Mathematics

(Quarter 1- Module 2/Week 2)

Department of Education
SDO- City of San Fernando (LU)
Region 1
 7

Mathematics
(Quarter 1- Module 2/Week 2)
SETS IN A VENN DIAGRAM

Most Essential Learning Competency

Solve problems involving sets with the use of Venn Diagram.
● K to 12 BEC CG: M7NS-Ib-1-2

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 Our Guide
For the parents:

1. Please guide your child while he is studying and answering the tasks provided
in this module.
2. Remind your child about his study time and schedule so he can finish the
module.
3. Let your child answer the module activities independently however, assist him
only when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the
module.
5. Kindly return the whole module and answer sheets on _________ during
Fridays at ____________________.

For the learners:

1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to
understand, feel free to ask from your parents or companions at home.
However, if you still could not understand, you can call me at this number,
_____________so I could explain it to you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a
separate sheet of paper for your answers. Avoid writing or tearing the pages of
this module because this will be used by other pupils/students like you.
4. Write important concepts in your notebook regarding your lesson. This will
help you in your review later.
5. You need to finish the activities in this module so that you can give this to your
parents on ___________________________

Always remember these health tips:

1. Remember to wear your face mask properly and regularly.

2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

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 Hello my dear learner! This module
is designed to illustrate problems
involving sets with the use of Venn
diagram.

MOST ESSENTIAL LEARNING COMPETENCY

This module is made towards the goal of helping the grade seven learners to:
Solve problems involving sets with the use of Venn Diagram.

VENN DIAGRAM
What is the use of Venn diagram?
Venn diagrams are useful in solving simple
logical problems. Let us study about them in detail.
Mathematician John Venn introduced the concept of
representing the sets by means of closed geometrical
figures called Venn diagrams. In Venn diagrams, the
Universal Set U is represented by a rectangle and all
other sets under consideration by circles within the
rectangle. We will use Venn diagrams to illustrate
various operations (union, intersection, difference,
complement).

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 READ AND DISCOVER

What are Venn Diagrams?

These are pictorial representations of
sets represented by closed figures. Venn
diagrams are used to illustrate various
operations like union, intersection, difference
and complement. We can express the
relationship among sets through this in a more
significant way.

In illustrating the Venn diagram,

• A rectangle is used to represent a universal set.
• Circles or ovals are used to represent other subsets of the universal set.
Here are some illustrations of the Venn diagrams in different situations:
• If a set A is a subset of set B, then the circle representing set A is drawn inside the circle
representing set B.
U

• If set A and set B have some elements in common, then to represent them, we draw two circles
which are overlapping.

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 U

• If set A and set B are disjoint, then they are represented by two non-intersecting circles.
U

In this diagram, the universal set is represented by a rectangular region and its subsets by circles
inside the rectangle. We represented disjoint set by disjoint circles and intersecting sets by
intersecting circles.

TARGET PRACTICE 1

Shade the region in the Venn diagram that is described by the set notation formula.
1) 𝐴 ∩ 𝐵

U
A B

2) 𝐵′

U
A B

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3)(𝐴 ∩ 𝐵)′

A B

To check your answer please go to page 18

Problems Involving Sets

How do we represent a set using Venn
diagrams in different situations?

Here are some illustrations,

1. U is a universal set. A and B are two disjoint sets but the subset of the universal set
therefore., A ⊆ U, B ⊆ U and A ∩ B = ф

For example; U = {a, e, i, o, u}

A = {a, i}
B = {e, u}
• Draw a rectangle which represents the universal set.
• Draw two circles inside the rectangle which represents A and B.
• The circles do not overlap.
• Write the elements of A inside the circle A and the elements of B inside the circle B of U.

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• Write the leftover elements in U , i.e., outside both circles but inside the rectangle.
• The figure represents A ∩ B = ф
2. U is a universal set. A and B are subsets of U. They are also overlapping sets.

For example; Let U = {1, 2, 3, 4, 5, 6, 7}

A = {2, 4, 6, 5} and B = {1, 2, 3, 5}
Then A ∩ B = {2, 5}
• Draw a rectangle which represents a universal set.
• Draw two circles inside the rectangle which represents A and B.
• The circles overlap.
• Write the elements of A and B in the respective circles such that common elements are
written in overlapping portion (2, 5).
• Write rest of the elements in the rectangle but outside the two circles.
• The figure represents A ∩ B = {2, 5}
3. Out of forty students, 14 are taking English Composition and 29 are taking
Chemistry.
If five students are in both classes, how many students are in neither class?
How many are in either class?
There are two classifications in this universe: English students and Chemistry students.
a. First you will draw your universal set for the forty students, with two overlapping
circles labelled with the total in each:

b. Five students are taking both classes, so you will put "5" in the overlap:

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c. You have now accounted for five of the 14 English students, leaving nine students
taking English but not Chemistry, so you’ll put "9" in the "English only" part of the
"English" circle:

d. You have also accounted for five of the 29 Chemistry students, leaving 24 students
taking Chemistry but not English, so you'll put "24" in the "Chemistry only" part of the
"Chemistry" circle:

e. This tells you that a total of 9 + 5 + 24 = 38 students are in either English or

Chemistry (or both). This gives you the answer to part (b) of this exercise. This also
leaves two students unaccounted for, so they must be the ones taking neither class,
which is the answer to part (a) of this exercise. you'll put "2" inside the box, but
outside the two circles:

f. The last part of this exercise asks you for the probability that a given student is taking
Chemistry but not English.

