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Mathematics 7 q1 mod1 sets V5

Disciplines and Ideas in the Applied Social Sciences (Asian Institute of Technology and
Education)

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7
Mathematics
First Quarter – Module 1
Sets

Department of Education ● Republic of the Philippines

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Mathematics – Grade 7
Alternative Delivery Mode
First Quarter – Module 1: Sets
First Edition, 2020
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not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Imme Ju – ann D. Abal, T II
Reviewers: Darelyn L. Cajeles, T I Ronato L. Taban-ud, T III
Pelmar M. Acosta, T II Richard S. Toledo, MT I
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Conformance Review Team: Errol O. Taguran, HT III Alma C. Salomon, HT III
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7
Mathematics
First Quarter – Module 1
Sets
This instructional material is collaboratively developed and
reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education – Region 10
at region10@deped.gov.ph.
Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

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Introductory Message

For the learner:

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

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 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.

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.

What I Know This part includes an activity that aims 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.

What’s New In this portion, the new lesson will be

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

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for 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.

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What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in 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!

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Table of Contents

What I Need to Know - - - - - - - - - - - - - - - -- -- -- - 1

What I Know - - - - - - - - - - - - - - - -- -- -- - 2

Lesson 1 ---------------------- 3

What’s In - - - - - - - - - - - - - - - -- -- -- - 3

What’s New - - - - - - - - - - - - - - - -- -- -- - 4

What is It - - - - - - - - - - - - - - - -- -- -- - 5

What’s More - - - - - - - - - - - - - - - -- -- -- - 7

Lesson 2 ---------------------- 7

What’s New - - - - - - - - - - - - - - - -- -- -- - 7

What is It - - - - - - - - - - - - - - - -- -- -- - 8

What’s More - - - - - - - - - - - - - - - -- -- -- - 12

Lesson 3 ---------------------- 13

What’s New - - - - - - - - - - - - - - - -- -- -- - 13

What is It - - - - - - - - - - - - - - - -- -- -- - 14

What’s More - - - - - - - - - - - - - - - -- -- -- - 16

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Lesson 4 ---------------------- 17

What’s New - - - - - - - - - - - - - - - -- -- -- - 17

What is It - - - - - - - - - - - - - - - -- -- -- - 18

What’s More - - - - - - - - - - - - - - - -- -- -- - 20

What I Have Learned - - - - - - - - - - - - - - - -- -- -- - 21

What I Can Do - - - - - - - - - - - - - - - -- -- -- - 21

Assessment - - - - - - - - - - - - - - - - -- -- - - 22

Additional Activities - - - - - - - - - - - - - - - --- -- - - 23

Answer Key - - - - - - - - - - - - - - - --- -- - - 24

References - - - - - - - - - - - - - - - --- -- - - 26

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What I Need to Know

This module is designed and written with you in mind. It is here to help you
master 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.

This module is divided into four lessons, namely:

• Lesson 1 – Introduction to Sets

• Lesson 2 – Types of Sets and Set Notations
• Lesson 3 – Union and Intersection of Sets
• Lesson 4 – Complement and Difference of Sets

Based from the competency, this module is crafted to help the students
illustrate well-defined sets, subsets universal sets, null set, cardinality of sets, union
and intersection of two sets and difference of two sets (M7NS-1a and M7NS-1b).

After going through this module, you are expected to:

1. enumerate the three ways of describing a set;

2. define and illustrate different types of sets;
3. identify subsets of a given set;
4. define and describe the cardinality of sets and the different set operations;
and
5. perform set operations and represent these using the Venn Diagram.

