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    School Grade Level Quarter Learning Area Section and Time Date

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    Peterson Dela Cruz Enriquez
    1) The document is a daily lesson plan for a Grade 7 mathematics class covering sets and set operations using Venn diagrams. 2) It includes objectives, content standards, procedures for reviewing previous lessons, presenting new concepts, examples, and practice activities for students. 3) Formative assessment questions evaluate students' understanding of sets, unions, intersections, complements and use of Venn diagrams.

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    School Grade Level Quarter Learning Area Section and Time Date

    Uploaded by

    Peterson Dela Cruz Enriquez
    27 views4 pages
    1) The document is a daily lesson plan for a Grade 7 mathematics class covering sets and set operations using Venn diagrams. 2) It includes objectives, content standards, procedures for reviewing previous lessons, presenting new concepts, examples, and practice activities for students. 3) Formative assessment questions evaluate students' understanding of sets, unions, intersections, complements and use of Venn diagrams.

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    B (9-6-2022)

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    1) The document is a daily lesson plan for a Grade 7 mathematics class covering sets and set operations using Venn diagrams. 2) It includes objectives, content standards, procedures for reviewing previous lessons, presenting new concepts, examples, and practice activities for students. 3) Formative assessment questions evaluate students' understanding of sets, unions, intersections, complements and use of Venn diagrams.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    27 views4 pages

    School Grade Level Quarter Learning Area Section and Time Date

    Uploaded by

    Peterson Dela Cruz Enriquez
    1) The document is a daily lesson plan for a Grade 7 mathematics class covering sets and set operations using Venn diagrams. 2) It includes objectives, content standards, procedures for reviewing previous lessons, presenting new concepts, examples, and practice activities for students. 3) Formative assessment questions evaluate students' understanding of sets, unions, intersections, complements and use of Venn diagrams.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Republic of the Philippines

    DEPARTMENT OF EDUCATION
    MIMAROPA Region
    Schools Division of Occidental Mindoro
    Daily Lesson Plan
    School CAMINAWIT NATIONAL HIGH SCHOOL San Jose, Occidental Mindoro
    Grade GRADE 7 Quarter FIRST
    Level
    Learning MATHEMATICS Section and A.Molina(8:30-9:30);
    Area Time F.Amorsol(9:45-10:45);
    Date September 6, 2022 V. Manansala(10:45-11:45);
    J. Luna(1:00-2:00)

    Content Standard The learners demonstrate understanding of key concepts of sets and the real number
    system.
    Performance Standard The learners are able to formulate challenging situations involving sets and real numbers
    and solve these in a variety of strategies.
    Learning Competencies (M7NS-Ia-1): The learners illustrate well-defined sets, subsets, universal sets, null set,
    cardinality of sets, union and intersection of sets and the different of two sets.
    Content Numbers and Number Sense
    Reference/s ADM modules Q1 Module 1
    Objectives In this lesson, the learners are expected to use Venn diagrams to represent set operations.

    PROCEDURES
    A. Reviewing previous 1. Preliminary Activities (Checking of Attendance)
    lesson or presenting the 2. Review:
    new lesson Activity: Recall the operations on sets
    Given: Let U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11}, A = {1, 2, 4, 6, 8, 10}
    and B = {1, 3, 5, 7, 8, 9}. Let us find the elements of the following sets.

    1. A’ = {0, 3, 5, 7, 9, 11}
    2. B’ = {0, 2, 4, 6, 10, 11}
    3. A ∩ B = {1, 8 }
    4. A υ B = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 }
    5. (A υ B)’ = {0, 11}

    B. Establishing a purpose TRY TO DISCOVER!


    for the lesson
    Show A-B by using the Venn diagram
    Solution:
    Recall that A – B is the set of all the elements of
    A which are not in Set B. Thus, the shaded part
    shows the difference of A and B which is
    A – B = {2,4,6,10}.

