CHAPTER 01: NATURE OF MATHEMATICS

1.1 Patterns and Numbers in Nature and the World

1.2 Symmetry and Order of Rotation
A. Symmetry
B. Order of Rotation
1.3 Exponential Growth Model
1.4 The Fibonacci Sequence
A. Golden Ration

CHAPTER 01: SPEACKING MATHEMATICALLY

2.1 Writing Sentences Using Variables

2.2 Mathematical Statements

A. Universal Statement
B. Conditional Statement
C. Existential Statement
D. Universal Conditional Statement
E. Universal Existential Statement
F. Existential Universal Statement

2.3 Sets

A. Empty Set
B. Set Element Symbol
C. Equality
D. Cardinality
E. Intersection of sets
F. Union of sets
G. Universal Sets
H. Subsets
I. Special Symbolic Names

2.4 Venn Diagram

2.5 The Language of Functions and Relations

A. Relations
B. Arrow Diagram of Relation
C. Functions
Patterns and Numbers in Nature and the World

What is Pattern?

- A Pattern is an arrangement that have repeated or recurring designs, it can be ordered set
of numbers, lines, colors and shapes which embedded with rules.
3 Exercises with explanations

 In terms of colors, we see that the pattern is green then blue

followed by yellow. So, we can say that the color of the missing
objects is yellow because after blue it should be yellow.
 In terms of shapes, we see that the pattern is triangle, square
and then diamond. On the figure above, the last figure that
appeared is square then the next object should be diamond.
 Therefore, the missing object is a yellow diamond.

 On figures above we noticed that the circles have four colors in

different quadrants and it rotates 90 degrees in a clockwise
direction.
 On the last figure the color in quadrant I is gray, orange in
quadrant II, blue in quadrant III, and yellow is quadrant IV.
 Therefore, the missing object is a circle that has color orange in
quadrant I, blue in quadrant II, yellow in quadrant III, and gray in
quadrant IV.
  As we can see, there are two figure above (the sun and the cloud)
that are repeating alternately.
 On the last figure, there is a cloud therefore, the next objects
should be sun

What is sequence?

- An ordered list of numbers, called terms that may have repeated value. The arrangement of
these is set by defined rules.

3 Exercises with explanations

5, 10, 15, 20, 25, ____35, ____

 On the numbers above, we can see that every term is

increasing.
 Also, we see that every number of term (n) is multiplied by 5
(a n=5 n)

a 1=5 n a 2=5 n a 3=5 n a 4=5 n

a 1=5 (1 ) a 2=5 ( 2 ) a 3=5 ( 3 ) a 4=5 ( 4 )
a 1=5 a 2=10 a 3=15 a 4=20
a 5=5 n a 6=5 n a 7=5 n a 8=5 n

a 5=5 ( 5 ) a 6=5 ( 6 ) a 7=5 ( 7 ) a 8=5 ( 8 )

a 5=25 a 6=30 a 7=35 a 8=40

 Therefore, the sequence should be 5, 10, 15, 20, 25, 30, 35,
40.
1, 8, 27, 64, ____, ____, 343, 512

 On the numbers above, we can see that every term is

increasing.
 Also, we see that the number of terms (n) are the cube of each
term (a n=n3 )

a 1=n3 a 2=n3 a 3=n3 a 4=n3

a 1=13 a 2=23 a 3=33 a 4=43

a 1=1 a 2=8 a 3=27 a 4=64

a 5=n3 a 6=n3 a 7=n3 a 8=n3

a 5=53 a 6=63 a 7=73 a 8=83

a 5=125 a 6=216 a 7=343 a 8=512
 Therefore, the sequence should be 1, 8, 27, 64, 125, 216, 343,
512.

10, 8, ___, ___, 2, 0,

 On the numbers above, we can see that every term is

decreasing.
 Also, we see that every term is the difference between the
previous term and 2 (a n=a n−1 −2)

a n=an −1 −2 a n=an −1 −2 a n=an −1 −2 a n=an −1 −2

a 2=a2−1−2 a 3=a3−1−2 a 4=a4−1−2 a 5=a5−1−2

a 2=a1−2 a 3=a2−2 a 4=a3−2 a 5=a 4−2

a 2=10−2 a 3=8−2 a 4=6−2 a 5=4−2

a 2=8 a 3=6 a 4=4 a 5=2

a n=an −1 −2

a 6=a6 −1 −2

a 6=a5 −2

a 6=2−2
What is Arithmetic Progression?

- A sequence of numbers in order in which the difference of any two consecutive numbers
is a constant value.

