M A T HE M A T IC S I N TH E

MODERN W O R L D
N GL ISH A S L ANGU AGES
MATHEMATICS AND E
LEARNING OBJECTIVES:
• DISCUSS THE LANGUAGE, SYMBOLS AND CONVENTIONS OF MATHEMATICS
• EXPLAIN THE NATURE OF MATHEMATICS AS A LANGUAGE
• PERFORM OPERATIONS ON MATHEMATICAL EXPRESSIONS CORRECTLY
• ACKNOWLEDGE THAT MATHEMATICS IS A USEFUL LANGUAGE
MATHEMATICS AND ENGLISH AS LANGUAGES

•THE WORDS “NOUN”, “VERB”, OR PRONOUN” ARE NOT USED IN

MATHEMATICS, BUT THERE ARE SIMILARITIES WITH THE ENGLISH
LANGUAGE AND CAN BE OBSERVED SUCH AS:
•NOUNS COULD BE CONSTANTS OR EXPRESSIONS WITH
NUMBERS
•14, 5 ( – 2/3 ), - 12
•A VERB COULD BE EQUAL SIGN , OR
•INEQUALITY SYMBOLS LIKE , ,
•PRONOUNS COULD BE A VARIABLES LIKE X AND Y
•Y – 4X, 2XY, -
•SENTENCES COULD BE FORM BY PUTTING TOGETHER
THEIR PARTS:
•2X + 3Y = 8, 3X – Y = 1
THE LANGUAGE AND GRAMMAR OF
MATHEMATICS
TRANSLATION OF MATHEMATICAL EXPRESSION
INTO ENGLISH SENTENCES: ADDITION
BASIC
MATHEMATICAL ENGLISH TRANSLATIONS
STATEMENTS
FOUR PLUS FIVE EQUALS NINE.
4+5=9 FOUR PLUS FIVE IS EQUAL TO NINE.
3+8=11
FOUR INCREASED BY FIVE IS NINE.
3+x = 7
THE SUM OF FOUR AND FIVE IS NINE.
FIVE MORE THAN FOUR EQUALS NINE.
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE
• X + 8 (TRANSLATE USING PLUS, INCREASED BY, AND THE SUM OF)
• X PLUS EIGHT
• X INCREASED BY EIGHT
• THE SUM OF A NUMBER X AND EIGHT
• 3 + X – ON YOUR OWN
• NOTE: X IS WRITTEN AS “A NUMBER X” FOR THE PURPOSE THAT IN WORD PROBLEMS A REPRESENTATION
OF VARIABLE X HAS REAL VALUE.
SUBTRACTION
BASIC
MATHEMATICAL ENGLISH TRANSLATIONS
STATEMENTS
EIGHT MINUS FIVE IS THREE.
8–5=3 EIGHT LESS FIVE IS THREE.
12-4=8
THE DIFFERENCE OF EIGHT AND FIVE IS THREE.
5-x=2
x–y=w FIVE LESS THAN EIGHT IS EQUAL TO THREE.
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE
•X – 8 (TRANSLATE USING MINUS, LESS, LESS THAN, AND THE DIFFERENCE OF
•X MINUS EIGHT
•X LESS EIGHT
•EIGHT LESS THAN X
•THE DIFFERENCE OF X AND EIGHT
•5 – X – ON YOUR OWN TRANSLATE
MULTIPLICATION
BASIC
MATHEMATICAL ENGLISH TRANSLATIONS
STATEMENTS

4 (3) = 12 FOUR TIMES THREE IS TWELVE.

4 3 = 12 THE PRODUCT OF FOUR AND THREE IS TWELVE.
W (x) = 8
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE

•8(X) (TRANSLATE USING TIMES AND THE PRODUCT OF)

•EIGHT TIMES X
•THE PRODUCT OF EIGHT AND X
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE
•2X
• TWO TIMES X
• TWICE OF X OR TWICE X
•3Y
• THREE TIMES Y
•THRICE OF Y OR THRICE Y
DIVISION
BASIC
MATHEMATICAL ENGLISH TRANSLATIONS
STATEMENTS
Twelve divided by three is four.
12 / 3 = 4 The quotient of twelve and three is four .
35/x = 7
The ratio of twelve and three is equal to four.
Twelve over three equals four.
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE

•EIGHT DIVIDED BY X
•THE QUOTIENT OF EIGHT AND X
•THE RATIO OF EIGHT AND X
•EIGHT OVER X
• - ON YOUR OWN
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE
•2X + 3 (FOR MULTIPLE TERMS WITH VARIABLE/S, TRANSLATE EACH TERM THEN COMBINE)
•2X – TWICE X
•3 – THREE
•TWICE X PLUS THREE
•THE SUM OF TWICE X AND THREE
•TWICE X INCREASED BY THREE
•THREE MORE THAN TWICE X
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE
•2 – 3X 2 ÷ 3X
•2 – TWO TWO DIVIDED BY THRICE X
•3X – THRICE XTHE QUOTIENT OF TWO AND THRICE X.
•TWO MINUS THRICE X THE RATIO OF TWO AND THRICE X.
•TWO LESS THRICE X TWO OVER THRICE X.
•THRICE X LESS THAN TWO
•THE DIFFERENCE OF TWO AND THRICE X
 TRANSLATE THE MATHEMATICAL STATEMENTS INTO ENGLISH SENTENCE
• (X–3)÷2
•(IN DIVISION TRANSLATE NUMERATOR AND DENOMINATOR THEN COMBINE)
•X – 3 X MINUS THREE
•2 TWO
•X MINUS THREE ALL OVER TWO, (X – 3)/2
•THE QUOTIENT OF X MINUS THREE AND TWO.
•THE DIFFERENCE OF X AND THREE DIVIDED TWO.
•NOTE: IN DIVISION, YOU MAY USE ALL OVER WHEN THE NUMERATOR HAS MULTIPLE TERMS, OR
DENOMINATOR IN MULTIPLE TERMS OR BOTH
 TRANSLATE THE MATHEMATICAL STATEMENTS
INTO ENGLISH SENTENCE
•X + 4 THE SUM OF X AND FOUR, X PLUS FOUR
•3 - X THE DIFFERENCE OF THREE AND X, THREE MINUS X
•USING ALL OVER
•X PLUS FOUR ALL OVER THREE MINUS X. 4 / (3 – X) ,
•THE SUM OF X AND FOUR ALL OVER THE DIFFERENCE OF THREE AND X.
•USING THE QUOTIENT OF
•THE QUOTIENT OF THE SUM OF X AND FOUR AND THE DIFFERENCE OF THREE AND X.
 TRANSLATE EACH VERBAL PHRASE INTO
MATHEMATICAL EXPRESSION
•12 X = 10 – 2
•12X TWELVE TIMES X
•10 – 2 TEN MINUS TWO
•TWELVE TIMES X IS EQUAL TO TEN MINUS TWO
 𝟐 (𝟒 −𝟏)
EXAMPLE: 𝟓 −𝟑
=𝟑

• 2 (4 – 1)
• THE PRODUCT OF TWO AND FOUR MINUS ONE.
• TWICE THE DIFFERENCE OF FOUR AND ONE .
• TWO TIMES FOUR MINUS ONE, WRONG
•5 – 3
• THE DIFFERENCE OF FIVE AND THREE, FIVE MINUS THREE
ANSWER: TWICE THE DIFFERENCE OF FOUR AND ONE ALL OVER THE
DIFFERENCE OF FIVE AND THREE EQUALS THREE.
TRANSLATE EACH VERBAL PHRASE INTO
MATHEMATICAL EXPRESSION
• 1. THE SUM OF X AND 2, X + 2
•2. X DIVIDED BY 4, X/4
•3. THE PRODUCT OF 4 AND X, 4(X) OR 4X
•4. SUBTRACT 4 FROM X, X - 4
•5. THE PRODUCT OF Y AND 7, Y ( 7)
TRANSLATE EACH VERBAL PHRASE INTO
MATHEMATICAL EXPRESSION
•6. THREE TIMES THE NUMBER X, 3(X) OR 3X
•7. TWO-THIRD OF X, X
•8. THE DIFFERENCE OF X AND Y, X - Y
•9. X IS SUBTRACTED FROM Y, Y - X
•10. X DECREASED BY 4, X-4
•SUBTRACT X AND Y X–Y
•SUBTRACT X FROM Y Y-X
•3X / (4 + Y) = 6
• THRICE X
•THE SUM OF FOUR AND Y
•THRICE X MINUS THE SUM OF FOUR AND Y EQUALS SIX.
•THRICE X LESS THE SUM OF FOUR AND Y EQUALS SIX.
•THE SUM OF FOUR AND Y EQUALS SIX LESS THAN THRICE X EQUAL
SIX.
•THE DIFFERENCE OF THRICE X AND THE SUM OF FOUR AND Y
EQUAL SIX.
THE LANGUAGE OF SETS { }

