Introduction of Sets

MODULE IN MATHEMATICS 7

FIRST QUARTER

PHOEBE KATE Q. BISCO

DEVELOPER

Department of Education • Schools Division of Benguet

 Republic of the Philippines
Department of Education
Schools Division of Benguet
Wangal, La Trinidad, Benguet

Published by:
Curriculum Implementation Division–
Learning Resource Management Section

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through
the Curriculum Implementation Division (CID)—Learning Resource Management and
Development System (LRMDS). It can be reproduced for educational purposes and
the source must be acknowledged. Derivatives of the work including creating an edited
version, an enhancement or a supplementary work are permitted provided all original
work is acknowledged and the copyright is attributed. No work may be derived from
this material for commercial purposes and profit.

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 PREFACE

This module is a project of the Curriculum Implementation Division particularly

the Learning Resource Management and Development Unit, Department of
Education, Schools Division of Benguet which is in response to the implementation of
the K to 12 Curriculum.

This Learning Material is a property of the Department of Education- CID,

Schools Division of Benguet. It aims to improve students’ performance specifically in
Mathematics.

This module is designed for distance learning with little or no supervision from
parent or older siblings.

Date of Development : May 2020

Resource Location : La Trinidad, Benguet
Learning Area : Mathematics
Grade Level :7
Learning Resource Type : Module
Language : English
Quarter/Week : Q1/W1
Learning Competency/Code : Describes well-defined sets, subsets, universal
sets, and the null set and cardinality of sets.
M7NS-Ia-1

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 ACKNOWLEDGEMENT

The developer wishes to express her gratitude to the following who helped in
the development of this learning material:
• co-teachers under the Mathematics Department of Benguet National
High School – Main, headed by Felix G. Ancheta, HT I, as well as faculty
members and school administrators led by Nestor O. Dalay-on, Ph. D.,
School Principal II, for their advice and moral support during the
construction of this module;
• co-developers of this project, as well as Sir Wilfred C. Bagsao, Division
EPS for Mathematics, for his untiring support and constant
encouragement to continue with this module;
• family and friends, whose presence gave the developer the strength to
continue; and last but not the least
• God, in whose Name this project is done.
The fulfillment of this learning material would not be possible without these
people who gave their support, helping hand and cooperation.

DIVISION LRMDS STAFF:

MELVIN L. ALFREDO ANTIONETTE D. SACYANG

Librarian II Project Development Officer II

SONIA D. DUPAGAN, EdD

EPS-LRMDS

CONSULTANTS:

WILFRED C. BAGSAO, PhD

Education Program Supervisor–Mathematics

RIZALYN A. GUZNIAN, EdD

Chief, Curriculum Implementation Division

NESTOR O. BOLAYO
OIC- Assistant Schools Division Superintendent

BENILDA M. DAYTACA, EdD, CESO VI

OIC-Schools Division Superintendent

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 TABLE OF CONTENTS

Page
Copyright Notice …………………………………………………..……...…..…. i
Preface …………………………………………………………………...…….… ii
Acknowledgement……………………………………………………. …….…... iii
Table of Contents……………………………………………………….……. … iv
Title Page…………………………………………………………………………. 1
What I Need to Know …..…………………………………………………. 2
Learning Objectives
How Well Did You Do? …………………………………………………………. 3
What I Know ………………………………………………………….…………. 5
What’s In …..……………………………………………………………………. 7
What’s New …..…………………………………………………………………. 8
Activity 1……………………………………….……………….…………. 8
What Is It …………………….……………………………………...…………… 9
Sets ……………………………………………………….…………………… 9
Well-defined Sets and Cardinality of Sets ………………………………… 9
Representation of Sets …………………………………………………...… 10
Subsets, Universal Sets, and the Null Set ……………...……………….. 11
What’s More…………………………………………………………………… 13
Activity 2………………………………………………...…………………… 13
Activity 3……………………………………………………………………… 13
Activity 4 ……………………………………………...……………………… 14
What Have I Learned………………………………………………………….. 15
What Can I Do …………………………………………………….……………. 16
Assessment …………………...………………………………………………. 19
Additional Activity ………………………………………….………………….. 21
Answer Key……………………………………………………………………….. 23
References …………………………………………………...…….…….………. 24

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PHOEBE KATE Q. BISCO
Developer

1
 WHAT I NEED TO KNOW

Most likely, one of your chores is about fixing your things. Folding your clothes
itself is a challenge, as you have to put together your shirts, separate from your pants,
socks, and underwear.

