01 - Sets and Venn Diagrams OT23

VICERRECTORÍA DE EDUCACIÓN MEDIA SUPERIOR
ACADEMIA DE MATEMÁTICAS
MULTICULTURAL PROGRAM
ALGEBRA I
Guide #1
TOPIC: Basic Operations / Concepts / Sets / Venn Diagrams
1.1. Basic Operations

1.2. Concepts
1.3. Sets
1.4. Venn Diagrams
1.1 Basic Operations

Signs
There are some rules when it comes to operations with signs. These rules are different if
we are adding and subtracting that when we are multiplying and dividing. Below you will
see two tables that represent the rules we must follow for operations.
Exercises:
Perform the following operations.
1. 3 + 4 = 2. 6 – 7 =
3. -12 + 24 = 4. -9 – 8 =
5. -2 × 3 = 6. 9 × 9 =
7. -5 × -11 = 8. 24 ÷ 6 =
9. 121 ÷ -11 = 10. -25 ÷ -5 =
Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 1

ALGEBRA I
Order of operations
This is the order we must follow to answer operations; also known as PEMDAS:
Parenthesis
Exponents
Multiplication
Division
Addition
Subtraction
Example
Solve the following operation:
1. 3(4+6) – 7 =
According to PEMDAS, first, we must answer what is in between parenthesis, so we solve
(4+6), which is = 10.
3(10) -7
Continuing PEMDAS, what we have next is a multiplication, so we multiply 3(10) which
equals to 30.
30 – 7
We remain with a common subtraction; we solve it and get the final answer.
30 – 7 = 23.
Exercises:
Solve the following operations.
1. 2 + 8(9 - 3) + 12 = 2. 6 ÷ 2 (1 + 2) =
3. 18 ÷ 3 – 7 + 2 × 5 = 4. (17 – 6 ÷ 2) + 20 =

ALGEBRA I
Simplifying fractions
To simplify a fraction is to find an equivalent fraction with a reduced numerator and
denominator. You can simplify fractions by dividing the numerator and the denominator by
the same number.
Examples
Simplify the following fractions:
2
𝑎𝑎)
4
This can be solved by dividing the numerator as well as the denominator by two, as shown
2÷2 1
next. =
4÷2 2
25
b)
15
This can be solved by dividing the numerator as well as the denominator by 5, as shown
25 ÷ 5 5
next. =
15 ÷ 5 3
24
c)
12
We need to remember that a fraction is a division as well, so in this case we know that
24 ÷ 12 = 2
So, the answer would be 2.
Exercises
Simplify the following fractions:
81 21
1. = 2. =
27 14
16 121
3. = 4. =
4 55

ALGEBRA I
Adding and Subtracting fractions

For us to add or subtract fractions, we need to make sure that they have the same
denominator. If not, we must find the common denominator by multiplying the numerator
as well as the denominator by the same number.
Examples
Solve the following operations:
1 4
a) + =
3 5
This can be solved by multiplying the numerator as well as the denominator from the first
fraction by 5 and multiplying the numerator as well as the denominator from the second
fraction by 3, as shown below.
1 × 5 5
=
3 × 5 15
4 × 3 12
=
5 × 3 15
Now that you have both fractions with the same denominator, then you add.
5 12 17
+ =
15 15 15
As we cannot simplify the fraction any further, the answer stays as shown.
4 5
b) - =
7 14
This can be solved by multiplying the numerator as well as the denominator from the first
fraction by 2, as shown below.
4 ×2 8
=
7 ×2 14
Now that you have both fractions with the same denominator, then you subtract.
8 5 3
- =
14 14 14
Exercises:
3 12 7 3
1. 4
+ 8
= 3. 6
-4=
5 1 2 1
2. +3= 4. 81
-9=
2

