School LOPE DE VEGA NATIONAL SCHOOL Grade Level 7

GRADE 1 to 12 Teacher MICHAEL S. SAGORIO Learning Area MATHEMATICS

DAILY LESSON LOG JULY 02-06, 2018
8:15-9:15 AM
9:45-10:45 AM,
Teaching Date and Time 12:30-1:30 PM,
Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

JULY 02, 2018 JULY 03, 2018 JULY 04, 2018 JULY 05, 2018 JULY 06
, 2018
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard Demonstrates understanding of key concepts of sets and the real number system.
B. Performance Standard The learner is able to formulate challenging situations involving sets and real numbers and solve this variety of strategies.
C. Learning Competency/Objectives The learner uses Venn Diagrams to The learner solves problems The learner solves problems
Write the LC code for each. represent sets, subsets, and set involving sets. involving sets.
operations (M7NS-Ib-2) (M7NS-Ib-2)
(M7NS-Ib-1) a. Solve word problems involving sets a. Solve word problems involving sets
with the use of Venn diagrams with the use of Venn diagrams
a. Use Venn Diagram to represent sets and subsets.
b. Accurately illustrate the universal set and subsets using b. Apply set operations to solve a b. Apply set operations to solve a
a Venn diagram variety of problems variety of problems
c. Appreciate the importance of representing things in c. Appreciate the use of Venn c. Appreciate the use of Venn
everyday life through Venn diagrams. diagrams in connection to solving diagrams in connection to solving
real life problems. real life problems.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Illustration of Sets and Subsets Using Venn Word Problems Involving Sets Word Problems Involving Sets
Diagram
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp 10 - 13 pp 14 - 18 pp 14 - 18
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson or Match the Venn diagram with Match the given set notations to Match the given set notations to
presenting the new lesson the subset and set operation its corresponding Venn diagram its corresponding Venn diagram
notation. below. below.
A⊂B
A⋂B
A⊂B
A⋃B

B. Establishing a purpose for the The municipality of Northern Samar held an

annual dance contest for Ati-atihan Festival.
1. When faced with 3. When faced with
lesson Students from different schools and chosen problems, what do you problems, what do you
municipal employees participated in the said do? do?
contest. Suppose students of Lope de Vegal
National High School, students of Cervantes 2. When faced with word 4. When faced with word
National High School and students of SMA were problems, what do you problems, what do you
held as winners, who lost in the contest? Should
the losers feel bad about losing in the contest? do? do?
C. Presenting examples/Instances of Example on complement of a set using Illustrative Example:
A group of 30 students were asked whether
Illustrative Example:
A group of 30 students were asked
Venn diagram:
the new lesson Let the set of natural numbers N = {1, 2, they watch ABS-CBN TV shows or GMA – 7 whether they watch ABS-CBN TV shows or
TV shows or shows of both channels. 18 of GMA – 7 TV shows or shows of both
3, ………..} be the universal set and let A these students watch ABS-CBN shows and channels. 18 of these students watch ABS-
= {2, 4, 6, 8, ……….} 20 watch GMA – 7 shows. CBN shows and 20 watch GMA – 7 shows.
a. How many watch ABS-CBN shows only? a. How many watch ABS-CBN shows only?
Then A' = {1, 3, 5, ………} b. How many watch GMA-7 shows only? b. How many watch GMA-7 shows only?
c. How many watch shows of both TV c. How many watch shows of both TV
channels? channels?
Solution: Solution:
Let S1 = set of students Let S1 = set of students
who watch ABS-CBN who watch ABS-CBN
Solved example to find the difference of shows only. shows only.
sets using Venn diagram: S2 = set of students S2 = set of students
who watch shows of who watch shows of
1. If A = {2, 3, 4, 5, 6, 7} and B = {3, 5, 7, both channels. both channels.
S3 = set of students S3 = set of students
9, 11, 13}, then find (i) A – B and (ii) B –
who watch GMA-7 who watch GMA-7
A. shows only shows only
Solution:
Finding the elements in each region Finding the elements in each region
According to the given statement; A = {2, n(S1) + n(S2) + n(S3) = total no. of students n(S1) + n(S2) + n(S3) = total no. of
3, 4, 5, 6, 7} and B = {3, 5, 7, 9, 11, 13} asked = 30 students asked = 30
GMA-7 watchers only: GMA-7 watchers only:
(i) A – B= {2, 4, 6}
ABS-CBN watchers only:
(ii) B – A= {9, 11, 13}

