Quarter 1 – Module 1:

Quarter 1– Module 2:
Whole Numbers
Solves prolems involving sets with the
Visualizes Numbers up to 100 000 with Emphasis on
use of
Numbers 10 Venn
001–100 000Diagram
(M4NS-Ia-1.4)
Gives the Place Value and Value of a Digit in Numbers up to100 000 (M4NS-Ia-10.4)
(M7NS-Ib-1)
Reads and Writes Numbers, in Symbols and in Words, up to Hundred Thousand and
Compare them Using Relation Symbols (M4NS-Ia-9.4)

i
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 2: Solves problems involving sets with the use of Venn
Diagram (M7NS-Ib-1)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Schools Division of City of Meycauayan

Schools Division Superintendent: CAROLINA S. VIOLETA, EdD
Assistant Schools Division Superintendent: CECILIA E. VALDERAMA, PhD
Chief of Curriculum Implementation Division: DOMINADOR M. CABRERA, PhD
LR Manager: EDWARD C. JIMENEZ, PhD

Development Team of the Module

Writer : Melvin O. De Silva

Editors : Jocelyn A. Manalaysay, PhD
Cindy D. Oliva, PhD
Paolo D. Estores
Realyn Tanabe
Reviewers : Edward Jimenez, PhD
Bernard R. Feria
Illustrator: Joey Rey DC. Magracia
Layout Artist: Jency M. Rodina
Management Team: Carolina S. Violeta, EdD
Cecilia E. Valderama, PhD
Dominador M. Cabrera, PhD
Edward C. Jimenez, PhD
Susan B. Pelipada
Bernard R. Feria

Printed by City Government of Meycauayan

Department of Education – Schools Division of City of Meycauayan

Office Address: Pag-asa St., Malhacan, City of Meycauayan, Bulacan 3020

Contact No: (044) 234-01-21
Website: www.sdo-meycauayan.com
E-Mail Address: meycauayan.city@deped.gov.ph

ii
 7

Mathematics
Quarter 1 – Module 2:
Solves problems involving sets with
the use of Venn Diagram
(M7NS-Ib-1)

This instructional material was collaboratively developed and reviewed

by educators of the Schools Division of City of Meycauayan particularly the
Division Quality Assurance Team (DQAT), school heads, colleagues, and
other stakeholders. We encourage teachers and other education stakeholders
to email their feedback, comments, and recommendations to the Department
of Education, Schools Division of City of Meycauayan at
meycauayan.city@deped.gov.ph.

We value your feedback and recommendations.

Schools Division of City of Meycauayan

iii
Introductory Message
For the facilitator:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

Solves problems involving sets with the use of Venn Diagram!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Solves problems involving sets with the use of Venn Diagram!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

iv
 This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned

This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

v
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

vi
 What I Need to Know
\

This module was designed and written with you in mind. It is here to
help you master solves problems involving sets with the use of Venn diagram.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond
with the textbook you are now using.

The module has only one lesson, namely:

• Lesson 1 – Solving Problem Involving Sets

After going through this module, you are expected to

a. Solve word problems involving sets with the use of Venn diagrams;
b. Apply set operations to solve a variety of word problems.

What I Know

Write the letter of the correct answer on the space provided.

For numbers 1 – 5,

A survey of 40 students about their preferred transportation going

to school and it was found out that:

17 preferred tricycle
28 preferred jeepney
15 preferred both tricycle and jeepney

______1. How many preferred tricycles only?

a. 17 b. 2 c. 15 d. 32
______2. How many preferred jeepney only?
a. 15 b. 28 c. 13 d. 33
______3. How many preferred did not preferred neither tricycle nor jeepney
as their transportation going to school.
a. 13 b. 15 c. 10 d. 28

1
______4. How many preferred tricycles?
a. 17 b. 2 c. 15 d. 32
______5. How many preferred jeepney?
a. 15 b. 28 c. 13 d. 33
______6. It is a diagram that used to illustrate problem involving sets.
a. Bar graph c. Venn diagram
b. Tree diagram d. Flowchart
______7. It is the set of all elements common to A and B.
a. Union of sets c. Intersection of sets
b. Universal set d. Subsets of a set
______8. He invented the Venn diagram.
a. John Venn c. Anton Van Venn
b. Erick Venn d. Venn Diesel
For numbers 9 – 15,