•SETS LIKE WHICH HAS A DEFINITE NUMBER OF ELEMENTS

IN ROSTER FORM WHERE THE ELEMENTS ARE LISTED.
SET SUCH AS HAS AN INDIFINITE NUMBER OF ELEMENTS
•, A, A A 9B
• 1. EQUAL SETS ( = ) – IT CONTAINS THE SAME MEMBERS OF ELEMENTS.
• A = {1, 2, 3, 4} AND B = {2, 4, 1, 3} A AND B ARE EQUAL SETS.
• 2. EQUIVALENT SETS ( ) – IT CONTAINS THE SAME NUMBER OF ELEMENTS.
• C = {1, 3, 5, 7} AND D = {2, 4, 5, 7} C AND D ARE EQUIVALENT SETS.
• ANSWER BY ALWAYS, SOMETIMES, NEVER
• EQUIVALENT SETS ARE _______ EQUAL SETS. SOMETIMES
• A = {1, 2, 3, 4} AND B = {2, 4, 1, 3}
• C = {1, 3, 5, 7} AND D = {2, 4, 5, 7}
• EQUAL SETS ARE ________ EQUIVALENT SETS. ALWAYS
• 3. FINITE SETS – ELEMENTS ARE COUNTABLE.
• 4. INFINITE SETS – ELEMENTS ARE NOT COUNTABLE.
• 5. JOINT SETS – IT CONTAIN AT LEAST 1 COMMON ELEMENT.
• C = {1, 3, 5, 7} AND D = {2, 4, 5, 7} C AND D ARE JOINT SETS
• 6. DISJOINT SETS – SETS THAT DON’T HAVE COMMON ELEMENT
• E = {2, 4, 6, 8} AND F = {1, 3, 5, 7, 9} E AND F ARE DISJOINT SETS
• 7. SUBSET - AN ELEMENTS OF A SET ARE PRESENT TO THE OTHER SET.
• A = {1, 2, 3} AND B = {0, 1, 2, 3, 4} A B C = {0, 2, 4} C B
• {2, 4} B {2, 4, 5}⊄ B
UNIVERSAL SET

• TOTALITY OF ALL ELEMENTS. OF A SET

• A = {1, 2, 3, 4}
• B = {3, 4, 5, 6}
• U = {1, 2, 3, 4, 5, 6}
SET-BUILDER FORM OR RULE FORM
• SETS LIKE SET . THIS IS READ AS “SET IS THE SET OF ALL VALUES OF
SUCH THAT IS AN ELEMENT OF INTEGERS” WHICH HAS INDEFINITE
NUMBER OF ELEMENTS ARE WRITTEN IN SET-BUILDER METHOD OR RULE
FORM. THIS NOTATION IS USED WHENEVER IT IS CONVENIENT OR
IMPOSSIBLE TO LIST ALL THE ELEMENTS OF A SET; IT MERELY DESCRIBES
THE CHARACTERIZING PROPERTY OF ITS ELEMENTS IN TERMS OF SYMBOLS.
• INTEGERS, Z = {…, -8, -7, -6 -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, …}
• POSITIVE INTEGERS, Z = {1, 2, 3, 4, …}
+

• NEGATIVE INTEGERS, Z = {…, -8, -7, -6 -5, -4, -3, -2, -1}
-

• NON-NEGATIVE INTEGERS = {0, 1, 2, 3, 4, …}

• WHOLE NUMBERS, W = {0, 1, 2, 3, 4, …}
• RATIONAL NUMBERS, Q = {INTEGERS, TERMINATING DECIMAL NUMBERS, NON-
TERMINATING REPEATING DECIMAL NUMBERS, FRACTIONAL NUMBERS,}

