MTK Chapter 6.1

Chapter 6
Set
Chapter 6 consists of 8 sections. Section 6.1, describes the concept of a set. And
the description the elements.
In Section 6.2, we are going to learn the various ways of expressions a set, and
discuss sets of numbers.
Section 6.3 describes cardinality of a set given. Some sets we identify the
difference between finite and infinite sets. Then, we are going to determine the
number of elements of a finite set.
Venn Diagram is discussed in Section 6.4. In this section we discuss concepts
of universal set, Venn Diagram, subsets and empty set.
The section discusses the concept of intersection of two sets. It presents how
to find the intersection of two sets and to draw a Venn diagram of the intersection
of two sets. At the end of this section, we are going to learn how to solve story
problems related to the intersection of two sets using a Venn diagram.
The concept of union of two sets is discussed in Section 6.6. This section
discusses how to find union of two sets, to draw the Venn diagram and to solve
story problems related to the union of two sets using Venn diagram.
At the end of this chapter, we will discuss the concept of complement and
difference of sets, followed by problem solving activities.
Set
Set Elements Set symbols
Operation of sets Relation of sets
Student’s Book Chapter 6 - Set 161

Section 6.1
Sets and Members of a Set
Learning Objectives:
A. Concept of Set
• To state the concept of
a set
Have you ever watched a football tournament?
• To understand set What can you see in the tournament?
symbols
• To determine if an
object belongs to a set
• To understand the
symbols of “element”
and “not element” of
a set
Key Terms:
• collection of object
• sets
• set symbols
• set elements/members
source: writer
Figure 6.1. Football Tournament
Can you mention as many objects as possible in a

football tournament?
If you look carefully at a football tournament,
there are different collections of things, such as:
1. spectators
2. football players
3. referees
4. coaches
5. medical officers
6. substitutes
7. balls
8. the goals
9. the football field
162 Mathematics for Junior High School - Year 7

Figure 6.2. A Classroom
Now, observe the situation of the learning

process in the classroom as shown in Figure 6.2 . What
and who can you see in the classroom?
If you notice carefully, there are collections of:
1. students who are studying
2. a teacher who is explaining a subject to her
students
3. student tables
4. chairs
5. a teacher table
6. a blackboard
7. female students
8. male students
Can you mention the collection of objects in your
own classroom?
Now, think about your house. How many kinds
of collections of objects are inside your house?
Thus, from a place with a certain condition, we
can form a collection of objects. In mathematics a
collection of objects is called a set.
In a football tournament, for instance, the
following sets can be mentioned:
1. the set of football players,
2. the set of football watchers,
3. the set of goalkeepers.

Now, can you mention some other sets in a
football tournament?
If you observe the teaching and learning process
in your classroom, you can form sets such as:
1. the set of the first year junior high school (SMP)
students in the classroom
2. the set of teachers who are teaching students
3. the set of student chairs in the classroom
Can you form some other sets of objects in your
class room?
What sets of objects in your house can you form?
In your schoolbag? In your cupboard?
Can you form sets of objects from other places?
Discuss the sets of objects from the places you and
your classmates have selected.
the set of football players
We can replace the word “the set of” with a pair
of curly brackets, as follows:
{football players}
It is another way of expressing a set.
Now, work with your classmates. State whether
each expression below is a set or not.
1. Students in your classroom who are 125 cm tall.
2. Things in your class with a price less than Rp
25,000.00.
3. Teachers at your school who wear uniform.
4. Red flowers.
Now, work with your classmates and think about
the sets of:
1. Tall students in your classroom.
2. Expensive goods.
3. Smart teachers at your school.
4. Very fragrant flowers.

Match your answer with your classmates
answers. Are the four sets you wrote the same as your
friends?
Can you determine exactly the four sets? Why?
1. I am tall, while you Oh, no. I’m also tall. 2. This book is too
are short, aren’t No, it’s not expensive.
I think, it is not
you? that
too expensive.
expensive.
Oh, no, a
I think Mr. Udi is the I think Mrs. In my opinion, they A rose smells I think an orchid
jasmine is
smartest. Ani is are Mrs. Ida and fragrant. ,isn’t is the most
more fragrant.
smart. Mrs. Ani. it? fragrant. flower.
?? Which one?
3. 4.
From your examination, what can you conclude

about them (e.g. based on the number of elements in
each set)?
A set is a collection of objects with a certain condition.

The condition used to form a set must be well defined.
The member criteria must be clear enough and unique.
Example 1 To express sets, we use capital letters such as

A, B, K, etc.
P = {names of football players}
G = set of teachers who teach grade VII
R = {names of religious buildings in my village}
I = set of names of fishes in an aquarium

B. Elements of a Set
Recall the set of football players. Each player who
joins the club is called a member or an element of the
set. A football trainer is not a member or an element
of the set of football players. How about the football
watchers, are they members of the set?
If A = {SMP students of Year VII of your
classmates}, then each SMP student from Year VII at
the same classroom as you is a member of set A. Of
course every student from year VIII of SMP at your
school is not a member of set A. Are the teachers who
teach in your class the members of set A?
Now consider set H = {names of days starting
with letter S}.
Do you know what days are elements of H? What
days are not included in H? In mathematics, to express
an membership of a set, the symbol “∈” is used and
to express not element of a set, the symbol “ ∉ ” is
used.
Because Sunday is an element of H, we can
write:
Sunday ∈ H
But, Wednesday is not an element of H, so we
can write:
Wednesday ∉ H
Now consider set A = {natural numbers less than
five}. Here we can write:
1 ∈ A, 5 ∉ A,
2 ∈ A, but 7 ∉ A,
3 ∈ A 9 ∉ A,
4 ∈ A, 11 ∉ A.
Next, consider set P = {names of months starting
with the letter J}.

State whether each of the following statements is
true or false?
a. January ∈ P g. July ∈ P
b. February ∉ P h. August ∉ P
c. March ∉ P i. September ∉ P
d. April ∉ P j. October ∉ P
e. May ∈ P k. November ∉ P
f. June ∉ P l. December∈ P
Task 6.1
1. Determine whether each of the following conditions
“can” or “cannot” form sets.
a. Beautiful flowers
b. SMP Students of Year VII having birthday on the
1st of July
c. SMP teachers who are less than 40 years old
d. The wise mathematics teachers
e. The even numbers between 1 and 10
f. The prime numbers less than 20
g. The clever students of grade VII
h. The kind parents
i. The mathematics textbooks for SMP
j. The smart people
2. Given P = {prime factors of 24}.
Check whether each of the following statements is
true or false.
a. 1 ∈ P d. 2 ∈ P g. 3 ∉ P j. 4 ∈ P
b. 5 ∉ P e. 6 ∈ P h. 7 ∈ P k. 8 ∈ P
c. 9 ∉ P f. 11 ∈ P i. 12 ∈ P l. 24 ∉ P
3. Real World Context
Source: author
Figure 6.3

Given M = {the names of provinces in Indonesia}.
Check whether each of the following statements is
true or false.
a. Jakarta ∈ M g. East Kalimantan ∈ M
b. East Java ∈ M h. Banjarmasin ∈ M
c. East Timor ∉ M i. Ujung Pandang ∉ M
d. DIY ∉ M j. Bali ∈ M
e. Jayapura ∈ M k. Palembang ∈ M
f. Banda Aceh ∈ M l. Maluku ∉ M
4. Look the group below. Which one is a set?
a. Group of wild animal
b. Group of beautiful women
c. Group of matheatics teacher
d. Group of expensive things
5. Given that M = {a, o, i, e, u}. The statement below is
true, except ....
a. a ∈ M
b. o ∉ M
c. c ∉ M
d. u ∈ M

Section 6.2
Expressing Sets
A. Methods of Expressing Sets

• To mention various
You have learned that the set of football players
ways of expressing sets
• To change the set can be stated in the form of:
expression from one
way to another {football players}
In mathematics a set can be defined in several
Key Terms:
• ways of expressing sets ways. For example, we have the set of prime numbers
• roster less than 10. This set can be written as:
• set builder notation
{prime numbers less than 10}
The method above is called expressing sets by
description.
If we have P = {prime numbers less than 10}, then
we can write the elements of P, namely 2, 3, 5, 7.
If all members of P are written by enclosing them
with a pair of curly brackets, and each two members
are separated by a comma (“,”), then we get: P = {2, 3,
5, 7}
This method of expressing the set P by listing all
of its elements is called the roster method.
So:
P = set of prime numbers less than 10 can be written
as follows:
P = {2, 3, 5, 7}
Some examples of sets expressed by roster are:
1. K = {1, 3, 5, 7, 9}
2. L = {January, June, July}
3. M = {1, 2, 3, 4, . . . , 100}
4. N = {7, 14, 21, 28, . . .}

