DEl?

ED CENTRal UBRAffV
MiRAlC () AVt. PAS~G enr
ts,

NFE Accredatation and

Eq(!J~~alency l.earning MaterfiaB

Philippines Nonformal Education Project

(ADS-Assisted)

Bureau of Nonformal Education

DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS
 Unit Conversions (Equivalents)

Length Time

I in = 2.54 cm (day = 8.64 x 104s

I ern = 0.394 in 1 year=3.156x 107s
=
l ft 30.5 cm
1 m = 39.37 in = 3.28 ft Mass
1 rni = 5280 ft = 1.61 km
1 km = 0.621 mi 1 atomic mass unit (u) 1.6605 x 1O-27kg=
1 nautical mile (U.S.) = 1.15 mi = 6076 ft = 1.852 km 1 kg = 0.0685 slug
=
l' fermi = 1 femtometer (fm) 10-15 m [1 kg has a weight of 2.20 lb where g = 9.81 m/s"]
1 light year (ly) = 9.46 x 1015m
=
1 parsec = 3.26 ly 3.09 x 1016m Force

Volume l Ib = 4.45 N
=
1 N 105 dyne = 0.225 lb
1 liter (L) = 1000 mL = 1000 em" = 1.0 x 10- m' =3

1.057 quart (U.S.) = 54.6 in3 Energy and Work

1 gallon (U.S.) = 4 qt (U.S.) = 231 in3 = 3.78 L
= 0.83 gal (Imperial) 1 J = 107ergs = 0.738 ft-lb = N'm = 1 kg m/s?
1 m3= 35.31 ft3 1 ft-lb = 1.36 J
1 kcal = 4.18 x 103 J
Speed 1 eV = 1.602 x 10-19 J

1 mi/h = 1.47 ft/s = 1.609 krnlh = 0.447 rnIs Power

1 km/h = 0.278 rnIs = 0.621 mi/h
= =
1 ft/s 0.305 rnIs 0.682 mi/h 1 W = 1 J/s = 0.738 ft·Ibis
1 m/s = 3.28 ft/s = 3.60 krnlh 1kW = 1000W
1 knot = 1.151 mi/h = 0.5144 rnIs 1 hp = 550 ft-lb/s 746 W =
Angle Pressure

1 radian (rad) = 57.30° = 57°18' =

1 atm 1.013 bar = 1.013 x 105N1m2 = 14.71blin2
1° = 0.01745 rad l lb/in? = 6.90 x 103N/m2
1 Pa = 1 N/m2 = 1.45 x 1O-4lb/in2

Newton's Laws of Motion Statistics

Law of inertia range: x highes\- X lowest

A body continues in its state of rest or of uniform

_ LX
velocity in a straight line unless acted by a non zero mean: x=-
n
net force.

Law of acceleration median: (odd n): middle term

Acceleration of a body is directly proportional to the (even n): sum of the 2 middle terms
net force acting on it, and inversely proportional to its 2
mass
mode: most frequent value
Lf=ma

Laws of action and reaction

standard deviation: s
Whenever a body exerts a force on another body, the n -1
se~ond exerts an equal and opposite force on the first.
 DEP ED CENTRAL LIBRARY
MERA1.CO AVE. PASICi CIII

Sets, Sets, Sets

Copyright 2001
Bureau of Nonformal Education
DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS

All rights reserved. No part of this module may be reproduced in any form or by any means,
electronic or mechanical, including photocopying, recording or by any information storage
and retrieval system, without the prior written permission from the publisher.

Published in the Philippines by:

Bureau of Non formal Education

Department of Education, Culture and Sports
31F Mabini Bldg., DECS Complex
Meralco Avenue, Pasig City, Philippines
Tel. No.: (02) 635 - 5189 Fax No.: (02) 635 - 5191
 REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS
DECS Complex, Meralco Avenue
Pasig City, Philippines

Sarna-Sarna
Office of the Secretary saDECS

My dear NFE A&E Learners,

Welcome to the Nonformal Education Accreditation and Equivalency

(NFE A&E) Academic-Focussed Bridging Program of the Department of
Education, Culture and Sports (DECS). The Academic-Focussed Bridging
Program is a new nonformal education approach to learning that offers NFE
A&E Secondary Level test passers who are interested in entering college, an
opportunity to prepare for the intellectual challenges of a university or college
education. The Program was developed by the Bureau of Non formal
Education (BNFE) to strengthen the NFE A&E as a truly alternative system
of learning to formal schooling by expanding the pathways of learning and life
opportunities of out-of-school (OSY) and adults.

The Academic-Focussed Bridging Program is built around a special

curriculum comprising skills and competencies felt to be essential for NFE
A&E Secondary Level test passers to cope with the demands and entry
requirements of college education. This includes skills and competencies in
the traditional academic disciplines of higher level Mathematics, Advance
Science, and English and Filipino Communication Skills. It also covers non-
traditional college preparation skills such as study skills, report and essay
writing, library and research skills, skills in giving seminar presentations and
other college and university survival skills. Based on this curriculum, we have
prepared a range of self- instructional learning modules. By studying the
modules and completing the various self-assessment activities, and
assignments, we hope that you will be able to prepare for the academic rigors
and requirement of college and university life.

We hope you find the modules interesting, informative and challenging.

They have been specially prepared to help you learn by yourself through
inquiry, investigation, problem solving and application of skills and concepts to
everyday life situations. Studying by using self-instructional modules means
you will need to take on responsibility for your own learning and will require a
high level of commitment, motivation and self-discipline. These, however, are
skills which are essential for you to succeed at higher levels of learning at :
college or university.

We hope that through this Academic-Focussed Bridging Program, you

and other qualified out-of-school youth and adults will have an alternative
means to move up a continuous ladder of learning as a pathway to a better
tomorrow.

Good luck and mabuhay!

G(~~~
RAUL ROCO
Secretary
;1> What Is This Module About?
Most of us have collections of a lot of things although we may not be aware ofit. Like the
jeepney driver who has with him his set of tools in his jeepney always or your mother who
treasures her collection of sets of utensils and other fine china wares.

Some people collect sets of stones, old coins and used stamps. Other who are more affiuent
collect sets of ribbons, dolls, toys, hats, dresses, etc. What about you? What do you collect?

This module will discuss concepts on sets and how these can be applied in real life
situations. The following are the lessons included in this module.

Lesson 1 - Does it Belong Here?

Lesson 2 - Kinds of Sets
Lesson 3 - Operations on Sets
Lesson 4 - Venn Diagram

At What Will You Learn From This Module?

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

• express sets using the roster method;
• express sets using the rule method;
• find the subset of a given set;
• determine the total number of subset of a given set;
• determine whether a given set is joint or disjoint;
• determine whether a given set is equal or equivalent;
• determine the union of two sets;
• determine the intersection of two sets;
• get the difference between the two sets;
• get the complement of a set; and
• solve problems in real real life using venn diagrams;
Before you start reading this module, answer first the following questions to determine how
much you already know about the topic.

