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Mathematics
Quarter 1 – Module 2
Problem Solving on Sets
Personal Development
Alternative Delivery Mode
Quarter 1 – Module 2: Problem Solving on Sets
First Edition, 2020

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respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Ma. Luisa V. Tesorio
Editors: Rommel T. Francisco, Phillip T. Cabildo, Anabelle S. Domingo,
Cristina F. Abanador
Reviewers: Ansiluz H. Betco, Ma. Nimfa R. Gabertan, Joel P. Feliciano
Illustrator:
Layout Artist: Heidee F. Ferrer, Brian Spencer B. Reyes
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDAÑO, ASDS
JUAN C. OBIERNA, Chief, CID
HEIDEE F. FERRER, EPS – LRMS
JOEL FELICIANO, EPS – Mathematics

Printed in the Philippines by the Schools Division Office of Quezon City

Department of Education – National Capital Region

Office Address: Nueva Ecija St., Bago Bantay, Quezon City

Telefax: 3456 - 0343

E-mail Address: [email protected]
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Mathematics
Quarter 1 – Module 2
Problem Solving on Sets
Introductory Message
For the facilitator:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

Operations on Sets!

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on

Operations on 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 was 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

sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will help

you transfer your new knowledge or skill in
real-life situations or concerns.

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 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 to the
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. Don’t 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 a deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of Solving Problems on Sets in Grade 7 Mathematics. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Problem Solving Involving Two Sets
• Lesson 2 – Problem Solving Involving Three Sets

After going through this module, you are expected to:

1. apply the concepts learned in the previous module to be able to solve real life
problems involving two sets;
2. apply the concepts learned in the previous module to be able to solve
real-life problems involving three sets;
3. demonstrate patience and accuracy in doing the assigned tasks for better
output.

Lesson
Solving Problems Involving
1 Two Sets
We need to understand the concept of sets since it has a lot of applications in higher
mathematics. Acquiring the skills in solving problems on sets will help us proceed to
more complicated math issues and related topics. As discussed in the previous lesson,
the use of the Venn Diagram will surely help us in analyzing and understanding the
problem leading to its solution.

What I Know
Analyze and answer the following problems:
1. In a class of 30 students, 7 students have iPad only, 15 students have
mobile phones only and 2 students have both iPad and mobile phones. How many
students have neither the iPad nor mobile phone?

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 Draw a Venn diagram, showing all the given.
b. How many students have an iPad?
c. How many students have an iPad only?
d. How many students have mobile phones?
e. How many students have a mobile phone only?
f. How many students have both a mobile phone and an iPad?
g. How many students have neither the iPad nor mobile phone?

2. Out of 40 students, 14 are taking English Composition, while 29 are taking

Filipino. If 5 students are in both classes, how many students are in neither
class? How many are in either class?
a. How many students are taking both English and Filipino Composition?
b. How many students are taking English only?
c. How many students are taking Filipino only?
d. How many students are taking neither of the two subjects?
e. How many students are in either class?

3. Nathan surveyed 100 coffee drinkers whether they like

cream or sugar in their coffee. The results are shown in
the diagram at the right. According to the diagram,
how many like,
a. cream in their coffee? d. cream but not sugar?
b. sugar? e. sugar but not cream?
c. cream or sugar? f. sugar and cream?

What’s In
Activity 1. Let us recall our previous lesson on joint sets.
What does the diagram at the right mean?
How is set P related to set B?
What is/are the element/s of each given set?
P = {1, 4} B = {3, 4}
P  B = {1, 3, 4}, P  B = {4}
Did you get the same?

How about P only or P – B? Yes, P – B = {1}

What does 2 mean? Yes, 2 is the complement of (P  B) or (P  B) ’.

What’s New

Activity 2. This time, let us give meaning to the activity that we have answered
above. Let us make a story out of it.
“Ten (10) students were asked as to which place they

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 prefer to spend their summer. Answered showed,
5 students like to go to Palawan, 7 like to go to Baguio, 4 like to go to both Palawan
and Baguio, while 2 of them do not like to go to any of the two places. How many
likes to go to 1. Palawan only? 4. Palawan and Baguio?
2. Baguio only? 5. Neither Palawan nor Baguio?
3. Palawan or Baguio?
Let us first correlate Activity 1 and Activity 2. Note: (Let P = Palawan, B = Baguio)

Activity 1 Activity 2
P = {1, 4} → No. of students who like to go to P = 1+4=5
P  B = {1,3,4} → No. of stud who like to go P or B = 1+3+4 =8
P  B = {4} → No. of stud who like to go to P and B = 4
P only = {1} → No. of stud who like to go to P only = 1
(P  B)’ = {2} → No. of stud who do not like to go to P or B = 2

Notice that, the numbers indicated in Activity 1 showed the element/s of the
specific set, while the numbers indicated in Activity 2 showed the number of students
who like to go to the indicated places. Have you seen the difference?

