The document focuses on understanding the union and intersection of events through engaging group activities and real-life applications. It outlines objectives for students, including problem-solving and the use of Venn diagrams for illustration. Various scenarios are presented as examples to deepen comprehension of these concepts.

2. OBJECTIVES:
a. illustrate the union and intersection of events;
b. solve problems involving union and intersection
of events; and
c. appreciate the importance of the lesson by
applying it to real-life situations.

3. “4 Pics 1 Word”
UNION

4. “4 Pics 1 Word”
INTERSECTION

5. “4 Pics 1 Word”
EVENT

6. Setting of Standards
 The class will be divided into five groups.
 Each group will select their leader, secretary and reporter.
 Every group will receive guide questions that will be
answered.
 The class will only be given 5 minutes to answer the
questions.
 After 5 minutes, the works of every group will be posted on
the board and be reported by the reporter.

7. The extracurricular activities in which the Grade 10 class at Matina Biao
National High School participate are shown in the Venn diagram below.

8. How did you find the activity?
How were you able to find the total number of
students in the junior class?
How is union and intersection of events defined?
How is the union and intersection of events
determined?
Using Venn diagram, how are union and intersection of
events illustrated?

9. UNION AND INTERSECTION OF
EVENTS

10. • Union---the union of two events A and
B, denoted as AUB , is the event that
occurs if either A or B or both occur on a
single performance of an experiment.
• Intersection---the intersection of two
events A and B, denoted as AΠB , is
the event that occurs if both A and B
occur on a single performance of the
experiment

11. • There are different possible ways
that Events A and B may happen in a
Space, these are presented in the
following Venn diagrams.

12. Venn Diagrams

15. 1.) The municipal government of Davao
City granted 50 households a livelihood
project, 18 took Kabute-culture project,
26 in candle making, and 2 take both. How
many households did not pursue with any
of the 2 projects?

16. 2.) A veterinarian surveys 29 of his
patrons. He discovers that 14 have dogs,
10 have cats, and 5 have fish. Four have
dogs and cats, 3 have dogs and fish, and
one has a cat and fish. If no one has all
three kinds of pets, how many patrons
have none of these pets?

17. Students enrolled in a MAPEH class were grouped depending on
their skills in dancing. This is shown in the following Venn diagram.
Answer the following:
 1. J Π S Π T
 2. J Π S
 3. S Π T
 4. T Π J
 5. J U S
 6. S U T
 7. T U J
 8. How many can dance jive only?
 9. How many can dance salsa only?
 10. How many can dance tango only?

18. A group of players identified themselves as to what game/s
they are going to play. The result is presented below.
Answer the following:
1. F Π B Π I
2. FΠ B
3. B Π I
4. How many can play football?
5. How many plays baseball only?

19. THANK YOU!