G

____ The Roman Catholic Diocese of San Jose de Antique

___ Antique Diocesan Commision of Education
The Antique Diocesan Catholic Schools
Dao Catholic High School, Inc.
JUNIOR HIGH SCHOOL DEPARTMENT
Tobias Fornier, Antique
Government Recognition (Reissuance) No. S-63, s. 2005
School ID No. 403965

Name of Student: ________________________ Year & Section: _____________

Address: _______________________________ Quarter: 1 Week 1
Subject Teacher: Princess Mae H. Celorico, LPT.

Topic 1: SETS
LEARNING OBJECTIVES
At the end of this lesson, you will be able to:
 identify well-defined sets, subsets, universal sets, null sets, and cardinality of sets;
 describe well-defined sets, subsets, universal sets, null sets, and cardinality of sets;
 illustrate the union and intersection of sets and the difference of two sets;
 use Venn diagrams to solve real-life problems involving sets.

EXPLORE
ACTIVITY 1: KWL CHART
Below is the KWL Chart. It will help check your understanding of the topics in this lesson. You will be asked to fill-in
then information in different sections of this topic. For now, complete the first two rows with what you know about the
topic - Sets. Do not answer the third column yet.

What I Know What I Want to Know What I Learned

ACTIVITY 2: SORTING AND CLASSIFYING

Your mother needs to buy some stuff for the household. To prevent her from getting lost in the store, she asks for
your help to rearrange the items on her grocery list in such a way that it is organized in different categories. How are you
going to rearrange the following items on the list?

GROCERY LIST: Laundry detergent, bath soap, Salt, Vegetable oil, Shampoo, Soy Sauce, Toothpaste, Fabric softener,
Black pepper, Hand soap, Chili powder, Hair conditioner

Write down the categories and the items under each category below, then answer the following question:

CATEGORY 1 CATEGORY 2 CATEGORY

_____________________ _____________________ _____________________

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PROCESS QUESTION(S):

1. How many items are there in each category? _______________________________________

2. What guided you in grouping the items?
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FIRM-UP
ACTIVITY 3: TEXTUAL ANALYSIS
Classifying things or grouping things in a category means putting things in a set.

In activity 1, each category you create can be an example of a set:

 a set of personal care products, which includes bath soap, shampoo, toothpaste, hand soap, and hair conditioner
 a set of basic cooking ingredients, which includes salt, vegetable oil, soy sauce, black pepper and chili powder
 a set of laundry products, which includes laundry detergent, bleach and fabric softener.

DESCRIBING A SET

A Set is a well-defined collection of distinct objects or things called elements that share a common characteristic.
Well-defined means that the elements of a set share a common property which helps us to determine if an object belongs
to that set or not).

Example: “A collection of all multiples of 5” is a set since there is clarity in the determination of its elements.
“A collection of honest students in DCHS” is not a set since there is no common agreement as to what is
meant by “honest students”.

Question to Answer:
Given the two collections below, which of the two collections is a set? Justify your answer.
The collection of five greatest artist in the music industry
The collection of municipalities in the province of Antique
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Sets are denoted by capital letters such as A, B, C, D, and E.

Elements of sets are denoted by lowercase letters such as a, b, c, d, and e, listed in braces “{ }”, and separated by
commas. A={ 5 ,10 , 15 , 20 } means “set A consisting of the elements 5, 10, 15, and 20.”

To indicate 5 as an element of set A, we write 5∈A and read it as “5 is an element of A”.

