7

Mathematics
Modules
Quarter 1 – Weeks 1 – 4
7
Mathematics
Quarter 1 - Module 1:
Sets and Set Operations
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 1 - Module 1: Sets and Set Operations
Second Edition, 2021

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OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Desiree Joy DP. Gumapac

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

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Education Program Supervisor, LRMS

Michael R. Lee
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2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you understand
the real meaning of sets in 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 the learners read them can be changed to correspond with the textbook they are now
using.
The module is divided into two lessons, namely:
 Lesson 1 - Sets and Basic Notations
 Lesson 2 - Set Operations
After going through this module, the learners are expected to:
1. describe and identify sets, subsets, universal set, null set, and cardinality of a set;
and
2. perform operations between two sets, such as union, intersection, set difference,
and complement of a set.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Which of the following DOES NOT define a set?

A. 𝐿 = {𝑥|𝑥 𝑖𝑠 𝑎 𝑓𝑒𝑚𝑎𝑙𝑒 𝑡𝑒𝑎𝑐ℎ𝑒𝑟 𝑖𝑛 𝑀𝑎𝑘𝑎𝑡𝑖 𝐻𝑖𝑔ℎ 𝑆𝑐ℎ𝑜𝑜𝑙}
B. 𝑂 = {𝑥|𝑥 𝑖𝑠 𝑎 𝑔𝑟𝑎𝑑𝑒 7 𝑡𝑒𝑎𝑐ℎ𝑒𝑟 𝑖𝑛 𝑀𝑎𝑘𝑎𝑡𝑖 𝐻𝑖𝑔ℎ 𝑆𝑐ℎ𝑜𝑜𝑙}
C. 𝑉 = {𝑥|𝑥 𝑖𝑠 𝑎 𝑀𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐𝑠 𝑡𝑒𝑎𝑐ℎ𝑒𝑟 𝑖𝑛 𝑀𝑎𝑘𝑎𝑡𝑖 𝐻𝑖𝑔ℎ 𝑆𝑐ℎ𝑜𝑜𝑙}
D. 𝐸 = {𝑥|𝑥 𝑖𝑠 𝑎𝑛 𝑜𝑢𝑡𝑠𝑡𝑎𝑛𝑑𝑖𝑛𝑔 𝑡𝑒𝑎𝑐ℎ𝑒𝑟 𝑖𝑛 𝑀𝑎𝑘𝑎𝑡𝑖 𝐻𝑖𝑔ℎ 𝑆𝑐ℎ𝑜𝑜𝑙}

2. Given are two sets, A and B, where 𝐴 = {1, 2, 3, 4} and 𝐵 = {2, 1, 4, 3}. Which of the following
statements is TRUE with the given sets?
A. 𝐴 ⊂ 𝐵 B. 𝐴 = 𝐵 C. 𝑛(𝐴) ≠ 𝑛(𝐵) D. 𝐵 ⊃ 𝐴

3. Which of the following sets is shown with the roster notation?

A. 𝐹 = {𝑥|𝑥 𝑖𝑠 𝑎𝑛 𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟}
B. 𝑈 = {𝑙𝑒𝑡𝑡𝑒𝑟𝑠 𝑖𝑛 𝑡ℎ𝑒 𝐸𝑛𝑔𝑙𝑖𝑠ℎ 𝑎𝑙𝑝ℎ𝑎𝑏𝑒𝑡}
C. 𝐸 = {𝑟𝑒𝑑, 𝑏𝑙𝑢𝑒, 𝑦𝑒𝑙𝑙𝑜𝑤}
D. 𝐿 = {𝑐𝑜𝑙𝑜𝑟𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑟𝑎𝑖𝑛𝑏𝑜𝑤}

4. Which of the following is a subset of 𝑃 = {1, @, 9}?

A. {1, @} B. {1, @, 8} C. {5} D. {9,3, @}

5. Given 𝑄 = {𝐴𝑝𝑟𝑖𝑙, 𝐽𝑢𝑛𝑒, 𝑆𝑒𝑝𝑡𝑒𝑚𝑏𝑒𝑟, 𝑁𝑜𝑣𝑒𝑚𝑏𝑒𝑟 }, which of the following is the correct
description of the given set using set-builder notation?
A. {𝑥|𝑥 𝑖𝑠 𝑎 𝑚𝑜𝑛𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑦𝑒𝑎𝑟}
B. {𝑥|𝑥 𝑖𝑠 𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑜𝑛𝑡ℎ𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑞𝑢𝑎𝑟𝑡𝑒𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑦𝑒𝑎𝑟}
C. {𝑥|𝑥 𝑖𝑠 𝑚𝑜𝑛𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑦𝑒𝑎𝑟 𝑤𝑖𝑡ℎ 30 𝑑𝑎𝑦𝑠}
D. {𝑥|𝑥 𝑖𝑠 𝑎 𝑚𝑜𝑛𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑦𝑒𝑎𝑟 𝑤𝑖𝑡ℎ 31 𝑑𝑎𝑦𝑠}

3
 Lesson
Sets and Basic Notations
1
We tend to group things accordingly based on their functions. For instance, in our closet,
we arrange our clothes based on their uses as to casual, school uniform, formal, etc. This
collection we have are “groups”, as defined. But in Mathematics, any collection will not be
identified as a group, as we say, when it refers to a specific collection, we refer to them as a set.
A set is a well-defined collection of things or objects. These things or objects that comprise a
set are called elements or members of the set.

You can easily choose from your closet the clothes

you wish to wear in attending any occasion. Also,
you will be able to determine if certain clothes are
misplaced.

What’s In

The class will be given a group activity to work on naming among his/her classmates, the students
who can be classified under the following descriptions:
1. Students who are first born
2. Students who are rich
3. Students who are beautiful
4. Students who stand at least five (5) feet tall

We can easily determine the Hmm…Should I look at their looks

first-born students in our class and the things they have to know if
by asking them one by one. If they are rich? Maybe, if he/she
he/she is the only child, he/she has a mobile phone, like iPhone,
is also a first-born child. earpods, large allowance, branded
things… Oh well…☹

Aha! What if we ask who

If she is beautiful for me,
among them stands 5 feet
then she is really beautiful.
tall, then we compare the
Well, a beautiful person for
rest from his height by
me has a kind heart and
asking them to stand beside
good personality.
him. Great idea, right? 😊

What’s New

Now that we know the real meaning of sets in mathematics, we can easily determine if a
certain collection is a set or merely a group. We call the things or objects as elements or members
of the set. We denote an element of the set by using the symbol ∈.

4
 Which of the following collections are sets?
a. The vowel letters in the alphabet
b. Interesting books published since 2010
The first collection is a set, simply because no matter what, the number of vowel letters is
consistent to be five (5) only. The second collection is not a set but a group only because the word
interesting has a different definition from one person to another.

What is It

The set of vowel letters has the following members: a, e, i, o, u, suppose we name this set
as set V. Since a is a vowel, then a belongs to set V. In symbols, we write, 𝑎 ∈ 𝑉. It can also
be read as “a is an element of V”. It is stated above that the set of vowel letters has exactly five
elements only. This number of elements found in a given set is referred to as the cardinality of
the set which is denoted by n. In symbols, we write, 𝑛(𝑉) = 5, which is read as “the cardinality
of set V is 5” or “Set V has 5 elements”. If a certain element is given for set V, suppose b, and we
know that b is not a vowel, we can simply say that b does not belong to set V. In symbols, we
write 𝑏 ∉ 𝑉. Sets can be described or presented using any of the two methods:
1. Roster Method – where elements are listed, separated by commas, and
How are sets enclosed by curly braces
described?
Example: {𝑎, 𝑒, 𝑖, 𝑜, 𝑢}
2. Rule Method – where elements are described based on their common
characteristic
Example: {𝑣𝑜𝑤𝑒𝑙 𝑙𝑒𝑡𝑡𝑒𝑟𝑠}
Set-Builder Notation – it is under the Rule method and follows the
format {𝑥|𝑥 ℎ𝑎𝑠 𝑡ℎ𝑒 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦 … } reads as “set of all x such that x is…”
Example: {𝑥|𝑥 𝑖𝑠 𝑎 𝑣𝑜𝑤𝑒𝑙 𝑙𝑒𝑡𝑡𝑒𝑟}

