Problems & Questions

15 Venn Diagram
Questions And Practice
Problems (Middle &
High School): Exam
Style Questions
Included
September 23, 2024 | 1 min read

Beki Christian

Venn diagram questions involve visual representations of

the relationship between two or more different groups of
things. Venn diagrams are first covered in elementary
school and their complexity and uses progress through
middle and high school.

This article will look at the types of Venn diagram questions that
might be encountered at middle school and high school, with a
focus on exam style example questions and preparing for
standardized tests. We will also cover problem-solving questions.
Each question is followed by a worked solution.
How to solve Venn diagram
questions
In middle school, sets and set notation are introduced when
working with Venn diagrams. A set is a collection of objects. We
identify a set using braces. For example, if set A contains the odd
numbers between 1 and 10, then we can write this as:

A = {1, 3, 5, 7, 9}

Venn diagrams sort objects, called elements, into two or more

sets.

This diagram shows the set of elements

{1,2,3,4,5,6,7,8,9,10} sorted into the following sets.

Set A= factors of 10

Set B= even numbers

The numbers in the overlap (intersection) belong to both sets.
Those that are not in set A or set B are shown outside of the
circles.

Different sections of a Venn diagram are denoted in different

ways.

ξ represents the whole set, called the universal set.

∅ represents the empty set, a set containing no elements.

Venn Diagrams Worksheet

Download this quiz to check your students' understanding of Venn

diagrams. Includes 10 questions with answers!

Download Free Now!

Let’s check out some other set notation examples!

A∩BA∩BA∩ ′A′A′A and B′B′B′

B
The intersection of AAA and BBB.

The elements in both

sets AAA and B.B.B.

A∪BA∪BA∪ ′A′A′A or B′B′B′

B
The union of AAA or B.B.B..

Any element in set AAA or set B.B.B.

A′A′A′ ‘Not A′A′A′

The complement of A.A.A.

Any element not in A.A.A.

In middle school and high school, we often use Venn diagrams to

establish probabilities.

We do this by reading information from the Venn diagram and

applying the following formula.

Probability=total number of outcomesnumber of desired outcomesProbabilit

y=total number of outcomesnumber of desired outcomesPro
bability=number of desired outcomestotal number of outcomes

For Venn diagrams we can say

P(A)=total number of elementsnumber of elements in set AP(A)=total numb

er of elementsnumber of elements in set AP(A)=number of ele
ments in set Atotal number of elements

Middle School Venn diagram

questions
In middle school, students learn to use set notation with Venn
diagrams and start to find probabilities using Venn diagrams. The
questions below are examples of questions that students may
encounter in 6th, 7th and 8th grade.

Lesson slide from Third Space Learning’s online intervention

showing a question on Venn diagrams

Venn diagram questions 6th grade

1. This Venn diagram shows information about the number of
people who have brown hair and the number of people who wear
glasses.
How many people have brown hair and glasses?

101010
111111
444
151515

2. Which set of objects is represented by the Venn diagram

below?
Venn diagram questions 7th grade
3. Max asks 40 people whether they own a cat or a dog. 17
people own a dog, 14 people own a cat and 7 people own a cat
and a dog. Choose the correct representation of this information
on a Venn diagram.
4. The following Venn diagrams each show two sets, set A and
set B. On which Venn diagram has A′ been shaded?
Venn diagram questions 8th grade
5. Place these values onto the following Venn diagram and use
your diagram to find the number of elements in the
set S∪O.S∪O.S∪O.

ξ={1,2,3,4,5,6,7,8,9,10}ξ={1,2,3,4,5,6,7,8,9,10}ξ={
1,2,3,4,5,6,7,8,9,10}
S=S=S= square numbers
O=O=O= odd numbers

666
222
444
333

6. The Venn diagram below shows a set of numbers that have

been sorted into prime numbers and even numbers.
A number is chosen at random. Find the probability that the
number is prime and not even.

343443

510510105

310310103

383883

7. Some people visit the theater. The Venn diagram shows the
number of people who bought ice cream and drinks in the
interval.
Ice cream is sold for $3 and drinks are sold for $2. A total
of £262 is spent. How many people bought both a drink and an
ice cream?

272727
484848
222222
303030

High school Venn diagram

questions
In high school, students are expected to be able to take
information from word problems and put it onto a Venn diagram
involving two or three sets. The use of set notation is extended
and the probabilities become more complex.

In advanced math classes, Venn diagrams are used to calculate

conditional probability.

Lower ability Venn diagram questions

8. 50 people are asked whether they have been to France or
Spain.

18 people have been to France. 23 people have been to

Spain. 6 people have been to both.

By representing this information on a Venn diagram, find the

probability that a person chosen at random has not been to Spain
or France.
350350503

155015505015

325032505032

275027505027

9. Some people were asked whether they like running, cycling or

swimming. The results are shown in the Venn diagram below.
One person is chosen at random. What is the probability that the
person likes running and cycling?

480480804

328032808032

548054808054

980980809

10.ξ={1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16}ξ={1,2
,3,4,5,6,7,8,9,10,11,12,13,14,15,16}ξ={1,2,3,4,5,6,7,
8,9,10,11,12,13,14,15,16}

A={A={A={even numbers}}}

B={B={B={multiples of 3}3}3}

By completing the following Venn diagram, find P(A∪B′).P(A∪B

′).P(A∪B′).

131613161613

916916169

111611161611
816816168

11.ξ={1,2,3,4,5,6,7,8,9,10,11,12}ξ={1,2,3,4,5,6,7,8,
9,10,11,12}ξ={1,2,3,4,5,6,7,8,9,10,11,12}

A={A={A={multiples of 2}2}2}
A∩B={2,4,6,12}A∪B={1,2,3,4,6,8,10,12}A∩B={2,4,6,12}A∪
B={1,2,3,4,6,8,10,12}
A∩B={2,4,6,12}A∪B={1,2,3,4,6,8,10,12}

By putting this information onto the following Venn diagram, list

all the elements ofB.B.B.

1,31,31,3
1,2,3,4,6,121,2,3,4,6,121,2,3,4,6,12
5,7,9,115,7,9,115,7,9,11
∅∅∅

Middle ability high school Venn diagram

questions
12. Some people were asked whether they like strawberry ice
cream or chocolate ice cream. 82% said they like strawberry ice
cream and 70% said they like chocolate ice cream. 4% said they
like neither.

By putting this information onto a Venn diagram, find the

percentage of people who like both strawberry and chocolate ice
cream.

56%56%56%
152%152%152%
12%12%12%
4%4%4%

13. The Venn diagram below shows some information about the
height and gender of 40 students.
A student is chosen at random. Find the probability that the
student is female given that they are over 1.2m.

173417343417

920920209

934934349

172817282817

14. The Venn diagram below shows information about the number
of students who study history and geography.

ξ = 100

H = history

G = geography
Work out the probability that a student chosen at random studies
only history.

610061001006

281002810010028

171001710010017

121001210010012

15. 505050 people were asked whether they like camping,

holiday home or hotel holidays.

18%18%18% of people said they like all three.

777 like camping and holiday homes but not hotels.
111111 like camping and hotels.
132513252513 like camping.

Of the 272727 who like holiday homes, all but 1 like at least one
other type of holiday. 777 people do not like any of these types
of holiday.
By representing this information on a Venn diagram, find the
probability that a person chosen at random likes hotels given that
they like holiday homes.

192719272719

191001910010019

102710272710

927927279

Looking for more Venn diagram math

questions for middle and high school students?
Try these:

 Probability questions
 Ratio questions
 Algebra questions
 Trigonometry questions
 Long division questions
  Pythagorean theorem questions

Do you have students who need extra support in math?

Give your students more opportunities to consolidate learning and
practice skills through personalized math tutoring with their own
dedicated online math tutor.

Each student receives differentiated instruction designed to close

their individual learning gaps, and scaffolded learning ensures
every student learns at the right pace. Lessons are aligned with
your state’s standards and assessments, plus you’ll receive
regular reports every step of the way.

Personalized one-on-one math tutoring programs are available

for:
– 2nd grade tutoring
– 3rd grade tutoring
– 4th grade tutoring
– 5th grade tutoring
– 6th grade tutoring
– 7th grade tutoring
– 8th grade tutoring

Why not learn more about how it works?

The content in this article was originally written by secondary

teacher Beki Christian and has since been revised and adapted
for US schools by elementary math teacher Katie Keeton.

