Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Problems Involving Sets.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module is 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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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. Do not forget to answer What I Know before moving on to 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 are through with
it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or 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.
 Table of Contents

What I Need to Know - - - - - - - - - - - - - - - -- - - - - - 1

What I Know - - - - - - - - - - - - - - - -- - - - - - 2

Lesson 1 ---------------------- 4

What’s In - - - - - - - - - - - - - - - -- - - - - - 4
What’s New - - - - - - - - - - - - - - - -- - - - - - 5
What is It - - - - - - - - - - - - - - - -- - - - - - 6
What’s More - - - - - - - - - - - - - - - -- - - - - - 9

Lesson 2 ---------------------- 10

What’s New - - - - - - - - - - - - - - - -- - - - - - 10
What is It - - - - - - - - - - - - - - - -- - - - - - 11
What’s More - - - - - - - - - - - - - - - -- - - - - - 16

Lesson 3 ---------------------- 20

What’s New - - - - - - - - - - - - - - - -- - - - - - 20
What is It - - - - - - - - - - - - - - - -- - - - - - 20
What’s More - - - - - - - - - - - - - - - -- - - - - - 23
What I Have Learned - - - - - - - - - - - - - - - -- - - - - - 25
What I Can Do - - - - - - - - - - - - - - - -- - - - - - 25
Assessment - - - - - - - - - - - - - - - -- - - - - - 26
Additional Activities - - - - - - - - - - - - - - - -- - - - - - 29
Answer Key - - - - - - - - - - - - - - - -- - - - - - 30
References - - - - - - - - - - - - - - - -- - - - - - 31
 What I Need to Know

This module is designed to reinforce what you have learned about sets
and set operations and to show similarities and differences of sets.

The module is divided into three lessons:

Lesson 1 – The Venn Diagram
Lesson 2 – Problems involving sets (The Inside Out Technique)
Lesson 3 – Problems involving sets (The Side to Side Technique)

After going through this module, you can solve problems involving sets
with the use of Venn diagrams (M7NS-Ib-1). Specifically you are expected to:

a. use Venn diagrams to illustrate sets, subsets and set operations.

b. solve word problems involving sets with the use of Venn diagrams
c. apply set operations to solve a variety of word problems.

In going through the lesson, you need to have patience to understand

well what you will read. Answer all the exercises to the best of your ability.

1
 What I Know

Before starting this module, let us see what you already know about
solving problems involving sets.
MULTIPLE CHOICE
Directions: You have to read carefully each problem before you answer the
questions that follow. Write the letter of the correct answer in
your Mathematics notebook.

For numbers 1-10 refer to the survey.

The Venn diagram below displays the results of a survey to 100

students in Misamis Occidental National High School of whom owns
a pet at home.

1. How many students owned only a dog?

A. 5 B. 6 C. 9 D. 51
2. How many students owned only a cat?
A. 3 B. 6 C. 9 D. 17
3. How many students owned only a bird?
A. 3 B. 5 C. 6 D. 7
4. How many students owned a dog but not a cat?
A. 12 B. 20 C. 51 D. 56
5. How many students owned a cat?
A. 18 B. 26 C. 35 D. 40
6. How many students owned a cat and a bird?
A. 9 B. 26 C. 35 D. 47
7. How many students owned a dog and a bird but not a cat?
A. 5 B. 7 C. 11 D. 51

2
8. How many students owned a dog or a cat but not a bird?
A. 9 B. 17 C. 51 D. 77
9. How many students owned none of the three pets?
A. 2 B. 6 C. 7 D. 9
10. How many students own all of the three pets?
A. 2 B. 3 C. 6 D. 7

For numbers 11- 13, refer to the situation below.

In a survey, seventy-five students were interviewed on which subject
they like better, English or Mathematics? Here is the result.
45 students like English
32 students like Mathematics
12 students like both Mathematics and English
11. How many students like Mathematics only?
A. 12 B. 20 C. 32 D. 45
12. How many students like English only?
A. 12 B. 32 C. 33 D. 45
13. How many students dislike the two subjects?
A. 5 B. 7 C. 8 D. 10

For numbers 14-15, refer to the situation below.

