Mathematics

Quarter 1 – Module 1:
Numbers and Number Sense:
Set

Department of Education • Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 1: Numbers and Number Sense: Sets
First Edition, 2020

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Published by the Department of Education Secretary:

Undersecretary: Assistant
Secretary:

Development Team of the Module

Authors: Cristine F. Norombaba and Maria Rhodora S. Ricablanca

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Printed in the Philippines by ________________________

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 7

Mathematics
Quarter 1 – Module 1:
Numbers and Number Sense:
Sets

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

(As partners (teacher, parents, adult) in educating the 21 st Century learners, this
module was crafted to ensure the right of every child to education amidst the
pandemic or health crisis our country and the rest of the world is facing right now.
You as facilitator, need to guide the learners who will undergo this modular
instruction or independent study on the key concepts and principles of Numbers and
Number Sense on Sets. This topic follows the Grade 7 Definitive Budget of Work
(DBOW) based on the K to 12 BASIC EDUCATION CURRICULUM. Since minimal
assistance will be expected from you, clear instructions on how to use the module
should be established to the learners. Such directives are students’ to use pen and
paper in answering the pre-test, self-check exercises, and post-test; to read and
understand thoroughly every section of this module; to follow directions indicated in
every activity and to determinedly solve mathematical problems herein provided. You
are also task to provide relevant feedback to enlighten students that their effort is not
wasted.)

For the learner:

(This module was written for you to use as a guide to master lessons as part of the
Numbers and Number Sense topics. In every lesson, read each section carefully and
pay special attention to the activities and work them out yourself using pen and
paper. Mathematics is a problem-solving art and to master the subject you must
solve lots of problems. Do as many of the exercises as you can. Do not give up on a
problem. Instead, struggle with it until you solve it. Compare your solution with the
answer key that can be found at the end of every lesson. Once you have done this a
few times you will begin to understand what each lesson is all about.)

2
 What I Need to Know

This module was carefully created to ensure that you will be able to
understand and enjoy the lessons herein presented. It was prepared to help you
gain complete mastery of the key concepts and principles of Numbers and Number
Sense on Sets. This will serve as a learning platform consists of pre-test,
discussions, guided activities, real-life applications, assessment, and other related
facts about the lesson. This self-learning kit will help you realize the importance of
Set Theory in our daily lives.

CONTENT STANDARDS: The learners demonstrate understanding of key concepts of

sets and the real number system.

PERFORMANCE STANDARDS: The learners can formulate challenging

situations involving sets and real numbers and solve these in a variety of strategies.

The module is divided into four lessons with its corresponding sub-topics, namely:

• Lesson 1 – Sets: An Introduction

➢ Lesson 1.1 – Terminologies: Well-defined Sets, Subsets, Universal Set,
Null Set and Cardinality of Sets
➢ Lesson 1.2 – Well-defined Cardinality of Sets

After exploring this module, you are expected to:

1. describe well-defined sets, subsets, universal sets, null set and cardinality
of sets;
2. describe well-defined cardinality of sets;

3
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. The set of all possible elements of any set used in the problem is ______________.
A. Null Set C. Universal Set
B. Subset D. Well-defined Set

2. List all the elements in set B = {x|x is a letter in the word “FREE”}
A. B = {F, R, E} C. B = {F, R}
B. B = {F, R, E, E} D. B = ∅

3. Describe the given set in words: {2, 3, 5, 7, 11, 13, 17}.

A. {set of prime numbers from 2 to 17}
B. {set of prime numbers less than 17}
C. {set of odd numbers less than 20}
D. {set of whole numbers less than 20}

4. Write in roster form: {prime factors of 20}.

A. {1, 2, 4, 5, 10} C. {2, 4, 5}
B. {2, 4, 5, 10} D. {2, 5}

5. What method describes set A = {x|x is a counting number less than 10}?
A. Listing Method C. Roster Form
B. Set-Builder Form D. Verbal Method

6. How many subsets does a set of five elements have?

A. 4 B. 8 C. 16 D. 32

7. Can you identify which is NOT a subset of the Universal Set = {1, 2, 3, 4, 5} and
why?
A. Set M = {5, 4, 3, 2, 1}, because this set is equal to U.
B. Set N = {1, 4, 3}, because in this set all the elements are contained in U.
C. Set O = {2, 4, 6}, because there is one element in this set that is not in U.
D. Set P = ф because this set is a null set/empty set.

8. Which word completes the statement correctly? {6} ____ {1, 3, 6}

A. ∈ B. ⊂ C. = D. ⊄

9. How would you change the statement, “A set of tall PBA players”, into well-defined
set?

4
 A. A set of gigantic PBA players
B. A set of oversize PBA players
C. A set of PBA players whose height is 7 feet tall
D. A set of PBA players whose height is extremely tall

10.Which of the following is an empty set?

A. A set of birds that cannot fly
B. A set of whole numbers less than 1
C. A set of primary and secondary colors
D. A set of months with more than 31 days

11.Which of the following has the least cardinal number?

A. E = {x|x is a month that starts with A}
B. F = {x|x is a vowel in the word LOVE}
C. G = {x|x is a rational number}
D. H = {x|x is a day in a week}

12.Which of the following is a power set of M = {®, ©}?

A. P(M) = { {}}
B. P(M) = { { }, {®}, {©} }
C. P(M) = { {®}, {©}, {®, ©} }
D. P(M) = { { }, {®}, {©}, {®, ©} }

13.Which of these subsets is NOT a proper subset of D = {1, 2, 3}?

A. {1} C. {1, 2, 3}
B. {1, 2} D. {2, 3}

14.Given S = {apple, aratilis, atis, avocado}, determine the n(S)?

A. {aratilis, atis, apple, avocado }
B. 4
C. aratilis, apricot, atis & avocado
D. Ø

15. Which of the following is TRUE?

A. The set of vowels in the word PLANET is an empty set.
B. Empty set is not a subset of every set.
C. 12 of the set of multiples of 6.
D. {0} represents a null set.

5
 Lesson Sets: An Introduction

1.1
Terminologies: Well-defined Sets, Subsets, Universal Set, Null Set
and Cardinality of Sets

During the Enhanced Community Quarantine (ECQ) in the Philippines, many

people were ordered to stay at home to avoid being infected with the Corona Virus
Disease 2019 (Covid-19). With lack of things to do, some individuals decided to sort
and organize things in their homes like their closets and rooms. Some even started
to have their backyard garden. Making plots, separating the edible plants like fruits
and vegetables from the ornamental and herbal plants in preparation for the worst
case scenario of scarcity of food. Even during the pandemic Covid-19, patients were
also labelled as Persons Under Investigation (PUI), Persons Under Monitoring (PUM)
and Confirmed. The Department of Health (DOH) later changed the Covid-19
classifications into Suspect, Probable and Confirmed. It is really human nature to
group things. But the big question is how do we categorize objects? What will be
our basis in sorting out things?

6
 What’s In

Even before going to school, children have a distinctive understanding of

collecting their favorite objects especially their toys. Do you have that kind of
natural desire too? The most basic mathematical concept that preschoolers and
elementary learners acquired in school was the experience of grouping things. Can
you still recall the factors to be considered in doing this? You learned that grouping
of things will be based on characteristics of things being the same. What parts of
the body will help you in your quest for sorting out things? How do these parts
collaborate? What do you call these groups once they are classified?