Consider set P = {2, 3, 5, 7}. The elements of set P
satisfy a certain condition, that is each element of P is
a prime number less than 10.
Therefore, set P can also be expressed as
follows:
P = { x| x is a prime number less than 10 } or
P = { x| x < 10, x is a prime }
Remarks:
1. The element condition is written after the symbol
“x|”
2. The expression reads “P is the set having elements
of all x such that x is a prime number less than 10.”
The way of expressing above is called the set-
builder notation.
Examine other examples of expressing sets using
the set-builder notation below:
a. K = { 0, 1, 2, 3, . . . , 10 } can be written as:
K = { n | n is a whole number not greater than 10}
or
K = { n | n is a whole number less than 11 }
or
K = { n | n ≤ 10, n ∈ W }; W = the set of whole
numbers or
K = { n | n < 11, n ∈ W }; W = the set of whole
numbers.
b. M = { 1, 2, 3, . . . , 99 } can be written as:
M = { a | a is a natural number less than 100}
or
M = { a | a < 100, a ∈ A }; A = the set of natural
numbers.
c. N = { 7, 14, 21, 28, . . . } can be written as:
N = { m | is a natural number which is a multiple
of 7 }
From the above emaples, you have learned how
to express sets in three methods. You remember those
methods, don’t you? Explain the three methods.
B. Understanding Sets
of Numbers
At the elementary school you already learned
Remarks
several types of numbers. From certain types of

• The prime number is a numbers a set can be formed, resulting in several kinds
natural number having
of sets of numbers, such as:
exactly two factors,
namely one and the
1. C = Set of whole numbers, or
number itself.
• The composite number C = { 0, 1, 2, 3, . . . }
is a natural number 2. A = Set of natural numbers, or
having more than two
factors. A = { 1, 2, 3, 4, . . . }
3. G = Set of even whole numbers, or
G = { 0, 2, 4, 6, . . . }
4. J = Set of odd whole numbers, or
J = { 1, 3, 5, 7, . . . }
5. K = Set of square numbers, or
K = { 1, 4, 9, 25, . . . }
6. T = Set of cubic numbers, or
T = { 1, 8, 27, 64, . . . }
7. P = Set of prime numbers, or
P = { 2, 3, 5, 7, . . . }
8. K = Set of composite numbers, or
K = { 4, 6, 8, 9, . . . }
Example 1 1. Express the following sets with set-builder notation.

a. K = set of natural numbers between 2 and 7
b. L = { 10, 11, 12, 13, . . . }
c. M = { 2 }
Solution:
a. K = { x | 2 < x < 7, x is a natural number }
b. L = { n | n ≥ 10 , n is a whole number }
c. M = { x | x is an even prime number }
2. Express the following sets by listing their elements.
a. N = { x | x is prime number greater than 10}
b. O = set of square numbers greater than 15
c. P = { n | 1 < n < 5, n is a natural number}
Solution:
a. N = { 11, 13, 17, 19, . . . }
b. O = { 16, 25, 36, 49, . . . }
c. P = { 2, 3, 4 }

Task 6.2 1. Express the following sets by listing their elements.
a. A = set of even whole numbers between 20
and 30.
b. B = set of the first six natural numbers.
c. C = set of factors of 24.
d. D = set of the first five square numbers.
e. E = set of the first seven even whole numbers.
f. F = set of multiples of 5 between 1 and 100.
g. G = set of letters forming the word “mathematics”.
h. H = set of multiples of 3 of natural numbers.
i. I = set of the first eight composite numbers.
j. J = set of prime numbers between 10 and 40.
2. Express the following sets by description.
a. A = { 6, 12, 18, 24, . . . }
b. B = { 23, 29, 31, 37 }
c. C = { 3, 5, 7, 9, 11 }
d. D = { 0, 2, 4, . . . 16 }
e. E = { 1, 4, 9, 16, 25 }
f. F = { 4, 6, 8, 9, 10, 12, 14, 15, 16, 18 }
g. G = { a, b, c, d, e, f, g, h }
h. H = { 4, 8, 12, 16, 20 }
i. I = { 5, 10, 15, 20, . . . }
j. J = { 1, 8, 27, 64, . . . }
3. Express the following sets with the set-builder
notation.
a. A = { 12, 13, 14, 15, . . . , 25 }
b. B = { 11, 13, 17, 19, . . . }
c. C = set of even whole numbers not greater
than 50.
d. D = set of odd numbers between 10 and 20.
e. E = {4, 6, 8, 10, 12, 14 }
f. F = {a, i, u, e, o }
g. G = set of the first four odd whole numbers.
h. H = {0, 1, 4, 9, 16, 25 }
i. I = set of the first eight prime numbers.
j. J = set of multiples of 7 of natural numbers.

4. Express the following sets in the two other methods.
a. A = set of months not having 31 days.
b. B = set of vowels in the english alphabet.
c. C = set of days having names starting with
letter “T”.
d. D = { Monday, Tuesday , Saturday }
e. E = { January, February, May, June, July }
f. F = { red, yellow, green }
g. G = { red, white }
h. H = { red, orange, yellow, green, blue, indigo,
purple}
i. I = set of leap years between 1900 and 1925.
j. J = set of five human senses.
5. K = set of composite numbers from 2 to 15. If we
express the set K by listing the elements, we will
get ....
a. {4, 6, 8, 9, 10, 12, 14}
b. {4, 6, 8, 9, 10, 12, 14, 15}
c. {4, 6, 7, 8, 9,10, 12, 14, 15}
d. {3, 4, 5,6,7,8,9,10,11,12,13,14}

Section 6.3
Cardinality of Sets
Study the following sets.

Learning objectives: 1. P = { m, a, t, e, i, k}
• To comprehend the
2. Q = { 1, 3, 5, 7, 9 }
difference between
finite and infinite sets 3. R = { 2, 4, 6, 8, . . . , 20 }
• To determine the
4. S = { 0, 1, 2, 3, . . . }
number of set elements
5. T = { 5, 10, 15, 20, . . . }
Key Terms:
In the above five sets, all elements of each set are
• cardinality
• number of set elements listed between a pair of curly brackets. The elements
• finite set of set P are: m, a, t, e, i, k. Thus there are six elements
• infinite set
of P. We write this as n(P) = 6
The elements of set Q above are also listed
between a pair of brackets. The elements of set Q are
1, 3, 5, 7, 9. Thus there are five elements of Q. We write
n(Q) = 5.
Remarks In set R, not all elements of the set are listed

• The number of between the pair of brackets. However, we know
elements of set P is
called the cardinal that the largest element of R is 20. Consequently, we
number of set P , can determine the number of elements of set R by
written n(P).
• If the number of continuing the pattern from 2, 4, 6, .. up to 20. So we
elements of P is finite, have that the number of elements of set R is 10, or
then n(P) is a whole
number. n(R) = 10.
• If the number of
elements of set P is Now look at sets S and T. Here we do not know
infinite, then it cannot the largest element, so we are not able to determine
be expressed using a
number. the number of elements of both sets. These kinds of
• Therefore, as a sets are called infinite sets (the number of elements is
convention, “∞” (not
finite or infinite) is used, not finite).
so the cardinal number
of set P is n(P) = ∞.

