Module 11: Illustrating Polynomial Equations

Mathematics
First Quarter – Module 1:
Introduction to Sets

B
A

C
B
A

C
 Module 1: Introduction to Sets

Mathematics - Grade 7
Alternative Delivery Mode
Quarter 1 – Module 1: Introduction to Sets
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 book 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
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Justilla A. Abregana

Maria Lourdes G. Ybañez
Editor: Pamela A. Rodemio
Reviewers: Dr. Anecita U. Mendez (Moderator)
Mr. Edsel Ursal
Illustrator and Layout Artist: Ms. Myrna P. Soco

Management Team
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao

Chief, CID: Dr. Mary Ann P. Flores

EPS in LRMS: Mr. Isaiash T. Wagas
EPS in Math: Dr. Pamela A. Rodemio

Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.ph
 Module 1: Introduction to Sets

7
Mathematics
First Quarter – Module 1:

Introduction to Sets

Grade 10 Mathematics 3
 Module 1: Introduction to Sets

Introductory Message

This module is carefully designed to continually facilitate learners to achieve

mastery ON THE MOST ESSENTIAL LEARNING COMPETENCIES and develop
their 21st century skills. This module consists of essential components developed
appropriately for self-instructional mode of learning. The components come in
various developmental purposes that are designed to diagnose (pretest), recall and
associate (review), discuss, explain, and even provide practice activities, enrichment
tasks, assessments and answer keys.

Upon taking the pretest, determine whether you need to take or skip this
module. At 100% accuracy, you possess the mastery of the topic in the module;
hence, you don’t need to take it and you may choose to proceed to the next module.
At 99% and below, you are recommended to undertake the module to acquire the
necessary skills.

Though allowed, adult supervision is limited only to providing assistance in

accomplishing this module. It is highly recommended that YOU, the learner, should
try to engage independently in doing the different tasks for you to become a critical
thinker and problem solver which are the twin goals of Mathematics.

May this module be utilized to its fullest extent in the purpose of learning
the competencies construed as Most Essential for a learner in this level.

God bless and enjoy learning!

PAMELA A. RODEMIO
Education Program Supervisor – MATH

Grade 10 Mathematics 1
 Module 1: Introduction to Sets

Introduction to Sets

Most Essential Learning Competency:

The learner illustrates well-defined sets, subsets, universal sets, null set, cardinality of
sets, union and intersection of sets and the difference of two sets.

What I Need to Know

In this lesson the learner:

1. describes well-defined sets, subsets, universal sets, null set, cardinality of
sets, union and intersection of sets and the difference of two sets;
2. illustrates well-defined sets, subsets, universal sets, null set, cardinality of
sets, union and intersection of sets and the difference of two sets;
3. observes accuracy in using Venn diagrams to represent sets and subsets

Every field of mathematics uses or refers to sets in some way. Understanding about
sets is very important in constructing more complex mathematical structure. Knowledge
about the concepts about sets will help you easily visualize various areas in mathematics
such as number, properties, operations and other related fields of interest and empower you
to find solutions to mathematical and even real-life problems involving sets or sets of
numbers.
In this module you will learn about sets and set operations and how to illustrate it
using Venn diagrams.

What I know

Let us find out how much you already know about the content of this module. Write the
letter that corresponds to your answer on a separate answer sheet. Take note of the items
that you were not able to answer correctly and find the right solution as you through this
module.
1. The set that contains the first five (5) whole numbers.
A. { 1,2,3,4,5} B. { 0,1,2,3,4} C. {2,3,4,5,6} D. { 0,1,2,3,4,5}
For items 2 to 4, let A denotes set A = {1, 4, 9, 16, 25}
2. Which of the following is an element of set A?
A. 0 B. 1 C. 2 D. 3
3. What is the cardinality of set A?
A. 1 B. 2 C. 5 D. 25
4. Which of the following is NOT a subset of set A?
A. { } B. { 1,4,16} C. { 1,2,3,4,5} D. { 1,4,9,16}