Notes to the Teacher

Remind the students to distinguish and remember the various sets terminologies and
the underlying concepts, symbols and notations behind each term. Different activities
were prepared so that the learners will be able to independently learn the lesson. Your
task is to aid the students before the opening activity by providing easy to follow
directions or guidelines. You also need to prepare them to the next topic wherein the
concepts of sets will be a prerequisite and this will be realized if the students will be
motivated by you to master the lessons.

7
 What’s New

Activity 1: We Set as One!

A family for Filipinos means the world. The welfare of a wife, child, father,
mother, brother, or sister is paramount in any Filipino’s mind, a gritty yet devoted few
would deem their purpose and mission to serve the greater many as their calling. Call
them by just one word: HERO.

In the Philippines, the COVID-19 pandemic grows by the day. As such,

frontliners- medical workers, policemen, and volunteers – are in the thick of the
battle, still hopeful, whatever the cost.

We ourselves are frontlines of our lives. And as youth we need to take care of
ourselves and stay at home when necessary. As a tribute to the Filipino frontliners,
this book wants to introduce them to the youth who will one day be the hope and hero
of our country.

8
 Frontliners are grouped depending on the job they have. The following items
are the equipment that every frontliners need.

Thermal Scanner Face Mask Drone Gloves

Rapid Test Kit Helmet

PPE Face Shield

Foo
d

delivery bag
Delivery bike Mist Cannon

Answer the following in a separate sheet of paper:

1. How will you group the things that our front liners are using?
2. Enumerate the possible groups that you can think of.
3. How many groups did you form?
4. Is there an object that belongs to more than one group?
5. Name at least two (2) objects and the corresponding groups where it belongs.
6. What is common among the objects in each group?
7. Did you clearly describe the objects in each group?

What is It

9
 Set theory was developed by a German mathematician known as George Cantor in
1845-1918. Set in mathematics is defined as a collection of well-defined distinct
objects. Note that well-defined means having clearly distinguishable
characteristics or features, clearly stated, or defined and easy to see and
understand. When you list down the members of the group you will have the same
opinion compared with other people. Not well-defined means the result when you
list down the members of the group will not be absolute or clear, meaning it is
questionable people will arrive with different results. These were the basis you used
in the previous activity to clearly define the groups.
The following are the information related to set:
• It is denoted by a capital letter of the alphabet: A, B, C, . . .
• Elements are the members of the given set represented by the Greek letter
epsilon, ∈ which is read as “is an element or belongs to”. The opposite of
which is ∉ which means “is not an element or does not belong to”. In
listing down the elements, they are usually enclosed in a curly braces, { }
and separated by a commas. Note that same elements should be listed
once, and the order does not matter. If the elements of a set are letters,
they are represented by a small letter of the alphabet: a, b, c, . . .
Example:
Set A contains the elements 1 and 2.
Therefore, 1 ∈ A is read as 1 is an element of set A. Same with 2 ∈ A. 3 ∉ A is
read as 3 is not an element of set A because 3 is not found in A.
• Cardinal Number is the number of distinct or well-defined elements in a
given set. It is denoted by n(A) if the given set is A.
Example:
If A = {The first two counting numbers} then the set is A = {1, 2} and the cardinal
number is 2, writes as n(A) = 2.
Three Methods of Illustrating a Set:
1. Verbal Description or Statement Form Method: well-defined
description of the elements is given and is enclosed in curly
brackets.
Examples:
➢ A = {vowels in the English alphabet} is read as “Set A
containing the vowels in the English alphabet”.
➢ B = {odd numbers less than 10} is read as “Set A
containing the odd numbers less than 10”.
2. Roster, Tabular Form or Listing Method: elements are listed
within the pair of brackets { } and are separated by commas.
Examples:
➢ A = { a, e, i, o, u } is read as “ Set A containing the
elements a, e, i, o, u ”.
➢ B = { 1, 3, 5, 7, 9} is read as “ Set A containing the
elements 1, 3, 5, 7, 9.”
3. Rule or Set-builder Form Method: a rule, or the formula or the
statement is written within the pair of brackets that stand for “set
of all” so that the set is well defined. Note that:
• All the elements of the set possess a single property to become the member
of that set.
• Then, we write the property possessed by the elements of the set and
enclose the whole description in braces.
Examples:
➢ A= {𝒙|𝒙 𝒊𝒔 𝒂 𝒗𝒐𝒘𝒆𝒍 𝒊𝒏 𝒕𝒉𝒆 𝑬𝒏𝒈𝒍𝒊𝒔𝒉 𝒂𝒍𝒑𝒉𝒂𝒃𝒆𝒕} is read as “A is the set of
all the elements x such that x is a vowel in the English
10
 alphabet”.
➢ B= {𝒙|𝒙 𝒊𝒔 𝒂𝒏 𝒐𝒅𝒅 𝒏𝒖𝒎𝒃𝒆𝒓, 𝒙 < 𝟏𝟎} is read as “A is the set of all the
elements x such that x is a whole number and x < in the English
alphabet”.
• Subset means it is a part of a larger group. In Mathematics, set A is a
subset of set B, if and only if every element of set A is also an element of
set B, expressed as A B. The symbol stands for “is a subset of” or “is
contained in”. The opposite of which is which means “is not a subset
of” or “is not contained in”. Note that:
• Every set is a subset of itself.
• Null or Empty set is a subset of every set.
• The formula for the number of subsets in a given set is 2𝑛, where n is the
cardinality.
Example:
A = {1, 2}
The subsets of A are:
{ } – no element,
{1} & {2} – one element at a time
{1, 2} – two elements at a time. Since the given has only two elements it is
also the subset equal to itself.
Therefore, { } A is read as “empty set” or “null set” is a subset of A.
Same with {1} A, {2} A and {1, 2} A.
Furthermore, set A is a proper subset of set B, if and only if every element of
set A is also an element of set B and that set B contains at least one element
that is not in set A expressed as A B. The symbol stands for “is a proper
subset of” or “is properly contained in”. The opposite is the symbol, which
means “is not a proper subset of” or “is not properly contained in”. To be a
proper subset it must be a subset and that subset must not be equal to given
set. Note
that:
• No set is a proper subset of itself.
• Empty set is a proper subset of every set.
• All subsets are proper subsets except the subset equivalent to itself.
• The formula for the number of proper subsets in a given set is 2𝑛 − 1, where
n is the cardinality.
Example:
A = {1, 2}
The subsets of A are { }, {1}, {2}, {1, 2}.
All are proper subsets except the subset equal to itself.
Therefore, { } A is read as “empty set” or “null set” is a proper subset
of A. Same with {1} A and {2} A. {1, 2} A because the subset is equal
to A.
• Power Set: The collection of all subsets of a set, say set A is called the power set
of A. It is denoted by P(A) where every element is a set.
Example:
A = {1, 2}
The subsets of A are { }, {1}, {2}, {1, 2}.
Therefore, (A) = {{ }, {1}, {2}, {1,2}}.
• Universal (root word, universe) Set is a set which contains all the elements of
the other given sets or a set being considered or relevant in a given situation
denoted by U.
Example:

11
 A, B and C comprise U and A = {-3, -2, -1), B = {0} and C = {1, 2, 3}. Therefore U =
{-3, -2, -1, 0, 1, 2, 3}.
• Empty Set or Null Set is a set which does not contain any element represented
by a Greek letter phi, or curly braces { }. The number of element or its
cardinality is 0. Note that:
• and {0} are not the same
• has no element while {0} is a set which has one element called 0.
• The cardinal number or cardinality of an empty set is 0 symbolically
written as n( ) = 0

What’s More

Activity 2. Modular Walk

MW Station 1: Make Things Clear!
In this station, your task is to identify whether a group is well-defined or not
well-defined. Put a check mark ( ) either on the second or third
column that will best describe each given. State your reason to justify
your answer.

