Module 2

Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.
0 10-July-2020
GE7 Mathematics in the Modern World Module 2 : Mathematical Language and Symbol
MODULE 2
MATHEMATICAL LANGUAGE AND SYMBOL
MODULE OVERVIEW
This module consists of four lessons: Mathematics and English as Languages, The Language and
Grammar of Mathematics, The Language of Sets, The Language of Logic. Each lesson was designed as a self-
teaching guide. Definitions of terms and examples had been incorporated. Answering the problems in “your
turn” will check your progress. You may compare your answers to the solutions provided at the later part of this
module in that way you will be able to measure your achievement and as well as the effectiveness of the module.
Exercises were prepared as your assignment to measure your understanding about the topics.
MODULE LEARNING OBJECTIVES
At the end of the module, you should be able to:

● Discuss the language, symbols and conventions of mathematics
● Explain the nature of mathematics as a language
● Perform operations on mathematical expressions correctly
● Acknowledge that mathematics is a useful language
LEARNING CONTENTS (MATHEMATICS AND ENGLISH LANGUAGES)
Lesson 1. Mathematics and English as Languages

Mathematics and English are both languages that if you excel to both, you have a bigger chance of
being ahead in a world full of competition. The figures below will give you an overview on their similarities and
differences.
s
What have you notice so far?
Even though the words “noun”, “verb”, or pronoun” are not used in mathematics, the similarities with the
English language can be observed:
● Nouns could be constants such as numbers or expression with numbers:
12 , 2 4 − , − 58
● A verb could be equal sign = , or inequality symbols like > or ≤ .
● Pronouns could be a variables like 𝑥 𝑜𝑟 𝑦 :
5𝑥 − 8 , 2𝑥𝑦 , −
● Sentences could be formed by putting together these parts :
3𝑥 + 7 = 24 , 2𝑥 + 3𝑦 = 7
PANGASINAN STATE UNIVERSITY 1

Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev. 0 10-July-2020
LEARNING CONTENTS (THE LANGUAGE AND GRAMMAR OF MATHEMATICS)
Lesson 2: The Language and Grammar of Mathematics

The language of Mathematics is packed with terms and symbols, which normally used in everyday
conversation. Mathematics has grammar too, but it is the mathematical logic that determines whether the
statements are true or not true, valid or not valid. Therefore, we need to view Mathematics as a language and
must learn it in a way a language is learned.
Think about this!
Watch this video and answer the guide questions?
Math isn't hard, it's a language | Randy Palisoc

https://www.youtube.com/watch?v=V6yixyiJcos
1. What practice in learning Mathematics was emphasized by the speaker?

2. What part of the talk made you go back to the time when you were beginning to learn
Mathematics?
3. Do you agree that Mathematics is a human language, and should have been taught the way an
English language is being taught? Explain.
Mathematical Expression and Sentence

A sentence must contain a complete thought. In English language, an ordinary sentence must contain
a subject and a predicate. Similarly, a mathematical sentence must state a complete thought while an
expression is a name given to a mathematical object of interest. Below are examples of mathematical
expressions:
a. An ordered pair
b. A matrix [ 1 4 − 2 3 ]
c. A function 𝑓(𝑥)
d. The set {1, 3, 5}
Below are examples of mathematical sentences or statement.
Combined Mathematical
English Translations
Sentences
- The sum of six and two all over four is two.
6+2 - The ratio of six plus two, and four is equal to two.
=2
4 - Two is the quotient when the sum of six and two is divided by four.
2(12 − 4) = 16 - Twice the difference of twelve and four is sixteen.

- The product of 2 and twelve less four is sixteen
We also have some examples of algebraic sentences.
Algebraic Sentences English Translation
- Twice a number is equal to fourteen.

2𝑥 = 14 - Two times a number is fourteen.
- Thrice the difference of twice a number and one is four.

3(2𝑥 − 1) = 4

- Three, multiplied to twice a number less one is four.
- The ratio of twice the sum of a number and one, and three is equal to
2(𝑥 + 1)
=5 five.
3
. Example 1 Translate the following English expressions and sentences into

Mathematical expressions and statements or vice versa. Use the letter 𝑛 to represent the unknown.
a. A number increased by 10.
b. 2n + 1.
c. The difference between the ages of a mother and a son is 27.
d. 3𝑛 − 1 = 23
Solution:
a. 𝑛 + 10 or 10 + 𝑛
b. The sum of twice a number and 1.
c. Let 𝑚 be the age of the mother and 𝑠 be the age of the son. Then, 𝑚 − 𝑠 = 27.
d. The difference of thrice a number and 1 is twenty-three.
Your turn 1 Translate the following English expressions and sentences into Mathematical
expressions and statements or vice versa. Use the letter 𝑥 to represent the
unknown.
a. Four times the square of a number
b. (𝑥, 𝑦) ∈ 𝐴
c. 𝑥 + 1 ≠ 0
d. A sum of three consecutive numbers is eighteen.
LEARNING POINTS
A sentence must contain a complete thought. In English language, an ordinary sentence must contain
a subject and a predicate. Similarly, a mathematical sentence must state a complete thought while an
expression is a name given to a mathematical object of interest.
LEARNING ACTIVITY 1
Translate each phrase or sentence into a mathematical expression or equation.

1. Thirteen more than a number _______________________
2. Nineteen minus a number _______________________
3. An unknown quantity less twenty _______________________
4. Seven times a number is fifty-six _______________________
5. Two tenths of a number is twelve_______________________
6. Four more than eight times a number is ten more than six times the number_________________
7. Twice a number less eight is equal to one more than three times the number.
_______________________
8. Six is subtracted from the sum of 𝑥 and two times 𝑦 __________________________
9. Five times 𝑥 reduced by the square of 𝑦_________________________________
10. Subtract the product of 𝑥 and 𝑦 from fifty-eight_____________________
LEARNING CONTENTS ( THE LANGUAGES OF SETS)

Lesson 3. The Language of Sets

The concept of sets was formalized by George Cantor, a German mathematician (1845-1918). He
defined set as a collection of definite distinguished objects called elements.
3.1 Set Notations

