Module 2

Mathematical Language
and Symbols

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
 E
T S

Can you guess the correct

word that best describes
S
the pictures shown?
 N N

O U I
Can you guess the correct
word that best describes
I
the pictures shown?
 C
O N N E
R T I
S
Can you guess the correct
word that best describes
the pictures shown? E I
 F C N E
D

R I
F
Can you guess the correct
word that best describes
the pictures shown? E E
 M T N P
L

O I
C
Can you guess the correct
word that best describes
the pictures shown? E M
 Topic 2 - 2

SETS AND ITS

BASIC OPERATIONS
Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
Specific Objectives:

At the end of the lesson, the student should be able

to:
1. Define what a set and its basic terminologies are.
2. Differentiate two ways in describing sets.
3. Perform basic operations on set.
4. Solve problems using the concept of a Venn
Diagram.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
A. The Language of Sets
Use of the word “set” as a formal mathematical term was introduced in 1879 by Georg Cantor.
For most mathematical purposes we can think of a set intuitively, as Cantor did, simply as a collection of
elements.

So, by definition:

A set is a collection of well-defined objects.

Illustration:

a) A set of counting numbers from 1 to 10. A = {1,2,3,4,5,6,7,8,9,10}

b) A set of an English alphabet from a to e.
c) A set of counting numbers. N = 1 , 2, 3, …
d) A set of positive even numbers. W = 2, 4, 6, ,8, …
e) A set of an integers Z = …, -3, -2, -1, 0, 1, 2, 3, …

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
 Note: A set is denoted with braces or curly brackets { } and label or name the set by a capital letter
such as A, B, C,…etc.

1) A set of counting numbers from 1 to 5.

A = { 1, 2, 3, 4, 5 } 1 ∈ A; 3 ∈ A; 6 ∉ A

2) A set of English alphabet from a to d.

B = { a, b, c, d } a ∈ B; b ∈ B; f ∉ B B = {x | x is an English Alphabet} f ∈ B?
B = { a, b, c, d, …, z}
3) A set of all even positive integers.
C = { 2,4, 6, 8, … } Even Z, C = {x | x ∈ 2n, n ∈ Z+ }

4) A set of integers.
D = { …, -3, -2, -1, 0, 1, 2, 3, …} ½∉D

Now, if S is a set, the notation x ∈ S means that x is an element of S. The notation x ∉ S means
that x is not an element of S.

So, what is an element of a set?

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
Element of a set ; ∈

Each member of the set is called an element and the ∈ notation means that an item
belongs to a set.

Illustration:

Say A = { 1, 2, 3, 4, 5 }
1 ∈ A; 3 ∈ A; 5 ∈ A; 4 is an element of set A

Is 6 an element of set A? Since in a given set A above, we could not see six as an
element of set A, thus we could say that;

6 is not an element of set A or it could be written like this, 6 ∉ A

Note: Each element in a set should be separated by comma.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
Terminologies of Sets
1. Unit Set (Singleton) E = { a star } E = {s,t,a,r}

Unit set is a set that contains only one element.

Illustration:
A = { 1 }; B = { c }; C = { banana }, D = {●}

2. Empty set or Null set; ∅

Empty or null set is a set that has no element.

Illustration:
i. A = { } B = {∅}?
ii. A set of seven yellow carabaos.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
3. Finite set

A finite set is a set that the elements in a given set is countable.

Illustration:
i. A = { 1, 2, 3, 4, 5, 6 } A set of rice grains in a sack.
ii. B = { a, b, c, d } A set of strands of hair in your head.

4. Infinite set

An infinite set is a set that elements in a given set have no end or not countable.
C = {x | x ∈ R} D= {x | x ∈ W}

Illustration:
i. A set of counting numbers; A = {1, 2, 3, 4, … }
ii. A = { …-2, -1, 0, 1, 2, 3, 4, … }; A = {x | x is an integer}
A = {x | x ∈ Z}
Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
5. Cardinal Number; n B = {x | x is an English Alphabet}; n(B) = 26

Cardinal numbers are numbers that used to measure the number of elements in a
given set. It is just similar in counting the total number of elements in a set.

Illustration:
i. A = { 2, 4, 6, 8 }; n(A) = 4 (pertaining to the number of object)
ii. B = { a, c, e }; n(B) = 3
iii. C = { x | x is a vowel in an English Alphabet} ; n(C) = 5
6. Equal set A = {a, c, e} and B = {c, a, e} A= B

Two sets, say A and B, are said to be equal if and only if they have an equal number
of cardinalities and the element/s are identical. There is a 1 -1 correspondence.

Illustration:
i. A = { 1, 2, 3, 4, 5}; ii. B = { 3, 5, 2, 4, 1}

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
7. Equivalent set ; A ≡ B

Two sets, say A and B, are said to be equivalent if and only if they have the exact
number of elements but they are NOT identical. There is a 1 – 1 correspondence.

