UNIVERSIDAD DE STA.

ISABEL PILI CAMPUS

San Agustin, Pili, Camarines Sur
SY 2020 - 2021

MODULE 2
Problems Involving Sets
OVERVIEW…
English logician, John Venn, was the inventor of the Venn diagram in 1880. He constructed the Venn
diagram to help illustrate inclusion relationships between sets, except he did not call it the “Venn diagram”.
He called the circles “Eulerian circles.” Clarence Lewis referred to the diagram as the Venn diagram in his
book, a Survey of Symbolic Logic in 1918.

Learning Standards and Outcome

 Content Standards: The learner demonstrates understanding of the sets and the real number
system.
 Performance Standards: The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
 Learning Targets: After accomplishing all the learning activities in the module, I can;
1. Solves problems involving sets with the use of Venn diagram.
 Value Standards: Diagram of myself: compare and contrast yourself to your future self with the
use of Venn diagram.
 Evidence of Learning: Drills, Summative Quiz

Link Start What is My Element?!

Direction: The Venn diagram below is consisting with different elements. Identify the elements of Set
A and B, the union set, intersection set and difference of two set. (Write it in a Roster Method)

A B
6
9 3 2
21 1
13
17 5
7 12

1. Set A: __________________________ 1. A={ 1,5,6,7,9,17,21 }

2. Set B: __________________________
3. A∪B: __________________________ 2. B= {2,3,5,9,12,13 }
4. A ∩B: __________________________ 3.
5. A – B: __________________________ A ∪ B={1,2,3,5,6,7,9,12,13,17,21 }
4. A ∩ B= {5,9 }
5. A−B={1,6,7,17,21 }

Game On
Venn Diagram is a graph that employs closed curves and especially circles to
Definition represent logical relations between and operation on sets and the terms of
1ST QUARTER | MODULE 2 IN MATHEMATCS 7: PROBLEMS INVOLVING SETS|MR. FELIX JONES B. 7
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 UNIVERSIDAD DE STA. ISABEL PILI CAMPUS
San Agustin, Pili, Camarines Sur
SY 2020 - 2021
propositions by the inclusions, exclusion or intersection of the curves.

A
Illustration A B
B C
Problems involving sets
Venn diagram is very much useful in solving word problems involving sets.

1. A group of researchers were asked twenty parents about the idea of how their children
continue to study, through online class, module or both. Fourteen of the parents’ wants
module and eight for online class.

a. How many of the parents want Module only?

b. How many of the parents want online class only?
c. How many of them want both?

Solution
Let A1 = set of parents who want module only
A2 = set of parents who want online class and module
A3 = set of parents who want online class only

The Venn diagram as shown below

A1 A2 A3

MODULE
ONLINE
Determine the elements in each region/set: CLASS
 n(A1) + n(A2) + n(A3) = 20
n(A1) + n(A2) = 14
n(A3) = 20-14
n(A3) = 6
 n(A1) + n(A2) + n(A3) = 20
n(A2) + n(A3) = 8
n(A1) = 20-8
n(A1) = 12
 n(A2) + n(A3) = 8
n(A2) + 6= 8
n(A2) = 8 - 6
n(A2) = 2
The number of element is shown below using the Venn diagram

12 2 6
ONLINE CLASS
MODULE

1ST QUARTERFrom this Venn

| MODULE 2 INdiagram, we see7: that
MATHEMATCS 12 parents
PROBLEMS want module
INVOLVING only,
SETS|MR. 6 of
FELIX themB.want
JONES 8 online
class only and 2 of them want the both of it. BANARES |
 UNIVERSIDAD DE STA. ISABEL PILI CAMPUS
San Agustin, Pili, Camarines Sur
SY 2020 - 2021

2. A group of 45 American tourists went on vacation to Bicol last summer season. Of this
number, 23 went to Albay, 20 went to Caramoan, 16 went to Sorsogon, 9 went to Albay
and Caramoan, 7 went to Caramoan and Sorsogon, 5 went to Albay and Sorsogon, and 3
went to these three places.
a. How many of them visited Albay only?
b. How many of them visited Caramoan only?
c. How many of them visited Sorsogon but not in Caramoan?
d. How many of them visited Caramoan and Sorsogon but not in Albay?
e. How many of them visited did not go to any of these places?
Solution

Let E1 = American tourists who visited all the 3 places

E2 = American tourists who visited Albay only
E3 = American tourists who visited Caramoan only
E4 = American tourists who visited Sorsogon only
E5 = American tourists who visited Albay and Caramoan
E6 = American tourists who visited Caramoan and Sorsogon
E7 = American tourists who visited Albay and Sorsogon
E8 = American tourists who did not visit any of the 3 places
The Venn diagram is shown below.
ALBAY

