7

Mathematics
First Quarter – Module 3
Problems Involving Sets

Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 3: Problems Involving Sets
First Edition, 2020
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Published by the Department of Education: Region 10
Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

Development Team of the Module

Author/s: Jessieca C. Hornejas, HT I
Editor: Jonel C. Murillo
Reviewers: Darelyn L. Cajeles, T I Ronato L. Taban-ud, T III
Pelmar M. Acosta, T II Richard S. Toledo, MT I
Ana T. Cuevas, HT III
Illustrator and Layout Artist: Vernie P. Bacayo, T II
Errol O. Taguran, HT III
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Myra P. Mebato,PhD, CESE
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members: Neil A. Improgo, EPS-LRMS
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Ernie J. Caguindangan, EPS - Mathematics
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Leah G. Xenos, PSDS
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 7
Mathematics
Quarter 1 – Module 3
Problems Involving Sets

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education
– Region 10 at region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message
For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Problems Involving Sets.

The hand is one of the most symbolized parts 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!

This module is 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.

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. Do not 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.

Table of Contents

What I Need to Know - - - - - - - - - - - - - - - -- - - - - - 1

What I Know - - - - - - - - - - - - - - - -- - - - - - 2

Lesson 1 ---------------------- 4
What’s In - - - - - - - - - - - - - - - -- - - - - - 4
What’s New - - - - - - - - - - - - - - - -- - - - - - 5
What is It - - - - - - - - - - - - - - - -- - - - - - 6

What’s More - - - - - - - - - - - - - - - -- - - - - - 9

Lesson 2 ---------------------- 10

What’s New - - - - - - - - - - - - - - - -- - - - - - 10
What is It - - - - - - - - - - - - - - - -- - - - - - 11

What’s More - - - - - - - - - - - - - - - -- - - - - - 16

Lesson 3 ---------------------- 20

What’s New - - - - - - - - - - - - - - - -- - - - - - 20
What is It - - - - - - - - - - - - - - - -- - - - - - 20

What’s More - - - - - - - - - - - - - - - -- - - - - - 23
What I Have Learned - - - - - - - - - - - - - - - -- - - - - - 25 What I
Can Do - - - - - - - - - - - - - - - -- - - - - - 25 Assessment
- - - - - - - - - - - - - - - -- - - - - - 26 Additional
Activities - - - - - - - - - - - - - - - -- - - - - - 29 Answer
Key - - - - - - - - - - - - - - - -- - - - - - 30
References - - - - - - - - - - - - - - - -- - - - - - 31
 What I Need to Know

This module is designed to reinforce what you have learned about sets and
set operations and to show similarities and differences of sets.

The module is divided into three lessons:

Lesson 1 – The Venn Diagram
Lesson 2 – Problems involving sets (The Inside Out Technique)
Lesson 3 – Problems involving sets (The Side to Side Technique)

After going through this module, you can solve problems involving sets with
the use of Venn diagrams (M7NS-Ib-1). Specifically you are expected to:

a. use Venn diagrams to illustrate sets, subsets and set operations.

b. solve word problems involving sets with the use of Venn diagrams
c. apply set operations to solve a variety of word problems.

In going through the lesson, you need to have patience to understand well
what you will read. Answer all the exercises to the best of your ability.

1
 What I Know

Before starting this module, let us see what you already know about solving
problems involving sets.
MULTIPLE CHOICE
Directions: You have to read carefully each problem before you answer the
questions that follow. Write the letter of the correct answer in your
Mathematics notebook.

For numbers 1-10 refer to the survey.

The Venn diagram below displays the results of a survey to 100 students in
Misamis Occidental National High School of whom owns a pet at home.

1. How many students owned only a dog?

A. 5 B. 6 C. 9 D. 51
2. How many students owned only a cat?
A. 3 B. 6 C. 9 D. 17
3. How many students owned only a bird?
A. 3 B. 5 C. 6 D. 7
4. How many students owned a dog but not a cat?
A. 12 B. 20 C. 51 D. 56
5. How many students owned a cat?
A. 18 B. 26 C. 35 D. 40
6. How many students owned a cat and a bird?
A. 9 B. 26 C. 35 D. 47
7. How many students owned a dog and a bird but not a cat?
A. 5 B. 7 C. 11 D. 51

2
8. How many students owned a dog or a cat but not a bird?
A. 9 B. 17 C. 51 D. 77
9. How many students owned none of the three pets?
A. 2 B. 6 C. 7 D. 9
10. How many students own all of the three pets?
A. 2 B. 3 C. 6 D. 7

For numbers 11- 13, refer to the situation below.