What is the Formula?

a n=a1 + ( n−1 ) d

Where:

a n=nth term

a 1=1st term
n=number of terms
d=thecommon diferrence

Example:

a) 1 , 6 ,11 , 16 , 21 , a6 ,31 , … , a25

b) 5 , a2 , a3 ,−1 , … , a10 ,−15
c) a 1 , 13 ,16 ,19 , 22 ,25 , 28 , 31, 34 , 37

Solutions:

A. 1 , 6 ,11 , 16 , 21 , a6 ,31 , … , a25

Given: Note:
a 1=1 d=an−an−1
n=25 d=a2−a2−1
d=5 d=a2−a1
Required:
d=6−1
a 6=?
d=5
a 25=?
Solution:

a 25=a1 + ( n−1 ) d Arithmetic Progression formula

a 25=1+ ( 25−1 ) 5 Substitution

Simplify
a 25=1+ ( 24 ) 5

a 25=1+ 120

The 25th term is equal to 121

a 25=121

d=an−an−1 Formula for common difference (d)

a n=an −1 +d Transposition

a 6=a6 −1 + d Let n = 6

a 6=a5 + d Substitution

a 6=21+5

The 6th term is equal to 26

a 6=26
 B. 5 , a2 ,1 , … , a10 ,−15

Given:

a n=−15

a 1=5

n=11
Required:

d=?
a 2=?

a 10=?

Solution:

a n=a1 + ( n−1 ) d Arithmetic Progression formula

−15=5+ ( 11−1 ) d Substitution

−15=5+10 d Transposition

10 d=−15−5 Simplify

10 d=−20

−20
d=
10

The common difference is -2

d=−2
a n=a1 + ( n−1 ) d Arithmetic Progression formula

a 2=5+ ( 2−1 ) −2 Substitution

a 2=5+ ( 1 )−2 Simplify

a 2=5−2

The 2nd term is equal to 3

a 2=3

a n=a1 + ( n−1 ) d Arithmetic Progression formula

a 10=5+ ( 10−1 ) −2 Substitution

Simplify
a 10=5+ ( 9 )−2

a 10=5−18

The 2nd term is equal to 3

a 10=−13
 C. a 1 , 13 ,16 ,19 , 22 ,25 , 28 , 31, 34 , 37

Given: Note:
a n=37 d=an−an−1
n=10 d=a3−a3−1
d=3 d=a3−a2
Required:
d=16−13
a 1=?
d=3

Solution:

a n=a1 + ( n−1 ) d Arithmetic Progression formula

37=a1 + ( 10−1 ) 3 Substitution

Transposition
a 1=37− (10−1 ) 3

Simplify
a 1=37− ( 9 ) 3

a 1=37−27

The 1st term is equal to 10

a 1=10
Symmetry and Order of Rotation

Symmetry

What is Symmetry?

- Indicates that when we you draw an imaginary line across the figure, the resulting pat is the
mirror of each other.

What are the two different Kinds of Symmetry with explanations?

Bilateral symmetry

Example:

 The axis of symmetry divides the figure into

two equal parts or portion.
 Bilateral symmetry can be seen in animals
including humans

Rotational symmetry
  A figure is considered as a rotational
symmetry if it is still the same after some
rotation
 Angel of rotation is the smallest angles that
a figure can be rotated while preserving its
Order of Rotation
original formation.
What is order of rotation?

- Determines the angle need in order to return the figure back to its original formation after a
rotation.

What is the formula?

360
anlge of ration=
n
Where

n=the number of fold

3 Exercises with explanations

1 As we can see, we noticed that the

gear can be divided into 8 equal 360
parts. anlge of ration=
n
2 The gear is a 8-fold symmetry
360 °
anlge of ration=
8
45 ° anlge of ration=45 °

3 As we can see, we noticed that the

flower can be divided into 7 equal 360
anlge of ration=
parts. n
4 The flower is a 7-fold symmetry
360 °
anlge of ration=
7
anlge of ration ≈ 51.4286°
 51.4286 °

5 As we can see, we noticed that the

star can be divided into 5 equal
360
parts. anlge of ration=
6 The star is a 5-fold symmetry n
360 °
anlge of ration=
72 ° 5
anlge of ration=72 °

Exponential Growth Model

What is Exponential Growth?

- A pattern that shows the population growth align with rate and passing time.

What is the Formula?

A=P ert
Where:

A=¿ the population after period

P= population at present

e=Eule r ' sconstant

r =rate
t=time/ period
 3 Exercises with explanations

Suppose the population of a city was 680,000 in 1992; it is growing at the rate of 12% per year.

a) What is the population t years after 1992?

b) In the year 2000?

Given: At t=8
At t 0=0
P=680,000 rt A2=P e rt
A1=P e
r =12%∨0.12 A2=680,000 e( 0.12) (8)
A1=680,000 e(0.12 ) (0)
Required:
A2=1,775,953.602
A1=? , at t 0=0 A1=680,000 e0
Therefore, at 2000 the
A2=?, at t=8 years A1=680,000 population is1,775,953.602.
Therefore, at 1992 the
Note: is 680,000.
population
t=2000−1992
t=8

The population in the town of Huntersville is presently 38,300. The town grows at an annual rate of

1.2%. Find the number of years it takes for the population to grow to 42,500.