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Two students are taking neither class and there are 38 students in at least one of the classes.
More examples:
1. If P and Q are two sets such that P ∪ Q has 40 elements, P has 22 elements and Q has 28
elements, how many elements does P ∩ Q have?
Solution:
Given n(P ∪ Q) = 40, n(P) = 18, n(Q) = 22
We know that n(P U Q) = n(P) + n(Q) - n(P ∩ Q)
So, 40 = 22 + 28 - n(P ∩ Q)
40 = 50 - n(P ∩ Q)
Therefore, n(P ∩ Q) = 50 – 40
= 10
2. There is a group of 80 persons who can drive motorcycle or car or both. Out of these, 35
can drive motorcycle and 60 can drive car. Find how many can drive both motorcycle and
car? How many can drive motorcycle only? How many can drive car only?
Solution:
Let S = {Persons who drive motorcycle}
C = {Persons who drive car}
Given, n(S ∪ C) = 80 n(S) = 35 n(C) = 60
Therefore, n(S ∪ C) = n(S) + n(C) - n(S ∩ C)
80 = 35 + 60 - n(S ∩ C)
80 = 95 - n(S ∩ C)
Therefore, n(S∩C) = 95 – 80 = 15
Therefore, 15 persons drive both motorcycle and car.
Therefore, the number of persons who drive a motorcycle only = n(S) - n(S ∩ C)
= 35 – 15
= 20
Also, the number of persons who drive car only = n(C) - n(S ∩ C)
= 60 - 15
= 45
3. It was found that out of 45 girls, 10 joined singing but not dancing and 24 joined singing.
How many joined dancing but not singing? How many joined both?
Solution:
Let S = {Girls who joined singing}
D = {Girls who joined dancing}

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Number of girls who joined dancing but not singing = Total number of girls - Number of girls
who joined singing
45 – 24 = 21
Now, n(S - D) = 10 n(S) =24
Therefore, n(S - D) = n(S) - n(S ∩ D)
⇒ n(S ∩ D) = n(S) - n(S - D)
= 24 - 10
= 14
Therefore, number of girls who joined both singing and dancing is 14.

∪ -or (union)
∩ -both, and (intersection)

Examples of problems involving set with the use of Venn diagram

1. Jonathan asked 42 people which flavour of ice cream they liked, chocolate(C),
strawberry (S), both or neither. Use the Venn diagram to answer the following
questions.

C S U

8 12 4 18

Solution:

a.How many liked chocolate only? __12___

b.How many liked only strawberry?__18__
c.How many liked both chocolate and strawberry?_4__
d.How many liked chocolate or strawberry but not both?__30__
12 + 18 = 30
e. How many did not like either chocolate or strawberry?___8___

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 TARGET PRACTICE 2
Problem Solving: Solve the given problems systematically.
Problem # 1
Given the Venn diagram, answer the questions that follow:
The diagram shows how the Grade 7 Students of La Union National High School go to
school:

a. How many students ride in a bus, jeep and the tricycle going to the
school?_______________
b. How many students ride in both a bus and a jeep?_______________
c. How many students ride in both a bus and the tricycle?_______________
d. How many students ride in both a jeep and the tricycle?_______________
e. How many students go to school in a bus only?_______________
f. How many students go to school in tricycle only?_____________
g. How many students go to school in jeep only? ______________
h. How many students go to school walking?______________
i. How many grade 7students are there in La Union National High School?_______________
Problem # 2
A teacher announces that out of 35 students in class, 25 passed both the Math and
Science test, 30 passed the Math test and 28 passed the Science test.
a. Draw a two-set Venn diagram that displays these results.

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b. How many students passed Math test only? ___________
c. How many students passed Science test only? __________
d. How many students did not passed either the Math or the Science test? _________
Problem # 3
In a class of 40 students, 25 students play volleyball, 21 students play basketball. If
10 students play both;
a. Draw a two-set Venn diagram that displays these results.

b. How many students played volleyball only?_______

c. How many students played basketball only?________
d. How many students played exactly one of the two sports?_______
e. How many students did not like either sports?_______
Problem # 4
In a class of 57 students, 29 students like Science, 31 students like Filipino. If 8
students like both;
a. Draw a two-set Venn diagram that displays these results.

b. How many students liked Science only?________

c. How many students liked Filipino only?________
d. How many students played exactly one of the two subjects?________
e. How many students did not like either subjects?________
Problem # 5
In a class of 49 students, 29 students like to sing, 28 students like to draw. If 10
students like both;
a. Draw a two-set Venn diagram that displays these results.

