WEEK 2 - dll

Education (Balingasa High School)

Studocu is not sponsored or endorsed by any college or university

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)
 School Grade Level 7
GRADE 7 Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of
Standards strategies.
3. Learning
Competencies /
Objectives The learner uses Venn The learner uses Venn The learner uses Venn The learner solves
Diagrams to represent sets, Diagrams to represent sets, Diagrams to represent sets, problems involving sets.
subsets, and set operations subsets, and 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 a. Find the complement involving sets with the
to represent sets and operations (union of a set and the use of Venn diagrams
subsets. and intersection of difference between b. Apply set operations to
b. Accurately illustrate sets) sets. solve a variety of
the universal set and b. Use Venn diagrams to b. Use Venn diagrams to problems
subsets using a Venn represent the union and represent complement c. Appreciate the use of
diagram intersection of sets. of a set and set Venn diagrams in
c. Appreciate the c. Value accumulated difference. connection to solving
importance of knowledge as means of
c. Value accumulated real life problems.
representing things in new
knowledge as means
everyday life through

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 Venn diagrams. understanding. of new understanding.

II. CONTENT Illustration of Sets and Illustration of Sets and Illustration of Sets and Word Problems Involving
Subsets Using Venn Subsets Using Venn Subsets Using Venn Sets
Diagram Diagram Diagram
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide pages
2. Learner’s pp 6 - 9 pp 7 - 9 pp 10 - 13 pp 14 - 18
Materials
pages
3. Textbook Grade 7 Mathematics MSA Elem. Algebra pp.4- Grade 7 Mathematics MSA Elem. Algebra pp.4-6.
pages Patterns and Practicalities 6. Patterns and Practicalities
by Gladys S. Nievera, pp. by Gladys S. Nievera, pp. Grade 7 Mathematics
12-14 Grade 7 Mathematics 18-21 Patterns and Practicalities
Patterns and Practicalities by Gladys S. Nievera, pp.
Synergy for Success in by Gladys S. Nievera, pp. 22-26
Mathematics, Singapore 18-20
Approach, pp. 6 - 8
Synergy for Success in
Mathematics, Singapore
Approach, pp. 18 - 22

4. Additional https://www.google.com.p h https://pantip.com/topic/30 http://www.math-only- http://passyworldofmathem

Materials 650453 math.com/practice-test- atics.com/venn-diagram-
http://www.learnnc.org/
from on-Venn-diagrams.html word-problems/
http://www.aplustopper.co
Learning
m/sets-venn-diagrams/ http://web.mnstate.edu/pei https://www.slideshare.net/

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 Resource l/MDEV102/U1/S6/Comple bigpassy/venn-diagram-
(LR) portal ment3.htm word-problems
http://www.basic-
mathematics.com/differen
ce-of-sets.html
http://www.math-only-
math.com/complement-of- a-
set-using-Venn-
diagram.html
B. Other Learning Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd
Resources/ Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Cavite Mathematics, 2016
Materials
Laptop, LCD projector/ TV Laptop, LCD projector/ TV Laptop, LCD projector/ TV Laptop, LCD projector/ TV
IV. PROCEDURES

A. Reviewing previous Let X = {x|x is a letter of Draw the Venn diagram of Match the Venn diagram with Match the given set
lesson or presenting the the word ‘MATH’} and the given sets, and then the subset and set operation notations to its
new lesson Y = { x|x is a letter of the identify the universal set and notation. corresponding Venn
word THEMATIC} the subsets. diagram below.
Classify each statement as T = {all teachers of your
TRUE or FALSE. school}
1. {T,A,M,E} ⊂ X S = {all teachers of your
2. {C,A,S,E} ⊂ (X U Y) grade level}
3. {L,A,M,E} ⊂ (X ∩ Y)
4. {M,A,T,H} = X ∩ Y
5. {M,A,T,H,E,I,C}
=XUY

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 A⊂B
A⋂B
A⊂B
A ⋃
B

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 B. Establishing a The municipality of 1. When faced with
purpose for the Maragondon held an annual problems, what do you do?
lesson dance contest for
Dagundong Festival. 2. When faced with word
Students from different problems, what do you do?
schools and chosen
municipal employees
participated in the said
contest. Suppose students of
Bucal National School,
students of Maragondon
From the diagram, answer the 1. Give examples of colors National and students of
following questions. formed when 2 or more PUP were held as winners,
1. What comprises the set colors are combined. who lost in the contest?
of aquatic animals that 2. What do you call the Should the losers feel bad
can swim? given diagram? about losing in the contest?
2. What comprises the set
of aquatic animals that
have fins?
3. Is the set of aquatic
animals that can swim a
part of those that have
fins?
4. Is the set of aquatic
animals with fins a part
of those that can swim?
5. What diagram was
used to show the
relationship between
the two sets?

