Unit 2- Mathematical Language and Symbols

Mathematics is written in a symbolic language that is designed to express

mathematical thoughts. English language is a source of knowledge, but it is not
designed for doing mathematics. In this unit, it describes how mathematical
thoughts, methods, and facts are expressed in symbolism. That is, it emphasizes
how to read and write mathematics. Moreover, you will get extensive practice with
mathematical language ideas, to enhance your ability to correctly read, write,
speak and understand mathematics.

Learning Outcomes

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

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

Pre-test

I. IDENTIFICATION:
Identify whether the following is an English noun or mathematical expression,
English sentence or mathematical sentence, encircle the verb:

1. 3 ________________
2. The word ‘cat’ begins with the letter ‘k’ ________________
3. 1 + 2 = 4 ________________
4. 5 – 3 ________________
5. The tiger is black. ________________
6. 2y ________________
7. x – 5 = 0 ________________
8. t + 3 = 3 + t ________________
9. mini mayni moe ________________
10. What is wrong with me. ________________

II. Directions: Translate each English statement to Mathematical statement. Write your
answer in the space provided for.
1. 5 more than x times 3 ________________
2. A number added to 5 minus p ________________
3. A number increased by 13 divided by x ________________
4. 5 less than 10 ________________
5. A number decreased by 7 ________________

Thank you for answering the pretest.

The next section is the content of this unit. It contains vital

information on the topics based on the learning outcomes. Please
read the content.
 Content

Imagine the following scenario: you 're in a math class, and the instructor passes a piece
of paper to every student. The paper is announced to contain Study Strategies for Mathematics
Students; you are to read it and comment on it. But when you look at the text, you find that you
don't understand it is written in a foreign language!

Is the instructor being fair? Of course, it's not. In real sense, the instructor is probably
trying to make a point. Although the ideas in the paragraph may be simple, there can be no
access to ideas without a knowledge of the language in which the ideas are expressed. This
situation has a very strong mathematical analogy. People often have difficulty understanding
mathematical ideas: not necessarily because ideas are difficult, but because they are presented
in a foreign language – 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).

Every language has its vocabulary (the words), and its rules for combining these words
into complete thoughts (the sentences). Mathematics is no exception. As a first step in
discussing the mathematical language, we will make a very broad classification between the
‘nouns’ of mathematics (used to name mathematical objects of interest) and the ‘sentences’ of
mathematics (which state complete mathematical thoughts).

The classification of mathematical ‘nouns’ versus ‘sentences’ does not typically appear
in math books. However, the author has learned that there is tremendous benefit to be derived
form this classification of the basic building blocks of mathematics. Without such an
understanding, people are more likely to fall prey to common syntax errors – for example,
inappropriately setting things equal to zero, or stringing things together with equal signs, as if ‘=’
means ‘I’m going to the next step.’

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:
“John loves mathematics.” Here, ‘John’ and ‘mathematics’ are nouns; ‘loves’ is a verb.

The mathematical analogue of a ‘noun’ will be called an expression. Thus, an

expression is a name given to a mathematical object of interest. Whereas in English we need
to talk about people, places and things, we’ll see that mathematics has much different ‘object of
interest’.

The mathematical analogue of a ‘sentence’ will also be called a sentence. A

mathematical sentence, just as an English sentence, msut state a complete thought. The table
below summarizes the analogy.
 English/Math Expressions/Sentences
ENGLISH MATHEMATICS

Name given to an NOUN (person, place, thing) EXPRESSION

object of
interest Ex. John, Joe, Carol Ex. 5,2+3,1/2

a complete thought SENTENCE SENTENCE

I love math. 3 + 4 = 7; 3 + 4 = 8

Let’s discuss the ideas presented in this table, beginning with some ideas regarding
expressions.

Since people frequently need to work with numbers, these are the most common type of
mathematical expression. And, numbers have lots of different names.

For example, the expressions

5 2+3 10 / 2 (6 - 2) + 1 1+1+1+1+1

all look different, but are all just different names for the same number. This simple idea – that
numbers have lots of different names – is extremely important in mathematics! English has the
same concept: synonyms are words that have the same (or nearly the same) meaning.
However, this same object, different name idea plays a much more fundamental role in
mathematics that in English.

