MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022

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LEARNING OUTCOMES
At the end of the lesson, the students should be able to:
1. Define a Venn Diagram;
2. Explain components and purpose of a Venn Diagram;
3. Correctly create a Venn Diagram; and
4. Compare and contrast information and recognize relationships between concepts.

LESSON 5 Venn Diagrams PRELIM

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MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
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INTRODUCTION

English logician, John Venn, introduced the Venn Diagram in 1880 in a paper entitled "On the
Diagrammatic and Mechanical Representation of Propositions and Reasonings" in the Philosophical
Magazine and Journal of Science, about the different ways to represent propositions by diagrams. He
constructed the Venn diagram to help illustrate inclusion and exclusion relationships between sets,
except he did not call it the 'Venn diagram.' He called the circles 'Eulerian circles.' Clarence Lewis
referred to the diagram as the Venn diagram in his book, A Survey of Symbolic Logic in 1918.

VENN DIAGRAM
A Venn diagram uses overlapping circles or other
B
shapes to illustrate the logical relationships between two
or more sets of items. Often, they serve to graphically
organize things, highlighting how the items are similar
and different. The points inside a curve labelled S
represent elements of the set S, while points outside the C
boundary represent elements not in the set S.
A

Representing Subsets on a Venn Diagram

Let us consider:

U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
S = {0, 1, 2}
T = {0, 1, 2, 3, 4}

From the sets above, it can be noticed that all the

elements of S and T, respectively, are elements of the
Universal Set U. Hence, S and T are subsets of U,
(S ⊆ U and T ⊆ U). Also, since all the elements of S are
elements of T, then S ⊆ T. From these relationships, we
can construct a Venn diagram for better understanding
of the concept.
Notice that the smaller circle is enclosed in the bigger
one. This implies that all the elements enclosed on the
smaller circle, in this case Set S, are also elements of
the bigger circle, in this case Set T. Hence, S ⊆ T. In the
same manner, both circles are enclosed in a rectangle,
in this case Universal Set U. Thus, both sets S and T are
subsets of U. It must be noted that the elements of U
include all the elements in the two circles.

LESSON 5 Venn Diagrams PRELIM

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MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
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Representing Intersection of Two Sets on a Venn Diagram

The intersection of two sets A and B, EXAMPLE
A ∩ B, consists of all elements If M = {x | x is a vowel in the alphabet} and
belonging to both A and B. This can be L = {x | x is a letter in the word ‘algebra’}, determine M ∩ L.
represented in Venn diagram by:
Solution
M = {a, e, i, o, u}
L = {a, l, g, e, b, r}

The elements in the overlapping areas of the two circles are

‘e’ and ‘a’. Therefore, M ∩ L = {a, e}.

Representing Union of Two Sets on a Venn Diagram

Let A and B be the two sets. The EXAMPLE
union of A and B is the set of all those If M = {x | x is a vowel in the alphabet} and
elements which belong either to A or L = {x | x is a letter in ‘algebra’}, determine M U L.
to B or both A and B. It is denoted as
A U B.
Solution
A U B = {all the elements found on M = {a, e, i, o, u}
the shaded portion of the two circles} L = {a, l, g, e, b, r}

To get the union of M and L, just list ALL the elements found
in the two circles. Hence, M U L = {a, e, i, o, u, l, g, b, r}

Representing Complement of a Set on a Venn Diagram

The complement of a set, denoted EXAMPLE
A', is the set of all elements in the given If U = {x | x is a day of the week} and
universal set U that are not in A. B = {x | x is a day not included on weekdays}, determine
Example
B’.
U = the set of digits in a decimal
system Solution
U = {0, 1, 2, 3, 4, 5, 6, 7, 8, and 9}

SET OPERATIONS
We apply set operations in a manner
comparable with how we apply
Example
operations on real numbers. The
U = the set of digits in a decimal system
four (4) fundamental set operations
U = {0, 1, 2, 3, 4, 5, 6, 7, 8, and 9}
are the union, intersection, The complement of B is the set of elements not located in
complement, and difference ofinsets.
A' = {set of all elements located the the circle (located in the shaded portion of the rectangle),
shaded portion of the rectangle} SET OPERATIONS
hence
UNION OF SETS B’
We= {Monday,
apply setTuesday, Wednesday,
operations Thursday,
in a manner Friday}. with
comparable
Given two sets A and B, their set how we apply operations on real numbers. The four (4)
union, 5denoted by 𝐴 ∪ 𝐵, is the set of fundamental set operations are the union, intersection,
LESSON Venn Diagrams PRELIM
elements
No that belong
part of this E-module/LMS Contenttocaneither complement,
A oror transported
be reproduced, andwithout
or shared to others difference
permission of
fromsets.
the University. Unauthorized use of
b or to both.
the materials, other than personal learning use, will be penalized.