1
i Let's See What You Already Know?

Directions: Encircle the letter of the correct answers.

A 1. If set T = {A, L, E, R, T}, how many subsets does T have?
A 5
B. 8
C. 16
D. 32

2. Given A = {a, b}, find all the subsets of A

A. {a}, {b}
B. {a}, {b} , {a,b}
C. {}, {a}, {b}, {a, b}
D. {}, {a} , {b} , {a,b} , {b,a}

3. IfC = {s,h} and D = {e, a, r, s} , what is CUD?

A. {s}
B. {h,e,a,r,t}
C. {s,h,a,r,e}
D {s.h,a, r,e,s}

4. If A= {l,o,v,e,y} andB= {w,o, I, v, e, s}, what is A n B?

A.. {}
B. {l,o,v,e}
C. {l,o,v,e, y, w, s}
D. {Lo.v,e, y, w, 0, I, v, e, s}

5. IfA= {A, L, I,V,E} andB= {A,C, T}, then what is A-B?

A {L,I,V,E}
B. {A, C, T}
C. {A}
D. {A, L, I, V,E, C, T}

6. Suppose U = {O, 1,2,3,4,5,6, 7, 8} and E = {2, 4, 6, 8},

what is the complement of Set E?
A {O,1, 3, 5, 7}
B. {I, 3, 5, 7}
C. {2,4, 6, 8}
D. {O, 1,2, 3, 4, 5, 6, 7, 8}

7. How can you express a set whose elements are b, e, s, t in

roster form?
A {b,e, s, t}
B. {b, e, s, t, s}
C. {x/x is a letter in the alphabet}
D. {x/x is a letter from the word best}
2
8. How can you express a set whose elements are numbers greater
than 5 in roster form?

A. {5, 6, 7, }

B. {6, 7, 8, }

C. {xix is a number greater than 5}

D. {xix is a number greater than or equal to 5}

9. How can you express a set whose elements are a, e, i, 0 and u in

rule form.
A. {a, e,i, 0, u}

B. {a, b, c, d, e, ... y, z}

C. {xix is a vowel}

D. {xix is a consonant}

10. How can you express a set whose elements are 5,6,7,8 ... in rule form.

A. {5,6,7,8 ... }

B. {6, 7, 8 ... }

C. {xix is a number greater than 4}

D. {xix is a number greater than 5}

B. Identify the given sets whether equal or equivalent:

1. A= {I, 2, 3}, B= {4, 5, 6}
2. C= {m, i,1,e, s} D= {s, m, i, 1,e,}

3. D= {*,O,*} E= {O,O,A}
C. A survey of 40 persess s.1w~ that 21 preferred to eat spaghetti, 24 preferred to eat
palabok and 15 preferred to eat both. Make a venn diagram then answer the following
questions.

1. How many persons eat spaghetti only?

2. How many persons eat palabok only?

3. How many persons do not eat both spaghetti and palabok?

3
 Well, how was it? Do you think you fared well? Compare your answers with those in the
Answer Key on page 43 to find out.

If all your answers are correct, very good! This shows that you already know much about
the topics in this module. You may still study the module to review what you already know. Who
knows, you might learn a few more new things as well.

If you got a low score, don't feel bad. This means that this module is for you. It will help you
to understand some important concepts that you can apply in your daily life. If you study this
module carefully, you will learn the answers to all the items in the test and a lot more! Are you
ready?

You may go now to the next page to begin Lesson 1.

4
 LESSON 1

Does it Belong Here?

The concept of sets deals with collection of objects or things. In this lesson, you will know
more about sets.
At the end of the lesson you should be able to:
• express sets using the roster method;
• express sets using the rule method;
• find the subset of a given set; and
• determine the total number of subset of a given set.

• let's Study and Analyze

Study the dialogue below:

I collect

Angelic Joy was assigned to report about collection. During her report she asked her
classmates, "What do you collect?" Tetchie said. "I collect shells on the sea shore." Vicky said,
"I love to collect paintings." Danny said, "I collect toy cars." Jenny said, "I collect ribbons."
Robert said" 1collect stones."
If you are one of the students of that class, how will you respond to the question, "What
do you collect?"
Your answers could be one ofthe following:
Shoes, bags, slippers, gems, paintings, toys, bears, wallets, books, different currency, cards,
scarves, matches, etc. The collections of different sorts ofthings may be called a set, for example,
a set of shoes, a set of bags, etc ...

5
 A set is a collection ofwell-defined distinct objects or things. A set is said to be welI-
defined if it is possible to determine whether the objects or things belong to a given set. Distinct
means that elements should not be repeated. The objects or things are called elements of a set.
We use E to denote an element of the set and ~ to denote not an element of the set.

Normally, sets are denoted by capital letters. Here are some examples of sets.

EXAMPLE 1

A={1,2,3,4,5}

B={1,3,5, ... }

C = { 1, 0, v, e }

D = { c, a, r, e }

E = { b, e, a, u, t, y }

F = {xix (this is read as set ofx such that x) is a

positive number less than 6}

G = {x/x is a letter from the alphabet}

H = {x/x is a number greater than 8}

There are two ways of describing a set. One way of describing set is by listing it down
known as the listing or roster method. There are times that in order to describe a set, the
elements of the set may be characterized or described. You call this method as the rule method.

In the previous example, how do you describe A, B, C, D and E? How about F, G, and
H? _

Compare your answer with mine.

A, B, C, D and E are sets described using the roster method.

F, G and H are sets described using the rule method.

"-::crt
Set A whose elements are 3 and 4 can be expressed in roster form as A = {3, 4}. How can
you express set B whose elements are c, u, t and e? _

Compare your answer with mine.

B = {c, u, t, e}

6
 Set C whose elements are numbers greater than 7 are expressed in roster form. C = {8, 9,
10, 11, 12, ... } Here, the three dots means that it will continue.

How can you express set C whose elements are numbers greater than 20? _

How can you express set D whose elements are numbers less than 15? _

Compare your answer with mine.

Possible answers:

C = {21, 22, 23, 24,25, }

D = {14, 13, 12, 11, 10 }

Set F is a set whose elements are numbers between 15 and 20 and is expressed in roster
form as F = {16, 17, 18, 19 }.

How can you express set G whose elements are numbers between 30 to 40?

Compare your answer with mine.

G = { 31,32,33,34,35,36,37,38,39 }

Sets can be described using the rule method. Thus, ifyouhaveH = {I, 2, 3, 4, 5, 6} you
can express it in rule form as H = {x/x is a number from 1 to 6}. Here, xix is read as "x such that
x."
How can you express the following in rule form:
1. I = {I, 2,3,4,5,6, 7, 8, 9, 10 }

2. J = { F, I, R, S, T }

3. K = {10, 11, 12, 13 }

4. L = {13, 14, 15, }

5. M= {20, 19, 18, }

Compare your answer with mine

1. I = {x/x is a number from 1 to 10}
2. J = { x/x is a letter from the word FIRST}
3. K = { x/x are numbers between 9 to 14 }
4. L= {x/x is a number greater than 12}
5. M = { x/x is a number less than 21 }
Let us consider the following definitions which will be very useful in the succeeding
discussions.
7
 Definition 1. A null set or empty set is a set with no element or elements in it. It is
denoted by { } or O.

