DIVINE WORD COLLEGE OF LEGAZPI

Rizal Avenue, Old Albay District, Legazpi City

AY: 2020-2021, 1st semester
Midterm Learning Module

Lesson Objectives:

At the end of the lesson, students are expected to

 use mathematical language to describe and solve problems with mathematical content.
 Explain that mathematics is a useful language.
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Characteristics of Mathematics as a Language
Form the previous lesson, we had identified some features of mathematics as a language as a
symbol. It is evident that patterns evolved in the world of mathematics.
The mathematical language is the system used to communicate mathematical ideas. This
language consists of some natural language using technical terms (mathematical terms) and
grammatical conventions that are uncommon to mathematical discourse, supplemented by a highly
specialized symbolic notation for mathematical formulas. The mathematical notation used for
formulas has its ow grammar and shared by mathematicians anywhere in the globe.
The characteristic is being concise, precise and powerful. Precision in mathematics is like a
culture of being correct all the time. Definition and limits should be distinction. Mathematical ideas is
being developed informally and being done more formally, with necessary and sufficient conditions
stated up front and restricting the discussion to a particular class of objects. Mathematical culture of
precision has developed precise, highly symbolic language, and a dialectic manner that allows for the
adaptation, adjustment and cumulative refinement of concepts based on experiences, and
mathematical reasoning is expected to be correct.
Mathematical language must be concise or shows simplicity. Being concise is a strong part of
the culture in mathematical language. The mathematician desires the simplest possible single
exposition at the price of additional terminology and machinery to allow all of the various
particularities to be subsumed into the exposition at the highest possible level.
Mathematical language must also be powerful. It is a way of expressing complex thoughts
with relative ease. The abstraction of Mathematics is the desire to unify diverse instances under a
single conceptual framework and allows easier penetration of the subject and the development of
powerful methods.
According to Galileo Galilei “Mathematics is a language in which God has written the
universe”. It can be attributed that mathematics is a universal language because the principles and
foundations of mathematics are the same everywhere around the world. Five plus five equals ten if we
write it as Arabic numerals 5+5=10. The concept of 10 items is the same anywhere in the world.

LANGUAGE OF SETS

What is a set?
A set is a collection of well-defined objects. The objects are called elements or members of
the set. The symbol ∈ is used to denote that an object is an element of a set, and the symbol ∉ denotes
that an object is not an element of a set.
 We use braces and commas also to denote a set.

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  It is usually presented in capital letters.

Examples:
A = {2, 4, 6, 8, 10, 12}
B = {x | positive integer less than 20}

If S is a set, the notation

x ∈ S means that “x is an element of S”
x ∉ S means that “x is not an element of S”

Example:
A= {2, 4, 6, 8, 10, 12 }
 2∈A
 3∉A
 4∈A
 13 ∉ A

B = {x | positive integer less than 20}

 1∈B
 19 ∈ B
 21 ∉ B

A variation of notation is used to describe a very large set.

Examples:
C= {1, 2, 3, …, 100} Set of al integers from 1 to 100
D= {1, 2, 3, …} Set of all positive integers
E= {…, -3, -2, -1} Set of all negative integers

The symbol “…” is called an ellipsis and read as “and so forth”. As you can see in set
C, not all numbers are listed in the braces, instead we used ellipses to indicate the indicating
numbers to 4 to 99 numbers in the set. Another example is for the set D, where we remove
100 since it denotes up to positive infinity. The third example is set E, where the ellipses is on
the left and it will approach negative infinity.

Sometimes we do not list all the elements, instead we used ellipses (…) to describe a
very large set.

THREE WAYS OF DESCRIBING A SET

1. Roster Method/ Listing Method/ Tabular Method

o The elements of the set are enumerated and separated by a comma.
o List all the elements in the braces, if possible.
Examples:

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 Y= {a, e, i, o, u} set of all vowels in the English alphabet
W= {1, 2, 3, 4, 5, 6} set of number of dots in each face of a die
2. Set Builder Notation/ Rule Method
o Describe the elements or members of the set
o Characterize all the elements in a set by stating property or properties they
must have to members, symbol is written as {x | P (x)}
Example:
In the notation Y= {a, e, i, o, u} which is in Roster Method, it is represented as
Y= {x | collection of vowel letters}. The symbol | is read as “such that”.

