As you read my translations, please be aware that I no longer have my original notes.

I'm looking at
the messages after 15 years, and doing the best I can.

If you follow along one line at a time, especially in the first message, you should be able to easily see
how the message is constructed. Following messages after the first get progressively more difficult.

It would help to be familiar with counting in other bases besides base 10 (the normal counting system
we are all used to). Instead of base 10 counting like this: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 16, 17, 18, 19, 20, 21, 22, 23, etc, the message generally uses base 6 counting, which looks like
this: 0, 1, 2, 3, 4, 5, 10, 11, 12, 13, 14, 15, 20, 21, 22, 23, etc. In base 6, the right-most digit represents
the “ones” column, as it does in base 10. But the next-to-right-most digit represents the “sixes”
column, instead of the “tens” column. So the number 325 in base 10 is (3 x 100) + (2 x 10) + (5 x 1).
But 325 would be written in base 6 as 1301, which is (1 x 216) + (3 x 36) + (0 x 6) + (1 x 1). As you
move left in the digits, each one represent another power of 6. So, reading from right to left, the
position columns are 6^0 = 1, 6^1 = 6, 6^2 = 36, 6^3 = 216, 6^4 = 1296, and so on. In base 10, they
are 10^0 = 1, 10^1 = 10, 10^2 = 100, 10^3 = 1000, 10^4 = 10000, and so on. Fractions and “decimals”
are also possible in base 6. Instead of the positions after the decimal point representing a tenth, a
hundredth, a thousandth, and so on, they represent negative powers of 6: one-sixth, one-thirty-sixth,
and so on.

Also note that in general, while the first message is more or less self-contained, to understand each
subsequent message relies on the information in the previous messages. In some cases it even relies on
data in the subsequent messages! The reason for that is that a symbol may be introduced in one
message that doesn't have enough examples of its usage to really understand. Once you see additional
messages, that symbol may have additional examples of use and may be easier to understand. On the
Contact Project message board, you actually see that in the discussion a lot – where a later message
makes some symbol in an earlier message clear. I think that you'll especially see that in the third
message enclosed here. I provide translations, especially for the last 13 lines or so that really could not
be understood with just the data provided in the message itself. In fact, they were some of the most
difficult symbols in the entire sequence of messages to understand.

This document only contains translations for the first three messages, if only because this is so time
consuming. By checking the archived message board from 1995 on the Contact Project website, you
should be able to translate the remaining messages if you so desire. If I ever feel like it, I may update
this document to include further translations... but don't count on it.

The following is a translation of the first message.

• Rows 1 through 6 show a simple unary count. See:

http://en.wikipedia.org/wiki/Unary_numeral_system
• Rows 7 through 12 demonstrate addition – notice that the numbers being summed occur on the
outside of the statement and the total occurs in the center of the statement. The message also
demonstrates the symmetry, where the order of the two outside values does not matter.
• Rows 13 through 18 demonstrate subtraction. Because the alien grammar reads from the
outside to the inside (rather than left-to-right or right-to-left), I had to assign specific positions
to the minuend and subtrahend. But this seemed to go against the powerful symmetry I wanted
to be a part of the grammar. So instead I chose to use two different subtraction operators – one
in which the larger number is the minuend, and one in which the smaller number is the
 minuend. I don't think this is realistic at all because it wouldn't work with algebra, where you
don't necessarily know which value is larger. But there it is.
• Rows 19 through 21 demonstrate multiplication.
• Rows 22 through 26 demonstrate division. I had a similar problem as with subtraction – should
specific positions be assigned to the dividend and divisor? Again, I didn't want to do this. I
realize this is pretty silly. Row 26 specifically introduces the concept of inverting a number to
obtain a fraction.
• Row 27 demonstrates multiplication with fractions.
• Rows 28 through 30 demonstrate the equality operator.
• Rows 31 through 41 then reassign the unary counting we've used up until now to more compact
numbers. We learn by observation of the patterns that we're dealing with a base-6 number
system. Note that even the base-6 numbers are symmetrical. Instead of writing 123, for
example, the message would write that number as 12321. Note that “senary” is the term for a
base-6 number system. See: http://en.wikipedia.org/wiki/Senary
• Row 42 shows addition using the new base-6 operators, just to make sure we're all on the same
page.
• Rows 43 through 46 introduce the concept of booleans (true/false) via demonstration of
mathematical statements (using vocabulary introduced earlier in the message) that are either
true or false.