Example 1
1. If A = set of months having names starting with the
letter J, then determine n(A). Is set A finite?
Solution:
A = { January, June, July }
There are three elements in A, so n(A) = 3. Thus set A
is finite.
2. If B = set of odd numbers between 2 and 10, then
determine n(B). Is set B finite?
Solution:
B = { 3, 5, 7, 9 }
The number of elements in B is 4.
Then, n(B) = 4.Thus, set B is finite.
3. Can you give two examples of infinite sets?
Solution:
set of all natural numbers.
set of all whole numbers.
Task 6.3
Determine the number of elements of the following sets.
1. A = { 2, 4, 6, 8, 10, 12 }
2. B = { 1000 }
3. C = set of composite numbers less than 10.
4. D = set of whole numbers less than 20.
5. E = { 6, 12, 18, . . . , 36 }
6. F = set of prime numbers between 5 and 20.
7. G = { x | x < 25, x is a natural number}.
8. H = { n | n < 6, n is a whole number}.
9. I = set of prime numbers less than 35.
10. J = { 5, 10, 15, . . . , 50}
11. If P = set of square numbers between 5 and 40,
Q = set of vowels in the word “trigonometry”,
is n(P) = n(Q) ?
How many elements does each of the following sets
have?
12. K = set of vowels in the word “Indonesia”.
13. L = set of months having names ending with two
letters “er”.
14. M = set of the colours of rainbow.
15. N = { x | x is a name of the day starting with letters
other than the letter S}
16. O = { x | x is a parent}

17. If A = Set of traffic light colours,
B = Set of days having names starting with the
letter S.
Is n(A) = n(B)?
18. State whether each of the following sets is finite or
infinite.
a. Set of books in a book shelf.
b. Set of sands inside a milk box.
c. Set of Indonesian people.
d. Set of whole numbers.
e. Set of composite numbers.
f. Set of whole numbers less than 10.
g. Set of chairs at your school.
h. Set of SMP students in Surabaya.
i. Set of mathematics teachers in Medan.
j. Set of multiples of 5 of natural numbers.
19. N = set of odd numbers starting from 5. If we express
set N by listing it's elements, we will have ....
a. {7, 9, 11, 13, 15, ....}
b. {5, 7, 9, 11, 13, ....}
c. {6, 7, 8, 9, 10, 11, ....}
d. {5, 6, 7, 8, 9, 10, ....}
20.A = { vowel letters}. The equivalent set of A is ....
a. {counting odd numbers less than 13}
b. {natural even numbers from 2 to 10}
c. {prime numbers between 2 and 11}
d. { even numbers more than 10}

Section 6.4
The Venn Diagram
A. Universal Set
• To comprehend the Suppose A = { red, white }.
concept of universal
set and the symbol of a B = { red, green}.
universal set.
• To determine a C = { red, white, blue }.
universal set for a set.
• To sketch a Venn Does set C contain all elements of A?
diagram.
• To determine if a set is Does set C contain all elements of B?
a subset of another .
• To comprehend the • Because C contains all elements of A, C is “a
concept of an empty
set and its symbol.
universal set” of set A.
• Because there is an element of B that is not included
Key Terms: in C, that is green (green ∉ C), C is not a universal
• universal set. set of set B.
• Venn diagram
• subset We can form a new set, say set D = { red, yellow,
white, violet }. Does set D contain all elements of A?
(Yes)
Therefore set D is “a universal set” of A.
Does set D contain all elements of B? (No)
Set D does not contain all elements of B. So set D is not
a universal set of set B.
If we have set A = { red, white }, then the possible
universal sets of set A are:
1. C = { red, white, blue }, or
2. D = { red, yellow, white, violet}.
Can you write other possible universal sets of
set A? Can you conclude what a universal set is?
From the above explanation, it can be concluded
that:
The universal set is a set containing all elements of the

Universal Set set being talked about.The universal set is also called the
universe. The universal set is usually denoted by U.

Now consider the following example.
Example 1 Suppose we have set P = { 1, 3, 5, 7 }.

The possible universal sets of P are:
1. U = { 1, 3, 5, 7, 9 }
2. U = Set of the first ten natural numbers
3. U = { 1, 2, 3, . . . , 100 }
4. U = { 1, 3, 5, 7, . . . , 51 }
5. U = Set of natural numbers.
6. U = P
Task 6.4a
Give two possible universal sets of each of the following
sets:
1. A = { 1, 2, 3 }.
2. B = { a, i, u }.
3. C = { x I 2 < x < 10, x is a natural number}.
4. D = { x I x ≥ 100, x is a whole number}.
5. E = { n I n < 15, n is a prime number}.
6. F = set of even prime numbers.
7. G = set of numbers divisible by 6.
8. H = set of composite numbers between 1 and 10.
9. I = set of even numbers divisible by 3.
10. J = set of prime numbers less than 20.
Real World Contexts

Mention two possible universal sets of each of the
following sets:
11. K = {buffalo, horse}.
12. L = {Indonesia, Malaysia, Singapore}.
13. M = {red, yellow, green}.
14. N = {orange, mango, pineapple}.
15. O = {June, July}.
16. P = {hen, duck, goose}
17. Q = {Surabaya, Bandung, Semarang}.
18. R = {SD, SMP, SMA}.
19. S = {pencil, ruler}.
20. T = set of teachers who teach your class.
Critical Thinking
Give two universal sets of both sets
A = { .................... } and B ={ .................... }.

B. Venn Diagram
The easy way to represent and to see the

relationship between several sets is by means of Euler
circles. That are usually called Venn diagrams.
In drawing a Venn diagram, we consider the
following:
1. The universal set is usually represented by a
rectangle.
2. Every set under consideration is represented by a
simple closed curve.
3. Each element of a set is a represented by a node or
a point.
4. If the number of elements of a set is quite large, or
even infinite, then each element of the set does not
need to be represented as a node or a point.
Example 1 Given the universal set U = {a, b, c, d, e, f, g} and

A = {b, d, f, g}, then the Venn diagram of U is as follows:
U
a.
b. d.
c. f. e.
g.
and the Venn diagram describing the relationship

between sets U and A is:
U
a.
b. d.
c. f. e.
g.
Problem 1 Given U = {1, 2, 3, ..., 10}

A = set of prime numbers not greater than 10
B = set of even numbers between 1 and 10
Determine the Venn diagram.

Problem 1 Given U = set of whole numbers
A = set of natural numbers
P = set of prime numbers,
Draw a Venn diagram describing the relationship
between the sets.
Task 6.4b Draw a Venn diagram of the following sets.

1. U = { 1, 2, 3, . . . , 10 }
A = { 3, 5, 7 }
2. U = { 1, 2, 3, . . . , 10 }
A = Set of even whole numbers between 1 and 10
3. U = { a, b, c, d, . . . , j }
A = { a, i, e }
B = { b, c, d, i, e }
4. U = { 1, 2, 3, . . . , 10 }
A = Set of square numbers less than 10
B = Set of odd numbers between 1 and 10
5. U = { 1, 2, 3, . . . , 10 }
A = { x ¦ x < 4 , x is a natural number}
B = { x ¦ x ≤ 10, x is a prime number}
C = { 4, 7, 8, 9, 10 }
6. U = set of triangles.
A = set of isosceles triangles.
B = set of right triangles.
7. U = set of all students at your school.
A = set of male students.
B = set of female students.
C = set of male students in your classroom.
D = set of female students in your classroom.
8. U = set of natural numbers.
P = set of multiples of 2.
Q = set of multiples of 3.
R = set of multiples of 4.
9. U = set of whole numbers.
K = set of even whole numbers.
L = set of prime numbers.
M = set of composite numbers.

Work Together
10. There are 50 families subscribing to daily newspapers,
25 families subscribing to magazines, and 10 families
subscribing to both daily newspapers and magazines.
Using a Venn diagram describe the situation, and
determine the number of families that are neither
subscribing to the daily newspaper nor to the
magazines.
11. Consider the Venn diagram of the following:
U = set of students at your classroom
M = set of students who prefer mathematics
B = set of students who prefer English
K = set of students who prefer art.
U
c•
b• B i•
a• g• h•
d• f• j•
l•
M e• o•
m• u•
s•
t• n• r•
p•
q•
o• K
If every student is represented by a single node, then

determine:
a. how many students prefer mathematics.
b. how many students like mathematics and art.
c. how many students like English but do not like art.
d. how many students like the three subjects.
e. how many students like art only.
f. how many students like mathematics and English but
do not like art.
g. how many students do not prefer the three subjects.
h. how many students prefer only one of the three
subjects.

