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    Math in Our World - Module 3.3

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    Gee Lysa Pascua Vilbar
    The document provides an introduction to Module 3 on set theory. It outlines 10 learning objectives for the module, which include defining sets, writing sets in different ways, defining empty sets, finding set cardinality, classifying sets as finite or infinite, comparing sets for equality, defining set complements, finding subsets, and using Venn diagrams to represent set relationships. It also provides examples of using Venn diagrams to solve problems involving 2 or 3 sets.

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    Math in Our World - Module 3.3

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    Gee Lysa Pascua Vilbar
    1K views13 pages
    The document provides an introduction to Module 3 on set theory. It outlines 10 learning objectives for the module, which include defining sets, writing sets in different ways, defining empty sets, finding set cardinality, classifying sets as finite or infinite, comparing sets for equality, defining set complements, finding subsets, and using Venn diagrams to represent set relationships. It also provides examples of using Venn diagrams to solve problems involving 2 or 3 sets.

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    Math in Our World by Dave Sobecki

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    The document provides an introduction to Module 3 on set theory. It outlines 10 learning objectives for the module, which include defining sets, writing sets in different ways, defining empty sets, finding set cardinality, classifying sets as finite or infinite, comparing sets for equality, defining set complements, finding subsets, and using Venn diagrams to represent set relationships. It also provides examples of using Venn diagrams to solve problems involving 2 or 3 sets.

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    1K views13 pages

    Math in Our World - Module 3.3

    Uploaded by

    Gee Lysa Pascua Vilbar
    The document provides an introduction to Module 3 on set theory. It outlines 10 learning objectives for the module, which include defining sets, writing sets in different ways, defining empty sets, finding set cardinality, classifying sets as finite or infinite, comparing sets for equality, defining set complements, finding subsets, and using Venn diagrams to represent set relationships. It also provides examples of using Venn diagrams to solve problems involving 2 or 3 sets.

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    of 13

    MODULE 3

    INTRODUCTION TO SET THEORY

    Introduction:

    Set theory is the true study of infinity. This alone assures the subject of a place prominent in
    human culture. But even more, Set Theory is the milieu in which mathematics takes place today.
    As such, it is expected to provide a firm foundation for the rest of mathematics. And it does—up
    to a point; we will prove theorems shedding light on this issue.

    After the end of the module, you should be able to:


    1. define set;
    2. write sets in three different ways;
    3. define the empty set;
    4. find the cardinality of a set;
    5. classify sets as finite or infinite;
    6. decide if two sets are equal or equivalent;
    7. define the complement of a set;
    8. find all subsets of a set;
    9. find intersections, unions, and differences of sets;
    10. illustrate set statements involving two or three sets with Venn diagrams; and
    11. solve problems using Venn diagrams.

    INTRODUCTION TO SET THEORY – Module 3


    TIME FRAME: 6 hours

    CHECK-UP TEST

    Answer numbers 23 - 28 on page 54 (Sobecki, D. (2019). Math in Our World.


    New York. NY: McGraw-Hill Education.)

    INTRODUCTION TO SET THEORY – Module 3


    LESSON PROPER

    I. Using Sets to Solve Problems


    Using Venn Diagrams with Two Sets

    Draw a Venn diagram, labeling the regions with Roman numerals as usual.

    Step 1 Find the number of elements that are common to both sets and write that number in region
    II.Step 2 Find the number of elements that are in set A and not set B by subtracting the number in
    region II from the total number of elements in A. Then write that number in region I. Repeat for
    the elements in B but not in region II, and write in region III.

    Step 3 Find the number of elements in U that are not in either A or B, and write it in region IV.Step

    Example: Solving a Problem Using a Venn Diagram


    In 2015, there were 40 states that had some form of casino gambling in the state, 44 states that sold
    lottery tickets of some kind, and 36 states that had both casinos and lotteries. Draw a Venn diagram
    to represent the survey results, and find how many states have only casino gambling, how many states
    have only lotteries, and how many states have neither.

    SOLUTION
    Draw a Venn diagram with circles for casino gambling (C) and lotteries (L), labeling the regions with
    Roman numerals as usual.
    Step 1 Thirty-six states have both, so put 36 in the intersection of C and L, which is region II.