Definition 2. A subset is a set which contains an element or elements of another set.

Definition 3. { } or the set itself is considered as improper subset. It is denoted by £ .

Definition 4. Proper subsets are subsets which contain an element or elements less than
the elements of another set.

Look at the examples below.

A= {I}
Subsets: { } and { 1 }

Improper subsets: { } and { 1 }

Proper subsets: none

Total number of subsets: 2

B= {1,2}

Subsets: { }, { I }, { 2 }, { 1,2}

Improper subsets: { } and { 1, 2 }

Proper subsets: {I} and { 2 }

Total number of subsets: 4

C = { 1,2,3 }

Subsets: { }, { 1 }, {2 }, { 3 }, { 1,2 }, { 1,3 } {2, 3 } { 1,2, 3}

Improper subsets: { } and { 1,2, 3}

Proper subsets: { 1 }, { 2 }, { 3 }, { 1, 2 }, { 1, 3 }, { 2, 3 }

Total number of subsets: ~

D = { 1, 2, 3, 4 }

WbMarethes~setsofD? ~ __

What are the improper subsets ofD? _

What are the proper subsets ofD? _

What is the total number of sunsets?

--------------------------------
8
Compare your answer with mine.

Given:
D={1,2,3,4}

Subsets: { } { I}, {2}, {3}, {4}, { 1 ,2 } {1,3 }, {I, 4 }, { 2, 3 },

{ 2, 4 }, { 3,4 }, { 1,2,3}, {I, 2, 4 }, {I, 3, 4}, {2,3, 4 }, { 1,2,3,4 }

Improper subsets: { } and { 1, 2, 3, 4}

Proper subsets: { 1 }, { 2 }, { 3 }, { 4 }, { 1, 2 }, { 1, 3 } , { 1, 4 },

{2,3}, {2,4}, {3,4}, {1,2,3}, {1,2,4}, {1,3,4},

{ 2, 3, 4 }

Totalnumberofsubsets: 16
IfE= {1,2,3,4,5}

What are the subsets ofE?

---------------------- __ ----------
What are the improper subsets ofE? _

What are the proper subsets ofE? _

What is the total number of subsets?

--------------------
Compare your answer with mine.

Given: E= {1,2,3,4,5}

Subsets: { }, { 1 }, { 2 }, { 3 }, { 4 }, { 5 }, { 1, 2 }, { 1, 3 }, { 1, 4 },

{ 1,5 }, {2, 3 }, { 2, 4 }, { 2, 5 }, { 3,4 }, { 3, 5 } { 4, 5 }, { 1,2,3 },

{ 1,2,4 }, { 1,2,5 }, { 1,3,4 }, { 1,3,5 }, { 1,4,5 }, { 2, 3,4 },

{ 2, 3, 5 }, { 2,4,5 }, { 3,4,5 }, { 1,2,3,4 }, { 1,2,3,5 }, { 1,2,4,5 },

{ 1, 3,4, 5, }, {2, 3,4, 5 }, { 1, 2, 3, 4, 5 }

Impropersubsets: { } and { 1,2,3,4,5 }

9
 Proper subsets: { 1 }, { 2}, { 3 }, { 4 }, { 5 }, { 1,2 }, { 1,3 },
{ 1,4 }, { 1,5 }, { 2, 3 }, {2, 4 }, {2, 5 }, { 3,4 }, {3, 5}, { 4,.S},
{ 1,2,3 }, { 1, 2,4 }, { 1,2,5 }, { 1,3,4 }, {I, 3, 5 }, { 1,4,5 },
{2,3,4}, {2,3,5}, {2,4,5}, {3,4,5}, {1,2,3,4}, {1,2,3,5},
{ 1,2,4,5 }, { 1,3,4,5 }, { 2, 3, 4, 5 }
Total number of subsets: 32
Can you find a rule which will give the total number of subsets given the total number of
elements of a given set?
Recall that,
If you have 1 element, you have 2 subsets.
If you have 2 elements, you have 4 subsets.
If you have 3 elements, you have 8 subsets.

If you have 4 elements, you have 16 subsets.

If you have 5 elements, you have 32 subsets.
You will notice that the total number of subsets is always a multiple of2. Similarly, if 2 is
raised to the number of the elements, you will get the numberofsubsets. Innotation, the total
number of subsets is equal to 2n where n is the total number of elements of the given set.
Hence,
Ifn=l, 21 = 2
If n=2, 22 = 2 x 2 = 4
Ifn=3, 23= 2 x 2 x 2= 4 x 2 = 8
If n=4, 24 :::;2 x 2 x 2 x 2 = 4 x 2 x 2 = 8 x 2 = 16
Ifn=5,2s= 2 x 2 x 2 x 2 x 2 = 4 x 2 x 2 x 2 = 8 x 2 x 2 = 16 x 2 = 32
These all agree with what we have before.
If you have 6 elements in a set, how many subsets are there? _

If you have 7 elements in a set, how many subsets are there? _

Compare your answers with mine:

If you have 6 elements, there are 26 or 64 subsets.

If you have 7 elements, there are 27 or 128 subsets.

10
, Let's Remember

• A set is a collection of well-defined distinct objects or things.

• Elements are objects or things in a set.
• You denote sets by using capital letters.
• A null set or empty set is a set with no element.
• Sets can be described using the roster or listing method or
using the rule method.
• When you describe sets by listing or roster method, you list
down the elements of the given sets.
• When you describe using the rule method, you describe the
characteristic of the given set
• A subset is a set which contains at least one element of the
given set.
• A subset can be a proper subset or an improper subset.
• {} and the set itself are improper subsets. The rest are
proper subsets.
• The total number of subsets is obtained using the formula,
total number of subsets = 2n where n is the total number of
elements in the given set.

Let's See What You Have Learned

A. Express the following inroster method:

1. The set whose members are 10, 20, 30 and 40.
2. The set whose members are S, E and T.
3. The set whose members are numbers between 25 and 30.
4. The set whose members are numbers less than 30.
5. The set whose members are numbers greater than 15.
B. Express the following inthe rule method:
1. {L, I, F, E }
2. { D, A, R, L, I, N, G }
3. {30, 31, 32, 33, ... }
4. { 10, 12, 14, 16, ... }
5. { 6, 9, 12, ... }
11
C. True or False:
1. 0= { }

2. { 0 } is an empty set.
3. Null set is a proper subset.
4. The set is an improper subset.
5. If A = { T, Y }, then there are 4 subsets.
D. List down all the possible subsets of the following:
1. A = { love, care, respect}
2. B = { do, re, mi, fa, so }
3. C = { USA, RP, USSR, HK }

E. Compute the total number of subsets of the following sets given the
number of elements.
1 D = {J, K, L, M, N, 0, P, Q, R, S }

2. E = { 2, 4, 6,8, 10, 12, 14, 16, 18,20,22,24 }

3. F = { I, II, III, IV, V, VI, VII, VIII }

Compare your answers with those found in the Answer Key on page 43-44

12
 LESSON 2

Kinds of Sets .