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b. How many students liked to sing only?________
c. How many students liked to draw only?________
d. How many students played exactly one of the two hobbies?_______
e. How many students did not like either hobby?________

To check your answer please go to page 18

SUMMARY

 Venn diagrams are very useful in showing the relationships between

sets. It consists of a rectangle represents the universal set and a circle or circles inside
the rectangle to represent the set or sets being considered in the discussion. It is
understood that the elements in the set are inside the circle that represent the set.

Let’s find out how much you

have learned about sets by
answering the post – assessment
below. Good luck!

POST-ASSESSMENT

Multiple Choice: Encircle the letter of the correct answer.

1. Which of the following is a well- defined set?

A. {a happy child} C.{ a favorite book by my classmate}
B.{a popular TV series} D. {a Mathematics book in the
library}

2. Consider A= {b,e,s,t}. How many subsets does it have?

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A.8 B. 16 C. 11 D.18
3. Which of the following is a finite set?
A. The set of whole numbers C. The set of soldiers in the Philippine
army
B. The set of stars in the universe D. The set of counting numbers

4.Describe this set in words: {2,3,5,7,11,13,17,19}

A. Set of prime numbers from 2 to 19 C. Set of odd numbers less than 20
B. Set of prime numbers less than 19 D. Set of whole numbers less than
20

5. Which of the following would be an empty set?

A. The set of prime numbers that are odd numbers
B. The set of even numbers that are prime numbers
C. The set of multiples of 3 that are prime numbers
D. The set of odd numbers that are divisible by 2

6. Write {even whole numbers between 3 and 15} using the roster notation.
A.{ 5,7,9,11,13} C.{2,4,6,8,10}
B. {3,5,7,9,11} D.{4,6,8,10,12,14}

7. List all the elements in A={letters in the word “book”}.

A. A={b,o,k} B. A={b,o,o,k} C. A={b,k} D.A=∅

8 .Consider M={vowels in the word “mathematics”}.Find n(M).

A.4 B. 3 C. 7 D.10

9. Consider A= {whole numbers less than 5}.How many subsets does it

have?
A. 16 B.24 C.32 D.48

10. Let U={1,3,5,7,9,11} and A={1,5,9}.What are the elements of A’ ?

A. {3,7,11} B {1,3,9} C.{2,4,6,8,10} D.{0}

11. Which Venn diagram illustrates this statement: “All poodles are dogs”.
A. B. C. D.
dog dogs poodles
dogs
dogs poodles s
poodles
poodles

For items 12-15

Let U={ 0,1,2,3,4,5,6,7} , A={ 1,3,5,7} , B={0,2,4,6} , and C={ 0,1,2,3,4}.
Find:

12. A ∩ B
A.{0} B. {0,1,2,3,4} C. {2,4,6} D.{ }

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13. What is C’?
A. {5,6,7} B.{0,1,2,3,4} C.0,1,3,5} D.{ }

14. Find A ∪ C
A. {0,1,2,3,4,5,7} B. {1,3} C.{0,2,4} D. { }

15. Find C – B
A. {4,6,} B.{0,1,2,3,4} C.{0,1,3,5} D.{1, 3 }

For items 16-20 refer to the diagram on the right to answer the
questions.

Let U={all students},A={students who like drama} U

B={students who like dance} A 8
C={students who like art}
10 3
4
B12 C
4 9

16.How many students like art only?

A. 16 B. 9 C.7 D. 0
17. How many students like drama or dance but not art?
A.9 B. 16 C.30 D. 37
18. How many students like drama and art but not dance ?
A.17 B. 3 C.2 D. 0
19. How many students like drama, dance ,and art?
A. 3 B. 4 C. 46 D.50
20. How many students do not like any of the three?
A. 3 B. 4 C. 5 D. 7

Are you done?

Congratulations! You can
compare your answers with
those in the answer key.
If your answers are
correct, excellent! This means
that you have learned about
sets well. You may still study
the module to review what you
already know.

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 KEY ANSWER

TARGET PRACTICE 1

1) 𝐴∩𝐵

U
A B

2) 𝐵′
U

A B

3) (𝐴 ∩ 𝐵)′
U

A B

TARGET PRACTICE 2

Problem #1
a. 15
b.34
c.35
d.32
e.55
f.67

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g.76
h.100
i.369
Problem #2
a.

