DLP on sets and solving Venn diagram

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Prepared by: ROLANDO B. ABRASADO
QUARTER I
Subject: MATH Grade Level: 7
Date: __________________ Session:
Content Standard
The learner demonstrates understanding of key concepts of sets
and the real number system.
Performance Standard
The learner is able to formulate challenging situations
involving sets and real numbers and solve these in a variety of
strategies.
Competency
M7NS-Ib-1
Uses Venn Diagrams to represent sets. Subsets, and set
operations.
I. OBJECTIVES
Knowledge: ● Identifies word problems involving sets that can be
solved using Venn diagrams
Skills: ● Solves word problems involving sets using Venn
diagrams
Attitude: ● Shows the value of accuracy in solving word
problems involving sets with the use of Venn
diagrams
II. CONTENT SET RELATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Mathematics – Grade 7
Learner’s Material
First Edition, 2013
Pages 1-10
3. Textbook Pages e-Math Intermediate Algebra by Orlando Oronce and
Marilyn O. Mendoza, pp. 1-10

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Prepared by: ROLANDO B. ABRASADO
Understanding Mathematics Grade 7 by Jose S. Malate & et.
al., pp. 1-10
4. Additional Materials Manila paper, Cartolina, Ruler, Pencil, Laptop and LED
TV
5. Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing or presenting the new
lesson
Review Sets
Given: U = {0,1,2,3,4,5 }, X={1,3,5 } ,and
Y={0,1,2,3 }
Illustrate using a Venn Diagram and find:
a. X’ b. Y’ c. (X∩Y)’ d. (X∩Y)’
Solution:
ans. a. X’ ={0,4,2 }
Therefore , all elements outside set X
b. Y’ ={4,5 }
Therefore , all elements outside set Y
c. (X∩Y)’ ={4,0,2,5 }
Therefore, overlap of set X and set Y has with
elements (1,3) outside are complement of set Y∩X.
d. (X∪Y)’ ={4 }
Therefore, all elements outside of set Y and set X are
complement of set X∪Y.
B. Establishing a purpose for the
lesson
Let us use a Venn diagram to solve problems involving sets.
C. Presenting examples of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
U Y
X
0
1 5
2 3
4

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Prepared by: ROLANDO B. ABRASADO
F. Developing Mastery Activity A:
A. Eight children are asked about the fruits they love to eat.
The Venn diagram shows the result.
Let A= {children who loves to eat apple }
B= {children who loves to eat banana }
A= {children who loves to eat citrus fruit }
How many children love to eat
a. Apple? ans. 23
b. Apple and banana? ans. 60
c. Apple or citrus fruit? ans. 44
d. Banana and citrus fruit but not apple? ans. 43
e. Apple or citrus fruit but not banana? ans. 15
f. All three fruits? ans. 4
g. Neither one of the three? ans. 37
G. Finding practical applications of
concepts and skills in daily
living
A group of 25 high school students were asked whether they
use either Facebook or Twitter or both. Fifteen of these
students use Facebook and twelve use Twitter.
Solution:
Let S1 = set of students who use Facebook only
S2 = set of students who use both social networking sites
S3 = set of students who use Twitter only
The Venn diagram is shown below
U B
A
22 10
9
15 4
6
C
Facebook
Twitter
S1 S2 S3

4. LES
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Prepared by: ROLANDO B. ABRASADO
The number of elements in each region is shown below
a. How many students use Facebook only?
ans. 13
b. How many students use Twitter only?
ans. 10
c. How many students use both social networking sites? ans.
2
H. Making Generalizations and
abstractions about the lesson (Students are asked to summarize how to solve word problems
involving sets using Venn diagram.)
I. Evaluating learning Activity D:
The following diagram shows how all the First Year students of
Maningning High School go to school.
a. How many students ride in a car, jeep and the MRT going to
their school? _______15
b. How many students ride in both a car and a jeep?
_______19
c. How many students ride in both a car and the MRT?
_______ 35
d. How many students ride in both a jeep and the MRT?
_______ 32
e. How many students go to school
in a car only ______55 a jeep only _______76
U Facebook
Twitter
13 2
10
Walking 100 Car
Jeep
55 19
76
20 15
17
MRT
67

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Prepared by: ROLANDO B. ABRASADO
in the MRT only ______67 walking _______ 100
f. How many students First Year students of Maningning High
School are there? ________369
J. Additional Activities for
application or remediation
Activity C:
The Venn diagram shows student involvement in two sports,
basketball and swimming. If 120 students were surveyed, how
many students were:
a. Into basketball but not swimming? ans. 20
b. Into both basketball and swimming? ans. 25
c. Into either basketball or swimming? ans. 55
d. neither into basketball nor swimming? ans. 80
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
A. ____ No. Learners who earned 80% in the evaluation
B. No. of learners who require
additional activities for remediation
B. ____ No. Of learners who require additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
C. Did the remedial lessons work? ____ No. Of learners who
have caught up the lesson.
D. No. of learners who continue to
require remediation
D.___ No. Of learners who continue to require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
Strategies used that work well:
____ Group collaboration
____ Games
____ Powerpoint Presentation
____ Answering preliminary activities/ exercises
____ Discussion
____ Differentiated Instructions
____ Discovery Method
____ Lecture Method
Why?
____ Complete IMs
____ Availability of Materials
U B
S
25 35
20

