GRADE 7 School RIDGE VIEW PARAK INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG

Teacher MILAFER R. DABAN Learning Area MATHEMATICS
SEPT. 4-8, 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 describes well-defined
Objectives sets, subsets, universal sets, and
the null set and cardinality of
sets.
(M7NS-Ia-1)
A. Describe well-defined sets, and
null set.
B. Identify the elements, subsets
and cardinality of a set.
The learner describes well-defined
sets, subsets, universal sets, and
the null set and cardinality of
sets.
(M7NS-Ia-1)
A. Describe well-defined sets, and
null set.
B. Identify the elements, subsets
and cardinality of a set.
The learner illustrates the
union and intersection of sets
and the difference of two sets.
(M7NS-Ia-2)
A. Describe and define union
and intersection of sets.
B. Find the union / intersection
of sets.
C. Use Venn diagrams to
The learner illustrates the
union and intersection of sets
and the difference of two sets.
(M7NS-Ia-2)
A. Describe and define union and
intersection of sets.
B Find the union / intersection
of sets
C. Use Venn diagrams to

INDEPENDENT/ COOPERATIVE LEARNING

C. Appreciate the importance of C. Appreciate the importance of represent the union and represent the union and
sets. sets. intersection of sets. intersection of sets.
. D. Value accumulated knowledge D. Value accumulated knowledge
as means of new as means of new understanding
understanding
II. CONTENT Union and Intersection Union and Intersection
Sets: An Introduction Sets: An Introduction
of Sets of Sets
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

pp. 1 - 7 pp. 1 - 7 pp. 8 – 14 pp. 8 - 14

2. Learner’s Materials pages pp. 5 - 8

pp. 1 - 3 pp. 1 - 3 pp. 5 – 8

3. Textbook Patterns and Practicalities on G7- Patterns and Practicalities on G7- -e-math Work text in Mathematics
-e-math Work text in Mathematics
Math pages: 5-10 Gladys Nievera Math pages: 5-10 Gladys Nievera 7, pages 6-8 by Orlando Oronce
7, pages 6-8 by Orlando Oronce
-e-math Work text in Mathematics and Marilyn Mendoza
and Marilyn Mendoza
7, pages1-11 by Orlando Oronce -Patterns and Practicalities on
-Patterns and Practicalities on G7-
and Marilyn Mendoza G7- Math pages: 10-12 Gladys
Math pages: 10-12 Gladys Nievera
Nievera
4. Additional Materials from https://en.wikipedia.org/wiki/ https://www.mathsisfun.com/ http:// http://
Learning Resource (LR) Set_(mathematics activity/subsets.html passyworldofmathematics.com/ passyworldofmathematics.com/
portal https://www.google.com.ph/search? https://en.wikipedia.org/wiki/ venn-diagrams-introduction/ venn-diagrams-introduction/
 q=favorite+cartoon+character&espv= Set_(mathematics https://www.google.com.ph/ https://www.google.com.ph/
2&biw=1366&bih=667&source=lnms https://www.google.com.ph/ search? search?
&tbm=isch&sa=X&ved=0ahUKEwjT5 search? &biw=1366&bih=667&tbm=isch&sa &biw=1366&bih=667&tbm=isch&sa
NiU4KHMAhWDppQ q=favorite+cartoon+character&esp =1&q=PHILIPPINE+PRESIDENTS&o =1&q=PHILIPPINE+PRESIDENTS&o
v=2&biw=1366&bih=667&source=l q=PHILIPPINE+PRESIDENTS&gs_l=i q=PHILIPPINE+PRESIDENTS&gs_l=i
nms&tbm=isch&sa=X&ved=0ahUK mg.3...4601.15333.0.15961.50.27.0 mg.3...4601.15333.0.15961.50.27.0
EwjT5NiU4KHMAhWDppQ
B. Other Learning Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite
Resources Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Mathematics, 2016
Powerpoint presentation, pictures, Powerpoint presentation, pictures, Powerpoint Presentation, Venn Powerpoint Presentation, Venn
activity sheets activity sheets diagrams, Pictures diagrams, Pictures
IV. PROCEDURES