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What I Know

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers on your
answer sheet.
1. Which of the following is a well – defined set?
A. the set of happy people

B. the set of good teachers

C. the set of enjoyable subjects

D. the set of Philippine Presidents

2. Which of the following is an INFINITE set?

A. {a,b,c,d,e}
B. {2,4,6,8,…,800}
C. (xIx is an integer between -60 and 60}.
D. {xIx is a whole number greater than 20}

3. How many subsets will the set below have?

T = {Monday, Tuesday, Wednesday, Thursday, Friday}
A. 5 B. 10 C. 32 D. 64
4. What do you call a set that contains no element?
A. Subset C. Universal Set
B. Superset D. Empty or Null Set
5. What is the cardinality of P = the set of names for the months of the year?
A. 4 B. 8 C. 12 D. 24
6. What is the complement of ‫?׎‬
A. U B. ‫׎‬ C. {0} D. { 1 }
7. Given X = { 1, 4, 16 } and Y = { 1, 4, 9, 16, 25, 36 }, what is X ‫ ׫‬Y?
A. X ‫ ׫‬Y = ‫׎‬ C. X ‫ ׫‬Y = { 1, 4, 9, 16, 25 }
B. X ‫ ׫‬Y = { 1, 4, 16 } D. X ‫ ׫‬Y = { 1, 4, 9, 16, 25, 36 }

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8. Based on the given sets below, which statement is CORRECT?

A = { 1, 3, 6, 8, 9, 12, 15 } and B = {6, 9, 12}?
A. B ‫ م‬A C. A ‫ ׫‬B = A
B. A ‫ ת‬B = ‫׎‬ D. B is the complement of A.
9. Given A = {even whole numbers that are less than 10} and
B = {prime numbers that are less than 10}, what is A‫ ת‬B?
A. A ‫ ת‬B = ‫׎‬ C. A ‫ ת‬B = { 0, 2 }
B. A ‫ ת‬B = { 2 } D. A ‫ ת‬B = { 0 , 2, 4 }
10. If M = {xIx is a number greater than 7} and
N = {yIy is an even number less than 15}, what is M ‫ ת‬N?
A. M ‫ ת‬N = ‫׎‬ C. M ‫ת‬N = { 8, 10, 12}
B. M ‫ ת‬N = { 8, 10} D. M ‫ ת‬N = { 8, 10, 12, 14}

Lesson
Introduction to Sets
1

Set is one of the most fundamental concepts in Mathematics. The set theory
which was developed in 19th century is now a common part of Mathematics and can
be used as a foundation from which nearly all of Mathematical concepts can be
derived.

What’s In

Activity 1: Identify Me!

Let’s Find Out: Identify the given below.

Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way:
a. What comes into your mind when you hear about the following?
1. library
2. Kpop
3. social media

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b. Letter a, numbers 1-3 are examples of a group. Can you think of your
own examples of a group and its members? The first one has been done
for you. Write the answer on your answer sheet.

Group’s Name Group’s Members

1. Flowers Santan, Gumamela, Rose
2.

What’s New

Activity 2: Find Me!

Let’s Find Out: Find the objects in the given picture.

Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way:

a. Observe closely the pictures below.

b. Copy and fill in the table below by writing the name of the objects in
the appropriate column.
c. Answer the given questions.
d. Write the answer on your answer sheet.
vehicles animals fruits
car cat banana

How many objects belong to

the group of:
a. vehicle?
b. animal?
c. fruit?

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What Is It

What is a Set?

Math concept Description Examples

Well- defined:
Characteristic of a set • collection or group of
➢ A set of Philippine
objects Presidents
• it is well-defined ➢ A set of dishes
➢ A set of counting
numbers
➢ A set is said to be well-
➢ A set of odd
defined if we can always numbers
tell what is and what is
Not well-defined:
not a member of the set.
➢ The set of all large
numbers.
➢ The set of good
writers.
➢ The set of nice
people in your
class.

How to Write and Name a Set

A set is represented by a Examples:

capital letter.
A = { a, e, i, o, u } Braces
Elements are usually
represented by small
letters, numbers, words or Commas

representations of the
members of a given set.
Elements
Braces are used to Set
enclose the elements.
K = { red, blue, yellow }
Commas are used to R = { 1, 2, 3, 4, 5, … }
separate the elements. P = { +, - , ൈ, ൊ }

