REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
K12 BASIC EDUCATION CURRICULUM

LESSON PLAN IN MATHEMATICS 7

JUNE 3-7, 2019 Day 1 Day 2

Date/Grade & Section June 3, 2019/ G-7 ROSAL June 4, 2019/ G-7 ROSAL
Learning Area Mathematics 7 Mathematics 7
6:00 – 8:00 8:00 – 10:00
Class Period:
June 3, 2019/G-7 GUMAMELA June 5, 2019/G-7 GUMAMELA
Mathematics 7 Mathematics 7
8:00-10:00 8:00-10:00
June 5, 2019/G-7 ROSE June 6, 2019/G-7 ROSE
Mathematics 7 Mathematics 7
8:00-10:00 10:00-12:00
June 6, 2019/ G-7 CAMIA June 7, 2019/ G-7 CAMIA
Mathematics 7 Mathematics 7
6:00 – 10:00 6:00 – 8:00

Content Standard The learner demonstrates understanding of key concepts of set and the real number system.

The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
Performance Standard variety of strategies.

I. OBJECTIVES: After completing the lesson, the students will be able to:
1. Define set.
2. Understand the ideas surrounding sets and its elements.
3. Describe and illustrate a well-defined set.
4. Represents sets in three ways or forms.
After completing the lesson, the students will be able to:
1. Identify sets as finite set or infinite set;
2. Distinguish finite and infinite sets.
3. Understand how to determine the placement of an
element in a Venn Diagram.
4. Use Venn Diagrams to represent sets and subsets.
II. SUBJECT MATTER SET AND ITS ELEMENTS FINITE AND INFINITE SETS/VENN DIAGRAM
A. Topic

B. References K-12: Practical mathematics for G-7, pp. 5 – 10 K-12: Practical mathematics for G-7, pp. 9-12
Holt, Pre-algebra, pp. 285-286 Holt, Pre-algebra, pp. 287-289

C. Time Allotment 2 HOURS ( ROSAL, GUMAMELA, ROSE, CAMIA) 2 HOURS ( ROSAL, GUMAMELA, ROSE, CAMIA)

D. Instructional Materials Chalk, Chalkboard, Visual aids Chalk and Chalkboard, Visual Aids

III. PROCEDURE
A. REVIEWING A PREVIOUS LESSON OR
PRESENTING A NEW LESSON
1. Opening Prayer 1. Opening Prayer
2. Check the attendance sheet of the learners. 2. Checking the attendance of the learners.
3. Discuss the concept of a whole numbers as pre- 3. Checking of assignment. Provide brief discussion with
requisite of this lesson. the answers.

B. ESTABLISHING A PURPOSE OF A Show a poster of objects. Asks the learners to group them 1. Asks the learners to observe the following examples
LESSON as they see fit and label each group. below:

Example 1. A = {whole numbers between 0 and 50}

A = {1, 2, 3,…47, 48, 49}
Example 2. W = {even whole numbers}
W = {0, 2, 4, 6, 8…}
Asks the following questions and guide them with the
correct answers.
a. What have you observed in Example 1 ? How about
in Example 2?
b. What have you noticed in the elements of both
sets?
c. Do you know what are the exact number of elements
1. Asks the following questions and guide the learners in Example 1?
with the correct answers. d. How many fingers are there in example 2?
a. How many groups are there?