A survey of 100 grade 7 students revealed the following:

42 like Lastikman
62 like Darna
44 like Captain Barbell
22 like Captain Barbell and Lastikman
25 like Lastikman and Darna
17 like Captain Barbell and Darna
10 like all three.
(Modified from Baccay, Esperanza, & Reyes, Exploring Mathematics 7, page 36)

______9. How many students who like Lastikman only?

a. 42 c. 12
b. 15 d. 5
______10. How many students who like Darna only?
a. 30 c. 10
b. 7 d. 62
______11. How many students who like Captain Barbell only?
a. 44 c. 15
b. 12 d. 7
______12. How many students who like Lastikman and Captain Barbell?
a. 86 b. 30 c. 15 d. 12
______13. How many students who like Darna and Lastikman?
a. 30 b. 15 c. 10 d. 104
______14. How many students who like all three?
a. 10 b. 5 c. 15 d. 30
______15. How many students who did not like any of the three?
a.0 b. 3 c. 6 d. 5

2
Lesson

1 Solving Problems Involving Sets

People have lots of choices. Sometimes, we are different. Sometimes, we

are the same. Researchers used survey to know the pulse of the people based
on a certain topic.

You go with your mother in the grocery to buy fruits. You notice that
your mother is very meticulous in buying fruits. Your mother asked what
fruits you want and you tell what you like. Then, she checked the freshness,
the expiration date and most important is the price based on the budget your
mother have in her wallet. After checking, she’s putting the fruits in her
basket.

In buying clothes, we are different in choosing clothes depends on the

fashion style we like. In watching movies, you watch with your friends
depends on your favourite actors/actresses.

In this lesson, you will learn how to solve real-life situations involving
set by using Venn diagram.

3
 What’s In

A. Write the letter of the correct answer in your notebook.

Let U = {1, 3, 5, 7, 9}
A = {3, 5, 7}
B = {5, 7, 9}
(Modified from Baccay, Esperanza, & Reyes, Exploring Mathematics 7, page 33)

______1. A ∪ B
a. {3, 7, 9} c. {3, 5, 7, 9}
b. {3, 5, 7} d. {3, 6, 7, 9}
______2. A ∩ B
a. {3, 5} b. {3} c. {7, 5} d. {5}
______3. B – A
a. {3} b. {9} c. {7} d. {5}
______4. A – B’
a. {1} b. { } c. {1, 3} d. {5, 7}
______5. (A ∩ B)’
a. {1, 3, 9} c. {1, 7, 9}
b. {3, 7, 1, 9} d. {3, 9, 7,5}
______6. A’
a. {1, 3, 9} b. {1, 9} c. {5, 7} d. {1, 5, 9}
______7. B’
a. {1, 3} b. {5, 7, 9, 3} c. {1, 9} d. {5, 7, 9}
______8. A’ – B’
a. {3} b. {9} c. {7} d. {5}

B. Find the following and write your answer in your notebook.

Let U be the universal set.

U = {j, k, l, m, n, o, p}
A = {j, l, m, p}
B = {k, n, o, p}
(Modified from Baccay, Esperanza, & Reyes, Exploring Mathematics 7, page 32)
9. A’ 13. A’ ∩ B’
10. B’ 14. A ∩ B
11. A – B 15. A ∪ B

4
12. A’ ∪ B’

What’s New

Teacher Anna asked her

class if how many of them like
educational television shows
like Math Tinik, Sineskwela or
both.

20 students like Math

Tinik, 15 like Sineskwela and
10 like both educational TV
https://images.app.goo.gl/xm71SWR9RvDuLeRE7
shows.
The problem can be presented into graphs for you to easily understand
the problem.

Educational TV Shows
25
20
15
10
5
0
Math Tinik Sineskwela Both

\ What is It

Based on the data gathered, the following questions are we need to be

answered:

1. How many students like Math Tinik?

2. How many students like Sineskwela?
3. How many students like both Educational TV shows?
4. How many students are there in all?
You cannot answer correctly the questions if you will base only on the
data gathered earlier. You need to solve this properly.