Notice that when we combine the vowels and consonants, we make up a bigger set which
is the English Alphabet. This set of all letters in the English Alphabet is identified as the universal
set. The universal set is the totality of all elements under consideration. It is denoted by the
symbol U.
A set without elements is called an empty set or a null set. It is denoted by { } or ∅.
Consider the two sets, 𝐴 = {𝑖,∗, 𝑢} and 𝐵 = {1,4,3}. Notice that the two sets have the same
cardinality. Set A has 3 elements and set B has three elements also. In symbols, we write 𝑛(𝐴) =
3 and 𝑛(𝐵) = 3. Since the two sets have the same cardinality, then they are said to be equivalent
sets.
Think about this example, 𝐶 = {𝑠, 𝑢, 𝑛} and 𝐷 = {𝑠, 𝑛, 𝑢}. The two sets have the same
cardinality and exactly the same elements. Hence, these sets are known to be equal sets.
Given set 𝐴 = {1,2,3,4,5} and 𝐵 = {1,4,5}. Notice that every element of set B is also an
element of set A. With this, we can say that B is a subset of A. In symbols we write, 𝐵 ⊆ 𝐴. If
𝐵 ⊆ 𝐴 and A has some elements that are not found in B, then we can also say that B is a proper
subset of A. In symbols, we write 𝐵 ⊂ 𝐴.
Example 1: Given 𝐽 = {𝑖, 𝑙, 𝑜, 𝑣, 𝑒, 𝑚, 𝑎, 𝑡, ℎ}. Identify each statement as True(T) or False(F) and
justify your answer.

a. 𝑖∈𝐽
b. 𝑛(𝐽) = 8
c. {𝑚} ∈ 𝐽
d. {ℎ, 𝑎, 𝑚} ⊆ 𝐽
e. {𝑙, 𝑜, 𝑣, 𝑒, 𝑠} ⊆ 𝐽
Solution:
a. True
b. False, because J has nine (9) elements.
c. False, because {𝑚} is now considered a set containing an element m. It can’t
be an element of set J.
d. True
e. False, because s is not found in set J.

5
 Always remember these:
Example 2: Find all the subsets of 𝑀 = {#, 𝑖, 5}.  An empty set is always a
subset of every set.
Solution:  The given set is a subset
The subsets of set M are ∅, {#}, {𝑖}, {5}, {#, 𝑖}, {#,5}, {𝑖, 5} of itself.
and {#, 𝑖, 5} or M.
The set of all the subsets of the given set is called the power set.
It is denoted by 2𝑀 . So, we have, 2𝑀 = {∅, {#}, {𝑖}, {5}, {#, 𝑖}, {#,5}, {𝑖, 5}, {#, 𝑖, 5}}.
The total number of subsets of a given set can be determined using
𝟐𝒏 , where n is the cardinality of the set. For example, 𝑄 = {1,2,3,4,5}, find the total number of
subsets it has. Since Q has 5 elements, then we substitute in 2𝑛 , we have 25 = 2 × 2 × 2 × 2 × 2 =
32. Therefore, Q has 32 subsets.

Example 3: Determine the number of subsets of the given sets.

a. {𝑎, 𝑏, 𝑐, 𝑑}
b. { }
c. {1,2,3,4,5,6,7}
Solution:
a. {𝑎, 𝑏, 𝑐, 𝑑} 𝑛 = 4, 24 = 2 × 2 × 2 × 2 = 𝟏𝟔 subsets
b. { } 𝑛 = 0, 20 = 𝟏 subset
c. {1,2,3,4,5,6,7} 𝑛 = 7, 27 = 2 × 2 × 2 × 2 × 2 × 2 × 2 = 𝟏𝟐𝟖 subsets

What’s More

Activity 1: Columns A and B contain the set description written in any of the methods stated
in the lesson. Match the given in column A with its equivalent in column B.

COLUMN A COLUMN B

1. E is the set of the primary colors. A. {2, 3, 5, 7, 11, 13}

2. 𝑁 = {𝑥|𝑥 𝑖𝑠 𝑎𝑛 𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟} B. Set of multiples of five(5)

3. 𝐽 = {5,10,15,20, … } C. Set of factors of six(6)

4. 𝑂 = {1,2,3,6} D. {1, 3, 5, 7, 9, 11, … }

E. {𝑟𝑒𝑑, 𝑏𝑙𝑢𝑒, 𝑦𝑒𝑙𝑙𝑜𝑤}

5. Y is the set of prime factors less than 15
F. {𝑔𝑟𝑒𝑒𝑛, 𝑏𝑙𝑢𝑒, 𝑦𝑒𝑙𝑙𝑜𝑤}

Activity 2: Given are the sets to answer each item correctly.

𝐴 = {𝑎, 𝑏, 𝑐, 𝑑, 𝑒}, 𝐵 = {2,3,4} 𝑎𝑛𝑑 𝐶 = {1,2,3, … , 10}

1. 𝑛(𝐴) 2. True or False: 1 ∈ 𝐵 3. 𝑛(2𝐵 ) 4. True or False: 𝐵⊆𝐶

5. Set A has (greater/lesser) elements than set B.
6. 𝑛(2𝐶 ) 7. 𝑛(𝐵) 8. Is 4 an element of A? (Yes/No)

What I Have Learned

A set is a well-defined collection of objects or things, and these things are called the
members or elements of a set.

6
 Symbol Reads as
∈ “element of” or “belongs to”
⊆ subset
⊂ proper subset
𝑛 𝑜𝑟 𝑛( ) Cardinality of a set
∅ 𝑜𝑟 { } Empty or null set
𝑈 Universal set

Lesson

2 Set Operations

What’s In

Now that you have already learned about the sets and the basic notation, it will be easier to study
about operations on sets. In this lesson, you will be able to know how sets are being added and
subtracted. These are the operations that will take part on sets.
A. Write the following in roster notation.
1. The five sense organs of the body
2. The positive even integers less than or equal to 13
3. The counting numbers less than 8
B. Express the following in set-builder notation.
1. {3, 6, 9}
2. {𝑀𝑜𝑛𝑑𝑎𝑦, 𝑇𝑢𝑒𝑠𝑑𝑎𝑦, 𝑊𝑒𝑑𝑛𝑒𝑠𝑑𝑎𝑦, 𝑇ℎ𝑢𝑟𝑠𝑑𝑎𝑦, 𝐹𝑟𝑖𝑑𝑎𝑦, 𝑆𝑎𝑡𝑢𝑟𝑑𝑎𝑦, 𝑆𝑢𝑛𝑑𝑎𝑦}
3. {2,4,6, … }

What’s New

Consider a set, suppose C, as a set of counting numbers less than 6. Another set, let’s say,
𝐷 = {2, 4, 6, 8, 10} is also given. What would be the resulting set when you put all the elements of
two sets C & D together? Here are some observations that you will notice:
a. Both sets have the following elements: 2 and 4
b. Either set C or D has the following elements: 1, 3, 5, 6, 8 and 10
If we combine the elements of the two given sets, we simply write their same elements once,
then we have {1, 2, 3, 4, 5, 6, 8, 10}. We know that putting together of things is done through the
process of addition, but for sets we use a different term referring to this operation.

What is It

As mentioned above, we can relate the concepts of set operations with the four
fundamental operations on numbers. This also requires prior knowledge on the basic notations
on sets. To perform an operation between two sets is to imagine the manipulation of two sets in
order to produce another set.
1. Union of Sets (∪). The union of two sets A and B, written 𝐴 ∪ 𝐵, is the set which consists
of all elements that belong to either A or B or to both. In symbols, 𝐴 ∪ 𝐵 =

