GE 104 - MMW

Mathematics in the
Modern World
(GE 104)
Module #3

GLENN GREG B. SIMON, MAT

Course Facilitator

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GE 104 - MMW

Module Title: Set theory

Course Code: GE 104

Course Title: Mathematics in the Modern World

Course Description:
This course deals with the nature of mathematics, appreciation of its practical,
intellectual, and aesthetics dimensions, and application of mathematical tools in daily life.
The course begins with an introduction to the nature of mathematics as an
exploration of patterns (in nature and in environment) and as an application of inductive and
deductive reasoning. By exploring these topics, students are encouraged to go beyond the
typical understanding of mathematics as merely a bunch of formulas but as a source of
aesthetics in patterns of nature, for example, and rich language in itself (and of Science)
governed bylogic and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with various aspects of present day living, such as managing
personal finances, making social choices, appreciating geometric designs, understanding
codes used in data transmission and security, and dividing limited resources fairly. These
aspects will provide opportunities for actually doing mathematics in a broad range of
exercises that bring out the various dimensions of mathematics as a way of knowing, and test
the students’ understanding and capacity.

Total Learning Time: 54 hours (18 weeks)

Pre-requisite: None
Overview:
Top technological advances of the twentieth century fundamentally changed society.
These advances have influenced where and how we live, what we eat, what we do for work
or leisure, and even how we think about our world and the universe. Mathematics has played
a major role in bringing these innovations to reality. Many mathematical theories and models
of real world problems have helped scientists and engineers grapple with seemingly
impossible tasks. Today, mathematical techniques reacheven further into our society. In
addition to making technology more efficient and effective, mathematical techniques help
organizations deal with financial, manufacturing, and evenmarketing issues.
This module places the men and women who have focused their brilliance to
transform the modern world. This is a mosaic of the ways mathematics helps us utilize and
benefit from these great technological achievements. Some achievements will be familiar.
Some will be a surprise. All, hopefully, will encourage you to investigate these topics further.

Learning Outcomes:
At the end of the module, the students/participants would be able to:
1. Identify the basic concept of Sets.
2. Perform the operations on sets: Union and Intersection, Complement of a set, and its
application of sets in real-life situations.
3. Illustrate solving problems on sets through Venn Diagram. Solve problems on sets with
precision and accuracy.

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Indicative Content:

Set Theory
 Basic Concept of Sets
 Sets and Sets Operations
 Venn Diagram
 Problem solving involving sets Using Venn Diagram

Introduction and Information

What is a set? It is simply a collection or aggregate of anything - objects, ideas,

perceptions, etc. Examples if sets are: collection of foreign and local stamps, type of
fingers, opinions of students on a certain issue, breed of dogs, and natural numbers
between 5 and 20.

Between 1874 and 1897, a German mathematician and logician, George Cantor,
studied the basic notation and importance of sets in mathematics and created a theory of
abstract sets of entities and made it into a mathematical discipline.

Why are sets important in mathematics? The use of sets in elementary mathematics
clarifies certain ideas, simplifies complicated concepts, and unifies studies of related
concepts in the different branches of mathematics such as those in Graph and Number
Theories, Abstract Algebra, Real and Complex Analyses, and Linear Algebra.

Discussion:

Sets and Set Concepts

A set is a gathering together into a whole of definite and distinct objects of our
perceptions and thoughts, called elements.

In mathematics, a collection of elements (or members) is called a set. The symbol ∈ is

used to identify the elements of the set. The pair of brace symbols { ] are used to enclose
the elements of the set. Capital letters of the English alphabet are usually used to name
sets, while the small letters are used to name the elements. Thus, if a is an element and A
is the set, we shall write 𝛼 ∈ Α. For instance, if A is composed of the set of even numbers
between O and 10, then we shall write A = {2, 4, 6, 8, 10}.

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An infinite set contains an infinite number of elements. For example, the set of
counting numbers, denotes by {1, 2, 3, ...} is an infinite set. A finite set contains an
indefinite number of elements, i.e., either O or a counting number. The set of natural
numbers from 4 to 9 is a finite set and can be written {4, 5, 6, 7, 8, 9}.

A set with no elements or members is called a null or empty set, denoted by Ø or {}.

The set of counting numbers from 2 to 4 divided by 5 and the set of whole numbers
having negative signs are example of null or empty set. The {Ø} is not a null or empty set
since it has an element Ø.

The Venn Diagram often used to illustrate a set and its subsets. A rectangle represents
the universal set, designated by U, that consists of all elements under consideration. Sets
inside the rectangle are subsets of the universal set.