    C. Presenting examples / Watch Me!


    instances of the new From the Venn diagram below, draw the elements of the following sets:
    lesson 1. U ____________________
    2. X' ____________________
    3. Y' ____________________
    4. X ∩ Y ____________________
    5. X ∪ Y ____________________

    D. Discussing new concepts Learning Task: I DO IT!


    and practicing new skills 1. (X ∩ Y)'____________________
    #1 2. (X ∪ Y)'____________________
    3. X – Y ____________________
    4. Y – X ____________________
    5. (X – Y)’ ____________________
    E. Discussing new concepts Learning Task: WE DO IT! Think – Pair – Share
    and practicing new skills Use Venn diagram to show the set operations indicated in the following.
    #2 1.U = {5, 10, ,15, 20, 25, 30, 35, 40}
    and P = {10, 20, 30, 40}, find P’.
    2. S = { r,e,p,o,s,t } and T = {s,t,a,r,e} find S ∩ T.
    3. S = { r,e,p,o,s,t } and T = {s,t,a,r,e} , find S υ T.

    F. Developing mastery Learning Task: YOU DO IT!


    (leads to Formative Use Venn diagram to show the set operations indicated in the following.
    Assessment 3)
    1. K= { 0, 4, 8, 12, 16, 20, 24, 28} and
    L = { 6, 12, 18, 24, 30, 36}, find K – L.

    2. U = {10,11,12,13,14,15,16,17,18,19,20},
    H = {12,13,14,15,16} and I = { 12, 16, 20} , find (H ∩ I)’

    G. Finding practical Learning Task:


    application of concepts Let A = {1, 2, 3, 5, 6}, B = {3, 4, 6, 8} be the subsets of the universal
    and skills in daily living set U = {1, 2, 3, 4, 5, 6, 7, 8}.
    Draw Venn diagrams to represent the following sets.
    1. A'
    2. B' – A’
    3. A ∪ B
    4. 4. A ∩ B
    5. 5. (A ∪ B)'
    H. Making generalizations Summing Up!
    and abstractions about The intersection of two sets denotes the
    the lesson elements that the sets have in common.

    The union of two sets merges the two


    sets into one "larger" set.

    The complement of a set consists of all elements


    in the universal set that are not in the given set.

    I. Evaluating learning Directions: Read each question carefully. Choose the letter that corresponds to the best
    answer.

    1. From he diagram below, what is the complement


    of B υ C ?
    A. {20, 30}
    B. {10, 50, 65}
    C. {10, 50, 65, 60, 70, 75, 85, 90}
    D. {20, 30, 60, 70, 75, 85, 90}
    J. Additional activities for 2. Which of the following represent the shaded area in
    application or the Venn diagram ?
    remediation A. B’
    B. A
    C. B – A
    D. A – B

    3. Which of the following diagram represent (A υ B)’?

    For numbers 4 and 5, refer to the diagram below.


    The diagram shows the number of students who played basket ball, volleyball, both basket
    ball and volleyball and neither.

    4. How many students played both basketball and volley ball?


    A. 3 B. 10
    B. 8 D. 12

    5. How many students played volley ball?


    A. 8 C. 18
    B. 10 D. 20

    REMARKS

    REFLECTION Date REFLECTION Date


    A. No. of learners earned Molina B. No. of learners who Molina
    80% in the evaluation. Manansala require additional activities Manansala
    Amorsolo for remediation. Amorsolo
    Luna Luna
    F. Did the remedial lessons Molina G. No. of learners who Molina
    work? No. of learners Manansala continue to require Manansala
    who have caught up with Amorsolo remediation Amorsolo
    the lesson.
    Luna Luna
    K. Which of my teaching
    strategies worked well?
    Why did these work?
    L. What difficulties did I
    encounter which my
    principal or supervisor
    can help me solve?
    M. What innovative or
    localized materials did I
    use / discover which I
    wish to share with other
    teachers?
    PDE.

    Prepared by:

    PETERSON D. ENRIQUEZ
    Teacher III
    Checked:

    VINNA ROSE Q. BLANCO


    Master Teacher I

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