In a survey, seventy-five students were interviewed on which subject they like
better, English or Mathematics? Here is the result.
45 students like English
32 students like Mathematics
12 students like both Mathematics and English
11. How many students like Mathematics only?
A. 12 B. 20 C. 32 D. 45
12. How many students like English only?
A. 12 B. 32 C. 33 D. 45
13. How many students dislike the two subjects?
A. 5 B. 7 C. 8 D. 10

For numbers 14-15, refer to the situation below.

Among the 50 pupils of Lawaan Elementary School, 32 likes gumamela flower

while 26 likes rose flower.

14. How many pupils like gumamela flower and rose flower?
A. 8 B. 11 C. 15 D. 17
15. How many pupils like gumamela flower only?
A. 8 B. 18 C. 24 D. 50

Were you able to answer the questions correctly? If not, don’t worry because
the next activities will help you understand the lesson better.
Lesson The Venn Diagram

3
 1

What’s In

Activity 1: Shade Me
Let’s Find Out: The shaded region of the Venn diagram
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
1. Shade the Venn diagram to show the relationships of the sets.
2. Write the answer in your Mathematics notebook.

Did you find it difficult? Don’t worry, there are more exciting activities ahead.

What’s New

4
 A simple way of illustrating set, subset and set operation is through a Venn
diagram. In the previous lessons, you were taught about these concepts. Today, you
will be learning more of its uses. Study the illustrations below.

Set Notation Venn diagram Examples

A={ p ,n , o , y }

Set A

Elements which belong

to set A

A B
A B
B= { p , o , t }

Set B pot
Elements which belong
to set B
A B A={ p ,n , o , y } B={ p , o , t }

A B
A∩B n
A∧B p
y t
A intersection B o
Elements are common
to set A and set B
A∩B
A B
A ∪B A B
A={ p ,n , o , y } B={ p , o , t }
A∨B
A union B y n op t

Elements which belong

to set A, or set B or to
both sets

A ∪B

A B U ={ p ,o ,i , n ,t , y }
A A={ p ,n , o , y } B={ p , o , t }

Complement of A

Elements of U that do
not belong to A A

5 i
 A B U ={ p ,o ,i , n ,t , y }
A={ p ,n , o , y } B={ p , o , t }
Complement of B

Elements of U that do
not belong to B

A B A={ p ,n , o , y }∧B={ p , o ,t }

Difference of A and B

A B
Elements which belong
to set A but which do
not belong to set B n y

Do you find this topic easy? There are more interesting lessons ahead. Stay
focus and enjoys learning about Venn diagram.

What is It

There are many simple real life problems that could be solved applying the
concepts of Venn diagram but this is impossible if you don’t have the idea about the
set-up of this diagram. Let us explore further how this diagram could solve the many
real life problems. Consider the situation below.
A class of 25 students were surveyed and asked if they have a brother or a
sister. Eight students said they have only a brother, 6 students said they have only
a sister, another six said they have both a brother and a sister and 5 said they
don’t have a brother or a sister.

Below is a set-up of the Venn diagram based on the given problem.

6
 There are problems which involve 3 sets. The shaded parts of the sets are
named and identified. Study the illustrations below.

7
 Remember these illustrations because there are more interesting activities in the
next lessons which are related to this concept. Keep going.

What’s More

Now that you are done learning this lesson, I’m very sure that you are ready
to answer the activity ahead.

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Activity 2: Identify My Elements
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
1. With the given Venn diagram, identify the elements asked by the following
numbers.
2. Write your answer in your Mathematics notebook. The first one is done for
you.

A group of students were interviewed on what colors they like. Below are their
responses.

yellow
U
11

7 5 3
9 17
4
blue red 2
25
a. How many students like blue color? _____
b. How many students like yellow and red? _____
c. How many students like yellow or blue? _____
d. How many students like yellow only? _____
e. How many students like yellow, blue and red? _____
f. How many students like blue or red but not yellow? _____
g. How many students like neither yellow, blue nor red? _____

You’re doing great. Now, you are ready to solve set problems. Good luck.
Lesson Problems Involving Sets
2 (The Start Inside Out Technique)

What’s New

9
 A simple way of illustrating set, subset, and set operation is through Venn
diagram. Here, universal set (U) is represented by a simple plane area bounded by a
rectangle and its subsets are represented by circles.
Since Venn diagrams are visual representations of relationships, they are very
useful in showing similarities and differences between sets. In fact, set problems can
be better solved using Venn diagrams. Try to look at this example.