E2

E8

E7 E5
E1

E4 E6 E3
SORSOGON
CARAMOAN
Determine the elements in each region starting from E 1
E1 consists of American tourists who visited all the 3 places. Thus, n(E1)=3
E1 ∪E7 consists of American tourists who visited Albay and Sorsogon but this set includes those who
visited caramoan. Therefore n(E7) = 5-3 = 2 tourists who visited both Albay and Sorsogon only.
E1 ∪E6 consists of American tourists who visited Caramoan and Sorsogon but this set includes those
who visited Albay. Therefore, n(E6) = 7-3 = 4 tourists who visited both Caramoan and Sorsogon only.
E1 ∪E5 consists of American tourists who visited Albay and Caramoan but this set includes those
who visited Sorsogon. Therefore, n(E5) =9-3 = 6 tourists who visited both Albay and Caramoan only.
From here it follows that:
 n(E2) = 23 - n(E1) - n(E7) - n(E5)
n(E2) = 23 - 3 - 2 – 6
n(E2) = 12 American tourists who visited Albay only
 n(E3) = 20 - n(E1) - n(E6) - n(E5)
n(E3) = 20 - 3 - 4 – 6
n(E3) = 7 American tourists who visited Caramoan only.
 n(E4) = 16 - n(E1) - n(E6) - n(E7)
n(E4) = 16 - 3 - 4 - 2
n(E4) = 7 American tourists who visited Sorsogon only.
Therefore;

1ST QUARTER | MODULE 2 IN MATHEMATCS 7: PROBLEMS INVOLVING SETS|MR. FELIX JONES B. 9

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 UNIVERSIDAD DE STA. ISABEL PILI CAMPUS
San Agustin, Pili, Camarines Sur
SY 2020 - 2021
n(E8) = 45 - n(E1) - n(E2) - n(E3) - n(E4) - n(E5) - n(E6) - n(E7)
n(E8) = 45 - 3 - 12 - 7 - 7 - 6 - 4 – 2
n(E8) = 4 American tourists who did not visit any of the 3 places
The number of elements is shown below using the Venn diagram.
ALBAY
3

12
4

2 6

7 6 7
SORSOGON CARAMOAN

From this Venn diagram, we see that 12 tourists went to Albay only: 7 visited Caramoan only; 9
of them visited Sorsogon but not in Caramoan; 13 visited Caramoan but not in Albay and 4 of them did
not go to any of the three places?

References:

Yvette, Lim F., et al. Mathematics for Engaged Learning Grade 11. Quezon City: Sibs Publishing House, Inc.,
2016

1ST QUARTER | MODULE 2 IN MATHEMATCS 7: PROBLEMS INVOLVING SETS|MR. FELIX JONES B. 10

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 UNIVERSIDAD DE STA. ISABEL PILI CAMPUS
San Agustin, Pili, Camarines Sur STUDENT
SY 2020 - 2021 CODE:

MATHEMATICS 7| Module 2 Worksheet

Name: _______________________________Grade and Section: _______________Date:___________

I. Direction: Answer the following question. Determine the elements in each region and draw Venn
diagram on a separate sheet of paper.
Thirty workers were asked if they want to wear a facemask, face shield or both, in a public
place. 25 of the workers wish for a facemask is enough, 2 of them wants face shield.

1. How many of the workers want face mask only? __________

2. How many of the workers want face shield only? __________
3. How many of them want both? _________

II. Direction: Answer the questions based on the Venn diagram below. Write your solution on a separate
sheet of paper.

“Favourite Subjects”

MATH
SCIENCE
2 5
16

8
5 14

20

ENGLISH
1. How many students like Science only? _______
2. How many students like English only? _______
3. How many students like Math only? _______
4. How many students like Science and Math but not English? _______
5. How many students like Science and English but not Math? _______
6. How many students like English and Math but not Science? _______
7. How many students like all three subjects? _______

III. Let’s Reflect:

1ST QUARTER | MODULE 2 IN MATHEMATCS 7: PROBLEMS INVOLVING SETS|MR. FELIX JONES B. 11

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 UNIVERSIDAD DE STA. ISABEL PILI CAMPUS
San Agustin, Pili, Camarines Sur
SY 2020 - 2021
“I want to be an Engineer”, “I want to be a Doctor”, “I want to be an Attorney”, “I
want to be rich”, “and I want to be the President of the Philippines”. Every one of us has a different
goals and ambition that we want to fulfil in our life. Some of us achieved it already and some us are
still hoping for the right time to come. We’re work harder and do whatever it takes to be a better
version of our self.
One of the main function or capability of Venn diagram is to compare and contrast. Compare
is the similarities/having same characteristics of things or person. In the other hand, Contrast is the
difference of the two. With the use of Venn diagram, compare and contrast yourself to your future
self (characteristics, appearance, attitude, beliefs, achievements etc.).

DIAGRAM OF MYSELF
MYSELF
(now) Future self
similarities

How did you perform on the activities in this module? Assess yourself by ticking the box of your answer
below:
I am confident and proud of my work.
I did well on some parts of the module.
It was fine.
I will do better next time.

You have reached the end of Module 2. Detach this answer sheet /worksheet from the set. Only this sheet will
be returned to your teacher on the next scheduled dropping of modules.

1ST QUARTER | MODULE 2 IN MATHEMATCS 7: PROBLEMS INVOLVING SETS|MR. FELIX JONES B. 12

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