Mathematics JSS 3 21.12.2021

Supplementary Study Pack for
Underperforming Schools
MATHEMATICS
JSS 3
March 2021
NOT FOR SALE

Copyright©GoSL (Government of Sierra Leone)
Text by TSC (Teaching Service Commission) Sierra Leone
All rights reserved. No portion of this book may be reproduced in any form or by
any means, electronic or mechanical, including photocopies, recording or by any
information storage or retrieval system without written permission from TSC or the
Government of Sierra Leone.
Printed by:
Winmat Publishers Limited
No. 27 Ashiokai Street
North Dzorwulu
Accra
Ghana
P. O. Box AN 8077
Accra North
Ghana
Tel: +233 522 570 422/+233 302 978 784-5

[email protected]
www.winmatpublishers.com
Sierra Leone Address:

17A Bolling Street
May Park, Kingtom, Freetown
Sierra Leone
Tel: +232 276 619837

TEACHERS' GUIDE
Dear Teacher,
This manual is part of an effort taken by the Teaching Service Commission (TSC) to
improve the quality of teaching and learning of Mathematics during the Covid-19
pandemic in Sierra Leone, to serve as supplementary materials for mathematics to the
already existing ones. The resourses are designed to make Mathematics teaching and
learning effective in every community and to ensure continuous improvement in the
BECE in Sierra Leone.
As a Mathematics teacher, you are already knowledgeable in the subject matter. Therefore
your lesson must be approached from a child centred perspective. You are advised to
make explanations, demonstrations and discussions very simple to the level of children’s
understanding.
Teachers are to avoid the use of jargons in the teaching and learning of Mathematics and
key words must be clearly explained or broken down. Be aware that the teaching and
learning must be centred on young pupil's. Allow pupil's to be actively involved in the
teaching and learning process through classroom activities, discussions, demonstrations
and carrying out calculations for the entire class. Teachers should give every child an
opportunity to access the material in this booklet. This could be achieved through clear
explanation and the provision of enough time for every pupil to complete tasks set in all
the units. Teachers to provide an opportunity for pair assessment and self-assessment
for a better understanding of every unit completed. All answers for the exercise are can
be found at the back of this booklet.
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TABLE OF CONTENTS
Teachers' Guide iii
Numbers And Unit 1. Set Language and Notation 1

Numeration
Unit 2. Basic Concept and Types Of Sets 2
Unit 3. Describing and Writing Sets 5
Unit 4. Venn Diagrams 6
Unit 5. Identification of Number System (Base)

Used By Different Cultures 9
Unit 6. Number Base 11
Unit 7. Laws of Indices 13
Unit 8. Properties of Indices 16
Unit 9. Standard Form 18
Unit 10. Everyday Arithmetic 20
Unit 11. Percentages 24
Unit 12. Simple Interest 29
Unit 13. Compound Interest 33
Unit 14. Exchange Rates, Money 35
Measurement Unit 15. Review Areas and Perimeters of

And Estimation Triangles and Quadrilaterals 38
Unit 16. Areas and Circumference of Circles 44

Unit 17. Volumes and Surfaces of 3D Shapes:
Triangular Prisms, Cuboids and Cubes 47
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Geometry Unit 18. Geometrical Constructions 54
Unit 19. Pythagoras Theorem 57
Unit 20. Congruency Triangles 61
Money And Use Unit 21. Money and Use 65

Trigonometric
Ratios (Fractions) Unit 22. Trigonometry Ratios 67
Algebra Unit 23. Algebra 70
Unit 24. Linear Equations 73
Unit 25. Change of Subject and