MESSAGE 1
ROW # MESSAGE TRANSLATION INTERPRETATION
1 GBG {1} 1 (unary count)
2 GBBG {1 1} 2 (unary count)
3 GBBBG {1 1 1} 3 (unary count)
4 GBBBBG {1 1 1 1} 4 (unary count)
5 GBBBBBG {1 1 1 1 1} 5 (unary count)
6 GBBBBBBG {1 1 1 1 1 1} 6 (unary count)
7 GBHBBHBG {1 + 1 1 + 1} 1 + 1 = 2 (unary addition)
8 GBBHBBBHBG {1 1 + 1 1 1 + 1} 2 + 1 = 3 (unary addition)
9 GBHBBBHBBG {1 + 1 1 1 + 1 1} 1 + 2 = 3 (unary addition, mirrored)
10 GBHBHG { + 1 + 1} 0 + 1 = 1 (unary addition, showing
unary zero)
11 GHBHBG {1 + 1 + } 1 + 0 = 1 (unary addition, showing
unary zero, mirrored)
12 GBBHBBBBHBBG {1 1 + 1 1 1 1 + 1 2 + 2 = 4 (unary addition)
1}
13 GBBIBIBG {1 1 – 1 – 1} 2 – 1 = 1 (unary subtraction, larger
minus smaller)
14 GBIBIBBG {1 – 1 – 1 1} 2 – 1 = 1 (unary subtraction, larger
minus smaller)
15 GBBJKBKJBG {1 1 – -1- – 1} 1 – 2 = -1 (unary subtraction, smaller
 minus larger)
16 GBJKBKJBBG {1 – -1- – 1 1} 1 – 2 = -1 (unary subtraction, smaller
minus larger)
17 GBBBBJKBBBKJBG {1 1 1 1 – -1 1 1- – 1 – 4 = -3 (subtraction, smaller minus
1} larger)
18 GBBBBIBBBIBG {1 1 1 1 – 1 1 1 – 4 – 1 = 3 (subtraction, larger minus
1} smaller)
19 GBLBLBG {1 × 1 × 1} 1 × 1 = 1 (unary multiplication)
20 GBBLBBBBBBLBBBG {1 1 × 1 1 1 1 1 1 × 2 × 3 = 6 (unary multiplication)
1 1 1}
21 GBLBBLBBG {1 × 1 1 × 1 1} 1 × 2 = 2 (unary multiplication)
22 GBBBBBBMBBMBBBG {1 1 1 1 1 1 ÷ 1 1 ÷ 6 ÷ 3 = 2 (unary division, smaller
1 1 1} divisor)
23 GBBMBBBMBBBBBBG {1 1 ÷ 1 1 1 ÷ 1 1 1 6 ÷ 3 = 2 (unary division, smaller
1 1 1} divisor)
24 GBBBBMBBMBBG {1 1 1 1 ÷ 1 1 ÷ 1 4 ÷ 2 = 2 (unary division, smaller
1} divisor)
25 GBBMBBMBBBBG {1 1 ÷ 1 1 ÷ 1 1 1 4 ÷ 2 = 2 (unary division, smaller
1} divisor)
26 GBBBBBBNOBBONBBBG {1 1 1 1 1 1 ÷ 1 / 1 3 ÷ 6 = ½ (unary division, larger
1 ÷ 1 1 1} divisor)
27 GOBBOLOBBBBOLOBBOG {1 / 1 1 × 1 / 1 1 1 ½ × ½ = ¼ (unary multiplication, with
1 × 1 / 1 1} fractions)
28 GBPBPBG {1 = 1 = 1} 1 = 1 (equivalence)
29 GBBPBBPBBG {1 1 = 1 1 = 1 1} 2 = 2 (equivalence)
30 GBBBPBBBPBBBG {1 1 1 = 1 1 1 = 1 3 = 3 (equivalence)
1 1}
31 GPQAQPG { = [0] = } 0 (unary) = 0 (senary)
32 GBPQBQPBG {1 = [1] = 1} 1 (unary) = 1 (senary)
33 GBBPQCQPBBG {1 1 = [2] = 1 1} 2 (unary) = 2 (senary)
34 GBBBPQDQPBBBG {1 1 1 = [3] = 1 1 3 (unary) = 3 (senary)
1}
35 GBBBBPQEQPBBBBG {1 1 1 1 = [4] = 1 1 4 (unary) = 4 (senary)
1 1}
36 GBBBBBPQFQPBBBBBG {1 1 1 1 1 = [5] = 1 5 (unary) = 5 (senary)
1 1 1 1}
37 GBBBBBBPQBABQPBBBB {1 1 1 1 1 1 = 6 (unary) = 6 (senary, symmetrical
BBG [101] = 1 1 1 1 1 notation)
1}
38 GBBBBBBBPQBBBQPBBB {1 1 1 1 1 1 1 = 7 (unary) = 7 (senary, symmetrical
BBBBG [111] = 1 1 1 1 1 1 notation)
1}
39 GBBBBBBBBPQBCBQPBB {1 1 1 1 1 1 1 1 = 8 (unary) = 8 (senary, symmetrical
BBBBBBG [121] = 1 1 1 1 1 1 notation)
1 1}
40 GBBBBBBBBBPQBDBQPB {1 1 1 1 1 1 1 1 1 = 9 (unary) = 9 (senary, symmetrical
BBBBBBBBG [131] = 1 1 1 1 1 1 notation)
1 1 1}
41 GBBBBBBBBBBBBPQCAC {1 1 1 1 1 1 1 1 1 1 12 (unary) = 12 (senary, symmetrical
QPBBBBBBBBBBBBG 1 1 = [202] = 1 1 1 notation)
1 1 1 1 1 1 1 1 1}
42 GQBQHQDQHQCQG {[1] + [3] + [2]} 1 + 2 = 3 (senary addition)
43 GRQBQHQCQHQBQRG {TRUE [1] + [2] + 1 + 1 = 2 TRUE (correct senary
[1] TRUE} addition, boolean verification)
44 GSQBQHQDQHQBQSG {FALSE [1] + [3] 1 + 1 = 3 FALSE (incorrect senary
+ [1] FALSE} addition, boolean verification)
45 GRQCQIQBQIQBQRG {TRUE [2] – [1] – 2 – 1 = 1 TRUE (correct senary
[1] TRUE} subtraction, larger minus smaller,
boolean verification)
46 GSQCQIQCQIQBQSG {FALSE [2] – [2] – 2 – 1 = 2 FALSE (incorrect senary
[1] FALSE} subtraction, larger minus smaller,
boolean verification)