It is important to note that in Mathematics, there are certain conventions in the ways sets are
represented, written, and interpreted. The following examples will illustrate these conventions.
The set composed of five vowels of the English alphabet may be named and can be
Example 1 denoted as 𝐴 = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢}. Sets like 𝐴 has a finite number of elements. It can be
written using roster method, where the elements are listed. Commas are used
between each element and a pair of braces is used to enclose the elements.
The set whose elements are all even integers may be named and can be written as
Example 2 = {𝑥|𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟} . This is read as “set 𝐸 is the set of all values of 𝑥 such
that 𝑥 is an even integer”. Sets like 𝐸 has infinite number of elements. It is written
using set-builder method. This notation is used whenever it is convenient or impossible to list all the elements
of a set; it merely describes the characterizing property of its elements in terms of symbols.
We also have to take note of the frequently used set of numbers:
Your turn 1 Use roster method to represent a set.
a. The set of natural numbers less than 5.

b. The solution set of 𝑥 + 5 = −1
c. The set of negative integers greater than −4
Your turn 2 Use set-builder method to represent a set.
a. Set 𝑀 is the set whose elements are numbers greater than negative five but less than four.
b. Set 𝑃 is the set whose elements are numbers greater than or equal to zero.
c. Set 𝑁 is the set of even numbers greater than or equal to four but less than or equal to twenty.
More Concepts to Learn about Sets
● Finite Set is a set whose elements are countable.

o 𝐴 = {𝑟𝑒𝑑, 𝑜𝑟𝑎𝑛𝑔𝑒, 𝑦𝑒𝑙𝑙𝑜𝑤, 𝑔𝑟𝑒𝑒𝑛, 𝑏𝑙𝑢𝑒} .
o Set 𝐵 is the set of integers greater than zero but less than five.
● Unit Set or Singleton is a finite set that has only one element.
o 𝐶 = {0}
o Set D is the set of numbers that is neither positive nor negative.
● Infinite Set is a set where the number of elements is not countable.

o 𝐸 = {… , −6, −4, −2, 0, 2, 4, 6, … }
o Set 𝑍 is the set of positive integers.
● Empty or null set is a set that has no elements.

o 𝐺 = { } or 𝐺 = ∅

o Set H is the set of months that start with the letter Z.
● Cardinality of a set is the number of elements in it. For example, the cardinal number of set A (described
above) is denoted by |𝐴| = 5 . Take note that in finding for the cardinality of a set, elements that are
listed more than once are counted only once. For example the set 𝑇 = {3, 3, 4, 7,8} has a cardinality of
4 and is denoted as |𝑇| = 4
● Equivalent Sets are sets that have the same number of elements. In other words, they have the same
cardinality. For example, set 𝐶 and 𝐷 (discussed above) are equivalent sets denoted by 𝐶~𝐷 since they
have one element each; that is |𝐶| = |𝐷| . However, set 𝐴 and set 𝐵 are not equivalent because set 𝐴
has five elements and set 𝐵 has only four elements.
● Equal sets are sets that have exactly the same elements.
o If 𝑉 = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢} and = {𝑖, 𝑒, 𝑜, 𝑎, 𝑢} , then sets 𝑉 and 𝑊 are equal, denoted by 𝑉 = 𝑊 .
o If 𝑁 = {𝑥|𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟} and 𝐿 = {… , −4, −2, 0, 2, 4, … }, then 𝑁 = 𝐿.
● The symbol ∈ is used to indicate that an element belongs to a set; while ∉ is used to indicate that an
element does not belong to a set.
o Given = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢} , we say that 𝑎 is an element of 𝑉” or in symbols, 𝑎 ∈ 𝑉.
● The symbol ⊂ is used to indicate that set is a proper subset of another set. In given two sets 𝐴 and 𝐵, every
element of set 𝐴 is also an element of set 𝐵, but not all elements of set 𝐵 are in set 𝐴. Such a relation
between sets is denoted by 𝐴 ⊂ 𝐵 and is read as “𝐴 is a proper subset of 𝐵”. It is important to note that the
set on the right of ⊂ is the one with more elements.
On the other hand, the symbol ⊄ is used to indicate that a set is not a subset of another set; meaning not all
elements of the first set are also element of the second set.
● The symbol ⊆ is used to indicate that equal sets are subset of one another. Suppose we are given two sets,
𝑉 = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢} and = {𝑖, 𝑒, 𝑜, 𝑎, 𝑢} . Since sets 𝑉 and 𝑊are equal sets, we say that 𝑉 is a subset of 𝑊, and
conversely, 𝑊 is a subset of 𝑉 . In set notation, we state 𝑉 ⊆ 𝑊 and ⊆ 𝑉 .
● Power set is the set composed of all the subsets of a given set. For example, the power set of set 𝐴 =
{2, 4, 6 } denoted as 𝑃(𝐴), is {∅, {2}, {4}, {6}, {2,4}, {2,6}, {4,6}, {2,4,6}} .
Note that an empty set is a subset of every set and every set is a subset of itself.
● Sets that have common elements are called joint sets; while those that do not have common elements are
called disjoint sets.
Your turn 3 Fill in the table below with corresponding notation of statement and evaluate if
what it states is true or false.
𝐾 = {1, 2, 3, 4, 5} 𝐿 = {2 4, 5} 𝑀 = {0,4,7,10,15} 𝑁 = {2,4,5,3,1}
Notation Statement True/False

𝐿⊂𝐾
𝐿⊄𝑀
𝑁⊆𝐾
∅⊂𝑁

Your turn 4 Do you notice any relation between the number of elements in a set and number of
elements in its power set; that is the number of subsets (proper subsets plus its equal
set)?What seems to be the pattern? Can you come up with a formula? Go and
investigate! Put your observations in the table.
Number of Elements in a Set Number of Subsets