• REAL NUMBERS, R = {ALL NUMBERS EXCEPT IMAGINARY NUMBERS/COMPLEX

NUMBERS}
•N = {…, -3, -2, -1, 0, 1, 2, 3, 4,…}
•THESE ARE THE ELEMENTS OF INTEGER NUMBERS, IN RULE
FORM THIS CAN BE REPRESENTED BY N = {X │X Z}, Z IS
THE SYMBOL OF INTEGER NUMBERS
•THE ELEMENTS OF WHOLE NUMBERS (W) ARE 0, 1, 2, 3, 4, …
•N = {0, 1, 2, 3, 4, …} ROSTER FORM
•N = {X │ X W } SET-BUILDER FORM
•N = {X │ X NON-NEGATIVE INTEGERS }
•SET N IS THE SET OF ALL VALUES OF X SUCH THAT X IS AN ELEMENT OF WHOLE NUMBERS

•POSITIVE INTEGERS, COUNTING NUMBERS AND NATURAL NUMBERS ARE THE SAME REPRESENTED AS
Z+ = {1, 2, 3, 4, …}
•THE ELEMENTS OF POSITIVE INTEGERS (Z+) ARE 1, 2, 3, 4, …
•N = {1, 2, 3, 4, …} ROSTER FORM
•N = { X │ X Z+ } SET-BUILDER FORM
•SET N IS THE SET OF ALL VALUES OF X SUCH THAT X IS AN ELEMENT OF POSITIVE
INTEGERS
•THE ELEMENTS OF NEGATIVE INTEGERS (Z–) ARE -1, -2, -3, -4, …
•N = {-1, -2, -3, -4, …} ROSTER FORM
•N = { X │ X Z– } SET-BUILDER FORM
•SET N IS THE SET OF ALL VALUES OF X SUCH THAT X IS AN ELEMENT OF NEGATIVE
INTEGERS
•POSITIVE INTEGERS ARE 1, 2, 3, 4, …
•GIVEN: 0, -1, -2, -3, -4, ...NON-POSITIVE INTEGERS (SAY
“C”), THEN
•N = {0, -1, -2, -3, -4, …} ROSTER FORM
•N = { X │ X C } SET-BUILDER FORM
• A = {2, 3, 4, …}
(IDENTIFY WHAT TYPE OF NUMBERS ARE GIVEN,
THEN WRITE THE CONDITION THAT WILL DESCRIBE THE ELEMENTS)
• ANSWERS:
• A = (X │X (Z }
+
B= {1, 2, 3, 4, …} = (X │X (Z > 0)}
• A = {X │X (Z 2)}
+
B= {1, 2, 3, 4, …} = (X │X (Z 1)}
• A = (X │X (W > 1)} B = {1, 2, 3, 4, …} = (X │X (W > 0)}
• A = {X │X (W 2)} B= {1, 2, 3, 4, …} = (X │X (W 1)}
• A = (X │X (Z > 1)}
• A = {X │X (Z 2)}
•B = {3, 4, 5, 6, …} D = {…, -4, -3, -2, -1} = {-1, -2, -3, -4, …}
•B = (X │X (Z 3)} D = (X │X Z }
+ -

•B = (X │X (Z 2)} D = (X │X (Z -1)}
+ -

•C = {0, 1, 2, 3, 4} = {4, 3, 2, 1, 0}
•C = (X │X (W 4)} (X │X
•C = (X │X (W 5)}
•C = (X │X (-1 Z 5)} Z IS GREATER THAN -1 BUT LESS THAN 5
•C = (X │X (0 Z 4)} Z IS EQUAL OR GREATER THAN 0 BUT EQUAL OR LESS THAN 4 D = {-2, -1, 0, 1, 2, 3}
= (X │X (-3 Z 4)}