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Ways to Describe a Set

Ways Description Examples

➢ Listing each element of the
1.The Roster A = {1, 2, 3, 4}
set inside the symbol { }. B = {p, h, i, l, n, e, s}
Notation or ➢ Each distinct element is C = {5, 10, 15, …}
Listing listed once and the order of
={
Method listing the elements does
not matter.
Distinct element
means unique elements
or has no duplicate
elements.
1. Set A is the set of
2. The Verbal ➢ A method of describing a
counting numbers
Description set n words. less than 5.
Method 2. Set B is the set of
letters in the word
“Philippines”
3. Set C is the set of
positive multiples of 5.
1. A = { x lx is a counting
3. The Set ➢ A method that lists the rules
number less than 5 }.
Builder that determine whether an “read as “the set of
Notation or object is an element of the all x’s such that x is
Rule Method set rather than the actual a counting number
less than 5”.
elements.
The vertical bar ( I)
after the first x is
translated as
“such that”.
2. B={ xlx is a letter in the
word “Philippines” }
3. C={ xIx is a positive
multiple of 5}

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What’s More

Activity 3: Describe Me!

Let’s Find Out: Ways to Describe a Set

Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way:

a. Copy and fill in the table below with the correct translation of the
given description of sets.

b. Write the answer on your answer sheet.

The first one is done for you!

Verbal Statement Set Builder Notation Roster Method

Set R is a set whose elements R={xIx, x is an even R={2, 4, 6, 8}

are even positive integers less positive integer less than
than ten ten}
W={xIx, x is a
1. 2.
counting number
between 2 and 15 }

3. 4. P={ Cory Aquino,

Gloria Arroyo}

Lesson
2 Types of Sets and Set Notations

What’s New

Study closely the following sets:

1. T = { 1, 2, 3, 4, 5}
2. R = { 1, 2, 3, 4, 5, ...}

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Do you know that set T is different from set R? Have you noticed that there

are three (3) dots (...) in set R? The three (3) dots (...) also known as ellipsis, which

means that there are still numbers that follow after 5 such as 6, 7, 8, and so on. In

order to understand more about these kinds of sets, let us proceed to the next

lesson.

What Is It

Types of Sets

Types Description Examples

1. Finite Sets ➢ A set having countable 1. A = { a, b, c, d, e }

elements.
Elements are
countable.

2. L = { 0, 1, 2, 3 }

2. Infinite sets ➢ A set that has uncountable or 1. V = { 2, 4, 6, 8, …}

unlimited number of elements.
Ellipsis

➢ The ellipsis (…) is being added

There are more even
to indicate that there are more numbers that follows
elements of the same kind that 8 like 10, 12, etc.

follows after the last identified

element in the set. 3. H = { x I x > 0 }

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Types of Sets

Types Description Examples

1. D = { 1, 3, 5, 7, 9 }
3. Joint Sets ➢ Sets having at least one
and
common element.
E = { 2, 4, 6, 8, 9 }

Common Element
2. A = { a, b, c, d, e }
and B = { a, e, i, o, u }

4.Disjoint Sets ➢ Sets having no common 1. W = { a, b, c, d }

element. and Y ={ 1, 2, 3, 4 }

No Common Element

2. C = { 2, 4, 6, 8 } and
D = { 1, 3, 5, 7 }

Set Notations

Symbols Meaning Example How To Read

Element If A = { 5, 10, 15, 20 } 5‫א‬A

then “ 5 is an
➢ means that it
element of A”
‫א‬ belongs to a 5 ‫ א‬A, 10 ‫ א‬A, 15 ‫ א‬A,
given set or
20 ‫ א‬A.
member of a
set.

Not an element If A = { 5, 10, 15, 20 } a‫ב‬A

“ a is not
➢ means that it then
an element of
‫ב‬ does not a ‫ ב‬A, and 7 ‫ ב‬A.
A”
belong to a
given set or
not a member
of a set.

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Set Notations

Symbols Meaning Example How To Read

Cardinality of A A = {a, e, i, o, u }, n(A) = 5

➢ The number “The
of elements in Set A contains 5
n(A) the given set elements. cardinality
A.
n(A) = 5. of set A is 5.”
A = { 1, 2, 3, 4 }, and AൎB
Equivalent Sets
B = { m, a , t , h }
➢ Two sets that
ൎ contain
➢ Both sets contain ➢ Set A is
four elements. equivalent
exactly the
to set B.
same number
of elements.
Equal Sets C = { a, e, i, o, u } and C=D
➢ Two sets that D = { e, o, i, u, a }
= contain ➢ Sets C and D contain ➢ Set C is
exactly the exactly the same equal to set
same elements. D.
elements.

