Department of Education

Region III
Division of City of San Fernando
LARA INTEGRATED SCHOOL
City of San Fernando (P)
DETAILED LESSON PLAN IN GRADE 7 MATHEMATICS

Week/Date Week 1 / Day 1 – 3 (August 24 – 26, 2020)

Content Standard: The learner demonstrates understanding of key concepts of sets and
the real number system.
Performance Standard: The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
Learning Competency: Illustrates well-defined sets, subsets and universal sets, and the null
set and cardinality of sets. (M7NS– Ia –1)
OBJECTIVES:
At the end of the lesson the 1. Describes well-defined sets, subsets, universal sets, null set and
students should be able to: cardinality of set.
2. Identify well-defined sets, subsets, universal sets, null set and
cardinality of set.
3. Demonstrate mastery on identifying well-defined sets and writing
elements Roster and Rule Method.
Content: (Subject Matter) SETS
LEARNING RESOURCES:
a) References: Learner’s Module in Grade 7 Mathematics pages 1 - 4
Global Mathematics, page 2 - 18
Synergy for Success in Mathematics, pages 2 – 13
Skill Book in Mathematics 2 – 6
b) Other Learning https://www.math-only-math.com/representation-of-a-set.html
Resources: https://studiousguy.com/daily-life-examples-of-sets/
PROCEDURE:
A. Reviewing previous lesson or presenting the new lesson
 DAY 1 Date Accomplished: ____________________
Hi Laranians! How are you? Did you miss our school? Well I do. For the meantime stay at
home and learn more things in Mathematics. I am Teacher Maricel to help and guide you
this lesson. Ready? Let’s start by answering the activity below by encircle the correct
answer.

ACTIVITY 1 GROUP ME
Can you group them and label each group? YES NO
How many groups are there? 3 6
Does each object belong to a group? YES NO
Is there an object belongs to more than one group? YES NO

Now it’s time to check your work by turning page 7 for the key
correction.
Give yourself 1 point for every correct answer.
Rate your result using the legend below.

If your score is at least 2 out of 4, you may now proceed to next part of the discussion.

Legend

4 points 3 points 2 points 0 – 1 point

B. Establishing a purpose for the lesson
Did you enjoy answering the activity 1? Now, let us proceed to ACTIVITY 2 Math Vocabulary.
You need to arrange the jumbled words.
EST 1. It is a well-defined group of objects. ____________
RSLIVINAUNE TSE 2. The set of all of elements (or the “universe”). ____________
USTBSE 3.  It is a part of a larger set. ____________
LLUN STE 4. Empty Set or set of zero elements. ____________
ALINICRYTDA OF TES 5. The number of members in a set. ____________ Page
1
If your score is at least 3 out of 5, you may now proceed to next part of the discussion.

C. Presenting examples/instances of the lesson

Time to read mathematical terms or the math vocabulary.Do you believe “THE MORE YOU READ
THE MORE YOU LEARN”? If YES,let’s begin.

A set is a well-defined a group of “objects”(common characterics)

How to state that whether the objects form a set or not?
1. A collection of ‘lovely flowers’ is not a set, because the objects (flowers) to be included are not
well-defined.

Reason: The word “lovely” is a relative term. What may appear lovely to one person may not be so
to the other person.

2. A collection of “Yellow flowers” is a set, because every red flowers will be included in this set i.e.,
the objects of the set are well-defined.

Can you think your own examples of sets?

