7 Quarter I

Solving Problems Involving Sets

with the Use of Venn Diagram
M7NS-Ib-2

Government Property
NOT FOR SALE
Mathematics – Grade 7
Quarter 1 – Module 1: Solving Problems Involving Sets
with the Use of Venn Diagram

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Published by the Department of Education - Region III

Secretary: Leonor M Briones
Undersecretary: Analyn M. Sevilla
Assistant Secretary: Alberto T. Escobarte
Development Team of the Module

Writer: Editha Jose Quito

Illustrator: Editha Jose Quito
Layout Artist: Editha Jose Quito

Management Team:

Nicolas T. Capulong, PhD., CESO V

Director III OIC, Office of the Regional Director, and concurrent OIC, Office of the School Division
Superintendent

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EPS - Division ADM Coordinator

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Glenda S. Constantino
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Mathematics – Grade 7 Supplementary Learning Resource
 7

Math
Quarter I
Solving Problems Involving Sets
with the Use of Venn Diagram
M7NS-Ib-2
Introductory Message
For the facilitator:
Welcome to the Mathematics 7 Project CAP-LRE Supplementary Learning Resource Solving
Problems Involving Sets with the Use of Venn Diagram

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities
at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also need to
keep track of the learners’ progress while allowing them to manage their own learning. Furthermore,
you are expected to encourage and assist the learners as they do the tasks included in the module.
For the learners:
Welcome to the Mathematics 7 Project CAP-LRE Supplementary Learning Resource on
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:

This will give you an idea of the skills or competencies

you are expected to learn in the module.
What I Need to
Know
This part includes an activity that aims to check what
you already know about the lesson to take. If you get
What I Know all the answers correct (100%), you may decide to skip
this module.

This is a brief drill or review to help you link the current

What’s In lesson with the previous one.

In this portion, the new lesson will be introduced to you

 What’s New in various ways such as a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the lesson.

What is it This aims to help you discover and understand new
concepts and skills.

This comprises activities for independent practice to

solidify your understanding and skills of the topic. You
What’s More may check the answers to the exercises using the
Answer Key at the end of the module.

What I Have This includes questions or blank sentence/paragraph to

Learned be filled in to process what you learned from the
lesson.

This section provides an activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment mastery in achieving the learning competency.

Additional Activity In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned.

This contains answers to all activities in the module.

Answer Key

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 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’re through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your
teacher/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
 This module provides varied activities that will help you learn about
Set.
  At the end of this module, you are expected to:

 define Venn diagram and use venn diagram to write a set

notation formula;

 identify the steps in solving problems involving sets with the use
of Venn diagram; and

 apply the steps in solving problems involving sets with the use
of Venn diagram.

Like Dancing Like Singing

Rose Jose

Angelie Nad Charmaine

Rick Bert Peter

Ian

Shown in the Venn diagram below are names of students of a high school class by sets

according to the definition of each set.

Answer the following questions. You will get 1 point for each name that you will answer

correctly.

1. Who among the students like dancing only?

2. Who among the students like singing only?

3. Who among the students both like singing and dancing?

4. Who among the students like dancing?

 1

Can you guess the name of the person in the picture? To find the answer,

you can use the given clue and arrange the jumbled letters.

Clue:

He was an English mathematician,

logician and philosopher noted for

introducing the Venn diagram, used

in the fields of set theory, probability, logic,

statistics, competition math, and

computer science.

HJNO NEVN

___ ___ ___ ___ ___ ___ ___ ___

We are here to share to

you some knowledge
Hi, Good about solving problems
day! I am involving sets with the use
Venn of Venn Diagram And I am Tinn

To start with, do you

know the
mathematician in
your previous
activity? Who is he?

Just read and

understand our
lesson.
 Venn diagrams use circles to represent sets
2 and to illustrate the relationship between the sets.

The areas where the circles overlap represent commonality between the sets. In Mathematics, Venn

diagrams are used to analyze known information obtained from surveys, data reports, and tables.

Study the Venn diagrams below and their corresponding set notation formula.

1. 2.

The shaded region is the intersection The shaded region is the union

of A and B. So, A ∩ B. of A and B. So, A U B

3. 4.

The shaded region does not include The shaded region does not include

any elements of A. So, A’. any elements of A and B. So, (A B)’.

5.

The shaded region does not include any elements

that belong to both A and B. So, (A ∩ B)’.

Activity 1
3
Write a set notation formula to describe the shaded region.
1. 2.

________________________________ ________________________________

3. 4.

________________________________ _______________________________

5.

________________________________

Activity 2
Shade the region in the Venn diagram that is described by the set notation formula

M N M N

1. M∪N 4
2. (M∪N)’

3. U 4. U 5. U
4
M N M M N
 O

M∩ N ∩O M’ (M∩N)’

In solving problems involving sets with the use of Venn diagram, different steps

must be followed. These are:

Step 1: GIVEN (Identify the given.)

