Module 1 Sets Q1-2

KING’S COLLEGE OF MARBEL, INC.
BRGY. MORALES, CITY OF KORONADAL

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Greetings
Hello students! It’s another school year again!

Welcome to your Mathematics subject!
It is a new journey that will bring a new experience as you start your high
school life. Maybe you feel sad because of this situation that you are not in the
school as you study but always bear in mind that learning does not only happen
inside the classroom but in everywhere as long as you are dedicated to learn.
We may not be seeing each other face to face but remember that as your
teacher, I am here to help you. If you will find something in this lesson which is
difficult for you, don’t hesitate to ask.
Be positive! Believe in your self, you can do it!
Enjoy learning! God bless.
Prayer
Lord Jesus, I praise you and I thank you for this wonderful day
that you have added into my life.
Thank you so much Lord for providing all my needs, for the
knowledge, strength and keeping me healthy that enables me to do
all my tasks.
Lord Jesus, I pray that as I face this school year, may You bless
me as I learn my lessons. May you continue to give me heavenly
wisdom so that I will be able to do all my tasks and perform all the
things I need to do. I also pray that you will continue to bless my
family, my teachers, my classmates, and everyone around me.
All these I pray with thanksgiving, in Jesus Name Amen…
Grade 7 - Mathematics 1
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Introduction
Math is almost everywhere! All the things around you involve mathematics, that
is why it is an important subject for you to learn. Others would say that math is difficult
even without trying their best because they were able to develop a fixed negative
impression about it in the very first place, but believe me, Math is fun!
As you face a new and unconventional set-up of education due to the pandemic,
I wish that you would try to embrace the beauty in math and change that negative
impression about it. Do not be afraid to commit mistakes especially in solving as
“Mistakes are proof that you are TRYING.” Keep on practicing because it is believed
that, “constant correct practice makes perfect.”
Always remember this, “Mathematics may not teach you how to add love or
minus hate. But it gives you every reason to hope that every problem has a
SOLUTION.”
Have fun learning Math! God bless you.
Module Map
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Module 1: Sets
 INTRODUCTION AND ESSENTIAL QUESTION(S)
https://sportsnaut.com/2015/05/49ers-quarterback-colin-kaepernick-has-a-shoe-problem/
The picture above displays a big collection of shoes. Don’t you know that a person who
loves collecting shoes is called a “Sneakerheads”? They collect shoes as a form of hobby. How
about you, what are the things you love to collect? Is it satisfying to collect them?
This module focuses on certain collections, called sets; specifically, it will discuss the
general concepts of sets, its subsets and its application in your real-life. Here, you will learn the
importance of utilizing your mathematical skills for you to understand the key concepts of sets
and apply it in your daily life.
As you study this module, think of this question: How can challenging situations involving
the collection of related objects be modeled and solved?
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 MODULE LESSONS AND COVERAGE

In this module, you will examine this question when you take the following lessons:
Schedule Lesson Competencies and Objectives
 classifies the given objects.
 describes well-defined sets, subsets, universal
sets, and the null set and cardinality of sets
 illustrates the union and intersection of sets
Lesson 1 Sets and Venn and the difference of two sets
Diagrams  uses Venn Diagrams to represent sets, subsets,
Aug. 31 to 1.1 Set Fundamentals and set operations
Sept. 2, 1.2 Operations on Sets
 uses appropriate model to represent problems
2022 1.3 Sets and Venn Diagrams
involving sets
1.4 Solving Problems
 solves problems involving sets
involving Sets
 generalizes the importance of using models to
solve problems involving sets
 makes an article based on the results of
mathematical modeling in representing
challenging situations on sets
MODULE 1: PRE-TEST
Find out how much you already know about the module. Just simply ENCIRCLE the
letter of your answer. Please answer all items. Take note of the items that you were not
able to answer correctly and look for the right answer as you go through this module.
1. Which of the following is a well-defined collection of objects, concrete or abstract of any kind?
a. Element
b. Group
c. Member
d. Set
2. What is a graphic representation consisting usually of a rectangle and overlapping circles?

a. Bar Graph
b. Pie Chart
c. Rectangular Map
d. Venn diagram
3. Who is an English logician and philosopher who introduced Venn Diagram?

a. Ben Venn
b. John Venn
c. Karl Venn
d. Vince Venn
4. What is the other term for element?

a. Element
b. Group
c. Member
d. Set
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5. What is a set that contains all the elements under consideration?

a. Finite
b. Infinite
c. Null
d. Universal
6. What is a set with countable number of elements?

a. Finite
b. Infinite
c. Null
d. Universal
7. What term refers to the total number of elements a set contains?

a. Cardinality
b. Element
c. Member
d. Set
8. Which of the following is denoted by a symbol {}, which means a set with no element?
a. Finite
b. Infinite
c. Null
d. Universal
9. Which of the following is an example of a finite set?

a. Set of all books in the library
b. Set of all counting numbers
c. Set of all even numbers
d. Set of all months with 32 days
10. Which of the following operations of sets refers to the set of elements that is common to both
sets?
a. Complement
b. Difference
c. Intersection
d. Union
11. If set T = {a, l, e, r, t}, how many subsets does T have?