7
 {𝑥|𝑥 ∈ 𝐴 𝑜𝑟 𝑥 ∈ 𝐵} and reads as “A union B is the set of all x such that x is an element of A
or B”.
Example 1 Find the union of the given pairs of sets.
a. {𝑎, 𝑏, 𝑐} ∪ {1, 2}
b. {1, 5, 7, 8} ∪ {2, 3, 4, 5}
c. {1, 5} ∪ 𝜙
Solution:
a. We put all elements found in the two sets together , and we have
{𝑎, 𝑏, 𝑐} ∪ {1, 2} = {𝑎, 𝑏, 𝑐, 1, 2 } or {1, 2, 𝑎, 𝑏, 𝑐 }
b. You will notice that the two given sets have a common element 5, we
simply write it once. Thus, {1, 5, 7, 8} ∪ {2, 3, 4, 5} = {1, 2, 3, 4, 𝟓, 7, 8}.
c. If we get the union between a set and an empty set, the resulting set will
always be the given set. Then, we have {1, 5} ∪ 𝜙 = {1, 5}.
2. Intersection of Sets (∩). The intersection of two sets A and B, written 𝐴 ∩ 𝐵, is the set
which consists of all elements that belong to both A and B. In symbols, {𝑥|𝑥 ∈ 𝐴, 𝑥 ∈ 𝐵}
and reads as “A intersection B is the set of all x such that x is an element of A and B”.
Example 2 Find the intersection of the given pairs of sets.
a. {𝑡, 𝑒, 𝑛} ∩ {1, 2}
b. {1, 5, 7, 8} ∩ {2, 3, 4, 5}
Solution:
a. In getting the intersection between two sets, we get only the common
elements found in both sets. It can be observed that the two sets do not
have any common elements. Then, we have {𝑡, 𝑒, 𝑛} ∩ {1, 2} = 𝜙
b. You will notice that the two given sets have a common element 5, then
it must be the only element found in the resulting set. Thus, we have
{1, 5, 7, 8} ∩ {2, 3, 4, 5} = {5}.
3. Complement of a Set. The complement of a set, suppose set A, written ′(𝐴𝑐 𝑜𝑟𝐴̅) , is the
set of all elements in the universal set U, that are not in A. In symbols, {𝑥|𝑥 ∈ 𝑈 𝑎𝑛𝑑 𝑥 ∉ 𝐴}
and reads as “A complement is the set of all x such that x is an element of U but not of A”.
Example 3 Given = {1,2,3, 4, 5, 6, 7} , 𝐴 = {1, 4, 5, 7} and 𝐵 = {2, 4, 5, 6, 7}. Find:
a. 𝐴′
b. 𝐵̅
Solution:
a. As defined earlier, when we say complement, it is like performing
subtraction in reference to the universal set. We determine the elements
found in the universal set but not in the given set A. Then, 𝐴′ = 𝑈 − 𝐴 =
{1,2,3, 4, 5, 6, 7} − {1, 4, 5, 7} = {𝟐, 𝟑, 𝟔}.
b. Same thing will be done for the complement of B written as 𝐵̅ in symbols.
We select the elements found in the universal set but not on set B.
Doing this, we have 𝐵̅ = 𝑈 − 𝐵 = {1,2,3, 4, 5, 6, 7} − {2, 4, 5, 6, 7} = {𝟏, 𝟑}.
4. Difference on Sets. The set difference (or relative complement) of set B from set A written
as 𝐴 − 𝐵 𝑜𝑟 𝐴 ∖ 𝐵, is the set of all elements in A that are not in B. In symbols,
{𝑥 ∈ 𝐴 𝑎𝑛𝑑 𝑥 ∉ 𝐵} and reads as “A minus B is the set of all x such that x is an element of A
but not of B”.
Example 4 Find the difference between the given pairs of sets.
a. {𝑎 , 𝑏, 𝑐, 𝑑} − {𝑏, 𝑑}
b. {1, 3, 5, 7, 8} − {2, 3, 5, 6, 7}

Solution:
a. When we get the difference between two sets, order is very important.
We always refer to the first set given. Doing this, we have {𝑎 , 𝑏, 𝑐, 𝑑} −
{𝑏, 𝑑} = {𝒂, 𝒄}
b. Determine the elements found in {1, 3, 5, 7, 8} but not in the set
{2, 3, 5, 6, 7}. Thus, the resulting set is {𝟏, 𝟖}.

8
 What’s More

Directions: Use the given sets to answer the following.

𝑈 = {1, 2, 3, 4, 5, 6}, 𝐴 = {1, 2, 3 }, 𝐵 = {2, 3, 5} and 𝐶 = {1 , 4}

1. 𝐴 ∩ 𝐶 4. 𝐴 ∪ 𝐶 7. 𝐴′ 10. (𝐴 ∪ 𝐵)′
Find:
2. 𝐴 ∪ 𝐵 5. 𝐵 ∪ 𝐶 8. 𝐵𝐶 11. (𝐴 ∩ 𝐶)′
3. 𝐴 ∩ 𝐵 6. 𝐵 ∩ 𝐶 9. 𝐶̅ 12. 𝐴′ ∪ 𝐶 ′

What I Have Learned

Set Operations Notation or Symbolism Concept
Union of Sets 𝐴∪𝐵 The set of elements found in A
or in B or in both A and B.

Intersection of Sets 𝐴∩𝐵 The set of common elements

found in both A and B.

Complement of a Set 𝐴′ , 𝐴𝑐 , 𝐴̅ The set of elements found in

the Universal set U but not in
set A.
Set Difference or Relative 𝐴 − 𝐵 or 𝐴 ∖ 𝐵 The set of elements found in
Complement set A but not in set B.

What I Can Do

Name of
Subject Handled
Teacher
Anna Filipino
Denise English
Joey Araling Panlipunan
Eoghan Mathematics
Michael MAPEH
Eliz Filipino
Um…I need to figure who among the
Ferdie English
teachers present in the meeting are:
a. Language Teacher (Filipino or Nash Science
English) Edith Mathematics
b. Major subject Teachers Ralmond Mathematics
(teaching English, Science or Daisy English
Math)
Issa Araling Panlipunan
c. Non-major subject Teachers
(Not teaching English, Science Nelly Mathematics
or Math) Revs Mathematics

9
 Assessment

Directions: Choose the letter of the correct answer. Write the chosen letter on a separate sheet of
paper.

1. A well-defined set is a group, list, or collection of easily identified objects that shared a
common characteristic. Which of the following is NOT a well-defined set?
A. collection of delicious meals in the canteen
B. list of subjects in Grade 7 level
C. group of Grade 7 male students
D. basketball team in Makati

n
2. Power Set formula is denoted by the symbol 2 where n is the number of elements. If a set
contains 3 elements, how many subsets are formed?
A. 23 B. 9 C. 8 D. 6

3. The following is a subset of A = {1, 2, 3, 4, 5}, except:

A. 𝑊 = {7} B. 𝑋 = {1, 2} C. 𝑌 = {3, 4, 5} D. 𝑍 = {2, 3, 4, 5}

4. Let P be the set of letters of the word “MATH”. Find the n(P).
A. 2 B. 3 C. 4 D. 5

5. Let X and Y be the following sets: 𝑋 = {1, 3, 5} and 𝑌 = {2, 4, 6}. Find 𝑋 ∪ 𝑌.
A. {1, 2, 3, 4, 5, 6} C. {2, 4, 5, 6}
B. {2, 3, 4, 6} D. ∅

6. If the universal set 𝑈 = {1,2, 3, 4, 5} and 𝐴 = {2, 5}, then which set refers to 𝐴′ ?
A. {1,2, 3, 4, 5} C. {1, 3, 5}
B. {1,2, 3, 4} D. {1, 3, 4}

7. Which of the following statements is TRUE to the given sets 𝐴 = {2, 3, 5, 6} and 𝐵=
{1, 2, 3, 4, 5, 6} ?
A. 𝐴 = 𝐵 B. 𝐴~𝐵 C. A∈ 𝐵 D. 𝐴 ⊆ 𝐵

8. Which of the following is a subset to the given set = {ℎ, 𝑜, 𝑝, 𝑒} ?

A. {ℎ, 𝑜, 𝑡} B. {𝑛, 𝑜, 𝑝, 𝑒} C. {ℎ, 𝑜, 𝑒} D. {𝑠, ℎ, 𝑜, 𝑒}

9. Which of the following statements is/are TRUE?

I. An empty set is a subset of every set.
II. 𝑛{1, #, &, 9,∗} = 4
A. I only B. II only C. both I & II D. Neither I nor II

10. Let M = {1,3,5} and N = {2,3,5,7}. Which of the following shows M∩N?
A. { } C. { 1, 2, 3, 5, 7 }
B. {1, 7} D.{ 3, 5 }

10
7
Mathematics
Quarter 1 – Module 2:
Venn Diagram and Its
Applications
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 1 - Module 2: Venn Diagram and Its Applications
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Desiree Joy DP. Gumapac

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: [email protected]

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you understand
the real meaning of sets in 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 will be involving Venn diagram as used in performing operations on sets as
well as solving problems.
After going through this module, you are expected to solve problems involving sets using
Venn diagram.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Given Sets A and B , which of the following diagram below illustrate 𝐴 − 𝐵 ?
A. B. C. D.

2. Based on the diagram, identify the elements found in set C?

A. {5, 6} C. {0, 1, 2, 4, 7}
B. {0, 1, 2, 3, 8, 9} D. {0, 3, 4, 5, 6}

3. Which of the following statements is TRUE based on the diagram

presented below?
A. A is a subset of B.
B. The cardinality of B is greater than
the cardinality of A.
C. B is the subset of A.
D. A and U are subsets of B.