Step 2: SETS (Identify the number of sets to be used.)

Step 3: DRAW (Draw the Venn diagram using the given data.)

Step 4: ANSWER (Answer the questions.)

Illustrative Example 1

A class of 38 students from Grade 7 were surveyed and asked if they have

cats or dogs at home. Ten students said that they have a dog only. Eight students

said that they have a cat only. Fourteen students said that they have both a cat

and a dog. Six students said that they don’t have either a cat or a dog.

Questions:

a. How many students have a dog?

b. How many students have a cat?

c. How many students have both a cat and a dog?

d. How many students don’t have either a cat or a dog?

Solution:
5
 Step 1: GIVEN (Identify the given.)

38 – total number of students from Grade 7

10 – students who have a dog

8 – students who have a cat

14 – students who have both a dog and a cat

6 – students who don’t have a dog or a cat

Step 2: SETS (Identify the number of sets to be used.)

There are two (2) sets specified in the problem, a dog and a cat.

Step 3: DRAW (Draw the Venn diagram using the given data.)

U Dog Cat

10
14 8

Step 4: ANSWER (Answer the questions.)

a. How many students have a dog? 10 + 14 = 24

b. How many students have a cat? 14 + 8 = 22

c. How many students have both a cat and a dog? 14

d. How many students don’t have either a cat or a dog? 6

Illustrative Example 2

One hundred twenty coffee drinkers were asked whether they used cream or

sugar in their coffee. Fifty-five of them used sugar. Thirty-six of them used cream.

Sixteen of them used both sugar and cream.

Questions:

a. How many coffee drinkers used sugar?

b. How many coffee drinkers used sugar but not cream?

c. How many coffee drinkers used cream?

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d. How many coffee drinkers used cream but not sugar?

Solution:

Step 1: GIVEN (Identify the given.)

120 – total number of coffee drinkers

55 – coffee drinkers who used sugar

36 – coffee drinkers who used cream

16 – coffee drinkers who both used sugar and cream

Step 2: SETS (Identify the number of sets to be used.)

There are two (2) sets specified in the problem, cream and sugar.

Step 3: DRAW (Draw the Venn diagram using the given data.)

U Cream Sugar

36
16 55

Step 4: ANSWER (Answer the questions.)

a. How many coffee drinkers used sugar? 55 + 16 = 71

b. How many coffee drinkers used sugar but not cream? 55

c. How many coffee drinkers used cream? 36 + 16 = 52

d. How many coffee drinkers used cream but not sugar? 36

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Independent Activity 1

A group of students were asked in which subject they excel more, English

or Mathematics. The results can be seen in the given Venn diagram. Use the

information

in the Venn diagram to tell whether each statement is True or False.

1. 5 students excel in English

2. 5 students excel in English but not in Mathematics U English

Mathematics
5
3 6
3. 3 students excel both in English and Mathematics

4. 14 students don’t excel neither in English nor

in Mathematics 12

5. 14 students excel in English or in Mathematics

Independent Assessment 1

A number of students in a class who take Algebra and Geometry classes

were shown in the given Venn diagram. Use the information in the Venn diagram to

tell whether each statement is True or False.

___1. 12 students take Geometry classes

___2. 18 students take Algebra classes U Algebra Geometry

___3. 10 students take both Geometry and Algebra 8

10 12
classes

___4. 10 students don’t take neither Geometry 8

nor Algebra

___5. There were 38 students in the class.

Independent Activity 2 8

1. We asked a group of 50 people whether they have Carinderia A

eaten in Carinderia A or in Carinderia B. Ten people

answered that they have never eaten neither in

Carinderia A nor in Carinderia B at all. Twenty Carinderia B

peoplehave eaten both in Carinderia A and

Carinderia B and 12 people have eaten only in Carinderia A.

2.We asked 30 students on which subject they Algebra Geometry

excel more, Algebra or Geometry. Ten students said

that they both excel in Algebra and in Geometry.

Four students said that they excel more in Geometry.

Six students said that they excel more in Algebra but not in Geometry.

3.We surveyed 100 students whether they take

music and dance classes. Twenty students take both Music Dance

classes. Twenty students answered that they don’t

take neither music nor dance. Thirty students

said that they take music classes but not dance.

Independent Assessment 2

1.We asked 200 people whether they like Puto and Suman for merienda. Forty

people

answered that they don’t like neither Puto nor Suman. One hundred people said

that they like both Puto and Suman and 20 likes only Suman.

2.We asked 50 school kids whether they like drawing and coloring. Twenty kids like

both drawing and coloring and 10 said they only like drawing. Ten of the kids

said

that they don’t like either of the two.

3.We asked 500 game fanatics whether they like the classics Pacman and Super

Mario. Two hundred gamers like both games. One hundred gamers don’t like

either

of the games. One hundred of the gamers likes Pacman but not Super Mario.

