MTHcccc 122 - LOGIC AND SETH THEORY.docx

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1. Logic and Set Theory

UNIVERSIDAD DE MANILA
Revision Date: September 4, 2023
College of Education
First Semester
Bachelor of Secondary Education major
Mathematics
S.Y. 2023-2024
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Common to the Teacher Education
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Specific to Bachelor of Secondary Education major in Mathematics
1.Exhibit competence in mathematical concepts and procedures.
2.Exhibit proficiency in relating mathematics to other curricular areas.
3.Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics
4.Demonstrate competence in designing, constructing, and utilizing different forms of assessment in mathematics.
5.Demonstrate proficiency in problem solving by solving and creating routine and non-routine problems with different levels of
complexity.
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world.
Grading System
Final Grade = 30% preliminary + 30% midterm + 40% pre-final
Preliminary Grade (Weight = 30%)
Week 1 - 6
• Class Standing = 60%
• Prelim Examination = 40%
Preliminary Grade = 100%
Mid-Term Grade (Weight = 30%)
Week 7 - 12
• Class Standing = 60%
• Mid-Term Examination = 40%
Mid-term Grade = 100%
Pre-Final Grade (Weight = 40%)
Week 13 - 18
• Class Standing = 60%
• Final Examination = 40%
Pre-final Grade =100%

3. Course Code MTH 122 Course Name Logic and Set Theory
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Course Description
The course is a study of mathematical logic which covers topics such as propositions, logical operators, rules of replacement, rules of
inference, algebra of logic and quantifiers, and methods of proof. It also includes a discussion of elementary theory of sets such as
fundamental concepts of sets, set theorems, set operations, functions and relations. It prepares the students for higher/advanced
mathematics (Number theory, Linear Algebra, Abstract Algebra)
Course Learning Outcomes
At the end of the course, the pre-service teachers should be able to:
A.Exhibit mastery in logic and set theory by constructing truth tables, formulating logical arguments, identifying valid
mathematical arguments, interpreting set notation correctly and determining whether a given function is injective, surjective
or bijective.
B.Show proficiency in logic and set theory by constructing and understanding proofs of mathematical propositions which use some
standard proof techniques.

4. Time
Allotment
Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning
Activities
Suggested Assessment
Week 1-3At the end of the week, the pre-service
teacher (PST) should be able to:
discuss and apply the
sentencial connectives
use mathematical symbols
and discern truth values of
arguments
construct truth tables
work with existence,
qualification and validation
conditions
determine whether the given
proposition is a tautology
Logic
1.Sentencial connectives
2.Truth values of arguments
and truth table
3.Existence, qualification and
validation conditions
4.Tautology
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked to
answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about logic (after the discussion
of each main subtopic:
sentencial connectives, truth
values of arguments and truth
table, existence, qualification
and conditions, tautology), what
they find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set
Week 4 At the end of the week, the pre-service
teacher (PST) should be able to:
discuss the class construction
axiom
discuss class operations
discuss and – Russel’s
Paradox
Cantor’s Algebra of Sets
1.Class construction axiom
2.Class operations
3.Russel’s Paradox
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked to
answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about Cantor’s algebra of sets
(after the discussion of each
main subtopic: class
construction axiom, class
operations, Russel’s Paradox),
what they find difficult in the
topics
presented, and questions that
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set

5. they can generate from the
discussion.
Week 5 At the end of the week, the pre-service
teacher (PST) should be able to:
explain the Zermelo-
Fraenkel Axioms
identify sets which are empty
determine the power
set of a set
Zermelo-Fraenkel Axioms
1.Zermelo-Fraenkel Axioms
2.Empty Sets
3.Power set of a set
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked to
answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about Zermelo- Fraenkel
Axioms (after the discussion of
each main subtopic: Zermelo-
Fraenkel Axioms, empty sets,
power set of a set), what they
find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set
Week 6 At the end of the week, the pre-service
teacher (PST) should be able to:
define and perform the
operations on sets
discuss and prove the
theorems on sets
Algebra of Sets
1.Operations on sets
2.The axiom of replacement
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked to
answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about algebra of sets (after the
discussion of each main
subtopic: operations on sets,
the axiom of replacement), what
they find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set