Groups Welldefined Not Reason

welldefined
1. A group of cool Tiktokers
2. A group of colors of the rainbow
3. A group of vowels in the word
“LOVE”
4. A group of best frontliners in the
Philippines during Covid-19
5. A group of children in Grade 7 whose
weight exceeds 35 kg
6. A group of whole numbers less than 7

MW Station 2: It’s Your Choice!

In this station, your task is to choose three well-defined sets from station 1 that
you can list down the elements having complete information for them. Name them
A, B and C. Use the Roster and Set-Builder Form Method to illustrate
A, B and
C.

12
 Sets Roster Form Set-Builder Form
A
B
C

MW Station 3: Pick Me and Remember!

In this station, your task is to choose one well-defined set with the
least number of elements from station 2. Complete the
table afterwards.

Set in Elements Cardinality Subsets Proper Power Set

Roster Subsets
Form
________ ___ ∈ B n(_) = ___ ____ ⊆ B ____ ⊂ B P(_) = __________________
___ ∈ B ____ ⊆ B ____ ⊂ B
____ ⊆ B ____ ⊂ B
____ ⊆ B

What I Have Learned

Fill in the blanks.

1. _____________ was a German mathematician who developed the Set Theory in
1845-1918.
2. _____________ is a collection of well-defined distinct objects.
3. _____________ are the members of the given set.
4. _____________ is the number of distinct or well-defined elements in a given set.
5. The three methods of describing a Set are:
_________________________________________
_________________________________________
_________________________________________
6. Set A is a _____________ of set B, if and only if every element of set A is also an
element of set B.
7. Set A is a _____________ of set B, if and only if every element of set A is also an
element of set B and that set B contains at least one element that is not in A.
8. _____________ is the collection of all subsets.
9. _____________ is a set which contains all the elements of the other given sets.
10._____________ is a set which does not contain any element.

What I Can Do

13
 Activity 3: FAMOSO PERSONAS
Famoso Personas are Spanish terms which mean “famous persons”. Think of any
personalities which you think are well-known from what he did for the country. He
can be an entertainer, a musician, a government official, a member of your family
and the likes. Your chosen famous individuals must be able to inspire you in some
way. Your task is to use the Roster Method to show the element/s of the
given set below: A = {did not choose any FP} B = {famous solo
personalities}
C = {famous duo personalities} D = {famous trio personalities}

Subsets ⊆
A. Set in
Zero Element One Element at Two Element at Three Element at
Roster Form
at a Time a Time a Time a Time
A={ }
B = {__}
C = {__,__}
D = {__,__,__}

No. of Subsets No. of Proper Subsets

By Using By Using Not a
Cardinal
B. Set By the By the Proper
Number
Counting Formula Counting Formula Subset ⊄
(𝟐𝒏) (𝟐𝒏 − 𝟏)
A n(A)=
B n(B)=
C n(C)=
D n(D)=

Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
14
1. Which of the following sets is the universal set for the other three sets?
A. The set of integers C. The set of negative numbers
B. The set of whole numbers D. The set of counting numbers

2. What are the elements of B subset of U, if U = {0, 1, 2, 3, 4, 5} and B = {A set of

even numbers}?
A. {2, 4} B. {1, 3, 5} C. {0, 2, 4} D. { }

3. What is WRONG with the given set? A = {m, i, s, s, i, s, s, i, p, p, i} A. It uses

commas.
B. It uses curly braces.
C. The elements are not unique.
D. The set is represented by a capital letter.

4. What is the symbol to be inserted in the blank that will make the statement
CORRECT?
{D, E, A, R} _______ {R, E, A, D}
A. ⊂ B. ∈ C. ⊄ D. ⊆

5. Complete B so that the two sets will have the same cardinality?
A = {9, 10, 11,…,15} and B = {16, 17, 18,…, ___ }
A. 25 B. 24 C. 23 D. 22

6. Which of the following sets is in set-builder form?

A. A = {x|x is a member of Black Pink} C. C = {A set of the KPOP}
B. B = {Jennie, Jisoo, Lisa, Rosé} D. D = { }

7. Which of the following is a power set of {0, 7}?

A. { { }, {0}, {7}, {0, 7} } C. { { }, {0}, {7} }
B. { {0},{7}, {0, 7} } D. { { }, {0}, {0, 7} }
8. Consider A = {C, H, R, I, S}. How many proper subsets does it have?
A. 32 B. 31 C. 10 D. 5

9. Which is a NOT a subset of C = {set of natural numbers less than 10}?

A. { } C. Ø
B. {0} D. {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

10.Which of the following is a well-defined set?

A. { The set of all poor people in NCR}
B. { The set of wonderful dads in the world}
C. { The set of all fragrant flowers in the garden}
D. { The set of television networks in the Philippines}

11.What best describes the set {0, 2, 4, 6, …}:

A. Set of all counting numbers divisible by 2.
B. Set of all counting even numbers.
C. Set of all composite numbers.

15
 D. Set of all whole even numbers.

12.Fill the blank with the CORRECT symbol: Face mask ___ the set of all protective
health gears.
A. ∈ B. ⊂ C. ⊆ D. ⊄

13.How many proper subsets are there in a set whose cardinal number is 4?
A. 14 B. 15 C. 16 D. 17

14.What is F in roster form, if P(F)={{ }, {Nel}, {Che}, {Loy}, {Nel, Che}, {Nel, Loy}, {Che,
Loy}, {Nel, Che, Loy}}?
A. F = {Che, Loy, Nel} C. F = {{ }, Nel, Che, Loy}
B. F = {Loy, Che, Roy} D. F = {Loy, Nel, Roy, Che}

15.Write {even whole numbers between 3 to15} using the roster method.
A. {3, 5, 7, 9, 11, 13, 15} C. {4, 6, 8, 10, 12, 14}
B. {5, 7, 9, 11, 13} D. {2, 4, 6, 8, 10, 12, 14, 16}

Additional Activities

Activity 4: FAV Activity!

Interview one of your classmates and ask her/him to choose at least three categories.
Your classmate needs to supply the members of the chosen category:
A = Favorite characters in ML D = Favorite Social Media Platform
B = Favorite K-Drama E = Favorite show in Netflix
C = Favorite dishes to be Cooked F = Favorite plants to be placed in the garden

Describe each set using the three methods of describing a set

indicated in the table below:

Sets Verbal Description Roster Form Set-Builder Form

16
References
Oronce, Orlando A. and Mendoza, Marilyn O. 2012. e-math 7 (K to 12): Basic Ideas
of Sets. Quezon City: Rex Book Store, Inc.