You have learned how to solve problems involving sets using a Venn

Diagram. As you go through, keep on thinking of the answer of the question: How

can a Venn Diagram used in solving problems involving sets in real life? Write

your answer below by plotting your ideas.

I have learned that … ____________________

___________________ ____________________
______________________________ ____________________
______________________________ ____________________
______________________________
____________________
______________________________
____________________
______________________________
____________________
______________________________
____________________
______________________________

______________________________ ____________________
______________________________ ____________________

Your goal in this section is to apply your learning in real life situations. You will be

given a practical task that will demonstrate your understanding in the lessons.

Thirty-seven students were asked if they had been to a basketball or a soccer

game this year. Twelve students said they had been in soccer only. Sixteen

students answered that they had been in basketball only. Four of them replied that

they had both been in basketball and in soccer this year. How many students had

been to both basketball and soccer games?

Apply the steps in solving problems involving sets with the use of Venn

diagram to solve the given problems below.

1. Twenty-six students were asked if they use cellphone or laptop as their learning

material. Fourteen of the students use cellphone. Ten of them use laptops. Eight

used both cellphone and laptop. How many students used cellphone but not

laptop?

2. Forty-three students in theater were asked whether they were in the Drama club

or Music club. Nine of them were in the Drama club only. Seven of them were

in the Music club only. Fifteen of them were both in Drama club and in Music

club. Twelve of the students were not in either Drama club or in Music club.

How many students were in Drama club only?.

3.A chocolate manufacturer conducted a survey among visitors to find which flavor

of chocolate was more popular, milk chocolate or dark chocolate. One hundred

seven of the visitors preferred milk chocolate. Eighty-four of them preferred dark

chocolate and 31 preferred both milk chocolate and dark chocolate. What is the

total number of visitors who took part in the survey?

 11
Read carefully, understand and understand the problem below.

Problem: A survey of 126 children was taken with regards to what they

drink at home, milk or juice. Ninety-two of them said they drink milk. Sixty-

eight of them drink juice. Forty-seven of them drink milk and juice. How
29
many children drink milk?

What I Have Learned What’s More

I have learned that solving problems involving sets using a Venn Independent Activity 1 Independent Assessment 1
Diagram can be easily solved by following the steps. 1. False 1. False
The steps in solving problems using a Venn Diagram are: Given, 2. True 2. True
Sets, Draw and Ansswer. 3. True 3. True
4. False 4. False
What Can I Do 5. True 5. True
4
Activity 2
1. 2, 3.
Assessment
1. 24
2. 6
3. 160 M N

Additional Activity
92
4. 5.

M N
M N M N
O

Independent Activity 2 What I Know

Pacman Super Mario Drawing Coloring Puto Suman 1. Rose, Angelie, Ric (3 points)
2. Jose, Charmaine, Peter (3 points)
100 200 100 10 20 10 40 100 20 3. Nad, Bert, Ian (3 points)
100 10 40 4. Rose, Angelie, Ric, Nad, Bert, Ian (6 points)

What’s In
Independent Assezsment 2 JOHN VENN
Music Dance Algebra Geometry Carinderia A Carinderia B
What’s New
30 20 30 6 10 4 Activity 1
12 20 8
10 10
20
1. X’ 4. (X ∩ Y)’
2. (X U Y)’ 5. X U Y
3. X ∩ Y
 1. D 6. B

2.  C 7. D

3.  A 8. B

4.  D 9. A

5.  A 10. D

References 12
Mathinenglish.com. 2020. Printable Grade 6 Math Worksheets Based On The Singapore Math
Curriculum.. [online] Available at: <https://www.mathinenglish.com/worksheetsgrade6.
php?tid=360000> [Accessed 15 July 2020].
Mathworksheets4kids.com. 2020. Venn Diagram Word Problems Worksheets: Two Sets. [online]
Available at: <https://www.mathworksheets4kids.com/venn-diagram-word-problemstwo-
sets.php> [Accessed 15 July 2020].
Pinterest. 2020. Venn Diagram Word Problems – No Universal Set. I Venn Diagram, Word Problem
Worksheets, WordProblems.[online] Availableat: http://.pinterest.ph/pin/48624870960496315/
[Accessed 5 July 2020].
En.m.wikipedia.org. 2020. John Venn. [online] Available at: <https://en.m.wikipedia.org/wiki/
John_Venn> [Accessed 15 July 2020].
Math Worksheet 4 Kids. 2020. Venn Diagram Word Problems With Answers. [online] Available at:
https://www.mathworksheets4kids.com/Venn-Diagram-Word-Problems-Three-Sets.Php
[Accessed 5 July 2020]
Passyworldofmathematics.com. 2020. VennDiagramWordProblems| Passy’sWorldOfMathematics.
[online] Available at: <http://passyworldofmathematics.com/venn-diagram-word-problems/>
[Accessed 5 July 2020].

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