Given: a n=P ert an Therefore, the

P=38,300 an rt t=
ln ( )
p population become
42,500 after 8.6712
=e r
r =1.2%∨0.012 p years.

a n=42,500 a
( )
ln n =ln ( e rt )
p t=
ln ( 42,500
38,300 )
Required: 0.012
a
t=? ln ( )=rt ln e
n
p

a
ln ( )=rt
n
p

an
ln
The population in the town of Deersburgh is presently 30,000. After 13 years the population grows to
42,000. What is the rate?

a n=P ert
( ap )
Given: n
ln
P=30,000 an rt r=
=e t
a n=42,000 p

t=13 years a
( )
ln n =ln ( e rt )
p r=
ln ( 42,000
30,000 )
Required: 13
a
r =? ln ( )=rt ln e r =0.02559∨2.559 % per year
n
p
Therefore, the rate is 2.559% per year.
a
ln ( )=rt
n
p

a
ln ( ) n
p
r=
What is Fibonacci sequence? t

- A sequence that generated from getting the sum of two previous terms.
- Named after an Italian mathematician Leonardo of Pisa
o He looked at how a hypothesized group of rabbit bred and reproduced.

Supposed that the two

previous terms is equals to 1.

- Find the sum of the

two terms.

1+1=2

- By doing the process

we can identify the
following terms.

1+2=3

2+3=5

3+5=8

5 + 8 = 13
 Therefore, the sequence should be 1, 1, 2, 3, 5, 8, 13, 21, 34, 55 …

What is Golden Ratio?

- A golden ratio has value that approximately 1.618.

- Presented by Greek letter phi (ф).
- The ratio of successive Fibonacci numbers approach the number phi (ф).

How to get the formula of Golden ratio?

x ( x+ y) x 1 y
Golden ratio (phi (ф)) satisfies = and denotes that ф= ; = .
y x y ф x
Let

( x+ y )
ф= −b ± √ b2−4 ac
x x= Use quadratic formula
2a
x y Let a=1 b=−1 c=−1
ф= + Split into two fraction 2
x x −(−1) ± √−1 −4 ( 1 ) (−1 )
x=
2(1) Substitute
y x
ф=1+ Becomes 1
x x 1± √ 1+ 4
x= Simplify
1 2
ф=1+
ф y 1± √ 5
Substitute
x
into x=
ф +1 2
ф= 1
ф 1+ √5 1− 5
ф
Get the LCD x= ; x= √ The positive root is the
2
ф =ф+1 2 2
golden ratio.
Positive root Negative root
ф 2−ф−1=0 Use cross multiplication
Transpose

Golden ratio

1+ √ 5
ф=
2
Golden ratio conjugate

- Negative of the negative root

Fibonacci sequence formula using golden ratio

1
Fibn = [ф n− (−φ )n ]
√5
Where:
n=number of term
ф=golden ratio
φ=golden ratio conjugate

3 Exercises with explanations

a) Fib 9=?
b) Fib12=?
c) Fib 46 =?

Solutions:
Solution:
A)
1
Given: Fibn = [ф n− (−φ )n ]
√5
n=9 1
Fib 9= [ф 9− (−φ )9 ]
Required:
√5 Let n = 9

Fib 9=? 9 9
Fib 9=
1
√5 [( 1+ √ 5
2 ) ((
−− √ 5−1
2 )) ] Substitution

Fib 9=34
 The 9th is equal to34

B)

Given: Solution:
n=12 1
Fibn = [ф n− (−φ )n ]
Required: √5
Fib12=? 1
Fib12= [ф12 −(−φ )12 ]
√5 Let n = 12

12 12
Fib12=
√5 [(
1 1+ √5
2 ) (( −− √ 5−1
2 )) ] Substitution

Fib12=144

The 12th is equal to 144

C)

Given:
Solution:
n=46
1
Required: Fibn = [ фn−(−φ )n ]
√5
Fib 46=?
1
Fib 46= [ф 46 −(−φ )46 ]
√5 Let n = 12

46 46
Fib 46=
1
√5 [( 1+ √ 5
2 ) (( −− √
5−1
2 )) ]
Substitution

Fib 46=1,836,311,903
Chapter 2 The 46th is equal to 1,836,311,903
Writing Sentences Using Variables

- In mathematical sentences, variables are used to give representative quantity for a missing
value therefore, we can perform a concrete computation to solve a worded problem.

Examples with explanations

1) Quotient

2)

3)

Mathematical Statements

a) Universal Statement
- Says that certain property is true for all elements in a set.

Examples with explanations

1)

2)

3)

b) Conditional Statements
- Says that if one thing is true, then some other thing also has to be true.

Examples with explanations

1)

2)

3)
 c) Existential Statement
- Says that there is at least one thing for which the property is true.

Examples with explanations

1)

2)

3)

d) Universal Conditional Statements

- Statements contains universal that can be determined by the words “for all” and ended
with a conditional statements that contains version of words like “if” and “then”.

