7

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    
  
   
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 1: Sets: An Introduction
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Division of Palawan

School Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
Felix M. Famaran

Development Team of the Module

Writer: Jamalica D. Ananggo
Editors: Luzviminda M. Diamamos
Joy E. Galgo
Reviewers: Astrid N. Agbanlog
Illustrator:
Layout Artist:
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Astrid N. Agbanlog

Printed in the Philippines, by ________________________

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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 7

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    
  
   

iii
Introductory Message
For the facilitator:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module 2 on

Union, Intersection and Difference of Two Sets!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module 2 on
Union, Intersection and Difference of Two Sets!
This module was 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.

iv
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.

This part includes an activity that aims

What I Know
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.

In this portion, the new lesson will be

What’s New introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion

What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.

This comprises activities for

What’s More 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.

This includes questions or blank

What I Have Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.
This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life
situations or concerns.

v
 This is a task which aims to evaluate
Assessment your level of mastery in achieving the
learning competency.

In this portion, another activity will be

Additional Activities
given to you to enrich your knowledge
or skill of the lesson learned.

This contains answers to all activities in

Answer Key
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!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concept of sets. The scope of this module permits it to be used in many
different learning situations. The language used 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 focused mainly on Lesson 1 – Union, Intersection and Difference

of Two Sets.

After going through this module, you are expected to:

1. Describe and define:
a. union of sets

b. intersection of sets

c. difference of sets.

2. Perform the set operations:

a. union of sets

c. intersection of sets

c. difference of sets.

3. Use Venn diagrams to represent the union, intersection and difference of

two sets.

vii
 What I Know

Directions: Find out how much you already know this module. Choose the letter
of the best answer. Write the chosen letter on a separate sheet of paper.

1.It is the set of elements that belong to A and B or to both A and B.

a. union b. intersection c. difference d. none of the above

2.It is the set of elements that belong to A or B.

a. union b. intersection c. difference d. none of the above

3.Which of the following Venn Diagram shows the difference of 2 sets?

a. b.

c. d.

4.Which set notation represents the shaded region?

a. A Ս B b. A Ո B
c. A - B d. A’B’

5. If A = {1, 3, 5, 7, 9} and B = {2, 3, 5, 7}, what is A ∪ B?

a. A ∪ B = {1, 2, 3, 5, 7, 9} b. A ∪ B = {1}
c. A ∪ B = {3, 5, 7} d. A ∪ B = {1, 2, 3, 3, 5, 5, 7, 7, 9}

6. If M= {r,e,d} and N={p,i,n,k} , what is M ∪ N?

a. M ∪ N = {r,e,d} b. M ∪ N = {r,e,d,p,i,n,k}
c. M ∪ N = {p,i,n,k} d. M ∪ N = {e,i}

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7. If A = {1, 3, 5, 7, 9} and B = {2, 3, 5, 7}, what is A ∩ B?

a. A ∩ B = {1, 2, 3, 5, 7, 9} b. A ∩B = {1}
c. A ∩ B = {3, 5, 7} d. A ∩ B = {1, 2, 3, 3, 5, 5, 7, 7, 9}

8. If M= {r,e,d} and N={p,i,n,k} , what is M - N?

a. M ∩ N = {r,e,d} b. M ∩ N = { } c. M ∩ N = {p,i,n,k} d. M ∩ N = {e,i}

9. If A = {a, e, i, o, u} and B = {a, e, i}, then :

a. The cardinality of A - B = 2 b. The cardinality of A - B = 3

c. The cardinality of A - B = 5 d. The cardinality of A - B = 8

10. If A = The set of whole numbers less than 5, B = The set of even numbers greater
than 3 but less than 9 , C = The set of factors of 6 ,t hen what is (A ∩ B) ∪ (B ∩ C)?

a. { 4 } b. { 4, 6 } c. { 4, 6, 8 } d. { 4, 6,8,10 }

11. In item no. 10 , what is A - C ?

a. { } b. { 0, 4 } c. { 4, 2, 3 } d. { 4, 2, 3, 6 }

12. If A = {1, 3, 5, 7, 9} and B = {2, 3, 5, 7}, which of the following Venn Diagram
represents best the pair of set.

a. b.

c. d.