0
1
2
3 8
4
5
6
𝑛
3.2 Set Operations

In this section, we will discuss the different set operations such as: Union, Intersection, Difference,
Complementation, and Cartesian product.
● The union of two sets 𝑋 and 𝑌 is the set composed of elements that belong to either set 𝑋 or set 𝑌 or both
sets, and is denoted by 𝑋 ∪ 𝑌 which read as 𝑋 union 𝑌 .
If set A is the set of months starting with letter J, set B is the set of months with exactly
Example 3 five letters and set C is the set of months starting with letter M, then
𝐴 ={January,June, July}, 𝐵 ={March, April} and 𝐶 ={March, May}.
Find 𝐴 ∪ 𝐵, 𝐴 ∪ 𝐶 and 𝐵 ∪ 𝐶.
Solution
𝐴 ∪ 𝐵 = {January, March, April, June, July}
𝐴 ∪ 𝐶 = {January, March, May, June, July}
𝐵 ∪ 𝐶 = {𝑀𝑎𝑟𝑐ℎ, 𝐴𝑝𝑟𝑖𝑙, 𝑀𝑎𝑦}
The common element of sets B and C, that is, March, is written only once in 𝐵 ∪ 𝐶.
Your turn 5 Perform the indicated operation. Use the same sets given in example 3.
a. 𝐶 ∪ 𝐵
b. 𝐴 ∪ 𝐵 ∪ 𝐶
● The intersection of two sets 𝑋 and 𝑌 is the set of elements that belong to both sets 𝑋 and 𝑌, and is denoted
by 𝑋 ∩ 𝑌 which reads as 𝑋 intersection 𝑌 .
If D is the set of single-syllable months, E is the set of months with letter 𝑦 and
Example 4 F is the set of months with four letters or less, then D = {March, May, June} 𝐸=
{January, February, May, July} and 𝐹 = {May, June, July}.
Find 𝐷 ∩ 𝐸, 𝐸 ∩ 𝐹 and 𝐷 ∩ 𝐹.

Solution
𝐷 ∩ 𝐸 = {May}
𝐸 ∩ 𝐹 = {May, July}
D ∩ 𝐹 = {May, June}
Perform the indicated operation. Use the same sets given in example 4.
Your turn 6
a. 𝐹 ∩ 𝐷
b. 𝐷 ∩ 𝐸 ∩ 𝐹
c. (𝐷 ∩ 𝐸) ∪ (𝐸 ∩ 𝐹)
● The difference of two sets 𝑋 and 𝑌 is the set of elements in set 𝑋 , but its common elements with set 𝑌 are
taken out and is denoted by 𝑋 − 𝑌 which is read as “𝑋 minus 𝑌”. 𝑋 − 𝑌 can be understood also as the set
composed of the elements of 𝑋 with the elements of its intersection with 𝑌 removed or in symbols, 𝑋 − 𝑌 =
𝑋 − (𝑋 ∩ 𝑌).
Let
Example 5 𝐴 ={January, June, July}, 𝐷 ={March, May, June} and 𝐹 ={May, June, July}.
Find 𝐴 − 𝐷 , 𝐷 − 𝐴 , 𝐴−𝐹 , 𝐹−𝐴
Solution:
𝐴 − 𝐷 = {January, July}
𝐷 − 𝐴 = {March, May}
𝐴 − 𝐹 = {January}
𝐹 − 𝐴 = {May}
Note: 𝐴 − 𝐷 ≠ 𝐷 − 𝐴 and 𝐴 − 𝐹 ≠ 𝐹 − 𝐴.
Perform the following using the same sets given in Example 5.

Your turn 7
a. 𝐷 − 𝐹
b. 𝐹 − 𝐷
c. (𝐴 ∪ 𝐷) − 𝐹
d. (𝐹 ∩ 𝐷) − 𝐴
e. (𝐴 ∪ 𝐹) − (𝐴 ∩ 𝐷)
● The complement of a set 𝑋 relative to a universal set 𝑈 is the set of elements in 𝑈 that are not in 𝑋 and is
denoted by 𝑋 (read as “𝑋 prime”). The universal set is the totality of all elements that are included under
a defined condition. 𝑋 can be understood as the set that is composed of all elements of 𝑈 with its
common elements with 𝑋 taken out , or in symbols , 𝑋 = 𝑈 − 𝑋 .
Example 6 Let 𝑈 = {−5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5}

𝐴 = {0,1, 2, 3, 4, 5}
𝐵 = {−4, −2, 0, 2, 4}
Find 𝐴 and 𝐵 .
Solution:
𝐴 = {−5, −4, −3, −2, −1}
𝐵 = {−5, −3, −1, 1, 3, 5}

Perform the indicated set operations.

Your turn 8
a. (𝐴 ∪ 𝐵)
b. (𝐴 ∩ 𝐵)
c. (𝐴 ∪ 𝐵) − 𝐴
d. 𝐵 ∩ (𝐴 − 𝐵)
● The Cartesian product of two sets 𝑋 and 𝑌 is the set of all possible pairs of elements and is denoted by
𝑋 × 𝑌 (read as “the Cartesian product of 𝑋 and 𝑌”). Each pair of elements is called an ordered pair
(𝑥, 𝑦), where the first element 𝑥 is an element of the first set 𝑋 ; that is, 𝑥 ∈ 𝑋 ; the second element 𝑦 is an
element of the second set 𝑌 ; that is 𝑦 ∈ 𝑌.
If 𝑀 = {0,1} and 𝑁 = {1, 2}

Example 7
Find 𝑀 × 𝑁 , 𝑁×𝑀 , and 𝑀 × 𝑀
Solution
𝑀 × 𝑁 = {(0, 1), (0,2), (1,1), (1,2)}

𝑁 × 𝑀 = {(1,0), (1,1), (2,0), (2,1)}
𝑀 × 𝑀 = {(0,0), (0,1), (1,0), (1,1)}
Interchanging the sets M and N, that is 𝑀 × 𝑁 to 𝑁 × 𝑀, will result to equivalent set but not equal sets of ordered
pairs.
Perform the indicated set operations using the given sets in Example 7
Your turn 9
a. (𝑀 × 𝑁) ∪ (𝑁 × 𝑀)
b. (𝑀 × 𝑁) ∩ (𝑁 × 𝑀)
c. (𝑀 × 𝑁) − (𝑁 × 𝑀)
d. (𝑁 ∩ 𝑀) × (𝑀 ∪ 𝑁)
3.3 Venn Diagram

The Venn diagram, named after John Venn (English logician, 1834-1923), is a geometric representation
of sets, set relation, and operations. It usually utilizes overlapping or non-overlapping circles drawn inside a
rectangle.
Venn diagram and Sets Operations

Figure 1
Example 8 Determine Regions that Represent Sets
Use the figure above to answer each of the following.

a. Which regions represent 𝐴 ∩ 𝐶?
b. Which regions represent 𝐴 ∪ 𝐶?
c. Which regions represent 𝐴 ∩ 𝐵 ?
Solution:
a. 𝐴 ∩ 𝐶 is represented by all the regions common to
circles A and C. Thus 𝐴 ∩ 𝐶 is represented by regions i and iv.
b. 𝐴 ∪ 𝐶 is represented by all the regions obtained by joining the regions in

circle A (i, ii, iv, v) and the regions in circle C (i, iii, iv, vii).
Thus 𝐴 ∪ 𝐶 is represented by regions i, ii, iii, iv, v, and vii.

