MATHEMATICS IN THE

MODERN WORLD
"Mathematics is the language
that shapes our modern world."

2025

JIAN CARLO M. GARCIA, LPT Page 1

 Welcome!
Welcome to the world of Mathematics where logic, structure, and equations help us understand patterns,
solve problems, and make informed decisions. Like variables in an equation, our choices have consequences.
Mathematics teaches us to think critically, reason logically, and model real-world situations with clarity and
precision.
Use this module as your formula for understanding a tool to analyze, calculate, and solve with purpose and
accuracy. As you explore mathematical ideas, you’ll discover how they connect to everyday life and shape the
systems around us.
Let each problem you solve sharpen not just your mind, but also your ability to see the world through patterns
and logic.

"Mathematics is the most beautiful and most powerful creation of the human spirit."
— Stefan Banach

MODULE 2 :
TABLE OF CONTENTS
Mathematical Language and Symbols

Characteristics of Mathematical Language 04

Expressions vs. Sentences 05

Conventions in Mathematical Language 07

Four Basic Concepts in Mathematics 08

Elementary Logic 12

Reference 15

Page 2
Overview
This module introduces students to the foundations of mathematical language and symbols,

emphasizing their role in expressing ideas with clarity, precision, and logic. It explores the key
characteristics of mathematical language, the distinction between expressions and sentences, and

the conventions that guide accurate communication in mathematics. Students will also study the
four basic concepts—sets, functions, relations, and binary operations—which serve as the

essential building blocks of higher mathematics. To support critical thinking and valid reasoning,
the module further examines elementary logic, including connectives, quantifiers, negation, and

variables. By the end of this module, students will gain a deeper understanding of mathematics

as a structured language, develop confidence in applying its conventions, and strengthen their

ability to solve problems using sound reasoning and symbolic representation.

Purpose
To highlight the importance of mathematical language as a precise means of

communication in mathematics and related disciplines.

To develop students’ appreciation of the role of expressions, sentences, and conventions in

making mathematics consistent and understandable.

To provide a foundational understanding of sets, functions, relations, and binary operations

as the building blocks of higher mathematics.

To encourage critical and logical thinking by applying mathematical concepts to real-world

problem-solving.

To prepare students for deeper study in mathematics by strengthening their grasp of

fundamental concepts and structures.

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Mathematical Language and Symbols
Objectives
At the end of this Module, the students should be able to:
identify patterns in nature and regularities in the world;
articulate the importance of mathematics in one’s life;
argue about the nature of mathematics, what it is, how it is expressed, represented, and used;
and express appreciation for mathematics as a human endeavor.

Characteristics of Mathematical Language

Mathematical language is unique compared to ordinary language because it is designed to
communicate ideas clearly, precisely, and universally. The following characteristics make
mathematics a powerful and global medium of communication:

a. Precision and Clarity

Mathematics avoids ambiguity. Each symbol, number, or notation has a specific meaning,
leaving little room for misunderstanding. For example, the equation 5+3=8 has the same
interpretation everywhere—it cannot be misunderstood as anything else. This precision allows
mathematicians, scientists, and engineers to work collaboratively across disciplines.

b. Universality Across Cultures

Mathematics is considered a universal language because its principles remain the same
regardless of location, culture, or spoken language. For instance, the Pythagorean Theorem
a2+b2=c^2 is taught and understood the same way in the Philippines, Japan, or the United
States. This universality promotes global citizenship (GCED) by highlighting shared
understanding among people of different cultures.

c. Symbolic Representation
Mathematics uses symbols to represent abstract concepts and real-world phenomena.
Instead of writing lengthy sentences, mathematical notation condenses meaning. For example,
the symbol π\piπ represents the ratio of a circle’s circumference to its diameter, and Σ\SigmaΣ
represents summation. These symbols allow for efficient communication of complex ideas.

d. Conciseness
Mathematical language is compact. A few symbols can express ideas that might otherwise
take many words in natural language. For example, instead of saying “the sum of the first n
natural numbers equals n multiplied by n plus one, divided by two”, mathematicians simply write:

This concise form makes mathematics efficient and powerful in problem-solving and reasoning.

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Expressions vs. Sentences
In mathematics, it is important to distinguish between expressions and sentences. Both use
mathematical symbols, but they play different roles in communication.

