Enhancement and Consolidation Camps

Mathematics 7
Lesson 6
Solving Problems using Venn
Diagrams, involving Real
Numbers, and involving
Conversion of Units of
Measurement
Pair
.
Activity: i-VENN DIAGRAM MO!
Read the following statements and answer the questions that follow.

The Grade 7 NLC Math facilitators asked the 20 Grade 8

NLC students about the subjects they like among the three
subjects, namely English, Mathematics, and Science. They
S
said that they like one or more subjects. No students said
that they do not like any of the subjects.
The facilitators also found out that:
1. 9 students like Mathematics, and 1 student likes E M
Mathematics and English only.
2. 2 students like all 3 subjects.
3. 16 students like Science, 5 students like Science and
Mathematics only, and 7 students like Science and
English only.
Key Idea: Solve problems using Venn diagrams.

Activity 1
Questions
1. Using the Venn diagram, illustrate the given information.
2. How many students like Mathematics only?
3. How many students like Mathematics and English only?
4. How many students like Science and English only?
5. How many students like English only?
6. How many students like Science only?
Key Idea: Solve problems using Venn diagrams.

Activity 1
Questions
1. Using the Venn diagram, illustrate the given information.
Key Idea: Solve problems using Venn diagrams.

Activity 1
Questions
2. How many students like Mathematics only? 𝟏
3. How many students like Mathematics and English only? 𝟏
4. How many students like Science and English only?𝟕
5. How many students like English only?𝟐
6. How many students like Science only?𝟐
Key Idea: Use Models and Algebraic Methods to find Algebraic Products
.
Lesson Component 1 (Lesson Short Review)
Questions
1. In the Venn diagram, shade the set

K L

2. Express as a percentage.
3. (i) Convert 65 200 millimeters to meters.
(ii) A tank in the shape of a rectangular prism has length 2 meters, breadth 1.5
meters, and height 70 centimeters. What is the volume of the tank in liters? (1 cubic
meter=1000 liters)
Key Idea: Use Models and Algebraic Methods to find Algebraic Products
.
Lesson Component 1 (Lesson Short Review)
Questions
1. In the Venn diagram, shade the set

K L
Key Idea: Use Models and Algebraic Methods to find Algebraic Products
.
Lesson Component 1 (Lesson Short Review)
Questions

2. Express as a percentage.
Key Idea: Use Models and Algebraic Methods to find Algebraic Products
.
Lesson Component 1 (Lesson Short Review)
Questions

3. (i) Convert 65 200 millimeters to meters.

Key Idea: Use Models and Algebraic Methods to find Algebraic Products
.
Lesson Component 1 (Lesson Short Review)
Questions
3. (ii) A tank in the shape of a rectangular prism
has length 2 meters, breadth 1.5 meters, and
height 70 centimeters. What is the volume of the
tank in liters? (1 cubic meter=1000 liters)
Lesson Component 2
.

(Lesson Purpose/Intention)

Time: 3 minutes
GOAL:
Solve problems using Venn
diagrams, involving Real Numbers,
and involving Conversion of Units
of Measurement
. Lesson Component 3
(Lesson Language Practice)
Time: 5 minutes
Key words/terms are: rectangular prism
conversion set
cubic meter union
fraction tonnes
intersection Venn diagram
percentage volume
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

What do you call the process of changing a quantity

from one unit of measurement to another? Like inches
to centimeters or pounds to kilograms.

conversion
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

It refers to the amount of space

occupied by a three-dimensional object.

volume
 Lesson Component 3 (Lesson Language Practice)
.
Time: 5 minutes
Let’s answer this!

This graphical representation is

commonly used to illustrate concepts
such as union, and intersection of sets.

Venn diagram
 Lesson Component 4 (Lesson Activity)
. Time: 25 minutes

Part 4A
Stem for Items 1 and 2
In Erica’s regional area, there are 29-grain farms. There
are 28 farms that grow at least one of the grains wheat
(W), barley (B), and canola (C), while there are 4 farms
that grow all three of the grains.
Erica also knows that:
• 12 farms grow wheat and 18 grow canola
• 1 farm grows barley and wheat only, and 5 grow wheat
and canola only.
She has begun representing the information in a Venn
diagram.
 Lesson Component 4 (Lesson Activity)
. Time: 25 minutes

Part 4A
Stem for Items 1 and 2

A truck for carrying barley from farms in the area includes a

semi-trailer and a dog trailer with their carry sections in the
shape of rectangular prisms. The dimensions of the carry
sections of the two trailers are semi-trailer: 12.3 meters long, 2.4
meters wide, and 2.5 meters high. dog trailer: 9.5 meters long,
2.4 meters wide, and 2.5 meters high.
.

Part 4B
Item 1 (Using the information for and from the Venn
diagram.
Questions
1. Find how many farms grow wheat only. 12-(4+1+5)=
2. If three farms grow canola only, find how
18-(3+4+5)=
many farms grow canola and barley only.
3. Find how many farms grow barley only.
29-(1+4+1+5+6+2+3)=
Part 4C
.
Item 2 (using the information about the truck for carrying barley)
Questions

1. Show that the total floor area of the two trailers is 52.32
square meters.

2. What is the total volume of the two trailers?

3. If barley weighs 600 kg per cubic meter, how many tonnes

of barley can the truck carry at one time?
Part 4C
.
Item 2 (using the information about the truck for carrying barley)
Questions

1. Show that the total floor area of the two trailers is 52.32
square meters.

2. What is the total volume of the two trailers?

Part 4C
.
Item 2 (using the information about the truck for carrying barley)
Questions

3. If barley weighs 600 kg per cubic meter, how many tonnes

of barley can the truck carry at one time?
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on
Student Goals)
Time: 5 minutes
o What do you think were the key mathematical concepts addressed in this
lesson?
o Would you rate your level of understanding of the material covered in this
lesson as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing
progress and achievement in relation to the topic area addressed in this
lesson?
o What do you think would best assist your ongoing progress and
achievement in relation to the topic area?