School DINGADING INEGRATED SCHOOL Grade Level 7

GRADE 7 Teacher NOVELYN V. PICAZA Learning Area MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time June 11-14,2018 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of
Standards strategies.

3. Learning
Competencies /
Objectives The learner uses Venn
Diagrams to represent sets,
subsets, and set operations
(M7NS-Ib-1)
a. Use Venn Diagram
to represent sets
and subsets.
b. Accurately illustrate the
universal set and
subsets using a Venn
diagram
c. Appreciate the
importance of
representing things in
everyday life through
Venn diagrams.
II. CONTENT Illustration of Sets and
Subsets Using Venn
Diagram
III. LEARNING
RESOURCES
The learner uses Venn The learner uses Venn The learner solves problems
Diagrams to represent sets, Diagrams to represent sets, involving sets.
subsets, and set operations subsets, and set operations (M7NS-Ib-2)
(M7NS-Ib-1) (M7NS-Ib-1)
a. Solve word problems
a. Perform the set a. Find the complement of involving sets with the
operations (union and a set and the difference use of Venn diagrams
intersection of sets) between sets. b. Apply set operations to
b. Use Venn diagrams to b. Use Venn diagrams to solve a variety of
represent the union represent complement problems
and intersection of of a set and set c. Appreciate the use of
sets. difference. Venn diagrams in
c. Value accumulated
c. Value accumulated connection to solving
knowledge as means of
knowledge as means of real life problems.
new understanding.
new understanding.
Illustration of Sets and Illustration of Sets and Word Problems Involving
Subsets Using Venn Subsets Using Venn Sets
Diagram Diagram
 A. References

1. Teacher’s
Guide pages

2. Learner’s pp 6 - 9 pp 7 – 9 pp 10 - 13 pp 14 - 18
Materials
pages
3. Textbook Grade 7 Mathematics MSA Elem. Algebra pp.4-6. Grade 7 Mathematics MSA Elem. Algebra pp.4-6.
pages Patterns and Practicalities by Patterns and Practicalities by
Gladys S. Nievera, pp. 12-14 Grade 7 Mathematics Gladys S. Nievera, pp. 18-21 Grade 7 Mathematics
Patterns and Practicalities by Patterns and Practicalities by
Synergy for Success in Gladys S. Nievera, pp. 18-20 Gladys S. Nievera, pp. 22-26
Mathematics, Singapore
Synergy for Success in
Approach, pp. 6 - 8
Mathematics, Singapore
Approach, pp. 18 - 22
4. Additional https://www.google.com.ph https://pantip.com/topic/3065 http://www.math-only- http://passyworldofmathemati
Materials from 0453 math.com/practice-test-on- cs.com/venn-diagram-word-
http://www.learnnc.org/
Learning Venn-diagrams.html problems/
http://www.aplustopper.com/
Resource
sets-venn-diagrams/ http://web.mnstate.edu/peil/ https://www.slideshare.net/bi
(LR) portal
MDEV102/U1/S6/Compleme gpassy/venn-diagram-word-
nt3.htm problems
http://www.basic-
mathematics.com/difference-
of-sets.html
http://www.math-only-
math.com/complement-of-a-
set-using-Venn-diagram.html
B. Other Learning Grade 7 LCTG DepEd Grade 7 LCTG DepEd Grade 7 LCTG DepEd Grade 7 LCTG DepEd
Resources/ Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Mathematics, 2016
Materials Laptop, LCD projector/ TV Laptop, LCD projector/ TV Laptop, LCD projector/ TV Laptop, LCD projector/ TV
IV. PROCEDURES

A. Reviewing previous Let X = {x|x is a letter of the Draw the Venn diagram of the Match the Venn diagram with Match the given set notations
lesson or presenting the word ‘MATH’} and given sets, and then identify the the subset and set operation to its corresponding Venn
new lesson Y = { x|x is a letter of the word universal set and the subsets. notation.
THEMATIC} T = {all teachers of your
Classify each statement as school}
TRUE or FALSE. S = {all teachers of your
1. {T,A,M,E} ⊂ X grade level}
2. {C,A,S,E} ⊂ (X U Y)
3. {L,A,M,E} ⊂ (X ∩ Y) diagram below.
4. {M,A,T,H} = X ∩ Y
5. {M,A,T,H,E,I,C}
=XUY

