GRADE 7 School RIDGE VIEW PARAK INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG

Teacher MILAFER R. DABAN Learning Area MATHEMATICS
SEPT. 11-15, 2023
Teaching Dates and 11:00-12:00 – Wisdom
Quarter FIRST
Time 02:00-03:00 – Justice
03:00-04:00 - Courage

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.

2. Performance Standards The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and angles of a polygon

3. Learning Competencies / The learner uses Venn Diagrams The learner uses Venn Diagrams The learner uses Venn The learner solves problems
Objectives to represent sets, subsets, and to represent sets, subsets, and Diagrams to represent sets, involving sets.
set operations. set operations. subsets, and set operations. (M7NS-Ib-2)
(M7NS-Ib-1) (M7NS-Ib-1) (M7NS-Ib-1)
a. Solve word problems
a. Use Venn Diagram a. Perform the set operations a. Find the complement of a involving sets with the use
to represent sets (union and intersection of set and the difference of Venn diagrams.

INDEPENDENT/ COOPERATIVE LEARNING

and subsets. sets) between sets. b. Apply set operations to solve
b. Accurately illustrate the b. Use Venn diagrams to b. Use Venn diagrams to a variety of problems.
universal set and subsets represent the union and represent complement of c. Appreciate the use of Venn
using a Venn diagram intersection of sets. a set and set difference. diagrams in connection to
c. Appreciate the importance of c. Value accumulated knowledge solving real life problems.
c. Value accumulated
representing things in everyday as means of new understanding.
knowledge as means of
life through Venn diagrams.
new understanding.
A.
II. CONTENT Illustration of Sets and Illustration of Sets and Illustration of Sets and Word Problems Involving
Subsets Using Venn Diagram Subsets Using Venn Diagram Subsets Using Venn Sets
Diagram
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages pp 6 - 9 pp 7 - 9 pp 10 - 13 pp 14 - 18

3. Textbook Grade 7 Mathematics Patterns MSA Elem. Algebra pp.4-6. Grade 7 Mathematics Patterns MSA Elem. Algebra pp.4-6.
and Practicalities by Gladys S. Grade 7 Mathematics Patterns and Practicalities by Gladys S.
Nievera, pp. 12-14 and Practicalities by Gladys S. Nievera, pp. 18-21 Grade 7 Mathematics Patterns