ALGEBRA I
Multiplying fractions
For us to multiply fractions we must multiply the numerator times the numerator and the
denominator times the denominator. Is a horizontal multiplication between numerators and
denominators.
Examples
5 3
a) × =
7 8
This can be solved by multiplying horizontally the numerators and the denominators, as
shown below.
5×3 15
=
7×8 56
6 3
b) × =
4 4
This can be solved by multiplying horizontally the numerators and the denominators, as
shown below.
6×3 18
=
4×4 16
We must simplify the fraction

18 ÷ 2 9
=
16 ÷ 2 8
Exercises:
4 3 2 10
1. × = 2. × =
5 7 9 5
𝑎𝑎 𝑏𝑏 6 10
3. × = 4. × =
𝑐𝑐 𝑑𝑑 8 4

ALGEBRA I
Dividing fractions
To divide fractions, we must make the reciprocal to the second fraction, once done; we may
multiply horizontally as a common multiplication of fractions.
Examples
Solve the following operations
3 1
a) ÷ =
5 2
First, we make the reciprocal in the second fraction and change the division symbol to
multiplication so we can follow the multiplication procedure.
3×2 6
=
5×1 5
As we cannot simplify any further, the answer stays as shown.

𝑎𝑎 𝑒𝑒
b) ÷ =
𝑐𝑐 𝑏𝑏
First, we make the reciprocal in the second fraction and change the division symbol to
multiplication so we can follow the multiplication procedure.
𝑎𝑎 × 𝑏𝑏 𝑎𝑎𝑎𝑎
=
𝑐𝑐 × 𝑒𝑒 𝑐𝑐𝑐𝑐
Exercises:
8 1 4 10
1. 3
÷2= 2. 5
÷ 6
=
2 3 5 2
2.
7
÷ 11 = 4. 9
÷3=
Application of operations with fractions

1. A gardener is planting flowers in a garden. In the first hour he planted 1/6 of the
garden, and in the next hour he planted 4/5 of the garden.

ALGEBRA I
How much of the garden has he planted already? ________________
How much is missing to finish planting the entire garden? ________________
2. A bricklayer is building a brick wall. In the first hour he built 1/7 of the wall, and in the
next hour he built 2/3 of the wall.
How much of the wall has he built already? ________________
How much is missing to finish building the entire wall? ________________
3. A chef is preparing a large amount of pasta sauce. In the first hour he prepared 1/4 of
the sauce, and in the next hour he prepared 5/8 of the sauce.
How much of the garden has he prepared already? ________________
How much is missing to finish preparing all the sauce? ________________
4. A student is reading a book for their literature class. In the first hour he read 1/9 of
the book, and in the next hour he read 3/4 of the book.

ALGEBRA I
How much of the book has he read already? ________________
How much is missing to finish reading the entire book? ________________

ALGEBRA I
1.2 Concepts
Classification of Complex Numbers
In order to start working with numbers, their classification must be understood. Complex
Numbers are classified as real and imaginary; and a complex number will include both of
these. For example: 7𝑖𝑖 + 0 , 12 + 0𝑖𝑖 , 5 − √−7
Rational Integer Natural

Complex Real
Irrational
Numbers Imaginary
• Real numbers- any number that can be represented by a point on the number line.
• Rational numbers are the ones constructed by the ratios of integers, their decimals may
be finite or infinite with a pattern. For example: 5 ; −5.75; 0.727272 … = 0. �72
��
 Integers- positive or negative whole numbers and zero. Examples:

−121 ; −5 ; −500
 Natural- the ordinary counting numbers and zero. Examples: 2019; 0 ; 25
• Irrational numbers, have infinite non-repeating decimal representations. For example:

√3 = 1.73205080757 … ; 𝜋𝜋 = 3.141592653589 …
• Imaginary numbers- the solution of negative square roots. The imaginary unit is known
as i, where: i=-1. For example, − 4 is simplified as − 4 = 2i
Algebra
The branch of Mathematics that uses letters to represent a numeric value in a mathematical
operation.
Algebraic expression is any operation that involves letters and numbers.
The following is an example of an algebraic expression (one term), with its components:
Exponent
Coefficient
Variable

