Math Language

The language of Mathematics is the system

used by mathematicians to communicate
mathematical ideas among themselves.
 Subject comparison
English Mathematics
Noun Numbers
Example: Juan Dela Cruz Example: -3, 15, or 42

Verb Operations or Signs

Example: Run Example: =, >, <

Pronouns Variables
Example: He or She Example: 𝑥 or 𝑦

Declarative sentence Mathematical sentence

Example: MAAP is a maritime school. Example: 3 + 5 = 8
What is an open sentence?

The statement 2 + 𝑥 = 5 may be true or false

depending on the value of 𝑥.

If 𝑥 = 1, then 2 + 1 = 5 is false. If 𝑥 = 3, then 2 +

3 = 5 is true.
Mathematical expression is a finite group of algebraic terms and mathematical symbols
combined with no equal or inequality sign. In algebra and in other branches of
mathematics, letters are used to represent numbers with unknown or unassigned values.

Statement Mathematical Expressions

12
12 divided by a number m
𝑚
Product of 20 and a number x 20( 𝑥)
A number x decreased by 28 𝑥 − 28

Difference of a number y and 23 𝑦 − 23

Example:
Classify the following as: English noun or Mathematical expression, English
sentence or a mathematical sentence, if there is a verb encircle the verb.

Items Answer
1. Cat

2. 2

3. 1 + 2 = 4

4. The word cat begins with letter “k”.

5. 𝑡 + 3
Example:
Tell whether the sentence is TRUE or FALSE.
Items Answer
1. 1 + 2 = 4

2. Orange is a fruit.

3. 𝑥 + 0 = 𝑥

4. The word cat begins with letter “k”.

5. 𝑡 + 3 = 3 + 𝑡
In the English subject, Connectives are words that connect and relate
sentences and paragraphs.
Some examples are: and, also, besides, further, next, afterward, finally,
later, then, from, above, below, beyond, for example, as a result, to this
end, up for this purpose.

In Mathematical terms of logical form, statements are built from simpler

statements using Logical Connectives.





The basic connectives of sentential logic are the following:

Logical Connectives Symbol Meaning

Negation ~ or ¬ Not
Conjunction ˄ And
Disjunction ˅ Or
Conditional → If−then (implication)
Biconditional If and only if (double
implication)

Quantifiers ∀ For all

∃ There exists
Example: Represent the following statements using logical connectives.
Statements Answer
1. 𝑃 𝑜𝑟 𝑛𝑜𝑡 𝑄

2. 𝐼𝑓 𝑃 𝑎𝑛𝑑 𝑅, 𝑡ℎ𝑒𝑛 𝑄

3. 𝑃 𝑖𝑓 𝑎𝑛𝑑 𝑜𝑛𝑙𝑦 𝑖𝑓 (𝑄 𝑎𝑛𝑑 𝑅)

4. 𝑁𝑜𝑡 𝑃 𝑎𝑛𝑑 𝑛𝑜𝑡 𝑄

5. 𝐼𝑡 𝑖𝑠 𝑛𝑜𝑡 𝑡ℎ𝑒 𝑐𝑎𝑠𝑒 𝑡ℎ𝑎𝑡 𝑖𝑓 𝑃, 𝑡ℎ𝑒𝑛 𝑄

6. 𝐼𝑓 𝑃 𝑎𝑛𝑑 𝑄, 𝑡ℎ𝑒𝑛 𝑅 𝑜𝑟 𝑆
Other words or phrases may occur in statements. Here's a list of some of
them and how they are translated.
Example: Translate the following statements into logical notation, using the following
symbols.
S = "The sauce is hot."
L = "The lasagna is cold."
P = "The pizza will be delivered."
Statements Answer (Logical Notation)
1. The sauce is hot and the pizza will not be delivered.

2. If the lasagna is cold, then the pizza will be delivered.

3. Either the lasagna is cold or the pizza won’t be delivered.

4. The lasagna isn’t cold if and only if the sauce isn’t hot.
A truth table is a chart that shows
all possible combinations of truth
values for a set of propositions
(statements) and the resulting truth
value of a compound proposition (a
combination of those statements)
based on logical operations.
The Order of Precedence
When combining multiple logical connectives in a statement, the order of precedence
determines the evaluation order if parentheses are not used to clarify.

Order Symbol Description

1 ~ or ¬ Negation
2 ˄ Conjunction
3 ˅ Disjunction
4 → Implication
5 Biconditional
Example:
Evaluate the truth value of the given compound
proposition. Follow the order of precedence of
logical connectives.

𝑝 → 𝑞 ˄ ~𝑝

𝑝 = 𝑡𝑟𝑢𝑒; 𝑞 = 𝑓𝑎𝑙𝑠𝑒
Logical Implications in Mathematical Statements
In an implication statement “P→Q”, where P and Q are
propositions, there are several related concepts that
describe variations or transformations of the original
implication.
Logical Implications in Mathematical Statements

1.) The antecedent refers to the "if" part of the implication,

which is represented by P and the consequent refers to the
"then" part of the implication, which is represented by Q.

