LectureNotes 1819 PDF

Introduction to Mathematics
- Basic mathematical concepts -
Euclid teaching geometry - detail from “School of Athens”, fresco by Raphael.
Harry Aarts, Ed Brinksma, Jan Willem Polderman, Gerhard Post, Marc Uetz, Marjan van der Velde
July 15, 2018

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Contents
Introduction 7
1 Basic set theory and logic 9
1.1 Basic set theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.1.1 Definitions and notations of sets . . . . . . . . . . . . . . . . . . . . . 9
1.1.2 Special sets: numbers . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.1.3 Special sets: intervals . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
1.1.4 Extreme Values of sets . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.1.5 Summation of the elements in a set . . . . . . . . . . . . . . . . . . . 14
1.1.6 Subsets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.1.7 Union and intersection . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.1.8 Set difference, universal sets and complement . . . . . . . . . . . . . 19
1.1.9 Venn diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
1.2 Basic logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
1.2.1 Propositions and truth values . . . . . . . . . . . . . . . . . . . . . . . 22
1.2.2 Propositional connectives . . . . . . . . . . . . . . . . . . . . . . . . . 22
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4 CONTENTS
1.2.3 Truth tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
1.2.4 Membership tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
1.2.5 Predicates and quantifiers . . . . . . . . . . . . . . . . . . . . . . . . 30
1.3 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2 Proofs 37
2.1 How to prove a statement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2.2 Counterexample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
2.3 Proof by contradiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2.4 Direct proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
2.5 Proof by cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2.6 Mathematical induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
2.7 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
3 Counting 57
3.1 Inclusion-Exclusion Principle . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
3.2 Permutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
3.3 Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
3.4 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Terminology 67
Translations English-Dutch 68
Translations Dutch-English 70
CONTENTS 5
Answers and hints 73
Index 80
6
Introduction
These notes come with the introductory course on elementary mathematical and logical tools
for the bachelor degree programmes in science and engineering. It presents basic concepts
and considerations regarding sets, logical statements and combinatorial reasoning. As such,
it provides the basis for the treatment of more advanced mathematical topics that are relevant
for science and engineering, such as calculus, linear algebra, probability, etc.
Being the introductory course to mathematics, it is natural that this course should also play
an important role as an exercise in logical and mathematical construction and reasoning, or,
in even broader terms, an exercise in precise and disciplined thinking. It is clear that the
latter is of great importance to the working scientist and engineer, and should also be part of
any science related academic programme.
In this context it is worthwhile to spend some words on the general role of mathematics in sci-
ence and engineering. Mathematics is an important language for the precise statements of
scientific facts, especially those involving ordering, quantities, probabilities, geometric prop-
erties, etc. It goes without saying that precision is of the utmost scientific importance, as it
can make or break theories. Consider the following probabilistic statement: the probability
that out of 23 random persons, 2 have the same birthday is larger than 50%. Yet, if you
happen to enter regularly a doctor’s waiting room with every time 22 other patients waiting,
you will find that the chance that someone of them shares your birthday is only around 6%.
To understand this difference, you will need the tools to see that there are many more ways
to pick 2 persons out of 23, than to pick 1 person out of 22, and you will need to understand
how the difference affects the probabilities involved.
Mathematics is not only a language for making statements precise, it is also an important
modeling tool. Scientific theories are often formulated as mathematical theories, so that we
can use mathematical tools to study their properties, e.g. by proving things about them, or by
simulating them in a computer program. A very important property of mathematical theories
is that they guarantee logical consistency, i.e. that the theory is contradiction free. To get a
feeling for this consider the case of the Barber’s paradox: in a particular village there lives a
barber who shaves only all men living in the village who do not shave themselves. It follows
that if the barber shaves himself, he must be someone who does not shave himself. If, on
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8 INTRODUCTION
the other hand, the barber does not shave himself, he is someone not shaving himself, and
must therefore be shaved by the barber, i.e. by himself! It is clear that such a barber cannot
exist, and he had better not be an essential element in some scientific theory.
Another important feature of mathematics is its abstract formulation, which only takes into
consideration those aspects of a problem that are mathematically relevant. We will try to
prove the following statement: Among all people with a Facebook profile, there are at least
two with the same number of friends.
We formalize and prove this as follows: number (in any order) the profiles 1, . . . , n, where n
is the total number of Facebook profiles. Let f (i) be the number of friends in profile i. Note
that 0 ≤ f (i) ≤ n − 1 (n minus oneself) for all profiles i = 1, . . . , n. Now suppose there
exists a particular profile, say j , with no friends, i.e. f (j) = 0. Because j will not appear
in anyone’s profile, the maximal number of friends one can have listed is n − 2 (n minus
oneself, and minus j ). Therefore, we have 0 ≤ f (i) ≤ n − 2 for all i = 1, . . . , n. So we must
pick n numbers f (i) from n − 1 values 0, . . . , n − 2. Therefore, two of these numbers must
be the same (this is known as the pigeonhole principle). If, on the other hand, there is no j
with f (j) = 0, we get that we must again pick n numbers f (i) from n − 1 values, this time
from 1, . . . , n − 1 (0 friends is no longer an option). Therefore, again two of these numbers
must be the same.
An interesting thing about the above mathematical proof is that it reasons in terms of prop-
erties of a function f , which itself has nothing to do with Facebook profiles. In fact, we only
use that 0 ≤ f (i) ≤ n − 1 where 1 ≤ i ≤ n, and that if for some j we have that f (j) = 0 then
the maximal value of f (i) for any i must be n − 2. If we look more closely at the concrete
problem, we see that this is because it is a property of friendship that you can only be friend
of somebody, if he/she in turn is your friend (this is called a symmetric property). From these
observations, it follows that we can apply our proof to many similar other situations to get
interesting results. For example, that at any party there are two people that shake hands
with the same number of people. Or, that at the University of Twente there are always two
students who have the same number of fellow students living in their house. This example
shows that the abstractness of mathematics can lead to a greater generality of the results
that are obtained. Solutions to particular problems can often be transferred to a whole class
of similar situations, which lends wider applicability and effectiveness to mathematical theo-
ries, and the science that builds on them.
Summarizing, one can say that mathematics is a language and tool for science and engi-
neering that enables precise and consistent formulations of scientific statements, and offers
powerful tools for modeling and analysis, whose effectiveness is closely related to its abstract
nature and the generality of its applications. As all languages, it is best learned by trying to
speak it a lot. This course offers the first exercises for learning to speak mathematics at an
academic level, and become acquainted with its grammar, its culture and its mysteries.
Chapter 1
Basic set theory and logic
1.1 Basic set theory

No one shall expel us from the Paradise that Cantor has created.
David Hilbert
1.1.1 Definitions and notations of sets
The set is one of the building blocks of mathematics. Often this concept provides an under-
lying structure for a concise formulation of the mathematical theory formulated.
Definition 1.1.1. A set is a well-defined unordered collection of distinct elements.
In Definition 1.1.1, ‘well-defined’ means that for any element, we should be able to state
whether it is part of the set or not. For example, Ireland is part of the set of European
countries, but Canada is not. However, we cannot construct a set of good soccer players
since people disagree whether Mark van Bommel should be an element of that set. Another
example is the set of dark colours: does green belong to it, or not?
One way to describe a set is to write down its elements, separated by commas, and enclose
this sequence with curly brackets. For example: the set A with elements 1, 3 and 4 is written
as
A = {1, 3, 4}.
A set is unordered, which means that we can display the elements in any order we like. Two
sets A and B are equal if they have the same elements. For example, if A = {1, 3, 4} and
B = {4, 1, 3}, then A = B .
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10 CHAPTER 1. BASIC SET THEORY AND LOGIC
If an object x is an element of set A we write x ∈ A. If it is not, then x 6∈ A. Thus 3 ∈ A

and 5 6∈ A. When constructing a set, we may come across duplicates. For example, we can
write down the ages of family members and end up with the list 72, 75, 40, 45, 5, 5, 7. The
corresponding set of ages will then include the age 5 only once; a set consists of distinct
elements. Since we can order the elements of the set in any way we like, we can write it
down increasingly and write the set of ages as
B = {5, 7, 40, 45, 72, 75}.
We often denote a set by a capital letter. In the examples above, all elements are specified
individually. This causes problems if the set is very large. Consider for example the set of
all positive even numbers. Since there is an infinite amount of positive even numbers, we
should come up with another notation. One possibility is to write down the first elements and
assume the reader will know what is meant, like in
C = {2, 4, 6, 8, . . .}.
A better way is to specify explicitly which numbers are elements of the set, for example
C = {x | x is a positive, even integer}.
The vertical bar means ‘such that’, thus this notation in words is ‘the set C consists of all
numbers x such that x is a positive, even integer’.
For example, if we are interested in the numbers for which a function f (x) is positive, we can
write
D = {x | f (x) > 0}.
Example 1.1.2. Let the set A be given by A = {x ∈ R | x2 + x − 5 ≥ 0}. Is 2 ∈ A? Since

22 + 2 − 5 = 1 ≥ 0, we have that 2 ∈ A. In contrast, 1 6∈ A since 12 + 1 − 5 = −3 < 0.
An element of a set need not be a number. Elements of sets can represent any kind of
objects. An element of a set can also be a set itself:
A = {{1}, {2}, {3}, {1, 2}, {1, 3}, {2, 3}, {1, 2, 3}}.
Be careful when reasoning about sets in sets: the number 1 is not an element of A, but the
set containing the element 1 ı̀s an element of A. Thus 1 6∈ A, but {1} ∈ A.
The empty set ∅ = {} plays a similar role in the theory of sets, as the number 0 in arithmetic.
It took mathematicians quite a while before they realized that it was useful to attach a number
to the absence of quantity, the number of no things at all. This turned out to be very useful,
for instance, because it makes that the subtraction of two numbers always is, itself, a number
again. Otherwise, we would have that 3 − 2 = 1, but 3 − 3 would have no numberlike answer.
The zero was used by the Babylonians, but only as a space between sexagesimal numerals.
1.1. BASIC SET THEORY 11
The Greek and Romans seemed unsure whether we should see zero as a number or not:
how can nothing be something? Thus, the concept of a zero may be confusing or philosophic,
but it is essential in mathematics. In the same way, we need a representation of the empty
set, for example to represent the set that remains if we have removed all elements from an
existing set.
One should be quite precise when reasoning about the empty set, as it really contains no
elements at all. Therefore, ∅ 6= {∅}, as ∅ ∈
/ ∅, but ∅ ∈ {∅}. Similarly, ∅ 6= {0} as 0 ∈
/ ∅.
Example 1.1.3. The empty set is an abstract concept that can be difficult to understand. To
visualize it, consider an empty room. Thus, Room = ∅. Now take an empty box. Then Box
= ∅. Place the empty box in the empty room. Then we have Room = { Box } = {∅}. Then
the room itself is not empty anymore – it has the empty box as an element.
Sets can contain several elements. It is also possible to have a set that contains an infinite
number of elements.
Definition 1.1.4. Let A be a set. If there are exactly n distinct elements in A where n is a
nonnegative integer, we say that A is a finite set and that n is the cardinality of A. This is
denoted by |A| = n. Otherwise, the set is said to be infinite.
Example 1.1.5. Let A = {1, 2, 3}. Then |A| = 3. The set B = {{1, 2}, 3, 4} has cardinality
3, since the set {1, 2} is one element in B . Furthermore, |∅| = 0 since the empty set has no
elements.
1.1.2 Special sets: numbers
The following sets are often used in mathematics.
• N = {x | x is a natural number} = {1, 2, 3, . . .}. Note that some books include 0 in the
set of natural numbers.
• Z = {x | x is an integer} = {0, 1, −1, 2, −2, 3, −3, . . .}.
• Q = {x | x is a rational number} = {x | x = ab , with a ∈ Z, b ∈ Z and b 6= 0}.

4
Thus 17 ∈ Q and − 51 ∈ Q.
• R = {x | x is a real number}
A real number can be represented by an integer a followed by a dot and a (possibly
infinite) sequence of decimal digits.
Examples are: 2 (= 2.0000 . . .), 43 (= 1.333333 . . .) and π (= 3.141592653 . . .).
A number x is called positive if x > 0, nonnegative if x ≥ 0, negative if x < 0 and nonpositive

if x ≤ 0.
As the natural numbers start at 1 while the integers also have zero and negatives, we have
that if x ∈ N, then also x ∈ Z (in Section 1.1.6 we will denote this by N ⊂ Z). For example,
−4 ∈ Z, but −4 6∈ N. Furthermore, if x ∈ Z then also x ∈ Q: each x ∈ Z can written as x1
and thus x ∈ Q. On the other hand, not all elements of Q are in Z: consider for example 12 .
A relation that is somewhat more difficult to see is that for each x ∈ Q also x ∈ R.
The explanation is that any fraction has a decimal representation. The decimal repre-
sentation of a rational number has a repetitive structure (like 61 = 0.1666666666 . . . and
13
7
= 1.857142857142857142 . . .. Real numbers which are not rational are called irrational.
So, an irrational number is a number x ∈ R with x 6∈ Q. The decimal representation of an
irrational
√ number does not have a repetitive structure.
√ Examples of irrational numbers are π
and 2. In Chapter 2 we will formally prove that 2 6∈ Q.
1.1.3 Special sets: intervals
Definition 1.1.6. An interval is a set of real numbers with the property that if two numbers
are in the set, then all other numbers in between those two are also in the set.
√
So, if a certain interval contains the numbers 2 and 4, then the numbers 2.5, 5, 3.67208954
and 113
are also in the interval. A bounded interval has two endpoints, which indicate what
numbers are in the interval. The endpoint can be included in the interval, but it can also be
excluded. If an endpoint is included, this is denoted by brackets [ or ]. If it is excluded, this is
denoted by brackets ( or ). This leads to the following four kinds of bounded intervals (here
a < b).
(a, b) = {x ∈ R | a < x < b},

[a, b) = {x ∈ R | a ≤ x < b},
(a, b] = {x ∈ R | a < x ≤ b},
[a, b] = {x ∈ R | a ≤ x ≤ b}.
Example 1.1.7. The set A = {x | 0 ≤ x ≤ 4} = [0, 4] is an interval,
but B = {x | 0 ≤ x ≤ 4, x 6= 3} is not an interval.
Example 1.1.8. The set A = {x | 0 < x < 5} = (0, 5) is an interval,
but B = {x | 0 < x < 2 or 3 < x < 5} is not an interval.
Similarly, we have the following types of unbounded intervals.

[a, ∞) = {x ∈ R | x ≥ a},
(a, ∞) = {x ∈ R | x > a},
(−∞, b] = {x ∈ R | x ≤ b},
(−∞, b) = {x ∈ R | x < b},
(−∞, ∞) = R.
1.1.4 Extreme Values of sets
Definition 1.1.9. Let V be a non-empty set of numbers. Then we define the following con-
cepts.
• The maximum of V , max(V ), is the element of v ∈ V such that for all x ∈ V : x ≤ v .
• The minimum of V , min(V ), is the element of w ∈ V such that for all x ∈ V : x ≥ w.
Example 1.1.10. Consider the set A = {2, 7, 8}. Then min(A) = 2 and max(A) = 8.
Example 1.1.11. Consider N, the set of natural numbers. The minimum of N is 1, since
there is no smaller element in N. However, we cannot find a maximum element as for any
number n ∈ N, the number n + 1 is even larger.
Example 1.1.12. Consider the set V = { n1 | n ∈ N}. The maximum element is obtained
for n = 1, so max(V ) = 11 = 1. However, what is the minimum? As n grows, the fraction
1
n
gets smaller and smaller and approaches 0. So, it would be tempting to say that 0 is the
minimum, but there is no n ∈ N for which n1 = 0. Thus, the minimum of V does not exist.
Note that the maximum or minimum of a set V may not exist because the candidate num-
ber is not an element of V , as we saw in Example 1.1.12. This motivates the following
generalization of maxima and minima.
Definition 1.1.13. Let V be a non-empty set of numbers. The supremum of V , denoted by

sup(V ), is the number v that satisfies:
1. v is an upper bound of V , i.e. for all x ∈ V : x ≤ v ; and
2. v is the smallest such upper bound of V , i.e. if v 0 is an upper bound of V then v 0 ≥ v .
Example 1.1.14. Consider the set V = {3 − 21n | n ∈ N}. Since 3 − 21n ≤ 4 for all n ∈ N, an
upper bound for V would be 4. Now 3 is also an upper bound of V since 3 − 21n ≤ 3 for all
n ∈ N. With the same reasoning, we have that the numbers 3.4, 8 and 1000 are also upper
bounds. The smallest possible upper bound is 3, so the supremum of V is 3.
Now consider the set N. Note that N is not bounded, i.e., there is no v ∈ R such that for all
n ∈ N, n ≤ v . So N has no upper bound. If a set V has no upper bound, we say that sup(V )
does not exist.
Definition 1.1.15. Let V be a non-empty set of numbers. The infimum of V , denoted by

