...University of Makati J.P. Rizal Extension, West Rembo, Makati City SETS, SET NOTATION and VENN DIAGRAM Group IV Abellar, Ana Mei L. Daquioag, Juliet Mendoza, Dither S. Mitra, Erica Mae M. Ocampo, Jaypee Peralta, Mary Grace Salig, Aerona Rea A. Angelyn M. Pangilinan Professor SETS * is a well-defined collection of distinct objects. A well-defined set means that it is possible to determine whether an object belongs to a given set. Venn Diagram Venn Diagram Kinds of Set 1. Equal Set 2. Equivalent Set 3. Finite Set 4. Infinite Set 5. Joint Set 6. Disjoint Set 7. Universal Set 8. Subsets Venn diagram * Invented by John Venn * as a way of picturing relationships between different groups of things * actually called Euler diagram Example: Universe Disjoint Set Joint Set SET NOTATION 1. A U B 3. A’ or ~A Answer: A U B Answer: A’ or ~A 2. A ∩ B 4. ( A U B) ´ or ~ ( A U B) Answer: A ∩ B Answer: ( A U B) ´ or ~ ( A U B) 5. (A ∩ B) ´ or ~ (A ∩ B) Answer: (A ∩ B) ´ or ~ (A ∩ B) REVIEW EXERCISES ( A U B ) ʹ ∩ C Answer: ( A U B ) ʹ ∩ C A B A B C C ( A U B ʹ ) U C Answer: ( A U B ʹ ) ...
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...Differentiating Between Market Structures Kudler Fine Food “The stores are stocked with the very best domestic and imported foodstuffs and divided into the following departments: Fresh Bakery and Pastries; Fresh Produce; Fresh Meat & Seafood; Condiments and Packaged Foods; Cheese’s and Specialty Dairy Products We have a marketing strategy to increase loyalty and profitability of our consumers(Apollo Group 2012)”. Marketing Overview and strategic plan Kudler fine foods prides themselves on the best quality of shopping a customer can experience, the quality is reinforced in the company’s mission statement, vision, values, and goals. A close analysis of these four characteristics of the company, show a direct link to the existence and success of the company. “Kudler Fine Food's mission is to provide our customers the finest in selected foodstuffs, wines, and related needs in an un-parallel consumer environment”. According to the mission statement on the company website, their mission is to bring the finest food and wine products from all around the world to one location. The prices are high than most grocery stores; however, the selection is equal to none. Kudler Fine Foods have created a vision, which gives the customers hands on experience while shopping. Kudler’s vision brings celebrity chefs, and famous people who love gourmet cooking into the stores to interact with everyday shoppers. The customers get to shop for the finest foods in the world, and try their hand...
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...Robert Gibbins MATH203-1401A-05 Application of Discrete Mathematics Phase 1 Individual Project January 12, 2014 Part I Demonstrate DeMorgan’s Laws using a Venn diagram: The portions below define 2 sets, and a universal set that exists within the 2 sets.. They state the union and intersection of the 2 sets and the complements of each set. The Venn Diagram gives a visual to give a demonstration of DeMorgan’s law of sets. Union The Union is the combined elements of both sets A and B: A U B = {Addison, Mabel, Leslie, Matt, Rick, Joel} or U = {Addison, Mabel, Leslie, Matt, Rick, Joel} Set A is expressed below in the shaded area of the Venn Diagram: A = {Addison, Leslie, Rick} Set B is expressed below n the shaded area of the Venn Diagram: B = {Mabel, Matt, Joel} Intersection The intersection are the elements both A and B have in common, in this case both softball and volleyball players. The intersection is expressed below and is represented in the shaded section of the Venn Diagram. A ∩ B = {Matt, Rick} Matt Rick Matt Rick Complements The Complement of a set contains everything in the universe minus what is in the set itself. The complement of Set A and Set B are expressed: A’ = {Mabel, Matt, Joel} B’ = {Addison, Leslie, Rick} De Morgan’s Law 1. The first portion of DeMorgan’s law says the complement of the union of sets A and B are the intersection of the...
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...mathematics and other disciples. Students will demonstrate reasoning skills in developing, explaining, and justifying sound mathematical arguments, and analyze the soundness of mathematical arguments of others and communicate with mathematics orally and in writing as part of independent and collaborative work, including making accurate and clear presentations of solutions to problems. The students will determine and interpret conditional probabilities and probabilities of compound events by constructing and analyzing representations, including tree diagrams, Venn diagrams, and area models, to make decisions in problem situations. The student use probabilities to make and justify decision about risks in everyday life and calculate expected value to analyze mathematical fairness, payoff, and risk. | Concepts and Key Understandings * Analyze and construct representations of events, including tree diagrams * Construct Venn diagrams and determine probabilities * Analyze and construct area models to determine probabilities * Explore the use of probabilities such as playing computer games or selecting classes * Explore and make decisions and justify their decisions about risk involved in a situation * Calculate expected values to analyze payoffs in variety of situations * Apply their understanding of expected values to determine the mathematical fairness of situations | Evidence of Student Learning | Formative Assessment(s)Unit 2 Section A Quiz SAS 2.C9:...