So at this point, what vocabulary do we have? We've got two counting systems: unary and senary.
We've got the four basic arithmetic operators, plus equivalence. We have negative numbers. We've got
1/x inversion. We've got true and false. And we've got something like a parenthesis (the “G” symbol –
and by the way, the fact that there's only one symbol causes problems later when I try to nest them
within one another). We also have seen two forms of statements – those with operators and those
without. There's also a bit of built-in error correction based on the symmetry of the numbers and
statements (e.g. something like “GQAG” would be clearly in error). So that's quite a start.

Here's the second message.

• Rows 1 through 4 revisit subtraction. We introduce a new subtraction operator where the
positions DO matter. I saw that the earlier version wasn't going to work out. I rationalized this
by saying that when this society was primitive, they used the original form of subtraction, but
when they invented algebra they realized it wasn't sufficient. So now they have two types of
subtraction – one is only interesting from a historical perspective, and the other is used every
day for actual science and math.
• Rows 5 through 8, though, preserve the symmetry. If he aliens need to use a form of
subtraction which indicates specialness for one of the positions, they're going to have another
form which indicates the opposite position. So altogether they have four operators for
subtraction (the message uses the symbols I, J, T, and U).
• Rows 9 through 14 introduce the concept of an algebraic variable, as well as question/answer
 tags similar to the true/false tags demonstrated in the previous message.
• Row 15 indicates additional symbols which can be used for variables.
• Row 16 reintroduces one of the two forms of division.
• Rows 17 through 19 demonstrate a shorter form of fraction. Similar to the decimal we use (e.g.
½ = 0.5), the message uses a senary form of the same concept. Note that in the decimal 0.5, the
first digit after the decimal point is 1/10, the second digit is 1/100, the third digit is 1/1000, and
so on. In a senary system, the first digit after the decimal point equivalent is 1/6, the second
digit is 1/36, the third digit is 1/216, and so on.
• Row 20 shows that numbers below 1 are written in the opposite form as numbers above 1. So 6
is written in senary as 10 and in the message as 101. 1/6 is written in senary as 0.1 and in the
message as .1. 36 is written in senary as 100 and in the message as 10001. 1/36 is written in
senary as 0.01 and in the message as .101.
• Row 21 shows a number with digits both before and after the decimal point equivalent.
• Row 22 shows adding two fractions together.
• Rows 23 through 26 are like rows 1 through 4, but for division instead of subtraction.
• Rows 27 through 30 are like rows 5 through 8, but for division instead of subtraction.
• Rows 31 through 38 take the true/false symbols introduced in the first message and utilize them
to demonstrate the boolean operations of “and” and “or”.
• Rows 39 through 40 show that the negative symbol can also be used as a boolean “not”
operation.
• Rows 41 through 52 introduce basic trigonometry by example. The key to deciphering these
rows may be rows 45 and 46. Row 45 shows two numbers as being equivalent, and row 46
seemingly shows an arbitrary non-equivalence. There's also the clue in row 48 which shows an
operation on a strange fraction (possibly a portion of an irrational number?) that results in an
integer answer. Note that the interpretation shows the trigonometric operators as “inverse
cosine” and “inverse sine”. The reason is that statements are always read from the outside in,
not the inside out. We also learn that a circle is made of 216 units. If we call them degrees, we
can say that 0 degrees and 216 degrees are equivalent (just like for our circle we would say 0
degrees and 360 degrees are equivalent), however 18 degrees and 198 degrees (or 30 degrees
and 330 degrees in our circle) are not equivalent, even though the cosine of either value gives
the same result. In hindsight, I should have made the trigonometric statements that include “or”
(with two answers) to be more symmetric, repeating answers if necessary. They don't quite
seem to fit, otherwise.

