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Mathematics7 q1 Mod2 Problems-Involving-Sets V5
Mathematics7 q1 Mod2 Problems-Involving-Sets V5
Mathematics
First Quarter – Module 2
Problems Involving Sets
7
Mathematics
Quarter 1 – Module 2
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.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
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
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
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.
1
What I Know
MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers
on
your answer sheet.
2
A. 10 B. 18 C. 22 D. 32
E
10
7
8 4 2
5 12
M S
3
Lesson
The Venn Diagram
1
What’s In
A A B
nnA’
A B A B A B
nnnnnnB’ A
A B A B A B
C C C
4
What’s New
A B A={ p ,n , o , y }
A B
Set A p n o y
Elements which belong
to set A
A B B= { p , o , t }
A B
Set B pot
Elements which belong
to set B
A B A={ p ,n , o , y } B={ p , o , t }
A∩B
A∧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∨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 }
Complement of A B
A or
A Prime t
Elements of U that do i
not belong to A
A B U ={ p , o ,i , n ,t , y }
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 } ∧B={ p , o ,t }
A B
Difference of
A and B n y
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.
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 }
badminton
= (1+2+1+6)
volleyball badminton volleyball
= 10 badminton
both basketball
volleyball badminton and badminton volleyball badminton
=1
basketball basketball
U Both basketball U
and volleyball and
badminton = 2
basketball and
badminton only= 1
7
basketball basketball
U U
badminton and
volleyball= 1
volleyball volleyball badminton
badminton
basketball and
volleyball volleyball only= 1 volleyball badminton
badminton
basketball basketball
U U
badminton only= 6
Volleyball only= 3
neither
volleyball badminton, volleyball badminton
badminton basketball nor
volleyball = 0
What’s More
8
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
2
blue red
9
What’s New
U
You will learn more about this problem when you go through the next page.
What Is It
10
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
Let us solve the given problem by applying this technique. Here we go…
The
techniqu How to do it
e
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
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
Mathematics
and English 8
U
club
12
a. How many have joined the
Fill in the Venn
Mathematics club only? Math club Eng club
diagram with all
15 3 15 8 24
the elements U
b. How many have joined the
and answer the
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.
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
spots. S
H
U
14
12 made a Subtract 10 from 12 B
trip to
(12 – 10 = 2)
Bawbawon 1
Put 2 in set C and T only, this 10 2
island and
Hoyohoy completes the 12 students. 5
U S H
View Deck
15
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 4 H
island 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 thisWhat’s
technique works! The next activity will surely excite you.
More
What’s More
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.
Think of This
16
Arrange the given data
65 students
43 having cable TV at home
31 having internet connectivity
18 both having cable TV and internet
Illustrate
Use the Technique “Start inside out”
TV Internet U
18 both having cable TV and internet connectivity
TV Internet U
31 have internet connectivity
Subtract 18 from 31
(31 – 18 = ________)
Put the answer in internet connectivity
only
17
(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? ___
What’s New
Problem
Questions:
18
What Is It
Let’s apply this technique in answering the problem mentioned in What’s New.
19
The of This
Think How
How to do it to do it Illustrate
Technique
“Side
Maketo a Venn Draw two dataoverlapping
side” Arrange the given this way
diagram Among the 40 students
circles representing the two singing dancing
25
23 loves and
sets (dancing singing
singing)
inside 25 loves
the U. dancing.
Label the U
second set (dancing) with its
Questions:
given elements.
c. How many students love singing and dancing?
d. How many students love singing only?
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.
20
Put 15 in singing only
Erase 25 to avoid confusion
What’s More
21
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.
Think of This
22
A group of 25 high school students, twelve
Facebook users Twitter users
use Twitter
12
There are all 25 students, twelve use Twitter
U
to find students who use Facebook only
subtract 12 from 25. (25 – 12 = ____ )
Facebook users Twitter users
Put the answer in Facebook only
12
Omit 12 to avoid confusion
U
23
What I Have Learned
What I Can Do
24 dancing reading
U
b. How many like singing or dancing?
c. How many like reading and dancing?
d. How many did not like either of the three?
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
25
4. How many students got a perfect score in Science only?
B. 2 B. 4 C. 5 D. 12
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.
26
Additional Activities
You can make an interesting activity and enjoy applying the concept of
integers.
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
27successive unoccupied squares beyond
each piece that is jumped.
Answer Key
What I Know
1. D
2. D
3. C
4. A
5. A
6. C
7. A
8. B
9. D
10. C
Assessment
1. C
2. A
3. B
4. D
5. C
6. D
7. D
8. C
9. A
10. A
28
References
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
29
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