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Week 2
Week 2
3. Learning
Competencies /
Objectives The learner uses Venn The learner uses Venn The learner uses Venn The learner solves
Diagrams to represent Diagrams to represent Diagrams to represent problems involving sets.
sets, subsets, and set sets, subsets, and set sets, subsets, and set (M7NS-Ib-2)
operations operations operations
(M7NS-Ib-1) (M7NS-Ib-1) (M7NS-Ib-1) a. Solve word problems
involving sets with the
a. Use Venn Diagram a. Perform the set a. Find the complement use of Venn diagrams
to represent sets operations (union of a set and the b. Apply set operations to
and subsets. and intersection of difference between solve a variety of
b. Accurately illustrate sets) sets. problems
the universal set and b. Use Venn diagrams to b. Use Venn diagrams to c. Appreciate the use of
subsets using a Venn represent the union represent Venn diagrams in
diagram and intersection of
complement of a set connection to solving
c. Appreciate the sets.
and set difference. real life problems.
importance of c. Value accumulated
c. Value accumulated
representing things in knowledge as means knowledge as means
everyday life through of new of new
Venn diagrams. understanding. understanding.
II. CONTENT Illustration of Sets and Illustration of Sets and Illustration of Sets and Word Problems Involving
Subsets Using Venn Subsets Using Venn Subsets Using Venn Sets
Diagram Diagram Diagram
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp 6 - 9 pp 7 - 9 pp 10 - 13 pp 14 - 18
Materials
pages
3. Textbook Grade 7 Mathematics MSA Elem. Algebra pp.4- Grade 7 Mathematics MSA Elem. Algebra pp.4-
pages Patterns and Practicalities 6. Patterns and Practicalities 6.
by Gladys S. Nievera, pp. by Gladys S. Nievera, pp.
12-14 Grade 7 Mathematics 18-21 Grade 7 Mathematics
Patterns and Practicalities Patterns and Practicalities
Synergy for Success in by Gladys S. Nievera, pp. by Gladys S. Nievera, pp.
Mathematics, Singapore 18-20 22-26
Approach, pp. 6 - 8
Synergy for Success in
Mathematics, Singapore
Approach, pp. 18 - 22
A. Reviewing previous Let X = {x|x is a letter of Draw the Venn diagram of Match the Venn diagram Match the given set
lesson or presenting the word ‘MATH’} and the given sets, and then with the subset and set notations to its
the new lesson Y = { x|x is a letter of the identify the universal set operation notation. corresponding Venn
word THEMATIC} and the subsets. diagram below.
Classify each statement T = {all teachers of your
as TRUE or FALSE. school}
1. {T,A,M,E} ⊂ X S = {all teachers of your
2. {C,A,S,E} ⊂ (X U Y) grade level}
3. {L,A,M,E} ⊂ (X ∩ Y)
4. {M,A,T,H} = X ∩ Y
5. {M,A,T,H,E,I,C}
=XUY
A⊂B
A⋂B
A⊂B
A⋃B
Illustrative example 2:
a) 𝐴∩𝐵= ∅ since no
element is common to the
given sets
Let U = {1, 2, 3, 4, 5, 6, 7,
8, 9, 10}
A = {multiples of 3 less
than 10}
B = {1, 3, 5, 7, 8, 9}
Use the Venn diagram to
find:
1. A’
2. B’
3. A - B
4. B - A
5. (A - B)’
6. (A ⋂ B)’
C. Developing mastery Draw the Venn diagram of Show by Venn diagram Let U = {1, 2, 3, 4, 5, 6, 7, Solve the Problem. List the
(Leads to Formative the given sets. the union and intersection 8, 9, 10} elements of the sets using
Assessment 3) 1. L = {letters of English of the following pairs of A = {1, 2, 4, 6, 8, 10} a Venn Diagram.
alphabet up to h} sets. B = {1, 3, 5, 7, 8, 9} 1.Twenty-five students had
V = {all the vowels of 1. X = {Regions of Luzon} Draw the Venn diagram auditioned to do a dance
English alphabet} Y = {Cavite, NCR} and find: number in a school
2. C = {4 scenic spots in 2. S = {singers among Eat (a) A' program; 16 students
Cavite} Bulaga hosts} (b) B' were chosen to dance
P = {Pico de Loro, A = {actors among Eat (c) A' - B' the Cha Cha, 12 students
Corregidor} Bulaga hosts} (d) A' ∩ B' were chosen to dance
3. C = {Cavite Cities} 3. C = {Cities of Cavite} (e) (A - B)' the Tango, and 5 were
T = {Mendez, Tagaytay T = {Mendez, Tagaytay chosen to dance both
City, Indang} City, Indang} Cha Cha and Tango.
D = {Biñan} How many students were
chosen to dance the Cha
Cha only? How many
students were not
chosen?