A. Reviewing previous Motivation Ask the students to find each set: Answer the follow-up questions: Answer the following questions:
lesson or presenting the Show some famous characters FAVORITE SUBJECTS 1. Who among the students
new lesson and places. Which do you think 1. Odd numbers from 1 to 10 Ana and Jay are talking about preferred English? Give the
does NOT belong in each group? 2. Multiples of three from 1 to their favorite subjects. set.
Why? 10 If we will combine all their 2. Who among the students
Even numbers from 1 to 20 favorite subjects, what are they? preferred Math? Give the
1. Is there a subject that they set.
both like? What is this? 3. Who among them preferred
2. Do you have your favorite both English and Math?
subjects too? 4. What do you mean by UNION?
INTERSECTION?
B. Establishing a purpose Ask the students to look at the Which of the following sets are Given the pictures below, Given:
for the lesson objects below and answer the ff. well-defined? answer the following Answer the following questions:
questions: b. The set of all large numbers questions: 1. Which of the following shows
c. The set of all multiples of 5 the union of set A and set B? How
a. Which objects belong together? d. The set of good writers 1. Which of the following shows many elements are in the union of
b. How many numbers/elements The set of nice people in your class the combination of set A and A and B?
are there in each set? set B? How many elements are 2. Which of the following shows
c. Is there an object that belongs there? the intersection of set A and set B?
to more than one group? How many elements are there in
Which one? 2. What element/s contain/s in the intersection of A and B?
both A and B How many element/s
is/are there?
C. Presenting examples/  A set is a collection of objects, things Recall: SETS Recall: Union and Intersection of
instances of the lesson or symbols which are clearly defined A set is a collection of objects, things a. How Sets
.In the objects above the sets are; or symbols which are clearly will A U B is shaded.
1. Set of school supplies defined. In the objects above the sets you
2. Set of things worn by girls are; A ∩
3. Set of gadgets 1. Set of school supplies B.
4. Set of things worn by boys 2. Set of things worn by girls
Ask: 3. Set of gadgets describe the given diagram?
A. Did you group the objects 4. Set of things worn by boys b. How many sets are there?
correctly? The groups are called sets for as What are their elements?
B. How many sets elements are there long as the objects in the group c. Is there a common
in each set? share a characteristic and are thus, element/animal in both sets?
C. Can you give your own examples well defined. We have four well-
of well-defined sets and null set? defined sets in the objects above. Guide Questions: (Developmental
. Activity)
a. Who are the personalities
given in Activity 1 in Set
A? in Set B?
b. Who is common in both
 sets? Why? Examples:
c. How will you differentiate
union and intersection of 1. A bouquet of flowers contains
sets? roses, gumamela, and ilang-
ilang. A second bouquet has
roses, lilies, and daisies. Both
bouquets are put in the same
vase.
D. Discussing new concepts Do what is asked: Identify the elements, subsets and Given: A = {a,e,i,o,u}
and practicing new skills #1  Is the given set well-defined? cardinality of the given set below. B = {a,b,c,d,e} 1. Given sets A and B:
Justify your answer. Find:
1. {subjects in Grade 7} {mango, banana, guyabano, avocado} 1. A ∩ B
Yes/No 2. A U B
because __________________ List No. of
1. {popular actors} subsets
Yes/No Zero {}
because element
__________________ One
a. Which of the following are element
empty sets and why? Two
1. Triangles with four sides. elements
It is an empty set because Three
_______ elements Determine which of the following
2. Pandas in the Philippines. Four shows (a) union of sets A and B;
It is an empty set because elements and (b) intersection of sets A and B.
_______ Total
3. Actors who are politicians.
It is a set because ________
E. Discussing new concepts Identify the elements, subsets and Determine all the possible subsets of Let U= { 1,2,3,4,5,6,7,8 }
and practicing new skills #2 cardinality of the given set. each set. A= { 2 ,4 ,6, 7, 8 }
1. L = {letters of English alphabet up a. {1,2} B= {1, 2, 3, 5, 7}
to h} b. {1,2,3}
2. V = {all the vowels of English a. Give A and
alphabet}
A
3. A = {all even numbers less than Using the diagram above, find: b. Place the elements of
10} 1. A U B these sets in the
4. B = {all odd numbers less than 10} 2. A ∩ B proper locations in the
3. A U C given Venn diagram on
A∩C the right ( some numbers
are already given)

F. Developing mastery Complete the table by determining
(Leads to Formative whether the given set is well-
Assessment 3) defined,
not well-defined or null set. If well-
defined, give the elements, three
subsets and its cardinality.
Answer each of the ff: Given: P= { 1,2,3,4,5,6,}, Answer the following:
1. Is A a subset of B, where A = {1, Q= {2,4,6,8 }, and R= {1,3,5} Let M= { f,a,i,t,h } ,
3, 4} and B = {1, 4, 3, 2}? P= { i, s }, S= { g,r,e,a,t }
2. Let A be all multiples of 4 and Find; a. P Find;
B be all multiples of 2. Is A a
b. P a. M
subset of B? And is B a subset
of A? c. P b. P
3. True or False. The empty set is
a subset of every set, including d. Q c. M
the empty set itself. e. Illustrate

P using Venn diagram

G. Finding practical Do the following exercises. Write your THINK-PAIR-SHARE: Given Venn diagram;
applications of concepts and answers on the spaces provided: Do the following exercises: Determine A and A Find:
skills in daily living 1. Give 3 examples of well-defined 1.Give 3 examples of well-defined 1. elements of U
sets in real life situations. sets and null sets 2. elements of A
2.Name 3 elements in each of the 3. elements of B
___________________________________ given sets
2. Name two subsets of the set of a. {Municipalities in Cavite}
whole numbers. b. {Cellphone brands}
____________________________________ 3. Let B= {a,i,m }.List all the possible
subsets of B.