There are three ways in describing set:
1. Roster Notation or Listing Method
It is a method describing a set by listing each element of the set inside the symbol { }. The elements of sets
A, B, and C are listed: A = {p, h, i, l, n, e, s} B = {5, 10, 15, …} C = {moon}
2. Verbal Description Method
It is a method of describing a set in words. We can describe the sets named in number 1 as follows:
 Set A is the set of letters in the word “Philippines.”
 Set B is the set of positive multiples of 5.
 Set C is the set of a natural Earth satellite.
3. Set Builder Notation
It is a method that lists the rules that determine whether an object is an element of the set rather than the
actual elements. We can describe the sets in number 1 in set builder notation as follows:

A = {x | x is a letter in the word “Philippines”}

B = {x | x is a positive multiple of 5}
C = {x | x is a natural satellite of Earth}

Exercise 1:
Given: A = {1, 2, 3}
Write: a. verbal description
b. a rule (set builder notation)

______________________________________________
______________________________________________

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Process Question(s):
In your own opinion, which method is the most appropriate way to use in describing a set? Explain your answer.
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OTHER TERMS RELATED TO SET

 Universal set - set containing all the elements under discussion.
Example: When talking about whole numbers, the universal set is:
U = {0, 1, 2, 3, …}
When talking about letters on English Alphabet, the universal set is:
U = {a, b, c, …, z}

 Finite set – either empty or has limited number of elements (elements can be counted or listed).
 Infinite set – has unlimited number of elements (elements cannot be counted or listed)

For finite sets with large number of elements, ellipsis “…” written between the first few elements and last few
elements is used to serve as shortcut in enumerating the elements. For infinite sets, ellipsis is written after listing some
elements indicating that the list goes on forever.

Question to Answer:
On the given universal sets, which is a finite set? and which is infinite set? Justify your answer.
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 Cardinality – the number of elements in the set

Cardinality of A is denoted by n(A). Thus, in A = {a, e, i, o, u}, n(A) = 5 because set A contains 5 elements.

 Equivalent sets – two sets that contain exactly the same number of elements
Given: A = {1, 2, 3, 4} and B = {m, a, t, h}
Both sets contain four elements. Hence, we say that set A is equivalent to set B( A ≈ B)
 Equal sets – two sets that contain exactly the same elements.
Given: A = {a, e, i, o, u} and B = {a, e, i, o, u}
These two sets contain exactly the same elements therefore we can say that A = B.

Example: Write the cardinality of each set, then tell whether the two sets are equivalent or equal.

a. A = {d, e, a, r} b. C = {s, c, i, e, n, c, e} c. E = {2, 4, 6, 8}

B = {r, e, a, d} D = {e, n, g, l, i, s, h} F = {1, 3, 5, 7, 9}

Solution:

a. n (A) = 4 Sets A and B are equal sets because they contain exactly the same elements
n (B) = 4 regardless of the order of elements.

b. n (C) = 7 Sets C and D are not equal sets but are equivalent sets because they do not
n (D) = 7 contain exactly the same elements but they have the same number of elements.

c. n (E) = 4 Sets E and F are neither equivalent nor equal sets.

n (F) = 5

Exercise 2:
Write the cardinality of each set, then tell whether the two sets are equivalent or equal.
A = {g, r, e, e, n} b. C = {0, 2, 4, 6, 8} c. E = {, o, v, e}
B = {g, e, n, r, e} D = {1, 3, 5, 7, 9} F = {p, e, a, c, e}

n(A) = ____ b. n(C) = ____ c. n(E) = ____

n(B) = ____ n(D) = ____ n(F) = ____
___________________ ___________________ __________________

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Process Question(s):
Is it possible to have equal at the same time equivalent sets? If yes, how? If no, why?
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 Empty set/ Null set – a set with no element. The symbol for an empty set is ∅ or { }. Note that an empty set is
always a subset of any set.
Consider the following sets:
A = set of months with 35 days
B = set of letters in the word “JOY” that is also in the word “PAIN”
C = set of odd numbers that are divisible by 2
Notice that set A have no elements. The same with set B and C. These sets are examples of Empty/ Null sets.