B. Establishing a
purpose for the
lesson
From the diagram, answer
the following questions.
1. What comprises the set
of aquatic animals that
can swim?
2. What comprises the set
of aquatic animals that
have fins?
3. Is the set of aquatic
animals that can swim a
part of those that have
fins?
4. Is the set of aquatic
animals with fins a part of
A ⊂B
A⋂B
A ⊂B
A⋃B
The municipality of 1. When faced with problems,
Maragondon held an annual what do you do?
dance contest for
Dagundong Festival. 2. When faced with word
Students from different problems, what do you do?
schools and chosen
municipal employees
participated in the said
contest. Suppose students of
Bucal National School,
1. Give examples of colors students of Maragondon
formed when 2 or more National and students of
colors are combined. PUP were held as winners,
2. What do you call the who lost in the contest?
given diagram? Should the losers feel bad
about losing in the contest?
 those that can swim?
5. What diagram was used
to show the relationship
between the two sets?
C. Presenting examples/ From the diagram above,
instances of the following information are
the lesson gathered.
1. The set of aquatic
animals that can swim is
the universal set.
U is the set of aquatic
animals that can swim.
2. The set of aquatic
animals that have fins is
the subset of the
universal set.
Illustrative example 1:
U Solution:
Universal set
U=A∪B
U = {1, 2, 3, 4, 5, 6}
Subset
B⊂A
{4, 5, 6} ⊂ {1, 2, 3}
A ⊄ B since A has more
elements and has elements
that are not found in B.
B⊂U
A⊂U
1. Find the union of the given Example on complement of
pairs of sets using the a set using Venn diagram:
Venn diagram. Let the set of natural
a) A = {1,2,3} numbers N = {1, 2, 3,
B = {3,4,5,6} ………..} be the universal set
b) X = {2,4,6} Y = ∅ and let A = {2, 4, 6, 8,
c) M = {a,b,c} N = {x,y,z} ……….}
Solution:
Then A' = {1, 3, 5, ………}
a) 𝐴∪𝐵={1,2,3,4,5,6}
Solved example to find the
difference of sets using
Venn diagram:
1. If A = {2, 3, 4, 5, 6, 7} and
B = {3, 5, 7, 9, 11, 13}, then
find (i) A – B and (ii) B – A.
Solution:
b) 𝑋∪𝑌={2,4,6}
According to the given
statement; A = {2, 3, 4, 5, 6,
7} and B = {3, 5, 7, 9, 11, 13}
(i) A – B= {2, 4, 6}
Illustrative Example:
A group of 30 students were
asked whether they watch
ABS-CBN TV shows or GMA
– 7 TV shows or shows of
both channels. 18 of these
students watch ABS-CBN
shows and 20 watch GMA –
7 shows.
a. How many watch ABS-
CBN shows only?
b. How many watch GMA-7
shows only?
c. How many watch shows of
both TV channels?
Let S1 = set of students
who watch ABS-CBN
shows only.
S2 = set of students
who watch shows of
both channels.
S3 = set of students
who watch GMA-7
shows only
Finding the elements in each
region
n(S1) + n(S2) + n(S3) = total
no. of students asked = 30
Illustrative example 2: c) 𝑀∪𝑁={𝑎,𝑏,𝑐,𝑥,𝑦,𝑧} GMA-7 watchers only:

Draw the Venn diagram of 2. Find the intersection of the

the given sets, and then given pairs of sets using
identify the universal set and the Venn diagram.
the subsets. a) A = {m,a,p},
A = {all numbers less than B = {n,o,t,e}
ABS-CBN watchers only:
5} b) E = {2,4,6,8,10},
B = {all odd numbers less F = {4,8,12,16}
than 10} c) H = {h,a,t},
J = {m,a,t,h,s}

Solution: So substituting the values of

a) 𝐴∩𝐵= ∅ since no element n(S1) and n(S3) :
(ii) B – A= {9, 11, 13} n(S1) + n(S2) + n(S3) = 30
10 + n(S2) + 12 = 30
We get the users of both
social networking site which
U = {1, 2, 3, 4, 5, 7, 9} is n(S2):
A⊂U n(S2) = 30 – n(S1) – n (S3)
B⊂U n(S2) = 30 – 10 – 12
(A ∪ B) ⊂ U n(S2) = 8
is common to the given sets

b) 𝐸∩𝐹= {4, 8} since 4 and 8

are in both sets.