MESSAGE 2
ROW # MESSAGE TRANSLATION INTERPRETATION
1 GQCQTQBQTQDQG {[2] – [1] – [3]} 3 – 2 = 1 (senary subtraction, minuend
last)
2 GQDQTKQBQKTQCQG {[3] – [-1-] – [2]} 2 – 3 = -1 (senary subtraction, minuend
last)
3 GQDQTQBQTQEQG {[3] – [1] – [4]} 4 – 3 = 1 (senary subtraction, minuend
last)
4 GQEQTKQBQKTQDQG {[4] – [-1-] – [3]} 3 – 4 = -1 (senary subtraction, minuend
last)
5 GQEQUQBQUQDQG {[4] – [1] – [3]} 4 – 3 = 1 (senary subtraction, minuend
 first)
6 GQDQUKQBQKUQEQG {[3] – [-1-] – [4]} 3 – 4 = -1 (senary subtraction, minuend
first)
7 GQDQUQBQUQCQG {[3] – [1] – [2]} 3 – 2 = 1 (senary subtraction, minuend
first)
8 GQCQUKQBQKUQDQG {[2] – [-1-] – [3]} 2 – 3 = -1 (senary subtraction, minuend
first)
9 GVQBQHXHQBQVG {? [1] + X + [1] ?} 1 + 1 = X ? (question with algebraic
variable)
10 GWXPQCQPXWG {STATEMENT X X = 2 STATEMENT (answer with
= [2] = X algebraic variable)
STATEMENT}
11 GVXHQDQHQBQVG {? X + [3] + [1] ?} X + 1 = 3 ? (question with algebraic
variable)
12 GWXPQCQPXWG {STATEMENT X X = 2 STATEMENT (answer with
= [2] = X algebraic variable)
STATEMENT}
13 GVQBQHQBQHXVG {? [1] + [1] + X ?} 1 + X = 1 ? (question with algebraic
variable)
14 GWXPQAQPXWG {STATEMENT X X = 0 STATEMENT (answer with
= [0] = X algebraic variable)
STATEMENT}
15 GXPYPZPaPbPcPbPaPZPYP {X = Y = Z = a = b X = Y = Z = a = b = c (defining extra
XG = c = b = a = Z = Y algebraic variables)
= X}
16 GQBABQNOQBABQONQB {[101] ÷ 1/[101] ÷ 1 ÷ 6 = 1/6 (senary divison, larger
QG [1]} divisor)
17 GOQBABQOPdBdPOQBAB {1/[101] = .1. = 1/ 1/6 = 0.1 (senary fraction 0.1 is decimal
QOG [101]} fraction 0.166667)
18 GQCQLdCdLOQBABQOG {[2] × .2. × 1/ 2 × 1/6 = 0.2 (senary fraction 0.2 is
[101]} decimal fraction 0.333333)
19 GOQDQOPdCdPOQDQOG {1/[3] = .2. = 1/ 1/3 = 0.2 (senary fraction 0.2 is decimal
[3]} fraction 0.333333)
20 GOQBAAABQOPdBABdPO {1/[10001] = .101. 1/36 = 0.01 (senary fraction 0.01 is
QBAAABQOG = 1/[10001]} decimal fraction 0.027778)
21 GQBQHQBdBABdBQHOQB {[1] + 1.101.1 + 1/ 1 + 1/36 = 1.01 (senary 1.01 is decimal
AAABQOG [10001]} 1.027778)
22 GOQBABQOHdBBBdHOQB {1/[101] + .111. + 1/6 + 1/36 = 0.11 (senary 0.11 is
AAABQOG 1/[10001]} decimal 0.194444)
23 GQCQeQCQeQBQG {[2] ÷ [2] ÷ [1]} 2 ÷ 1 = 2 (senary division, dividend
first)
24 GQBQeOQCQOeQCQG {[1] ÷ 1/[2] ÷ [2]} 1 ÷ 2 = ½ (senary division, dividend
first)
25 GQBABQeQCQeQDQG {[101] ÷ [2] ÷ [3]} 6 ÷ 3 = 2 (senary division, dividend
first)
26 GQDQeOQCQOeQBABQG {[3] ÷ 1/[2] ÷ 3 ÷ 6 = ½ (senary division, dividend