c. 𝐴 ∩ 𝐵 is represented by all the regions common to circle A and

the regions that are not in circle B. Thus. 𝐴 ∩ 𝐵 is represented by regions iv
and v.
Refer to Figure 3 to find the following:

Example 9 a. 𝐴 ∪ 𝐵 c. 𝐵 − 𝐴
b. 𝐵 ∩ 𝐶 d. 𝐶
Figure 3
Solution:
a. 𝐴 ∪ 𝐵 = {1,3,5,7} c. 𝐵 − 𝐴 = {3}
b. 𝐵 ∩ 𝐶 = {3,7} d. 𝐶 = {1,5,9}
Counting problems occur in many areas of applied mathematics. To solve these counting problems, we
often make use of a Venn diagram. In the next example, we can use Venn diagram to help us solve some word
problems.
Example 10 A movie company is making plans for future movies it wishes to produce. The
company has done a random survey of 1000 people. The results of the survey
are shown below.
695 people like action adventures.

340 people like comedies.
180 people like both action adventures and comedies.
Of the people surveyed, how many people

a. like action adventures but not comedies?
b. like comedies but not action adventures?
c. do not like either of these types of movies?
Solution
A Venn diagram can be used to illustrate the results of the survey. We use two overlapping circles (see
Figure 4). One circle represents the set of people who like action adventures and the other represents the set
of people who like comedies. The region i where the circles intersect represents the set of people who like both
types of movies.
We start with the information that 180 people like both types of movies and write 180 in region i. See
Figure 5.

a. Regions i and ii have a total of 695 people. So far we have accounted for 180 of these people in region i.
Thus the number of people in region ii, which is the set of people who like action adventures but do not like
comedies, is 695 − 180 = 515.
b. Regions i and iii have a total of 340 people. Thus the number of people in region iii, which is the set of people
who like comedies but do not like action adventures, is 340 − 180 = 160.
c. The number of people who do not like action adventure movies or comedies is represented by region iv. The
number of people in region iv must be the total number of people, which is 1000, less the number of people
accounted for in regions i, ii, and iii, which is 855. Thus the number of people who do not like either type of
movie is 1000 − 855 = 145.
An activities director for a cruise ship has surveyed 240 passengers. Of the 240
Your turn 10 passengers,
135 like swimming. 80 like swimming and dancing.

150 like dancing. 40 like swimming and games.
65 like games. 25 like dancing and games.
15 like all three activities.
How many passengers
a. like exactly two of the three types of activities?
b. like only swimming?
c. like none of these activities?
LEARNING POINTS
● Sets like 𝐴 = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢} has a finite number of elements. We use roster method, which is, listing all
elements of the set, in describing finite sets.
● The set whose elements are all even integers may be named and can be written as =
{𝑥|𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟} . This is read as “set 𝐸 is the set of all values of 𝑥 such that 𝑥 is an even integer”. Sets
like 𝐸 has infinite number of elements. It is written using set-builder method. This notation is used whenever
it is convenient or impossible to list all the elements of a set; it merely describes the characterizing property of
its elements in terms of symbols.
● The different set operations are Union, Intersection, Difference, Complementation, and Cartesian
product.
LEARNING ACTIVITY 2
In exercises 1 to 3, use the roster method to write each of the given sets .
1. The set of whole numbers less than 4.
2. The set of negative integers between -5 and 7.
3. The set of integers x that satisfy 2𝑥 − 1 = −11
In exercises 4 to 6 , use the rule method to describe the following sets.

4. 𝐴 = {3,7,5,9,11,13}
5. 𝐷 = {−3, −2, −1,0,1,2,3}
6. 𝑆 = {1, 4, 9, 16, 25}
In exercises 7 to 15, Consider the following sets .

A= {𝑎, 𝑏, 𝑐} C= {𝑏, 𝑐, 𝑑} B= {𝑏, 𝑐, 𝑑, 𝑒} 𝑈= {𝑎, 𝑏, 𝑐, 𝑑, 𝑒} – Universal Set
Find the following sets and identify the cardinality of the sets.
7. 𝐵 − 𝐴 11. 𝐶
8. B ∪ C 12. 𝐴 ∪ ∅
9. A∪ (B ∩ C) 13. (𝐴 ∩ 𝐵)
10. A x B 14. 𝐵 ∪ 𝐶
15. A ∩ U

In exercises 16 to 17, if 𝐸 = {even counting numbers } and 𝑂 = {odd counting numbers}, then which of the
following are true or false .
16. (2, 3) ∈ 𝐸 × 𝑂
17. 22 ∈ 𝐸 × 𝐸
In exercises 18 to 19 . Draw a Venn diagram with each of the given elements placed in the correct region.
18. 𝑈 = {−1,2,4,6,8,9,10,12,14}
𝐴 = {2,10,12}
𝐵 = {4,8}
𝐶 = {−1, 8, 9}
19. 𝑈 = {Hal, Marie, Rob, Armando, Joel, Juan, Melody}
𝐴 ={Marie, Armando, Melody}
𝐵 = {Rob, Juan, Hal}
𝑅 ={Hal, Marie, Rob, Joel, Juan, Melody}
20. Use Venn Diagram to answer the following problem
Mrs. Cruz asked her 30 students who among their mother, father, or sibling will attend the quarterly
conference. Sixteen students said their mother will attend, another 16 said their father will attend, and 11 said
their siblings will attend. Five said their mother and sibling will attend, and of these, 3 said their father will also
attend. Five said only their sibling will attend and 8 said only their father will attend. How many students said
only their mother will attend? Support your answer by illustrating the Venn Diagram which represents the given
data.
LEARNING CONTENTS ( THE LANGUAGE OF LOGIC)

Lesson 4: The Language of Logic
The term logic refers to the science that studies the principle of correct reasoning. Logic requires the
act of reasoning to form thoughts and opinions, as well as classification and judgments. The foundation of logical
argument is its proposition or statement. A simple proposition or just a proposition is a declarative sentence that
is either true or false (truth values) but not both. The argument is then built on premises. The premises are the
propositions used to build the argument.
Determine if each sentence is a proposition or not a proposition.