Out of fifty students, 23 joined Mathematics club and 32 joined English club. If
8 joined in both Mathematics and English club, how many have joined the English
club only? How about in Mathematics club only? How many are neither in
Mathematics nor in English club?

Can you figure out the answers to these questions? Don’t worry because
this lesson will help you solve many problems involving sets. To understand
What is It
more about it, turn to the next page.

In solving set problems, it is easier to follow the technique “start inside out”.
This is done by putting the common elements first in the center of two or three
overlapping sets. Most of the time, when putting the elements, working backward
starting from the last given data helps solve set problems easily. Let’s apply this
technique in answering the problem mentioned earlier.

Problem 1: Out of fifty students, 23 joined Mathematics club and 32 joined English
club. If 8 joined in both Mathematics and English club, how many have
joined the English club only? How about in Mathematics club only? How
many are neither in Mathematics nor
10 in English club?
 The
How to do it
technique
Start from  Arrange the given data this way
inside out Out of fifty students
23 joined Mathematics club
32 joined English club
8 joined in both Mathematics and English club
a. How many have joined the English club only?
b. How about in Mathematics club only?
c. How many are neither in Mathematics nor in English
club?
 You can start filling the diagram starting from the center of
two overlapping sets as marked by the arrow (see
illustration below). Then work backward starting from the
last given data. The last given data here is: 8 joined in
both Mathematics and English club
U

Let us solve the given problem by applying this technique. Here we go…
Think of This How to do it Illustrate
 Make a  Draw two overlapping circles
Math club English club
Venn representing two sets (Math
diagram Club and English club) inside
the U.
U

Take Note: Use the Technique

“Start inside out” (start filling the sets from the inside out)
 8 joined in  Put 8 at the center where the
both Math club English club
two sets overlap.
Mathematics 8
and English U
club

11
  32 joined  Subtract 8 from 32 Math club English club
English club. from means you need to write
8 24
32 first before 8 that is, U
(32 – 8 = 24)
 Put 24 in English club only, this
completes the 32 students.
 23 joined  Subtract 8 from 23
Math club English club
Mathematics (23 – 8 = 15)
15 8 24
club  Put 15 in Mathematics club only, U
this completes the 23 students.
 Out of fifty  Add all the elements of the two
students sets (15 + 8 + 24 = 47).
 Since the total is 47 and not equal
Math club English club
to 50, subtract 47 from 50
(50 – 47 = 3) 3 15 8 24
U
 Put 3 outside the two sets but
inside the U, this completes the
50 students.

a. How many have joined the

 Fill in the Venn
Mathematics club only? Math club English club
diagram with all
15 3 15 8 24
the elements
b. How many have joined the U
and answer the
English club only? 24
questions.
c. How many are neither in
Mathematics nor in
English club? 3

What if there are problems which involve 3 sets? Can you still use the
technique? Please try this out.

Problem 2:
A group of 50 students went to a tour in Palawan province. Out of the 50
students, 24 joined the trip to Coron, 18 went to Tubbataha Reef, 20 visited El
Nido, 12 made a trip to Coron and Tubbataha Reef, 15 saw Tubbataha Reef
and El Nido, 11 made a trip to Coron and12 El Nido and 10 saw the three tourist
spots.
Questions:
 In solving set problems with 3 sets, you can also apply the technique “ “start
inside out”. Let’s answer the given problem by first arranging given data.

50 students went in a tour in Palawan province.

24 joined the trip to Coron,(C)
18 went to Tubbataha Reef, (T)
20 visited El Nido, €
12 made a trip to Coron and Tubbataha Reef,
15 saw Tubbataha Reef and El Nido,
11 made a trip to Coron and El Nido
10 saw the three tourist spots.