Substitution 74
Unit 26 Quadratic Equations 77
Unit 27. Inequality 79
Unit 28 Collection and Presentation

of Data 84
Statistics And Unit 29. Probability 90

Probability
Unit 30. Internet Skills 94
Answers 95
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UNIT SET LANGUAGE AND NOTATION
1 (35 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to identify elements of a set and use set
language and symbols.
SET LANGUAGE AND NOTATION
TEACHER’S GUIDE
Teachers should use simple language to explain the concepts.
SET
are written within curly brackets and are separated by commas.
The number of elements in a set refers to the cardinality of a set
Exercise
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UNIT BASIC CONCEPTS AND TYPES OF SETS
(35 minutes)
2
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to apply key words in solving everyday
problems involving sets.
TEACHER’S GUIDE
pupil's to give their own examples. Teacher to mark and give feedback to pupils on
every exercise completed.
PUPIL'S GUIDE
A SET CAN BE FINITE OR INFINITE
FINITE SETS
INFINITE SET
elements are uncountable.
NULL SETS
UNIVERSAL SET: A set that has all possible elements within a particular scope. It is
EQUIVALENT SETS
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The Sierra Leone Teaching Service Commission
EQUAL SET
the order of listing may not be the same.
SUBSETS
A. The symbol means subset and
means superset.
COMPLIMENT OF A SET. The compliment of a set is the collection of all elements
UNION AND INTERSECTION OF SET

collection of all elements that belong to either A or B or both A and B refers to the
union of A and B.
AUB because it is not in A and also not in B.
The collection of all elements that belong to A and B refers to the intersection of A and
be found in both A and B.
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Find the elements of:
III. AUB
Solution
Exercise
Write down the elements of the following sets:
III. AUB
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UNIT DESCRIBING AND WRITING SETS
(35 minutes)
3
LEARNING OUTCOME:
to solve problems with sets.
TEACHER’S GUIDE
Teacher to explain the properties of numbers and write them in the form of a set.
PUPIL'S GUIDE
USING DIFFERENT TYPES OF NUMBERS TO DESCRIBE SETS.

THE SET OF EVEN NUMBERS
THE SET OF ODD NUMBERS: Numbers that cannot be exactly divided by
THE SET OF PRIME NUMBERS: Numbers that have only two factors
THE SET OFWHOLE NUMBERS: Numbers denoted by W.
THE SET OF NATURAL NUMBERS: Numbers denoted by N.
THE SET OF INTEGERS: This refers to positive and negative whole
THE SET OF SQUARE NUMBERS
MULTIPLES OF A NUMBER
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UNIT VENN DIAGRAMS
4 (35 minutes)
LEARNING OUTCOME:
problems involving sets.
subsets.
SOME RELATIONSHIPS BETWEEN SETS.
i U
The shaded portion represent the
U
ii
A B
The shaded portion represents

AnB
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iii

AUB
U
iv
U
v
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Examples: Given that
Solution
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UNIT IDENTIFICATION OF NUMBER SYSTEM
5 (BASE) USED BY DIFFERENT CULTURES
(35 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to identify number bases used by
TEACHER’S GUIDE
of digits or symbols of a given set in a consistent manner.
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ROMAN NUMERALS
The symbols are
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UNIT NUMBER BASE
6 (35 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to solve problems involving convertion
from one number base to another number base.
TEACHER’S GUIDE
Teacher should review basic rules in order to write numbers in an index form.
PUPIL’S GUIDE
HOW TO CONVERT OTHER BASES TO BASE 10

There are two methods
Example 1
two
two
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Example 2
HOW TO CONVERT FROM ONE BASE TO ANOTHER BASE
Example 1
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UNIT LAWS OF INDICES
(35 minutes)
7
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to use multiplication and division rules
of indices to solve problems.
TEACHER’S GUIDE
Teacher to carefully explain the multiplication and division rules of indices with the
guided examples.
PUPIL’S GUIDE
LAWS OF INDICES.
a
a
xa
am x an
Example 1 simplify the following:
Solution
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b xb
b
am ÷ an m-n
pxpxpxp
÷p
pxpxp
m n mxn
mn
Example 2
Solution
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c xb xc
c
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UNIT PROPERTIES OF INDICES
(35 minutes)
8
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to use/apply positive and negative
fractional indices to solve problems.
an
a n
v.
Solution
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UNIT STANDARD FORM
(35 minutes)
9
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to use index notation to write large and
small numbers using standard form.
number before the decimal point and then write the remaining numbers after the decimal
.
In standard form we write numbers as:
is in standard form.
is not in standard form.
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then determine the number of places the decimal point is being moved.
Example 1 Write the following numbers in standard form:
Solution
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UNIT EVERYDAY ARITHMETIC
(35 minutes)
10
LEARNING OUTCOME:
problems.
THE FOUR OPERATIONS
Under this unit attention will be paid to how we use the operations in solving word
problems.
Number
B I D M A S
r n i u d u
a d v l d b
c i i t i t
k c s i t r
e e i p i a
t s o l o c
s n y n t
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Number
EXAMPLES
Work out the answers to these THE JOKE
W R
G I
O N
P T
S Q
U C
M L
D E
A H
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SUM AND DIFFERENCE