12. Given A = { x | 0 < x < 10, x is a prime number}
B = { x | 0 < x < 9, x an odd number},
S= { x |0 < x < 9, x a natural number},
a Venn diagram for the sets above is . . . .
a. S
A .3 B
.1
.2 .5
.8 .7
.6 .4
b. S
A B
.3 .9
.2 .5
.7
.4 .6.8
c.
S
B
A .3
.2 ..57
.9 .6
.8 .4
d.
S
B
A .1
.2 .3
.5 .9
.7 .8
.4 .6

C. Subsets and Empty Set
Consider the following two sets.
A = {a, c, d} and B = {a, b, c, d, e, f}.
If the two sets are represented as a Venn diagram,
we may have the following figure:
Examine whether every element of A is also an
B A
b• element of B.
a• d• Note that:
f. C.
e•
a ∈ A and a ∈ B,
f• c•
c ∈ A and c ∈ B,
d ∈ A and d ∈ B.
So, is every element of A also an element of B?
Remarks (Answer: Yes)
Some books use either
the symbol “⊆”, or “⊂” In this case, it is said that the set A is a subset of
to denote a subset. In set B, written as “A ⊂ B“
this book, the symbol
“⊂” is used. Now, consider the following three sets:
A = { 1, 2, 3, 4 },
B = { 0, 1, 2 }, and
C = { 1, 2, 3, 4, 5, 6}.
Examine:
a. Is every element of A also an element of C?
b. Is every element of B also an element of C?
Solution:
a. Yes, every element of A is also an element of C.
So, A ⊂ C.
b. No, because 0 is an element of B but not an element
of C. Using mathematical symbols, we write
“0 ∈ B” and “0 ∉ C”. In this case, it can be said that
set B is not a subset of set C, or B ⊄ C.

Let A and B be given sets.
1. Set A is a subset of B, written as A ⊂ B, if every element
A Subset, Not a Subset of A is also an element of B.
2. Set A is not a subset of B, written as A ⊄ B, if there is
an element of A which is not an element of B.
Next, consider some sets below.

P = set of Year seventh grades at your school that are
taller than 5 m.
Q = set of teachers at your school of less than 10 years
old.
How many elements of P are there?
How many elements of Q are there?
Both of the sets do not have any element.
Therefore, sets P and Q are called empty set.
An empty set is represented by the symbol “∅” or
“{ }”. So from the above examples, we have n(P) = 0 and
n(Q) = 0.
Empty set The empty set is the set having no element.
Discuss with your friends and find other examples

of empty sets.
Of the following sets, decide which one is and is

not an empty set.
1. Set of subjects taught at the first grade of SMP.
2. Set of your classmates who are up to 17 years old.
3. Set of astronauts having landed on the moon.
4. Set of mathematics teachers who are less than 15
years old.
5. Set of ducks that breed their offspring.
Now, look at these sets, Ø and {0}. Are they the
same set? Of course not, since Ø is a set that has no

element, or an empty set, while {0} is a set which has
one element, namely 0.
Consider set A = { 1 }.
The subset of A are Ø and { 1 }.
Thus, the number of subsets of A is 2
Given set B = {1, 2}, then all of its subsets are
determined in the following way: Ø, { 1 }, { 2 }, and
{ 1, 2 }. Therefore the number of all subsets of B is 22.
Note that the empty set is a subset of every set.

If not, we would be able to find an element of Ø which
is not in set A (or B). Because we are clearly unable to
do this, we conclude that Ø ⊂ A (or Ø ⊂ B).
Now, given C = {1, 2, 3}, using the above

method:
a. Write down all subsets of C.
b. How many subsets of C are there?
Given D = {1, 2, 3, 4}, then:
a. Write down all subsets of D
b. How many subsets of D are there?
Now, discuss with your friends. Given P = {1, 2,
3, ... , n}. How many subsets of P are there?

Task 6.4c 1. Given P = { 1, 2, 3, 4, . . . , 10 }
Determine which of the following sets is a subset
of P.
a. A = { 1, 3, 7, 9 }
b. B = { 0, 2, 4, 6, 8, 10 }
c. C = { 2, 3, 5, 7 }
d. D = { 1, 2, 3, 4, 5, 6 }
e. E = { 5, 7, 9, 11 }
f. F = set of natural numbers less than 7.
g. G = { x I x < 5, x is a whole number}
h. H = { x I 2 < x < 8, x is a natural number}
i. I = { x I x < 12, x is a composite number}
j. J = set of square numbers less than 16.
2. Determine whether each of the following
statements is true or false.
a. { a, b, c } ⊂ { a, b, c, d }
b. { a, b, c, d, e } ⊂ { a, d, e }
c. {3} ⊂ set of prime numbers.
d. 3 ⊂ set of prime numbers.
e. {5} ∉ set of prime numbers.
f. {1, 2, 3} ∉ set of natural numbers.
g. {4, 7} ⊂ {3, 4, 5, 7}
h. {0, 1, 2, 3} ⊂ set of natural numbers.
i. {1, 2, 3} ∉ set of prime number.s
j. {0, 1, 4, 6, 8} ∉ set of composite numbers.
k. Set of letters in the Latin alphabet ⊂ {a, b, c, d, e,
f, g, h}
l. {1, 4, 9, 16} ⊂ set of square natural.
m. {x I x < 5, x is a natural number} ⊂ {1, 2,3, ...}
n. {2, 4, 6, 8} ⊂ {x I x is a whole number}
o. Set of prime numbers ⊂ {2, 3, 5, 7, 11}
3. Determine whether each of the following
sets is an empty set or not an empty set.
a. Set of students’ parents who are less than 10
years old.
b. Set of whole numbers which are neither odd nor
even.
c. Set of even prime numbers.
d. Set of SMP students who are not older than 14
years.
e. Set of SMP teachers having no motorcycles.

4. Determine all subsets of the following sets:
a. { p, q }
b. { i, d, a }
5. What is the number of subsets of:
a. { a, l, b, u, m }
b. { p, i, c, t, u, r, e }
6. Given A = set of the colours of rainbow, or
A = {red, magenta, yellow, green, blue, purple, violet}.
Is each of the following statements true or false?
a. violet ⊂ A
b. {yellow, blue, red} ∉ A
c. Set of the colours of the Indonesian flag ∉ A
d. { x | x is traffic light colours} ⊂ A
e. red, magenta, yellow, green ⊂ A
7. If P = set of quadrilaterals, which of the following sets
is a subset of P?
a. A = set of rectangles
b. B = set of rhombuses
c. C = set of parallelograms
d. D = set of squares
e. E = set of isosceles triangles
f. F = set of right triangles
g. G = set of circles
h. H = set of right triangles
i. I = set of cubes
j. J = set of cuboids
k. K = set of kites
l. L = set of trapezoids
8. Given A = {1, 2, 3};
B = {1, 2, 3, 4, 5}; and
C = {1, 2, 3, 4, ... ,10}
Is each of the following statements true or false?
a. A ⊂ B b. B ⊂ C c. A ⊂ C
9. If P = set of prime numbers less than10
Q = set of prime numbers between 1 and 20
R = set of prime numbers not greater than 30
Is the following true or false?
a. P ⊂ Q b. Q ⊂ R c. P ⊂ R

10. Based on questions 8 and 9 above, it can be
concluded that: “If A ⊂ B and B ⊂ C, then A ⊂ C”.
Explain your opinion.
11. Is each of the following statements true or false?
a. {1, 2, 3 } ⊂ {1, 2, 3 }
b. {a, b, c, d, e } ⊂ {a, b, c, d, e }
c. { 2, 3, 5, 7, 11, . . .} ⊂ set of prime numbers
d. { 0, 1, 2, 3, . . . } ⊂ set of whole numbers
e. { x I 1 ≤ x ≤ 5, x is a natural number } ⊂ {1, 2, 3,
4, 5}
12. Based on question 8 above, it can be concluded that:
A ⊂ A, B ⊂ B for any set A or B.
Explain your opinion.
13. Can we conclude that every set is a subset of itself?
Explain your answer.