Among the 50 pupils of Lawaan Elementary School, 32 likes gumamela

flower while 26 likes rose flower.

14. How many pupils like gumamela flower and rose flower?
A. 8 B. 11 C. 15 D. 17
15. How many pupils like gumamela flower only?
A. 8 B. 18 C. 24 D. 50

Were you able to answer the questions correctly? If not, don’t worry because
the next activities will help you understand the lesson better.

3
Lesson
The Venn Diagram
1

What’s In

Activity 1: Shade Me
Let’s Find Out: The shaded region of the Venn diagram
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
1. Shade the Venn diagram to show the relationships of the sets.
2. Write the answer in your Mathematics notebook.

Did you find it difficult? Don’t worry, there are more exciting activities ahead.

4
 What’s New

A simple way of illustrating set, subset and set operation is through a

Venn diagram. In the previous lessons, you were taught about these
concepts. Today, you will be learning more of its uses. Study the illustrations
below.

Set Notation Venn diagram Examples

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦}

A B
𝐴

Set A
y n o p

Elements which belong

to set A

A B 𝐵 = {𝑝, 𝑜, 𝑡}
A B
𝐵

Set B pot
Elements which belong
to set B

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}

A B
𝐴 ∩𝐵 n
p
𝐴 𝑎𝑛𝑑 𝐵 y t
𝐴 intersection 𝐵 o
Elements are common
to set A and set B
𝐴∩𝐵

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
𝐴∪𝐵 A B
𝐴 𝑜𝑟 𝐵
𝐴 union 𝐵 y n op t

Elements which belong

to set A, or set B or to
both sets 𝐴∪𝐵

5
 A B 𝑈 = {𝑝, 𝑜, 𝑖, 𝑛, 𝑡, 𝑦}
𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
A′
A B
Complement of A

Elements of U that do
t
not belong to A i

A B 𝑈 = {𝑝, 𝑜, 𝑖, 𝑛, 𝑡, 𝑦}
𝐵′ 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝐵 = {𝑝, 𝑜, 𝑡}
Complement of B A B

n y
Elements of U that do
not belong to B i

A B 𝐴 = {𝑝, 𝑛, 𝑜, 𝑦} 𝑎𝑛𝑑 𝐵
= {𝑝, 𝑜, 𝑡}
𝐴−𝐵
A B
Difference of A and B
n y
Elements which belong
to set A but which do
not belong to set B

Do you find this topic easy? There are more interesting lessons ahead. Stay
focus and enjoys learning about Venn diagram.

What is It

There are many simple real life problems that could be solved applying
the concepts of Venn diagram but this is impossible if you don’t have the idea
about the set-up of this diagram. Let us explore further how this diagram could
solve the many real life problems. Consider the situation below.
A class of 25 students were surveyed and asked if they have a brother or a
sister. Eight students said they have only a brother, 6 students said they have only
a sister, another six said they have both a brother and a sister and 5 said they
don’t have a brother or a sister.

6
 Below is a set-up of the Venn diagram based on the given problem.

There are problems which involve 3 sets. The shaded parts of the sets
are named and identified. Study the illustrations below.

7
Remember these illustrations because there are more interesting activities in the
next lessons which are related to this concept. Keep going.

8
 What’s More

Now that you are done learning this lesson, I’m very sure that you are
ready to answer the activity ahead.

Activity 2: Identify My Elements

Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
1. With the given Venn diagram, identify the elements asked by the
following numbers.
2. Write your answer in your Mathematics notebook. The first one is done
for you.

A group of students were interviewed on what colors they like. Below are their
responses.

yellow
U
11

7 5 3
9 17
4
blue red 2
25
a. How many students like blue color? _____
b. How many students like yellow and red? _____
c. How many students like yellow or blue? _____
d. How many students like yellow only? _____
e. How many students like yellow, blue and red? _____
f. How many students like blue or red but not yellow? _____
g. How many students like neither yellow, blue nor red? _____

You’re doing great. Now, you are ready to solve set problems. Good luck.
luck!