Examples with explanations

1)

2)

3)

e) Universal Existential Statements

- Statement contains universal at first part that saying there is a certain property is true to
all element but has existential at the last part that asserts the existence of something.

Examples with explanations

1)

2)

3)
 f) Existential Universal Statements
- Opposite of Universal Existential Statements
- Statement contains existential at the first part that asserts the existence of something
but has universal at the last part that saying there is a certain property is true to all
element

Examples with explanations

1)

2)

3)

What is set?

- A collection of distinct objects.

- Sets are often specified with braces “{ }”.

Examples
Note:
{2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
There should no reappearance of same
(1, 2, 3, 4, 5, 6, 7, 8, 9} elements.
{Triangle, Quadrilateral, Pentagon, Hexagon, Heptagon …}

What is set builder notation?

- Used to notate sets with infinite elements like integers, real numbers, and rational
numbers.

Example

J={2 n: n∈ even Z+ ¿}¿

Where:
:
The colon ( ) indicates the condition. Read as “such
n=the number that”.
Z+¿= positive integers ¿ The Braces “{ }” enclose the elements of set J.

∈ Indicates that n is an elements ofeven Z +¿¿.

Read as:

Twice the number (n) is a set of J such that n is an element of positive even integers.
 3 Exercises with explanations
a) If R is the set of colors of rainbow, then red is an element of R.

The statement can be written as:

R={¿ , Orange ,¿ ,¿ , ¿ , Indigo, Violet }

The statement is true because red is one the color of rainbow.

b) If N is the set of real numbers that is greater than 50 but less than 100, then the real number (R)
60 is an element of N.

The statement can be written as:

N={51 ,52 , 53 , …60 , … 97 , 98 , 99 } Or N={60 :50< R<100 }

The statement is true because 60 is a real number that is greater than 50 but less than 100.

c) Let Y be the set of positive even integers.

The statement can be written as:

Y ={2 , 4 , 6 , 8 , 10 ,12 , 14 , 16 ,18 , 20 , … } Or Y ={even Z+ ¿}¿

Y is an infinite set of positive even integers.

Empty Sets

- A set containing no element and called as null set.

- Written as { } or ∅

3 Exercises with explanations

a) The set of months that has 35 days.

The statements is a null set or empty set because there is no month with 35 days. Therefore,
the answer should be { } or∅ .

b) LetC={x :1< x<100 , x ∈ Z

−¿ }¿
.

The given set is a null set or empty set because it is impossible to have a negative integers that
is greater than 1. Therefore, the answer should be { } or ∅ .
 c) Let B is set of numbers (n) such that n is greater than 1 but less than 2, where n is an integer.

The statement can be written as:

Set Element
B={n :1< Symbol trice
n<2 , n∈ Z}
Name
We all Symbol
know that the Description
possible elements Examples
for 1<n<2 are rational numbers but n should be an
Set ∈ Say that an 1 3 be { } or ∅that
a) J={n
integer therefore the given set is a null set or empty ∈Qthe
set and : <n<
answer}should
It indicates . n is an
membership object is an 2 4
element of a set element of rational numbers.

b)O={ x ∈ R
−¿}¿
It indicates that x is an element
of negative real numbers.

c) L={Z +¿∈ R }¿ It indicates that all positive

integers are elements of real
numbers.

∉ Say that an a) A={2 n : n ∉Q }

Tice a number is an elements of
object is not an
element of a set set A such that n is not a rational
numbers
b) N={x : x ∉ Z
+¿ }¿
The set of N indicates that x is
not a positive integer.

c) D={Q∉ R } The set of D includes all real

number except for rational
number.

Ellipsis ⋯ Indicates as “so a)G={1 ,2 , 3 , …}

G is an infinite set. The elements
on and so forth”
is a real number that stars with 1
to infinity.
b) A={2 , 4 , … 18 , 20 } The elements of set A are the
even numbers that starts with 2
and ended with 20. The ellipsis
makes the set shorter.
c) R={−10 ,−9 ,−8 , … 10} The elements of set A are
the integers that starts with
-10 and ended with 10. The
ellipsis makes the set
shorter.
Equality

- Two sets are considered equal if they have the same elements

3 Exercises with explanations

a) C={ 2 , 4 , 6 }∧I ={4 , 2 ,6 }

Set C and I have the same elements therefore, they have equality. Even though they do
not have same arrangement of elements they considered equal.

b) A=¿

Set A stated that:

X is an element of set A such that X is a positive even numbers that is greater than 1 but
less than 11.

A=¿
A={ 2 , 4 , 6 , 8 ,10 }
Set D stated that:

X is an element of set D such that X is a positive real numbers that is greater than or equal
to 2 but less than or equal to 10.