inf(V ), is the number w that satisfies:
1. w is a lower bound of V , i.e. for all x ∈ V : x ≥ w; and
2. w is the largest such lower bound of V , i.e. if w0 is a lower bound of V then w0 ≤ w.
Using this definition, we can say that the infimum of V in Example 1.1.12 is 0. If a set V has
no lower bound, we say that inf(V ) does not exist.
1.1.5 Summation of the elements in a set
A summation is the addition of a set of numbers. For example if A = {1, 2, 5, 7}, then the
summation Pof the elements of A is 1 + 2 + 5 + 7 = 15. To denote this summation, we use
the symbol and write
X
a.
a∈A
In this last notation, we specify the objects to add (the values of a) on the right of the sum-
mation sign and specify which of these objects we take into account under the summation
sign (the numbers a that are in the set A). In this way, we can also manipulate what we want
to add. For example, if we want to double the value of each element, we write
X
2a (= 2 + 4 + 10 + 14 = 30).
a∈A
Another common way to define a summation is by making use of an index. Thus if we want
5
X
to add the numbers a1 , a2 , a3 , a4 , a5 we can write ai .
i=1
This notation should be read as follows. Start with the first value of the index which is
indicated under the summation sign: here the index is i and its first value is 1. Substituting
this value in the expression indicated after the summation sign gives the first number of the
summation: here a1 . Now raise the index i by 1 to get the next number in the summation:
here i becomes 2 and the second number in the summation is a2 . Continue this process of
raising the index up to and including the value that is indicated above the summation sign:
here the last value of the index i is 5. So
5
X
ai = a1 + a2 + a3 + a4 + a5 .
i=1
This last notation is very useful if the numbers we want to add satisfy a certain order.
Example 1.1.16. Let B = {6, 9, 12, 15, 18}. Then we have:
X 6
X
b= 3i = 6 + 9 + 12 + 15 + 18 = 60.
b∈B i=2
6
X 6
X
Note that 3i = 60 = 3 · 20 = 3 · i. This principle can be generalized as
i=2 i=2
n
X n
X
ci = c i for any c ∈ R.
i=1 i=1
Using indices we can manipulate the way we write summations; e.g., verify that
6
X 5
X
i= (j + 1).
i=1 j=0
This will be a useful tool in Section 2.6.
1.1.6 Subsets
A set can be a subset of another set. In Example 1.1.2 we considered all x ∈ R that satisfied
a certain condition. Thus, that set is a subset of the set R.
Definition 1.1.17. If every element of set A is also an element of set B , thus whenever
x ∈ A then x ∈ B , A is a subset of B . This is denoted by A ⊆ B . If A is not a subset of B ,
then we write A * B .
An illustration of subsets is given in Figure 1.1(a) and (b).
Example 1.1.18. Let A = {1, 2, 3, 4, 5, 6}, B = {2, 4, 6} and C = {1, 2, 3, 4, 5}.

Then B ⊆ A and C ⊆ A. However, A * B , A * C , B * C and C * B .
A B A B A B
(a) A is a subset of B : A ⊆ B . (b) A is not a subset of B : A * B . (c) A and B are equal: A = B .
Figure 1.1: Venn diagrams illustrating subsets and equality of sets.
Example 1.1.19. As mentioned in Section 1.1.1, two sets A and B are equal if they have the
same elements. In other words A = B means A ⊆ B and B ⊆ A. The reverse also holds:
if A ⊆ B and B ⊆ A, then A = B .
A visualization of equality of sets is given in Figure 1.1(c).

Example 1.1.20. If A = {1, 2, 3} and B = {x | x is a positive integer and x2 < 12},
then A = B .
So far, a subset could contain any of the elements of the set. It did not matter whether it were
all elements or just a few of them. Now consider the case that the subset does not contain all
elements, so A ⊆ B and A 6= B . In that case, all elements of A are elements of B , but there
is at least one element in B that is not an element of A. Then A is called a proper subset
of B and this is denoted by A ⊂ B . An illustration of a proper subset is given in Figure 1.1(a).
Example 1.1.21. The following relation holds: N ⊂ Z, Z ⊂ Q and Q ⊂ R, see Section 1.1.2
for the definitions of N, Z, Q and R.
One should be precise in what is an element of a set and what is a subset of a set.
Example 1.1.22.
{2} ∈ {{2}, 3}, but {2} * {{2}, 3} and {{2}} ⊆ {{2}, 3}.
{2, 3} ⊆ {1, 2, 3}, but {2, 3} 6∈ {1, 2, 3} and 2, 3 ∈ {1, 2, 3}.
∅ ⊆ ∅, but ∅ 6∈ ∅ and ∅ ∈ {∅} .
{∅} ∈ {{∅}}, but {∅} * {{∅}} and ∅ ⊆ {{∅}}.
It might take some time before examples like Example 1.1.22 are fully understood. The
following examples provide some visualizations.
Example 1.1.23. Consider the Documents folder on a computer. This folder can consist of
two other folders (F1 , F2 ) and three documents (D1 , D2 , D3 ).
Thus, there is a set Documents = {F1 , F2 , D1 , D2 , D3 }. These folders and documents are
all elements of the top folder Documents, thus F1 ∈ Documents and D2 ∈ Documents.
The folders F1 and F2 are sets themselves: they contain other documents. Folder F1 has
only one document, D4 . Thus F1 = {D4 }. Folder F2 has two documents, D5 and D6 . There-
fore, F2 = {D5 , D6 }. If we use these expressions for F1 and F2 in the large Document folder,
we obtain: Documents = {{D4 }, {D5 , D6 }, D1 , D2 , D3 }.
Now note that D4 is not an element of Documents. If you want to open that document on
your computer, you first have to go into the folder F1 and only then you can open document
D4 . Therefore the folder F1 is an element of Documents and the document D4 is not! A
visualization of this example is given in Figure 1.2.
F1
Documents D4
D1 D2 D3
F1 F2
F2
D5 D6
Figure 1.2: Pictures corresponding to Example 1.1.23.
1.1.7 Union and intersection
Now that we know what a set is, we can define operations on sets.
Definition 1.1.24. Let A and B be sets. The union of the sets A and B , denoted by A ∪ B ,
is the set that contains those elements that are either in A, in B or in both.
So: A ∪ B = {x | x ∈ A or x ∈ B}.
Definition 1.1.25. Let A and B be sets. The intersection of the sets A and B , denoted by
A ∩ B , is the set that contains the elements that are both in A and B .
So: A ∩ B = {x | x ∈ A and x ∈ B}.
We call A and B disjoint if A ∩ B = ∅.
Illustrations of union and intersection are given in Figure 1.3(a) and (b).
Example 1.1.26. Consider a mechanic who uses two boxes of tools. Then the union of the
two boxes contains all tools that he can use.
Example 1.1.27. Consider the sets A = {1, 2, 3, 4, 5} and B = {2, 3, 4, 6}.

Then A ∪ B = {1, 2, 3, 4, 5, 6} and A ∩ B = {2, 3, 4}.
Example 1.1.28. Consider the intervals A = (0, 3) and B = [2, 5].

Then A ∪ B = (0, 5] and A ∩ B = [2, 3).
1
A B A B
2
3 4
A A B B AA A B B
C
(a) The intersection of A and B . (b) The union of A and B . (c) Three sets.
Figure 1.3: Venn diagrams illustrating the union and intersection of sets.
The definitions of union and intersection can easily be extended to more than two sets.
Consider Figure 1.3(c). Here A ∩ B is given by the areas 1 and 2, A ∩ C is given by the
areas 2 and 3, and B ∩ C is given by the areas 2 and 4. The intersection A ∩ B ∩ C is given
by area 2.
The union and intersection can be extended to any number of sets. For example, if we have
the sets A1 , A2 , . . . , An . We can write A1 ∪ A2 ∪ A3 ∪ . . . ∪ An−1 ∪ An , but this can be done
n
[
more efficient by Ai :
i=1
n
[
Ai = A1 ∪ A2 ∪ A3 ∪ . . . ∪ An−1 ∪ An .
i=1
n
\
This can also be done for intersections: Ai denotes the intersection of all sets Ai :
i=1
n
\
Ai = A1 ∩ A2 ∩ A3 ∩ . . . ∩ An−1 ∩ An .
i=1
Example 1.1.29. For k ∈ {1, 2, 3, 4, 5, 6, 7} the set Ak is given by Ak = ( k1 , k2 ].

6 7 7
[ 1 \ 1 2 \
Then: A5 = ( 15 , 25 ]; Ak = ( , 1]; A k = ( , ]; Ak = ∅.
k=2
6 k=4
4 7 k=1
1.1.8 Set difference, universal sets and complement
In the introduction we already mentioned the village where the barber shaves only those
men in the village who do not shave themselves. It follows that if the barber shaves himself,
he must be someone who does not shave himself. If, on the other hand, the barber, who
lives in the village, does not shave himself, he must shave himself! We can conclude that
in the physical world a barber with these properties cannot exist. A similar problem can be
constructed for sets. Consider the set X = {x | x ∈ / x}, then if X ∈ X , X must fulfill the
defining property of X , that is X ∈
/ X . If on the other hand, X ∈
/ X then X fulfills its defining
property, and therefore X ∈ X ! Clearly, we have a contradiction. This problem with the
definition of sets is known as Russell’s paradox.
It is obvious that in order to have a consistent theory of sets, we cannot allow the construction
of sets such as the set X given above. The question now is, of course, how to avoid that.
Actually, this turns out to be a deep question, that kept quite some mathematicians busy at
the beginning of the twentieth century. The problem is that the collection of all definable sets
itself cannot be a set because it becomes, in some sense, too large. However, if for some
reason we already know some large enough collection of elements, A, to be a well-behaved
set, then all sets of the form {x ∈ A | P (x)} are also well-behaved. Here P (x) is some
condition on the elements of A.
Such large enough sets of elements that hopefully will avoid problems like Russell’s paradox,
are known as universal sets. In this course, we will not worry ourselves with how to obtain
such safe, and well-behaved universal sets. In the context of this course all natural candi-
dates for universal sets are well-behaved, or such universal sets can be safely assumed to
exist.
A universal set is denoted by U . It depends on the situation how the universal set is defined.
In Example 1.1.26 we spoke about a mechanic and a toolbox, then the universal set will
denote all possible tools he could bring. In Example 1.1.27, we could consider all positive
integers. Since there are many different sets that could be used as a universal set, the
particular universal set being considered must always be described explicitly.
When a universal set is given, we can define the complement of a set.

Definition 1.1.30. Let A be a set and let U be a universal set. The complement of A consists
of all elements that are in U , but not in A. This is denoted by A = {x | x ∈ U and x 6∈ A}.
Furthermore, we can define the difference of two sets.

Definition 1.1.31. Let A and B be sets. Then the difference A − B is given by all elements
that are in A, but not in B . Thus A−B = {x | x ∈ A, x 6∈ B}, or, equivalently, A−B = A∩B .
Another notation for A − B is A \B .
Note that in particular A = U − A. The complement and difference of sets are illustrated in
Figure 1.4.
A A A B A B
(a) A and its complement (b) The difference B − A is given (c) The difference A − B is given
by the light gray shaded area. by the dark gray shaded area.
Figure 1.4: Venn diagrams illustrating the complement and difference.

Example 1.1.32. Let U = {1, 2, 3, 4, 5}, A = {1, 2} and B = {2, 3, 4}. Then A − B = {1}
and B − A = {3, 4}. Furthermore we have A = {3, 4, 5} and B = {1, 5}.
1.1.9 Venn diagrams
The diagrams that have been used so far to visualize sets are called Venn diagrams. They
show relations that may exist among sets in a set-equality or a subset statement. The interior
of an area represents all elements that are in that intersection of the sets involved. For
example, in Figure 1.3(c) the areas 1 and 2 contain the elements of A ∩ B , and area 3
contains the elements that are in (A ∩ C) − B . The white area represents all elements in
A ∪ B ∪ C . Other Venn diagrams are given in Figure 1.1, 1.3(a) and (b), and 1.4.
These diagrams can be used to make complicated problems easier to solve. Consider the
following example.
Example 1.1.33. A university has three kinds of students’ clubs: sports clubs, cultural activity
clubs, and social activity clubs. Of the 1700 students first-year students of the university 200
do not belong to any of the university’s clubs. 800 of the first-year students are members
of a sports club, 300 are members of a social activity club only, 300 are members of both
sports and social activity clubs, and 200 are members of both culture and social activity
clubs, but not member of any sports club. How many students are members of only cultural
activity clubs? We can solve this problem by making a Venn diagram and filling in the given
information. This is done stepwise in Figure 1.5. Then from the last diagram we can deduce
the number of students that is a member only of a cultural club: 1700 − 200 − 500 − 300 −
200 − 300 = 200 students.
;
Total: 1700 students Total: 1700 students Total: 1700 students
Sports Cultural Sports Cultural Sports Cultural
Not in Social Not in Social Not in Social

300 200 300
(a) The initial diagram. (b) 300 are only members of a so- (c) 200 are not member of any
cial club. club.
;
Total: 1700 students Total: 1700 students Total: 1700 students
500
Sports Cultural Sports Cultural Sports Cultural
300 300
200 200 200
Not in Social Not in Social Not in Social

200 300 200 300 200 300
(d) 200 are only members of both (e) 300 are members of both (f) 800-300=500 are members of
cultural and social activity clubs. sports and social clubs a sports club, but not of a social
club.
Figure 1.5: Venn diagrams solving the problem of Example 1.1.33.

1.2 Basic logic

Logic is the technique by which we add conviction to truth.
Jean de la Bruyère
1.2.1 Propositions and truth values
A proposition is a statement whose meaning can be given in terms of the truth values true
and false. They are typically basic statements of the form “0 < 5”, “5 < 1”, “I own a house”:
an assertion that can be classified as true or false. There are several ways in which we can
denote that a proposition is true or false: if it is true, we can denote that by 1 or T . If it is
false, we can denote that by 0 or F .
“If the socialists win the elections, then there will be an emphasis on health care. If there is
an emphasis on health care, more government money will be spent on health care. Thus, if
the socialists win the elections, more government money will be spent on health care.”
The above is an example of a logical statement. To write it down mathematically, we have
to break this sentence up into smaller pieces and give them short names. Consider the
following statements.
p: The socialists win the elections

q: There will be an emphasis on healthcare.
r: More government money will be spent on healthcare.
All of these are propositions; each statement is either true or false, but not both. For example,
“enjoy your birthday!” is not a proposition since it cannot be true or false. Furthermore, there
are sentences that are propositions and yet we are not able to determine whether they are
true or not. For example, “Lucille is blond” is a proposition that can only be evaluated if
we know about which Lucille we are talking – since there are many people with that name.
Thus in the remainder of this chapter, we will assume that we can determine whether the
propositions p, q and r are true or false.
1.2.2 Propositional connectives
Propositions like p, q and r can be combined to make a new proposition. For example, we
have stated that if the socialists win the elections, then there will be an emphasis on health
care. In mathematics this is written as p → q . The ‘→’ means that if the first proposition is
1.2. BASIC LOGIC 23
true, then the second proposition must also be true. In the same way we can simplify the
sentence “If there is an emphasis on health care, more government money will be spent on
healthcare”: q → r. This can then be combined: if p is true then q is true, and if q is true then
r is true. Thus if p is true, then r is true. So we have: p → r.
The new combined proposition p → q can then be true or false. For example, if the socialists
win the elections, but there is no emphasis on health care, then the implication p → q is
false: we wrongly assumed that there would be an emphasis on health care. If however the
socialists win and there is an emphasis on health care, then the implication p → q is true.
Note that the proposition p → q only needs to be considered if p is true. If the socialists do
not win the elections, it is still possible that there will be an emphasis on health care (the
socialists are not necessarily the only party who wants to emphasize on healthcare), so if
an arbitrary other party wins the elections one cannot conclude whether there will be an
emphasis on health care or not.
The following list contains operators that are frequently used in logical statements.
→ IF THEN So p → q means that if p is true then q must be true.

