DETAILED LESSON PLAN IN MATHEMATICS 7

I. OBJECTIVES:
At the end of the of the lesson, the students will be able to;
A. Define the intersection of a set
B. Find the intersection of the given sets
C. Use Venn diagram to represent the intersection of the given sets
D. Show participation and cooperation in the class activities.

II. SUBJECT MATTER:

A. Topic: INTERSECTION OF SETS
B. References: Mathematics 7 (Teacher’s guide) pp. 10 - 14
C. Materials: Visual aids, Chalk & eraser,
D. Value: Cooperation

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. DAILY ROUTINE A. DAILY ROUTINE

1. PRAYER 1. PRAYER
Stand up class and let us pray. Ronalyn, (The students will stand up and pray)
kindly lead the prayer.

2. GREETINGS 2. GREETINGS
Good morning class! Good morning Sir.

3. CLEANING 3. CLEANING
Ok! Class before you sit; please pick up (The students will pick up pieces of papers)
the pieces of paper or trash under your
table. And now, please be seated.

4. CHECKING OF ATTENDANCE 4. CHECKING OF ATTENDANCE

Are there any absents today class? (different responses)

Okay, class monitor kindly submit to me Yes, Sir.

the attendance after the class!

B. PRIMING B. PRIMING

1. RECALL 1. RECALL

Now, before we proceed to our new topic

for today, let us have first a short review of
our lesson last meeting.

Last meeting, we discuss all about Sets. So,
who can give me the definition of a set?
Anyone? Yes, FrejeMae?
Yes, very good. Thankyou dear.
(Students raised their hands)
A Set is a well-defined group of objects that
shares common characteristics.
 What do we call the objects inside a set? (Students raised their hands)

Let’s here Ronalyn. The objects inside a set are called elements.

You got it right Ronalyn. Thankyou!

How about the cardinality of a set?

Who can tell me what it is and how to get
this? (Students raised their hands)

Let’s call Hezil Mae. The Cardinality of a set is the number of

elements inside a set. You can get it by counting
all the elements inside a given set.

You’re correct Hezil Mae. Very good!

Give her a Dionisia clap everyone.

Are there any questions regarding Set? None so far Sir.

Well then, it seems that you have already

understood our last topic.

C. ACTIVITY C. ACTIVITY

Who wants prizes? (Students raised their hands)

So many of you want prizes. Let us have first
a group activity. You will be group into three (The students will go to their usual groups)
groups.

Are you with your groups now class? Yes, Sir!

Okay, here’s the instruction. Listen carefully

class.

In every group, you are given a Cartolina, a

marker and a sheet of paper containing the
tasks that need to accomplish. After all the
groups had accomplished their tasks, they (The students will listen)
have to paste their work on the board. And
in each group, there should be one
representative to go to the board and share
their works to the class.

Did you get me class? Yes Sir.

Are you now ready? Yes Sir.

(The teacher will distribute the materials.)

Class when I say time’s up you need to paste

your output on board.
You may start now (the students will start to do the activity)

(After 3 minutes)
Time’s Up Everybody go back to your proper
sit.

Okay, now Group 1 kindly present your

output. (The student will discuss the work of her group)

A= (turtle, Mosquito, frog)

B= (turtle, frog, Dog, Chicken)

Dog
Turtle

Mosquito Chicken
Frog

A B

We are given names of animals and our task is

to categorize the animals into two sets. Set A is
the set of animals who can live in water and Set
B is the animals who can live in land. And we
find the common of the two sets which are the
animals with 4 legs. Then we put it at the center
of the two circles in the diagram. The rest of the
elements of A that aren’t in the center are put
in the empty part of circle A, also same as in
circle B.

Job well-done Group1. Please give them a

Dionisia Clap! (The students will do the Dionisia clap)

And let’s proceed to group 2. Present your

work please.
(The student will discuss their work)

A= (Rambutan, Santol, Lanzones, Mango)

B= (Santol, Mango, Lanzones)

Santol

Mango
Rambutan
Lanzones

A B
 We are given names of the fruits and our task is
to make two sets of it. Set A are the fruits that
has green colors when its raw and Set B are
colored yellow when its ripe. And we find the
common of the two sets which are the fruits
that colored green when raw and yellow when
ripe. Then we put it at the center of the two
circles in the diagram. The rest of the elements
of A that aren’t in the center are put in the
empty part of circle A, and in the set B no need
to put any elements because its already written
at the center.