C. Presenting examples/ From the diagram above, the 1. Find the union of the Example on complement Illustrative Example:
instances of following information are given pairs of sets using of a set using Venn A group of 30 students were
the lesson gathered. the Venn diagram: asked whether they watch
1. The set of aquatic diagram. Let the set of natural ABS-CBN TV shows

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 animals that can swim a) A = {1,2,3} numbers N = {1, 2, 3, or GMA – 7 TV shows or
is the universal set. B = {3,4,5,6} …..........} be the universal shows of both channels. 18 of
U is the set of aquatic b) X = {2,4,6} Y = ∅ set and let A = {2, 4, 6, 8, these students watch ABS-
animals that can swim. c) M = {a,b,c} N = ……….} CBN shows and 20 watch
2. The set of aquatic {x,y,z GMA – 7 shows.
animals that have fins is } Then A' = {1, 3, 5,..............} a. How many watch ABS-
the subset of the Solution: CBN shows only?
universal set. b. How many watch GMA-
7 shows only?
Illustrative example 1: c. How many watch shows
of both TV channels?
Solution:
U Let S1 = set of students who
watch ABS-CBN shows
only.
Solved example to find the S2 = set of students
a) ∪={1,2,3,4,5,6} difference of sets using who watch shows of
Venn diagram: both channels.
S3 = set of students
1. If A = {2, 3, 4, 5, 6, 7} who watch GMA-7
and B = {3, 5, 7, 9, 11, shows only
Universal set U 13}, then find (i) A – B and
=A∪B (ii) B – A.
U = {1, 2, 3, 4, 5, 6}
Solution:
Subset
B⊂A b) ∪ ={2,4,6} According to the given
{4, 5, 6} ⊂ {1, 2, 3} statement; A = {2, 3, 4, 5,
A ⊄ B since A has more 6, 7} and B = {3, 5, 7, 9,
elements and has 11, 13}
elements that are not found Finding the elements in
in B. (i) A – B= {2, 4, 6} each region
B⊂U n(S1) + n(S2) + n(S3) =
A⊂U total no. of students asked
= 30

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 c) ∪={,,,,,} GMA-7 watchers only:
Illustrative example 2:
2. Find the intersection of
Draw the Venn diagram of the given pairs of sets
the given sets, and then using the Venn diagram.
identify the universal set and a) A = {m,a,p},
the subsets. B = {n,o,t,e} ABS-CBN watchers only:
A = {all numbers less than b) E = {2,4,6,8,10},
5} F = {4,8,12,16}
B = {all odd numbers less c) H = {h,a,t},
than 10} J = {m,a,t,h,s}
So substituting the values of
Solution: n(S1) and n(S3) :
(ii) B – A= {9, 11, 13} n(S1) + n(S2) + n(S3) = 30 10
+ n(S2) + 12 = 30
We get the users of both
social networking site which
is n(S2):
U = {1, 2, 3, 4, 5, 7, 9} n(S2) = 30 – n(S1) – n (S3)
A⊂U n(S2) = 30 – 10 – 12
B⊂U n(S2) = 8
(A ∪ B) ⊂ U a) ∩= ∅ since no element is
common to the given sets

b) ∩= {4, 8} since 4 and

8 are in both sets.

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 c) ∩={ℎ,,} since h, a, and t are in
both
sets
D. Discussing new A. Draw the Venn diagram 1. Let U = {1, 2, 3, 4, 5, 6, Solve using a Venn
concepts and of the given sets, and then 7, 8, 9, 10} diagram.
practicing new skills identify the universal set A = {2, 4 ,6, 8} Eight girls decided to go
#1 and the subsets. B = {1, 2, 3, 4, 5} Trece Martirez City to shop
1. A = set of letters Illustrate the following set for shoes. Four of the girls
B = set of consonants operations using a Venn want the shoes at Walter
2. U={1,2,3,4,5,6,7,8,9,10} diagram: Mart for their cheap price, 3
A = {2,4,6,8,10} From the Venn diagram, find: a. (A ∪ B)′ girls likes to buy pretty shoes
B = {1,2,3,4,5} 1. ∪ b. (A ∩ B)′ in SM mall, 2 of the girls
2. A ⋂ B c. A – B likes to check for the shoes in
3. C ∪ d. B – A SM Mall and Walter Mart.
4. C ⋂B 2: Given A = {b, d, e, g, a, a. How many girls will go to
5. ∪ C f, c}, and B = { k, h, u, Walter Mart only?
a, f, c}, draw a Venn b. How many girls will go to
6. A ⋂ C
diagram and find: SM mall only?
a. A – B
b. B – A
c. (A ∪ B)’
d. (A ∩ B)’

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 Let U = {1, 2, 3, 4, 5, 6, 7,
8, 9, 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)’

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

D. Finding practical With the universe as the Given the following sets: Sam had P836 in a savings Show the following
applications of universal set, in 1 minute Set A = {1,2,3,4,5}, account and withdrawn for information using a Venn
concepts and skills write as many subsets as Set B = {2,4,6}, and P429. How diagram.