Section 6.5
Intersection
A. Concept of the Intersection
• To state the concept of Two Sets
of intersection of
two sets and find the
intersection of two sets.
Before the semester test begins, all elementary
• To draw a Venn
diagram of the school students of year 6 have to prepare themselves
intersection of two sets.
for 5 subjects that will be tested, namely PPKN, Bahasa
• To solve story problems
on the intersection of Indonesia, Matematika, IPA, and IPS.
two sets, using a Venn
diagram.
Key Terms:
• intersection of two sets
• two non-disjoint sets
Figure 4.20
A week before the test, Ani had learned 3 subjects,

namely PPKN, Bahasa Indonesia, and Matematika.
meanwhile, Budi had learned 2 subjects, namely IPA
and Matematika.
From the above information, we can form the
following sets:
U = set of subjects that will be taken in the semester
test.
A = set of the subjects that Ani had learned.
B = set of the subjects that Budi had learned.
Stating them in the roster method, we have:
U = {PPKN, Bahasa Indonesia, Matematika, IPA,
IPS}
A = {PPKN, Bahasa Indonesia, Matematika}
B = {Matematika, IPA}
How does a Venn diagram of the three sets look
like?
Is there any subject that:
a. Ani and Budi had studied?
b. Ani had studied but Budi had not?
c. Budi had studied but Ani had not?
d. Neither Ani nor Budi had studied?
If we draw a Venn diagram of the sets, then we
have:
B
A
. PPKn
. IPA
. MAT
. B. Indo
. B. IPS
Note that A stands for Ani, and B stands for Budi,

MAT stands for Matematika, and B. INDO stands for
Bahasa Indonesia.
Solution:
From the Venn diagram above we see that:

a. MAT ∈ A, and MAT ∈ B
b. PPKn ∉ B, but PPKn ∈ A
c. B INDO ∉ B, but B.INDO ∈ A
d. IPS ∉ A and IPS ∉ B
Therefore:
a. The subject that both Ani and Budi had studied is
MAT.
b. The subjects that Ani had studied but Budi had not
are PPKn and B. Indo.
c. The subject that Budi had studied but Ani had not
is IPA.
d. The subject that neither Ani nor Budi had studied
is IPS.

Now reconsider the sets:
A = {PPKN, B. Indo, MTK}
B = {MTK, IPA}
If we consider the elements of the two sets, there
is an element of A which is also an element of B, that is
Matematika.
So, MTK belongs to the intersection of sets

A and B.
The intersection of sets A and B, written as

A ∩ B, is a set that consists of all common elements of
A and B.
From the above example we get:

A ∩ B = {MTK}
Now consider the following sets:

A = set of composite numbers less than 12.
B = set of square numbers less than 20.
If they are stated in the roster method, we get:
A = { 4, 6, 8, 9, 10 }
B = { 1, 4, 9, 16 }
The following is the Venn diagram of the above
sets.
It can be seen that: 4 ∈ A, and 4 ∈ B.

9 ∈ A, and 9 ∈ B.
The elements of set A which are also elements of
B are 4 and 9.
Thus, the set of all elements of A which are also
elements of B is {4, 9}.
In this case, A ∩ B = {4, 9}

From the above examples, it can be concluded
that:
The intersection of sets A and B is a set which consists of

all common elements of A and B. Formally, it is written in
Intersection of two sets the following notation :
A ∩ B = {x | x ∈ A and x ∈ B}
Example 1 Let A = { 1, 2, 3, 4 } and B = { 2, 3, 5, 7, 8 }.

The elements of A, which are also elements of B, are 2
U A∩B and 3. Thus A ∩ B = {2, 3}.
U A∩B
At the left we here a Venn diagram of the above sets:

.6 .1
.6
.8 .4
.4 .1 It can be concluded that 2 and 3 are the common
.10 .16 elements of A and B.
.8
A .8
B
B. Determining the Intersection

of Two Sets
There are several ways to determine the
intersection of two sets:
a. If one set is a subset of the other set.
Example 2 Let P = set of the first six letters in the Latin alphabet,
and Q = set of the first three letters in the Latin alphabet
If P = {a, b, c, d, e, f}, and Q = {a, b, c}
then P ∩ Q = {a, b, c} = Q
A Venn diagram is as follows.
.f .a .d
Q
.e
P
and P ∩ Q = {a, b, c} = Q is shown as the shaded area.

Example 3 If K = set of natural numbers not greater than 7, and
L = set of odd natural numbers not greater than 7,
then K = {1, 2, 3, 4, 5, 6, 7} and
L = {1, 3, 5, 7}, so
K ∩ L = {1, 3, 5, 7} = L
A Venn diagram is as follows:
What conclusion can you draw from the above

examples?
Property 1 If A ⊂ B, then A ∩ B = A.
b. If the two sets are the same
Example 4 If M = set of natural numbers less than 7

N = { x I 0 < x < 7, x is a whole number },
then M = { 1, 2, 3, 4, 5, 6 }
N = { 1, 2, 3, 4, 5, 6 }
M ∩ N = { 1, 2, 3, 4, 5, 6 }
The Venn diagram is as follows:
. 1 . 3 .4
. 5 . 6 .2
M=N

Example 5 Let X = set of prime numbers between 1 and 10
Y = { 2, 3, 5, 7 }.
Determine X ∩ Y.
Solution:
Because X = { 2, 3, 5, 7 } and Y = { 2, 3, 5, 7 },
then X ∩ Y = { 2, 3, 5, 7 }.
U X=Y
. 2 . 3
. 5 .7
What conclusion can you draw from the above

examples? Generally, we have:
Property 2 If A = B then A ∩ B = A = B
c. If the two sets are disjoint

Two sets are said to be disjoint if there is no
common element of the sets.
Example 6 Let M = set of prime numbers between 1 and 10, and

N = set of square numbers between 1 and 10,
then
Determine M ∩ N
Solution:
Because M = {2, 3, 5, 7} and N = {1, 4, 9}, there is no
common element of M and N. This means that M ∩ N
have no element or M ∩ N = Ø
Therefore, M and N are two disjoint sets, as shown in the
following figure.
U M
N .2 .3
.4
.1 .9
.7
.5

d. If the two sets are not disjoint and one set is not
a subset of the other set.
Example 7 If C = set of the first five square numbers, and

D = set of the first five natural numbers which are
multiple of 4, then find C ∩ D.
Solution:
Because C = {1, 4, 9, 16, 25} and D = {4, 8, 16, 32, 64}
C ∩ D = {4, 16}.
The relation of the sets can be shown in the following
Venn diagram.
C. Using a Venn Diagram to

Solve Problems
Example 8 From a group of students, the following data are

obtained:
25 students prefer meatballs,
20 students prefer soto, and
2 students prefer both (meatballs and soto).
Based on the above data:
a. draw a Venn diagram of the data.
b. how many students are in the group?
c. how many students prefer meatballs only?
Solution:
If we have:
B = set of students who prefer meatballs
T = set of students who prefer soto
B ∩ T = set of students who prefer both meatballs and
soto,

then:
a. A Venn diagram is as follows.
(the numbers show the number of elements)
b. The number of students in the group is (13 + 12 +8)

or 33.
c. The number of students who like meatballs only is 13.
Now discuss Example 9 below with your

friends.
Example 9 Among 100 students at a certain SMP there are:

45 students who prefer Mathematics,
38 students who prefer English,
20 students who prefer Science,
12 students who prefer Mathematics and English,
10 students who prefer both Mathematics and
Science,
8 students who prefer both Science and English,
4 students who prefer the three lessons (Mathematics,
Science, English).
Based on the given data,
a. draw a Venn diagram showing the relationship
between the sets.
b. determine the number of students who:
1) prefer Mathematics only.
2) prefer English only.
3) prefer Science only.
4) prefer Mathematics but do not prefer Science.
5) prefer Mathematics but do not prefer English.
6) prefer Science but do not prefer Mathematics.
7) prefer Science but do not prefer English.
8) prefer English but do not prefer Mathematics.
9) prefer English but do not prefer Science.
10) do not prefer the three lessons.

Solution:
Let M = set of students who prefer Mathematics.
B = set of students who prefer English.
S = set of students who prefer Science, then:
a. A Venn diagram showing the above relationship is:
.8
.27 .22
M
.4
.4
.6
.6
What can you say about this diagram?