Nivera, Gladys C. 2014. Grade 7 Mathematics Patterns and Practicalities: The

Language of Sets. Makati City: SalesianaBOOKS by Don Bosco Press, Inc.

SAPeducation 2013. Synergy for Success in Mathematics 7: Introduction to Sets.

Malaysia: Singapore Asia Publishers (PH), Inc.
17
https://business.inquirer.net/295417/frontliners-leaving-home-and-family-to-serve-amid-the-covid-19-
pandemic
https://www.math-only-math.com/word-problems-on-sets.html
https://www.pinterest.ph/pin/786722628629275469/
https://www.dreamstime.com/illustration/lettuce-old.html http://clipart-library.com/yard-
sign-cliparts.html https://www.seekpng.com/ima/u2q8r5t4o0t4o0o0/
https://www.cleanpng.com/png-picket-fence-royalty-free-cartoon-fence-441474/
downloadpng.html
https://harvesttotable.com/how_to_grow_eggplant/
https://amiracarluccio.com/2018/05/10/from-the-philippines-the-legend-of-the mango-fruit/
https://www.walmart.ca/en/ip/Yard-Digging-Planting-Metal-Garden-Tools-Trowel-
ShovelSpade-Red-10-5-Inch-Long/ PRD7A0VK6RT6EDJ
https://www.pinterest.ph/pin/675891856545998986/
https://www.pinterest.ph/pin/485333297322585237/
https://www.gardeningknowhow.com/edible/fruits/guava/feeding-guava-rees.htm
https://www.ebay.com.au/itm/5pcs-Rambutan-Seed-Red-Fruits-Tropical-Fruit-Seeds-
PlantNephelium-lappaceum-/272645704704
https://www.rappler.com/newsbreak/iq/243056-things-to-know-herbal-plants-
alternativeremedies https://plantogram.com/product/jamun-jambolan-plum/
https://foxglovesinc.com/products/foxgloves-original
https://shopee.ph/amp/Serpentina-leaves-for-blood-sugar-
regulationi.76013537.1743571079 https://www.pinterest.ph/pin/559290847449136192/
https://www.pinterest.ph/pin/687573068085754886/
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https://businessdiary.com.ph/8981/pole-sitaw-production-guide/

What I Know
18
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following is NOT well-defined?

A. Set of all fingers
B. Set of hard working people
C. Set of all people in Las Piñas City
D. Set of all continents in the world

2. What is the cardinality of P = the set of English names for the months of the year
equal to?
A. 5 B. 7 C. 12 D. 24

3. What is the correct way of denoting the cardinality of set Q?

Q={orange, green, pink, red, black}
A. |Q|=5 B. Q=5 C. c(Q)=5 D. n|Q|=5

4. Which of the following is the equivalent of the set of all suits in a standard deck of
playing cards in Roster form?
A. R = {ace, two, three, four, five, six, seven, eight, nine, ten, jack, queen, king}
B. S = {hearts, diamonds, clubs, spades}
C. T = {jack, queen, king}
D. U = {jokers}

5. Write in roster form: {odd factors of 30}.

A. {2, 3, 5, } B. {1, 2, 3, 5 } C. {3, 5,} D. {1, 3, 5}

6. What is the cardinality of P(A) = {{ }}?

A. 0 C. 2
B. 1 D. infinite

7. Which one of the following pairs of sets is equal?

A. A = {1, 2, 3} C. A = {1, 2, 3} B =
{3, 1, 2} B = {a, b, c}

B. A = {0, 1, 2, 3} D. A = {0, 1, 2, 3}
n(A) = 4 |A| = 4

8. Which one of the following pairs of sets is equivalent?

A. M = {red, green, brown, blue} C. M = { }
19
 N = {5, 6, 7, 8} N = {1, 2, 3, 4}

B. M = {orange, red, green, blue} D. |M| = 3

N = {1, 2, 3} N = {1, 2, 3, 4}

9. Which of the following is a finite set?

A. A set of counting numbers
B. A set of all stars in the universe
C. A set of whole numbers greater than 10
D. A set of all recovered COVID-19 patients
10.Let G = { x|x is an integer}. Which of the following is TRUE? A. G has an exact
number of elements.
B. G has no definite number of elements.
C. G is an empty set.
D. G is an infinite set.

11.Which of these sets is equivalent to {0, 2, 4, 6, 8, 10}?

A. {10, 8, 6, 4, 0} C. {m, n, o, p, q, r}
B. {1, 2, 3, 4} D. {a, b, c, d}

12.Which of these sets is equal to C = {apple, aratilis, atis, avocado}?

A. C = {apple, atis, avocado}
B. C = {aratilis, atis, apple, avocado}
C. C = {avocado, apricot, atis, avocado}
D. C = { }

13.Which of the following is TRUE?

A. The set of whole numbers less than 0 is infinite. F
B. Equivalent sets are always equal. F
C. A = {factors of 3} is a finite set. T
D. Null set is an infinite set. F

14.Which of the following is NOT true about infinite set?

A. The number of elements is countable.
B. It is endless from the start or end.
C. The cardinality is uncountable.
D. The power set is endless.

15.Which of these diagrams shows a one-to one correspondence?

A. B. C. D.

20
 Lesson Cardinality of Well-Defined Sets

1.2
When we want to know the quantity or the total number of something, we ask
questions starting with “How many”. When you were still young, your parents
used to teach you how to count. Questions like: “How many fingers do you have?”,
”How many letters are there in the alphabet?” to name a few are asked to support
the learning of numbers at home. In school, your math teachers taught you more
ways on counting things to answer the same question. An example of real life
application is the total number of supposedly attendees of a wedding reception for
food, souvenirs, chairs and tables preparation. Therefore, this question also
provides important information for decision making purposes. In Set Theory, what
do you think will represent the answer to the question “How many?”? Yes, of
course, the answer is a number. But what do you call this number that represents
how many members or elements are there in a given set?

What’s In
21
 In the previous lesson, you learned about the basic concept and
terminologies of sets. Can you still identify whether a group is well-defined or not?
Into how many ways can we describe a set? Can you list down all the subsets of a
given set and construct its power set? Can you identify the elements of any given
set? What do you call the number of elements and how should you represent it?
Remember that the number of elements answers the question that starts with “How
many?” and the answer will be a number called Cardinal Number or Cardinality.

Notes to the Teacher

Although the number of elements called cardinality or cardinal number of welldefined

sets were mentioned in the previous lesson, this does not mean that there no sense in
discussing this in a more detailed manned. This topic is a prerequisite of other lessons
on sets that will deal on countable and uncountable objects .In preparations for
problem solving on sets, this will also have its corresponding value and importance.
Note that in this lesson, the learners must be skilled in determining the elements and
subsets of a given set that will lead to determining the cardinality of well-defined sets.

22
 What’s New

Activity 1: Definitely!

Observe the groups of objects in Figures 1 and 2. You will notice that there are 6
groups in each figure. Your tasks are given below for you to follow.