Grade 7 Mathematics 1
 Module 1: Introduction to Sets

5. Which of the following is NOT a well – defined set?

A. A set of well – written books C. A set of letters in the alphabet
B. A set of primary colors D. A set of months in a year
6. If set A = {5,7,9} and set B = {7,9}, what is A – B?
A. {5} B. {7} C. {8} D. {9}
7. Which of the following sets is a null set?
A. A set of natural numbers C. A set of odd integers between 0 and 10
B. A set of days in a week D. A set of college students In Dalaguete NHS
For numbers 8 and 9 , refer to the given sets below.
U = { counting numbers from 1 – 10}
A = { 1,3,5,7,9} C = { B,E,S,T}
B = { 2,4,6,8,10} D = { M,A,T,H}
8. What is C ∩ D?
A. { T} B. { 1,2,3,4,5} C. { 2,4,6,8,10} D. { B,E,S,T,M,A,T,H}
9. Which of the following illustrates A ∩ B ∩ U?
A. { } B. { 1,3,5,7,9} C. { 2,4,6,8,10} D. { 1,2,3,4,5,6,7,8,9,10}
10. If G = { t,h,e,y,s,a,i,d} and F = { d,a,i,s,y}, which of the following is F – G?
A. { } B.{t,h,e} C.{ d,a,i,s,y} D. { t,h,e,y,s,a,i,d}
11. If A is the set of letters of the English alphabet and B is the set of letters of the Filipino
alphabet, what is B – A?
A. { } B. { ñ, ng} C. { c,f,j,q,v,x,z} D. { a,b,c,……..x,y,z}

For numbers 12-15 A group of 100 students were asked if they like tennis, soccer and
volleyball.
Tennis
Soccer
14 12
7
15
9 6

20

Volleyball

12. How many students like to play both soccer and volleyball?
A. 20 B. 21 C. 22 D. 23
13. How many students like to play both tennis and soccer only?
A. 14 B. 16 C. 18 D. 20
14. How many students like to play tennis only?
A. 5 B. 6 C. 7 D. 9
15. How many students do not like all sports?
A. 16 B. 17 C. 19 D. 21

Grade 7 Mathematics 2
 Module 1: Introduction to Sets

Lesson: Introduction to Sets

What’s In

Study the illustrations below. Classify them according to its common characteristics
and uses.

DETOUR
1 3
STREET
CLOSED

P 4
Based on the illustrations, answer the following questions:
a. How many groups can be formed?
b. How did you classify them?
c. What are the common characteristics in each group?
d. How do you find the activity?

What’s New

Task 1: A. Consider the following figures. Write your answers in your notebook.

A B

1. How many members are there in group A? in Group B?

2. These objects have common characteristics; what are these characteristics?
3. What do you call these members of each group?

Grade 7 Mathematics 3
 Module 1: Introduction to Sets

Which of the following shows the combination of Set A and Set B?

1 2 3
Which of the following shows the common elements of Set A and B?

1 2 3
Task number 2:
A. Match the following visual representations to the word clues below. Draw your
answers in your notebook.

U A B A B
4, 6, 9

1, 2

A
A-B A
B
A

A’

Word clues:
1. Union / combination of elements 4. Intersection/common elements
2. Subsets 5. universal set
3. not in A 6. the difference of two sets

B. Use the given sets and complete the Venn diagram below using the clues at the left.
Let A = {1, 2, 3, 4, 5} and B = {1, 2, 6, 8, 9}
A B A B

Common
Elements in Elements Elements in
A not in B B not in A
in A and
B

Grade 7 Mathematics 4
 Module 1: Introduction to Sets

1. What elements may be found in the intersection of A and B?

2. How many elements can be found in the union of A and B? What are these elements?

Task 3: Shown in the table are the names of students in Colawin National High School
Special Program for the Arts (SPA) class by sets according to the definition of each
set. Use the guide at the left to complete the Venn diagram below.

