Content Standards: The learner demonstrates understanding of key concepts of sets and the real

number system.
Performance Standards: The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
Learning Competency and Code: The learner describes well-defined sets, subsets, universal sets,
and the null set and cardinality of sets. M7NS-Ia-1
Quarter: 1 Week: 1 Day: 2

I. Objectives:
At the end of the 60 minutes lesson, 80% of the learners are expected to:
1. describe universal set and subsets,;
2. identify the number of subsets in a set using 2n; and
3. relate the concept of universal set and subsets in real life application.

II. Content:
Subject Matter: Universal set and subsets
Integration: English, Science and TLE
Strategies: Cooperative Learning
Materials: Activity sheets,
References: G7- Math Learners Materials pp. 2-3, Elementary Algebra: Patterns and
Practicalities pp. 2-16

III. Learning Tasks:

Preliminary Activities
 Prayer
 Checking of attendance
 Establish classroom orderliness
A. Elicit
 Recall previous lesson and discuss and answer the enrichment activity.
Questions: Given the set of counting number from 1 to 25
1. How many elements are there in the set of: a) even numbers, b) prime numbers, c)
odd numbers, d) all multiples of 5?
Answer : a) n(E)= 12 , b) n(P) = 9 , c) n(O) = 13, c) n(M) = 5
2. Which set have elements in common?
Answer: set E and Set M, set P and Set O
B. Engage
 The class will be divided into two groups and do the activity named “Word
Scramble”. The students will create as many words as possible by unscrambling the
letters of the word “MATHEMATICS”. Each group is assigned to create 3 and 4
letter words respectively. Ask these questions:
1. How many 3 and 4 letter words each group has created? Answers may vary
2. Can the letters of the set of 3-letter word be an element of the word
MATHEMATICS? How about the set of 4-letter word?
Answer: Yes if the letter of the words are from MATHEMATICS if not
then No.
C. Explore
  The students will form 4 groups and answer the group activity. Choose a presenter in
each group to discuss their output in the class.
Group Activity
A. Consider the given chips.

1 2 3 4 5 6 7 8 9 10

Form the following sets using the numbers in the chips.

1. A = {numbers less than 7} Answer: A = {1, 2, 3, 4, 5, 6}
2. B = {even numbers less than 6} Answer: B = {2, 4, 6}
3. C = { prime numbers} Answer: C = {1, 2, 3, 5, 7}
4. D = { number from 1 to 6} Answer: D = {1, 2, 3, 4, 5, 6}
B. Given set A = {H, O, P, E}, list down all the possible subsets of A. How many subsets
do set A have?
D. Explain
 Let the presenter in each group discuss and explain their outputs. They are given 3
minutes for the presentation.
 After the reporting, the over-seer in each group will check their output.
E. Elaborate
 Based on the group activity, the following concepts should be emphasized:
 The Universal et denote by ∪ , contains all elements being considered in a
given situation
 The set F is a subset of set A if all elements of F are also elements of A. If
F is a subset of A, then we write “F ⊆ A” and we can say that A contains F
written as “ A ⊇ F”
 F is a proper subset of A if F does not contain all elements of A
If F is a proper subset of A, then we write F ⊂ A.
 Stress that the set of numbers in the set is ∪= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} - (the
universal set)
 Empty or null set is a subset of any set and a set is a subset of itself.
 Let the students list all the subsets of a set with 0 element, one element, two elements,
three elements, and four elements. Let them observe the number of subsets. Thru
guide questions the teacher will lead the students to the concept that the number of
subset of a set is equal to2n where n is the cardinality of the set.
 The teacher will ask these questions:
 Is every element of B is also an element of A?
 What have you observe of the elements A and the elements of B?
 Can an empty set be a subset of the set?
 How many subsets does a set of n elements have?
F. Evaluate
 Measure the students understanding about the topic by giving them these questions to
answer:
Given: Let B = {D, R, E, A, M, S}
1. How many subsets does Set B have? List down all the subsets
 2. How can you determine the number of subsets of B without listing the
subsets?
G. Extend
 Ask the student to answer the following questions and provide mathematical
reasoning.
1. If A ⊄ B, is it always true that B⊄ A? Justify your answer.
2. If a human body represents the universal set, what are the possible subsets of
it?

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___