Teacher: Learning Area: Grade Level: 7 Quarter: 1 Duration: 180 minutes

Shiraz Dawn Mathematics

Tanginan
Learning 1. Describe well-defined sets, subsets, universal sets, and the null set and cardinality of
Competencies sets;
2. illustrate the union and intersection of sets and the difference of two sets.
Key Concepts/ Well-defined sets, Subsets, Universal sets, Null set, Cardinality of Sets and Set
Understanding Operations
to be
Developed
1. Learning 1. Describe and illustrate well-defined sets, subsets, universal set, and the null set and
Outcomes cardinality of sets;
2. define and perform set operations like union, intersection, complement and difference
of two sets:
3. demonstrate accuracy in performing a combination of operations on sets.
2. Subject Sets and Set Operations
Matter
3. Reference Grade 7 Learning Module in Math (Pasig City) pp. 1-13
Grade 7 Learning Module in Math (Koronadal City) pp. 3-10
https://www.math-only-math.com/difference-of-two-sets.html

4. Materials Projector, Laptop, Prezi Presentation, Kahoot Quiz

5. Procedure
Activity

The teacher will show the objects above to the students.

The teacher will ask the students to group the objects accordingly and label each group.

The teacher will ask the following three (3) questions:

a. How many groups are there?

b. How did you group the objects?
c. How did you label each group?

The teacher will summarize the answers of the students from the opening activity.

Our lesson for today talks about groups which is called sets in mathematics. So, the
groups you’ve made today are considered as sets. The groups are called sets for as long
as the objects in the group share a characteristic and are thus, well defined.
 The teacher will then ask the following questions:
1. How many sets are there?
Students are expected to answer the following:

There is the set of head covers (hats), the set of trees, the set of numbers, and the set of
polyhedra. But there is also a set of round objects and a set of pointy objects. There are 6
well-defined sets.

2. Does each object belong to a set?

Expected response. Yes.

3. Is there an object that belongs to more than one set? Which ones?
Students are expected to answer the following:

All the hats belong to the set of round objects. The pine trees and two of the
polyhedra belong to the set of pointy objects.

Analysis Sets, subsets, universal set, and cardinality of sets

1.A set is a well-defined group of objects, called elements that share a common
characteristic. For example, 3 of the objects in the opening activity belong to the set of
head covering or simply hats (ladies’ hat, baseball cap, hard hat).

Uppercase letters will be used to name sets, and lowercase letters will be used to refer to
any element of a set. For example, let H be the set of all objects in the opening activity
that cover or protect the head. We write H = {ladies’ hat, baseball cap, hard hat}. This is
the listing or roster method of naming the elements of a set. Another way of writing the
elements of a set is with the use of a descriptor. This is the rule method. For example,
H = {x| x covers and protects the head}. This is read as “the set H contains the element x
such that x covers and protects the head.”

Sets can be well-defined and not well-defined. Which of the following are well-defined
sets? Which of the following are not well-defined sets?

1. The set of famous dancers.

2. The set of primary colors

M = {𝑟𝑒𝑑, 𝑦𝑒𝑙𝑙𝑜𝑤, 𝑏𝑙𝑢𝑒}

3. The set of punctual students in your class.

4. The set of all multiples of 5.

Y = {5, 10, 15, … }

5. The set of all even numbers.

E = { 2, 4, 6, … }

6. The set of letter in the word “arrange”.

O = { 𝑎, 𝑟, 𝑛, 𝑔, 𝑒}

7. The set of honest people

What have you observed on the difference of well-defined and not well-defined sets?

*Note: The sets are not well-defined since people will have different point
of views on famous dancers, punctual students and honest people.

2. Set F is a subset of set A if all elements of F are also elements of A. For example, the
even numbers 2, 4 and 12 all belong to the set of whole numbers. Therefore, the even
numbers 2, 4, and 12 form a subset of the set of whole numbers. F is a proper subset of
A if F does not contain all elements of A.

If F is a subset of A, then we write F  A. We also say that A contains the set F and write
it as A  F. If F is a proper subset of A, then we write F  A.

Given R = {1, 2}, what are the possible subsets of the set?
If O = {red, blue, yellow}, what are the possible subsets of the set?

What have you observed on the possible subsets of the given set?

*Note: Every set is a subset of itself and empty set is also a subset of every set.

3. The universal set U is the set that contains all objects under consideration.

Can you give an example of a universal set?

Examples:
1. Set U contains the set of whole numbers.
U= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, …}
2. Set U contains the set of days of the week.
U = {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}

4. The null set  is an empty set. The null set is a subset of any set. The symbol  or { }
will be used to refer to an empty set.

Can you give an example of a null set?

Examples:
1. Set T is the set of counting numbers between 1 and 2.
T = { } or T = ∅
2. Set I is the set of months with 35 days.
I = { } or I = ∅
5. The cardinality of set A is the number of elements contained in A. The cardinality of set
A is written as n(A).

Find the cardinality of D = {𝑎, 𝑒, 𝑖, 𝑜, 𝑢}.

In the opening activity, there are 6 well-defined sets being determined. The teacher will
ask the students the following questions:
 How do we combine sets?
 How do we determine the elements common to 2 or 3 sets?
 Are there elements not found in a particular set when all elements are
considered?
 Are there elements of a given set that are not elements of another set?
The teacher will summarize the answers of the students and proceed to the discussion of
set operations.

Set Operations

Union and Intersection of Sets

1. Let A and B be sets. The union of the sets A and B, denoted by A  B, is the set that
contains those elements that belong to A, B, or to both.

An element x belongs to the union of the sets A and B if and only if x belongs to A or x
belongs to B or to both. This tells us that A  B = {x l x  A or x  B}

If A = {0, 1, 2, 3, 4} and B = {0, 2, 4, 6, 8}, then what is A  B?

2. 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.

An element x belongs to the intersection of the sets A and B if and only if x belongs to
A and x belongs to B. This tells us that A  B = {x l x  A and  B}
Sets whose intersection is an empty set are called disjoint sets.

If A = {0, 1, 2, 3, 4} and B = {0, 2, 4, 6, 8}, then what is A  B?

Complement of a Set
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).

If U = {0, 1, 2, 3, 4, 5} and A = {0, 1, 2}, then what is A’ ? n (A’) ?

Engage the students in the following examples:

1. Let U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}, and A = {0, 2, 4, 6, 8}.
Then the elements of A’ are the elements from U that are not found in A.
Therefore, A’ = {1, 3, 5, 7, 9} and n (A’) = 5
 2. Let U = {1, 2, 3, 4, 5}, A = {2, 4} and B = {1, 5}. Then,
A’ = {1, 3, 5}
B’ = {2, 3, 4}
A’ ∪ B’ = {1, 2, 3, 4, 5} = U

3. Let U = {1, 2, 3, 4, 5, 6, 7, 8}, A = {1, 2, 3, 4} and B = {3, 4, 7, 8}. Then,

A’ = {5, 6, 7, 8}
B’ = {1, 2, 5, 6}
A’ ∩ B’ = {5, 6}

4. Let U = {1, 3, 5, 7, 9}, A = {5, 7, 9} and B = {1, 5, 7, 9}. Then

A ∩ B = {5, 7, 9}
(A ∩ B)’ = {1, 3}

5. Let U be the set of whole numbers. If A = {x | x is a whole number and x > 10}, then
A’ = {x | x is a whole number and x  10}.

Difference of two sets

The difference (subtraction) is defined as follows.

If A and B are two sets, then their difference is given by A - B or B - A.

• If A = {2, 3, 4} and B = {4, 5, 6}

A - B means elements of A which are not the elements of B.

i.e., in the above example A - B = {2, 3}

In general, B - A = {x l x ∈ B, and x ∉ A}

Abstraction

How can you determine a well-defined set?

What are the set operations?
How do you perform a combination of operations on sets?

Application

Let the students answer the following on a paper and call out a student to share his
answer on the class.

Let A = {0,1, 2, 3, 4, 5}, B = {4, 5, 6, 7} and C = {4, 5, 6, 7, 8, 9}

Find:
a. U
b. n(A)
c. (A  B)  C
d. A’  C
e. (A ∩ B)’
f. A – B
Answers:
 a. U = {0,1, 2, 3, 4, 5, 6, 7, 8, 9}
b. n(A) = 6
c. (A  B)  C = {4, 5, 6, 7}
d. A’  C = {6, 7, 8, 9}
e. (A ∩ B)’ = {0, 1, 2, 3, 6, 7, 8, 9}
Evaluation f. A – B = {0,1,2,3}

Answer the activity from the Kahoot Quiz by joining at www.kahoot.it or with the
Kahoot! App. Enter the game pin 01589656 or click the link
https://kahoot.it/challenge/60c62ca6-01a0-4660-89ce-c79d43c8275b_1642755127218

Choose the correct answer from the choices. Test I is true or false with maximum of 30
seconds per question and Test II is multiple choice with maximum of 1 minute per
question.

Assignment

Study “Illustrating Sets and Set Operations through Venn Diagrams” (Grade 7 Learning
Module in Math pp. 1-13) and answer the following activity in a ½ crosswise paper.

Draw a Venn diagram to show the relationships between the following:

(a) A  B
(b) A  B
(c) A  B
(d) A’
(e) A - B