Let us now answer the questions in Activity 2.

How many students like to go to
1. Palawan only = 1 4. Palawan and Baguio = 4
2. Baguio only = 3 5. Neither P nor B = 2
3. Palawan or Baguio = 8
Did you get it now?

Let us see the next example:

Activity 3. Students were asked to give what sports they prefer, volleyball or
basketball. The results are shown in the diagram below.
From the given, How many prefer
1. volleyball? 5. volleyball and basketball?
2. volleyball only? 6. volleyball or basketball
3. basketball? 7. do not like any of the two?
4. basketball only? 8. How many students were surveyed?
Answers:
1. 8+6 = 14 → like volleyball 5. 6 like volleyball & basketball
2. 8 like volleyball only 6. 8+6+12 = 26 like volleyball or basketball
3. 6+12 = 18 → like basketball 7. 3 do not like any of the two
4. 12 like basketball only 8. 8+6+12+3 = 29 total students surveyed
Did you get the same answers? If not, please analyze again activity 1 and 2.

Practice:

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Represent the given data through Venn Diagram,
then answer the succeeding questions.

Of 60 students surveyed, 38 are members of the Science Club while 32 are

members of the Math Club. If 12 are members of both clubs, how many students/s
is/ are
a. member of math club only? d. member of the math and science club?
b. member of the science club only? e. NOT a member of any of the two clubs
c. member of the math or science club?
Did you get 2 for the letter a? If not, try to go back to your analysis.
How many are members of the science club only? You must get 26.
How many are math or science club members? Must be 58.
How about members of the math and science club? That is 12 as given in the problem.
Finally, 2 are not members of any of the two clubs. Did you get it?
Did you get any mistakes? If you get a perfect score, you are doing great.
If you have some errors, please recheck it.

What’s More
Let us see the next type of problem.

Activity 4. In a class of 50 students, 30 has tablets while 18 has cell phones.

If 5 students do not have either tablet or cell phone, how many students have
both tablets and cell phones?

Let us illustrate the given through a Venn Diagram.

From the diagram, we can see that the number of students who have both
tablet and cell phone are unknown, hence, let us denote this by, say x.

Remember: The students with tablets can have tablets only or

can have both tablet and cellphone, also,
The students with a cellphone can have a cellphone only
or can have a cellphone and tablet.
Hence,
If there are 30 students with tablets, and x students have tablets & cellphones,
then, we say that (30 – x) students have tablet only, and also, (18 – x) students
has cellphones only. Got it? But, 5 students do not have either of the two
gadgets.
Therefore, we have the diagram as: →
There are 50 students in all, hence,

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students with tablet only + students with cellphone & tablet + students with
cellphone only + students with no cellphone or tablet = 50
(30 – x) + x + (18 – x) + 5 = 50
53 – x = 50
Then, x → no. of students with both gadgets = 3 → did you get it?

What I Have Learned

The shaded region in the following diagram corresponds to the element/s
of a specific Set Notation given below the figure.

A B A  B A Aonly or A - B
A or B A and B

Assessment 1
Analyze and answer the following problems:

1. In a class, 20 students like to play volleyball only, while 30 students like to

play basketball only. How many students like to play both sports?
How many students are in the class?

2. In a class of 70 students who took the test in algebra and geometry, 40 passed
algebra while 50 passed geometry. If 5 students failed in both subjects, how
many students passed both subjects?
Follow the following steps:
*draw the diagram
*make a representation of the number of students who passed both subjects
*represent the no. of students who passed algebra only and geometry only
*from the equation.

3. Forty-two (42) students were surveyed to know their preference :

to be a Filipino or English journalist or both?

Results are shown in the given diagram :

Answer the following:
a. What is being asked?
b. How many likes to be an English journalist? Filipino journalist?
c. How many do not like to be either of the two?
d. How many likes to be both Filipino and English journalists?

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4. Out of 40 students, 18 are taking English Composition while 20 are taking
Chemistry. If 6 students are in both classes, how many students are in
neither class? How many are in either class?

5. In a math class, 20 students had forgotten to bring their compasses while

18 had forgotten to bring their protractors. The teacher instructed the
students, “go to the other class and borrow one”. 35 students left the room.
How many students had forgotten to bring both instruments?

Additional Activities

Analyze and solve the following problems.