D = {-2, -1, 0, 1, 2, 3} = (X │X (-2 Z 3)}

•0 Z IS SAME AS Z
•N = {2, 3, 4, 5, 6} A = (-2, -1, 0, 1, 2, 3}
•N = {X │X (1 Z 7)} A = {X │X (-3 Z 4)}
+

•N = {X │X (2 Z 6)} A={X │X (-2 Z 3)}

+

•B = {-5, -4, -3, -2, -1}

•B = {X │X (-6 Z 0)}B = {X │X (Z > -6}
-

•B = {X │X (-5 Z -1)} B = {X │X (-5 Z -1)}

-
SETS OPERATIONS

•UNION , INTERSECTION, DIFFERENCE,

COMPLEMENTATION, AND CARTESIAN PRODUCT.
UNION OF SETS ( EITHER, OR)
•UNION OF SETS IS THE ELEMENTS BETWEEN THE GIVEN SETS
•EXAMPLE: A = { 1, 2, 3, 4 } AND B = {3, 4, 5, 6}
•{ 1, 2, 3, 4 } {3, 4, 5, 6}
•A B = {1, 2, 3, 4, 5, 6}
•C = {2, 3, 5, 7, 9} D = {1, 3, 5, 7, 8, 9}
•C D = {1, 2, 3, 5, 7, 8, 9}
UNION OF SETS

•IF C = { 0, 2, 4 } AND D = {1, 3}

•ANSWER: C D = {0, 1, 2, 3, 4}
•IF E = { 1, 4, 9} AND F = {3, 6, 8}
•ANSWER: E F = {1, 3, 4, 6, 8, 9}
INTERSECTION OF SETS (AND)
•IT IS THE COMMON ELEMENTS BETWEEN THE GIVEN SETS
•EXAMPLE: A = {1, 2, 3, 4} AND B = {3, 4, 5, 6}
•A B = {3, 4}
•C = {2, 3, 5, 7, 9} D = {1, 3, 5, 7, 8, 9}
•C D = {3, 5, 7, 9}
INTERSECTION OF SETS
•C = {1, 4, 6, 7} AND D = {2, 4, 5, 6, 8}
•ANSWER: C D = {4, 6}
•E = {1, 3, 5, 7} AND F = {2, 4, 6, 8}
•ANSWER: E F = { } OR
•WHEN A SET HAS NO ELEMENT IT IS CALLED AN EMPTY SET OR NULL SET
•{1, 2, 4, 6, 7} {2, 5, 6, 8, 9} {0, 1, 4, 6, 8} = {0, 1, 2, 4, 5, 6, 7, 8, 9}
•{1, 2, 4, 6, 7}{2, 5, 6, 8, 9} {0, 1, 4, 6, 8} = {6}
•{1, 2, 4, 6, 7} [ {2, 5, 6, 8, 9} {0, 1, 4, 6, 8} ] =
={1, 2, 4, 6, 7} {6, 8}
={1, 2, 4, 6, 7, 8}
DIFFERENCE OF SETS ( - )
•THE DIFFERENCE OF TWO SETS SUCH AS A – B IS THE SET OF
ALL THE ELEMENTS OF SET A THAT ARE NOT IN SET B
•EXAMPLE: A = {1, 2, 3, 4} AND B = {3, 4, 5, 6}
•THOSE A – B = {1, 2, 3, 4} - {3, 4, 5, 6} = {1, 2},
•WHILE B – A = {3, 4, 5, 6} - {1, 2, 3, 4} = {5, 6}
DIFFERENCE OF SETS ( - )
•C = {1, 4, 6, 7} AND D = {2, 4, 5, 6, 8}
•ANSWER: C D = {1, 4, 6, 7} - {2, 4, 5, 6, 8} ={1, 7}
•AND D – C = {2, 5, 8}
•E = {1, 3, 5} AND F = {4, 5, 6, 7}
•ANSWER: E – F = {1, 3} AND F – E = {4, 6, 7}
COMPLEMENT OF A SET ( ‘ )
•THE COMPLEMENT OF A SET (A) IS THE SET OF ALL ELEMENTS IN THE GIVEN UNIVERSAL SET (U) THAT ARE
NOT IN SET (A)
•GIVEN: U = {1, 2, 3, 4, 5, 6, 7}, A = {2, 4, 6}, B = { 1, 3, 4, 5, 7}
•REQUIRED: A’ AND B’
•ANSWER: A’ = U – A = {1, 2, 3, 4, 5, 6, 7} – {2, 4, 6} = {1, 3, 5, 7} AND
•B’ = U – B = {1, 2, 3, 4, 5, 6, 7} – {1, 3, 4, 5, 7} = {2, 6}
•AVERAGE PROBLEM: (A B)’ = U – (A B) = {1, 2, 3, 4, 5, 6, 7} – {4} = {1, 2, 3, 5, 6, 7}
•(A – B)’ = U – (A – B) = {1, 2, 3, 4, 5, 6, 7} – {2, 6} = {1, 3, 4, 5, 7} = B
•IS A’ IS EQUAL TO U – A? A’ = U – A, B’ = U – B, C’ = U – C, U’ = U – U
•NOTE: TO DETERMINE THE COMPLEMENT OF A GIVEN SET, THE UNIVERSAL SET IS ALWAYS GIVEN
U = {0, 1, 2, 3, 4, 5, 6}
A = {1, 2, 3, 4, 5}, B = {0, 2, 3, 5}
•A’ = U – A = {0, 6}
•B’ = U – B = {1, 4, 6}
•{1, 2} – {1, 2} = { }, A – A = { },
•U’ = U – U = { }
•{ }’ = U – { } = UN – 0 = N
COMPLEMENT OF A SET ( ‘ )