A ∪ B = {x|x ∈ A or x ∈ B} UNION OF SETS

MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
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Representing Disjoint Sets on a Venn Diagram

Two sets are called disjoint if they EXAMPLE
have no elements in common. Thus, the Determine whether sets A and B are disjoint.
intersection of these two sets is an A = { x │ x is a positive even number < 10}
empty set, { }. B = { x │ x is a positive odd number < 10}

Solution

From the Venn diagram, the two circles A = {2, 4, 6, 8}

have no overlapping area. This B = {1, 3, 5, 7, 9}
suggests that there are no elements
common to both sets. Hence, it can be From the Venn diagram above, there are no elements
said that A and B are disjoint. common to both A and B. Thus, A and B are disjoint.

SAMPLE EXERCISES
EXAMPLE 1
Use the Venn Diagram below to identify the elements of the indicated sets.
a. A ∩ (B U C)
b. (A’ ∩ B) U C
Solution U
a. A ∩ (B U C) Set B
Step 1 Set A P T
Perform first the operation within a parenthesis.
N
A ∩ (B U C) K Henry John Stephen Smith
V Q
B U C = {R, V, J, H, X, N T, Q} R J
H
Step 2 E
Get the intersection of the union of B and C and
A. X
A ∩ {R, V, J, H, X, N T, Q} = {N, R, V}
Therefore, A ∩ (B U C) = {N, R, V}. Set C

b. (A’ ∩ B) U C
Step 1
Determine first the complement of A, A’. U
A’ = {X, J, H, Q, T, E} Set B
Set A P
N T
Step 2
K
Perform the operation within the parenthesis. V Q
(A’ ∩ B) U C Example
R
U = the set of digits in a decimal H system
J
(A’ ∩ B) = {X, J, H, Q, T, E} ∩ B
(A’ ∩ B) = {J, H, Q, T} U = {0, 1, 2, 3, 4, 5, 6, 7, 8, and 9} E

X
Step 3
Example
Get the union of {J H Q T} and C.
SET OPERATIONS
U = the set of digits in a decimal We apply set operations in a manner
Set C comparable with
{J, H, Q, T} U C = {R, X, V, J, H, Q, T }
system
Therefore, (A’ ∩ B) U C = {R, X, V, J, H, Q, T}.how we apply operations on real numbers. The four
U = {0, 1, 2, 3, 4, 5, 6, 7, 8, and 9} (4) fundamental set operations are the union,
LESSON 5 Venn Diagrams
intersection, complement, and difference of sets.
PRELIM
SET OPERATIONS
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We apply set operations in a manner UNION OF SETS
Given two sets A and B, their set union, denoted by
MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
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EXAMPLE 2 EXAMPLE 3
The areas of a Venn Diagram are often A travel agent surveyed 100 people to find out
represented as regions using Roman Numerals. how many of them had visited the cities of
For each item below, identify the region in which it Tagaytay and Baguio City. Thirty-one people had
would be placed. visited Tagaytay, 26 people had been to Baguio
a. 6 City, and 12 people had visited both cities. Draw
b. 20 a Venn diagram to find the number of people
c. 30 who had visited:
d. 9 a. Tagaytay or Baguio City
e. 15 b. Baguio City but not Tagaytay
f. 42 c. only one of the two cities
g. 210 d. neither of the cities

U Multiples Solution
of 3 Let
I M be the set of people who had visited Tagaytay
II III B be the set of people who had visited Baguio
Even City
numbers V
IV VI Let the universal set U be the set of people
VIII surveyed.