↔ IF AND ONLY IF So p ↔ q means that if p is true then q must be true,
and if q is true then p must be true.
∨ OR So p ∨ q means that the statement is true if
p is true, if q is true or if both are true.
∧ AND So p ∧ q means that the statement is only true if both p and q are true.
¬ NOT So ¬p is true if p is false, and ¬p is false if p is true.
Example 1.2.1. Consider the statement “If it rains today, I take my umbrella with me”.
If we define the propositions
p : It rains today
q : I take my umbrella with me,
then the statement above can then be expressed by: p → q .
Example 1.2.2. Consider the statement “If you have D 1000 available or you are a thief,
you can get an expensive TV”. To write this in terms of logic, we introduce the following
propositions.
p : You can get an expensive TV.
q : You have D 1000 available.
r : You are a thief.
Then the statement above can be expressed by (q ∨ r) → p.
1.2.3 Truth tables
Propositions are either true or false. With this information, we can determine the truth value
of longer expressions. For example, we can examine the expression p → q from Example
1.2.1. That states that “if it rains today, I take my umbrella with me”. Now consider that it
rains, but that I forgot to take my umbrella. Thus, p has truth value 1 and q has truth value 0.
Then the expression p → q is false, since I should have taken my umbrella.
These arguments can become long and inconvenient, since we need many words and have
to consider all possible cases. To resolve this issue, we can make use of truth tables. In
Table 1.1, the truth values of the basic compound propositions are given.
p q ¬p p∧q p∨q p→q p↔q

0 0 1 0 0 1 1
0 1 1 0 1 1 0
1 0 0 0 1 0 0
1 1 0 1 1 1 1
Table 1.1: Truth table for the basic compound propositions. The value 1 means the statement is true,
the value 0 means it is false.
Example 1.2.3. Consider Example 1.2.1 about the rain and umbrella. Now for each combi-
nation of values of p and q , so whether it rains or not and whether I take my umbrella or not,
we can determine the truth of the sentence “if it rains today, I take my umbrella with me” (see
the “p → q ”-column in Table 1.1).
• Consider the third row of Table 1.1. This corresponds to it is raining, but I don’t take
my umbrella with me: p has truth value 1 and q has truth value 0. In this case, p → q is
false: I should have taken my umbrella.
• Consider the fourth row. This corresponds to both rain and umbrella: thus the state-
ment p → q is true.
• The first row is a bit more tricky: it does not rain. The compound statement does not
give us any information on this case: it only tells that if it rains, I take my umbrella. So
since it does not rain today, it does not matter whether I take my umbrella or not. The
compound statement has not been violated, so we assign the truth value 1 to it.
• The same holds for the second row: nothing is violated, thus the compound statement
p → q is true.
Example 1.2.4. Consider the following statement: “If I win the lottery, I will quit my job”.
Thus, we have p → q with
1.2. BASIC LOGIC 25
p : I win the lottery.

q : I will quit my job.
Now consider the case that I do not win the lottery. This does not tell anything about my job,
as there are many other reasons why I could decide to quit my job. E.g., I might get a better
offer elsewhere and quit, or I might like my colleagues and decide to stay. Therefore, we
cannot say what happens to my job if I do not win the lottery. On the other hand, if I did not
quit my job, I cannot have won the lottery.
Truth tables can be used to determine the truth-values of more complex statements (com-
posed by several propositions and connectives). Table 1.2 shows the truth table of the state-
ment ¬(p → q)∨(¬q ∧r). Note that the table is constructed step by step (column by column),
using the definitions of the propositional connectives given in Table 1.1. Be careful with the
order of operations on propositions. The first operation to apply to a proposition is the nega-
tion ¬. After that, apply ∧ and then ∨. Finally, the implication → is applied. Thus, p → q ∧ r
is the same as p → (q ∧ r) and ¬p ∨ q is the same as (¬p) ∨ q . Often brackets are used to
make sure no confusion arises. Here we make no difference between round brackets ”( )”
and square brackets ”[ ]”, but curley brackets ”{ }” are not commonly used because they
may cause confusion with notations in set theory.
p q r p→q ¬(p → q) ¬q (¬q ∧ r) ¬(p → q) ∨ (¬q ∧ r)

0 0 0 1 0 1 0 0
0 0 1 1 0 1 1 1
0 1 0 1 0 0 0 0
0 1 1 1 0 0 0 0
1 0 0 0 1 1 0 1
1 0 1 0 1 1 1 1
1 1 0 1 0 0 0 0
1 1 1 1 0 0 0 0
Table 1.2: Truth table for ¬(p → q) ∨ (¬q ∧ r).
Truth tables can be used to establish the equivalence of two compound statements. For
example, we could ask ourselves what the reverse of the umbrella statement “if it rains today,
I take my umbrella with me” is. We can consider several candidates.
1. If I do not take my umbrella, it will not rain today.
2. If it does not rain today, I will not take my umbrella.
So if p is the statement “it rains today” and q the statement “I take my umbrella”, then the first
statement corresponds to ¬q → ¬p and the second statement corresponds to ¬p → ¬q . We
will make a truth table to see which statement gives the same values as p → q . This is done
in Table 1.3. As it turns out, the statements p → q and ¬q → ¬p have the same truth values:
their columns are identical. This leads to the following definition.
p q ¬p ¬q p→q ¬q → ¬p ¬p → ¬q
0 0 1 1 1 1 1
0 1 1 0 1 1 0
1 0 0 1 0 0 1
1 1 0 0 1 1 1
Table 1.3: The statements p → q and ¬q → ¬p are logically equivalent.
Definition 1.2.5. Let s1 , s2 be compound propositions consisting of (basic) propositions p,

q , r, . . .. We say that s1 , s2 are logically equivalent if
s1 is true (respectively false) if and only if s2 is true (respectively false).
This is denoted by s1 ⇔ s2 . In a truth table the columns corresponding to logically equivalent
propositions are identical.
An important example is the equivalence of the statements p ↔ q and (p → q) ∧ (q → p),

to be shown in the Exercise 1.17. In words: the statement “p if and only if q ” is logically
equivalent to the statement “if p then q , and if q then p”.
There are two more concepts that are worth a couple of words. First of all, consider a state-
ment that is always true, no matter the values of the propositions that compose it. A trivial
example of this is p ∨ ¬p, see Table 1.4. It is called a tautology. In a truth table, the column
corresponding to a tautology consists of merely ones.
Note that if two statements s1 and s2 are logically equivalent (i.e. s1 ⇔ s2 ), then the state-
ment s1 ↔ s2 is a tautology. This also holds the other way around: if s1 ↔ s2 is a tautology,
then s1 ⇔ s2 .
On the opposite, we can have a statement that is always false. This is called a contradiction
and an example of this is p ∧ ¬p. In a truth table, the column corresponding to a contradiction
consists of merely zeros. This is shown in Table 1.4.
p ¬p p ∨ ¬p p ∧ ¬p
1 0 1 0
0 1 1 0
Table 1.4: The statement p ∨ ¬p is a tautology and p ∧ ¬p is a contradiction.
If a statement is not a tautology, a truth table can be used to find values for the propositions
that make the statement false: a counterexample for the statement. For example, from
the fourth row of Table 1.2 we deduce that p = 0, q = 1, r = 1 is a counterexample for
1.2. BASIC LOGIC 27
the statement ¬(p → q) ∨ (¬q ∧ r) (because the column corresponding to the compound
statement ¬(p → q) ∨ (¬q ∧ r) has a zero in the fourth row). In fact, Table 1.2 shows that
there are even five counterexamples for the statement ¬(p → q) ∨ (¬q ∧ r).
The next example once again emphasizes the importance of the order in which the opera-
tions on propositions must be applied.
Example 1.2.6. Consider the following statement: p → (¬p → q). This statement means
that if p is true, then if p is not true, q must be true. This is an example of a tautology: if p
is true, then p cannot be not true and q may be anything because of the right implication.
If p is not true, then the left implication has no effect. This is clarified with a truth table in
Table 1.5. Furthermore, this example shows that the brackets need to be placed in this case:
(p → ¬p) → q is not a tautology.
p q ¬p ¬p → q p → (¬p → q) p → ¬p (p → ¬p) → q
0 0 1 0 1 1 0
0 1 1 1 1 1 1
1 0 0 1 1 0 1
1 1 0 1 1 0 1
Table 1.5: Truth table for the compound statements p → (¬p → q) and (p → ¬p) → q .
Example 1.2.6 gives rise to the following important logical concept.
Definition 1.2.7. Let s1 and s2 be two compound statements. We say that s1 logically implies
s2 if the implication s1 → s2 is a tautology. This is denoted by s1 ⇒ s2 . Other ways to express
this are “s1 → s2 is a logical implication” or “s2 is a logical consequence of s1 ”.
Example 1.2.8. In Example 1.2.6 and Table 1.5 we have seen that p → (¬p → q) is a
tautology. Therefore p logically implies ¬p → q , or p ⇒ ¬p → q .
1.2.4 Membership tables
Statements about sets can be examined using truth tables. This idea is based on the strong
connection between set theory and logic.
For example, if A and B are sets, the statement A ∪ B = B ∪ A means that the sets A ∪ B
and B ∪ A have the same elements. In other words: if x ∈ A ∪ B then also x ∈ B ∪ A and
if x ∈ B ∪ A then also x ∈ A ∪ B . Using logical connectives, we get:
[x ∈ (A∪B) → x ∈ (B ∪A)]∧[x ∈ (B ∪A) → x ∈ (A∪B)], or, [x ∈ (A∪B) ↔ x ∈ (B ∪A)].
Furthermore, x ∈ (A ∪ B) means x ∈ A ∨ x ∈ B . Therefore, the statement A ∪ B = B ∪ A
is equivalent to the statement (x ∈ A ∨ x ∈ B) ↔ (x ∈ B ∨ x ∈ A). Table 1.6 shows that the

latter statement is a tautology, and therefore the equality A ∪ B = B ∪ A holds for all sets A
and B .
x∈A x∈B x∈A∨x∈B x ∈ B ∨ x ∈ A (x ∈ A ∨ x ∈ B) ↔ (x ∈ B ∨ x ∈ A)

0 0 0 0 1
0 1 1 1 1
1 0 1 1 1
1 1 1 1 1
Table 1.6: Truth table for (x ∈ A ∨ x ∈ B) ↔ (x ∈ B ∨ x ∈ A).
For convenience, mostly the “x ∈”-part is often omitted in the truth table and the original
set theoretic notations are used for the operators (but formally we are considering logical
statements!). The truth table is then called a membership table. The membership table
corresponding to the statement A ∪ B = B ∪ A is shown in Table 1.7.
A B A∪B B∪A (A ∪ B) = (B ∪ A)
0 0 0 0 1
0 1 1 1 1
1 0 1 1 1
1 1 1 1 1
Table 1.7: Membership table for A ∪ B = B ∪ A.
Membership tables are also used to examine statements about sets that contain other set
theoretical operators. Table 1.8 shows the correspondence between set theoretical and
logical operators.
Set operator Logical operator

x∈A∪B x∈A∨x∈B
x∈A∩B x∈A∧x∈B
x∈A ¬(x ∈ A)
x ∈ (A − B) x ∈ A ∧ ¬(x ∈ B)
A⊆B x∈A→x∈B
A=B x∈A↔x∈B
Table 1.8: Relation between set- and logical operators.
Table 1.9 shows that the equation A ∪ B = A ∩ B holds. This equation is one of the De
Morgan laws. Another De Morgan law is: A ∩ B = A ∪ B , see Exercise 1.21a.
1.2. BASIC LOGIC 29
A B A∪B A∪B A B A∩B A∪B =A∩B

0 0 0 1 1 1 1 1
0 1 1 0 1 0 0 1
1 0 1 0 0 1 0 1
1 1 1 0 0 0 0 1
Table 1.9: Membership table for A ∪ B = A ∩ B .
Membership tables can help to find a counterexample if a statement about sets does not
hold in general. Consider for example the statement (A − C) ∪ (B − C) = (A ∪ B) − (B ∩ C).
Table 1.10 shows a membership table for this statement (for layout reasons, the last column
corresponding to the compound statement (A−C)∪(B −C) = (A∪B)−(B ∩C) is omitted).
Since the 6th and 9th column are not identical, the equality does not hold in general. Further-
more, to find a counterexample, we look in the table for a row in which these columns differ.
In this case, the columns differ (only) in the sixth row. Looking at the first three columns in
this row, we see that a counterexample can be constructed with sets A, B and C , such that
there exists an element x with x ∈ A, x 6∈ B and x ∈ C .
Take x = 0 and A = {0}, B = {1} and C = {0}. Then (A − C) ∪ (B − C) = {1} and
(A ∪ B) − (B ∩ C) = {0, 1}. So (A − C) ∪ (B − C) 6= (A ∪ B) − (B ∩ C), which is a
counterexample.
Also Venn-diagrams can be used to examine statements about sets (especially when there
are no more than three sets involved). However, these pictures are not considered as formal
mathematical proofs.
A B C A−C B−C (A − C) ∪ (B − C) A ∪ B B∩C (A ∪ B) − (B ∩ C)

0 0 0 0 0 0 0 0 0
0 0 1 0 0 0 0 0 0
0 1 0 0 1 1 1 0 1
0 1 1 0 0 0 1 1 0
1 0 0 1 0 1 1 0 1
1 0 1 0 0 0 1 0 1
1 1 0 1 1 1 1 0 1
1 1 1 0 0 0 1 1 0
Table 1.10: Membership table for (A − C) ∪ (B − C) and (A ∪ B) − (B ∩ C).

1.2.5 Predicates and quantifiers
In contrast to a proposition, a predicate is a statement whose truth generally cannot be

determined directly, as it may contain variables whose actual values influence the truth or
falsehood of the statement. Examples of predicates are “x > 0”, “x3 < y ”, “mr. x owns a
house”, etc. To decide on the truth of predicates we must assign values to the variables,
turning the predicates into propositions. E.g., assigning 1 to x and 2 to y , turns x3 < y into
the true proposition 13 < 2. Thus, a predicate is more general than a proposition.
With the use of predicates, we can make statements about a group of propositions. For
example, we can determine whether a whole group of propositions is true or not.
Example 1.2.9. Consider the set X = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}. Define p(x) as the predi-
cate “x > 5” and q(x) as “x > 4”. Then p(2) is false, p(6) is true, q(4) is false. Furthermore,
for all x ∈ X we have that if p(x) is true, then q(x) must be true: if x > 5 then also x > 4.
Thus, for all x ∈ X , we have that p(x) → q(x) is true.
Each predicate has a domain, the values of x for which the proposition p(x) is considered.
Often we want to say something about a group of propositions. For example, we want to
know if a function is always positive or not. Thus, we question whether f (x) > 0 for all x, or
whether there is an x with f (x) ≤ 0. This is called a universally quantified statement. The
symbol that represents “for all x” is ∀x.
Example 1.2.10. Consider, for x ∈ R, the proposition
∀x (x2 ≥ 0).
In words, this means “for all x ∈ R, we have that x2 ≥ 0”. This proposition is true: there is
no real x such that x2 < 0.
Example 1.2.11. Consider the predicate “x2 − 1 > 0”. We want to know whether this is true
for all x ∈ R. Thus, we question whether the following proposition is true or false with x ∈ R
∀x (x2 − 1) > 0.
This proposition is not true, since we can find an x ∈ R for which x2 − 1 > 0 is not true; e.g.,
consider the value x = 0. Then the proposition 02 − 1 > 0 is false, so x2 − 1 > 0 is not true
for all x ∈ R.
Note that in this last example we made use of the fact that we needed only one x for which
x2 − 1 > 0 was false to conclude that the proposition ∀x(x2 − 1) > 0 was false. This is a
counterexample, which is often used in mathematics to show that a theorem is not true in
general. There will be more on counterexamples in Section 2.2 on page 42.
1.2. BASIC LOGIC 31
A related notion is the existentially quantified statement; the statement that there exists at
least one x for which p(x) is true. This is written as ∃x p(x).
Example 1.2.12. Consider the proposition, with x ∈ R,

x 2
∃x 2
= .
x +1 5
This proposition is true since we can find at least one real number x for which x2x+1 = 52 is
true. Consider for example x = 2, then we obtain the true proposition 222+1 = 25 .
Note that not every value of x makes x2x+1 = 25 a true proposition. Consider for example
x = 1, this yields 1/2 = 2/5, which is false. However, it suffices to find one x that makes
the proposition true. There can be thousands of x which give a true proposition, however we
need only one value to make ∃x p(x) true.
Example 1.2.13. Consider the following predicates with x ∈ R.
p(x) : x3 − 2x2 + x = 2.
q(x) : x2 − 4 = 0.
Now consider the following proposition: ∃x(p(x) ∧ q(x)).
Thus, we want to know whether there exists at least one x for which both x3 − 2x2 + x = 2
and x2 − 4 = 0 are true. For x = 2 both equalities are true. Thus we have found one x,
hence ∃x(p(x) ∧ q(x)) is true.
With the use of quantifiers we can describe statements about sets using logical symbols,
called quantified statements.
Example 1.2.14. Let A and B be sets.
The statement A ⊆ B can be formulated as: ∀x[x ∈ A → x ∈ B].
The statement A = B can be formulated as: ∀x[x ∈ A ↔ x ∈ B].
The statement A ⊂ B can be formulated as: ∀x[x ∈ A → x ∈ B] ∧ ∃x[x ∈ B ∧ ¬(x ∈ A)].
The connection between the universal quantifier ∀ and the existential quantifier ∃ is given in
the following theorem.
Theorem 1.2.15. If p(x) is a predicate, the propositions in (a) are equivalent (i.e., either both
are true or both are false) and the propositions in (b) are equivalent.
(a) ¬(∀x p(x)) and ∃x(¬p(x)).