If your clothes can belong to a group, then so can people. Everyone belongs to
a group, a set, so to speak, because there will always be one thing that will bind them
to another person. All one has to do is to find that rule.

This Module will hopefully guide you, the learner, with a basic idea of what sets
are, describe sets using the unique symbols for sets, and know the different types of
sets that we will soon use in Math. Read the definitions, understand the situation, do
the activities to the best of your abilities, if you have to, then ask questions, so that
together, we learn!

Learning Objective:

By the end of this module, you must be able to:

✓ Describe what sets are;

✓ Define sets, subsets, and universal sets; and

✓ Identify the null set and the cardinality of sets.

2
 HOW WELL DID YOU DO
Throughout this module are activities that are designed to help you
understand the lesson. This is the page where you will be putting the scores that you
get in each activity, so that you can see how well you’ve done in a particular topic,
and how much you have to study in another.

Activity SCORE

(100-90% of (89 – 70% of (69 – 50% of (Below 50%

total score) total score) total score) of total
score)

Excellent! Very Good! Good, but

you can Let’s study
always do this again,
better! shall we?

What I Know

What’s In

Activity 1

What Is It

Activity 2

Activity 3

Activity 4

What Have I Learned

What Can I Do

Assessment

Additional Activity

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 Looking at your scores, what did you learn well in this module? How has your
study habits helped you learn? What do you have to improve, and how will you improve?
Write your reflections below.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_________________________
Your name and signature

To the Parent/Guardian:
Your guidance will always be important to the learner. Looking at his/her
scores, how well did he/she do? What does he/she have to improve? Write your
thoughts below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

_______________________________
Name and Signature of Parent/Guardian

4
 WHAT I KNOW
Before we continue with your lesson, let’s see what you know first. Encircle the
letter of the best answer for the given questions.
1. What makes a set well-defined?
a. It has more than three elements.
b. It is not an empty set.
c. It has a clear rule about the elements belonging to the set.
d. It has elements that are arranged in order.

2. If set A is the set of letters in the word MATHEMATICS, which is the correct list
of its elements?
a. {m, a, t, h, e, i, c, s} c. {M, A, T, H, E, M, A, T, I, C, S}
b. {m, a, t, h, e, m, a, t, i, c, s} d. {a, a, c, e, h, i, m, m, s, t, t}

3. Which symbol is used to denote that an object or number is an element of the

set?
a. ∈ b. 𝜋 c. ⊂ d. 𝜙

4. How many elements does set A have if it is the set of letters in the word
MATHEMATICS?
a. 11 b. 10 c. 9 d. 8

5. Consider the set B = {lemon, lime, santol, green mango}. What is n(B)?
a. 4 b. 5 c. 25 d. can’t be determined

6. Which is NOT a method that can be used to describe sets?

a. Listing b. Drawing c. Set builder d. Descriptive

7. Which is the best description for set C = {2, 4, 6, 8, 10} in words?

a. The set of even numbers
b. The set of even numbers less than 10
c. The set of even numbers more than 2
d. The set of even numbers less than 12

8. What is NOT an element of the following set? D = {x | x is an odd number less

than 15}
a. 3 b. 7 c. 15 d. 5

9. What are the elements of set E if it is a set of colors of the rainbow?

a. {red, orange, yellow, green, blue, indigo, violet}
b. {red, blue, green, yellow}
c. {blue, green, orange, white, red, black, violet}
d. {blue, yellow, orange, white, cerulean, periwinkle}

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10. Which of the following sets is a subset of set E whose elements are multiples
of 3?
a. {3, 6, 9, 12} c. {3, 4, 5, 6}
b. {2, 6, 12, 18} d. {13, 23, 33, 43}