•U = {1, 2, 3, 4, 5, 6, 7, 8, 9} , C = {2, 4, 5, 8, 9} AND

•D = {1, 3, 4, 5, 6, 8}
•ANSWER: C’ = {1, 3, 6, 7}
•D’ = {2, 7, 9}
CARTESIAN PRODUCT OF SETS
•THE CARTESIAN PRODUCT OF SET A AND SET B (A × B), IS
THE SET OF ALL POSSIBLE ORDERED PAIRS (A, B) WHERE
THE ELEMENTS OF SET A ARE IN THE FIRST ORDER AND THE
ELEMENTS OF SET B ARE IN THE SECOND ORDER. USING
THE SET-BUILDER NOTATION, A × B = {(A, B) │ A ∈ A AND B ∈
B}
 THE CARTESIAN PRODUCT OF
SET A AND SET B

•A × B = {(A, B) │ A ∈ A AND B ∈ B}
•THE CARTESIAN PRODUCT OF SET A AND SET B IS THE
SET OF ALL ORDERED PAIRS (A, B) SUCH THAT A IS THE
ELEMENT OF SET A AND B IS THE ELEMENT OF SET B
• EXAMPLE:  LET A = {X, Y} AND B = {1, 2, 3, 4}.
• A × B  = {(X, 1), (X, 2), (X, 3), (X, 4), (Y, 1), (Y, 2), (Y, 3), (Y, 4)}
• B × A = {(1, X), (1, Y), (2, X), (2, Y), (3, X), (3, Y), (4, X), (4, Y)}
• NOTE THAT IN THIS CASE A × B ≠ B × A, THOSE CARTESIAN PRODUCT
IS NOT COMMUTATIVE.
ALSO, N(A) ∙ N(B) = 2(6) = 12 = N(A × B).
 DETERMINE THE CARTESIAN PRODUCT OF THE TWO
GIVEN SETS

•X = {R, W, B} AND Y = {1, 2, 3}

•X Y = {(R,1),(R,2),(R,3),(W,1),(W,2),(W, 3),(B,1),(B,2),(B,3)}
EXERCISES:
•GIVEN: U={0, 1, 2, 3, 4, 5, 6}, A={1, 3, 5}, B = {3, 4, 5}, C = {0, 2, 3}
•1. A’ = {1, 3, 5}’ 5. {2, 4, 6}’ 9. A B
•2. A – B 6. (A – B)’ 10. B A
•3. A B 7. (A B)’
•4. A B 8. A B C
• 1.
• 2.
• 3.
• 4.
• 5.
• 6.
• 7.
• 8.
• 9.
• 10.
VENN DIAGRAM
• AN ILLUSTRATION REPRESENTING LOGICAL SETS IN TERMS OF FIGURES
SUCH AS CIRCLES OR ANY CLOSED CURVES WITHIN A RECTANGLE
(REPRESENT AS THE UNIVERSAL SET), WHERE THE COMMON ELEMENTS ARE
IN THE OVERLAPPING REGION OF THE OF THE SETS (CIRCLES)
EXAMPLE: 2 SETS (CIRCLES)U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
Set A Set B
A = {0, 1, 2, 3, 4, 8}
B = {0, 4, 5, 6, 7, 8}
A B = {0, 4, 8}
A – B = {1, 2, 3}
1, 2, 3 0, 4, 8 5, 6, 7 B – A = {5, 6, 7}