Next, some ideas regarding sentences are explored. Just as English sentences have
verbs, so do mathematical sentences. In the mathematical sentence ‘ 3 + 4 = 7 ‘, the verb is ‘ =
‘. If you read the sentence as ‘three plus four is equal to seven’, then it’s easy to ‘hear’ the verb.
Indeed, the equal sign ‘ = ‘ is one of the most popular mathematical verbs. Sentences can be
true or false. The notion of truth (i.e., the property of being true or false) is of fundamental
importance in the mathematical language.

Language has conventions. In English, for example, it is conventional to capitalize

proper names (like ‘John’, ‘Carol’ and ‘Joe’). This convention makes it easy for a reader to
distinguish between a common noun (like ‘carol’, a Christmas song) and a proper noun (like
‘Carol’). Mathematics also has its conventions, which help readers distinguish between different
types of mathematical expressions.
Here are examples, to help explore the difference between sentences and expressions:

How to read Solution

1. cat English noun
2. 10 Mathematical expression
3. I love math. English sentence
4. 1 + 3 = 5 ‘One plus three equals five’ or Mathematical sentence
‘one plus three is equal to five’
5. 7 – 4 ‘Seven minus four’ Mathematical expression
Note that when you say ‘seven
minus four’, you have not stated
a complete thought.

With several examples behind us, it is now time to make things more precise. In order to
communicate effectively, people must agree on the meanings of certain words and phrases.
When there is ambiguity, confusion can result. Consider the following conversation in a car at a
noisy intersection:
Carol: “Turn left!”
Bob: “I didn’t hear you. Left?”
Carol: “Right!”
Question: Which way will Bob turn? It depends on how Bob interprets the word ‘right’. If he
interprets ‘right’ as the opposite of ‘left’, then he will turn right. If he interprets ‘right’ as ‘correct,’
then he will turn left. Although there are certainly instances in mathematics where context is
used to determine correct meaning, there is much less ambiguity allowed in mathematics than
in English. The primary way that ambiguity is avoided is by the use of
definitions. By defining words and phrases, it is assured that everyone agrees
on their meaning. Here’s our first definition:
An expression is the mathematical analogue of an English noun; it is correct arrangement of
mathematical symbols used to represent a mathematical object of interest. An expression does
NOT state a complete though; in particular, it does not make sense to ask if an expression is
true or false.

In most mathematics books, the word ‘expression is never defined, but is used as a
convenient catch-all to talk about anything (including sentences) to which the author wants to
draw attention. However, 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. Be careful about this.
 Comparison between the English Language and the Mathematical Language
English Mathematics

Symbols English English alphabet, numerals, Greek letters, grouping

alphabet and symbols, special symbols
punctuations
Name Noun Expressions

Complete Sentence Sentence

thought

Action Verbs Operations, and other actions (e.g. simplify, rationalize)

What’s in a Verbs Equality, inequality, membership in a set

sentence

Attribute of a Fact or fiction True or false

sentence

There are many types of expressions in mathematics, because there are many types of
mathematical objects. Some types of expressions are listed below. Don’t worry about words you
don’t recognize: our primary concern is only with numbers and sets.

NUMBERS SETS FUNCTIONS

ORDERED PAIRS MATRICES VECTORS

Three of the most common types of expression are numbers, sets, and functions.
(These are like the people, places, and things in English.)

As mentioned earlier, a key idea in mathematics is the expressions have lots of different
names. Even more importantly, the name we use depends on what we are doing with the
expression. For example, the number 1 goes by all the following names:

½+½ 2–1 ½+¼+¼ 5/5 1/3 + 1/3 + 1/3

The name ½ + ½ is appropriate, for example, if we have to divide a candy bar evenly between
two people.

The name 1/3 + 1/3 + 1/3 is appropriate if we need to measure one cup of floud, but only have a
one-third cup measure.
 The most common problem type involving an expression is:

SIMPLIFY: (some expression)

To simplify an expression means to get a different name for the expression, that is some
way is simpler.

The notion of ‘simpler’, however, can have different meanings:

 FEWER SYMBOLS: often, ‘simpler’ means using fewer symbols.