    4 Use the diagram to answer specific questions about the situation.

    INTRODUCTION TO SET THEORY – Module 3


    Cont.
    Step 2 Since 40 states have casino gambling and 36 have both, there must be 4 that have
    only casino gambling. Put 4 in region I. Since 44 states have lotteries and 36 have both,
    there are 8 that have only lotteries. Put 8 in region III.

    Step 3 Now 48 states are accounted for, so there must be 2 left to put in region IV.

    Step 4 Now we can answer the questions easily. There are 4 states that have casino
    gambling but not lotteries (region I), 8 that have lotteries but not casinos (region III), and
    just 2 that have neither (region IV). In case you’re wondering, those two states are Hawaii
    and Utah.

    INTRODUCTION TO SET THEORY – Module 3


    Example: Solving a Survey Problem Using a Venn Diagram
    In a survey published in the Journal of the American Academy of Dermatologists, 500
    people were asked by random telephone dialing whether they have a tattoo and/or a body
    piercing. Of these, 79 reported having a tattoo only, 31 reported having a piercing only,
    and 151 reported having at least one of the two. Draw a Venn diagram to represent these
    results and use your diagram to find the percentage of respondents that have a tattoo, that
    have a piercing, that have both, and that have neither.
    SOLUTION
    In this example, we’ll have to adapt the procedure from Example 1 because we don’t
    know the number that have both. The key is to begin by putting in information we’re
    given that corresponds exactly to one of the regions in our Venn diagram.
    Step 1 We’re told that 79 people have only a tattoo, so put 79 in region I. We’re told that
    31 have only a piercing, so 31 goes in region III.
    Step 2 There are 151 with a tattoo, a piercing, or both. This is the union of sets T and P,
    which makes up regions I, II, and III. We already know there are 110 people in regions
    I and II combined (79+31), so there must be 151 - 110 = 41 people in region II.
    Step 3 There are 151 of the 500 accounted for so far, so region IV must contain 500 -
    151 = 349 people.
    Step 4 There is a total of 120 people in the regions that make up set T, so 120 people
    have tattoos; 120/500 = 0.24, so 24% have tattoos. Seventy-
    two have piercings (14.4%), 41 have both (8.2%), and 349 have neither (69.8%).

    INTRODUCTION TO SET THEORY – Module 3


    Example: Solving a Problem Using a Three-Set Venn Diagram
    A criminal justice major is studying the frequency of certain types of crimes in a nearby county.
    He studies the arrest records of 300 inmates at the county jail, specifically asking about drug-
    related offenses, domestic violence, and theft of some sort. He finds that 194 had been arrested
    for theft, 210 for drug offenses, and 170 for domestic violence. In addition, 142 had arrests for
    both theft and drugs, 111 for both drugs and domestic violence, 91 for both theft and domestic
    violence, and 45 had been arrested for all three. Draw a Venn diagram to represent these results,
    and find the number of inmates that had been arrested for
    (a) Only drug-related offenses.
    (b) Theft and domestic violence but not drugs.
    (c) Theft or drugs.
    (d) None of these offenses.
    SOLUTION
    We know the following information from the problem:
    300 Inmates
    194 Theft (T)
    210 Drugs (D)
    170 Domestic Violence (DV)
    142 Theft and Drugs
    111 Drugs and Domestic Violence

    91 Theft and Domestic Violence


    45 All Three

    INTRODUCTION TO SET THEORY – Module 3


    Cont: To begin, draw the diagram for three sets.
    Step 1 The only region we know for sure from the given information is region V – the number of inmates
    arrested for all three offenses. So we begin by putting 45 in region V.

    Step 2 There are 142 inmates with arrests for both theft and drugs, but we have to subtract the number
    arrested for all three offenses to find the number in region II: 142 - 45 = 97. In the same way, we get 91 -
    45 = 46 in region IV (both theft and domestic violence) and 111 - 45 = 66 in region VI (both drugs and
    domestic violence).
    Step 3 Now we can find the number of elements in regions I, III, and VII. There were 194 inmates arrested
    for theft, but 97 + 45 + 46 = 188 are already accounted for in the diagram, so that leaves 6 in region I.
    Of the 210 inmates with drug arrests, 97 + 45 + 66 = 208 are already accounted for, leaving
    just 2 in region III.
    There were 170 inmates arrested for domestic violence, with 46 + 45 + 66 = 157 already
    accounted for. This leaves 13 in region VII.