A’ = {5, 6, 7, 9}
9 A B = {0, 1, 2, 3, 4, 5, 6, 7, 8,}
(A B)’ = {9}
EXAMPLE: 2 SETS (CIRCLES)U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
Set A Set B
A = {0, 1, 2, 3, 4, 8}
B = {0, 4, 5, 6, 7, 8}
A B = {0, 4, 8}
A – B = {1, 2, 3}
1, 2, 3 0, 4, 8 5, 6, 7 B – A = {5, 6, 7}

A’ = {5, 6, 7, 9}
9
EXAMPLE: 2 SETS (CIRCLES)U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
Set A Set B
A = {0, 1, 2, 3, 4, 8}
B = {0, 4, 5, 6, 7, 8}
A B = {0, 4, 8}
A – B = {1, 2, 3}
1, 2, 3 0, 4, 8 5, 6, 7 B – A = {5, 6, 7}

A B = {0, 1, 2, 3, 4, 5, 6, 7, 8,}
9
EXAMPLE: 2 SETS (CIRCLES)U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
Set A Set B
A = {0, 1, 2, 3, 4, 8}
B = {0, 4, 5, 6, 7, 8}
A B = {0, 4, 8}
A – B = {1, 2, 3}
1, 2, 3 0, 4, 8 5, 6, 7 B – A = {5, 6, 7}

(A B)’ = {9}
9
VENN DIAGRAM WORD PROBLEM:
EXAMPLE PROBLEM NO. 1
OUT OF 50 STUDENTS, 25 ARE TAKING PHYSICS AND 32 ARE TAKING
STATISTICS.
• IF TEN STUDENTS ARE IN BOTH CLASSES, HOW MANY STUDENTS ARE IN
NEITHER CLASS? 3
P S
25 – 10 = 15
32 – 10 = 22
15 + 10 + 22 = 47
15 10 22 50 – 47 = 3

3
•HOW MANY ARE IN EITHER CLASS? 47
•HOW MANY STUDENTS TAKING PHYSICS ONLY? 15
•HOW MANY STUDENTS TAKING STATISTICS ONLY? 22
•HOW MANY STUDENTS ARE NOT TAKING PHYSICS SUBJECT? 25
•HOW MANY STUDENTS ARE NOT TAKING STATISTICS SUBJECT? 18
• OUT OF 60 STUDENTS, 24 ARE TAKING ENGLISH COMPOSITION AND 21 ARE
TAKING CHEMISTRY.
• IF 9 STUDENTS ARE IN BOTH CLASSES, HOW MANY STUDENTS ARE IN NEITHER
CLASS? 24
• HOW MANY ARE IN EITHER CLASS? 36
• WHAT IS THE NUMBER OF STUDENTS TAKING CHEMISTRY ONLY? 12
E C

15 9 12

24
EXAMPLE PROBLEM NO.2

OUT OF 50 STUDENTS, 25 ARE TAKING PHYSICS AND 32 ARE TAKING

STATISTICS.
• HOW MANY ARE IN BOTH CLASSES, WHEN THERE ARE 3 STUDENTS IN
NEITHER CLASS?
P S

25-x x 32-x

3
SOLUTION:
(25 – X) + X + (32 – X) + 3 = 50
60 – X = 50 60 – X = 50
60 – 50 = X -X = 50 - 60
X = 10 - X/(-1) = -10/(-1)
QUOTE FROM GOODREADS.COM

•MATHEMATICS IS THE LANGUAGE IN WHICH

GOD HAS WRITTEN THE UNIVERSE