Think of This How to do it Illustrate

 Make a  Draw three overlapping sets
C U
Venn inside the U. You can represent
diagram the given sets with any letter of
the alphabet.
E
Let: T
C represents Coron
E represents El Nido
T represents Tubbataha Reef
Take Note: Use the Technique
“Start inside out” (start filling the sets from the inside out)
 10 saw  Put 10 at the center where set C, C U
the three E, and T overlaps.
tourist
10
spots.
E
T

13
 11 made a  Subtract 10 from 11 C U
trip to (11–10 = 1)
Coron and 1
 Put 1 in set C and E only, this 10
El Nido completes the 11 students. E

 15 saw  Subtract 10 from 15 C U

Tubbataha (15 – 10 = 5)
Reef and  Put 5 in set T and E only, this 1
10
El Nido. completes the 15 students.
5
E T
 12 made a  Subtract 10 from 12 C U

trip to (12 – 10 = 2)
1
Coron and  Put 2 in set C and T only, this 10 2
Tubbataha completes the 12 students. 5
Reef. E T
 20 visited  Add all the given elements of set E C U
El Nido. (10 + 5 + 1 = 16)
1
 Subtract the total from 20 10 2
4
(20–16=4) 5
E T
 Put 4 in set E only, this competes
the 20 students.
 18 went to  Add all the given elements of set T
C U
Tubbataha (10 + 5 + 2 = 17)
Reef  Subtract the total from 18 1
10 2
(18 – 17 = 1) 4
5 1
 Put 1 in set T only, this completes E T

the 18 students.
 24 joined  Add all the given elements of set C
C U
the trip to (10+2+1=13).
11
Coron,  Subtract the total from 24 1
10 2
(24 – 13 = 11). 4
5
E T
 Put 11 in set C only, this completes
the 24 students.
 50  Add all the elements
C U
students (11+1+10+2+4+5+1=34)
11
1
14 10 2
4
5 1
16
E T
 went to a  Since the total is 34 and 34 is not
tour in equal to 50, subtract 34 from 50
Palawan (50 – 34 = 16)
province  Put 16 inside U (outside the circles)
 Fill in the a. How many of the students went to C U
Venn Coron only? 11
b. How many students went to 11
diagram Tubbataha Reef only? 1 1
with the c. How many students joined the El 10 2
4
Nido trip only? 4 5 1
elements d. How many students did not go to 16
and answer any of the tourist spots? 16 E T

the
questions

Awesome this technique works! The next activity will surely excite you.

What’s More

Now it is your turn to solve each problem involving sets.

Activity 3: Fill me up!
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
1. With the given data and illustrations, identify the elements asked for.
2. Write the answer in your Mathematics notebook.
Problem 1: A teacher was collecting data on her 65 students and found out that 43
have cable TV at home, 31 have internet connectivity and 18 have both. Illustrate in
a Venn diagram and answer the questions that follow.

a. How many students do not have cable TV at home?

b. How many have neither cable TV nor internet connectivity at home?
c. How many have cable TV but no internet connectivity?

Think of This

Arrange the given data 65 students

43 have cable TV at home
31 have internet
15 connectivity
18 have both
 Use the Technique “Start inside out” Illustrate
18 have both. TV Internet U

 Put 18 at the center where the two sets of

overlaps

31 have internet connectivity

TV Internet U
 Subtract 18 from 31
(31 – 18 = ________)
 Put the answer in internet connectivity
only

43 have cable TV at home

TV Internet U
 Subtract 18 from 43
(43 – 18 = ____)
 Put the answer in TV only
A teacher is collecting data on her 65 students
TV Internet U
 Add all the elements of two sets
(total: ____)
 Subtract the total from 65
(65 – ____ = ____)
 Put the answer outside the circles but
inside U.
(Fill in the Venn diagram with all the elements
and answer the questions below.)
TV Internet U
a. How many students do not have cable
TV at home? ___
b. How many have neither cable TV nor
internet connectivity at home? ___
c. How many have cable TV but no internet
connectivity? ___

Problem 2: A fruit vendor listed down all the consumers buying fruits in a day and
found out that 48 bought apples, 43 bought mangoes, 33 bought bananas, 20
bought apples and mangoes, 13 bought apples and bananas, 17 bought

16
 bananas and mangoes, 6 bought apples, mangoes, and bananas, and 15
bought other than apples, mangoes and bananas.

a. How many bought apples only?

b. How many bought mangoes only?
c. How many bought apples and bananas but not mangoes?
d. How many bought apples or bananas but not mangoes?
e. How many bought mangoes and bananas?
f. How many consumers are there in all?

