Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 Mathematics 7 1st 2 hrs June 4-5, 2018
Learning Competency/ies: Code:
Describes well-defined sets, subsets, universal sets, and
(Taken from the Curriculum Guide) the null set and cardinality of sets. M7NS-Ia-1

Key Concepts / Understandings A set is any well-defiend collection or group of objects.

to be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering List possible subsets of a given set.

The fact or
condition of knowing
something with familiarity
gained through experience Understanding Classify the subsets of a given universal set.
or association

Applying Illustrate subsets of sets by using the two notations, roster and rule method.
Skills
The
ability and capacity acquired
through deliberate, Analyzing Differentiate sets, subsets and universal sets.
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating Evaluate if the given sets are well defined or not.
from one's knowledge,
practice, aptitude, etc., to do
something
Creating Create own well defined groups of objects.

Attitude Valuing Students give examples of well defined sets present in their surroundings.

Values Valuing Tell the importance of being well defined.

2. Content Numbers and Number Sense

3. Learning Resources Mathematics 7, Learner's Module (Lesson 1 Sets: An Introduction) pp. 1-4

4. Procedures
4.1 Introductory Activity Give the students different sets of objects to group. Make this as game for them to create their own well-defined groups
10 minutes according to what they see as common characteristics of elements in a group.
4.2 Activity Present this problem: Consider the set consisting of whole numbers from 1 to 200. Let this set be U. Form smaller sets
consisting of elements of U that share different characteristics. For example, Let E be the set of all even numbers from
10 minutes 1 to 200.
4.3 Analysis After having the first activity, ask the following questions: Can you form three more of such sets? How many elements
are there in each of these sets? Do any of these sets have elements in common? Did you think of a set with no
20 minutes element?
4.4 Abstraction The teacher will guide the students in learning the terms(set, subsets, proper subsets, universal set, null set and
20 minutes cardinality of set); sets notations and symbols by giving plenty of examples and non examples.
4.5 Application
Each student should give three examples of well-defined sets present in their surroundings.
20 minutes
4.6 Assessment Tests The students will name two subsets of the set of whole number using both the listing
or roster method and the rule method. Let B = (1, 3, 5, 7, 9). List all the possible
30 minutes subsets of B.
4.7 Assignment
Preparing for the new lesson Read about Venn Diagram.
5 minutes
4.8 Concluding Activity Leave this message for the students to ponder. "Like sets, we should be a well-defined being, a person with worth,
5 minutes good characteristics and value".

5.      Remarks Carried

6.      Reflections Show easy and further examples for the students to understand the concept.

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional activities

for remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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:

Name: JOGEN T. ESTOMAGO School: TUDELA NHS

Position/
Designatio TEACHER-1 Division: CEBU PROVINCE
n:
Contact
Number: 9475980328 Email address: jogen29_@yahoo.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
2 Mathematics 7 1st 180 minutes June 7-9, 2017
Learning Competency/ies: Code:
Illustrates the union and intersection of sets and the
(Taken from the Curriculum Guide) difference of two sets. M7NS-Ia-2

Key Concepts / Understandings Demonstrates understanding of key concepts of sets and the real number system.
to be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge
The fact or Remembering Describe the Venn Diagram.
condition of knowing
something with familiarity
gained through experience Understanding Define and explain the Union of Sets and Intersection of Sets.
or association

Applying Perform the set operations of the Union and Intersection of Sets.
Skills
The
ability and capacity acquired
through deliberate, Analyzing Differentiate the two Operations, Union and Intersection of Sets.
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating Evaluate the elements of the given sets in order to describe their union and intersection.
from one's knowledge,
practice, aptitude, etc., to do
something
Creating Construct a Venn Diagram that would represent the union and intersection of sets.

Attitude Valuing Learn to work with collaboration and enthusiasm.

Values Valuing Develop a good sense of judgement and connection towards other individuals.

2. Content Numbers and Number Sense

3. Learning Resources Mathematics 7, Learner's Module (Lesson 2.1 Union and Intersection of Sets) pp. 5-8

4. Procedures
4.1 Introductory Activity Draw a rectangles and circles. Relate these figures to the students' assignment with regards to Venn Diagram. Ask
their ideas and let them describe what a Venn Diagram is. Provide three to four examples and students should tell how
30 minutes Venn Diagram shows the relationship of the Set and its subsets.
4.2 Activity Explain to the students that just like numbers, sets also has operations. Introduce them the concept using the 1st
activity (pp.5-6), the students will choose the similar objects and even combine all the figures found in Set A and Set B.
30 minutes In this manner, they can be able to form an idea about Union and Intersection of Sets.
4.3 Analysis Tell the students to Use Venn Diagrams and determine the elements that belong to both set A and set B and those
elements that belong to both Set A or Set B or both. Ask them why do they need to determine the elements of the given
30 minutes sets and how are they related to the difference of the said two operations.
4.4 Abstraction Present to the students important terms and notations with regards to the two operations of sets. Provide plenty of
examples for the students to understand about how to operate these sets. Allow students participation by actively
30 minutes engaging them in doing the two operations.
4.5 Application Students will perform with a partner the set operations. They will answer the first question of the exercise found on
20 minutes page 8 (Mathematics 7, Learner's Module).
4.6 Assessment On a piece of paper, the students will answer the second question of the exercise on
Tests
30 minutes page 8 (Mathematics 7, Learner's Module).
4.7 Assignment Reinforcing / strengthening the The students will answer the third question of the exercise on page 8 (Mathematics 7,
5 minutes day’s lesson Learner's Module).
4.8 Concluding Activity Sets of objetcs are well defined through their own characteristics, however, the members or the elements may share a
coomon characteristics. If connected to the real life, we may be separated in many aspects but we share common
5 minutes characteristics that enable us to live harmoniously with other people.

5.      Remarks Carried

6.      Reflections Use the daily experiences of the students so that they can relate to the topic.

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional activities

D.  No. of learners who continue to require remediation.
for remediation.
E.   Which of my learning 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:

Name: CHRISTINE I. CATYONG School: PILAR NATIONAL HIGH SCHOOL

Position/
Designatio TEACHER-1 Division: CEBU PROVINCE
n:
Contact
Number: 0933-123-6303 Email address: catyongc@gmail.com