ABS-CBN watchers only:

So substituting the values of n(S1) and n(S3)
: So substituting the values of n(S1) and
n(S1) + n(S2) + n(S3) = 30 n(S3) :
10 + n(S2) + 12 = 30 n(S1) + n(S2) + n(S3) = 30
We get the users of both social networking 10 + n(S2) + 12 = 30
site which is n(S2): We get the users of both social networking
n(S2) = 30 – n(S1) – n (S3) site which is n(S2):
n(S2) = 30 – 10 – 12 n(S2) = 30 – n(S1) – n (S3)
n(S2) = 8 n(S2) = 30 – 10 – 12
n(S2) = 8
D. Discussing new concepts and 1. Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} Solve using a Venn diagram. Solve using a Venn diagram.
A = {2, 4 ,6, 8}
practicing new skills # 1 B = {1, 2, 3, 4, 5}
Illustrate the following set operations
Eight girls decided to go Eight girls decided to go
Catarman to buy for shoes. Catarman to buy for shoes.
a. (A ∪ B)′
using a Venn diagram:
Four of the girls want the Four of the girls want the
b. (A ∩ B)′ shoes at NoVo for their cheap shoes at NoVo for their
c. A – B
d. B – A price, 3 girls likes to buy cheap price, 3 girls likes to
2: Given A = {b, d, e, g, a, f, c}, and B = pretty shoes in Gaisano, 2 of buy pretty shoes in Gaisano,
{ k, h, u, a, f, c}, draw a Venn the girls likes to check for the 2 of the girls likes to check
diagram and find:
a. A – B
shoes in NoVo and Gaisano. for the shoes in NoVo and
Gaisano.
c. (A ∪ B)’
b. B – A

d. (A ∩ B)’
E. Discussing new concepts and practicing Ask Questions about the Activity. a. How many girls will go to NoVo? a. How many girls will go to NoVo?
b. How many girls will go toGaisano only? b. How many girls will go toGaisano only?
new skills # 2 c. What did you do to find the solution? c. What did you do to find the solution?

F. Developing mastery Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} Solve the Problem. List the elements Solve the Problem. List the elements
A = {1, 2, 4, 6, 8, 10} of the sets using a Venn Diagram. of the sets using a Venn Diagram.
(leads to Formative Assessment 3) 1.Twenty-five students had auditioned 1.Twenty-five students had
B = {1, 3, 5, 7, 8, 9}
to do a dance number in a school auditioned to do a dance number
Draw the Venn diagram and find: program; 16 students were chosen in a school program; 16 students
(a) A' to dance the Cha Cha, 12 students were chosen to dance the Cha

(c) A' - B'

(b) B' were chosen to dance the Tango, Cha, 12 students were chosen to
and 5 were chosen to dance both dance the Tango, and 5 were

