Republic of the Philippines

Department of Education
Division of Oriental Mindoro

MODULE and
WORKSHEETS

MATHEMATICS 7
First Quarter
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

QUARTER: Q1
DURATION: Week 1
MELC1.Illustrates well-defined sets, universal sets, null set,
cardinality of sets, union and intersection of sets and the
difference of two sets.
K to 12 CG CODE:

OBJECTIVES:
1. Define and illustratesets.
2. Differentiate universal set, null set and cardinality of sets.
3. Determine the union and intersection of sets and the difference of two
sets.

SUMMARY OF KEY IDEAS:

 Set is a well-defined collection of distinct objects or ideas, called

elements, that are defined by common characteristics or attributes.
o The collection or elements can be listed within the braces { }.
o Since elements are distinct, there must be no repetition of
elements in a set.

Example:
a. Sets of odd numbers from 1 to 10.
A = {1, 3, 5, 7, 9}
b. Set of multiples of three from 1 to 10.
B = {3, 6, 9}

 Subset. If each element of set A is lso an element of set B, then set A is a

subset of set B. In symbol, you write it as A ⊆ B.

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

Possible relationships involving these sets are:

 A ⊆ U, because every element in A is found in U
 B ⊆ A, because every element in B is found in A

 Universal set is a complete set of objects under consideration. The

symbol used for universal set is letter “U” as in U = {objects}.

Example:
U = {counting numbers from 1 to 10}
U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

 Null set or Empty set is a set that contains no elements. It can be

represented by a Greek letter phi∅ or by empty braces. An empty set is a
subset of all sets.
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

Example:
V = {vowels in the word rhythm}
V={}
V=∅

 The cardinality of a set is the number of element(s) in a set, denoted by

n(S), which is read as “the cardinality of S”, where S is the given set.

Example:
M = {months that start with the letter M}
M = {March, May}
n(M) = 2

 Union of sets is a combination of two or more sets. The union of sets A

and B, denoted by A ∪ B, is the set containing all the elements in A or in
B or in both A and B.

Example:
For a get-together party, each of the four girls- Joycee, Liza,
Malou and Kae decided to bring food and beverage. What is the
union of the sets?
J = {siomai, lumpiang shanghai}
L = {french fries, soda, peanuts}
M = {spaghetti, soda}
K = {pizza, cake}
Solution:
J ∪ L ∪ M ∪ K = {siomai, lumpiang shanghai, french fries,
soda, peanuts, spaghetti, pizza, cake}
Both Liza and Malou brought soda, but the same elements are
written only once in a set.

 Intersection of the sets is the set containing the common elements. The
intersection of sets A and B, denoted by A ∩ B, is the set containing
common elements in both A and B.

Example:
Given:
M = {2, 4, 6, 8}
V = {1, 2, 3, 4, 5}
Solution:
M ∩ V = {2, 4}

 The difference of sets A and B, denoted by A −¿ B or A ∖ B, is the set

containing elements in A but not in B.

Example:
Given:
A = {Bing, Cyra, Paul, Angeline, Ralf, Emerson}
B = {Jennie, Ralf, Princess, Shiela, Emerson}
Solution:
A−¿ B = {Bing, Cyra, Paul, Angeline}
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

WORKSHEET NO. 1.1

NAME: DATE:
SCORE: SECTION AND GRADE:
PARENT SIGNATURE: DATE SIGNED:

COMPLETE ME!

I. MELC 1:Illustrates well-defined sets, universal sets, null set, cardinality of

sets, union and intersection of sets and the difference of two sets.
II. Objective:1. Define and illustrate sets.
2. Differentiate null set and cardinality of set.
III. Direction: Complete the table below.