    Step 4 Adding up all the numbers in the diagram so far, we get 275. That leaves 25 in region VIII.
    Step 5 Now that we have the diagram completed, we turn our attention to the Questions.
    (a) Inmates arrested only for drug-related offenses are in region III—there are only 2.
    (b) Theft and domestic violence with no drug arrests is region IV, so there were 46 inmates.
    (c) Those arrested for either theft or drugs are in all regions except VII and VIII. So there are only 13 +
    25 = 38 that weren’t arrested for at least one of those, and 300 – 38 = 262 who were.
    (d) Only 25 inmates (outside of all circles) haven’t been arrested for any of those offenses.

    INTRODUCTION TO SET THEORY – Module 3


    Example: Solving a Problem Using a Three-Set Venn Diagram
    Three of the most dangerous risk factors for heart attack are high blood pressure, high cholesterol, and
    smoking. In a survey of 690 heart attack survivors, 62 had only high cholesterol among those three risk
    factors; 36 had only smoking, and 93 had only high blood pressure. There were 370 total with high
    cholesterol, 159 with high blood pressure and cholesterol that didn’t smoke, and 23 that smoked and had
    high cholesterol but not high blood pressure. Finally, 585 had at least one risk factor. Draw a Venn diagram
    representing this information and use it to answer the following questions.
    (a) How many survivors had all three risk factors?
    (b) How many had exactly two of the three risk factors?
    (c) How many had none?
    (d) What percentage were smokers?
    SOLUTION
    We know the following information from the problem:
    690 Survivors
    62 Cholesterol only
    36 Smoking only
    93 Blood Pressure only
    370 Cholesterol
    159 Cholesterol and Blood Pressure
    23 Cholesterol and Smoking
    585 at least one risk factor

    INTRODUCTION TO SET THEORY – Module 3


    Cont.
    To begin, draw the diagram for three sets.

    Step 1 Fill in the regions we know exact values for. In this case, there are five: 62 only high
    cholesterol (region III), 36 only smoking (region I), 93 only High blood pressure (region VII),
    159 with high blood pressure and cholesterol but no smoking (region VI), and 23 with high
    cholesterol but not high blood pressure (region II).

    Step 2 There were 370 total with high cholesterol, and we have 23 + 62 + 159 = 244 accounted
    for so far, so region V must contain 370 – 244 = 126 survivors.

    Step 3 The last piece of information we have is that 585 had at least one risk factor. This will
    allow us to find the remaining two regions. All of the numbers currently in the diagram add up
    to 499, so region IV must contain 585 - 499 = 86 survivors. Also, if 585 patients had at least one
    risk factor, that leaves 690 - 585 = 105 in region VIII.
    Step 4 Now we can answer a whole bunch of questions about the study.
    (a) The intersection of all three risk factors contains 126 survivors.
    (b) Regions II, IV, and VI are patients that had exactly two of the risk factors: This is 86 + 23 +
    159 = 268 survivors.
    (c) From region VIII we see that 105 patients had none of the risk factors.
    (d) The total number inside the smoker circle is 36 + 23 + 126 + 86 = 271; this represents 271/690,
    or 39.3% of the survivors.

    INTRODUCTION TO SET THEORY – Module 3


    II. Infinite Sets
    Infinite Sets
    A set is infinite if it can be placed into a one-to-one correspondence with a proper subset of itself.

    Example:Showing That a Set is Infinite

    Show that the set {5, 10, 15, 20, 25, …} is an infinite set.
    SOLUTION
    A simple way to put this set in correspondence with a proper subset of itself is to match every
    element n with its double 2n:
    {5, 10, 15, 20, 25, . . .}
    {10, 20, 30, 40, 50, . . .}
    The second set, {10, 20, 30, 40, 50, . . .} is a proper subset of the first since it doesn’t include
    the number 5, and the two are in one-to-one correspondence, so {5, 10, 15, 20, 25, . . .} is an
    infinite set.

