c. Kay did not attend his class.

To determine the truth-value of a compound statement, we need to first consider and examine the way the
simpler statements are connected. The resulting compound statement can be a negation, a conjunction, a disjunction, an
implication, a double implication or any combination of these.

Negation ( ~ )

The negation of a statement is denial of the statement. To negate a statement, the symbol ~ is used. For
example:
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Statement Negation
p: It is raining. ~p: It is not raining.
q: Leni is LP ~q: Leni is not LP
r: Some of my classmates are ~r: No classmate is upperclassman.
upperclassmen
Note: It is not a negation of r. Why? ~r: Some of my classmates are not
upperclassmen.
s: BS Biology students are good-looking. ~s: BS Biology students are not good-
looking.
You may also write ~s: It is not true (false) that BS Biology students are good-
looking.
A negation is true (false) if and only if the statement itself is false (true).

Conjunction (∧)

A conjunction consists of 2 or more simpler statements that are connected by the word “and”, represented by the
symbol ∧ . That is, the conjunction p ^ q represents the compound statement “p and q”. For example:

p: Errol is a veterinarian.
q: Errol is 30 years old.

Then, p ^ q: Errol is a veterinarian and Errol is 30 years old.

p ^ ~q: Errol is a veterinarian and Errol is not 30 years old.

A conjunction of 2 statements p and q is true if and only if both p and q are true.

Disjunction (∨)

A disjunction consists of 2 or more simpler statements that are connected by the word “or”, represented by the
symbol “ v ” . That is the disjunction p v q represents the compound statement “p or q”. For example:

p: Joshua is a BS Nursing student.

q: Carlo is a BS Biology student.

Then, p v p: Joshua is a BS Nursing student or Carlo is a BS Biology student.

~p v q: Joshua is not a BS Nursing student or Carlo is a BS Biology student.

A disjunction of 2 statements p and q is true if and only if at least one of p and q is true. A popular
compound statement, known as De Morgan’s Law, is the equivalent of negating a conjunction or negating a
disjunction. Namely,

i. ~(p^q) = ~p v ~q
ii. ~(p v q) = ~p ^ ~q

Conditional (à)

A conditional (or implication) consists of two cause-and-effect statements. One is a premise and the other is a
consequence that is connected by the words “if… then”. The symbol à is used. That is, the implication p à q
represents the compound statement “if p then q”. Equivalently, it means
a. “p is sufficient for q”
b. “q when p”
c. “a necessary condition for q is p”
d. “q unless not p”
e. “q follows from p”

To give you an example:

p: You give me P 21.
q: I give you a handout.

p à q: If you give me P21 then I give you a handout.

~p à q: If you don’t give me P21 then I give you a handout.

An implication p à q is considered false only if p is true and q is false.

Sometimes, we are interested in taking the converse, the inverse or the contrapositive of an implication p à q.
These are defined as:

Converse: qàp
Inverse: ~p à ~q
Contrapositive: ~q à ~p

Example: If you are more than 59 years old, then you are entitled to a senior citizen’s discount.

Converse: If you are entitled to a senior citizen’s discount, then you are more than 59 years old.
 21
Inverse: If you are not more than 59 years old, then you are not entitled to a senior citizen’s discount.

Contrapositive: If you are not entitled to a senior citizen’s discount, then you are not more than 59 years
old.

Biconditional (ßà)

A biconditional (also called double implication) is a statement of the form (p à q) ^ (q à p), and is written as
pßà q. The double implication pßàq is read as “p if and only if q” and is frequently abbreviated by “p iff q”. It is
a conjunction of the two implications p à q and q à p which are conversely related; one statement is a necessary
and sufficient condition for the other.

Example: p: ΔABC is a right triangle.

q: c2 = a2 + b2 .

p ßà q: ΔABC is a right triangle iff c2 = a2 + b2 .

: c2 = a2 + b2 iff ΔABC is a right triangle.

A biconditional p ßà is considered true if and only if p and q are both true or are both false.

References
The following are the video-graphic references used to make transcripts of this lesson. You may opt to visit the link for
review.