A. Expressions
An expression is a mathematical phrase that combines numbers, symbols, and variables but
does not make a statement that can be judged as true or false.
Expressions can involve operations such as addition, subtraction, multiplication, division,
powers, and roots.
Since they do not assert anything, they do not have a truth value.
Examples:
1.2x+5
2.​
3.
4.3y−4z
Notice that these are incomplete ideas. For instance, “2x+5” does not tell us whether it equals
something, or whether it is true or false it is simply a phrase.

B. Sentences
A sentence is a mathematical statement that can be classified as true or false.
Sentences usually involve expressions combined with a relation or comparison symbol (like
=,<,>,≤,≥).
A sentence provides complete information and therefore has a truth value.
Examples:
→
2+3=5 True
→
5>10 False
→
x+4=7 Truth depends on the value of xxx. If x=3, the sentence is true; if not, it is false.
Unlike expressions, sentences give a complete thought and can be tested for truth.

Key Differences Between Expressions and Sentences

Aspect Expression Sentence

A mathematical phrase with symbols, A mathematical statement that

Definition
numbers, and/or variables. can be true or false.

No truth value (cannot be judged as Has a truth value (true or

Truth Value
true/false). false).

Completeness Incomplete thought. Complete thought.

Example 4x+7 4x+7=15

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Teaching and Learning Activity
Problem Set: Expressions vs. Sentences
Determine if the following is an expression or a sentence:
1. 7x+2
2. 12–7=5
3. sqrt {49​}
4. 8<2
Which of the following has a truth value?
1. 3a+4
2. 9÷3=3
3. x^2 + y^2
State whether each sentence is True or False:
1. 2+5=7
2. 10<3
3. 4^2 = 18
Decide whether each of the following is an expression or a sentence:
1. x+8
2. x+8=12
3. 2y–5

CRITICAL THINKING
[Link] the sentence x+3=7.
If x=4, is the sentence true or false?
If x=2, is the sentence true or false?
2. Write one mathematical expression and explain why it is not a sentence.
3. Write one mathematical sentence and explain why it can be considered true or false.
4. Translate the following verbal phrase into a mathematical expression:
“The product of a number and 6 increased by 9.”
5. Translate the following verbal phrase into a mathematical sentence:
“The sum of 12 and a number is equal to 20.”
6. Reflection Question (Higher-Order Thinking):
Why is it important in mathematics to distinguish between an expression and a sentence?
Give a short explanation in 3–4 sentences.

APPLICATION
7. Maria bought x apples and 3 more mangoes. Write a mathematical expression that
represents the total number of fruits she bought.
8. The cost of a shirt is ₱250. If Juan buys yyy shirts, the total cost is 250y. Write a sentence
that shows Juan spent exactly ₱1000.
9. A rectangular lot has a length of 2x+3 meters and a width of x+1 meters. Write an
expression for the area of the lot.
10. A teacher says: “The sum of twice a number and 5 is equal to 15.”
Translate this into a mathematical sentence.
Determine whether it is true if the number is 5.
11. In a class of 40 students, the number of boys is b and the number of girls is g. Write a
sentence showing that the total number of boys and girls is equal to 40.

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Conventions in Mathematical Language
Mathematical communication is effective because it follows conventions generally accepted
rules that mathematicians and learners observe when writing, interpreting, or solving problems.
These conventions prevent ambiguity, promote clarity, and ensure consistency across cultures.
Without them, mathematical expressions might be misunderstood or misinterpreted.

A. Standard Order of Operations (PEMDAS/BODMAS)

In mathematics, the same expression can have different results if solved in random order. To
avoid confusion, the order of operations must always be followed:
→ → →
Parentheses Exponents Multiplication/Division Addition/Subtraction
Examples:
1.8+2×3
Wrong (if solved left to right): (8+2)×3=30
Correct: 8+(2×3)=14
2.(6+4)÷2
→
Parentheses first 10÷2=5
Following PEMDAS ensures accuracy and consistency in results.

B. Use of Parentheses and Brackets

Parentheses ( ), brackets [ ], and braces{ } are used to group expressions and clarify the
intended order of operations.
They are especially important in complex equations, functions, and programming.
Examples:
→
1.(2+3)×4=20, while 2+(3×4)=14 The parentheses change the meaning.
[Link] grouping: [(4+6)÷2]+3=8
Parentheses and brackets prevent ambiguity in solving expressions.