Although a set can contain (almost) anything, we will most often use sets of numbers
 All positive numbers less than or equal to 5: {1, 2, 3, 4, 5}
 A few selected real numbers: { 2.1, π, 0, -6.32, e }
Sets are notated with curly brackets and to list the elements the order does not matter
 We often write them in order because it is easier for humans to understand it that way
 {1, 2, 3, 4, 5} is equivalent to {3, 5, 2, 4, 1}
Sets do not have duplicate elements
Consider the set of vowels in the alphabet.
 It makes no sense to list them (ROSTER FORM) as {a, a, a, e, i, o, o, o, o, o,
u}
 What we really want is just {a, e, i, o, u} or you make rule (RULE METHOD OR
SET-BULDER NOTATION) about this set {x/x I is a vowel}
Sets are usually represented by a capital letter (A, B, S, etc.)
Elements are usually represented by a lower-case letter (a, x, y, etc.)
Easiest way to specify a set is to list all the elements: A = {1, 2, 3, 4, 5}
 Not always possible for large or infinite sets
U is the universal set – the set of all of elements (or the “universe”) from which given any set is
drawn
 For the set {-2, 0.4, 2}, U would be the real numbers
 For the set {0, 1, 2}, U could be the natural numbers (zero and up), the integers, the
rational numbers, or the real numbers, depending on the context
If all the elements of a set S are also elements of a set T, then S is a subset ( ) of T
 For example, if S = {2, 4, 6} and T = {1, 2, 3, 4, 5, 6, 7}, then S is a subset of T
 This is specified by S  T or by {2, 4, 6}  {1, 2, 3, 4, 5, 6, 7}
 Note that any set is a subset of itself!
 Given set S = {2, 4, 6}, since all the elements of S are elements of S, S is a subset of
itself
 This is kind of like saying 5 is less than or equal to 5
 Thus, for any set S, S  S
The empty set is a subset of all sets (including itself!)
 Recall that all sets are subsets of themselves
All sets are subsets of the universal set
S is a subset of T, and S is not equal to T, then S is a proper subset of T
 Let T = {0, 1, 2, 3, 4, 5}
 If S = {1, 2, 3}, S is not equal to T, and S is a subset of T
 A proper subset is written as S  T
 Let R = {0, 1, 2, 3, 4, 5}. R is equal to T, and therefore is a subset (but not a proper
subset) or T
  Can be written as: R  T and R  T (or just R = T)
 Let Q = {4, 5, 6}. Q is neither a subset or T nor a proper subset of T
Page 2

The cardinality of a set is the number of elements in a set

 Written as |A|
Examples
 Let R = {1, 2, 3, 4, 5}. Then |R| = 5
 || = 0
 Let S = {, {a}, {b}, {a, b}}. Then |S| = 4
Did you enjoy reading? Is there any problem to our math terminologies about set? If YES, feel free
to contact me at cp #09488210558(smart)/09276884033(globe) or send me a private message
thru my FB messenger Maricel Tarenio Macalino. If NO, please proceed to our next part of
discussion.
D. Discussing new concepts and practicing new skill #1
 DAY 2 Date Accomplished: ____________________
Consider the set consisting of whole numbers from 1 to 20.
U = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20}.
Let this set be set U. Form subsets consisting of elements of U.
For example, let E be the set of all even numbers from 1 to 20, E = {2,4,6,8,10,12,14,16,18,20}
Now try example 1. Set A contains odd numbers from 1 to 10.
The answer must be A = {1, 3, 5,7,9}. Let’s have another example
2. Set B contains even number between 8 to 20. The answer should be B= {10, 12, 14,16,18}

The newly formed sets (set A and set B) are called subsets.
How many elements in set A and set B? (elements meaning the members or objects inside the
braces when you count the elements it refers to the cardinality of set)
Set A = n(5) while Set B = n(5)

Now try to answer the next activity.

Let’s Practice!
Given the universal set U = {1,2,3,4,5,6,7,8,9,10}.
1. What are the elements in set A containing the even numbers?
2. What are the elements in set B containing the odd numbers?
3. What are the elements in set C containing numbers divisible by 3?
4. What are the elements in set D containing even numbers greater than 10?
5. How many elements in set A? Set B? Set C? Set D?
Now, check your work by turning to page 7 for the key to correction.
How many correct answers did you get? Rate your result using the legend above.
If your score is at least 2 out of 5, you may now proceed to next part of the discussion.

