MAT 111

Foundations of Mathematics

LEARNING

MODULE 1
√
1+ −3

Sets
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2

The Open University of Kenya

Developed by: Michael Obiero

Programme Title Bachelor of Data Science

Course Title MAT 111 - Foundations of Mathematics

Learning Module number Module 1

Learning module title Sets

Module Developer Michael Obiero

LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

® Module Description

This module introduces the concepts of sets, which are the building blocks of almost all mathe-
matical concepts and statements. Once we have a well defined set, we can construct relations
on elements of that set, or between sets, and functions between sets. In this module you will
be introduced to operations between sets, cardinality of sets and classification of sets.
In this module, you will be introduced to the following concepts:
• sets and some common examples of sets,
• cardinalities of sets
• operations on sets: intersections, unions, difference, power sets, complementations
• venn diagram representation of operations on sets

Expectations

This module seeks to enable learning about:

1. Definition and examples of sets,
2. cardinalities of sets,
3. set operations,
4. venn diagrams and operations on sets

Module Learning Outcomes

By the end of this module, you should be able to:
1. identify sets of objects,
2. describe the cardinalities of sets,
3. perform operations on sets,
4. construct venn diagrams.

WARM UP

Hello and welcome, you are now at the first part of

this module. Your first task is to measure your prior
knowledge and the concepts to be mastered by solv-
ing the given problems.

1. Computational questions

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

(a) Given the sets A = {1, 2, 3, 4, 5, 6}, B = {2, 3, 5, 6, 8, 9} and C = {3, 5, 8, 9}

give
i. A ∪ B,
ii. B ∩ B,
iii. A \ C,
iv. A ∪ B ∪ C,
v. A ∩ B ∩ C.
(b) Suppose a list A contains the 60 students in a mathematics class, and a list B con-
tains the 45 students in an English class, and suppose there are 25 names on both
lists. Find the number of students:
i. only on list A,
ii. only on list B,
iii. on list A or B (or both),
iv. on exactly one list.
(c) Solve the following quadratic equation x2 − 3x − 28 = 0

2. True or False
(a) The set of natural numbers (counting numbers) is larger than the set of integers.
(b) There are more rational numbers than there are natural numbers.
(c) A set can contain unrelated elements.
(d) A set can contain no elements.

3. Open Ended Questions

In a survey conducted in Nairobi of 180 people, it was found that:
• 125 read The standard newspaper,
• 115 read The Nation,
• 85 read both The Standard and The Nation,
• 45 read Taifa Leo,
• 25 read both The Standard and Taifa Leo,
• 15 read both The Nation and Taifa Leo,
• 13 read all three magazines.
By filling in the ‘venn’ diagram below, Interactive venn diagram to be displayed
(a) Find the number of people who read at least one of the three magazines.
(b) Fill in the correct number of people in each of the eight regions of the Venn diagram
below where ST, N, and TL denote the set of people who read The Standard, The
Nation, and Taifa Leo respectively.
(c) Find the number of people who read exactly one magazine.

SHORT PRE-RECORDED VIDEO LECTURE(S)

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

Self Pre-recorded Video 1

l A video following the lesson on Sets, cardinality of sets, opera-

tions on sets, venn diagram representation of sets and operations
on sets.

Introduction to sets

In this lesson, we will study sets, cardinality of sets, operations on sets, venn diagram repre-
sentation of sets and operations on sets.

Review of Sets

A set is a collection of distinct well defined objects. Sets are normally denoted by “Capital”
letters. This definition is extremely important with the key terms being a collection, well
defined and distinct that distinguish sets from any other collection of objects.

į Example 1: Marketplace
In a market, you will have sets of traders, sets of shoppers, a set of women, a set of
men, a set of grocery e.t.c. A collection of different objects can be classed together
to form a set!

A set containing a finite number of elements is said to be a finite set, while a set having an
infinite number of elements is said to be an infinite set. The number of elements (size) of a
set A is referred to as the cardinality of the set and is denoted as n(A).
Describe the sets of numbers and their cardinalities in the video.