ALGEBRA I
Coefficient: Is a number that multiplies a variable or variables.
Variable: Is a letter that represents a/any number.
Exponent: Is a number indicating the number of times that a term is used as a factor to be
multiplied by itself.
Classification by term
By observing the algebraic expression, it is possible to determine how many terms it has
based on the operations of addition and subtraction.
Monomial
Binomial
Trinomial
Polynomia
l
Classification by degree
When an expression has two or more terms, the term with the highest degree dictates the
degree of the whole expression. (You add the exponents in each term)
Like terms are algebraic expressions that are identical except for the coefficient: they have
the same variables and the same exponents.

ALGEBRA I
Exercises:
Mark with an X all the sets to which each given number belongs.
NUMBER COMPLEX REAL RATIONAL INTEGER NATURAL IRRATIONAL IMAGINARY
-9
1.5
13
7
8
√2
−7
7i + 6
Circle 19 words related to Math and write them in the provided lines.
Irrational Natural Imaginary Integer Rational

Real Element Factor Pemdas Complement
Set Subset Universe Union Algebra
Even Odd Prime Multiple

ALGEBRA I
1.3 Sets
Set: collection of different objects of any sort, usually named with a capital letter.
Element: object or member in a set. They are listed in a row, separated by commas and
enclosed with braces. Elements are NOT repeated in a set and should be listed in ascending
order.
Elements in the set
Set name A = {1, 2, 3, 4, a, b, c, d}

The amount (n) of elements in a set is denoted by n(set name) followed by the total number
after an equal. In the previous example, n(A) = 8
The symbol ∈ is used to denote an element of a set. For example, in the previous set, 1 is an
element of set A, so 1 ∈ 𝐴𝐴.
Letter b is an element of A, so 𝑏𝑏 ∈ 𝐴𝐴.
5 is not an element of A, so 5 ∉ 𝐴𝐴.
Universe or universal set: is the set of all elements being studied under consideration. It is
denoted by the capital letter U.
Subset: Group of elements included within another set. It is denoted by ⊂, which means “it
is a subset of”.
Example:
B⊂A If set A= {1, 4, 7, 8, 9} and B= {4, 8} then B is a subset of A,
why? ____________________________________________________________
A⊄B A is not a subset of B,

why? ____________________________________________________________
Empty set: is a set with no elements. It is denoted by Ø.
Complement of a set: the set of all elements in the universe that do not belong to that set.
The complement of a set is denoted by a prime symbol (’).

ALGEBRA I
Example: If U= {a, e, i, o, u} and A= {a, e} then A’= {i,o,u}

A’ is the complement of set A
Intersection: the set of elements that are common to two sets. The notation of intersection
is ∩.
Example: A= {1, 2, 3, 4, 5, 6, 7, 8, 9} and B= {3, 6, 9, 12, 15} then
A∩B= {3, 6, 9} n(A∩B)= 3
Union: the set of elements that is formed by all the elements of two (or more) sets. Elements
may be in common among sets but CANNOT be repeated in the union. The notation of union
is ∪.
Example: A= {1, 2, 3, 4, 5, 6, 7, 8, 9} and B= {3, 6, 9, 12, 15} then
A∪B= {1,2,3,4,5,6,7,8,9,12,15} n(A∪B)= 11
Natural numbers: numbers used to count. Starting with the zero, only integers and positive
numbers.
Example: 0, 1, 2, 3 ,4 5…
Even number: an integer that can be divided exactly by 2. The last digit may only be 0, 2, 4,
6 or 8.
Examples: 56, 112, -36, 10
Is the zero an even number? _______ why?_______________________________
Odd number: an integer that cannot be divided exactly by 2. The last digit may only be 1, 3,
5, 7 or 9.
Examples: 15, 303, 7, -49
Prime number: number that can be divided evenly only by 1 and itself.
It must be greater than 1.
Examples: 2, 3, 5, 7
Is the number 9 a prime number? _______ why?___________________________

ALGEBRA I
Multiples of a number: is the product of that number with any integer.