If we consider the set of positive integers greater than 0 as the universal set, then we
have

U = {positive integers greater than 0} or

U = {1, 2, 3, 4, 5, 6 ...}

Set A is a subset (⊂) of set B, denoted by A ⊂ B, if the elements of A belong also to

B. If set C is a subset but not equal to set A, then C us called a proper subset of A. To
illustrate, let us consider the following sets:

U = {1, 2, 3, 4, 5, 6 ...}

A = {2, 4, 6, 8, 10 ...}

B = {4, 6}

C = {3, 6, 9}

Set B is a proper subset of set A(B⊂A) since all elements of B are also elements of A.
Set C is not a subset of set A since 2 elements (3 and 9) of C do not belong to A.

A set is a subset of itself (A ⊂A) and an empty set { } or Ø is a subset of any set.

Two sets, A and B, are disjoint if they have no common elements or region. Two sets,
A and B, are joint sets if they have common elements or region.

A pictorial representation in dealing with relations between and among sets, is shown
below.
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U B U
A⊂B
ABYFH A B
A

A⊄B; B⊄A (A is a subset of B) A is not a subset of B and B is

(A and B are joint sets;) not a subset of A; and A and B
are disjoint sets.

U U

A B A
A B
C

A⊄B; B⊄A A⊂C; B⊂C, then A⊂C

(A and B are joint sets; A is not a subset of B and (A and B are
subsets of C)
B is not a subset of A; and A is not disjoint from B)

Two or more sets are equal if they have the same elements. For example, A = B if A =
{2, 4, 6, 8, 10} and B is the set of even numbers from 2 to 10.

Two or more sets are equivalent, if the sets have the same number of elements.

A ↔ B if A = {2, 4, 6, 8, 10} and B = {2, 5, 6, 10, 12} since both A and B have each 5
elements.

Set Notations

There are three (3) convenient ways/methods of describing and specifying the members
of a set. These are the roster method, rule method, and set builder notation method.

The roster method lists and encloses the elements with { } in any order. Examples: A =
{2, 4, 6, 8, 10} and B = {thumb, index, middle, ring, pinky}.

The rule method gives a descriptive phrase to identify the elements of the set. For
examples, C = {positive integers from 1 to 10}, D = {the five types of finger} and E
{eight smallest integers that are less than perfect squares}.

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The set builder notation method has the from {x : Ø (x)} or {x |Ø (x)}. Examples of sets
in set builder notations are:

F= (𝑛2 − 4 ∶ 𝑛 is an integer, and 0 ≤ n ≤ 10)

G = {x | x is an even number between 1 and 10}
Set G is read "the set of all x such that x is an even number between 1 and 10". The
symbols ": and | " are read "such that".
Operations and Sets
Two or more sets are combined by the operations of union and intersection of sets.
The union (U) of set A and set B, denoted by A U B, is the set of elements that belong
to either A or B or to both A and B.
The intersection (⋂) of set A and B, denoted by A ⋂ B is the set of elements which
belong or common to both A and B.
A pictorial illustration of the concepts of the union and intersections of sets is shown
below

AUB A∩B
(A union B) (A intersection B)

Examples:
Given:
A = {2, 4, 6, 8, 10} B = {4, 8} C = {3, 5, 8, 9}
Find:
1. A ∪ C 5. A ∩ B ∩ C
2. A ∩ B 6. (A ∩ B) U C
3. A U B 7. (A U C) ∩ B
4. A U B U C
Solutions:
1. A U C
= {2, 4, 6, 8, 10} U {3, 5, 8, 9}
= {2, 3, 4, 5, 6, 8, 9, 10}
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2. A ∩ B
= {2, 4, 6, 8, 10} ∩ {4, 8}
= {4, 8}
3. A U B
= {2, 4, 6, 8, 10} U {4, 8}
= {2, 4, 6, 8, 10} Note that the elements of A U B = A
4. A U B U C
= {2, 4, 6, 8, 10} A U C) U {4, 8} U {3, 5, 8, 9}
= {2, 3, 4, 5, 6, 8, 9, 10}
5. A ⋂ B ⋂ C
= {2, 4, 6, 8, 10} A U C) ∩ {4, 8} U {3, 5, 8, 9}
= {8}
6. (A ∩ B) U C
= ({2, 4, 6, 8, 10} ∩ {4, 8}) U {3, 5, 8, 9}
= {4, 8} U {3, 5, 8, 9}
= {3, 5, 8, 9}
7. (A U C) ∩ B
= ({2, 4, 6, 8, 10} U {3, 5, 8, 9}) ∩ {4, 8}
= {2, 3, 4, 5, 6, 8, 9, 10} ∩ {4, 8}
= {4, 8}
Complement of a Set

For every set A, there exists A', the complement of A, that contains all the elements of
the Universal set (U) that are not in A.

To illustrate, the shaded region in the Venn diagram below represents the complement
of A or A'.