In the previous lesson you learned how to express sets using the rule or the roster
method. You also learned how to findthe subset of a given set and determine its total number of
subsets.
At the end of this lesson you should be able to:
• determine whether a given set is equivalent; and
• define other kinds of sets.

Will you help me differentiate

the following:
EQUAL AND EQUIVALENTS SETS
FINITE AND INFINITE SETS
JOINT AND DISJOINT SETS

e Let's Study and Analyze

The following are kinds of sets. Let's study and analyze the sets in order to be able to
differentiate them and be able to give simple definitions for each kind.

A=

Here, A and B are equal sets. The arrows show that the elements are the same.

13
 Look at sets C and D. Compare their elements.

c={~,~, tt~}
D={~ ,~,~, ~}
What can you say about their elements? Therefore, what kind of sets are C
andD? _
Did you write: Their elements are the same? They are equal sets? Then you're right.
Compare the following sets. Rand S, X and Y, and A and B. Identify which of the sets are
equal and why?
R = { A, R, E } and S = { E, A, R }

x={_,l.," }
y={e ~}
A={ EB. Z, O}
B={U,<>, Z}
Did you say, sets Rand S are equal because they have the same elements? If yes, that's
n.ght,.
Sets X and Y and A and B are examples of unequal sets. Why?
Ifyou said, ''because their elements are not the same", then you're correct again.
Can you now define what equal sets are? _

Compare your definition.

Definition 5. Equal sets are sets having the same elements.

14
 Identify the following sets as either equal or unequal sets. Write your answer on the space
provided.
1. {D,R,A,W} and {W,A,R,D}
2. {1, 2, 3, 4 land { 2,4,6, 8 }

3. { W, A, I, T } and {B, A, I, T }

4. {1,3,5, 7,9} and {9, 7,5,3,1}

Compare your answer with mine.

1. equal

2. unequal

3. unequal
4. equal

Definition 6. Equivalent sets are sets having the same number of elements.

E J t.~}
=U
F={~.A.I.~}
Number of elements in E = 4
Number of elements in F = 4

Hence, sets E and F are equivalent sets.

Similarly,sets
1= { T, R, D, E } and II = { B, L, D, E } are also equivalent sets. Why? _

Did you answer, because they have the same number of elements? Then, you're
correct!

Compare the following pairs of sets: G and H, U and V, and ill and IV. Write whether the
sets are equivalent or not equivalent, in the space provided.

G ={ I.~. ~} ={ t. r} and H

15
 U= {D.O. D.O}and
V= {L 0. D.u}
ill= { 1,2,3 } and IV { 4, 5, 6, 7, 8 }

Sets Kinds of Sets

GandH -
UandV -
illand IV -
Compare your answers with the following:
• Sets G and H are not equivalent
• Sets U and V are equivalent
• Sets ill and IV are not equivalent
Why are sets U and V equivalent sets? If you said, because sets U and V have the
same number of elements, then, you're right!

Determine whether the given sets are equivalent or equal:

1. { R, E, A L } and {G, 0, A, L}
2. { L, 0, V, E } and {B, 0, A, T}
3. { 1,2,3,4} and {4,1,3,2}
4. { T, A, L, E } and {L,A,T,E}
5. { a, e, i, 0, u } and {do, re, mi, fa so }
Compare your answers with the answers below:
1. equivalent
2. equivalent
3. equal
4. equal
5. equivalent

16
 Definition 7. Finite sets are sets which are countable. This means that the elements of the
given set can be counted.
The following are examples of finite sets.
A = { 1,2,3 }
B= {T,E,R Y}
C = {xix is a counting number less than 10 }
D = { xix is a letter from the word WORD }

Definition 8. Infinite sets are sets with number of elements that cannot be counted. The
three points after the last element means you can add more elements. It has no end or non-
terminating,
The following are examples of infinite sets.
D = { 1,2,3,4,5 ... }
E = { 2, 4, 6, 8, ... }
F = { xix is a counting number}
Determine whether the given set is finite or infinite.
1. { 0, 1,2,3, ... }
2. { c, a, s, t, 1, e }
3. {1.1, 1.2, 1.3, 1.4, 1.5 }
4. {xix is a letter from the alphabet}
Compare your answer with mine.
1. infinite
2. finite
3. finite
4. finite
Definition 9. Universal set is a set which consists all elements under consideration.
The following are examples ofuniversa1 sets.
1. A = { xix is a letter ofthe alphabet}
2. B = { xix is a counting number}
3. C = { xix is a planet in the solar system}
4. D = { xix is a country in Southeast Asia}
5 E = { xix is a Roman Number }

17
 Can you name the universal set of the following sets:
1. ~ = { Batanes, Sulu, Laguna, Bulacan, Cebu ... }

~={------------------}
2. B2 = { Magnolia, Selecta, Presto, Arce, Sorbetero ... }
B ={ ___
2

3. C2 = {papaya, mango, banana, pineapple, guyabano ... }

C2 = { }

Compare your answers with mine.

1. Az = { xix is a province in the Philippines}
2. B2 = { xix is a brand name of ice cream }
3. C2= { xix is a tropical fruit }

, Let's Remember

• Equal sets are sets having the same elements.

• Equivalent sets are sets having the same number of elements.
• Finite sets are sets which are countable. This means that the
elements of the given set can be counted.
• Infmite sets are sets with uncountable number of elements.
• Universal set is a set which consists of all elements under consideration.

Let's See What You Have Learned

A Determine if the given sets are equal sets or equivalent sets:

1. { n , e, w } and { 0, 1,d }
2. {ballpen, pen, pencil} and {pencil, eraser, ballpen }
3. {1,2,3,4}and{a,b,c,d}
4. { t, e, a } and { e, a, t}
5. { t, e, a, r } and { r, a , t, e }

18
B. Determine if the given set is finite or infinite:
1. { g, 0, 1,d}
2. { 1/2 ,1, 3/2, 2 }

3. {xix is a letter of the alphabet}

4. { 0, 1,2,3 ... }
C. Identify whether the sets are universal or not.
1. { xix is a number equal to your age}
2. { xix is a multiple of21ess than 102 }

3 { xix is a title of Secondary Level Modules}

Compare your answer with those found in the Answer Key on page 44.

19
 LESSON 3

Operations on Sets

In lesson 1, you learned how to express sets using the rule or the roster method. You also
learned how to find the subset of a given set and determine the total number of subsets of a given
set. In lesson 2, you learned to determine whether a given set is equal or equivalent, finite or
infinite, or universal.
At the end of this lesson, you should be able to:
• determine the union of two sets;
• find the intersection of two sets;
• get the difference between two sets; and
• get the complement of a set.