[101]} first)
27 GQCQfOQCQOfQBQG {[2] ÷ 1/[2] ÷ [1]} 1 ÷ 2 = ½ (senary division, divisor first)
28 GQBQfQCQfQCQG {[1] ÷ [2] ÷ [2]} 2 ÷ 1= 2 (senary division, divisor first)
29 GQBABQfOQCQOfQDQG {[101] ÷ 1/[2] ÷ 3 ÷ 6 = ½ (senary division, divisor first)
[3]}
30 GQDQfQCQfQBABQG {[3] ÷ [2] ÷ [101]} 6 ÷ 3 = 2 (senary division, divisor first)
31 GRiRiRG {TRUE & TRUE TRUE and TRUE = TRUE
& TRUE}
32 GRiSiSG {TRUE & FALSE TRUE and FALSE = FALSE
& FALSE}
33 GSiSiRG {FALSE & FALSE FALSE and TRUE = FALSE
& TRUE}
34 GSiSiSG {FALSE & FALSE FALSE and FALSE = FALSE
& FALSE}
35 GRjRjRG {TRUE | TRUE | TRUE or TRUE = TRUE
TRUE}
36 GRjRjSG {TRUE | TRUE | TRUE or FALSE = TRUE
FALSE }
37 GSjRjRG {FALSE | TRUE | FALSE or TRUE = TRUE
TRUE}
38 GSjSjSG {FALSE | FALSE | FALSE or FALSE = FALSE
FALSE}
39 GKRKPSPKRKG {-TRUE- = FALSE TRUE = NOT FALSE
= -TRUE-}
40 GKSKPRPKSKG {-FALSE- = TRUE FALSE = NOT TRUE
= -FALSE-}
41 GQAQhgBDADBgjgEDADE {[0] INVCOS invcos(0) = 54° or 162° (where a full
ghQAQG °13031° | °43034° circle is 216°)
INVCOS [0]}
42 GdDdhgBAAABgjgFAAAFg {.3. INVCOS invcos(0.5) = 36° or 18° (where a full
hdDdG °10001° | °50005° circle is 216°)
INVCOS .3.}
43 GdBCABBFBBACBdhgDAD {.12011511021. invcos(0.866025) = 18° or 198° (where
gjgFDADFghdBCABBFBBA INVCOS °303° | a full circle is 216°)
CBdG °53035°
 INVCOS .
12011511021.}
44 GQBQhgAgjgBAAAAABgh {[1] INVCOS °0° | invcos(1) = 0° or 216° (where a full
QBQG °1000001° circle is 216°)
INVCOS [1]}
45 GRgAgPgBAAAAABgPgAg {TRUE °0° = 0° = 216° TRUE (where a full circle is
RG °1000001° = °0° 216°)
TRUE}
46 GSgDADgPgFDADFgPgDA {FALSE °303° = 18° = 198° FALSE (where a full circle
DgSG °53035° = °303° is 216°)
FALSE}
47 GKQBQKhgDAAADghKQB {-[1]- INVCOS invcos(-1) = 108° (where a full circle is
QKG °30003° INVCOS - 216°)
[1]-}
48 GKdBCABBFBBACBdKhgC {-.12011511021.- invcos(-0.866025) = 90° or 126° (where
DADCgjgDDADDghKdBCA INVCOS °23032° | a full circle is 216°)
BBFBBACBdKG °33033° INVCOS
-.12011511021.-}
49 GKdDdKhgCAAACgjgEAA {-.3.- INVCOS invcos(-0.5) = 72° or 144° (where a full
AEghKdDdKG °20002° | °40004° circle is 216°)
INVCOS -.3.-}
50 GQBQkgBDADBgkQBQG {[1] INVSIN invsin(1) = 54° (where a full circle is
°13031° INVSIN 216°)
[1]}
51 GKQBQKkgEDADEgkKQB {-[1]- INVSIN invsin(-1) = 162° (where a full circle is
QKG °43034° INVSIN - 216°)
[1]-}
52 GQAQkgAgjgDAAADgkQA {[0] INVSIN °0° | invsin(0) = 0° or 108° (where a full
QG °30003° INVSIN circle is 216°)
[0]}