Legend

4-5 points 3 points 2 points 0 – 1 point

E. Discussing new concepts and practicing new skills #2
Now let’s have the representation of a set. First, Roster form or tabular form: the set are listed within
the pair of brackets { } and are separated by commas.
For example:
Example 1. Let N denote the set of first five natural numbers.
Therefore, N = {1, 2, 3, 4, 5}        → Roster Form
Example 2. The set of all vowels of the English alphabet.
Therefore, V = {a, e, i, o, u}        → Roster Form
Note:
The order in which elements are listed is not matter but elements must not be repeated.
Let’s proceed the second method, set builder form: a rule, or the formula or the statement is written
within the pair of brackets so that the set is well defined. In the set builder form, all the elements of
the set, must possess a single property to become the member of that set.
In this form of representation of a set, the element of the set is described by using a symbol ‘x’ or
any other variable followed by a colon The symbol ‘:‘ or ‘|‘ is used to denote such that and then we
write the property possessed by the elements of the set and enclose the whole description in
braces. In this, the colon stands for ‘such that’ and braces stand for ‘set of all’.

Page 3

For example: 
Let P is a set of counting numbers greater than 12;
the set P in set-builder form is written as P = {x : x is a counting number and greater than 12} or
                P = {x | x is a counting number and greater than 12} This
will be read as, 'P is the set of elements x such that x is a counting number and is greater than 12'

Now it’s your turn.

A. Write each given statement in the roster form.
1.The set of all odd numbers less than 9.
2. The set of all letters in the word MATHEMATICS.
3. W is the set of last four months of the year.

B. Write the following sets in Set-Builder Form or Rule form:

4. A = {1, 3 5, 7, 9}
5. {January, June, July}
Now, turn to page 7 for the key to correction and check your work.
How many correct answers did you get? Rate your result using the legend below.
If your score is at least 2 out of 5, you may now proceed to next part of the discussion. If you score
is below 2 proceed to section J for additional activities.

Legend

4 - 5 points 3 points 2 points 0 – 1 point

F. Developing mastery
DIY – Do It Youself
A. Write in Roster Form the set of:
1. The first four odd natural numbers each divisible by 3.
2. The first four odd natural numbers each divisible by 5.
3. The counting numbers between 15 and 35, each of which is divisible by 6.
4. The names of the last three days of a week.
5. The names of the first four months of a year.
B. Write the following sets in Set-Builder Form or Rule form:
6. A = {4, 8, 12, 16, 20}
7. B = {16, 25, 36, 49, 64}
8. C = {n,u,m,b,e,r}
9. D = {violet, indigo, blue, green, yellow, orange, red}
10. E = {January, March, May, July, August, October, December}

Now, turn to page 7 for the key to correction and check your work. How many correct answers did
you get? Rate your score using the legend below. If your score is at least 4 out of 10, you may now
proceed to next part of the discussion. If not, I am sorry but you have to go back to section E and
try all over again.
Legend

4 points 3 points 2 points 0 – 1 point

G. Finding practical applications of concepts and skills in daily living
 DAY 3 Date Accomplished: ____________________
7 Daily Life Examples of Sets
We all have a group of some objects, collection of our favorite things, sets of books, a list of cities
and countries in our life. These all are sets, and we come to their usage in our daily life.
Page 4

1. In 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.

2. School Bags
School bags of children is also an example. There are usually divisions in the school
bags, where the sets of notebooks and textbooks are kept separately.

3. Shopping Malls
When we go shopping in a mall, we all have noticed that there are separate
portions for each kind of things. For instances, clothing shops are on another floor
whereas the food court is at another part of the mall.

4. Universe
As we all know that there are millions of galaxies present in our world which are
separated from each other by some distance. Here, the universe act as a set.

5. Playlist
Most of us have a different kind of playlists of songs present in our
smartphones and computers. Rock songs are often separated from classical
or any other genre. Hence, playlists also form the example of sets.

6. Rules
Every school or company have different sets of rules which have to follow by every
student and employee. There are disciplinary rules, rules for leave, hostel rules, Timing
rules, and many others. Hence, all different types of rules are separated from others.

