1. CENTRAL UNIVERSITY OF HARYANA
DEPARTMENT OF TEACHER EDUCATION
Course- pedagogy of mathematics
Course code- SOE 02 02 07 DCEC 3104
ASSIGNMENT ON —SETS
SUBMITTED BY
BICHITRA KUMARI DASH.
221831
SEC - A SUBMITTED TO
Dr. Mahendar kakkerla

2. INTRODUCTION
In Maths, sets are a collection of well-defined
objects or elements. A set is represented by a
capital letter symbol and the number of elements in
the finite set is represented as the cardinal number
of a set in a curly bracket {…}. For example, set A is
a collection of all the natural numbers, such as A =
{1,2,3,4,5,6,7,8,…..∞}. Also, check sets here.
Sets can be represented in three forms:
Roster Form: Example- Set of even numbers less than
8={2,4,6}
Statement Form: Example-A = {Set of Odd numbers
less than 9}
Set Builder Form: Example: A = {x: x=2n, n ∈ N and 1 ≤
n ≤ 4}

3. CONTRIBUTION OF
MATHEMATICIANS
Georg Cantor was a popular German mathematician. He
is best known as the inventor of set theory that later
became a fundamental theory in mathematics. He was
able to establish the importance of one-to-one
correspondence between members of two sets, well-
ordered sets, and defined infinite sets. These proved
that real numbers are much more numerous than natural
numbers. Actually, his theorem implies the existence of
‘infinity of infinities.’ Georg also defined the ordinal and
cardinal numbers and their arithmetic.

4. CONCEPT MAPPING

5. NATURE OF SETS
A set is the mathematical model for a collection of
different[1] things;[2][3][4] a set contains elements or
members, which can be mathematical objects of any kind:
numbers, symbols, points in space, lines, other
geometrical shapes, variables, or even other sets.[5] The
set with no element is the empty set; a set with a single
element is a singleton. A set may have a finite number of
elements or be an infinite set. Two sets are equal if they
have precisely the same element

6. GAMES AND
ACTIVITIES
● Catch Me
● Materials
● Index cards with one set notation symbol on each
● You will need one card per student so replicas will be necessary, however, try to keep the numbers of each symbol
equal.
● Preparation
● Write the six sets above on the board.
● Instructions
● Hand out one card to each student.
● Stand at the board and ask students to stand in a line against the opposite wall of the room.
● Call out instructions for students to move toward you based on their card identification. For example:
● ''Move one step forward if your card means to create a new set out of all the numbers in two other sets.''
● ''Hop forward twice if your card would result in the set {4}.''
● For clues that could have more than one response (like subset or intersection), ask students to explain why they
have moved forward.
● The first student to reach you takes your place while the other students return to the starting place.
● Play as long as time allows swapping leaders each time a student reaches the leader.

7. TLM RELATED SETS
● Chart paper
● Working model
● Using flash cards
● Using different
concrete objects
● Using colour chalks

8. OPEN ENDED QUESTIONS ON SETS
● How the concept of sets helps
you in your real life?
● What is the major differences
among types of sets ?
● How do you describe
operations on sets ?

9. CONCLUSION
Sets and subsets are some basics of pure mathematics and this
leads to higher modern algebra. You can take real-life examples
for this topic instead of numerical or variables. You can show
how the symbols of belongs to, contained and other popular
symbols used in mathematics. Let’s take an example of the
classroom, where a teacher and the students belong to the set
called classroom and the classroom is a subset of the school.
You can conclude the sets are applicable to the whole universe.
Sets are generally useful for logical and aptitude problems.