School OZAMIZ CITY SCHOOL OF ARTS AND TRADES Grade Level 7

DAILY LESSON LOG Teacher MERYL FE P. GUMERA Learning Areas MATHEMATICS

Teaching Dates and Time September 12-16, 2022 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be 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 leaning of content and competencies and enable children to find significance and joy in
learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
C. Learning Illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets, union and intersection of sets and the different of two sets.
Competencies/Objectives
a. illustrate subsets, universal a. illustrate subsets, universal a. illustrate the union and a. define the difference of sets.
Write the LC code for each
sets, null set and cardinality sets, null set and cardinality intersection of two sets. b. perform the difference of sets.
of sets. of sets. b. solve the union and c. discuss the importance of one’s
b. supply the appropriate set b. supply the appropriate set intersection of two sets differences.
notations and symbol. notations and symbol. c. discuss the importance of
c. discuss the importance of c. discuss the importance of strong family ties.
maintaining life balance. maintaining life balance.
II. CONTENT Set Notations Set Notations Set Operations Set Operations
(Reporting) (Reporting) (Union and Intersection) (Difference of Sets)
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages https://drive.google.com/file/ https://drive.google.com/file/ https://drive.google.com/file/ https://drive.google.com/file/d/
d/ d/ d/ 12obC0cf3BrOjuo7ZGE9sqgHleXl5tKJ
12obC0cf3BrOjuo7ZGE9sqgHleX 12obC0cf3BrOjuo7ZGE9sqgHleX 12obC0cf3BrOjuo7ZGE9sqgHleX o/view
l5tKJo/view l5tKJo/view l5tKJo/view
2. Learner’s Materials pages Module 1 Module 1 Module 1 Module 1
Lesson 2 (page 10) Lesson 2 (pages 11-12) Lesson 3 (pages 13-16) Lesson 4 (pages 17-20)
3. Textbook pages Math 7 (Patterns and Algebra) Math 7 (Patterns and Algebra) Math 7 (Patterns and Algebra) Math 7 (Patterns and Algebra) by
by Gladys Nivera pages 14-15 by Gladys Nivera pages 16-17 by Gladys Nivera pages 21-23 Gladys Nivera pages 24-26
4. Additional Materials from https:// https:// https://lrmds.deped.gov.ph/ https://lrmds.deped.gov.ph/pdf-
Learning Resource (LR) commons.deped.gov.ph/ commons.deped.gov.ph/ pdf-view/7436 view/7436
portal documents/d32f8a61-bc20- documents/d32f8a61-bc20-
455d-b10f-8abe1aa4f236 455d-b10f-8abe1aa4f236
B. Other Learning Resources https:// https:// https://www.math-only- https://www.math-only-
www.mathgoodies.com/ www.mathgoodies.com/ math.com/worksheet-on- math.com/worksheet-on-operation-
lessons/sets lessons/sets operation-on-sets.html on-sets.html
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided with
demonstration of learning by the students 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 process and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson The teacher will call students
or presenting the new randomly to pick a paper with a
lesson set notation and give its
meaning.

“Find Me”
Choose the letter of the correct
answer.

B. Establishing a purpose for
the lesson
Find:
1. A∪B?
A. {1, 2, 3, 4, 5, 6, 7, 8, 9}
B. {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
C. {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
D. {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
2. A∩B?
A. {4} C. {2}
B. {4, 5} D. {5}
Each group will discuss their Each group will discuss their Mrs. Decosta, a Mathematics From the Venn Diagram shown, ask
assigned topic. assigned topic. teacher wants to know who these following questions:
among her students can do 1. What are the elements or
G1: Element G8: Subset members in set A?
arithmetic and who among her
G2: Not an Element G9: Not Subset 2. What are the elements in set B?
G3: Cardinality of A G10: Proper Subset students can solve complex 3. What element/s does not belong
G4: Equivalent Sets G11: Not Proper Subset problems. to both sets A and B?
G5: Equal Sets 4. What kind of set refers to the set
G6: Empty Set or Null Set of all elements in the universal
G7: Universal Set set that does not belong to set A?
 Set A Set B
Students who Students who
can do can solve
Arithmetic complex
problems

The teacher will ask the

following questions:
1. -What can you observe in the
table?
2. -What does the statement
“Students who can do
arithmetic or can solve complex
problems” implies?
3. -What does the statement
“Students who can do
arithmetic and can solve
complex problems” implies?
C. Presenting examples/ “Tell My Elements”
instances of the lesson 1.

2.
 A. Discussing new
concepts and practicing
new skills #1
B. Discussing new
concepts and practicing
new skills #2
C. Developing mastery
(Leads to Formative Assessment
3)
D. Finding practical
applications of concepts
and skills in daily living
Find the union of each of the A = {3, 4, 5, 6}
following pairs of sets. B = {2, 4, 6, 8}
(a) A = {2, 4, 6}  Find:
     B = {1, 2, 3}  a. A – B
(b) P = {a, e, i, o, u} 
b. B – A
    Q = {a, b, c, d} 
(c) D = {x : x is an integer -3 < x < 3}
     E = {x : x is a factor of 8}
Find the intersection of each of Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} 
the following pairs of sets. A = {1, 2, 4, 6, 8, 10}
(a) A = {1, 4, 9, 16} B = {1, 3, 5, 7, 8, 9}
     B = {3, 6, 9, 12} Find: 
(b) C = {p, q, r, s}
(a) A – B
     D = {a, b}
(c) X = {x : x is a letter of the word (b) B – A
‘LOYAL’}
     Y = {x : x is a letter in the word
‘FLOW’}
If A = {a, b, c, d}, B = {c, d, e, f} Let U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10} 
and C = {b, d, f, g}; A = {1, 2, 4, 6, 8}
Find: B = {1, 3, 5, 7, 8, 9}
(i) A ∩ B C = {2, 4, 6, 7, 10}
(ii) A ∩ C Find: 
(iii) (A ∩ B) ∪ (A ∩ C) (a) A - B 
(iv) A ∩ (B ∪ C) (b) B - A
(c) C – A
(d) U – C
Write a brief essay about the Write a brief essay about the
importance of union and importance of difference and
intersection of sets in everyday complement of sets in everyday life.
life.
 E. Making generalizations Union of Sets Difference of Sets
and abstractions about - The set of elements that - The set containing elements of set
the lesson belongs to set A or set B or A but not in B.
both.
Intersection of Sets
- The set of elements belongs
to both A and B.
- Set of the common
elements in A and B.
F. Evaluating learning State whether the following Game Ka Na Ba?
are true or false:
(i) Union of two sets is the set of
elements which are common to
both the sets.
(ii) Two overlap sets have all
the elements common.
(iii) If M and N are two
overlapping sets then
intersection of two sets M and
N is not the empty set.
G. Additional activities for Answer activity 6 entitled “Solve Answer activity 8 entitled “How to
application or Me!” in the module on page 16. be you?” in the module on page 20.
remediation
*Value Integration
 What do you mean by the word
difference?
 Do you agree that all of us are
different?
 How do you manage individual
differences at home? In school?
V. REMARKS

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

Prepared by Checked by Approved by

MERYL FE P. GUMERA MARIFE P. MAGPULONG PAT S. RARA

Teacher I Head Teacher V Principal III