13. Let A = {Anna, Bea, Marie, Darlene, Carlo, Ken, Philip} and B = { Bea, Marie,
Jam, Gian}
Find A-B = ______

a. { Anna, Bea }
b. { Anna, Darlene, Carlo, Ken, Philip}

2
 c. { Jam, Gian }
d. { Anna, Bea, Marie, Darlene, Carlo, Ken , Philip, Jam, Gian }
14. Which of the following sets represents the Venn Diagram below.

a. n(F) = 13 b. n(T) = 10
c. n(F∩T) = 2 d. n(F∪T) = 13

15. Which of the following is used to determine the cardinality of A∪B?

a. n(A∪B) = n(A∪B) b. n(A∪B)= n(A) - n(B) – n(A∩B)

c. n(A∪B)= n(A) + n(B) d. n(A∪B) = n(A) + n(B) – n(A∩B)

3
 Lesson Union, Intersection and Difference
1 of Two Sets

After learning some introductory concepts about sets, a lesson on set

operations follows. The student will learn how to combine sets (union) , how to
determine the elements common to 2 or 3 sets (intersection) and how to determine
elements of set A but not in Set B (difference).

Notes to the Teacher

Below are the opening activities for

students. Emphasize that just like with the whole
number, operations are also used on sets.
You may combine two sets or form subsets.
Emphasize to students that in counting the
elements of a union of two sets, elements that are
common to both sets are counted only once.

What’s In

CROSSWORD PUZZLE

Fill in the crossword puzzle using the clues below.

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 What’s New

WHICH IS WHICH?

Read the short story below and answer the questions that follows.

During the COVID19 quarantine period, Jose got the chance to help his mother to
clean their house and also plant vegetables in their garden. Aling Marta, his mother is very
happy with Jose’s being industrious. In Jose’s vacant time, he is fond of browsing his fB
account. One day, a contest in Facebook caught his attention. The contest says if you answer
the questions correctly you will get P500.The details of the contest stated below.

Given,

1. Which of the following sets below shows the union of set P and set Q? How
many elements are there?

2. Which of the following sets below shows the intersection of set P and set
Q? How many elements are there?

3. Which of the following sets below shows the difference of set P and set Q?
How many elements are there?

Jose answered in : Question #1 Option A and 5,

Question #2 Option C and 2 ,
Question #3 Option D and 2.

Will Jose get the prize? If yes, what you would you tell to Jose to do with
the prize?
5
 What is It

The following are terms that you must remember from this point on.

1. Let A and B be sets. The union of the sets A and B, denoted by A ∪ B, is the set
that contains those elements that belong to A and B, or to both.

An element x belongs to the union of the sets A and B if and only if x belongs to A or
x belongs to B or to both. This tells us that

A ∪ B = { x l x ∈ A or x ∈ B }

Using the Venn diagram, all of the set of A and of B are shaded to show A ∪ B.

Example: 1. A= {p,r,a,y} 2. X = {1, 2, 3, 4, 5}

B= {p,l,a,y} Y = { 0, 2, 4, 6,}
A∪B = {p,r,l,a,y} A∪B = {0,1, 2, 3, 4, 5, 6}

2. Let A and B be sets. The intersection of the sets A and B, denoted by A Ո B, is

the set containing those elements that belong to both A and B.

An element x belongs to the intersection of the sets A and B if and only if x belongs to
A and x belongs to B. This tells us that

A Ո B = {x l x ∈ A and ∈ B}

Using the Venn diagram, the set A Ո B consists of the shared regions of A and B.

6
Sets whose intersection is an empty set are called disjoint sets.

Example: 1. A= {p,r,a,y} 2. X = {1, 2, 3, 4, 5}

B= {p,l,a,y} Y = { 0, 2, 4, 6 }

A Ո B = {p,a,y} X Ո Z = { 2, 4}

3. Let A and B be sets. The difference of the sets A and B, denoted by A - B, is the
set whose elements belong to set A but which do not belong to set B.