į Example 2: Sets of numbers

Some of the most common sets you have met are the sets of numbers. These are
denoted by the symbols;
1. natural numbers also called counting numbers N,
2. integers (remember the number line?) Z,
3. rational numbers (fractions. Recall that all integers are fractions with denomi-
nator 1) Q,
4. irrational numbers (these cannot be written as fractions) P,
5. real numbers R,
6. complex numbers C.
Note that all these sets have infinitely many elements. Thus their cardinalities are
infinite (not finite).

Given a set A, a subset B of A denoted as B ⊂ A is a set (in its own right) containing some (or
all) elements of the set A. Using the example of the market, we can have a subset of male

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

traders, a subset of female traders, e.t.c.

Operations on sets

Illustrations Set operations are to be illustrated using venn diagrams through which several
examples will be presented. Describe operations of unions, intersections and the difference
of two sets. The union of two sets A and B is a set A ∪ B whose elements are elements of the
set A or of the set B. The diagram below, also called the venn diagram, represents the union
of A and B.
A∪B
A B

The intersection of the two sets is a set A ∩ B that contains elements that are in both A and
B.
A B

A∩B

The set difference A \ B is a set of elements of A minus any element of B.

A B

A−B

Can the student draw the relationship between set difference and set intersection? This can
be explained in the lecture.

į Example 3: Venn diagram example

Given the sets A = {1, 4, 5, 7, 9}, B = {2, 5, 6, 7} and C = {3, 4, 7, 8} give
1. A ∪ B,
2. A ∩ B,
3. A \ C,
4. A ∪ B ∪ C, item A ∩ B ∩ C.

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

3 8
A B
4
7
1 9 2 6
5

- Solution
1. A ∪ B = {x | x ∈ A or x ∈ B} = {1, 2, 4, 5, 6, 7, 9},
2. A ∩ B = {x | x ∈ A and x ∈ B} = {5, 7},
3. A \ C = {x | x ∈ A and x ∈ / C} = {1, 9, 5},
4. A ∪ B ∪ C = {x | x ∈ A or x ∈ B or x ∈ C} =
{1, 2, 3, 4, 5, 6, 7, 8, 9},
5. A ∩ B ∩ C = {x | x ∈ A and x ∈ B and x ∈ C} = {7}.

į Example 4: Venn diagram example

Suppose a list A contains the 60 students in a mathematics class, and a list B contains
the 45 students in an English class, and suppose there are 25 names on both lists.
Find the number of students:
1. only on list A,
2. only on list B,
3. on list A or B (or both),
4. on exactly one list.

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

- Solution
A : Maths B : English

35 25 20

1. only on list A: This will be 60-25=35,

2. only on list B: This will be 45-25=20,
3. on list A or B (or both): This will be 35+20+25=80
4. on exactly one list : This will be 35+20=55.

į Example 5:
Define the cartesian product of two sets A and b as the set of all
ordered pairs (a, b) and denoted by A × B = {(a, b) : a ∈
A, and b ∈ B}. Let A = {1, 2, 3, 4} and B = {a, b, c} so A × B =
{(1, a), (1, b), (1, c), (2, a), (2, b), (2, c), (3, a), (3, b), (3, c), (4, a), (4, b), (4, c)}.
Notice that n(A) = 4, n(B) = 3 and n(A × B) = 12.

zComprehension Question 1
There is a randomized STACK exercise/quiz examining the learners on the concepts of
set operations. STACK questions are already prepared for inclusion in the LMS.
1. Given the sets A = {1, 3, 4, 5, 6, 8}, B = {5, 8, 9, 10} C = {3, 4, 5, 7, 9} and
D = {2, 4, 6}. If the universal set U = {1, 2, 3, . . . , 9, 10}, find by drawing venn
diagrams
(a) A ∪ B,
(b) A ∩ C,
(c) B ∩ D,
(d) Bc ,
(e) (B ∪ C)c ,
(f) (C ∩ B) ∪ (A ∩ Dc )
(g) (A ∪ C) \ (B ∪ D),
(h) A ∩ C ∩ D.
(i) n(B × C).
2. Find the cardinality of each set below.
(a) A = {1, 2, 3, 4, …, 15}.
(b) B = {n ∈ N : 2 < n ≤ 100}.
(c) C = {n ≤ 100 : n ∈ N such that n = 2m + 1 for some m ∈ N}..
3. Construct two sets A and B for which n(A) = 5, n(B) = 6, and n(A ∪ B) = 9.