4. Using the given figure at the right, which set

operation represents the shaded region?
A. 𝐴∪𝐵 C. 𝐴′
B. 𝐴∩𝐵 D. 𝐵′

5. Which of the following represents the shaded portion

of the Venn Diagram in the given figure?
A. 𝐴−𝐵 C. 𝐴′
B. 𝐵−𝐴 D. 𝐵′

Lesson
Venn Diagram and its
1 Applications

Graphic organizers are used by many to illustrate relationship among things. When
pictures are used, most refer to the term diagram. In Mathematics, one type of graphic organizers
known as Venn diagram is used to show differences and similarities among sets. When we say
Venn diagram, it does not stick with the idea of having rectangle and circles on it. Instead, it has
3
to follow the condition that the number of regions must be satisfied by 𝟐𝒏 , where n is the number
of sets. Suppose you are given two sets, then by substituting 2 for n in 𝟐𝒏 , we need to have 4
regions, otherwise, it is just an Euler diagram.
In this module, you would be able to know how to solve word problems using the concept
of Venn diagram. Solutions will be presented using the algebraic method and by Venn diagram
or combination of both.

What’s In

A. If 𝑈 = {1, 2, 3, … , 12} , 𝐴 = {2, 3, 4, 5}, 𝐵 = {4, 5, 6, 8, 9, 11}, 𝐶 = {6, 7, 8, 9}, find:

1. 𝐵∪𝐶
2. (𝐴 ∪ 𝐵) ∪ 𝐶
3. (𝐴 ∪ 𝐵) ∩ 𝐶
4. (𝐴 ∪ 𝐵)′
B. If 𝐴 = {4, 6, 8, 10, 12}, 𝐵 = {8, 10, 12, 14}, 𝐶 = {12, 14, 16} and 𝐷 = {16, 18}, find:
1. 𝐵∩𝐷
2. (𝐴 ∩ 𝐵) ∪ 𝐶
3. (𝐴 ∩ 𝐵) ∪ (𝐵 ∩ 𝐶)
4. 𝐴−𝐵

What’s New

Which among the

flashcards are factors of 10?
Are even numbers? Are
even numbers and at the
same time factors of 10?

What is It

From the example above, it can be observed that among the numbers from 1 to 10, only
two numbers are both even and factors of 10, which are 2 and 10. In the previous lesson, we
learned that when we get the common elements found in both sets, we are getting their
intersection. Hence, {2, 10} is the intersection of the two sets, factors of 10, and even numbers.

4
SET OPERATIONS USING VENN DIAGRAM

1. Intersection of sets. (𝑨 ∩ 𝑩)

Shade only the region

where the two circles
overlap.

2. Union of sets. (𝑨 ∪ 𝑩)

Shade the three

regions found in
circles A and B.

3. ̅)
Complement of a Set. (𝑨′ , 𝑨𝒄 𝒐𝒓 𝑨

Shade only the region

outside circle A because
when we say complement, it
means outside.

4. Set Difference or Relative Complement. (𝑨 − 𝑩 𝒐𝒓 𝑨\𝑩)

Shade only the region in

circle A but not in circle B.

Example 1 Illustrate through Venn diagram the indicated set operations.

a. 𝐵 − 𝐴
b. 𝐴 ∩ (𝐵 ∪ 𝐶)
c. 𝐵 − (𝐴 ∪ 𝐶)
Solution:

a. The given 𝑩 − 𝑨 means region found in B but not in A. Since we have two sets
given, then there must be four (4) regions in the venn diagram. We number each
region first for easy reference.
The numbered regions refer to:
1 – region for “A only”
2 – region for “both A and B”
3 – region for “B only”
4 – region for “neither A nor B” or
outside 𝐴 ∪ 𝐵
When we have 𝐵 − 𝐴, we just
have to identify the region that belongs to B but not in A, we refer to region
Then we have,

b. In the given 𝑨 ∩ (𝑩 ∪ 𝑪), we determine the region/s in the union of A with B that
also belongs to circle A. We first, identify the region/s in 𝐵 ∪ 𝐶.

5
 We have

From the figure, the regions which belong to 𝐵 ∪ 𝐶 are 2, 3, 4, 5, 6, & 7. Of these
regions, 2, 5, & 6 belong to circle A. Therefore, 𝑨 ∩ (𝑩 ∪ 𝑪) will be composed regions
2, 5, & 6, and by Venn diagram it can be illustrated as

c. The given 𝐵 − (𝐴 ∪ 𝐶) means that among the regions in

circle B, remove or omit the regions that belong also to 𝐴 ∪
𝐶. We first identify the region/s in 𝐴 ∪ 𝐶 .

From the figure, the regions which belong to 𝐴 ∪ 𝐶 are 1,

2, 4, 5, 6, & 7. Of these regions, we omit regions
numbered as 2, 4, and 5 from circle B. Hence, region 3 is
left. Using the Venn diagram, it can be illustrated as

THE NUMBER OF ELEMENTS IN A SET

Venn diagram is also useful to determine the number of elements in a set given the
indicated set operations. Since we already know how to illustrate a given set operation using
venn diagram, it will not be difficult for us to deal with this lesson.
Inclusion – Exclusion Principle
This is used to determine the number of elements of any of the following in the given
mathematical statement.

If A and B are any sets, then

𝑛(𝐴 ∪ 𝐵) = 𝑛(𝐴) + 𝑛(𝐵) − 𝑛(𝐴 ∩ 𝐵).

Note: It can be interpreted as the cardinality of the union of two sets can be obtained by
subtracting the cardinality of their intersection from the sum of the cardinality of the two sets.
Other cardinalities can be obtained by manipulating the mathematical statement.
Example 2 Solve the following:
a. If 𝑛(𝐴) = 120, 𝑛(𝐵) = 70 and 𝑛(𝐴 ∪ 𝐵) = 140, then what is 𝑛(𝐴 ∩ 𝐵)?
b. If 𝑛(𝑈) = 105, 𝑛(𝐴) = 80 and 𝑛(𝐴 ∩ 𝐵) = 50, then what is 𝑛(𝐴 ∩ 𝐵′)?
c. If 𝑛(𝐴 ∩ 𝐵) = 58, 𝑛(𝐴 ∩ 𝐵′) = 32 and 𝑛(𝐴′ ∩ 𝐵) = 40, then what is 𝑛(𝐴 ∪ 𝐵) ?

Solution:
a. By inclusion-exclusion principle, 𝑛(𝐴 ∪ 𝐵) = 𝑛(𝐴) + 𝑛(𝐵) − 𝑛(𝐴 ∩ 𝐵), we
substitute the given values, we have

140 = 120 + 70 − 𝑛(𝐴 ∩ 𝐵)

140 = 190 − 𝑛(𝐴 ∩ 𝐵)
140 = 190−?

By inspection, the number we are looking for is 50. Therefore, 𝑛(𝐴 ∩ 𝐵) = 50.

b. When we say 𝑛(𝐴 ∩ 𝐵′), it means “outside B that belongs to A”. Then, we
use the Venn diagram to illustrate the given and we have

6
 Since the In filling out the regions of the Venn
cardinality of set A diagram, we always start from the
is 80 and 𝑛(𝐴 ∩ innermost region which is their
𝐵) = 50, then 80- intersection, so we write 50.
50=30. We write
30 to the region Recall the meaning of (𝐴 ∩ 𝐵′) which is “outside B that belongs to A”. From
for A only. the figure above, we do not need the cardinality of the Universal set because
the region indicated by the set operations of the unknown also refers to the
region for “A only”. Therefore, 𝑛(𝐴 ∩ 𝐵′) = 30.

First, we define (𝐴 ∩ 𝐵′) and (𝐴′ ∩ 𝐵). (𝐴 ∩ 𝐵′) means “outside B that belongs to A”, and
(𝐴′ ∩ 𝐵) means “outside A that belongs to B”. It is also stated that we always start filling out the
innermost region which is the intersection of the two sets. Then we have,

𝑛(𝐴′ ∩ 𝐵) = 40
𝑛(𝐴 ∩ 𝐵′) = 32
𝑛(𝐴 ∩ 𝐵) = 58

Since we are going to get 𝑛(𝐴 ∪ 𝐵), we simply add the cardinalities of the three regions. Then, we
have 32 + 58 + 40 = 130.