(b) ¬(∃x p(x)) and ∀x(¬p(x)).
Thus if we want to show that p(x) is true for all x, we can also show that there is no value for
x for which p(x) is false. Conversely, if we want to show that there is no value for x for which
p(x) is false, we can also show that p(x) is true for all x.
1.3 Exercises
Set theory
Exercise 1.1. Which of the following sets are equal?

a) {1, 2, 3} b) {1, {2, 3}} c) {1, 2, 3, 2}
Exercise 1.2. Determine all the elements in each of the following sets:
a) A = {1 + (−1)n | n ∈ N} b) A = {n + 1/n | n ∈ {1, 2, 3, 5, 7}}
c) A = {n3 + n2 | n ∈ {0, 1, 2, 3, 4}}
Exercise 1.3. Give an example of sets X , Y , and Z such that X ∈ Y , Y ∈ Z , but X 6∈ Z .
Exercise 1.4. Let A = {1, {1}, {2}}. Which of the following statements are true?
a) 1 ∈ A b) {1} ∈ A c) {1} ⊆ A d) {{1}} ⊆ A
e) {2} ∈ A f) {2} ⊆ A g) {{2}} ⊆ A
Exercise 1.5. Determine for each of the following sets whether they are intervals or not. If
they are, give their interval notation. If they are not, explain why.
a) {x | 0 < x < 5} b) {x | 4 ≤ x < 6}
c) {x | 0 < x < 3} ∪ {x | 4 ≤ x < 6} d) {x | 0 < x < 6} ∩ {x | 4 ≤ x < 8}
Exercise 1.6. Determine for each of the following sets the minimum, maximum, infimum and
supremum, if they exist.
a) A = [2, 3] b) A = (2, 3] c) A = Z
n 1
d) A = { | n ∈ N} e) A = {1 + (−1)n | n ∈ N} f) A={ | x ∈ (0, ∞)}
n+1 x
Exercise 1.7. Evaluate the following summations:

3
X 3
X 1000
X 1000
X
a) i b) (2i + 3) c) 1 d) (−1)k
i=1 i=1 k=0 k=0
1.3. EXERCISES 33
Exercise 1.8. For U = {1, 2, 3, . . . , 9, 10} let A = {1, 2, 3, 4, 5}, B = {1, 2, 4, 8},
C = {1, 2, 3, 5, 7}, and D = {2, 4, 6, 8}. Determine each of the following:
a) (A ∪ B) ∩ C b) C ∪ D c) A ∪ (B ∩ C)
d) C ∩ D e) (A ∪ B) − C f) A ∪ (B − C)
g) (B − C) − D h) B − (C − D)
Exercise 1.9. Let A, B, C, D ⊆ Z be defined as follows:

A = {2n | n ∈ Z}, B = {3n | n ∈ Z}, C = {4n | n ∈ Z}, and D = {6n | n ∈ Z}.
Which of the following statements are true?
a) C ⊆ A b) A ⊆ C c) B ⊆ D d) D ⊆ B
e) D ⊆ A f) D⊆A
Exercise 1.10. For the sets in Exercise 1.9, determine the following sets.
a) B ∪ D b) A ∩ B c) B ∩ C d) A ∪ B
Exercise 1.11. Let A, B, C, D, E, F ⊆ Z be defined as follows:

A = {2m − 1 | m ∈ Z}, B = {2n + 3 | n ∈ Z}, C = {2p − 3 | p ∈ Z}, D = {3r + 1 | r ∈ Z},
E = {3s + 2 | s ∈ Z} and F = {3t − 2 | t ∈ Z}.
Which of the following statements are true?
a) A = B b) A = C c) B = C d) D = E
e) D = F f) E=F
Exercise 1.12. Let, for i ∈ {1, 2, 3, . . . , 10} the intervals Ai be given by Ai = [i, 10i).
Determine the following sets:
7
[ 7
\ 10
[ 10
\
a) A7 b) Ai c) Ai d) Ai e) Ai
i=3 i=3 i=1 i=1
Exercise 1.13. Consider a group of 100 students. There are three courses they can take:
history, English and mathematics. 20 students like books so take all three courses. 10
however prefer to drink beer all day so do no course at all. 10 students find mathematics
interesting though difficult, so take it as their only course. 25 students take English, but not
history. On the opposite, 15 students take history, but not English. Use a Venn diagram to
determine how many students take both the history and English courses, but not mathemat-
ics.
Logic
Exercise 1.14. Let p, q , r and s denote the following statements:
p: I finish my assignment before lunch.
q: I play tennis in the afternoon.
r: The sun is shining.
s: The humidity is low.
Write the following compound statements in symbolic form:
a) If the sun is shining, I play tennis in the afternoon.
b) Finishing my assignment before lunch is necessary for me playing tennis
this afternoon.
c) Low humidity and sunshine are sufficient for me to play tennis this afternoon.
d) I play tennis in the afternoon if and only if the humidity is low.
e) If the sun is not shining, the humidity is low.
f) If the sun is shining and the humidity is low, I will finish my assignment before lunch and
play tennis in the afternoon.
Exercise 1.15. For x ∈ R, define bxc as the floor function: x is rounded down to the closest
integer. So b3c = 3, b4.2c = 4, b6.9c = 6 and b−1.1c = −2. Start with the integers m = 3
and n = 8 and evaluate the following code. The values of m and n are kept throughout the
assignment: the output of a) is the input for b), etc. The notion n:=n+2 means that the new
value of n is the old value plus two. Determine the final values for m and n.
a) if n-m=5 then n:=n-2
b) if ((2*m=n) and (bn/4c = 1)) then n:=4*m-3
c) if ((n<8) or (bm/2c = 2)) then n:=2*m else m:=2*n
d) if ((m<20) and (bn/6c = 1)) then m:=m-n-5
e) if ((n=2*m) or (bn/2c = 5)) then m:=m+2
Exercise 1.16. Let p and q be the following statements concerning integers k and l:
p: k is even; q : l is even.
Write the following two statements in symbolic form:
a) k is even and l is odd, or k is odd and l is even.
b) k and l are not both even and not both odd.
c) Use a truth table to show that the statements in a) and b) are equivalent.
Exercise 1.17. Use truth tables to show that the following statements are logically equivalent
a) p → q and ¬p ∨ q
b) p ↔ q and (p → q) ∧ (q → p)
c) p ∧ (q ∨ r) and (p ∧ q) ∨ (p ∧ r)
1.3. EXERCISES 35
Exercise 1.18. Use truth tables to show that the following statements are logical implications
a) [(p ∨ q) ∧ ¬q] → p b) [(p → q) ∧ (q → r)] → (p → r)
Exercise 1.19. Use truth tables to examine if the following statements are tautologies. If not,
give a counterexample by assigning truth values to the propositions that make the statement
false.
a) (p ∧ (p → q)) → q b) (p → q) → (q → p)
c) (¬p ∨ r) → (q → r) d) [(p → r) ∧ (q → r)] → [(p ∨ q) → r]
Exercise 1.20. Let A, B , C be sets. Give a counterexample for the statement:

If A ⊆ B and B * C , then A * C (Hint: use a Venn diagram).
Exercise 1.21. Use membership tables to examine the following statements concerning sets
A, B , C and D. If a statement is not true in general, provide a counterexample.
a) A∩B =A∪B (De Morgan law)
b) (A ∩ B) ∪ (C − B) = (A ∪ B) ∩ C
c) A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C)
d) (A ∪ B) ⊆ (A ∩ B) ∪ (B ∩ C)
e) (A ∩ B ∩ C) ∪ (A ∩ D) = A − [(A ∪ B) ∩ C ∩ D]
Exercise 1.22. Let p(x) be the statement “x2 > 10”.

Determine the truth value of p(x) for the following values of x:
a) x = 3 b) x = −2 c) x = 5
Determine the truth value of ∀x p(x) for each of the following domains:
d) R e) {1, 2, 3, 4} f) The interval [10, 56.7]
Determine the truth value of ∃x p(x) for each of the following domains:
g) R h) {1, 2, 3, 4} i) The interval [10, 56.7]
2 x2 +2
Exercise 1.23. Let p(x) be the statement x x+2 > 2 and q(x) be the statement x
≤ 2.
Consider the domain of the positive real numbers: (0, ∞).
a) Determine the truth value of ∀x p(x).
b) Determine the truth value of ∃x q(x).
c) How are a) and b) related?
Exercise 1.24. (Cf. Example 1.2.14) Let A and B be sets. Give quantified statements for:
a) A ⊂ B b) A 6⊆ B c) A 6⊂ B d) A ∩ B = ∅
Exercise 1.25. Let x, y ∈ Q − {0}. Determine the truth value of the following statements:
a) ∃x (∃y [xy = 1]) b) ∃x (∀y [xy = 1]) c) ∀y (∃x [xy = 1])
Exercise 1.26. Negation of quantified statements.

Use Theorem 1.2.15 to write the negation of the following statements without using the “¬”-
operator.
a) ∀d ∈ D (d > −1).
b) ∀ > 0 (∃δ > 0 (∀x ∈ R ((|x| < δ) → (x2 < )))).
Chapter 2
Proofs
Formulating a proof of a statement is not easy and requires a lot of practice. In this chapter
we discuss how to formalize a statement, what kind of proof techniques there are and how to
start formulating a proof. One could wonder why we care so much about writing arguments
so precisely as done in the previous chapter. Often, a picture or short argument will give the
feeling that the statement is true – why bother about constructing formal proofs?
The answer to this question lies in generalization. If you have a specific problem, it might
not need a formal proof to solve it. If someone else has another problem that is slightly
related, this problem might be solved in the same way - or this might turn out to be not the
case. If that first person analyses his problem to see under which conditions the solution is
true, and publishes that, this knowledge is available for others. Then if someone else has
a problem, he can formulate his problem and look for publications about it – and will soon
find the solution of the other. Thus, when formulating a problem mathematically we all have
our problems in the same language and can therefore compare them. Something about not
having to re-invent wheels...
Why do we need to prove a statement if it is easy to see that the statement is true? First
of all, others should be able to verify your solution. You can present a very nice theorem
which solves all problems in the world – if it is not true, it is useless. So by giving a formal
proof someone else can verify that your statement is indeed true. Furthermore, he can study
your proof and modify it to prove another statement with different conditions. By reading and
analyzing yours, he doesn’t have to start from scratch, but can use the insights that have
already been developed. Thus, what at first looks like unnecessary extra work, will save time
in the long run.
To see why this indeed works, consider the following example. Remember the chemistry
lessons at high school where a chemical equation was given and you had to determine the
37
38 CHAPTER 2. PROOFS
right coefficients. Now if this equation included only a few atoms it would be easy to solve,
but as soon as the number of atoms got larger the puzzling got heavier. Mathematicians
came up with a more structured approach to solve this problem systematically instead of
using some trial and error method: linear algebra. It turns out that many other problems
can be solved with this theory as well: economic models, social studies use it to represent
who knows who in a group of people, physicists use it to calculate how heat flows through
objects, engineers use it to calculate the forces an object can handle, and there are many
more applications. The mathematical theory is the same, regardless of the application at
hand.
Finally, learning how to formulate and prove a statement helps you to structure your thoughts
and make an argument solid. When statements get complicated and proofs get long, the
skill you obtain is how to keep the overview and cut down a problem into several smaller,
easier problems. This is a skill that is very useful in everyday life – it is no coincidence that
many mathematicians end up in high, influential positions in society where you would not
have expected them if you recall they studied theoretical concepts for at least five years. So
although the theory in this course might be quite difficult at first sight, think of it as a long-term
investment.
2.1 How to prove a statement?

An idea which can be used once is a trick. If it can be used more than once it becomes a method.
György Pólya and Gábor Szegö
Most mathematics you have learned so far usually had a recipe: there is a certain procedure
you have to follow, and as soon as you have learned that procedure you are able to do all
of the exercises. It might take some time to learn the procedure, but once you know how it
works it gets easy.
A proof of a statement is something else than just giving some examples for which the
statement is valid (hoping that these examples convinces the reader that the statement is
also valid in all other situations that can be considered). E.g, if we want to prove that for any
sets A, B and C , the equality A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C) holds, it is not enough to
show that this equality holds for some specific chosen sets A, B and C (e.g, A = {1, 2, 3},
B = {2, 4, 5} and C = {1, 2, 4}), since this does not imply in any way that the equation also
holds for other choices of A, B and C .
A proof of a statement is a watertight argument that guarantees that the statement holds in
all possible situations that can be considered.
There is no standard procedure that will enable you to prove all statements. There are
however some guidelines that can help.
2.1. HOW TO PROVE A STATEMENT? 39
1. Determine what is given and what you can assume about the problem. Determine
what you must show or find.
2. Write down the mathematical definitions of what you have to show, and the definitions
of concepts you may use. These first two steps require some reading skills: what
exactly is asked? What exactly is given already?
3. Before starting the formal proof, look at the problem and see if the statement is rea-
sonable. Things that might help here are making a picture, trying an example, or
discussing the problem with others. Do not give up quickly on this part, as the other
steps will be easier as soon as you have the feeling the statement must be true. Con-
versely, if you think the statement is not true, you can try to find a counterexample. If
you find it you are done, and if you cannot find it then think about why it is not possible
to find one.
4. If it is not clear why the statement is true, browse through related theorems and exam-
ples to see if they have something to do with what you are given or what you need to
show. This might give you an idea for a proof.
5. As soon as you have the feeling the statement is true, analyze why that is the case.
A proof often exists of several steps which lead from the givens to the desired result.
Write down these consecutive steps. It should be like a construction work: orderly,
systematic and with a reasonable pace. This is the step in which you actually write
the proof. It is of the utmost importance that you carefully explain all steps you take.
Someone else (with the same mathematical knowledge as you) must be able to fol-
low your arguments without you sitting next to him elucidating each part he does not
understand. A proof that is only clear to yourself is useless.
6. Now that you have written down everything there is, take some distance and see if
it is a good argument. Are all steps justified? Is there something missing? Is the
conclusion what was asked for?
Concerning the formulation of the arguments in a mathematical proof, one often avoids the
logical notations treated in Chapter 1. To improve the readability of a proof, logical symbols
like ∀, ∃, →, ↔, ∧, ∨ are mostly replaced by their literal equivalents: ”for all”, ”there exists”,
”if ... then”, ”if and only if”, ”and”, ”or”. It is however important to realize that the logical
framework that we build in Chapter 1 can always be used as a fall back whenever one
doubts whether a proof is actually valid. If necessary, this somewhat mechanical, though
strictly objective system will help us to decide in these situations.
Before we start with examples of mathematical proofs, we once more want to emphasize
the important difference between an ”if ... then”-statement and an ”if and only if”-statement.
Consider, for example, the following statements concerning integers a and b: ”if a and b are
odd, then ab is odd” and ”a and b are odd if and only if ab is odd”. The second statement
is stronger than the first one. So proving the first statement is not enough to guarantee that
the second one is true. To prove that the second statement is true one must prove the first
statement as well as the statement ”if ab is odd then a and b are odd.
In definitions however, often ”if .. then” is used when ”if and only if” is meant. Consider, for
example Definition 1.1.17. Formally this definition should be stated as: A is a subset of B
if and only if every element of A is an element of B . Also Definition 2.1.2, concerning even
and odd integers is stated in the ”if ... then”-form, where ”if and only if” is meant.
Now let’s consider examples of mathematical proofs. We start with a proof of a statement in
set theory.
Example 2.1.1. (De Morgan’s law.)
A ∪ B = A ∩ B for all sets A and B .
Considering the statement which has to be proved, we see that this statement concerns the
equality of the set A ∪ B and the set A ∩ B . In Chapter 1 we learned that two sets are equal
if each element of the first set is also in the second set and each element of the second set is
also in the first set. In other words: the first set is a subset of the second set and the second
set is a subset of the first set. This gives rise to the idea to split the proof into two parts.
In the first part we show that each element of the set A ∪ B is also in the set A ∩ B . This can
be formulated as: for each element x we have: if x ∈ A ∪ B then also x ∈ A ∩ B . And in the
second part we show that for each element x we have: if x ∈ A ∩ B then also x ∈ A ∪ B .
Now we have an idea of the structure of the proof, we start writing. The arguments in the
proof are based on the definitions of the complement, the union and the intersection of sets,
given in Chapter 1.
Proof.
Part 1. Take an arbitrary element x ∈ A ∪ B . We will show that x ∈ A ∩ B .
Well, if x ∈ A ∪ B , then, by the definition of complement of a set: x 6∈ A ∪ B . By the
definition of union of two sets, this means that x is neither in A, nor in B , so x 6∈ A
and x 6∈ B . Again by the definition of complement, this means that x ∈ A and x ∈ B .
Finally, by the definition of intersection of two sets, this last statement is equivalent
to x ∈ A∩B . Since this argument is true for any x ∈ A ∪ B , we have A ∪ B ⊆ A∩B .
Part 2. Take an arbitrary element x ∈ A ∩ B . We will show that x ∈ A ∪ B .

This part of the proof is Exercise 2.1.
Note the square “2”. This symbol indicates the end of a proof.
The next example shows the proof that the product of two odd numbers is odd. In order to
construct a formal proof for this statement, we first give a precise definition of even and odd
integers.
2.1. HOW TO PROVE A STATEMENT? 41
Definition 2.1.2. Let n be an integer, i.e., n ∈ Z. We say that

• n is even if there exists an integer k ∈ Z such that n = 2k.
• n is odd if there exists an integer k ∈ Z such that n = 2k + 1.
Note that an integer is either even or odd.
Example 2.1.3.
If m and n are two odd integers, then mn is also an odd integer.
To analyse this statement we first use the definition of an odd integer to formalize what is
given and what we need to prove. The condition that m is an odd integer means that there
exists an integer k ∈ Z such that m = 2k + 1. The condition that n is an odd integer means
that there also exists such an integer for n. Of course this need not be the same integer k
that we introduced for m (otherwise we would get m = 2k + 1 and also n = 2k + 1, and
therefore m = n, which is of course not necessarily the case). So, let’s take the letter l: there
exists an integer l ∈ Z such that n = 2l + 1. We must show that the integer mn is odd, in
other words, we must shows that there exists an integer p ∈ Z such that mn = 2p + 1. Note
that again we chose another letter to indicate that mn is odd: p is not necessarily equal to
k or equal to l. Now we have formalized mathematically what is given and what we want to
prove and can start writing down the proof.
Proof. Since m and n are odd, there exist k, l ∈ Z such that m = 2k + 1 and n = 2l + 1. We
now must show that there exists a p ∈ Z such that mn = 2p + 1.
Well, from the fact that m and n are odd, we get
mn = (2k + 1)(2l + 1) = 4kl + 2k + 2l + 1.
Is this an odd integer? If so, what is p?