Share:
Related articles

36 Math Problems For 1st Graders With Answers & Teaching Ideas
10 min read

30 8th Grade Math Problems: Answers With Worked Examples

5 min read

28 Math Problems For 2nd Graders With Answers & Teaching Ideas
10 min read
37 Math Problems For 3rd Graders: Answers With Worked Examples
12 min read

Third Space Learning Inc, 3 Germay Dr, Unit 4 #2810, Wilmington

19804
[email protected](929) 298-4593Contact usPress enquiries

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Venn Diagrams Worksheet

Download this quiz to check your students' understanding of Venn diagrams.
Includes 10 questions with answers!
Download Free Now!
X

Problems & Questions

15 Venn Diagram
Questions And Practice
Problems (Middle &
High School): Exam
Style Questions
Included
September 23, 2024 | 1 min read

Beki Christian

Venn diagram questions involve visual representations of

the relationship between two or more different groups of
things. Venn diagrams are first covered in elementary
school and their complexity and uses progress through
middle and high school.

This article will look at the types of Venn diagram questions that
might be encountered at middle school and high school, with a
focus on exam style example questions and preparing for
standardized tests. We will also cover problem-solving questions.
Each question is followed by a worked solution.
How to solve Venn diagram
questions
In middle school, sets and set notation are introduced when
working with Venn diagrams. A set is a collection of objects. We
identify a set using braces. For example, if set A contains the odd
numbers between 1 and 10, then we can write this as:

A = {1, 3, 5, 7, 9}

Venn diagrams sort objects, called elements, into two or more

sets.

This diagram shows the set of elements

{1,2,3,4,5,6,7,8,9,10} sorted into the following sets.

Set A= factors of 10

Set B= even numbers

The numbers in the overlap (intersection) belong to both sets.
Those that are not in set A or set B are shown outside of the
circles.

Different sections of a Venn diagram are denoted in different

ways.

ξ represents the whole set, called the universal set.

∅ represents the empty set, a set containing no elements.

Venn Diagrams Worksheet

Download this quiz to check your students' understanding of Venn

diagrams. Includes 10 questions with answers!

Download Free Now!

Let’s check out some other set notation examples!

A∩BA∩BA∩ ′A′A′A and B′B′B′

B
The intersection of AAA and BBB.

The elements in both

sets AAA and B.B.B.

A∪BA∪BA∪ ′A′A′A or B′B′B′

B
The union of AAA or B.B.B..

Any element in set AAA or set B.B.B.

A′A′A′ ‘Not A′A′A′

The complement of A.A.A.

Any element not in A.A.A.

In middle school and high school, we often use Venn diagrams to

establish probabilities.

We do this by reading information from the Venn diagram and

applying the following formula.

Probability=total number of outcomesnumber of desired outcomesProbabilit

y=total number of outcomesnumber of desired outcomesPro
bability=number of desired outcomestotal number of outcomes

For Venn diagrams we can say

P(A)=total number of elementsnumber of elements in set AP(A)=total numb

er of elementsnumber of elements in set AP(A)=number of ele
ments in set Atotal number of elements

Middle School Venn diagram

questions
In middle school, students learn to use set notation with Venn
diagrams and start to find probabilities using Venn diagrams. The
questions below are examples of questions that students may
encounter in 6th, 7th and 8th grade.

Lesson slide from Third Space Learning’s online intervention

showing a question on Venn diagrams

Venn diagram questions 6th grade

1. This Venn diagram shows information about the number of
people who have brown hair and the number of people who wear
glasses.
How many people have brown hair and glasses?

101010
111111
444
151515

2. Which set of objects is represented by the Venn diagram

below?
Venn diagram questions 7th grade
3. Max asks 40 people whether they own a cat or a dog. 17
people own a dog, 14 people own a cat and 7 people own a cat
and a dog. Choose the correct representation of this information
on a Venn diagram.
4. The following Venn diagrams each show two sets, set A and
set B. On which Venn diagram has A′ been shaded?
Venn diagram questions 8th grade
5. Place these values onto the following Venn diagram and use
your diagram to find the number of elements in the
set S∪O.S∪O.S∪O.

ξ={1,2,3,4,5,6,7,8,9,10}ξ={1,2,3,4,5,6,7,8,9,10}ξ={
1,2,3,4,5,6,7,8,9,10}
S=S=S= square numbers
O=O=O= odd numbers

666
222
444
333

6. The Venn diagram below shows a set of numbers that have

been sorted into prime numbers and even numbers.
A number is chosen at random. Find the probability that the
number is prime and not even.

343443

510510105

310310103

383883

7. Some people visit the theater. The Venn diagram shows the
number of people who bought ice cream and drinks in the
interval.
Ice cream is sold for $3 and drinks are sold for $2. A total
of £262 is spent. How many people bought both a drink and an
ice cream?

272727
484848
222222
303030

High school Venn diagram

questions
In high school, students are expected to be able to take
information from word problems and put it onto a Venn diagram
involving two or three sets. The use of set notation is extended
and the probabilities become more complex.

In advanced math classes, Venn diagrams are used to calculate

conditional probability.

Lower ability Venn diagram questions

8. 50 people are asked whether they have been to France or
Spain.

18 people have been to France. 23 people have been to

Spain. 6 people have been to both.

By representing this information on a Venn diagram, find the

probability that a person chosen at random has not been to Spain
or France.
350350503

155015505015

325032505032

275027505027

9. Some people were asked whether they like running, cycling or

swimming. The results are shown in the Venn diagram below.
One person is chosen at random. What is the probability that the
person likes running and cycling?

480480804

328032808032

548054808054

980980809

10.ξ={1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16}ξ={1,2
,3,4,5,6,7,8,9,10,11,12,13,14,15,16}ξ={1,2,3,4,5,6,7,
8,9,10,11,12,13,14,15,16}

A={A={A={even numbers}}}

B={B={B={multiples of 3}3}3}

By completing the following Venn diagram, find P(A∪B′).P(A∪B

′).P(A∪B′).

131613161613

916916169

111611161611
816816168

11.ξ={1,2,3,4,5,6,7,8,9,10,11,12}ξ={1,2,3,4,5,6,7,8,
9,10,11,12}ξ={1,2,3,4,5,6,7,8,9,10,11,12}

A={A={A={multiples of 2}2}2}
A∩B={2,4,6,12}A∪B={1,2,3,4,6,8,10,12}A∩B={2,4,6,12}A∪
B={1,2,3,4,6,8,10,12}
A∩B={2,4,6,12}A∪B={1,2,3,4,6,8,10,12}

By putting this information onto the following Venn diagram, list

all the elements ofB.B.B.

1,31,31,3
1,2,3,4,6,121,2,3,4,6,121,2,3,4,6,12
5,7,9,115,7,9,115,7,9,11
∅∅∅

Middle ability high school Venn diagram

questions
12. Some people were asked whether they like strawberry ice
cream or chocolate ice cream. 82% said they like strawberry ice
cream and 70% said they like chocolate ice cream. 4% said they
like neither.

By putting this information onto a Venn diagram, find the

percentage of people who like both strawberry and chocolate ice
cream.

56%56%56%
152%152%152%
12%12%12%
4%4%4%

13. The Venn diagram below shows some information about the
height and gender of 40 students.
A student is chosen at random. Find the probability that the
student is female given that they are over 1.2m.

173417343417

920920209

934934349

172817282817

14. The Venn diagram below shows information about the number
of students who study history and geography.

ξ = 100

H = history

G = geography
Work out the probability that a student chosen at random studies
only history.

610061001006

281002810010028

171001710010017

121001210010012

15. 505050 people were asked whether they like camping,

holiday home or hotel holidays.

18%18%18% of people said they like all three.

777 like camping and holiday homes but not hotels.
111111 like camping and hotels.
132513252513 like camping.

Of the 272727 who like holiday homes, all but 1 like at least one
other type of holiday. 777 people do not like any of these types
of holiday.
By representing this information on a Venn diagram, find the
probability that a person chosen at random likes hotels given that
they like holiday homes.

192719272719

191001910010019

102710272710

927927279

Looking for more Venn diagram math

questions for middle and high school students?
Try these:

 Probability questions
 Ratio questions
 Algebra questions
 Trigonometry questions
 Long division questions
  Pythagorean theorem questions

Do you have students who need extra support in math?