5
 A Venn diagram is constructed with a collection of simple closed
curved (circles) drawn in a plane as a way of illustrating relationships
between different groups of objects.

Solution

Represent the given sets.

Let n(M) = number of students like Math Tinik

n(S) = number of students like Sineskwela
n(M ∩ S) = number of students like both Math Tinik and
Sineskwela
So, n(M) = 20
n(S) = 15
n(M ∩ S) = 10

You will represent the whole problem by

using Venn Diagram which is shown below.

The number of circles depends on how

many choices do we have in the problem.

First data to input is the number of

students like both Educational TV shows.

So there are, 10 students like both Math

Tinik and Sineskwela.

Then, subtract the number of students

who like Math Tinik to the number of students
who like both.

If we equate it, n(M) – n(M ∩ S). So, 20

– 10 = 10.

Next, subtract the number of students

who like Sineskwela to the number of students
who like both.

If we equate it, n(S) – n(M ∩ S). So, 15 – 10

= 5.

6
 To get total number of the students, all you
need to do is simply add all the numbers inside
the Venn Diagram.
+ 5
If we equate it, we have n(M) + n(M ∩ S) + n(S).
So, 10 + 10 + 5 = 25.

We can now answer the following questions based on the data in Venn
Diagram:

1. How many students like Math Tinik? 10

2. How many students like Sineskwela? 5
3. How many students like both Educational TV shows? 10
4. How many students are there in all? 25

For the next problem, we are going to use three choices.

Teacher Marlon asked 100 grade 7 students of Malhacan Integrated School

about their favorite among the three subjects. The results revealed the
following:

42 like English

62 like Mathematics

44 like Filipino

22 like both English and Filipino

25 like both English and Mathematics

17 like both Mathematics and Filipino

10 like all three subjects.

(Modified from Baccay, Esperanza, & Reyes, Exploring Mathematics 7, page 36)

Questions:

1. How many like Mathematics only?

2. How many like English only?
3. How many like Filipino only?
4. How many like both English and Filipino?
5. How many like both English and Mathematics?
6. How many like both Mathematics and Filipino?
7. How many did not like any of the three subjects?

7
Solution:

You should represent first the given sets.

Let E be the set of students who like English

M be the set of students who like Mathematics
F be the set of students who like Filipino

So, we denote every representation by

n(E) = 42 n(E ∩ M) = 25
n(M) = 62 n(M ∩ F) = 17
n(F) = 44 n(E ∩ M ∩ F ) = 10
n(E ∩ F) = 22

We are going to use again Venn Diagram to present the whole problem.
Do the following steps:

Draw a representation of the problem using

Venn diagram. In this diagram, we draw three
circles which represent English as E, Mathematics
as M, Filipino as F and universal set as U.

Write the number of students who like all

the three subjects. So, n(E ∩ M ∩ F ) = 10.

Subtract n(E ∩ F) to n(E ∩ M ∩ F ).

So, we have 22 – 10 = 12.

Therefore, 12 is the intersection of E and F.

8
 Subtract n(E ∩ M) to n(E ∩ M ∩ F ).
So, we have 25 – 10 = 15.
Therefore, 15 is the intersection of E and M.

Subtract n(M ∩ F) to n(E ∩ M ∩ F ).

So, we have 17 – 10 = 7.
Therefore, 7 is the intersection of M and F.

To get the number of students who like

English only, you need to add 12, 10, and 15 within
the blue circle and subtract from n(E) = 42.

So we have, 42 - (12 + 10 + 15)

42 – (37) = 5

To get the number of students who like

Mathematics only, you need to add 15, 10, and 7
within the green circle and subtract from n(M) = 62.

So we have, 62 - (15 + 10 + 7)
62 – (32) = 30

To get the number of students who like

Filipino only, you need to add 12, 10, and 7 within
the red circle and subtract from n(F) = 44.

So we have, 44 - (12 + 10 + 7)
44 – (29) = 15

9
Observe that the sum of these numbers is equal to 94. The total respondent
from grade 7 is 100.

If we subtract 100 to 94, the answer is 6.

So therefore, there 6 students did not like any of
the three subjects.

You will write 6 outside of the circles and

we can go back to answer the following questions
stated from the start of the problem.