Use this diagram to answer the questions in part b.
Task 6.5 1. Given A = { a, b, c, d, e }

B = { b, c, e, g, k }
C = { a, c, e, g, h }
a. List all elements of each set of the following
1) A ∩ B 2) A ∩ C 3) B ∩ C
b. Draw a Venn diagram showing all sets.
2. Given P = { x I x ≤ 4, x is a natural number }
Q = { x I 0 < x ≤ 7, x is a natural number }
R = { x I3 ≤ x ≤ 8, x is a natural number }
a. By all elements, determine:
1) P ∩ Q 2) P ∩ R 3) Q ∩ R
3. Given:
K = set of square numbers less than 50.
L = set of multiples of 4 less than 50.
M = set of multiples of 5 less than 50.
a. By all the elements, find :
1) K ∩ L 2) K ∩ M 3) L ∩ M

4. Look at the Venn diagram below.
Using the Venn diagram and listing the elements,
determine:
a. U, the universal set. c. B
b. A d. A ∩ B
U
.10
.18
.1 .5
.9 .3
.11
A .7 B
.4
.2 .19
.8 .6
.14 .13 .17
.12
.20
.15
5. At a news agent, there are 12 people subscribing to both

newspapers and magazines, 20 people to magazines
only, and 8 people to newspapers only.
a. Draw a Venn diagram showing the data, letting
M = the set of magazine subscribers, and K = the set
newspaper subscribers.
b. How many subscribers does the agent have?
6. From the questionnaires given to 40 students, there
are 20 students who like writing, 22 students who like
painting, and 7 students who like both hobbies.
a. Draw a Venn diagram showing the data by letting
K = set of students who like writing, and L = set of
students who like painting.
b. How many students like neither painting nor writing?
c. How many students like painting only?
d. How many students like writing only?
7. Among 75 girls it is known that:
30 girls like sewing,
35 girls like cooking,
35 girls like arranging flowers,
8 girls like both sewing and cooking,
15 girls like both sewing and arranging flowers,
12 girls like both cooking and arranging flowers,
5 girls like the three hobbies.

Based on the previous page data.
a. draw a Venn diagram showing the relation supposing
that:
J = set of girls who like sewing.
M = set of girls who like cooking.
R = set of girls who like arranging flowers
b. determine the number of girls who:
1) like sewing only.
2) like cooking only.
3) like arranging flowers only.
4) like arranging flowers but not sewing.
5) like arranging flowers but not cooking.
6) like cooking but not sewing
7) like cooking but not arranging flowers.
8) like sewing but not cooking.
9) like sewing but not arranging flowers
10) have no hobby of the three kinds.
8. A class consists of 36 students. 25 students like
mathematics, 20 students like science and 10 students
like both. The total number of student who do not like
both is . . . .
a. 25 c. 5
b. 19 d. 1
9. Given that P = {factors of 18}
Q = {prime factors of 42}
P∩Q=…
a. {2,3} c. {2,3,5}
b. {2,3,6} d. {1,2,3,6,7,18,21,42}
10.Given: n(A) = 25, n(B) = 19,
and n(A ∩ B) = 15, n(A ∩ B) =….
a. 9 c. 21
b. 19 d. 29
11. A group consists of 40 people. 25 people like reading,
and 30 people like writing. If 3 people do not like both,
the total number of people that like both is....
a. 22 people c. 7 people
b. 12 people d. 5 people

Section 6.6
Union
A. The Union of Two Sets
• To state the concept of
the union of sets Recall the sets you have learned before, namely:
• To determine the union A = set of subjects tested in a elementary school that
of two sets
• To draw a Venn Ani had learned, or
diagram of the union of A = {PPKN, Bahasa Indonesia, Matematika} and
two sets
• To solve story problems B = set of subjects tested in a elementary school that
on the union of two Budi had learned
sets using a Venn
diagram. B = {Matematika, IPA}.
If we combine all subjects that either Ani or Budi
Key Term:
had learned, then we get a new set, that is:
• Union
the set of subjects that Ani or Budi had learned,
or {PPKN, Bahasa Indonesia, Matematika, IPA},
The set formed is called the union of set A and
set B, written as A ∪ B.
Using a Venn diagram, you can draw the union
of two sets as follows:
U B A
.PPKn
.Science .Mat
.B. Indo
The shaded area shows A ∪ B

How can we form the union of two sets
mathematically?

Using the set-builder notation, you can state the
union of two sets as follows:
The union of two sets A and B is the set whose elements

are elements of A or elements of B, or elements of both
Union
sets. The union of A and B is denoted by
A ∪ B = { x | x ∈ A or x ∈ B }
Can you distinguish the intersection of two sets

from the union of two sets?
Example 1 If A = { 1, 2, 3, 4 } and B = { 2, 3, 5, 7, 8 }, then

A ∪ B = { 1, 2, 3, 4, 5, 7, 8, }
Drawing a Venn diagram, we have:
U A B
.1 .5
.2
.3 .6
.4
.7

Find an example of two other sets, and then determine
the union of the sets.

B. Determining the Union
of Two Sets
There are some methods of determining the
union of two sets.
a. When one set is a subset of the other set
Example 2 If A = { a, b, c, d, e, f }, B = { a, c, d },
then A ∪ B = { a, b, c, d, e, f } = A.
Example 3 If A = set of natural numbers not greater than 7,

B = set of odd natural numbers not greater
than 7,
then A = { 1, 2, 3, 4, 5, 6, 7 }
B = { 1, 3, 5, 7 }
A ∪ B = { 1, 2, 3, 4, 5, 6, 7 } = A.

Property 3 If B ⊂ A then A ∪ B = A
b. When the two sets are the same
Example 4 If A = set of natural numbers less than 7, and

B = { x ¦ 0 < x < 7, x is a whole number },
then A = { 1, 2, 3, 4, 5, 6 }
B = { 1, 2, 3, 4, 5, 6 }
A ∪ B = { 1, 2, 3, 4, 5, 6 } = A = B.
The shaded area shows A = B
Example 5 Given A = the set of prime numbers between 1 and 10

B = { 2, 3, 5, 7 }
Find A ∪ B.
Solution:
Because A = { 2, 3, 5, 7 } and B = { 2, 3, 5, 7 }
then A ∪ B = { 2, 3, 5, 7 } = A = B.
Property of Union If A = B then A ∪ B = A = B

c. When the two sets are disjoint
Example 6 If A = set of odd natural numbers less than 10

B = set of even whole numbers less than 10,
then A = { 1, 3, 5, 7, 9 }
B = { 0, 2, 4, 6, 8 }
A ∪ B = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9}.
The Venn diagram is shown below.
d. When the two sets are not disjoint and one set is
not the subset of the other.
Example 7 Given A = set of the first six squared natural numbers

B = set of the first six multiples of four Find A ∪ B.
Solution:
Because A = { 1, 4, 9, 16, 25 } and B = { 4, 8, 12, 16, 20, 24 },
then A ∪ B = { 1, 4, 8, 9, 16, 20, 24, 25 }.

C. Using the Venn Diagram of
Union of Two Sets to Solve
Word Problems
Example 1 Among 57 students, there are 40 students who like

meatballs, 32 students who like soup, and 17 students
who like both meatballs and soup.
a. Draw the Venn diagram showing the data.
b. How many students like meatballs or soup?
c. How many students like neither meatballs nor soup?
Solution:
a. A Venn diagram is as follows.
In this diagram numbers show the number of
students.
Given:
B = set of students who like meatballs,
T = set of students who like soup,
B ∪ T = set of students who like meatballs or soup.
b. The number of students who like meatballs or soup is
(23 + 17+15) or 55.
c. The number of students who neither like meatballs
nor soup is (57 - 55) = 2.
Discuss the following example with your

friends.
Example 2 Among 100 students of an SMP, the following data are

obtained:
32 students like poultry farm,
30 students like farming birds,
20 students like cats,
8 students like poultry farm and farming birds,
7 students like poultry farm and cats,
9 students like farming birds and cats, and
5 students like poultry farm, farming birds, and cats

Based on the data,
a. draw the Venn diagram showing the data.
b. determine the number of students who:
1) like poultry farm or farming birds.
2) like poultry farm only.
3) like only one kind of the three animals.
4) like farming birds, but do not like chicken.
5) like poultry farm, but do not like cats.
6) do not like any of the three kinds of animals.
Solution:
Given:
A = set of students who like poultry farm,
B = set of students who like farming birds,
K = set of students who like cats.
Then:
a. The Venn diagram showing the data is as follows.

b. The number of students who:
1) like poultry farm or farming birds is
(22 + 2 + 5 + 3 +4 + l8) = 54
2) like poultry farm only is 22
3) like only one kind of three animals is
(22 + 9 + 18) = 49
4) like farming bird, but not poultry farm is
(18 + 4) = 22
5) like poultry farm, but do not like cats is
(3 + 22) = 25
6) do not like any of the three animals is 37.

