MATH03

Statistics and Probability

Sets, Event, and Sample Space
COURSE OUTCOME 2
 Objectives
At the end of the lesson, the student should be able to :
• Familiarize the operations on sets.
• Distinguish the types of sample space.
• Solve word problems involving sets.

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Introductory Probability
Sets, Event and Sample
Space Counting Techniques

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SETS
SETS - any collection of distinct objects in which ordering of
elements are unnecessary. We use capital letters to name a set.

𝐴 = 1, 2, 3, 4, …
𝐵 = 0,3 ,1,4 ,2, 5 , (3, 6)
𝐶 = 𝑐𝑟𝑎𝑏, 𝑠ℎ𝑟𝑖𝑚𝑝, 𝑙𝑜𝑏𝑠𝑡𝑒𝑟

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Rule Method
- describes a set by a definite rule.

𝐴 = 0, 1, 2, 3, …
𝐵 = 0, 2, 4, 6, 8, …
𝐶 = {1, 4, 9, 16, 25, … }

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Rule Method
- describes a set by a definite rule.

𝐴 = 𝑥|𝑥 𝑖𝑠 𝑎 𝑤ℎ𝑜𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟

𝐵 = 𝑥 𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟 ≥ 0
𝐶 = {𝑥|𝑥 𝑖𝑠 𝑎 𝑝𝑒𝑟𝑓𝑒𝑐𝑡 𝑠𝑞𝑢𝑎𝑟𝑒}

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Roster Method list down all the elements in a set.

Set A contains all prime numbers less than 20.

Set B contains all Math subjects of Mapua Grade 11

students this semester.

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Roster Method list down all the elements in a set.

Set A contains all prime numbers less than 20.

𝐴 = {2, 3, 5, 7, 11, 13, 17, 19}

Set B contains all Math subjects of Mapua Grade 11

STEM students this semester.
𝐵 = {𝑀𝑎𝑡ℎ03, 𝑀𝑎𝑡ℎ05}
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Cardinality – denoted by |S| or
𝑺 , is the number of
𝒏
elements in a set.

𝐴 = 𝑥 𝑥 > 0 𝑎𝑛𝑑 𝑥 ≤ 5 𝑠. 𝑡. 𝑥 ∈ 𝑍
𝐵 = 2, 𝜋, 𝑒
C is the set of all positive even numbers less than or equal to
24.

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Cardinality – denoted by |S| or 𝑺 , is the number of
𝒏
elements in a set.

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𝐴 = 𝑥 𝑥 > 0 𝑎𝑛𝑑 𝑥 ≤ 5 𝑠. 𝑡. 𝑥 ∈ 𝑍 , 𝐴 = 5
𝐵 = 2, 𝜋, 𝑒 , 𝐵 =3
C is the set of all positive even numbers less than or equal to
24. 𝐶 = 12

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Different Sets Definition

Empty (null) set is the set containing no elements, denoted by ∅ or

{ }.
Equal Sets - Two sets A and B are equal, A = B, if A and B have the
same elements.

𝐴 = 0, 1, 3, 5
𝐵 = {1, 0, 5, 3}
Since A and B have the same elements, we can say that 𝐴 = 𝐵.

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Two sets A and B are equivalent if A and B have the same
cardinality.

𝐴 = 0, 1, 3, 5, 7, 9
𝐵 = {−1, 0, −5, 3, −9, 7}
Since 𝐴 = 𝐵 = 6, we can say that A and B are equivalent sets.

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Set A is a subset of B, A ⊆ B, if every element of A is in B.
𝐵 = 2, 3, 5, 7, 9, 11, 13, 17
𝐴 = {3, 5, 7, 9, 11, 13}
Since every element of A is in B, A ⊆ B.

Set A is a proper subset of B, A ⊂ B, if A is a subset of B and B

contains elements not in A.
Since every element of A is in B, and there are elements in B
but not in A, A ⊂ B.
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Important Note:
The null set denoted by ∅ or { } is a subset of every
other sets.

The set itself is also a subset of itself.

𝐴⊆A

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List down all the possible subsets of Set A.
𝐴 = {−1, 0, 1}

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List down all the possible subsets of Set A.
𝐴 = {−1, 0, 1}

{}, 1 , {0}, {1}, {−1, 0}, {−1,1}, {0,1}, {−1,0,1}

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Power set of A is the set containing all the subsets of A,
denoted by 𝓹(𝑨).

𝐴 = {1, 2}

Note: |𝓹(𝑨)|=2𝑛, where n is the number of elements in A.

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Power set of A is the set containing all the subsets of A,
denoted by 𝓹(𝑨).

𝐴 = {1, 2}
𝓹(𝑨)={{}, {1}, {2}, {1, 2}}

Note: |𝓹(𝑨)|=2𝑛, where n is the number of elements in A.

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SE
Sets can be combined in several different ways to produce another set.
Here are the basic Set Operations:

Set Union: X 𝖴 Y = {x|x ∈ X or x ∈ Y}

Set Intersection: X ∩ Y = {x|x ∈ X and x ∈ Y}
Set Difference: X – Y = {x|x ∈ X and x ∉ Y}

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SE
Sample Problem Let A = {x|x is a positive multiple of 3 less than 10} and
B = {x|x is a perfect square number less than 10 but greater than 1}, find
the following:
a. A ∩ B
b. A 𝖴 B
c. A – B
d. B – A

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SE
Solution A = {x|x is a positive multiple of 3 less than 10} and
B = {x|x is a perfect square number less than 10 but greater than 1},
by roster method, A = {3, 6, 9} and B = {4, 9}.

a. A ∩ B = {9}
b. A 𝖴 B = { 3, 4, 6, 9 }
c. A – B = { 3, 6 }
d. B – A = {4}

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SE
Universal Set: the set consisting all the elements under consideration, U.
Set Complement: X’ = {x|x ∉ X and x ∈ U}

Sample Problem. If U = {x|x is a counting number less than 10},

find A’ and B’ where A = {x|x is a positive multiple of 3 less than 10} and
B = {x|x is a perfect square number less than 10 but greater than 1}.

