School Logo School Grade level Grade 7

Daily Teacher Learning Area MATHEMATICS

Lesson Plan
in Grade 7
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
SUBTASK: The students
are expected;
II. CONTENT
III. LEARNING RESOURCES
A. References:
1. Teacher's Guide pages
2. Learner's Materials/
Textbook pages
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous or
presenting the new
lesson.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of
the new lesson
Teaching Date June 17 - 21, 2019 Quarter 1st Quarter
Teaching Time GRADE 7 CATTLEYA (7:30-8:30 AM), CAMIA (8:30AM-9:30AM), DHALIA (1:00PM-2:00PM)
Monday Tuesday Wednesday Thursday Friday
Jun 17, 2018 Jun 18, 2019 Jun 19, 2019 Jun 20, 2019 Jun 21, 2019
The learner demonstrates understanding of key concepts of sets and the real number system.
The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Illustrates the union and intersection of sets and the difference of two sets. M7NS-Ia-2 Solves problems involving sets
Uses Venn Diagrams to represent sets, subsets, and set operations. M7NS-Ib-1 M7NS-Ib-2
To illustrate and determine To find the intersection of To get the difference between To determine the To solve word problems
the union of two sets two sets two sets complement/s of a set involving sets with the use of
Venn diagrams and Apply set
operations to solve a variety
of word problems.
NUMBERS AND NUMBER SENSE
TG pp. 23-26
LRMDS downloaded material: NFE Accreditation and Equivalency Learning Material. LM. pp.14-18
Sets, Sets and Sets. 2001. pp. 20-25
Next Century Math p. 9-12 ; chalk, board, activity sheets, pictures
(Speed Test) Let the students pass their Collect their assignment and Check the assignment. Collect the assignments
What does it mean if we say assignment. check it immediately. (Speed Test)
the two sets are equal sets? (Speed Test) . (Speed Test)
Equivalent sets? What is the meaning of Review:
union of sets?
Today, your goal is to The task for you today is to Let the student read the Your goal today is to This lesson will reinforce
illustrate and determine the Find the intersection of two objectives of the day: determine the compliment of a what you’ve learned about
union of two sets. sets. To get the difference between set. sets, set operations and the
two sets Venn diagram in solving
problems.
The union of two sets A and B, The intersection of two sets The difference of A and B The complement of A denoted Try solve the problem below:
which is denoted by A ⋃ B denoted by A – B, is defined by A’ is the set of elements In a class of 40 students, 17
A and B is denoted by A ⋂
as the set whose elements are found in the universal set but have ridden an airplane, 28
(read as A union B), means B, (read as A intersection B) in A but not in B. not found in A. have ridden a boat. 10 have
the set whose elements are means the set of elements ridden a train, 12 have ridden
the elements found in A or in
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D. Discussing new concept
and practicing new skills
E. Developing mastery (lead
to Formative Assessment)
F. Finding practical
applications of concepts
and skills in daily living
B or in both A and B.
Example:
Sets A and B has no common
elements. There are some sets
with no common elements.
Then A ⋃ B
Present example 3 from the
book p. 11 and on p. 21.
Explain how to illustrate union
of two sets with no common
elements then with common
elements.
Have the students give
questions and let it be the way illustrate intersection through
of discussing other examples
on p. 22
(Present here how union of two
sets illustrated in Venn diagram.)
What does it mean to have Union?
How to describe them in Venn
diagram?
or elements found both in A
and B.
Example:
Present more examples for
the students to analyze.
Board Works:
(Show to the students how to
Venn diagram)
How will you apply the
concept of intersection in your
life?
Example 1
Example 2: Present examples
using numbers.
Workshop: Let the students
do it individually.
(Illustrate it in Venn diagram)
What is the application of this
lesson in our life?
For instance, let the students
answer the following on the
board.
Let the student illustrate
complement of sets on the
board.
What application can you
draw from the complement of
two sets?
both an airplane and a boat. 3
have ridden a train only and 4
have ridden an airplane only.
Some students in the class have
not ridden any of the three
modes of transportation and an
equal number have taken all
three.
a. How many students have used
all three modes of
transportation?
b. How many students have
taken only the boat?
(Let the student answer this in
group.)
Venn diagrams can be used
to solve word problems
involving union and
intersection of sets.
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.
a. How many use Facebook
only?
b. How many use Twitter
only?
c. How many use both social
networking sites?
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G. Making generalizations
and abstractions about
the lesson
H. Evaluating Learning
I. Additional activities for
application or remediation
The Union of two sets A and B is
the set whose elements are
those which belong to set A, or
to set B, or to both sets.
Gather reaction/explanation
from the students.
Let A, B and C be three sets
such that:
Set A = {2, 4, 6, 8, 10, 12},
set B = {3, 6, 9, 12, 15} and
set
C = {1, 4, 7, 10, 13, 16}.
Find the following
A⋃B
and
B ⋃ C.
Make any sets illustrating
A ⋃ B and B ⋃ C.
If the two sets have no If you find the difference of In order to get the complement Present the answer for the
common elements then its the two sets, you just have to of a set you have to list the opening activity. on p.26
intersection is null { }. list the elements found in the elements which not belong to
However if there is a common first set. that set.
element then it will be counted Ex. A – B , list all the elements
as one.
of A never mind with the
elements of B and their
intersections.
Let A = { 2,4,6,8}, Answer the following: Answer the following below. The following diagram shows how
B= {1, 3,5,7}, and Let A = { 2, 4, 6,8), all the Grade 7 students of
Let ⋃ = { 0, 1, 2, 3, 4, 5, 6, 7, Manila High School go to school.
C= {3, 6, 9} B = { 1, 3, 5, 7} and
Find the following: C = { 3, 6, 9} 8, 9 } , Answer the questions that follow:
Find the following: A = { 1, 3, 5, 7, 9} and B=
1. A ⋂ B { 2, 3 , 5, 7}
a. A – B
2. A ⋂ A b. B – C Find the following:
a. A‘
3. (A ⋂ B) ⋂ C c. (A ⋃ B) – C b. B’
4. A ⋂ (B ⋃ C) d. A – (B ⋂ C) c. (A ⋃ B)’
5. B ⋂ C d. (A ⋂ B)’ a. How many students ride in a car,
e. A’ – B’ jeep and the MRT going to their school?
_______
f. (A – B )’ b. How many students ride in both a car
and a jeep? _______
c. How many students ride in both a car
and the MRT? _______
d. How many students ride in both a
jeep and the MRT? _______
e. How many students go to school
in a car only ______ a jeep only
_______ in the MRT only ______
walking _______
f. How many Grade 7 students of
Manila High School are there?
________
Using the same given from your Illustrate each item from your Illustrate the following in Venn Agreement:
quiz, find the following: quiz in a Venn diagram. diagram.
1. B ⋂ U 2. A ⋂ (B ⋂ C)
3.( A ⋃ B) ⋂ C
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V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Which of my teaching
strategies worked well?

Prepared by: Reviewed by: Checked by:

Subject Teacher Mathematics Department Head School Head

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