{x | x is an even number ≤ 10} Set Builder Notation

{2, 4, 6, 8, 10} Roster Method

Another example:
 {x | x is rational number}

Rational numbers are the set of all terminating and repeating decimals.
Q=a/b
1 −3 −3
Examples of Q : ,
2 4 4

 {x ∈ ℤ | -3 < x < 6}
This is read as “The set of all element in the set of integers such that x is greater than
but less than 6.”
What are the elements in this set?
Answer: {x ∈ ℤ | -3 < x < 6} = {-2, -1, 0, 1, 2, 3, 4, 5,}

Now, if we will graph this set in the number line, you will see that -3 and 6 are not included
in the elements. We put open circle and hallow circle, which denote that the element is not
included in the set. This is used if the inequality symbol is “>” or “<”

 {x ∈ ℤ | -3 ≤ x ≤ 6}
This is read as “The set of all element in the set of integers such that x is greater than
or equal to -3 but less than or equal to 6.”
What are the elements in this set?
 Answer: {x ∈ ℤ | -3 ≤ x ≤ 6} = {-3, -2, -1, 0, 1, 2, 3, 4, 5, 6}

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 Graphing the elements in the set, we will use a solid circle and closed circle which
indicates that -3 and 6 are included in the set. We used the closed circle or solid circle

to if the inequality symbols is either “≤” or ”≥”

3. Interval Notation
The interval notation is used to describe the set of real numbers in an interval. There are 9 notations
for intervals of real numbers.

Examples:
[1,5] = {1,2, 3, 4, 5}
(1,5] = {2, 3, 4, 5}
[1,5) = {1,2, 3, 4}
(1,5) = {2,3,4}

IMPORTANT TERMS
1. Cardinality of a set refers to the number of elements or member in a set. The cardinality of a set A
is denoted by n(A) or |A|.

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Examples:
A = {2, 3, 4, 5, 6, 7, 8} The cardinality is 7. (|A|=7)

B= { x ∈ ℤ+ | x < 10} The cardinality is 9. (|B|= 9))

*(Look for the “+” sign in ℤ which means positive integers)

We can only count the cardinality if it’s finite set.
2. Finite sets are sets which either has no element or has elements which all could be possibly listed
or counted.
3. Infinite sets are whose elements could not all be possibly listed or counted.
Examples:

Whole Numbers or N= {1, 2, 3, 4, …}

Counting Numbers
Whole Numbers W= {1, 2, 3, 4, …}

Integers ℤ = {…, -4, -3, -2, -1, 0, 1, 2, 3, 4, …}

Rational Numbers(ℚ) The set of all terminating or repeating decimals.

Irrational Numbers (ℚ c) The set of all non-terminating, non-repeating decimals

Real Numbers (ℝ) The set of all rational and irrational numbers

4. Null Set is a set with no elements in symbol ∅ or { }.

Example:
A= ∅
B={}
C= {set of all negative numbers from 1 to 100}

5. Equality of Sets
Two or more sets are considered equal if they have the same elements. Let A and B be sets. If
A and B have the same elements, then A = B.
Examples:
A = { a, b, c, d, e} B= {b, c, e, d, a}
In set, the order of the elements doesn’t matter.
A= {a, b, b, b, b, b, c, c, c, c, d, e, e} B= {b, c, e, d, a}
In set, the elements that repeat are counted as one.
6. Subset of a Set
Set A is a subset of B, denoted by ⊆, if and only if all elements of A are also elements of B.

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A= {x, y, z}
Subsets of A:
{}, {x}, {y}, {z}, {x, y}, {x, z}, {y, z}, {x, y, z}

7. Proper subset

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COMPLEMENTS, SUBSETS AND SET OPERATIONS
Intersection of Sets
Given two sets A and B, their intersection denoted by A ∩ B denoted, is the set both
common to both A and B. In other words, the intersection of a set are those elements can be found
for both A and B.
Examples 1:
A = {1, 2, 3, 4, 5}
B = {3, 4, 5, 6, 7}
Therefore, we conclude that A ∩ B = {3, 4, 5}.

Example 2:
Let C= {a, b, c}, D= {b, c} and E={x, y, z, a}.

 C ∩ D = {b,c}
 D ∩ E= { } or ∅
 C ∩ E = {a}
Disjoints sets
Two sets are disjoint if their intersection is empty. In the example, we just did sets D and E
are disjoints. Disjoint sets are sets with no common elements.