4. Additional Materials from https://www.google.com.ph
Learning Resource (LR)
portal http://www.learnnc.org/
B. Other Learning Grade 7 LCTG DepEd Cavite
Resources Mathematics, 2016
Laptop, LCD projector/ TV
IV. PROCEDURES
A. Reviewing previous Let X = {x|x is a letter of the
lesson or presenting the word ‘MATH’} and
new lesson Y = { x|x is a letter of the word
THEMATIC}
Classify each statement as TRUE
or FALSE.
1. {T,A,M,E} ⊂ X
2. {C,A,S,E} ⊂ (X U Y)
3. {L,A,M,E} ⊂ (X ∩ Y)
4. {M,A,T,H} = X ∩ Y
5. {M,A,T,H,E,I,C} = X U Y
B. Establishing a purpose
for the lesson
Nievera, pp. 18-20
https://pantip.com/topic/
30650453
http://www.aplustopper.com/
sets-venn-diagrams/
Grade 7 LCTG DepEd Cavite
Mathematics, 2016
Laptop, LCD projector/ TV
Draw the Venn diagram of the
given sets, and then identify the the subset and set operation
universal set and the subsets.
T = {all teachers of your
school}
S = {all teachers of your
grade level}
1. Give held an annual dance contest what do you do?
examples of colors
formed when 2 or more
and Practicalities by Gladys S.
Nievera, pp. 22-26
http://www.math-only- http://
math.com/practice-test-on- passyworldofmathematics.com/
Venn-diagrams.html venn-diagram-word-problems/
http://web.mnstate.edu/peil/ https://www.slideshare.net/
MDEV102/U1/S6/ bigpassy/venn-diagram-word-
Complement3.htm problems
Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd Cavite
Mathematics, 2016 Mathematics, 2016
Laptop, LCD projector/ TV Laptop, LCD projector/ TV
Match the Venn diagram with
notation.
Match the given set notations to
its corresponding Venn diagram
below.
A⊂B
A⋂B
A⊂B
A⋃B
The municipality of Maragondon 1. When faced with problems,
for Dagundong Festival.
Students from different schools 2. When faced with word
and chosen municipal problems, what do you do?
employees participated in the
said contest. Suppose students
of Bucal National School,
students of Maragondon
 From the diagram, answer the
following questions.
1. What comprises the set of
aquatic animals that can
swim?
2. What comprises the set of
aquatic animals that have
fins?
C. Presenting examples/ From the diagram above, the
instances of the lesson following information are
gathered.
1. The set of aquatic animals
that can swim is the
universal set.
U is the set of aquatic
animals that can swim.
2. The set of aquatic animals
that have fins is the subset
of the universal set.
D. Discussing new concepts A. Draw the Venn diagram of the
and practicing new skills #1 given sets, and then identify
the universal set and the
subsets.
1. A = set of letters
B = set of consonants
2. U={1,2,3,4,5,6,7,8,9,10}
A = {2,4,6,8,10}
B = {1,2,3,4,5}
colors are combined. National and students of PUP
2. What do you call the were held as winners, who lost
given diagram? in the contest? Should the
losers feel bad about losing in
the contest?
1. Find the union of the given Example on complement of a Illustrative Example:
pairs of sets using the Venn set using Venn diagram: A group of 30 students were
diagram. Let the set of natural numbers asked whether they watch ABS-
a) A = {1,2,3} N = {1, 2, 3, ………..} be the CBN TV shows or GMA – 7 TV
B = {3,4,5,6} universal set and let A = {2, 4, shows or shows of both
b) X = {2,4,6} Y = ∅ 6, 8, ……….} channels. 18 of these students
c) M = {a,b,c} N = {x,y,z} watch ABS-CBN shows and 20
Then A' = {1, 3, 5, ………} watch GMA – 7 shows.
a. How many watch ABS-CBN
shows only?
b. How many watch GMA-7
shows only?
c. How many watch shows of
both TV channels?
Solution:
Let S1 = set of students
who watch ABS-CBN
Solution: shows only.
a) 𝐴∪𝐵={1,2,3,4,5,6} S2 = set of students
who watch shows of
both channels.
S3 = set of students
who watch GMA-7
shows only
1. Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, Solve using a Venn diagram.
10} Eight girls decided to go
A = {2, 4 ,6, 8} Trece Martirez City to shop for
B = {1, 2, 3, 4, 5} shoes. Four of the girls want the
Illustrate the following set shoes at Walter Mart for their
operations using a Venn cheap price, 3 girls likes to buy
diagram: pretty shoes in SM mall, 2 of the
a. (A ∪ B)′ girls likes to check for the shoes
b. (A ∩ B)′ in SM Mall and Walter Mart.
c. A – B a. How many girls will go to
From the Venn diagram, find:
d. B – A Walter Mart only?
1. 𝐴 ∪ 𝐵
b. How many girls will go to
2. A ⋂ B
3. C ∪ 𝐵 SM mall only?
4. C ⋂B
5. 𝐴 ∪ C
6. A ⋂ C
E. Discussing new concepts Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9,
and practicing new skills #2 10}
A = {multiples of 3 less than 10}
B = {1, 3, 5, 7, 8, 9}
Use the Venn diagram to find:
1. A’
2. B’
3. A - B
4. B - A
5. (A - B)’
6. (A ⋂ B)’

