Module 2A: Mathematical Languages and

Symbols
Table of Contents

Introduction 1
Paulinian Essential Elements 2
Paulinian A rmation 2

Topic 1: Mathematical Language 2

Learning Outcomes 2
Learning Activities 3
Processing 3
Formation 3
Activity 1: Classify Me! 3
Synthesis 5
Assessments 5

Topic 2: Conversion of English Expressions to Mathematical Sentences and Vice Versa 6

Learning Outcomes 6
Learning Activities 6
Processing 6
Formation 7
Activity 1: Translate Me! 7
Activity 2: Expand Me! 8
Synthesis 10
Assessments 10
Assignment 10

Re ection Guide 11

Expanded Opportunity 11

References 12
Module 2A: Mathematical Languages and Symbols

Introduction

Language is a systematic means of communicating by the use of sounds or conventional

symbols (Chen, 2010). It is the code humans use as a form of expressing themselves and
communicating with others. It may also be defined as a system of words used in a particular
discipline.

Now, why would anyone want to learn mathematics? What is it useful for? Think of
mathematics as a collection of useful tools to help you get things done. These tasks may be
as simple as budgeting money or complex like calculating a satellite’s speed as it orbits the
Earth.

Mathematics is a universal language, the only one shared by all human beings regardless of
culture, religion, or gender. In everyday living, we may encounter and even use expressions
in English that may connote mathematical values or symbols without us knowing it. These

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Module 2A: Mathematical Languages and Symbols

encounters include riding a vehicle, number of friends on Facebook or Twitter, number of

crushes in this school, number of hours spent using the internet, and many more.

Paulinian Essential Elements

Engaging, Trustworthy, Team Builders, and Mentors who

● clarify at the outset the substance and intent of all agreements and commitments
made, making every effort to fulfill them and supporting others to do the same;
● publicly explain the purpose and potential benefits of all group endeavors, enlisting
explicit agreement and support for them from participants before proceeding;
● initiate and develop jointly beneficial and sustainable projects with colleagues in
which plans and responsibilities are equitably shared, reliably carried out, and
honestly evaluated by all; and
● willingly and openly share relevant insights, observations, expertise, guidance and
support with less experienced colleagues.

Paulinian A rmation
“As a Christ-centered Paulinian, I am engaging, trustworthy, team builder, and mentor,
fostering community through active collaboration.”

Topic 1: Mathematical Language

Learning Outcomes
During the learning engagement, you should be able to
● discuss the language, symbols, and conventions of mathematics,
● explain the nature of mathematics as language, and
● differentiate the English noun and English sentence from mathematical expression
and mathematical sentence.

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Module 2A: Mathematical Languages and Symbols

Learning Activities

Processing
Just as everybody must strive to learn language and writing before he can use them freely
for expression of his thoughts, here too, there is only one way to escape the weight of
formulas. It is to acquire such power over the tool that, unhampered by formal technique,
one can turn to the true problems (Weyl, Hermann, 2000).

Mathematics is a system of communication about objects like numbers, variables, sets,

operations, functions, and equations. It is a collection of both symbols and their meaning
shared by a global community of people who have an interest in the subject. Regardless of
where in the world learners of math come from or what language they speak, they will likely
understand what those symbols mean.

According to Jamison (2000), once students understand HOW things are said, they better
understand WHAT is being said, and only then do they have a chance to know WHY it is
said. This reveals that for the students to define things or figure, they must have a thorough
knowledge of what the figure is and how it functions as an object.

Suppose we want to describe a point. We might say that it is just a dot because this is what
the figure would eventually look like. How about an engineer? A psychologist? A teacher?
How would they describe a point?

Formation

Activity 1: Classify Me! 20 minutes

Classify the entries in the list below as either

(a) English noun or English sentence, or
(b) Mathematical expression or mathematical sentence.

Try to fill in the blanks yourself. In each sentence (English or mathematical), circle the verb.

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Module 2A: Mathematical Languages and Symbols

1. Carol ____________________________________________
2. 7 ____________________________________________
3. Adrian loves mathematics. ____________________________________________
4. 3 + 4 ____________________________________________
5. 7 = 3 + 4 ____________________________________________
6. The name “Ben” begins with letter B. ____________________________________________
7. 0 = 1 ____________________________________________
8. t ­0=t ____________________________________________
9. 4 + 5 = 9 ____________________________________________
10. t ____________________________________________
11. m = 2 ____________________________________________
12. n ­1 ____________________________________________
13. The capital of the Philippines is Manila. ____________________________________________
14. c ­1=1­c ____________________________________________
15. Hat sat bat. ____________________________________________

Guide Questions
1. Explicate the difference between English sentence and mathematical sentence.

2. What are a noun and a mathematical expression?

3. Discuss between sentences and expressions.

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Module 2A: Mathematical Languages and Symbols

Synthesis
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), and powerful (able to express complex thoughts with relative
ease). The language of mathematics can be learned, but requires the efforts needed to learn
any foreign language.

Every language has its vocabulary and its rules for combining these words into complete
thoughts. Mathematics is no exception. In discussing mathematical language, we will make
a very broad classification between the nouns of mathematics and the sentences of
mathematics.

Assessments
Bear in mind that mathematical sentence must be translated according to its thought and
meaning and not according to how the statement is presented.

Direction: Elaborate the concept and communicate what you have learned through writing
(reflective journal)/ speaking (oral presentation).

1. Write your reflection about the activity.

2. How will you implicate the above situations or events in practical situations?

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Module 2A: Mathematical Languages and Symbols

Topic 2: Conversion of English Expressions to

Mathematical Sentences and Vice Versa

Learning Outcomes
During the learning engagement, you should be able to
● perform translation on mathematical operations,
● convert English expressions to mathematical sentences and vice versa, and
● acknowledge that mathematics is a useful language.