H. Making generalizations Terms to Notations and  The union of two sets are all  The intersections of two
Terms to Notations and
and abstractions about the Remember Symbols the elements from both sets. sets are those elements that
Remember Symbols
lesson Thus, the union of sets A and belong to both sets.
b. A set is a 1.Uppercase d. The 2 if .A is B, written as A , is the set Thus, the intersection of sets A and
well- letters will be universal a subset of (or of the elements that are
defined used to name set is the members of A, or members of B, written as A is a set of
is included
group of sets and set that B ,or members of both A and elements that are members of both
in) B, then
objects, lowercase contains B. A and B.
called letters will be we write
all objects
elements used to refer to under ,
that share a any element of considerati
common a set. For 3.Universal
on set is denoted
characterist example, let M e. The null set
ic. be the set of all by U.
is an
c. When a set is objects on empty set.
contained in activity. We 4.The symbol
The null
another set write, set is a or { } will
B, we say M={ballpen,not subset of be used to
that set A is ebook,crayon any set. refer to an
a subset of and ruler}. The f. The empty set or
set B cardinality of a null set.
symbol
is used to set A is the
indicate that number of 5.The
an object is an elements cardinality of
element or contained in a set A is
member of the A. written as
set n(A).
I. Evaluating learning Answer each of the ff: If K={counting numbers from 1-10}, A = {0, 1, 2, 3, 4} Given: F= { 0,1,2,3,4,}
c. Let B = [1, 3, 5, 7, 9}. L={consonants in word art }, and B = {0, 2, 4, 6, 8} G= { 2,4,6,8 }
List all the possible M= { whole numbers between 9 C = {1, 3, 5, 7, 9} H= {3,4,6,9 }
subsets of B. and 10}; Given the sets above, determine the Find:
d. Answer this A. Which of the sets are well- elements and cardinality of:
question: How many defined? null set? 1. A U B = 1. F
subsets does a set of B. Find. 2. A U C =
2. F H
n elements have? 1. elements of K 3. A ∩ B =
2. elements of M 4. B ∩ C = 3. G
3. subsets of M 5. A U B U C =
4. three subsets of L 4. F
5. cardinalities of all the sets
5. Illustrate F using Venn
diagram
J. Additional activities for Consider the sets: Given: Study: Operations of Sets
application or remediation A= {1, 3, 5,} A= {1,2,3,4,5,6,7,8}
B= {2,4,6,} Study: Union and Intersection of sets B= { 2,4,6,8,10}
C= {0,1,2,3, 4……} Find:
D= the odd numbers less than 7 1. A U B

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?
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
E= the whole numbers less than 7
Answer the following.
_____a. Name the elements of set A
_____b Name the elements of set C
_____c. Is set D a subset of set C?
Why?
_____d. Is set C a subset of set D?
Why?
_____e. Which of the sets are
subsets of set C?
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
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
of knowledge, skills, and interest about the
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
some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities
for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
of knowledge, skills, and interest about the
lesson.
some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities
for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
2. A ∩ B
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% 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
their lesson. their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
lesson. lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about the lack of knowledge, skills, and interest about the
lesson. lesson.
of some difficulties encountered in answering of some difficulties encountered in answering
the questions asked by the teacher. the questions asked by the teacher.
___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited
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
time. 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.
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional activities
for remediation for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
7. What innovation or Strategies used that work well:
___Metacognitive Development: Examples: Self
localized materials did I assessments, note taking and studying
use/discover which I wish techniques, and vocabulary assignments.
to share with other ___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
teachers?
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
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.
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: ___Metacognitive Development: Examples:
Self assessments, note taking and studying Self assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts. quick-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:
Examples: Student created drawings, videos, and Examples: Student created drawings, videos, and ___Text Representation: ___Text Representation:
games. games. Examples: Student created drawings, videos, Examples: Student created drawings, videos,
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and and games. and games.
clearly, modeling the language you want students clearly, modeling the language you want students ___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and
to use, and providing samples of student work. to use, and providing samples of student work. clearly, modeling the language you want clearly, modeling the language you want
students to use, and providing samples of students to use, and providing samples of
Other Techniques and Strategies used: Other Techniques and Strategies used: student work. student work.
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration Other Techniques and Strategies used: Other Techniques and Strategies used:
___Gamification/Learning through play ___Gamification/Learning through play ___ Explicit Teaching ___ Explicit Teaching
___ Answering preliminary. ___ Answering preliminary. ___ Group collaboration ___ Group collaboration
activities/exercises activities/exercises ___Gamification/Learning through play ___Gamification/Learning through play
___ Carousel ___ Carousel ___ Answering preliminary. ___ Answering preliminary.
___ Diads ___ Diads activities/exercises activities/exercises
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Diads
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
Why? Why? ___ Discovery Method ___ Discovery Method
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Lecture Method
___ Availability of Materials ___ Availability of Materials Why? Why?
___ Pupils’ eagerness to learn. ___ Pupils’ eagerness to learn. ___ Complete IMs ___ Complete IMs
___ Group member’s ___ Group member’s ___ Availability of Materials ___ Availability of Materials
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn. ___ Pupils’ eagerness to learn.
in doing their tasks in doing their tasks ___ Group member’s ___ Group member’s
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation
of the lesson of the lesson in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson 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