So message 2 has given us some additional arithmetic operators, algebra, trigonometry, variables,
boolean logic, decimal numbers, and radial measurement.

Message 3 gets a lot more interesting.

• Rows 1 through 4 introduce pi.

• Row 5 shows division by zero.
• Rows 6 through 10 are grouped with an extra “G” symbol. This is really a problem as we don't
differentiate the start of a section from its end. When every statement is on its own, that works
fine. But when nesting statements like we're doing here, the statement structure can become
ambiguous. I regret this approach. Here we're trying to show that the cosine of an angle is the
length of the chord formed from 0 degrees through the angle, divided by the radius of the circle.
• Rows 11 through 16 are simply another example of the same concept in rows 6 through 10.
 • Starting with row 16, we start embedding images in the messages. The standard image raster
used by the message is a hexagonal raster. The first specified pixel is the center (A = off, B =
on), the next 6 specified pixels represent the first ring around the center, the next 12 specified
pixels represent the second ring around the center, and so forth. It is ambiguous as to where to
start each ring, however.
• Rows 16 through 19 show a circle of radius 0.
• Rows 20 through 23 show a circle of radius 1.
• Rows 24 through 27 show a circle of radius 2.
• Rows 28 through 31 show a half circle, and demonstrates using a radius and an arc range.
• Row 32 shows a cartesian raster, and its equivalence to a hex raster. Looking at it now, I can
see it is actually incorrect. The cartesian raster shows an octagon, rather than a hexagon.
• Rows 33 through 34 show the “less than” operator.
• Rows 35 through 36 show the “greater than” operator.
• Rows 37 through 39 show the “not equal to” operator.
• Rows 40 through 42 show the “less than or equal to” operator.
• Rows 43 through 45 show the “great than or equal to” operator.
• Rows 46 through 49 show the power operator.
• Row 50 shows an image of the sender's solar system.
• Row 51 defines which part of the image in row 50 represents the star.
• Row 52 defines which part of the image in row 50 represents terrestrial planets.
• Rows 53 through 54 define which parts of the image in row 50 represent gas planets.
• Rows 55 through 57 specifically call out the planet portions of the image, separate from the star.
• Rows 58 through 63 gives names for the planets.
• Row 64 shows an image of the sender. It is hard to tell which way is up in this image (see the
earlier note about the hexagonal raster being a little ambiguous as to direction), but the intention
was that these creatures do not stand erect and this image is from overhead, so it doesn't matter
much.

MESSAGE 3
ROW # MESSAGE TRANSLATION INTERPRETATION
1 GlPQDdBADDAFAFADDAB {π = π = 3.1415931 (close enough)
dDQPlG [3.1033050503301.
3] = π}
2 GlPgDAAADgPlG {π = °30003° = π} π = 108° (where a full circle is 216° -
demonstrating radians)
3 GlLgBDADBgLOQCQOG {π × °13031° × 1/ ½ × π = 54° (where a full circle is 216° -
[2]} demonstrating radians)
4 GQBdDdBQLgEDADEgLlG {[1.3.1] × °43034° 1½ × π = 162° (where a full circle is
× π} 216° - demonstrating radians)
5 GOQAQOPmPOQAQOG {1/[0] = ∞ = 1/[0]} 1/0 = ∞ (infinity or undefined)
6 G { (start of group of statements)
7 GXhgDADghXG {X INVCOS °303° invcos(X) = 18° (where a full circle is
INVCOS X} 216°)
8 GQBEBQeXepG {[141] ÷ X ÷ ρ} 10 ÷ ρ = cos(18°) = 0.86603 (senary
division, dividend first, with variable X
defined in previous statement, where a
full circle is 216°)
9 GpPQBFdBEBDBEBdFBQPp {ρ = ρ = 11.54707 (this is fairly close – the
G [15.1413141.51] = real answer is 10/cos(π/6) which is
ρ} 11.54701)
10 G } (end of group of statements)
11 G { (start of group of statements)
12 GXhgBAAABghXG {X INVCOS invcos(X) = 36° (where a full circle is
°10001° INVCOS 216°)
X}
13 GQFQeXepG {[5] ÷ X ÷ ρ} 5 ÷ ρ = cos(36°) = 0.5 (senary division,
dividend first, with variable X defined
in previous statement, where a full
circle is 216°)
14 GpPQBEBQPpG {ρ = [141] = ρ} ρ = 10
15 G } (end of group of statements)
16 G { (start of group of statements)
17 GpPQAQPpG {ρ = [0] = ρ} ρ=0
18 GoBAAAAAAAAAAAAAA {HEXRASTER 1
AAAAoG 0000000000
00000000
HEXRASTER}

