A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 7

Learning Competencies: M7NS-Ia-1

Describes well-defined sets, null set and cardinality of sets.

I Objectives

At the end of the lesson, the students must be able to:

 Describes well-defined sets, null set and cardinality of sets.

II Subject Matter

Topic: Sets

Reference: Mathematics for the first Century Learner 7, pp. 3-11

Materials: Powerpoint presentation, chalk, blackboard, etc.

Values Integration: Accuracy

III Development of the Lesson

ACTIVITY

1. Preliminary Activities:
 Prayer
 Checking of attendance according to their seat plan.
 The teacher shows a video presentation to energize the class.
 She lets the students settle down and arrange the chairs.

2. The teacher shows pictures of objects to the class.

3. She tells the class to name each group of pictures shown.
 ANALYSIS

1. The teacher introduces and discusses the topic, Sets.

2. She gives more examples for further explanations.

a. A set of art materials = { ,,,

}

b. A set of instruments = { ,
,,}
3. The teacher discusses the Cardinality of a Set throught the examples given.
4. She gives an example exercise to the class with regards to the topic.

Determine the elements and cardinality of the Set.

a. P = { Primary Colors }
b. M = { Months that starts with letter M}
c. V = { Vowels in the word cymbals }

5. The teacher explains the answer from the given exercise.

ABSTRACTION

1. The teacher asks the class the following questions:

a. What is a set?
b. How can you determine the cardinality of a set?
c. Can you give an example of a set?
d. How can we use set in real-life situation?
 APPLICATION

1. The teacher lets the students answer the given seatwork.

2. She checks and discusses the answers right after.

Complete the table below.

Set Elements of a Set Cardinality of a Set

1. A = { letters in the word
Mathematics}
2. M = { the last 10 letters of the
Alphabet}

3. X = { months that starts with a

consonant letter }

IV Evaluation

Directions : Using the sets below, write T if the statement is true. If the statement is false, change
the underlined symbol, word or phrase to make it correct. Write your answers on the blanks.

H = { letters in the word humility }

R = { vowels in the word rhythm }

I = { 0, 1, 2, 3, 4, 5 }

J = { 3, 6, 9, 12, 15, 18 }

__________________1. R = { r, h, y, t, h, m}

__________________2. n(H) = 8

__________________3. I = { counting numbers less than 6 }

__________________4. n(I) = 5

__________________5. I = { multiples of 3 }

__________________ 6. H = { y, i, t, u, m, h, l }

__________________7. n(H) = 7

__________________8. n(J) = 5
__________________9. J = { odd numbers greater than 2 less than 19 }

__________________10. n(R) = 6

V Assignment

Encircle the elements of the set { prime numbers less than 100 }. Then give the total
number of prime numbers you have encircled to determine the cardinality of the given set.
 A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 7

Teacher: Rosemarie D. Ynque Date: March 12, 2019

Learning Competencies: M10SP-IIIi-1

Illustrates mutually exclusive events

I Objectives

At the end of the lesson, the students must be able to:

 Illustrates mutually exclusive events

II Subject Matter

Topic: Mutually Exclusive Events

Reference: Statistics and Probability pp. 26-27

Materials: Powerpoint presentation, chalk, blackboard, etc.

Values Integration: Patience

III Development of the Lesson

ACTIVITY

1. Preliminary Activities:
 Prayer
 Checking of attendance according to their seat plan.
 The teacher shows a video presentation to energize the class.
 She lets the students settle down and arrange the chairs.
2. The teacher gives an activity to the students in which they will determine if
the events can occur at the same time or not.
3. She lets students exchange their papers and discusses the answers while
checking.
 Directions: Put a check on the blank if the two events A and B can happen at the
same time in the following situations. If not, put X.

_____1. In tossing a coin:

Event A: Landing on “heads”

Event B: Landing on “tails”

_____2. In rolling a die:

Event A: Landing on number 2

Event B: Landing on an even number

_____3. In getting a bubble gum from a bag that contains 2 yellow gum and 3

blue gum:

Evennt A: You get a yellow gum

Event B: You get a blue gum

_____4. Getting a one card from a deck of cards:

Event A: A Queen is drawn

Event B. A red card is drawn

_____5. In rolling a die:

Event A: It lands on number 1

Event B: It lands on number 5

ANALYSIS

1. The teacher introduces and dicusses the Mutually Exclusive Events.

2. She gives example problems regarding the topic.

a. A bag contains 2 red balls, 3 green balls and 6 yellow balls. What is the
probability of getting either a red or yellow ball if only one ball is drawn?
b. A magazine contains fourteen pages. You open to a random page. Find the
probability that the page number is three or seven.
c. A card is drawn from a deck of playing cards. What is the probability of
drawing a heart or the king of spades?

ABSTRACTION
 1. The teacher asks the class the following questions:
a. What is Mutually Exclusive Events?
b. What is the formula for the Mutually Exclusive Events?
c. Can you give a scenario from a real life situation of Mutually
Exclusive Events?

APPLICATION

1. The teacher lets the students answer the following problem on their seats.
2. She calls someone from the class to answer and explain it on the board.
a. A card is drawn at random from a standard playing card. What is the
probability that the card is an ace or a king?
b. A die is tossed. What is the probability of getting an even number and
a number 1?

IV Evaluation

1. The teacher conducts a DYAD Activity.

Directions: Find the probability of the following.

1. If an unbiased die is thrown, what is the probability that it will show a 3 or an

even number?
2. Each of the letters of “HAPPY BIRTHDAY” is written on a card and placed in a
bag. If a card is drawn at random, what is the probability of getting a letter A or a
consonant letter?
3. One card is being chosen from a deck of 52 cards. What is the probability that it is
a king or a number card?

V Assignment

Find the probability. Write your answers in a ½ sheet of paper.

1. A box contains 20 pink, 10 purple and 30 orange beads. What is the probability of
a bead drawn at random being:
a. Purple or pink?
b. Orange or pink?
c. Purple or orange?
2. A card is drawn at random from a playing cards. Find the probability that it is:
a. An ace or a face card?
b. A jack or an even number card?
c. A face card or a number card?