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

What is n(A ∩ B)?

4. Construct sets A and B with n(A) = n(B) such that n(A ∪ B) = 7 and n(A ∩ B) =
3. What is n(A)?

RECOMMENDED SUPPLEMENTARY READING

1. Read pages [1, P 1-10] on sets, operation on sets and pictorial representation of sets
using venn diagrams.
2. Read pages [3, P 6-12] sets, set operations and cardinality of sets.
3. Read pages [2, Section 0.3] on functions between sets. Here pay special attention to
properties of functions anf graphs of functions

Content Curated Video

Å • Overview of sets [Link]

• Set operations of union, intersection, difference and power set
[Link]

ACTIVITIES

Solve the following situational problems:

Activity 1: Practical Life Problem

In a survey of 300 University students it was found that: 150 students have laptops, 260
students have cell phones, 75 students have tablets, 130 students have both a laptop
and a cell phone, 59 students have both a laptop and tablets, 70 students have both a
cell phone and tablets, 45 students have all three items.
1. How many students have just a cell phone?
2. How many students have none of the mentioned devices?
3. How many students have a tablet and laptop but not a cellphone?
4. How many students have a tablet and not any other device?

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

WRAP UP

To wrap-up, answer the following questions:

1. What is the difference between a set difference A \ B and set intersection A ∩ Bc ?
2. Suppose A ∩ B = ∅, what can you say about the relationship between A ∪ B and
n(A) + n(B)?
3. What is the cardinality of the empty set?

TAKE HOME

Hello again, you are now at the last part of this mod-
ule. Your task is to do a self-reflection on your learn-
ing experience.

Sets appear in every aspects of life, and some of these sets are related. It is important to
classify objects into sets and draw intersections between these sets. Think of collecting data
for analysis. This data will be classified into different categories for instance data on household
income. You want the set of households, each household is a set with parents and children,
e.t.c. This classification of data helps in getting specific information on a specific category.
Now can you think of a situation in which you will want to group objects into sets and how
that will be useful?
In some special cases, these relationships can be functions between sets. In which instances
are relations functions between sets?

DISCUSSION AND REFLECTION

Can you share some experiences that show the value of grouping objects into sets and con-
structing relations and/or functions between the sets?

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LEARNING MODULE 1 MAT 111 - Foundations of Mathematics

 WEEKLY ONLINE LIVE FACILITATED TUTORIAL

Synchronous

CORE READING AND REFERENCES

References

[1] S. Lipschutz and M. Lipson, 2021, Schaum’s Outline of Discrete Mathematics, Fourth Edi-
tion (Schaum’s Outlines) 4th Edition, McGraw Hill, ISBN-13: 978-1264258802

[2] Oscar Levin, 2021, Discrete Mathematics, LibreText. Discrete Mathematics

[3] R. T. White and A.T. Ray, 2021, Practical Discrete Mathematics: Discover math principles
that fuel algorithms for computer

[4] Kenneth Rosen, 2018, Discrete Mathematics and Its Applications 8th Edition, Mc Graw
Hill, ISBN- 13: 978-1260091991

[5] M. R. Spiegel and R. E. Moyer, 2019, Schaum’s Outline of College Algebra 5th Ed, McGraw-
Hill Education, ISBN 978-1-260-12076-9

[6] Serge Lang, 2000, Basic Mathematics, Adison-Wesley. ISBN 978-1-4612-1027-6

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