A B C D
SPA-Dance SPA-Music SPA-Creative Don’t Choose
Writing Any
Ana Marcos Tuper Pina
Liza Tuper Arse Luis
Tuper Jasmin John Mars
Marcos Ara Sione

A A
Choose
Choose D
A only

Choose A Choose A
and C and B
Choose
A, B, C
Choose Choose
Choose B
C only and C B only B B
C C

1. How many groups are there in the survey? What are there distinct characteristics?
2. What do you call these groups? Can you name each group?
3. How many responded the survey? What do you call this number of students?
4. How many students did not choose any of the three Special Program for the Arts
classes? What do you call this group of students?
5. How many students choose all the three disciplines? How will you represent it?
6. How many students chose any of the three disciplines? How will you represent it?

What is It

A set must be well-defined, this means that our description of the elements of a set is
clear and unambiguous. For example, {collection of great people of the world} is not a set
because it is not clearly specified who are the great people that must be included in the set.
The members under a set are called the elements denoted by the symbol ∈. The number of
elements in each set is called the cardinality denoted by n.

A = {1, 2, 3, 4} n (A) = 4

Uppercase letters will be used to name sets and lowercase letters will be used to refer any
element of a set. There are two ways in writing a set.
Listing/roster method Rule method
B = {a, e ,i, o, u} B = {x/x are vowel letters in the English alphabet}
A = {1, 3, 5, 7, 9 } C = {x/x are odd numbers from 1 to 9}

Grade 7 Mathematics 5
 Module 1: Introduction to Sets

The elements of a set are also the subset of each set. A set A is said to be subset of
another set B if and only if every element of set A is also a part of other set B denoted by ‘⊆‘.
‘A ⊆ B ‘ denotes A is a subset of B.
When we know that A is a subset of B, we place the circle representing A inside the circle
representing B. For example, let A = { 1, 2, 3 }, and B = { 0, 1, 2, 3, 4 }. Then A is a subset of
B, as illustrated in the Venn diagram below.

U
B
0, 4
A
1, 2, 3

You can get the number of subsets by using the formula: 2n where n is the cardinality or
number of elements in each set.
Keep in mind : The empty set { } and the set itself is a subset to any set.
For example, A = {a, e ,i }
n (A) = 3 23= 2 x 2 x 2 = 8 subsets
The subsets are : { }, {a}, {e}, {i}, {a, e}, {a,i}, {e,i}, {a, e ,i }

This symbol { } means empty set another term for empty set is null set ∅.

Based on the previous activity,

A B

A B

Based on the figure above, A ∩ B = { , , }

AB= { , , , , , , }

The intersection of the sets A and B, denoted by A ∩ B is the set containing those
elements that belong to both A and B.
A ∩ B = {x | x ∈ A and B }
Sets whose intersection is an empty set are called disjoint sets.

Grade 7 Mathematics 6
 Module 1: Introduction to Sets

The union of sets A and B, denoted by A ∪ B, is the set that contains those elements
that belong to A, B or both.
A B = {x | x ∈ A or x ∈ B }
The cardinality (n) of the union of sets is given by the following equation:
n (A  B) = n(A) + n(B) - n(A ∩ B)
So, n (A  B) = (5 + 6) – 3 = 11 – 3 = 8
For task number 2 (A), the following shows the visual representations using Venn diagrams.