6. Week 7-9 At the end of the week, the pre-service
teacher (PST) should be able to:
define and give examples of
relations
define a function between
sets and the image and
inverse image of subsets of
the domain and codomain,
resp.
determine domain and range
of a relation/function
define and give examples of
equivalence relations and
partitions
discuss the inclusion,
restriction maps and
characteristic functions
prove statements combining
the concepts of the image and
inverse image of subsets of the
domain and codomain, and
composition of, or injective,
surjective, or bijective functions
Relations and
Functions
1.Relations and functions
between sets
2.Image and inverse image
3.Domain and range of a
relation/function
4.Equivalence relations, order
relations, strict order
relations, and partitions
5.Inclusion, restriction maps
and characteristic functions
6.Composition of functions
7.Injective, surjective, and
bijective functions
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked
to answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about relations and functions
(after the discussion of each
main subtopic: relations and
functions between sets, image
and inverse image, domain and
range of a relation/function,
equivalence relations, order
relations, strict order relations,
and partitions, inclusion,
restriction maps, characteristic
functions, injective, surjective
and bijective functions), what
they find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set
Week
10-11
At the end of the week, the pre-service
teacher (PST) should be able to:
define successor sets,
inductive sets, induction
principle
discuss the axiom of infinity
and successor sets
discuss Peano’s
axiom and the recursion
theorem
define and give
examples of transitive sets
Natural Numbers
1.Successor sets, inductive
sets, induction principle
2.Axiom of infinity and
successor sets
3.Peano’s axiom and
recursion theorem
4.Transitive sets
5.Arithmetic and
ordering of natural
numbers
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked
to answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about natural numbers (after
the discussion of each main
subtopic:
successor sets, inductive sets,
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set

7. discuss the arithmetic
and ordering of natural
numbers
induction principle, Axiom of
infinity and successor sets,
Peano’s axiom and recursion
theorem, transitive sets,
arithmetic and ordering of
natural numbers), what they find
difficult in the topics presented,
and questions that they can
generate from the
discussion.
Week
12-13
At the end of the week, the pre-service
teacher (PST) should be able to:
define an equinumerosity
understand cardinality of
sets, countability, infinite,
finite, uncountable sets
discuss the arithmetic and
ordering of cardinal
numbers
Cardinal Numbers
1.Equinumerosity
2.Cardinality of sets,
countability, infinite, finite,
uncountable sets
3.Arithmetic and ordering of
cardinal numbers
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked
to answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about cardinal numbers (after
the discussion of each main
subtopic: equinumerosity,
cardinality of sets, countability,
infinite, finite, and infinite sets,
arithmetic and ordering of
cardinal numbers), what they
find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set
Week
14-15
At the end of the week, the pre-service
teacher (PST) should be able to:
discuss the continuum
hypothesis and Construction
of the Real Numbers
construct the set of integers,
the set of rational numbers,
and the set of real numbers
Axiom of Choice
1.Continuum hypothesis
2.Construction of the Real
Numbers, set of integers, se
rational numbers
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked
to answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to
write down 3 things they
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set

8. learned about axiom of choice
(after the discussion of each
main subtopic: continuum
hypothesis, construction of the
real numbers, set of integers,
set of rational numbers), what
they find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Week
16-18
At the end of the week, the pre-service
teacher (PST) should be able to:
define and ordinal number
discuss and apply transfinite
induction
Ordering and Ordinals
1.Ordinal number
2.Transfinite induction
1.Interactive Discussion
2.Individual and Group Activity
a.The students are asked to
make a Concept Map.
b.The students are asked to
answer some drills
individually or by pair.
3.Reflection Activity:
The students are asked to write
down 3 things they learned
about ordering and ordinals
(after the discussion of each
main subtopic: ordinal number,
transfinite induction), what they
find difficult in the topics
presented, and questions that
they can generate from the
discussion.
Formative Assessment:
1.Pen and Paper quiz
2.Seatwork
3.Class participation
Performance Assessment:
Problem Set
References
Matthew Foreman, Akihiro Kanamori. 2016. Handbook of Set Theory. Springer Dordrecht
Enderton, H. B. (2001). A Mathematical Introduction to Logic. Academic Press.
Mendelson, E. (2009). Introduction to Mathematical Logic (5th ed.). CRC Press.
Tourlakis, G. (2008). Lectures in Logic and Set Theory: Volume 1, Mathematical Logic. Cambridge University Press.
Kunen, K. (2013). Set Theory: An Introduction to Independence Proofs. Chapman and Hall/CRC.
Potter, M. (2004). Set Theory and Its Philosophy: A Critical Introduction. Oxford University Press.

9. Suppes, P. (1960). Introduction to Logic. Dover Publications.
Smullyan, R. M. (1995). Set Theory and the Continuum Problem. Dover Publications.
Jech, T. (2002). Set Theory (3rd ed.). Springer.
Halmos, P. R. (1960). Naive Set Theory. Springer.
Velleman, D. J. (1994). How to Prove It: A Structured Approach. Cambridge University Press.
Consultation Hours
Monday – Friday
1:00 – 4:00 PM
Prepared and revised by:
Ronnie F. Sta. Maria
Checked By:
Dr. Amalfi B. Tabin Jr.
Approved by
Dr. Ronald A. Herrera