a. 5
b. 8
c. 16
d. 32
12. If set R = {1, 2, 3}, how many subsets does T have?

a. 5
b. 8
c. 16
d. 32
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13. How can you express a set whose elements are b, e, s, t in roster form?
a. {b, e, s, t}
b. {b, e, s, t, s}
c. {x/x is a letter in the alphabet}
d. {x/x is a letter from the word best}
14. How can you express a set whose elements are a, e, i, o and u in rule form?
a. {a, e, i, o, u}
b. {a, b, c, d, e, … y, z}
c. {x/x is a vowel}
d. {x/x is a consonant}
15. Which of the following sentences describes the relationship illustrated in the diagram?
a. All integers are counting numbers.
b. All counting numbers are integers.
c. Counting numbers are not integers.
d. Some counting numbers are integers.
16. What relationship of two sets does the Venn diagram below shows?
a. Difference of two sets
b. Intersection of two sets
c. Union of two sets
d. None of the above
17. What relationship of two sets does the Venn diagram below shows?
a. Intersection of sets
b. Union of two sets
c. Difference of two sets
d. None of the above
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For numbers 18-20. Study the diagram below and answer the questions that follow.
Annette interviews 75 students at a certain high school on sports they are interested in. The following are
the results:
18. How many students play football and badminton?

a. 15
b. 20
c. 25
d. 40
19. How many students play Badminton only?

a. 15
b. 20
c. 25.
d. 40
20. How many students play football only?

a. 15
b. 20
c. 25
d. 35
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Performance Task (GRASP)
Last June 30, 2022, President Ferdinand R. Marcos, Jr, assumed the highest position of
the land as the 17th President of the Republic of the Philippines. One of his concerns is on how to
easily recover from the economic setback brought by the Covid-19 Pandemic.
As one of the economists of the National Economic Development Authority (NEDA), you
were tasked to write an article about the possible steps to be taken in order to
gradually improve the economic status of the country. You are going to present in your
article the facts about the economy and possible solutions to the pressing concern of the
inflation rate. You must also cite in your article the importance of sets and how it can influence
in the government’s decision-making.
Your output will be written or type-written in a short bondpaper. Your article which will
be evaluated by the NEDA Chief should be in accordance to the following criteria: Content,
Grammar and spelling, organization and appearance.
Rubric
Note: This will be a group task.
Lesson 1 Sets and Venn Diagrams

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Content Standard
The learner demonstrates understanding of key concepts of sets and the real number system.
Performance Standard
The learner is able to formulate challenging situations involving sets and real numbers and solve
these in a variety of strategies.
Transfer Goal
Students on their own and in the long run will solve real-life problems involving sets through
comprehensive article in order to realize the importance of sets in making appropriate and sound
decisions.
Learning Competencies
Acquisition Meaning Making Transfer

 classifies the given objects.  uses appropriate model to  makes an article based
 describes well-defined sets, subsets, represent problems involving on the results of
universal sets, and the null set and sets mathematical modeling
cardinality of sets in representing
 solves problems involving sets
 illustrates the union and intersection challenging situations
 generalizes the importance of
of sets and the difference of two sets on sets
using models to solve problems
 uses Venn Diagrams to represent
involving sets
sets, subsets, and set operations
Essential Understanding (EU) Essential Question (EQ)
Students will understand that challenging How can challenging situations involving
situations involving the collection of related the collection of related objects be
modeled and solved?
objects be modeled and solved using the key
concepts of sets.
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| EXPLORE
Learning Target
At the end of this lesson, I can classify the given objects.
THINK OF THIS!
Do you have a collection of items? Just like a collection of books, of movies or of music?
Why do you collect these items? How do you classify your collection? What is your way of
classifying them? Begin this lesson by doing the activity presented below.
Activity 1. Classify Me!

Avocado Squash Tomato Daisy
Banana Sunflower Okra Mango
Eggplant Malunggay Santol Sitaw
Lily Gumamela Durian Pineapple
Monggo Rose Ampalaya Santan
Directions: Using the list of things shown below, form three (3) different groups of things
according to the kind of description you would like to label each group. Complete
the table and answer the questions that follow.
Items belong in each Group Description/Name of the Group
Example:
Avocado, Banana, Mango, Santol, Durian, Group of Fruits
Pineapple
Process Questions:
1. How many groups did you make?
_____________________________________________________________________
2. How did you group the things listed above?
_____________________________________________________________________
Grade 7 -_____________________________________________________________________
Mathematics 10
3. Is there a right way of classifying objects? Justify your answer.
_____________________________________________________________________
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Map of Conceptual Change:
Directions: Before you proceed with the lesson, write your initial answer to the Essential
Question in the IRF Chart below. Write your answer on the Initial Part only.
Essential Question:
How can challenging situations involving the collection of related objects be
modeled and solved?
Initial Answer
Revised Answer
Final Answer
How did you find Activity 1? Were you able to classify the given objects based on
their appropriate group? Does it give you an idea of what set is? As you go through
the lesson, little by little, you will be able to figure the answer to the our Essential
Question.
Lesson 1.1
| FIRM-UP
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Hello, students! In Activity 1, you just tried doing a simple activity on

classifying different things. Like in your activity you can classify it as a set of
flowers, vegetables or a set of fruits but maybe some of you will be able to
make other groups.
That activity introduces you on the concepts of set but before you proceed,
read first the learning targets below.
Learning Target
At the end of this lesson…