9
 Lesson Problems Involving Sets
2 (The Start Inside Out Technique)

What’s New

A simple way of illustrating set, subset, and set operation is through

Venn diagram. Here, universal set (U) is represented by a simple plane area
bounded by a rectangle and its subsets are represented by circles.
Since Venn diagrams are visual representations of relationships, they
are very useful in showing similarities and differences between sets. In fact,
set problems can be better solved using Venn diagrams. Try to look at this
example.

Out of fifty students, 23 joined Mathematics club and 32 joined English

club. If 8 joined in both Mathematics and English club, how many have joined
the English club only? How about in Mathematics club only? How many are
neither in Mathematics nor in English club?

Can you figure out the answers to these questions? Don’t worry because
this lesson will help you solve many problems involving sets. To understand
more about it, turn to the next page.
luck!
10
 What is It

In solving set problems, it is easier to follow the technique “start inside

out”. This is done by putting the common elements first in the center of two or
three overlapping sets. Most of the time, when putting the elements, working
backward starting from the last given data helps solve set problems easily.
Let’s apply this technique in answering the problem mentioned earlier.

Problem 1: Out of fifty students, 23 joined Mathematics club and 32 joined English
club. If 8 joined in both Mathematics and English club, how many have
joined the English club only? How about in Mathematics club only? How
many are neither in Mathematics nor in English club?

The
How to do it
technique
Start from ➢ Arrange the given data this way
inside out Out of fifty students
23 joined Mathematics club
32 joined English club
8 joined in both Mathematics and English club
a. How many have joined the English club only?
b. How about in Mathematics club only?
c. How many are neither in Mathematics nor in English
club?
➢ You can start filling the diagram starting from the center of
two overlapping sets as marked by the arrow (see
illustration below). Then work backward starting from the
last given data. The last given data here is: 8 joined in
both Mathematics and English club
U

Let us solve the given problem by applying this technique. Here we go…

11
 Think of This How to do it Illustrate
➢ Make a • Draw two overlapping circles
Math club English club
Venn representing two sets (Math
diagram Club and English club) inside
the U. U

Take Note: Use the Technique

“Start inside out” (start filling the sets from the inside out)
➢ 8 joined in • Put 8 at the center where the
both Math club English club
two sets overlap.
Mathematics
and English 8
U
club
➢ 32 joined • Subtract 8 from 32 Math club English club
English club. from means you need to write
32 first before 8 that is, 8 24
(32 – 8 = 24) U

• Put 24 in English club only, this

completes the 32 students.
➢ 23 joined • Subtract 8 from 23
Math club English club
Mathematics (23 – 8 = 15)
club • Put 15 in Mathematics club only, 15 8 24
this completes the 23 students. U
➢ Out of fifty • Add all the elements of the two
students sets (15 + 8 + 24 = 47).
• Since the total is 47 and not equal
Math club English club
to 50, subtract 47 from 50
(50 – 47 = 3)
3 15 8 24
• Put 3 outside the two sets but U
inside the U, this completes the
50 students.

12
 a. How many have joined the
➢ Fill in the Venn
Mathematics club only? Math club English club
diagram with all
15
the elements 3 15 8 24
b. How many have joined the
and answer the U
English club only? 24
questions.
c. How many are neither in
Mathematics nor in
English club? 3

What if there are problems which involve 3 sets? Can you still use the
technique? Please try this out.

Problem 2:
A group of 50 students went to a tour in Palawan province. 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.
Questions:
a. How many students went to Coron only?
b. How many 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?

In solving set problems with 3 sets, you can also apply the technique “
“start inside out”. Let’s answer the given problem by first arranging given
data.

50 students went in a tour in Palawan province.

24 joined the trip to Coron,(C)
18 went to Tubbataha Reef, (T)
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
10 saw the three tourist spots.

13
Think of This How to do it Illustrate
➢ Make a • Draw three overlapping sets
C U
Venn inside the U. You can represent
diagram the given sets with any letter of
the alphabet.
E
Let: T

C represents Coron
E represents El Nido
T represents Tubbataha Reef
Take Note: Use the Technique
“Start inside out” (start filling the sets from the inside out)
➢ 10 saw • Put 10 at the center where set C, C U
the three E, and T overlaps.
tourist 10
spots.
E
T

➢ 11 made a • Subtract 10 from 11 C U

trip to (11–10 = 1)
1
Coron and • Put 1 in set C and E only, this 10
El Nido completes the 11 students. E
T

➢ 15 saw • Subtract 10 from 15 C U

Tubbataha (15 – 10 = 5)
1
Reef and • Put 5 in set T and E only, this 10
El Nido. completes the 15 students. 5
E T

➢ 12 made a • Subtract 10 from 12 C U

trip to (12 – 10 = 2)
1
Coron and • Put 2 in set C and T only, this 10 2
Tubbataha completes the 12 students. 5
E T
Reef.