    General Term of an Infinite Set


    One consequence of the way we showed that the set of natural numbers is infinite is that
    we can find a generic formula for the set of even numbers: 2n, where n is the set {1, 2, 3, 4, . . .}.
    We will call 2n in this case a general term of the set of even numbers. Notice that we said “a
    general term,” not “the general term.” In most cases the simplest general term is the one where the
    first listed number is obtained from substituting in 1 for n, and that’s the one we’ll typically find.

    INTRODUCTION TO SET THEORY – Module 3


    Example: Finding a General Term for an Infinite Set
    Find a general term for the set {4, 7, 10, 13, 16,…}.
    SOLUTION
    Try to recognize a pattern in the numbers of the set.
    In this case, the pattern is that the numbers increase by 3.
    When this is the case, 3n is a good choice, because as n increases by 1, 3n increases by 3.
    But simply using 3n will give us the set {3, 6, 9, 12, . . .}, which is not quite what we want.
    We remedy that by adding 1 to our general term, to get 3n + 1.
    (We encourage you to check that answer by substituting in 1, 2, 3, . . . for n to see that it
    generates the set {4, 7, 10, 13, 16, . . .}.)

    Countable and Uncountable Sets


    A set is defined to be countable if it is finite or can be placed into one-to-one correspondence with
    the natural numbers. If it cannot, it is defined to be uncountable.

    INTRODUCTION TO SET THEORY – Module 3


    Example: Showing That a Set Is Countable
    Show that the set of integers is countable.
    SOLUTION
    Integers are not a finite set, so we need to find a way to put them in one-to-one correspondence
    with the natural numbers. Try this:
    Natural numbers 1 2 3 4 5 6 7 8 9…
    Integers 0 1 -1 2 -2 3 -3 4 -4 …
    We can see that every integer will eventually get matched with a natural number, so this defines a
    one-to-one correspondence.
    The proof would be stronger, though, if we could define a formula for the correspondence.
    For every natural number n,
    n
    if n is even
    2
    n→ { n − 1
    − if n is odd
    2
    defines a one-to-one correspondence.

    Exercises:
    Answer numbers 2, 10, 14, 26, 28, 32, 42, 44, and 50 on pages 96 – 97 54 (Sobecki, D. (2019).
    Math in Our World. New York. NY: McGraw-Hill Education.)

    INTRODUCTION TO SET THEORY – Module 3


    References

    A. TEXTBOOK
    Sobecki, D. (2019). Math in Our World. New York. NY: McGraw-Hill Education.

    B. BOOKS:
    Adam, J. (2009). Mathematics in Nature: Modeling Patterns in the Natural World. New
    Jersey: Princeton University Press.

    Aufmann, R.N., Lockwood, J. S., Nation, R.D. & Clegg, D. K. (2013). Mathematical
    Excursions, Third Edition. CA: Brooks/Cole, Cengage
    Learning.

    Axler, S. (2012). Algebra and Trigonometry (12th edition). Hoboken, New Jersey: John
    Wiley & Sons, Inc.

    Lawsky, E. et al. (2014). CK-12 Probability and Statistics – Advanced ( Second Edition)
    Flexbook.

    Nachtergaele, B. (2016). Linear Algebra as an Introduction to Abstract Mathematics. New


    Jersey : World Scientific.

    Nocon, R. (2018). Essential Mathematics for the Modern World. Quezon City: C & E
    Publishing, Inc.

    Sirug, W. (2014). Business Mathematics, rev. ed. Manila: Mindshapers Co.

    Stewart, I. (1995). Nature’s Numbers. New York, NY: BasicBooks.

    C. ELECTRONIC SOURCES:

    The Language of Mathematics. Retrieved September 9, 2017 from


    http://www.onemathematicalcat.org/pdf file/LANG 1.pdf .

    Video: Nature of Numbers by Cristobal Vila, 2010 from


    http://www.etereaestudios.com/docs html/nbyn htm/intro.htm

    Video: http://www.exploratorium.edu/ronh/secret/secret.html

    End of Module 3

    INTRODUCTION TO SET THEORY – Module 3

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