VII The information given in the question can now

be rewritten as:
Multiples of | M | = 31
5 | B | = 26,
| M ∩ B | = 12 and | U | = 100.
Solution
a. Notice that 6 is an even number and divisible by Hence number in
three. Therefore, it is present on the intersection M only = 31 – 12 = 19 and number in
of even numbers and multiples of three. B only = 26 – 12 = 14
REGION II
U
b. Since 20 is an even number and it is divisible M B
by 5, therefore 20 is an intersection of even
numbers and multiples of 5.
REGION IV 12 14
19
c. Thirty (30) is an intersection of all the sets
present in the problem because it is divisible by 5
and 3 and it also an even number. 55
REGION V

d. Nine (9) is only divisible by three and it is an odd a. Let n be the number of people who had visited
number. Tagaytay or Baguio City
REGION III n = 19 + 14 +12 = 45

e. Fifteen (15) is a multiple of both 3 and 5. Thus, b. Let n be the number of people who had visited
it represents an intersection between them. Baguio City but not Tagaytay
REGION VI n = 14

f. Since 42 is an even number and is divisible by c. Let n be the number of people who had visited
three, therefore it is present on the intersection of only one city
even numbers and multiples of three. n = 19 + 14 = 33
REGION II
d. Let n be the number of people who had visited
g. 210 is an intersection of all the sets present in neither of the cities
the problem because it is divisible by 5 and 3 and n = 100 – 45 = 55
it is also an even number.
REGION V

LESSON 5 Venn Diagrams PRELIM

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MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
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EXAMPLE 4 EXAMPLE 5
In a survey of 500 investors, it was reported that A group of 62 students were surveyed, and it was
270 invested in real estate, 300 invested in forex found that each of the students surveyed liked at
trading, and 100 invested in both real estate and least one of the following three fruits: apples,
forex trading. Use Venn diagram to answer the bananas, and oranges.
following.
a. How many invested in real estate only? 34 liked apples
b. How many invested in forex trading only? 30 liked bananas
c. How many invested in both? 33 liked oranges
d. How many invested in neither real estate nor 11 liked apple and bananas.
forex trading? 15 liked bananas and oranges
e. How many invested in either real estate or 17 liked apple and oranges.
forex trading? 19 liked exactly two of the following fruits:
apples, bananas, and oranges
Solution
Let a. How many students liked apples, but not
Real Estate = S = |270| bananas or oranges?
Forex Trading = B = |300| b. How many students liked oranges, but not
S ∩ B = 100 bananas or apples?
c. How many students liked all of the following
Hence, three fruits: apples, bananas, and oranges?
S only = (270 – 100) = 170 d. How many students liked apples and oranges,
B only = (300 - 100) = 200 but not bananas?

Solution
U
S B Let x be the number of students who liked all the
fruits

STEP 1
100 200
170 Subtract x from the intersection of the two sets
11 liked apples and bananas
11 – x
30
S∩B 15 liked bananas and oranges
15 – x
a. How many invested in real estate only?
Let n be the number of investors who invested in 17 liked apples and oranges
real estate only 17 – x
n = 170
b. How many invested in forex trading only? Apples Bananas
Let n be the number of investors who invested in U
forex trading only
n = 200 11 – x

c. How many invested in both? x

Let n be the number of investors who invested in 17 – x 15 – x
both investments
n = 100

d. How many invested in neither real estate nor

forex trading? Oranges
Let n be the number of investors who invested in
neither real estate nor forex trading
n = 500 – (170 + 100 + 200) = 30 STEP 2
From the given statement that
e. How many invested in either real estate or “19 liked exactly two of the following fruits:
forex trading? apples, bananas, and oranges”
Let n be the number of investors who invested in then,
either real estate nor forex trading 19 = (11 – x) + (15 – x) + (17 – x)
n = 170 + 200 + 100 = 470 x=8

LESSON 5 Venn Diagrams PRELIM

No part of this E-module/LMS Content can be reproduced, or transported or shared to others without permission from the University. Unauthorized use of
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MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
___________________________________________________________________________________ 7

Step 3 Hence,
Substitute the obtained value of x to the following
regions, Apples (A) Bananas (B)
11 − 𝑥 → 11 − 8 = 𝟑 U
15 − 𝑥 → 15 − 8 = 𝟕 14
17 − 𝑥 → 17 − 8 = 𝟗 3 12