Give your students more opportunities to consolidate learning and
practice skills through personalized math tutoring with their own
dedicated online math tutor.

Each student receives differentiated instruction designed to close

their individual learning gaps, and scaffolded learning ensures
every student learns at the right pace. Lessons are aligned with
your state’s standards and assessments, plus you’ll receive
regular reports every step of the way.

Personalized one-on-one math tutoring programs are available

for:
– 2nd grade tutoring
– 3rd grade tutoring
– 4th grade tutoring
– 5th grade tutoring
– 6th grade tutoring
– 7th grade tutoring
– 8th grade tutoring

Why not learn more about how it works?

The content in this article was originally written by secondary

teacher Beki Christian and has since been revised and adapted
for US schools by elementary math teacher Katie Keeton.

Share:
Related articles

36 Math Problems For 1st Graders With Answers & Teaching Ideas
10 min read

30 8th Grade Math Problems: Answers With Worked Examples

5 min read

28 Math Problems For 2nd Graders With Answers & Teaching Ideas
10 min read
37 Math Problems For 3rd Graders: Answers With Worked Examples
12 min read

Third Space Learning Inc, 3 Germay Dr, Unit 4 #2810, Wilmington

19804
[email protected](929) 298-4593Contact usPress enquiries

Math Tutoring
 Math tutoring for schools and districts
 How it works
 Funding
 Impact
 Texas approved provider
 New York approved vendor
 Ohio approved tutoring program
 Arkansas approved vendor
 Tutoring FAQs
 Request a demo for your school

Policies
 Data Protection & Privacy Policy
 Cookies Policy
 Terms of Service

Popular Blogs
 What is a prime number?
 What is mean median mode?
 Algebra questions
 Math questions for 5th graders
 What are vertices faces edges?
Popular Topic Guides
 Rational numbers
 Numerator and denominator
 Equivalent expressions
 Factor tree
 Adding and subtracting integers

Tutoring Programs
 Second grade tutoring
 Third grade tutoring
 Fourth grade tutoring
 Fifth grade tutoring
 Sixth grade tutoring
 Seventh grade tutoring
 Eighth grade tutoring
 Summer program

© 2024 Third Space Learning. All rights reserved.

Third Space Learning is the trading name of Virtual Class Ltd
We use essential and non-essential cookies to improve the experience on our website.
Please read our Cookies Policy for information on how we use cookies and how to
manage or change your cookie settings.Accept

Venn Diagrams Worksheet

Download this quiz to check your students' understanding of Venn diagrams.
Includes 10 questions with answers!
Download Free Now!
X
Unit 1 Section 5 : Logic Problems and Venn Diagram
Venn diagrams can be helpful in solving logic problems.

Example Questions
Question 1

In a class there are:

 8 students who play football and hockey

 7 students who do not play football or hockey
 13 students who play hockey
 19 students who play football
How many students are there in the class?

We can draw a venn diagram to show the numbers playing footbal

hockey (H). We can put in the numbers for the first two facts straig
as seen on the left.

The 8 students who play both hockey and football go in the

intersection because they need to be in both circles. The 7 stu
who don't play either sport go on the outside because they sho
in either circle.

We have to be careful with the other two facts. There are 13 stude
play hockey, so the numbers in the hockey circle should add up to
already have 8 in the intersection, so there must be 5 who play hoc
not football. In the same way there are 19 students who play footb
number who play football but not hockey must be 19 – 8 = 11.

To find out the number of students in the class we add up all t

sections: 11 + 8 + 5 + 7 = 31

There are 31 students in the class.

Question 2

In a class there are 30 students.

 21 students like Maths

 16 students like English
 6 students don't like Maths or English

How many students like both Maths and English?

We can draw a venn diagram to show the numbers who like Maths
English (E), but this time we can only put in a number for one of th
straight away.

The 6 students who don't like either subject go on the outside

they shouldn't be in either circle. We know the total in the Ma
circle needs to be 21 but we can't put this in because we don't
how many should go in the intersection (if they like both subj
how many should go on the left (if they only like Maths).
 We know there are 30 students in the class, and if there are 6 stud
outside the circles then the other three sections must add up to 24

We know there are 21 students who like Maths, so the middle

section must add up to 21. This leaves 3 on the right because
= 3.

There are 16 students who like English so the two parts of the Engl
should add up to 16, so we can find the number in the intersection
16 – 3 = 13.

There are 21 students who like Maths, and 21 – 13 = 8, so the

who like Maths but not English must be 8.

If we check all four facts we were given, we can now see they
true.

There are 13 students who like both Maths and English.

Practice Question
Work out the answers to each question part below then click to see whether you are correct.

There are 18 cars on a garage forecourt.

 12 cars are diesels.

 5 cars are automatics.
 3 cars are automatic diesels.

To find out how many cars are not automatic

and not a diesel, work through the stages below.

(a) Where do the 3 automatic diesels get marked on the diagram?

(b) If there are 12 diesels, how many diesels are not automatic?

(c) How many of the automatic cars are not diesels?

(d) How many cars are not automatic and not a diesel?
Exercises
Work out the answers to the questions below and fill in the boxes. Click on the button to find out whether you
answered correctly. If you are right then will appear and you should move on to the next question. If
appears then your answer is wrong. Click on to clear your original answer and have another go. If you ca
out the right answer then click on to see the answer.

It may help to have a pencil and paper handy so you can sketch venn diagrams to help you answer the
questions.

Question 1
In a family of six, everybody plays football or hockey.
4 members of the family play both sports and 1 member of the family plays only hockey.

How many play only football?

Question 2
John's mum buys 5 portions of chips. All the portions have salt or vinegar on them.
Some have salt and vinegar. There are 2 portions with salt and vinegar and one portion with only vinegar.

How many portions have only salt on them?

Question 3
The diagrams below represent a class of children.
G is the set of girls and F is the set of children who like football.

Decide which diagram has the shading which represents:

(a) girls who like football

(b) girls who dislike football

(c) boys who like football

(d) boys who dislike football

Question 4
In a class of 32 pupils, 20 say that they like pancakes and 14 say that they like maple syrup.
There are 6 pupils who do not like either.

How many of them like both pancakes and maple syrup?

Question 5
On a garage forecourt there are 6 new cars, 12 red cars and no others.

(a) What is the maximum possible number of cars on the forecourt?

(b) What is the smallest possible number of cars on the forecourt?

(c) If 2 of the new cars are red, how many cars are on the forecourt?

Question 6
There are 20 people in a room.
Of these, 15 are holding newspapers and 8 are wearing glasses.
Everyone wears glasses or holds a newspaper.

How many people are wearing glasses and holding a newspaper?

Question 7
A pencil case contains 20 pens that are red or blue.
Of these, 8 are blue and 8 do not work.

How many of the blue pens do not work if there are 6 red pens that do work?

Question 8
In a school canteen there are 45 children.
There are 16 who have finished eating.
The others are eating either fish or chips, or both fish and chips.
There are 26 eating chips and 17 eating fish.

(a) How many are eating fish and chips?

(b) How many are eating fish without chips?

(c) How many are eating only chips?

Question 9
The diagrams below represent the activities chosen by youth club members.
They can choose to play tennis (T), badminton (B) or squash (S).

Decide which diagram has the shading which represents:

(a) those who play all three sports

(b) those who play tennis and badminton, but not squash

(c) those who play only tennis

Question 10
All the members of a group of 30 teenagers belong to at least one club.
There are 3 clubs, chess, drama and art.

 6 of the teenagers belong to only the art club.

 5 of the teenagers belong to all 3 clubs.
 2 of the teenagers belong to the chess and art clubs but not to the drama club.
 15 of the teenagers belong to the art club.
 2 of the teenagers belong only to the chess club.
 3 of the teenagers belong only to the drama club.

(a) How many of the group do chess and drama but not art?

(b) How many of the group belong to the chess club?

Question 11
In a class of 32 pupils:

 5 pupils live in New Town, travel to school by bus and eat school dinners
 3 pupils live in New Town, travel to school by bus but do not eat school dinners
 9 pupils do not live in New Town, do not travel to school by bus and do not eat school dinners
 11 pupils live in New Town and have school dinners
 16 pupils live in New Town
 9 pupils travel by bus and eat school dinners
 13 pupils travel by bus

How many pupils eat school dinners?

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Venn Diagram: Concept and Solved

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What is a Venn Diagram?