D. Discussing new A. Draw the Venn diagram of
concepts and practicing the given sets, and then
new skills #1 identify the universal set
and the subsets.
1. A = set of letters
B = set of consonants
2. U={1,2,3,4,5,6,7,8,9,10}
A = {2,4,6,8,10}
B = {1,2,3,4,5}
c) 𝐻∩𝐽={ℎ,𝑎,𝑡} since h, a,
and t are in both
sets
1. Let U = {1, 2, 3, 4, 5, 6, 7, Solve using a Venn diagram.
8, 9, 10} Eight girls decided to go
A = {2, 4 ,6, 8} Trece Martirez City to shop
B = {1, 2, 3, 4, 5} for shoes. Four of the girls
Illustrate the following set want the shoes at Walter
operations using a Venn Mart for their cheap price, 3
diagram: girls likes to buy pretty shoes
a. (A ∪ B)′ in SM mall, 2 of the girls likes
From the Venn diagram, b. (A ∩ B)′ to check for the shoes in SM
find: c. A – B Mall and Walter Mart.
1. 𝐴 ∪ 𝐵 d. B – A a. How many girls will go to
2. A ⋂ B 2: Given A = {b, d, e, g, a, f, Walter Mart only?
3. C ∪ 𝐵 c}, and B = { k, h, u, a, f, b. How many girls will go to
4. C ⋂B c}, draw a Venn diagram SM mall only?
5. 𝐴 ∪ C and find:
6. A ⋂ C a. A – B
b. B – A
c. (A ∪ B)’
d. (A ∩ B)’

C. Developing mastery Draw the Venn diagram of
(Leads to Formative the given sets.
Assessment 3) 1. L = {letters of English
alphabet up to h}
V = {all the vowels of
English alphabet}
2. C = {4 scenic spots in
Cavite}
P = {Pico de Loro,
Corregidor}
3. C = {Santiago City, Cities}
T = {Mendez, Tagaytay
City, Indang}
D. Finding practical With the universe as the
applications of universal set, in 1 minute
concepts and skills in write as many subsets as
daily living you can.
Let U = {1, 2, 3, 4, 5, 6, 7, 8,
9, 10}
A = {multiples of 3 less than
10}
B = {1, 3, 5, 7, 8, 9}
Use the Venn diagram to
find:
1. A’
2. B’
3. A - B
4. B - A
5. (A - B)’
6. (A ⋂ B)’
Show by Venn diagram the Let U = {1, 2, 3, 4, 5, 6, 7, 8, Solve the Problem. List the
union and intersection of the 9, 10} elements of the sets using a
following pairs of sets. A = {1, 2, 4, 6, 8, 10} Venn Diagram.
1. X = {Regions of Luzon} B = {1, 3, 5, 7, 8, 9} 1.Twenty-five students had
Y = {Isabela, Region 2} Draw the Venn diagram and auditioned to do a dance
2. S = {singers among Eat find: number in a school
Bulaga hosts} (a) A' program; 16 students were
A = {actors among Eat (b) B' chosen to dance the Cha
Bulaga hosts} (c) A' - B' Cha, 12 students were
3. C = {Cities of Cavite} (d) A' ∩ B' chosen to dance the Tango,
T = {Mendez, Tagaytay (e) (A - B)' and 5 were chosen to
City, Indang} dance both Cha Cha and
D = {Biñan} Tango. How many students
were chosen to dance the
Cha Cha only? How many
students were not chosen?
Given the following sets: Sam had P836 in a savings Show the following
Set A = {1,2,3,4,5}, account and withdrawn for information using a Venn
Set B = {2,4,6}, and P429. How much money did diagram.
Set C = {1,3,6}. Sam have in the account 1. “A class of 28 students
Illustrate by Venn diagram after the withdrawal? were surveyed and asked
the following: Hint: if they ever had dogs or
1. 𝐴∪𝐵 1. Let the universal set U be cats for pets at home; 8
2. 𝐴∩𝐵 the P836 Sam originally students said they had
3. 𝐵∪𝐶 has in the savings only ever had a dog, 6
4. 𝐵∩𝐶 account and let A be the students said they had
5. 𝐴∪𝐶 set of the P429 of the only ever had a cat, 10
6. 𝐴∩𝐶 withdrawal. The students said they had a