Illustration:
i. A = { 1, 2, 3, 4, 5 }; ii. B = { a, b, c, d, e } n(A)=5; n(B) = 5

8. Universal set; U = {x | x is consonant} U = {x | x is suit in a deck of cards} n(U) =52

The universal set U is the set of all elements under discussion.

Illustration:
i. A set of an English alphabet. ; U = {a, b, c, d, …, z}
ii. A set of vowels. ; U = {a, e, i, o, u}
iii. A set of digits: U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
9. Joint Sets

Two sets, say A and B, are said to be joint sets if and only if they have common element/s.

Illustration: A = {x | x is an integer} B = {x | x is a real number}

A = { 1, 2, 3} and B = { 2, 4, 6 } A ={1,2} B = {1,2}

Here, sets A and B are joint set since they have a common element such as 2.

10. Disjoint Sets

Two sets, say A and B, are said to be disjoint if and only if they are mutually exclusive or if
they don’t have common element/s.

Illustration:
A = { 1, 2, 3} and C = { 4, 6, 8 } B={1,2,3} and D = {a,b,c}

Can you see any common elements between set A and set C ?

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
B. Two ways of Describing a Set
i. Roster or Tabular Method
It is done by listing or tabulating the elements of the set.
Illustration:

a) Let us say we need to write in a form of set notation using tabular method the “Set of digits” naming the
set as A..
A = {0,1,2,3,4,5,6,7,8,9}

b) If we write into a set notation using tabular method a set of counting numbers from 1 to 5 and naming
the set as B, we have;
B = { 1, 2, 3, 4, 5}

c) Listing down all the elements in a set the set of vowels in an English alphabet and labelling the set as C,
we have;
C = {a, e, i , o, u}

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
B. Two ways of Describing a Set
ii. Rule or Set-builder Method

It is done by stating or describing the common characteristics of the elements of

the set. We use the notation A = { x | x … } and it read as “A is a set of x such that …
(description)”.

Illustration:

i. Let say A = { 1, 2, 3, 4, 5 }. We can transform this in a rule or set-builder method.

A = {x | x is a counting number from 1 to 5}
A = { x | x ∈ N, x < 6}

ii. B = { a, b, c, d, …, z }. The rule or set-builder method for this set is shown below.

B = {x | x ∈ English alphabet}
B = { x | x is an English alphabet}

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
C. Subsets; ⊆
A subset of B, A ⊆ B, means that every element of A is also an element of B.

If x ∈ A, then x ∈ B. In particular, every set is a subset of itself, A ⊆ A.

A subset is called a proper subset, A is a proper subset of B, if A ⊂ B and there

is at least one element of B that is not in A:

If x ⊂ A, then x ⊂ B and there is an element b such that b ∈ B and b ∉ A.

NOTE: The empty set. or {} has no elements and is a subset of every set
for every set A, A ⊂ A.
Illustration: Let us say a set A = {a, b, c}. The following set can be considered as a subset of set A.

B = {a}; C = {a, b}; D = { a, c}; E = { }; F = {a, b, c}

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
B

A
B⊆A
C
B C⊆B⊆A
A
The number of subsets of a given set is given by 2n , where n is the number of elements of the given set.

Illustration:
How many subsets are there in a set A = {1, 2, 3 }? List down all the subsets of set A.

Here, the number of subsets is 2n = 23 = 8 subsets. The following subsets are shown below.

With one element

{1} ; {2} ; {3}

With two elements

{ 1, 2 } ; { 1, 3 }; { 2, 3 }

With three elements

{ 1, 2, 3 }

With no element
{ }

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
D. Ordered Pair
Given elements a and b, the symbol (a, b) denotes the ordered pair consisting of a and b together
with the specification that “a” is the first element of the pair and “b” is the second element. Two ordered
pairs (a,b) and (c,d) are equal iff a = c and b = d. Symbolically;

(a, b) = (c, d) means that a = c and b = d

Illustration:
a) If (a, b) = (3, 2), what would be the value of a and b.

Here, by definition, two ordered pairs (a,b) and (c,d) are equal iff a = c and b = d. Hence, a = 3
and b = 2.

b) Find x and y if (4x + 3, y) = (3x + 5, – 2).

Solution:

Since (4x + 3, y) = (3x + 5, – 2), so

4x + 3 = 3x + 5
Solving for x algebraically, the value of x = 2 and obviously y = – 2.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
E. OPERATION ON SETS

Here are the basic operations on sets.

1. Union of Sets; ∪

The union of sets A and B, denoted by A ∪ B , is the set defined as:

A ∪ B = { x | x ∈ A or x ∈ B }

Example 1: If A = {1, 2, 3} and B = {4, 5} , then

A ∪ B = {1, 2, 3, 4, 5} .

Example 2: If A = {1, 2, 3} and B = {1, 2, 4, 5} , then

A ∪ B = {1, 2, 3, 4, 5} .