F. Developing mastery Draw the Venn diagram of the
(Leads to Formative given sets.
Assessment 3) 1. L = {letters of English
alphabet up to h}
V = {all the vowels of
English alphabet}
2. C = {4 scenic spots in
Cavite}
P = {Pico de Loro,
Corregidor}
3. C = {Cavite Cities}
T = {Mendez, Tagaytay
City, Indang}
Show by Venn diagram the union Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, Solve the Problem. List the
and intersection of the following 10} elements of the sets using a
pairs of sets. A = {1, 2, 4, 6, 8, 10} Venn Diagram.
1. X = {Regions of Luzon} B = {1, 3, 5, 7, 8, 9} 1.Twenty-five students had
Y = {Cavite, NCR} Draw the Venn diagram and auditioned to do a dance number
2. S = {singers among Eat find: in a school program; 16 students
Bulaga hosts} (a) A' were chosen to dance the Cha
A = {actors among Eat (b) B' Cha, 12 students were chosen to
Bulaga hosts} (c) A' - B' dance the Tango, and 5 were
3. C = {Cities of Cavite} (d) A' ∩ B' chosen to dance both Cha Cha
T = {Mendez, Tagaytay (e) (A - B)' and Tango. How many students
City, Indang} were chosen to dance the Cha
D = {Biñan} Cha only? How many students
were not chosen?