2.) The converse of an implication P→Q is obtained by reversing

the order of the antecedent and consequent. It is represented as
Q→P.
Logical Implications in Mathematical Statements

3.) The inverse of an implication P→Q is obtained by negating

both the antecedent and the consequent. It is represented as
~P→~Q.

4.) The contrapositive of an implication P→Q is obtained by

taking the converse of the inverse. It is represented as ~Q→~P.
Example.
Given the conditional statement “if 𝑥 > 𝑦 , then 𝑦 >
𝐶𝑎𝑙𝑣𝑖𝑛“, find the antecedent and the consequent, then
construct the converse, the inverse, and the
contrapositive equivalent statements.
The Counterexamples

A statement is a true statement provided that it is true in

all cases. If you can find one case for which a statement is
not true, which is called a counterexample, then the
statement is a false statement.
Example:
Verify that each of the following statements is a false
statement by finding a counterexample.

For all numbers x:

a.) |𝑥 | > 0

b.) 𝑥 2 > 𝑥
Most occupations require good problem solving skills. For
example, architects and engineers must solve many complicated
problems as they design and construct modern ships and engines
that are aesthetically pleasing, functional, and that meet
stringent safety requirements. This topic will help you become a
better problem solver and will demonstrate that problem solving
is an enjoyable experience.
Problem is a challenge or question that requires a solution. In
various contexts, it can be a question to be answered, a task to be
accomplished, or an obstacle to be overcome.

Problem-solving is the process of finding solutions to problems.

It involves analyzing the problem, identifying possible strategies,
and applying logical steps to reach a resolution.
Reasoning in Mathematics Problem-Solving
Reasoning is the thought process of drawing logical
conclusions, making inferences, and applying mathematical
principles to analyze and solve problems. Involves using
deductive and inductive reasoning to understand, plan, and
execute step-by-step solutions to mathematical problems.
Inductive Reasoning is a type of reasoning or process that
forms a conclusion based on the examination of specific
examples. Inductive reasoning is making generalizations
based on specific observations or examples.

The conclusion formed by using inductive reasoning is

often called CONJECTURE since it may or may not be
correct.
Example:
Use inductive reasoning to find the next number.
3, 6, 9, 12, 15, ____.
Deductive Reasoning

Deductive reasoning is the process of reaching a

conclusion by applying general principles and
procedures. It involves deriving specific predictions or
conclusions from established principles.
Example:

Use deductive reasoning to show that the following procedure

produces a number that is three times the original number.

Procedure: Pick a number. Multiply the number by 6, add 10 to

the product, divide the sum by 2, and subtract 5. Hint: Let n
represent the original number.
Logic Puzzles
Logic Puzzles

A logic puzzle is a type of game or problem that requires

solving through logical reasoning, deduction, and critical
thinking. These puzzles often involve a set of rules, conditions,
or constraints, and the solver must use these clues to arrive at a
unique solution.
Logic Puzzles

Logic puzzles can be solved by using deductive reasoning and a

chart that enable the person to display the given information in a
visual manner.
Logic puzzles come in various forms and can be presented as
grids, diagrams, stories, or any other format that challenges the
solver's ability to analyze information and make logical
deductions.
Example:

Each of four neighbors, Sean, Maria, Sarah, and Brian, has a different
occupation (editor, banker, chef, or dentist). From the following clues,
determine the occupation of each neighbor.

1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian.
Solution:
From clue 1, Maria is not the banker or the dentist. In the following chart,
write x1, (which stands for “ruled out by clue 1”) in the Banker and the
Dentist columns of Maria’s row.
From clue 2, Sarah is not the editor. Write X2 (ruled out by clue 2) in the
Editor column of Sarah’s row. We know from clue 1 that the banker is not
the last to get home, and we know from clue 2 that Sarah is the last to get
home; therefore, Sarah is not the banker. Write X2 in the Banker column of
Sarah’s row in table #2.
From clue 3, Sarah is not the dentist. Write X3 for this condition. There are now Xs for
three of the four occupations in Sarah’s row; therefore, Sarah must be the chef. Place a
check in that box. Since Sarah is the chef, none of the other three people can be the chef.
Write X3 for these conditions. There are now Xs for three of the four occupations in Maria’s
row; therefore, Maria must be the editor. Insert a check to indicate that Maria is the editor,
and write X3 twice to indicate that neither Sean nor Brian is the editor.
From clue 4, Brian is not the banker. Write X4 for this condition. Since there
are three Xs in the Banker column, Sean must be the banker. Place acheck in
that box. Thus Sean cannot be the dentist. Write X4 in that box. Since there
are 3 Xs in the Dentist column, Brian must be the dentist. Place a check in
that box.
ANSWER:

Therefore, Sean is the banker, Maria is the

editor, Sarah is the chef, and Brian is the dentist.
Topic : The KenKen® Puzzles: An Introduction

KenKen® is an arithmetic-based logic puzzle that was invented

by the Japanese mathematics teacher Tetsuya Miyamoto in
2004. The noun “ken” has “knowledge” and "awareness” as
synonyms. Hence, KenKen translates as knowledge squared, or
awareness squared.
A KenKen puzzle is a type of grid-based puzzle that combines
elements of sudoku and arithmetic operations. The puzzle is
played on an N×N grid, where N is typically a positive integer.
The grid is divided into heavily outlined "cages," each
containing a target number and a mathematical operation
(addition, subtraction, multiplication, or division).
The goal of the puzzle is to fill in the grid with digits from 1 to
N such that each row and column contains each digit exactly
once and the specified arithmetic operations within the cages
result in the target numbers. Players need to use logic and
arithmetic skills to solve the puzzle without violating the rules.
Rules for solving a KenKen Puzzle
• For a 3 x 3 puzzle, fill in each box(square) of the grid with
one of the number 1,2,3.
• For a 4 x 4 puzzle, fill in each square of the grid with one of
the numbers 1,2,3, or 4.
• For an N by N puzzle, fill in each square of the grid with one
of the numbers 1,2,3, _ _ ,n.
• Do not repeat a number in any row or column.
Rules for solving a KenKen Puzzle
• The numbers in each heavily outlined set of squares, called cages,
must combine (in some order) to produce the target number in the top left
corner of the cage using the mathematical operation indicated.
• Cages with just one square should be filled-in with the target
number.
• A number can be repeated within a cage as long as it is not in the
same row or column.
• Grids range in size from a 3 x 3 up to a 9 x 9.
Example:
Solve the given KenKen puzzle below:
Pólya’s Problem-
Solving Strategy
Topic : Polya’s Problem-Solving Strategy
One of the foremost recent mathematicians to make a study of problem solving
was George Polya (1887–1985). He was born in Hungary and moved to the
United States in 1940. Polya’s four steps are deceptively simple. To become a
good problem solver one must examine each of these steps and determine what
is involved.
1.) Understand the problem
2.) Devise a plan
3.) Carry out the plan
4.) Review
1. Understand the Problem :

This part of Polya’s four-step strategy is often overlooked. You must have a clear
understanding of the problem. To help you focus on understanding the problem, consider
the following questions:

■ Can you restate the problem in your own words?

■ Can you determine what is known about these types of problems?
■ Is there a missing information that, if known, would allow you to solve the problem?
■ Is there extraneous information that is not needed to solve the problem?
■ What is the goal?
2. Devise a Plan : Successful problem solvers use a variety of techniques when they
attempt to solve a problem. Here are some frequently used procedures.
■ Make a list of the known information.
■ Make a list of information that is needed.
■ Draw a diagram.
■ Make an organized list that shows all the possibilities.
■ Make a table or a chart.
■ Work backwards.
■ Try to solve a similar but simpler problem.
■ Look for a pattern.
■ Write an equation. It is necessary to define what each variable represents.
■ Perform an experiment.
■ Guess at a solution and then check your result.
3. Carry Out the Plan: Once you have devised a plan, you must carry
it out.

■ Work carefully.
■ Keep an accurate and neat record of all your attempts.
■ Realize that some of your initial plans will not work and that you may
have to devise another plan or modify your existing plan.
4. Review the Solution: Once you have found a solution, check
the solution.

■ Ensure that the solution is consistent with the facts of the

problem.
■ Interpret the solution in the context of the problem.
■ Ask yourself whether there are generalizations of the solution
that could apply to other problems.
Example:

There are 364 first grade students in Alasasin

Elementary School. If there are 26 more girls
than boys, how many girls are there?
 Solution using Polya’s problem solving steps:

Step 1. Understand the problem. Determine what the problem would

like you to find out.

The objective is to determine the number of Boys and number of Girls in the
school.
Step 2. Assign specific variables for the known and unknown data in the
problem.

Let B be the number of Boys in the school.

The total number of students in the school is 364. (you can represent this as N
or Total , T).

If the girls are 26 more than the boys, the statement will be: the number of
the Boys plus 26 will be the total number of the Girls. The representation will
be: B + 26 will be the number of Girls.
Step 3. Carry out the plan. Make the equation and apply formulas, axioms and
mathematical manipulations.
Therefore: The number of Boys plus the number of Girls will be equal to the total number of
Students.

The formula and solution to solve for the The formula and solution to solve for the
number of boys: number of girls:
𝐵+𝐺 =𝑁 𝐵 + 26 = 𝐺
𝐵 + 𝐵 + 26 = 𝑁 169 + 26 = 𝐺
𝐵 + 𝐵 + 26 = 364 𝐺 = 195
2𝐵 = 364 − 26
2𝐵 = 338
2𝐵 338
=
2 2
𝐵 = 169
Step 4. Review your solution.