 D ∩ E= { } or ∅

Union of Sets
Given 2 sets A and B, their set union, denoted by A U B, is the set of elements that belong to
either A or B or to both.

A U B= {x | x ∈ A or x ∈ B}

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 The word “or” is our set definition of set union using set builder notation is an inclusive or. It
means that x is either element of A or B or to both. The union of a set is written without repeating the
same elements.
Examples: Let A = { 4, 5, 7}, B= {6,7} and C= {1, 5, 7}.

 A U B= {4,5,7, 8}
 B U C= {1,5,6,7,}
 A U B U C = {1,4,5,6,7,}
Complement of Sets
The complement of a set A, denoted by A’ , is the set of all elements in the universal U that
are not elements of A.
Universal sets contains all elements in the given context and denoted by U.
Examples:
U = {a, b, c, d, e} A’= {a, b, e}
A= {c, d}
B’= {a, d}
B= {b, c, e}
C= {a, b, c, d, e} C’= { }
D= {}
D’= {a, b, c, d, e}
Difference of Two Sets
The difference of two sets, is the set of all elements of A that are not elements of B. In
symbol, this is written as A – B.
Example:

A= { 1, 3, 5, 7, C= {B, U, K, N, O,
9} Y}
B= { 5, 7, 9} D= {N, O, Y}
A-B= {1, 3} C-D= {B, U, K}

Product of Sets
Cartesian product is also called the cross products. The product of two sets, denoted by A X
B is the set of all possible ordered pairs (a, b), where a ∈ A and b ∈ B.

Consider the sets A= {1,3} and B= {w,z}. Write the cross product of A X B.

A X B= {(1, w), (1, z), (3, w), (3, z)}

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 Since the elements of a cross product are ordered pairs , (1, w) is not the same as (w,
1). In fact, (1, w) ∈ A X B but (w, 1) ∉ A X B.
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VENN DIAGRAM
Venn Diagram is a pictorial representation of sets within an enclosing rectangle. The
rectangle represents the entire universal set U . Circles, squares, and other geometric figures
represent some subsets of the universal set. Regions that overlap represent the are common to
sets.
The illustration below shows the representation of Venn Diagram depending upon on
the set operations performed. The color green means the included elements upon performing
the operations.

Other examples:
1. Let X = {1, 2, 3} and Let Y = {3, 4, 5}. Draw and label a Venn diagram to show the intersection of
sets X and Y.

We need to find the elements that are common in both sets. Draw a picture of two overlapping circles.
Elements that are common to both sets will be placed in the middle part, where the circles overlap.

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2. Let X = {1, 2, 3} and Let Y = {3, 4, 5}. Draw and label a Venn diagram to represent the union of these
two sets. To find the union of two sets, we look at all the elements in the two sets together.

Solution: 

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Table of set theory symbols

Meaning /
Symbol Symbol Name Example
definition

a collection of A = {3,7,9,14},
{} Set
elements B = {9,14,28}

| such that so that A = {x | x∈ , x<0}

objects that belong
A⋂B Intersection
to set A and set B A ⋂ B = {9,14}

objects that belong

A⋃B Union
to set A or set B A ⋃ B = {3,7,9,14,28}

A is a subset of B.
A⊆B Subset set A is included in {9,14,28} ⊆ {9,14,28}
set B.

proper subset / strict A is a subset of B, {9,14} ⊂ {9,14,28}

A⊂B subset but A is not equal to

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 Meaning /
Symbol Symbol Name Example
definition

B.

set A is not a subset

A⊄B not subset
of set B {9,66} ⊄ {9,14,28}

A is a superset of B.
A⊇B Superset
set A includes set B {9,14,28} ⊇ {9,14,28}

A is a superset of B,
proper superset /
A⊃B strict superset
but B is not equal to {9,14,28} ⊃ {9,14}
A.