Very good group 2! Another dionisia clap (The students will do the Dionisia clap)
class for group 2.

Let us hear the presentation of group 3. (The student will discuss their work)
Representative go ahead.
A= (1,3,5,7,2,8)
B= (2,4,6,8)

1
2
3 4

5 8
6
7

We are given deck of cards of cards and our

task is to categorize the cards into two sets. Set
A is the set of black cards and Set B is the set of
Red cards. And we find the common of the two
sets which are the cards that has even numbers.
Then we put it at the center of the two circles in
the diagram. The rest of the elements of A that
aren’t in the center are put in the empty part of
circle A, also same as in circle B.

Good Job group 3. Very Good!

Let’s give them a Diosnisia clap. (The students will do the Dionisia clap)

Congratulations class for a very well-done

job.
D. ANALYSIS D. ANALYSIS

Now, what have you notice on our activity?

Yes, Ms.hana? I have notice that all the groups have the same
goal and that is to fine the common elements
between the two sets.

Very good Hana.

And then where did you put the common
elements of the two sets?
Yes, Mr. Jay? We put it at the center of the two circles in the
diagram to clearly emphasize the common of
the two sets.

You got it right. Thankyou dear.

So class what you did in your activity is what we

call the INTERSECTION OF THE SETS and the
diagram where you put the elements and the
common of the sets is called the VENN
DIAGRAM.

Let’s have a definition of the intersection.

Let A and B be sets. The intersection of the sets
A and B, denoted by A ^ B, is the set containing
those elements in both A and B

And we will be using the Venn diagram to

represent the intersection between the given
sets.

A^B

A B

Sets whose intersection is an empty set are

called DISJOINT SETS.
Let’s have an example class.
1.Let U be the set of numbers from 0 to 9
2.Let A be the set of odd numbers from 1 to 7
3. Let B be the set of odd numbers between 1
and 9

Who would like to list the elements of set U

Yes, Kenneth? U= (0,1,2,3,4,5,6,7,8,9)

Very good Kenneth!

How about set A? Anyone?
Yes, Michaell? A= (1,3,5,7,)

You’re correct. Thankyou Michaell.

Next, set B? Any volunteers?
Yes, Christian? B= (3,5,7,9)

Very good! Thankyou Christian.

Now, let’s find the intersection between set A
and set B.
Who would like to volunteer? Yes, Kyla? A ^ B = (3,5,7)

You got it right.

Since we get already their intersection, we need
to put it in the Venn Diagram to clearly
emphasize their common and the other
elements of the sets.

I need a volunteer to put the intersection of the

two sets at center of the 2 circle.
Yes, Mae? U
3
5

A B

Thankyou Mae.
I need another volunteer to write the remaining
elements of A to put at empty part of circle A. U
Yes Jay? 3
5

1 7
9

A B
Thankyou Jay! Well-done.
Now class, if we look back at the elements of set
U. Are all of its elements already written in the
cicles.
Not all Sir.

Yes, you’re right.

So this is what you’re going to do. Identify the
elements of set U that aren’t written in the two
circles. Then, put it outside of the circle.

Now, what are remaining elements of set U?

Yes, myka? We have 0,2,4,6,8
Kindly put it in the diagram.
U 4
0 3
5 8
2 1 7
9
6
A B

Thankyou Myka. Very good.

Do you have any question class? None so far Sir.

E. ABSTRACTION E. ABSTRACTION

Okay, let me ask you some questions if you really

understood our topic.
what is the intersection of set? It is just the common elements between sets.

Where do we put the common elements of the At the center of the two circles in the venn
sets? diagram.

What do we do next? The remaining elements of A that are not in the

center will be put at the empty part of circle A,
same as in Set B.

Then, how about the set U? We will put the elements that are not in the
two circles at outside of the circle.