CARDINALITY
SET ELEMENTS OF THE SET
OF THE SET

C = {consonant in the word

1
Mathematics}

M = {months that start

2
with the letter J}

3 F = {fingers in one hand}

P = {primary colors of
4
paint}

5 C = {dwarfs of Cinderella}

6 E = {0, 2, 4, 6, 8, 10}

D = {Monday, Tuesday,
Wednesday, Thursday,
7
Friday, Saturday,
Sunday}

8 S = {3, 6, 9,12,15,18}

D = {car, yoyo, kite, doll,

9
robot, top}

10 H = {h, u, m, b, l, e}

WORKSHEET NO. 1.2

 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

NAME: DATE:
SCORE: SECTION AND GRADE:
PARENT SIGNATURE: DATE SIGNED:

U and I…

I. MELC 1: Illustrates well-defined sets, universal sets, null set, cardinality of

sets, union and intersection of sets and the difference of two sets.
II. Objective:Determine the universal set, union and intersection of sets and
the difference of two sets.
III. Direction:Write the elements of each set using the given below.

Given:

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

Find:

1. U =

2. A ∪ B =

3. B ∪ C =

4. A ∪ C =

5. A ∩ B =

6. A ∩ C =

7. B ∩ C =

8. A ∪ B ∪ C =

9. A ∩ B ∩ C =

10. (A ∪ C) ∩ B =

Quarter: Q1
Duration: Week 2
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

MELC 2. Solves problems involving sets with the use of Venn

diagram.
K to 12 CG Code:

Objectives:
1. Define Venn diagram.
2. Illustrates sets using Venn diagram.
3. Solve problems involving sets with the use of Venn diagram.

Summary of Key Ideas:

 Venn diagram show all possible relations between a finite collection of

sets, as well as logical relationships.
o Venn diagram were conceived in 1880 by John Venn.
o A Venn diagram uses a rectangle to represent the universal set and
circles to represent sets.

Example 1:
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

Consider the following lists of animals: cow, dog, cat,

horse, duck, swan, goose, worm, snake, squirrel, and
platypus.

Represent: set A = {small and furry}

set B = {duck-billed}

A horse B

cat dog swan duck

platypus goose

squirrel platypus

cow worm snake

As you can see, platypus is listed in both circles.

Thus, you can draw the Venn diagram with overlapping
circles to show that there is an element common to both.

A B cow
horse

swan
cat

platypus
squirrel goose

dog duck

worm snake

Horse and cow are furry but not small neither they are
a duck-billed animal that is why they are not included in set
A nor are B. Worm and snake small nut neither furry nor
duck-billed so they are not elements of set A nor B.
However, they are animals that fit our universal set but not
in the circles.

Example 2:
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

The figure below shows the number of participants

who will sing (S) and/or dance (D) in a concert. If 30 people
were asked, how many participants will

a. sing and dance?

b. sing only?
c. neither sing nor dance?

S D

6 8 12

Solution:

a. sing and dance: intersection of S and D

answer: S ∩ D = 8
b. sing only
difference of S and D
answer: S – D = 6
c. neither sing or dance: all participants outside the two
circles
answer: 4 (the number not in S and not in D)

If there were 30 participants asked, then

a. 14 students sing only
b. 20 students dance only
c. 8 students sing and dance and
d. 4 students didn’t sing and dance

WORKSHEET NO. 1.3

 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

NAME: DATE:
SCORE: SECTION AND GRADE:
PARENT SIGNATURE: DATE SIGNED:

VENN AND VENN…

I. MELC 2: Illustrates Solves problems involving sets with the use of Venn
diagram.
II. Objective: Illustrates sets using Venn diagram.
III. Direction: Construct a Venn diagram then answers the following
questions below.

Problem:

We surveyed the summer sports preferences of a group of Grade 7

students.

Volleyball Alex, Brian, Cindy, Ed, Gary

Swimming Alex, David, Cindy, Jonas
Basketball David, Ed, Cindy, Fred

Find the students who

a. prefer all three sports,
b. prefer volleyball and swimming
c. prefer swimming and basketball, and
d. prefer basketball and volleyball.