 I describes well-defined sets, subsets, universal sets, and the null set and cardinality
of sets
Set Fundamentals
SETS
a. In Mathematics, a set is a term that describes the collection of distinct objects or

items that have something in common or simply a well-defined collection of
items/objects.
b. When you say “well-defined” this means that the elements of a set can be
easily identified because of their similar characteristics.
c. The individual objects in a set are called members or elements.
For example, in Activity 1, the collection of flowers is “well-defined” since you can
easily identify the elements that belong to it. These are the Daisy, Sunflower, Gumamela, Rose
and Santan. Daisy, Sunflower, Gumamela, Rose and Santan are the Elements of the set.
However, the collection of favorite colors is “not well-defined”, since the elements
vary depending on people’s preferences.
Examples:
Identify whether the following are “Well-defined” or “Not Well-defined” sets.
1. The collection of beautiful women.
2. The collection of gods and goddesses in Greek mythology.
3. The collection of favorite books.
4. The collection of Harry Potter novels.
5. The collection of favorite movies.
Answers:
1. The collection of beautiful women is not well-defined, since each and every one of
us has different perspective about beauty.
2. The collection of gods and goddesses in Greek mythology is a well-defined set since
you can easily identify them.
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3. The collection of favorite books is not well-defined.

4. The collection of Harry Potter novels is a well-defined set.
5. The collection of favorite movies is not a well-defined set.
SET NOTATION
A. Sets are simply named using capital letters. For instance, the set of all positive numbers
can be named as set A, set B or set C.
There are also simple notations that you can follow in writing the arrangement of the
elements, the Roster and the Set Builder Notations.
Roster or Tabular Notation
 In roster or tabular notation, the elements are listed, separated by commas, and enclosed
in braces.
Example 1:
Set A is a set containing the first 5 counting numbers.
Answer:
Then using the roster method: A= {1, 2, 3, 4, 5}
Note:
If the set contains other elements aside from those already mentioned, the symbol “…”
called ellipsis, is used.
Example 2:
Define B as the set of all even numbers.
Answer: B= {2, 4, 6, 8 …}
Example 3:
Set Q is the set of days in a week.
Answer:
Q = {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}
Set Builder Notation
 The set is described using a rule property that is true to all elements of the set.
 This is also called the rule form of representing sets.
 This follows the pattern A= {x|x is P(x)}, read as “x such that x is P(x)”, where P(x) is the
property or description of all the elements.
C.
Example 1:
Set A is a set containing the first 5 counting numbers.
Answer:
Using the set builder method: A= {x|x is a counting number from 1 to 5}
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Example 2:
Set Q is the set of days in a week.
Answer:
Q = {x|x is a day in a week}
Cardinality of a Set
A. The cardinality of a set refers to the total number of elements a set contains.
B. If A is a set, then its cardinality is denoted by n(A).
Note:
C. Cardinality is only defined for finite sets.
Example: Determine the cardinality of the following sets.

 A = {7, 10, 13, 16, 19, 22, 25}
 B = {Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune}
Solution: Simply count the number of elements in each set.

1. n(A) = 7
2. n(B) = 8
Note: The symbol ‘∈’ denotes that an element belongs to a set; the symbol ‘∉’ indicates that an
element does not belong to the set.
Example: A= {2, 4, 6, 8, 10}

1. 2 ∈ A (2 is an element of A)
2. 5 ∉ A (5 is not an element of A)
Try This!
Directions: Determine the cardinality of the following sets. Write your answer on the space
provided.
a. A = {1, 2, 3, 4, 5, 7, 10, 13, 17, 20} n(A) = __________________

b. B = {red, yellow, black, green, orange} n(B) = __________________
c. C = {English, Math, Science, Filipino, ESP} n(C) =__________________
d. D = {paper, scissor, stick, stone} n(D) =__________________
e. E = {2, 4, 6, 8, 10, 12, 14, 16} n(E) =__________________
Remember
 Set is a well-defined collection of items/objects.