14
➢ 20 visited • Add all the given elements of set E C U
El Nido. (10 + 5 + 1 = 16)
1
• Subtract the total from 20 10 2
4
(20–16=4) 5
E T
• Put 4 in set E only, this competes
the 20 students.
➢ 18 went to • Add all the given elements of set T
C U
Tubbataha (10 + 5 + 2 = 17)
Reef • Subtract the total from 18 1
10 2
(18 – 17 = 1) 4
5 1
• Put 1 in set T only, this completes E T

the 18 students.
➢ 24 joined • Add all the given elements of set C
C U
the trip to (10+2+1=13). 11
Coron, • Subtract the total from 24 1
10 2
4
(24 – 13 = 11). 5
E T
• Put 11 in set C only, this completes
the 24 students.
➢ 50 • Add all the elements
C U
students (11+1+10+2+4+5+1=34)
11
went to a • Since the total is 34 and 34 is not 1
10 2
tour in equal to 50, subtract 34 from 50 4
5 1
Palawan (50 – 34 = 16) 16
E T
province • Put 16 inside U (outside the circles)
➢ Fill in the a. How many of the students went to C U
Venn Coron only? 11
b. How many students went to 11
diagram Tubbataha Reef only? 1 1
10 2
with the c. How many students joined the El 4
Nido trip only? 4 5 1
elements d. How many students did not go to 16
and answer any of the tourist spots? 16 E T

the
questions

Awesome this technique works! The next activity will surely excite you.
15
 What’s More

Now it is your turn to solve each problem involving sets.

Activity 3: Fill me up!
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
1. With the given data and illustrations, identify the elements asked for.
2. Write the answer in your Mathematics notebook.
Problem 1: A teacher was collecting data on her 65 students and found out
that 43 have cable TV at home, 31 have internet connectivity and 18 have
both. Illustrate in a Venn diagram and answer the questions that follow.

a. How many students do not have cable TV at home?

b. How many have neither cable TV nor internet connectivity at
home?
c. How many have cable TV but no internet connectivity?

Think of This

Arrange the given data 65 students

43 have cable TV at home
31 have internet connectivity
18 have both
Use the Technique “Start inside out” Illustrate
18 have both. TV Internet U

• Put 18 at the center where the two sets of

overlaps

31 have internet connectivity

TV Internet U
• Subtract 18 from 31
(31 – 18 = ________)
• Put the answer in internet connectivity
only

16
 43 have cable TV at home
TV Internet U
• Subtract 18 from 43
(43 – 18 = ____)
• Put the answer in TV only
A teacher is collecting data on her 65 students
TV Internet U
• Add all the elements of two sets
(total: ____)
• Subtract the total from 65
(65 – ____ = ____)
• Put the answer outside the circles but
inside U.
(Fill in the Venn diagram with all the elements
and answer the questions below.)
TV Internet U
a. How many students do not have cable
TV at home? ___
b. How many have neither cable TV nor
internet connectivity at home? ___
c. How many have cable TV but no internet
connectivity? ___

Problem 2: A fruit vendor listed down all the consumers buying fruits in a day
and found out that 48 bought apples, 43 bought mangoes, 33 bought
bananas, 20 bought apples and mangoes, 13 bought apples and
bananas, 17 bought bananas and mangoes, 6 bought apples,
mangoes, and bananas, and 15 bought other than apples, mangoes
and bananas.

a. How many bought apples only?

b. How many bought mangoes only?
c. How many bought apples and bananas but not mangoes?
d. How many bought apples or bananas but not mangoes?
e. How many bought mangoes and bananas?
f. How many consumers are there in all?