Example 3 In your basketball team of 12 people, 4 are wearing school shirts, and 10 are
wearing school shorts. If all your teammates are required to wear one or the other,
how many are wearing both?
Solution:
a. The problem can be solved using inclusion-exclusion principle. Given that
there are 12 players in the team and each player is required to wear shirts or shorts, therefore,
𝑛(𝐴 ∪ 𝐵) = 12. The problem is asking for the number of players who are wearing both, then it
asks for 𝑛(𝐴 ∩ 𝐵). The number of players wearing shirts can be denoted by 𝑛(𝐴) = 4 and those
wearing shorts can be denoted by 𝑛(𝐵) = 10. By substitution, we have 12 = 4 + 10 − 𝑛(𝐴 ∩ 𝐵).
Solving for the unknown to make the statement true, we will have 𝑛(𝐴 ∩ 𝐵) = 2. Therefore, 2
basketball players are wearing both shirst and shorts.
b. By Venn diagram, we illustrate the given by trial and error method.

Trial 1 No player is wearing both, but the total number

when added is 14. It is wrong because it has to be
12.

Trial 2 One player is wearing both, but the total number

when added is 13. It is wrong because it has to be
12.

Trial 3 Two players are wearing both, and the total number
when added is 12. It is correct because it has to be
12.

By inspection, the trial #3 shows the correct solution for the given problem.

Example 4 A survey made by a fast food chain last month showed that of the 1000
respondents, 500 had been to McDonald’s, 700 to Jollibee, 450 to Wendy’s, 300 to
McDonald’s and Jollibee, 250 to Jollibee and Wendy’s, 220 to McDonald’s and
Wendy’s, and 100 to all three. How many went to
a. Wendy’s but not the other two?
b. only one of them?
c. none of these three?

7
Solution:
As the rule on Venn diagram states that we always have to start with the
innermost region, which in the problem is those who have been to the three fast food chains.

100 students who have been to the

three fast food chains

Next would be, the regions which refer to the intersection of two sets. This is
being referred to those who went to McDonald’s and Wendy’s, Jollibee and Wendy’s, and
McDonalds and Jollibee. Since the intersection of the three is given already which is 100, then
this will be deducted from the cardinality of the intersection of two sets at a time. We then have,

220 went to McDo and Wendy’s

minus 100 is 120.

300 went to McDo and Jollibee

minus 100 is 200.
250 went to Jollibee and Wendy’s
For the remaining unmarked region for each minus 100 is 150.
circle, we determine its cardinality by adding all
three and subtracting their sum from the cardinality of each set. We have, for McDonald’s:
500 − (200 + 120 + 100) = 𝟖𝟎; for Jollibee: 700 − (200 + 100 + 150) = 𝟐𝟓𝟎 and for Wendy’s: 450 −
(120 + 100 + 150) = 𝟖𝟎. Using these values to fill out the other regions will make our venn diagram
to be

Note: The sum of these seven (7) regions is 980.

The total number of students is 1000, then 20 is
lacking. These 20 students are the ones who
have not been to any of the three fast food chains
stated in the problem.

Therefore, the final entries for the

Venn diagram will be shown in the
figure at the right.

To get to read to answer the questions given, you may use the legend of the marked regions of
the Venn diagram.

Legend:
1 – have been to McDo only
2 – have been to McDo and Jollibee but not Wendy’s
3 – have been to Jollibee only
4 - have been to Wendy’s and Jollibee but not McDo
5 - have been to McDo, Jollibee and Wendy’s
6 - have been to McDo and Wendy’s but not Jollibee
7 - have been to Wendy’s only
8 – have not been to any of the three fast food chains

8
 We are now ready to answer the questions. How many went
to:

a. Wendy’s but not the other two?

This also means those who went to Wendy’s only and
it refers to region 7. Therefore, 80 students have been to
Wendy’s but not the other two.

b. only one of them?

This means Wendy’s only, Jollibee only, and McDonald’s only. Thus, we add their
cardinalities. In doing so, we use the regions: 1, 3, and 7. We then have, 80 + 250 + 80 = 410.
Therefore, 410 students have been to only one of them.
c. none of these three?
This means that they did not go to any of the three fast food chains. In connection to this,
we refer to region 8 which corresponds to 20. Therefore, 20 students have not been to any
of the three fast food chains.

What’s More
Activity 1: Using any colored pencil, illustrate the following set operations by shading the
region/s in the Venn diagram.

1. (𝐴 ∪ 𝐵)′ 2. 𝐴′ ∩ 𝐵 3. 𝐴 ∩ 𝐵′

Activity 2: Solve the following:

1. If 𝑛(𝐴) = 35, 𝑛(𝐵) = 60 and 𝑛(𝐴 ∩ 𝐵) = 25, then what is 𝑛(𝐴 ∪ 𝐵)?
2. If 𝑛(𝐵) = 70, 𝑛(𝐴 ∪ 𝐵) = 115 and 𝑛(𝐴 ∩ 𝐵) = 60, then what is 𝑛(𝐴)?
3. If 𝑛(𝐴) = 200, 𝑛(𝐵) = 110 and 𝑛(𝐴 ∪ 𝐵) = 220, then what is 𝑛(𝐴 ∩ 𝐵)?
4. If 𝑛(𝐴 ∪ 𝐵) = 40 and 𝑛(𝑈) = 55, then what is 𝑛(𝐴 ∪ 𝐵)′?
5. If 𝑛(𝐴 ∪ 𝐵) = 22, 𝑛(𝐴 ∩ 𝐵) = 6 and 𝑛(𝐴 ∩ 𝐵′) = 8, then what is 𝑛(𝐵)?

Activity 3: Analyze and solve the following problems.

1. In a university, 200 students are randomly selected to be asked about their drink
preference. It was found out that 140 students liked tea, 120 liked coffee, and 80
students said they preferred both tea and coffee. How many students (a) like coffee only,
and (b) don’t drink any of these two?
2. In a class of 50 students, each student passed either in Mathematics or in Science or in
both subjects. 10 students passed both subjects and 28 passed in Science. Find how
many students passed in Mathematics?
3. The population of a town is 10 000. Out of these, 5 400 persons read newspaper A and
4 700 persons read newspaper B. If 1 500 persons read both newspapers, then how
many do not read either newspaper A or B?

What I Have Learned

In solving word problems on sets using the Venn diagram, it is very important to
remember the tip – “always start filling out the innermost region which is the intersection
of the sets, given two or three”. Next, it can be of great help if you label the regions and
be guided by their description/definition, such as:

9
 What I Can Do

COVID-19 affects different people in different ways. Still, it is important that we know
the facts about the symptoms we might be in to be aware of this virus. Below are the symptoms
of flu and CoViD-19. Using the Venn diagram, illustrate the symptoms that can be observed
when someone has flu or CoViD-19, or both.

Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. Which set operations is represented by the shaded region in the figure?

A. 𝐴 ∪ 𝐶 C. (𝐴 ∪ 𝐶) − 𝐵
B. (𝐴 ∪ 𝐵) − 𝐶 D. (𝐴 ∪ 𝐵)′ − 𝐶

2. Which of the following figures is represented by the set operations defined by

(𝐴 ∩ 𝐵) − 𝐶?

A. B. C. D.

3. Given Sets A and B , which of the following diagram below illustrate 𝐵 − 𝐴 ?

A. B. C. D.

4. What set operation is being illustrated by the shaded part

in diagram shown below?
A. Complement C. Intersection
B. Union D. Set Difference

5. 10 Grade Seven students were asked about their preference

on the use of social media. The result of the survey is shown
in the diagram on the right. From the result of the survey,
how many students are using Facebook only?
A. 7 C. 4
B. 6 D. 3

10
7
Mathematics
Quarter 1 – Module 3:
Absolute Value
and the Set of Integers
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 1 - Module 3: Absolute Value of a Number and the Set of Integers
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Mary Rose Diane B. Lachica

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: [email protected]

2
 What I Need to Know

This module has been carefully prepared and written to help students clearly understand
and appreciate the key concepts and skills involving absolute value of a number and the set of
integers as applied in critical thinking, problem solving, reasoning, communicating, and
decision-making in real life. Throughout this module, the students are encouraged to understand
the principles involved and then, develop their own strategy. Complete explanations are given
to enable students to study on their own for there is no learning except self-learning. Also,
students are challenged to do as much as they can to sharpen their minds and to understand
better. The module is divided into two lessons, namely:
 Lesson 1 – Absolute Value of a Number
 Lesson 2 – The Set of Integers and Its Operations
After going through this module, students are expected to:
1. define absolute value of a number;
2. evaluate absolute value expression;
3. apply the concept of absolute value of a number to solve real-life problems;
4. define the set of integers;
5. familiarize with the different rules of operation on integers; and
6. solve real – life problem applying the rules of operations on integers.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Which of the following numbers is eight units away from zero?