.. Let's Study and Analyze

The following definitions will help us in this lesson.

Definition 10. The union of two sets A and B, which is denoted by A U B (read as
" A union B"), means the set whose elements are the elements found in A or in B or in both A
and B. Look at the example below.
Sets A and B have no common element. There are some sets with no common element.

A=

B=

20
 ThenAUB

AUB= {!.~
Similarly;
IfC ~ {T, 0 } and D = {N, I, G, H, T}
Then CUD = { T, 0, N, I, G, H, T }
If your given A = {O, 2,4,6,8 } and E = { 1,3,5, 7, 9 }, what is E U A?

Compare your answer with mine.

E U A = { 0, 1,2,3,4,5,6, 7, 8,9 }

What did you notice in the union of two given sets with no common elements?

Compare your answers with mine.

All the elements of the two sets are the elements of the joined sets.
There are some sets which contain a common element or elements. Analyze and compare
the following pairs of sets.

M={ .~ .~}
.N = {__________ • ~~ • }
TheMUN=

---- --
=::::::::::C! -~ 0 0
~}
What is the common element of sets M and N? Ifyour answer is the Ist car in set M and
the third car in set N, then you're right! Notice those cars which are the common elements of the
sets M and N in the M UN. How many times did it appear in M U N? They appeared once
only because the common elements are counted as one in the union of sets.

21

DE' ED CENTRAL LIIIAIY

MERALCO Ava, PAOli lif.'
 If C = {. ,. ,~, T } andD={ .,.,., O} then,
CUD={.,.,~,T, .,O}
Suppose E =·{c, a, r} and F= {r, i, n, g}, then what is F U E?

How about if you have 0 = {milk, water, sugar},

N = {water, sugar, coffee}, what is 0 U N?

Compare your answer with mine.

FUE = {c, a, r, i, n, g }
o UN = {milk, water, sugar, coffee}
There are some sets wherein one set is the subset of the other.
If G = { aurea, olive, terry} and H = {aurea, olive, alice, terry} then,
G U H = {aurea, olive, alice, terry}.
How about if you have, T = {father, mother, brother sister, baby} and J
{father, mother}, what is T U J? _

Compare your answer with mine.

T U J = {father, mother, brother, sister, baby}
Did you get all correct answers? If yes, good!

, Let's Remember

• If the two given sets have no common elements, all their elements are the elements in
the union of sets.
• If the two given sets have common elements, the common elements appear only once
in the union of sets.
Definition 11. The intersection of two sets A and B which is denoted by An B, (read
as A intersection B ) means the set of elements or elements found both in A and B. Look at the
examples below.

A={( ],O,D,D}
B={O,cr,O}
Then A n B = { } since there is no common element between A and B.
22
Suppose ifC = { sun, moon, stars } and D = {planet, galaxy, universe}.

WhatisC n D? ------------------------------
Compare your answer with mine.

:o:e:~.:/E~{ D,Ln:>,<CJ }

F~{~,~,9 ,~ }
ThenEnF~{~}
Similarly,
IfG = {O, 1,2,3,4,5 } and H = { 0,5, 10 } then G n H ={ 0, 5}
How about if! = { S, C, A, R, E }and J = {C, A, R, E, F, U, L}, then what is In J?

Compare your answer with mine.

I n J = { C, A, R, E }
How about if you are given K = { 3, 6, 9, 12, 15, 18,21,24,27,30 } and
L= { 5, 10, 15,20,25,30 }, what is K n L? --
Compare your answer with mine.
K n L = { 15,30 }
Definition 12.Difference of A and B. The difference of A and B denoted by A-B, is
defined as the set whose elements are in A but not in B. Look at the examples below.
Suppose, A = {n, i, c, e, 1,y } and B = {I, 0, v, e, 1,y } then
A - B = {n, i, c, } while B - A = {I, 0, v, }.
Similarly

IfC~ { +,U " 0 ~>I ......-r7'L{

,
c:::J }

D~{c:J, 0, c::J,+ }
What is C-D? _

23
 Compare your answer with mine.

How about ifD - C? Check your answer with mine

D-C= {c:J, O}
How about if E = { 1,2,3,4,5,6, 7, 8,9 } and F = {2, 4, 6, 8, 10, 12 },
WhatisE-F?
---------------------------------------------------
Compare your answer with mine.
E - F = { 1,3,5, 7,9 }
What about F-E? _

Compare your answer with mine

F-E= {10, 12}
Did you get it right?
How about ifG= {G, 0, D, M, T, H, E, R} andH= {M, 0, T, H,E, R}
then what is G - H ?
-------------------------------------
Compare your answer with mine.
G -H = {G, 0, D }
How about H-G?
------------------------------------
IsyouranswerH-G { }, then, you're right!
Definition 13. Complement of A. The complement of A denoted by AI is the set of
elements found in the universal set but not found in A.
Suppose U= {O, 1,2,3,4,5,6,7,8,9}
A= to, 2, 4,6, 8} and B = {I, 3, 5, 7, 9}
AI = { 1, 3,5,7,9} since we simply remove all the elements of A
from the universal set.
B I = {O, 2, 4, 6, 8 } since we simply remove all the elements ofB from the universal set.
Similarly, if

U~{@~ ,~, 0, EJ, ~ ,O}

T={~ 0 0 eLJ} , , , \:::::::::;/,
24
 What is T I
--------------------------------------------------~
Compare your answers with mine.

Tl={ ~. ~ }

IJ. Let's Try This

Find the complement of sets x and y given the universal set.

U = {xix is a multiple of3less 30 }
X = { 3, 9, 15,24 } and
y= {6, 12, 18,21,27}
Compare your answer with mine.
First, let's list down the elements of the universal set because the set is expressed in the rule
method.
U = { 3, 6,9, 12, 15,21,24,27 }
XI = { 6, 12, 18,21,27 }
yl = { 3, 9, 15,24 }

, Let's Remember

• The union of two sets is the combination of elements found in one or in both sets.
• The intersection of two sets is a set which consists of the common elements found in
both sets.
• The difference between two sets is a set which consists of the elements found in the
first set but not found in the second set.
• The set of elements found in the universal set but not found in a given
set is called its complement.

25
?
=~

Let's See What You Have Learned

1. Given the following sets, answer the questions that follow.

A= {E, N}

B = {J, 0, Y}

C = { L, I, G, H, T, E, R }

D={A,R,E}

E = { 5, 10, 15,20,25,30,35,40,45,50 }

F= { 10,20,30,40,50 }

Answer the following:

1. WhatisA U B?
2. WhatisC-D?

3. What is B n D?
4. WhatisE U F?
5. WhatisF-E?
6. WhatisE-F?
II. Given the following sets, perform the instructions that follow.