Figure 1 Figure 2

Do the following tasks for figures 1 and 2:

1. Assign distinct letter from the English alphabet to name each set.
2. Describe the set using verbal description.
3. List down the elements using roster form.
4. Determine how many elements are there in each set.
23
Guide Questions:
1. Are all the groups well-defined? Why?
2. Were you able to verbally describe all the sets in each figure? If no, why?
3. Were you able to list down all the elements in all the sets in each figure? Why?
4. Were you able to determine the number of elements in all the sets in each figure?
Why?
5. Compare the sets in figure 1 to the sets in figure 2:
a. In which figure can you determine right away the number of elements? Why?
What do you call the sets?
b. In which figure did you have a hard time in determining the number of
elements? Why? What do you call the sets
6. From Figure 1, what are the sets with the same number of elements? What do you
call the sets?
7. If two sets will have exactly the same elements what relationships exist between
the sets?

What is It
24
 Describing a set verbally and listing down its corresponding elements will be
difficult if you lack knowledge on the things around you. You should be a wide
reader and a researcher at the same time to become equip.

As for the question, “how many elements are there in a given set?” can be answered
by counting the elements and the result is a cardinal number. If for example you
are given set A = {sensory organs} then, the set is A = {ear, eye, nose, hand, tongue}
and the cardinal number is 5, written as n(A) = 5 or n|A| = 5. Thus, we can say that
the cardinality of set A is 5.

By definition: Cardinal Number is the number of distinct or well-defined elements in

a given set. It is denoted by n(A) or n|𝐀|if the given set is A.

Sometimes it is easy to identify the cardinality of a set like in set A = {sensory

organs}. Another example is B = {natural numbers up to 100} then, the set is B = {1,
2, 3, …, 100} and the cardinal number is 100 denoted by n(B) = 100 or n |B| = 100 .
In this example there is a one-to-one correspondence with the counting numbers
and an indication to end the counting. In listing down the elements, we write
sufficient elements to establish the pattern, use the three dots called ellipsis
indicative of the continuity of the pattern and the final entry which is 100 indicates
the last element. If the cardinality of the set can be determined right away, we call
that set a finite set.

At times it is difficult like in set C = {natural numbers} then, the set is C = {1, 2, 3,
…} and the cardinal number is infinite. Although we can start counting the
elements still there is no ending, because of its being endless, unlimited or infinite.
Even though natural numbers have a one-to-one correspondence with the counting
numbers nonetheless there is no signal to stop. So, what we need to do is to write
sufficient elements to establish the pattern, use the three dots called ellipsis
indicative of the continuity of the pattern but no final entry because of being
infinite. Another example is D = {grains of sand}, which is more difficult to describe
using the roster method and identify its cardinal number being infinite. If the
cardinality of the set cannot be determined, we call that set an infinite set.

By definition:
Finite Set is a set having a countable number of elements. A set is finite if it is
empty or it can be placed into a one-to-one correspondence with a set in the form
{1, 2, 3, … N} where N is a counting number indication that the counting ends.
Non-Empty Set is a set where either the number of elements are big or only
starting or ending is given. So, we denote it with the number of elements with n(A)
and if n(A)is a natural number then it’s a finite set.

Example:
S = { a set of the number of people living in the Philippines}, It is difficult to
calculate the number of people living in our country but it’s somewhere a natural
number. So, we can call it a non-empty finite set.
An empty set is a set which has no element in it and can be represented as { } and
shows that it has no element. Example P={ } Or . As the finite set has a countable
number of elements and the empty set has zero elements so, it is a definite number
of elements. So, with a cardinality of zero, an empty set is a finite set.

25
Infinite set is a set with uncountable elements and all its elements cannot be
represented in Roster form. Although infinite sets have a one-to-one
correspondence with the counting numbers nonetheless there is no signal to stop.
So, to represent the elements use of 3 dots called ellipsis to represent the infinity of
that set.

In figure 1 of the activity, there are sets having the same cardinality but not
necessarily having exactly the same elements like sets A, B and E also sets C, D
and F. They are called equivalent sets. But there are also sets wherein their
elements and cardinality are exactly the same. They are called equal sets. In the
examples A = {green, orange, violet}; B = {red, yellow, blue}; and C = {violet, green,
orange}, sets, A, B and C are equivalent sets while sets A and C are equal sets. As
long as the exactly the same elements are in included in both sets A and C, the
position of the elements does not matter.

By definition:
Two sets are equivalent if and only if there is a one-to-one correspondence between
the sets. A one-to-one correspondence pairs the elements of two sets so that, for
each element of one set, there is exactly one element of the other. The two sets have
the same cardinality. example:

Two sets are equal if and only if they contain exactly the same elements. Equal sets
are always equivalent for constantly having the same cardinality. Example:

What’s More
26
 Activity 2. Bee Mind!
I. The Mind’s Eye!
Which square below has most in common or equal with the square on the left?
Which square below are merely equivalent with the square on the left?

27
II. The Mind’s View!
Cardina
Sets Roster Form Finite Infinite
lity
1. The months having 31 days
2. The set of all multiples of 7
3. The set of even whole
numbers less than 13
4. The set of Grade 7 subjects
in your school
5. The set of odd numbers
greater than 9

What I Have Learned

Fill in the blanks.
1. _______________ is the number of distinct or well-defined elements in a given set.
2. _______________ is a set having a countable number of elements.
3. _______________ is a set where either the number of elements are big or only
starting or ending is given and is denoted with the number of elements with n(A)
and if n(A)is a natural number then it’s a finite set.
4. ______________ is a set which has no element in it
5. ______________ is a set with uncountable elements and all its elements cannot be
represented in Roster form.
6. _______________ are two or more sets having the same cardinality.
7. _______________ are two or more sets having the same cardinality and exactly
the same elements.

Compare by Describing the Finite and Infinite Sets:

Factors Finite Sets Infinite Sets

Number of Elements

Cardinality Representation

Continuity

Power Set

Roster Form

28
 What I Can Do

Activity 3: Especially For You!

Students Versus Seats Classroom Scenario
In a classroom there are a certain number of seats. A bunch of students enter the
room and the teacher asks them to be seated. After a quick look around the room,
the teacher declares that there is a bijection between the set of students and the
set of seats, where each student is paired with the seat they are sitting in. What the
teacher observed in order to reach this conclusion was that:
1. Every student was in a seat (there was no one standing),
2. No student was in more than one seat,
3. Every seat had someone sitting there (there were no empty seats), and 4. No
seat had more than one student in it.
Questions:
1. What is the conclusion of the teacher with regards to the cardinality of the
set of students with that of the number of seats without having to count
either sets?
2. Is each of the set finite or infinite? Explain
3. Are the two sets equivalent sets or equal sets or both? Explain.
4. Using your own words, what do you mean by bijection based on the
scenario?

29
 Assessment

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following will make the cardinality of the set difficult to determine? A.
If the set is finite.
B. If it is an infinite set.
C. If the set is countable.
D. If all elements can be listed.