Example: 4, 8, 12, 16, 20 and 24 are multiples of 4.
Write five multiples of 7: __________________________
Write five multiples of 5: __________________________
Factors: numbers that are multiplied to get another number.

Example: 2 and 3 are factors of 6.
Are 2, 3 and 5 factors of 30? ________ why?____________________________
Is 5 a factor of 72? _______ why?______________________________________
Set notation symbols and their meanings:

Symbol Meaning
{ open set notation
} close set notation
: such that
< less than

> greater than
≤ is less than or equal to
≥ is greater than or equal to
= equals
≠ not equal
Examples
Write the elements for each set. (Note: Each element is separated by a comma, in ascendant
order and must not be repeated.)
1. A = {odd numbers less than 10} A = {1,3,5,7,9}
2. A = {Factors of 20} A= {1,2,4,5,10,20}
3. B = {𝑥𝑥: 𝑥𝑥 ∈ 𝑁𝑁, 0 < 𝑥𝑥 ≤ 6} B = {1, 2, 3, 4, 5, 6}
Read as: The set B is formed by the elements of x such
that x belongs to natural numbers, in which x is
greater than 0 and less than or equal to 6.

ALGEBRA I
Exercises:
Write the elements of each of the following sets.
1. A = {Natural even numbers less than 30} 2. B = {Multiples of 4 less than or equal to 48}
3. C = {Natural numbers between 3 and 15} 4. D = {Odd numbers between 22 and 42}
5. E = {Consonant letters in the word “subset”} 6. F = {all things in your school bag}
7. G = {main colors of the Mexican flag} 8. H = {Vowel letters in the word “universe”}
Identify the notation and symbols and write how would you read it.
1. H = {𝑥𝑥: 𝑥𝑥 ∈ 𝑁𝑁, 2 < 𝑥𝑥 ≤ 14}
2. I = {𝑥𝑥: 𝑥𝑥 ∈ 𝑁𝑁, 0 ≤ 𝑥𝑥 ≤ 11}
3. J = {𝑥𝑥: 𝑥𝑥 ∈ 𝑁𝑁, 𝑥𝑥 𝑖𝑖𝑖𝑖 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝, 𝑥𝑥 < 20}

ALGEBRA I
Consider the following sets: U= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}

A= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}
B= {2, 4, 6, 8, 10, 12}
C= {1, 3, 5, 7, 9, 11}
Determine if the following statements are true (T) or false (F).

1. _____ A is a subset of B.
2. _____ C is a subset of A.
3. _____ The number 9 is an element of C.
4. _____ The number of elements that A and B have in common is 5.
5. _____ The number of elements in set B and C is the same.
6. _____ The number 2 belongs to A and B.
7. _____ The number 12 belongs to A or B.
8. _____ The number 4 is an element of the complement of C.
Consider the following sets: U= {a, e, i, m, p, t, z}

A= {a, e, m, p, z}
B= {a, i, m, t}
C= {a, e, m, p, z}
D= {e, p, z}
Determine if the following statements are true (T) or false (F).

1. _____ n(A)= 6 2. _____ n (D’) = 4
3. _____ B’ = {e, p} 4. _____ A’ = {i, t}
5. _____ p ∉ D 6. _____ a∈ C
7. _____ C ⊂ D 8. _____ D ⊂C

ALGEBRA I
Consider the following sets.

U = {1, 2, 3, 4, 5, 6, 7, 8, 9}
A = {1, 2, 4}
B = {1, 6, 7, 9}
C = {3, 8}
D = {2, 4, 6, 8, 9}
Find the elements of the following operations.

