Rizal Technological University

Pasig Campus
COLLEGE OF EDUCATION
LESSON PLAN IN MATH 10

I. OBJECTIVES
At the end of a 60-minute period, the students should be able to:
a. illustrates the union and intersection of sets and the difference of two sets.
b. state the importance of the union and intersection of sets in real life.

II. SUBJECT MATTER

A. TOPIC: Union and Intersection of Sets
B. Materials:
PowerPoint Presentation
C. References:
 DEPED. K to 12 Mathematics Curriculum Guide. DepEd Complex,
Meralco Avenue, Pasig City, Philippines, page 80, 2013
 M7NS-Ia-2
 Mathematics – Grade 7 Learner’s Module. Book Media Press. Inc., 21-
E Boni Seranno Ave., Quezon City, page 70, 2013.

III. PROCEDURE
1. Activity

The discussion will start by introducing the terms used in the topic through a
Word Puzzle.

2. Analysis

The teacher will ask the following questions with regards to the activity:

Guide Questions:
1. Are you able to find word/words that are familiar to you?
2. What are those words?
3. In your own words, what is a set?
 4. In your own words, what is union?
5. In your own words, what is intersection?

3. Abstraction

The teacher will show the students a problem.

Mrs. Laquihon, a Mathematics teacher wants to know who among her students
can do arithmetic and who among her students can solve complex problems.

Marjorie
Lovely
Roxette L
Ll
Mickee
Ca

Students who can do arithmetic are Marjorie, Lovely,

Milbert, Roxette, and Jeff Mickee,jeff,jonel,jake,milbert and
John Mark.
Jonel
Students who can Jake solve complex problems are Jeff,
Jonel, Jake, Milbert, and Milbert John Mark,Lloyd, LJ and carol.
John Mark
The teacher will ask the following questions:
 1. What can you observe in the table?
2. What does the statement “Students who can do arithmetic or can solve
complex problems” implies?
3. What does the statement “Students who can do arithmetic and can
solve complex problems” implies?

The teacher will start discussing the union and intersection of sets by defining
each term.

Two sets can be added together. The union of A and B, denoted by A  B, is

the set of all things that are members of either A or B. For example:
{1, 2, 3}  {3, 4, 5} = {1, 2, 3, 4, 5}

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.

A new set can also be constructed by determining which members of two sets
have “in common”. The intersection of set A and B, denoted by A  B, is the set of
all things that are members of both A and B. If A  B = , then A and B are said to
be disjoint. For example:
{1, 2, 3}  {3, 4, 5} = {3}

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.

How many students like Science only?

How many like Math only?
How many like Math or Science?

Let S= students who like science (200)

M= students who like math (180)

P1= students who like math only
P2= students who like math and science
P3= students who like science only
 Solution:
n(P1) = n(M)-P2

= 180-40
n(P1) = 140
n(P3) = n(S)-n(P2)
=200-40
n(P3) =160

n(M U S)= n(P1)+ n(P2) + n(P3)

=140 + 40 +160
n(M U S)= 340

Therefore,
160 students like science only
140 students like math only
340 students like science or math.

4. Application

The teacher will let the students answer questions through an interactive
media. The teacher will call the students in random and answer the question by
manipulating the laptop or simply clicking the correct answer.

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. { }
 2. {7, 11, 13}  {13, 17, 19}
a. {13}
b. 
c. {7, 11, 13, 17, 19}
d. {7, 11, 17, 19}

3. {1, 2, 3}  {5, 10, 15}

a. {1, 2, 3, 5, 10, 15}
b. {1, 2, 3}
c. {5, 10, 15}
d. 

4. {1, 2, 3, 4, 5}  {2, 4, 6, 8, 10}

a. {1, 2, 3, 4, 5, 6, 8, 10}
b. {1, 2, 3, 4, 5}
c. {2, 4}
d. {2, 4, 6}

IV. Assignment
Read in advance about Overlapping Set, and Disjoint Set.

Reference:

Mathematics – Grade 7 Learner’s Module. Book Media Press. Inc., 21-

E Boni Seranno Ave., Quezon City, page 76, 2013.