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Prepared by: ROLANDO B. ABRASADO
____ Pupil’s eagerness to learn
____ Group member’s Cooperation in doing their tasks
F. What difficulties did I encounter
which my principal and supervisor
help me solve?
___ Pupil’s behavior/attitude
___ Reading Readiness
G. What innovation or localized I
used/discover which I wish to share
with other teacher?
Prepared by: Reviewed by:
MARIA ROSE C. RUADO MELVIN B. CAŃARES
Teacher Head Teacher-III

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ATTACHMENT
Session: week2 (4 day)
Content: SET RELATION
DISCUSSIONS:
The union of set A and set B, denoted by A∪B, is the set whose
elements are contained in either Set A or set B, or both.
Let A and B be sets. The intersection of the sets A and B, denoted by
A ∩ B, is the set containing those elements that belong to both A and
B.
The Venn Diagram shows the Shaded part of set A and set B. The
shaded part represents the union of two sets.
The complement of a set A, written as A’, is the set of all elements
found in the universal set, U, that are not found in set A. The
cardinality n (A’) is given by
n (A’) = n (U) – n (A) .
U
A
A’

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SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
DIRECTION: Solve the problems using the Venn diagram.
Let U= {all students }
B= {students who like dance }
A= {students who like drama }
C= { students who like art }
Find the number of students
a. Who like art only? ans. 9
b. Who like drama or dance but not art? ans. 9
c. Who like drama and art but not dance? ans. 10
d. Who like art or dance but not drama? ans. 17
e. Who do not like any of the three? ans. 0
U B
A
8 10
1
3
9
C

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Prepared by: ROLANDO B. ABRASADO
SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
A group of 50 students went in a tour in Palawan province. Out of the 50 students, 24
joined the trip to Coron; 18 went to Tubbataha Reef; 20 visited El Nido; 12 made a trip to
Coron and Tubbataha Reef; 15 saw Tubbataha Reef and El Nido; 11 made a trip to Coron
and El Nido and 10 saw the three tourist spots.
Solution:
To solve this problem, let
P1 = students who saw the three tourist spots
P2 = those who visited Coron only
P3 = those who saw Tubbataha Reef only
P4 = those who joined the El Nido trip only
P5 = those who visited Coron and Tubbataha Reef only
P6 = those who joined the Tubbataha Reef and El Nido trip only
P7 = those who saw Coron and El Nido only
P8 = those who did not see any of the three tourist spots
U Coron
El Nido
P2
P7 P4
P7
P5 P1
Tubbataha Reef
P8 P3
Tubbataha Reef

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Determine the elements in each region starting from P1.
● P1 consists of students who went to all 3 tourist spots. Thus, n(P1) = 10.
● P1 ∪ P5 consists of students who visited Coron and Tubbataha Reef but this
set includes those who also went to El Nido. Therefore, n(P5) = 12 – 10 = 2
students visited Coron and Tubbatha Reef only.
● P1 ∪P6 consists of students who went to El Nido and Tubbataha Reef but this
set includes those who also went to Coron. Therefore, n(P6) = 15 – 10 = 5
students visited El Nido and Tubbataha Reef only.
● P1 ∪ P7 consists of students who went to Coron and El Nido but this set
includes those who also went to Tubbataha Reef. Therefore, n(P7) = 11 – 10 =
1 student visited Coron and El Nido only.
From here, it follows that
n(P2) = 24 – n(P1) – n(P5) – n(P7) = 24 – 10 – 2 – 1 = 11 students visited Coron only.
n(P3) = 18 – n(P1) – n(P5) – n(P6) = 18 – 10 – 2 – 5 = 1 student visited Tubbataha Reef
only
n(P4) = 20 – n(P1) – n(P6) – n(P7) = 20 – 10 – 5 – 1 = 4 students visited Coron and El
Nido only.
Therefore
n(P8) = 50 – n(P1) – n(P2) – n(P3) – n(P4) – n(P5) – n(P6) – n(P7) = 16 students did not visit
any of the three spots.
The number of elements is shown below.
a. How many of the students went to Coron only? ans. 11
b. How many of the students went to Tubbataha Reef only? ans. 5
c. How many students joined the El Nido trip only? ans. 4
d. How many students did not go to any of the tourist spots? ans. 16
Coron
El Nido
11 1
4
2 10
16 5
Tubbataha Reef
Tubbataha Reef

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REFERENCES
A. DepEd INSTRUCTIONAL MATERIALS:
Elizabeth R. Aseron, & et. al. (2013) Mathematics – Grade 7 , Learner’s Material
( FirstEdition) Pasig City: DepEd-IMCS
B. BOOKS AND OTHER REFERENCES
Mendoza, M. and Oronce, O. (2007).e-Math Intermediate Algebra. Quezon City,
Philippines: Rex Book Store.
Jose S. Malate, and & et. al. (2014) Understanding Mathematics Grade 7 .Sta. Ana,
Manila, Philippines: Vicarish Publication and Trading , INC.
C. INTERNET SOURCES:
www.google.ph.com
Venn diagram, Retrieved on October 16, 2018from
https://en.m.wikipedia.org