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...CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level ADDITIONAL MATHEMATICS 4037/01 Paper 1 May/June 2003 2 hours Additional Materials: Answer Booklet/Paper Graph paper Mathematical tables READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen on both sides of the paper. You may use a soft pencil for any diagrams or graphs. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all the questions. Write your answers on the separate answer booklet/paper provided. Give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of angles in degrees, unless a different level of accuracy is specified in the question. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. The total number of marks for this paper is 80. The use of an electronic calculator is expected, where appropriate. You are reminded of the need for clear presentation in your answers. This document consists of 5 printed pages and 3 blank pages. MCS UCB246 S38225/2 © CIE 2003 http://www.xtremepapers.net [Turn over 2 Mathematical Formulae 1. ALGEBRA Quadratic Equation For the equation ax2 + bx + c = 0, –b...
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...The Psychological Contract' is an increasingly relevant aspect of workplace relationships and wider human behaviour. Descriptions and definitions of the Psychological Contract first emerged in the 1960s, notably in the work of organizational and behavioural theorists Chris Argyris and Edgar Schein. Many other experts have contributed ideas to the subject since then, and continue to do so, either specifically focusing on the the Psychological Contract, or approaching it from a particular perspective, of which there are many. The Psychological Contract is a deep and varied concept and is open to a wide range of interpretations and theoretical studies. Primarily, the Psychological Contract refers to the relationship between an employer and its employees, and specifically concerns mutual expectations of inputs and outcomes. The Psychological Contract is usually seen from the standpoint or feelings of employees, although a full appreciation requires it to be understood from both sides. Simply, in an employment context, the Psychological Contract is the fairness or balance (typically as perceived by the employee) between: how the employee is treated by the employer, and what the employee puts into the job. The words 'employees' or 'staff' or 'workforce' are equally appropriate in the above description. At a deeper level the concept becomes increasingly complex and significant in work and management - especially in change management and in large organizations...
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...qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwer...
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...BA Business Management and BA Business Management with Industrial Experience YEAR 2 SESSION 2008/09 DECEMBER DIET C58QT QUANTITATIVE METHODS Date: December 2008 Time: 2 Hours EXAMINERS: INSTRUCTIONS TO CANDIDATES Answer THREE QUESTIONS from FOUR – Each Question is worth 20 marks NUMBER OF SECTIONS: 1 NUMBER OF PAGES: 5 (including Front Cover) TO BE SUPPLIED: Formula Sheet, Graph Paper, Statistical Tables Answer THREE questions. Each question is worth 20 marks Question 1 A finance company is concerned about the time that employees spend surfing the WWW. The company has taken a random sample of 40 employees and has automatically recorded the time each employee has spent surfing on the last Friday in March. The times (recorded in minutes) are summarised in the table below. |23 |11 |54 |35 |21 |15 |33 |13 | |17 |56 |12 |90 |5 |32 |15 |67 | |17 |12 |120 |34 |128 |5 |76 |34 | |130 |45 |67 |106 |19 |69 |37 |94 | |10 |25 |31 |57 |28 |100 |32 |80 | Table: surfing duration (minutes) on the last Friday in March for a random sample of 40 employees. (i) Calculate the five-number...
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...Second Language Learning Material Design Project a) Subject Area: English Language Arts Grade level: Third grade Title for content learning objective: Descriptive Character Analysis Title for language learning objective: Comparing and contrasting the two stories using a Venn diagram b) Content learning objective lesson plan Title: Comparing and contrasting the two stories using a Venn diagram Subject(s): Language Arts/Literature Grade level: Third grade Standard: 3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books form a series). Goals: Using a Venn diagram to compare and contrast two versions of a story. Objectives: The students will have prior knowledge of the story “The Three Little Pigs” and some of the students may know the sequel “The True Story of The 3 Little Pigs by A. Wolf”. Attitude(s): The students may be curious as to what the sequel to “The Three Little...
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...| DisadvantagesSIOP * Research-based * Scaffolding techniques (students must understand first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White ...