Subset Not in A
4, 6, 9 A

1, 2 A’

A Difference of sets
U Universal set
A-B A
B

A B Combination of
A B
Common elements/ union
elements/
intersection

For task number 2 (B), you need to identify the common elements in Set A and B
Let A = {1, 2, 3, 4,5}
B = {1, 2, 6, 8, 9}

A B A B

Elements in A Common Elements in B 3, 4, 5 6, 8, 9

not in B Elements not in A 1, 2

1. What elements are found in the intersection of A and B?

A ∩ B = {1, 2}
2. How many elements can be found in the union of A and B? What are these elements?
A B = {1, 2, 3, 4, 5, 6, 8, 9} ; n (A B) = 8

Keep in mind: The symbol “n” means cardinality of a set/the number of elements in each
set. This must not be written inside the braces { } . Only the elements must be written inside
the braces.
The Universal set 'U' is the set that contains all objects under consideration.
For example: C = {x/x are odd numbers from 1 to 9}; U = {1, 3, 5, 7, 9 }

Grade 7 Mathematics 7
 Module 1: Introduction to Sets

Sets and subsets may be represented using Venn diagrams. This diagram that shows all
possible logical relations between a finite collections of different sets.

A∩ B A  B

Intersection (∩) Union of sets (∪)

Looking back to task number 3:

A B C D
SPA-Dance SPA-Music SPA-Creative Don’t Choose
Writing Any
Ana Marcos Arse Pina
Liza Jasmin John Luis
Tuper Tuper Tuper Mars
Marcos Ara Sione

A A D
choose Ana,
choose D Pina
A only Liza
Luis
Mars
choose A choose A Marcos
and C and B Tuper
choose
A, B, C Arse,
choose John,
choose B choose Jasmin,
C only and C
Sione
B only B Ara B
C C

1. How many groups are there in the survey? What are their distinct characteristics?
There are four well-defined groups and they are classified according to their choices.
2. What do you call these groups? Can you name each group?
These groups are called sets. Set of students who belongs to SPA-dance, set of
students who belongs to SPA-music class, set of students who belongs to SPA-
creative writing class and set of students who do not belong to any of the three
classes.
3. How many students responded the survey? What do you call this number of students?
There are 12 students in the survey. These number of students is called the cardinality
of universal set or n (U). Thus, n(U) = 12.
4. How many students did not choose any of the three Special Program for the Arts
class? What do you call these students?
There are 3 students, these students are the complement of set n( A U B U C).

Grade 7 Mathematics 8
 Module 1: Introduction to Sets

5. How many students choose all the three disciplines? How will you represent it?
Only Tuper choose all the three disciplines. It represents n(A ∩ B ∩ C) = 1
The set difference of sets A and B, denoted A – B, is the set of all elements in A that are not
in B. In set builder notation, A – B = {x ∈ U : x ∈ A and x ∉ B}= A ∩ B'.
The Venn diagram for the set difference of sets A and B is shown below where the
shaded region represents A – B.

U
A
B
A-B

Example 1: Let A = {a, b, c, d} and B = {b, d, e}. Then A – B = {a, c} and B – A = {e}.
Example 2: Let G = {t, a, n} and H = {n, a, t}. Then G – H = ∅.

The complement of set A refers to elements not in A denoted by the symbol (‘). A’ can be
visualized in this diagram.
A

A’

Example 1: Let U = {a, e,i, o, u} and B = {i, e }. Then B’ = {a, o, u}

Example 2: Let U = {m, a, t, h } and A = {a, t}. Then A’ = {m, h}

Applying all the concepts from Task 1 to 3.

If U = {1, 2, 3, 4, 5, 6, 7,8, 9, 10 }
A = {1, 2, 8, 7, 9} B = {2, 4, 6} C = {1, 3, 5}

1. n(U) = 10 9. n(A U C) = 7
2. n(A) = 5 10. n (A U B U C) = 9
3. n(B) = 3 11. A ∩ B = {2}
4. n (C) = 3 12.B ∩ C = { }
5. A U B = {1, 2, 4, 6, 7, 8, 9} 13. A ∩ C = {1}
6. A U C = {1, 2, 3, 5, 7, 8, 9} 14. A ∩ B ∩ C = { }
7. A U B U C = {1, 2, 3, 4, 5, 6, 7, 8, 9} 15. n (A ∩ B ∩ C) = 0
8. n(A U B) = 7 16. (A ∩ B) U C = {1, 2, 3, 5}