Example 1
a. Read the sentences.
b. The word dog has four letters.
c. How are you?
d. 𝑥+1 =5
Solution
a. This is not a proposition because it is not a declarative sentence.
b. This sentence is a proposition because it is a declarative sentence. Its truth value is false.
c. The sentence “How are you?” is a question and not a declarative sentence. Thus, it is not a proposition.
d. 𝑥 + 1 = 5 is not a proposition. This is known as an open statement and can be a proposition if we give
values for x. It is true for 𝑥 = 4, and it is false for any other values of 𝑥. For any given value of 𝑥, it is true
or false but not both.
Determine whether each sentence is a proposition or not a proposition.

Your turn 1
a. Open the door. c. In the year 2020, the president of the United States will be a woman.
b. 7055 is a large number. d. 𝑥 > 3.

Compound Propositions
George Boole (the one who published The Mathematical Analysis of Logic in 1848) used symbols such as
p, q, r, and s to represent propositions and the symbols ∧,∨, ∼, ⟶ and ⟷ to represent connectives. See Table
1.
Table 1: Logic Connectives and Symbols
Compound Proposition Connective Symbolic form Type of statement
not 𝑝 not ~𝑝 negation
𝑝 and 𝑞 and 𝑝∧𝑞 conjunction
𝑝 or 𝑞 or 𝑝∨𝑞 disjunction
If 𝑝, then 𝑞 If … then 𝑝→𝑞 conditional
𝑝 if and only if 𝑞 if and only if 𝑝↔𝑞 biconditional
The truth value of a compound statement depends on the truth values of its simple propositions and its
connectives. A truth table is a table that shows the truth value of a compound proposition for all possible truth
values of its simple propositions.
Negation Operator (not ~ )

The negation of the proposition “Today is Friday.” is the statement “Today is not Friday.” In symbolic
logic, the tilde symbol ~ is used to denote the negation of a proposition.
If a proposition p is true, its negation ~p is false and if a proposition p is false, its negation ~p is true.
See the table below. The negation of the negation of a statement is the original proposition. Thus, ~ (~p) can
be replaced by p in any statement.
Truth table for ~𝑝

𝑝 ~𝑝
T F
F T
Write the negation of the following propositions.

Example 2
a. Rodrigo Duterte is our president.
b. MMW is an easy subject.
c. The number 10 is a prime number
d. The fire engine is not red .
Solution
a. Rodrigo Duterte is not our president.
b. MMW is not an easy subject / MMW is a difficult subject.
c. The number 10 is not a prime number / The number 10 is a composite number.
d. The fire engine is red.
Write the negation of the following propositions.

Your turn 2
a. Mayon Volcano is in Naga.

b. Ninoy is a hero.
c. The dog was fed.

d. Maria is not a teenager.
Example 3 Write compound propositions in symbolic form.
Consider the following simple propositions.

p: Today is Friday.
q: It is raining.
r: I am going to a movie.
s: I am not going to the basketball game.
Write the following compound propositions in symbolic form.

a. Today is Friday and it is raining.
b. It is not raining and I am going to a movie.
c. I am going to the basketball game or I am going to a movie.
d. If it is raining, then I am not going to the basketball game.
Solution
a. 𝑝 ∧ 𝑞 b. ∼ 𝑞 ∧ 𝑟 c. ∼ 𝑠 ∨ 𝑟 d. 𝑞 ⟶ 𝑠
Use p, q, r, and s as defined in Example 3 to write the following compound

Your turn 3 propositions in symbolic form.
a. Today is not Friday and I am going to a movie.

b. I am going to the basketball game and I am not going to a movie.
c. I am going to the movie if and only if it is raining.
d. If today is Friday, then I am not going to a movie.
Translate symbolic propositions into English sentences.

Example 4
Consider the following propositions.
p: The game will be played in Atlanta.
q: The game will be shown on CBS.
r: The game will not be shown on ESPN.
s: The Dodgers are favored to win.
Write each of the following symbolic propositions in words.

a. 𝑞 ∧ 𝑝 b. ∼ 𝑟 ∧ 𝑠 c. 𝑠 ⟷ ∼ 𝑝
Solution
a. The game will be shown on CBS and the game will be played in Atlanta.
b. The game will be shown on ESPN and the Dodgers are favored to win.
c. The Dodgers are favored to win if and only if the game will not be played in Atlanta.
Conjunction Operator (and ∧ )

This is a proposition which is the result of combining two other propositions with the connective word
“and”.
The conjunction of two propositions is true only if both propositions are true.
Truth table for (𝑝 ∧ 𝑞)

𝑝 𝑞 𝑝∧𝑞
T T T
T F F
F T F

F F F
Disjunction Operator (and ∨ )

This is a proposition which is the result of combining two other propositions with the connective word
“or”.
The disjunction of two propositions is false only if both statements are false.
Truth table for (𝑝 ∨ 𝑞)

𝑝 𝑞 𝑝∨𝑞
T T T
T F T
F T T
F F F
Example 5 Determine the truth value of the following propositions.
a. 7 ≥ 5.
b. 5 is a whole number and 5 is an even number.
c. 2 is a prime number and 2 is an even number.
Solution
a. 7 ≥ 5 means 7 > 5 or 7 =5. Because 7 > 5 is true, the statement 7 =5 is a true statement.
b. This is false because 5 is not an even number.
c. This is true because each simple statement is true.
Determine whether each proposition is true or false.

Your turn 4
a. 21 is a rational number and 21 is a natural number.

b. 4 ≤ 9.
c. −7 ≥ − 3.
Conditional Operator (if …then → )

Conditional statement can be written in “if p, then q” form or “if p, q” form. For instance, all of the following
are conditional statements.
o If you passed the test, then I will give you a reward.
o If you get sick, then you will be absent.
In any conditional statement represented by “if 𝑝, then 𝑞” or by “If p, q,” the p statement is called antecedent
/ hypothesis and the q statement is called consequent/ conclusion.
The conditional statement is true in all cases, except when the antecedent is true and the consequent is
false. In other words, a true statement is hypothesis cannot imply a false conclusion.
Truth table for (𝑝 → 𝑞)

𝑝 𝑞 𝑝→𝑞
T T T
T F F
F T T
F F T
Determine the truth value of each of the following.

Example 6
a. If 2 is an integer, then 2 is a rational number.
b. If 3 is a negative number, then 5 > 7.
c. If 5 > 3, then 2 + 7 = 4.