8
Apples (A) Bananas (B) 9 7
U 3
9
8
9 7
Oranges (C)
x

a. How many students liked apples, but not

bananas or oranges?
Oranges Let n be the number of students who liked
apples, but not bananas or oranges
STEP 4 n = 14
Solve for the number of the students who liked
only 1 fruit. b. How many students liked oranges, but not
bananas or apples?
Consider the values inside each of the circles Let n be the number of students who liked
equal to the total number of students who liked oranges, but not bananas or apples
each of the fruits. n=9
At Circle A,
Let the shaded region at A be equal to M c. How many students liked all of the three fruits:
34 = 8 + 3 + 9 + M apples, bananas, and oranges?
M = 34 – 8 – 3 – 9 Let n be the number of students who liked all of
M = 14 the three fruits
n=8
At Circle B,
Let the shaded region at B be equal to Z d. How many students liked apples and oranges,
30 = 3 + 8 + 7 + Z but not bananas?
Z = 30 – 3 – 8 – 7 Let n be the number of students who liked apples
Z = 12 and oranges, but not bananas
n=9
At Circle C,
Let the shaded region at C be equal to Y
33 = 9 + 8 +7 + Y
Y = 33 – 9 – 8 – 7
Y=9

Apples (A) Bananas (B)

U
M
3 Z
8
9 7

Oranges (C)

LESSON 5 Venn Diagrams PRELIM

No part of this E-module/LMS Content can be reproduced, or transported or shared to others without permission from the University. Unauthorized use of
the materials, other than personal learning use, will be penalized.
MATHEMATICS in the MODERN WORLD First Semester SY 2021 – 2022
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REFERENCES
Print References

1. Aufmann, R.N. et.al. (2018). Mathematics in the modern world. Manila: Rex Bookstore, Inc.
2. Almazan, E. et.al. (2018). Mathematics in the modern world. Malabon City : Jimczyville
Publications
3. Aufmann, R.N. et.al. (2013). Mathematical excursions, 14th edition.CA :Brooks /Cole,
Cengage Learning.
4. *Barton, B. (2008). The language of mathematics: telling mathematical tales. New York,
NY: Springer.
5. *Borden, L.L. (2011). The verification of mathematics: using grammatical structures of the
Mi’kmaq to support student learning. For the Learning of Mathematics, 31(3),pp. 8 – 13.
6. Calingasan, R., Martin, M. & Yambao, E. (2018). Mathematics in the modern world. Quezon
City : C & E Publishing, Inc.
7. *Cuevas, G.T. (1984). Mathematics learning in english as a second language. Journal for
research in Mathematics Education, 15(2),pp. 133 – 144.
8. Lawsky, E. et.al. (2014). CK – 12 Probability and statistics – advanced (second edition).
Flexbook.
9. Nocon, R. & Nocon, E. (2018). Essential mathematics for the modern world. Quezon City
:C & E Publishing, Inc.
10. Reyes, J.A. (2018). Mathematics in the modern world. Manila : Unlimited Books Library
Services and Publishing, Inc.
11. *Stewart, I. (1995). Nature’s numbers. New York, NY: Basic Boks
12. *Zepp, R.A. (1981). Relationships between mathematics achievement and various English
language proficiencies. Educational Studies in Mathematics, 12(1),pp. 59-70.

*These references were recommended during the GEC Training. but there are no new editions
available.

Online References
1. http://cismasemanuel.files.wordpress.com/2010/02/ian-stewart-numerele-naturii.pdf
2. http://www.gov.ph/constitutions/the-a987-constitution-of-the=republic-of=the-
philippines/the-1987-constitution-of-the republic-of-the-philippines-article-xiv
3. http;//ww.gov.ph/2014/11/27/statement-ched-on-filipino-revised-general-eduaction-
curriculum/
4. Video : Nature by numbers by Cristobal Villa, 2010
5. http://www.etereaestudios.com/docs_html/nbyn_htm/intro.htm
6. http://www.ck12.org/book/CK-12-Advanced-probability-and Statistics-Concepts/
7. https://www.dpmms.cam.ac.uk/-wtg10/grammar.pdf

LESSON 5 Venn Diagrams PRELIM

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