Task 6.6
1. Given A = { 1, 2, 3, 5, 7 }
B = { 4, 5, 6, 7, 9 }
C = { 3, 7, 8, 9, 10, 11 }.
By listing the elements, determine:
a. A ∪ B
b. A ∪ C
c. B ∪ C
d. Draw each union as a Venn diagram.
2. Given
A = { x I x ≤ 5, x is a natural number }
B = { x I 3 < x < 8, x is a natural umber }
C = { x I 5 ≤ x ≤ 10, x is a natural number }.
a. A ∪ B b. A ∪ C c. B ∪ C
3. Given
A = set of square numbers less than 30
B = set of multiples of 5 less than 30
C = set of multiples of 6 less than 35
a. A ∪ B
b. A ∪ C
c. B ∪ C
d. Draw each union as a Venn diagram.
4. Among 60 people, there are 20 people subscribing
to magazines, 35 people subscribing to newspapers,
and 5 people subscribing to both.
M = the set of people subscribing to magazines,
and K = The set of people subscribing to
newspapers.
b. How many people neither subscribe to magazines
nor newspapers?
c. How many people subscribe to magazines or
newspapers?
d. How many people subscribe to newspapers only?
e. How many people subscribe to magazines only?
5. Among 50 students, there are 20 students who
like playing tennis, 33 students who like playing
basketball, and 8 students who like playing both
tennis and basketball.
a. Draw the Venn diagram showing the data.
b. How many students like playing tennis or
basketball?

c. How many students do not like playing both?
d. How many students like playing tennis only?
e. How many students like playing basketball only?
6. Among 50 people shopping in a market, there are 25
people buying apples, 23 people buying bananas,
and 8 people buying both kinds of fruit
a. Draw a Venn diagram showing the data.
b. How many people buy apples or bananas?
c. How many people buy apples only?
d. How many people buy one kind of fruit only?
e. How many people do not buy either apple or
banana?
7. Given:
S = set of students who like soup,
B = set of students who like meatballs,
G = set of students who like gado-gado.
the Venn diagram showing the relationship between
the sets is as follows, (number is showing the number
of students),
15 5 13
B
S 12
18 17
9
11
8. Determine the number of students who:

a. like soup or meatballs.
b. like meatballs or gado-gado.
c. like meatballs only.
d. like gado-gado only.
e. like soup, but do not like gado-gado.
f. like soup, but do not like meatballs.
g. like meatballs, but do not like soup.

9. Given that P = {factors of 18}
Q = {prime factors of 42}
P ∪ Q = …
a. {2,3} b. {2,3,6}
c. {2,3,5} d. {1,2,3,6,7,18,}
10. A class consists of 38 students. 20 students like
Mathematics, 24 students like Science and 5 students
do not like both. The total number of students that like
both is....
a. 1 b. 6
c. 11 d. 33
11.Given that n(A) = 13, n(B) = 16 and n(A) = 4, so
n(A ∪ B) = ...
a. 33 b. 29
c. 25 d. 21

Section 6.7
Complement and Difference of Sets
Learning Objectives? A. Concept of Complement

• To define the of a Set
complement of a set
• To determine the
complement of set
• To determine the Example 1
difference between
two sets Given is a set U of all subjects in your school, or
• To show the
complement of a set in U = {PPKn, Bahasa Indonesia, Matematika, Ekonomi,
a Venn diagram PKK, IPA, IPS, Bahasa Inggris, Pendidikan
• To show the difference Jasmani, Kesenian}.
between two sets in a
Venn diagram If the set M = {IPA, Matematika} and U is its universal set,
then which subjects are elements of the set U, but not
Key Terms: elements of the set M?
• complement of a set
• the difference
between two sets
Example 2
Given is the set U of all letters in the Latin alphabet
that is
U = {All letters in the Latin alphabet}.
If the set V = {vowels in the Latin alphabet} and U is its
universal set, then which letters are elements of the set
U but not in set V?
In Example 1, PPKn, Bahasa Indonesia, Bahasa Inggris,
Ekonomi, PKK, IPS, Pendidikan Jasmani, and Kesenian
are elements of the universal set U, but not in M. In
example 2, consonants like b and n are elements of the
universal set U but not in set V.
The subjects that are not elements of the set M and
letters that are not elements of the set V are subsets of
the universal set U.
Such subsets are called complements of a set. The
complement of set M is written as M’ and read as “the
complement of set M” or “complement M”. The complement
of set V is written V’ and is read “complement V”

Given set A and its universal set U. Then the
complement of A, or A’, is:
A’ = { xIx ∈ U and x ∉ A}
B. The Venn Diagram of the

Complement of a Set
Notice again the set of subjects and letters in the
Latin alphabet in Example 1 and 2. The solution of
each example is:
Example 3 a. U = {PPKn, Bhs Indonesia, Matematika, Ekonomi,

PKK, IPA, PS, Bhs Inggris, Penjas, Kesenian}
M = { IPA, Matematika }
M’ = {PPKn, Bhs Indonesia, Bhs Inggris, Ekonomi,
PKK, IPS, Penjas, Kesenian}
The shaded area is M’.
b. S = {a, b, c, d, ..., x, y, z}
V = { a, e, i, o, u}
V’ = {b, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, , y, z}
The shaded area is V’

To understand the relation between a certain
set, its complement and its universal set, copy and
Example 4 complete the following table.
Intersection of Union of the

Universal
Set Complement the set and its set and its Cardinality
Set
complement complement
U={subjects M={IPA, n(E)+n(E’) =
................. ........... ..............
in SMP} Matematika} .............
U={letters
in the Latin V={vowels} ................. .......... .............. ...............
alphabet}
U={3,4,7,
K={4,12, 28} ................. .......... ................ ...................
10,12,15,28}
................... ................... ................. ........... .............. .................
.................... ................... ................. ........... ............... ..................
Based on the above activity, it can be concluded that:
The relation between (1) E ∩ E’ = ∅

sets, its complement, (2) E ∪ E’ = U
and its universal set (3) n(E) + n(E’) = n(U)
Example 5 Given U = set of the first 40 natural numbers,

A = set of the first 6 squared natural numbers,
B = set of the first 6 natural numbers which are
multiples of four find (A ∩ B)’.
Solution:
Because U = {1, 2, 3, ..., 38, 39, 40}
A = { 1, 4, 9, 16, 25, 36 } and
B = { 4, 8, 12, 16, 20, 24 }
then A ∩ B = { 4, 16} and
(A ∩ B)’= {1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26,
27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37,
38, 39, 40}
The shaded area shows (A ∩ B)’.

C. The Difference between
Two Sets
At the beginning of this subchapter, we have
described the complement of a set with universal set
U. Now we are going to learn the complement of a set
in relation to another set.
Example 6 Look at the following sets A and B:

A = {1, 2, 3, 4, 5} and B = {2, 5, 7, 11}.
In those two sets, find the elements of B that are not
included in A.
Using the concept of complement, the complement of A
reletive to B is the set of elements in B but not in A, i.e.
{7, 11}. The complement of B reletive to A is the set of
elements in A, but not in B, i.e. {1, 3, 4}.
The complement B to A, written A – B, is read
as “A minus B”. The complement A to B, written B – A,
is read as “present in B, but not in A.” For the set above;
(i) B – A = {7, 11}
(ii) A – B = {1, 3, 4}
The notation for the difference between two sets is
written as follows.
Given set A and B, then the difference is:

A - B= {x I x A and x ∉ B}
or
B - A= {x I x B and x ∉ A}

Example 7 Given P = {1, 3, 5} and Q = {2, 4, 6}.
Because P ∩ Q = ∅, then
P – Q = P = {1, 3, 5} and Q – P = {2, 4, 6}.
Study the diagrams below.

