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Performance task
(Week One –Four)

MATHEMATICS
7
Name: _____________________
Grade and Section: _____________________
Contact Number: _____________________
Subject Teacher: Abegail Talaban Pedrajas
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TABLE OF CONTENTS
Page
Week Lesson Title Number of Items
Number
1 Quarter 1 – Module 1: Sets 3
2 Quarter 1 – Module 2: Problems Involving 4
Sets
3 Quarter 1 – Module 3: Absolute Value and 5
Operations on Integers
4 Quarter 1 – Module 4: Properties of 6
Operations on the set of Integers
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Quarter 1 – Module 1: Sets

1. Which of the following are well-defined sets?
(a) All the colors in the rainbow.
(b) All the points that lie on a straight line.
(c) All the honest members in the family.
(d) All the consonants of the English alphabet.
(e) All the tall boys of the school.
(f) All the efficient doctors of the hospital.
(g) All the hardworking teachers in a school.
(h) All the prime numbers less than 100.
(i) All the letters in the word GEOMETRY.
Find the union of each of the following pairs of sets.
(a) A = {2, 4, 6}
B = {1, 2, 3}
(b) P = {a, e, i, o, u}
Q = {a, b, c, d}
(c) X = {x : n ∈ N, x = 2n, n < 4}
Y = {x : x is an even number less than 10}
(d) M = {x : x is natural number and multiple of 3}
N = {x : x is a prime number less than 19}
II. Find the intersection of each of the following pairs of sets.
(a) A = {1, 4, 9, 16}
B = {3, 6, 9, 12}
(b) C = {p, q, r, s}
D = {a, b}
(c) P = {x : n ∈ N, x = 3n n< 3}
Q = {x : x ∈ N x < 7}
(d) X = {x : x is a letter of the word ‘LOYAL’}
Y = {x : x is a letter in the word ‘FLOW’}
(e) G = {x : x = n2, when n ∈ N}
H = {x : x = 4n, when n ∈ W n < 5}
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Let M = {Natural numbers between 10 and 40; each divisible by 3}

N = {Natural numbers up to 40; each divisible by 4}.

(i) Write each in roster form.

(ii) Draw a Venn-diagram showing the relationship between sets M and set N.

7. If U = {a, b, c, d, e, f} find the complement of the following.

(a) A = { }

(b) B = {c, d, f}

(c) D = {a, b, c, d, e, f}

(d) C = {a, b, d}

(e) E = {b, c}

(f) F = {a, c, f}

Quarter 1 – Module 2: Problems Involving Sets

1. Two groups of students, group A and group B surveyed their campus for student
satisfaction. Group A surveyed students from the math, science, and philosophy
departments. Group B surveyed students from the language, business, and philosophy
departments. What could be considered the universal set in this scenario?
a. The set of all students on campus
b. The set of all students in the philosophy department
c. The set of all students surveyed by group A
d. The set of all students surveyed by group B
2. Use the Venn diagram shown to calculate A ∪ B.

a. A ∪ B = {a, c, h}
b. A ∪ B = {f, l, k, s, r, m, q, p}
c. A ∪ B = {a, b, c, d, e, g, h, i, j}
d. A ∪ B = {e, g, j}
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3. In a certain school, there are 180 pupils in Year 7. One hundred and ten pupils study
French, 88 study German and 65 study Indonesian. Forty pupils study both French and
German, 38 study German and German only. Find the number of pupils who study:
a all three languages
b Indonesian only
c none of the languages
d at least one language
e either one or two of the three languages.
4. A travel agent surveyed 100 people to find out how many of them had visited the cities of
Melbourne and Brisbane. Thirty-one people had visited Melbourne, 26 people had been to
Brisbane, and 12 people had visited both cities. Draw a Venn diagram to find the number of
people who had visited:
a Melbourne or Brisbane
b Brisbane but not Melbourne
c only one of the two cities
d neither city.
Quarter 1 – Module 3: Absolute Value and Operations on Integers
A. Write the absolute value of each of the following:
(i) 15
(ii) -24
(iii) -375
(iv) 0
(v) +7
(vi) +123
B. Add the following integers
1) 85 + (-96) = _____
2) 80 + 57 = _____
3) 86 + (-38) = _____
4) 22 + (-41) = _____
5) -18 + (-45) = _____
6) -32 + 48 = _____
C. Subtract the following integers.
1) -7 – (-1) = _____
2) -7 – 4 = _____
3) 3 – (-2) = _____
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4) -1 –9 = _____
5) 2 – 9 = _____
6) -8 – (-1) = ___
D. Find the missing number in each subtraction sentence.
1. n – (-5) = -9
2. -12 – n = 0
3. 29 – n = -42
4. n – 4 = 15
5. -7 – n = -12
Quarter 1 – Module 4: Properties of Operations on the set of Integers

What are the Difference between Commutative and Associative Properties of

Integers?

Identification. Put your answer on the space provided before each number.
________________1. Property of addition used in (5 + 10) + 3 = 5 + (10 + 3)
________________2. When two numbers have been added/subtracted and then
multiplied by a factor, the result will be the same when each number is
multiplied by the factor and the products are then added / subtracted.
_______________________3. It is a multiplicative identity.
_______________________4. A property of addition and multiplication states that the way of grouping of
numbers doesn’t matter; the result will be the same.
_______________________5. The additive inverse of a positive 5.
_______________________6. The multiplicative inverse of the number d .
_______________________7. Property used in (-7) + 0 = -7
_______________________8. Property used in 2x(3 - 5) = (2x3) - (2x5)
________________9. It states that the sum of any number and 0 is the given number.
________________10. A property used in c+ b = b + c and cb = bc .

Give at least three examples of equation illustrating the following properties.

Properties Example #1 Example #2 Example #3

1.Closure Property
2. Commutative Property
3.Associative Property
4. Distributive Property
5. Identity Property
6. Inverse Property
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