1. In a group of 40 students, 10 can play violin only, while 16 can play guitar only.
If 3 students can play both instruments, how many students can play neither
of the two instruments?

2. Of 100 students surveyed, 55 likes to have dogs, 42 likes to have cats while
only 13 do not like to have any of the two pets. How many like to have both
dogs or cats?

Lesson Solving Problems

2 Involving Three Sets
We have learned how to interpret Venn Diagram with three sets and so with solving
problems involving two sets. Using the knowledge we gained from those lessons, let
us study how we can solve problems involving 3 sets using a Venn diagram.

What I Know
Analyze and solve: Show your solution:

1. The following diagram shows the number of students

who like Math, Science or English.
How many students like
a. Math? g. Math and Science?
b. Science? h. Math and English?
c. English? i. Science and English?

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d. Math only? j. Math, Science, and English?
e. Science only? k. How many do not like any of the three subjects?
f. English only? l. How many students were surveyed?

2. A veterinarian surveys 26 of his patrons. He discovers that 14 have dogs,

10 have cats, and 5 have fish. Four have dogs and cats, 3 have dogs and fish,
and one has cat and fish. If no one has all three kinds of pets, how many
patrons have none of these pets?

What’s In

Observe the following illustrations:

Activity 1. Using the diagram at the right,
give the element/s of:
1. sets U, S, T, and J 6. S  T  J
2. S only 7. S  T
3. S  T 8. S  T – J
4. S  T – J 9. S – J

5. S T  J 10. J – S

Let us discuss the results: Give the elements of:

1. U = {2,3,4,5,9,10,19}, S = {3,4,9,19}, T = {2,3,9,10}, J = {4,5,9,10}
2. S only = {19} → (note the difference between set S and set S only)
3. S  T = {3,9} → take note again of the difference between
4. S  T – J = {3} question no. 3 and 4
 
5. S T J = {2,3,4,5,9,10,19}
6. S  T  J = {9} → note again the difference between item no.5 and 6.
7. S  T = {2,3,4,9,10,19} → have you seen the difference
8. S  T – J or S  T but not J = {2,3,19} between item no. 7 and 8
9. S – J = {3, 19} → note also the difference between question
10. J – S = {5, 10} no. 9 and 10
Did you get it ? If your score is 6 and below, I suggest you go over the
example again and take note of your errors.

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 What’s New
Activity 2. Just like the previous lesson, let us make a story out of the given diagram
above and correlate the two activities.

At the Fitness Club, 35 people swim, 24 play tennis, and 28 jogs. Of these people,
12 swim and play tennis, 19 play tennis and jog, and 13 jogs and swim. Nine
people do all three activities. Draw the diagram showing the given
information. How many members are there altogether? How many play
tennis or swim? How many play tennis and swim?

How can we write the given in a Venn Diagram?

Step1: There are 3 sets: Swim, Tennis, Jog, and from

the last statement given, 9 people do all 3 activities.
Hence, see the diagram at the right.
Therefore, S  T  J = 9. (Take note, there must be no brace)

Step 2: Next “13 jogs and swim” Step 3: Again, moving up

“19 play tennis and jog”
hence, 10 do
play tennis
and jog but do
not swim
Hence, 4 jogs and swim but
not doing tennis
Step 4: “12 swim and play tennis” Finally, if 28 jogs, then the whole circle
for jogging must
be 28. Hence,
those who are
jogging only
must be 5.

Hence, 3 swim and play tennis but do not jog.

Also, if 24 play tennis, then, 2 must be playing tennis only and if 35 people swim,
then, 19 people swim only.

Going back to the problem, How many play tennis or swim?

There are S + T = 19+3+4+9+2+10 = 47 people who play tennis or swim

How many play tennis and swim?

3+9 = 12 people play tennis and swim

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How many are there altogether?
There are 19+3+4+9+2+10+5 = 52 people altogether.
Now, have you seen the relationship between Activity 1 and 2?

Do the next activity for your practice.

Activity 3: Thirty-eight (38) students were asked if they had visited Thailand,
Singapore or Japan before. Four of them have been to all three countries, 8 have
been to Thailand and Singapore, 15 have been to Singapore, and Japan,
all 11 have been to Thailand and Japan. Given that 18 had been to Thailand,
19 to Singapore, and 26 to Japan. Illustrate the above information on a clearly
labeled Venn Diagram. Then, find out how many have been to:
a. Thailand only?
b. Singapore and Thailand but not Japan?
c. Thailand and Japan?
d. Thailand or Japan?
e. Japan or Singapore but not Thailand?
f. How many have been to one of the three Did you get this diagram?
countries only or exactly one place only?