Solution
a. Because the consequent is true, this is a true statement.
b. Because the antecedent is false, this is a true statement.
c. Because the antecedent is true and the consequent is false, this is a false statement.
Your turn 5 Determine the truth value of each of the following.
a. If 4 ≥ 3, then 2 + 5 = 6.
b. If 5 > 9, then 4 > 9.
c. If Tuesday follows Monday, then April follows March.
Biconditional Operator (if and only if ⟷ )

Biconditional statement is the result of combining two propositions in the form “…if and only if…”
The equivalence is true if both propositions are true or both false.
Truth table for (𝑝 ⟷ 𝑞)

𝑝 𝑞 𝑝⟷𝑞
T T T
T F F
F T F
F F T
Example 7 State whether each biconditional is true or false.
a. 𝑥 + 4 = 7 if and only if 𝑥 = 3.
b. 𝑥 = 36 if and only if 𝑥 = 6.
Solution
a. Both equations are true when 𝑥 = 3, and both are false when 𝑥 ≠ 3. Both equations have the same truth
value for any value of x, so this is a true statement.
b. If 𝑥 = −6, the first equation is true and the second equation is false. Thus this is a false statement.
State whether each biconditional is true or false.

Your turn 6
a. 𝑥 > 7 if and only if 𝑥 > 6.

b. 𝑥 + 5 > 7 if and only if 𝑥 > 2.
Truth Table
In this section, we consider methods of constructing truth tables for a proposition that involves a
combination of conjunctions, disjunctions, and/or negations. If the given statement involves only two simple
propositions, then start with a table with four rows (see the table below), called the standard truth table form,
and proceed as shown in Example 8.
𝑝 𝑞 Given
Statement
T T
T F
F T
F F

Example 8 Truth Tables
a. Construct a table for ∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞.

b. Use the truth table from part a to determine the truth value of ∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞, given that p is true and q is
false.
Solution
a. Start with the standard truth table form and then include a ∼ 𝑝 column.
𝑝 𝑞 ∼𝑝
T T F
T F F
F T T
F F T
Now use the truth values from the ∼ 𝑝 and q columns to produce the truth values for ∼ 𝑝 ∨ 𝑞, as shown in
the rightmost column of the following table.
𝑝 𝑞 ∼𝑝 ∼𝑝 ∨𝑞
T T F T
T F F F
F T T T
F F T T
Negate the truth values in the ∼ 𝑝 ∨ 𝑞 column to produce the following.

𝑝 𝑞 ∼𝑝 ∼𝑝 ∨𝑞 ∼ (∼ 𝑝 ∨ 𝑞)
T T F T F
T F F F T
F T T T F
F F T T F
As our last step, we form the disjunction of ∼ (∼ 𝑝 ∨ 𝑞) with q and place the results in the rightmost column
of the table. See the following table. The shaded column is the truth table for ∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞.
𝑝 𝑞 ∼𝑝 ∼𝑝 ∨𝑞 ∼ (∼ 𝑝 ∨ 𝑞) ∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞
T T F T F T row 1
T F F F T T row 2
F T T T F T row 3
F F T T F F row 4
b. In row 2 of the above truth table, we see that when p is true, and q is false, the statement
∼ (∼ 𝑝 ∨ 𝑞) ∨ 𝑞 in the rightmost column is true.
a. Construct a truth table for (𝑝 ∧∼ 𝑞) ∨ (∼ 𝑝 ∨ 𝑞).

Your turn 7 b. Use the truth table that you constructed in part a to determine the truth
value of (𝑝 ∧∼ 𝑞) ∨ (∼ 𝑝 ∨ 𝑞).given that p is true and q is false.
Compound statements that involve exactly three simple statements require a standard truth table form with
2 = 8 rows.

Truth Tables
Example 9
a. Construct a truth table for (𝑝 ∧ 𝑞) ∧ (∼ 𝑟 ∨ 𝑞).
b. Use the truth table from part a to determine the truth value of (𝑝 ∧ 𝑞) ∧ (∼ 𝑟 ∨ 𝑞) given that p is true, q is true,
and r is false.
Solution
a. Using the procedures developed in Example 8, we can produce the following table.
The shaded column is the truth table for (𝑝 ∧ 𝑞) ∧ (∼ 𝑟 ∨ 𝑞). The numbers in the squares below the columns
denote the order in which the columns were constructed.
𝑝 𝑞 𝑟 𝑝∧𝑞 ∼𝑟 ∼𝑟∨𝑞 (𝑝 ∧ 𝑞) ∧ ( ∼ 𝑟 ∨ 𝑞 )
T T T T F T T row 1
T T F T T T T row 2
T F T F F F F row 3
T F F F T T F row 4
F T T F F T F row 5
F T F F T T F row 6
F F T F F F F row 7
F F F F T T F row 8
b. In row 2 of the above truth table, we see that (𝑝 ∧ 𝑞) ∧ (∼ 𝑟 ∨ 𝑞) is true when p is true, q is true, and r is
false.
a. Construct a truth table for (∼ 𝑝 ∧ 𝑟) ∨ (𝑞 ∧∼ 𝑟)

b. Use the truth table that you constructed in part a to determine the truth value of
Your turn 9
(∼ 𝑝 ∧ 𝑟) ∨ (𝑞 ∧ −𝑟)given that p is false, q is true, and r is false.
LEARNING POINTS
● The term logic refers to the science that studies the principle of correct reasoning. Logic requires the
act of reasoning to form thoughts and opinions, as well as classification and judgments. The foundation of
logical argument is its proposition or statement. The proposition is either accurate (true) or not accurate (false)
but not both true and false. The argument is then built on premises. The premises are the propositions used
to build the argument.
● A simple statement is a statement that conveys a single idea. A compound statement

is a statement that conveys two or more ideas.
Connecting simple statements with words and phrases such as and, or, if . . . then, and if and only if
creates a compound statement.
George Boole (the one who published The Mathematical Analysis of Logic in 1848) used symbols
such as p, q, r, and s to represent simple statements and the symbols ∧,∨, ∼, ⟶ and ⟷ to represent connectives.
● The truth value of a simple statement is either true (T) or false (F).
The truth value of a compound statement depends on the truth values of its simple statements and its
connectives. A truth table is a table that shows the truth value of a compound statement for all possible truth
values of its simple statements.
LEARNING ACTIVITY 3
In exercises 1 to 5. Determine which of the following sentences are propositions and indicate their truth values.
1. Legazpi is the capital of Albay.
2. 3 + 4 = 7
3. 𝑥 + 𝑦 = 𝑦 + 𝑥 for every pair of real numbers 𝑥 and 𝑦.
5. 𝑥 + 1 = 5 if 𝑥 = 1
5. Answer this question.

