A Semi Detailed Lesson Plan in Mathematics 7

I. OBJECTIVES: At the end of the session, the students must have;

1. Used Venn diagrams to illustrate sets, subsets and set operations.

2. Solved word problems involving sets with the use of Venn diagrams.
3. Presented solution in a neat and logical manner.
II. SUBJECT MATTER:

a. Topic: Mathematics (The Venn Diagram)

b. References:
Abuzo, Emanuel P., et.al.(2013).Mathematics 7 Learner’s Module.pp42-45.Pasig City, Philippines.
BOK Media Press. Inc.

http://www.shodor.org/interactivate/lessons/SetsTheVennDiagram/

c. Materials: Printed Pictures, Cartolina, Chalk, Scotch tape, Tarpapel, Marker

III. PROCEDURE

A. Preliminary Activities
1. Opening Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Review
B. Motivation
Activity 1. Pair me! Compare me!

 The teacher will show the pictures to the students and let them pair the pictures that have
common characteristics.
 Let the students list the characteristics they observed in each picture.
IV. LESSON PROPER

a. The teacher will now introduce what is Venn diagram.

 A simple way of illustrating set, subset, and set operation is through Venn diagram.
Here, universal set (U) is represented by a simple plane area bounded by a rectangle and
its subsets are represented by circles. Since Venn diagrams are visual representations of
relationships, they are very useful in showing similarities and differences between sets.

A B
A∩B

b. The teacher will now ask the students to illustrate the similarities and differences with the
set of pictures they chose to pair by using Venn diagram.

Banana Lemon

sour
smooth Yellow
fruit round
long
rough
sweet

c. Ask to students the following questions:

1. Can you enumerate the set of elements/characteristics of a banana?
2. How about the lemon?
3. What are their intersection/common characteristics?
4. What are the characteristics of bananas that lemons don’t have?
5. What are the characteristics of lemons that bananas don’t have?

d. The teacher will now give real life word problems wherein they could apply the concept
of Venn diagram in order to solve the problem and answer the questions.

Given Problem:

Among the 40 students of section Rizal, 23 love singing and 25 love dancing.

Questions:

a. How many students love singing and dancing?

 b. How many students love singing only?
c. How many students love dancing only?

Think of This How to do it Illustrate

 Make a Venn  Draw two overlapping circles
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diagram representing the two sets 25
(dancing and singing) inside
U
the U. Label the second set
(dancing) with its given
elements.

Take Note: Use the Technique “ Side to side”

(work from left to right, still start with the last given data)
 Among the 40  There are 40 students in all
singing dancing U
students, 25 where 25 students love
loves dancing dancing. To find students 15 25

(inside the text who love singing only,

box) subtract 25 from 40.
singing dancing
(

U
(40 – 25 = 15)
 Put 15 in singing only 15

 Erase 25 to avoid confusion

 23 students  Subtract 15 from 23 singing dancing U

love singing (23 – 15 = 8)

 Put 8 in singing and dancing. 15 8

 25 students  Subtract 15 from 25 singing dancing U

love dancing (25 – 8 = 17)

 Put 17 in dancing only. 15 8 17

 Total number of  Add all the elements to check

students if there are 40 students. singing dancing U

(15 + 8 + 17 = 40).
 Answer the questions 15 8 17
a. How many students love
singing and dancing? 8
 b. How many students love
singing only? 15
c. How many students love
dancing only? 17
V. APPLICATION

Group Activity: Divide the class into 3 groups with equal number of members.

Direction: Illustrate in a Venn diagram and answer the questions that follow.

Group1.

Out of fifty students, 23 joined Mathematics club and 32 joined English club. If 8 joined in both
Mathematics and English club, how many have joined the English club only? How about in
Mathematics club only? How many are neither in Mathematics nor in English club?

Group2.

A teacher was collecting data on her 65 students and found out that 43 have cable TV at
home, 31 have internet connectivity and 18 have both. How many students do not have cable TV
at home? How many have neither cable TV nor internet connectivity at home? How many have
cable TV but no internet connectivity?

Group3.

A fruit vendor listed down all the consumers buying apples and mangoes in a day and found out
that 48 bought apples, 43 bought mangoes, and 22 bought apples and mangoes. How many
bought apples only? How many bought mangoes only? How many consumers are there in all?

VI. SUMMARY

 What have you learned about the lesson?

 When can we apply the concept of Venn diagram in real life?

VII. EVALUATION

The diagram shows the number of students who got perfect scores in English (E),
Mathematics (M) and Science (S).
1. How many students got a perfect score in Science only? _______
2. How many students got perfect scores in Science and Mathematics? ______
3. How many students got perfect scores in English or Mathematics but not Science? _____
4. How many students got perfect scores in all three subjects? _______

VII. ASSIGNMENT

1. How
many children like buko juice only?
2. How many children like ice tea and buko juice?
3. How many children like ice tea and water but not buko juice?
4. How many children like ice tea or buko juce but not water?

PREPARED BY:

MISS NORAISA L. MACABA-AS

Teacher I Applicant
 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher, and Technical Education
DIVISION OF LANAO DEL SUR I

Semi Detailed Lesson Plan

in
Science

MISS NORMINA L. MACABA-AS

Teacher I Applicant