1. A ∪ B= 2. B’ =
3. A ∪ C’= 4. C ∩ A =
5. B∩D = 6. C ∩ D=
1.4 Venn Diagrams

Venn Diagrams are visual representations of sets, and its operators.
A Venn diagram consists of a universal set U represented by a rectangle, and subsets

within it that are generally represented by circles. Venn diagrams are often used to
represent set operations.
The middle section which is enclosed by both sets would be the intersection of the sets,
since it is what they both have in common.
To represent a set or operation, different regions can be shaded. Whatever is shaded is the
result of the operations such as complement, intersection.

ALGEBRA I
Basic Sets
Set A Set B
Notice that in both cases the shading goes into a portion of the other set. This is because
the set is represented by the entire circle and it is normal to have elements that are shared
by both of them.
Complements
Set A’ Set B’
When we shade the complements of a set, it is necessary to NOT shade the middle region
(the intersection) because that would include some elements of the set in consideration.
The Basic Set Operators with Venn Diagrams

A∩B A∪B
Or what both sets have in common Or both sets

ALGEBRA I
Exercises:
Consider the following sets:
U= {1, 2, 3, 4, 5, a, b, c, d, e}
A= {1, 4, b, c, d}
B= {4, 5, a, b, e}
U A B
1 5
c a
4
d b
e
2 3
a) Shade A ∪ B with red color.

b) Shade A ∩ B with blue color.
Shade the following Venn Diagrams according to the requested operation or set.
Afterwards, write the set resulting from the shading.
1. A= 2. B=

ALGEBRA I
3. A’= 4. B’=
5. A∩B= 6. A∪B=

ALGEBRA I
Complex Set Operations with Venn Diagrams
When doing complex operations with Venn Diagrams it can be useful to shade each part of
the operation with a pattern and then determine whether you need the entirety of regions
that were shaded, or just those that were shaded every single time.
Example: Shade the Venn Diagram to A’∩B.
Since this is an intersection, we will shade each set with a pattern and the answer will be
what is shaded every time, since an intersection calls for what they have in common.
Step 1, start with the Diagram
Step 2, shade the first set: A’
Step 3, in the same diagram, shade B.

Remember that a shaded set B does
include a portion of set A since set B is
defined by the circle
Step 4, the final answer will be everything

that was shaded both times, since this is
an intersection and we are looking for
what both sets have in common

ALGEBRA I
In the next example we will use the same sets but observe the difference between the
procedure for an intersection and a union. Shade the Venn Diagram to A’∪B
Step 1, start with the Diagram
Step 2, shade the first set: A’
Step 3, in the same diagram, shade B.

Remember that a shaded set B does
include a portion of set A since set B is
defined by the circle
Step 4, the final answer will be everything

that was shaded at any point, since this is
a union and we are looking for whatever
was part of both sets

ALGEBRA I
Exercises:
Shade the following Venn Diagrams according to the requested operation or set.
Afterwards, write the set resulting from the shading.
1. A∪B’= 2. A’∩B=
3. A’∪B’= 4. A’∩B’=
Consider the following sets:

U={1,2,3,4,5,6,7,a,b,c,d,e,f,g,h}
A={1,2,3,4,a,b,c,d}
B={1,2,c,e,f}
C={2,3,c,d,f,g,h}
Solve the following operations and shade in the Venn diagram.

ALGEBRA I
a. A ∪ B = b. A ∩ C =
A B U A U
4
B
e 4 e
1 1
b b
a 2 a 2
3 c 3 c
d f d f
6 6
h g h g
5 7 5 7
C C
c. C’ ∪ B = d. A’ ∩ C =
Shade in the following Venn diagrams the solution of each operation.
1. A ∪ B 2. (A ∩ C)’
B A
A B
C
C

ALGEBRA I
Write an expression that describes the shaded area in each of the following Venn diagrams.
1.____________________________ 2._____________________________
U
A B
A B
U
Set U consists of natural numbers from 1 to 16. The set A consists of odd numbers of the
universe. The set B are the multiples of 3 of the universe.
Write the elements of U, A and B
U=
A=
B=
Draw a Venn diagram that represents these sets and write the elements in each
corresponding space:
Application problems