Empty Set or Set M is an

‫ ׎‬or { } Null Set empty set or
M={ }
➢ A set with no null set.
element
Universal Set Universal Set
U ➢ The set of all U
possible
elements of
any set.

‫ك‬ Subset 1.ሼͻǡͳͶǡʹͺሽ ‫ ك‬ሼͻǡͳͶǡʹͺሽ A‫ك‬B

➢ Every element 2. If A = { 2, 4, 6, 8, …}
➢ A is a
A‫ك‬B in A is also an and B = { 1, 2, 3, 4, 5, … },
subset
element in B. then A ‫ ك‬B.
of B.

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Set Notations

Symbols Meaning Example How To Read

A = { a, b, c } and
Proper Subset
‫ؿ‬ B = { a, b, c, d }, A ‫ؿ‬B
➢ There is at
➢ Each element in A is
least one
A ‫ؿ‬B also an element in B. ➢ Set A is a
element in B proper
➢ There is at least one subset
not included
element in B not to set B.
in A.
contained in A and
that element is “d”.
Not a
‫ف‬ Proper Subset C = { 1, 2, 3 } and C ‫ف‬D

➢ The elements D = { 1, 2, 3}
➢ Set C is not
C ‫ف‬D in C are equal ➢ All elements in D are a proper
to the also elements in C. subset
to set B.
elements
in D.
Not a Subset If A = { 2, 4, 6, 8 } and A‫م‬B
‫م‬ ➢ Set A does B = { 1, 3, 5, 7 }, then ➢ A is not

A‫م‬B not belong to A ‫ م‬B. a subset

Set B. of B.

Ways to Determine Subsets

Given F = {1, 2, 3}, write the complete list of subsets.

Zero at a time One at a time Two at a time Three at a time

{ } {1} {1, 2} {1, 2, 3}

{2} {1, 3}

{3} {2, 3}

The complete list of subsets are { }, { 1 }, { 2 }, { 3 }, { 1, 2 }, { 1, 3 } ,

{ 2, 3 } and { 1, 2, 3 }. There are eight subsets for the given set F = { 1, 2, 3 }.

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Formula to Determine the Number of Subsets

The number of subsets of a given set can be determined using the formula
2n, where n is the number of elements in a given set.
Number of Number of
Formula
Elements Subsets
3 2n = 23 = 2 ‫ כ‬2 ‫ כ‬2 8
4 2n = 24= 2 ‫ כ‬2 ‫ כ‬2 ‫ כ‬2 16
5 2n = 25= 2 ‫ כ‬2 ‫ כ‬2‫ כ‬2‫ כ‬2 32

What’s More

Activity 4: Try Me!

Let’s Find Out: Finite or Infinite, Set Notations and Symbols, Cardinality of
Sets and Subsets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. This exercise is divided into three parts. Answer the given question
according to its direction.
b. Write the answer on your answer sheet.
I. State whether the given set is FINITE or INFINITE.
Example: { 2, 4, 6, 8, … 20 } - FINITE
1. { 0 }
2. { x I x is a whole number greater than 100 }
II. Supply the appropriate set notation and symbol to make the statement correct.
Choose from the given choices beside the given.
The first one is done for you.
1. 5 ‫א‬ { 1, 2, 3, 4, 5 } ‫א‬ ൌ ൎ
2. { o, n, e } __ { n, e, o } ‫א‬ ൌ ൎ
3. { 2, 4 } __ { 2, 4, 6 } ‫א‬ ‫ك‬ ൌ

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III. Identify the cardinality of the given set below and list its subsets.
The first one is done for you.
1. M = { 1, 2 }
Answers:
Cardinality : n( M ) = 2
Subsets : 2n = 22 = 4
The complete list of subsets : { }, { 1 }, { 2 }, { 1, 2 }
2. Y = { a, e, i }
Answers:
Cardinality : ______________
Subsets : ______________
The complete list of subsets : ______________

Lesson
Union and Intersection of Sets
3

What’s New

Study the given figures below.

