UNIT STANDARDS AND COMPETENCIES DIAGRAM

Subject: MATHEMATICS Grade Level: 7

Unit Topic: Numbers and Number Sense Quarter: FIRST

s able to formulate
and solve problems
Adapt thinking and strategies
involving
appropriately when
sequences,
encountering real-life Real numbers song/ Set song
situations involving
polynomials and numbers with music video
and number sense.
polynomial
equations in
different disciplines The learner is able to formulate
challenging situations involving
through
sets and real numbers and solve
appropriate and these in a variety of strategies.
EQ: How can the concept of sets and
accurate real number system be applied in
life?

- solves problems involving EU: Math is all around us and money

sets. is math. Students will understand how
- solves problems involving sets and real number system can be
real numbers. applied in real-life problems such as
Numbers and Number Sense money and making decisions in
everyday life.

Demonstrates understanding of
key concepts of sets and the real
number system.

WEEKLY LEARNING PLAN

EXPLORE
This unit is about Numbers and Number Sense (sets and the real number system).
This week covers Lesson 1-Basic Idea of Sets and Lesson 2-Real Number System.
Consider this question: How can the concept of sets and real number system be
applied in life?
Map of Conceptual Change: IRF SHEET
PROMPT MY BRAIN
Before you proceed on the lesson proper, let’s check your prior knowledge about the
concept of sets and real number system. How can the concept of sets and real
number system be applied in life? Sum up your answers to these questions by filling
in the INITIAL column of the IRF Chart.
 How can the outcomes of certain real-life problems be predicted? What factors
are being considered in making predictions?
INITIAL REVISED FINAL

LEARNING
COMPETENCY FIRM-UP
LC 1:
describes well-defined Activity 1: “You set me up!”
sets, subsets, universal
sets, and the null set and
cardinality of sets.
M7NS-Ia-1 2
-1
0.33

0.75
Learning Targets:
Able to describe and
illustrate a set, subsets,
universal sets, and the 3 1/4
null set and cardinality of
-4
sets.
-2
1
0 -3

1/7

1/2
4

Group of Numbers Description

Process Questions:
1. How many groups did you make?
_______________________________________________________________
_______________________________________________________________
 2. How did you group the numbers? What guided you?
_______________________________________________________________
_______________________________________________________________

3. Is there a right way of classifying numbers? Explain.

_______________________________________________________________
_______________________________________________________________

4. Where in daily life do you find yourself classifying numbers? How often do we
do this task?
_______________________________________________________________
_______________________________________________________________

5. Is classifying numbers important for computation? Why or why not?

_______________________________________________________________
_______________________________________________________________

Clickable Links for additional discussion and activities:

https://www.youtube.com/watch?v=2a-x7QBpF1M

Activity 2: “ Union and Intersection”

1.) There are 35 students in art class and 57 students in dance class. Find the number of
students who are either in art class or in dance class.
LC 2: illustrates the
union and intersection • When two classes meet at different hours and 12 students are enrolled in both activities.
of sets and the difference
of two sets. • When two classes meet at the same hour.
M7NS-Ia-2
Justify your answer:

2.) In a survey of 150 high school students it was found that:

 80 students have laptops

 110 students have cell phones
Learning Targets:  125 students have iPods
Defining union of sets  62 students have both a laptop and a cell phone
and intersection of sets  58 students have both a laptop and iPod
and the difference of two  98 students have both a cell phone and an iPod
sets.  50 students have all three items

How many students have just a cell phone?

How many students have none of the mentioned items?
How many students have an iPod and laptop but not a cellphone?
 Answer box:

Study Questions:
:
1. How are the elements of the union of two or more sets are determined?
2. In what other real-life situations will this idea of the union make sense?

Clickable Links for additional discussion and activities:

https://flexbooks.ck12.org/cbook/ck-12-algebra-ii-with-trigonometry-concepts/
section/12.12/primary/lesson/union-and-intersection-of-sets-alg-ii/

Activity 3: “Venn”
LC 3: uses Venn 1.) Create a Venn Diagram to show the relationship among the sets.
Diagrams to represent
sets, subsets, and set U is the set of whole numbers from 1 to 15.
operations.
A is the set of multiples of 3.
M7NS-Ib-1
B is the set of primes.
C is the set of odd numbers.

2.) Given the following Venn Diagram determine each of the following set.
a) A ∩ B
b) A ∪ B
c) (A ∪ B)’
Learning Targets:
Solving operations in d) A’ ∩ B
set using Venn e) A ∪ B'
diagram

Clickable Links for additional discussion and activities:

https://byjus.com/maths/venn-diagrams/#:~:text=A%20Venn%20diagram%20is
%20also,is%20a%20subset%20of%20integers.
https://www.youtube.com/watch?v=Gk-A73EHt9U
LC 4: solves problems
involving sets.
M7NS-Ib-2
Activity 4: “Know-Show”
Learning Targets:
I can solve problems In a school, all pupils play either Hockey or Football or both. 400 play Football, 150
involving sets play Hockey, and 130 play both the games. Find:

 The number of pupils who play Football only,

 The number of pupils who play Hockey only,
 The total number of pupils in the school.

Show your solution using venn diagram.

Activity 5: “You complete me”

LC 5: represents the
absolute value of a
number on a number line
as the distance of a
number from 0.
M7NS-Ic-1

Learning Targets:
I can distinguish the
absolute value of a
number on a number line
as the distance of a
number from 0.
Study Question:
The number 0 belongs to which of the following sets of numbers?

 natural numbers
 whole numbers
 integers

A) natural numbers only

B) whole numbers only
C) natural and whole numbers
D) integers only
 E) whole numbers and integers

A) natural numbers only

Incorrect. The natural numbers are 1, 2, 3, and so on. They don’t include 0. The
correct answer is whole numbers and integers.

B) whole numbers only

Incorrect. While the whole numbers include 0, so do the integers. The correct answer
is whole numbers and integers.

C) natural and whole numbers

Incorrect. The natural numbers are 1, 2, 3, and so on. They don’t include 0. The
correct answer is whole numbers and integers.

D) integers only
Incorrect. While the integers include 0, so do the whole numbers. The correct answer
is whole numbers and integers.

E) whole numbers and integers

Correct. Both whole numbers and integers include 0, but the natural numbers do not.

Clickable Links for additional discussion and activities:

http://content.nroc.org/DevelopmentalMath/COURSE_TEXT2_RESOURCE/
U09_L1_T2_text_final.html#:~:text=The%20distance%20between%20a
%20number's,is%20always%20positive%20or%200.
https://www.youtube.com/watch?v=KKvNCZupaUk

Prepared by: Checked by: Noted by:

ALDEE GWYNNE T. ASUNCION ____________________ __________________
Subject Teacher