Solution:

WORKSHEET NO. 1.4

 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

NAME: DATE:
SCORE: SECTION AND GRADE:
PARENT SIGNATURE: DATE SIGNED:

VENN WENT TO PARTY…

I. MELC 2: Illustrates Solves problems involving sets with the use of Venn
diagram.
II. Objective: Solve problems involving sets with the use of Venn diagram.
III. Direction: Using the Venn diagram below answer the questions that
follows.

Problem:
The Venn diagram below represents the people at a party
who drink juice (J), shake (S), or yogurt (Y).

U = {people at the party}

J = {people who drink juice}
S = {people who drink shake}
Y = {people who drink yogurt}

U B W
12 3 2
2
6 5

4
S

Find the number of people who:

_________1. are at the party

_________2. drink juice
_________3. drink juice only
_________4. do not drink any of these
_________5. drink yogurt only
_________6. drink both juice and yogurt
_________7. drink yogurt and shake but not juice
_________8. do not drink shake
_________9. do not drink juice
_________10. drink all three drinks
_________11. do no drink yogurt
_________12. drink shake only
_________13. drink both shake and juice
_________14. drink both yogurt and shake
_________15. do not drink juice and yogurt

Quarter: Q1
Duration: Week 3
MELC 2. Represents the absolute value of a number on a
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

number line as the distance of a number from 0.

K to 12 CG Code: M7NSIc-1

Objectives:
1. Define absolute value.
2. Determine the distance of a point from 0 in a number line
3. Find the absolute value of a number.

Summary of Key Ideas:

 The absolute value of a number is the distance of that number from zero
in the number line. It symbolizes by two bars||.

 Distance is always a positive number.

In the number line −3 is 3 units from zero, and 3 is also 3 units from zero.
The positive and negative signs indicate direction and 3 indicates the distance.
Thus, |−3|=|+3|=3 .

 The absolute value of a number is defined as

|x|= x , if x> 0
|x|=−x , if x <0(−x is positive when x is negative)

 To find the absolute value of a number means:

 If the number is negative then make it positive.
 If the number is positive or zero, leave it as it is.

Examples

1. |−6|=6 ,the distance of −6 ¿ zero is 6 units

2. |25|=25 , the distance of 25 fron zero is 25units

3. |0|=0 , no units.

4. Is|−9|≤|9|?
Yes , because|−9|=|9|∧|9|=9 , therefore 9 ≤ 9.

5. If |x|=7 , what are the possible values of x ?

Since |−7|=7∧|7|=7 , then x=7∨x=−7

WORKSHEET NO. 1.5

 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

NAME: DATE:
SCORE: SECTION AND GRADE:
PARENT SIGNATURE: DATE SIGNED:

FIND MY ABSOLUTE VALUE!

I. MELC 2: Represents the absolute value of a number on a number line as

the distance of a number from 0.
II. Objective: Find the absolute value of a number.
III. Direction: Answer the following.

A. Give the absolute value of the following:

1. |16| = ____________
2. |−134| = ____________
3. −|67| = ____________
4. −|−625| = ____________
5. |46−26| = ___________

B. Fill in the blanks with ¿ ,<¿=¿ to make the statements true.

6. |6| ______________ |−6|

7. −45 ______________ −|−56|
8. −56 ______________ −|56|
9. |12+3| ______________ 18
10. |10|−|−2| ______________ |10−2|

C. Find the integers that satisfy each of the following equations.

11. |x|=5 __________

12. | y|=−6 __________
13. |a|=45 __________
14. −|−x|=−10 __________
15. |6+ 1|=7 __________

WORKSHEET NO. 1.4

 Republic of the Philippines
Department of Education
Division of Oriental Mindoro

NAME: DATE:
SCORE: SECTION AND GRADE:
PARENT SIGNATURE: DATE SIGNED:

INTEGERS, MY VALENTINES!
 Republic of the Philippines
Department of Education
Division of Oriental Mindoro