Figure 1

A B C

Figure 2

D E F

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Notice that in Figure 1, the objects in Box C are the objects from Box A and
B. If you combine the objects from Box A and B, the result is Box C. But take note,
in Box C, there is no repetition of objects. On the other hand, Figure 2 illustrates
that Box F is just a result if you get the common object from Box D and E.

In Sets, combining the elements without repetition is called Union of Sets

while getting the common element is called Intersection of Sets. These are called
Basic Set Operations.

What Is It

Venn Diagram
Meaning Representation Explanation
• These are diagrams • All elements
that make use of in A and B
geometric shapes to are contained
show relationships in the
between sets. universal set
• It is very useful in (U).
showing the • Sets A and B
relationship between are disjoint
sets. sets.

In arithmetic, we have operations such as addition, subtraction, multiplication

and division to combine numbers. When two or more sets are combined together
to form one set under the given conditions, then operations on sets are carried out.
In sets, we have four basic set operations but, in this lesson, we will only discuss
the first two operations namely: Union and Intersection of Sets. The last two
operations will be discussed in the next lesson.

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Basic Set Operations

Symbol Meaning Examples

Union of Sets 1. Given:

‫׫‬ A B
A = { 2, 3, 4}
➢ The set of
B = { 3, 4, 5} 2 4 5
A‫׫‬B elements 3
2
that belongs Find A ‫ ׫‬B U

to set A or A ‫ ׫‬B is shaded

read as Answer:
“A union B” set B or both.
A ‫ ׫‬B = { 2,3, 4, 5 }
Basic Set Operations

Symbol Meaning Examples

Intersection of
1.
Sets C D
‫ת‬
Given:
➢ The set 4 3
C = { 1, 2, 3, 4, 5, 6 } 6 5 7
A‫ת‬B of elements 1
D = { 1, 3, 5, 7 }
belongs to 2
U
read as “A both A and Find C ‫ ת‬D
intersection
B. C ‫ ת‬۲ is shaded
B” Answer:
➢ Set
of C ‫{ =  ת‬1, 3, 5}
the common
elements in A
and B.
2.

Given: Y Z

3 1
Y = { 3, 6, 9}
Z = { 1, 4, 7, 10} 4 7
6 9
10
Find Y ‫ ת‬Z U
Y ‫ ת‬Z has no shaded region
Answer:
Y‫ת‬Z={} null set or empty set

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What’s More

Activity 6: Solve Me!

Let’s Find Out: Union and Intersection of Sets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Solve the following based on the given below.
b. ;Write the answer on your answer sheet.
The first one is done for you! A B
Given :
A = { 2, 5 }
B = { 5, 7, 9 } 2
9
C = { x I x is an odd number less than 9 }
5
7
Find :
1
1. A ‫ ת‬C 3 C
Answer:
A‫ ת‬C = { 2, 5 } ‫ { ת‬1, 3, 5, 7 }
A‫ת‬C ={5} U

2. (A ‫׫‬B )‫ ת‬C

3. A‫ ת‬B ‫ ת‬C

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Lesson Complement and Difference of Sets

4

What’s New

Activity 7: Find Me Once Again!

Let’s Find Out: The Vegetables in the Venn Diagram

Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way:

Answer the following questions based on the Venn Diagram below.

squash

ampalaya

carrot
potatoes white squash
cabbage
raddish
pechay
string beans okra

eggplant

1. What are the vegetables outside the pentagon?

2. How many vegetables are there inside the rectangle?

3. What are the vegetables that are inside the pentagon but not inside the circle?

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What Is It

Basic Set Operations

Symbol Meaning Examples

Complement
A’ or Ac of a Set Given: A
4
U= {1, 2, 3, 4, 5 }
➢ Set of 1
read as all elements A = { 1, 3, 5 } 3
5
“A in the Find A’ 2
complement”
universal set U
Answer:
U that are not A’ = { 2, 4 } A’ is shaded
in set A.