7. Representative House
Representative houses are examples of sets. Here the people belonging
to various departments have to sit separately from other departments. For
example, the legal department and finance department don’t sit
intermixed with each other. It has the lower house and upper house called
Senate, where only senior members sit whereas the juniors sit in the
lower house.
Can you think of other daily life examples of sets?
H Making generalizations and abstractions about the lesson
To sum it up the lesson. I will ask questions and answer them to your math journal.
1. What is a set?
2. What is a subset?
3. What is a universal set?
4. What is a null set?
5. What is cardinality of set?
6. How will you write the cardinality of set?
7. How change roster form method to set-builder notation form? Or vice-versa?
I. Evaluating learning
Answer the assessment 1 for week 1.1 lesson (SETS; M7NS– Ia –1)
1. Identify whether the sets are well-defined or not.
a. The collection of even numbers.
b. The collection of talented students.
2. Write in the roster form of the set A containing the letters of the English alphabet.
3. Write subset B containing the vowels of the English alphabet.
4. Write subset C containing the consonants of the English alphabet.
5. What is the cardinality of the set A? set B? set C?
6. Write each given set in the Set-Builder Form:
a. {5, 10, 15, 20, 25, 30}
b. {Tuesday, Thursday}
For submission of your evaluation please send the answer thru my FB account or ask your parent
to drop them at Lara Integrated School. Page
5
J. Additional activities for application or remediation

A. Write in Roster Form the set of:

1. The first four counting numbers each divisible by 9.
2. The first four even numbers each divisible by 5.
3. The counting numbers between 15 and 25, each of which is divisible by 2.
4. The names begin S in days of a week.
5. The three states of matter.

B. Write the following sets in Set-Builder Form or Rule form:

6. A = {3,6,9,12}
7. B = {-1,-2,-3,-4,..}
8. C = {G,E,O,M,E,T,R,Y}
9. D = {blue, yellow, red}
10. E = {March,May}

Now, turn to page 6 for the key to correction and check your work.
How many correct answers did you get? Rate your score using the legend below.
If your score is at least 5 out of 10, you may now proceed to next part of the discussion.
If not, I am sorry but you have to go back to section E and try all over again.
Legend

4 points 3 points 2 points 0 – 1 point

Is there any difficulty answering the enrichment activities? If YES, feel free contact me at cp
#09488210558(smart)/09276884033(globe) or send me a private message thru my FB
messenger Maricel Tarenio Macalino.
Page 6
Prepared and Submitted by: MARICEL T. MACALINO
KEY CORRECTION
A. GROUP ME
1. YES
2. 6 (well-defined sets: set of hats, set of even number, set of polyhedral, set of pointy objects,
set of trees, set of round objects)
3. YES
4. YES
B. MATH VOCABULARY
1. SET
2. UNIVERSAL SET
3. SUBSET
4. NULL SET
5. CARDINALITY OF SET
D. Let’s Practice
1. Set A = {2,4,6,8,10?
2. Set B = {1,3,5,7,9}
3. Set C = {3,6,9}
4. Set D = {} or ∅
5. n(A) = 5, n(B) = 5, n(C) = 3, n(D) = no cardinality
E. A. Write each given statement in the roster form.
1. A = {1,3,5,7,}
2. B= {M,A,T,H,E,I,C,S}
3. W = {September, October, November, December}

B. Write the following sets in Set-Builder Form or Rule form:

4. A = { x | x is an odd number less than 10} or {x:x is an odd number less than 10}
5. C= { x | x is a month that begins with letter J} or {x:x is a month that begins with letter J}

F. DIY – Do It Yourself

A. Write in Roster Form the set of: (You can use any Upper-Case letter for the name of set)
1. M = {3, 9, 15,21}
2. N = {5, 15, 25, 35}
3. O = {18, 24,30}
4. P = {Friday, Saturday, Sunday}
5. Q = {January, February, March, April}
B. Write the following sets in Set-Builder Form or Rule form:
6. A = {x : x is a number divisible by 4 up to 20} or { x | x is a number divisible by 4 up to 20}
7. B = {x : x is a perfect square natural number between 15 and 65} or
{x | x is a perfect square natural number between 15 and 65}
8. C = {x : x is a letter of the word number } or {x | x is a letter of the word number }
9. D = {x : x is a color in a rainbow} or {x | x is a color in a rainbow }
10. E = {x : x is a month having 31 days } or {x | x is a month having 31 days }