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
1
A. 8 B. 8 C. 8 and  8 D.
8

2. Teacher Limuel discussed the absolute value of a number to his

class and called his students to evaluate the expression shown on
the flashcard. What must be the correct answer to his question?
A.  12.5 C.  12.5
B. 12.5 D.  125
3. Which of the following expressions will lead to a negative integer product?
A.  1 1 1(1) C. ( 3)(3)(2)
B. ( 2)(2) D. ( 1)(2)(3)

4. Among the given mathematical expressions below, which will lead to a positive answer?
I. ( 2)(2)  ( 1)
A. I only C. II only
II. ( 1)  ( 2)  ( 1)
B. II and III D. I, II, and III
III. ( 2)  (1)  ( 1)

5. Which among the following students stated the proper steps in adding same-sign integers?
Ica: Add the absolute values of the given integers, then affix the original sign to the answer.
Jason: Add the absolute values of the given integers.
Nathan: Subtract the absolute values of the given integers, then affix the original sign of
the integer with greater absolute value to the answer.
Aaron: Subtract the absolute values of the given integers, then affix the original sign of the
integer with lesser absolute value to the answer
A. Ica B. Jason C. Nathan D. Aaron

3
 Lesson

1 Absolute Value of a Number

What’s New

Appreciating the definition of absolute value of a number and connecting it to practical

applications in the real world is emphasized in this lesson. Basically, the concept of absolute
value of a number refers to the distance between the given number and zero.

What’s In

Each real number is uniquely represented and orderly placed on a number line. Let us have a
review about real number line. Complete the paragraph below by filling in the blanks with an
appropriate word, number, or phrase to describe a real number line. Choose your answer from
the option box below.
Activity 1.1: A Real Number Line
A real number line, or simply a number line, allows us to visually display real numbers by
associating them with unique points on a line. It is usually drawn as a _________ with ______ on
both ends to show that it continues without bound. _______ real numbers lie to the right of the origin
and _______ real numbers lie to the left. The number ________ is neither positive nor negative.

OPTION BOX

zero (0) Positive arrows negative horizontal line

Defining Absolute Value of a Number Using a Number Line

Let us observe the distances of two opposite

integers, 1 and  1 from zero. We can visually notice
that both of them are one unit away from zero. This
distance is merely the absolute value of 1 and 1 . So,
the absolute value of 1 and  1 are both equal to 1 .
From these, we can conclude that any two opposite real numbers, also known as additive
inverse, have the same distances from zero, refers to be their absolute values.

In the case of number zero, which is neither a positive

nor a negative number, its additive inverse is itself. It has a zero
distance away from itself. So, its absolute value is certainly equal
to zero.

Notice that the absolute value of any number is either

positive or zero, and is never negative. Hence, absolute value is
also known as the positive equivalence of any number.

4
 What is It

Just like any numbers and mathematical operations, absolute

value has its own symbol notation. A pair of vertical bars enclosing
the number or expression, like a straight set of parentheses, used
to indicate absolute value.

What’s New

These vertical bars aim to evaluate the number or simplify the expression inside it. If the
number in the absolute value notation is negative, change its sign and remove the bars. Once the
number inside the vertical bars is either a positive or zero, just simply remove the bars. Absolute
value of any number is defined as the distance of the number from zero in a number line. Keep
in mind that you must always evaluate the expression inside the absolute value notation as
either positive or zero. It is never negative, therefore, a  0.

Connecting the Concept of Absolute Value of a Number to Real-life Scenario

The absolute value of any number refers to the distance between the number and zero.
Similarly, the distance of zero and any number is equal to the difference between the number and
zero.

The distance of 2 and 0= 20  2  2

The distance of 2 and 0=  20   2  2

 Determining the Distance between Two Places

The residential houses in a
subdivision is sequentially
numbered from 1 up to 150. A
school is located at the middle
portion of the street along with the
residences of Donna and Sunshine.
Considering that those girls have a
constant speed and similar time of
leaving their houses as they walk
towards school, who between these
girls can reach the school in the
earlier time?
Solution: By considering that Donna and Sunshine leave their houses at the same time and have
a similar speed in going to school, the girl who can reach the school in the earliest
time is someone who live nearer to school. Thus, the distances between their houses
and school must be compared to answer the problem.

5
 By comparing their distances, Sunshine’s residence is farther than Donna’s. So, Donna
can reach the school earlier.

Lesson
The Sets of Integers and
2 Its Operations

The reality of life defines situational problems that are not restricted only to whole
numbers or positive numbers. There are some instances where negative numbers have its
relevant functions to solve certain situations. Let us consider the scenario below.

Why did Peter respond to Aling Celia with the sentence “I will be right back.”? Peter knew
that he does not have enough money to buy a bottle of soy sauce and he needed to ask for
additional ₱5 from his mother. This situation explains that the insufficient amount of ₱5
represents a negative number.
In 1563, the concept of integers was introduced and formally accepted for being useful in
some numerous circumstances that are opposite in ideas. The set of integers, also known as
signed numbers, is defined as the set composing of whole numbers together with the negative of
natural numbers.

6
 What’s In

Activity 2.1: Positive and negative integers provide a useful way of representing opposite
conditions in real-life situations. Use YELLOW to color the boxes with phrases corresponding to
positive integers; and shade the RED on the boxes with phrases corresponding to negative
integers. If the phrase is referring to neither positive nor negative, color the box GREEN. Then,
write the equivalent integers of each phrase before each item number.

north above sea level

______ 1.) _______ 4.)

______ 2.) demerit points _______ 5.) ₱ withdrawn amount

______ 3.)
increase of

What is It

Performing the Operations on Integers

 Addition of Integers
Addition is one of the four basic operations in arithmetic. It is a skill or process of
combining two or more numbers or quantities. Understanding the manner of adding integers
is a prerequisite to comprehend the other three basic operations.

 Subtraction of Integers
Subtraction is another fundamental operation in arithmetic. The symbol “  ” must be
written between two numbers to be considered as a subtraction symbol. However, if the “  ” is
written before a number, it must be considered as a negative sign.

7
 Do you believe that subtraction is related to addition? Try to figure out the process of
subtracting integers by considering the relationship among the examples below.
In the first two examples, subtracting a positive number is the same as adding a negative
number. Similarly, as shown in the last two examples, subtracting a negative number is the
same as adding a positive number. So, subtracting the second integer from the first integer
can be expressed as adding the opposite of the second integer to the first integer.
When subtracting two integers, change the sign of the
subtrahend and proceed to addition.

 Multiplication of Integers
Multiplication is a basic operation in arithmetic that is identified as the repetition of
addition process. Just like addition, multiplication of integers can be visualized with an aid of
a number line as a series of steps moving to the right when a number is positive or moving to
the left when the number is negative.
What do you think will happen when two same-signed integers are multiplied? Let us
consider the illustrations below to picture out the product of two same-signed integers.

As shown in the illustration, the direction of the arrows is heading to the right of zero. It
means that the product of two same-signed integers is always positive.
But in the case of multiplying two different-signed integers, it is clearly different. It is
displayed in the illustration below that the direction of the arrows is heading to the left of zero.
This summarizes the idea that when two different-signed integers are being multiplied, the
product will always be a negative number.

What do you think will be the product of any integer and zero? By taking 0 5 for
instance, this means there is none 5 units to the left of zero. So, no arrows will be drawn and
this yield to a product of zero.
The simple process and rules in multiplying integers is summarized as
follows:

CASE 1: When two same-signed integers are multiplied, multiply their absolute
values and the product is always positive.

CASE 2: When two different-signed integers are multiplied, multiply their absolute
values and the product is always negative.

CASE 3: Any integer multiplied to zero is equal to zero.

8
 Division of Integers

As one of the four basic operations in arithmetic, it is important to know that division of
integers can be expressed in fractional form or a product of a fraction and an integer.

With those examples, the sign rules in multiplying integers will also be valid in dividing
integers. Also, when zero is divided by any integer, except 0 , the quotient is equal to zero.
However, zero is not allowed in the denominator, so in case that zero appears in the
denominator the quotient is undefined.

The simplified process and rules in dividing integers will be as follows:

CASE 1: In dividing two same-signed integers, divide their absolute values and
the quotient is always positive.

CASE 2: In dividing two different-signed integers, divide their absolute values and
the product is always negative.