For example, ‘3 + 1 + 5’ and ‘9’ are both names for the same number, but ‘9’ uses few
symbols.
 FEWER OPERATIONS: Sometimes, ‘simpler’ means using fewer operation (an
‘operation’ is something like addition or multiplication).
For example, ‘ 3 + 3 + 3 + 3 + 3’ and ‘5.3’ are both names for the same number, but the
latter uses fewer operations. (Recall that the centered dot denotes multiplication.) There
are four additions used in ‘3 + 3 + 3 + 3 + 3’, but only one multiplication used in ‘5.3’.
 BETTER SUITED FOR CURRENT USE: In some cases, ‘simpler’ means better suited
for the current use.
For example, we’ll see in a future section that the name 1 foot / 12 inches is a great
name for the number ‘1’ if we need to convert units of inches to units of feet.
 PREFERRED STYLE/FORMAT: Finally, ‘simpler’ often means in a preferred style or
format.
For example, 2/4 (two-fourths) and ½ (one-half) are both names for the same number,
but people usually prefer the name ½; it is said to bin ‘reduced form’ or ‘simples form’.

Next, we talk more precisely about mathematical sentences. First, a definition:

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

mathematical symbols that state a complete thought. It makes sense to ask about the TRUTH of
a sentence: Is it true? Is it false? Is it sometimes true/sometimes false?

The sentence ‘ 1 + 2 = 3’ is read as ‘one plus two equals three’ or ‘one plus two is equal to
three’. A complete thought is being stated, which in this case is true. The sentence is
‘diagrammed’ below:

A question commonly encountered, when presenting the sentece example ‘ 1 + 2 = 3’, is the
following:

If ‘ = ‘ is the verb, then what is the ‘ + ‘ ?

Here’s the answer. The symbol ‘ + ‘ is a connective; a connective is used to ‘connect’ objects of
a given type to get a ‘compound’ object of the same type. Here, the numbers 1 and 2 are
‘connected’ to give the new number 1 + 2. A familiar English connective for nouns is the word
‘and’: ‘cat’ is a noun, ‘dog’ is a noun, ‘cat and dog’ is a ‘compound’ noun.
There are two primary ways to decide whether something is a sentence, or not:

 Read it aloud, and ask yourself the question: Does it state a complete thought? If the
anser is ‘yes’, then it’s a sentence.
Notice that expressions do not state a complete thought. Consider, for example, the
number ‘1 + 2’. Say it aloud: ‘one plus two’. Have you stated a complete thought? NO!
But, if you say: ‘1 + 2 = 4’, then you have stated a complete (false) thought.
 Alternately, you can ask yourself the question: Does it make sense to ask about the
TRUTH of this object? Consider again the number ‘1 + 2’ . Is ‘1 + 2’ true? Is ‘1 + 2’ false?
These questions don’t make sense, because it doesn’t make sense to ask about the
truth of an expression!

Translating Words to Symbols

Practical problems seldom, if ever, come in equation form. The job of the problem
solvers is to translate the problem from phrases and statements into mathematical expressions
and equations, and then to solve the equations.

As problem solvers, our job is made simpler if we are able to translate verbal phrases to
mathematical expressions and if we follow the Five Step Method of solving applied problems.
To help us translate from words to symbols, we can use the following Mathematics Dictionary.

Mathematics Dictionary
Word or Phrase Mathematical Operation
Sum, sum of, added to, increased by, +
more than, and, plus
Difference, minus, subtracted from, -
decreased by, less, less than
Product, the product of, of, multiplied by, x, .
times, per
Quotient, divided by, ratio, per ÷
Equals, is equal to, is, the result is, =
becomes
A number, an unknown quantity, an x ( or any symbol)
unknown, a quantity
Source: https://imathblog.wordpress.com/2013/02/20/translation-of-mathematical-statement-in-
symbols/)

For examples: Translate each phrase or sentence into a mathematical expression or equation
below:

1. Twelve more than a number.

Solution: 12 + x
2. Eight minus a number.
Solution: 8–x
3. An unknown quantity less fourteen
Solution: x – 14
4. Six times a number is fifty-four
Solution: 6x = 54
5. Two ninths of a number is eleven
 Solution: 2/9x = 11

Some difficulties in Mathematics Language

1. The word “is” could mean equality, inequality or membership in a set.

2. Different uses of a number; to express quantity (cardinal), to indicate the order (ordinal),
and as a label (nominal).
3. Mathematical objects may be represented in many ways, such as sets and functions.
4. The words "and' & "or" means different from its English use.