19 G } (end of group of statements)

20 G { (start of group of statements)
21 GpPQBQPpG {ρ = [1] = ρ} ρ=1
22 GoABBBBBBAAAAAAAA {HEXRASTER 0
AAAAoG 1111110000
00000000
HEXRASTER}

23 G } (end of group of statements)

24 G { (start of group of statements)
25 GpPQCQPpG {ρ = [2] = ρ} ρ=2
26 GoAAAAAAABBBBBBBBB {HEXRASTER 0
BBBoG 0000001111
11111111
HEXRASTER}

27 G } (end of group of statements)

28 G { (start of group of statements)
29 GGpPQCQPpG i {{ρ = [2] = ρ} & ρ = 2 and q = 0° and r = 108° (where a
GqPgAgPqG i {q = °0° = q} & {r full circle is 216°)
GrPgDAAADgPrGG = °30003° = r}}
30 GoAAAAAAABBBBBBBA {HEXRASTER 0
AAAAoG 0000001111
11100000
HEXRASTER}

31 G } (end of group of statements)

32 GnAABBBAAABAAABAB {SQUARERASTE
AAAAABBAAAAABBAAA R001110001
AABABAAABAAABBBAA 0001010000
nPoAAAAAAAAAAAAAA 0110000011
AAAAABBBBBBBBBBBBB 0000010100
BBBBBoG 0100011100
SQUARERASTER
= HEXRASTER 0
0000000000
0000000011
1111111111
111111 is equivalent to
HEXRASTER}

33 GQAQsQBQsQAQG {[0] < [1] < [0]} 0<1

34 GQCQsQBBBQsQCQG {[2] < [111] < [2]} 2 < 7
35 GQBQtQAQtQBQG {[1] > [0] > [1]} 1>0
36 GQBBBQtQCQtQBBBQG {[111] > [2] > 7>2
[111]}
37 GQBQPQBQPQBQG {[1] = [1] = [1]} 1 = 1 (reminding usage of the equality
operator)
38 GQBQKPKQCQKPKQBQG {[1] -=- [2] -=- 1 ≠ 2 (using the negation operator
[1]} encompassing the equality operator)
39 G6PKPKP6G {≠ = -=- = ≠} (defining a simpler symbol for “not
equals”)
40 GQAQuQBQuQAQG {[0] ≤ [1] ≤ [0]} 0≤1
41 GQAQuQAQuQAQG {[0] ≤ [0] ≤ [0]} 0≤0
42 GuPsjPPuG {≤ = < | = = ≤} (defines the ≤ symbol as equivalent to
“<” or “=”)
43 GQBBBQvQCQvQBBBQG {[111] ≥ [2] ≥ 7≥2
[111]}
44 GQBBBQvQBBBQvQBBBQ {[111] ≥ [111] ≥ 7≥7
G [111]}
45 GvPtjPPvG {≥ = > | = = ≥} (defines the ≥ symbol as equivalent to
“>” or “=”)
46 GQCQ5A5QBQ5A5QCQG {[2] ^0^ [1] ^0^ 2^0=1
[2]}
47 GQCQ5B5QCQ5B5QCQG {[2] ^1^ [2] ^1^ 2^1=2
[2]}
48 GQCQ5C5QEQ5C5QCQG {[2] ^2^ [4] ^2^ 2^2=4
[2]}
49 GQCQ5D5QBCBQ5D5QCQ {[2] ^3^ [121] ^3^ 2 ^ 3 = 8
G [2]}
50 GoBBBAAABAAAAAABA {HEXRASTER 1
AAAABAAAAAAABBBAA 1100010000
AAAAABBAAAAAAAAAB 0010000010
BBAAAAAAAAABAAAAA 0000001110
AAAAAAAAAAAAAAAAA 0000001100
AAAAAAAABAAAAAAAA 0000000111
AAAAAAAAABAAAAAAA 0000000001
AAAAAAAAAAAAAAAAA 0000000000
AAAAAAAAAAAAABBBA 0000000000
AAAAAAAAAAAAAAAAA 0000000000
ABAAAAAAAAAAAAAAA 1000000000
AAAAAAABBBAAAAAAA 0000000010
AAAAAAAAAAAAAAABB 0000000000
AAAAAAAAAAAAAAAAA 0000000000
AAAAAAAAAAAAAAAAA 0000000000
AAAAAAAAAAAAAAAAA 0000001110
BBBBAAAAAAAAAAAAA 0000000000
AAAAAAAAAAAAAABAA 0000000010
AAAAAAAAAAAAAAAAA 0000000000
 AAAAAAAABBBBBAAAA 0000000000
AAAAAAAAAAAAAAAAA 0111000000
AAAAAAAABBBAAAAAA 0000000000
AAAAAAAAAAAAAAAAA 0000001100
AAAAAABBBBBAAAAAA 0000000000
AAAAAAAAAAAAAAAAA 0000000000
AAAAAAAAABBBAAAAA 0000000000
AAAAAAAAAAAAAAAAA 0000000000
AAAAAAAAAABBoG 0000000001
1110000000
0000000000
0000000000
1000000000
0000000000
0000000011
1110000000
0000000000
0000000000
0011100000
0000000000
0000000000
0000011110
0000000000
0000000000
0000000000
0111000000
0000000000
0000000000
00000011
HEXRASTER}
51 GxzxPoBBBBBBBBBBBBB {∆⊗∆ = “hot gas” =
BBBBBBoPxzxG HEXRASTER 1 1
1111111111
1111111
HEXRASTER =
∆⊗∆}