1. https://www.youtube.com/watch?v=M7xYj7cAzog
2. https://www.youtube.com/watch?v=BouqkWYlfzg
3. https://www.youtube.com/watch?v=jUNajHYVRz8
4. https://www.youtube.com/watch?v=oQb1hlA3vVk&list=PLlRMIfeXw7gno95CngI8OumsBnisJCDmV
5. https://www.youtube.com/watch?v=kgsettTSGfI
6. https://www.youtube.com/watch?v=ycdCqpS8_SA
7. https://www.youtube.com/watch?v=FotzX-2ZlCs
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Assessing Learning (Unit 2-A)

Name: _______________________________________________________Score: ______________________________

Course/Year/Section: ___________________________________________ Date: _______________________________

I. Write E if the given is an expression or S if sentence. Place your answer before the item number.

1. 3x – 4y

2. 3x – 4z = 12

3. 3x < 6

4. 5e = 10

5. 8x2 – 27 = 37

6. x + y = 1

7. 3x – {2x + 1 – 3(x+1)}

8. (3, 5x)

9. 5z > 10

10. x + y + z = 0

II. Translate the given phrase into a mathematical expression. Write your answers on the space provided for
each item.

11. the sum of twice a number x and another number y

12. twice the sum of two numbers x and y

13. the age of Denver 3 years ago if he is x years old now

14. the product of 3 consecutive odd numbers if the middle number is x

15. the length of a rectangle if it is 9 units longer than half its width w

III. Translate the given mathematical expressions into a verbal phrase.

16. 3x – 1

17. (x – 5 )(x + 5)

18. 1 + 2 + 3 + … +10

19. 5x + y + 0.25z

20. (x+y+z)/3

Assessing Learning (Unit 2-B)

Name: _______________________________________________________Score: ______________________________

 23

Course/Year/Section: ___________________________________________ Date: _______________________________

I. TRUE OR FALSE. Consider M = {x|x is a distinct letter in “mathematics”}. Write T if true, otherwise F, before
each number item.

1. M = {m, a, t, h}

2. M = {m, a, t, h, e, m, a, t, i, c, s}

3. |M| = 8

4. h ⊂ M

5. {m, a, t, h} ⊂ M

6. M = M

7. shame ⊂ M

8. {h, a, m} ⊂ M

9. M = {t, h, e}

10. {m, a, t, h} ⋃ {h, a, m} = {m, a, t, h}

II. Consider U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9) ; A = {0, 2, 4, 6, 8}; B = {1, 3, 5, 7, 9}; and C = {3, 4, 5, 6, 7}, find:

1. (A ⋂ B) ⋃ C

2. A ⋂ (C – B)

3. (A – C’) ⋂ (B ⋃ C)

4. [(A ⋂ B)’ – C’]’

5. |AxB|
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Assessing Learning (Unit 2-C)

Name: _______________________________________________________Score: ______________________________

Course/Year/Section: ___________________________________________ Date: _______________________________

Evaluate the following if f(x) = 2x – 9 and g(x) = 3𝑥 ! − 5𝑥 + 2 .

1. f(3/2) + g( - 9)

$(&!) )
2. (())
+ !

3. f(2x – 3) – g(x + 4)

4. g(f(x+1))

((!*+)&((!)
5. +
 25
Assessing Learning (Unit 2-D)

Name: _______________________________________________________Score: ______________________________

Course/Year/Section: ___________________________________________ Date: _______________________________

Certain number of pilots is asked which they prefer more, travelling to Asian countries or to European countries, 27 pilots
prefer travelling to Asian counties, 22 prefer travelling to Europe while 13 pilots do not like travelling to Asian countries.
a. Draw the diagrams of the given condition
b. How many people prefer travelling to either Asian or European countries?
c. How many pilot prefer travelling to Asian countries only?
d. How many pilot prefer travelling to European countries only?
 26
Assessing Learning (Unit 2-E)

Name: _______________________________________________________Score: ______________________________

Course/Year/Section: ___________________________________________ Date: _______________________________

Directions: Answer the following items. Write your answer on the space provided at the bottom part of the page.

1. Which of the following are statements? Not statements? Why?

a. When is your birthday?
b. I will pass in this subject.
c. The number 3.2 is an even number
d. I am telling a lie.
2. Suppose p: The sun is shining; q: It is raining; and r: The ground is wet. Write each of the following in symbolic
forms.
a. If it is raining, then the sun is not shining.
b. It is raining and the ground is wet.
c. The ground is not wet.
d. Either the sun is shining or it is raining.
e. The ground is wet if and only if it is raining and the sun is not shining.
3. Write the statement “n is even only if it is not odd” as in implication, then write the converse, inverse and its
contrapositive.