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SE
Solution By roster method,
U = { 1, 2, 3, 4, 5, 6, 7, 8, 9 }
A = { 3, 6, 9 }
B = { 4, 9 }

So that
A’ = { 1, 2, 4, 5, 7, 8 }
B’ = { 1, 2, 3, 5, 6, 7, 8 }

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SE
Sample Problem Given the sets A = {1, 2, 3, 4, 5}, B = {1, 3, 5, 7, 9} and
U = {1, 2, 3, … , 9, 10}, find:

a. A 𝖴 B
b. A ∩ B
c. A’ ∩ B’
d. (A ∩ B)’

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SE
Solution A = {1, 2, 3, 4, 5}, B = {1, 3, 5, 7, 9} and U = {1, 2, 3, … , 9, 10},
so that A’ = {6, 7, 8, 9, 10} and B’ = {2, 4, 6, 8, 10}.

a. A 𝖴 B = { 1, 2, 3, 4, 5, 7, 9 }
b. A ∩ B = { 1, 3, 5 }
c. A’ ∩ B’ = { 6, 8, 10 }
d. (A ∩ B)’ = { 2, 4, 6, 7, 8, 9, 10 }

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SAMPLE
SAMPLE SPACE, the set of all possible outcomes of a random
experiment.
Consider the experiment of tossing a die.
• Sample space for the number appearing on the top face of a die:
S1 = {1, 2, 3, 4, 5, 6}
• Sample space for the number appearing on the top face whether it is
even or odd:
S2 = {even, odd}

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SAMPLE
A. Discrete Sample Space, a sample space is discrete if it consists of a
finite or countable infinite set of outcomes.
Examples:
• Sample space for the number appearing on the top face of a die:
S = {1, 2, 3, 4, 5, 6}

• Sample space for a thrown die until a five occurs:

S = {F, NF, NNF, NNNF, …}
where F = occurrence of 5 and N = nonoccurrence of 5.
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SAMPLE
B. Continuous Sample Space, a sample space is continuous if it
contains an interval (either finite or infinite) of real numbers.

Example:
Sample space of the life in years (t) of a certain electronic component:
S = {t|t ≥ 0}

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VENN
Venn Diagram, the pictorial representation of sets.

Set Theory: Venn Diagrams And Subsets, shs.mapua.edu.

https://www.onlinemathlearning.com/venn-
VENN Draw the Venn Diagram for
(𝑨 ∩ 𝑩𝒄) 𝖴 (𝑨 ∩ 𝑪𝒄)

Set Operations and Venn Diagrams, shs.mapua.edu.

https://www.math24.net/set-operations-venn-
 VENN

When the three circles in

a Venn diagram overlap,
the overlapping parts
contain elements that are
common to any two
circles or all the three
circles.

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Word Problems using Sets and Venn
Sample Problem. In a class of 40 students, 27 students like Calculus
and 25 students like Chemistry. How many like both Calculus and
Chemistry?

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Word Problems using Sets and Venn
Solution Let A be the set of students who
like Calculus and B be the set of students
who like Chemistry. Let x represents the
number of students who like both Calculus
and Chemistry.

The set-up equation would

27 − 𝑥 25 − 𝑥
be = 40
+𝑥+

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Word Problems using Sets and Venn
Solving for x, 𝑥 = 12
Thus, there are 12 students who like both
Calculus and Chemistry.

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Word Problems using Sets and Venn
Sample Problem. In a commercial survey involving 1000 persons on
brand preference, 120 were found to prefer brand X only, 200 prefer
brand Y only, 150 prefer brand Z only, 370 prefer either brand X or Y
but not Z, 450 prefer either brand Y or Z but not X and 370 prefer
either brand Z or X but not Y. How many persons have no brand
preference, satisfied with any of the three brands?

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 Word Problems using Sets and Venn
Solution Let n be the number of persons who have no brand preference, satisfied with
any of the three brands.
120 were found to prefer brand X only, 200 prefer brand Y only, 150 prefer brand Z only.

Since 370 prefer either brand X or Y but not Z, we have 370 − 120 + 200 = 𝟓𝟎.
Since 450 prefer either brand Y or Z but not X, we have 450 − 200 + 150 = 𝟏𝟎𝟎.
Since 370 prefer either brand Z or X but not Y, we have 370 − 120 + 150 = 𝟏𝟎𝟎.

1000 persons were surveyed on brand preference, we have this set-up equation:
𝟏𝟐𝟎 + 𝟐𝟎𝟎 + 𝟏𝟓𝟎 + 𝟓𝟎 + 𝟏𝟎𝟎 + 𝟏𝟎𝟎 + 𝒏 = 𝟏𝟎𝟎𝟎

Solving for n, 𝒏 = 𝟐𝟖𝟎.

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 Word Problems using Sets and Venn

Thus, there are 280 persons who have no brand preference, satisfied with any
of the three brands.

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Resources
• Mann, P. (2015). Introductory Statistics, 9th Edition. John Wiley and Sons, Inc.

• Bluman, A. (2017). Elementary Statistics: A Step By Step Approach, 10th Edition.

McGraw-Hill Education

• Set Theory: Venn Diagrams And Subsets,

https://www.onlinemathlearning.com/venn-diagrams.html

• Set Operations and Venn Diagrams,

https://www.math24.net/set-operations-venn-diagrams

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End of Presentation