set A is not a
A⊅B not superset
superset of set B {9,14,28} ⊅ {9,66}

2A power set all subsets of A  

power set all subsets of A  

A={3,9,14},
both sets have the
A=B Equality
same members B={3,9,14},
A=B
all the objects that
c
A Complement do not belong to set  
A

all the objects that

A' Complement do not belong to set  
A

A = {3,9,14},
objects that belong
A\B relative complement
to A and not to B B = {1,2,3},
A \ B = {9,14}
A = {3,9,14},
objects that belong
A-B relative complement
to A and not to B B = {1,2,3},
A - B = {9,14}

objects that belong A = {3,9,14},

A∆B symmetric difference to A or B but not to B = {1,2,3},
their intersection A ∆ B = {1,2,9,14}
symmetric difference objects that belong A = {3,9,14},
A⊖B to A or B but not to B = {1,2,3},
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 Meaning /
Symbol Symbol Name Example
definition

their intersection A ⊖ B = {1,2,9,14}

element of,
a∈A belongs to
set membership A={3,9,14}, 3 ∈ A

x∉A not element of no set membership A={3,9,14}, 1 ∉ A

collection of 2
(a,b) ordered pair
elements
 

set of all ordered

A×B cartesian product
pairs from A and B
 

the number of
|A| Cardinality
elements of set A
A={3,9,14}, |A|=3

the number of
#A Cardinality
elements of set A
A={3,9,14}, #A=3

| vertical bar such that A={x|3<x<14}

infinite cardinality of
ℵ0 aleph-null
natural numbers set
 

cardinality of
ℵ1 aleph-one countable ordinal  
numbers set

Ø empty set Ø = {} A=Ø

set of all possible

universal set  
values

natural numbers /
ℕ0 whole numbers  set 0 = {0,1,2,3,4,...} 0 ∈  0
(with zero)

natural numbers /
ℕ1 whole numbers  set 1 = {1,2,3,4,5,...} 6 ∈  1
(without zero)

 = {...-3,-2,-
ℤ integer numbers set
1,0,1,2,3,...}
-6 ∈ 

rational numbers set

ℚ  = 2/6 ∈ 

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 Meaning /
Symbol Symbol Name Example
definition

{x | x=a/b, a,b∈  
and b≠0}
 = {x | -∞
ℝ real numbers set
< x <∞}
6.343434 ∈ 

 = {z | z=a+bi,
complex numbers
ℂ set -∞<a<∞,      6+2i ∈ 
-∞<b<∞}

CHAPTER TEST

I- Indicate which of the following verbal descriptions define a set. Write SET or NOT A SET.

1. The collection of all good-looking students in DWCL.

2. The provinces of the Philippines.

3. The collection of all students who can answer a word problem.

4. The list of subjects offered ever semester in DWCL.

5. The list of honest students in DWCL.

II- List the elements of the following sets.

1. A= {y| y ∈ ℤ, -1 < y < 4}

2. C = {h | h is a positive integer, h2 < 5}

3. E= {x | x a letter in the English word volleyball}

4. G= {s | s is an integer, s2 = 9}

5. K= {m | m is a set of continents in the world}

III-Write the following sets in rule method.

1. A= {4, 6, 8, 10, …}

2. E={autumn, winter, summer, fall}

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3. J={Daet, Pili, Legazpi City, Virac, Masbate City, Sorsogon City}

4. H= {DepEd, TESDA, CHED}

5. H= {Monday, Tuesday, Wednesday, Thursday, Friday}

IV-Graph and write the following in interval notation.

1. The set real numbers greater than 1.

2. The set of real numbers between -5 and 10.

3. The set of positive integers greater than -2 but less than 12.

4. The set of negative integers greater than or equal to -13.

5. The set of whole numbers such that 11<x<18.

V- If U = { a, b, c, d, e, f, g, h, i, j, k}; A={ a, b, c, e, f};B= {b, c, d, e} and C={f, g, h}.

What is the cardinality of the following sets?

1. n(A)

2. n(B)

3. n(C)

4. n(A ∪ B)

5. n(A ∩ B)

Identify which of the following is True and which are false.

6. A = C

7. A = ∅

8. A ⊄ U

9. a ∈ C

10.A ⊆ U

VI- Let A={a, b, c} and B={-1, 0, 1,2}. Find the following.

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1. A X B

2. AX A

3. B x A

4. B X B

REFERENCES:

 https://www.rapidtables.com/math/symbols/Set_Symbols.html
 https://www.youtube.com/watch?v=a1BW-
aBmv14&list=PLrG8MtwHiDKGwHtebB7PmdXxSqspjrQfd&index=4
 https://www.mathgoodies.com/lessons/sets/venn_diagrams
 Mathematics in the Modern World by Juan Apolinario C. Reyes

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