2. Which of the following is the set of all oceans on earth?

A. {Atlantic, Pacific, Arctic, Indian, Antarctic}
B. {Amazon, Nile, Mississippi, Rio Grande, Niagara}
C. {Mediterranean, Black, Aegean, Red, Adriatic, Persian Gulf, Arabian}
D. {Asia, Africa, North America, South America, Antarctica, Europe, Australia}

3. Which of the following is a null set?

A. {tiger, lion, puma, cheetah, leopard, cougar, ocelot}
B. {cars with more than 20 doors}
C. {prime numbers between 1 and 100}
D. {variety of bananas}

4. Given F = {0, 7}, what is the cardinality P(F)?

A. n|P(F)| = 5 B.n|P(F)| = 4 C. n|P(F)| = 3 D. n|P(F)| = 2

5. Let H = {x|x is a multiple of 5; 10 < x < 20} wherein 10 < x < 20 is read as x is
greater than 10 but less than 20. Which of the following sets is equal to H?
A. K = { } C. M = {10, 15, 20}
B. B. L = {15} D. N = {15, 20}

6. Given: F = {1, 2, 3, …, 1000}. Which of the following is FALSE? A. F is a finite set.

B. F is an infinite set.
C. |F| = 1000
D. F = {x|x is a natural number and 1 ≤ x ≤ 1000}

7. Which of the following sets is NOT finite?

A. E = {odd numbers}
B. F = {even numbers between 1 and 100}
C. G = {x|x is a prime number and 0 < x < 1}
D. G = {x|x is an odd number and 1 < x < 1000}

30
8. Which of the following is an infinite set?
A. Empty set
B. Singleton or Unit set
C. The set of natural numbers
D. The set of composite numbers less than 1000

9. Which of the following sets is NOT equal to set H? H = {5, 2, 1, 4, 3, 6}

A. M = {3, 2, 1, 4, 5, 6} C. D = {1, 2, 6, 4, 5, 3}
B. Q = {4, 1, 6, 2, 7, 3} D. M = {2, 6, 1, 4, 3, 5}

10.Which of the following statements is TRUE? A. Equal sets are equivalent sets.
B. Equivalent sets are equal sets.
C. Some disjoint sets are equal sets.
D. Some equal sets are disjoint sets.

11.Let A = { }, and let B = Ø. Which of the following statements is TRUE? A. A is an

infinite set and B is a finite set.
B. A is a finite set and B is an infinite set.
C. A is null and B has one element.
D. A = B.

12.Let M = {0, 2, 4, 6, 8, 10}, and let N = {even numbers < 10}. Which of the following
statements is TRUE?
A. M is an infinite set. C. M ≠ N
B. M = N D. M is not a finite set.

13.What type of set is G? G = {liquids, solids, gases, plasmas}

A. Empty B. Unit C. Finite D. Infinite

14.Insert an element so that the two sets will have the same cardinality?
A. = {4, 8, 12, …, 32} and B = {16, 32, 48,…, ___ }
B. 128 B. 124 C. 112 D. 96

15.What beverages do you drink in the morning is it tea only, coffee only, juice only?
If 30 respondents’ preference were equally distributed to the three types of
beverages, what is the cardinality of choosing coffee only?
A. 5 B. 10 C. 25 D. 30

31
 Additional Activities

A. Write each of the following sets using roster method. State the number of
elements of each set.
1. The days of the week starting with the letter T
2. The set of whole numbers between 20 and 25
3. The set of whole numbers less than 0
4. The set of prime numbers greater than 5 but less than 15
5. The set of types of weather

B. Decide whether the set is finite or infinite.

1. The set of integers greater than or equal to 10 but less than 20
2. The set of all countries in the world
3. The set of hair strands
4. The set of Grade 7 students in your school
5. The set of real numbers

C. Decide whether the pair of sets is equal or equivalent.

1. The set of letters in the word “SILENT” and the set of letters in the word
“LISTEN”
2. The set of prime numbers less than 20 and {2, 3, 5, 7, 11, 13, 17}
3. The set of SB19 and The set of BTS
4. The set of the Powerpuff Girls and The Musketeers
5. The set of even whole natural less than 10 and the set of odd whole numbers
less than 10

32
 33
What’s New What’s New
G = {Set of natural or counting numbers } A = {Set of blood types}
H = {Set of wholenumbers} B = {Set of taste buds}
C = {Set of types of platonic solids solids}
I = {Set of integers}
D = {Set of mobile apps}
J = {The set of gardening plants } E = {Set of sense organs}
K = {The set of relief goods } F = {Set of electronic gadgets
L = {The set of points in a line }
A = ear, eye, nose, hand, tongue}
B = {umami, sour, sweet, bitter, salty}
{1 G = , 2, 3, …} C = {altocumulus, altostratus, cirrocumulus, cumulus,
{0 H = , 1, 2, …} cirrus, cumulonimbus, stratus, stratocumulus}
{I1= …,3- ,2- , - , 0, 1, 2, 3, …} D = {A+, A-, B+, B-, AB+, AB-, O+, O-}
Infinite, difficult to be expressed using Roster E = {tetrahedron, cube, octahedron, dodecahed ron,
Method: J,K & L. icosahedron}
F = {unity, balance, movement, rhythm, focus, contrast,
pattern, proportion}
n(G) = n(H) =n(I) = n(J) = n(K) = n(L) = infinite
n(A) = 5; n(B) = 5; n(C) = 8; n(D) = 8; n(E) = 5; n(F) = 8
What I Know What’s New Assessment
16. B 1. Yes, because all the sets are 1. B
17. C clearly define. 2. A
18. D 2. Yes. No, because of lack of 3. B
19. A 4. B
information.
20. C 5. D
21. B
3. Yes in figure 1 with
6. B
22. A information. No in figure 2 7. A
23. A having an unending number of 8. C
24. D elements. 9. B
25. D 4. Yes in figure 1. No in figure 2 10. A
26. C since the number of elements 11. D
27. B are infinite. 12. B
28. C 5. Compare: 13. C
29. A a. Figure 1 because they can 14. B
30. D be counted and identify 15. B
the count.
b. Finite sets
6. Sets A, B and E; Sets C,D and
F. Equivalent sets
7. They are equal sets.
Answer Key
 34
Answer Key
1. A= {Tuesday, Thursday} ; n(A) = 2
2. B = {21, 22, 23, 24, 25} ; n(B) = 5
3. C={ } ; n(C) = 0
{5 4. D =, 7, 11, 13} ; n(D) = 4
5. E = {sunny, rainy, windy, snowy, cloudy}
; n(E) = 5
6. Finite
7. Finite
8. Infinite
9. Finite
10. Infinite
11. Equal Sets
12. Equal Sets
13. Equivalent Sets
14. Equal Sets
15. Equivalent Sets
What I Can Do What I Have Learned
1.The teacher was able to conclude that there were Comparison of Finite and Infinite Sets:
just as many seats as there were students, without Finite:
having to count ther
ei set. Elements are countable
2.Finite. Because students and chairs in a class aren(A)=N, N is the number elements
of in the set
countable elements It has a start and end∉
3.They are equivalent sets only for they have only the
The power set of a finite set is also finite
same cardinality. Can be ea sily represented in roster form
4.Bijection means one-to-one correspondence exist. Infinite:
For every distinct student there correspond an the number of elements is uncountable
exclusivechair reserves for said learner. It is endless from the start or end. Both the side could
have continuity
= n(A) infinite as the number of elements are uncountable
The power set of an infinite set is infinite
The elements in a set in infinite set cannot all be
represented in Roster form, so we use three dots to
represent infinity.
References
Oronce, Orlando A. and Mendoza, Marilyn O. 2012. e-math 7 (K to 12): Basic Ideas
of Sets. Quezon City: Rex Book Store, Inc.