Think of This
Arrange the given data
48 bought apples
43 bought mangoes
33 bought bananas
20 bought apples and mangoes
13 bought apples and bananas
17 bought bananas and mangoes
6 bought apples, mangoes, and bananas
15 bought other than apples, mangoes and
bananas

Use the Technique

Illustrate
“Start inside out”
15 bought other than apples, mangoes and apples U

bananas
 “Other than” means NOT apples,
mangoes and bananas, so put 15 outside
mangoes bananas
the three sets but inside the U.
6 bought apples, mangoes, and bananas
apples U
 Put 6 at the center where three sets
overlap

mangoes bananas
17 bought bananas and mangoes apples U

 Subtract 6 from 17. ( 17–6=____ )

 Put the answer of bananas and mangoes

mangoes bananas
17
 in the shaded part only, this completes
the 17 bananas and mangoes.
13 bought apples and bananas apples U

 Subtract 6 from 13 ( 13–6=____ )

 Put the answer in apples and bananas
only, this completes the 13 apples and
mangoes bananas
bananas.

20 bought apples and mangoes

apples U
 Subtract 6 from 20 (20–6 =____ )
 Put the answer in apples and mangoes
only, this completes the 20 apples and
mangoes. mangoes bananas
33 bought bananas
apples U
 Add all the elements of set bananas
 Subtract it from 33 (33 –____=____ )
 Put the answer in bananas only, this
completes the 33 bananas
mangoes bananas
43 bought mangoes
apples U
 Add all the elements of set mangoes
 Subtract it from 43 (43 –____=____)
 Put the answer in mangoes only, this
completes the 43 mangoes. mangoes bananas

48 bought apples
apples U
 Add all the elements of set apples
 Subtract it from 48 (48 –____=____)
 Put the answer in apples only, this
completes the 48 apples mangoes bananas

(Fill in the Venn diagram with all the elements and

answer the questions below) apples U
a. How many bought apples only? ___
b. How many bought mangoes only? ___
c. How many bought apples and bananas but not
mangoes? ___
d. How many bought apples or bananas but not
mangoes? ___ mangoes bananas
18
e. How many bought mangoes and bananas? ___
f. How many customers are there in all? ___
 Congratulations, you are solving like a genius! Now, you are ready to explore
more problems on the next lesson.

Lesson Problems Involving Sets

3 (The Side to Side Technique)

What’s New

In the previous lesson, you have learned solving set problems using the
technique “start inside out”. In this lesson you will learn one more technique. Let’s
call this “side to side”. This technique is so simple like the previous one. You simply
work from left to right or right to left of the given sets. Let’s try this out.

Problem
Among the 40 students of section Rizal, 23 loves singing and 25 loves
dancing.
Questions:
a. How many students love singing and dancing?
b. How many students love singing only?

What is It

The technique “side to side” is best if we have problems on sets with

unknown elements in the center of two overlapping sets (see illustration below).
Sometimes it is confusing to solve this kind of problem. Hence, this technique will
help you answer some set problems with this kind of unknown elements.
Unknown element
Singing dancing U

19
 Let’s apply this technique in answering the problem mentioned earlier.
The
How to do it
Technique
“Side to  Arrange the given data this way
side” Among the 40 students

23 loves singing

25 loves dancing.

Questions:
a. How many students love singing and dancing?
b. How many students love singing only?
 Draw the diagram and illustrate the elements
singing dancing U singing dancing U
25
23

Take Note: There are students who love singing and dancing,
but as to how many, we do not know. So the unknowns are the
number of students who love singing only, the number of
students who love singing and dancing and the number of
students who love dancing only.

Let us start solving the problem by applying this technique. Here we go…

Think of This How to do it Illustrate

 Make a Venn  Draw two overlapping
singing dancing U
diagram circles representing the two
sets (dancing and singing)
inside the U. Label the
second set (dancing) with its
given elements.

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Take Note: Use the Technique “ Side to side”
(work from left to right, still start with the last given data)
 Among the  There are 40 students in
singing dancing U
40 students, all where 25 students love
25 loves dancing. To find students 25
15
dancing who love singing only,
(inside the subtract 25 from 40.
singing dancing
(

U
text box) (40 – 25 = 15)
 Put 15 in singing only 15

 Erase 25 to avoid
confusion

 23 students  Subtract 15 from 23 singing dancing U

love singing (23 – 15 = 8)

15 8
 Put 15 in singing and
dancing.
 25 students  Subtract 15 from 25 singing dancing U

love dancing (25 – 8 = 17)

15 8 17
 Put 17 in dancing only.