11. Which symbol is used to denote that a set is a subset of a larger set?
a. ∈ b. 𝜋 c. ⊂ d. 𝜙

12. Which Greek letter symbolizes a null set?

a. ∈ b. 𝜋 c. ⊂ d. 𝜙

13. Which of the following would be a null set?

a. The set of prime numbers
b. The set of odd numbers which are divisible by 2
c. The set of even numbers which are divisible by 2
d. The set of prime numbers which are even

14. Given U = {letters of the English alphabet}, H = {letters in the word

KNOWLEDGE}, J = {letters in the word KNOW}, which of the following
statements is true?
a. U ⊂ H c. U ⊄ J
b. H ⊂ J d. J ⊄ H

15. Given U = {1,2 3, 4,5, 6, 7, 8, 9, 10}, K = {1, 6, 7}, and L = {1,3,5,6,7,10}, which
of the following statements is NOT true?
a. K ⊄ U c. K ⊂ L
b. L ⊄ K d. L ⊂ U

How well did you do?

 If you answered ALL items correctly, you may proceed
to the next module.
 If not, proceed to the next part of the module.

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 WHAT’S IN
In your elementary years, you were taught numbers that you used to count with
and compute with. Let’s see if you still remember the types of numbers that you have
used so far.

A. Which does not belong to the indicated group? Encircle your answer from the
choices given.

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1. Whole numbers: 125, 10, 100, 5 5, 0

2 17 12 4
2. Fractions: , , 1, 3
5 8 50 7

3. Decimals: 0.25 12 13.75 1.0005 7.1

4. Integers: 3.1415… –14 11 8 –8

5. Prime numbers: 19 21 2 1 7

B. Give at least 5 examples of the following groups of numbers, if there are any. Write
your answers on the blanks provided.

6. Even numbers: ____________________________________________

7. Odd numbers: ____________________________________________

8. Multiples of 3: ____________________________________________

9. Multiples of 4 that are odd numbers: ____________________________

10. Prime numbers that are even numbers: __________________________

Understanding that there are different groups of numbers you can use in Math
can help you understand the idea behind the lesson in this module.

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 WHAT’S NEW

Activity 1: Warm-up
Look at the following figures, then answer the questions that follow.

If you were to group these figures together, how would you do it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

How do we choose which groups to be in?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 WHAT IT IS
How did you do in the activity? It was easy to group together the shapes, wasn’t
it? We can’t help but put labels on a group of things, no matter how different they may
be, as long as they have something in common. That’s what sets are all about.

Sets

The word “set” has the most number of definitions in the Oxford Dictionary –
464, in fact (if you don’t believe, check the dictionary yourself!). Imagine, a word with
just three letters can be used in so many different ways!

In Math, the word set is used to describe a collection or a group of objects or

numbers, which follow a certain common rule. Just like how you grouped together the
figures in Activity 1, numbers can be grouped together, in many different ways, as long
as they follow a well-defined rule.

Examples of sets:

• The set of letters in the word “PHILIPPINES”

• The set of tasty food in the Philippines

Describe the set that contains the circle, the smiley face, and the “Not Allowed”
symbol: (a) __________________________________________________________

Well-defined Sets and Cardinality of Sets

Between the two given sets in the previous section, which is the well-defined
set? If your answer is the first set, then you are correct, because you know exactly
which letters belong to the first set, and which does not. The second set is not well-
defined because the food you consider tasty might not be tasty for your classmate.
Not everybody likes balut! A well-defined set therefore has a rule that is very clear
about what belongs to it.

Each member of the well-defined set is called an element of the set, usually
written using small letters. Thus, in the first set, the elements are p, h, i, l, n, e, and s,
writing repeated elements only once. It also doesn’t matter how these elements are
arranged. So that we don’t always write “the set of …”, we simply represent sets using
any capital letters. Thus, the first set can be referred to as “set A”.