 “Well-defined” means that the elements of a set can be easily identified because of
their similar characteristics.
 The individual objects in a set are called members or elements.
 Roster and the Set Builder Notations are the simple notations that you can follow in
writing the arrangement of the elements of a set.
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Lesson 1.2
Hello, students! You have already learned the different notations of sets and how
to find the cardinality of a set by simply counting the elements a set contains
Now, it’s time for you to learn the different kinds of set, but before you proceed,
read the learning below.
Learning Target
At the end of this lesson, I can illustrate the kinds of sets, subsets, and universal set.
KINDS OF SETS
1) Finite Set  a set with countable number of elements.
Examples:
1) The set A contains all the vowels of the English alphabet.
A= {a, e, i, o, u}
2) Set B contains all odd numbers less than ten.
B= {1, 3, 5, 7, 9}
a. a set with no defined cardinality (usually described using an

2) Infinite Set
ellipsis and with no defined last element).
Examples:
1) Set C contains all even numbers.
C= {2, 4, 6, 8, …}
2) The set D consists all odd numbers.
D= {1, 3, 5, 7, 9, …}
1. A set with no element (or with 0 cardinality) denoted
3) Null or Empty Set
by the symbol {} or ø.
Examples:
1) The set E contains all months with 32 days.
E= {} or E = ø
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2) Set F is the set of all flying castles

F= {} or F = ø
UNIVERSAL SETS AND SUBSETS
Another way to relate two given sets is whether one set is a portion of another
set, that is, if all elements of a smaller set are contained in a larger set.
Consider the set U = {a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, x, z}

From the given set U, you can form the following sets:
Q= {a, e, i, o, u)
R= {b, c, d, f, g, …, z}
S= {a, b, c, k, l}
T= {a, b, c, d, e, f, g, h, i, …, z}
As you form sets Q, R, S, and T, notice that all the elements are from set U. Thus, U is the
universal set.
Universal Sets
 The universal set or universe of discourse, denoted by “U”, is a set that contains all
elements under consideration.
 In the example above, you can say that set U is the universal set for it contains all
the elements of set Q, R, S, and T.
Subsets
 If all elements of a set, say A, are contained in another set, say B, then A is a subset of
B.
 Thus, from the example given above, you can conclude that Q, R, S, and T are all called
subsets of U since every element in the sets Q, R, S, and T also belongs to U.
 The definition of the subset implies that “ a set is a subset of itself ” and “the null set is a
subset of any set”.
Example:
1) List all the subset of the set K= {l, o, v, e}
Subsets of K:
{}, {l}, {o}, {v}, {e}, {l, o}, {l, v}, {l, e}, {o, v}, {o, e}, {v, e}, {l, o, v}, {l, o, e}, {l, v,
e}, {o, v, e}, {l, o, v, e}
Therefore, the total number of subsets of K is 16.
Proper and Improper Subsets
 Set A is a proper subset of B, written as A if there is at

Proper Subsets least one element in B which is not in A or if A contains not
all the elements of B.
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Example:
Given the set A= {a, b, c}
The proper subsets of set A are the following: {}, {a}, {b}, {c}, {a, b}, {a, c}, {b, c}
1) Set A is an improper subset of B, if A contains all the

Improper Subsets elements of B.
Example:
If the given set A= {a, b, c}, thus, the improper subset of set A is {a, b, c}.
Identifying the Number of Subsets of a Given Set
In identifying the subset of a set, you can use the notation: 2n where n is the total
number of elements of the given set
Examples:
1) Find the number of subsets of Set A = {a}.
Answer: Applying the notation 2n = 21 = 2 subsets
2) Find the number of subsets of Set B = {a, b}

Answer: 2n = 22 or 2x2 = 4 subsets
3) Find the number of subsets of Set C = {a, b, c}

Answer: 2n= 23 or 2x2x2= 8 subsets
Try This!
Directions: Complete the table below by identifying the number of subsets and then list all the
subsets of the given set.
Set Number of subsets List of all the Subsets
1. Set H = {1,2}
2. Set J = {5, 10, 15, 20}
Lesson 1.3
Hello, students! After you have learned about the different kinds of set, the
subsets, and the universal sets, it’s time for you to learn about the set operations.
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Learning Target
At the end of this lesson, I can illustrate union of sets, intersection of sets, and the
difference of two sets.
SET OPERATIONS
1) Intersection of Sets
 The set containing the elements common to the two sets.

 In other words, the intersection of sets A and B, written as A refers to the set of all
elements that are in both A and B.
 The conjunction “and” denotes intersection of sets.
Examples:
Consider the following sets.
A= {5, 10, 15, 20, 25, 30, 35, 40} C= {45, 50, 55, 60}
B= {10, 20, 30, 40, 50, 60} D= {65, 70}
Find:
1) A B 2) A D 3) B C
Solution:
1. AB = {10, 20, 30, 40}
2. A D= {ø} for the two sets have no common elements.
3. BC= {50, 60}
2) Union of Sets
 Refers to the elements combined altogether.