 Total number  Add all the elements to

of students check if there are 40 singing dancing U

students .
15 8 17
(15 + 8 + 17 = 40).
 Answer the questions
a. How many students love
singing and dancing? 8
b. How many students love
singing only? 15

Was it easy? Don’t worry, the next activity will help you master this technique.

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 What’s More

Now that you are done learning these lessons, I’m very sure that you are
ready to solve any problem involving sets.
Activity 4: Show Me Venn
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
1. With the given data and illustrations, identify the elements asked for.
2. Write the answer in your Mathematics notebook.

Problem: A group of 25 high school students were asked whether they use either
Facebook or Twitter or both. Fifteen of these students use Facebook and twelve
use Twitter.

a. How many use Facebook only?

b. How many use Twitter only?

c. How many use both social networking sites?

Think of This
Arrange the given data
A group of 25 high school students
Fifteen of these students use Facebook
Twelve use Twitter.

Think of This How to do it Illustrate

 Make a Venn  Draw two overlapping
Facebook Twitter U
diagram circles representing the two
12
sets (Facebook and
Twitter) inside the U. Label
the second set (Twitter)

Take Note: Use the Technique “ Side to side”

(work from left to right, still start with the last given data)

22
 A group of 25 high school students, twelve
Facebook Twitter U
use Twitter

There are all 25 students, twelve use Twitter

 to find students who use Facebook only

Facebook Twitter U
subtract 12 from 25. (25 – 12 = ____ )
 Put the answer in Facebook only
 Omit 12 to avoid confusion

 Fifteen of these students use Facebook

Facebook Twitter U
 Subtract the element in Facebook only
from 15 (15 – ____ =
____ )
 Put the answer in Facebook and Twitter.

 Twelve use Twitter.
Facebook Twitter U
 Subtract the element of Facebook and Twitter
from 12 (12 – ____ =
____ )
 Put the answer in Twitter only.
 Complete the diagram with the elements. Facebook Twitter U
 A group of 25 high school students
 Add all the elements of the two sets to check
if it is equal to 25
( ____+ ____ + ____ = ____ )
 Answer the questions
a. How many use Facebook only? ____
b. How many use Twitter only? _____
c. How many use both social networking
sites____

Congratulations! You have successfully solved different problems involving

sets. Please don’t forget what you have learned because you can apply them
in real life and as you keep on learning Mathematics.

23
 What I Have Learned

Activity 5: Supply Me
Let’s Find Out: The missing terms
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
Supply the paragraphs with the missing terms. Write the answer in your
mathematics notebook.

I have learned that (1) ___________ are visual representations of sets, subsets
and set operations. Here, universal set (U) is represented by a simple plane area
bounded by a (2) ___________ and its subsets are represented by (3) ___________.
I know that in solving set problems, it is easier to follow the technique
(4)
___________. This is done by putting the common elements first in the center of two or
three overlapping sets. The technique (5) ___________ is best if we have problems on
sets with unknown elements in the center of two overlapping sets Most of the time, when
putting the elements, (6) ___________ starting from the last given data helps solve set
problems easily.

What I can do

Activity 6: I can do better

Let’s Find Out: The hobby they like the most
Let’s Use These Materials: Pen/Pencil, Mathematics notebook
Let’s Do It This Way:
1. Interview 30 of your friends on which hobby they like most (singing, dancing
or reading).Record also responses not in the list.
2. Illustrate their responses using the Venn singing
U
diagram and answer the following questions:
a. How many like listening to music only?
b. How many like listening to music or dancing?
c. How many like reading and dancing?
d. How many like other hobbies? dancing reading

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 Assessment

Now that you are finished accomplishing this module, let us check what you
have learned.
Multiple Choice
Directions: Read carefully each problem and choose the letter that answers each
question. Write it in your Mathematics notebook.