9
 In symbols, if we say “P is an element of the set of letters in the word
PHILIPPINES,” then we write p ∈ A. Following that pattern, how do you write in
symbols that “h is an element of set A”? (b) ________________

If an element does not belong to the set, then we use the symbol ∉. Thus, if we
want to say that “M is not an element of the set of letters in the word PHILIPPINES,”
then we write the symbols m ∉ A. Following that pattern, how do you write in symbols
that “x is not an element of set A”? (c) ________________

The cardinality of sets simply means how many elements there are in the set.
Thus, if we identify the cardinality of set A, we simply count how many letters are
included in the set, which is 7. In symbols, n(A) = 7.

Referring to Activity 1, set B is the set of all solid figures:

d) What is the cardinality of set B? ________________

e) identify one element that belongs to that group. Describe it in symbols. (You
may draw your answer.)

________________

f) identify one element that does not belong to that group. Describe it in
symbols. (You may draw your answer.)

________________

Representing sets

If you are asked to describe yourself, how would you do it? Either you describe
yourself according to your physical looks, or your talent, or your skills, right? Similarly,
there are three ways to describe a set.

1) Descriptive Method is used when the set is simply described in a sentence.

For example: “Set A is the set of letters in the word PHILIPPINES.”

2) Roster or Listing Method is used when the distinct elements of the set is listed,
and written inside brackets { }.

For example: A = {p, h, i, l, n, e, s}

3) Set Builder Method lists the rule that determines which objects can be
considered elements of the given set. To describe the set, the form {x | x is …}
is used, where x represents the element of that particular set.

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 For example: A = {x | x is a letter in the word PHILIPPINES}
(You read this as “the set of elements x such that x is a letter in the word
PHILIPPINES”.)

Describe one of the sets you’ve made in Activity 1 using any of these methods:

(g) _________________________________________________________________

Subsets, Universal Set, and the Null Set

Using again set A, or the set of letters in the word PHILIPPINES, what if we
separate the consonants and the vowels? Then we now have two groups of letters,
namely C (for consonants) = {p, h, l, n, s} and V (for vowel) = {i, e}. These two groups
are the subsets1 of set A, because all the elements in sets C and V are elements found
in set A.

Because set C and set V have elements that are all parts of the larger set A,
they are specifically called the proper subsets of set A. If we write in symbols that “C
is a subset of A”, then we have C ⊂ A. What about “V is a subset of A”?
(h) ________________

Let’s say set E contains the letters from the word HOME. Can it be a subset of
set A? Even if e is part of the elements in set A, the other elements in set E do not
belong to set A. Thus we say that E is not a subset of A, or in symbols, E ⊄ A. Is set
H a subset of A if set H is the set of letters from the word FOOD? Write your answer
in symbols. (i) ________________

What if set G has the elements {e, i, h, l, n, s}? Comparing it to set A, they have
the same elements. Can set G be considered a subset of set A? Every set is a subset
of itself. So the answer is yes.

Because we use letters, the universal set in this problem can be the set of letters
in the English alphabet, or, in symbols, U = {the set of letters in the English
alphabet}, where the letter U will always be used to denote the universal set of any
problem. Simply, the universal set contains all possible elements in the sets
considered in the given problem, just like the universe itself.

What about sets that have no elements? For example, let’s say that set Z is the
set of letters which are both vowel and consonant. Is there such a letter? Of course
there’s none, so we write that Z = { } or 𝝓. Set Z is called a null or empty set since
there are no elements in set Z that are also elements in set A. This means that a null

1
Brackets are important to show that objects or numbers are part of a set, especially when there is only one
element in the set. For example, is p a subset of set A? No, it is just an element of A. But is {p} a subset of set
A? Yes, because the brackets signify that it is a set with only one element, p. Be careful!

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set is always a subset of any set. It’s like saying that nothing is always a part of
something.

Let’s say that all figures in Activity 1 are part of the universal set. Draw the
figures in the following subsets:

j) Set B which contain figures with irregular shapes;

k) Set K which contain solid figures; and

l) Set P which contain figures with letters in it.

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 WHAT’S MORE
Let’s see if you understood the lesson! Do the following activities and write your
answers on the spaces provided.

Activity 2: On Well-defined Sets

On the blanks, draw a star ( ) if the statement describes a well-defined set;

if it is not, draw a smiley face ( ).

________ 1. The set of all good things in life

________ 2. The set of all even numbers

________ 3. The set of good basketball players

________ 4. The set of primary colors

________ 5. The set of learners enrolled in Grade 7

________ 6. The set of multiples of 3

________ 7. The set of prime numbers less than 20

Activity 3: On Describing Sets

A. Rewrite the following sets using roster method. Then identify the cardinality of
each set.
Set Cardinality
1. Set Z is the set of even numbers
less than 10. _______________________ n(Z) = _____
2. Set X is the set of all primary
colors. _______________________ n(X) = _____
3. Set V is the set of letters found in
the word KNOWLEDGE. _______________________ n(V) = _____
4. Set T is the set of all counting
numbers more than 8 but less _______________________ n(T) = _____
than 16.
5. Set R is the set of all prime
numbers which are multiples of 5. _______________________ n(R) = _____

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 B. Rewrite the following sets using set builder notation method. Then identify the
cardinality of each set.
Set Cardinality

6. P = {a, b, c, d, e, f, … , z} _______________________ n(P) = _____

7. N = {red, blue, yellow} _______________________ n(N) = _____

8. L = {Monday, Tuesday,
Wednesday, Thursday, Friday} _______________________ n(L) = _____

9. J = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} _______________________ n(J) = _____

10. H = {15, 20, 25, 30, 35, 40, 45} _______________________ n(H) = _____

Activity 4

Fill in the blanks with the correct symbol that will complete the given statements.

A. Let F = {2, 4, 6, 8, 10} and D = {1, 3, 5, 7, 9}. Determine whether each element
is a part of the given set. Write ∈ or ∉ on the blanks.

1. 5 _____ F 4. 10 _____ D
2. 9 _____ D 5. 3 _____ F
3. 11 _____ F 6. 7 _____ D

B. Compare the following sets. Is the set on the left a subset of the one on the
right? Write ⊂ or ⊄ on the blanks.

7. {1, 3, 5, 7} _____ {x | x is an odd number}

8. {2, 3, 6} _____ {x | x is a multiple of 3}
9. {Monday} _____ {x | x is a day of the week}
10. { } _____ {x | x is a prime number}
11. {0} _____ {x | x is a counting number}
12. {tomato} _____ {x | x is a fruit}

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 WHAT HAVE I LEARNED
Choose the correct word/words that will complete the sentences below. You
may repeat answers.

null set well-defined set universal set

set subset elements
proper subset cardinality of a set

1. A ________________________________ is a collection of objects or

numbers following a certain, common rule.

2. ________________________________ of a set are the objects or numbers

that belong to the set.

3. A ________________________________ is a set with a clear rule about

the objects or numbers that belong to it.

4. The ________________________________ is the number of objects or

numbers in the set.

5. A ________________________________ is a set that contain elements

that belong to a larger set.

6. The ________________________________ is the set that includes all

possible objects or numbers that can be considered in a given problem.

7. A ________________________________ have elements that are all part

of a larger set.

8. A ________________________________ does not have any elements in

its set.

9. “The set of good actors” is not an example of a

________________________________.

10. A ________________________________ is symbolized by the Greek letter

𝜙.

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 WHAT CAN I DO

Family is the basic unit of society. It is where we have all started to learn how
to become good citizens of the country, and knowing our family helps us know who
we are.

With the help of your parents, make your family tree, starting from your
grandparents down to the youngest member of your family. A simple family tree can
just be done by using a graphic organizer, but you may be as creative as you wish.

After drawing your family tree, identify the universal set and the subsets, then
make at least 5 statements using symbols for sets to describe your family members.

Sample Output:
Graphic Organizer / “Family Tree”:

Lolo John and Lola Ana

Uncle Ben and Auntie Lydia Mama Jean Uncle Joey

Auntie May and Uncle Ron and Papa Alan

Peter Eliza Rica Ellen

Michael Leona

DELA CRUZ FAMILY

Sets:
U = {Lolo John and Lola Ana’s family}
Subsets: A = {Uncle Ben and Auntie May’s family}
B = {Auntie Lydia and Uncle Ron’s family}

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 C = {Mama Jean and Papa Alan’s family}
D = {Uncle Joey}
Statements about sets:
1. {Peter} ∈ A → Peter is a member of Uncle Ben and Auntie May’s
family.
2. {Ellen, Rica} ⊂ U → Ellen and Rica are part of Lolo John and Lola Ana’s
family.
3. {Uncle Joey} ⊄ C → Uncle Joey is not part of Mama Jean and Papa
Alan’s family.

4. n(A) = 3 → There are 3 members in Uncle Ben and Auntie

May’s family.

5. n(C) = 5 → There are 5 members in Mama Jean and Papa

Alan’s family.

Rubric:

CRITERIA Excellent Very Satisfactory Needs

Satisfactory Improvement
Required The family The family The family The family tree
Elements tree is tree is tree is filled in looks rushed
completely completely satisfactorily. and
filled in. Sets filled in. There There are incomplete.
were correctly were a few some obvious Sets were not
identified and minor errors in errors in identified and
statements identifying the identifying the most symbols
were made required sets required sets were not used
with correct and and correctly.
symbols. statements. statements. 4 pts.
10 pts. 8 pts. 6 pts.
Appearance The output The output The output The output
shows shows good shows some does not show
excellent creativity creativity any creativity
creativity through a few through one through color
through color color scheme/ schemes/
various color schemes/ illustration. illustration.
schemes/ illustrations. The output The output is
illustrations. The output shows messy and full
The output is shows minimal erasures that of erasures
neat, free of erasure that affect the that affect the

17
 unnecessary does not affect overall overall
erasures. the overall appearance. appearance.
appearance. Two parts of The output
10 pts. One part of the output are does not
the output is out of place. follow any
out of place. order in the
8 pts. 6 pts. presentation of
entries.
4 pts.
Timeliness The output is The output is The output is The output is
submitted submitted one submitted two submitted
on/before the day after the days after the more than two
due date. due date. due date. days after the
5 pts. 4 pts. 3 pts. due date.
2 pts.

TOTAL SCORE (25 PTS)

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 ASSESSMENT
Final check! Let’s see how well you’ve learned. Encircle the letter of your
answer to the questions that follow.

1. Which set is a well-defined set?

a. The set of happy people
b. The set of enjoyable subjects in high school
c. The set of primary colors
d. The set of favorite food

2. Given set A = {counting numbers less than 10}, what is NOT an element of the
set?
a. 8 b. 5 c. 10 d. 9

3. What is the cardinality of set A?

a. 10 b. 9 c. 8 d. 7

4. Which sentence correctly translates the statement a ∈ B?

a. Letter a is an element of set B.
b. Letter a is excluded from set B.
c. Letter a is a subset of set B.
d. Letter a is an example of set B.

5. Which among the following sets lists the elements of set C which are multiples
of 5?
a. {5, 10, 15, 20, 25, …}
b. {1, 2, 3, 4, 5}
c. {0, 1, 2, 3, 4, 5, …}
d. {1, 5}

6. Which among the following sets is the set builder notation for D = {2, 4, 6, 8,
10, …}?
a. { x | x is a prime number}
b. { x | x is a counting number}
c. { x | x is an odd number}
d. { x | x is an even number}

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7. Which sentence best describes set E = {2, 4, 6, 8}?
a. Set E is the set of even numbers less than 10.
b. Set E is the set of odd numbers less than 10.
c. Set E is the set of prime numbers less than 10.
d. Set E is the set of counting numbers less than 10.

8. Which is not a correct description of the set? F = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

a. Set F is the set of counting numbers.
b. F = { x | x is a whole number}
c. Set F is the set of the first 10 whole numbers.
d. F = { x | x is one of the first 10 counting numbers}

9. What is the symbol for subset?

a. ∈ b. ⊂ c. ∪ d. 𝜙
10. If the sentence “Set B is a subset of set A” is translated into a mathematical
statement, what would be the correct translation?
a. B = A b. B ⊂ A c. A = B d. A ⊂ B

11. Given set G = {1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20}, which among the
following sets is a subset of G?
a. {2, 7, 11} c. {8, 12, 14, 19}
b. {4, 5, 6, 7, 9} d. {3, 5, 7, 11, 21}

12. What symbolizes a null set?

a. ∈ b. ⊂ c. ∪ d. 𝜙

13. Which among the following sets is a null set?

a. Set H is the set of numbers less than 10.
b. Set I is the set of primary colors.
c. Set J is the set of prime numbers which are even.
d. Set K is the set of months in the year with 32 days.

14. Which among the following statements is true?

a. {2, 4, 6} ⊂ {1, 2, 5, 6, 7} c. {0, 1, 3, 5, 7, 9} ⊂ {1, 3, 5}
b. {3, 6, 9 ,12, 15, …} ⊂ {2, 4, 6} d. {2, 4, 6, 8, …} ⊂ {0, 1, 2, 3, 4, 5, …}

15. Which among the following statements is NOT true?

a. {0, 1, 2, 3, …} ⊂ {0, 1, 2, 3, …} c. {2, 4, 6, 8, …} ⊄ {0, 1, 2, 3, 4, …}
b. {2, 4, 6} ⊂ {2, 4, 6, 8, …} d. { } ⊂ {0, 1, 2, 3, 4, …}

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 ADDITIONAL ACTIVITY

Let’s investigate further!

How many subsets can a given set have? The following table examines the
relation between the number of elements in the set and the number of subsets it can
have. Before you start investigating, you should remember these ideas about subsets:

1) The elements in a set doesn’t need to be in order;

2) A subset can be the set itself; and

3) An empty set can also be a subset.

Study and complete the table below.

Set Number of Subsets of the Set Number

Elements of
in the Set Subsets
{} 0 {} 1
{1} 1 { } , {1} 2
{1, 2} 2 { } , {1} , {2} , {1, 2} 4
{1, 2, 3} 3 { } , {1} , {2} , {3} , {1,2} , {1, 3} , {2, 3} , 8
{1, 2, 3}
{1, 2, 3, 4}

{1, 2, 3, 4, 5}

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 {1, 2, 3, 4, 5, 6}

Describe the pattern relating the number of elements in the set and the number
of subsets that it has.

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___________________________________________________________________
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How many subsets will a set with 10 elements have? ______________

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WHAT I KNOW (h) V⊂ A ,
1. C 6. B 11. C (i) H ⊄ A 10. {x | x is a multiple of 5 more
2. A 7. D 12. D (j) Cloud/lightning than 10 but less than 50}
3. A 8. C 13. B bolt/heart/cross n(H) = 7
4. D 9. A 14. C (k) Box/cylinder Activity 3
5. B 10. A 15. A (l) {no drawing}
A. 1. ∉ 4. ∉
2. ∈ 5. ∉
WHAT’S IN WHAT’S MORE 3. ∉ 6. ∈
2
A. 1. 5 Activity 1 B. 7. ⊂ 10. ⊂
5
2. 1 1. smiley face 5. star 8. ⊄ 11. ⊄
3. 12 2. star 6. star 9. ⊂ 12. ⊂
4. 3.1415… 3. smiley face 7. star
5. 1 4. star WHAT HAVE I LEARNED
B. 6. 2, 4, 6, 8, 10, … Activity 2 1. Set
7. 1, 3, 5, 7, 9, … A. 1. {2, 4, 6, 8} 2. Elements
8. 3, 6, 9, 12, 15… n(Z) = 4 3. Well-defined set
9. {no answer} 2. {red, blue, yellow} 4. Cardinality of a set
10. 2 n(X) = 3 5. Subset
3. {k, n, o, w, l, e, d, g} 6. Universal set
n(V) = 8 7. Proper subset
WHAT’S NEW
1. {9, 10, 11, 12, 13, 14, 15} 8. Null set
Answers may vary.
n(T) = 7 9. Well-defined set
5. {5} 10. Null set
WHAT IS IT n(R) = 1
(a) The set of circular figures B. 6. {x | x is a letter of the ASSESSMENT
(b) h ∈ A alphabet} 1. C 6. D 11. A
(c) x ∉ A , n(P) = 26 2. C 7. A 12. D
(d) 2 , 7. {x | x is a primary color} 3. B 8. D 13. D
(e) cylinder / box ∈ B , n(N) = 3 4. A 9. B 14. D
(f) circle/smiley face/ 8. {x | x is a weekday} 5. A 10. B 15. C
heart/lightning bolt/ n(L) = 5
cloud/”Not Allowed” 9. {x | x is one of the first 10
symbol/ (counting) numbers}
crescent moon/cross ∉ B n(J) = 10
(g) answer may vary
Set Number of Subsets of the Set Number
Elements of
in the Set Subsets
{1, 2, 3, 4} 4 { }, {1}, {2}, {3}, {4}, {1, 2}, {1, 3} {1, 4}, {2, 3}, {2, 4}, {3, 4}, {1, 16
2, 3}, {1, 2, 4}, {1, 3, 4}, {2, 3, 4}, {1, 2, 3, 4}
{1, 2, 3, 4, 5} 5 { }, {1}, {2}, {3}, {4}, {5}, {1,2}, {1,3}, {1,4}, {1,5}, {2,3}, {2,4}, 32
{2,5}, {3,4}, {3,5}, {4,5}, {1,2,3}, {1,2,4}, {1,2,5}, {1,3,4}, {1,3,5},
{1,4,5}, {2,3,4}, {2,3,5}, {2,4,5}, {3,4,5}, {1,2,3,4}, {1,2,3,5},
{1,2,4,5}, {1,3,4,5}, {2,3,4,5}, {1,2,3,4,5}
{1, 2, 3, 4, 5, 6 { }, {1}, {2}, {3}, {4}, {5}, {6}, {1,2}, {1,3}, {1,4}, {1,5}, {1,6}, {2,3}, 64
6} {2,4}, {2,5}, {2,6}, {3,4}, {3,5}, {3,6}, {4,5}, {4,6}, {5,6}, {1,2,3},
{1,2,4}, {1,2,5}, {1,2,6}, {1,3,4}, {1,3,5}, {1,3,6}, {1,4,5}, {1,4,6},
{1,5,6}, {2,3,4}, {2,3,5}, {2,3,6}, {2,4,5}, {2,4,6}, {2,5,6}, {3,4,5},
{3,4,6}, {3,5,6}, {4,5,6}, {1,2,3,4}, {1,2,3,5}, {1,2,3,6}, {1,2,4,5},
{1,2,4,6}, {1,2,5,6}, {1,3,4,5}, {1,3,4,6}, {1,3,5,6}, {1,4,5,6},
{2,3,4,5}, {2,3,4,6}, {2,3,5,6}, {2,4,5,6}, {3,4,5,6}, {1,2,3,4,5},
{1,2,3,4,6}, {1,2,4,5,6}, {1,2,3,5,6}, {1,3,4,5,6}, {2,3,4,5,6},
{1,2,3,4,5,6}
a) Pattern: 2n, where n = number of elements in the set
b) A set with 10 elements will have 210 subsets, or 1024 subsets
ANSWER KEY
 REFERENCES

TEXTBOOKS:

Nivera, Gladys C. 2012. Grade 7 Mathematics. Makati City: Don Bosco Press, Inc.
Oronce, Orlando A., and Marilyn O. Mendoza. 2012. e-Math. Manila: Rex Printing
Company, Inc.

IMAGES:
Clipart Panda.com. 2017. Happy students in classroom. Accessed May 4, 2020.
http://www.clipartpanda.com/clipart_images/can-adapt-include-jot-38553153
Zeimusu. 2012. Warning sign. Accessed May 4, 2020.
http://commons.wikimedia.org/wiki/Image:Achtung.svg

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For inquiries or feedback, please write or call:

Department of Education – Schools Division Office of Benguet

Wangal, La Trinidad, Benguet

Telefax: 074 422 6570 (telefax)

Telephone: 074 422 2001

Email Address: [email protected]

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