Four Basic Concepts:

Sets

Sets in mathematics, are simply a collection of distinct objects forming a group. A set
can have any group of items, be it a collection of numbers, days of a week, types of vehicles,
and so on. Every item in the set is called an element of the set. Curly brackets are used while
writing a set. A very simple example of a set would be like this. Set A = {1,2,3,4,5}. There are
various notations to represent elements of a set. Sets are usually represented using a roster
form or a set builder form. A set is a well-defined collection of objects. Sets are named and
represented using a capital letter. In the set theory, the elements that a set comprises can be
any kind of thing: people, letters of the alphabet, numbers, shapes, variables, etc.

Elements of a Set

The items present in a set are called either elements or members of a set. The elements
of a set are enclosed in curly brackets separated by commas. To denote that an element is
contained in a set, the symbol '∈' is used. In the above example, 2 ∈ A. If an element is not a
member of a set, then it is denoted using the symbol '∉'. Here, 3 ∉ A.

Cardinal Number of a Set

The cardinal number, cardinality, or order of a set denotes the total number of elements
in the set. For natural even numbers less than 10, n(A) = 4. Sets are defined as a collection of
unique elements. One important condition to define a set is that all the elements of a set should
be related to each other and share a common property. For example, if we define a set with the
elements as the names of months in a year, then we can say that all the elements of the set are
the months of the year.

Representation of Sets

There are different set notations used for the representation of sets. They differ in the
way in which the elements are listed. The three set notations used for representing sets are:
 Semantic form
 Roster form
 Set builder form
Semantic Form

The semantic notation describes a statement to show what are the elements of a set.
For example, Set A is the list of the first five odd numbers.

Roster Form

The most common form used to represent sets is the roster notation in which the
elements of the sets are enclosed in curly brackets separated by commas. For example, Set B
= {2,4,6,8,10}, which is the collection of the first five even numbers. In a roster form, the order of
the elements of the set does not matter, for example, the set of the first five even numbers can
also be defined as {2,6,8,10,4}. Also, if there is an endless list of elements in a set, then they
are defined using a series of dots at the end of the last element. For example, infinite sets are
represented as, X = {1, 2, 3, 4, 5 ...}, where X is the set of natural numbers. To sum up the
notation of the roster form, please take a look at the examples below.
Finite Roster Notation of Sets: Set A = {1, 2, 3, 4, 5} (The first five natural numbers)
Infinite Roster Notation of Sets: Set B = {5, 10, 15, 20 ....} (The multiples of 5)

Set Builder Form

The set builder notation has a certain rule or a statement that specifically describes the
common feature of all the elements of a set. The set builder form uses a vertical bar in its
representation, with a text describing the character of the elements of the set. For example, A =
{k | k is an even number, k ≤ 20}. The statement says, all the elements of set A are even
numbers that are less than or equal to 20. Sometimes a ":" is used in the place of the "|".

Visual Representation of Sets Using Venn Diagram

Venn Diagram is a pictorial representation of sets, with each set represented as a circle.
The elements of a set are present inside the circles. Sometimes a rectangle encloses the
circles, which represents the universal set. The Venn diagram represents how the given sets
are related to each other.

𝑆𝑒𝑡 𝐴 = {1, 2, 3}
𝑆𝑒𝑡 𝐵 = {3, 5, 7}
𝐸𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑆𝑒𝑡 𝐴 𝑎𝑟𝑒 1, 2, 3
𝐸𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑆𝑒𝑡 𝐵 𝑎𝑟𝑒 3, 5, 7
𝐶𝑜𝑚𝑚𝑜𝑛 𝑒𝑙𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑆𝑒𝑡 𝐴 𝑎𝑛𝑑 𝐵 𝑖𝑠 3.
Set Operations

Set operations are the operations that are applied on two or more sets to develop a
relationship between them. There are four main kinds of set operations which are as follows.
 Union of sets
 Intersection of sets
 Complement of a set
 Difference between sets/Relative Complement

Union of Sets

For two given sets A and B, A∪B (read as A union B) is the set of distinct elements that
belong to set A and set B or both. The number of elements in A ∪ B is given by n(A∪B) = n(A) +
n(B) − n(A∩B), where n(X) is the number of elements in set X. To understand this set operation
of the union of sets better, let us consider an example: If A = {1, 2, 3, 4} and B = {4, 5, 6, 7},
then the union of A and B is given by A ∪ B = {1, 2, 3, 4, 5, 6, 7}.