52 GwywPoBoPwywG {◊⊕◊ = “living place” =

HEXRASTER 1
HEXRASTER =
 ◊⊕◊}

53 GzyzPoBBBAAABoPzyzG {⊗⊕⊗ = “gas place” =

HEXRASTER 1 1
10001
HEXRASTER =
⊗⊕⊗}

54 GzyzPoBBBBBBBoPzyzG {⊗⊕⊗ = “gas place” =

HEXRASTER 1 1
11111
HEXRASTER =
⊗⊕⊗}

55 G1y1PoBoP1y1G {♦⊕♦ = “big place” = (same image as seen in

HEXRASTER 1 = line 52, above)
♦⊕♦} (“big place” is the word for “planet”)
56 G1y1PoBBBAAABoP1y1G {♦⊕♦ = “big place” = (same image as seen in
HEXRASTER 1 1 line 53, above)
 10001 (“big place” is the word for “planet”)
HEXRASTER =
♦⊕♦}
57 G1y1PoBBBBBBBoP1y1G {♦⊕♦ = “big place” = (same images as seen in
HEXRASTER 1 1 line 54, above)
11111 (“big place” is the word for “planet”)
HEXRASTER =
♦⊕♦}
58 GW2PB1y1BP2WG {STATEMENT ♥ “home” = “big place #1” (the name for
= 1 ♦⊕♦ 1 = ♥ the first planet is “Home”)
STATEMENT}
59 GW797PC1y1CP797WG {STATEMENT “fast eye” = “big place #2” (the name
⇔Θ⇔ = 2 ♦⊕♦ 2 for the second planet is “Fast Eye”)
⇔Θ⇔
STATEMENT}
60 GW898PD1y1DP898WG {STATEMENT “slow eye” = “big place #3” (the name
↔Θ↔ = 3 ♦⊕♦ 3 for the third planet is “Slow Eye”)
= ↔Θ↔
STATEMENT}
61 GW323PE1y1EP323WG {STATEMENT “god home” = “big place #4” (the name
Λ♥Λ = 4 ♦⊕♦ 4 = for the fourth planet is “God Home”)
Λ♥Λ
STATEMENT}
62 GW434PF1y1FP434WG {STATEMENT “cold god” = “big place #5” (the name
∇Λ∇ = 5 ♦⊕♦ 5 = for the fifth planet is “Cold God”)
∇Λ∇
STATEMENT}
63 GW4y4PBAB1y1BABP4y4W {STATEMENT “cold place” = “big place #6” (the name
G ∇⊕∇ = 101 ♦⊕♦ of the sixth planet is “Cold Place”)
101 = ∇⊕∇
STATEMENT}
64 G0PoBABBABBABABABA {♣ = “us” =
BABABAABABBABAABA HEXRASTER 1 0
ABBAABBAABABABABA 1101101010
AABAAABBBAAABAAAB 1010101001
BABAABABBAAAABAAA 0110100100
BAABAAAAAAAAAAAAB 1100110010
BABBAAAAAAAAAAAAA 1010100010
AAAAAAAAAAAoP0G 0011100010
0011010010
1100001000
1001000000
0000001101
1000000000
0000000000
 00000
HEXRASTER =
♣}

Message 3 has given us vocabulary for pi and infinity, greater-than, less-than, not-equals, radius and arc
definition, two types of images, and power notation. We've also seen an image of the message sender's
solar system, as well as the message sender. We've been given names for the star and each of the
planets.