D={x : x ∈ R+¿ ,2 ≤ x≤ 10}¿

D= { 2, 4 , 6 , 8 ,10 }
Set A and D have different conditions to identify their elements. However, they are
considered equal because they have exactly the same elements

c) E={ n :n ∈odd R ,1 ≤ n ≤9 }∧L={1, 3 , 5 ,7 , 9 }

Set E stated that:

n is an element of set E such that n is an odd real numbers that is greater than or equal to
1 but less than or equal to 9.

E={ n :n ∈odd R ,1 ≤ n ≤9 }
E={ 1 ,3 , 5 ,7 , 9 }
Set L

L= {1 , 3 ,5 , 7 , 9 }
Set E and L have exactly the same elements therefore, they are equal.
Cardinality

- The number of elements that the set have.

- The symbolic notation used is ǀsǀ as the size of the set S.

3 Exercises with explanations

a) O={50 ,100 , 150 , 200 ,250 , 300 }

Cardinality

|O|=6
Set O have 6 elements therefore, its cardinality is 6.

b) S={x : x ∈ Z−¿,−100< x← 90}¿

Set S stated that

X is an element of set S such that X is a negative integer that is greater than -100 but less than
-90.

S={x : x ∈ Z−¿,−100< x← 90}¿

S={−99 ,−98 ,−97 ,−96 ,−95 ,−94 ,−93 ,−92 ,−91}
Cardinality

|S|=9
Set S have 9 elements therefore, its cardinality is 9.

c) S={x : x ∈ R+¿ ,16< x<20 }¿

Set S stated that

X is an element of set S such that X is a positive real number that is greater than 16 but less than
20.

S={x : x ∈ R+¿ ,16< x<20 }¿

S={17 , 18 ,19 }
Cardinality

|S|=3
Set S have 3 elements therefore, its cardinality is 3.
Intersection of sets

- Denoted as the symbol ∩

- In the intersection of two or more sets, it is the collection of elements that present in all
given sets.
- Can be written as:

A ∩ B= { x : ( x ∈ A )∧( x ∈ B ) }∨ A ∩ B= { x : ( x ∈ A ) ⋀ ( x ∈ B ) }
Where:

A=set A
B=set B
∩=¿
x=the number
∈=set membership
⋀=denotes as and

3 Exercises with explanations

A={ 1, 3 , 6 , 8 , 9 ,10 , 14 , 16 , 19 ,20 }

B={1, 2 , 4 , 6 , 8 , 10 ,11 ,12 , 13 ,17 }
C={2 , 8 , 10 ,14 ,15 , 17 , 18 ,19 , 20 }
D={5 ,7 ,10 , 12 ,14 ,16 , 17 , 18 , 20}
a) Find A ∩ B

Given:

A={ 1, 3 , 6 , 8 , 9 ,10 , 14 , 16 , 19 ,20 }

B={1, 2 , 4 , 6 , 8 , 10 ,11 ,12 , 13 ,17 }
Required:

A ∩ B=?
Solution:
Determine what are the elements that both Set A and B have.

A ∩ B= {1 , 3 ,6 ,8 , 9 , 10 , 14 , 16 ,19 , 20 } ∩{1 , 2 , 4 , 6 , 8 ,10 , 11, 12 ,13 , 17 }

A ∩ B={1, 6 , 8 , 10 ,}
 b) B∩(C ∩ D)

Given:

B={1, 2 , 4 , 6 , 8 , 10 ,11 ,12 , 13 ,17 }

C={2 , 8 , 10 ,14 ,15 , 17 , 18 ,19 , 20 }
D={5 ,7 ,10 , 12 ,14 ,16 , 17 , 18 , 20}

Required:

B∩(C ∩ D)=?
Solution:
Prioritize first the sets who’s in the parenthesis.

Determine what are the elements that both Set C and D have.

B∩ ( C ∩ D )= {1 , 2 , 4 , 6 , 8 ,10 , 11 , 12 ,13 , 17 } ∩( {2 , 8 , 10 ,14 ,15 , 17 , 18 ,19 , 20 } ∩ { 5 , 7 ,10 , 12 ,14 ,16 ,17 , 18 , 20 })

Then determine what are the elements that both Set A and ( C ∩ D ) have.

B∩ ( C ∩ D )= {1 , 2 , 4 , 6 , 8 ,10 , 11, 12 ,13 , 17 } ∩{10 , 14 , 17 , 18 ,20 }

B∩ ( C ∩ D )={10 ,17 }

Given:c)( A ∩ B ) ∩ D

A={ 1, 3 , 6 , 8 , 9 ,10 , 14 , 16 , 19 ,20 }

B={1, 2 , 4 , 6 , 8 , 10 ,11 ,12 , 13 ,17 }
D={5 ,7 ,10 , 12 ,14 ,16 , 17 , 18 , 20}

Required:

( A ∩ B ) ∩ D=?
Solution:

Prioritize first the sets who’s in the parenthesis.