An element x belongs to the difference of the sets A and B if and only if x belongs to
A but do not belong to B. This tells us that

A - B = {x l x ∈ A but ∈ B}

Example: 1. A= {p,r,a,y} 2. X = {1, 2, 3, 4, 5}

B= {p,l,a,y} Y = { 0, 2, 4, 6,8}

A-B={r} X - Y = { 1, 3, 5 }
B-A={l} Y - X = { 0, 6, 8 }

Using the Venn diagram, the shaded area corresponds to A-B and B-A.

A-B B-A

4. The cardinality of the union, intersection and difference of two sets is given by the
following equation:

n (A ∪ B) = n (A) + n (B) – n (A Ո B )

n (A Ո B) = n (A) + n (B) – n (A ∪ B )

n (A – B) = n(A) - n (A Ո B )

n (B - A) = n(B) - n (A Ո B )

Let us now answer the questions in the previous word problem.

Will Jose get the prize?

7
 Answer: Yes, because his answer is correct.
Option A shows the union of set P and set Q and it has 5 elements.
Option C shows the intersection of set P and set Q and it has 2 elements.
Option D shows the difference of set P and set Q and it has 2 elements.

Do you remember how to use Venn Diagrams?

Based on the diagram below, determine the elements that belong to:

1. A or B or both;
2. both A and B:
3. A but not to B:
4. B but not to A.

How many elements are there in each set?

On the Venn Diagram:

1. The set that contains elements that belong to A or B or both consists of

5 elements {1 , 2, 3, 6, 9 }. Note that the elements { 1 , 3 } counted only
once. In symbols ,

A ∪ B = {1, 2, 3, 6, 9 } ; n (A ∪ B) =5

2. The set that contains elements that belong to both A and B consists of
two elements {1, 3 };
In symbols ,

A Ո B = {1, 3 } ; n (A Ո B) =2

3. The set that contains the elements that belong to A but not to B consists
of two elements { 2, 6 }. In symbols ,

A - B = { 2, 6 } ; n (A - B) =2

4. The set that contains the elements that belong to B but not to A consists
of one element { 9 }. In symbols ,

B - A = { 9 } ; n (B - A) =

8
 What’s More

Activity 1. TELL ME WHO?

Given sets A and B,

Set A Set B
Students who play Students who play the
the guitar piano
Ethan Molina Mayumi Torres
Chris Clemente Janis Reyes
Angela Dominguez Chris Clemente
Mayumi Torres Ethan Molina
Joanna Cruz Nathan Santos
determine which of the following shows (a) A ∪ B; and (b) A Ո B ; (c) A-B ?

Set 1 Set 2 Set 3 Set 4 Set 5

Ethan Molina Mayumi Mayumi Torres Ethan Molina Angela
Chris Clemente Torres Janis Reyes Chris Clemente Dominguez
Angela Ethan Molina Chris Clemente Angela Dominguez Joanna
Dominguez Chris Ethan Molina Mayumi Torres Cruz
Mayumi Torres Clemente Nathan Santos Joanna Cruz
Joanna Cruz Janis Reyes
Nathan Santos

Activity 2. GIVE ME!

A = {0, 1, 2, 3, 4} B = {0, 2, 4, 6, 8} C = {1, 3, 5, 7, 9}

Given the sets above, determine the elements and cardinality of:

a. A ∪ B = _________________________ n(A ∪ B)= ____

b. A ∪ C = _________________________ n(A ∪ C)= ____
c. B - C = _____________________ n(B - C ) = ____
d. A Ո B = ________________________ n(A Ո B)= ____
e. B Ո C = _________________________ n(B Ո C)= ____
f. A Ո B Ո C = ______________________ n(A Ո B Ո C)= ____
g. (A Ո B) ∪ C = _____________________ n((A Ո B) ∪ C)= ____
h. A - B = _________________________ n(A - B)= ____
i. C - B = _________________________ n(C - B )= ____

9
 Activity 3. DETERMINE ME!

Based on the given Venn Diagram above, determine the elements and cardinality of:

a. A = _________________________ n( A )= ____
b. B = _________________________ n( B )= ____
c. A ∪ B = _________________________ n(A ∪ B)= ____
d. A Ո B = ________________________ n(A Ո B)= ____
e. A - B = ________________________ n(A - B)= ___

What I Have Learned

Complete the following statements:

After I study this module…

I know that I know something about _________________________________
___________________________________________________________________.