CASE 3: Zero divided by any non-zero integer is equal to zero.

CASE 4: Any integer divided by zero is undefined.

What’s More

I. Name the 19th Century German Mathematician who introduced the use of two vertical lines
in writing the absolute value of mathematical expressions. Determine the letter that
corresponds to the evaluated value and write it inside the box above the given absolute value
expressions.

1 5 3 1 1
2 1 1 3 2 .5 3   3.25 0  0.5 1 3.25 3
2 4 4 2 4
HINT: Each letter corresponds to a number on the number line, which matches to the absolute
value expression.

What I Have Learned

 Absolute value of a number is defined as the distance of the number from zero.
 The set of integers is the union of whole numbers and negative natural numbers.
 In adding integers, apply the following rules:
(1) to add integers with the same signs, add their absolute values and affix their
common sign; and
(2) to add integers with different signs, find the difference between their absolute values
then affix the sign of the integer with greater absolute value.
 In subtracting two integers, change the sign of the subtrahend and proceed to addition.

9
  In multiplying two integers, apply the following rules:
(1) to multiply two same – signed integers, multiply their absolute values and the
product is always positive;
(2) to multiply two different- signed integers, multiply their absolute values and the
product is always negative; and
(3) any integer multiplied to zero is equal to zero.
 In dividing two integers, apply the following rules:
(1) to divide two same – signed integers, divide their absolute values and the quotient is
always positive;
(2) to multiply two different- signed integers, divide their absolute values and the
product is always negative;
(3) zero divided any non – zero integer is equal to zero; and
(4) Any integer divided by zero is undefined.

What I Can Do

Read and analyze each problem. Use the rules on operations of integers to solve each problem.
Show your solution and box your final answer.

Marie is riding the Light Rail Transit (LRT) heading towards Monumento Station
when she received a call from her friend, who is waiting for a train in Gil Puyat
1 Station. If they both agreed to see each other, to what nearest station will Marie be
getting off the train to have at least stations away from her friend?

Marie’s Friend
R. Papa

Monumento
EDSA

Libertad

Vito Cruz

Abad Santos
Avenue
Quirino

Pedro Gil

Carriedo
Baclaran

Gil Puyat

Doroteo Jose
Bambang

Tayuman
Blumentritt

5th Avenue
Nations
United
Terminal
Central

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. Which of the following statements is FALSE?
A. The absolute value of a certain number is simply the distance of the number from
zero.
B. The absolute value of any number is always positive.
C. The absolute value of any number is never negative.
D. The absolute value of any pair of opposite numbers is always the same.

2. In a seesaw, the lighter object is lifted up while the heavier object is set down. Suppose a
pair of numbers are placed on the seesaw, which of the following numbers could be the
value of the question mark ? in the illustration?
A.  2 C. 1
B. 5 D. 7

10
7
Mathematics
Quarter 1 – Module 4:
Different Properties of Operations
on Integers
Mathematics - Grade 7
Alternative Delivery Mode
Quarter 1 - Module 4: Different Properties of Operations on Integers
Second Edition, 2021

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Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

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Writer: Easter Florenda T. Buenaflor

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

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Education Program Supervisor, LRMS

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Education Program Supervisor, Mathematics

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2
 What I Need to Know

In this module, learners build their skills and competencies in illustrating the
different properties of operations on integers. Throughout this module, the learner will
be able to identify and illustrate different properties of operations on integers and later
apply these in real-life situations.

After going through this module, you are expected to state and illustrate the
different properties of operations on integers as follows:
1. Closure Property
2. Commutative property
3. Associative Property
4. Distributive Property
5. Identity Property
6. Inverse Property
7. Zero Property

What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What is the additive inverse of –10?

A. -10 B. -1 C. 1 D. 10
10 10
2. Which of the following is an example of zero property of multiplication?
A. 7 + (-7) = 0 B. – 7 x 0 = 0 C. 7 – 7 = 0 D. 7 + 0 = 7

3. 5 + 0 = 5 illustrates what property?

A. Zero Product B. Reflexive C. Identity D. Inverse

4. What property is being shown in 77 + (8 + 3) = (8 + 3) + 77?

A. Distributive B. Commutative C. Associative D. Identity

5. 3 (x + 2) becomes 3x + 6, what property is being applied?

A. Symmetric B. Commutative C. Distributive D. Associative

6. The _____________ property of addition states that any number plus zero equals
the same number.
A. Identity B. Commutative C. Associative D. Inverse

7. Any number multiplied by 1 is equal to the number itself. What property is being
stated?
A. Multiplicative Inverse C. Additive Inverse
B. Additive Identity D. Multiplicative Identity

3
8. 2 x 9 = 9 x 2, identify the property being used.
A. Distributive B. Commutative C. Associative D. Inverse

9. Closure property of integers states that if a and b are integers, then a + b = c,

c is also an integer.
A. True B. False C. Sometimes D. Maybe

10. 7 (8 x 9) = 9 (8 x 7) illustrates what property of multiplication?

A. Commutative B. Associative C. Distributive D. Identity

11. Applying Distributive property, given 4 (x – 4) will be equal to

A. 4x + 16 B. 4 – (x – 4) C. 4x – 0 D. 4x – 16

12. Which one shows an example of associative property of addition?

A. 3 + 4 + 2 = 2 + 4 + 3 C. (3 + 4) + 2 = 3 + (4 + 2)
B. (3 + 4) + 2 = 2 + (3 + 4) D. 2 + (3 + 4) = (3 + 4) + 2

13. Which property states that the order does not matter in addition and
multiplication?
A. Identity B. Commutative C. Closure D. Inverse

14. What is the multiplicative inverse of - ¼?

A. – 4 B. 4 C. – ¼ D. ¼

15. “Writing on the blackboard and then erasing the writings on the blackboard,
erasing the writings on the blackboard and then writing on the blackboard”
represents what property?
A. Closure B. Distributive C. Associative D. Commutative

4
 Lesson
Properties on Operations
1 on Integers
In the previous lessons, you are already familiar with the operations on integers,
such as addition and multiplication. We will now discuss the different properties being
illustrated in each operation. How do they differ from each other and which among them
applies the same without affecting the answer?
A property is a math rule that is always true. This applies to the operations on
integers.

What’s In

Let us have a review on the operations on integers:

1. 4 + 6 = _______ - 2 - 7 = _________ (3) (-4) = _______ (-6)÷(-3) = _________

All the numbers being added, subtracted, multiplied, and divided are all
integers. What is your answer? Did you get the same as 10, -9, -12, and 2,
respectively? All the answers are also integers.

2. a. 3 + 6 + 9 = ____ a. 3 x 6 = _____
b. 9 + 6 + 3 = ____ b. 6 x 3 = _____
What have you observed with the two sets of given (a and b)? Did you get
the same answer? The answers will be both 18.

3. 10 + _____ = 0
What is the number will you add to 10 that will give you zero (0) as an
answer? Remember that you will get 0 as an answer when you add the opposite
sign of the same number. So, the answer is -10.

4. 50 x ____ = 50
What number should be multiplied to 50 to get 50 as an answer? Is your
answer 1? Any number multiplied by 1 will give you the same number as its
product.

5. 4 (2 + 3) = ______ + ________
What do you think will be the two integers that will complete the
mathematical statement? 4 x 2 is 8 and 4 x 3 is 12. Adding the two numbers will
be 20. You will get the same answer if you add 2 and 3, which will give you 5,
then multiplied by 4, 4 x 5 is 20.

5
 What’s New

Let us try to match the following expressions in set A and set B. Write the letter
of your answer on the blank before each number.

A B
____ 1. 7 + (5 + 4) a. [(- 2) + (- 4)] + (- 5)
____ 2. 2 (7 – 4) b. 8x + 6
____ 3. 2x + 7 c. 7 + 2x
____ 4. (- 5) + [(- 2) + (- 4)] d. 6
____ 5. 6x + 2 (x + 3) e. (7 + 5) + 4

As you can see, there are already clues to which the given in set A matches with
the given in set B. Can you observe how do they differ?

For 7 + (5 + 4), it matches with (7 + 5) + 4. 2 (7 – 4) 6

7+9 12 + 4 (2x7) - (2x4) 6
16 = 16 14 - 8 = 6
6 = 6

2x + 7 7 + 2x (- 5) + [(- 2) + (- 4)] = [(- 2) + (- 4)] + (- 5)

Interchange their positions (- 5) + (- 6) = (- 6) + (- 5)
6x + 2 (x + 3) 8x + 6 - 11 = - 11
6x + 2x + 2(3) 8x + 6
8x + 6 = 8x + 6

It is observed that some of the given differ in position while others differ in their
groupings and still get the same answer. This is the application of the different
properties of operations on integers, which will be discussed in this lesson.