( A ∩ B ) ∩ D=( {1 , 3 ,6 ,8 , 9 , 10 ,14 ,16 ,19 , 20 } ∩ { 1 ,2 , 4 ,6 , 8 , 10 ,11 ,12 , 13 ,17 } ) ∩{5 ,7 ,10 , 12 ,14 ,16 , 17 , 18 ,20 }
 Determine what are the elements that both Set A and B have.

Then determine what are the elements that both set of ( A ∩ B ) and D have.
Union of sets

- Denoted as the symbol ∪

- In the union of two or more sets, it is the collection of elements that are present in
either of the given sets.
- Can be written as:

A ∩ B= { x : ( x ∈ A )∨( x ∈ B ) }∨ A ∩ B= { x : ( x ∈ A ) ⋁ ( x ∈ B ) }

3 Exercises with explanations

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

a)C ∪ D

Given:

C={2 , 4 ,6 ,8 , 10 }
D={1 ,3 , 5 , 7 , 9}
Required:

C ∪ D=?
Solution:
Determine what are the elements that can found be in either Set C or D.

C ∪ D={ 2, 4 , 6 , 8 ,10 } ∪ {1 , 3 ,5 , 7 , 9 }
C ∪ D={1 ,2 , 3 , 4 , 5 , 6 , 7 , 8 ,9 , 10 }
 b) C ∪ E

Given:

C={2 , 4 ,6 ,8 , 10 }
E={1 , 2, 4 ,5 ,6 }
Required:

C ∪ E=?
Solution:

Determine what are the elements that can found be in either Set C or E.

C ∪ E={ 2 , 4 , 6 , 8 , 10 } ∪ {1, 2 , 4 , 5 , 6 }
C ∪ E={1 , 2, 4 , 5 ,6 ,8 , 10 }

c)C ∪ (D∪ E)

Given:

C={2 , 4 ,6 ,8 , 10 }
D={1 ,3 , 5 , 7 , 9}
E={1 , 2, 4 ,5 ,6 }
Required:

C ∪( D∪ E)=?
Solution:
Prioritize first the sets who’s in the parenthesis.

Determine what are the elements that can found be in either Set C or E.

C ∪ ( D ∪ E )= {2 , 4 ,6 ,8 , 10 } ∪( {1 , 3 ,5 , 7 , 9 } ∪ { 1 ,2 , 4 ,5 , 6 } )
Then determine what are the elements that can be found in either Set of ( A ∩ B ) or E.

C ∪ ( D ∪ E )= {2 , 4 ,6 ,8 , 10 } ∪{1 , 2, 3 , 4 ,5 , 6 , 7 , 9 }
C ∪ ( D ∪ E )={1 ,2 , 3 , 4 , 5 , 6 ,7 ,8 , 9 , 10 }
Universal sets

3 Exercises with explanations

a)

b)

c)

Subsets

3 Exercises with explanations

a)

b)

c)

Special Symbolic Names

Symbol Description Example

+¿ ¿
R Set of all real a)even R
It indicates that the elements of a set is a
numbers
positive even real numbers.

Can be written as:

S=¿ Or S=¿
−¿¿
b) odd R It indicates that the elements of a set is a
negative odd real numbers.

Can be written as:

S=¿ Or S=¿
c)odd Rnonneg It indicates that the elements of a set is a
non-negative odd real numbers.

Can be written as:

S=( x : x ∈odd Rnonneg ) Or

S=¿
 +¿ ¿
Z Set of all integers a) Z
It indicates that the elements of a set is a
positive integers.

Can be written as:

S=¿ Or S=¿
−¿¿
b) Z It indicates that the elements of a set is a
negative integers.

Can be written as:

S=¿ Or S=¿

c) even Z
−¿¿ It indicates that the elements of a set is a
negative even integers.

Can be written as:

S=¿ Or S=¿
+¿¿
Q Set of all rational a)Q
number It indicates that the elements of a set is a
positive rational numbers.

Can be written as:

S=¿ Or S=¿

−¿ ¿
b)Q It indicates that the elements of a set is a
negative rational numbers.

c) Q nonneg It indicates that the elements of a set is a non-

negative rational numbers.

Can be written as:

S=¿ Or S=¿
What is Venn diagram?

- Is Graphical representation of a set

- Named after John Venn
- Used to represent the union and intersection of two or more sets and to visualize their
relationship.