Factorizing the terms in the calculations above, we get
4kl + 2k + 2l + 1 = 2(2kl + k + l) + 1.
So we can take p = 2kl +k +l, which is an integer. Now the proof is complete, since we have
shown that we can always find an integer p as described above, regardless of the values of
the odd integers m and n.
Note that the expression for p we described in the proof (p = 2kl + k + l) depends on the
values of k and l, and therefore on the values of m and n. This is not surprising: if we
would take other integers for m and n, the product mn would probably also be different, and
therefore also the value for p would change.
When studying a proof, be careful not to accept all that is said without verifying the steps. At
first sight the following proof might be reasonable, but the result is not true at all.
Example 2.1.4.
4 = 3.
Proof. Let a, b and c be three numbers such that
a+b=c
This can also be written as
(4a − 3a) + (4b − 3b) = 4c − 3c.

After reorganizing
4a + 4b − 4c = 3a + 3b − 3c.
Factorization yields
4(a + b − c) = 3(a + b − c)
Finally, cancel the same term left and right
4 = 3.
What went wrong?
If we do not check conditions of theorems before we apply them, awkward things like Exam-
ple 2.1.4 can happen. In case you have not noticed the mistake there yet: the last step is
only valid if a + b − c 6= 0. However, we assumed a + b = c, so a + b − c = 0.
In the following sections, some frequently used proof techniques are discussed.
2.2 Counterexample
If only I had the theorems! Then I should find the proofs easily enough.
Bernhard Riemann
As we already have seen in Chapter 1, a counterexample can be used to show that a theorem
is not true. It is an example that satisfies the conditions stated in the theorem, but does not
satisfy the theorem’s conclusion. In that case, we have shown that the theorem is not true
in general. This saves all the work of formulating a proof, therefore it is often wise to start
searching for a counterexample if you are not yet convinced that the theorem is valid. The
following examples are about prime numbers. A prime number (or prime) is a positive integer
which has two different divisors, namely 1 and itself. So, the ten smallest prime numbers are:
2, 3, 5, 7, 11, 13, 17, 19, 23 and 29.
2.3. PROOF BY CONTRADICTION 43
Statement 2.2.1.
All prime numbers are odd.
This statement is true for all prime numbers, except for 2 which is an even number. Thus, we
have found a counterexample by taking the number 2: this number 2 is a prime, but is not
odd. The statement is false.
Statement 2.2.2.
For all n ∈ N, the number n2 + n + 41 is prime.
One can verify that this statement is true for all n ≤ 39. However it is easy to see that it is
false for n = 41 (and also for n = 40). Therefore the statement is not true: we constructed a
counterexample by taking n = 41: 41 satisfies the condition of the statement (41 ∈ N), but
not the conclusion (412 + 41 + 41 = 41 · 43 is not prime). The statement is false.
A counterexample can also be used to verify the necessity of the conditions of a theorem.
If there are many conditions needed for a theorem, the result might not be so useful. Con-
versely, if there are just a few conditions needed, the theorem is much more widely applica-
ble: it is much stronger. Therefore, it is useful to check if all conditions are really necessary
for the theorem to be true. This can be done using counterexamples. To show that a certain
condition is necessary for the theorem, skip that condition and construct a counterexample
to show that the remaining conditions cannot guarantee the validity of the conclusion.
Statement 2.2.3.
√ p
If x ≥ 0, y ≥ 0 and x2 =
y 2 , then x = y .
√ p
This statement has three conditions: x ≥ 0, y ≥ 0 and x2 = y 2 . Each of these conditions
is necessary to make it a true statement. If, for example, the first condition “x ≥ 0” is skipped,
then a counterexample for the statement can be constructed
√ pby taking x = −1 and y = 1.
The remaining conditions are satisfied (y ≥ 0 and x2 = y 2 ), but not the conclusion:
x 6= y .
2.3 Proof by contradiction

The proof [of the existence of an infinity of prime numbers] is by reductio ad absurdum, and reductio ad
absurdum, which Euclid loved so much, is one of a mathematician’s favourite weapons. It is a far finer gambit
than any chess gambit: a chess player may offer the sacrifice of a pawn or even a piece, but a mathematician
offers the game.
Godfrey Harold Hardy
The idea behind this proof technique is that we do not try to prove directly that the given
theorem is true. Instead, we assume the theorem is false. Then we show that this has
unacceptable consequences. Thus, it cannot be that the theorem is false. Therefore, it must
be true. An example of a theorem that is proved by contradiction is the Pigeonhole Principle.
Theorem 2.3.1. (Pigeonhole Principle) If m pigeons occupy n pigeonholes and m > n,

then at least one pigeonhole is occupied by two or more pigeons.
Proof. Consider m pigeons and n pigeonholes, with m > n and suppose the theorem is not
true.
Then there are no pigeonholes occupied by more than one pigeon. So each pigeonhole is
occupied by at most one pigeon. Since there are n pigeonholes, this means that at most n
pigeons occupy a pigeonhole. Thus, there are at least m − n > 0 pigeons that are not in a
pigeonhole. This is a contradiction with the given that all m pigeons occupy a pigeonhole.
So the assumption that the theorem is false contradicts the givens. Therefore the theorem
must be true.
Another example concerning the Pigeonhole Principle is the example about the number of
Facebook profiles in the Introduction of these lecture notes. We end this section with a bit
more advanced example of a proof by contradiction.
Example 2.3.2.
√
2 6∈ Q.
√
Proof. Assume that the statement is false, i.e., assume that 2 ∈ Q.
Then, by the√ definition of the set Q (see Section 1.1.2), there exist integers ã, b̃ ∈ Z, b̃ 6= 0,
ã
such that 2 = b̃ .
First, if necessary, we simplify this fraction (by repeatedly dividing numerator and denomina-
tor by 2) to get a fraction ab = ãb̃ such that not both a and b are even.
√ 2
Squaring the equation 2 = ab , we get: 2 = ab2 and therefore a2 = 2b2 . So a2 is even, since
it is twice the value of an integer (cf. Definition 2.1.2). Since the square of an odd number is
odd (take m = n in Example 2.1.3), a must be even. Therefore (again by Definition 2.1.2),
there exists an integer k such that a = 2k . Substituting this expression for a in the equation
a2 = 2b2 , we get (2k)2 = 2b2 , so 4k 2 = 2b2 . Dividing this equation by 2 yields 2k 2 = b2 , which
implies that b2 is even and therefore also b is even. This contradicts the assertion above √ that
not both a and b are even. Therefore, there cannot exist integers ã and b̃ such that 2 = ãb̃ .
√
This completes our proof of 2 6∈ Q.
2.4. DIRECT PROOF 45
2.4 Direct proof

This is a one line proof...if we start sufficiently far to the left.
The previous methods proved that a theorem was not true, or showed that the theorem could
not be false. A more elegant way to prove a theorem is to make use of a direct proof. A direct
proof is a sequence of logical arguments that deduce the conclusion from the givens of the
theorem. Often, other theorems and results are used as arguments. The following example
can be proved using a direct proof.
Example 2.4.1.
If a and b are even integers, then the sum a + b is an even integer as well.
Proof. Suppose a and b are even integers. By Definition 2.1.2, there exist k ∈ Z and l ∈ Z
such that a = 2k and b = 2l. In order to prove that a + b is even, we must show that there
exists an integer p ∈ Z such that a + b = 2p. Well, a + b = 2k + 2l = 2(k + l), so we can
take p = k + l. This proves that a + b is an even integer.
The next example of a direct proof is an application of Theorem 2.3.1.
Example 2.4.2.
Let A ⊆ {1, 2, 3, 4, 5, 6, 7, 8, 9} with |A| = 6.

Then A contains two different elements i and j such that i + j = 10.
Proof. Let A ⊆ {1, 2, 3, 4, 5, 6, 7, 8, 9} with |A| = 6.

Consider the 6 elements of A as 6 pigeons and consider the sets {1, 9}, {2, 8}, {3, 7}, {4, 6}
and {5} as 5 pigeonholes. Now put each pigeon in the pigeonhole that contains the number
of the pigeon (e.g. if 7 ∈ A then put pigeon 7 in pigeonhole {3, 7}). Now Apply Theorem
2.3.1 with m = 6 and n = 5. Then we obtain that (at least) one of the sets {1, 9}, {2, 8},
{3, 7}, {4, 6} and {5} contains two elements of A. Obviously, this set must be one of the sets
{1, 9}, {2, 8}, {3, 7} or {4, 6}, because the set {5} cannot contain more than one element of
A. Therefore A must have at least one of the sets {1, 9}, {2, 8}, {3, 7} or {4, 6} as a subset.
And so, A must contain two different elements i and j such that i + j = 10.
Also the proofs Examples 2.1.1 and 2.1.3 are direct proofs.
2.5 Proof by cases

If there is a problem you can’t solve, then there is an easier problem you can solve: find it.
György Pólya
Sometimes it is hard to construct a proof directly, as are there several cases to distinguish.
Then a proof can be constructed by proving these cases separately. This leads to a so-called
proof by cases. Consider the following example.
Remember that the absolute value of a number x is denoted by |x|. It is defined as

x if x ≥ 0
|x| =
−x if x < 0.
So, if x = −5 then |x| = 5, if x = 4 then |x| = 4 and if x = 0 then |x| = 0.
Example 2.5.1.
For all x ∈ R: x ≤ |x|.
Proof. Let x ∈ R. We will distinguish two cases.

Case one. If x ≥ 0, then |x| = x and therefore x ≤ |x|.
Case two. If x < 0, then |x| = −x and, since |x| ≥ 0, this implies x = −|x| ≤ 0 ≤ |x|.
So x ≤ |x|.
In both cases we proved that x ≤ |x|. Since for each x ∈ R we have either x ≥ 0 or x < 0
we proved that the inequality x ≤ |x| holds for all x ∈ R.
Another example of a proof by cases is the proof concerning the number of Facebook pro-
files, in the Introduction of these lecture notes. There we distinguished the two cases “there
exists a profile with no friends” and “there does not exist a profile with no friends”.
2.6. MATHEMATICAL INDUCTION 47
2.6 Mathematical induction

We define the ‘natural numbers’ as those to which proofs by mathematical induction can be applied, i.e. as
those that possess all inductive properties.
Bertrand Russell
Imagine a long table where you stand on the head end. On the table is a long, long, possibly
infinite row of blocks. Some of them are marked with a dot. Suppose that you know two
things
(a) The first block is marked with a dot.

(b) For each integer k ≥ 1: if the block with number k is marked with a dot, then also the
block with number k + 1 is marked with a dot.
What do these two statements imply? We know because of (a) that the first block is marked.
Because the first block is marked, (b) applied to k = 1, implies that the second block must
be marked as well. Now we know that the second block is marked, we apply (b) again, now
taking k = 2, and deduce that the third block is marked. When this argument is repeated,
we can derive that also block 402 and block 385492 are marked with a dot. Thus, all blocks
are marked with a dot.
A similar example uses domino blocks. If one block falls, the next block will fall as well. So if
you push the first block, all of the blocks (if you placed them correctly) will fall. This illustrates
the principle of mathematical induction. Mathematical induction is a proof technique which
is often used to prove that statements S(n) are true for all positive integer values of n (in the
example above the statement S(n) would be: “the nth block is marked with a dot”).
The next theorem formalizes the validity of this proof technique.
Theorem 2.6.1. (Principle of Mathematical Induction)

Let, for each n ∈ N, S(n) be a statement. Suppose that
(a) S(1) is true;
(b) For each k ∈ N, if S(k) is true, then also S(k + 1) is true.
Then S(n) is true for every positive integer n.
Theorem 2.6.1 can be proved using the precise definition of the set N, but this proof is
beyond the scope of this course. We will however use the proof technique of mathematical
induction itself.
Step (a) is called the basis step, step (b) is the induction step. The numbering of the state-
ments does not necessarily need to start with 1; it can start with any integer, like 0, −3 or 13.
E.g. the principle of mathematical induction can be used to prove the validity of a sequence
of statements S(13), S(14), S(15),..., by proving the first statement S(13), and, for each
k ≥ 13, proving that if S(k) is true, then also S(k + 1) is true.
The principle of mathematical induction is very useful when statements concerning integers
are involved. All the blocks mentioned above had an integer number, and the corresponding
statement S(n) would be that “block number n is marked with a dot”. In the domino example,
S(n) would be the statement “block number n will fall”.
The following example concerns a well-known formula for the sum of the first n natural num-
bers (cf. Section 1.1.5). In order to explicate clearly the principles of a proof with mathemati-
cal induction, we first show an extended version of the proof (including comments concerning
the structure of the proof). Then we state the formal proof (which you will understand as soon
as you are familiar with the ideas of mathematical induction). This second proof is the usual
way induction proofs are formulated.
Example 2.6.2.
n
X n(n + 1)
For all n ∈ N: i= .
i=1
2
Proof. (extended version):

We define, for each n ∈ N, the statement S(n) by:
n
X n(n + 1)
S(n) : i= . (2.1)
i=1
2
We will prove, using mathematical induction, that S(n) is true for all n ∈ N. In order to do so,
we must prove the basis step (a) and the induction step (b).
Basis step for n = 1.
To prove S(1), we calculate the left-hand side and right-hand side of (2.1) for n = 1:
1
X 1(1 + 1)
i=1 and = 1.
i=1
2
Because these are equal, S(1) is true.
Induction step.
Now we prove the induction step. So we assume that S(k) is true for some k ∈ N:
k
X k(k + 1)
i= . (2.2)
i=1
2
(2.2) is called the induction hypothesis. Using this induction hypothesis, we will try to prove
that also the statement S(k + 1) must be true, in other words, assuming that (2.2) is true we
will try to prove that:
k+1
X (k + 1)(k + 2)
i= . (2.3)
i=1
2
In order to use the induction hypothesis, we must rewrite the left-hand side of (2.3) in such
k
X
a way that the expression i appears. Then we can apply the induction hypothesis
i=1
k(k + 1)
(2.2) and replace this expression by . After that it remains to show that this new
2
expression is equal to the right-hand side of (2.3).
So we start rewriting the left-hand side of (2.3) in such a way that (2.2) can be used. This
can be done by “splitting off the (k + 1)th term of the sum”:
k+1
X k
X
i = 1 + 2 + · · · + k + (k + 1) = i + (k + 1). (2.4)
i=1 i=1
Note that now the induction hypothesis (2.2) can be applied to the right-hand side of (2.4):
k
X k(k + 1)
i + (k + 1) = + (k + 1). (2.5)
i=1
2
Now it remains to show that the right-hand side of (2.5) is equal to the right-hand side of
(2.3). This can be done with straightforward calculations:
k(k + 1) k(k + 1) 2(k + 1) k(k + 1) + 2(k + 1) (k + 1)(k + 2)

+ (k + 1) = + = = . (2.6)
2 2 2 2 2
Now, from (2.4), (2.5) and (2.6) we obtain (2.3), which is what we wanted to prove in the
induction step.
Thus, combining the basis step, the induction step, and the principle of mathematical induc-
tion, we have proved that (2.1) is true for all n ∈ N.
Remarks 2.6.3.
1. It is important to realize that in the proof we do not know if the statement S(k) in the
induction hypothesis is true or false. The only thing we need to show, for an arbitrary k,
is that if S(k) is true then also S(k + 1) must be true.
2. The last equality (2.6) of the proof can also be proved by working out the left-hand
side and right-hand side separately and then show that those expressions are equal.
Now we state the common version of the proof (without the remarks concerning the structure
of the proof).
Proof. (formal version):

Proof by mathematical induction.
Basis for n = 1.
1
X 1(1 + 1)
i=1 and = 1.
i=1
2
Induction step.
Let k ∈ N and assume that
k
X k(k + 1)
i= . (2.7)
i=1
2
We will show that (2.7) implies:
k+1
X (k + 1)(k + 2)
i= .
i=1
2
Well:
k+1 k
X X k(k + 1) k(k + 1) + 2(k + 1) (k + 1)(k + 2)
i= i + (k + 1) = + (k + 1) = = ,
i=1 i=1
2 2 2
where the second equality follows from the induction hypothesis (2.7).
You might have known the result in Example 2.6.2 already, or have been able to reason why
statement (2.1) would be true. Now we will show an example with a somewhat more involved
proof. First we formally introduce the notion of ”divisible by”.
Definition 2.6.4. Let m and d be integers, i.e., m, d ∈ Z. We say that m is divisible by d if

there exists an integer ` ∈ Z such that: m = d`.
Note that in case d = 2, Definition 2.6.4 corresponds to the definition of even in Definition
2.1.2.
Example 2.6.5.
For all n ∈ N, the number 5n − 1 is divisible by 4.
As with Example 2.6.2 we will first give an extended proof (to help you to understand the
principle of mathematical induction) and then the formal version.
Proof. (extended version):