What’s More

A. Independent Activity 1
Directions: Identify the following statements if its a set or not. Write the word S if it is a well-
defined group and NS if it is not.
_____________1. all objects that cover or protect the head.
_____________2. A collection of Disney characters.
_____________3. a group of beautiful students

Grade 7 Mathematics 9
 Module 1: Introduction to Sets
_____________4. days in a week
_____________5. a collection of small plants
_____________6. all vowels in the English alphabet
_____________7. colony of ants
_____________8. natural numbers from1 to 10
_____________9. 4P’s recipient in barangay Cantularoy
_____________10. collection of tall boys

B. Independent Assessment 1
Directions: Refer your answer to the puzzle board. Encircle the word found in the puzzle that
match the underlined statement in the illustration and write it on the space provided before
each number.
I N T E R S E C T I O N
N B U M X Q U N I O N Y
F B G L U H C B N A U R
I E O A L S T D S A N I
N E L Y A O J S L E I K
I C O M P L E M E N T B
T U N I V E R S A L N A
E D I F F E R E N C E Y

_____________ 1.) M = {s, a, f, e}, N = {s, e, a} then N ⊂ M.

_____________ 2.) U = {x/x are numbers between 1 and 9}, D = {2, 4, 6}
then D’ = {1, 3, 5, 7, 8, 9}.
_____________ 3.) H = {2, 4, 6, 8} & K = {3, 6, 9} then H ∩ K = {6}.
_____________ 4.) A = {x / x is a vowel letter in an English alphabet}
B = {x / x is a consonant letter in an English alphabet}
A U B = {x/x are letters an English alphabet}
_____________ 5.) A = {2, 4, 6} & B = {4, 8} then A – B = {2, 6}

C. Independent Activity 2
Directions: Fill up the table correctly according to its label in each column.
Refer your answer in this given set: U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10,12,
A = {2, 4, 6, 8, 10}, B = {3, 6, 9, 15}, C = {4, 8, 12, 16}, D = {5, 10, 15}

Phrase Symbol Illustration/Result

1. the difference of sets B and D
2. union of sets A and B
3. intersection of sets A and C
4. complement of set B
5. the cardinality of set D

D. Independent Assessment 2
Directions: Draw a Venn diagram from the given sets below. Write your answer in a separate
sheet of paper.
1. A = {1, 2, 3, 4}, B = {3, 4, 8}
2. B = {a, e, i, o, u}, C = {i, o, b}
3. R = {2, 3, 5 }, T= {6, 8, 9 }

Grade 7 Mathematics 10
 Module 1: Introduction to Sets

E. Independent Activity 3
Directions: Directions: Read and analyse each item carefully. Write the letter of your choice in
a separate sheet of paper.
1. What is cardinality of the set of odd integers less than 10?
a. 3 b. 3 c. 5 d. 20
2. Let A={1,2,5} and B={5,8,,9}. Which of the following shows (A U B)?
a. {1, 2, 5, 8, 9} b. {1, 2, 5 } c. {5, 8, 9} d. {1, 2, , 8, 9}
3. Which of the following two sets are disjoint?
a. {1, 3, 5} and {1, 3, 6} c. {1, 3, 5} and {2, 4, 6}
b. { 3, 5, 6} and { 3, 5, 6} d. { 1, 4, 3 } and { 3, 5, 6}
For numbers 4 – 5 refer to the illustration at the right.
4. What is n(A U B)’ ? A B
a. 20 c. 74
b. 40 d. 40
5. What is A ∩ B 6 34 40
a. 34 c. 40
b. 6 d. 20
20
F. Independent Assessment 3
Directions: Read and analyse each item carefully. Write the letter of your choice in a separate
sheet of paper.
1. The difference of {1, 2, 3, 4, 5 } and {1, 2, 3} is the set _________.
a. { 4 } b. {1, 2, 3} c. {4, 5} d. {1, 2, 3, 4, 5 }
2. Given Set X = {5, 12, 17, 29, 45}, Set Y = {1, 18, 17, 28}, and Set Z = {5, 8, 17, 23},
what is the solution to the following expression X ∩ Y ∩ Z?
a. { } b. {5, 8, 12} c. {17} d. {5, 8, 17}
For numbers 3-5 refer to the illustration at the right
3. What is the n (A U B U C) ?
a. 60 c. 61
A B
b. 62 d. 63 A B
4. How many respondents are there in the survey?
a. 66 c. 70 17 20
8
10
b. 67 d. 72 6
2 4
5. What is the n(A ∩ B ∩ C) ?
a. 2 b. 4 c. 6 d. 7 3
C
7