Venn diagram, also known as Euler-Venn diagram is a simple

representation of sets by diagrams. The usual depiction makes use of a
rectangle as the universal set and circles for the sets under consideration.
In CAT and other MBA entrance exams, questions asked from this topic
involve 2 or 3 variable only. Therefore, in this article we are going to
discuss problems related to 2 and 3 variables.

Let's take a look at some basic formulas for Venn diagrams of two and
three elements.

n ( A ∪ B) = n(A ) + n ( B ) - n ( A∩ B)
n (A ∪ B ∪ C) = n(A ) + n ( B ) + n (C) - n ( A ∩ B) - n ( B ∩ C) - n ( C ∩ A) +
n (A ∩ B ∩ C )

And so on, where n( A) = number of elements in set A.

Once you understand the concept of Venn diagram with the help of
diagrams, you don’t have to memorize these formulas.

Venn Diagram in case of two elements

Where;
X = number of elements that belong to set A only
Y = number of elements that belong to set B only
Z = number of elements that belong to set A and B both (AB)
W = number of elements that belong to none of the sets A or B
From the above figure, it is clear that
n(A) = x + z ;
n (B) = y + z ;
n(A ∩ B) = z;
n ( A ∪ B) = x +y+ z.
Total number of elements = x + y + z + w

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Venn Diagram in case of three elements

Where,
W = number of elements that belong to none of the sets A, B or C

Tip: Always start filling values in the Venn diagram from the
innermost value.

Solved Examples

Example 1: In a college, 200 students are randomly selected. 140 like

tea, 120 like coffee and 80 like both tea and coffee.

 How many students like only tea?

 How many students like only coffee?

 How many students like neither tea nor coffee?

 How many students like only one of tea or coffee?

  How many students like at least one of the beverages?

Solution: The given information may be represented by the following

Venn diagram, where T = tea and C = coffee.

 Number of students who like only tea = 60

 Number of students who like only coffee = 40

 Number of students who like neither tea nor coffee = 20

 Number of students who like only one of tea or coffee = 60 + 40 = 100

 Number of students who like at least one of tea or coffee = n (only Tea) +
n (only coffee) + n (both Tea & coffee) = 60 + 40 + 80 = 180

Example 2: In a survey of 500 students of a college, it was found that

49% liked watching football, 53% liked watching hockey and 62% liked
watching basketball. Also, 27% liked watching football and hockey both,
29% liked watching basketball and hockey both and 28% liked watching
football and basket ball both. 5% liked watching none of these games.

 How many students like watching all the three games?

 Find the ratio of number of students who like watching only football to
those who like watching only hockey.

 Find the number of students who like watching only one of the three given
games.
  Find the number of students who like watching at least two of the given
games.

Solution:
n(F) = percentage of students who like watching football = 49%
n(H) = percentage of students who like watching hockey = 53%
n(B)= percentage of students who like watching basketball = 62%
n ( F ∩ H) = 27% ; n (B ∩ H) = 29% ; n(F ∩ B) = 28%
Since 5% like watching none of the given games so, n (F ∪ H ∪ B) = 95%.
Now applying the basic formula,
95% = 49% + 53% + 62% -27% - 29% - 28% + n (F ∩ H ∩ B)
Solving, you get n (F ∩ H ∩ B) = 15%.

Now, make the Venn diagram as per the information given.

Note: All values in the Venn diagram are in percentage.

 Number of students who like watching all the three games = 15 % of 500
= 75.

 Ratio of the number of students who like only football to those who like
only hockey = (9% of 500)/(12% of 500) = 9/12 = 3:4.

 The number of students who like watching only one of the three given
games = (9% + 12% + 20%) of 500 = 205
  The number of students who like watching at least two of the given
games=(number of students who like watching only two of the games) +
(number of students who like watching all the three games)= (12 + 13 +
14 + 15)% i.e. 54% of 500 = 270.

To know the importance of this topic, check out some previous year CAT
questions from this topic:

CAT 2017 Solved Questions:

DIRECTIONS for the question: Read the information given below and
answer the question that follows.
Applicants for the doctoral programmes of Ambi Institute of Engineering (AIE)
and Bambi Institute of Engineering (BIE) have to appear for a Common Entrance
Test (CET). The test has three sections: Physics (P), Chemistry (C), and Maths (M).
Among those appearing for CET, those at or above the 80th percentile in at least
two sections, and at or above the 90th percentile overall, are selected for
Advanced Entrance Test (AET) conducted by AIE. AET is used by AIE for final
selection. For the 200 candidates who are at or above the 90th percentile overall
based on CET, the following are known about their performance in CET:
1. No one is below the 80th percentile in all 3 sections.
2. 150 are at or above the 80th percentile in exactly two sections.
3. The number of candidates at or above the 80th percentile only in P is the
same as the number of candidates at or above the 80th percentile only in C. The
same is the number of candidates at or above the 80th percentile only in M.
4. Number of candidates below 80th percentile in P: Number of candidates below
80th percentile in C: Number of candidates below 80th percentile in M = 4:2:1.
BIE uses a different process for selection. If any candidate is appearing in the
AET by AIE, BIE considers their AET score for final selection provided the
candidate is at or above the 80th percentile in P. Any other candidate at or above
the 80th percentile in P in CET, but who is not eligible for the AET, is required to
appear in a separate test to be conducted by BIE for being considered for final
selection. Altogether, there are 400 candidates this year who are at or above the
80th percentile in P.
Question 1: What best can be concluded about the number of candidates sitting
for the separate test for BIE who were at or above the 90th percentile overall in
CET?

Question 2: If the number of candidates who are at or above the 90th percentile
overall and also at or above the 80th percentile in all three sections in CET is
actually a multiple of 5, what is the number of candidates who are at or above
the 90th percentile overall and at or above the 80th percentile in both P and M in
CET?

Question 3: If the number of candidates who are at or above the 90th percentile
overall and also at or above the 80th percentile in all three sections in CET is
actually a multiple of 5, then how many candidates were shortlisted for the AET
for AIE?

Question 4: If the number of candidates who are at or above the 90th percentile
overall and also are at or above the 80th percentile in P in CET, is more than 100,
how many candidates had to sit for the separate test for BIE?

Solution: It is given that 200 candidates scored above 90th percentile

overall in CET. Let the following Venn diagram represent the number of
persons who scored above 80 percentile in CET in each of the three
sections:
From 1, h = 0.
From 2, d + e + f = 150
From 3, a = b = c
Since there are a total of 200 candidates, 3a + g = 200 – 150 = 50
From 4, (2a + f) : (2a + e) : (2a + d) = 4 : 2 : 1
Therefore, 6a + (d + e + f) is divisible by 4 + 2 + 1 = 7.
Since d + e + f = 150, 6a + 150 is divisible by 7, i.e., 6a + 3 is divisible by 7.
Hence, a = 3, 10, 17, . . .
Further, since 3a + g = 5 0, a must be less than 17. Therefore, only two cases
are possible for the value of a, i.e., 3 or 10.
We can calculate the values of the other variables for the two cases.
a = 3 or 10
d = 18 or 10
e = 42 or 40
f = 90 or 100
g = 41 or 20
Among the candidates who are at or above 90th percentile, the candidates who
are at or above 80th percentile in at least two sections are selected for AET.
Hence, the candidates represented by d, e, f and g are selected for AET. BIE will
consider the candidates who are appearing for AET and are at or above 80th
percentile in P. Hence, BIE will consider the candidates represented by d, e and g,
which can be 104 or 80. BIE will conduct a separate test for the other students
who are at or above 80th percentile in P. Given that there are a total of 400
candidates at or above 80th percentile in P, and since there are 104 or 80
candidates at or above 80th percentile in P and are at or above 90th percentile
overall, there must be 296 or 320 candidates at or above 80th percentile in P
who scored less than 90th percentile overall.

1. The number of candidates sitting for separate test for BIE who were at or
above 90th percentile in CET (a) is either 3 or 10.

2. From the given condition, g is a multiple of 5. Hence, g = 20. The

number of candidates at or above 90th percentile overall and at or above
80th percentile in both P and M = e + g = 60.

3. In this case, g = 20. Number of candidates shortlisted for AET = d + e

+ f + g = 10 + 40 + 100 + 20 = 170

4. From the given condition, the number of candidates at or above 90th

percentile overall and at or above 80th percentile in P in CET = 104. The
number of candidates who have to sit for separate test = 296 + 3 = 299.