(e) (A - B)'
(d) A' ∩ B' Cha Cha and Tango. How many chosen to dance both Cha Cha
students were chosen to dance the and Tango. How many students
Cha Cha only? How many students were chosen to dance the Cha
were not chosen? Cha only? How many students
were not chosen?
G. Finding practical application of Sam had P836 in a savings account and
withdrawn for P429. How much money did Sam
Show the following information using a Venn
diagram.
Show the following information using a
Venn diagram.
concepts and skills in daily living have in the account after the withdrawal? 1. “A class of 28 students were surveyed and 1. “A class of 28 students were surveyed
Hint: asked if they ever had dogs or cats for and asked if they ever had dogs or
 1. Let the universal set U be the P836 Sam pets at home; 8 students said they cats for pets at home; 8 students
originally has in the savings account and had only ever had a dog, 6 students said they had only ever had a dog, 6
let A be the set of the P429 of the said they had only ever had a cat, 10 students said they had only ever had
withdrawal. The complement of set A students said they had a dog and a a cat, 10 students said they had a
would be the set of the remaining balance cat, 4 students said they had never dog and a cat, 4 students said they
in the savings account. had a dog or a cat.” had never had a dog or a cat.”
2. Let the universal set U be the set of all 2. “A class of 28 students were surveyed and 2. “A class of 28 students were surveyed
Philippine pesos, let set A be the set of asked if they ever had dogs or cats for and asked if they ever had dogs or
P836 Sam originally has in the savings pets at home;18 students said they cats for pets at home;18 students
account, and let B be the set of the P429 had a dog,16 students said they had a said they had a dog,16 students said
withdrawal. Then the set difference of A cat, 4 students said they had never they had a cat, 4 students said they
and B would be the remaining in the had a dog or a cat.” had never had a dog or a cat.”
savings account.
H. Making generalizations and Complement of Set A In solving word problems involving Venn
diagrams, it is extremely important to
In solving word problems involving Venn
diagrams, it is extremely important to
Given a set A, the complement of A is
abstractions about the lesson the set of all element in the universal set 1. Read the question carefully and not down 1. Read the question carefully and not
all key information. down all key information.
U, but not in A. 2. Know the standard parts of a Venn 2. Know the standard parts of a Venn
We can write Ac or A’. diagram. diagram.
Difference between Sets 3. Work in a step by step manner. 3. Work in a step by step manner.
Given set A and set B, the set difference 4. Check in the end that all numbers add up 4. Check in the end that all numbers add
properly. up properly.
of set B from set A is the set of all
Three Circle Venn Diagrams can take a Three Circle Venn Diagrams can take a
element in A, but not in B. quite a bit of working out. quite a bit of working out.
We can write A – B. The steps to follow are generally these: The steps to follow are generally these:
a. Get the information from the question a. Get the information from the question
that can go straight onto the Venn that can go straight onto the Venn
Diagram and place it there. Diagram and place it there.
b. Work through the remaining information, b. Work through the remaining
a bit at a time, to work out each of information, a bit at a time, to work
the missing values. out each of the missing values.
c. Often we work from the center of the c. Often we work from the center of the
Given set A and set B, the set difference diagram outwards, when finding diagram outwards, when finding
of set A from set B is the set of all these unknown values. (Work from the these unknown values. (Work from
element in B, but not in A. Inside Out). the Inside Out).
d. Check that all the numbers on the final d. Check that all the numbers on the final
We can write B – A. diagram add up to the diagram add up to the
universal set. universal set.
I. Evaluating learning A survey asked 200 Grade 7 students
whether they like the meals in
A survey asked 200 Grade 7 students
whether they like the meals in
From the given Venn diagram , find the
McDonald’s or Jollibee . 75 students like McDonald’s or Jollibee . 75 students like
following:
McDonalds and Jollibee. 55 like Jollibee McDonalds and Jollibee. 55 like Jollibee
1. E’ only. 30 like other fast food chain. only. 30 like other fast food chain.
2. C - E a. Draw a Venn Diagram that displays these a. Draw a Venn Diagram that displays these
3. E – C results. results.

5. (C - E)’
4. (E – C)’ b. How many students like Jollibee meals? b. How many students like Jollibee meals?
c. How many students like McDonald meals c. How many students like McDonald
only? meals only?
J. Additional activities for application or Study: Solving word problems involving Study: Solving word problems Study: Solving word problems
remediation Venn diagrams involving 3 circle Venn diagrams involving 3 circle Venn diagrams

IV. REMARKS
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.
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. Did 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?

Prepared by: Noted:

MICHAEL S. SAGORIO
NIMFA G. SANICO
 Teacher
School Principal I