 That is, if A and B are two distinct sets, then the union of A and B, written as ,
refers to the set of all elements that are either in A or in B, or both
 The conjunction “or” denotes the union of sets.
 In writing the set corresponding to the union of two sets, common elements are written
only once.
Examples:
Consider the following sets:
A= {5, 10, 15, 20, 25, 30, 35, 40} C= {45, 50, 55, 60}
B= {10, 20, 30, 40, 50, 60} D= {65, 70}
Find:
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1) A B 2) CD 3) B C
Solution:
1) A B = {5, 10, 15, 20, 25, 30, 35, 40, 50, 60}
2) C D= {45, 50, 55, 60, 65, 70}
3) B C= {10, 20, 30, 40, 45, 50, 55, 60}
3) Difference of Two Sets
 Given sets A and B, the difference of A and B, denoted as A-B, refers to the set of all
elements that are in A but not in B.
 In dealing with the difference of sets, the order with which sets are taken is very
important.
 This means A-B and B-A are different and has different results.
Examples:
A= {1, 3, 7, 11, 14, 19}
B= {2, 3, 5, 7, 11, 17, 19}
C= {3, 6, 9, 12, 15}
Find:
1) A – B 2) B – C 3) A – C 4) C – B 5) B – A
Solutions:
1) A – B = {1, 14}
2) B – C = {2, 5, 7, 11, 17, 19}
3) A – C = {1, 7, 11, 14, 19}
4) C – B = {6, 9, 12, 15}
5) B – A = {2, 5, 17}
Remember
 Set operations involve intersection, union, and difference of two sets.

 Intersection of sets refers to the elements common to the two sets.
 The conjunction “and” denotes intersection of sets.
 Union of sets refers to all the elements of the two sets being combined together. The
conjunction or denotes union of sets.
Try This!
Directions: Perform the following indicated operations on sets. Write your answer on the
space provided.
A= {1, 2, 3, 4, 5}
B= {2, 4, 6, 8, 10}
C= {1, 3, 5, 7, 9}
Find the following:
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Lesson 1.4
Hello, students! Now that you have already learned the different operations on sets, it’s
time for you to learn how to solve problems involving sets using Venn Diagram.
Learning Target

 I can use Venn Diagrams to represent sets, subsets, and set operations
Operations on Sets Using Venn Diagrams
Intersection of Sets
 The set containing the elements common

to the two sets.
 Denoted by the symbol “A B”. A B
 The Venn diagram has a shaded region of
intersection of the circles representing A
and B.
Intersection of Sets
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Example 1. Find the intersection of set A and set B, given the following sets:
U = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20};
A = {2, 4, 6, 8};
B = {4, 8, 12, 16}
To answer this example, study the steps in constructing a Venn diagram as shown below.
Steps in constructing Venn Diagram
Step 1. Draw overlapping circles inside the

rectangle. Step 2. Put the elements of the subsets
inside the circle. The common
elements of the two sets are put
in the center or in the
intersection.
Step 3. Those elements that are in the universal set (U) but not in the subsets are put
outside the circles, meaning they do not belong to the elements of any subset.
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Based on the diagram, you can easily conclude that the intersection of sets A
and B are 4 and 8.
Union of Sets
 The set containing all the elements of two sets.

 Denoted by the symbol “”
 The shaded regions include the regions of A and
B.
Union of Sets
Example 1: Find the union of sets A and B given the following sets.
Let U = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}; A = {2, 4, 6, 8}; B = {4, 8, 12, 16}
Solution:
Following the steps in constructing a Venn diagram, you will be able to get the diagram
shown below.
12
In union of sets, all the circles in the Venn diagram are shaded. It means that the
elements in both sets A and B are combined.
Therefore = {2, 4, 6, 8, 12, 16}
Difference of Two Sets
 Given sets A and B, the difference of A and B, denoted as A-B, refers to the set of all
elements that are in A but not in B.
 In dealing with the difference of sets, the order with which sets are taken is very
important. This means A-B and B-A are different and have different results.
Difference of “A – B”
 A – B is the set of elements in A but not in B. In
the diagram, the shaded region must cover set
A excluding the whole region of set B. Thus, the
intersection of sets A and B must be unshaded.
Difference of “A – B”
SOUTH COTABATO
Difference of “B – A”
 B - A is the set of elements in B but not in A.
In the diagram, the shaded region must cover
set B excluding the whole region of set A.
Thus, the intersection of sets B and A must be
unshaded.
Difference of “B – A”
Example 1: Find B – A and A – B given the following sets below.
Let U = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}; A = {2, 4, 6, 8}; B = {4, 8, 12, 16}
Solution:
1) B – A
Applying the steps in constructing Venn diagram. You can conclude that B– A= {12, 16}
2) A – B
Based on the diagram, you can conclude that A – B = {2, 6}.

As you can notice, A – B and B – A have different results.
Try This!
Directions: Perform the following operations on sets using Venn diagram. Show your
solution on the back portion of this page.
Let U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
X = {0, 2, 4, 6, 8}
Y = {1, 2, 3, 4, 5}
Find:
1) X Y 2) XY 3) Y – X
SOUTH COTABATO
Solving Problems Involving Sets
Example 1:
A group of 25 high school students were asked whether they use either Facebook or
Twitter or both. Fifteen of these students use Facebook, twelve use Twitter, and 2 students use
both.
Questions:
1) Find how many students use Facebook only? twitter only?
2) How many students use either Facebook or twitter?
Solution:
In solving this problem, you must follow the steps presented below.
Step 1: Draw the Venn diagram. Note that there are two social media given.
Step 2. Identify the given: 15 = Facebook, 12 = twitter, and 2 = both
Step 3. Since 2 students use both social media, it means that 2 is the intersection. Write it at
the center.
Step 4: For you to know how many students use Facebook and twitter only, you need to
subtract 2 from each.
Facebook only = 15 – 2 = 13
Twitter only = 12 – 2 = 10
Diagram:
Based on the diagram, you can conclude that there are:

1) 13 students who use Facebook only
2) 10 students who use Twitter only; and
3) 25 students use either facebook or twitter (notice the word “or” it means Union of two
sets, thus, add all the numbers inside the diagram).
Example 2.
A group of 50 students went in 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 and
El Nido and 10 saw the three tourist spots.
Questions:
a. How many of the students went to Coron only? To Tubbataha Reef only?
b. How many joined the El Nido trip only?
c. How many did not go to any of the tourist spots ?
SOUTH COTABATO
Solution:
In solving this problem, you must follow the steps presented below.
Step 1. Identify the givens in the problem.
50 students went to Palawan 12 made a trip to Coron and Tubbataha Reef
24 joined the trip to Coron 15 saw Tubbataha Reef and El Nido
18 went to Tubbataha Reef 11 made a trip to Coron and El Nido
20 visited El Nido 10 went to the three tourist spots
Step 2. Construct a Venn diagram with 3

overlapping circles labelled as Coron,
Tubbataha, and El Nido.
Step 3. Since there are 10 students who

went to the three tourist spots,
write 10 at the center of the
diagram as the intersection.
Step 4. To solve, let

P1 = went to Coron and Tubbataha
P2 = went to Tubbataha and El Nido
P3 = went to El Nido and Coron.
SOUTH COTABATO
In the given, remember that there are

11 students who went to El Nido and
Coron. Thus, P3 = 11 – 10 = 1.

15 students who went to Tubbataha
and El Nido. Thus, P2 = 15 – 10 = 5.

12 students who went to Coron and
Tubbataha. Thus, P1 = 12 – 10 = 2.
Step 5. Now, it is easier to find the number of students who went to Coron only, Palawan
only and El Nido only. In the given there were:
24 joined the trip to Coron;
18 went to Tubbataha Reef; and
20 visited El Nido.
To find the number of students who went on each tourist spot, subtract the number of
students who overlapped in the diagram.
In the given, remember that there

were 24 students who went to
Coron, but from the diagram in
step 4, there were 2 who went to
Tubbataha, 1 to El Nido, and 10 to
all destinations. So, subtract these
from 24. Thus,
Coron only =
24 – 2 – 1 – 10 = 11.
Also, there were 18 students who
went to Tubbataha, but from the
diagram in step 4, there were 2
who went to Coron, 5 to El Nido,
and 10 to all destination. So,
subtract these from 18. Thus,
While in El NIdo, there were 20 students, but in the
Tubbatha only =
diagram in step 4, there were 5 who went to
18 – 2 – 5 – 10 = 1.
Tubbataha, 1 to Coron, and 10 to all destinations. So,
subtract these from 20. Thus,
El Nido only =
20 – 5 – 1 – 10 = 4.
SOUTH COTABATO
Step 6. Notice that the total number of students in the diagram is only 34, but in the given
there were 50 students. This means that there were 16 who did not go in these three
destinations. Therefore, 16 should be written outside the circles but inside the rectangle.
Final Answer:
There were 11 students who went to Coron only, 1 went to Tubbataha Reef only, 4
joined the El Nido trip only but there were 16 students who did not go to any of the three
tourist spots.
Summary
Were you able to classify the given objects?

Were you able to define set?
Were you able to illustrate set notations and the cardinality of the sets?
Were you able to illustrate the kinds of sets, subsets, and universal set?
Were you able to illustrate the operations on sets using Venn Diagram?
Were you able to solve problems involving Sets?
Set is a well-defined collection of items/objects. “Well-defined” means that the

elements of a set can be easily identified because of their similar characteristics. The
individual objects in a set are called members or elements. Roster and the Set Builder
Notations are the simple notations that you can follow in writing the arrangement of the
elements of a set. The cardinality of a set refers to the total number of elements a set
contains.
There are three operations on sets which are the union, intersection, and difference
of two sets. You can also illustrate these operations using Venn Diagram.
SOUTH COTABATO
|DEEPEN
Learning Targets

 I can illustrate the operations on sets using Venn Diagram.
 I can solve problems involving Sets.
Your task here is to master the skills you have acquired in the lesson taken
especially on the basic concepts involving sets. You will be given different
activities which show the importance of sets in your daily life. You may start with
Activity 2.
Activity 2. Just Give Me a Reason

Directions: Write whether the given collections below are well-defined set or not well-
defined set. Write your answer below the given statement and state your reason
why do you say so. See pages 12-13 of this module and set the examples given as
your guide in answering this activity.
Statement Reason
1. The collection of primary colors.
Answer: ________________________
2. The collection of all your subjects.

Answer: ________________________
3. The set of famous dancers in the city.

Answer: ________________________
How did you find Activity 2? Were you able to identify whether the given sets are
well-defined or not? If you do, very good! You really understand the concepts
involving sets.
SOUTH COTABATO
Activity 3. True or False

Directions: Given the sets below, write TRUE if the statement is correct and FALSE if it is
wrong. Write your answer in the space provided before the number. See pages
13-16 of this module and set the examples given as your guide in answering this
activity.
S = {0, 1, 2, 3, 4, …, 10} V = {5, 10, 15, 20, 25}

O = {d, a, y} I = {r, o, s, e}
L = {3, 6, 9, 12} N = {roots, stem, leaves, flowers, fruits}
G = {Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune}
________________ 1. The cardinality of Set G is 8.

________________ 2. {5, 15, 25} is a subset of Set V.
________________ 3. {8} is a subset of Set L.
________________ 4. The cardinality of Set O is 7.
________________ 5. The number of elements in Set N is 5.
________________ 6. {s, u, n} is a subset of Set G.
________________ 7. An empty set or { } is a subset of Set N.
________________ 8. The cardinality of Set I is 10.
________________ 9. {5, 6, 7, 8, 9} is a subset of Set S.
________________ 10. One of the subsets of Set N and Set G is a ∅.
How did you find Activity 3? Were you able to identify whether the given statements
are true or false? If you find it easy, then you have really mastered this lesson. Good
job!
Activity 4. Sets in Venn Diagrams

Directions: Study the Venn diagram below and answer the questions that follow. Write your
answer on the space provided. See pages 24-27 of this module and set the
examples given as your guide in answering this activity.
The Venn diagram below shows how the students of King’s College of Marbel, Inc. go to
school.
SOUTH COTABATO
Process Questions:
1. How many students ride in a car, tricycle and the motorcycle in going to school?
_______________________________________________________________
2. How many students ride both in a car and a tricycle?
_______________________________________________________________
3. How many students ride both in a car and the motorcycle?
_______________________________________________________________
4. How many students ride both in a tricycle and the motorcycle?
_______________________________________________________________
5. How many students go to school in a car only? Tricycle only? in the motorcycle only?
walking?
_______________________________________________________________
6. How many students of KCMI are there in all?
_______________________________________________________________
Congratulations for finishing the tasks provided to you. Continue to

study the concepts of sets for it will really help you in your daily life.
After the series of activities given to you, it is expected that you can
now illustrate well-defined sets, subsets, universal set, null set,
cardinality of sets, union and intersection of sets and the difference of
two sets and how to solve problems involving sets. The concepts you
have learned in this topic are very important not only in your studies but
in your daily living as well.
SOUTH COTABATO
|TRANSFER
Learning Targets
 I can illustrate well-defined sets, subsets, universal sets, null set, cardinality of sets,
union and intersection of sets and the different of two sets.
 I can solve problems involving sets with the use of Venn Diagram.
Why do you think a Venn diagram is helpful in representing sets or a group of

numbers?
Your goal here is to apply what you have learned in the entire lesson about the
fundamental concepts of sets and Venn diagrams. You can do it! God bless.
Activity 5: Relate and Formulate

Directions: Formulate a real-life scenario or a problem that shows the concepts of sets and present
it using a creative Venn diagram. Follow the example given below.
Illustrative example:
Scenario: During those times without COVID19, you learn through face to face, inside the
classroom, together with classmates, with uniform, have an allowance and have a specific
time to follow. But today, you will learn through module, online class, in our home, no
specific time to follow, no uniform, no allowance.
SOUTH COTABATO
Scenario:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________________
Venn Diagram:
Scoring Rubric
Score Descriptors
5 The written scenario is completely accurate and logically presented. It show facts and
concepts involving the concepts of sets and Venn diagram. The chosen real-life situation is
very timely and interesting and has no grammatical error. The presentation is Very good.
4 The written problem is generally accurate and the presentation reflects understanding of
sets and Venn diagram. The chosen real-life situation is timely and interesting but has 1-2
grammatical error. The presentation is very good.
3 The written problem is generally accurate but the presentation lacks application of the
concept of sets and Venn diagram. The chosen real-life situation is somehow timely and
interesting but has 3-5 grammatical error. The presentation is good.
2 The written problem contains major inaccuracies and significant errors in some parts. The
chosen real-life situation is not timely and interesting and has more than 5 grammatical
errors. Has presented the scenario.
1 There is no written report made.
Were the activities easy? In which part of the activities, you find difficult to deal
with? Remember that understanding the concepts of sets is a very important
skill you should possess for you to easily understand future topics in this32
Grade 7 - Mathematics
subject.
SOUTH COTABATO
Summary and Closure
Were you able to classify the given objects?

Were you able to define set?
Were you able to illustrate set notations and the cardinality of the sets?
Were you able to illustrate the kinds of sets, subsets, and universal set?
Were you able to illustrate the operations on sets using Venn Diagram?
Were you able to solve problems involving Sets?
Set is a well-defined collection of items/objects. “Well-defined” means that the elements

of a set can be easily identified because of their similar characteristics. The individual objects in a
set are called members or elements. Roster and the Set Builder Notations are the simple
notations that you can follow in writing the arrangement of the elements of a set. The cardinality
of a set refers to the total number of elements a set contains.
Different collection of items are everywhere, therefore sets is everywhere. Even yourself
is a collection of different characteristics from the outside appearance to the deepest thoughts
you have inside. We know that this world is a union of good and bad influences, it’s our own
choice which one to collect.
Problems involving sets can be solved in different ways but the easiest way is through the
use of Venn diagram. Venn diagram shows a clear picture of the problem that makes it easy to
understand, all you need to do is to analyze the problem carefully and follow the steps correctly
in order for you to attain the right answer in the problem.
The next lesson is about the absolute value, operation on integers and its properties, and
Rational Numbers. Have an advance study on these topics. God bless!
Also, you can now start planning about your performance task. You can think of any
situation related to the pandemic which shows the concepts of real numbers.
References:
Books:
Canlapan, R.B. & Urgena, J. N. (2018), Practical Math 7, DIWA LEARNING SYSTEM INC.,
Canlapan, R.B. & Urgena, J. N. (2019) Dynamic Minds: A Math Workbook Grade 7, DIWA
LEARNING SYSTEM INC.,
Oronce, O.& Mendoza, M., (2015) E-Math Worktext in Mathematics 7, Rex Book Store
Websites:
https://www.mathgoodies.com/lessons/sets
https://www.mathsisfun.com/sets/sets-introduction.html
https://depedtambayan.org/grade-7-detailed-lesson-plan/
Answer Key
SOUTH COTABATO
Activity 1: Classify Me (Pages 10-11)

Try This (Page 14)
a. n(A) = 10
b. n(B) = 5
c. n(C) = 5
d. n(D) = 4
e. n(E) = 8
Try this (Page 7)
Try This (Page 20)
1. B U C = {1, 2, 3, 4, 5, 6, 8, 10}
2. C – A = {7,9}
3. C – (A Ո B) = {1, 3, 5, 7, 9}
Try This (Page 23)

Module 1 Sets Q1-2

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KING’S COLLEGE OF MARBEL, INC.

BRGY. MORALES, CITY OF KORONADAL

Hello students! It’s another school year again!

 INTRODUCTION AND ESSENTIAL QUESTION(S)

 MODULE LESSONS AND COVERAGE

2. What is a graphic representation consisting usually of a rectangle and overlapping circles?

3. Who is an English logician and philosopher who introduced Venn Diagram?

4. What is the other term for element?

5. What is a set that contains all the elements under consideration?

6. What is a set with countable number of elements?

7. What term refers to the total number of elements a set contains?

9. Which of the following is an example of a finite set?

11. If set T = {a, l, e, r, t}, how many subsets does T have?

12. If set R = {1, 2, 3}, how many subsets does T have?

18. How many students play football and badminton?

19. How many students play Badminton only?

20. How many students play football only?

Performance Task (GRASP)

Note: This will be a group task.

Lesson 1 Sets and Venn Diagrams

Acquisition Meaning Making Transfer

Essential Understanding (EU) Essential Question (EQ)

At the end of this lesson, I can classify the given objects.

Activity 1. Classify Me!

Items belong in each Group Description/Name of the Group

Map of Conceptual Change:

Hello, students! In Activity 1, you just tried doing a simple activity on

At the end of this lesson…

a. In Mathematics, a set is a term that describes the collection of distinct objects or

3. The collection of favorite books is not well-defined.

Roster or Tabular Notation

Set Builder Notation

Example: Determine the cardinality of the following sets.

Solution: Simply count the number of elements in each set.

Example: A= {2, 4, 6, 8, 10}

a. A = {1, 2, 3, 4, 5, 7, 10, 13, 17, 20} n(A) = __________________

 Set is a well-defined collection of items/objects.

1) Finite Set  a set with countable number of elements.

a. a set with no defined cardinality (usually described using an

2) Set F is the set of all flying castles

UNIVERSAL SETS AND SUBSETS

Consider the set U = {a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, x, z}

Therefore, the total number of subsets of K is 16.

Proper and Improper Subsets

 Set A is a proper subset of B, written as A if there is at

1) Set A is an improper subset of B, if A contains all the

Identifying the Number of Subsets of a Given Set

2) Find the number of subsets of Set B = {a, b}

3) Find the number of subsets of Set C = {a, b, c}

2. Set J = {5, 10, 15, 20}

 The set containing the elements common to the two sets.

 Refers to the elements combined altogether.

1) A B 2) CD 3) B C

3) Difference of Two Sets

 Set operations involve intersection, union, and difference of two sets.

At the end of this lesson…

Operations on Sets Using Venn Diagrams

 The set containing the elements common

Steps in constructing Venn Diagram

Step 1. Draw overlapping circles inside the

 The set containing all the elements of two sets.

Difference of Two Sets