Republic of the Philippines

Polytechnic University of the Philippines

College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

SEMI-DETAILED LESSON PLAN

Grade Level: 7 Learning Area: Mathematics

Student Teacher: Ashley Mye M. Lunas Quarter: 1

I. Objectives
At the end of one-hour discussion, the learners are expected to:
- Define what a set is and explain its purpose in mathematics;
- Compare and contrast different types of set notation;
- Identify and classify different types of real numbers;
- Practice creating sets using different types of set notation and real number
system; and
- Recognize the usefulness of sets and set notation in real-world application.

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 them in a variety of strategies.

C. Learning Competencies
Illustrates well-defined sets.

II. Content

Topic: Introduction to Sets

Sub-Topic: Definitions of sets and its parts
Set Notations
Real Number System

III. Learning Resources

A. References
1. Teacher’s Guide – Grade 7 Mathematics Teacher’s Guide, pp. 1-5
2. Learner’s Material – Grade 7 Mathematics Learner’s Module, pp. 1-4
3. Additional Materials – Chalk and blackboard, instructional materials,
teaching aids, projector, laptop (includes presentations and lesson log),
envelopes with photo cards for activity, illustration boards.
IV. Procedure

A. Review
Before starting the lesson, list down at least five of the following according to
their preferences:

a. Multiples of nine from 1-50: 9, 18, 27, 36, 45…

b. Asian countries: Philippines, Japan, Korea, Malaysia, …
c. Subjects school: Mathematics, Science, Filipino, English, …
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

The teacher will point out that the students provided a set of those
aforementioned groups.

B. Motivation
The teacher will divide the class into 5 groups. Each group will received the
prepared activity materials, which are set of photo cards. The students will group
the photo cards as they see fit and label each. Then, they will align and attach the
photo cards onto the boards.

The teacher facilitates the class while the students are working.

C. Discussion

Each group will present their output and answer the guide questions.
Guide Questions:
1. How many groups are there?
2. Does each object belong to a group?
3. Is there an object that belongs to more than one group? Which one?
After the activity, the teacher will give feedback on the performance and
output of each group.

The teacher will explain vague ideas and discuss the concept of sets and the
real number system. The students will be given examples of identifying
different kinds of well-defined sets as well using PowerPoint presentation.

Example 1. Well-defined set

A set of numbers from 1 – 5.

This set can be measured.

Example 2. Not a well-defined set

A set of my favorite bands.

This set is based on opinions and feelings from a person.

a collection of objects, things, or

SETS
symbols. It should be well-defined
the objects, things, or symbols that
ELEMENT OF A SET shares a common property or
characteristics.
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

Note: Elements of a set cannot be repeated since sets must have a distinct
element. Otherwise, repeated elements are considered as one element.

SET SYMBOLS

Let A = {2, 4, 6, 8, ….}

SYMBOL DEFINITION EXAMPLE

A Represents the set A = {2, 4, 6, 8, ….}

a Represents the elements

{ and } A set where the elements { 2, 4, 6, 8, … }

enclosed within
∈ An element is in the set 4∈A

∉ An element is not in the 3∉A

set

{...} The set goes infinite A = {2, 4, 6, 8, …}

Ø or { } Empty set or null set

U = {1, 2, 3, 4, 5, 6, 7, 8}
Universal set, where all
U possible values are the A = {2, 4, 6, 8}
elements B = {1, 3, 5, 7}
{ x : x is an even number
| or : Such that
1<x<9}

THREE METHODS OF SET NOTATION

The set is being defined by listing all the elements that is

ROSTER METHOD
enclosed within braces and separated by comma.

Example 3. Set defined by roster method.

A = {1, 2, 3, 4, 5} B = {2, 4. 6. 8. 10}

SEMANTIC The elements are being described using words. This is

DEFINITION used when not possible to list all the elements of a set.

Example 4. Set defined by semantic definition.

C = set of shampoo brands D = set of odd numbers

SET-BUILDER The elements are being described using mathematical

NOTATION statements.
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

Example 5. Set defined by set-builder notation.

E = {x : x is an even number < 9} (this reads as E is a set of x

such that x is an even number less than 9)
F = {x | x ∈ N, 5 < x} (this reads as F is a set of x such that x is an
element of natural numbers that is more than 5)

THE REAL NUMBER SYSTEM

REAL NUMBERS
RATIONAL NUMBERS – any number you can write in the form IRRATIONAL
a / b where a and b are integers, and b is not equal to zero. NUMBERS

– decimals that
INTEGERS – numbers that are not Decimals that never terminate
decimals. e.g.: -19, -12, 0, 4, 23, 25 either terminate and do not
or repeat a repeat a pattern.
pattern forever.
WHOLE NUMBERS – e.g.:
NEGATIVE
zero or greater e.g.: 0, Terminating
1, 2, 3, 4 INTEGERS 1.64736733...
Decimals e.g.:
– integers 23.6476782…
1.5 9.2521
less than π ≈ 3.14…
NATURAL zero Repeating √2
NUMBERS – ZERO Decimals e.g.:
e.g.: -15, -
positive 4.2333333…
0 2, -1
integers e.g.: 12.199999…
1, 2, 3, 4

D. Practice Exercise

1. List the elements of the set of the letters of the word Mississippi and
Mathematics. A = { m, I, s, p, a, t, h, e, c }

2. True or false: The collection of difficult topics in Mathematics is a well-

defined set.