Questions:

1. How many like Mathematics only? 30

2. How many like English only? 5
3. How many like Filipino only? 15
4. How many like both English and Filipino? 12
5. How many like both English and Mathematics? 15
6. How many like both Mathematics and Filipino? 7
7. How many did not like any of the three subjects? 6

What if the intersection of the three sets is missing? You may watch this video
https://youtu.be/9_rIQ7_GRYs or search Venn Diagram: Very Easy Ven Diagram
Solving when the 3 Sets Intersection is not Given, Ex: Find the Number of
Element in the Intersection of Two Sets Using a Venn Diagram. You may also
search for other examples at https://www.math-only-math.com/word-problems-on-sets.html
and to learn how to get the missing intersection.

Let us remember that to solve problems involving sets, we use Venn

diagram to easily illustrate and understand the given problem.

10
 What’s More

ACTIVITY 1

The graph shows the preferred social media platforms of grade 10

students of Malhacan Integrated School.

Social Media Platform

Social Media Platform
27
23
17

Facebook Twitter
Both
https://images.app.goo.gl/scygmQ5cmsxQFgL99

Illustrate the following data using Venn diagram.

Let n(F) = ______

n(T) = ______ U
n(F ∩ T) = ______

Questions:

1. How many preferred Facebook only? _____

2. How many preferred Twitter only? _____
3. How many respondents are there in all? _____
4. How many preferred Facebook? _____
5. How many preferred Twitter? _____

11
ASSESSMENT 1

A group of 100 people was asked regarding about their preferred drink
between tea and coffee. Based on the graph:

Both , 36 Coffee, 22

Tea, 17

https://images.app.goo.gl/zPQQrEigDrboPP5p6

Illustrate the following data using Venn diagram. Write your answer in your
notebook.

Let n(C) = ______

U
n(T) = ______

n(C ∩ T) = ______

Questions:

1. How many like coffee? ______

2. How many like tea? ______
3. How many like coffee but not tea? ______
4. How many like tea but nor coffee? ______
5. How many did not like either of the two? ______

12
ACTIVITY 2

A group of students was asked about the music they like. It was found
out that:

82 like love songs

85 like old songs
65 like rock songs
42 like old songs and rock songs
58 like love songs and old songs
47 like love songs and rock songs
25 like three songs.
https://cdn1.vectorstock.com/i/1000x1000/70/
75/people-listening-music-vector-25947075.jpg

(Modified from Baccay, Esperanza, & Reyes, Exploring Mathematics 7, page 39)

Illustrate the following data using Venn diagram. Write your answer in your
notebook.

Questions:

1. How many like three songs? _______

2. How many like love songs only? _______
3. How many like old songs only? _______
4. How many like rock songs only? _______
5. How many students are there in all? _______

Let n(L) = ______

n(O) = ______ U
n(R) = ______

n(O ∩ R)= ______

n(L ∩ O) = ______

n(L ∩ R) = ______

n(L ∩ O ∩ R) =______

13
ASSESSMENT 2

Suppose a group of 500 people in the City of Meycauayan, Bulacan was

surveyed about their preferred banana delicacies. It was found out that:

329 preferred Banana Cue

186 preferred Maruya
295 preferred Turon
83 preferred Banana Cue and Maruya
217 preferred Banana Cue and Turon
63 preferred Maruya and Turon

https://images.app.goo.gl/d515AfphzbVN2Ud3A

(Modified from Baccay, Esperanza, & Reyes, Exploring Mathematics 7, page 39)

Illustrate the following data using Venn diagram. Write your answers in your
notebook.

Questions:

1. How many preferred the three banana delicacies?

2. How many preferred Banana Cue but not Turon?
3. How many preferred Maruya but not Banana Cue?
4. How many preferred Turon but not Maruya?
5. How many did not preferred any of the three banana delicacies?

ACTIVITY 3

Problem.

In a group of 50 students, 21 took Cheerdance, 29 took Chorus, and 5

took both Cheerdance and Chorus. It was found out that:

29

21

Cheerdance Chorus Both

14
Do the following in your notebook:

A. Represent the following data. Let A be the students who took

Cheerdance and B for Chorus.
B. Illustrate the following data using Venn Diagram.
C. Answer the following questions:
1. How many took Cheerdance? _________
2. How many took Chorus? _________
3. How many took Cheerdance only? _________
4. How many took Chorus only? _________
5. How many students in the group did not took neither
Cheerdance nor Chorus? _________

ASSESSMENT 3

Problem.