C. Proper Notation for Sets, Functions, and Relations

Mathematics uses agreed-upon symbols to describe different structures:
Sets – Use curly braces{}.
Example: A={1,2,3,4}
Functions – Written as f(x), meaning “function f of x.”
Example: f(x)=2x+1
Relations – Expressed using ordered pairs, mapping diagrams, or symbols like <,>,=
Example: R={(1,2),(2,3)}
Proper notation makes mathematical communication uniform and easier to follow.

D. Consistency in Symbol Usage

The same symbol should always represent the same idea in a given context.
Example: If xxx represents the number of apples, it should not later be used to represent
money in the same problem.
Similarly, using = always means equality, not approximation (which should use ≈).
Examples of Inconsistencies to Avoid:
Writing 3<2 when you mean “3 is greater than 2.”
Using f(x) in one step and then switching to y(x) without explanation.
Consistency avoids confusion and keeps mathematical reasoning valid.

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Four Basic Concepts in Mathematics
Mathematics is built upon fundamental ideas that provide a foundation for higher-level
concepts. Among these are Sets, Functions, Relations, and Binary Operations. These concepts
allow us to organize information, describe patterns, and perform operations systematically.

1. Sets
Definition: A set is a well-defined collection of distinct objects, called elements.
Notation: Sets are usually written using curly brackets { }.
Examples:
→
A={1,2,3} The set contains numbers 1, 2, and 3.
→
B={apple, banana, mango} A set of fruits.
Key Idea: Sets help us group objects meaningfully, whether they are numbers, letters, or even real-
world objects.

Operations on Sets
∪
1. Union (A B)
The set of all elements that are in A or in B (or in both).
∪ ∣∈
A B={x x A or x B} ∈
Example:
A={1,2,3},B={3,4,5}
∪
A B={1,2,3,4,5}
∩
2. Intersection (A B)
The set of all elements that are in both A and B.
∩ ∣∈
A B={x x A and x B} ∈
Example:
A={1,2,3},B={3,4,5}
∩
A B={3}
3. Difference (A−B)
The set of elements that are in A but not in B.
∣∈
A−B={x x A and x B} ∉
Example:
A={1,2,3},B={3,4,5}
A−B={1,2}
4. Complement (A′)
The set of all elements in the universal set U that are not in A.
∈ ∣∉
A′={x U x A}
Example:
If U={1,2,3,4,5}, A={1,3,5}, then
A′={2,4}

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2. Functions
Definition: A function is a special kind of relation that assigns exactly one output for each
input.
Notation: f(x) denotes a function f with input x.
Examples:
f(x) = x^2 → For input 2, the output is f(2) = 4
Temperature conversion: C=5/9(F−32), where F is Fahrenheit and C is Celsius.
Key Idea: Functions describe real-world processes, such as how distance depends on time, or
how cost depends on quantity.
If the set of ordered pairs have different x-coordinates, it is a function.
These two properties of a Function; (1) and (2) can be stated less formally as follows:
1. Every element of A is the first element of an ordered pair of F.
2. No two distinct ordered pairs in F have the same first element.

Operations on Functions
The following are definitions on the operations on functions.
a. The sum or difference of f and g, denoted by f ± g is the function defined by (f ± g)(x) = f(x) ±
g(x).
b. The product of f and g, denoted by f · g is the function defined by (f·g)(x) = f(x)·g(x).
c. The quotient of f and g denoted by f/g is the function defined by f(x)/g(x), where g(x) is not
equal to zero.
d. The composite function of f and g denoted by f ο g is the function defined by (f ο g)(x) = f(g(x)).
Similarly, the composite function of g by f, denoted by g ο f, is the function defined by ( g ο f)(x) =
g(f(x)).

3. Relations
Definition: A relation is a set of ordered pairs that shows a connection between two sets.
∣∈ ∈
Notation: Relations can be written as R={(a,b) a A,b B}.
Examples:
The “less than” relation on numbers: R={(2,3),(4,5),(1,10)}
→
A family relation: “is a parent of” (Maria, Ana),(Jose, Mark)
Key Idea: Relations generalize connections, not limited to one output. Unlike functions, one
input can be related to many outputs.
Example:
1. Given a set of an ordered pairs:
{(0, -5), (1, -4), (2, -3), (3, -2), (4, -1), (5, 0)}
The domain are x = {0, 1, 2, 3, 4, 5}
The co-domain are y = {-5, -4, -3, -2, -1, 0}
2. Let A = {1,2} and B = {1,2,3} and define a relation R from A to B as follows: Given any (x,y)
∈ A x B,
∈
(x,y) R means that (x-y)/2 is an integer;
a. State explicitly which ordered pairs are in A x B and which are in R.
b. Is 1 R 3? Is 2 R 3? Is 2 R 2?
c. What are the domain and the co-domain of R?