First, _________________________________________________________
___________________________________________________________________.

In addition, ____________________________________________________
___________________________________________________________________.

Finally, _______________________________________________________
___________________________________________________________________.

Now, you know something that I know about __________________________

___________________________________________________________________.

10
 What I Can Do

SURVEY ON LEARNING MODALITIES IN NEW NORMAL!

Read the situation below to answer the questions that follow.

To cope up with the “New Normal” in Education, Mrs. Dela Cruz surveyed 100
students of what learning modalities they prefer in the incoming school year, 85
students chose modular and 75 chose face to face.

a. How many students chose modular and face to face?

b. How many students chose modular only?
c. How many students chose face to face only?

Solution:
Let, A be the set of students who chose modular.
B be the set of students who chose face to face.
A - B be the set of students who chose modular only.
B - A be the set of students who chose face to face only.
A ∩ B be the set of students chose modular and face to face.

Given, n(A) = 85 n(B) = 75 n(A ∪ B) = 100

a. n(A ∩ B) = n(A) + n(B) - n(A ∪ B)

= 85 +75 - 100
= 160 - 100
= 60
Therefore, the number of students chose modular and face to face is 60.

b. n(A - B) = n(A) - n(A ∩ B)

= 85 - 60
= 25
Therefore, the number of students chose modular only is 25.

c.n(B - A) = n(B) - n(A ∩ B)

= 75- 60
= 15
Therefore, the number of students chose face to face only is 15.

Make a Venn Diagram of the situation above.

11
 Assessment
Choose the letter of the best answer. Write your answer in your test notebook.

1.Which of the following statements is true about union of sets.

a. set of elements that belong to A and B or to both A and B
b. set of elements that belong to A or B
c. set of elements common to A and B
d. none of the above

2. Which of the following statement is not true about intersection of sets.

a. set of elements that belong to A and B or to both A and B
b. denoted by Ո
c. set of elements common to A and B
d. none of the above

3. A set of all elements belong to X but not belong to Y can be represent by

a. X Ս Y b. X Ո Y c. X – Y d. X’Y’

4. The statement “the difference of set A and set B” is the same with

a. A - B b. B - A c. A ∪ B d. A Ո B
5.Which of the following Venn Diagram shows the union of 2 sets?

a. b.

c. d.

A B
6. Which set notation represents the shaded region?
a. A ∪ B
b. A Ո B
c. A - B
d. A’ B’
7. Which set notation represents the shaded region?
A B
a. A ∪ B
b. A Ո B
c. A - B
d. B - A

12
8. If A = {a,e,i,o,u} and B = {v,o,w,e,l,s }, what is A ∪ B?

a. A ∪ B = { o,e } b. A ∪ B = { a,e,i,o,u,v,o,w,e,l,s }
c. A ∪ B = {v,w,l,s} d. A ∪ B = {a,e,i,o,u,v,w,l,s}

9. If A = {a,e,i,o,u} and B = {v,o,w,e,l,s }, what is A ∩ B?

a. A ∩ B = { o,e } b. A ∩ B = { a,e,i,o,u,v,o,w,e,l,s }
c. A ∩ B = {v,w,l,s} d. A ∩ B = {a,e,i,o,u,v,w,l,s}

10. If A = {1,2,3,4,5,6,7} and B = {1,3,5,7}, then :

a. The cardinality of A ∪ B = 4 b. The cardinality of A ∩ B = 4

c. The cardinality of A ∪ B =11 d. The cardinality of A ∩ B = 11

11. If A ={ x | x is an whole number less than 5} ,B = { x | x is an even number greater

than 3 but less than 9} and C = { x | x is a factor of 6 then what is (A ∪ B) ∩ (B ∪ C)?