Intersection of Sets

For two given sets A and B, A∩B (read as A intersection B) is the set of common
elements that belong to set A and B. The number of elements in A∩B is given by n(A∩B) =
n(A)+n(B)−n(A∪B), where n(X) is the number of elements in set X. To understand this set
operation of the intersection of sets better, let us consider an example: If A = {1, 2, 3, 4} and B =
{3, 4, 5, 7}, then the intersection of A and B is given by A ∩ B = {3, 4}.

Set Difference

The set operation difference between sets implies subtracting the elements from a set
which is similar to the concept of the difference between numbers. The difference between sets
A and set B denoted as A − B lists all the elements that are in set A but not in set B. To
understand this set operation of set difference better, let us consider an example: If A = {1, 2, 3,
4} and B = {3, 4, 5, 7}, then the difference between sets A and B is given by A - B = {1, 2}.
Complement of Sets

The complement of a set A denoted as A′ or Ac (read as A complement) is defined as the

set of all the elements in the given universal set(U) that are not present in set A. To understand
this set operation of complement of sets better, let us consider an example: If U = {1, 2, 3, 4, 5,
6, 7, 8, 9} and A = {1, 2, 3, 4}, then the complement of set A is given by A' = {5, 6, 7, 8, 9}.

Example:
Let 𝑈 = {1, 2, 3, 4, 5}, 𝐴 = {2, 3, 5}, 𝐵 = {1, 2, 3}, 𝐶 = {2, 4, 5}
1. Find 𝐴 ∪ 𝐵
2. Find (𝐵 ∩ 𝐴′ )
3. Find {𝐴′ − (𝐶 ∪ 𝐴)}
Solution:
1. Find 𝐴 ∪ 𝐵 = {1, 2, 3, 5}
3. Find {𝐴′ − (𝐶 ∪ 𝐴)}
2. Find (𝐵 ∩ 𝐴′ ) 𝐴′ = {1, 4}
𝐵 = {1, 2, 3} (𝐶 ∪ 𝐴) = {2, 3, 4, 5}
𝐴′ = {1, 4}
(𝐵 ∩ 𝐴′ ) = {1}. {𝐴′ − (𝐶 ∪ 𝐴)} = {1}.

Relations (Equivalence relations)

In mathematics, an equivalence relation is a kind of binary relation that should be

reflexive, symmetric and transitive. The well-known example of an equivalence relation is the
“equal to (=)” relation. In other words, two elements of the given set are equivalent to each other
if they belong to the same equivalence class.

A relation R on a set A is said to be an equivalence relation if and only if the relation R is

reflexive, symmetric and transitive. The equivalence relation is a relationship on the set which is
generally represented by the symbol “∼”.
Reflexive: A relation is said to be reflexive, if (a, a) ∈ R, for every a ∈ A.
Symmetric: A relation is said to be symmetric, if (a, b) ∈ R, then (b, a) ∈ R.
Transitive: A relation is said to be transitive if (a, b) ∈ R and (b, c) ∈ R, then (a, c) ∈ R.

Reflexive Property
According to the reflexive property, if (a, a) ∈ R, for every a∈ A. For all pairs of positive integers,
((a, b),(a, b))∈ R.
Clearly, we can say ab = ab for all positive integers.
Hence, the reflexive property is proved.