Difference of Given:
A B
Sets A = { 3, 4, 5, 6 }
A–B
2
➢ The set B = { 2, 4, 6, 8} 3 4
containing Find: 6
read as 5
elements a. A – B 8
“A minus B”
b. B – A
of set A but
U
not in B. Answer:
a. A – B = { 3 , 5 } A – B is shaded
➢ All elements
of A except
A B
the
elements of
3 4 2
B.
b. B – A= { 2, 8 }
5 6
8

B – A is shaded

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More Examples
Given:
A = { 1, 3, 5 }
B = { 3, 4, 5 }
C = { 2, 4 }

A B

1 3
5

C
2
U

Find:
a.) A’ ‫ ׫‬B’
b.) (A‫ ת‬C)’
c.) B – C’
Answer:
a.) A’ ‫ ׫‬B’ = {1, 3, 5}’ ‫׫‬ {3, 4, 5}’
A’ ‫ ׫‬B’ = {2, 4} ‫ { ׫‬1, 2}

A’ ‫ ׫‬B’ = {1, 2, 4}

b.) (A ‫ת‬C )’ = ( {1, 3, 5} ‫ת‬ { 2, 4} )’

(A ‫ת‬C )’ = { }’

(A ‫ת‬C )’ = {1 ,2, 3, 4, 5 } or U

c.) B – C’ = {3, 4, 5 } – { 2 , 4 }’

B – C’ = {3, 4, 5 } – { 1, 3, 5 }

B – C’ = {4}

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What’s More

Activity 8: How to be you!

Let’s Find Out: Complement and Difference of Sets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Solve the following based on the given below.
b. Write the answer on your answer sheet.
The first one is done for you!

Given : A = { 2, 5 },
B = { 5, 7, 9 },
C = { x I x is an odd number less than 9 }

A B

2
9

3 C
1
U

1. A – C
Answer:
A െ C = { 2, 5 } െ { 1, 3, 5, 7 }
AെC={2}

2. C – ( B ‫ ת‬A )

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What I Have Learned

Activity 9: Complete Me!

Let’s Find Out: Terms Involved in Introduction to Sets
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Complete the following sentences.
b. Write the answer on your answer sheet.
1. A/An ______ is a well- defined collection of objects.
2. There are three ways in which we can describe a set. These are
______, ______, and______.
3. Two sets that contain exactly the same number of elements are
______.
4. Two sets that contain exactly the same elements are said to be
______.
5. A subset of a given set that is not the set itself is called ______.

What I Can Do

Activity 10: Apply Me!

Let’s Find Out: Sets in Our Daily Life
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Apart from their Mathematical usage, we use sets in our daily life.
b. Give one (1) everyday life example of sets and explain briefly why you
give such example.
c. Write the answer on your answer sheet.
d. The first given below is your guide.

In the Kitchen • Kitchen is the most relevant example of sets.

• Our mother always keeps the kitchen well-arranged.
• The plates are kept separate from bowls and cups.
• Sets of similar utensils are kept separately.
Your task begins here:

1.

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Assessment

MULTIPLE CHOICE
Directions: Read the questions carefully and write the letter of the answers on your
answer sheet.
1. Which of the following is a well – defined set?
A. The set of big people.
B. The set of happy people.
C. The set of prime numbers.
D. The set of intelligent teachers.

