Algebra 1

Ch 1.5 Translating Verbal Phrases

Objective

Students will translate verbal phrases into algebraic expressions

Introduction The ability to translate verbal phrases has real-life

application… Suppose you wanted to throw a party and you only

have $250 to work with…you contact several catering companies and they give you prices ranging from $7.50 to $10.00 per person…you also have to buy decorations with the $250.00

In real life you will need to be able to calculate the total cost to know that you have enough money to pay for the party…Which will tell you how many friends you can invite…

In this instance you can create an algebraic expression to know the number of friends you can invite and to make sure that you stay within your budget.

Translating Verbal Phrases

The key to translating verbal phrases it to know what the English words mean mathematically…

It’s expected that you know the words that mean add, subtract, multiply and divide

Let’s do a quick review to refresh your memory…

Words that mean Add or Subtract

Addition Subtraction

Plus Increased by

In all

More than

Sum

Total

Minus

Subtract

Decreased by

Less

Difference

Less than

Words that mean Multiply or Divide

Multiply Divide

Times

Product Multiplied

Each

Of

Factors

Divided

Quotient An, in, or per

Rate

Ratio Separate

Translating Verbal Phrases

The starting point to translate verbal phrases is to identify the variable first…

Most often you will know what the variable is by the phrase “a number”…

One more thing that you need to know…the Commutative Property applies to addition and multiplication…generally, the property states “it doesn’t matter which order you add or multiply…you will get the same results”

However, when subtracting or dividing it DOES matter which order you place the numbers….

Example # 1

Five years older than her brother

1.First identify the variable…in this case the variable is her brother’s age…lets call that a

2. The term “older than” means to add

3. Five years means the number 5

So the above expression can be written as:

5 + a

Comments It is very difficult to teach this concept to

students as each student reads and has a different understanding…

However, the key to converting expressions and equations to algebraic terms is identifying the variable first…

Finally…there is no getting around it…to master this concept…you must practice it…you will definitely see this on my tests, county semester tests, and FCAT

Strategies Some strategies that you can use when

working with this concept are: Read the expression or sentence more than

once… Use colored markers, pencils or highlighters to

identify each term Underline, circle, or box each of the terms as you

identify them Lets look at some more examples….

Example # 2

Six dollars an hour times the number of hours

1. Hour is the variable …let’s call it h

2. Times means to multiply

3. Six dollars means the number 6

The algebraic expression is:

6 ∙ h This can also be written as 6h

Example # 3

Three more than the quantity five times a number

1. 5 times a number is the variable …let’s call it 5n

2. More than means to add3. Three means the number 3

The algebraic expression is:5n + 3

Example # 4

Two less than the sum of 6 and a number m

1. A number m is the variable2. The sum of 6 and m means to add3. Two less than means to subtract 24. In this instance you have to add before you

subtract…so the sum of 6 and m would go in parenthesis

The algebraic expression is:(6 + m) – 2

Example # 5

A number x decreased by the sum of 10 and the square of a number y

1. A number x is the variable2. Decreased means to subtract3. The sum means to add4. In this instance you have to add the sum of 10 and

the square of a number y. Since you have to perform this function first before you subtract …10 and the square of y would go in parenthesis

The algebraic expression is:x – ( 10 + y2)

Verbal Sentences

You can also translate verbal sentences into equations and inequalities

The word “is” and “total” mean equal The words for inequalities are as follows:

Less than <

Less than or equal to ≤

Greater than >

Greater than or equal to ≥

Example # 6

Nine less than the product of ten and a number d is eleven

1. The variable is 10 and a number d, which is written as 10d

2. Nine less means to subtract 93. “is” means equal4. The total is 11

The algebraic expression is:10d – 9 = 11

Comments On the next couple of slides are some

practice problems…The answers are on the last slide…

Do the practice and then check your answers…If you do not get the same answer you must question what you did…go back and problem solve to find the error…

If you cannot find the error bring your work to me and I will help…

Your Turn

Translate the verbal phrase into an algebraic expression. Use x for the variable in your expression

1. Nine more than an number

2. Three more than ½ a number

3. The quotient of a number and two tenths

4. The difference of ten and a number

5. Five squared minus a number

Your Turn Write each sentence as an algebraic equation or

inequality

6. Nine is greater than three times a number7. Twenty-five is the quotient of a number y and 3.58. Three times the quantity two less than a number x

is ten9. The quotient of thirty-five and a number t is less

than or equal to seven10. A number q is equal to or greater than one

hundred

Your Turn Solutions

1. 9 + x or x + 9

2. ½x + 3 or 3 + ½x

3. x 2/10

4. 10 – x

5. 52 – x

6. 9 > 3x

7. 25 = y/3.5

8. 3(2 – x) = 10

9. 35/t ≤ 7

10. q ≥ 100

Summary A key tool in making learning effective is being

able to summarize what you learned in a lesson in your own words…

In this lesson we talked about translating verbal phrases and sentences… Therefore, in your own words summarize this lesson…be sure to include key concepts that the lesson covered as well as any points that are still not clear to you…

I will give you credit for doing this lesson…please see the next slide…

Credit I will add 25 points as an assignment grade for

you working on this lesson… To receive the full 25 points you must do the

following: Have your name, date and period as well a lesson number as a

heading. Do each of the your turn problems showing all work Have a 1 paragraph summary of the lesson in your own words

Please be advised – I will not give any credit for work submitted: Without a complete heading Without showing work for the your turn problems Without a summary in your own words…