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

in daily living you can. Set C = {1,3,6}. much money did Sam have 1. “A class of 28 students
Illustrate by Venn diagram the in the account after the were surveyed and asked
following: withdrawal? if they ever had dogs or
1. ∪ Hint: cats for pets at home; 8
2. ∩ 1. Let the universal set U be students said they had
3. ∪ the P836 Sam originally only ever had a dog, 6
4. ∩ has in the savings students said they had
5. ∪ account and let A be the only ever had a cat, 10
6. ∩ set of the P429 of the students said they had a
7. U withdrawal. The dog and a cat, 4 students
complement of set A said they had never had a
would be the set of the dog or a cat.”
remaining balance in the 2. “A class of 28 students
savings account. were surveyed and asked
2. Let the universal set U be if they ever had dogs or
the set of all Philippine cats for pets at home;18
pesos, let set A be the set students said they had a
of P836 Sam originally dog,16 students said they
has in the savings had a cat, 4 students said
account, and let B be the they had never had a dog
set of the P429 or a cat.”
withdrawal. Then the set
difference of A and B
would be the remaining
in the savings account.

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

E. Making The universal set, or simply Complement of Set A In solving word problems
generalizations and the universe, denoted by U, Given a set A, the involving Venn diagrams, it
abstractions about the contains all the elements complement of A is the set is extremely important to
lesson being considered in a given of all element in the
situation. universal set U, but not in A. 1. Read the question
What are Venn diagrams? carefully and not down
Pictorial representations of We can write Ac or A’. all key information.
sets represented by closed The union of a set is the
result of adding or 2. Know the standard parts of
figures are called set Difference between Sets
combining the elements of a Venn diagram.
diagrams or Venn diagrams. Given set A and set B, the
Venn diagrams are used to two or more sets. The union set difference of set B from 3. Work in a step by step
show relationships between of A and B, denoted by A U set A is the set of all manner.
sets and to illustrate various B and read as “A union B”, element in A, but not in B.
operations like union, is the set of all elements 4. Check in the end that all
intersection, and difference. belonging to either of the We can write A – B. numbers add up properly.
We can express the sets.
Three Circle Venn
relationship among sets
Diagrams can take a quite a
through this in a more
bit of working out.
significant way. In this, A
The steps to follow are
rectangle is used to represent
generally these:
a universal set. Circles or
a. Get the information from
ovals are used to represent
Given set A and set B, the the question that can go
other subsets of the
set difference of set A from straight onto the Venn
universal set.
The intersection of sets A set B is the set of all element Diagram and place it
and B, denoted by ∩, is the in B, but not in A. there.
set of elements which are b. Work through the
common to both sets A and We can write B – A. remaining information, a
B. Sets with no bit at a time, to work out
common elements are disjoint each of the missing
This shows that every element sets. values.
of A is in the c. Often we work from the
center of the diagram
outwards, when finding

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 universal set. these unknown values.
If a set A is a subset of set (Work from the Inside
B, then the circle Out).
representing set A is drawn d. Check that all the numbers
inside the circle representing on the final diagram add
set B. up to the universal set.

F. Evaluating learning Let U = {2,3,4,5,6,7,8,A, A survey asked 200 Grade 7

B,C,J,K,Q}, students whether they like
H = {J,Q,K}, the meals in McDonald’s or
L = {A,B,C}, Jollibee . 75 students like
F = {5,J}, and McDonalds and Jollibee.
N = {A,2,3,4}. 55 like Jollibee only. 30 like
Illustrate the universal set other fast food chain.
and its subsets using the From the given Venn a. Draw a Venn Diagram
Venn diagram. Find: diagram , find the that displays these
1. U following: results.
2. X U Y 1. E’ b. How many students like
3. Y 2. C - E Jollibee meals?
3. E – C c. How many students like
4. X ∩ Y
4. (E – C)’ McDonald meals only?
5. X
5. (C - E)’
G. Additional activities 1. How will you relate Write the elements of the Study: Solving word problems Study: Solving word problems
for application or universal set and given set according to Venn involving Venn diagrams involving 3 circle Venn
remediation subsets to your life? diagrams. diagrams
2. Study: Set operations 1. =
and Venn diagram ∪=
∩=

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 2. =
∪=
∩=
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

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)

 supervisor can help me
solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Downloaded by Hazel Mamaril (mamariljoyjoy@gmail.com)