J. Additional activities for application or remediation

A. Write in Roster Form the set of: (You can use any Upper-Case letter for the name of set)
1. V = {9,18,27,36}
2. W = {10,20}
3. X = {3,6,9,12}.
4. Y = {Saturday, Sunday}.
5. M = {solid, liquid, gas}
B. Write the following sets in Set-Builder Form or Rule form:
6. A = {x : x is a number divisible 3 by up to 12} or { x | x is a number divisible by 3 up to 12}
7. B = {x : x is a negative number} or { x | x is a negative number}
8. C = {x : x is a letter in a word GEOMETRY} or { x | x is a letter in a word GEOMETRY }
9. D = {x : x is a primary color} or { x | x is a primary color }
10. E = { x | x is a month that begins with letter M} or {x :x is a month that begins with letter M}
Page 7
 Department of Education
Region III
Division of City of San Fernando
LARA INTEGRATED SCHOOL
City of San Fernando (P)
DETAILED LESSON PLAN IN GRADE 7 MATHEMATICS

Week/Date Week 1/ Day 4 – 5 (August 27- 28, 2020)

Content Standard: The learner demonstrates understanding of key concepts of sets and
the real number system.
Performance Standard: The learner is able to formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.
Learning Competency: Illustrates the union and intersection of sets and the difference of two
sets. M7NS-Ia-2
OBJECTIVES:
At the end of the lesson the 1. Describe and define the union and intersection of sets.
students should be able to: 2. Perform the set operations of the union and intersection of sets.
3. Using Venn Diagram to represent the union and intersection of
sets.
Content:(Subject Matter) Union and Intersection of Sets
LEARNING RESOURCES:
a. References: Global Mathematics, page 10 – 13
Synergy for Success in Mathematics, pages 14 – 22
Skill Book in Mathematics 7 – 9
Learner’s Materials in Grade 7 Mathematics pages 5 – 8
b. Other Learning https://www.math-only-math.com/representation-of-a-set.html
Resources
PROCEDURE:
A. Reviewing previous lesson or presenting the new lesson
 DAY 1 Date Accomplished: ____________________
Hi Laranians! How are you? How did you find the introduction of set? Are you ready to learn more
things in Mathematics? If yes, let’s start by answering the review activity below.
ACTIVITY 1True or False
_____1. An empty set is a subset of any set.
_____2. The members of a set are called elements.
_____3. An empty set has cardinality.
_____4. Roster form is also Tabular form.
_____5. Set-builder notation is also rule method

Now it’s time to check your work by turning page 5 for the key correction.
Give yourself 1 point for every correct answer.
Rate your result using the legend below.
If your score is at least 3 out of 5, you may now proceed to next part of the discussion.

Legend

5 points 3 - 4points 2 points 0 – 1 point

B. Establishing a purpose for the lesson

How did you find the review? Is it easy or difficult? Now, let us proceed to

ACTIVITY 2 JUMBLED WORD

You need to arrange the scrambled words the synonym will give you clue to reveal the answer.
Ready? Let’s start!
1. NUONI OF EST = ___________________ is synonym to COMBINATION
2. TTOIREENICNS OF TES= ___________________ Is synonym to COMMON

If your score is at least 1 out of 2, you may now proceed to next part of the discussion.
 Symbol Meaning Page 1
C. Presenting examples/instances of the lesson A∪B This will be
read as “The
union of set A
and set B”
COMBINE
the objects
that belong to
set A or set B

Observe the Venn diagram to set A and set B above then answer the following questions and choose
your answer on the choices below.

1. Which of the following shows the union of sets A

and set B?
2. How many elements in the union of A and B?
3. Which of the following shows the intersection of
sets A and set B?
4. How many elements in the intersection of A and
B?