M S

5 25 3

b.5
c.3
d.2
Problem #3
a.

V B

15 10 11
4

b.15
c.11
d.26
e.4
Problem #4
a

S F
5

21 8 23

b.21
c.23
d.44
e.5
Problem #5
a.

b.19
c.18 S D
2
d.37
19 10 18

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e.2

POST-ASSESSMENT

1.D 11.A
2.B 12.A
3.C 13. A
4.A 14.A
5.D 15.D
6.D 16.B
7.A 17.C
8.B 18.B
9.C 19.A
10.A 20. B

LEARNING ACTIVITY SHEET

Week 2

DIRECTION: Given the Venn diagram below, answer the questions that follow.

1. John asked 52 people which flavour of cake they liked, Banana (B), Mango(M), both
or neither. Based from the Venn diagram below,

B M U

14
10 4 24

a.How many liked banana cake only? ________

b.How many liked mango cake only? _______

c.How many liked both banana and mango cake? ________

d.How many liked banana or mango cake but not both? _________

e. How many did not like either banana or mango cake? _________

2. Joseph asked 100 coffee drinkers whether they like cream (C) or sugar (S) in their
coffee.
C S
29

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According to the Venn diagram at the right,

a)How many like cream?______

b) How many like sugar?______
16 20 35
c)How many like cream but not sugar?______
d)How many like cream and sugar?______
e)How many did not like either cream or sugar?______
LEARNING ACTIVITY SHEET
Week 2

DIRECTION: Given the Venn diagram below, answer the questions that
follow.

Jacob asked 100 adults whether they had studied French (F), Spanish (S) or Japanese
(J) in school. According to the Venn diagram below,

U
26 S
14
F 5 10 2
15 J
3 25

a. How many studied Spanish?__________

b. How many studied Spanish but not French? __________
c. How many studied Japanese but not French? _________
d. How many studied French and Spanish? ________
e. How many studied French or Spanish? _________
f. How many studied French and Spanish but not Japanese? _________
g. How many did not study the three languages?_________
h. How many studied Spanish and Japanese but not French?_________
i. How many studied the Japanese only? ________
j. How many studied French only? ________

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 LEARNING ACTIVITY SHEET
Week 2

DIRECTION: Read the problem carefully and draw the Venn diagram to answer the
questions that follow.

Problem: A travel agent surveyed 100 people to find out how many of them had visited the
cities of San Fernando and Vigan. Thirty-one people had visited San Fernando, 26 people had
been to Vigan, and 12 people had visited both cities.

a. Draw the Venn diagram that displays these results.

b. How many visited the City of San Fernando or Vigan? ________

c. How many visited San Fernando but not Vigan? ________

d. How many visited only one of the two cities? ________

e. How many visited neither city. ________

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DIRECTION: Solve the problem below using a Venn diagram.

Problem: Ninety grade seven students went to a school carnival. Three had a hamburger, soft
drink and ice-cream. Twenty-four had hamburgers. Five had a hamburger and a soft drink.
Thirty-three had soft drinks. Ten had a soft drink and ice-cream. Thirty-eight had ice-
cream. Eight had a hamburger and ice-cream.

1. How many students had nothing?

2. If you are a student in the problem, what will you eat and why?

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REFERENCES

DepEd, Grade 7 MELC 2020

DepEd, Grade 7 Mathematics Learner’s material
UPLIFT (Upgrading Program: Learning Institute for Teachers), (2012) Philippine Science
High School System with DOST-Science Education Institute and Department of Education
Nivera, G (2014). Grade 7 Mathematics : Patterns and Practicalities , 2nd Updated edition
Oronce, O. et. Al. (2012) E-math 7, K to 12 Edition. Rex Bookstore, Inc.
Oronce, O. et al. (2008) exploring Mathematics I. Rex Bookstore, Inc
https://www.math-only-math.com/word-problems-on-sets.html
https://www.onlinemathlearning.com/venn-diagram-word-problems.html
https://mba.hitbullseye.com/Quant/Venn-Diagram-Problems.php
https://www.onlinemath4all.com/word-problems-on-sets-and-venn-diagrams.html
http://web.gccaz.edu/~johwd63181/MAT142/chapter_1/problems/section%201.7.pdf
https://creately.com/blog/diagrams/use-venn-diagrams-solve-problems/
https://www.math-only-math.com/examples-on-Venn-diagram.html
https://www.math-only-math.com/relationship-in-sets-using-Venn-diagram.html
https://www.math-only-math.com/union-of-sets-using-venn-diagram.html
https://www.math-only-math.com/intersection-of-sets-using-Venn-diagram.html

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 ANNEX

Writer : APRILYN R. DACUMOS

Evaluators/Editors : DIONISIO P. ALCANTARA

BRENDA A. SABADO
LORENA C. SALVADOR, Ed. D.

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