Nivera, Gladys C. 2014. Grade 7 Mathematics Patterns and Practicalities: The

Language of Sets. Makati City: SalesianaBOOKS by Don Bosco Press, Inc.

SAPeducation 2013. Synergy for Success in Mathematics 7: Introduction to Sets.

Malaysia: Singapore Asia Publishers (PH), Inc.
https://www.mathgoodies.com/lessons/sets/basic-notation
https://www.setgame.com/sites/default/files/teacherscorner/mathworkbook_0.pd f
https://www.123rf.com/photo_9515465_kids-with-blank-banners-for-your-message.html
https://www.vectorstock.com/royalty-free-vector/human-tongue-basic-taste-areas-smack-map-
inmouth-vector-21042432
https://www.123rf.com/photo_74403304_stock-vector-cute-cartoon-blood-type-set-
vectorillustration.html
https://www.clipart.email/clipart/different -types-of-clouds-clipart-224077.html
https://virginiamath.wordpress.com/2011/06/11/polyhedron -polyhedral-solids/
https://www.kissclipart.com/five-senses-clipart-sense-world-clip-art-u15b3e/
https://www.chilimath.com/lessons/introductory -algebra/the-real-number-system/
https://www.liveabout.com/elements-of-composition-in-art-2577514
https://www.pinterest.ph/pin/53452104949862232 1/

35
Math – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 2 : Operation of 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:

Undersecretary: Assistant
Secretary:

Development Team of the Module

Authors: Ma. Clariza R. Javier

Editor: Name
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Printed in the Philippines by ________________________

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Office Address: ____________________________________________

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36
 7
Mathematics
Quarter 1 – Module 2:
Numbers and Number Sense:
Operations on Sets

These instructional materials were collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations

37
Introductory Message
For the facilitator:

(As partners (teacher, parents, adult) in educating the 21 st Century learners, this
module was crafted to ensure the right of every child to education amidst the
pandemic or health crisis our country and the rest of the world is facing right now.
You as facilitator, need to guide the learners who will undergo this modular
instruction or independent study on the key concepts and principles of Numbers and
Number Sense on Sets. This topic follows the Grade 7 Definitive Budget of Work
(DBOW) based on the K to 12 BASIC EDUCATION CURRICULUM. Since minimal
assistance will be expected from you, clear instructions on how to use the module
should be established to the learners. Such directives are students’ to use pen and
paper in answering the pre-test, self-check exercises, and post-test; to read and
understand thoroughly every section of this module; to follow directions indicated in
every activity and to determinedly solve mathematical problems herein provided. You
are also task to provide relevant feedback to enlighten students that their effort is not
wasted.)

For the learner:

(This module was written for you to use as a guide to master lessons as part of the
Numbers and Number Sense topics. In every lesson, read each section carefully and
pay special attention to the activities and work them out yourself using pen and
paper. Mathematics is a problem-solving art and to master the subject you must
solve lots of problems. Do as many of the exercises as you can. Do not give up on a
problem. Instead, struggle with it until you solve it. Compare your solution with the
answer key that can be found at the end of every lesson. Once you have done this a
few times you will begin to understand what each lesson is all about.

38
 What I Need to Know

CONTENT STANDARDS: The learners demonstrate understanding of key

concepts of sets and the real number system.

PERFORMANCE STANDARDS: The learners shall be able to formulate

challenging situations involving sets and real numbers and solve these in a
variety of strategies.

After going through this module, you are expected to:

1. Illustrate and describe the union, intersection, complement and
difference of sets.

2. Use Venn diagrams to describe the different operations on sets.

3. Apply the different operations on sets in real life situations.

39
 What I Know

A. Multiple Choice. Choose the letter of the correct answer. Write your
answer in a separate sheet of paper.

Let 𝑈 = {0, 1, 2, 3, 4, 5, 6, 7}, 𝐴 = {1, 3, 5, 7}, 𝐵 = {0, 2, 4, 6}, 𝑎𝑛𝑑

𝐶 = {0, 1, 2, 3, 4}.

1. Which of the following is 𝐴 ∪ 𝐶?

a. {0, 1, 2, 3, 4, 5, 7}
b. {1, 3}
c. {2, 3, 4, 5, 7}
d. { }

2. Find 𝐴 ∩ 𝐵
a. {0}
b. {0, 1, 2, 3, 4, 5, 6, 7}
c. {2, 4, 6}
d. { }

3. Which of the following is the complement of C?

a. {5, 6, 7}
b. {0, 1, 2, 3, 4}
c. {0, 1, 3, 5}
d. {5, 7}

4. Find 𝐴 ∩ 𝐶′
a. {1, 2, 4, 7}
b. {5, 7}
c. {1, 3}

40
 d. { }

5. Which of the following is 𝐴′?

a. {0, 1, 2}
b. {1, 2, 4, 7}
c. {0, 2, 4, 6}
d. {3, 4, 5, 6, 7}

Lesson Operations on Sets

What’s In

In this lesson, we will perform operations on sets. We can associate

the concepts of sets with four important operations on sets. Think of an
operation on sets as something we manipulate on two sets to produce
another set.

The three operations on sets that will be discussed in this module are as
follows:
a. Union of Sets
b. Intersection of Sets
c. Complement of Sets
d. Difference of Sets

41
 What’s New

Favorite Fruit
Sandra likes apples, bananas, and mangoes. Marco likes oranges, pineapples,
and mangoes.

a. What fruit do they both like?

b. If Sandra and Marco combine their fruits, what kinds of fruits do they have
in all?

What is It

Both Sandra and Marco like mangoes. If A is the set of

Sandra’s favorite fruits {𝑎𝑝𝑝𝑙𝑒, 𝑏𝑎𝑛𝑎𝑛𝑎, 𝑚𝑎𝑛𝑔𝑜} and B is the set
of Marco’s favorite fruits {𝑚𝑎𝑛𝑔𝑜, 𝑜𝑟𝑎𝑛𝑔𝑒, 𝑝𝑖𝑛𝑒𝑎𝑝𝑝𝑙𝑒}, then mango represents the
intersection of sets A and B, denoted by 𝑨 ∩ 𝑩. The word ‘and’ means
intersection. In this case, “mango” refers to the fruit that Sandra and Marco
both like.

The 𝒊𝒏𝒕𝒆𝒓𝒔𝒆𝒄𝒕𝒊𝒐𝒏 of sets A and B, written

𝑨 ∩ 𝑩, is the set containing the elements
that are both in A and B.

A B

The intersection of A and B can be shown in a Venn

diagram. As the diagram shows, mango belongs to
both set A and set B. It is in the double- shaded apple orange
mango
region. banana pineapple

42 A
 When set A and set B have no common
elements, then 𝐴 ∩ 𝐵 = { }. We say that A and B
are
disjoint sets.
Sets A and B are disjoint if and only if no elements
of A are in B.