E. Making The universal set, or simply
generalizations and the universe, denoted by U,
abstractions about the contains all the elements
lesson being considered in a given
situation.
What are Venn diagrams?
Pictorial representations of
sets represented by closed
figures are called set
diagrams or Venn diagrams.
Venn diagrams are used to
show relationships between
sets and to illustrate various
operations like union,
intersection, and difference.
We can express the
relationship among sets
through this in a more
significant way. In this, A
rectangle is used to
represent a universal set.
Circles or ovals are used to
represent other subsets of
the universal set.
7. U
The union of a set is the
result of adding or combining
the elements of two or more
sets. The union of A and B,
denoted by A U B and read
as “A union B”, is the set of
all elements belonging to
either of the sets.
The intersection of sets A
and B, denoted by 𝑨∩𝑩, is
the set of elements which
are common to both sets A
and B. Sets with no common
elements are disjoint sets.
complement of set A
would be the set of the
remaining balance in the
savings account. 2. “A class of 28 students
2. Let the universal set U be
the set of all Philippine
pesos, let set A be the
set of P836 Sam
originally has in the
savings account, and let
B be the set of the P429
withdrawal. Then the set
difference of A and B
would be the remaining
in the savings account.
Complement of Set A
Given a set A, the
complement of A is the set of
all element in the universal
set U, but not in A.
We can write Ac or A’.
Difference between Sets
Given set A and set B, the
set difference of set B from
set A is the set of all element
in A, but not in B.
We can write A – B.
Given set A and set B, the
set difference of set A from
set B is the set of all element
in B, but not in A.
dog and a cat, 4 students
said they had never had a
dog or a cat.”
were surveyed and asked
if they ever had dogs or
cats for pets at home;18
students said they had a
dog,16 students said they
had a cat, 4 students said
they had never had a dog
or a cat.”
In solving word problems
involving Venn diagrams, it is
extremely important to
1. Read the question carefully
and not down all key
information.
2. Know the standard parts of
a Venn diagram.
3. Work in a step by step
manner.
4. Check in the end that all
numbers add up properly.
Three Circle Venn
Diagrams can take a quite a
bit of working out.
The steps to follow are
generally these:
a. Get the information from
the question that can go
straight onto the Venn
Diagram and place it
there.
b. Work through the

F. Evaluating learning
G. Additional activities for
application or
remediation
This shows that every
element of A is in the
universal set.
If a
set
A is
a outwards, when finding
subset of set B, then the
circle representing set A is
drawn inside the circle
representing set B.
Let U = {2,3,4,5,6,7,8,A,
B,C,J,K,Q},
H = {J,Q,K},
L = {A,B,C},
F = {5,J}, and
N = {A,2,3,4}.
Illustrate the universal set
and its subsets using the
Venn diagram.
1. How will you relate
universal set and
subsets to your life?
2. Study: Set operations
and Venn diagram
We can write B – A. remaining information, a
bit at a time, to work out
each of the missing
values.
c. Often we work from the
center of the diagram
these unknown values.
(Work from the Inside
Out).
d. Check that all the
numbers on the final
diagram add up to the
universal set.
A survey asked 200 Grade 7
students whether they like the
meals in
McDonald’s or Jollibee . 75
students like McDonalds and
Jollibee. 55 like Jollibee only.
30 like other fast food chain.
a. Draw a Venn Diagram that
From the given Venn
displays these results.
diagram , find the following:
Find: b. How many students like
1. E’
1. U Jollibee meals?
2. C - E
2. X U Y c. How many students like
3. E – C
3. Y McDonald meals only?
4. (E – C)’
4. X ∩ Y
5. X 5. (C - E)’
Write the elements of the Study: Solving word problems Study: Solving word problems
given set according to Venn involving Venn diagrams involving 3 circle Venn
diagrams. diagrams
1. 𝑈 = _______________
𝐴∪𝐵 = _______________
𝐴∩𝐵 = _______________
 2. 𝑈 =________________

𝑋∪𝑌 =________________
𝑋∩𝑌 =________________

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?