In a group of 55 students, 42 joined Arts Club and 23 joined the Music

Club.

Both Arts Club and

Arts Club Music Club
Music Club

42 26 ?

Do the following in your notebook:

A. Represent the following data. Let A be the students who joined Arts
Club and B for Music Club. .
B. Illustrate the following data using Venn Diagram.
C. Answer the following questions:
1. How many joined both Arts Club and Music Club? _________
2. How many joined Arts Club only? _________
3. How many joined Music Club only? _________
4. How many students did not join neither Arts Club nor Music
Club? _________

15
 What I Have Learned

Choose the word that will complete the thought of the sentence. Write
your answer in your notebook.

1. We illustrate problem involving sets by using (Venn diagram, table).

2. The (union, intersection) of sets is located at the middle of the sets in
Venn diagram
3. The (intersection, union) of sets A and B, denoted by A ∩ B, is the set
of all elements common to A and B.
4. The number of circles in Venn diagrams is depends on the number of
(elements, sets) in a given problem.
5. A (graph, Venn diagram) is constructed with a collection of simple
closed curved (circles) drawn in a plane as a way of illustrating
relationships between different group of objects.

What I Can Do

Problem.

A group of 50 students went in a tour in Ilocos province. Out of the 50

students, 24 joined the trip to Vigan City; 18 went to Paoay Church; 20 visited
Bangui Windmills; 12 made a trip to Vigan City and Paoay Church; 15 saw
Paoay Church and Bangui Windmills; 11 made a trip to Vigan City and Bangui
Windmills and 10 saw the three tourist spots.

Do the following in your notebook.

Let V for Vigan City, P for Paoay Church, and B for Bangui Windmills

A. Answer the following questions:

1. How many of the students went to Vigan City only? ______
2. How many of the students went to Paoay Church only? ______
3. How many joined the Bangui Windmills trip only? ______
4. How many did not go to any of the tourist spots? ______
(Modified from Mathematics 7 Teacher’s Guide, page 14)

B. Represent and illustrate the following data using Venn Diagram.

16
 Assessment

Write your answers in your notebook.

Problem 1.

In a group of 50 kids in a restaurant, 21 like eating both in

spaghetti and fried chicken, 38 like eating in fried chicken and 27 like
eating in spaghetti.

______1. How many kids like eating friend chicken?

______2. How many kids like eating spaghetti?
______3. How many kids like eating friend chicken but not spaghetti?
______4. How many kids like eating spaghetti but not fried chicken?
______5. How many kids did not like eating neither of the two?

Problem 2.

A survey of 50 people was asked about their preferred flavor for

ice cream. Here is the summary of their responses:

20 preferred chocolate 11 preferred both chocolate and cheese

24 preferred ube 17 preferred both ube and cheese

30 preferred cheese 6 like all three.

8 preferred both chocolate and ube

______6. How many like chocolate but not cheese nor ube?

______7. How many like ube but not chocolate nor cheese?

______8. How many like cheese but not chocolate nor ube?

______9. How many like chocolate?

______10. How many do not like any of the three ice cream flavors?

For 11-15. Illustrate the Venn diagram of the Problem 2 in your notebook.

Let A be the people who preferred chocolate

B be the people who preferred ube

C be the people who preferred cheese

17
 Additional Activity

Problem 1.

There are 40 students in a room who play chess, scrabble and snake
and ladder. It was found out that 18 students play chess, 20 students play
scrabble and 27 students play snake and ladder. Seven (7) students play
chess and scrabble, 12 students play snake and ladder and scrabble, and 4
students play three of the board games.

(Modified from Math Only Math. “Word Problems on Sets”,

https://www.math-only-math.com/word-problems-on-sets.html)

Questions:

1. How many play chess and snake and ladder? _____

2. How many play chesses only? _____
3. How many play scrabbles only? _____
4. How many play snake and ladder only? _____
5. How many do not like playing any of the three board games? _____

Illustrate the Venn diagram of the problem in your notebook.