What is It

There are different properties that can be applied to the operations on integers.
There are seven properties that will be discussed in this lesson.

1. Closure property – this property states that two integers that are being added
or multiplied remain as integers. Given a and b as integer, then

a+b=c a x b = c , c is also an integer.

Examples: a. 2 + 12 = 14 b. (-4) + (-7) = - 11 c. 14 + ( -20) = - 6

d. 7 (10) = 70 e. (- 12)(- 4)= 48 f. (- 6)( 9) = - 54

2. Commutative property – it states that changing the order of the numbers

being added or multiplied does not change the value.
a+b=b+a axb =bxa

6
Examples: a. 6 + 18 = 18 + 6 b. (-5)(4) = (4)(- 5) c. 12 + (- 4) = (- 4) + 12
24 = 24 - 20 = - 20 8 = 8

3. Associative property – changing the group of the integers being added or

multiplied does not affect nor change the value.

a + ( b + c) = ( a + b) + c a x (b x c) = (a x b) x c

Examples: a. 6 + ( 9 + 7) = (6 + 9) + 7 b. 4 x (10 x 9) = (4 x 10) x 9

6 + 16 = 15 + 7 4 x 90 = 40 x 9
22 = 22 360 = 360

4. Distributive property – this property states that when two numbers are added
or subtracted and being multiplied by a factor, then the products are then added or
subtracted.

a ( b + c) = ( a )( b ) + ( a ) ( c ) a ( b - c) = ( a )( b ) - ( a ) ( c )

Examples : a. 8 ( 2 + 5) = 8(2) + 8 (5) b. 4 ( 6 – 2 ) = 4(6) – 4(2)

8 (7) = 16 + 40 4 (4) = 24 – 8
56 = 56 16 = 16

5. Identity property – for addition, it states that the sum of zero (0) and any
number is the given number, 0 as the additive identity. For multiplication, the
product of one (1) and any number is the given number, 1 as the multiplicative
identity.

Examples: a. a7 ++ 00 == a7 b. 3 x 1 = 3 c. x–14=+a0 = - 4
a d. 1 x (– 5) = - 5

6. Inverse property – it states that the sum of any number and its additive inverse
is zero (0). This follows that the additive inverse of any number a is -a. For
multiplication, the product of any number and its multiplicative inverse or reciprocal
is 1. The multiplicative inverse of 1 is 1/a.

a + (- a) = 0 a ( 1/a) = 1

Examples: a. 20 + (- 20) = 0 b. (- 7)(1/- 7) = 1 c. (-78) + 78 = 0 d. 1/8 (8)=1

7. Zero property – states that the product of zero and any number is zero (0).

a(0)=0

Examples: a. 13 ( 0 ) = 0 b. ( - 17) ( 0 ) = 0 c. ( 0 ) ( 25) = 0

7
 What’s More

Practice Exercises: Identify the property being illustrated in each of the following:
_____________ 1. 6 + 5 = 6 + 5 (Commutative, change in position)
_____________ 2. 4 ( 3x) = 12x (Closure, product of integers)
_____________ 3. 45 + ( -45) = 0 (Inverse, additive inverse)
_____________ 4. 100 = 100(1) (Identity, equal to itself)
_____________ 5. 7 ( 3 + 2) = 21 + 14 (Distributive, sum multiplied by a factor)
_____________ 6. (5)(- 4) (3)(0) = 0 (Zero, the product is 0)
_____________ 7. 6 + (7+8) = (6+7) + 8 (Associative, change in grouping)
_____________ 8. -6(7-4) = -42 + 24 (Distributive, multiplied by a factor)
_____________ 9. x (yz) = (yz) x (Commutative, change in position)
_____________10. abc = 1abc (Identity, multiplied by 1)

Activity:
A. Tell whether the statement is true or false.

_____________ 1. (4+5)x = 4x + 5x
_____________ 2. 3(x + 6) = 3x + 6
_____________ 3. (- 7) + (- 7) = 0
_____________ 4. [6 + (- 6)] + 5 = 6 + [(- 6) + 5]
_____________ 5. 4 – 5 = 5 – 4
_____________ 6. 11 ( -1/11) = 1
_____________ 7. 100 + ( - 100) = 0
_____________ 8. 4 ÷ (2 ÷ 3) = (4 ÷ 2) ÷ 3
_____________ 9. 3(4)(6) = 6(3)(4)
_____________10. 6x + y = y + 6x

B. Fill in the blanks with the corresponding number to make the equation true,
then identify the property being used.

_____________ 1. (- 9) + ____ = - 9
_____________ 2. 5/4 + ____ = 0
_____________ 3. (12)(- 6) = (- 6) _____
_____________ 4. (3 + ___) + 2 = 3 + (7 + 2)
_____________ 5. -5[(- 3) – (- 12)] = 15 - ______

8
 What I Have Learned

PROPERTY DESCRIPTION EXAMPLE

Closure Property Two integers being added or 2 + 9 = 11
multiplied remain as integers. (-4)(7) = -28
Commutative Property Changing the order does not 3+4=4+3
affect the value 3(6) = 6(3)
Associative Property Changing the group of numbers 5 + (15+4) = (5+15)+4
being added or multiplied does 5x(3x4) = (5x3)x4
not change the value
Distributive Property When two numbers have been 3 ( 5+6) = 15 + 18
added/subtracted and then 4 (6 – 5) = 24 - 20
multiplied by a factor, the
result is the same when each
number is multiplied by the
factors and the products are
being added/subtracted.
Identity Property The additive identity is 0. 10 + 0 = 10
The multiplicative is 1. -10 (1) = -10
Inverse Property The sum of any integer and its 15 + ( -15) = 0
additive inverse is 0. 2(½)=1
The product of any integer and
its multiplicative inverse is 1.
Zero Property The product of any number and 100 (0) = 0
0 is 0.

What I Can Do

Application: Using any integer, illustrate the different properties of integers.

1. Commutative property for addition _____________________________

2. Closure property _____________________________

3. Distributive property over addition _____________________________

4. Identity property of multiplication _____________________________

5. Associative property of multiplication _____________________________

9
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. 17 is the additive inverse of which integer?
A. 17 B. – 17 C. 1/7 D. – 1/7

2. Which of the following operations shows an example of zero property of

multiplication?
A. 6 x 0 = 0 B. 7 + (-7) = 0 C. 7 – 7 = 0 D. 7 + 0 = 7

3. – 4 + 0 = - 4 illustrates what property?

A. Inverse B. Zero product C. Reflexive D. Identity

4. Given: 55 + ( 5+ 6) = ( 5 + 6) + 55, what property is being shown?

A. Additive identity B. Distributive C. Commutative D. Associative

5. 10 (x – 2) becomes 10x – 20, what property is being applied?

A. Additive identity B. Distributive C. Commutative D. Associative

6. The identity property of addition states that any number added by ____ is equal
to the number itself.
A. One B. Negative one C. itself D. Zero

7. For multiplicative identity, any number multiplied by ____ is equal to the number
itself.
A. One B. Negative one C. Zero D. one half

8. 5 x 7 = 7 x 5, identify the property being used.

A. Distributive B. Associative C. Commutative D. Inverse

9. Given a x b = c, under closure property, c is also an integer for a and b are both
integers.
A. Maybe B. False C. True D. Sometimes

10. 1(2x3) = 3(1x2) illustrates what property of multiplication?

A. Associative B. Commutative C. Distributive D. Identity

11. 3x – 9 is the result after performing distributive property on what given?

A. 3 ( x – 9) B. 3 (x – 3) C. 3 (x + 3) D. 3 ( x + 9)

12. Which of the following is NOT an example of associative property of addition?

A. (a+b)+c=a+(b+c) B. 3+(5+6)=(3+5)+6
C. 4+(6+7)=(4+6)+7 D. (a+b)+c=c+(a+b)

13. Commutative property is applicable to what operation of integers?

A. Addition and multiplication B. Addition and subtraction
C. Subtraction and Division D. Multiplication and Division

14. -6 is the multiplicative inverse of what number?

A. 6 B. -6 C. 1/6 D. -1/6

15. Lianne and Dania have 5 and 8 dolls, respectively. If the number of dolls are
doubled, they will have 26 dolls in all. What property is being used in the
given situation?
A. Associative B. Commutative C. Distributive D. Identity

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