Another type of questions asked from this topic is based on maxima and
minima. We have discussed this type in the other article.

Using Venn Diagrams To Solve Logical

Problems
1.Using Venn Diagrams to Solve
Logical Problems[Original Blog]
Venn diagrams have been a powerful tool in solving logical
problems for centuries. They provide a visual
representation of logical relationships between different
sets or propositions. In the field of logic, Venn diagrams
are used to analyze propositions and to determine their
validity. Venn diagrams are widely used in various fields of
study, particularly in mathematics and computer science.
They are also used to solve real-world problems, such as
determining the number of people who have a certain
combination of characteristics.

Here are some ways Venn diagrams can be used to solve

logical problems:

1. Determining the validity of syllogisms: Venn

diagrams can be used to determine if a syllogism is valid
or invalid. A syllogism is an argument consisting of two
premises and a conclusion. To determine the validity of a
syllogism, you can use a Venn diagram to represent the
relationships between the different sets of propositions. If
the diagram shows that the conclusion logically follows
from the premises, the syllogism is valid.

2. Solving problems involving sets: Venn diagrams can be

used to solve problems involving sets. For example, you
can use a Venn diagram to determine the number of
people who have a certain combination of characteristics.
Suppose you want to determine the number of people who
are left-handed and have blue eyes. You can use a Venn
diagram to represent the two sets of people and find the
intersection between them.

3. Analyzing arguments: Venn diagrams can be used to

analyze arguments and to determine their validity. For
example, suppose you are given the argument: "All cats
are animals. All animals have fur. Therefore, all cats have
fur." You can use a Venn diagram to represent the
relationships between the different sets of propositions. If
the diagram shows that the conclusion logically follows
from the premises, the argument is valid.

4. Solving problems involving probability: Venn

diagrams can be used to solve problems involving
probability. For example, suppose you want to determine
the probability of rolling a six on a six-sided die. You can
use a Venn diagram to represent the different outcomes
and find the probability of rolling a six.

Venn diagrams are a powerful tool in solving logical

problems. They provide a visual representation of logical
relationships between different sets or propositions. Venn
diagrams are widely used in various fields of study,
particularly in mathematics and computer science. They
are also used to solve real-world problems, such as
determining the number of people who have a certain
combination of characteristics.

Using Venn Diagrams to Solve Logical Problems - Logic: Analyzing Propositions

with Venn Diagrams

2.Tips for Using Venn Diagrams to

Solve Probability Problems[Original Blog]
When it comes to analyzing probability, Venn
diagrams can be a great tool to help us visualize and
understand complex probability problems. A Venn diagram
is a graphical representation of all possible logical
relations between a finite collection of different sets.
Using Venn diagrams can make it easier to solve
probability problems that involve multiple events and
complex scenarios. By creating a visual representation of
the events and their relationships, we can more easily
calculate the probability of different outcomes. In this
section, we will discuss some tips for using Venn
diagrams to solve probability problems.

1. Understand the problem: Before you start creating a

Venn diagram, it is important to understand the problem
you are trying to solve. Identify the events involved and
determine whether they are independent or dependent.
This will help you determine the number of circles needed
in the Venn diagram and how they should be labeled.

2. Label the circles: Once you have identified the events

involved, label the circles in the Venn diagram. Each circle
should represent an event or a set of events.

3. Determine the overlap: Determine the overlap between

the circles in the Venn diagram. This will help you
determine the probability of events that occur in both sets.

4. Shade the circles: Shade the circles in the Venn

diagram to represent the probability of each event. The
area of each shaded region represents the probability of
that event occurring.

5. Use examples: Using examples can help you better

understand how to use Venn diagrams to solve probability
problems. For example, consider a Venn diagram with two
circles representing two events A and B. If the probability
of event A is 0.6 and the probability of event B is 0.4, and
the probability of both events A and B occurring is 0.2, the
area of the intersection of the two circles should be 0.2.

By following these tips, you can use Venn diagrams to

solve probability problems and gain a better
understanding of complex probability scenarios.

Tips for Using Venn Diagrams to Solve Probability Problems - Probability: Analyzing

Probability with Venn Diagrams

3.Applying Venn Diagrams to Solve

GCF Problems[Original Blog]
1. Understanding the Basics of GCF Problems

When it comes to solving Greatest Common Factor (GCF)

problems, it is essential to have a solid understanding of
the basics. GCF is the largest number that divides evenly
into two or more numbers. It is often used in mathematics
to simplify fractions, factor polynomials, and find common
factors between sets of numbers.

To illustrate this concept, let's consider an example.

Suppose we have two numbers, 24 and 36. To find their
GCF, we need to identify the common factors between
them. The factors of 24 are 1, 2, 3, 4, 6, 8, 12, and 24,
while the factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, and 36.
The largest number that appears in both lists is 12, so the
GCF of 24 and 36 is 12.

2. The Power of Venn Diagrams in gcf Problem solving

Venn diagrams, with their overlapping circles, offer a

powerful visualization tool that can greatly assist in
solving GCF problems. By representing sets of numbers or
factors as circles, we can easily identify the common
elements and determine the GCF.

Consider the previous example of finding the GCF of 24

and 36. We can draw two circles, one for each number,
and overlap them to represent their common factors. In
this case, the overlapping region will contain the number
12, which is the GCF.

The use of Venn diagrams simplifies the process of finding

the GCF, especially when dealing with larger numbers or
more complex problems. It provides a visual
representation that helps us see the relationship between
the sets and identify the common elements more
efficiently.

3. Applying Venn Diagrams Step-by-Step

To apply Venn diagrams to solve GCF problems, follow

these steps:

Step 1: Identify the numbers or sets involved in the

problem. For example, let's consider finding the GCF of
18, 24, and 36.

Step 2: Draw circles to represent each number or set. In

this case, draw three circles, one for each number.

Step 3: Determine the factors of each number and place

them inside the respective circles. The factors of 18 are 1,
2, 3, 6, 9, and 18. The factors of 24 are 1, 2, 3, 4, 6, 8, 12,
and 24. The factors of 36 are 1, 2, 3, 4, 6, 9, 12, 18, and
36.

Step 4: Identify the common factors by looking at the

overlapping regions between the circles. In this case, the
overlapping region of all three circles contains the
numbers 1, 2, 3, and 6.

Step 5: Determine the largest number in the overlapping

region. In this example, the largest number is 6, which is
the GCF of 18, 24, and 36.

4. Comparing Venn Diagrams to Other Methods

While Venn diagrams are a powerful tool for solving GCF
problems, it's worth noting that there are other methods
available as well. Let's compare Venn diagrams to two
alternative approaches: listing factors and prime
factorization.

- Listing factors: This method involves listing the factors of

each number and identifying the common factors. While it
can be effective for smaller numbers, it becomes
increasingly time-consuming and cumbersome as the
numbers get larger. Venn diagrams provide a more visual
and efficient approach.

- Prime factorization: This method involves breaking down

each number into its prime factors and identifying the
common prime factors. While prime factorization is a
reliable method, it can be more complex and time-
consuming, especially for larger numbers. Venn
diagrams offer a simpler and more intuitive approach.

When it comes to solving GCF problems, Venn

diagrams offer a powerful and efficient tool. They provide
a visual representation that simplifies the identification of
common factors and the determination of the GCF.
Compared to other methods, such as listing factors or
prime factorization, Venn diagrams offer a more intuitive
and time-saving approach. So, the next time you encounter
a GCF problem, consider harnessing the power of Venn
diagrams to visualize and solve it effectively.

Applying Venn Diagrams to Solve GCF Problems - Venn diagrams: Visualizing GCF:

The Power of Venn Diagrams

4.Introduction to Cardinality and

Venn Diagrams[Original Blog]
When working with sets, Cardinality is the term used to
describe the number of elements in a set. It helps in
determining the size of the set and the number of
elements that it contains. Cardinality is a fundamental
concept in mathematics and is used in various fields to
count and compare the size of sets. One of the most
effective ways to represent sets and their elements is
through Venn diagrams. Venn diagrams are graphical
representations of sets, with overlapping circles
representing the elements that are common to multiple
sets.

In this section, we will explore the concept of Cardinality

and how it is used to count elements in a set. We will also
look at how Venn diagrams are used to represent sets and
their elements.

1. Understanding Cardinality: Cardinality is used to count

the number of elements in a set. It is represented by the
symbol | | and is followed by the name of the set. For
instance, if we have a set A = {1,2,3}, then the Cardinality
of A is represented as |A| = 3.