17
 Think of This
Arrange the given data
48 bought apples
43 bought mangoes
33 bought bananas
20 bought apples and mangoes
13 bought apples and bananas
17 bought bananas and mangoes
6 bought apples, mangoes, and bananas
15 bought other than apples, mangoes and
bananas

Use the Technique

Illustrate
“Start inside out”
15 bought other than apples, mangoes and apples U
bananas
• “Other than” means NOT apples,
mangoes and bananas, so put 15 outside
mangoes bananas
the three sets but inside the U.
6 bought apples, mangoes, and bananas
apples U
• Put 6 at the center where three sets
overlap

mangoes bananas

17 bought bananas and mangoes apples U

• Subtract 6 from 17. ( 17–6=____ )

• Put the answer of bananas and mangoes
in the shaded part only, this completes
mangoes bananas
the 17 bananas and mangoes.
13 bought apples and bananas apples U

• Subtract 6 from 13 ( 13–6=____ )

• Put the answer in apples and bananas
only, this completes the 13 apples and
mangoes bananas
bananas.

18
20 bought apples and mangoes
apples U
• Subtract 6 from 20 (20–6 =____ )
• Put the answer in apples and mangoes
only, this completes the 20 apples and
mangoes bananas
mangoes.
33 bought bananas
apples U
• Add all the elements of set bananas
• Subtract it from 33 (33 –____=____ )
• Put the answer in bananas only, this
completes the 33 bananas mangoes bananas

43 bought mangoes
apples U
• Add all the elements of set mangoes
• Subtract it from 43 (43 –____=____)
• Put the answer in mangoes only, this
completes the 43 mangoes. mangoes bananas

48 bought apples
apples U
• Add all the elements of set apples
• Subtract it from 48 (48 –____=____)
• Put the answer in apples only, this
completes the 48 apples mangoes bananas

(Fill in the Venn diagram with all the elements and

answer the questions below) apples U
a. How many bought apples only? ___
b. How many bought mangoes only? ___
c. How many bought apples and bananas but not
mangoes? ___
d. How many bought apples or bananas but not
mangoes bananas
mangoes? ___
e. How many bought mangoes and bananas? ___
f. How many customers are there in all? ___

Congratulations, you are solving like a genius! Now, you are ready to explore
more problems on the next lesson.

19
 Lesson Problems Involving Sets
3 (The Side to Side Technique)

What’s New

In the previous lesson, you have learned solving set problems using
the technique “start inside out”. In this lesson you will learn one more
technique. Let’s call this “side to side”. This technique is so simple like the
previous one. You simply work from left to right or right to left of the given
sets. Let’s try this out.

Problem
Among the 40 students of section Rizal, 23 loves singing and 25 loves
dancing.
Questions:
a. How many students love singing and dancing?
b. How many students love singing only?

What is It

The technique “side to side” is best if we have problems on sets with

unknown elements in the center of two overlapping sets (see illustration
below). Sometimes it is confusing to solve this kind of problem. Hence, this
technique will help you answer some set problems with this kind of unknown
elements.

Unknown element
Singing dancing U

Let’s apply this technique in answering the problem mentioned earlier.

20
 The
How to do it
Technique
“Side to ➢ Arrange the given data this way
side” Among the 40 students

23 loves singing

25 loves dancing.

Questions:
a. How many students love singing and dancing?
b. How many students love singing only?
➢ Draw the diagram and illustrate the elements
singing dancing U singing dancing U

25
23

Take Note: There are students who love singing and dancing,
but as to how many, we do not know. So the unknowns are the
number of students who love singing only, the number of
students who love singing and dancing and the number of
students who love dancing only.

Let us start solving the problem by applying this technique. Here we go…

Think of This How to do it Illustrate

➢ Make a Venn • Draw two overlapping
singing dancing U
diagram circles representing the two
25
sets (dancing and singing)
inside the U. Label the
second set (dancing) with its
given elements.

