February 12, 2019

Subject: Mathematics
LESSON PLAN Topic: Sets
Grade Level: 7
Mariquit D. Camba, LPT Grading Period: First Quarter

OBJECTIVES
A. Content Standards
At the end of the quarter, the learner demonstrates understanding of key
concepts of sets and the real number system.
B. Performance Standards
At the end of the quarter, the learner is able to formulate challenging situations
involving sets and real numbers and solve these in a variety of strategies.
C. Learning Competencies
At the end of the lesson, the learner describes well-defined sets, subsets,
universal sets, and the null set, and uses the roster method, notations, and
symbols to represent sets.

CONTENT
A set is a well-defined group of elements.
Elements are the objects in a set that share a common characteristic.
The universal set is the set that contains all objects.
A subset is a set that is part of a larger set.
A null set is a set that has no element.
The roster method is writing sets by listing down the elements.

LEARNING RESOURCES | MATERIALS

K to 12 Basic Education Curriculum for Mathematics laptop, projector, visual aids
Grade 7 Math Learning Guide paper pieces and string
euclid.ucc.ie assessment sheets

PROCEDURES
Presenting the New Lesson | Activity
1. The teacher distributes 2 pieces of paper each to a pupil, which they use to write
their names on and then places a string circle on the teacher's table.
2. The teacher asks "Who are left-handed?" and pupils place their names inside the
string circle.

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3. Placing another string circle on another side of the table, the teacher asks "Who can
swim?" Pupils place their names inside the other circle.

Establishing a Purpose of the Lesson

The teacher derives the concept of Sets from the students using the following leading
questions:
"Which group do you belong in?"
"Can you belong in the other group?"
"Do you know how else we can call these groups?"

Discussing New Concepts and Practicing New Skills

The teacher explains Sets and uses the sets on the table to explain each of the three
terms. Then, the teacher presents more examples on the board.
a. Set of animals {dog, cat, monkey, …}
b. Set of vowels {a, e, i, o, u}
c. Set of distinct letters in the word mathematics {m,a,t,h,e,i,c,s} (no need to
repeat)
The teacher derives how to write notations of sets using the roster form:
“We can’t always draw circles to represent sets. There is a faster way to write and
recognize sets.”

Presenting Examples/Instances of the New Lesson

The teacher gives mathematical examples on the board.
a. Set of odd numbers {1, 3, 5, 7, 11, ...}
b. Set of numbers greater than 10 but less than 20 {11, 12, 13, 14, 15, 16, 17, 18,
19}
c. Set of numbers divisible by 4 {4, 8, 12, 16, ...}

Analysis
Leading the attention of the class to left-handed students who are girls, the teacher
derives the concept of subsets using the following leading questions:
a. "What can you notice about these elements?"
b. "Can they belong to another group or set?"
1. The teacher explains subsets: A subset is a set that is part of a larger set.
2. The teacher models writing subsets of a given set using the example and writes
more subsets of other examples with the class.
a. Left-handed students who are girls
b. Animals that are mammals
c. Letters in the word mathematics that are vowels {a, e, i}
3. The teacher derives the concept of null sets by leading the attention of the class to
the empty set.
a. Set of mammals that have gills
b. Set of numbers less than 2 but greater than 10
4. The teacher explains null sets: A null set is a set that has no element.

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Assessing Learning
The teacher guides pupils as they answer exercises individually:

Differentiated Exercise A

I. Write the following sets in roster form.

a. Set of even numbers less than 12.

Answer: {2, 4, 6, 8, 10}

b. Set of prime numbers greater than 1 but less than 15

Answer: {2, 3, 5, 7, 11, 13}

c. Set of integers greater than -2 and less than +2

Answer: {-1, 0 +1}

d. Set of factors of 36
Answer: {1, 2, 3, 4, 6, 9, 12, 18, 36}

e. Set of months that start with J

Answer: {January, June, July}

Differentiated B

I. Draw correct elements under each set.

a. A set of clothes b. A set of shapes

II. Make a subset for each set.

This is a set of ________________________________.

In it is a subset of ________________________________.

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Making Generalizations | Abstraction

The teacher asks the class to recall and explain the terms discussed, highlighting how
elements of a set should have one shared characteristic.
The teacher helps pupils anticipate the next lesson by saying: "Tomorrow we will find
out what happens when we consider the right-handed pupils who can also swim!"

Concepts and Skills in Daily Living | Application

Directions: Interview people in your home. Make at least 5 sets in your notebook. You
may use the following as guide.

 Who are more than 20 years old?  How many are boys?
 Who like watching ABS-CBN, GMA,  Who are both 20 years old and boys?
or another channel?  How many play an instrument?

REFLECTION

Which strategies worked well? What were the difficulties? What innovations may I share?
 Number of learners who scored at least 80% in assessment: ______
 Number of learners needing additional activities: ______

REMARKS