Let A be the set of students who play chess

B be the set of students who play scrabble

C be the set of students who play snake and ladder

18
 Answer Key

Assessment What I Can What’s More What’s More What I Know

Do

19
 References

Elisa S. Baccay, Myla B. Esperanza, & Allan S. Reyes, Exploring Mathematics 7. 3rd
flr. Maine City Tower, 236 Tomas Morato Ave., Brgy. South Triangle, Quezon
City, Philippines: Sunshine Interlinks Publishing House, Inc, 2014.

Elizabeth R. Aseron, Angelo D. Armas, Allan M. Canonigo, Ms. Jasmin T. Dullete,

Flordeliza F. Francisco, Ph. D., Ian June L. Garces, Ph. D., Eugenia V.
Guerra, Phoebe V. Guerra, Almira D. Lacsina, Rhett Anthony C. Latonio,
Lambert G. Quesada, Ma. Christy R. Reyes, Rechilda P. Villame, Debbie
Marie B. Versoza, Ph. D., and Catherine P. Vistro-Yu, Ph. D. Mathematics 7
Teacher’s Guide. 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines: Department of Education-Instructional Materials
Council Secretariat (DepEd-IMCS), 2013.

Irish Mae G. Magtagñob, Global Mathematics 7. Units T & U, 5/F Future Point
Plaza 3, No. 111 Panay Ave., Quezon City, Philippines: The Library
Publishing House, Inc., 2014.
K to 12 Curriculum Guide MATHEMATICS (Grade 1 – 10),”Department of Education,
May, 2016, page 168.

K to 12 Most Essential Learning Competencies with Corresponding CG Codes,”

Department of Education, 2020, page 227.
Mathispower4u. “Ex: Find the Number of Element in the Intersection of Two Sets
Using a Venn Diagram.” November 4, 2013. Video, 3:50.
https://youtu.be/4FUTeMY6k1Q

Math Only Math. “Word Problems on Sets.” Accessed May 20, 2020. at
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TuProfeYoutube. “Venn Diagram: Very Easy Ven Diagram Solving when the 3 Sets
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https://youtu.be/9_rIQ7_GRYs

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Writer

MELVIN O. DE SILVA

He graduated Bachelor of Secondary Education Major in

Mathematics at Polytechnic College of the City of
Meycauayan (formerly Mariano Quinto Alarilla Polytechnic
College) on 2017. He started teaching at San Lorenzo Ruiz
School from 2017-2019 as a private high school
Mathematics teacher. At present, he teaches at Malhacan
Integrated School as a Junior High School Mathematics
Teacher. He is the Property Custodian and Sports
Coordinator of the Junior High School Department of the
said school. He is also a Volleyball coach and a National
Referee of the Philippine Volleyball Federation

Illustrator

JOEY REY DC. MAGRACIA

He graduated Bachelor of Secondary Education Major in
English at Mariano Quinto Alarilla Polytechnic College (now,
Polytechnic College of the City of Meycauayan) on 2011. As
the school’s ICT coordinator of Perez Elementary School, he
became one of the scholars of the Schools Division of City of
Meycauayan for Visual Graphics and Design, National
Certificate 3 held at ATECH Computer College in Guiguinto,
Bulacan.
He was one of the pioneering authors and illustrators of big
books published by DepEd RO3- Central Luzon. He is
currently a member of the National Pool of Illustrators of
DepEd under the Bureau of Learning Resources.

Layout Artist

JENCY M. RODINA

A graduate of Bachelor of Elementary Education (BEED) major

in Work – Ed from Bulacan State University. She is a teacher
from Pandayan Elementary School and serves as the ICT
coordinator. She is a member of the Division Illustrators of SDO
of City of Meycauayan. She is the author and illustrator of the
storybook “Lihim sa Buhok ni Tinay”. Her storybook garnered
awards in the 2nd Regional Storybook Writing Competition and is
now included in the BLR - LRMS Reading Treasury Storybooks
from Central Luzon. She is also a member of Guhit Pinas –
Bulacan. Making digital illustrations and creating comics are her
hobbies.

Everyday experiences of her nieces and nephews even of her

students are her inspirations in writing stories.

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