School Grade Level Grade 7

Teacher Learning Area Math

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Teaching Dates and Time June 5 – 9, 2017 Quarter First (Week 1)
DAY 1 DAY 2 DAY 3 DAY 4
The learner demonstrates understanding of key concepts of sets and the real number
system.
The learner is able to formulate challenging situations involving sets and real numbers
and solve these in a variety of strategies.
 Orient the learners about
the subject. Describes well-defined Describes well-defined Illustrates the union and
sets, subsets, universal sets, subsets, universal intersection of sets and the
 Set standards and class
sets, and the null set and sets, and the null set and difference of two sets.
rules. cardinality of sets. cardinality of sets. M7NS-Ia-2
 Diagnose learner’s multi- M7NS-Ia-1 M7NS-Ia-1
intelligence.

II. CONTENT NUMBER AND NUMBER NUMBER AND NUMBER NUMBER AND NUMBER
SENSE (SETS: AN SENSE (SETS: AN SENSE (UNION AND
INTRODUCTION) INTRODUCTION) INTERSECTION OF SETS)
III. LEARNING PROCESS
A. References
1. Teacher’s Guide Math TG p. 5 – 9 Math TG p. 5 – 9 Math TG p. 10 – 15
pages
2. Learner’s Materials Math LM p. 1 – 3 Math LM p. 1 – 3 Math LM p. 5 – 8
pages
 3. Textbook pages
4. Additional Materials
for Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous To recall student’s prior Determine whether the Let students answer the
lesson or presenting knowledge, ask the following set is well-defined activity by group. The teacher
the new lesson. students the following or not. Express the sets in can do this in a form of a
questions: both roster and rule game.
method. (The teacher may
Are you familiar of grouping
do this in a form of a game.
objects?/ Have you try
If possible give rewards for
grouping a set of objects?
motivation.)
What do you consider in
1. The set of all large
grouping the set of objects?
numbers.
2. The set of all multiples
of 5.
3. The set of counting
numbers.
4. The set of nice people
in your class.
5. The set of vowels.

B. Establishing a purpose Let the students do Activity Here’s another activity:

for the lesson. Let
 # 1 on p. 1 of the LM.
(Teacher may use concrete
objects if possible.)
Answer the following
questions:
a. How many groups are
there?
b. Does each object belong
to a group?
c. Is there an object that
belongs to more than one
group? Which one?
C. Presenting examples/ Process the activity.
instances of the new Emphasize that what
lesson. differentiates a set from any
group is that a set is well
defined.
Present concrete and
illustrative examples of a
V = {2x | x ϵ I , 1 ≤ x ≤ 4}
W = {x2 | x ϵ I, -2 ≤ x ϵ 2}
What elements may be found
in the intersection of V and
W? How many are there?
What elements may be found
in the union of V and W? How
many are there?
Do you remember how to use
Venn Diagrams? Based on
the diagram below, (1)
determine the elements that
belong to both A and B; (2)
determine the elements that
belong to A or B or both. How
many are there in each set?
Let students present and
explain their answers.
Present to the students the
lesson.
 set.
Uppercase letters will be
used to name a set and
lowercase letters will be
used to refer to any
element of a set.
ϵ is the symbol for element
Braces { } is used to list the
elements of a set.
D. Discussing new Discuss to students the
concepts and ways of writing a set:
practicing new skills
#1. 1. ROSTER / LISTING
METHOD – is the method
of listing of elements of a
set.
Ex. A = { a, e, i, o, u}
B = { 9, 8, 7, 6 …}
2. RULE / SET BUILDER
METHOD – is the
method of describing the
elements of a set.
Ex. A = { x/x is a vowel }
B = {x /x is a number
less than 10}
Discuss union and
intersection of sets.
The union of the sets A and
B, denoted by A U B, is the
set that contains those
elements that are either in A
or in B, or in both.
An element x belongs to the
union of the sets A and B if
and only if x belongs to A or x
belongs to B. This tells us that
A U B = {x l x is in A or x is in
B}
The intersection of the sets A
and B, denoted by A B, is the
set containing those elements
in both A and B.
An element x belongs to the
 intersection of the sets A and
B if and only if x belongs to A
and x belongs to B. This tells
us that
A ∩ B = {x l x ϵ A and ϵ B}
E. Discussing new Let students answer the
concepts and questions by group.
practicing new skills
#2. Problem: Consider the set
consisting of whole
numbers from 1 to 20. Let
this be set U. Form smaller
sets consisting of elements
of U that share a different
characteristic.
Can you form three more
such sets?
How many elements are
there in each of these
sets?
Do any of these sets have
any elements in common?
Do you think of a set with
no element?
F. Developing Mastery SUBSET - set F is a
( Leads to Formative subset of a set A if all
Assessment 3) elements of F are also
elements of A.
Ex. A = { 1, 2, 3}
 F = { 1, 2}

If F is a subset of A, then
we write F  A. We also
say that A contains the set
F and write it as A  F .

 F is a proper subset of A
if F does not contain all
elements of A.
If F is a proper subset of
A, then we write F  A.

The possible subsets of set

A are: { }, {1}, {2}, {3},
{1,2}, {1,3}, {2,3}, {1, 2, 3}
To find the number of
possible subsets: 2n where
n is the number of
elements
Ex. A = { 1, 2, 3} the
cardinality of set A is 3
or there are 3 elements
of set A so the number
of possible subsets can
be obtain by 23 = 2 x 2
x2=8

CARDINALITY OF A SET
A is the number of
elements contained in A. It
is written as n(A).
 UNIVERSAL SET – is the
set that contains all objects
under consideration.

NULL SET / EMPTY SET –

symbol  or { } is used to
refer to an empty set. It is
a subset of any set.

Sets and subsets may be

represented using Venn
Diagrams. These are
diagrams that make use of
geometric shapes to show
relationship between sets.

G. Finding practical Localized: (Group Activity) Ask students on ways

applications of where they can apply the
concepts and skills in Let each group name at
concept of sets in their
daily living. least three sets whose
elements are objects found daily activities
in the classroom. Use the
two methods in writing the
sets.
H. Making generalizations To generalize the lesson,
and abstractions about ask the following
the lesson. questions:
1. What is a set?
2. What are the ways of
writing a set?
I. Evaluating Learning Do the following exercises.
1. Give three examples of
 well-defined sets.
2. Name two subsets of
the set of whole
numbers using both the
listing method and the
rule method.
3. Let B = {1, 3, 5, 7, 9}.
List all the possible
subsets of B.
4. How many subsets
does a set of n
elements have?
5. Draw a Venn Diagram
to show the
relationships between
the given group of set
E = {2, 4, 8, 16, 32}
F = {2, 32}
J. Additional activities for Give remediation to those Journal Writing:
application or students who have low
remediation. Write insights on your first
scores.
week of classes.
Contextualized Activity 1
may be used. (see
attachment)
V. REMARKS
VI. 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. Do 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?