2. Types of Sets: There are different types of sets based on

the Cardinality of the set. A finite set has a fixed number
of elements, while an infinite set has an infinite number of
elements. An empty set, also known as a null set, has no
elements.

3. venn diagrams: Venn diagrams are graphical

representations of sets and their elements. They are made
up of overlapping circles, each representing a set. The
intersection of the circles represents the elements that are
common to the sets. For instance, if we have two sets A =
{1,2,3} and B = {2,3,4}, then the Venn diagram for the sets
would have two circles overlapping each other. The
intersection of the circles would represent the common
elements, which in this case is {2,3}.

4. Cardinality and Venn Diagrams: Cardinality is used to

count the number of elements in a set, while Venn
diagrams are used to represent sets and their elements.
Together, they provide a powerful tool for
understanding the size and relationship between sets. For
instance, if we have three sets A, B, and C, then the Venn
diagram would have three circles overlapping each other.
The intersection of the circles would show the elements
that are common to the sets, and the Cardinality of each
set would show the number of elements in each set.

Cardinality and Venn diagrams are essential tools

for understanding sets and their elements. They provide a
graphical representation of sets and help in counting the
number of elements in a set. By understanding these
concepts, we can better understand the relationship
between sets and make informed decisions when working
with them.
 Introduction to Cardinality and Venn Diagrams - Cardinality: Counting Elements

with Venn Diagrams

5.Basic Venn Diagrams for Two

Sets[Original Blog]
Venn diagrams are a valuable tool for representing sets of
objects and for visualizing how different sets intersect
with one another. They are commonly used in
mathematics, statistics, and computer science to help
people understand complex relationships between
different groups of data. One of the most basic types
of Venn diagrams is the two-set diagram, which shows the
relationship between two sets of data.

The two-set Venn diagram consists of two overlapping

circles, each representing a different set of data. The left
circle represents one set and the right circle represents
the other set. The overlapping area between the two
circles represents the elements that are common to both
sets. This can be a useful way to visualize the intersection
of two different groups of data.

There are a few important concepts to keep in mind when

working with two-set Venn diagrams:

1. Union: The union of two sets is the combination of all

the elements in both sets. In a Venn diagram, this is
represented by the entire area inside both circles.

2. Intersection: The intersection of two sets is the

elements that are common to both sets. In a Venn
diagram, this is represented by the overlapping area
between the two circles.

3. disjoint sets: Two sets are said to be disjoint if they have

no elements in common. This means that the overlapping
area in a Venn diagram would be empty.

To better understand these concepts, let's consider an

example. Suppose we have two sets: A = {1, 2, 3, 4, 5} and
B = {3, 4, 5, 6, 7}. We can represent these sets using a
two-set Venn diagram as shown below.

```markdown

1. The left circle represents set A and the right circle

represents set B.
2. The elements 3, 4, and 5 are common to both sets, so
they are located in the overlapping area between the two
circles.

3. The elements 1 and 2 are only in set A, so they are

located in the left circle but outside of the overlapping
area.

4. The elements 6 and 7 are only in set B, so they are

located in the right circle but outside of the overlapping
area.

5. The entire area inside both circles represents the union

of sets A and B.
```

Overall, two-set Venn diagrams are a powerful tool for

visualizing the relationships between different sets of
data. By understanding the concepts of union,
intersection, and disjoint sets, you can gain a better
understanding of how different sets of data are related to
one another.
 Basic Venn Diagrams for Two Sets - Cardinality: Counting Elements with Venn

Diagrams

6.Counting Elements in Three Sets

with Venn Diagrams[Original Blog]
When it comes to counting elements in sets, Venn
diagrams are an excellent tool for visualizing the
relationships between different sets. With Venn diagrams,
you can easily see how many elements are in each set, and
how many elements overlap between sets. In this section,
we will explore how to use Venn diagrams to count
elements in three sets.

From a mathematical perspective, counting elements in

three sets can be quite complex. However, with the help
of Venn diagrams, you can break down the problem into
smaller, more manageable parts. By drawing out the three
sets and their overlapping regions, you can see which
elements are shared between all three sets, which are only
shared between two sets, and which are unique to each
set.

Here are some steps to follow when counting elements in

three sets using Venn diagrams:

1. Start by drawing out three overlapping circles to

represent the three sets. Label each circle with the name
of the set it represents.

2. Identify the elements that are shared between all three

sets. These elements will be located in the center of the
Venn diagram where all three circles overlap.

3. Next, identify the elements that are shared between two

sets. These elements will be located in the overlapping
regions between two circles.

4. Finally, identify the elements that are unique to each

set. These elements will be located in the non-overlapping
regions of each circle.

For example, let's say we have three sets: A, B, and C. Set

A contains the elements {1, 2, 3, 4}, set B contains the
elements {3, 4, 5, 6}, and set C contains the elements {4, 5,
6, 7}. To count the total number of elements in the three
sets, we would draw out a Venn diagram with three
overlapping circles and label each circle with the
corresponding set name.

Next, we would identify the elements that are shared

between all three sets, which in this case is the element 4.
We would write the number 4 in the center of the Venn
diagram where all three circles overlap.

Moving on, we would identify the elements that are shared

between two sets. The elements shared between sets A
and B are {3, 4}, the elements shared between sets A and
C are {4}, and the elements shared between sets B and C
are {5, 6}. We would write these elements in the
overlapping regions between the corresponding circles.

Finally, we would identify the elements that are unique to

each set. The elements unique to set A are {1, 2}, the
elements unique to set B are {5, 6}, and the elements
unique to set C are {7}. We would write these elements
in the non-overlapping regions of each circle.

By following these steps, we can easily count the total

number of elements in the three sets and see how many
elements are shared between sets, as well as how many
are unique to each set.

Using Venn diagrams to count elements in three sets can

be a powerful tool for visualizing complex mathematical
problems. By breaking down the problem into smaller
parts and identifying the elements that are shared
between sets, we can gain a deeper understanding of the
relationships between different sets.

Counting Elements in Three Sets with Venn Diagrams - Cardinality: Counting

Elements with Venn Diagrams

7.Cardinality of Infinite Sets and Venn

Diagrams[Original Blog]
When it comes to counting elements in a set, cardinality is
the concept that allows us to determine the number of
elements in a set. The study of cardinality has become an
important branch of mathematics, particularly in the field
of set theory. One of the most common ways to visualize
cardinality is through the use of Venn diagrams, which
provide a graphic representation of the relationship
between sets. In this section, we will explore the concept
of cardinality of infinite sets and how it relates to Venn
diagrams.

1. Cardinality of Infinite Sets - When dealing with infinite

sets, it is not always possible to determine the exact
number of elements in a set. However, we can still
compare the sizes of different infinite sets by using a
concept known as cardinality. Two sets are said to have
the same cardinality if there exists a one-to-one
correspondence between their elements. In other words, if
we can pair up the elements of one set with the elements
of another set in such a way that each element from both
sets is paired up with exactly one element from the other
set, then the two sets have the same cardinality.

2. Venn diagrams - Venn diagrams are a useful tool for

visualizing the relationship between sets. In a Venn
diagram, sets are represented by circles or other shapes,
with the overlap between the circles indicating the
elements that are common to both sets. Venn diagrams
can be used to represent the cardinality of infinite sets as
well. For example, consider the sets of even numbers and
multiples of three. While we cannot determine the exact
number of elements in these sets, we can see that there is
a one-to-one correspondence between the elements of
these sets. This means that the sets have the same
cardinality, and we can represent this using a Venn
diagram.
3. Comparing Infinite Sets - When comparing the
cardinality of different infinite sets, there are several
important concepts to consider. For example, we can say
that one infinite set is smaller than another if there exists
a one-to-one correspondence between the elements of the
smaller set and a proper subset of the larger set. Similarly,
we can say that one infinite set is larger than another if
there exists a one-to-one correspondence between the
elements of the larger set and a proper subset of the
smaller set. These concepts can be used to compare the
cardinality of different infinite sets, even when it is not
possible to determine their exact sizes.