D. Finding practical With the universe as the Given the following sets: Sam had P836 in a Show the following
applications of universal set, in 1 minute Set A = {1,2,3,4,5}, savings account and information using a Venn
concepts and skills write as many subsets as Set B = {2,4,6}, and withdrawn for P429. How diagram.
in daily living you can. Set C = {1,3,6}. much money did Sam 1. “A class of 28 students
Illustrate by Venn diagram have in the account after were surveyed and
the following: the withdrawal? asked if they ever had
1. 𝐴∪𝐵 Hint: dogs or cats for pets at
2. 𝐴∩𝐵 1. Let the universal set U home; 8 students said
3. 𝐵∪𝐶 be the P836 Sam they had only ever had
4. 𝐵∩𝐶 originally has in the a dog, 6 students said
5. 𝐴∪𝐶 savings account and they had only ever had
6. 𝐴∩𝐶 let A be the set of the a cat, 10 students said
7. U P429 of the withdrawal. they had a dog and a
The complement of set cat, 4 students said
A would be the set of they had never had a
the remaining balance dog or a cat.”
in the savings account. 2. “A class of 28 students
2. Let the universal set U were surveyed and
be the set of all asked if they ever had
Philippine pesos, let dogs or cats for pets at
set A be the set of home;18 students said
P836 Sam originally they had a dog,16
has in the savings students said they had
account, and let B be a cat, 4 students said
they had never had a
the set of the P429
dog or a cat.”
withdrawal. Then the
set difference of A and
B would be the
remaining in the
savings account.
E. Making The universal set, or Complement of Set A In solving word problems
generalizations and simply the universe, Given a set A, the involving Venn diagrams, it
abstractions about denoted by U, contains all complement of A is the set is extremely important to
the lesson the elements being of all element in the
considered in a given universal set U, but not in 1. Read the question
situation. A. carefully and not down
What are Venn diagrams? all key information.
Pictorial representations of The union of a set is the We can write Ac or A’.
sets represented by result of adding or 2. Know the standard parts
closed figures are called combining the elements of Difference between Sets of a Venn diagram.
set diagrams or Venn two or more sets. The Given set A and set B, the
diagrams. Venn diagrams union of A and B, denoted set difference of set B 3. Work in a step by step
are used to show by A U B and read as “A from set A is the set of all manner.
relationships between sets union B”, is the set of all element in A, but not in B. 4. Check in the end that all
and to illustrate various elements belonging to numbers add up
operations like union, either of the sets. We can write A – B.
properly.
intersection, and
difference. Three Circle Venn
We can express the Diagrams can take a quite
relationship among sets a bit of working out.
through this in a more The steps to follow are
significant way. In this, A generally these:
rectangle is used to a. Get the information
represent a universal set. Given set A and set B, the
from the question that
Circles or ovals are used The intersection of sets A set difference of set A
can go straight onto
to represent other subsets and B, denoted by 𝑨∩𝑩, is from set B is the set of all
the Venn Diagram and
of the universal set. the set of elements which element in B, but not in A.
place it there.
are common to both sets
b. Work through the
A and B. Sets with no We can write B – A.
remaining information,
common elements are
a bit at a time, to work
disjoint sets.
out each of the missing
values.
c. Often we work from the
This shows that every center of the diagram
element of A is in the outwards, when finding
universal set. these unknown values.
If a set A is a subset of set (Work from the Inside
B, then the circle Out).
d. Check that all the
numbers on the final
diagram add up to the
universal set.
representing set A is
drawn inside the circle
representing set B.
F. Evaluating learning Let U = {2,3,4,5,6,7,8,A, A survey asked 200 Grade
B,C,J,K,Q}, 7 students whether they
H = {J,Q,K}, like the meals in
L = {A,B,C}, McDonald’s or Jollibee .
F = {5,J}, and 75 students like
N = {A,2,3,4}. McDonalds and Jollibee.
Illustrate the universal set 55 like Jollibee only. 30
and its subsets using the From the given Venn like other fast food chain.
Venn diagram. Find: diagram , find the a. Draw a Venn Diagram
1. U following: that displays these
2. X U Y 1. E’ results.
3. Y 2. C - E b. How many students like
3. E – C Jollibee meals?
4. X ∩ Y
4. (E – C)’ c. How many students like
5. X
5. (C - E)’ McDonald meals only?
G. Additional activities 1. How will you relate Write the elements of the Study: Solving word Study: Solving word
for application or universal set and given set according to problems involving Venn problems involving 3 circle
remediation subsets to your life? Venn diagrams. diagrams Venn diagrams
2. Study: Set operations 1. 𝑈 = _______________
and Venn diagram 𝐴∪𝐵 = _______________
𝐴∩𝐵 = _______________
2. 𝑈 =________________
𝑋∪𝑌 =________________
𝑋∩𝑌 =________________
V. REMARKS
VI. REFLECTION
1. No.of learners who
earned 80% on the
formative
assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work?
No.of learners who
have caught up with
the lesson.
4. No.of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?