a. { 4 } b. { 4, 6 } c. { 4, 6, 8 } d. { 1,2,3,4,6,8 }

12. Let A = {Anna, Bea, Marie, Darlene, Carlo, Ken, Philip} and B = {Bea, Marie, Jam,
Gian }
Find B-A = ______

a. { Anna, Bea }
b. { Jam, Gian }
c. { Marie, Darlene, Carlo, Ken , Philip}
d. { Anna, Bea, Marie, Darlene, Carlo, Ken , Philip, Jam, Gian }

13. Find A – B.

a. {2,6,7} b. {3,5,8,9}
c. {1,4} d. {1,2,3,4,5,6,7,8,9}

14. Find B - A.

a. {2,6,7} b. {3,5,8,9}
c. {1,4} d. {1,2,3,4,5,6,7,8,9}

15.Which of the following statement is not true about the Venn Diagram at the right.

a. n(F) = 13 b. n(T) = 12
c. n(F∩T) = 2 d. n(F∪T) = 25

13
 Additional Activities

Do the following exercises. Write your answer in your activity notebook.

Activity 1

Place the following sets in the Venn Diagram below and determine

(a) (W Ս Y) Ո Z; (b) W Ո Y Ո Z; (c) (W-Y) Ս (Z-Y)

W = { 1,2,3,7,8 } Y = { 2,3,4,5,6,7}, and Z = {0,1,2,3,4}.

Activity 2

Use the Venn Diagram to answer the question.

a. How many students owned laptop? ________

b. How many students owned cellphone? ________
c. How many students owned laptop only? ________
d. How many students owned cellphone only? ________
e. How many students owned laptop and cellphone? ________
f. How many students owned laptop or cellphone? ________
g. How many students were surveyed? ________

14
 15
What’s More Assessment Additional Activities
Activity 3 1. B Activity 1
2. D
c. A ∪ B = { a, b, c, d, e, f, g,
3. C
h,i,j,k }
n(A ∪ B)=11 4. A
5. D
d. A Ո B ={ c, g, h, k } 6. B
n(A Ո B)=4 7. D
8. D a) (W Ս Y) Ո Z={1,2,3,4}
e. A - B = { a,b, i } 9. A b) W Ո Y Ո Z = {2,3}
n(A - B)= 3 10. B c) (W-Y) Ս (Z-Y)= {0,1,8}
11. D
What I Can Do 12. B
13. A
Additional Activities
14. B
15. A Activity 2
a.22 b.13 c.15 d.6
e.7 f.28 g.28
Activity 2
What I Know What's In
a. {0,1,2,3,4,6,8}; 7
1. B b. {0,1,2,3,4,5,7,9}; 8
2. A c. {0,2,4,6,8}; 5
3. A d. {2,4}; 2
4. A e. { }; 0
5. A f. { }; 0
6. B g. {2,4,3,5,7,9}; 7
7. C h. {0,1,3}; 3
8. B i. {1,3,5,7,9} 5
9. A
10. B What’s More
11. B What’s More
Activity 1
12. D
Activity 3
13. B a. Set 4
14. C b. Set 2 a. A ={ a, b, c ,k, i, h ,g }
15. D c. Set 5 n( A )=7
b. B ={ c,d,e,f,g,h,j,k }
n( B )=8
c. A ∪ B = { a, b, c, d, e, f, g,
Answer Key
References
Orines, Fernado B.,et al., (2017). Next Century
Mathematics 7: Phoenix Publisher House, Inc

Oronce, Orlando A. & Mendoza, Marilyn O. 2015.. E-Math 7 : REX Book Store, Inc.

https://www.math-only math.com/worksheet-on-set-operations.html

https://www.mathworksheetsland.com/stats/15zunionsets.html

G7 Bridging Module, SDO-Palawan

G7 Mathematics OHSP LM

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