1. In a class of 50 students, each passed either in Mathematics or in Science or in

both. Ten students passed in both and 28 passed in Science. Find how many
students passed in Mathematics?
A. 10 C. 22
B. 18 D. 32
2. The population of Barangay Masagana is 1000. Out of these 540 persons read
Manila Bulletin (MB) and 470 read Philippine Daily Inquirer (PDI). One hundred
fifty persons read both newspapers. Find the number of persons who do not
read either of the two newspapers.
A. 140 C. 320
B. 150 D. 390
3. The Grade 7 students of Mabini High School play volleyball or basketball or
both. Eighty-seven students play volleyball, 125 students play basketball and
64 students play both games. What is the total number of Grade 7 students in
the school?
A. 107 C. 132
B. 125 D. 148
4. A group of 30 students went on a tree planting activity. Twelve of them have
planted both Mahogany and Narra, and 20 planted Mahogany. How many
students have planted Narra only?
A. 8 C. 12
B. 10 D. 18

25
5. In a class of 38 students, 10 are speaking both Filipino and English, and 15
students are speaking Filipino only. If there are 14 students speaking English,
how many are neither speaking English nor Filipino?
A. 4 C. 10
B. 9 D. 15
6. One hundred kids were surveyed on which food they like eating most during
birthdays. Thirty-seven said they like to eat fried chicken and spaghetti, 15 kids
like eating spaghetti only. If 75 kids like fried chicken, how many kids like eating
fried chicken only?
A. 10 C. 38
B. 24 D. 42
7. There are 76 students who buy snacks in the canteen, 24 buys both banana
cue and ice candy while 49 buys ice candy. How many students buy banana
cue?
A. 25 C. 49
B. 27 D. 51

For numbers 8 – 11, refer to the Venn diagram below.

The diagram shows the number of students who got perfect scores in English
(E), Mathematics (M) and Science (S).

E
10
7
8 4 2
5 12
M S

8. How many students got a perfect score in Science only?

A. 2 B. 4 C. 5 D. 12
9. How many students got perfect scores in Science and Mathematics?
A. 7 B. 8 C. 9 D. 24
10. How many students got perfect scores in English or Mathematics but not
Science?
A. 6 B. 22 C. 25 D. 40
11. How many students got perfect scores in all three subjects?

26
 A. 2 B. 4 C. 5 D. 7
For numbers 12 – 15, refer to the problem below. You may fill in the Venn
diagram with the elements of the sets base on the given problem.

One hundred children are surveyed on what

drinks they like most: ice tea, buko juice or
water. Below is the result of the survey U

37 responded ice tea

60 responded buko juice
28 responded water
12 responed buko juice and ice tea
9 responded water and buko juice
10 responded ice tea and water
6 responded all

12. How many children like buko juice only?

A. 15 B. 21 C. 30 D. 45
13. How many children like ice tea and buko juice?
A. 10 B. 12 C. 15 D. 18
14. How many children like ice tea and water but not buko juice?
A. 4 B. 6 C. 15 D. 21
15. How many children like ice tea or buko jiuce but not water?
A. 21 B. 45 C. 51 D. 72

You’re doing great! Apply your knowledge in solving problems involving sets,
to the next activity. Let’s go further.

Additional Activities

27
Activity 7: Count On
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
Illustrate the information in a Venn diagram. Write these in your Mathematics
notebook.

Each pupil in Mabini Elementary School eats at least one of the

ingredients of vegetable salad: carrots, papaya, or tomatoes.
Pupils’ responses were recorded as follows.

44 eats tomatoes, 13 eats tomatoes and papaya, 7 eats carrots

and tomatoes, 8 eats papaya and carrots, 91 eats papaya or
tomatoes, 76 eats carrots or papaya, and 3 eats all the three
vegetables. How many pupils are there in Mabini Elementary
School?

Congratulations! You have successfully completed Module 2. Please

proceed to Module 3 and learn about Absolute Value and Integers.

Answer Key

28
 References

Mathematics 7 Learning Module, 13-17.

29
Manalo C, Suzara J and Mercado J, Next Century Mathematics 2 nd Edition,Phoenix
Publishing House, 2017, 9 – 22.

Links:

https://www.youtube.com/watch?v=CRnh3Vb5BdY

https://www.youtube.com/watch?v=dLz1Ys7iP-I

https://www.youtube.com/watch?v=gqzAGVLCUgM

https://www.youtube.com/watch?v=MassxXy8iko

https://www.youtube.com/watch?v=NwUqN

30
For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph