7

Mathematics
First Quarter – Module 2
Problems Involving Sets

Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 2: Problems Involving Sets
First Edition, 2020
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Development Team of the Module
Author: Imme Ju – ann D. Abal, T II
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 7
Mathematics
Quarter 1 – Module 2
Problems Involving Sets

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 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. 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.
 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 ---------------------- 18

What’s New - - - - - - - - - - - - - - - -- - - - - - 18
What is It - - - - - - - - - - - - - - - -- - - - - - 18
What’s More - - - - - - - - - - - - - - - -- - - - - - 21

What I Have Learned - - - - - - - - - - - - - - - -- - - - - - 23

What I Can Do - - - - - - - - - - - - - - - -- - - - - - 23
Assessment - - - - - - - - - - - - - - - -- - - - - - 24
Additional Activities - - - - - - - - - - - - - - - -- - - - - - 26
Answer Key - - - - - - - - - - - - - - - -- - - - - - 27
References - - - - - - - - - - - - - - - -- - - - - - 28
 What I Need to Know

This module is designed and written with you in mind. It is here to help
you master the Problems Involving Sets. The scope of this module permits it to
be used in many different ways. The language 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 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)

Based on the competency, this module is crafted to help students to 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 have read. Answer all the exercises to the best of your ability.

1
 What I Know

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers on
your answer sheet.

For numbers 1- 5 refer to the survey below.

The Venn diagram below displays the results of a survey conducted to

100 students in Misamis Occidental National High School regarding the
number of pets they own at home.

1. How many students own only a dog?

A. 5 B. 6 C. 9 D. 51
2. How many students own a dog but not a cat?
A. 12 B. 20 C. 51 D. 56
3. How many students own a cat?
A. 18 B. 26 C. 35 D. 40
4. How many students own a cat and a bird?
A. 9 B. 26 C. 35 D. 47
5. How many students own a dog and a bird but not a cat?
A. 5 B. 7 C. 11 D. 51
6. 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 B. 18 C. 22 D. 32

2
7. 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 B. 150 C. 320
B. 150 D. 390
8. 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
For numbers 9 – 10, 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

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

A. 2 B. 4 C. 5 D. 12
10. How many students got perfect scores in English or Mathematics but not
Science?
A. 6 B. 22 C. 25 D. 40

3
 Lesson
The Venn Diagram
1

Venn diagrams are visual representations of relationships, they are very

useful in showing similarities and differences between sets.

What’s In

Activity 1: Shade Me!

Let’s Find Out: The Shaded Region of the Venn diagram
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. Shade the Venn diagram to show the relationships of the sets.
2. Write the answer on your answer sheet.

A∩𝐵 A∪B nnA’

A B A B A B

nnnnnnB’ 𝑛𝑛𝐴 ∩ 𝐵 ∩ 𝐶 A∪ 𝐵∪𝐶

A B A B A B

C C C

4
 What’s New

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 B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦}

A B
𝐴

Set A p n o y

Elements which belong

to set A

A B 𝐵 = {𝑝, 𝑜, 𝑡}
A B
𝐵

Set B pot
Elements which belong
to set B

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
𝐴 ∩𝐵
𝐴 𝑎𝑛𝑑 𝐵 A B
𝐴 intersection 𝐵 n P
y t
o
Elements are common
to set A and set B
𝐴∩𝐵

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
𝐴∪𝐵
A B
𝐴 𝑜𝑟 𝐵
𝐴 union 𝐵 pnoyt

Elements which belong

to set A, or set B or to
both sets 𝐴∪𝐵

5
 A B 𝑈 = {𝑝, 𝑜, 𝑖, 𝑛, 𝑡, 𝑦}

A′ 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
A B
Complement
of A or t
A Prime Elements of U that do
not belong to A i

A B 𝑈 = {𝑝, 𝑜, 𝑖, 𝑛, 𝑡, 𝑦}
𝐵′ 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
Complement A B
of B or
B Prime n y
Elements of U that do
not belong to B i

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝑎𝑛𝑑 𝐵 = {𝑝, 𝑜, 𝑡}

𝐴−𝐵
A B
Difference of n y
A and B
Elements which belong
to set A but which do
not belong to set B

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.

brother sister brother sister
U U

brother brother sister 6

only and only 6
sister 8
do not have brother or sister 5

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

basketball
4

1
2 1
3
1 6
volleyball
badminton

Given:
U = { (basketball players) + (volleyball players) + (badminton players) }
= { 25 players}

basketball = { 8 players }
volleyball = { 7 players}
badminton = {10 players }

basketball U basketball basketball

= (4+1+2+1) U
=8

badminton
= (1+2+1+6)
volleyball badminton volleyball
= 10 badminton

basketball volleyball basketball

U = (1+3+2+1) U
=7

both basketball
volleyball badminton and badminton volleyball badminton
=1

basketball basketball
U Both basketball U
and volleyball and
badminton = 2

volleyball badminton
basketball and volleyball badminton
volleyball only
=1

7
 basketball and
basketball basketball
U badminton only= 1 U

badminton and
volleyball= 1
volleyball volleyball badminton
badminton

basketball basketball only= 4 basketball

U U

basketball and
volleyball volleyball only= 1 volleyball badminton
badminton

basketball basketball
U U
badminton only= 6

Volleyball only= 3

volleyball badminton volleyball badminton

Badminton and basketball

basketball U
U basketball and
volleyball= 2

neither
volleyball badminton, volleyball badminton
badminton
basketball nor
volleyball = 0

basketball basketball basketball

volleyball badminton volleyball badminton volleyball badminton

volleyball or basketball or basketball or

badminton but not badminton but volleyball but not
basketball = 10 not volleyball= 11 badminton= 8

8
 What’s More

Activity 2: Identify My Elements!

Let’s Find Out: The Elements of the Subsets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. With the given Venn diagram, identify the elements asked by the
following numbers.
2. Write your answer on your answer sheet. The first one is done for you.
Students were interviewed on what colors they like.
Below are their responses.

yellow U
11

7 3
5
9 17
4

blue red 2

a. How many students like blue color? 25

_____
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? _____

9
 Lesson Problems Involving Sets: The Start Inside
2 Out Technique

What’s New

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?

U
You will learn more about this problem when you go through the next page.

10
 What Is It

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 in English club?
Let us solve the given problem by applying this technique. Here we go…
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

11
Think of This How to do it Illustrate
➢ Make a • Draw two overlapping circles
Math club Eng club
Venn representing two sets (Math Club
diagram 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 two
both sets overlap. Math club Eng club

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

12
 a. How many have joined the
➢ Fill in the Venn
Mathematics club only? Math club Eng club
diagram with all
15
the elements 3 15 8 24
b. How many have joined the
and answer the U
English club only? 24
questions.
c. How many are neither in
Mathematics nor in
English club? 3

Problem 2:
A group of 50 students went to a tour in Misamis Occidental province.
Out of the 50 students, 24 joined the trip to Bawbawon island, 18 went to
Hoyohoy View Deck, 20 visited Sperm island, 12 made a trip to Bawbawon
island and Hoyohoy View Deck, 15 saw Hoyohoy View Deck and Sperm island,
11 made a trip to Bawbawon island and Sperm island and 10 saw the three
tourist spots.
Questions:
a. How many students went to Bawbawon island only?
b. How many students went to Hoyohoy View Deck only?
c. How many joined the Sperm island trip only?
d. How many did not go to any of the Misamis Occidental tourist spots?

In solving set problems containing 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 Misamis Occidental province.

24 joined the trip to Bawbawon island,
18 went to Hoyohoy View Deck,
20 visited Sperm island,
12 made a trip to Bawbawon island and Hoyohoy View Deck,
15 saw Hoyohoy View Deck and Sperm island,
11 made a trip to Bawbawon island and Sperm island
10 saw the three Misamis Occidental tourist spots.

13
Think of This How to do it Illustrate
➢ Make a • Draw three overlapping sets
B
Venn inside the U. You can represent
diagram the given sets with any letter of
the alphabet.
S
Let: H
U
B represents Bawbawon island
S represents Sperm island
H represents Hoyohoy View Deck
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 B, B

the three S, and H overlaps.

tourist 10

spots. S
H
U

➢ 11 made a • Subtract 10 from 11 B

trip to (11–10 = 1)
1
Bawbawon • Put 1 in set B and S only, this 10
island and completes the 11 students. S
H
Sperm U
island .

➢ 15 saw • Subtract 10 from 15 B

Hoyohoy (15 – 10 = 5)
1
View Deck • Put 5 in set H and S only, this 10
and Sperm completes the 15 students. 5
island . U S H

➢ 12 made a • Subtract 10 from 12 B

trip to (12 – 10 = 2)
Bawbawon 1

island and • Put 2 in set C and T only, this 10 2

Hoyohoy completes the 12 students. 5

U S H
View Deck

14
➢ Sperm • Add all the elements of set S B
island . (10 + 5 + 1 = 16)
1
• Subtract the total from 20 10 2
4
(20–16=4) 5
U S H
• Put 4 in set S only, this competes
the 20 students.
➢ 18 went to • Add all the elements of set H
B
Hoyohoy (10 + 5 + 2 = 17)
View Deck • Subtract the total from 18 1
10 2
(18 – 17 = 1) 4
5 1
• Put 1 in set T only, this completes U S H

the 18 students.
➢ 24 joined • Add all the elements of set B
B
the trip to (10+2+1=13). 11
1
Bawbawon • Subtract the total from 24 10 2
4
(24 – 13 = 11). 5
U S H
• Put 11 in set B only, this completes
the 24 students.
➢ 50 students • Add all the elements
B
went to a (11+1+10+2+4+5+1=34)
11
tour in Mis. • Since the total is 34 and 34 is not 1
10 2
Occ. equal to 50, subtract 34 from 50 4
5 1
province (50 – 34 = 16) 16
U S H
• Put 16 inside U (outside the circles)
➢ Fill in the a. How many of the students went to B
Venn Bawbawon only? 11
b. How many students went to 11
diagram with Hoyohoy View Deck only? 1 1
10 2
the elements c. How many joined the Sperm island 4 H
trip only? 4 5 1
and answer d. How many did not go to any of the 16
the questions tourist spots? 16 U S

Awesome this technique works! The next activity will surely excite you.
What’s More

15
 What’s More

Activity 3: Fill Me Up!

Let’s Find Out: The Elements of the Subsets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. With the given data and illustrations, identify the elements asked for.
2. Write the answer on your answer sheet.

Problem 1:

A teacher was collecting data of 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 having cable TV at home
31 having internet connectivity
18 both having cable TV and internet
connectivity
Use the Technique “Start inside out” Illustrate

18 both having cable TV and internet connectivity TV Internet U

• Put 18 at the center where the two sets

overlapped

16
 TV Internet U
31 have internet connectivity
• 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 of 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? ___

17
 Lesson Problems Involving Sets: The Side to Side
3 Technique

What’s New

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).
This technique will help you answer some set problems with this kind of
unknown elements.

singing dancing Unknown element

18
Let’s apply this technique in answering the problem mentioned in What’s New.
The
How to do it
Technique
“Side to
side” ➢ Arrange the given data this way
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 singing dancing

25
23

U U

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.

Think of This How to do it Illustrate

➢ Make a Venn • Draw two overlapping circles
diagram representing the two sets singing dancing
25
(dancing and singing) inside
the U. Label the second set U

(dancing) with its given

elements.
Take Note: Use the Technique “ Side to side”
(work from left to right, still start with the last given data)

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➢ Among the • There are 40 students in all
singing dancing
40 students, where 25 students love
25
25 loves dancing. To find students 15
dancing who love singing only, U

(inside the subtract 25 from 40. (

singing dancing
text box) (40 – 25 = 15)
• Put 15 in singing only 15
Erase 25 to avoid confusion U

➢ 23 loves • Subtract 15 from 23 singing dancing

singing (23 – 15 = 8)
15 8
• Put 15 in singing and U
dancing.
➢ 25 loves • Subtract 15 from 25 singing dancing
dancing (25 – 8 = 17)
15 8 17
• Put 17 in dancing only.
U
➢ Among the Add all the elements to
40 students check if there are 40 singing dancing
students .
(15 + 8 + 17 = 40). 15 8 17
• Answer the questions
U
a. How many students love
singing and dancing? 8
b. How many students love
singing only? 15

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 What’s More

Activity 4: Show Me Venn!

Let’s Find Out: The Elements of the Subsets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
1. With the given data and illustrations, identify the elements asked for.
2. Write the answer on your answer sheet.

Problem:
A group of 25 high school students were asked whether they use either
Facebook or Twitter or both. There are 15 students who are Facebook users
and 12 of them used 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

25 high school students
15 Facebook users
12 Twitter users

Think of This How to do it Illustrate

➢ Make a Venn
• Draw two overlapping Facebook users Twitter users
diagram
circles representing the 25

users of Facebook and U

Twitter.
Label each circle with
Facebook and Twitter.

Take Note: Use the Technique “ Side to side”

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

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➢ A group of 25 high school students, twelve use
Facebook users Twitter users
Twitter
12
There are all 25 students, twelve use Twitter
U
• to find students who use Facebook only
Facebook users Twitter users
subtract 12 from 25. (25 – 12 = ____ )
12
• Put the answer in Facebook only
• Omit 12 to avoid confusion U

➢ Fifteen of these students use Facebook

Facebook users Twitter users
• Subtract the element in Facebook only
from 15 (15 – ____ = ____ )
• Put the answer in Facebook and Twitter. U
•

➢ Twelve use Twitter.

Facebook users Twitter users
• Subtract the element of Facebook and Twitter
from 12 (12 – ____ = ____ )
• Put the answer in Twitter only. U

• 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____

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 What I Have Learned

Activity 5: Supply Me!

Let’s Find Out: The Missing Terms
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
(1)
I have learned that ___________ are visual representations of sets,
subsets and set operations. Here, universal set (U) is represented by a simple
plane Supply the paragraphs
area bounded with the missing
by a (2) ___________ terms.
and Write the
its subsets areanswer on yourby (3)
represented
answer sheet.
___________.
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 (5)_____________ sets.

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: Answer sheet and ballpen
Let’s Do It This Way:
1. Interview 30 of your friends on which hobby they like most such as
singing, dancing and/or reading. Also, record responses that are not in
the list. singing

2. Illustrate their responses using the Venn

diagram and answer the following questions:
a. How many like singing only?
b. How many like singing or dancing? dancing reading
c. How many like reading and dancing? U
d. How many did not like either of the three?

23
 Assessment

Multiple Choice
Directions: Read the questions carefully and write the letter of the answers on
your answer sheet.
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?
B. 10 C. 22
C. 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.
C. 140 C. 320
D. 150 D. 390
3. 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?
C. 4 C. 10
D. 9 D. 15

For numbers 4 – 5, 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).

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

B. 2 B. 4 C. 5 D. 12

24
5. How many students got perfect scores in English or Mathematics but not
Science?
B. 6 B. 22 C. 25 D. 40
For numbers 6 - 10 refer to the survey below.

The Venn diagram below displays the results of a survey conducted to

100 students in Misamis Occidental National High School regarding the
number of pets they own at home.

6. How many students own only a dog?

B. 5 B. 6 C. 9 D. 51
7. How many students own a dog but not a cat?
B. 12 B. 20 C. 51 D. 56
8. How many students own a cat?
B. 18 B. 26 C. 35 D. 40
9. How many students own a cat and a bird?
B. 9 B. 26 C. 35 D. 47
10. How many students own a dog and a bird but not a cat?
B. 5 B. 7 C. 11 D. 51

25
 Additional Activities

You can make an interesting activity and enjoy applying the concept of
integers.

Activity 7: Let’s Have Fun!

Let’s Find Out: Making a simple checkers board game (DAMA)
Let’s Use These Materials: pen/pencil, scissors, glue, cardboard and
construction papers
Let’s Do It This Way:

Using the materials, make your own checkers board and the pieces in two
colors, like the illustration below. Submit your output to your teacher.

How to play
1. The two players alternate turns and can
only move their own pieces.
2. The dark squares are the only ones that
may be occupied on the board. The light
squares must remain empty.
3. Each turn involves the moving of one
piece , which can consist of a piece
moving forward to a diagonally adjacent
square that is unoccupied, or jumping
forward over an occupied diagonally
adjacent square, provided that the
square beyond is empty.
4. If a player jumps over their opponent’s
piece, they have successfully captured
pieces that piece and it is removed from the
game.
5. Each piece is initially referred to as a
man, but if it reaches the farthest side of
a board it becomes a king. When this
happens, the player stacks an additional
piece on the top of the original to signify
the change.
6. Men may only move forward, but the
kings can move diagonally forwards as
well as backwards.
7. Multiple pieces maybe jumped by both
men and kings provided that they are
successive unoccupied squares beyond
each piece that is jumped.

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 27
Assessment
1. C
2. A
3. B
4. D
5. C
6. D
7. D
8. C
9. A
10. A
What I Know
1. D
2. D
3. C
4. A
5. A
6. C
7. A
8. B
9. D
10. C
Answer Key
 References

Mathematics 7 Learning Module, 13-17.

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=gqzAGVLCUgM

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

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

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

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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