Republic of the Philippines

Department of Education
Antipolo National High School

SOLVE Lesson
PROBLEMS
Olilia Rd. Brgy. Sta. Cruz Antipolo City

2:

INVOLVING SETS WITH

THE USE OF VENN
DIAGRAM
SIR ANGELO REY V. NAVA
Mathematics Teacher
 Illustrate the union and intersection of
sets and the difference of two sets;
LESSON Icon

OBJECTIVE Solves problems involving sets with the use of

Venn Diagram; and
S:
Represents
Icon the absolute value of a number on a
number line as the distance of a number from
zero.
ACTIVITY:
Describe be the set notation given by the shaded
region.

U A B U A B
B

A B B A B
 ACTIVITY:
Describe be the set notation given by the shaded
region.

A B U A B U A B
U

A B C C
A B’ B C A B C
 ACTIVITY:
Describe be the set notation given by the shaded
region.

A B U A B
U U A B

(𝐀 ∩𝐁)′ C
(B C) ( 𝐀 ∪ 𝐁)′
Venn diagram is a diagram that uses
circles to represent sets. The relation
between the sets is indicated by the
arrangement of circles. The Venn
diagram is a way of representing sets
visually and is named after its
inventor, British mathematician John
Venn (1834 – 1923).
John Venn (1834 – 1923)
Venn diagram is a principal way of
showing sets diagrammatically. A B
This method consists primarily of
entering the elements of a set into a
circle or circles. It can be used to
solve word problems involving
union and intersection of sets.
 In solving problems involving set operations,
using the Venn diagram, the following are the
steps to be followed:
Step 1. Determine what is given and
what are being asked.
Step 2. Illustrate using the Venn diagram.
Step 3. Determine what operations to be
used.
Step 4. Use the operations.
Step 5. Answer the questions being
asked.
Example 1.

Let A and B be two finite sets such that n(A) = 15, n(B) = 23
and n(AUB)= 31.

Find n(A∩B).
Solution:
Step 1. Determine what is given and what are being asked.
Given: Asked:
n(A) = 15 n(AUB) = 31 Find n(A∩B).
n(B) = 23
Step 2. Illustrate using the Venn diagram if possible.

A 𝑨∩ 𝑩 B
Step 3. Determine what operations to be used.
Since,
n(A) = 15
15 n(AUB) = 31
31
n(B) = 23
23
Using the formula .
then,
𝑛( 𝐴 ∩ 𝐵)=𝑛( 𝐴)+𝑛( 𝐵) −𝑛( 𝐴 𝑈 𝐵)
n( A ∩ B ) = + –
n( A ∩ B ) = 7
Step 4. Use the operations.
Since,
n( A ∩ B ) = 7
To find A:
U A = 15 - 7
A=8
A 𝑨∩ 𝑩 B To find B:
B = 23 - 7
A = 16

Step 5. Answer the questions being asked.

n( A ∩ B ) = 7
Example 2:
In a Junior High School, 200 students were randomly selected. 140 liked
tea, 120 liked coffee and 80 liked both tea and coffee.

a. How many students liked only tea?

b. How many students liked only coffee?
c. How many students liked neither tea or coffee?
Solution:
Step 1. Determine what is given and what are being asked.
Given:
200 Junior High School students who were randomly selected
140 students who liked tea
120 students who liked coffee
80 students who liked both tea and coffee

Asked:
a. How many students liked only tea?
b. How many students liked only coffee?
c. How many students liked neither tea or coffee?
Step 2. Illustrate using the Venn diagram if possible.

Let T = set of students who like only tea

C= set of students who liked only coffee
X = set of students who liked neither tea nor coffee

T 80 C

X
Step 3. Determine what operations to be used.
Since,
140
n(T) = 140 = 80 80
120
n(C) = 120 n(U) = 200

To obtain the number of students To obtain the number of students who

who liked tea only: liked coffee only:
U U
T= C=
T= C=
T 80 C T 80 C
T = 60 C = 40
X X
 n(T) = 140 = 80
n(C) = 120 200
n(U) = 200

To obtain the number of students who neither like tea nor

coffee:

U X=
X= 60 40 80
T 80 C X=
X=
X
 U

60
T 80 40
C

20
X

Step 5. Answer the questions being asked.

a. How many students liked only tea? 60
b. How many students liked only coffee? 40
STUDENTS
20
c. How many students liked neither tea or coffee?STUDENTS
STUDENTS
 Republic of the Philippines
Department of Education
Antipolo National High School
Olilia Rd. Brgy. Sta. Cruz Antipolo City

Lesson 3:

Absolute Value
SIR ANGELO REY V. NAVA
Mathematics Teacher
LESSON OBJECTIVES:

Represents the absolute value of a number

on a number line as the distance of a
number from zero.
ACTIVITY: What is the OPPOSITE?
ACTIVITY: What is the OPPOSITE?
   

   

   

   

   
 Negative Integers Positive Integers

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Integers
 Integers are all of the positive and negative
whole numbers including zero.
 There are no fractions or decimals that are
integers.
 Absolute Value
• Absolute value of a number
Example:
is the DISTANCE to ZERO.    
• Distance cannot be negative,
   
so the absolute value cannot
be negative.    

• The absolute value of a

number n is written as |𝑛|.
   

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
 6
5
4
Illustrate a sea with 3
the following: a crab 2
5ft. below sea level, a 1
cliff 3 ft. above the 0
sea level, and a flying -1
bird 4 ft. above sea -2
level. -3
-4
-5
Answer the following questions:

1.What number might be a good representation for

the sea level? 0
2.How do represent the distance below and above the
sea level? Altitude
3.How far is the cliff from the sea level? 3 ft. above
4.How far is the bird from the sea level? 4 ft. above
5.How far is the crab from the sea level? 5 ft. below
6.What is the distance between the cliff and the crab?
8 ft.
7. What is the distance between the bird and the
crab? 7 ft.
 Absolute Value
Evaluate the absolute value:
Ask yourself, how far is the number from zero?
1) |-6| = 6
2) |5| = 5
9
8
12

-12 -11 -10-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13

 Absolute Value
Give the absolute value of the following number lines:

=5

= 11

=9

= 12

= 14
 Opposites
• Two numbers that have the same ABSOLUTE
VALUE, but different signs are called opposites.
Example -6 and 6 are opposites because both are 6
units away from zero.
| -6 | = 6 and |6|=6
6 units 6 units

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
 Opposites
What is the opposite?
1) -10
2) -35
3) 12
4) 100
5) 1
6) X