- The sum of numbers is the result obtained when we add the numbers together.
we always subtract smaller numbers from bigger ones.
Example 1
Solution
st
number be x
nd
rd
Example 2
Solution
PRODUCT
The product of numbers is the result obtained when the numbers are multiplied.
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Example 4
Solution
The result is double the number:
Example 5
Solution
Exercise 1
Exercise 2
numbers.
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UNIT PERCENTAGES
(70 minutes)
11
LEARNING OUTCOME:
loss.
REVISION:
% means percentage.
Example:
CONVERSIONS
FRACTIONS TO PERCENTAGES
Example 1
Exercise 1:
TO EXPRESS DECIMALS AS FRACTIONS
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Solution
TO EXPRESS PERCENTAGES AS DECIMALS
Example
Solution
CALCULATING PERCENTAGES OF QUANTITIES
Example 4
Solution
Exercise 2
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DECREASE A VALUE BY A GIVEN PERCENTAGE

Example 5
Solution
Second method: Third Method:
Exercise 3: Find the following without using a calculator:
Exercise 4
PROFIT AND LOSS PERCENTAGES
is the price at which he sells the goods.
makes a loss when the selling price is less than the cost price.
× × 100
× 100
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Example 6
the selling price.
Solution
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Exercise 5
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UNIT SIMPLE INTEREST
(70 minutes)
12
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to calculate interest on problems with
loans.
SIMPLE INTEREST: Interest is a payment given for saving money. It can also be
the price paid for borrowing money. When interest is calculated on the basic sum of
on investment when money is invested and interest is paid to the investor.
The money used for the investment is called the PRINCIPAL. The percentage return
is called the RATE PERCENT. The amount is the total obtained by adding the interest
to the principal.
NOTE
FORMULA
The other derived formulae are:
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Examples:
Solution
Solution
Solution
PxT
Solution
PxT
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Solution
Exercise 1
Find the simple interest on the following
AMOUNT
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Example 2
Solution
Exercise 2
Find the amount of the following investment
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UNIT COMPOUND INTEREST
13 (35 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to use compound interest to calculate
total interest over a number of years.
Simple Interest
This is the interest accumulated over a certain period
When money is saved with simple interest the interest is paid at regular intervals and
the principal remains the same.
With compound interest
Example 1
Solution st
st
nd
nd
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Example 2:
Solution
nd
rd
th
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UNIT EXCHNAGE RATES MONEY
14 (35 minutes)
LEARNING OUTCOME:
to sterling or dollars.
Other Countries
Ghana ¢
of West Africa.
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D ¢ N
Note: As already mentioned exchange rates changes from day to day. The above rates
may only be taken as approximations for practice purposes.
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£150 × 2.82 $423
£390 × 1.55 $604.50
£250 × 1.58 €395
£1500 × 16.34 24510 rand
£500 × 2.32 1160 Swiss Francs
Exercise
1. Europe 1,15 Euros Japan 125.97 Yen

2. Australia 1.57 Dollars India 57.23 Rupees
3. USA 1.52 Dollars S. Africa 10.63 Rand
4. Change 450 To USA Dollars Change 700 to Rupees

5. Change 620 to Yen Change 500 to Rand
6. Change 350 to Euros Change 250 to Australia Dollars
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UNIT REVIEW OF AREAS AND PERIMETERS OF
TRIANGLES AND QUADRILATERALS
15 (70 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to recall and use the formulas for the
PERIMETER:
measure.
shape.
Examples
Square
Rectangle
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Parallelogram
Rhombus
sides are parallel
Trapezium
Triangle
A shape with three sides or a
TYPES OF TRIANGLES
A Right-Angle Triangle: The longest side is opposite to the right
o
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An Isosceles Triangle: Two sides of this triangle are the same and the base
Equilateral Triangle
Scalene Triangle
Acute Angle Triangle
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An Obtuse Angle Triangle o
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
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EXAMPLE 4
EXAMPLE 5
EXAMPLE 6
Exercise 1
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*exercise not yet taught
Exercise 2
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UNIT AREA AND CIRCUMFERENCE OF CIRCLES
16 (70 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to use formulas to calculate the area and
perimeter/circumference of circles.
Note
Example 1
Solution:
Example 2
Using
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Example 3
Example 4
x xr
Example 5
xrxr
Exercise 6
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. Find its radius
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UNIT VOLUMES AND
Introducing SURFACES
Parts OF 3D SHAPES:
of Speech
(35 minutes) PRISMS, CUBOIDS AND CUBES
TRIANGULAR
1
17 (70 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to apply formulas to calculate total
amount of material used to make the solid if the solid is not hollowed.
for measuring capacity.

The cross-section of a solid shape is the shape found when the solid is cut through
parallel to its end face.
A cuboid is a rectangular prism whose cross-section is a rectangle.

Note: The volume of a prism is the product of the area of its cross-section and its height.
Cuboid (Rectangular Tank)
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(b) Box with square base
h
When top opens
h
x
x
(c)
(d) Prism
(e) Cylinder (Milk Tin)
When top opens
(f) Cone (funnel)
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(g) Sphere (Earth)
(h) Pyramid
the side plus the area of the base
(i) Hemisphere
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Area and Volume
Area and Volume
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Examples
Solution:
152000cm 152 Litres
shape is the same across the whole prism.
Volume of a prism
Length
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Examples
Find the volume of the cuboids below in cm
Answers
Find the volume of the following cuboids.
4cm 2cm
3cm
6cm
3cm 6cm 4cm
5cm 5cm
5cm 11cm
7cm
3cm
10cm 3cm
5cm 6cm 2cm
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Calculating a Missing Length with Given Volume
given volume.
Example
Pyramids
of the pyramid.
Exercises
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UNIT Introducing Parts
GEOMETRICAL of Speech
CONSTRUCTIONS
18 (35 minutes)
(70 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to bisect lines and angles.
A) To Bisect a Straight-Line Segment
A B
The line segment AB is the part of the line between A and B including the points A and
B.
To bisect the line segment AB means to divide it into two equal parts.
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Constructions
perpendicular bisector
Draw a line of suitable length

Method
centres A and B.
form the
triangle.
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B) To Construct an Angle of 90O
Method
two arcs with the same length.
Draw a perpendicular line to
of the two arcs and point B.
C) To Construct an Angle of 30O
and then
bisect it as shown below.
Use a protractor to check the data above.
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PYTHAGORAS of Speech
THEOREM
(35 minutes)
(70
19
LEARNING OUTCOME:
problems.
TEACHER’S GUIDE
PUPIL'S GUDE
Pythagoras theorem
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In a right angled triangle the longest side opposite the right angle is called the
Example 1
Find the values of the sides marked with letters.
Solution Solution Solution

x
x
x
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Example 2
Solution Solution
AB
x
x
x
Exercise 1
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Exercise 2
Pythagoras' Theorem
triangle.
a b c
d e f
Exercise 3
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CONGRUENCY of Speech
TRIANGLES
(35 minutes)
1
20
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to use the properties of similar triangles
to show that they are congruent.
TEACHER’S GUIDE
clearly.
PUPIL'S GUIDE
Geometric Proof
Two triangles are congruent if they satisfy one of four sets of conditions:
SSS: three sides the same SAS: two sides and the included angle
the same
ASA: two angles and the included RHS: right-angled triangles with
side the same hypotenuse and one other side the same
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Examples
Congruency
These two
triangles are
congruent because
of AAS
These two
triangles are
congruent because
of RHS
Examples
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In
Exercise 1
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UNIT
UNIT MONEY
Introducing
ANDParts
USE of Speech
(35 minutes)
21
1
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to carry out calculations involving
money problems.
TEACHER’S GUIDE
PUPIL'S GUIDE
This involves the everyday uses of money.
Example I
Solution: Total number of oranges collected

9504
Solution:
Example 2
Solution
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Exercise
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UNIT Introducing
TRIGONOMETRYPartsRATIOS
of Speech
(35
(70 minutes)
22
1
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to calculate the missing sides and angles
of the right-angled triangle.
TEACHER’S GUIDE
one angle given inside the right-angle triangle.
PUPIL'S GUIDE
NOTE:
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Example 1: Identify which of the letters in the triangle below are:
Opposite = f Opposite =i
Opposite = c ѳ
Hypotenus = e Hypotenus = h
Hypotenus = b
Adjacent = d Adjacent = g
Adjacent = a
f ѳ
c g
Example 2: Find the values of the side marked with letters.
Solution Solution
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Exercise 1 Find the length of the sides marked y in the right angled triangle below.
61 O
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UNIT Introducing Parts of Speech
ALGEBRA
23 (35 minutes)
1
LEARNING OUTCOME:
expressions.
TEACHER’S GUIDE
PUPIL'S GUIDE
Like Terms
A term is part of an expression
You can simplify an expression by collecting like terms
5a and 3a are like terms
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Exercise 1
Simlify the expressions below
Like Terms
2.
Simplify each of the following
Example
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Solution
Solution
Solution
Solution
Solution
Exercise 1
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UNIT Introducing Parts of Speech
LINEAR EQUATIONS
(35
(35 minutes)
24
1 minutes)
LEARNING OUTCOME:
TEACHER’S GUIDE
Teachers to engage pupil's in working through the examples. Give them some time to
PUPIL'S GUIDE
Examples
Example 1 Example 2
x
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UNIT CHANGE OF SUBJECT AND
25 SUBSTITUTION
(70 minutes)
LEARNING OUTCOME:
and then substitute a number to get the result.
TEACHER'S GUIDE
PUPIL'S GUIDE
Example 1
t
Example 2
k
Example 3
m n
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Solution
mn ec
mn
ne k
k
ne
Solution
h
t t
Exercise 1
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SUBSTITUTION
Examples
Solution
Exercise 2
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UNIT QUADRATIC EQUATIONS
(70 minutes)
26
LEARNING OUTCOME:
TEACHER’S GUIDE
PUPIL'S GUIDE
same variable.
Solution Solution
x
x
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Solution Solution
Exercise
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UNIT INEQUALITY
(35 minutes)
27
LEARNING OUTCOME:
TEACHER’S GUIDE
Teacher to advise students to use a ruler and pencil to draw straight lines.
PUPIL'S GUIDE
NOTATIONS
<
Greater than
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Inequalities on number lines
EXERCISE 2
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EXERCISE 3
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UNIT COLLECTION AND PRESENTATION
28 OF DATA
(70 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to represent data on a graph.
TEACHER’S GUIDE
PUPIL'S GUIDE
NOTE:
include the following.
highest to lowest.
following.
a. Pictogram
b. Bar chart
the data.
c. Pie chart
to the data.
Frequency Table
Grade A B D F
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PICTOGRAM
data.
BAR CHART
A bar chart is very like pictogram. The number of pupil's who get each grade is
represented by a bar instead of a picture. The bars have the same width and usually
of that grade.
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PIE CHART
of each sector represents the number of students who get the grade shown in that sector.
Now we look at how many

people were surveyed.
Grade A B D F Total
Angle at centre
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A B
The angles are calculated on the basis of simple ratio for example:
Angle for grade A
Grade B
Handling Data
The information in the pie chart shows
each type sold
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Averages
put in order from smallest to biggest
Number of values in the set
Exercises
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UNIT
UNIT Introducing
PROBABILITYParts of Speech
(35
(70 minutes)
1
29 minutes)
LEARNING OUTCOME:
By the end of the lesson the pupils will be able to solve problems involving simple
probability.
TEACHER’S GUIDE
PUPIL'S GUIDE
The probability for an event which is
The probability for an event which is
The Probability scale
equivalent to that
For example
Impossible Unlikel
c b d a
likely
unlikely
very unlikely
even chance
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Key words:
Even chance
Likely
Impossible
Certain
Unlikely
b a c
Probability of an event
omes
Number of possible outcomes
the probability of rolling an even number on a fair dice

three of them
six
FORM PUPILS
JSS 1 22
JSS 2 16
one at random. What is the probability that he will pick JSS 3 28
SS1 29
SS2 15
15 SS3 20
130
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Exercises
Write dowm the probability that the number he picks is:
Team Spurs Man Utd Liverpool Arsenal

No of Pupils 12 8 4 6
Write down the probability that the pupil he picks supports:
Probability using tables

Example
obtained together.
Solution
Dice A
1 2 3 4 5 6 b) 4 outcomes out of 36
1 1 2 3 4 5 6 give a score of 12
2 2 4 6 8 10 12 Probability = 4 = 1
Dice B
3 3 6 9 12 15 18 36 9
c) 6 outcomes out of 36 give
4 4 8 12 16 20 24
a score of 23+
5 5 10 15 20 25 30
6 6 12 18 24 30 36 Probability = 6 = 1
36 6
Probability = Number of desired outcomes
Number of possible outcomes
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Exercises
Dice
What is the probability of rolling:
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UNIT INTERNET SKILLS
30
The use of the internet and computers to aid students learning.
There are several mathematics resources available for students online but could be
those pupils who can access the internet they could use the following websites like bbc
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ANSWERS
UNIT 10 UNIT 11 EX 1 UNIT 12 Ex 1
Exercise 2
Exercise 2
UNIT 14
Unit 15
UNIT 16
UNIT 17
UNIT 19
Exercise 1
Exercise 2
Exercise 3
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UNIT 20 UNIT 21
UNIT 22
UNIT 23 UNIT 24
UNIT 25
UNIT 26
Exercise 1
Answers:
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Solution
EXERCISE 2 Solve the following liner equations
Answers
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Answers
Dice
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Supplementary Study Pack for

NOT FOR SALE

Text by TSC (Teaching Service Commission) Sierra Leone

Tel: +233 522 570 422/+233 302 978 784-5

Sierra Leone Address:

Tel: +232 276 619837

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Numbers And Unit 1. Set Language and Notation 1

Unit 3. Describing and Writing Sets 5

Unit 4. Venn Diagrams 6

Unit 5. Identification of Number System (Base)

Unit 6. Number Base 11

Unit 7. Laws of Indices 13

Unit 8. Properties of Indices 16

Unit 9. Standard Form 18

Unit 10. Everyday Arithmetic 20

Unit 11. Percentages 24

Unit 12. Simple Interest 29

Unit 13. Compound Interest 33

Unit 14. Exchange Rates, Money 35

Measurement Unit 15. Review Areas and Perimeters of

Unit 16. Areas and Circumference of Circles 44

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Unit 19. Pythagoras Theorem 57

Unit 20. Congruency Triangles 61

Money And Use Unit 21. Money and Use 65

Algebra Unit 23. Algebra 70

Unit 24. Linear Equations 73

Unit 25. Change of Subject and

Unit 26 Quadratic Equations 77

Unit 27. Inequality 79

Unit 28 Collection and Presentation

Statistics And Unit 29. Probability 90

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SET LANGUAGE AND NOTATION

are written within curly brackets and are separated by commas.

The number of elements in a set refers to the cardinality of a set

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A SET CAN BE FINITE OR INFINITE

elements are uncountable.

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the order of listing may not be the same.

COMPLIMENT OF A SET. The compliment of a set is the collection of all elements

UNION AND INTERSECTION OF SET

AUB because it is not in A and also not in B.

be found in both A and B.

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Find the elements of:

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to solve problems with sets.

USING DIFFERENT TYPES OF NUMBERS TO DESCRIBE SETS.

THE SET OF ODD NUMBERS: Numbers that cannot be exactly divided by

THE SET OFWHOLE NUMBERS: Numbers denoted by W.

THE SET OF NATURAL NUMBERS: Numbers denoted by N.

THE SET OF INTEGERS: This refers to positive and negative whole

THE SET OF SQUARE NUMBERS

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problems involving sets.

SOME RELATIONSHIPS BETWEEN SETS.