Grade

7
School Level
Learnin
Teacher g Area
Teaching Dates and
I
Time Quarter

SECTIONS
GRADES 1 to 12
DAILY LESSON PLAN
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance a nd jo y inlearning the lessons. Weekly objectives
I. OBJECTIVES shall be derived from the curriculum guides.

A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC Code for each M7NS-Ia-2
D. Contextualized Competencies /
Objectives
E. Theme
II. CONTENT
III. LEARNING RESOURCES
The learners should be able to demonstrate understanding of key concepts of sets.
The learners should be able to formulate challenging situations involving sets and solve these in a variety of strategies.
In this lesson, the students must have:
A. defined operationally the union and intersection of sets,
B. performed correctly the set operations such as union and intersection of sets, and
C.. used the Venn diagrams to represent the union and intersection of sets.
The learners should be able to perform correctly the set operations using beliefs and traditions of Ogtonganons.
Beliefs and traditions
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Sets
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.

A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages Mathematics books
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the tudents which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
IV. PROCEDURES
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson (Elicit)
D. Discussing new concepts and
practicing new skills #1 (Engage)
E. Discussing new concepts and
practicing new skills #2 (Explore)
(5 min) Show pictures about different traditions and beliefs of Ogtonganons involving the concept of sets. Formative Assessment: (Question and answer method.)
(5 min )Present the objectives of the lesson to the class by writing the objectives on the board. The objectives are:
A. define operationally the union and intersection of sets,
B. perform correctly the set operations such as union and intersection of sets, and
C. use the Venn diagrams to represent the union and intersection of sets.
(10 min) The class will play a game called "Set on Perya Naton". In this game, each student will be given a chance Formative Assessment: (Activity or a Game)
to throw a chip with its name written on the playing board. This playing board is similar with a Venn diagram
wherein, the students will be given prizes such as 1 peso, candy or keychain. The prize/s they will receive depends
on which part or circle their chips falls.
(10 min) After the game, the prizes were given to the students. Next, the students will make a survey Formative Assessment: (Survey Method)
regarding the prizes they and their classmates receive. They will write their answers using the roster or
listing method and give the cardinality of each set.
The survey consists of the following questions.
1. Who has received 1 peso?
2. Who has received a candy?
3. Who has received keychain?
4. Who has received 1 peso or candy?
5. Who has received both 1 peso and a candy?
(10 min) The students will post and discuss the survey in front. The teacher will ask the following questions: Brainstorming
1. How does the set of students who receive 1 peso or candy looks like in the playing board?
2. This shows the union of two sets symbolize as A∪B. What have you noticed with the elements of the union
of these two sets?
 3. Where does the set of students who receive both 1 peso and a candy in the playing board found?
4. On the other hand, this shows the intersection of two sets symbolize as A∩B. What are the elements in
the intersection of two sets?
5. Having now the knowledge of the union and intersection of sets, what conjunctions do you noticed that
represents the union or the intersection of sets?

F. Developing mastery (Leads to
Formative Assessment 3) (Explain)
G. Finding practical applications of
concepts and skills in daily living
(Elaborate)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning (Evaluate)
(10 min) The teacher will give more problem sets and the students will solve it by pair. Peer Tutoring
(5 min) Let the students name practical applications of sets. Formative Assessment:
Question and Answer Method
(5 min) From the previous discussions, how are we going to find the union and intersection of sets?
(10 min) Group the students into 5. Each group will choose their tasks on the fish bowl. The fish bowl contains the Summative Assessment
following tasks: Rubrics for Scoring
1. Create a report showing the preference of the group members to be the champion of the Katagman
Tribes competition. Make a venn diagram of their preference and determine the union and intersection of
the sets used in the problem.
2. Dramatize a scenario showing the beliefs and traditions of Ogtonganons. Relate these to the concept of
sets. Make a venn diagram of their preference and determine the union and intersection of the sets used
in the problem.
3. Interview the group members regarding their choice of interest in the top three most visited rides in a
perya. Make a survey and venn diagram of the result. Make a venn diagram of their preference and
determine the union and intersection of the sets used in the problem.

(2 min) Let some students show their output in front.

J. Additional Activities for application
or remediation (Extend)

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on the formative

assessment
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
 G. What innovation or localized materials did I use/
discover which I wish to share with other teachers

Submitted by:
Checked:
CARIZZA U. NILLOS
MRS. NELIA P. MORONES SST-I
Head-Mathematics Department

Sample rubrics for Reporting/Presentation