A B
3 Exercises with explanations

a)

X ={ 1 ,3 , 5 , 7 , 9 ,11 }
Y = {1 , 2 ,3 , 4 , 5 ,6 }
Z={2 , 4 ,6 , 8 , 10 , 12}
1)( X ∪ Y ) ∩Z
Given:
Required:
X ={ 1 ,3 , 5 , 7 , 9 ,11 }
( X ∪ Y ) ∩Z=?
Y = {1 , 2 ,3 , 4 , 5 ,6 }
Z={2 , 4 ,6 , 8 , 10 , 12}
Solution:

( X ∪ Y ) ∩Z= ( { 1 ,3 , 5 ,7 ,9 ,11 } ∪ { 1 ,2 , 3 , 4 , 5 , 6 } ) ∩{2 , 4 ,6 ,8 , 10 , 12}

( X ∪ Y ) ∩Z= ( {1 ,2 , 3 , 4 , 5 , 6 , 7 , 9 ,11 ) ∩{2 , 4 , 6 , 8 ,10 , 12 }

( X ∪ Y ) ∩Z={2 , 4 , 6 , } X U

7, 9, 11

1, 3, 5
 2, 4, 6 8, 10, 12
2)Y ∩ ( X ∪Z )

Given: Y Z

X ={ 1 ,3 , 5 , 7 , 9 ,11 }
Y = {1 , 2 ,3 , 4 , 5 ,6 }
Z={2 , 4 ,6 , 8 , 10 , 12}
Solution:

Y ∩ ( X ∪ Z )= { 1, 2 ,3 , 4 , 5 ,6 } ∩( { 1 ,3 , 5 , 7 , 9 ,11 } ∪ {2 , 4 ,6 , 8 , 10 , 12 })
Y ∩ ( X ∪ Z )= { 1, 2 ,3 , 4 , 5 ,6 } ∩{1 ,2 , 3 , 4 , 5 , 6 ,7 ,8 , 9 , 10 , 11}
Y ∩ ( X ∪ Z )= { 1, 2 ,3 , 4 , 5 ,6 , }

X U U

7, 9, 11

1, 3, 5

2, 4, 6
8, 10, 12

Y Z
b)

A={ 7 , 8 , 9 ,10 }
B= {1 , 2 ,3 , 4 }
C={ 4 , 5 ,6 , 7 , 8 }
1) A ∪ B

Given: A={ 7 , 8 , 9 ,10 } Required:

B= {1 , 2 ,3 , 4 } A ∪ B=?
C={ 4 , 5 ,6 , 7 , 8 }
Solution:

A ∪ B= {7 , 8 , 9 , 10 } ∪ {1 , 2 ,3 , 4 }
A ∪ B={}∨∅

A
U

9, 10

7, 8

1, 2, 3 5, 6
4

B C
2) A ∪(B ∩C)

Given: A={ 7 , 8 , 9 ,10 }

Required:
B= {1 , 2 ,3 , 4 } A ∪(B ∩C)=?
C={ 4 , 5 ,6 , 7 , 8 }
Solution:

A ∪( B ∩C)= {7 ,8 , 9 , 10 } ∪( {1 , 2, 3 , 4 } ∩ { 4 , 5 , 6 , 7 , 8 })
A ∪ ( B ∩C )= {7 ,8 , 9 , 10 } ∪ { 4 }
A ∪ ( B ∩C )= { 4 , 7 , 8 , 9 ,10 }

A U

9, 10

7, 8

1, 2, 3 5, 6
4
C
B
c)

U ={ 100 ,200 , 300 , 400 , 500 }

S={50 ,100 ,150 , 200 ,250 , 300 }
1)U ∩ S

Given: U ={ 100 ,200 , 300 , 400 , 500 } Required:

S={50 ,100 ,150 , 200 ,250 , 300 } U ∩ S=?

Solution:

U ∩ S= {100 , 200 , 300 , 400 ,500 } ∩{50 ,100 , 150 , 200 ,250 , 300 }
U ∩ S={100 ,200 , 300 }

400, 500 50, 150,

100, 200, 300 250
U S

2)U ∪ S

Given: U ={ 100 ,200 , 300 , 400 , 500 }

S={50 ,100 ,150 , 200 ,250 , 300 }

Solution:

U ∩ S= {100 , 200 , 300 , 400 ,500 } ∪ {50 , 100 , 150 ,200 , 250 , 300}
U ∩ S={50 ,100 , 150 , 200 ,250 , 300 , 400 , 500 }

U S
400, 500 50, 150,
100, 200, 300 250
Language of Relation and Functions

Relation

- A collection of paired elements “(x, y)” came from the product two sets A×B the
acquired the given condition.
- Set A is the domain and B is the co-domain.

The notation of relation (R) can be written as:

xRy The ordered pair (x, y) is an Note:

element of R.
xRy Indicates that (x, y) is not an elements
( x, y ) ∈ R of R.

