Annex 18 DepEd Order NO. 42, s.
2016
GRADES 1 to 12 School Grade Level 7
DAILY LESSON Teacher Learning Area MATH 7
LOG Teaching Dates and time Quarter 1
WEEK 1
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if
needed, additional lessons, exercises, 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 guide.
A. Content Standards The learner...
demonstrates understanding of key concepts of sets and the real number system.
B. Performance The learner...
Standards is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
C. Learning
Competencies
/ Objectives 1. describes well-defined 1. describes well- 2. illustrates the union and 2. illustrates the union and
sets, subsets, universal defined sets, intersection of sets and the intersection of sets and the
sets, and the null set and subsets, difference of two sets. difference of two sets.
cardinality of sets. universal sets, M7NS-Ia-2 M7NS-Ia-2
M7NS-Ia-1 and the null set
and cardinality
of sets.
M7NS-Ia-1
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.
SETS: AN SETS: AN Union and Intersection Union and Intersection of
INTRODUCTION INTRODUCTION of Sets Sets
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix
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RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands on learning promotes concept development.
A. References
1. Teacher’s guide 1-4 1-4 6-12 6-12
Pages
2. Learner’s Materials 1-4 1-4 5-8 5-8
pages
3. Textbook pages Next Generation Math 7,p. Next Generation Math
17-19 7,p. 17-19
4. Additional
Materials
from Learning
Resource
(LR) portal
B. Other Learning
Resources
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 student 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 in their life
experiences and previous knowledge indicate the time allotment for each step.
A. Reviewing previous Give an activity: Review on the previous Review on sets, subsets, Review on the previous .
lesson or presenting Below are some objects. lessons. universal sets, and the null lessons.
the Group them as you see fit set and cardinality of sets.
new lesson and label each group. Pose the opening Pose the opening activity.
activity. Give examples of sets,
Below are some objects. subsets, universal sets,
Group them as you see and the null set and
fit and label each group. cardinality of sets.
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B. Establishing a purpose Based on the activity, Based on the activity, Give an activity: Give an activity:
for Answer the following Answer the following
the lesson questions: questions:
a. How many groups are a. How many groups are
there? there?
b. Does each object b. Does each object Answer the question: Answer the question:
belongs to a group? belongs to a group? Which of the Which of the following
c. Is there an object that c. Is there an object that following shows the shows the union of set
belongs to more than one belongs to more than union of set A and set A and set B? How
group? Which one? one group? Which one? B? How many many elements are in
elements are in the the union of A and B?
union of A and B?
C. Presenting examples / On the activity and On the activity and Here’s another activity: Here’s another activity:
instances of the new answers given by the answers given by the Let Let
lesson students, ask the students, ask the
following questions: following questions:
1. What is set? 1. What is set? What elements are What elements are
2. Describe well- 2. Describe well-
found in the found in the
defined sets. defined sets.
intersection of V and intersection of V and
W? W?
How many are there? How many are there?
What elements are What elements are
found in the union of found in the union of V
V and W? How many and W? How many are
are there? there?
D. Discussing new Discuss the important Discuss the important Discuss the important Discuss the important
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concepts terms in sets, set terms in sets, set terms, notations and terms, notations and
and practicing new notations, and kinds of notations, and kinds of symbols that symbols that
skills sets. sets. students must remember. students must remember.
#1
E. Discussing new Describe and illustrate Describe and illustrate Illustrates the union and Illustrates the union and
concepts well-defined sets, subsets, well-defined sets, intersection of sets and the intersection of sets and the
and practicing new universal sets, and the subsets, universal sets, difference of two sets. difference of two sets.
skills null set and cardinality of and the null set and
#2 Give sample problems. Give sample problems.
sets. cardinality of sets.
Go over the answers of the Go over the answers of the
students to the students to the
questions posed in the questions posed in the
opening activity in order to opening activity in order
process what they have to process what they have
learned for themselves. learned for themselves.