For each n ∈ N, define the statement S(n) by:
S(n) : 5n − 1 is divisible by 4. (2.8)
We will prove, using mathematical induction, that S(n) is true for all n ∈ N.
S(1) is true because
51 − 1 = 4 = 4 · 1 (take ` = 1).
Induction step.
Assume that S(k) is true for some integer k ≥ 1. So our induction hypothesis is
5k − 1 is divisible by 4, i.e., 5k − 1 = 4` for some integer `. (2.9)
Using this induction hypothesis, we will try to prove that also the statement S(k + 1) is true,
so we will try to prove that
5k+1 − 1 is divisible by 4. (2.10)
In order to use the induction hypothesis (2.9), we must rewrite the expression 5k+1 − 1 in
(2.10) in such a way that the term 5k appears. Then we can apply the induction hypothesis
(2.9) and replace 5k by 4` + 1. After that it remains to show that the expression that appears
after this substitution is also divisible by 4.
So we start rewriting (2.10) so that (2.9) can be used. This can be done by splitting off one
factor 5
5k+1 − 1 = 5 · 5k − 1. (2.11)
Now the induction hypothesis (2.9) can be applied to the right-hand side of (2.11): the factor
5k can be replaced by 4` + 1
5 · 5k − 1 = 5(4` + 1) − 1. (2.12)
Now it remains to show that the right-hand side of (2.12) is also divisible by 4. This is easy:
5(4` + 1) − 1 = 5 · 4` + 5 − 1 = 4 · 5l + 4 = 4(5` + 1). (2.13)
The right-hand side of (2.13) is clearly divisible by 4, because it equals 4 times an integer.
Now, from (2.11), (2.12) and (2.13) we obtain (2.10), which is what we wanted to prove in
the induction step.
tion, we have proved that (2.8) is true for all integers n ≥ 1.
Proof. (formal version):

Proof by mathematical induction.
Basis for n = 1.
51 − 1 = 4 = 4 · 1.
Induction step.
Let k ∈ N and assume that
5k − 1 = 4` for some ` ∈ Z. (2.14)
We will show that (2.14) implies:
5k+1 − 1 = 4m for some m ∈ Z.
Well:
5k+1 − 1 = 5 · 5k − 1 = 5(4` + 1) − 1 = 4(5` + 1),
where the second equality follows from the induction hypothesis (2.14).
So we can take m = 5` + 1.
2.7. EXERCISES 53
2.7 Exercises
Exercise 2.1.
a) Complete the second part of the proof of Example 2.1.1.
b) Prove that for any sets A, B and C : A − (B ∪ C) = (A − B) ∩ (A − C).
Exercise 2.2. Find the errors in the following “proofs”:

a) Statement: −3 = 3.
Proof √
If x = −3, then x2 = 9. So x = 9 = 3. Hence, −3 = 3.
b) Statement: −8 = 8.
Proof
2 p √
3
p
If x = −8, then x 3 = 3 (−8)2 = 64 = 3 (82 ). So x = 8. Hence, −8 = 8.
Exercise 2.3. Give a proof or a counterexample for each of the following statements:
a) If a, b ∈ R and a2 > b2 , then a > b.
b) If x ∈ R and x3 = x, then x2 = 1.
Exercise 2.4. Give a proof or a counterexample for each of the following statements con-
cerning arbitrary integers m, n ∈ Z:
a) If both m and n are odd, then m + n is even.
b) There exist m, n ∈ Z such that m2 + n2 = 11.
c) If n is even, then (−1)n = 1.
d) If n3 is even, then also n must be even.
e) n(n + 1) is even.
f) If mn is odd, then both m and n are odd.
Exercise 2.5. For each of the following statements, prove that it is true or prove that it is
false.
a) The sum of two primes is not a prime.
b) There exists a unique prime of the form n2 − 1 for n ∈ N.
c) There exists a number n ∈ N, n ≥ 4, such that n, n + 2 and n + 4 are all prime.
Exercise 2.6. A perfect square is the square of an integer. E.g.: 0, 1, 4, 9, 16, etc.
Give a proof for each of the following statements:
a) Each perfect square can be written as 4k or 4k + 1, for some k ∈ Z.
b) No perfect square ends with the digit 2.
c) The square of an odd integer has the form 8k + 1, for some k ∈ Z.
d) Let a, b, c ∈ N be such that a2 + b2 = c2
(such a triple (a, b, c) is called a Pythagorean triple).
Prove that if c is even then also a and b must be even.
Exercise 2.7. Give a proof or a counterexample for each of the following statements con-
cerning the set of rational numbers Q:
a) The average of two rational numbers is a rational number.
b) The average of two irrational numbers is an irrational number.
c) The difference of a rational number and an irrational number is an irrational number.
Exercise 2.8.
√
a) Prove that 3 is an irrational number. Hint: follow the proof of Example 2.3.2,
you may use (without proving) the property that:
for an integer a, if its square a2 is divisible by 3, then also a itself is divisible by 3.
b) Let a, b ∈ R with a < b. Prove that there exists an x ∈ R such that a < x < b.
c) Prove that x = 1.288888 . . . is a rational number. Hint: consider 100x − 10x.
Exercise 2.9. Let A ⊆ {1, 3, 7, 8, 15, 16, 17, 20, 21, 22, 24} with |A| = 7.
a) Prove that A contains two different elements i and j such that i + j is divisible by 11.
Hint: see Example 2.4.2.
b) Show with a counterexample that the statement in a) is not necessary true if |A| = 6.
Exercise 2.10. Prove the following statements with mathematical induction.

n
X
a) For all n ≥ 1: (2i − 1) = n2 .
i=1
(the sum of the first n positive odd numbers is equal to n2 )
n
X n(n + 1)(2n + 1)
b) For all n ≥ 1: i2 = .
i=1
6
(a formula for the sum of the first n squares)
Xn
c) For all n ≥ 1: (i · 2i ) = 2 + (n − 1)2n+1 .
i=1
n
X 1 − rn+1
d) For all r ∈ R, r 6= 1, and all n ≥ 0: ri = .
i=0
1−r
Note in case r = 0 : 00 = 1 by definition.
2.7. EXERCISES 55
Exercise 2.11. This exercise concerns the well-known Fibonacci numbers (which played an
important role in Dan Brown’s bestseller “The Da Vinci Code”).
For each integer n ≥ 0, the Fibonacci number Fn is recursively defined by
(1) F0 = 0, F1 = 1,
(2) For each n ≥ 2: Fn = Fn−1 + Fn−2 .
a) Show that F2 = 1, F3 = 2, F4 = 3 and F5 = 5. Determine F6 and F7 .
Prove the following statements with mathematical induction.
n
X
b) For all n ≥ 0: Fi = Fn+2 − 1.
i=0
Xn
c) For all n ≥ 0: Fi2 = Fn Fn+1 .
i=0
d) For all n ≥ 1: Fn+1 Fn−1 − Fn2 = (−1)n .
Exercise 2.12. Prove the following statements with mathematical induction (cf. Example
2.6.5).
a) For all n ≥ 0: the number 22n+1 + 1 is divisible by 3.
b) For all n ≥ 0: the number 7n+2 + 82n+1 is divisible by 57.
Exercise 2.13.
Let, for n ∈ N, the numbers an ∈ R recursively be defined by
(1) a1 = 1 q √
(2) For all n ≥ 1: an+1 = an 3.
√
a) Prove with mathematical induction that for all n ≥ 1: 0 < an < 3.
b) Prove that for all n ≥ 1: an+1 > an .
Exercise 2.14.
a) Prove that for each x ∈ R: |x|2 = x2 .
b) Prove that for all x1 , x2 ∈ R: |x1 x2 | = |x1 ||x2 |.
c) Prove that for all x1 , x2 ∈ R: |x1 + x2 | ≤ |x1 | + |x2 |.
Hint: first prove |x1 + x2 |2 ≤ (|x1 | + |x2 |)2 using a) and b) and the result of Example 2.5.1.
d) Prove with mathematical induction
that for all n ≥ 2, and all real numbers x1 , x2 , . . ., xn :
Xn X n
xi ≤ |xi |.

i=1 i=1
Exercise 2.15. Find the error in the following “proof” that all people are identical.
Proof:
We define, for each integer n ≥ 1, the statement S(n) by:
S(n) : in each group of n people all people are identical. (2.15)
We will prove, using mathematical induction, that S(n) is true for all integers n ≥ 1.
S(1) is true because in any group of 1 person, this person is of course identical to him- of
herself.
Induction step.
Now assume that S(k) is true for some integer k ≥ 1. So our induction hypothesis is:
in each group of k people all people are identical.
Using this induction hypothesis, we will prove that also the statement S(k + 1) is true, i.e.,
we wil prove that:
in each group of k + 1 people all people are identical.
Well, consider any group of k + 1 people. Leaving one person x out, we get a group of k
people, which are all identical because of our induction hypothesis. Letting person x back in
and leaving another person out we get again a group of k people, which are also identical
because of the induction hypothesis. Therefore person x is identical to the others and so, all
k + 1 people must be identical. This proves the induction step.
tion, we have proved that (2.15) is true for all integers n ≥ 1, and therefore all people are
identical.
Chapter 3
Counting
Everything that can be counted does not necessarily count; everything that counts cannot necessarily be
counted.
Albert Einstein
In how many ways can you arrange seven books on a shelf? How many different soccer
teams can be formed if there are fourteen players? How many 5-card poker hands are
there? The question ‘in how many ways can we do something’ is often asked. In many
applications, the answer to that question is a huge number. There are lots of possibilities for
train schedules, for hospital schedules, in steps to be taken in a computer program.
3.1 Inclusion-Exclusion Principle
There are two rules in counting that might seem obvious results, but are essential building
blocks of more complicated theorems. The first is the product rule.
Product rule. Suppose that a procedure can be broken down into a sequence of two tasks.
If there are n1 ways to do the first task and for each of these ways of doing the first task,
there are n2 ways to do the second task, then there are n1 n2 ways to do the procedure.
Example 3.1.1. How many different license plates for cars are available if each plate consists
of two digits, two letters and again two digits if all (26) letters and digits are allowed? Here
we can use the product rule: 10 × 10 × 26 × 26 × 10 × 10 = 6, 760, 000 different plates.
The second counting rule is the sum rule.
57
58 CHAPTER 3. COUNTING
Sum rule. If a task can be done either in one of n1 ways or in one of n2 ways, where no
element of the set of n1 ways is the same as any of the set of n2 ways, then there are n1 + n2
ways to do the task.
Example 3.1.2. Suppose you want to join one student club. If there are 18 cultural clubs and
35 sports clubs, then there are 18 + 35 = 53 clubs that you can join.
Note that it is essential in Example 3.1.2 that the set of 18 cultural clubs and the set of 35
sports clubs are disjoint, i.e., their intersection is empty. If, for example, 4 of the 18 cultural
clubs also belong to the 35 sports clubs, then these four clubs would be counted twice in the
sum 18 + 35. So in order to count the number of distinct clubs, we must in that case subtract
4 from the sum of the number of cultural clubs and sports clubs: 18 + 35 − 4 = 49. This idea
is called the principle of inclusion-exclusion. We state this principle in the next theorem, for
two and three sets. An illustration is given in Figure 1.3 on page 18. The principle can be
extended to more than three sets, but this is beyond the scope of this course.
Theorem 3.1.3 (Inclusion-exclusion principle). If A, B and C are finite sets, then
(i) |A ∪ B| = |A| + |B| − |A ∩ B|.
(ii) |A ∪ B ∪ C| = |A| + |B| + |C| − |A ∩ B| − |A ∩ C| − |B ∩ C| + |A ∩ B ∩ C|.
Proof. (i) We must count the elements that are in A ∪ B . In A ∪ B an element can be in A, in
B or in both. Thus, if we count the elements in A and those in B and add them (|A|+|B|), we
have double counted the elements that are in both sets. So, in order to count the elements
in A ∪ B , we have to subtract the number of elements in A ∩ B from |A| + |B|. This proves
the result of part (i).
(ii) We must count the elements that are in A ∪ B ∪ C . If we count the elements in A, in B
and in C and add them (|A| + |B| + |C|), we have double counted the elements that are both
in A and B , and those that are both in A and C , and also those that are both in B and C . If
we subtract these three quantities from |A| + |B| + |C|, we get
|A| + |B| + |C| − |A ∩ B| − |A ∩ C| − |B ∩ C|. (3.1)
Now the elements that are in the intersection of A, B and C , are counted three times in
|A| + |B| + |C|, but subtracted three times in −|A ∩ B| − |A ∩ C| − |B ∩ C|. So, these
elements are not counted in (3.1). Hence, in order to determine |A ∪ B ∪ C|, the number of
elements in A ∩ B ∩ C must be added to (3.1). This completes the proof of part (ii).
Venn diagrams can be very helpful when using the inclusion-exclusion principle (cf. Example
1.1.33 on page 21 and Exercise 1.13).
3.2. PERMUTATIONS 59
3.2 Permutations
Suppose there are three vacancies in a company and three people running for those jobs.
The product rule can be used to determine in how many ways the jobs can be divided over
the applicants. For the first job, we can select one of the three applicants. Then for the
second job, there are two applicants left and the last candidate will take the last job. Thus,
there are 3 × 2 × 1 = 6 ways in which the vacancies and applicants can be matched.
In the previous example the number of orderings of the three candidates is calculated. We
introduce a notation which turns out to be very convenient when counting the number of
orderings. For all positive integers, n! is defined as n! = n · (n − 1) · · · 2 · 1; n! is pronounced
as “n factorial”. In several expressions it is convenient to define 0! = 1.
A permutation of n distinct objects x1 , x2 , . . . , xn is an ordering of these n objects. Thus, in
the example above, there are 6 permutations of the three applicants. The following theorem
generalizes this idea.
Theorem 3.2.1. The number of permutations of n distinct objects is equal to n!
Proof. By convention, the theorem holds in case n = 0, since 0! = 1, and 0 elements can be
ordered in 1 way: the empty sequence.
If n ≥ 1, there are n ways to select the first object. For each of these selections, there are
n − 1 possible choices for the second object. So, by the product rule, there are n(n − 1)
ways to select the first two objects. For each choice of the first two objects, there are n − 2
possibilities to take the third object, which yields (again by the product rule) n(n − 1)(n − 2)
ways to select the first three objects. Continuing this argument up to the last object, we
obtain that there are n(n − 1)(n − 2) · · · 1 ways to order all n objects. By definition, this
number is equal to n!.
Now consider the case that we have more elements available then needed. For example,
there are more applicants than jobs.
Example 3.2.2. Assume there are 4 jobs and 7 applicants. Suppose we first choose a
candidate for the first job. This can be done in 7 ways. Now for the second job, there are 6
applicants left. Thus, there are 6 ways in which we can choose the candidate for the second
job. We therefore have 7 · 6 = 42 ways to select the first two job candidates. For the third
job there are 5 applicants left, and for the fourth job 4. So we have 7 · 6 · 5 · 4 = 840 ways to
select four people from the group of seven and match them to different jobs.
The following theorem generalizes the idea of Example 3.2.2. First we give the definition of
an r-permutation.
Definition 3.2.3. Let S be a set with n elements and 0 ≤ r ≤ n. An r-permutation (of

elements of S ) is a permutation of r distinct elements of S .
The number of r-permutations of a set of n elements is denoted by P (n, r).
In Example 3.2.2 we determined the number of 4-permutations of the set of 7 applicants. So

P (7, 4) = 840. The following theorem provides a general expression for P (n, r).
Theorem 3.2.4. Let S be a set with n elements and 0 ≤ r ≤ n.

n!
Then P (n, r) = .
(n − r)!
Proof. Let S be a set with n elements and 0 ≤ r ≤ n. By convention, the theorem holds in
n!
case r = 0, since (n−0)! = 1, and 0 elements can be ordered in 1 way: the empty sequence.
If r ≥ 1, there are n ways to select the first element of S . For each of these selections,
there are n − 1 possible choices for the second element. So, by the product rule, there are
n(n − 1) ways to select the first two elements. For each choice of the first two elements of
S , there are n − 2 possibilities to take the third element, which yields (again by the product
rule) n(n − 1)(n − 2) ways to select the first three elements. Continuing this argument up to
r elements, we obtain that there are
P (n, r) = n(n − 1)(n − 2) · · · (n − r + 1) (3.2)
ways to order r arbitrarily chosen elements of S . Note that the expression in the right-hand
side contains exactly r factors.
n!
Now it remains to show that the right-hand side in Equation (3.2) is equal to (n−r)! . This can
be done by a straightforward calculation. First we multiply the right-hand side in Equation
(n−r)!
(3.2) with the fraction (n−r)! , which is equal to 1, and obtain
(n − r)(n − r − 1) · · · 2 · 1
P (n, r) = n(n − 1)(n − 2) · · · (n − r + 1) · . (3.3)
(n − r)(n − r − 1) · · · 2 · 1
Note that the numerator of this product equals n! and the denominator equals (n − r)!.
n!
Hence, P (n, r) = .
(n − r)!
Example 3.2.5. Ten senior teams and thirteen junior teams participate in a volleyball tour-
nament. At the end of the tournament, three different prizes will be given to the best senior
teams and five different prizes to the best junior teams. In how many ways can the eight
prizes be allocated?
Well, the senior prizes can be allocated in P (10, 3) ways. For each of these allocations,
the junior prizes can be divided in P (13, 5) ways. Therefore, by the product rule, the eight
different prizes can be allocated in P (10, 3) · P (13, 5) ways. By Theorem 3.2.4, this number
is equal to 10!
7!
· 13!
8!
= 111, 196, 800.
3.3. COMBINATIONS 61
3.3 Combinations
Up to now, we have considered orderings of elements where the ordering (x1 , x2 ) differs
from (x2 , x1 ). Often, the order in which these objects are chosen is not important. Consider
for example a class that chooses two representatives, or someone who wants to select five
snacks for a party. Then the order in which they are chosen does not matter. In these
situations, a selection of objects is called a combination.
Definition 3.3.1. Let S be a set with n elements and 0 ≤ r ≤ n. An r-combination is a
selection of r elements from S .
of a set of n elements is denoted by nr .

The number of r-combinations
The expression nr is called a binomial coefficient and is pronounced as “n choose r” .

Note that if S is a set with n elements, then a selection of r elements from S corresponds to
a subset with r elements. Hence we have the following result.

n
Then there are subsets with r elements.
r
n

The next theorem provides an expression for r
.

n n!
Then = .
r r!(n − r)!
Proof. Let S be a set with n elements and 0 ≤ r ≤ n.

n!
By convention, the theorem holds in case r = 0, since 0!(n−0)! = 1, and 0 elements can be
selected in 1 way: the empty selection.
n!
If r ≥ 1, then we obtain from Theorem 3.2.4 that there are P (n, r) = (n−r)! ordered selec-
tions (r-permutations) of r elements. By Theorem 3.2.1, each r-combination corresponds to
r! r-permutations, since the r selected elements of an r-combination can be ordered in r!
P (n,r)
ways. Therefore, the number of r-combinations is r! . This proves the theorem.
Example 3.3.4. Consider a sports event where 48 athletes battle for the win. After an indi-
vidual qualification race, three of them will race together to determine who wins which price.
48 48!

There are 3 = 3!45! = 17, 296 ways in which the athletes for the final race can be selected.
In the final, there are P (3, 3) = 3!
0!
= 6 ways in which the three finalists can be ordered first,
second and third. So, by the product rule, there are 17, 296 · 6 = 103, 776 ways in which a
first, second and third best can be chosen from the 48 athletes. This last number can also
48!
be calculated directly by evaluating P (48, 3) = 45! = 103, 776: simply select a first, second
and third prize winner from the 48 participating athletes.
Example 3.3.5. Consider a standard deck of 52 cards, consisting of 13 hearts, 13 spades,

13 clubs and 13 diamonds, each color containing the 13 values 2, . . . , 10, jack , queen, king
and ace. A full house is a selection of 5 cards, three of them having the same value and the
other two also having the same value. For example three sevens and a pair of jacks. We
calculate the number of different full houses, if also the “colors” count, e.g., a triple sevens
of spade, hearts and clubs is considered different from a triple sevens of spade, hearts and
diamonds.
Well, we can first choose the value of the triple card in a full house. This can be done in 13

1
ways (choose one value out of the 13 possible values). For each choice of the value of the
triple card, we can choose the colors of the triple card in 43 ways (choose 3 colors out of
4). So, by the product rule, there are 13
4
1 3
ways to choose the triple card. For each choice
12

of a triple card, there are 1 choices for the value of the pair (choose one value out of the
remaining 12 values), and for each choice of this value, there are 42 possibilities to choose

the colors of the pair. Therefore, the number of full houses is equal to 13
4 12 4
1 3 1 2
= 3, 744.
The following relations lead to Pascal’s triangle.
Theorem 3.3.6. Let S be a set with n elements and 1 ≤ r ≤ n. Then

n n
(i) = 1 and = 1.
0 n

n n
(ii) = .
r n−r

n+1 n n
(iii) = + .
r r−1 r
Proof. The statements (i) and (ii) are easy to proof using Theorem 3.3.3. Also (iii) can be
proved using this theorem, see Exercise 3.7.
We can arrange the binomial coefficients in a well-known scheme, called Pascal’s triangle.
The (n+1)th line in Pascal’s triangle contains the binomial coefficients nr , for r = 0, 1, . . . , n.
In Figure 3.1 the first 5 rows are given. The right triangle of this figure contains the values of
the corresponding binomial coefficients on the left. Note how the relations in Theorem 3.3.6
determine the structure of this scheme.
Pascal’s triangle has many beautiful structures. For example the sum of the binomial coeffi-
cients in the nth line of the triangle is equal to 2n , as we will see in Example 3.3.9.
3.3. COMBINATIONS 63
0

0
1
1 1

0 1
1 1
2 2 2

0 1 2
1 2 1
3 3 3 3

0 1 2 3
1 3 3 1
4 4 4 4 4

0 1 2 3 4
1 4 6 4 1
Figure 3.1: The top five rows of Pascal’s triangle.
Example 3.3.7. Consider a path in Pascal’s triangle from the top 00 to the coefficient nk

consisting of n steps, each of which is either of the type “down left” or “down right”. For
example, a path from 00 to 43 of type “down right, down right, down left, down right” passes

the coefficients 11 , 22 , 32 and 43 respectively. The number of such paths from 00 to nk

turns out to be exactly nk . This is because such a path consists of exactly k “down right”
steps and n − k “down left”
steps. The order in which these steps are taken determines
0 n n

which path from 0 to k is considered. There are k possibilities to choose which of the
n steps will be the k “down right” steps other n − k steps will then be “down left”). So
(the
there are exactly nk paths from 00 to nk .

Binomial coefficients are also useful if one wants to expand the expression (x + y)n for some
n ∈ N. For example, if we want to expand (x + y)3 without using binomial coefficients we
would get:
(x + y)3 = (x + y)(x + y)2 = (x + y)(x2 + xy + xy + y 2 ) = (x + y)(x2 + 2xy + y 2 )

= x3 + 2x2 y + xy 2 + x2 y + 2xy 2 + y 3 = x3 + 3x2 y + 3xy 2 + y 3 .
Note however that the coefficients of x3 , x2 y , xy 2 and y 3 (namely 1, 3, 3 and 1) are precisely
3

the binimial coefficients k , for k = 0, 1, 2, 3 respectively (cf. fourth row in Figure 3.1). So,
we have
3
3 3 2
X 3 3−k k
2 3
(x + y) = x + 3x y + 3xy + y = x y .
k=0
k
The following theorem generalizes this idea.
Theorem 3.3.8 (Newton’s binomial theorem). Let x, y ∈ R and n ∈ N ∪ {0}. Then

n
X
nn n−k k
(x + y) = x y .
k=0
k
Proof. If n = 0, the theorem holds since, by convention, the left- and right hand side are
both equal to 1.
If n ≥ 1, we write (x + y)n = (x + y)(x + y) · · · (x + y). If we expand this product of n factors,

we obtain a sum of n + 1 terms of the form xn−k y k , where k =0, 1, . . . n − 1, n. So it remains
to show that the coefficient of each term xn−k y k is equal to nk .
Well, to obtain a term xn−k y k , we must, when expanding the product, choose k times the y
+ y) (and from the remaining n − k factors (x + y) we must choose the
from the n factors (x
x). So there are nk ways in the expansion to create a term xn−k y k : choose k from n factors
to determine the factors from which the y is selected. Thus, the coefficient of xn−k y k is equal
n

to k .
For example, the coefficient of x3 y 9 in the expansion of (x + y)12 is 12

9
= 220.
The binomial theorem can also be used to compute certain sums of similar binomial coeffi-
cients, as can be seen in the following examples.
Example 3.3.9. Applying the binomial theorem for x = 1 and y = 1 yields

n n
n
X n n−k k X n
(1 + 1) = 1 ·1 = .
k=0
k k=0
k
n
X n
So, = 2n .
k=0
k

n n n n
In expanded form: + + + ··· + = 2n .
0 1 2 n
Applying the binomial theorem for x = 1 and y = −1 yields

n n
n
X n n−k k
X
k n
(1 − 1) = 1 · (−1) = (−1) .
k=0
k k=0
k
n n
X n
k
X
k n
So: (−1) = 0n . In case n > 0, we get (−1) = 0.
k=0
k k=0
k

n n n n n
In expanded form: − + − · · · + (−1) = 0.
0 1 2 n
n
k n
X
Note that (−1) = 0n also holds for n = 0, since 00 is defined as 1.
k=0
k
3.4. EXERCISES 65
3.4 Exercises
Exercise 3.1.
How many strings of 10 letters of the alphabet {A, B, . . . , Z} can be made if:
a) Letters may appear more than once.
b) Letters may appear more than once, but at least one of the first two letters in the
string must be selected from the set {A, B, C, D}.
Exercise 3.2. Determine |A ∪ B ∪ C| when |A| = 50, |B| = 500, and |C| = 5000, and
a) A ⊆ B ⊆ C.
b) A ∩ B = A ∩ C = B ∩ C = ∅.
c) |A ∩ B| = |A ∩ C| = |B ∩ C| = 3 and |A ∩ B ∩ C| = 1.
Exercise 3.3. Let A = {1, 2, 3, . . . , n} and 0 ≤ r ≤ n.

In how many ways can we select r elements of A if
a) Repetition is allowed (elements can be selected more than once) and the order in which
the elements are selected matters.
b) Repetition is not allowed (elements can be selected at most once) and the order in which
the elements are selected matters.
c) Repetition is not allowed and the order does not matter
d) Prove that the number of subsets of A is equal to 2n .
Exercise 3.4. Let S = {1, 2, 3, . . . , 28, 29, 30}. How many subsets A of S satisfy
a) |A| = 5?
b) |A| = 5 and the smallest element in A is 5?
c) |A| = 5 and the smallest element in A is less than 5?
d) Suppose someone solves part (c) as follows:
Take any element in S less than 5, this can be done in 41 ways.

Now, for each choice of this element, the other 4 elements of A can be chosen arbitrarily
from the remaining 29 elements of S , which canbe done in 294
ways.
4 29
Therefore, by the product rule, the answer is: 1 4 .
Explain why this reasoning is wrong.
Exercise 3.5. Consider 12 different books of three different authors: 3 books of the first
author, 4 of the second and 5 of the third author. In how many ways can these books be
ordered on a shelf if
a) There are no restrictions.
b) Books of the third author must be placed on the right-hand side of the shelf,
and the authors of the first seven books on the shelf must alternate.
c) Books of the same author must be placed together.
d) In how many ways can these 12 books be divided among 4 children, such that they
get 3 books each?
Exercise 3.6. Suppose there have been elections and a new government has to be formed.
There are twelve different positions, the candidates are 10 men and 8 women. Determine
the number of ways in which the government can be formed in each of the following cases.
a) There are no restrictions.
b) There must be 6 men and 6 women in the government.
c) There must be an even number of women in the government.
Exercise 3.7. Prove Theorem 3.3.6.
Exercise 3.8.
a) Determine the coefficient of x5 y 3 in (x + y)8 .
b) Determine the
coefficient
of x5 y 3in(2x + 3y)8 .
n n n n
c) Prove that +2 + 22 + · · · + 2n = 3n .
0 1 2 n
n n n−1 n n−2 n n n
d) Prove that 2 −2 +2 − · · · + (−1) = 1.
0 1 2 n
Terminology 67
Terminology
In mathematics terminology is not as consistent as one could hope. The table below gives
notions we introduced with possible variants.
Notion Explanation /Variant

N often N contains 0 as well.
size of a (finite) set cardinality.
[a, b) and [a, ∞) [a, b[ and [a, →i.
supremum least upper bound (lub).
infimum greatest lower bound.
⊆ ⊂ (like A ⊂ A).
A−B A\B or A ∩ B .
¬p not p or ∼p.
∀ official term: universal quantifier.
∃ official term: existential quantifier.
n
r
C(n, r).
Table 3.1: Variants in terminology.

68 Translations English-Dutch
Translations English-Dutch
English Dutch
Binomial coefficient Binomiaalcoëfficient
Binomial Theorem Binomiaalstelling
Bounded interval Begrensd interval
Cardinality Cardinaliteit
Combination Combinatie
Connective Connectief
Contradiction Tegenspraak
Counterexample Tegenvoorbeeld
Difference Verschil
Disjoint Disjunct
Empty set Lege verzameling
Existential quantifier Existentiële kwantor
Factorial Faculteit
False Onwaar
Finite set Eindige verzameling
Inclusion-exclusion principle Principe van inclusie-exclusie
Induction hypothesis Inductieveronderstelling
Infimum Infimum
Infinite set Oneindige verzameling
Integer Integer; geheel getal
Intersection Doorsnede
Irrational Irrationaal
Logical implication Logische implicatie; geldig gevolg
Lower bound Ondergrens
Mathematical induction Volledige inductie
n choose k n boven k
Natural number Natuurlijk getal
Nonnegative Niet-negatief
Nonpositive Niet-positief
Odd Oneven
Perfect square Kwadraat
Translations English-Dutch 69
English Dutch
Permutation Permutatie
Predicate Predikaat
Prime Priemgetal
Proof by contradiction Bewijs uit het ongerijmde
Proper subset Echte (stricte) deelverzameling
Proposition Propositie; bewering
Quantifier Kwantor
Quantified statement Bewering met kwantoren
Rational number Rationaal getal
Real number Reëel getal
Set Verzameling
Subset Deelverzameling
Summation Sommatie
Supremum Supremum
Tautology Tautologie
Truth table Waarheidstabel
Unbounded interval Onbegrensd interval
Union Vereniging
Universal quantifier Universele kwantor
Universal set Universum
Upper bound Bovengrens
Venn diagram Venn diagram
70 Translations Dutch-English
Translations Dutch-English
Dutch English
Binomiaalcoëfficient Binomial coefficient
Begrensd interval Bounded interval
Bewijs uit het ongerijmde Proof by contradiction
Binomiaalstelling Binomial Theorem
Bovengrens Upper bound
Cardinaliteit Cardinality
Combinatie Combination
Connectief Connective
Disjunct Disjoint
Deelverzameling Subset
Doorsnede Intersection
Echte (stricte) deelverzameling Proper subset
Eindige verzameling Finite set
Existentiële kwantor Existential quantifier
Faculteit Factorial
Inductieveronderstelling Induction hypothesis
Infimum Infimum
Integer; geheel getal Integer
Irrationaal Irrational
Kwantor Quantifier
Kwadraat Perfect square
Lege verzameling Empty set
Logische implicatie; geldig gevolg Logical implication
n boven k n choose k
Natuurlijk getal Natural number
Niet-negatief Nonnegative
Niet-positief Nonpositive
Onbegrensd interval Unbounded interval
Ondergrens Lower bound
Oneindige verzameling Infinite set
Oneven Odd
Translations Dutch-English 71
Dutch English
Onwaar False
Permutatie Permutation
Predikaat Predicate
Priemgetal Prime
Principe van inclusie-exclusie Inclusion-exclusion principle
Propositie; bewering Proposition
Rationaal getal Rational number
Reëel getal Real number
Sommatie Summation
Supremum Supremum
Tautologie Tautology
Tegenspraak Contradiction
Tegenvoorbeeld Counterexample
Universele kwantor Universal quantifier
Universum Universal set
Venn diagram Venn diagram
Vereniging Union
Verschil Difference
Verzameling Set
Volledige inductie Mathematical induction
Waarheidstabel Truth table
72
Answers and hints
Chapter 1
1.1 Only the sets in a) and c) are equal.
1.2 a) A = {0, 2}.

b) A = {2, 2 21 , 3 13 , 5 51 , 7 17 }.
c) A = {0, 2, 12, 36, 80}.
1.3 E.g. X = ∅, Y = {∅}, Z = {{∅}}, or X = {1}, Y = {{1}}, Z = {{{1}}}.
1.4 All except f) are true.
1.5 a) (0, 5).

b) [4, 6).
c) Not an interval: the set contains the elements 1 and 5, but not 3.
d) [4, 6).
1.6 a) min(A) = 2, max(A) = 3, inf(A) = 2, sup(A) = 3.

b) min(A) doesn’t exist, max(A) = 3, inf(A) = 2, sup(A) = 3.
c) None of the minimum, maximum, infimum and supremum exist.
d) min(A) = 21 , max(A) doesn’t exist, inf(A) = 21 , sup(A) = 1.
e) min(A) = 0, max(A) = 2, inf(A) = 0, sup(A) = 2.
f) min(A) and max(A) do not exist, inf(A) = 0, sup(A) doesn’t exist.
1.7 a) 6.
b) 21.
c) 1001.
d) 1.
73
74 Answers and hints
1.8 a) {1, 2, 3, 5}.