Note that elements are not repeated in a set.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
E. OPERATION ON SETS

2. Intersection of Sets ∩

The intersection of sets A and B, denoted by A ∩ B , is the set defined as :

A ∩ B = { x | x ∈ A and x ∈ B }

Example 1: If A = {1, 2, 3} and B = {1, 2, 4, 5}; then A ∩ B = {1, 2} .

Example 2: If A = {1, 2, 3} and B = {4, 5}; then A ∩ B = ∅ = { }

A = {a,b,c,d,e} ; B = { a,e,i,o,u}

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
E. OPERATION ON SETS

3. Difference of Sets

The difference of sets A from B , denoted by A - B , is the set defined as

A - B = { x | x ∈ A and x ∉ B }

Example 1: If A = {1, 2, 3} and B = {1, 2, 4, 5}; then A - B = {3} .

Example 2: If A = {1, 2, 3} and B = {4, 5}; then A - B = {1, 2, 3} .

Example : 3 If A = {a, b, c, d } and B = {a, c, e }; then A - B = {b, d } .

Note that in general A - B ≠ B - A

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
E. OPERATION ON SETS

4. Complement of Set

For a set A, the difference U - A , where U is the universe, is called

the complement of A and it is denoted by Ac or A’ . Thus Ac or A’ is the set of
everything that is not in A.

Example: Let U = { a, e, i, o, u } and A = { a, e }; what is A’?

U – A = Ac = { i, o u }

Note: a) A ∪ A’ = U
b) n(A ∪ B) = n(A) + n(B) – n (A ∩ B)
Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
 E. OPERATION ON SETS

Cartesian Product

Given sets A and B, the Cartesian product of A and B, denoted by A x B and read as “A cross
B”, is the set of all ordered pair (a,b) where a is in A and b is in B. Symbolically, A x B = {(a, b) | a ∈ A and b
∈ B}

Note that A x B is not equal to B x A.

Illustration:

a) If A = { 1, 2} and B = {a, b}, what is A x B?

A x B = {(1,a), (1, b), (2, a), (2, b)}. How many elements in a A x B?

b) Let A = {1, 2, 3} and B = {a, b}. Then A x B = {(1, a), (1, b), (2, a), (2, b), (3, a), (3, b)} .

c) For the same A and B as in (b), B x A = {(a, 1), (a, 2), (a, 3), (b, 1), (b, 2), (b, 3)} .

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
F. Venn Diagram
A Venn diagram is an illustration of the
relationships between and among sets, groups of
objects that share something in common. Usually,
Venn diagrams are used to depict set intersections
(denoted by an upside-down letter U). This type of
diagram is used in scientific and engineering
presentations, in theoretical mathematics, in
computer applications, and in statistics.
Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
Venn Diagram on Sets Operation
i. Union of Two Sets ii. Intersection of Two Sets

iii. Difference of Sets iv. Complement

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B

C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B

C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50
A B

5 5

C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B

5 5
3

C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B
7

5 5
3

C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B
7

5 5
3
7
C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B
7 5
5 5
3
7
C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B
8 7 5
5 5
3
7
C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50
A B
8 7 5
5 5
3
7
10
C
Example: A survey was done among 50 CICS students and they are asking what kind of sports that they are really most
like to play. There are 25 students who love to play Arnis, 20 students wants to play Basketball, 20 students are fond
of to play Chess, 12 students who love to play both Arnis and Basketball, 8 students love to play both Basketball and
Chess, 10 students who love to play both Arnis and Chess and 5 students who love to play all of these games.
1. How many students who want to play Arnis alone? Basketball alone? Chess alone?
2. How many students who want to play Arnis and Chess but not Basketball? Basketball and Chess
but not Arnis? Basketball and Arnis but not Chess?
3. How many students are not fond of playing these three kinds of sports.

U = 50

A B
Answer:
8
5
7 5 1.8; 5; 7
5 3
2.5; 3; 7
7
C
10 3.10
Self-Learning Activity

A. Tell whether the following is true or false:

1. Empty set is also called a unit set.

2. {  } is an empty set.
3. A set with two elements has 2 subsets.
4. Equivalent set is also an equal set.
5. Counting number is an example of a finite set.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
B. List down all the subsets of a set A = { a, b, c, d }.

C. If A = {1,2,3} and B={i,o,u}, find A x B.

D. Find x and y if (x – y, x + y) = (6, 10)

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

and C = {3, 6, 9, 0}. Find the following:

a) A  B b) B  C c) A’  B’ d) (A  B)’
F. Given the set notation in E, show this in a form of Venn Diagram.

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)
F. A group of students were asked whether they are like
basketball, softball, or both. If 456 like basketball, 384 like
softball, and 252 like both games, how many students were
there?

G. A survey of 100 fourth year high school students revealed

that 42 like mathematics, 62 like Filipino, 44 like History, 22
like both Math and History, 25 like both Math and Filipino, 17
like Filipino and History, and 10 like all the three subjects. How
many like Math only? Filipino only? History only? How many
did not like any of the three subjects?

Module 2 | Topic 2 : Four Basic Concepts (Sets and its Basic Operations)