Symmetric Property
From the symmetric property, if (a, b) ∈ R, then we can say (b, a) ∈ R
For the given condition, if ((a, b),(c, d)) ∈ R, then ((c, d),(a, b)) ∈ R.
If ((a, b),(c, d))∈ R, then ad = bc and cb = da. Since multiplication is commutative.
Therefore ((c, d),(a, b)) ∈ R
Hence symmetric property is proved

Transitive Property
From the transitive property, if (a, b) ∈ R and (b, c) ∈ R, then (a, c) also belongs to R
For the given set of ordered pairs of positive integers, ((a, b), (c, d))∈ R and ((c, d), (e, f))∈ R,
then ((a, b),(e, f) ∈ R. Now, assume that ((a, b), (c, d))∈ R and ((c, d), (e, f)) ∈ R.
Then we get, ad = cb and cf = de. The above relation implies that a/b = c/d and that c/d = e/f,
so a/b = e/f we get af = be. Therefore ((a, b),(e, f))∈ R.
Hence transitive property is proved.

Example:

3. Show that the relation R is an equivalence relation in the set A = {1, 2, 3, 4, 5} given by the
relation R = {(a, b):|a-b| is even }.
Solution:

R = {(a, b):|a-b| is even }. Where a, b belongs to A.

 Transitive Property:
If |a-b| is even, then (a-b) is even.
Symmetric Property: Similarly, if |b-c| is even, then (b-c)
From the given relation, is also even.

|a – b| = |b – a| Sum of even number is also even

Reflexive Property: So, we can write it as a-b+ b-c is
We know that |a – b| = |-(b
From the given relation, – a)|= |b – a| even

|a – a| = | 0 |=0 Hence |a – b| is even, Then, a – c is also even

And 0 is always even. Then |b – a| is also even. So,

Thus, |a-a| is even Therefore, if (a, b) ∈ R, |a – b| and |b – c| is even, then |a-c|

then (b, a) belongs to R is even.
Therefore, (a, a) belongs to
R Hence R is symmetric. Therefore, if (a, b) ∈ R and (b, c) ∈
R, then (a, c) also belongs to R
Hence R is Reflexive
Hence R is transitive.

Functions (Injective, Surjective, Bijective)

A function f from A to B is an assignment of exactly one element of B to each element of
A (A and B are non-empty sets). A is called Domain of f and B is called co-domain of f. If b is the
unique element of B assigned by the function f to the element a of A, it is written as f(a)=b. f
maps A and B means f is a function from A to B, it is written as 𝑓: 𝐴 → 𝐵.

Types of functions

 One to one function (Injective)

A function is called one to one if for all elements a and b in A, if f(a) = f(b), then it
must be the case that a = b. It never maps distinct elements of its domain to the same
element of its co-domain.

 Onto Function (surjective)

If every element b in B has a corresponding element a in A such that f(a) = b. It is

not required that a is unique; The function f may map one or more elements of A to the
same element of B.
  One to one correspondence function (Bijective/Invertible)

A function is Bijective function if it is both one to one and onto function.

Therefore, a function is way of matching the members of a set “A” to a set “B”.

Binary Operations

We take the set of numbers on which the binary operations are performed as X. The operations
(addition, subtraction, division, multiplication, etc.) can be generalized as a binary operation is performed on
two elements (say a and b) from set X. The result of the operation on a and b is another element from the same
set X.
Thus, the binary operation can be defined as an operation * which is performed on a set A. The
function is given by *: A * A → A. So, the operation * performed on operands a and b is denoted by a * b.

Commutative Property
The commutative property states that the numbers on which we operate can be moved
or swapped from their position without making any difference to the answer. The property holds
for Addition and Multiplication, but not for subtraction and division.
The above examples clearly show that we can apply the commutative property on addition and
multiplication. However, we cannot apply commutative property on subtraction and division. If
you move the position of numbers in subtraction or division, it changes the entire problem.

Therefore, if a and b are two non-zero numbers, then:

The commutative property of addition is:

a+b=b+a

The commutative property of multiplication is:

 a×b=b×a

In short, in commutative property, the numbers can be added or multiplied to each other in any
order without changing the answer.

Associative Property

This property states that when three or more numbers are added (or multiplied), the sum (or
the product) is the same regardless of the grouping of the addends (or the multiplicands).

 Grouping means the use of parentheses or brackets to group numbers.

 Associative property involves 3 or more numbers.
 The numbers that are grouped within a parenthesis or bracket become one unit.
 Associative property can only be used with addition and multiplication and not
with subtraction or division.

The above examples indicate that changing the grouping doesn’t change the answer in any
way.