( x, y ) ∉ R

3 Exercises with explanations

a) Let A=( 2 , 4 , 6 , 8 ,10 }∧B= {3 , 6,9 }

2 x− y
(x , y)∈R, is an integer
3
Given:

A=( 2 , 4 , 6 , 8 ,10 }
B= {3 , 6,9 }
Required:

2 x− y
(x , y)∈R, is an integer ( Z)
3
Solution:

A × B={2 , 4 , 6 , 8 , 10}× { 3 , 6 , 9 }
A × B={( 2 ,3 ) , ( 2 , 6 ) , ( 2 , 9 ) , ( 4 , 3 ) , ( 4 ,6 ) , ( 4 , 9 ) , ( 6 ,3 ) , ( 6 , 6 ) , ( 6 , 9 ) , ( 8 , 3 ) , ( 8 , 6 ) , ( 8 ,9 ) , ( 10 , 3 ) , ( 10 , 6 ) , ( 10 , 9 ) }
2 x− y
Let ( x , y ) ∈ R , =Z
3
2 x− y 2 ( 2 )−3 1 (4, 3) 2 x− y 2 ( 4 )−3 5
(2 , 3) = = ,( 2, 3)∉ R = = , (4 ,3)∉ R
3 3 3 3 3 3

(4, 6) 2 x− y 2 ( 4 )−6 2
2 x− y 2 ( 2 )−6 −2
(2, 6) = = ,(2 ,6) ∉ R = = ,(4 ,6)∉ R
3 3 3 3 3 3

(4, 9)
2 x− y 2 ( 2 )−9 −5 2 x− y 2 ( 4 )−9 −1
(2, 9) = = ,(2 , 9) ∉ R = = ,(4 ,9)∉ R
3 3 3 3 3 3

2 x− y 2 ( 6 )−3 (8, 3) 2 x− y 2 ( 8 )−3 13

(6, 3) = =3 ,(6 , 3)∈ R = = ,(8 , 3)∉ R
3 3 3 3 3

2 x− y 2 ( 6 )−6 (8, 6) 2 x− y 2 ( 8 )−6 10

(6, 6) = =2 ,(6 , 6)∈ R = = ,(8 , 6)∉ R
3 3 3 3 3

(8, 9)
(6, 9) 2 x− y 2 ( 6 )−9 2 x− y 2 ( 8 )−9 7
= =1 ,(6 , 9)∈ R = = ,(8 , 9)∉ R
3 3 3 3 3

(10, 3) 2 x− y 2 ( 10 )−3 17 Therefore,

= = ,(10 ,3) ∉ R
3 3 3 R={( 6 , 3 ) , (6 ,6 ) , ( 6 , 9 ) }

(10, 6) 2 x− y 2 ( 10 )−6 14
= = ,(10 , 6)∉ R
3 3 3

(10, 9)
 2 x− y 2 ( 10 )−9 11
= = ,(10 , 9)∉ R
b)3 Let A={ 73 , 8 , 9 }∧B
3 {1 ,2 , 3 }

( x , y ) ∈ R , x+ y> 5

Given:

A={ 7 , 8 , 9 }
B=1 , 2 ,3 }
Required:

( x , y ) ∈ R , x+ y> 5
Solution:

A × B= { 7 ,8 ,9 } × {1 ,2 , 3 }
A × B={( 7 , 1 ) , ( 7 , 2 ) , ( 7 , 3 ) , ( 8 ,1 ) , ( 8 , 2 ) , ( 8 , 3 ) , ( 9,1 ) , ( 9 , 2 ) , ( 9,3 ) }
Let ( x , y ) ∈ R , x+ y> 5
x + y >5 (8, 3) x + y >5
(7, 1)
7+1>5 8+3> 5

8>5 ,(7 ,1)∈ R 11>5 ,( 8 ,3)∈ R

x + y >5 (9, 1) x + y >5

(7, 2)
7+2>5 9+1>5

9>5 , (7 ,2)∈ R 10>5 ,( 9 ,1)∈ R

x + y >5 (9, 2) x + y >5

(7, 3)
7+3> 5 9+2>5
10>5 ,(7 ,3) ∈ R 11>5 ,( 9 ,2)∈ R

x + y >5 (9, 3) x + y >5

(8, 1)
8+1>5 9+3> 5
9>5 , (8 ,1) ∈ R 12>5 ,(9 , 3)∈ R

x + y >5 Therefore,
(8, 2)
8+2>5 R={( 7 , 1 ) , ( 7 , 2 ) , ( 7 , 3 ) , ( 8 , 1 ) , ( 8 , 2 ) , ( 8 , 3 ) , ( 9,1 ) , ( 9 , 2 ) , ( 9,3 ) }
10>5 ,( 8 ,2)∈ R
c) Let A={ 5 ,6 ,7 }∧B={8 , 9}
1 1
( x , y ) ∈ R , − is an integer
x y

Given:

A={ 5 ,6 ,7 }
B={8 , 9 }
Required:

1 1
( x , y ) ∈ R , − is an integer
x y
Solution:

A × B= { 5 ,6 , 7 } ×{8 , 9 }
A × B={( 5 , 8 ) , ( 5 , 9 ) , ( 6 , 8 ) , ( 6 ,9 ) , ( 7 , 8 ) , ( 7 , 9 ) }
1 1
Let ( x , y ) ∈ R , − is an integer
x y
On the way sa sulat gupit dikit
Arrow Diagram of Relation

Function

1) If J is set of all even positive integers, then to twice the integer number is an element of J.

J={n ∈ Z : 2 n is an even Z +¿ }¿