Take Note: Use the Technique “ Side to side”

(work from left to right, still start with the last given data)

21
➢ Among the • There are 40 students in
singing dancing U
40 students, all where 25 students love
25
25 loves dancing. To find students 15
dancing who love singing only,
(inside the subtract 25 from 40. (

singing dancing U
text box) (40 – 25 = 15)
• Put 15 in singing only 15
• Erase 25 to avoid
confusion

➢ 23 students • Subtract 15 from 23 singing dancing U

love singing (23 – 15 = 8)

• Put 15 in singing and 15 8
dancing.
➢ 25 students • Subtract 15 from 25 singing dancing U

love dancing (25 – 8 = 17)

• Put 17 in dancing only. 15 8 17

➢ Total number • Add all the elements to

of students check if there are 40 singing dancing U
students .
(15 + 8 + 17 = 40). 15 8 17
• Answer the questions
a. How many students love
singing and dancing? 8
b. How many students love
singing only? 15

Was it easy? Don’t worry, the next activity will help you master this technique.

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 What’s More

Now that you are done learning these lessons, I’m very sure that you
are ready to solve any problem involving sets.
Activity 4: Show Me Venn
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
1. With the given data and illustrations, identify the elements asked for.
2. Write the answer in your Mathematics notebook.

Problem: A group of 25 high school students were asked whether they use
either Facebook or Twitter or both. Fifteen of these students use Facebook
and twelve use Twitter.

a. How many use Facebook only?

b. How many use Twitter only?

c. How many use both social networking sites?

Think of This

Arrange the given data

A group of 25 high school students
Fifteen of these students use Facebook
Twelve use Twitter.

Think of This How to do it Illustrate

➢ Make a Venn • Draw two overlapping
Facebook Twitter U
diagram circles representing the two
12
sets (Facebook and
Twitter) inside the U. Label
the second set (Twitter)

Take Note: Use the Technique “ Side to side”

(work from left to right, still start with the last given data)

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➢ A group of 25 high school students, twelve
Facebook Twitter U
use Twitter
12
There are all 25 students, twelve use Twitter

• to find students who use Facebook only

Facebook Twitter U
subtract 12 from 25. (25 – 12 = ____ )
12
• Put the answer in Facebook only
• Omit 12 to avoid confusion

➢ Fifteen of these students use Facebook

Facebook Twitter U
• Subtract the element in Facebook only
from 15 (15 – ____ = ____ )
• Put the answer in Facebook and Twitter.
•

➢ Twelve use Twitter.

Facebook Twitter U
• Subtract the element of Facebook and Twitter
from 12 (12 – ____ = ____ )
• Put the answer in Twitter only.
• Complete the diagram with the elements. Facebook Twitter U
➢ A group of 25 high school students
• Add all the elements of the two sets to check
if it is equal to 25
( ____+ ____ + ____ = ____ )
• Answer the questions
a. How many use Facebook only? ____
b. How many use Twitter only? _____
c. How many use both social networking
sites____

Congratulations! You have successfully solved different problems involving

sets. Please don’t forget what you have learned because you can apply them
in real life and as you keep on learning Mathematics.

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 What I Have Learned

Activity 5: Supply Me
Let’s Find Out: The missing terms
Let’s Use These Materials: pen/pencil and Mathematics notebook
Let’s Do It This Way:
Supply the paragraphs with the missing terms. Write the answer in your
mathematics notebook.

I have learned that (1) ___________ are visual representations of sets, subsets
and set operations. Here, universal set (U) is represented by a simple plane area
bounded by a (2) ___________ and its subsets are represented by (3) ___________.
I know that in solving set problems, it is easier to follow the technique
(4)
___________. This is done by putting the common elements first in the center of two or
three overlapping sets. The technique (5) ___________ is best if we have problems on
sets with unknown elements in the center of two overlapping sets Most of the time, when
putting the elements, (6) ___________ starting from the last given data helps solve set
problems easily.

What I can do

Activity 6: I can do better

Let’s Find Out: The hobby they like the most
Let’s Use These Materials: Pen/Pencil, Mathematics notebook
Let’s Do It This Way:
1. Interview 30 of your friends on which hobby they like most (singing,
dancing or reading).Record also responses not in the list.
2. Illustrate their responses using the Venn singing
U
diagram and answer the following questions:
a. How many like listening to music only?
b. How many like listening to music or dancing?
c. How many like reading and dancing?
d. How many like other hobbies? dancing reading

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 Assessment

Now that you are finished accomplishing this module, let us check what
you have learned.
Multiple Choice
Directions: Read carefully each problem and choose the letter that answers
each question. Write it in your Mathematics notebook.