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 4. Binary Operations
Definition: A binary operation is a rule for combining two elements from a set to produce
another element in the same set.
Common Binary Operations: Addition (+), Subtraction (−), Multiplication (×), Division (÷).
Examples:
2+3=5
4×6=24
Key Idea: Binary operations form the basis of arithmetic and algebra. They allow us to
manipulate numbers and symbols systematically.
Example
Given the sets A={2,3,} and B={1,2,3}
Check whether each of the following operations +,-, / , x is a binary operation on A and B.
Illustrative example:
Tell whether the following is a binary operation or not.
∈
1) G Z define a * b = a + b (usual addition on Z)
Solution:
∈ ∈ ∈
Let a Z and b Z. If we add a and b, then the sum a + b Z. Hence a * b = a + b is a binary
operation.

Definition:
Let * be a binary operation of a set S. Then;
∈
(a) * is associative if for all a, b, c S, (a*b)*c = a *(b*c)
∈
(b) * is commutative if for all a, b S, a*b = b *a
∈ ∈
(c) An element e S is called a left identity element if for all a S, we have e * a = a
∈ ∈
(d) An element e S is called a right identity element if for all a S, we have a * e = a
∈ ∈
(e) An element e S is called an identity element if for all a S, we have a * e = a and e * a = a.
∈
(f) Let e be an identity element, is S and a S, then b is called an inverse of the element “a” if a *
b = e and b * a = e.

Identify if the following examples are associative and commutative

Let S = Z+ as define * on S by a * b = a + b – ab. Show the associativity and the commutativity of S
in a binary operation. Find also its identity and inverse if any.

Cayley Tables
A (binary) operation on a finite set can be represented by a table. This is a square grid with one
row and one column for each element in the set. The grid is filled in so that the element in the row
belonging to x and the column belonging to y is x*y.

* A B C D Finding the identity elements if

a*b = a+b+3
Where a, b is Real number
A C A D B
Find the identity element.
Is it associative?
Is it Commutative?
B A B C D

C D C D A

D B D A C

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Teaching and Learning Activity
1. Sets
Problem 1:
∩∪
Let A={2,4,6,8} B={4,6,10,12}.
a) Find A B
b) Find A B
Problem 2:
In a survey of 40 students, 25 like coffee, 18 like tea, and 10 like both. How many students like
only coffee?
2. Functions
Problem 1:
Let f(x)=2x+3 Find:
a) f(2)
b) f(−1)
Problem 2:
A taxi charges a flat rate of 40 pesos plus 15 pesos per kilometer. Express the total fare CCC
as a function of kilometers traveled kkk. Then find the fare if a passenger travels 8 km.

3. Relations
Problem 1:
Let R={(1,2),(2,3),(3,4),(4,5)}.
Is R a function? Explain why or why not.
Problem 2:
In a classroom, the relation “is a classmate of” is defined on the set of students. Discuss
whether this relation is reflexive, symmetric, or transitive.
4. Binary Operations
Problem 1:
Evaluate using binary operation (addition):
(7+5)+3 and compare with 7+(5+3). What property does this illustrate?
Problem 2:
Define a binary operation * on the set of integers by
a∗b=a−b
Find:
a) 7∗3
b) 5∗(2∗1)

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Elementary Logic
Proposition (or Statement)
A declarative sentence that can be definitively classified as either true or false, but not both
simultaneously.
Elaboration:
▫ Must be a declarative sentence (makes a claim).
▫ Has a definite truth value: either True (T) or False (F).
▫ Cannot be both true and false at the same time (principle of non-contradiction).
Truth Value
▫ Definition: The state of a proposition being either true or false.
Elaboration:
▫ Only two possible truth values: True (T) & False (F)
Simple Proposition (or Atomic Proposition)
▫ Definition: A proposition that cannot be broken down into smaller propositions.
▫ It expresses a single idea.
Elaboration:
-Basic building blocks of more complex statements.
-Do not contain logical connectives.
Examples:
"The cat is sleeping.“
"5 is greater than 3.“
"Maria is a student."
Compound Proposition (or Molecular Proposition)
▫ Definition: A proposition formed by combining two or more simple propositions using logical
connectives.
▫ Elaboration:
-The truth value depends on the truth values of the simple propositions and the meaning of the
connectives.
Examples:
"The cat is sleeping and it is purring."
"If it rains, then the ground will be wet."
"The sun is shining or it is cloudy."
"It is not the case that the dog is barking."
1. Logical Connectives
Negation (¬, not):
▫ Unary connective (operates on one proposition). Reverses the truth value.
If P is True, ¬P is False.
If P is False, ¬P is True.
-Example:
-P: "The door is open" (T),
-¬P: "The door is not open" (F).
∧
Conjunction ( , and):
▫ Binary connective (connects two propositions).
▫∧ P Q is True only if both P and Q are True. Otherwise, False.
▫ Example:
-P: "The sun is shining" (T),
-Q: "The birds are singing" (T).
∧
-P Q: "The sun is shining and the birds are singing" (T).