U= {O, 1,2,3,4,5,6,7,8,9, 10}

A = {3, 6, 9 }

B = {5, 10}

C = { 2, 4, 6, 8 }

D= {1,2,3,4,5}

1. Find AI.

2. FindBI.

3. FindCI.

4. Find D'.
Compare your answers with those found in the Answer Key on page 45.

26
 LESSON 4

Venn Diagram

In lesson 1, you learned to express sets using the rule or the roster method. You also learned
how to find the subset of a given set and to determine the total number of subsets of a given set.
In lesson 2, you learned to determine whether a given set is equal or equivalent and whether finite
or infinite. In lesson 3, you learned to determine the union and intersection of two sets, get the
difference between two sets, and get the complement of a set.

At the end of this lesson you should be able to:

• solve problems in real life using the Venn Diagram.

> .. Let's Study and Analyze

It is often very useful to draw a figure or diagram in solving a problem. When you deal with
problems that concern set operations, you need to draw a Venn Diagram. By the way, venn
diagram is named after an English logician, John Venn.
Look at the following problems.

In a group of 30 people,
24 like to play basketball
14 like to play tennis
9 like to play both basketball
and tennis

1. How many people like to play basketball only?

2. How many people like to play tennis only?

3. How many people do not like to play tennis and basketball?

To solve the problem let us follow these steps:

STEP 1. Read the problem.

27
STEP 2. Determine what is asked in the problem.
1. How many people like to play basketball only?
2. How many people like to play tennis only?
3. How many people do not like to play both games?
STEP 3. Determine the given.
the total number of people is 30,
only 24 people like to play basketball,
only 14 people like to play tennis
only 9 people like to play both tennis and basketball.
To illustrate, you can use a venn diagram
In the Venn Diagram, there are two intersecting circles. The first circle
represents basketball and the second circle for tennis. The intersection
represents the number of persons who like to play both basketball and tennis. In
the problem, there are 9 who like to play both tennis and basketball. This is why
9 is placed in the intersection of two circles.

basketball tennis

STEP 4. Determine what operation should be used.

Subtraction and addition will be used in solving this problem.
STEP 5. Use the following operation to find the answer.
1. Since there are 9 people who like to play both tennis and basketball and there
are 14 who prefer to play tennis only, we subtract 9 from 14 to get the number
of people who like to play tennis only. Thus, 14 - 9 = 5. So, 5 is the number of
people who like to play tennis only. We place 5 in the circle for tennis but outside
the intersection. To check we add 9 + 5 = 14 [14 is the total number of people
who like to play tennis, 9 of them playing both tennis and basketball and 5 like to
play tennis only.]

28
 basketball tennis

2. Similarly, the total number of people who like to play basketball is obtained by
subtracting the number of people who like to play both basketball and tennis
from the total number of people who like to play basketball. Hence the total
number of people who like to play basketball only 24 - 9 = is 15 people.

basketball tennis

3. To determine the total number of people who don't want to play both games,
you need to first add the total number of people who like to play basketball only,
tennis only and both games. Then the total number is subtracted from the total
number of people.
People who like to play basketball only = 15 people
People who like to play tennis only = 5 people
People who like to play both games = 9 people
Total = 29 people
Hence, the total number of people who don't like to play tennis and basketball is
30
29
1 person
29
 basketball tennis

The number 1 is placed outside the two circles but still inside the box which
signifies that 1 (one) person doesn't play any of the two games.
Let us look at the second problem.
According to a survey which involves 60
persons, it was revealed that ...
32 prefer to listen to an orchestra,
41 prefer to watch clowns perform,
15 prefer to listen to an orchestra and
watch clowns perform,

(.;,\
Answer the following:

1. How many persons prefer only to listen to the orchestra?

2. How many persons prefer only to watch clowns perform?

3. How many persons do not prefer to listen to the orchestra and

watch clowns perform?

30
 What arethe steps that you need to do to solve the problem?

STEP 1.

STEP 2.

STEP 3.

STEP 4.

STEPS.

Compare your answers with my answers.

STEP 1. Read the problem
STEP 2. Determine what is asked in the problem
1. How many persons prefer only to listen to the orchestra?
2. How many persons prefer only to watch clowns perform?
3. How many persons do not prefer to listen to the orchestra and
watch clowns perform?
STEP 3. Determine the given.

The total number of persons is 60,

only 32 prefer to listen to the orchestra,

only 41 prefer to watch clowns perform

only 15 prefer to do both.

31
 To illustrate, you can use a Venn Diagram.

watching listening to the

clowns perform orchestra

STEP 4. Determine what operation should be used.

Subtraction and addition will be used in solving this problem.
STEP 5. Use the stated operations to find the answer.

1. Since there are 15 persons who prefer to listen to the orchestra and watch
clowns perform and there are 32 persons who prefer to listen to the orchestra,
then the total number of persons who prefer to listen to the orchestra only is
32 - 15 = 17 persons.

watching listening to the

clowns perform orchestra

2. Similarly the total number of persons who prefer only to watch clowns is obtained
by subtracting the total number of persons who prefer to do both from the total
number of persons who prefer to watch clowns perform. So, 41 - 15 = 26

32
 watching Listening to the
clowns perform orchestra

3. To determine the total number of persons who did not want to do both, you
need to first add the total number of persons who prefer to listen to the orchestra
only, who prefer only to watch clowns perform, and who prefer to do both. Then
the total number is subtracted from the total number of persons inthe problem.
Persons who prefer only to listen to the orchestra = 17 persons
Persons who prefer only to watch clowns perform= 26 persons
Persons who prefer to do both = 15 persons
Total = 58 persons
Hence the total number of persons who did not prefer to do both are
60 --+ total number of persons in the problem.
58
2 persons

watching listening to the

clowns perform orchestra

Notice, again, that 2 is written outside the two circles to show that two persons
didn't want to watch the clowns perform nor listen to the orchestra.
33
 Look at problem 3.

In a group of 100 students,

67 ride on a bus,
72 ride on the LRT,
23 ride on a taxi
40 ride on both the bus and the LRT,
20 ride on the bus and the taxi
17 ride on the LRT and taxi
15 ride on the bus, LRT and taxi.

Answer the following:

1. How many ride on the bus only?
2. How many ride on the LRT only?
3. How many ride on the taxi only?
4. How many do not ride on any of the three modes of transportation?
Follow the steps again.
STEP 1. Read the problem.

STEP 2. Determine what is asked in the problem.

1. How many ride on the bus only?

2. How many ride on the LRT only?
3. How many ride on the taxi only?
4. How many do not ride on any of the three?
STEP 3. Determine the given

The total number of students is 100,

67 ride on a bus,
72 ride on the LRT,
23 ride on a taxi,
40 ride on both the bus and the LRT,
20 ride on the bus and the taxi
17 ride on the LRT and taxi,
15 ride on the bus, LRT and taxi.

34
 To illustate, you can use a venn diagram

lRT

STEP 4. Determine what operations should be used.

Subtraction and addition will be used in solving this problem.
STEP 5. Use the following operations to find the answer.
1. Since there are 15 students who ride on the bus, taxi and LRT, the number who
ride only on the LRT and taxi is equal to 17-15 = 2. Similarly, the number of
students who ride only on the bus and on the taxi is equal to 20-15. And the
number of students who ride only on the bus and the LRT is equal to 40-15 = 25.