F. Developing mastery Problem: Consider the Problem: Consider the Consider the following sets; Consider the following sets;
(Leads to Formative set consisting of whole set consisting of whole U= {x|x is a whole number} U= {x|x is a whole number}
Assessment 3) numbers from 1 to 200. numbers from 1 to 200. M= {y|y is a multiple of 2} M= {y|y is a multiple of 2}
N= {z|z is a prime number N= {z|z is a prime number
Let Let between 0 to 10} between 0 to 10}
this be set U. Form this be set U. Form P= {v|v is an odd prime P= {v|v is an odd prime
smaller sets consisting of smaller sets consisting numbers from 0 to 10} numbers from 0 to 10}
elements of U that share a of elements of U that
1. Determine the elements 3. Determine the elements
different characteristic. share a different
of set ( M ∪ N ) ∩ P of set ( M ∪ N ) ∩ P
For example, let E be the characteristic. For 2. Determine the elements 4. Determine the elements
set of all even numbers example, let E be the set of N ' ∪M of N ' ∪ M
from 1 to 200. of all even numbers
Ask the following: from 1 to 200.
Can you form three Ask the following:
more such sets? Can you form three
How many elements more such sets?
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are there in each of How many elements
these sets? are there in each of
Do any of these sets these sets?
have any elements in Do any of these sets
common? have any elements in
common?
G. Finding practical Mr. Samuel surveyed the Mr. Samuel surveyed Mr. Samuel grouped his Mr. Samuel grouped his
applications of top 10 students in his the top 10 students in top 10 students again, this top 10 students again, this
concepts and skills in class to find out their his class to find out their time, according to their time, according to their
daily living favorite subjects. The favorite subjects. The favorite sports. The favorite sports. The groups
results are shown in the results are shown in the groups are shown below: are shown below:
table below. table below.
Baske Softb Volley Baske Softb Volley
Students’ Favorite Students’ Favorite tball all ball tball all ball
Subjects Subjects Adria Angel Adria Adria Angel Adria
n a n n a n
Student Favorite Student Favorite Christi Diann Christi Christi Diann Christi
Subject(s) Subject(s) an e an an e an
Adrian English Adrian English James Jasmi James James Jasmi James
Angela English & Angela English & ne ne
Science Science Mark Mary Mark Mark Mary Mark
Christian English Christian English Grace Grace
Dianne English & Dianne English & Paul Prince Paul Paul Prince Paul
Math Math ss ss
James English & James English & 1. What do you 1. What do you
Science Science observe about each observe about each
Jasmine English & Jasmine English & group? group?
Science Science 2. What relationships 2. What relationships
Mark English Mark English exist among the exist among the
Mary English Mary English groups? groups?
Grace Grace
Paul English & Paul English &
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Science Science
Princess English Princess English
Group the students Group the students
according to their favorite according to their
subjects. favorite subjects.
Which group has the most Which group has the
number of students? most number of
Which group has the least students?
number of students? Which group has the
least number of
students?
H. Making Go back to the opening Go back to the opening Answer the questions Answer the questions
generalizations activity, and answer the activity, and answer the posed in the opening posed in the opening
and abstract questions posed. questions posed. activity. activity.
1. How many sets 1. How many sets
are there? are there? Activity 1: Activity 1:
2. Does each object 2. Does each object Which of the following Which of the following
belong to a set? belong to a set? shows the union of set A shows the union of set A
3. Is there an object 3. Is there an object and set B? Why? and set B? Why?
that belongs to that belongs to
more than one set? more than one Activity 2: Activity 2:
Which ones are set? Which ones
these? are these? What elements are What elements are
found in the found in the
intersection of V and intersection of V and
W? W?
How many are there? How many are there?
What elements are What elements are
found in the union of found in the union of V
V and W? How many and W? How many are
are there? there?
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I. Evaluating learning Exercises: Exercises: Exercises Exercises
Do the following Do the following Given sets A and B, Given sets A and B,
exercises. exercises.
1. Give 3 examples 1. Give 3 examples of
of well-defined well-defined sets.
sets. 2. Name two subsets of
2. Name two subsets the set of whole
of the set of whole numbers using both
numbers using the listing or
both the listing or roster method
roster method and and the rule Determine which of the Determine which of the
the rule method. method. following shows (a) union following shows (a) union
3. Let B = [1, 3, 5, 7, 3. Let B = [1, 3, 5, 7,
of sets A and B; and (b) of sets A and B; and (b)
9}. List all the 9}. List all the
possible subsets of possible subsets of intersection of sets A and intersection of sets A and
B. B. B? B?
4. How many subsets 4. How many subsets
does a set of n does a set of n
elements have? elements have?
J. Additional activities
for
application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else need to be done to help
me 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
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activities for remediation
who scored below 50%
C. Did the remedial
lessons work? No. of
learners who have taught
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?
For improvement , enhancement and/or classification of any DepEd material used, kindly submit fee back to bid.tid@deped.gov.ph
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