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 ∨
Disjunction ( , or):
▫ ∨
Inclusive Or: P Q is True if at least one of P or Q is True (P is true, or Q is true, or both).
False only if both are False.
▫ Example:
-P: "I will study" (T),
-Q: "I will go to the movies" (F).
∨
-P Q: "I will study or I will go to the movies" (T).
▫ ⊕
(Optional mention: Exclusive Or ( , XOR) is true if exactly one is true, false otherwise.)
→
Conditional ( , if...then):
→
P Q is False only when P is True and Q is False.
True in all other cases.
▫ P: Antecedent (premise), Q: Consequent (conclusion).
▫ Think of it as: True unless a true premise leads to a false conclusion.
Example:
-P: "It is raining" (T),
-Q: "The ground is wet" (T).
→
-P Q: "If it is raining, then the ground is wet" (T).
↔
Biconditional ( , if...then):
▫↔P Q is True only when P and Q have the same truth value (both True or both False).
▫ False when they have different truth values.
▫ → ∧ →
Equivalent to (P Q) (Q P).
Example: P:
-"The triangle has three equal sides" (T),
-Q: "The triangle is equilateral" (T).
↔
-P Q: "The triangle has three equal sides if and only if the triangle is equilateral" (T).

2. Quantifiers
Quantifiers express how many elements in a set satisfy a property.
∀
Universal ( ) – "for all"
∀ →
Example: x (x > 0 x² > 0).
For all positive numbers, their square is positive.
∃
Existential ( ) – "there exists"
∃
Example: x (x² = 4).
There exists a number x such that x² = 4 (x = 2 or x = -2).

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Outcome-based Assessment
Problem Set
Differentiate between an expression and a sentence in mathematics. Give one example of
each.
Which of the following are statements (that can be true or false)? Explain.
(a) 2+3=5
(b) x+4
(c) "Close the door"
(d) 7>9
Write the symbolic form of the statement: “If a number is even, then it is divisible by 2.”
Correct the convention error in this expression:
2x+(3y=6)
In proper mathematical convention, which is clearer? Why?
(a) a(b+c)
(b) ab+ac
Let A={1,2,3,4,5}A = \{1,2,3,4,5\}A={1,2,3,4,5}, B={3,4,5,6,7}B = \{3,4,5,6,7\}B=
{3,4,5,6,7}. Find:
∪
(a) A B
∩
(b) A B
(c) A−B
In a class of 40 students, 25 like Math, 20 like Science, and 10 like both. How many students
like Math or Science?
Use set-builder notation to describe the set of prime numbers less than 15.
A survey shows 15 students like Basketball, 12 like Volleyball, 9 like both. How many like
only Basketball?
The function f(x)=x2f(x) = x^2f(x)=x2. Evaluate:
(a) f(0)
(b) f(−3)
(c) f(2)+f(−2)
A taxi charges ₱40 flag down rate plus ₱15 per kilometer. Write the function rule C(x),
where xxx is the distance in km. Find the cost for 5 km.
Let A={1,2,3}and B={a,b}. Write the Cartesian product A×B
Define a relation on S={1,2,3,4}, where aRb if a<b. List the pairs in R.
Define a binary operation ∗\ast∗ on integers by a∗b=a+2ba \ast b = a + 2ba∗b=a+2b.
Compute:
(a) 3∗4
(b) 5∗(−2)

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Reference
Velasco, R. M., & Paler, A. (2019). Mathematics in the Modern World.
Rex Book Store.
Stewart, J. (2016). Precalculus: Mathematics for Calculus. Cengage
Learning.
Sobel, M. & Lerner, L. (2013). Logic and Mathematical Reasoning.
McGraw-Hill.

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