LRT

2. To obtain the total number of students who ride on the bus only, do
the following;
a. Add all the number of students who.ride on the bus, LRT and taxi;
number of students who ride on the bus and LRT; and number of students
who ride in the bus and taxi.
35
 Number of students who ride on the bus, LRT and taxi = 15

Number of students who ride inthe bus and LRT = 25

Number of students who ride in the bus and taxi. = 5

45

b. Subtract the total you obtained in(1) from the total number of students who ride
on the bus only. Number of students who ride on the' bus only is 67 - 45 = 22

3. . To obtain the total number of students who ride on the LRT only, do the following:

a. Add all the number of students who. ride on the bus, LRT, and taxi; number of
students who ride on the bus and LRT; and number of students who ride inthe
LRTandtaxi

number of students who ride on the bus, LRT and taxi = 15

number of students who ride inthe bus and LRT = 25

number of students who ride inthe LRTand taxi = 2

42

b. Subtract the total you obtained in{I) from the total number of students who ride
in the LRT only. '

number of students who ride on the LRT only is 72 ~42 = 30

36
 4. To obtain the total number of students who ride in the taxi only, do the following:
(1) add all the number of students who ride on the bus, LRT and taxi, number of
students who ride in the bus and in the taxi, and the number of students who ride
in the LRT and taxi. (2) subtract the total you obtained from (1) from the total
number of students who ride in the taxi only.

Bus LRT

number of students who ride on the bus, LRT and taxi = 15

number of students who ride in the bus and taxi = 5
number of students who ride in the LRT and taxi = 2
22

number of students who ride on the taxi only is 23 - 22 = 1

, Let's Remember

In order to solve problems dealing with sets

• Read the problem.

• Determine what is asked in the given problem.

• Determine what are the facts that are given in the problem.
• Determine what operation should be used.
• Use the operation to find the answer.

37
, Let's See What You Have Learned

1. In preparing for a class program, 50 students were asked what they wanted to do in
the program.
32 said they like to sing
21 said they like to dance
5 said they like to dance and sing
Answer the following:
How many students like to sing only?
How many students like to dance only?
How many students do not like to sing and dance?

2. In a group of students,

30 play chess

19play volleyball,
25 play basketball,
5 play basketball, volleyball and chess
14 play volleyball and chess
8 play basketball and volleyball
15 play basketball and chess
Answer the following:
1. How many play only basketball?
2. How many play only volleyball?
3. How many play only chess?
Compare your answers with those in the Answer Key on pages 45-46

Ir Let's Sum Up

In Lesson 1, you learned the following:

• A set is a collection of well- defined distinct objects or things.

38
 • 'Elements are objects or things in a set.
• A null set or empty set is a set with no element or elements in it.
• Sets can be described using the roster or listing method or using the rule method.
• A subset is a set which contains at least one element of the given set.
• A subset can be a proper subset or an improper subset.
• { } and the set itself are improper subsets. The rest are proper subsets.
• The total number of subsets is obtained using a formula. Total number of subsets = 2"
where n is the total number of elements in the given set.
In Lesson 2 you leamed the following:

• Equal sets are sets having the same elements.

• Equivalent sets are sets having the same number of elements.
• Finite sets are sets which are countable. The elements of the given set can be
counted.
• Infinite sets are sets with uncountable number of elements. The elements of the given
set cannot be counted.
• Universal set is a set which consists of all elements under consideration.
The important lessons learned in Lesson 3 are the following:
• The union of two sets is the combination of elements found in one or in both sets.
• The intersection of two sets is a set which consists of the common elements found in
both sets.
• The difference between two sets is a set which consists of the elements found in the
first set but not found in the second set.
• The set of elements found in the universal set but not found in a given set is called its
complement
The important lessons learned in Lesson 4 are the following:
In order to solve problems dealing with sets you need to follow these steps with the use of
the Venn Diagram.
• Read the problem.
• Determine what is asked in the given problem.
• Determine facts that are given in the problem.
• Determine what operation should be used.
• Use the operation to solve the problem.

39
~ What Have You Learned?

Answer the following questions by encircling the letter of the correct answers.
A. 1. IfsetR= {W, 0, N, D, E, R}, how many subsets does Rhave?

A.6 B. 8 c. 32 D.64

2. Given S = {x, y} find all the subsets ofS.

A. {x},{y}

B. { x }, { y }, { x, y }
c. {}, { x }, { y }, { x, y }

D. {},{x},{y},{x,y},{y,x}

3. IfC = { +, -, x }, and D ={ *,@, % } what is CU D?

A. {x}

B. {+, x}

C. { +, -, x}

D { * ,@, x, % +, - }

4. If 0 = { 1, 2, 3, 4, 5 } and B = { 2, 4, 6 }, what is 0 n B?
A. {1,3,5}

B. { 1,3, 5,6 }

C. {2,4 }

D. { 2,4,6 }

5. If A = { 1,2,3,4,5 } and B = { 2,4,6 }, then what is A- B?

A. {1,3,5}

B. {1,3,5,6}

C. {2,4 }

D. { 2, 4, 6 }

6. Suppose U = { 0, 1,2,3,4,5,6, 7, 8, 9 }and T = { 1,3,5, 7, 9 }, what is

complement of Set T?

A. TI = { 1,3,5, 7,9 }

B. TI = { 1,3,5,6 }

C. TI = { 0, 2, 4 }

D. TI = { 0, 2, 4, 6, 8 }

40
7. How can you express a set whose elements are p, 0, w, e, r in roster form?
A. { p, 0, w, e, r }
B. { p, 0, w, e, r, s }
C. {xix is a letter in the alphabet}
D. { xix is a letter from the word power}
8. How can you express a set whose elements are numbers greater than 8, in roster
form?
A. { 8, 9, 10, }

B. {9, 10, 11, }

C. {xix is a number greater than 8 }

D. { xix is a number greater than or equal to 8 }
9. How can you express a set whose elements are a, e, i, 0 and U, in rule form?

A. { a, e, i, 0, u }

B. { a, b, c, d, e, ... y, z}

C. {xlxisa vowel}
D. {x/x is a consonant}
10. How can you express a set whose elements are 6, 7, 8, ... in rule form?
A. { 6, 7, 8, }
B. { 7, 8, 9, }
C. {x/x is a number greater than 5 }
D. {x/x is a number greater than 6 }

B. Identify which of the given sets are equal or equivalent:

1. S = { sun, moon, stars}, T = { water, air, land}
2. V = { 8,9, 10 }, W = { 10,9,8 }
3. W= {aurea,oliveterry}, x = { terry, olive, aurea }

41
 C. Ina group of 50 people,

28 love to dance cha-cha

26 love to dance sweet dance

5 love to dance both the cha-cha and sweet dance.

Make a Venn Diagram and answer the following questions. (2 pts.)