The concept of cardinality plays an important role in the

study of set theory, particularly when dealing with infinite
sets. Venn diagrams provide a useful tool for visualizing
the relationship between sets, and can be used to
represent the cardinality of infinite sets as well. By
understanding the concepts of cardinality and Venn
diagrams, we can gain a deeper insight into the properties
and relationships of different sets.
 Cardinality of Infinite Sets and Venn Diagrams - Cardinality: Counting Elements

with Venn Diagrams

8.Introduction to Venn Diagrams and

Circles[Original Blog]
When it comes to visual representation of data, one of the
most popular tools that come to mind is the Venn diagram.
It is a diagram that uses overlapping circles to show the
relationship between different sets of data. It is a popular
tool in mathematics, logic, statistics, and even in business
and marketing. A Venn diagram consists of circles, with
each circle representing a set of data. The area of overlap
between the circles represents the elements that are
common to both sets. The non-overlapping sections of the
circles represent the elements that are unique to each set.
1. The History of venn diagrams: venn diagrams were first
introduced by John venn in the late 19th century. John
Venn was a mathematician and philosopher who used
these diagrams to visually represent the relationships
between different sets of data. The first Venn
diagram consisted of two circles, but later on, Venn
introduced diagrams with three circles, and even four
circles.

2. The Role of Circles in Venn Diagrams: The circles in the

Venn diagram play a crucial role in representing the sets
of data. Each circle represents a set, and the elements that
are common to both sets are represented by the area of
overlap between the circles. The size of the circles and the
areas of overlap can vary depending on the number of
elements in the sets.

3. How to Create a Venn Diagram: Creating a Venn

diagram is a straightforward process. First, identify the
sets of data that you want to represent. Draw circles that
represent each set, making sure that they overlap. Label
each circle with the name of the set it represents. Identify
the elements that are common to both sets and place them
in the area of overlap.

4. Applications of Venn Diagrams: Venn diagrams are used

in a variety of fields, including mathematics, logic,
statistics, and even in business and marketing. In
mathematics, they are used to represent the relationships
between different sets of data. In logic, they are used to
represent the relationships between different propositions.
In statistics, they are used to represent the relationships
between different variables. In business and marketing,
they are used to analyze customer data and identify
trends.

Venn diagrams are an essential tool in representing the

relationships between different sets of data. They are
widely used in various fields and are easy to create.
Understanding the role of circles in Venn diagrams is
crucial to interpreting the data represented in the
diagram.

Introduction to Venn Diagrams and Circles - Circles: The Role of Circles in Venn

Diagrams
9.Basic Properties of Circles in Venn
Diagrams[Original Blog]
When it comes to Venn diagrams, circles play a crucial
role in representing sets and their relationships. The use
of circles in Venn diagrams is a visual aid that simplifies
complex information and helps us understand the
relationships between sets. The basic properties of circles
in Venn diagrams are important to understand in order to
make accurate and effective diagrams.

From a mathematical point of view, circles in Venn

diagrams represent sets that share common elements. The
size of the circle represents the magnitude of the set,
while the overlap between circles represents the
intersection of the sets. The position of the circles on the
diagram has no meaning, as it is only the overlap that has
significance.

There are several basic properties of circles in Venn

diagrams that are important to keep in mind, including:

1. All elements in a set must be contained within the circle

representing that set. For example, a circle representing
all even numbers would contain the numbers 2, 4, 6, 8,
and so on, but would not contain any odd numbers.
2. Circles can overlap to represent the intersection of
sets. For example, if we have a circle representing the set
of even numbers and a circle representing the set of
multiples of 3, the overlap between the two circles would
represent the set of even multiples of 3.

3. The area of the circles has no significance. The size of

the circles simply represents the magnitude of the sets,
with larger circles indicating larger sets.

4. Two sets that do not intersect have circles that do not

overlap. If we have a circle representing the set of even
numbers and a circle representing the set of prime
numbers, the circles would not overlap as these two sets
have no elements in common.

5. Circles can be used to represent subsets. For example, a

circle representing the set of even numbers is a subset of
the circle representing the set of integers.

Understanding these basic properties of circles in Venn

diagrams is essential for creating accurate and effective
diagrams. By using circles to represent sets and their
relationships, we can simplify complex information and
gain a better understanding of the relationships between
sets.
Basic Properties of Circles in Venn Diagrams - Circles: The Role of Circles in Venn

Diagrams

10.Intersection and Union of Circles

in Venn Diagrams[Original Blog]
In Venn diagrams, circles are often used to represent sets
and the relationships between them. Understanding the
intersection and union of circles in Venn diagrams is
crucial for comprehending the concept of sets and their
relationships. These relationships are shown by the
overlapping and non-overlapping regions of the circles in
the Venn diagrams. From a mathematical perspective, the
intersection of two sets is the region where the two circles
overlap, while the union of two sets is the entire
region enclosed by both circles.
Here are some numbered points that provide in-depth
information about the intersection and union of circles
in Venn diagrams:

1. Intersection: The intersection of circles in a Venn

diagram represents the elements that belong to both sets.
For instance, consider two sets, A and B, where A = {2, 3,
4, 5} and B = {3, 4, 5, 6}. The intersection of A and B is the
set {3, 4, 5}, which is the overlapping region of the two
circles in the Venn diagram.

2. Union: The union of circles in a Venn

diagram represents the elements that belong to either set.
For the same sets, A and B, the union of A and B is the set
{2, 3, 4, 5, 6}, which is the entire region enclosed by both
circles in the Venn diagram.

3. disjoint sets: Disjoint sets are sets that have no

elements in common. In a Venn diagram, this means that
the circles do not overlap. For instance, consider two sets,
A = {1, 2, 3} and B = {4, 5, 6}. The circles representing
these sets in a Venn diagram would not overlap, as there
are no common elements between the two sets.

4. Partial overlap: When two sets have some elements in

common, there is a partial overlap between the circles in
the Venn diagram. For instance, consider two sets, A = {1,
2, 3, 4} and B = {3, 4, 5, 6}. The circles representing these
sets in a Venn diagram would overlap partially, as they
share the elements 3 and 4.

Understanding the intersection and union of circles

in Venn diagrams is essential for comprehending the
concept of sets and their relationships. The intersection
represents the elements that belong to both sets, while the
union represents the elements that belong to either
set. Disjoint sets have no overlap, while partially
overlapping sets share some elements.


Intersection and Union of Circles in Venn Diagrams - Circles: The Role of Circles in

Venn Diagrams

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Sets and Venn Diagrams

(Economics)
Contents1 Set Theory2 Defining a Set2.1 Listing
Method2.2 Rule Method3 Types of Sets3.1 Finite Sets3.2 Infinite
Sets4 Venn diagrams5 Set Notation6 Laws of Operations on
Sets7 Necessity and Sufficiency Applied to Sets8 External
Resources

Set Theory

Set theory is the branch of mathematics which studies sets.

A set is a collection of elements (or objects) and can be considered as an

element itself. We often denote a set using a capital letter. Sets are used to
group and describe elements which share a similar property. If an
element xx is included in a set we say that xx is a member of that set.
Sets are called disjoint if they have none of the same elements.
The sample space (or universal set) is a set which includes all
elements that a set may contain. It is typically denoted using the letter SS.
If we have only one set AA, then the sample space is the same as that
set: S=AS=A.
The empty (or null) set ∅∅ contains no elements at all.

Defining a Set

There are 22 main ways in which we can define a set. These are known as
the listing (or roster) method and the rule method.
Listing Method

This method involves writing the members of a set as a list, separated by

commas and enclosed within curly braces. For example, the four seasons
are a set and could be written as {Summer, Autumn, Spring, Winter}.

Note: The order of the elements in the list doesn’t matter. For example, we
could have written the set of seasons as {Spring, Autumn, Summer, Winter}
or {Winter, Autumn, Spring, Summer}.

Rule Method

This method involves specifying a rule or condition which can be used to

decide whether an object can belong to the set. This rule is written inside a
pair of curly braces and can be written either as a statement or expressed
symbolically or written using a combination of statements and symbols.

The rule method is often preferred when defining larger sets where it would
be difficult or time consuming to list all of the elements in a set.

