FIRST QUARTER: UNIT TITLE: TIME FRAME:

SETS AND SET OPERATION

CONTENT STANDARDS: PERFORMANCE STANDARDS:

The learner demonstrates understanding of key
concepts and the real number system.
ESSENTIAL UNDERSTANDINGS:
Students will understand that…
1. That the set operations help facilitate the
solutions to real-life problems
2. Understanding mathematical relationships
allows us to make predictions, calculate and model
unknown quantities.
3. Proportional relationships express how
quantities change in relationship to each other.
The learner is able to formulate challenging
situations involving sets and real numbers and
solve these in a variety of strategies.
ESSENTIAL QUESTIONS:
Students will keep considering the following
questions:
1. How can set operations facilitate the solutions to
real-life problems?
2.When is a relationship proportional?
3. How can proportions increase our
understanding of the real world?

LESSON 2: WORD PROBLEMS INVOLVING SETS

No. of Days: _____________

Inclusive Dates: _____________
Section/s: Campos

LEARNING COMPETENCIES:
The learner is able to:

1. solve problems involving sets with the use of Venn Diagram (MELCs)

LEARNING TARGETS:

1. I can use Venn Diagrams to illustrate the union and intersection of sets;

2. I can solve word problems involving sets using a Venn diagram; and

3. I can apply the concept of set operations to solve a variety of words problems.

VALUES INTEGRATION:
Students will be able to independently use their learning to…

1. Patience and focus in doing assigned task (T)

2. Respect for established rules and procedure (T)

3. Manifest perseverance despite difficulties (T)

INSTITUTIONAL CORE VALUES FORMATION

 Disciplined, self-reliant, creative, productive, and intelligent individuals.
 Social Growth
 Fully trained and skilled individuals in response to global competitiveness
 Critical thinker
 EXPLORE
1. Activity 2: Individual Worksheet

Let us test your knowledge about the different set operations by finding the followings sets given
U = {x | x is a counting number until 15}
A = {y | y is an odd number until 15}
B = {z | z is a prime number less than 15}
C = {a | a is an even number less than 15}

1. A’ _________________________
2. A ∩ B _________________________
3. B ∪ C _________________________
4. A’ ∩ B’ _________________________

2. Let the students analyze the question below and try to solve:

In a class of 40 students, 17 have ridden an airplane, 28 have ridden a boat, 10 have ridden a train, 12
have ridden both an airplane and a boat, 3 have ridden a train only, and 4 have ridden an airplane only.
Some students in the class have not ridden any of the three modes of transportation and an equal number
have taken all three.

a. How many students have used all three modes of transportation?

b. How many students have taken only the boat?

The teacher will allow the students to try and write their own solutions.

FIRM UP

3. DISCUSSION:

The teacher will give examples and will discuss problem involving sets.

Venn diagrams can be used to solve word problems involving union and intersection of sets. Here are
some worked out examples:

1. A group of 25 high school students was asked whether they use either Facebook or Twitter or both.
Fifteen of these students use Facebook, and twelve use Twitter.

a. How many uses Facebook only?

b. How many uses Twitter only?

c. How many uses both social networking sites?

Solution:

Let S1 = set of students who use Facebook only

S2 = set of students who use both social networking sites

S3 = set of students who use Twitter only

2. A group of 50 students went on a tour to Palawan. Out of the 50 students, 24 joined the trip to Coron;
18 went to Tubbataha Reef; 20 visited El Nido; 12 made a trip to Coron and Tubbataha Reef; 15 saw
Tubbataha Reef and El Nido; 11 made a trip to Coron and El Nido, and 10 saw the three tourist spots.

a. How many of the students went to Coron only?

b. How many of the students went to Tubbataha Reef only?

c. How many joined the El Nido trip only?

d. How many did not go to any of the tourist spots?

Solution:

To solve this problem, let

P1 = students who saw the three tourist spots
P2 = those who visited Coron only
P3 = those who saw Tubbataha Reef only
P4 = those who joined the El Nido trip only
P5 = those who visited Coron and Tubbataha Reef only
P6 = those who joined the Tubbataha Reef and El Nido trip only
P7 = those who saw Coron and El Nido only
P8 = those who did not see any of the three tourist spots
The teacher will be giving more examples to the students.
4. Activity 2: Individual Worksheet (Venn Diagram)
The teacher will give a question and the students will answer the question explaining how did the come
up with that solution.

In a class of students every student participates in the soccer team or the debate team. 10 students only
participate in the debate team, 31 students only participate in the soccer team and 12 participate in both
teams. How many students are there in a class?

Question: How many students are there in a class?

5. Word Problem Solving Activity

Work textbook Quarter 1Module 1
Guided Activity and Independent Activity
Page 18 - 19

DEEPEN

Real-Life Application

6. Practice Exercises: Skill booster Activity

5. Among the 70 kids in Barangay Magana, 53 like eating in Jollibee, while 42 like eating in
McDonalds. How many like eating both in Jollibee and McDonalds? In Jollibee only? In
McDonalds only?
6. In this lesson, you were able to apply what you have learned about sets, the use of a Venn diagram,
and set operations in solving word problems.

Answer the following question to summarize what you have learned from the topic.

1. What is a set?

2. How do you determine the subset/s of a given set?

3. Define and draw the following set operation using a Venn Diagram.
a) Difference of a set
b) Complement of a set
c) Union of two sets
d) Intersection of two sets

7. RATE YOURSELF!
 TRANSFER
G-oal – To know the interest of your friends
R-ole – You are a researcher. The reflection that you will create should highlight your positive
traits, skills, talents, and character.
A-udience – classmate, teacher
S-ituation – You are tasked to determine the interest of your 30 friends in your batch.
P-roduct – Creating a Video / Vlog or PowerPoint Presentation
S-tandards – Content, Presentation, and Creativity
Rubric for the Get to Know your Friends
Category 4 3 2 1
Content The content fully The content clearly The content The content
and eloquently articulates explains displays errors in
articulates mathematical mathematical the knowledge of
mathematical concept. concepts without mathematical
concept. It difficulty, but concept.
develops expresses ideas in
connections among basic form.
mathematical
concepts.
Presentation The presentation The presentation has The presentation The presentation
has clearly defined a clearly defined has a recognizable has no clearly
structure with structure with some structure with an defined structure,
elegant transitions, clear transitions, and introduction and or the structure is
and an effective a logical conclusion. disorganized.
introduction and introduction and
conclusion. conclusion.
Creativity The representations The representations The The
are clear and are clear and representations representations are
appropriate, with appropriate, with are clear and inappropriate or
explanations of explanations of appropriate, but unclear.
significant significant elements. no connections
elements. It clearly It mentions are made between
explains connections among representations.
connections among mathematical
mathematical representations.
representations.

Teacher’s/Principal’s Note: Prepared by:

MS. EMMARY ADELAIDE I. CANDA
Math Teacher
Checked by:

MR. RICO G. PALMA

Subject Coordinator

Noted by:

MR. JIMBOY GOMEZ

Junior High School Coordinator
Date: __________________________

MRS. EMELYNA B. LEGASPI, MAED

School Principal