ALGEBRA I
1. In a group of 200 people, 90 play tennis, 120 play soccer and 30 play both sports.
a) Draw and fully label a Venn Diagram to illustrate this information.
U
T S
b) How many persons play just soccer? __________
c) How many persons play both sports? ___________
d) How many persons play neither? ___________
2. A group of 150 students was surveyed to determine which of two type of food they
like. The results were that 56 people liked hamburgers, 95 like tacos and 8 liked both.
U
H T
b) Determine the number of students that like only hamburgers ____________
c) Determine the number of students that like both hamburgers and tacos.
_______________________

ALGEBRA I
d) Determine the number of students that like neither hamburgers nor tacos.
_______________________
3. A group of 73 theater majors were asked whether they were in Drama club or Music
club. The results were that 24 were in drama club, 22 were in music club and 12 in both
clubs.
U M
D
b) Determine the number of students that were only in one of the two clubs
________________
c) Determine the number of students that were in both clubs ________________
d) Determine the number of students that were neither in drama club nor music club
_____________
"This is my own work and was carried out in strict adherence to the honor code; any text or
reference that was not of my authorship is cited, including sources extracted using
artificial intelligence.
I am aware that any academic dishonesty is graded with zero and the protocols apply
according to the Academic Integrity Committee of Prepa UDEM."
Signature: _______________________________________________________________________

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VICERRECTORÍA DE EDUCACIÓN MEDIA SUPERIOR

TOPIC: Basic Operations / Concepts / Sets / Venn Diagrams

1.1. Basic Operations

1.1 Basic Operations

9. 121 ÷ -11 = 10. -25 ÷ -5 =

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 1

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 2

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 3

Adding and Subtracting fractions

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 4

We must simplify the fraction

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 5

As we cannot simplify any further, the answer stays as shown.

Application of operations with fractions

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 6

How much of the garden has he planted already? ________________

How much is missing to finish planting the entire garden? ________________

next hour he built 2/3 of the wall.

How much of the wall has he built already? ________________

How much is missing to finish building the entire wall? ________________

How much of the garden has he prepared already? ________________

How much is missing to finish preparing all the sauce? ________________

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 7

How much of the book has he read already? ________________

How much is missing to finish reading the entire book? ________________

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 8

Classification of Complex Numbers

Rational Integer Natural

 Integers- positive or negative whole numbers and zero. Examples:

• Irrational numbers, have infinite non-repeating decimal representations. For example:

Algebraic expression is any operation that involves letters and numbers.

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 9

Coefficient: Is a number that multiplies a variable or variables.

Variable: Is a letter that represents a/any number.

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 10

Irrational Natural Imaginary Integer Rational

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 11

Elements in the set

Set name A = {1, 2, 3, 4, a, b, c, d}

A⊄B A is not a subset of B,

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 12

Example: If U= {a, e, i, o, u} and A= {a, e} then A’= {i,o,u}

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 13

Multiples of a number: is the product of that number with any integer.

Factors: numbers that are multiplied to get another number.

Set notation symbols and their meanings:

< less than

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 14

2. I = {𝑥𝑥: 𝑥𝑥 ∈ 𝑁𝑁, 0 ≤ 𝑥𝑥 ≤ 11}

3. J = {𝑥𝑥: 𝑥𝑥 ∈ 𝑁𝑁, 𝑥𝑥 𝑖𝑖𝑖𝑖 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝, 𝑥𝑥 < 20}

Guide #1  Basic Operations / Concepts / Sets / Venn Diagrams 15

Consider the following sets: U= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}

Determine if the following statements are true (T) or false (F).

3. _____ The number 9 is an element of C.

4. _____ The number of elements that A and B have in common is 5.

5. _____ The number of elements in set B and C is the same.

6. _____ The number 2 belongs to A and B.

7. _____ The number 12 belongs to A or B.

8. _____ The number 4 is an element of the complement of C.

Consider the following sets: U= {a, e, i, m, p, t, z}