 Set A is a subset of B, written as A ⊆ B if every element of A is an element of the other set. Set A is a proper
subset of B, written as A ⊂ B , if there is at least one element in B not contained in A

Example: Consider the set A = {0, 2, 4, 6}

The subsets of the given set are the following: ∅ , {0}, {2}, {4}, {6}, {0, 2}, {0, 4}, {0, 6},
{2, 4}, {2, 6}, {4, 6}, {0, 2, 4}, {0, 2, 6}, {0, 4, 6}, {2, 4, 6}, and {0, 2, 4, 6}

To determine the number of subsets for a given set, multiply 2 by itself n times (2n), where n is the number of
elements of the set. In our example, the number of elements of set A is 4 and 2 4 is 16. Thus, the total number of subsets
of set A is 16. {0, 2, 4, 6} is an improper subset of set A. All other subsets are proper subsets.

Exercise 3:
List down the subsets of the following sets and indicate the number of its subsets of each set.
{a}
Subsets:______________________________________________________No. of subsets: ____
{a, b}
Subsets:______________________________________________________No. of subsets: ____
{a, b, c}
Subsets:______________________________________________________No. of subsets: ____

Process Question(s):
In your own words, how would you describe a subset?
_______________________________________________________________________________________________
How is the cardinality of the set related to its number of subsets?
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ACTIVITY 4: CROSSWORD PUZZLE

Complete the crossword puzzle below by identifying the terms described in each number.
1

5 6

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10

Across Down
2. This refers to the number of elements of a set. 1. A set is said to be ______ if it is either empty or it
5. A collection of distinct objects or things is a has a limited number of elements.
mathematical set if it is _____. 3. This is the set which contains all the elements in the
8. Two sets are _______ if they have the exact same given discussion.
elements. 4. This notation is one way of representing a set by
9. This is one way of representing a set by listing all its stating the properties which elements of a set must
elements satisfy.
10. This is a set with no elements 6. Two sets are said to be ______ if they have the same
cardinality.
7. A set A is a _________ of a set B if all elements of A
are also elements of B.

ACTIVITY 5: TEXTUAL ANALYSIS

OPERATION ON SETS

In arithmetic, we have operations such as addition, subtraction, multiplication, and division that enable us to combine
numbers. In sets, we have the intersection, union, and difference of sets.

 The intersection of sets A and B, written as A ∩ B, is a set of elements that are members of both A and B.
 The union of sets A and B, written as A ∪ B , is the set of elements that are members of A, or members of B, or
members of both A and B.
 The difference of sets A and B, written as A – B, is a set of elements in A that are not in B.
 The complement of a set A, written as A’, is the set of all the elements in the universal set U that are not in set A.

The universal set, denoted by U, is the set of all possible elements in the universal set U that are not in set A.

Illustrative Examples:

A. Given: A = {a, e, i, o, u}, B = {a, b, c, d, e}, and C = {c, u, b}

Find: a. A ∩ B b. A ∩C c. B∩ C
Solution: a. The elements in A that are also in B are a and b. Hence, A ∩ B= { a , e }
b. The only element of A that is also in C is u. Hence, A ∩C={ u }
c. The elements in B that are also in C are c and b. Hence, B∩ C= { c , b }
B. Given: A = {a, e, i, o, u}, B = {a, b, c, d, e}, and C = {c, u, b}
Find: a. A ∪ B b. A ∪ C c. B∪C
Solution: combine the elements of the sets (no repetition)
a. A ∪ B={a , e , i, o , u , b , c ,d } b. A ∪ C={a , e ,i , o , u , c , b } c.
B∪ C={a , b , c ,d , e , u }
C. Given: A = {a, e, i, o, u}, B = {a, b, c, d, e}, and C = {c, u, b}
Find: a. A−B b. A−C c. B−C
Solution: a. Taking A and subtracting B means elements in A that are not in B. Thus, A−B={ i ,o ,u } .
b. A – C means elements in A that are not in C. Thus, AC={a , e , i , o }.
c. B – C means elements in B that are not in C. Thus, BC={a , d , e }