Example:
Noah’s favorite subjects are Math, Science, and English while Elle’s
favorites are Science, Filipino, Math, and MAPEH. Find the intersection of
the two.
Solution:
N= {𝑀𝑎𝑡ℎ, 𝑆𝑐𝑖𝑒𝑛𝑐𝑒, 𝐸𝑛𝑔𝑙𝑖𝑠ℎ}
E = {𝑆𝑐𝑖𝑒𝑛𝑐𝑒, 𝐹𝑖𝑙𝑖𝑝𝑖𝑛𝑜, 𝑀𝑎𝑡ℎ, 𝑀𝐴𝑃𝐸𝐻}
N ∩ E = {𝑀𝑎𝑡ℎ, 𝑆𝑐𝑖𝑒𝑛𝑐𝑒}
Noah and Elle both like Math and Science.

Suppose Sandra has an apple, a banana, and a mango while Marco has an
orange, a pineapple, and a mango.

Let Set A be Sandra’s fruits Let Set B be Marco’s fruits

A= { } B= { }
If they combine the fruits that they have, what type of fruits do they have in
all?

By combining the fruits, we form a union of the fruits of either Sandra or

Marco or both, written, 𝑨 ∪ 𝑩.

The 𝒖𝒏𝒊𝒐𝒏 of sets A and B, written 𝑨 ∪ 𝑩, is the

set which consists of all the elements of A and all
the elements of B such that no element is repeated.

th
Example: e
ele{4, 6, 7, 8}
Let set A= {2, 4, 5, 6} and set B =
m
43
en
ts
 Find A ∪ B. 7
2 4
Solution: 8
5 6
A ∪ B = {2, 4, 5, 6, 7, 8}

The 𝒄𝒐𝒎𝒑𝒍𝒆𝒎𝒆𝒏𝒕 of a set A, written 𝑨′, is the

set of elements in the universal set that
are not in A.

Example:
The school trains 5 students for the upcoming Math Challenge. But for the
actual Math Challenge, only the top three students will be sent.

Niño Nanno Lara Josh Paxton

Suppose that Niño, Nanno and Lara were selected for the competition. Who
were not selected?
Let 𝑈 = { Niño, Nanno, Lara, Josh, Paxton}. Suppose 𝐴 = { Niño, Nanno, Lara }.
Then the set of students who were not selected referred to the complement of
set A, written as 𝑨′.

𝐴 ′ = { Josh, }
Paxton }
The 𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒄𝒆 of sets B from set A, written 𝑨 −𝑩,
is the set of all elements in A that are not in B.

A B
Example:
If 𝐴 = {p , q, r, s, t } and 𝐵 = {s , t , u }
then the difference of sets A and B,
denoted by 𝐴 − 𝐵, are all the elements p q s u
in A but not in B. c rd t

𝐴 − 𝐵 = {p, q, r }

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 What’s More

Activity 1:
Fill in the blanks with ∪ or ∩.
1. {𝑎, 𝑏, 𝑐} _____ {𝑐, 𝑑} = {𝑎, 𝑏, 𝑐, 𝑑}
2. {1, 3, 4, 5, 6 } _____ {2, 3, 6, 7} = {3, 6}
3. {𝑥, 𝑦, 𝑧} _____ {𝑝, 𝑞, 𝑟, 𝑠} = { }
4. {2} _____ {5} = {2, 5}
5. {0, 2, 3, 5, 6, 7, 8, 9} _____ {0, 2, 5, 8, 9} = {0, 2, 3, 5, 6, 7, 8, 9}

Activity 2:
A. Find the complement of each set.
𝑈 = {1, 2, 3, 4, 5, 6, 7, 8, 9}
1. 𝐵 = {1, 3, 8, 9} 3. 𝑃 = {1, 2, 3, 4, 5, 6, 7, 8, 9}
2. 𝑆 = {5, 2, 7, 1, 8} 4. 𝐷 = { }

B. Let 𝐴 = {2, 4, 6, 8}, 𝐵 = {1, 3, 5, 7} 𝑎𝑛𝑑 𝐶 = {3, 6, 9}. Find the following:
1. 𝐴 − 𝐵 3. (𝐴 ∪ 𝐵) − 𝐶
2. 𝐵 − 𝐶 4. 𝐴 − (𝐵 ∩ 𝐶)

Activity 3:
Write the set notation formula to describe the shaded region.

1. 4.

2. 5.

3. 6.

45
 What I Have Learned

Complete the following sentences.

➢ The _______________ of sets A and B, written as ______, is the set of all
elements that belong to set A or B or both A and B.
➢ The ______________ of sets X and Y is the set of all elements that belongs
to X but not to Y.
➢ The _______________ of sets A and B, written as ______, is the set of all
elements that are common to A and B.
➢ The complement of a certain set B is denoted by _________.

What I Can Do

Let us apply operations on sets in real life. Read and answer the given
situation below.
U
The Venn diagram shows student
S B
involvement in two sports – swimming and
basketball. If 100 students were surveyed,
how many students were:
15 20 30
a. into swimming but not basketball?
b. into both swimming and
basketball?
c. into either swimming or basketball?
d. neither into swimming nor basketball?
46
 Assessment

A. Given the following sets, find:

1. Let 𝑈 = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, 𝐴 = {1, 3, 5, 7, 9}, 𝐵 = {0, 2, 4, 6, 8, 10},
and 𝐶 = { }.
a. 𝐴 ∪ 𝐵 d. 𝐴′
b. 𝐴 ∩ 𝐵 e. (𝐴 ∪ 𝐶) − 𝐵
c. (𝐵 ∪ 𝐶)′ f. (𝐴 ∪ 𝐵)′

2. Let 𝐴 = { , , , , , } and

𝐵={ , , , , }
a. 𝐴 ∪ 𝐵 b. 𝐴 ∩ 𝐵

3. U is the set of all days in the week. A is the set of all school days,
B is the set of no-school days, and C is the set of days beginning with T.
a. 𝐴 d. 𝐵 ∪ 𝐶
b. 𝐴 ∩ 𝐵 e. 𝐶′ ∪ 𝐴
c. 𝐴′ f. 𝐵′ ∩ 𝐶

B. Shade the region in the Venn diagram that is described by the set notation
formula.

1. 𝐴−𝐵 2. 𝐵

3. 𝐴 ∪ 𝐵 4. 𝐵 − 𝐴

47
 5. 𝐴 ∩ 𝐵 6. 𝐴

C. One hundred forty (140) students were surveyed. The Venn diagram shows
the number of students who enjoy singing
and/or dancing. How many students enjoy: S D
a. dancing but not singing?
b. singing or dancing?
c. singing and dancing? 43 55 32
d. neither singing nor dancing?

Additional Activity

48
49
Answer Key

50
References
Grade 7 Mathematics, Patterns and Practicalities pp. 21 – 39 by Gladys C.
Nivera

New Century Mathematics 7 by Fernando B. Orines, Jesus P. Mercado,

Josephine L. S

21st Century Mathematics: A Vision for a Better Life by Ma. Luisa V. Villano,

Lowela B. Mupas, Roberto J. Degolacion, Simon L. Chua

https://www.mathstopia.net/sets/intersection-set

file:///C:/Users/MaClariza/Desktop/Venn%20Diagram.pdf

51
Math – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 3: Sets Representation on Venn Diagram
First Edition, 2020

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