G. Finding practical With the universe as the Given the following sets:
applications of concepts and universal set, in 1 minute write Set A = {1,2,3,4,5},
skills in daily living as many subsets as you can. Set B = {2,4,6}, and
Set C = {1,3,6}.
Illustrate by Venn diagram the
following:
1. 𝐴∪𝐵
2. 𝐴∩𝐵
3. 𝐵∪𝐶
4. 𝐵∩𝐶
5. 𝐴∪𝐶
6. 𝐴∩𝐶
7. U
Sam had P836 in a savings
account and withdrawn for
P429. How much money did
Sam have in the account after
the withdrawal?
Hint:
1. Let the universal set U be the
P836 Sam originally has in
the savings account and let
A be the set of the P429 of
the withdrawal. The
complement of set A would
be the set of the remaining
balance in the savings
account.
Show the following information
using a Venn diagram.
1. “A class of 28 students were
surveyed and asked if they
ever had dogs or cats for pets
at home; 8 students said
they had only ever had a dog,
6 students said they had
only ever had a cat, 10
students said they had a dog
and a cat, 4 students said
they had never had a dog or
a cat.”
H. Making generalizations The universal set, or simply the
and abstractions about the universe, denoted by U, contains
lesson all the elements being considered
in a given situation.
What are Venn diagrams?
Pictorial representations of sets
represented by closed figures are
called set diagrams or Venn
diagrams. Venn diagrams are
used to show relationships
between sets and to illustrate
various operations like union,
intersection, and difference.
We can express the relationship
among sets through this in a
more significant way. In this, A
rectangle is used to represent a
universal set.
Circles or ovals are used to
represent other subsets of the
universal set.
This shows that every element of
A is in the universal set.
If a set A is a subset of set B,
then the circle representing set A
is drawn inside the circle
representing set B.
I. Evaluating learning Let U = {2,3,4,5,6,7,8,A,
B,C,J,K,Q},
H = {J,Q,K},
L = {A,B,C},
F = {5,J}, and
N = {A,2,3,4}.
Illustrate the universal set and
its subsets using the Venn
diagram.
Complement of Set A In solving word problems
Given a set A, the complement involving Venn diagrams, it is
of A is the set of all element in extremely important to
the universal set U, but not in
A. 1. Read the question carefully
and not down all key
We can write Ac or A’. information.
Difference between Sets 2. Know the standard parts of a
The union of a set is the result of Given set A and set B, the set Venn diagram.
adding or combining the difference of set B from set A is
elements of two or more sets. the set of all element in A, but 3. Work in a step by step
The union of A and B, denoted not in B. manner.
by A U B and read as “A union
B”, is the set of all elements We can write A – B. 4. Check in the end that all
belonging to either of the sets. numbers add up properly.
Three Circle Venn Diagrams
can take a quite a bit of
working out.
The steps to follow are generally
these:
a. Get the information from the
question that can go
straight onto the Venn
Diagram and place it there.
The intersection of sets A and B, b. Work through the remaining
denoted by 𝑨∩𝑩, is the set of information, a bit at a time,
elements which are common to to work out each of the
both sets A and B. Sets with no missing values.
common elements are disjoint c. Often we work from the
sets. center of the diagram
outwards, when finding
these unknown values.
(Work from the Inside Out).
d. Check that all the numbers
on the final diagram add up
to the universal set.
A survey asked 200 Grade 7
students whether they like the
meals in
McDonald’s or Jollibee . 75
students like McDonalds and
From the given Venn diagram ,
Find: Jollibee. 55 like Jollibee only. 30
find the following:
1. U like other fast food chain.
1. E’
2. X U Y a. Draw a Venn Diagram that
2. C - E
3. Y displays these results.
3. E – C
b. How many students like Jollibee
4. X ∩ Y 4. (E – C)’
meals?
5. X 5. (C - E)’
c. How many students like
McDonald meals only?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional activities
for remediation.
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well? Why
did these work?
1. How will you relate Write the elements of the given Study: Solving word problems Study: Solving word problems
universal set and set according to Venn diagrams. involving Venn diagrams involving 3 circle Venn diagrams
subsets to your life? 1. 𝑈 = _______________
2. Study: Set operations 𝐴∪𝐵 = _______________
and Venn diagram 𝐴∩𝐵 = _______________
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering
their lesson. their lesson. their lesson. their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
lesson. lesson. lesson. lesson.
___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because of lack
of knowledge, skills, and interest about the of knowledge, skills, and interest about the lack of knowledge, skills and interest about the of knowledge, skills, and interest about the
lesson. lesson. lesson. lesson.
___Pupils were interested on the lesson, despite of ___Pupils were interested on the lesson, despite of ___Pupils were interested on the lesson, despite ___Pupils were interested on the lesson, despite of
some difficulties encountered in answering the some difficulties encountered in answering the of some difficulties encountered in answering some difficulties encountered in answering the
questions asked by the teacher. questions asked by the teacher. the questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited
resources used by the teacher. resources used by the teacher. resources used by the teacher. resources used by the teacher.
___Majority of the pupils finished their work on ___Majority of the pupils finished their work on ___Majority of the pupils finished their work on ___Majority of the pupils finished their work on
time. time. time. time.
___Some pupils did not finish their work on time ___Some pupils did not finish their work on time ___Some pupils did not finish their work on time ___Some pupils did not finish their work on time
due to unnecessary behavior. due to unnecessary behavior. due to unnecessary behavior. due to unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional activities
for remediation for remediation for remediation for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: ___Metacognitive Development: Examples: Self
Self assessments, note taking and studying assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, quick-
quick-writes, and anticipatory charts. writes, and anticipatory charts.
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and
projects. projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local opportunities.
opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, and Examples: Student created drawings, videos, and ___Text Representation: Examples: Student created drawings, videos, and
games. games. Examples: Student created drawings, videos, games.
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and and games. ___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want students clearly, modeling the language you want students ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students
to use, and providing samples of student work. to use, and providing samples of student work. clearly, modeling the language you want to use, and providing samples of student work.
students to use, and providing samples of
Other Techniques and Strategies used: Other Techniques and Strategies used: student work. Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration Other Techniques and Strategies used: ___ Group collaboration
___Gamification/Learning through play ___Gamification/Learning through play ___ Explicit Teaching ___Gamification/Learning through play
___ Answering preliminary. ___ Answering preliminary. ___ Group collaboration ___ Answering preliminary.
activities/exercises activities/exercises ___Gamification/Learning through play activities/exercises
___ Carousel ___ Carousel ___ Answering preliminary. ___ Carousel
___ Diads ___ Diads activities/exercises ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
Why? Why? ___ Discovery Method Why?
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Availability of Materials ___ Availability of Materials Why? ___ Availability of Materials
___ Pupils’ eagerness to learn. ___ Pupils’ eagerness to learn. ___ Complete IMs ___ Pupils’ eagerness to learn.
___ Group member’s ___ Group member’s ___ Availability of Materials ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn. collaboration/cooperation
in doing their tasks in doing their tasks ___ Group member’s in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
of the lesson of the lesson in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson

Prepared by: Checked and Reviewed: Noted:

MILAFER R. DABAN MARVIN C. MAGADAN ARTURO B. ACEDILLO JR. DANILO S. QUEJADA

Teacher MATH-Subject Coordinator Master Teacher I Principal II