Learning Activities

Processing
One day, you and your family were telling each other different riddles. Your cousin Jesús
offers you the following riddle: “Five years ago, I was half the age I will be in eight years. How
old am I now?” In order to accomplish this, we must determine words and phrases that are
commonly used to represent an algebraic expression.

When translating phrases into algebraic expressions, you need to identify keywords and
phrases which specifically refer to a mathematical operation (addition, subtraction,
multiplication, and division). Usually, you can write out the algebraic expression of the
verbal description in the order that it is said. The exceptions occur for certain verbal
statements made in regards to subtraction and division.

In each of these algebraic expressions, we see that the constants (e.g. 5 , 7 , ­ 3 ) and the
variables (e.g. x , y ) are all attached by arithmetic operations. So, we need to find out which
phrases are used to stand for different operations. Then, we can represent a verbal phrase
as an algebraic expression. First and foremost, it is important to remember that a variable is
used to represent an unknown value. In some cases, a phrase or sentence will tell us which
variable we should use to represent the unknown value. However, it is more common for
the reader to create the variable using a let statement (variable x as “a number”).

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Module 2A: Mathematical Languages and Symbols

These symbols are used in different mathematical operations, and the manner in which
these will be read follows the English language. Consider the following examples:

Mathematical Statements English Translations

● Four plus two equals six.

● Four plus two is equal to six.
● Four increased by two is six.
4+2=6 Common errors:
● Four plus two is equals to six. (Grammar)
● The sum of four and two equal to six.
(Grammar)

● Twice the difference of ten and five is ten.

Common error:
2 (10 ­ 5) = 10 ● Double the difference of ten and five is ten.
(Connotes different meaning)

● Thrice the difference of twice a number and

3 (2x ­ 1) = 5 one is five.

Formation

Activity 1: Translate Me! 20 minutes

Convert the following English sentences to mathematical statements. Write your answer on
the space provided.

English Sentence Mathematical Expression/

Sentence

1. Ten more than twice a certain number

2. Four less than six times a certain number

3. Fifty times the number diminished by six

4. A number is subtracted from four

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Module 2A: Mathematical Languages and Symbols

5. Twice the sum of a number and nine

6. Six times the sum of a number and four

7. x subtracted from 15

8. Half of x increased by the product of 12 and

y

9. Rosa’s age in x years if she is now 15

10. Twice a number increased by 10 is 16 .

11. Twelve minus the product of 18 and y is 30.

12. Four times the number decreased by six

equals 22 .

13. The sum of a number and its reciprocal is five.

14. Twice the sum of a number and 12 is 36 .

15. A number times eight divided by two is 24 .

Activity 2: Expand Me! 20 minutes

Convert the following algebraic expressions to English sentences. Write your answer on the
space provided.

Algebraic Expressions English Sentences

1. I = P rt

2. P = 2 (L + W )

3. A = 12 bh

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Module 2A: Mathematical Languages and Symbols

4. C = 2πr

5. A = πr2

6. F = 95 C + 32

∑x
7. x = n

8. F = m×a

9. V = lwh

10. A + B + C = 180

Guide Questions
1. Which phrase was easy to translate? Why?

2. Based on the table, what do you observe are the common verbal translations of the “
= ” sign?

3. Can you think of other verbal translations for the “ = ” sign?

4. Use the phrase “is equal to” in your own sentence.

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Module 2A: Mathematical Languages and Symbols

Synthesis
In this lesson, you learned that verbal phrases can be written in both words and in
mathematical expressions. You learned common phrases associated with addition,
subtraction, multiplication, division, and equality. With this lesson, you must realize by now
that mathematical expressions are also meaningful.

There are common errors concerning conversion of the mathematical symbols to English. In
the grammar syntax, one of the common errors is the usage of “is equals to” instead of
“equals” or “is equal to.”

Assessments
Direction: Share your difficulties in doing the activities by communicating your feelings and
apprehensions. Use the table below to talk about your efforts in understanding
the activities.

Feelings and Apprehensions Action Plan

Assignment
Research the different types of reasoning and how mathematicians used different types of
reasoning to discover new mathematical theorems and proof.

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Module 2A: Mathematical Languages and Symbols

Re ection Guide

1. What have I LEARNED this day that has helped me do all aspects of this better?

2. What have I DONE this week that has made me better at doing all aspects of this?

3. How can I IMPROVE at doing all aspects of this?

Expanded Opportunity

Research the other languages of mathematics. Explain how these mathematical symbols or
notations can be used to create a rule or solution.

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Module 2A: Mathematical Languages and Symbols

References

Armas. “Grade 7 Math Learning Guide: Lesson 19 Verbal Phrases and Mathematical
Phrases.” Retrieved from
https://cejerl.files.wordpress.com/2012/06/verbal-phrases-final-corrected-lg.pdf
(accessed 12 August 2020)

Baltazar, Ethel, Carmelita Ragasa, and Justina Evangelista. Mathematics in the Modern
World. Quezon City: C and E Publishing, Inc., 2018.

Jamison, Robert. “Learning the Language of Mathematics.” Retrieved from

https://wac.colostate.edu/docs/llad/v4n1/jamison.pdf (accessed 12 August 2020)

March, Jason and Tim Wilson. “Math on the Move.” Retrieved from
https://www.osymigrant.org/MOME4.pdf (accessed 12 August 2020)

Nocon, Rizaldi and Ederlina Nocon. Essential Mathematics for the Modern World. Quezon
City: C and E Publishing, Inc., 2018.

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