1. In a class of 50 students, each passed either in Mathematics or in

Science or in both. Ten students passed in both and 28 passed in
Science. Find how many students passed in Mathematics?
A. 10 C. 22
B. 18 D. 32
2. The population of Barangay Masagana is 1000. Out of these 540
persons read Manila Bulletin (MB) and 470 read Philippine Daily Inquirer
(PDI). One hundred fifty persons read both newspapers. Find the
number of persons who do not read either of the two newspapers.
A. 140 C. 320
B. 150 D. 390
3. The Grade 7 students of Mabini High School play volleyball or basketball
or both. Eighty-seven students play volleyball, 125 students play
basketball and 64 students play both games. What is the total number of
Grade 7 students in the school?
A. 107 C. 132
B. 125 D. 148
4. A group of 30 students went on a tree planting activity. Twelve of them
have planted both Mahogany and Narra, and 20 planted Mahogany. How
many students have planted Narra only?
A. 8 C. 12
B. 10 D. 18

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5. In a class of 38 students, 10 are speaking both Filipino and English, and
15 students are speaking Filipino only. If there are 14 students speaking
English, how many are neither speaking English nor Filipino?
A. 4 C. 10
B. 9 D. 15
6. One hundred kids were surveyed on which food they like eating most
during birthdays. Thirty-seven said they like to eat fried chicken and
spaghetti, 15 kids like eating spaghetti only. If 75 kids like fried chicken,
how many kids like eating fried chicken only?
A. 10 C. 38
B. 24 D. 42
7. There are 76 students who buy snacks in the canteen, 24 buys both
banana cue and ice candy while 49 buys ice candy. How many students
buy banana cue?
A. 25 C. 49
B. 27 D. 51

For numbers 8 – 11, refer to the Venn diagram below.

The diagram shows the number of students who got perfect scores in
English (E), Mathematics (M) and Science (S).

E
10
7
8 4 2
5 12
M S

8. How many students got a perfect score in Science only?

A. 2 B. 4 C. 5 D. 12
9. How many students got perfect scores in Science and Mathematics?
A. 7 B. 8 C. 9 D. 24
10. How many students got perfect scores in English or Mathematics but not
Science?
A. 6 B. 22 C. 25 D. 40

27
11. How many students got perfect scores in all three subjects?
A. 2 B. 4 C. 5 D. 7
For numbers 12 – 15, refer to the problem below. You may fill in the Venn
diagram with the elements of the sets base on the given problem.

One hundred children are surveyed on what

drinks they like most: ice tea, buko juice or
water. Below is the result of the survey U

37 responded ice tea

60 responded buko juice
28 responded water
12 responed buko juice and ice tea
9 responded water and buko juice
10 responded ice tea and water
6 responded all

12. How many children like buko juice only?

A. 15 B. 21 C. 30 D. 45
13. How many children like ice tea and buko juice?
A. 10 B. 12 C. 15 D. 18
14. How many children like ice tea and water but not buko juice?
A. 4 B. 6 C. 15 D. 21
15. How many children like ice tea or buko jiuce but not water?
A. 21 B. 45 C. 51 D. 72

You’re doing great! Apply your knowledge in solving problems involving sets,
to the next activity. Let’s go further.

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 Additional Activities

Activity 7: Count On
Let’s Find Out: The elements of the subsets
Let’s Use These Materials: pen/pencil, Mathematics notebook
Let’s Do It This Way:
Illustrate the information in a Venn diagram. Write these in your
Mathematics notebook.

Each pupil in Mabini Elementary School eats at least one

of the ingredients of vegetable salad: carrots, papaya, or
tomatoes. Pupils’ responses were recorded as follows.

44 eats tomatoes, 13 eats tomatoes and papaya, 7 eats

carrots and tomatoes, 8 eats papaya and carrots, 91 eats papaya
or tomatoes, 76 eats carrots or papaya, and 3 eats all the three
vegetables. How many pupils are there in Mabini Elementary
School?

Congratulations! You have successfully completed Module 2. Please

proceed to Module 3 and learn about Absolute Value and Integers.

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