b) {1, 3, 4, 5, 6, 7, 8, 9, 10}.
c) A.
d) {1, 3, 4, 5, 6, 7, 8, 9, 10}.
e) {4, 8}.
f) {1, 2, 3, 4, 5, 8}.
g) ∅.
h) {2, 4, 8}.
1.9 a) true.
b) false.
c) false.
d) true.
e) true.
f) false.
1.10 a) B .
b) D.
c) {12n | n ∈ Z}.
d) {0, 2, −2, 3, −3, 4, −4, 6, −6, 8, −8, 9, −9, . . . }.
1.11 Only d) and f) are false.
1.12 a) [7, 70).

b) [3, 70).
c) [7, 30).
d) [1, 100).
e) ∅.
1.13 20 students.
1.14 a) r → q .
b) q → p.
c) (s ∧ r) → q .
d) q ↔ s.
e) ¬r → s.
f) (r ∧ s) → (p ∧ q).
1.15 a) m = 3, n = 6.
b) m = 3, n = 9.
c) m = 18, n = 9.
d) m = 4, n = 9.
e) m = 4, n = 9.
1.16 a) (p ∧ ¬q) ∨ (¬p ∧ q).

b) ¬(p ∧ q) ∧ ¬(¬p ∧ ¬q).
1.17 See Definition 1.2.5 and Table 1.3.
1.18 See Definition 1.2.7 and Example 1.2.8.
1.19 a) Tautology.
b) Counterexample: p = 0, q = 1.
c) Counterexample: p = 0, q = 1, r = 0.
d) Tautology.
1.20 For example A = {1}, B = {1, 2} and C = {1, 3}.
1.21 a) true.
b) false, counterexample A = {1}, B = {1}, C = ∅.
c) true.
d) true.
e) false, counterexample A = {1}, B = ∅, C = ∅, D = {1}.
1.22 The cases c), f), g), h), and i) are true.
1.23 a) true.
b) false.
c) They are negations of each other.
1.24 a) ∀x[(x ∈ A) → (x ∈ B)] ∧ ∃y[(y ∈ B) ∧ (y 6∈ A)].

b) ∃x[(x ∈ A) ∧ (x 6∈ B)].
c) ∃x[(x ∈ A) ∧ (x ∈
/ B)] ∨ ∀x[(x ∈ A) ↔ (x ∈ B)].
d) ¬∃x[(x ∈ A) ∧ (x ∈ B)].
1.25 a) true.
b) false.
c) true.
1.26 a) ∃d ∈ D (d ≤ −1).
b) First apply Theorem 1.2.15 three times to rewrite
¬ ∀ > 0 ∃δ > 0 ∀x ∈ R (|x| < δ) → (x2 < )

as
2

∃ > 0 ∀δ > 0 ∃x ∈ R ¬ (|x| < δ) → (x < ) .
Then use the sixth column of Table 1.1 to rewrite this as
∃ > 0 (∀δ > 0 (∃x ∈ R (|x| < δ ∧ x2 ≥ ))).
Chapter 2
2.1 Use the proof technique of Example 2.1.1

√
2.2 a) Hint: x2 = |x|.
2 2
b) Hint: x 3 = |x| 3 .
2.3 a) a = −1 and b = 0.
b) x = 0.
2.4 a) True, give a direct proof using Definition 2.1.2.

b) False, give a proof by verifying that all possible combinations of m and n fail.
c) True, give a direct proof (write n = 2k ).
d) True, give a proof by contradiction (suppose that n3 is even and n is odd).
e) True, give a direct proof, distinguishing the cases n even and n odd.
f) True, give a proof by contradiction, distinguishing the cases m even and n even.
2.5 a) False; counterexample: 2 and 3 are prime, as well as 2 + 3 = 5.

b) True, only for n = 2. Prove for n > 2 that n2 − 1 is not a prime
(write n2 − 1 = (n − 1)(n + 1)).
c) False, prove that n or n + 2 or n + 4 is divisible by 3 (distinguish the three cases
where the remainder of n upon division by 3 is 0, 1 and 2).
2.6 a) Give a direct proof, distinguishing the cases n even and n odd.
b) Hint: write any number n ∈ N as n = 10k + `, and distinguish 10 cases.
c) Use Exercise 2.4 e):
(2n + 1)2 = 4n2 + 4n + 1 = 4n(n + 1) + 1 = 4 · 2k + 1 = 8k + 1.
d) Prove by contradiction; distinguish the cases (a even, b odd), (a odd, b even) and
(a odd, b odd).
p+q
2.7 a) True, give a direct proof (the average of p and q is 2
).
√ √
b) False, counterexample: 2 and − 2.
c) True, give a proof by contradiction.
2.8 a) Follow Example 2.3.2. a2 = 3b2 implies that a is divisible by 3 (see hint in exer-
cise). Now substitute a = 3k in the equation a2 = 3b2 and deduce that also b
must be divisible by 3. Finally, derive a contradiction.
a+b
b) Take x = (the average of a and b. Prove that a < x < b.
2
116
c) x = 90
∈ Q.
2.9 a) See Example 2.4.2; consider the 6 pigeonholes {1, 21}, {3, 8}, {7, 15}, {16, 17},
{20, 24} and {22}.
b) Take, for example, A = {1, 3, 7, 16, 20, 22}.
2.10 a) Follow the proof of Example 2.6.2

((2.6) becomes: k 2 + (2(k + 1) − 1) = k 2 + 2k + 1 = (k + 1)2 ).
b) Follow the proof of Example 2.6.2. In (2.6) show that
k(k+1)(2k+1)
6
+ (k + 1)2 = (k+1)(k+2)(2k+3)
6
. Note Remarks 2.6.3 (2).
c) Follow the proof of Example 2.6.2.
In (2.6) show that 2 + (k − 1)2k+1 + (k + 1)2k+1 = 2 + k · 2k+2 by subtracting 2
from both hands and then divide by 2k+1 .
1−rk+1 1−rk+2
d) Follow the proof of Example 2.6.2. In (2.6) show that 1−r
+ rk+1 = 1−r
by
multiplying both hands with 1 − r.
2.11 a) F6 = 8, F7 = 13.
b) Follow the proof of Example 2.6.2.
In (2.6) show that Fk+2 − 1 + Fk+1 = Fk+3 − 1, by applying (2) to n = k + 3.
c) Follow the proof of Example 2.6.2.
2
In (2.6) show that Fk Fk+1 + Fk+1 = Fk+1 Fk+2 (divide both hands by Fk+1 and
apply (2) to n = k + 2).
2
d) In the induction step show that Fk+2 Fk − Fk+1 = (−1)k+1
k+1 k 2
(write (−1) = −(−1) = −(Fk+1 Fk−1 − Fk ) and apply (2) to n = k + 2).
2.12 a) Follow the proof of Example 2.6.5.

In the induction step show that 22k+3 + 1 is divisible by 3.
(write 22k+3 + 1 = 22 · 22k+1 + 1 = 4(3` − 1) + 1 = 3(4` − 1)).
b) Follow the proof of Example 2.6.5. In the induction step show that 7k+3 + 82k+3 is
divisible by 57.
(write 7k+3 +82k+3 = 7·7k+2 +64·82k+1 = 7·7k+2 +64(57`−7k+2 ) = 57(64`−7k+2 )).
√
2.13 a) In the induction
pstep show
pthat an+1 > 0 and an+1p< 3. p
√ √ √ √ √ √
(write an+1 = an 3 > 0 3 = 0 and an+1 = an 3 < 3 3 = 3).
p √ √
b) Use part a): an+1 = an 3 > an an = an .
2.14 a) Distinguish the cases x ≥ 0 and x < 0 (use |x| = x if x ≥ 0 and |x| = −x if
x < 0).
b) Distinguish the cases (x1 , x2 ≥ 0), (x1 ≥ 0, x2 < 0), (x1 < 0, x2 ≥ 0) and
(x1 , x2 < 0).
c) |x1 + x2 |2 = (x1 + x2 )2 = x21 + x22 + 2x1 x2 = |x1 |2 + |x2 |2 + 2x1 x2 ≤ |x1 |2 +
|x2 |2 + 2|x1 x2 | = |x1 |2 + |x2 |2 + 2|x1 ||x2 | = (|x1 | + |x2 |)2 . Since both |x1 + x2 |
and |x1 | + |x2 | are nonnegative, it follows that |x1 + x2 | ≤ |x1 | + |x2 |.
d) The basis step follows from c). In the induction step, apply c) and the induction
hypothesis:

k+1
P P k P k k
P k+1
P
xi = xi + xk+1 ≤ xi + |xk+1 | ≤ |x i | + |x k+1 | = |xi |.

i=1 i=1 i=1 i=1 i=1
2.15 The induction step doesn’t hold for k = 1.
Chapter 3
3.1 a) 2610 .
b) 4 · 269 + 4 · 269 − 4 · 4 · 268 (= 192 · 268 ).
3.2 a) 5000.
b) 5550.
c) 5542.
3.3 a) nr .
n!
b) P (n, r) = (n−r)!
.
n

c) r
.
d) Each B ⊆ A can be constructed by deciding for each x ∈ A whether x ∈ B or
x 6∈ B . So there are 2 choices for each element, which yields 2n possibilities to
construct a subset. Another way to compute this is making use of part c) and
n
n

= 2n (cf. Example 3.3.9).
P
r
r=0
30

3.4 a) 5
.
25

b) 4
.
29 28 27 26 30 26

c) 4
+ 4
+ 4
+ 4
(or 5
− 5
).
d) With this reasoning, the subsets containing more than one element less than
5, are counted more than once. For example: the set A = {3, 4, 7, 13, 25} is
counted twice: once by first choosing 3 and then 4, 7, 13 and 25, and once by
first choosing 4 and then 3, 7, 13 and 25.
3.5 a) 12!
b) 4 · 3 · 3 · 2 · 2 · 1 · 1 · 5! = 3! · 4! · 5!
c) 3! · 3! · 4! · 5!
12 9 6 3

d) 3
· 3
· 3
· 3
.
3.6 a) 18!/6!
10
· 86 · 12!

b) 6
( 10
8 10
8
10
8
10
8

c) 10
· 2
+ 8
· 4
+ 6
· 6
+ 4
· 8
) · 12!
n n! n! n n! n!

3.7 (i) 0
= 0!(n−0)!
= n!
= 1; n
= n!(n−n)!
= n!
= 1.
n n! n! n! n

(ii) n−r
= (n−r)!(n−(n−r))!
= (n−r)!·r!
= r!(n−r)!
= r
.
n n n! n! n! n!

(iii) r−1
+ r
= (r−1)!(n−(r−1))!
+ r!(n−r)! = (r−1)!(n−r+1)! + r!(n−r)! =
r·n! (n−r+1)·n! r·n!+(n−r+1)·n! (n+1)·n! (n+1)! n+1

= r!(n−r+1)!
+ r!(n−r+1)!
= r!(n−r+1)! = r!(n−r+1)! = r!(n+1−r)! = r
.
8

3.8 a) 3
.
8

b) 25 · 33 · 3
.
c) Use Newton’s binomial theorem with x = 1 and y = 2.
d) Use Newton’s binomial theorem with x = 2 and y = −1.
Index
A\B (A minus B ), 67 element, 9

C(n,
r) (binomial coefficient), 67 empty set, 10
n
r
(n choose r), 61 equal (sets), 16
∩ (intersection), 18 even, 41
∪ (union), 17 existential quantifier, 67
∃ (there exists), 31 existentially quantified statement, 31
∀ (for all), 30
∈ (element of), 10 factorial, 59
↔ (equivalent), 23 false, 22
¬ (not), 23 Fibonacci number, 55
A (A-complement), 20 finite set, 11
→ (implies), 23 inclusion-exclusion principle, 58
⊂ (proper subset), 16 induction hypothesis, 49
⊆
P(subset), 15 infimum, 14
(summation sign), 14 infinite set, 11
∅ (empty set), 10 integer, 11
∨ (or), 23 intersection, 18
∧ (and), 23 interval, 12
irrational, 12
absolute value, 46
logical implication, 27
binomial coefficient, 61 logically equivalent, 26
Binomial theorem, 63 logically implies, 27
bounded interval, 12 lower bound, 14
lub, 67
cardinality, 11
combination, 61 mathematical induction, 47
complement, 20 maximum, 13
connective, 22 membership table, 28
contradiction, 26 minimum, 13
counterexample, 26
N, 11
De Morgan laws, 28 natural number, 11
difference, 20 negative, 12
disjoint, 18 Newton’s binomial theorem, 63
divisible by, 50 nonnegative, 12
80
INDEX 81
nonpositive, 12
odd, 41
Pascal’s triangle, 62
perfect square, 54
permutation, 60
Pigeonhole Principle, 44
positive, 12
predicate, 30
prime, 42
prime number, 42
proof by contradiction, 44
proper subset, 16
proposition, 22
propositional connective, 22
Pythagorean triple, 54
Q, 11
quantified statements, 31
R, 11
r-combination, 61
r-permutation, 60
rational number, 11
real number, 11
Russell’s paradox, 19
set, 9
subset, 15
summation, 14
supremum, 13
tautology, 26
true, 22
truth table, 24
unbounded interval, 12
union, 17
universal quantifier, 67
universal set, 19
universally quantified statement, 30
upper bound, 13
Venn diagram, 20
Z, 11

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Introduction to Mathematics

- Basic mathematical concepts -

Euclid teaching geometry - detail from “School of Athens”, fresco by Raphael.

July 15, 2018

1 Basic set theory and logic 9

1.1 Basic set theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.1.1 Definitions and notations of sets . . . . . . . . . . . . . . . . . . . . . 9

1.1.2 Special sets: numbers . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.1.3 Special sets: intervals . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.1.4 Extreme Values of sets . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1.1.5 Summation of the elements in a set . . . . . . . . . . . . . . . . . . . 14

1.1.7 Union and intersection . . . . . . . . . . . . . . . . . . . . . . . . . . 17

1.1.8 Set difference, universal sets and complement . . . . . . . . . . . . . 19

1.1.9 Venn diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1.2 Basic logic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

1.2.1 Propositions and truth values . . . . . . . . . . . . . . . . . . . . . . . 22

1.2.2 Propositional connectives . . . . . . . . . . . . . . . . . . . . . . . . . 22

1.2.3 Truth tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

1.2.4 Membership tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

1.2.5 Predicates and quantifiers . . . . . . . . . . . . . . . . . . . . . . . . 30

2.1 How to prove a statement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

2.3 Proof by contradiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

2.4 Direct proof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

2.5 Proof by cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

2.6 Mathematical induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

3.1 Inclusion-Exclusion Principle . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Answers and hints 73

Basic set theory and logic

1.1 Basic set theory

1.1.1 Definitions and notations of sets

Definition 1.1.1. A set is a well-defined unordered collection of distinct elements.

If an object x is an element of set A we write x ∈ A. If it is not, then x 6∈ A. Thus 3 ∈ A

B = {5, 7, 40, 45, 72, 75}.

C = {x | x is a positive, even integer}.

Example 1.1.2. Let the set A be given by A = {x ∈ R | x2 + x − 5 ≥ 0}. Is 2 ∈ A? Since

1.1.2 Special sets: numbers

The following sets are often used in mathematics.

• Z = {x | x is an integer} = {0, 1, −1, 2, −2, 3, −3, . . .}.

• Q = {x | x is a rational number} = {x | x = ab , with a ∈ Z, b ∈ Z and b 6= 0}.

A number x is called positive if x > 0, nonnegative if x ≥ 0, negative if x < 0 and nonpositive

1.1.3 Special sets: intervals

(a, b) = {x ∈ R | a < x < b},

Similarly, we have the following types of unbounded intervals.

1.1.4 Extreme Values of sets

• The minimum of V , min(V ), is the element of w ∈ V such that for all x ∈ V : x ≥ w.

Definition 1.1.13. Let V be a non-empty set of numbers. The supremum of V , denoted by

1. v is an upper bound of V , i.e. for all x ∈ V : x ≤ v ; and

2. v is the smallest such upper bound of V , i.e. if v 0 is an upper bound of V then v 0 ≥ v .

Definition 1.1.15. Let V be a non-empty set of numbers. The infimum of V , denoted by

1. w is a lower bound of V , i.e. for all x ∈ V : x ≥ w; and

2. w is the largest such lower bound of V , i.e. if w0 is a lower bound of V then w0 ≤ w.

1.1.5 Summation of the elements in a set

Example 1.1.16. Let B = {6, 9, 12, 15, 18}. Then we have:

This will be a useful tool in Section 2.6.

An illustration of subsets is given in Figure 1.1(a) and (b).

Example 1.1.18. Let A = {1, 2, 3, 4, 5, 6}, B = {2, 4, 6} and C = {1, 2, 3, 4, 5}.

(a) A is a subset of B : A ⊆ B . (b) A is not a subset of B : A * B . (c) A and B are equal: A = B .

Figure 1.1: Venn diagrams illustrating subsets and equality of sets.

A visualization of equality of sets is given in Figure 1.1(c).