Now it’s time to check your work by turning page 5 for the key correction. Give yourself 1 point for
every correct answer.
Rate your result using the legend below.
If your score is at least 2 out of 4, you may now proceed to next part of the discussion.
If not, I am sorry but you have to go back to number 1 and try all over again.

Legend

4 points 3 points 2 points 0 – 1 point

D. Discussing new concepts and practicing new skills #1
Consider the given set A and set B, let the student find the union of set A and set B.

Based to the definition of union of sets. You should get an answer.

A ∪ B = {Ethan Molina, Chris Clemente, Angela Dominguez, Mayumi Torres, Joanna Cruz, Janis
Reyes, Nathan Santos}

Did you get it? If yes, Amazing! If not, I am sorry but you have to go back to example number 1 and
try all over again.

Next question, what have you observed on the union of set A and set B?
Again, refer to the definition so your answer is the elements were combined.

If your answer is correct, you may proceed to another example.

Next, example 1 I will answer then you will answer number 2 and 3.
Given the sets:
C = {0,1,2,3,4} D = {0,2,4,6,8} E = {1,3,5,7,9}
Find:
1. C ∪ D = {0,1,2,3,4,6,8} You need to COMBINED the elements that belong to set C or set
D
 2. D∪E = ______________ Symbol Meaning
3. C ∪ E = ______________ A ∩B This will be
read as “The Page 2
intersection of
Now it’s time to check your work by turning page 5 for the key correction. set A and
Give yourself 1 point for every correct answer. set B”
If your score is at least 1 out of 2, you may now proceed to next part of the discussion.
COMMON
If your score is below 1 please proceed to section J and answer the supplemental activities.
objects BOTH
that belong to
set A and set
E. Discussing new concepts and practicing new skills #2 B

Here is the other way to operate given set A and set B, let’s find the intersection of set A and set B.

Refer to the definition of intersection of sets. You should get an answer.

A ∩B = {Ethan Molina, Chris Clemente, Mayumi Torres}
Did you get it? If yes, Amazing! If not, I am sorry but you have to go back to example number 1 and
try all over again.

Next question, what have you observed on the intersection of set A and set B?
Again, refer to the definition so your answer is the elements were common in set A and set B.
If your answer is correct, you may proceed to another example.

Next, example 1 I will answer then you will answer number 2 and 3.
Given the sets:
C = {0,1,2,3,4} D = {0,2,4,6,8} E = {1,3,5,7,9}
Find:
1. C ∩ D = {0,2,4} Write the set of all the elements which are COMMON to both set
A and set B
2. C ∩ E = ________________
3. D∩E = ________________
Now it’s time to check your work by turning page 5 for the key correction.
Give yourself 1 point for every correct answer.
If your score is at least 1 out of 2, you may now proceed to next part of the discussion.
If your score is below 1 please proceed to section J and answer the supplemental activities.

F. Developing mastery
 DAY 2 Date Accomplished: ____________________
DIY – Do It Yourself
Let A, B and C be three sets such that:
Set A = {2, 4, 6, 8, 10, 12}, set B = {3, 6, 9, 12, 15} and
set C = {1, 4, 7, 10, 13, 16}.
Find:
1. A ∪ B = ____________________
2. A ∩ B = ____________________
3. B ∩ A = ____________________
4. B ∪ A = ____________________
5. B ∪ C = ____________________
6. Is A ∪ B = B ∪ A? = __________ (Hint: Operate A ∪ B then B ∪ A)
7. Is B ∩ C = B ∪ C? = __________
Now, turn to page 5 for the key to correction and check your work. How many correct answers did
you get? Rate your score using the legend below. If your score is at least 4 out of 10, you may now
proceed to next part of the discussion. If not, I am sorry but you have to go back to section D to E
and try all over again.
 Page 3
Legend