Exercise 4:
Perform operations given the sets.
Given: A = {1, 3, 5, 7, 9}, B = {2, 4, 6, 8}, and C = {1, 2, 3, 5, 7}
Find:1. = _________________2. = ________________
3. = ________________4. = ________________
5. = ________________6. = ________________
7. = ________________8. = ________________
9. = ________________

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Process Question(s):
How can you apply your understanding on the operations of sets to solve real-life problems?
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VENN DIAGRAM

Venn Diagram are very useful in showing the relationship between sets. The Venn Diagram consists of a rectangle
which represents the universal set and a circle or circles inside the rectangle which represent the set or sets being
considered in the discussion. It is understood that the elements in the set are inside the circle that represents the set.
U

U U U
A B A B
A B cC bC cC bC
e aC e aC
d d

B is a subset of A A and B are disjoint sets. The intersection is a point.

U A B U

A intersect B A union B
Illustrative Example:

Given: U = {1, 2, 3, 4, 5, 6} A = {2, 4, 6} B = {1, 2, 3, 6}

Use Venn diagram to represent the following:

a. A ∩ B b. A ∪B c. A−B

Solution:
A ∩ B={2 ,6 } A ∪ B={1 , 2 ,3 , 4 , 6 } A−B={4 }
U U U
A B A B A B
2 2 2 1
4 4
6 6 6 3

Exercise 5:
Given:

Find:

1. A ∩ B = _________________
2. A ∪ B = _________________
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3. A−B = _________________
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Process Question(s):
In what situation can this concept of operations of sets be useful?
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ACTIVITY 6: SETS – TRIVIA QUIZ (Online Activity)

Practice your skill Online! Access the website below to test your understanding on sets. Your goal here is answer all 12
questions regarding sets correctly.

https://www.proprofs.com/quiz-school/story.php?title=sets_4

ACTIVITY 7: TEXTUAL ANALYSIS

APPLICATION OF VENN DIAGRAM

Out of 50 students, 35 are members of HUBON and 19 are members of SRO. If 10 are in both clubs, how many
students are in: a. neither of the clubs; b. either of clubs

Solution:

U
Step 1: Draw the universal set for the 50 HUBON: SRO:
students with two overlapping circles and label
35 19
it with the total in each.

U
HUBON: SRO:
Step 2: Because 10 students are in both clubs, put 35 19
“10” in the overlap or in the intersection.
10

U
Step 3: Account for 10 of the 35 HUBON HUBON: SRO:
members, leaving 25 students who are 35 19
members of the HUBON but are not members
25 10
of the SRO.

U
HUBON: SRO:
Step 4: Account for 10 of the 19 SRO members, 35 19
leaving 9 students who are members of the SRO
25 10 9
but are not members of the HUBON.

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 U
Step 5: This shows that a total of 25+10+9 or 6
HUBON: SRO:
44 students are either HUBON or SRO 35
members. This leaves 6 students
unaccounted for so these students must be 25 10 9
the ones that are in neither club.

Conclusion:

a. There are 6 students that are in neither of the clubs.

b. There are 44 students that are in either clubs.

Question to Answer:
How useful is Venn diagrams in showing relationship between sets?
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DEEPEN

Exercise 6:
Use the given Venn diagram to answer the problem.
In a batch of 250 students, 62 are members of the Sports Club, 170 students are members of the Drama Club, and
40 students are in both clubs. How many students are:
a. In either the Sports or Drama Club;
b. In neither of the clubs?