What I Have Learned

1. In your own opinion, what is the best way to represent sets? Why?

2. If given a chance to share your learnings about sets, how will you
integrate it to your real-life experiences?

Grade 7 Mathematics 11
 Module 1: Introduction to Sets

What I can Do

Directions: Read and analyse each situation below and answer the questions that follow.
A. In preparation of the opening of classes, a certain school conducted a survey as to
what modality of learning each 100 enrolees are in favour of. The results are shown
below.

Modular Online
Questions:
1. If you are to choose among the three
modalities, what would it be? Why? 6
2. How many students did not choose any 42 10
of the three learning modalities?
2
3. How did you get it?
5
4. What is the most favourable modality 12
learning based from the survey result?
Why?
9
5. What does this survey result imply?
14

Television/Radio

B. A survey was made among the 90 students in Tubigon West National High School, the
results are illustrated below:
Water Softdrinks

1. If you are to choose, which would you prefer?

Why?
2. How many of the students prefer both water
30 12
and soft drinks? softdrinks only? water only? 48
3. If given a chance to talk to students who
prefer drinking softdrinks what would you say?
Why?

Assessment

Directions: Read and analyse each item carefully. Write your answer on a separate sheet of
paper.
1. If B = { n,u,e,l} and B U C = { i,m,a,n,u,e,l}, which of the following is C?
A.{m,i,l,k} B. { m,i,n,t} C. {c,l,a,i,m} D. { e,m,a,i,l}
2. If G = { t,h,e,y,s,a,i,d} and F = { d,a,i,s,y}, which of the following is F – G?
A. { } B.{t,h,e} C.{ d,a,i,s,y} D. { t,h,e,y,s,a,i,d}
3. If A is the set of letters of the English alphabet and B is the set of letters of the Filipino
alphabet, what is B – A?
A.{ } B. { ñ, ng} C. { c,f,j,q,v,x,z} D. { a,b,c,……..x,y,z}

Grade 7 Mathematics 12
 Module 1: Introduction to Sets

4. What do you call the combination of the elements in the given sets to form a new
set?
A. Complement of a set C.Union of sets
B. Intersection of sets D. None of these
5. What is known as the common elements of the given sets?
A. Complement of a set C. Union of sets
B. Intersection of sets D. None of these
For numbers 6-9 refer to figure below:
A group of 100 students were asked whether they like pizza or burger. The result is
shown at the right.
pizza burger
5. How many students like pizza only?
a. 10 b. 30 c. 40 d. 50
6. How many students don’t like any of the
10 20 30
two types of foods ?
a. 40 b. 50 c. 60 d. 70 40
8. How many students like both pizza and burger?
a. 10 b. 20 c. 30 d. 50
9. What is the cardinality of the universal set in the survey? 40
a. 60 b. 70 c. 80 d. 100
For numbers 10-12 refer to the figure below:
In a certain university, a survey of enrolment in three subjects were conducted. The
result is shown in the diagram below.
10. How many of the students did not enrol in
any of the three subjects? Chemistry ( C ) Physics (P)
a. 0 b. 5 c. 10 d. 15
11. What is the n (C ∩ P ∩ B) ? 40 15
a. 0 b. 1 c. 2 d. 3 15
12. How are you going to get the n (U) of the set
at right? 5 10
a. add all the values in each region
b. add regions in sets C and P
15
c. add regions in sets P and B
d. add regions in sets C and B
Biology (B)
13. Which of the following is NOT a set?
a. collection of nursery books c. group of tall boys
b. days in a week d. group of Grade-7 students
14. Which of the following CORRECTLY shows the relationship of these sets:
A ={1, 2, 3, 4 }; B = {3, 4, 5, 6 } ?
a. b. c. d.
A B A B A B A B