In exercises 6 to 8 .Write each sentence in symbolic form. Use 𝑝, 𝑞, 𝑟 and 𝑠 as defined below.
p: Dwayne Wade is a football player.
q: Dwayne Wade is a basketball player.
r: Dwayne Wade is a rock star.
s: Dwayne Wade plays for the Miami Heat.
6. Dwayne Wade is a rock star, and he is not a basketball player or a football player.
7. Dwayne Wade is a basketball player, if and only if he is not a football player and he is not a rock star.
8. It is not true that, Dwayne Wade is a football player or a rock star.
In exercises 9 to 12. Let p, q, and r be the propositions :

𝑝: You are sick.
q: You miss the final examination.
r: You pass this subject.
Express each of the following propositions as an English sentence.

9. 𝑝 ⟶ 𝑞
10. ~𝑞 ⟷ 𝑟
11. (𝑝 ∧ 𝑞) ∨ (∼ 𝑞 ∧ 𝑟)
12. ~𝑝 ∧ ~𝑟
In exercises 13 to 15. Determine the truth value of the compound statement given that p is a false statement,
q is a true
statement, and r is a true statement.
13. (𝑝 ∧ 𝑞) ∨ (∼ 𝑝 ∧∼ 𝑞)
14. (𝑝 ∧ 𝑞) ∨ [(∼ 𝑝 ∧∼ 𝑞) ∨ 𝑞]
15. [∼ (𝑝 ∧∼ 𝑞) ∨ 𝑟] ∧ (𝑝 ∧∼ 𝑟)
In exercises 16 to 17 . Construct a truth table for each compound statement.
16. ~𝑝 ∨ 𝑞
17. [ ~ (p ∨ 𝑞)] ∧ (∼ 𝑟 ∨ 𝑞)
LEARNING ACTIVITY
REFERENCES
References :
● Blay et. all, Mathematical Trips in the Modern World Outcomes-Based Approach
● Nocon et. al , Essential Mathematics for the Modern World
● Baltazar et. al, Mathematics in the Modern World
● Aufman,Richard et. al, Mathematics in the Modern World
● Mathematics in the World book from RBSI
● Domantay,Gloria, et. al. College Algebra
Photo credits:
Venn diagram worksheet, mathaids.com
2 Circle Venn Diagrams , https://news.efofex.com/2016/02/17/2-circle-venn-diagrams-a-teacher-resource-
project-upload/comment-page-1
ANSWERS TO YOUR TURN EXERCISES
Answers to Your turn (lesson 1)

1. a.4𝑥
b.The elements of set 𝐴 are 𝑥 and 𝑦
c. The sum of the square of a number and 1 is not zero
d. 𝑥 + (𝑥 + 1) + (𝑥 + 2) = 18

1. a. 𝑁 = {1,2,3,4}
b. 𝑆 = {−6}
c. 𝛧 = {−4, −2, −1}
2. a. 𝑀 = {𝑥| − 5 < 𝑥 < 4}
b. 𝑃 = {𝑦|𝑦 ≥ 0}
c. 𝑁 = {𝑥|4 ≤ 𝑥 ≤ 20}
3.
Notation Statement True/False
𝐿⊂𝐾 Set L is a proper subset of Set K . True
𝐿⊄𝑀 Set L is not a proper subset of set M. True
𝑁⊆𝐾 Set N is a subset of set K. True
∅⊂𝑁 Empty set is a subset of set N. True
4.
Number of Elements in a Set Number of Subsets
0 1
1 2
2 4
3 8
4 16
5 32
6 64
𝑛 2
5. a. 𝐶 ∪ 𝐵 = {March , April , May}

b. 𝐴 ∪ 𝐵 ∪ 𝐶 ={ January,March, April,June, July}∪{March, May}
= { January,March, April,May, June, July}
6. a. 𝐹 ∩ 𝐷 ={May, June}
b. 𝐷 ∩ 𝐸 ∩ 𝐹 = ∅ ∩ {May, June, July}
=∅
c. (𝐷 ∩ 𝐸) ∪ (𝐸 ∩ 𝐹) = ∅ ∪ {𝐽𝑢𝑙𝑦}
= {𝐽𝑢𝑙𝑦}
7. a. 𝐷 − 𝐹 = {March}
b. 𝐹 − 𝐷 ={July}
c. (𝐴 ∪ 𝐷) − 𝐹 ={January,March,May, June, July}−{May , June, July}
= { January,March}
d. (𝐹 ∩ 𝐷) − 𝐴 ={May, June}− { January , June , July}
={May}
e. (𝐴 ∪ 𝐹) − (𝐴 ∩ 𝐷) ={ January , May, June , July}−{June}
={January,May,July}
8. a. (𝐴 ∪ 𝐵) = ({−4, −2,0,1, 2, 3, 4, 5}) = {−5, −3, −1}
b. (𝐴 ∩ 𝐵) = ({0,2, 4}) = {−5, −4, −3, −2, −1, 1, 3, 5}
c. (𝐴 ∪ 𝐵) − 𝐴 = {−4, −2,0,1, 2, 3, 4, 5} − {−5, −4, −3, −2, −1}
= {0,1, 2, 3, 4, 5} or 𝐴
d. 𝐵 ∩ (𝐴 − 𝐵) = {−5, −3, −1, 1, 3, 5} ∩ {1, 3, 5}
= {1, 3, 5}
9. a. (𝑀 × 𝑁) ∪ (𝑁 × 𝑀) = {(0, 1), (0,2), (1,1), (1,2} ∪ {(1,0), (1,1), (2,0), (2,1)}
= {(0, 1), (0,2), (1,0), (1,1), (1,2), (2,0), (2,1)
b. (𝑀 × 𝑁) ∩ (𝑁 × 𝑀) = {(0, 1), (0,2), (1,1), (1,2} ∩ {(1,0), (1,1), (2,0), (2,1)}
= {(1,1)}
c. (𝑀 × 𝑁) − (𝑁 × 𝑀) = {(0, 1), (0,2), (1,1), (1,2} − {(1,0), (1,1), (2,0), (2,1)}