Let us see if you got all items right.

How many have been to Thailand only? Yes, you are right, 3.
How many have been to Singapore and Thailand? 8
But how many have been to Singapore & Thailand but not Japan? 8 – 4=4.
(Remember that 4 have been to all 3 places)
How many have been to Thailand and Japan? That must be 11. Did you get it?
How about Thailand or Japan? Yes, 33. You got it. Very good.
Japan or Singapore but not Thailand?
Let us see first: Japan or Singapore → that is 30.
But we want to know Japan or Singapore but not Thailand:
Yes, 30 – 4 = 26. You are correct.
How many have been to one of the three countries only?
This means those who have been to
Singapore only + Thailand only + Japan only: 7
Did you get all answers right? Very good.

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 What I Have Learned
The shaded part of the following diagrams represent the indicated Set
Notations specified

A B C A B - C A–B–C or A only C

(A  B)’ (A  B)  (A  C)  (B  C) (B  C) – A

Assessment 2

Analyze and solve the following problems:

1. Thirty Gr7 students were asked to choose the place they like to spend a
vacation: Baguio, Tagaytay, or Palawan. Results: 19 like Baguio, 17 like
Tagaytay, 15 like Palawan, 12 like Baguio and Tagaytay, 9 like Tagaytay and
Palawan, 9 like Baguio and Palawan, while 8 like all three places. Find the
number of students who like:
a. exactly one place c. Baguio and Tagaytay but not Palawan
b. exactly two places d. Palawan or Baguio

2. Several students attended at least one of the three concerts: The Street boys, The
Radicals and The Magnificent Five. 48 attended the Street boys, 60 heard the
Magnificent Five, while 36 saw the Radicals. 12 heard Street boys and
Magnificent Five, 20 heard Magnificent Five and Radicals while 16 saw
Street boys and Radicals. If 4 of them attended all 3 concerts, how many
students are there?

3. A veterinarian surveys 30 of his patrons. He discovers that 14 have dogs, 10 have

cats and 5 have rabbits. Five have dogs and cats, 3 have dogs and rabbits and
2 have cats and rabbits. If no one has all three kinds of pets, how many patrons
have none of these pets?

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4. Some students were asked whether they liked drinks of tea, coffee or
lemon. The response showed that:
35 liked tea 20 liked tea and coffee
40 liked coffee 23 liked coffee and lemon
35 liked lemon 17 liked tea and lemon
8 liked all three drinks 10 do not like any of the three
Draw the diagram, find the total number of students interviewed and the
the number who liked tea alone, lemon, and coffee alone.

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Lesson 2: What I Know:
1. No. of stud who like
a. Math = 34, b. Science = 36, c. English = 29, d. Math only = 15,
e. Science only = 18, f. English only = 12, g. math & science = 14, h. math & English = 13
i. science & English = 12, j. M, S & English = 8 k.do not like any subj = 7
l. Students surveyed= 75
2. 5 patrons have none of the pets
Assessment 2:
1. a. 15 b. 6 c. 4 d. 25 4. Total interviewed = 68
2. 100 students like tea alone = 6
3. 11 have none of the pets like lemon alone = 3
Like coffee alone =
5. 3 students forgot to bring both
Lesson 1.
What I Know
1. a.
2. a. 5 b. 9 c. 24 1. 11 students can play neither
d. 2 e. 38 2. 10 likes to have dogs or cats
3. a. 56 b. 70 c. 96
d. 26 e. 40 f. 30
Assessment 1:
1. no. of stud who like to play both = 0 2.
total no. of stud = 50
3. a. no. of stud who like both preferences
b. English jour = 15+x, filipino jour = 12 + x
g. 6 c. 8 f. 2 d. 7
e. 15 d. 17 c. 7 b. 9
4. no. of stud in neither class = 8
no. of stud in either class = 32
5. 3 students forgot to bring both
Additional Exercises:
Answer Key
 References

Vance, Elbridge P., Modern College Algebra (Third Edition), Addison-Wesley

Publishing Company, Inc., pages 1 – 15.

Teh Keng Seng, et al, Additional Mathematics (Seventh Edition), Shinglee

Publishers PTE LTD pages 1 – 24.

Lucia D. Herrera, et al, Grade 7 Hands-On, Minds-On Activities in Mathematics,

St Jude Thaddeus Publications pages 1 – 6

Ma.Luisa V. Tesorio, ADM Module for Grade 7 Mathematics, SDO QC

For inquiries and feedback, please write or call:

Schools Division Office- Quezon City
[email protected]
Telephone No. 8352-6809; Telefax:3456-0343

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