For example, a set AA whose elements included all the positive integers
could be defined symbolically as:A={x|x>0}A={x|x>0}or in statement
form as:A={x|x is a positive number}A={x|x is a positive
number}The set BB, whose elements include all the natural
numbers from 11 to 2525 inclusive could be defined symbolically
as:B={x|x∈N,1≤x≤25}B={x|x∈N,1≤x≤25}or using a statement and
symbols as:B={x|x is a natural number,1≤x≤25}B={x|x is a natural
number,1≤x≤25}

Types of Sets

Finite Sets
Finite sets are sets which contain a limited and countable number of
elements. The sets A={1,2,6}A={1,2,6} and B={x|1≤x≤10}B={x|
1≤x≤10} are both examples of finite sets.
Infinite Sets
Infinite sets contain an unlimited (or infinite) and uncountable number of
elements. For example, the sets C={2,4,6,...}C={2,4,6,...} and D={x|
x≤0}D={x|x≤0} are both infinite sets.

Venn diagrams

Venn diagrams are a useful way of visualizing relationships between sets.

When we draw Venn diagrams, sets are represented by circles. The inside
of a circle represents all the elements that are members of that set and the
outside of the circle represents all elements which are not members of that
set.

The areas where circles overlap represents the set of elements which are
in all of the sets corresponding to the overlapping circles. We call this area
the intersection of the (overlapping) sets.

The sample space is represented by a rectangle which is drawn around all

of the circles and we write the set name of the sample space (typically the
letter SS) in the left-hand corner. If we want to partition the sample set into
multiple parts, we draw lines to divide the rectangle into the required
number of parts.
Worked Example
In an Economics seminar group there are 3232 students. 1919 of these
students say they enjoy studying Microeconomics, 1717 say they enjoy
studying Macroeconomics, and 55 say that they enjoy studying neither
Microeconomics nor Macroeconomics. How many of the students in the
seminar group enjoy studying both Microeconomics and Macroeconomics?
Solution

We can solve this problem by drawing a Venn diagram to represent the

situation and adding each new piece of information to the diagram as we
go.

The sample space is the set of all 3232 students in the seminar group. We
will denote the sample space by the letter SS.
Denote the set of (1919) students who enjoy studying Microeconomics
by II and the set of (1717) students who enjoy studying Macroeconomics
by AA. These sets are represented by circles. We want to known how
many students there are in the intersection of these two circles (who enjoy
studying both subjects).
The 55 students who enjoy neither of the subjects go on the outside of the
circles. We know the total in the Microeconomics circle needs to
be 1919 but we can't put this in the circle because we don't know how
many should go in the intersection and how many should go in the right
hand part of the Microeconomics circle (those who enjoy
studying only Microeconomics). We have the same problem for the
Macroeconomics circle so our Venn diagram currently looks like this:

We know there are 3232 students in the group, and if there

are 55 students outside the circles then the other three sections must add
up to 2727. We know there are 1717 students who enjoy
Macroeconomics, so the middle and left section must add up to 1717. This
leaves 1010 in the right-hand section of the II circle
because 27−17=1027−17=10.
Since there are 1919 students who enjoy Microeconomics, the two parts of
the Microeconomics circle should add up to 1919 so we can now find the
number in the intersection by subtracting 1010 from 1919: 19–10=919–
10=9.

There are 1919 students who enjoy Microeconomics,

and 27−19=827−19=8, so the number who enjoy Macroeconomics but
not enjoy Macroeconomics must be 88.
If we check all four facts we were given, we can now see they are all true.
In particular, there are 3232 students in the seminar group and 3232 in the
venn diagram.
There are 99 students who enjoy both Microeconomics and
Macroeconomics.

Set Notation

Suppose that our sample space is the set of natural

numbers N={1,2,3,4,...}N={1,2,3,4,...}. Let AA be the set containing the
numbers 11 to 55 (inclusive), BB be the set containing the
numbers 11 to 33 (inclusive) and CC be the set containing the
numbers 11, 22 and 66; that is we
have A={1,2,3,4,5}A={1,2,3,4,5}, B={1,2,3}B={1,2,3} and C={1,2,
6}C={1,2,6}. We can represent the following relationships as follows:
Symbol Pronounciati Interpretation Set Venn Diagram
on
AcAc AA compleme Every element {6,7,8,...}{6,7,8,...}
nt which is not a
member of AA

2∈A2∈A 22 is an The
element of AA number 22 is a
member of the
set AA

∉C
−4∉C−4 −4−4 is not a The
n element number −4−4 i
of CC s not a
member of the
set CC
A⊃BA⊃B AA contains B Every element
B of BB is also
an element
of AA

B⊂AB⊂A BB is a subset Every element

of AA of BB is also
an element
of AA

A∪CA∪C AA union CC Every element {1,2,3,4,5,6}

which is a {1,2,3,4,5,6}
member
of AA OR CC

A∩CA∩C AA intersect C Every element {1,2}{1,2}

C which is a
member of
both AA AND
CC

Laws of Operations on Sets

The laws of operations on sets are very similar to the fundamental laws of
algebra, with the operations addition and multiplication replaced by union
and intersection.

Necessity and Sufficiency Applied to Sets

We can use the concepts of necessary and sufficient conditions to describe

relationships between sets.

For example, the set of natural numbers NN is a subset of the set of real
numbers RR, since every natural number is a real number. In other words,
being in the set NN is a sufficient but not a necessary condition for being in
the set RR. We can write this as:N⇒R.N⇒R.
Another way to think about the relationship between the sets RR and NN is
that being in the set RR is a necessary but not a sufficient condition for
being in the set NN. For example, 3.53.5 is a real number but not a natural
number. We thus haveR⇐N.R⇐N.
Note: In set notation we would write the relationship between these two
sets as N⊂RN⊂R or R⊃NR⊃N.
Example
Consider again the
sets A={1,2,3,4,5}A={1,2,3,4,5}, B={1,2,3}B={1,2,3} and C={1,2,6
}C={1,2,6} from above. Consider also the set D={1,2,6}D={1,2,6}.
Describe the relationships between the following pairs of sets in terms of
necessity and sufficiency:
1) AA and BB
2) CC and DD
Solution
1) We have already observed that the set BB is a subset of AA. We can
write this relationship as either
B⇒A or A⇐B.B⇒A or A⇐B.
which says “being in the set BB is a sufficient condition for being in the
set AA”.
2) CC and DD contain exactly the same elements: they are the same set.
Being in the set CC is thus both a necessary and a sufficient condition for
being in the set DD (and vice versa) and we can write:
C⇔D.C⇔D.

External Resources

 Sets and venn diagrams by Maths is Fun

 Questions on venn diagrams by Regents Exam Prep Center
 Logic Problems and Venn Diagrams by The Centre for Innovation in
Mathematics Teaching

Venn Diagram Deductive Logic

Ask Question

Asked 2 years, 11 months ago

Modified 2 years, 11 months ago

Viewed 59 times

Sports Training Academy trains a total 200 students on three

different sports, namely Cricket, Basketball and Tennis. Each
student undergoes training for at least one of these three
sports. The number of students who undergo training for
Cricket, Badminton and Tennis are 100, 80 and 70 respectively.
What can be the maximum number of students who undergo
training for all the three sports?
I've deduced an answer of '25' based on trial and approach
method by drawing a venn diagram for these three entities. To
speed up an answer, is there any formulaic approach for such
problems?

1 Answer
Sorted by:

Highest score (default)

If we let CC, BB, and TT represent, respectively, the number of students

training in cricket, basketball, and tennis, then the Inclusion-Exclusion
Principle states that
|C∪B∪T|=|C|+|B|+|T|−|C∩B|−|C∩T|−|B∩T|+|C∩B∩T||C∪B∪T|=|C|+|B|+|
T|−|C∩B|−|C∩T|−|B∩T|+|C∩B∩T|

The quantity |C∩B∩T||C∩B∩T| is minimized if all the students training in at least two
sports are training in all three sports, that is, if

|C∩B|=|C∩T|=|B∩T|=|C∩B∩T||C∩B|=|C∩T|=|B∩T|=|C∩B∩T|
Therefore, the minimum number of students who undergo training for all three sports
satisfies the equation

|C∪B∪T|=|C|+|B|+|T|−2|C∩B∩T||C∪B∪T|=|C|+|B|+|T|−2|C∩B∩T|
Solving for |C∩B∩T||C∩B∩T| yields
|C∩B∩T|=|C|+|B|+|T|−|C∩B∩T|2|C∩B∩T|=|C|+|B|+|T|−|C∩B∩T|2
Substituting 100100 for |C||C|, 8080 for |B||B|, 7070 for |C||C|, and 200200 for |
C∪B∪T||C∪B∪T| yields
|C∩B∩T|=100+80+70−2002=25|C∩B∩T|=100+80+70−2002=25
as you correctly found.