= {(0, 1), (0,2), (1,2}

d. (𝑁 ∩ 𝑀) × (𝑀 ∪ 𝑁) = {1} × {0,1,2} = {(1,0), (1,1), (1,2)}
10. The intersection of the three sets includes the 15 people who like all three activities.
a. Because 140 students like volleyball and 85 like both sports, there must be 140 − 85 = 55 students who
like only volleyball.
b. Because 120 students like basketball and 85 like both sports, there must be 120 − 85 = 35 students who
like only basketball.
c. The Venn diagram shows that the number of students who like only volleyball plus the number who like only
basketball plus the number who like both sports is 55 + 35 + 85=175. Thus of the 200 students
surveyed, only 200 − 175 = 25 do not like either of the sports.
1. a. The sentence “Open the door” is a command. It is not a statement.

b. The word large is not a precise term. It is not possible to determine whether the sentence “7055 is a
large number” is true or false, and thus the sentence is not a statement.
c. You may not know whether the given sentence is true or false, but you know that the sentence is
either true or false and that it is not both true and false. Thus the sentence is a statement.
d. The sentence 𝑥 > 3 is a statement because for any given value of 𝑥, the inequality 𝑥 > 3 is true
or false, but not both.
2. a. Mayon Volcano is not in Naga.

b. Ninoy is not a hero.
c. The dog needs to be fed.
d. Maria is a teenager.
3. a. ∼ 𝑝 ∧ 𝑟 c. 𝑟 ⟷ 𝑞
b. ∼ 𝑠 ∧ −𝑟 d. 𝑝 ⟶∼ 𝑟
4. a. True. A conjunction of two statements is true provided that both statements are true.
b. True. A disjunction of two statements is true provided that at least one statement is true.
c. False. If both statements of a disjunction are false, then the disjunction is false.
5 . a. Because the antecedent is true and the consequent is false, the statement is a false statement.
b. Because the antecedent is false, the statement is a true statement.
c. Because the consequent is true, the statement is a true statement.
6. a. Let 𝑥 = 6.5. Then the first inequality of the biconditional is false, and the second inequality of the
biconditional is true. Thus the given biconditional statement is false.
b. Both inequalities of the biconditional are true for 𝑥 > 2, and both inequalities are false for 𝑥 ≤ 2. Because
both inequalities have the same truth value for any real number x, the given biconditional is true.

7. a.
𝑝 𝑞 ∼𝑝 ∼𝑞 𝑝 ∧∼ 𝑞 ∼ 𝑝∨𝑞 (𝑝 ∧∼ 𝑞) ∨ (∼ 𝑝 ∨ 𝑞)
T T F F F T T row 1
T F F T T F T row 2
F T T F F T T row 3
F F T T F T T row 4
b. p is true and q is false in row 2 of the above truth table. The truth value of (𝑝 ∧∼ 𝑞) ∨ (∼ 𝑝 ∨ 𝑞) in row 2 is
T (true).
8. a.
𝑝 𝑞 𝑟 ∼𝑝 ∼ 𝑝∧𝑟 ∼𝑟∨𝑞 (∼ 𝑝 ∧ 𝑟) ∨ (𝑞 ∧∼ 𝑟)
T T T F F T F row 1
T T F F F T T row 2
T F T F F F F row 3
T F F F F T F row 4
F T T T T T T row 5
F T F T F T T row 6
F F T T T F T row 7
F F F T F T F row 8
9. p is false, q is true, and r is false in row 6 of the above truth table. The truth value of (∼ 𝑝 ∧ 𝑟) ∨ (𝑞 ∧∼ 𝑟) in
row 6 is T (true).

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Study Guide in Mathematics in the Modern World FM-AA-CIA-15 Rev.

MATHEMATICAL LANGUAGE AND SYMBOL

MODULE LEARNING OBJECTIVES

At the end of the module, you should be able to:

LEARNING CONTENTS (MATHEMATICS AND ENGLISH LANGUAGES)

Lesson 1. Mathematics and English as Languages

What have you notice so far?

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LEARNING CONTENTS (THE LANGUAGE AND GRAMMAR OF MATHEMATICS)

Lesson 2: The Language and Grammar of Mathematics

Think about this!

Watch this video and answer the guide questions?

Math isn't hard, it's a language | Randy Palisoc

1. What practice in learning Mathematics was emphasized by the speaker?

Mathematical Expression and Sentence

Below are examples of mathematical sentences or statement.

2(12 − 4) = 16 - Twice the difference of twelve and four is sixteen.

We also have some examples of algebraic sentences.

Algebraic Sentences English Translation

- Twice a number is equal to fourteen.

- Thrice the difference of twice a number and one is four.

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- Three, multiplied to twice a number less one is four.

. Example 1 Translate the following English expressions and sentences into

Translate each phrase or sentence into a mathematical expression or equation.

LEARNING CONTENTS ( THE LANGUAGES OF SETS)

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Lesson 3. The Language of Sets

3.1 Set Notations

We also have to take note of the frequently used set of numbers:

Your turn 1 Use roster method to represent a set.

a. The set of natural numbers less than 5.

Your turn 2 Use set-builder method to represent a set.

More Concepts to Learn about Sets

● Finite Set is a set whose elements are countable.

● Infinite Set is a set where the number of elements is not countable.

● Empty or null set is a set that has no elements.

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o Set H is the set of months that start with the letter Z.

𝐾 = {1, 2, 3, 4, 5} 𝐿 = {2 4, 5} 𝑀 = {0,4,7,10,15} 𝑁 = {2,4,5,3,1}

Notation Statement True/False

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Number of Elements in a Set Number of Subsets

3.2 Set Operations

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Find 𝐴 − 𝐷 , 𝐷 − 𝐴 , 𝐴−𝐹 , 𝐹−𝐴

Perform the following using the same sets given in Example 5.

Example 6 Let 𝑈 = {−5, −4, −3, −2, −1, 0, 1, 2, 3, 4, 5}

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Perform the indicated set operations.

If 𝑀 = {0,1} and 𝑁 = {1, 2}

𝑀 × 𝑁 = {(0, 1), (0,2), (1,1), (1,2)}

3.3 Venn Diagram

Venn diagram and Sets Operations

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Example 8 Determine Regions that Represent Sets

Use the figure above to answer each of the following.

b. 𝐴 ∪ 𝐶 is represented by all the regions obtained by joining the regions in

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