2. Which of the following is a FINITE set?

A. { 3, 5, 7, …}
B. { … , -3, -2, -1, 0, 1, 2 }
C. Set of prime numbers.
D. Set of fractions between 1 and 12.

3. Which of the following pairs of sets given below are equal?

A. Y ={ a, b , c }
Z = { 7, 9, 10 }
B. T = { algebra, geometry, trigonometry }
V = { geometry, trigonometry, algebra }
C. W = { grapes, apples, oranges }
X = { grapes, peaches, apples, oranges }
D. R is the set of letters in the word bank.
S is the set of letters in the word post.
4. How will you write the given set below in roster form?
P is the set of vowels used in the word “MONDAY”.
A. { o , a} C. { m, n, d, y }
B. { o, a, y } D. { m, o, n, d, a, y }
5. What is the cardinality of P = the set of English names for the days in a week?
A. 5 B. 6 C. 7 D. 8
6. If P = { a, b, c, d, e }, Q = { a, c, e, d, t } and R = { t, d, c, b, e }, then
what is P‫ ת‬Q ‫ ת‬R?
A. { a, c } C. { c, d }
B. { a, c, e } D. { c, d, e }
7. Given U = { a, d, c, r, f, v, t, w }, H= { a, d, c, v } and J = { r, c, f },
what is H ‫ ת‬J’?
A. { c } C. { a, d, v, t }
B. { a, d, v } D. { a, d, r, f, v, t }

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8. What is ( A‫ ׫‬B ) – C, if A = { 1, 2, 3, 4, 5, 6 }, B = { 2, 4, 5, 6 } and

C = { 1, 2, 4, 6 }?
A. { } C. { 3 }
B. { 2 } D. { 3, 5 }
9. Which of the following represents the shaded area in the Venn Diagram
below?

A. B’ C. B – A
B. A D. A – B

10. What does the shaded region below represent?

A. ( A‫ ׫‬B ) ‫ ת‬C C. A U ( B – C )
B. A ‫ ת‬B ‫ ת‬C D. A’ ‫ ׫‬B ‫ ת‬C

Additional Activities

Activity 11: Interview Me!

Let’s Find Out: Personalities who has a collection
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:
a. Some people consider collecting favorite items or objects as a
hobby.
b. Make a research of one (1) personality who has a collection and
answer the following questions below.
c. You may do it through the internet or you may interview someone in
your neighborhood.
d. Write the answer on your answer sheet.
1. What are their collections?
2. How many collections do they have?
3. What motivates them to collect these things?

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24
Lesson 3 Lesson 4:
What’s More (Activity 6) What’s New
(Activity 7)
1. carrots, cabbage,
okra, squash,
2. ( B‫ ׫‬D ) ‫ ת‬C
= { 5, 7 }
ampalaya, eggplant
2. 11
3. A ‫ת‬B ‫ ת‬C
={5}
3. potato, radish, string
beans
What I Know Lesson 1 What’s More (Activity 3)
1. D What’s New (Activity 2 ) 1. Set W is a set
2. D vehicles animals fruits whose elements are
3. C car goat banana counting numbers
4. D boat cat pineapple between 2 and 15.
5. C bus chicken guyabano 2. W = { 3, 4, 5, 6, 7,
6. A motorbike 8, 9, 10, 11, 12, 13,
7. D airplane 14 }
8. C bicycle 3. Set P consists of
9. B female Presidents in
10. D the Philippines.
4. P = { x I x is a
female President }
Answer Key
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Assessment
1. C
2. D
3. B
What I Have Learned
4. A
(Activity 10 )
5. C
Lesson 4: 1. Set
6. D
What’s More 2. Roster, Verbal,
7. B
Set Builder
(Activity 8 ) 8. D
3. Equivalent
2. C – ( B ‫ ת‬A ) = {1,3,7 }
4. Equal 9. C
5. Proper Subset 10. B
.
Lesson 2:
What’s More (Activity 4 )
I. 1. Finite III. 1. n( Y ) = 3
2. Infinite No. of Subsets: 8
{ }, { a }, { e }
{ i }, { a, e }, { a, i },
{ i, e }, { a, i, e }
II. 1. =
2. ‫ك‬
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References

BOOKS:

Von Anthony G. Toro, et.al. Smart in Math( Grade 7 ). ISA – JECHO

PUBLISHINGINC. 2017, pp. 2 – 9.

Orlando A. Oronce and Marilyn O. Mendoza. e – math 7 ( K to 12 Worktext in

Mathematics) Third Edition 2012. Rex Book Store, Inc. (RBSI) 2013. pp. 2 – 5.

Gina Guerra and Catherine P. Vistro – Yu, Ed.D. Grade 7 Math Learning Guide.
Department of Education (2013). pp. 1 – 5.

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For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: reiogn10@deped.gov.ph

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