U A

For example, if U = {1, 2, 3, 4, 5, 6, ...}, A" = {2, 4, 6, 8, 10, ...} and B={1, 3, 5, 7, 9, ...}
then A' = {1, 3, 5, 7, 9, 11, 13, 15, ...} and B' = {2 , 4, 6, 8, 10, 12, 14, ...}. Similarly, (A U
B)’ = Ø or empty set and (A Ù 😎' = U or U = {1, 2, 3, 4, 5, 6, ...}

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Cartesian Product

A new set is formed by associating every element of a set with every element of
another set. Thus, the Cartesian product of set A and C, denoted by A x C id the set of all
ordered pairs (a, c) such that a is an element of A and c is an element of C.

Examples:

If U ={1,2,3,4,5,6}, A = {2,4,6} and C ={4,8}, then the Cartesian product of A and C

or A x C = {(2, 4), (2,8), (4, 4), (4, 8), (6, 4), (6, 8)}.

Assessment:

Problem Solving Using Venn Diagram

In a certain university, 73 students are enrolled in 3 different subjects, as follows:

33 are enrolled in English
32 are enrolled in Filipino
36 are enrolled in Mathematics
12 are enrolled in both English and Mathematics
14 are enrolled in both Filipino and Mathematics
13 are enrolled in both English and Filipino
5 are enrolled in all 3 subjects.
How many students are enrolled in:
1. English subject only?
2. Filipino subject only?
3. Mathematics subject only?
4. Both English and Filipino subjects?
5. Neither Filipino nor Mathematics subject?
6. How many students are not enrolled in any of the 3 subjects?

English Filipino
U

13 8 10

5
6 7 9

15 8

Mathematics
GE 104 - MMW

Exercises 2:

Directions: Copy and answer in a Yellow Pad or Long bond paper.

Set Concepts

A. List the elements of each set.

1. Set of all integers greater than 2 but lesser than 12.

2. Set of all integers between 6 and 18.

3. Set of women presidents of the Philippines after 1985.

4. Set of months of the year.

5. Set of counting numbers divisible by 7 between 1 and 100.

B. Tell whether each statement is true or false.

1. 4 ∈ {2, 4, 6, 8}

2. 3 ∈ {2, 4, 6, 8}

3. 14 ∈ {3, 6, 9, 12, ...}

4. 7 ∉ {2, 4, 6, 8}

5. 18 ∉ {3, 6, 9, 12, ...}

Consider the following sets:

U = {set of integers}
A = {3, 6, 9, 12, 15, 18} B ={4, 8, 12, 16}
C = {3, 6, 9, 12} D ={1, 2, 3}
E ={3, 9} F = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

A. Tell whether each statement is true or false.

1. A ⊂ U

2. A ⊂ C

3. D ⊂ A

4. D ⊂ B

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5. Ø ⊂ A

B. Determine the number of subsets of the following sets:

1. C

2. E

3. D

C. List the subsets of the following sets:

4. D

5. E

Set Notations

A. Write in Roster Form:

1. The set of whole numbers (W) from 25 to 25

2. The set of integers (I) divisible by 6 between 7 and 49.

3. The set of integers divisible by 5 between 100 and 155.

B. Write in Set-builder Notation

4. The set of all positive real numbers

5. The set of rational numbers

Operations on Sets

Consider the following sets.

A = {3, 6, 9, 12, 15, 18} B = {4, 8, 12, 16}

C = {3, 6, 9, 12} D = {1, 2, 3}

E = {3, 9} F = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

A. Perform the indicated operations on sets.

1. A U B

2. A ∩ D

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3. A U C U D

4. A U C U E

5. A ∩ C ∩ F

B. Illustrate the following sets above in Venn Diagram:

1. A'

2. B U E

3. F ∩ D

4. (A U E) ∩ F

5. A U (E ∩ F)

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Word Problems Using Venn Diagram.

Solve the following problems using a Venn Diagram.
1. In a group of 50 students, 18 are taking Literature and 29 are taking Statistics If 8 are
taking both Literature and Statistics, how many students are:
a. taking Literature only?
b. taking Statistics only?
c. not taking Literature nor Statistics?
2. In a certain university 2,191 students are enrolled in its College of Arts and Sciences. 980
are male students while 758 are female students. Of the male students, 99 are club members,
while only 48 of the female are club members. Using sets and Venn Diagram, determine the
number of:
a. Male students who are not club members.
b. Female students who are not club members.
C. Either male or female students and who are not club members.

3. A cellphone company has 1000 employees, 615 are male, 682 are single, and 345 are union
members 485 are single male and 187 are single and union members, 120 employees are single
male and union members. Using a Venn Diagram, determine the number of employees who
are:
a. Male b. Single c. Union members
d. Male and union members e. Single union members
f. Neither male nor single and not a union member.

Additional Readings: None

References:

Daligdig, R.,M, (2019)Mathematics in the Modern World, Lorimar Publishing

Inc., Manila, Philippines
Mathematics in the Modern World (2018) Cengage Learning, Rex Book Store,
Manila, Philippines

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