1, 2 3, 4 5, 6 3 4 6
1, 2 5, 6 1, 2 5, 6 3, 4
2

15. How many subsets are there in {m, a, t, h}?

a. 8 b. 16 c. 32 d.

Grade 7 Mathematics 13
 Module 1: Introduction to Sets

Additional Activities

My Story
Create your own story about this diagram. Make your story simple and integrate it to real-
life experiences. Answer the questions that follow. Write your story on a short bond paper.
B A
1. How did you create your story?
2. Do you think you have the same story with your classmates? 4
3. Is your story lifelike? Why? 8
5
2
6
3

Rubrics for My Story:

Criteria Exemplary (4) Satisfactory (3) Developing (2) Beginning (1)

Accuracy All the Most of the Some of the Nothing of the
information in information in information in information in
the Venn the Venn the Venn the Venn
diagram are diagram are diagram are diagram is
correctly used. correctly used correctly used. correctly used.
Originality The output The output Uses other Uses other
shows all shows some people’s ideas people’s ideas
original original and thoughts. and thoughts but
thoughts. Ideas thoughts. It There is a slight does not give
are imaginative shows new evidence of them credit.
and inventive. ideas and original thinking
insights.
Neatness Exceptionally Relatively neat Some words are Appears messy
well-designed, and readable. not readable and and not
neat and well-written readable
readable.

Grade 7 Mathematics 14
 Module 1: Introduction to Sets

Grade 7 Mathematics 15
 Module 1: Introduction to Sets

References:
Aseron, Elizabeth R., Angelo D. Armas, Allan M. Canonigo, Jasmin T. Dullete, Flordeliza
F. Francisco, Ph.D., Ian June L. Garces, Ph.D.,Eugenia V. Guerra, Phoebe V.
Guerra, Almira D. Lacsina, Rhett Anthony C. Latonio, Lambert G. Quesada, Ma.
Christy R. Reyes, Rechilda P. Villame, Debbie Marie B. Verzosa, Ph.D., and
Catherine P. Vistro-Yu, Ph.D.Mathematics 7 Teacher’s Guide. Department of
Education, 2013.
Aseron, Elizabeth R., Angelo D. Armas, Allan M. Canonigo, Jasmin T. Dullete, Flordeliza
F. Francisco, Ph.D., Ian June L. Garces, Ph.D.,Eugenia V. Guerra, Phoebe V.
Guerra, Almira D. Lacsina, Rhett Anthony C. Latonio, Lambert G. Quesada, Ma.
Christy R. Reyes, Rechilda P. Villame, Debbie Marie B. Verzosa, Ph.D., and
Catherine P. Vistro-Yu, Ph.D.Mathematics 7 Leaner’s Material. Department of
Education, 2013.

Ulpina, Jisela N.,Edna D. Licardo. Math Builders. JO-ES Publishing House, Inc., 2014.

Grade 7 Mathematics 16
 Module 1: Introduction to Sets

For inquiries and feedback, please write or call:

Department of Education – (Bureau/ Office)

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.phDepartment of
Education – (Bureau/ Office)