Task 6.7
1. If A is a set and U is its universal set, show that:
a. ∅’ = U b. U’ = ∅ c. (A’)’ = A
2. Given U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
A = { 1, 2, 3, 5, 7 }
B = { 4, 5, 6, 7, 9 }
a. (A ∪ B)’
b. (A ∩ B)’
c. B - C
d. Draw the Venn diagram.
3. Given U = { x I x ≥ 5, x is a natural number }
B = { x I 5 < x < 8, x is a natural number }
C = { x I 5 ≤ x ≤ 10, x is a natural number }
a. (B ∩ C)’
b. (B ∪ C)’
c. B - C
d. Draw a Venn diagram.
4. Given U = set of square numbers less than 30.
L = set of multiples of 5 less than 30.
E = set of multiples of 6 less than 35.
a. L ∩ E
b. E ∪ L
c. E – L
d. L – E
e. Draw a Venn diagram.
5. Among 60 people, there are 20 people subscribing
to magazines, 35 people subscribing to newspapers,
and 5 people subscribing to both.
M = the set of people subscribing to magazines,
and K = the set of people subscribing to
newspapers.
b. How many people subscribe neither to magazines
nor to newspapers?
c. How many people subscribe to not only
newspapers?
d. How many people subscribe to not only
magazines?
e. How many people subscribe to newspapers but
not magazines?

6. Among 50 students, there are 20 students who
play tennis, 33 students who play basketball, and 8
students who play both.
b. How many students play neither tennis nor
basketball?
c. How many students do not play tennis?
d. How many students do not play basketball?
e. How many students do not play tennis but play
basketball?
7. Among 50 people shopping in a market, there are 25
people buying apples, 23 people buying bananas,
and 8 people buying both fruits.
b. How many people buy neither apples nor
bananas?
c. How many people do not buy apples?
8. Given:
U = set of students who like foods
A = set of students who like soup
B = set of students who like meatballs
G = set of students who like gado-gado.
Recall that numbers in the Venn diagram show the
number of students.
U
Determine the number of students who:
.A .15 .5 .13 .B
a. like neither meatballs nor soup.
.12 b. like neither meatballs nor gado-gado.
.18 .17 c. do not like meatballs.
.9
d. do not like gado-gado.
.G .11
e. like meatballs but not gado-gado.
9. Given that U = {natural numbers less than 15}
and A = {odd numbers less than 15}.
The elements of complement of A?
a. {1, 3, 5, 7, 9, 11, 13,15}
b. {1, 3, 5, 7, 9, 11, 13}
c. {2, 4, 6, 8, 10, 12, 14}
d. {0, 2, 4, 6, 8, 10, 12, 14}
10. Given: M = {evens whole numbers less than 13}
and N = { factor of 24}. The elements of M – N are ...
a. {0, 1, 2, 3, 4, 6, 8, 10, 12, 24}
b. {0, 2, 4, 6, 8, 10, 12}
c. {0, 10}
d. {10}

Section 6.8
Problem Solving
Problem-solving guide- Example 1

lines:
• Understanding the Draw a Diagram
problem Year VIIA class consists of 40 students. 17 students like
• Developing a plan and
mathematics, 15 students like English, and 10 students
selecting strategies
• Carrying out the plan like both. How many students do not like any of the
• Checking the answer subjects?
Solution:
Problem-Solving Strate- 1. Understanding problem
gies:
a. What is the unknown?
• Guessing and
checking How many students do not like any of the subjects?
• Drawing a table/ b. What are the data?
diagram
The number all students is 40. 17 students like
• Writing an equation
math. 15 students like English. 10 students like
• implifying the problem
• Looking for patterns both.
• Using logical reasoning
2. Developing a strategy/plan
To make it easier, I will use a Venn diagram and find the
quantity. Then, I will let students who like math be A and
those who like English be B.
3. Carrying out the plan
Based on the figure, students who like Math only are
17 – 10 = 7. Students who like English only are 15 – 10
= 5. The number of the students who do not like any
subject is 40 – (7 + 10 + 5) = 40 – 22 = 18.
U = 40
A = 17 10 B = 13
4. Checking the answer

If we add all quantity: 7, 5, 10, and 22, then we will
have 40. This is the number of the students in that
classroom.

Exercise 6
Solve the following problems using one or more
strategies.
1. At a musical audition of 91 people, 32 people said that
they could sing but not dance, 45 could dance but not
sing. How many people could both sing and dance?
2. A car salesman sells 150 cars in a certain month. Out
of these cars 90 have an airbag on the passenger side,
50 have a car phone, and 30 have neither an airbag nor
a car phone. How many cars have both an airbag and a
car phone?
3. Fifty students were surveyed on their pets. The results
are presented below. Use Venn diagrams to investigate
the students who have not got pets.
• Among the 50 surveyed students, 30 students have
got cats and 25 students have got dogs.
• Sixteen students have got cats and dogs, but have
not got birds as their pets.
• Five students have got only birds as their pets, 4
students have got dogs and birds, and 2 students
have got cats and birds.
• Only 1 student has got the three pets.
4. In a school there are 387 juniors: 165 take both
Chemistry and German, and 258 take Biology and
German. How many students are taking German?

Reflection
1. What concepts do we need to learn the set? Why?
2. Which parts in the set need further explanation?
3. Do tasks in this chapter encourage you to learn
more in the classroom? Why?
4. What are the benefits of learning the set in the
following fields?
a. mathematics,
b. other disciplines,
c. daily life.
Summary
In this chapter, you have learned:
1. Sets and members of set.
2. How to expressing sets.
3. The cardinality of sets.
4. The Venn diagram.
5. The operation of sets.
6. The relation of sets.

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Chapter 6

Operation of sets Relation of sets

Student’s Book Chapter 6 - Set 161

Can you mention as many objects as possible in a

162 Mathematics for Junior High School - Year 7

Now, observe the situation of the learning

Student’s Book Chapter 6 - Set 163

164 Mathematics for Junior High School - Year 7

From your examination, what can you conclude

A set is a collection of objects with a certain condition.

Example 1 To express sets, we use capital letters such as

Student’s Book Chapter 6 - Set 165

166 Mathematics for Junior High School - Year 7

Student’s Book Chapter 6 - Set 167

168 Mathematics for Junior High School - Year 7

A. Methods of Expressing Sets

Student’s Book Chapter 6 - Set 169

Example 1 1. Express the following sets with set-builder notation.

Student’s Book Chapter 6 - Set 171

172 Mathematics for Junior High School - Year 7

Student’s Book Chapter 6 - Set 173

Study the following sets.

Remarks In set R, not all elements of the set are listed

174 Mathematics for Junior High School - Year 7

Student’s Book Chapter 6 - Set 175

176 Mathematics for Junior High School - Year 7

The universal set is a set containing all elements of the

Student’s Book Chapter 6 - Set 177

Example 1 Suppose we have set P = { 1, 3, 5, 7 }.

Real World Contexts

178 Mathematics for Junior High School - Year 7

The easy way to represent and to see the

Example 1 Given the universal set U = {a, b, c, d, e, f, g} and

and the Venn diagram describing the relationship

Problem 1 Given U = {1, 2, 3, ..., 10}

Student’s Book Chapter 6 - Set 179

Task 6.4b Draw a Venn diagram of the following sets.

180 Mathematics for Junior High School - Year 7

If every student is represented by a single node, then

Student’s Book Chapter 6 - Set 181

182 Mathematics for Junior High School - Year 7

Student’s Book Chapter 6 - Set 183

Next, consider some sets below.

Empty set The empty set is the set having no element.

Discuss with your friends and find other examples

Of the following sets, decide which one is and is

184 Mathematics for Junior High School - Year 7

Note that the empty set is a subset of every set.

Now, given C = {1, 2, 3}, using the above

Student’s Book Chapter 6 - Set 185

186 Mathematics for Junior High School - Year 7

Student’s Book Chapter 6 - Set 187

188 Mathematics for Junior High School - Year 7

A week before the test, Ani had learned 3 subjects,

Note that A stands for Ani, and B stands for Budi,

From the Venn diagram above we see that:

190 Mathematics for Junior High School - Year 7

So, MTK belongs to the intersection of sets

The intersection of sets A and B, written as

From the above example we get:

Now consider the following sets:

It can be seen that: 4 ∈ A, and 4 ∈ B.

Student’s Book Chapter 6 - Set 191