C. PRESENTING EXAMPLES OR INSTANCES
OF A NEW LESSON
b. Does each object belong to a group?
c. Is there an object that belongs to more than one group?
Which one?
2. Inform the learners that today’s lesson is about the
concept of sets and its elements.
1. Introduce the learners to the concept, idea, and
containment of sets.
a. Definition
b. Set Theory
c. Types of Set
a. Provide illustrative examples.
2. Show to learners’ different examples of sets as shown
in Set A and Set B below.
A B
Planets of our Solar System Interesting Books
Colors of Rainbow Favourite food of children
Capital cities Good schools in the Phils.
All vowels Favourite flavours of ice cream
All consonants
a. Let the learners describe Set A from Set B. Guide
the learners with their answers.
b. Asks the learners to name the elements that is found
in Sets A and B. Let them compare the elements and
provide discussion.
c. Asks the learners “ What have you noticed with the
elements in Sets A and B?”. Provide discussion.
d. Tell the learners that sets in Set A are collection of
distinct objects.
e. Provide illustrative examples showing a well-defined
sets.
3. With your learners, answer the questions posed in the
opening activity to process what they have learned for
e. What difference have you observed in this two sets in
terms of the number of elements they contained?
1. Answer the posed questions above. Encourage
discussions and exchanges in the class.
a. Discuss the difference between finite and infinite
sets.
b. Provide illustrative examples.
2. The learners will have a game. They will be divided
into two groups. The following sets will be posted, and
the students will group them according to the kind of set
they belong. The first group who can do it correctly will
be given 10 points.
1. the days of a week
2. set of odd numbers
3. 2,4,6,8,10
4. 5,10,15,20,…
5. the first five letters of the alphabet
6. set of counting numbers less than 10
3. Show to learners:
Given A = {3,4,5,6} and B = {7, 8}.
Given set R is the set of counting numbers less
than 10
Given set G is the set of secondary colors
Each shape represents a set. Note that although there
are no elements shown inside each shape. Asks the
learners, “Can you place the elements in the
corresponding Venn diagram below?”. Process the
answers.
themselves. Encourage discussion and exchanges in the A B
class.
4. Tell the learners that set can be described and
represented in three ways or forms.
a. Using the sets in Set A above, discuss the three
different forms and provide illustrative examples.
a. Descriptive Form R G
b. Set-Builder Form
c. Roster Form
5. Show a table to represent sets in different forms for
clearer understanding.

4. Introduce the use of Venn diagrams that make use of

geometric shapes to show sets and Subsets. Tell the
learners that it is also used to show the relationship
between sets
5. Group the learners into 3. Instruct them to draw a Venn
diagram to show the relationships between the
following pairs or group of sets shown below. Each
group will present the output in front of classes.
Process the answers.
IV. MAKING ABSTRACTION AND
GENERALIZATION OF THE
LESSON
V. ASSESSMENT
A. DISCUSSING NEW CONCEPTS AND
PRACTICING SKILLS NO. 1
B. DISCUSSING NEW CONCEPTS AND
PRACTICING SKILLS NO. 2
In a ¼ sheet of paper. In a ¼ sheet of paper.
What I have learned. What I have learned.
Tell whether the given sets a well-defined sets or not. Determine whether each of the following sets is finite or
Explain why. infinite. Explain why.
1. A set of actors (i) {3, 5, 7, ….}
2. A set of Philippine Presidents (ii) {1, 2, 3, 4}
3. A set of painters (iii) {….., -3, -2, -1, 0, 1, 2}
4. The sands in the beach (iv) {20, 30, 40, 50, ………., 200}
5. The set of months in a year v) {7, 14, 21, …………, 2401}
6. The set of even integers from 0 to 20 (vi) {0}
7. The set of best songs of 2018. (vii) (∅)
8. The set of positive numbers. (viii) {x | x is an even natural number less than 10, 000}
9. The set of teachers in MNHS (ix) {All people in the world}
10. The set of students in G7 Rosal (x) {x | x is a prime number}
(xi) {x | x ∈ N and x > 10}
(xii) {….., -2, -1, 0}
Complete the table. State, whether the following set is infinite or finite:
(i) Set of integers
(ii){Multiples of 5}
(iii) {Fractions between 1 and 2}
(iv) {Numbers of people in India}
(v) Set of trees in the world
(vi) Set of prime numbers

C. DISCUSSING NEW CONCEPTS AND
PRACTICING SKILLS NO. 3
Answer the following:
The Teacher posted the achievers in their quarter exam on
the chalk board.
A = { Joshua, Bryan, Christina, Annie, Lisa}
When students from other sections saw the list, they asked
what does that mean?
(vii) Set of leaves on a tree
(viii) Set of children in all the schools of Delhi}
(ix) Set of seven natural numbers
(x) { ……, -4, -, 2, 0, 2, 4, 6, 8}
(xi) {-12, -9, -6, -3, 0, 3, 6, …… }
(xii) {Number of points in a line segment 4 cm long}.
Answer the following:
Out of 50 students, 16 are taking up swimming lesson, 25
are training in badminton and 8 are taking up both
swimming lessons and badminton trainings. To show the
relationship, draw a Venn diagram.

D. DISCUSSING NEW CONCEPTS AND

PRATICING SKILLS NO. 4
VI. ASSIGNMENT Study types of Set. Study subsets of a set.

Prepared by ELFRED G. SY, SST I Noted by RITA C. LUCENARIO, Subj. Coordinator Submitted to LORNA V. ENCINARES, SSP I