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Week 2: Mrs. Mirasol Y. Sarmiento Teacher

This document provides an overview of a mathematics course that deals with appreciating mathematics beyond formulas and as a source of patterns, logic, and language. It surveys how mathematics can be applied to managing personal finances, social choices, and dividing resources. The course aims to bring out different dimensions of mathematics through a variety of exercises. A module on mathematical languages and symbols is then described, with specific learning outcomes around defining symbols, explaining mathematics as a language, and recognizing its usefulness. The module content compares expressions to sentences and provides examples of translating between the two. Finally, sample quiz questions are presented to assess comprehension of algebraic expressions and equations.

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Mirasol Yolip
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
261 views

Week 2: Mrs. Mirasol Y. Sarmiento Teacher

This document provides an overview of a mathematics course that deals with appreciating mathematics beyond formulas and as a source of patterns, logic, and language. It surveys how mathematics can be applied to managing personal finances, social choices, and dividing resources. The course aims to bring out different dimensions of mathematics through a variety of exercises. A module on mathematical languages and symbols is then described, with specific learning outcomes around defining symbols, explaining mathematics as a language, and recognizing its usefulness. The module content compares expressions to sentences and provides examples of translating between the two. Finally, sample quiz questions are presented to assess comprehension of algebraic expressions and equations.

Uploaded by

Mirasol Yolip
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Week 2

Mrs. Mirasol Y. Sarmiento


Teacher

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Course Description

This course deals with nature of mathematics, appreciation of its practical, intellectual, and
aesthetic dimensions, and application of mathematical tools in daily life. The course begins
with an introduction to the nature of mathematics as an exploration of patterns (in nature
and the
environment) and as an application of inductive and deductive reasoning. By exploring these
topics, students are encouraged to go beyond the typical understanding of mathematics as
merely a set of formulas but as a source of aesthetics in patterns of nature, for example, and
a rich language (and of science) governed by logic and reasoning. The course then proceeds
to survey ways in which mathematics provides a tool for understanding and dealing with
various aspects of present-day living, such as managing personal finances, making social
choices, appreciating geometric designs, understanding codes used in data transmission and
security, and dividing limited resources fairly. These aspects will provide opportunities for
doing mathematics in a broad range of exercises that bring out the various dimensions of
mathematics as a way of knowing and test the students' understanding and capacity.
(CMO No. 20, series of 2013).

Learning Outcomes:
Expected Graduate General Learning Outcomes
Attributes

 Productive and  Engage in self-reflection of their


Globally Competitive personal values and the extent to
which their ethical values and
 ICT Literate and behaviors are congruent.
Competent
Communicator  Engage in self-appraisal voluntarily for
academic, personal, and professional
 Socially and advancement.
Community-engaged
Citizen respectful of  Observe moral and ethical standards
cultural differences when responding to situations that
demand ethical inquiry.
 Innovative, Creative,
and Critical Thinker  Express themselves clearly and
appropriately in various social, academic,
 Full of potentials with and professional contexts.
increased self- esteem,
confidence, and  Use appropriate technologies in
resiliency various social, academic, and
professional communication;
 Life- and career-
skilled and talented  Contribute their knowledge and skillsto
Individual their own communities and the broader
society;

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 Explore novel perspectives and
approaches for a wide range of
contexts and everyday situations.

 Develop skills in gathering, organizing,


refining, analyzing, and evaluating
information and ideas necessary for solving
a variety of issues, and present data
graphically.

 Develop new ideas, products, or


solutions aligned to 21st century
milieu.

 Demonstrate skills, knowledge, and values


necessary for effective teamwork in
academic, personal, andprofessional
contexts; and

 Engage in academic, personal, and


professional development necessaryfor
the advancement of the field and society.

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MODULE CONTENT

COURSE TITLE: Mathematics in the Modern World

MODULE TITLE: Mathematical Languages and Symbols

SPECIFIC LEARNING OOUTCOMES:

At the end of the lesson, the students should be able to:

1. define and describe language and symbols.


2. explain the nature of mathematics as a language.
3. perform operations on mathematical expressions correctly; and
4. recognize mathematics is a useful language.

TOPIC: (SUBTOPIC)

1. The language of Mathematics


2. Expressions vs. Sentences

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Lesson 2: Mathematical Languages and Symbols

The Language of Mathematics

The Language of Mathematics uses symbols to communicate mathematical ideas. The


symbolic language of mathematics is a distinct, special purpose language. It has its own symbol
and rules that are rather different from spoken languages. It is not a dialect of English. It is mostly
a written language. Simple expressions can be pronounced, but complicated expressions may
only be pointed to or referred to.

Mathematics uses symbols instead of words. There are the 10 digits: 0, 1, 2, . . . 9. There
are symbols for operations: +, -, ÷, ͯ, that “stand in” for values and many special symbols: ≤, =, >, σ,
… etc.

Mathematical expressions use mathematical symbols instead of words. For example, the
“sum of five and a number x” can be written as 5 + 𝑥; “a number y decreased by 2”, can be written
as𝑦 − 2; and “twice a number x increased by 5” can be written as 2𝑥 + 5.

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, times, per ⋅

Quotient, divided by, ratio, per ÷

Equals, is equal to, is, the result is, becomes =


A number, an unknown quantity, an unknown, a quantity x (or any symbol)

Expressions vs. Sentences

A. Write the following using Mathematical Symbol or Expressions

1. Four more than thrice a certain number 𝟒 + 𝟑𝒙


2. A number increased by 12 𝑵 + 𝟏𝟐
3. The sum of three consecutive odd integers 𝒙 + (𝒙 + 𝟐) + (𝒙 + 𝟒)
4. Nine less than a number 𝑩−𝟗
𝒙𝒚
5. Half the product of two numbers 𝟐

6. Ten more than a number z, divided by a number k.


7. The product of 10 and a number w.
8. Four times a number decreased by 10.
9. A number p increased by 5.
10. Five more than thrice a number.
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B. Translate the following Mathematical Expressions into Sentences

1. 𝟒𝒙 = 𝟏𝟔 Four times a number x is sixteen 16.


𝟏
2. 𝟓 𝒏 = 𝟑𝟎 One fifth of a number is thirty.
3. 𝟓𝒙 = 𝟐 + 𝟐𝒙 Five times a number is two more than twice the number.
4. 𝒚 − 𝟓 A quantity less than five.
5. 𝟏𝟖 − 𝒙 Eighteen minus a number.
𝟒
6. 𝒏

𝟐
7. 𝒏 + 𝟗
𝟑

8. 𝟖𝒏 − 𝟑

9. 𝟒𝒙 − 𝟏𝟎 = 𝟏𝟒

10. 𝒏 − 𝟗

Quiz # 2

1. Ten less than four times a number is 14. What is the number?

2. The sum of three consecutive numbers is 129. What is the difference between the largest
and the smallest number?

3. A man earned x pesos in 10 days and spent y pesos during each of those days. Write an
algebraic expression to determine how many pesos he saved per day.

4. When 8 is added to two times a number, the result is 50. Find the number.

5. In an Algebra test, the highest grade was 50 points higher than the lowest grade. The
sum of two grades was 180. Find the lowest grade.

ASSIGNMENT:

It will be posted in the Google Classroom on Thursday.

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