Conclusion:
a. ______________________________________________
b. ______________________________________________

Process Question(s):
How is your idea of Venn diagram helped you in solving problems involving sets?
_______________________________________________________________________________________________
_______________________________________________________________________________________________

ACTIVITY 8: KWL CHART

Complete the KWL Chart below by filling in the last row with what you learned about the topic.
What I Know What I Want to Know What I Learned

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TOPIC ASSESSMENT: MULTIPLE-CHOICE TEST
and PROBLEM-SOLVING with CER

A. Direction: Write the letter of your choice on the space provided.

_____1. It is a well-defined collection of distinct objects or things.

a. group b. set c. category d. element
_____2. Which of the following is another name for an empty set?
a. Subset b. null set c. proper subset d. blank set
_____3. The following sets are well-defined EXCEPT ___?
a. a set of positive odd numbers c. a set of Philippine’s popular artists
b. a set of letters in the word “MATHEMATICS” d. a set of prime numbers between 1 and 50
_____4. Which of the following are equivalent but not equal sets?
a. A = {s, c, i, e, n, c, e} c. E = {2, 4, 6, 8}
B = {e, n, g, l, i, s, h} F = {1, 3, 5, 7, 9}
b. C = {r, e, a, d} d. G = {r, e, a, c, t}
D = {d, e, a, r} H = {t, r, a, c, e}
_____5. It is used to denote an element of a set.
a. Capital letter b. brackets c. lowercase letter d. number
_____6. B = {5, 10, 15, …} when described using set-builder notation is _______________.
a. Set B is the set of positive multiples of 5. c. B = {x | x is a positive multiple of 5}
b. Set B is the set of prime numbers divisible by 5. d. B = {x | x is a prime number divisible by 5}

For items 7 – 10 Given: A = {a, e, i, o, u}; B = {a, b, c, d, e}

_____7. Find A ∩ B
a. {a, e} b. {b, c, d} c. { } d. {a, b, c, d, e, i, o, u}
_____8. Find A ∪B
a. {a, e} b. { } c. {b, c, d} d. {a, b, c, d, e, i, o, u}
_____9. Find A – B
a. {a, e} b. { } c. { i, o, u} d. {a, b, c, d, e, i, o, u}
_____10. Find B – A
a. {a, e} b. {b, c, d} c. { i, o, u} d. {a, b, c, d, e, i, o, u}

B. Direction: Read and analyze the problem then complete the CER form.

Problem:
Suppose there are 36 students in a class. Of those students, 8 plays in a band, 12 sings in a choir, and 5
are in both the band and the choir. How many of the 36 students are not in either group?

CER Form
CLAIM: (State the answer to the problem in complete sentence)

EVIDENCE: (Solve the problem by means of Venn diagram)

RESPONSE: (Summarize your findings using math vocabulary)

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TRANSFER
ACTIVITY 9: DATA ANALYSIS
A school canteen manager surveyed 100 students to find the most salable sandwich and juice drink in the
canteen. The result of the survey is shown below.

Number of Students Type of Sandwich Purchased

10 Chicken and egg
6 Chicken and tuna
3 Tuna and egg
5 Chicken, tuna and egg
22 Tuna
20 Egg
24 Chicken
Juice Drink Purchased
32 orange
20 pineapple
34 Iced tea
1 Orange and pineapple
3 Iced tea and pineapple
4 Orange and iced tea

Use the given data in completing the Venn diagrams. These will help you in answering the questions below.

Sandwich Purchased Juice drink Purchased

Chicken Egg Orange Pineapple

Tuna Iced Tea

Questions to Answer:
How many students surveyed did not purchased any sandwich? ________
How many students surveyed did not purchased any juice drink? ________
Which is the most salable sandwich? _______
Which is the most salable juice drink? ______
What recommendation would you give to the canteen manager based on your analysis of the
survey result?
____________________________________________________________________________
______________________________________________________________
How did the task help you see the real-world use of the topic?
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SIGNATURE OF PARENT/GUARDIAN: _____________ CHECKED & RECORDED: ___________

FOSTER TEACHER’S SIGNATURE: ________________ DATE: __________

REMARKS: COMPLETE INCOMPLETE LATE

Note: For INCOMPLETE modules, kindly answer the unanswered portion(s) then resubmit the module for
rechecking.

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