The associative property is helpful while adding or multiplying multiple numbers. By

grouping, we can create smaller components to solve. It makes the addition or multiplication of
multiple numbers easier and faster. The property holds for Addition and Multiplication, but not
for subtraction and division.

Identity Property

Additive identity is a number, which when added to any number, gives the sum as the
number itself. It means that additive identity is “0” as adding 0 to any number, gives the sum as
the number itself.

Example:

2+0=2
 0+5=5

For any set of numbers, that is, all integers, rational numbers, complex numbers, the additive
identity is 0. It is because when you add 0 to any number; it doesn’t change the number and
keeps its identity.

Therefore, a + 0 = 0 + a = a

Where, a is any number.

However, additive identity cannot be associated to natural numbers, since 0 is not considered
as a natural number. Natural numbers start from 1.

Let us see some examples to understand additive identity.

 There are 5 kids on a team. No other kid joined the team till the end of the game. How
many kids were in the game?

Solution:

As no one joined the game, this means there was no change in the number of kids.

5 kids + 0 kids = 5 kids

Multiplicative identity property of 1, any number multiplied by 1, gives the same result as
the number itself or numbers that remains the same.

Here are some examples of the identity property of multiplication.

 Now that you had learned about the Mathematical
Language and Symbols, do the succeeding activities.
If you have questions regarding the activity, feel free to ask
or leave a message in google classroom or messenger.

Learning Activities

Activity 1. IDENTIFICATION

Identify whether the following is an English noun or mathematical expression, English

sentence or mathematical sentence, encircle the verb:

1. 3 ____________________
2. The word ‘cat’ begins with the letter ‘k’ ____________________
3. 1 + 2 = 4 ____________________
4. 8 – 7 ____________________
5. The tiger is black. ____________________
6. Lion ____________________
7. The word ‘math’ begins with the letter ‘N’ ____________________
8. 3 + 4 = 5 ____________________
9. 5 – 3 ____________________
10. The panther is black. ____________________

Activity 2. TRUE/FALSE
Directions: Read each Mathematical/English sentence below carefully. Write True if the
sentence is correct or else write False if the sentence is wrong on the black space.

1. t+3=3+t ____________________
2. This sentence is false. ____________________
3. x+0=x ____________________
4. 7=3+5 ____________________
5. t=2 ____________________
6. The word “lion” begins with the letter “n”. ____________________
7. The cat is black. ____________________

Great job! You may now take the assessment. If you have not
completed the task, or you have difficulty in accomplishing the activity,
please send me a message to our google class, or you may ask
clarifications through a text message or phone calls on the contact number
included in your course guide.
Assessment

A. TRANSLATE TO MATHEMATICAL STATEMENT

Directions: Translate each English statement to Mathematical statement. Write your answer in
the space provided for.

1. The product of twenty and a number is one hundred.

2. A number times nine yields thirty-six.
3. Ten less than a number is three.
4. Twice the difference of a number and five totals ten.
5. How many times does four go into twelve?

B. Solve the Following. Show your Solution.

A. Let 𝐴 = {1, 2, 3} and 𝐵 = {𝑢, 𝑣}.

1. Find 𝐵 × 𝐴
2. Find 𝐵 × 𝐵

B. Let 𝐴 = {1, 2, 3}, 𝐵 = {3, 1, 2}, and 𝐶 = {1, 1, 2, 3, 3, 3}. What is the element of A, B, and
C? How are A, B, and C related? (Use the Set-Roster Notation)

C. Let 𝑈 = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢, 3, 6, 9, 12}, 𝐴 = {𝑜, 𝑢, 3, 12}, 𝐵 = {𝑢, 9, 6, 𝑎}, 𝑎𝑛𝑑 𝐶 = {𝑢, 12, 𝑖, 𝑜}.
1. Find 𝐶 ∪ 𝐴
2. Find (𝐶 ′ ∩ 𝐵) ∪ 𝐶
3. Find {(𝐵′ ∪ 𝐴)′ − 𝐴 ∪ (𝐵 ∩ 𝐵′ )}

Congratulations! You did a great job! For those who have

poor connectivity or unavailability of internet connection please
notify me so I could extend the deadline of the submission for your
output or will give you another activity.
You had just completed this unit. You are now ready to take
Unit 3.