4 points 3 points 2 points 0 – 1 point

G. Finding practical applications of concepts and skills in daily living
Commonly, sets interact. For example, you and a new roommate decide to have a house
party, and you both invite your circle of friends. At this party, two sets are being combined,
though it might turn out that there are some friends that were in both sets.
H. Making generalizations and abstractions about the lesson
For the summary, you have learned the definition of:
 Union of sets ( A ∪ B) COMBINE the objects that belong to set A or set B.
 Intersection of sets ( A ∩B) COMMON objects both that belong to set A and set B.
You also learned how to use Venn diagram to represent the union and the intersection of
sets. You also learned how to determine the elements belong to the union and the
intersection of sets.
I. Evaluating learning
Answer the assessment 1 for week 1.2 lesson (Union and Intersection of Sets; M7NS– Ia –2)
A. Let A, B and C be three sets such that:
A = {2, 4, 6, 8, 10, 12} B = {3, 6, 9, 12, 15} C = {1, 4, 7, 10, 13, 16}.
Find:
1. A ∪ B = ________________________
2. A ∩ B = ________________________
3. B ∩ C = ________________________
4. B ∪ A = ________________________
5. B ∪ C = ________________________
B.
Set A Set B Set C
a, b, c ,d c, d, e, f b, d, f, g

Find:
6. A ∩ B = _____________________________
7. A ∩ C = _____________________________
8. (A ∩ B) ∪ (A ∩ C) = ____________________
9. A ∩ (B ∪ C) = ____________________
10.Is (A ∩ B) ∪ (A ∩ C) = A ∩ (B ∪ C)?_______
For submission of your evaluation please send the answer thru my FB account or ask your parent to
drop them at Lara Integrated School.
J. Additional activities for application or remediation
D. If set P = {2, 3, 4, 5, 6, 7}, set Q = {0, 3, 6, 9, 12} and set R = {2, 4, 6, 8}.
a. Find the union of sets P and Q
b. Find the union of two set P and R
c. Find the union of the given sets Q and R
Now it’s time to check your work by turning page 7 for the key correction.
Give yourself 1 point for every correct answer.
If your score is at least 2 out of 3, you may now proceed to next part of the discussion.

E. If set A = {4, 6, 8, 10, 12}, set B = {3, 6, 9, 12, 15, 18} and set C = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.
a. Find the intersection of sets A and B.
b. Find the intersection of two set B and C.
c. Find the intersection of the given sets A and C
Now it’s time to check your work by turning page 5 for the key correction.
Give yourself 1 point for every correct answer.
If your score is at least 2 out of 3, you may now proceed to next part of the discussion.
Is there any difficulty answering the enrichment activities? If YES, feel free to call or text me at cp
#09488210558(smart)/09276884033(globe) or send me a private message thru my FB messenger
Maricel Tarenio Macalino.
Page 4
Prepared and Submitted by: MARICEL T. MACALINO
KEY CORRECTION
A. True or False
1. True
2. True
3. False
4. True
5. True
B. JUMBLED WORDS
1. Union of Set
2. Intersection of Set
C. 1. Diagram 2
2. 8
3. Diagram 3
4. 3
D. 2. {0,1,2,3,4,5,6,7,8,9}
3. {0,1,2,3,4,5,7,9}
E. 2. {1,3}
3. ∅
F. 1. {2, 3, 4, 6, 7, 9, 10, 12, 15}
2. { }
3. {6, 12}
4. {2, 3, 4, 6, 8, 9, 10, 12, 15}
5. {1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16}
6. Yes, A ∪ B = B ∪ A
7. No, B ∩ C ≠ B ∪ C

J. D. Supplemental Activities (Union of Sets)

If set P = {2, 3, 4, 5, 6, 7}, set Q = {0, 3, 6, 9, 12} and set R = {2, 4, 6, 8}
1. {0, 2, 3, 4, 5, 6, 7, 9, 12}.
2. {2, 3, 4, 5, 6, 7, 8}
3. {0, 2, 3, 4, 6, 8, 9, 12}
E. Supplemental Activities (Intersection of sets of Sets)
If set A = {4, 6, 8, 10, 12}, set B = {3, 6, 9, 12, 15, 18} and set C = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
1. {6, 12}
2. {3, 6, 9}.
3. {4, 6, 8, 10}

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