1. How many people love to dance cha-cha only? (1pt.)

2. How many people love to dance sweet only? (1pt.)

3. How many people do not love to dance? (lpt.)

Check your answers on pages 46-47. If you got a score of

0- 7 Study the whole module again.
8-14 Go back to the parts of the module which you did not understand very well.
15-21 Good! Just review the items which you did not get right.
22- 30 Very good! You learned a lot from this module.
You are now ready to move on to the next one.

42
t
A.
Answer Key

Let's See What You Already Know (pages 2-4 )

A. 1. D 6. A

2. C 7. A

3. C 8. B
4. B 9. C

5. A 10. C
B. 1. equivalent
2. equal
3. equivalent
c. spaghetti palabok

- ........ 2 points

10

1. eat spaghetti only - 6 persons

2. eat palabok only - 9 persons

3. do not eat spaghetti and palabok - 10 persons

B. Lesson 1
Let s See What You Have Learned (pages 11-12 )
A. 1. {10, 20, 30,40 }
2. {S, E, T}
3. { 26, 27,28, 29 }
4. { 29, 28, 27, 26, 25, ... )
5. { 16, 17, 18, ... )
B. 1. {xix is a letter from the word LIFE}
2. {xix is a letter from the word DARLING}
3. {xix is a number greater than 29 }
4. {xix is an even number greater than 8 }
5. {xix is multiple of3 greater than 3 }

43
 c. 1. True
2. False
3. False
4. True
5. True
D. 1. A = { love}, { care }, { respect}, { love, care}, { love, respect},
{care, respect}, { love, care, respect }, { }
2. B = {do}, { re }, { mi }, { fa }, { so }, { do, re} { do, mi }, { do, fa },
{ do, so }, {re, mi }, {re, fa }, { re, so }, { mi, fa }, { mi, so }, { fa, so },
{ do, mi, fa}, { do, mi, so }, {do, fa, so }, {re, fa, so }, { do, re, mi },
{ do, re, fa}, { do, re, so }, {re, mi, fa}, {re, mi, so }, {mi, fa, so }
{ do, mi, fa, so }, {do, re mi, fa}, {do, re, mi, so }, { do, re, fa, so },
{ re, mi, fa, so }, { do, re, mi, fa, so }, { }

3. C = {USA}, {RP}, {USSR}, {HI(}, {USA, RP}, {USA, USSR},

{USA, HI(}, {RP, USSR}, {RP, HI(}, {USSR, HK},

{ USA, RP, USSR}, { USA, RP, HI( }, {USA, USSR, HK},

{ RP, USSR, HK }, {USA, RP, USSR, HK }, { }.

E. 1. D = 210= 1,024 subsets.

2. E = 212 = 4,096 subsets.
3. F=28 = 256 subsets.
c. Lesson 2

Let s See What You Have Learned (pages 18-19)

A. 1. equivalent
2. equivalent
3. equivalent
4. equal
5. equal
B. 1. finite
2. finite
3. finite
4. infinite
C. 1. not universal
2. univen;a)
3. univelsaI
44
D. Lesson 3
Let s See What YouHave Learned (page 26)
[. 1. A UB= { E, N , I 0, Y }
2. C- D = { L, I, G, H, T }
3. 8 n D={ }

4 E U F = { 5, 10, 15,20,25,30,35,40,45,50 }
5. F-E= { }
6. E - F = { 5, 15, 25, 35, 45 }
ll. 1. AI = {0, 1,2,4,5, 7, 8, 10 }

2. 81 = { 0, 1,2,3,4,6, 7, 8, 9 }

3. CI = { 0, 1,3, S, 7, 9, 10 }
4. DI = { 0, 6, 7, 8, 9, 10 }

E. Lesson 4
Let s See What You Have Learned (page 38)
l.
sing dance

Students who like to sing only = 27 students

Students who like to dance only = 16 students
Students who do not like to sing and dance = 2 students

45
 2. 7 like to play basketball only
2 like to play volleyball
6 like to play chess only

basketball volleyball

What Have You Learned? (pages 40-42 )

A. 1. D since there are 6 elements, then the total number of subsets = 26

2. C since there should be 4 subsets.

3. D since these are the elements found in A and B or in both A and B

4. e since there are the common elements found in both sides.

5. A since these are the elements in A but not found in B.

6. D since these are the elements in the universal set but not found in T.
7. A since C and D are both expressed in rule form while B includes S.

8. B since C and D are both expressed in rule form while A includes 8.

9. e since A and B are both expressed in roster form while D is a set of consonant
adds.
10. e since A and B are both expressed in roster form while D includes 6.
B. 1. equivalent since they have the same number of elements.
2. equal since they have the same elements.
3. equal since they have the same elements.

46
C. 1. 23 - love to dance cha-cha only

2. 21 - love to dance sweet only

3. 1- does not like to dance cha-cha and sweet

Cha-cha Sweet

o References

Sia, Lucy 0., et al. 2l" Century Mathematics, Second Year. Quezon City: Phoenix
Publishing House, Inc. Reprinted 2000.

Capitulo, F. M. Algebra, a Simplified Approach. Manila: National Bookstore, 1989.

47
Powersof 10 Arithmetic Sequences

nth term: a n = al + (n - l)d

6
10 = 1,000,000 10-1
= _!_
10 Geometric Sequences
lOs = 100,000
10-2 =_1_
104 =10,000 100 nth term: an = alr'-l
3
10 =1,000 10-3 =_1_
Arithmetic Series
2
10 = 100 1,000

101 =10 10-4 =_1_ Sum of n terms:

10,000

10-5 = __ 1_
100,000

10-6 Geometric Series

1,000,000

al (1- rn)
Sum of n terms: Sn = 1- r

Pythagorean Theorem Permutations

In a right angle, if a and b are the lenghts The number of arrangements of n things taken r at a
of the perpendicular sides and c is the
length of the hypotenuse, then a~
.
time
. p( n, r ) = (n n!_ r ).
IS

b
Combinations
Point-Slope Form
The number of ways to chose r elements from a group
If a straight line has slope m and passes through the

(n)r
poirit(xl'yl), then an equation of the line is
of n elements is
n!
= (n _ r )..r.1
Y-Yl =m(x-x1)·

Slope-Intercept Form
Quadratic Formula
=
If a linear equation is written as Y mx + b, then m is
theslope of the line and b is the y-intercept.

Distance Formula

The distance between 2 points Pl(XI'Y2) and P2(X2'Y2) Trigonometric Identities

is given by
opposite 1
sine cscx=--
hypotenuse sin x
. adjacent 1 cos x
cotx=--=-_
Midpoint Formula cosme = tan x sin x
hypotenuse
opposite
cos 2 X + sin 2 x = 1
If M(x,y) is the midpoint of the line segment from tangent = ~~-
PJX1,yI) to P2(X2'Y2) then adjacent tan 2 .r +Le sec ' x
sin x = cos x tan x cot 2x + 1 = esc 2 x
Y sin x
cosx=--
tan x
sin x
tanx=--
cos x
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