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Lesson 3 Mathematical Languages and Symbols

This document discusses the importance of language in mathematics. It notes that mathematical language is precise, concise, and powerful in expressing complex ideas with relative ease. It provides examples of true, false, and sometimes true/false mathematical statements and explains how to determine which is which. The document also discusses translating sentences to mathematical symbols and evaluating the truth value of statements. It provides exercises translating English phrases to mathematical expressions and determining if statements are true or false.

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112 views15 pages

Lesson 3 Mathematical Languages and Symbols

This document discusses the importance of language in mathematics. It notes that mathematical language is precise, concise, and powerful in expressing complex ideas with relative ease. It provides examples of true, false, and sometimes true/false mathematical statements and explains how to determine which is which. The document also discusses translating sentences to mathematical symbols and evaluating the truth value of statements. It provides exercises translating English phrases to mathematical expressions and determining if statements are true or false.

Uploaded by

MV A
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Mathematical

Language and
Symbols
Importance of language

Language facilitates
communication and clarifies
meaning. It allows people to
express themselves and
maintains their identity.
Likewise, language bridges the
gap among people from varying
origins and culture without
prejudice to their background
and upbringing.
Characteristics of the
mathematics language

• Precise (able to make very fine


distinctions or definitions)

• Concise (able to say things briefly)

• Powerful (able to express complex


thoughts with relative ease)
Truth of Sentences
 Mathematical sentences 1. In x2+ 2x = x (x + 2 )
may either be true, if x = 1, 12 + 2 ( 1) = 1 ( 1+ 2 )
false, and sometimes 1 + 2 = 1 ( 3)
true sometimes false 3 = 3 True

2. In x + 2 < x - 3
 Examples If x =1 , 1 + 2 < 1 - 3
 1. x2 + 2x = x ( x + 2 ) 3 < -2
False
 2. x + 2 < x - 3 3. In f(2) = 3
Sometimes true/
 3. f(2) = 3
sometimes false
f(x) = x-5
f(2) = 2 - 5
f(2)=-3 false because f(2) = 3

f(2) = 3 is true if f(x) = 4x - 5


f(2) = 4(2) - 5
=8-5
f(2) = 3
Exercises: Which are true, false,
sometimes true/false statements
Exercises: Which are true, false, sometimes true/false
statements
1. The word “cat begins with the letter K
2. 1+2=4
3. 5–3=2
4. The cat is black.
5. X=1
6. X–1=0
7. 3+t=t+3
8. This sentence is false
9. X+0=x
10. 1 *x=X
Difficulties
 The word “is” could mean equality,
inequality, or membership in a set
Consider the following sentences. Discuss how the
word “is” is used.
1. 5 is the principal square root of 25
2. 5 is less than 10
3. 5 is a prime number
 Different use of a number (cardinal, ordinal,
nominal, ratio)
 Mathematical objects may be represented in
many ways such as sets and functions.
Review of symbols

Integer
Real number
{ } Set
N Natural number
Element
Subset
Union
Intersection
For all x's
There exist
(x) Function of x


 







Describe the error in each of
the1. following:
1 N
1∊ N or { 1} N
2. (1, 2) where is a function
(1, 2) where is a set
3. or is equivalent to
This is a false statement
4. Given the function , find the value of
Given the function , find the value of
5.
There is no dx/dy
Exercises
Translate the sentences using
mathematical symbols
   1. 0 is an integer.
2. is multiple of 5.
3. belongs to both sets A and B.
4. The values of x range from -2 to 5.
5. The square of the sum of x and y is not
more than 20.
6. The square of a number is nonnegative.
7. The sum of two consecutive numbers is 31.
Answers
  


1. 0
 2. x = 5n, where n
 3. x ( AB)
 4. {x/x is -2 5} or [ -2,5]
 5. ( x+y)² 20
 6. x²
 7. x + x + 1 = 31
Exercises:Translate to mathematical
expressions ( Graded recitation)
 1. The sum of a number and ten
 2.The product of two numbers
 3.The product of -1 and a number
 4. One-half times the sum of two numbers
 5. Twice a number
 6. Five less than a number
 7. A number less 8
 8. Six more than a number
 9. A number decreased by 6
 10. The square of a number
 11. Four times the square of a number
 12.Three less than twice a number
 13. Five more than three times a number
 14. A man’s age ten years ago
 15. There are twice as many boys as there are girls
Exercises
A. Indicate whether the statement is true or false
 1. Interior angles in a triangle add up to 180
degrees
 2. x + 5 = 10
 3. A triangle has an acute angle
 4. X² > X
 5. x + 5 = 5 – x
 6. The radius is equal to the diameter
 7. A shape with four sides is a rectangle
 8. The sum of even numbers is divisible by four
 9. 5/x = x
 10. The hypotenuse is the longest side of a right
triangle
B. Translate the ff. to
mathematical symbols
 1. The sum of a number and 7
 2.
The sum of the cube of two
numbers
 3. Five more than twice a number
 4.The area of a rectangle whose
length is 3 more than its width
 5.There are ten more cars than
jeep
References:

• Learning the language of mathematics, https://


wac.colostate.edu/llad/v4n1/jamison.pdf
• The language of mathematics,
http://onemathematicalcat.org/pdf_files/LANG1.pdf
• The language and grammar of mathematics, http://
press.princeton.edu/chapters/gowers/gowers_I_2.pdf
• Guzon, A. Powerpoint Presentation: CHED ADMU GE Training
(2016)
• Nocon R., Nocon E. Essential Mathematics for the Modern
World (2016)
• Pinter, Set Theory (1971)
• Salvador, I., Powerpoint Presentation: Pampanga State
Agricultural University (2017)

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