3. Let Q = { 3, 6, 9, 12, … }. Insert the appropriate symbol (∈ or ∉) in the

blank spaces.

6∈Q 15 ∈ Q 8∉Q

4. Write the set M = { x : x is an integer, -3 ≤ x < 1 } in roster method.

M = { -3, -2, -1, 0 }

E. Formative Test (10 mins)

The students will find a partner for this activity. The teacher will post a seatwork
on the board and each pair will answer the seatwork in their math booklet.
I. Change the set of numbers from set-builder notation to roster method.
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

1. { a : a > 0} = { 1, 2, 3, 4, … }
2. { x : x is an integer -6 < x < 0 } = {-5, -4, -3, -2, -1, 0 }
3. { w : w is N > 1 } = ∅ or {}

II. Identify the sets whether they are well-defined or not.

1. The set of odd integers from 0 to 20. (well-defined)
2. The best three songs of 2021. (not well-defined)
3. A set of favorite fast-food restaurant in the Philippines. (not well-
defined)
4. P = red, blue, white, yellow (well-defined)
5. F: favorite teachers in the school (not well-defined)

F. Assignment
1. Which of the following sets is shown with roster notation?
a. A = { consonant letters in the English alphabet} – semantic
description
b. { x : x ∈ Z, -5 < x < 2 } – set-builder notation
c. H = { Monday, Tuesday, Wednesday, Thursday, Friday}
d. None of the above

2. Which of the following is the correct set-builder notation for the set listed
below?
a. {-5, -4, -3, -2, -1, 0, 1, 2, 3, …}
b. {A a | a > -5 }
c. { x| x , x < 3 }
d. { w : w , w ≥ -5 }

3. Which of the following is true about set C listed below?

C = { 5, 10, 15, 20, 25 }
a. – 20 ∈ C
b. 5 ∈ C
c. C is an empty set
d. All of the above

4. Let A be the sets of types of triangles and B be the sets of types of

trapezoids. Which of the following is the universal set?
a. U = {hexagons}
b. U = {polygons}
c. U = {quadrilaterals}
d. All of the above
5. Write the given set of even whole numbers that is less than 8 in roster
method and set-builder notation. (3 points)
A = { 0, 2, 4, 6 }
A = { 2x : x W, 0 ≤ x ≤ 6} (may consider other answers and
symbols used)

6. Write the given set of positive prime numbers that is greater than 2 but
less than or equal to 13 in roster method and set-builder notation. (3
points)
A = { 3, 5, 7, 11, 13 }
A = { x : x is a prime number, 2 < x ≤ 13 } (may consider other
answers and symbols used)
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

G. Real – life Application

Everything can be collected and grouped into one category. Sets are
used in our daily life, apart from mathematical purposes, from the kinds of clothes
you put in a drawer to the utensils and kitchen equipment. Sets makes things
well-organized. In mathematics, it is significant to study sets as it represents a
group such as the sets of numbers to be able to identify what will be used in
solving problems and equations.

H. Generalizations
Complete the table below by filling the blanks with the word strips.

A set is a ____________ collection of

objects, things, or symbols.
Roster method
Elements of a set are the objects, things,
or symbols that shares a - all
______________ or characteristics.
Empty set
Ø is known as _________ Semantic definition

The three methods of set notations are common property

__________________,
Set builder notation
__________________, and
____________________. well-defined

The real number system is the set of

____ numbers.

V. Reflection

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below
80%

C. Which of my teaching strategies worked well? Why did these work?

D. What difficulties did I encounter which my principal or supervisor can help me

solve?

VI. Remarks
 Republic of the Philippines
Polytechnic University of the Philippines
College of Education
Department of Elementary and Secondary Education
Sta. Mesa, Manila

Prepared by:

ASHLEY MYE M. LUNAS

Student Teacher in Grade 7

Reflection:

A well-structured lesson plan is essential for effective teaching, and it should be designed
with the learners in mind. As a future teacher, I understand the importance of designing a
lesson plan that are focused on the learners. I believe I showcase the principles of learner-
centered teaching in my lesson plan since I incorporated various teaching strategies that
engage learners in the learning process and enable them to take ownership of their learning.

Firstly, I used a motivational activity that involved collaboration and cooperation. This
strategy helps the learners connect with one another and create a sense of community within
the classroom. It also encourages them to participate actively in the learning process. I also
utilized a digital presentation for the discussion. This visual aid assists learners in
understanding the topic better, making the content more accessible and easier to follow. This
strategy allows learners to acquire information at their pace and provides them with a sense
of control over their learning. Furthermore, I used tables and charts to illustrate concepts that
can be confusing. By visualizing these ideas, learners can grasp them quickly and accurately.
This strategy makes the topic more engaging and relatable, helping learners to feel confident
about their understanding of the concept. Moreover, I added a “Think-Pair-Share” activity that
encourages learners to collaborate with one another. This approach fosters peer learning,
where learners teach and learn from each other, building upon their knowledge base. It also
promotes active participation and involvement. Finally, I applied the lesson to real life,
emphasizing its practicality and relevance to learners’ daily lives. This approach helps
learners see the significance of the topic, motivation them to learn more about it.

In conclusion, an effective lesson plan is crucial in ensuring that the teaching process is
executed successfully. This is particularly important for a subject like mathematics where
students often struggle to see its relevance in real life. By designing and implementing a
learner-centered lesson plan, I can create a meaningful and engaging learning experience
that helps students to understand the lesson, making it more relevant and interesting to them.