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...probability of 0.98 that the test will prove positive; whereas for someone not infected with the B3F1 virus, there is a probability of 0.01 that the test will prove positive. One person is randomly chosen from the population and tested. Let I be the event that the person is infected and T be the event that the person is tested positive. Determine the least value of x such that the probability that a person is infected with the B3F1 virus given that he is tested positive is at least 0.95. [3] (Hint : Draw a tree diagram.) 2. [RJC/2009/Promo] (a) [ A' denotes the event ‘A does not occur’.] 11 8 Given that P ( A ∪ B ) = and P ( A '∩ B ) = , determine P ( B ) if 15 45 (i) A and B are two mutually exclusive events, (ii) A and B are two independent events. [4] (Hint for (ii) : Find P(A) first. Then use the fact that since A and B are two independent events, A' and B are independent as well.) (Hint for both parts : Draw Venn diagram.) (b) In a class of 20 students, there are 7 boys and 13 girls. Of the 7 boys, 3 of them read General Paper and of the 13 girls, 8 of them read General Paper. The rest of the students read Knowledge and Inquiry. Three students are chosen at random from the class. Find the probability that (i) there is at least one student who reads Knowledge and Inquiry, (ii) there are exactly two students who read General Paper, given that there is...
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... When have you felt the most successful in a reading situation? Why? When have you felt the least successful? Why? i felt most succesful he i understood what i was reading. i felt least succesful when i had alot of questions about what i was reading 2. When you read, do you use any of the strategies from this study (predicting, using graphic organizers, or asking questions)? If so, which ones are the most useful to you? If not, which one can you see yourself using the most and why? i do not use any of the strageties i would see myself using graphic organizers 3. Which graphic organizers have you used before? If you have never used one of these graphic organizers, which one looks as if it would be most useful to you and why? i have used a venn diagram before its most useful beacuse its easy to use. Copyright © 2015 Apex Learning Inc. Use of this material is subject to Apex Learning's Terms of Use . Any unauthorized copying, reuse, or redistribution is prohibited. Apex Learning ® and the Apex Learning Logo are registered trademarks of Apex Learning Inc. http://acecontent.apexlearning.com/Live/online/english_found_I_sem_1/Unit_1/Lesson_1/Activity_49971/printables/Practice_Assignment446509.htm 1/1...
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...Problem: A number N is called “nice” if a square can be dissected into N non-overlapping squares. What numbers are “nice”? Why? Problem Solving Process: During the entry phase I wrote down the number n is called nice and n can be cut up into nonoverlapping squares. For the want to know section, I wrote which squares are nice? Since I missed the first day of working on this problem, my group understood that only perfect squares were nice and we went right into the attack phase. For example, a 2 by 2, made 4 squares within itself. So we wrote down that 4 is a nice square. We thought for this problem that only integers can be used, meaning we could not use non whole numbers, when dissecting the squares. So we continued to dissect a 3 by 3, 4 by 4, and 5 by 5 and found how many squares can be dissected in them. In my free write I said, that next time we would try and analyze our data and see if we can see a pattern with what we had written down so far. As we began to work on this problem again, we said that we needed to make a clear conjecture. Our conjecture was a nice square is a perfect square that can be dissected into different sizes of non overlapping squares. We then made a table, to better organize our data. We made four columns that consisted of the perimeter, number of squares found in each square, the area, and total amount of each solution. For example in a 3 by 3 we found that we could only dissect the square into two different solutions. We thought that this information...
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...particular method. •What are the factors associated with math that you need to know about in order to obtain a mortgage loan. List at least five (5) factors and provide a rationale for those you selected. •A bottle of water cost one dollar in Chicago. However, the same bottle of water cost five dollars in the Mojave Desert. Consider the definitions of cost and value and explain the difference as to why the bottle of water in the desert might be more valuable. Week 5 Discussion Set operations and Venn diagrams. Please respond to one of the following questions: •Create a story problem that demonstrates how a Venn diagram could be used to illustrate combined operation with sets. •Give two (2) reasons why Venn diagrams can be useful in explaining relationships. •You are talking about your college math class over the family dinner table with your father, who is a plumber, and he asks, “What are Venn diagrams?” How would you explain them to him? Week 6 Discussion Venn diagrams and logic. Please respond to one of the following questions: •Imagine that you work at a fast food restaurant...
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...At the end of the essay, there need to be Venn diagrams or truth tables to test the validity of the arguments that are cited or made in your essay. 4. In the oral presentation, the slides must display the arguments and the diagrams to test validity. 1. Sustainable development becomes a challenge because we have conflicting needs. We want fresh, clean air to breathe but we also want to buy cars We want to conserve forests but we need trees to build houses We want to swim in clean waters but we need factories. Factories usually use water from rivers to power machinery or to cool down machinery a. How do we balance conflicting needs? b. What are the important steps that have to be undertaken to achieve the goals of sustainable development? c. What arguments could you present to the country’s leaders? Use good arguments to present your point of view. Use additional tools such as Venn diagram, truth table, chart, graphs to support your arguments. 2. Alternative sources of energy such as wind, solar, hydropower and biomass can be harnessed to meet Vietnam’s rapidly increasing demand for energy. While there has been some early success, deployment of renewable energy has not reached the country’s potentials yet a. Why is this happening? b. Provide solutions to the problems using at least 2 forms of Argument. c. Use additional tools such as Venn diagram, Truth table, chart, graphs to support your...
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