Professional Documents
Culture Documents
College of Education
Mathematics Unit
Tacloban City
I. Objectives
With the use of interactive hypermedia, the Grade 7 students are
expected to do the following with 90% proficiency:
1. Activity
The discussion will start by introducing the terms used in the topic
through a game called 4 Pics 1 Word. The teacher will interact with the
students by engaging them in the use of technology. The students will
identify what word is being described by the pictures presented in the
game.
2. Analysis
The teacher will ask the following questions with regards to the
activity:
Guide Questions:
1. Are you familiar with the words associated in the game?
2. In your own words, what is a set?
3. In your own words, what is union?
4. In your own words, what is intersection?
3. Abstraction
Set A Set B
Students who can do Arithmetic Students who can solve complex
problems
Marjorie Jeff
Lovely Jonel
Jeff Jake
Jonel Milbert
Jake John Mark
Milbert
Roxette
John Mark
Mickee
Students who can do arithmetic or can solve complex problems are
Marjorie, Lovely, Jeff, Jonel, Jake, Milbert, Roxette, John Mark, and
Mickee.
The teacher will start discussing the union and intersection of sets
by defining each term.
The teacher will go back to the problem given earlier and will ask
the students the union of students who can do arithmetic and the students
who can solve complex problems.
The teacher will go back to the problem given earlier and will ask
the students the intersection of students who can do arithmetic and the
students who can solve complex problems.
The teacher will present a problem and solve it interactively with the
students.
There are 500 students in a school, 200 like science subject, 180
like math and 40 like both science and math.
Solution:
n(P1) = n(M)-P2
= 180-40
n(P1) = 140
n(P3) = n(S)-n(P2)
=200-40
n(P3) =160
4. Application
1. {1, 3, 5, 7, 9} {1, 2, 3, 4, 5}
a. {1, 2, 3, 4, 5, 6, 7, 9}
b. {1, 3, 5}
c. {1, 2, 3, 4, 5, 7, 9}
d. {}
a. {13}
b.
c. {7, 11, 13, 17, 19}
d. {7, 11, 17, 19}
a. {1, 2, 3, 4, 5, 6, 8, 10}
b. {1, 2, 3, 4, 5}
c. {2, 4}
d. {2, 4, 6}
After the interactive media presentation, the teacher will divide the
class into five groups. The teacher will provide the same problem for the
class and will answer it by group.
IV. Evaluation
A = {0, 1, 2, 3, 4}
B = {0, 2, 4, 6, 8}
C = {1, 3, 5, 7, 9}
Test I. Given the sets above, determine the elements and cardinality
of:
a. A U B = {0, 1, 2, 3, 4, 6, 8}; n (A U B) = 7
b. A U C = {0, 1, 2, 3, 4, 5, 7, 9}; n (A U C) = 8
c. A U B U C = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}; n (A U B U C) = 10
d. A B = {0, 2, 4}; n (A B) = 3
e. B C = Ø; n (B C) = 0
f. A B C = Ø; n (A B C) = 0
Test III. Write a brief essay about the importance of union and
intersection of sets in everyday life.
V. Assignment