TV-BASED INSTRUCTION (TBI) EPISODE SCRIPT

FOR (MATHEMATICS 7)

Learning Area: MATHEMATICS

Grade Level: 7
Quarter: 1
Week: 2
Title: WORD PROBLEMS INVOLVING SETS
Topic: WORD PROBLEMS INVOLVING SETS
MELC: Solve problems involving sets with the use of Venn Diagram
Running Time:

PRODUCTION TEAM

Executive Producer: Mathematics

Technical Director/s: Dominic M. Jacinto
Video Editor: Jerick S. Paltong
Production Assistant/s: Jenalyn P. Abad
Scriptwriter/s: Jenalyn P. Abad
Talent: Jerick S. Paltong
Language/Content Editor: Jerick S. Paltong
Quality Assurance Team: Mark Joseph D. Pastor
Program Consultants: Marlyn S. Ventura
Juanito V. Labao
Lourdes B. Arucan
Domingo L. Laud
Vilma D. Eda
 EPISODE TITLE
STORYBOARD / VISUAL/TEXT/ADD-ONS AND TALENT/AUDIO/VOICE-OVER AND CONTENTS
SEQUENCE NO. SHOOTING DESCRIPTIONS
Name of Teacher Broadcaster, VSOT (Video
Description of the To include also materials to be with Sound on Tape) or SOT (Sound-on-
sequence board – added in the post production. Tape/Voice-over)
Studio Background

OPENING BILLBOARD, TO LAST IN PREPRODUCED VIDEO WITH AUDIO PLUG

5 TO 10 SECONDS INTRODUCING LEARNING AREA

SEQUENCE 1/FRAME 1 TEACHER-ON-CAM, MUSIC UP, FREEZE THEN FADE UNDER TO

ESTABLISHING SHOT (LONG MUSIC BED
● TALENT, GREEN SHOT/WHOLE BODY SHOT)
SCREEN TALENT:
● STUDIO
BACKGROUND GOOD MORNING GRADE 7
● TALENT ON FRAME
- CENTER I AM JENALYN P. ABAD. I WILL BE YOUR
TEACHER IN MATHEMATICS 7

(PAUSE TO TRANSITION)
NAME TEXT “JENALYN P. ABAD”,
ANIMATE TO APPEAR

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 2/FRAME 2 TEACHER-ON-CAM, MEDIUM TALENT (NSOT)
CLOSE SHOT
● TALENT AT THE BECAUSE OF OUR PRESENT SITUATION DUE
LEFT SIDE OF TO COVID 19, WE CANNOT CONDUCT OUR
FRAME, OBSERVE CLASSES IN OUR OWN CLASSROOM.
RULE OF THIRDS
● MAY CHANGE THIS IS WHAT WE CALL THE NEW NORMAL.
BACKGROUND
APPROPRIATE MAY I GIVE SOME RULES TO FOLLOW
BASED ON THE BEFORE WE FORMALLY BEGIN OUR CLASS.
LESSON OR
CONTENT FIRST, ALWAYS PAY ATTENTION.

LISTEN CAREFULLY TO WHAT YOUR

TEACHER IS SAYING.

SECOND, ENJOY WORKING WITH THE GIVEN

ACTIVITIES.

AND LASTLY ALWAYS REMEMBER THE

CONCEPTS DISCUSSED AFTER EACH
SESION.

NOW LET US PROCEED WITH OUR TOPIC

ABOUT PROBLEM SOLVING ABOUT SETS.
 TOPIC TEXT “PROBLEMS
INVOLVING SETS”, ANIMATE TO
APPEAR

SEQUENCE 3/FRAME 3 TEACHER-ON-CAM, MEDIUM TALENT:

CLOSE SHOT
● TALENT AT THE LEFT FIRST, LET’S GET TO KNOW VENN DIAGRAM.
SIDE OF FRAME, WHAT IS VENN DIAGRAM?
OBSERVE RULE OF
THIRDS TOPIC TEXT “ WHAT IS VENN
(PAUSE TO TRANSITION)
● MAY CHANGE DIAGRAM?”, ANIMATE TO APPEAR
BACKGROUND
APPROPRIATE
BASED ON THE
LESSON OR
CONTENT

INSERT GAP, 2 SECONDS, TO TRANSITION

TALENT ON VOICE-OVER (VO):

IN FULL TEXT “ VENN DIGRAM A VENN DIAGRAM IS A VISUAL

DEFINITION, INVENTOR” REPRESENTATION OF SETS. IT IS NAMED
AFTER ITS INVENTOR, JOHN VENN, AN
ENGLISH LOGICIAN

(PAUSE, 2 SECONDS)

IN A VENN DIAGRAM, THE UNIVERSAL SET IS

REPRESENTED BY A RECTANGLE WHILE ITS
SUBSETS ARE REPRESENTED BY CIRCLES.
ANIMATE TO TRANSITION,
ILLUSTRATION OF VENN
DIAGRAMS
 INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 4/FRAME 4 TEACHER-ON-CAM, MEDIUM SHOT TALENT (NSOT):

● TALENT AT THE
CENTER OF FRAME
● MAY CHANGE GIVEN THE VENN DIAGRAM WE CAN LIST
BACKGROUND DOWN THE ELEMENTS OF THE SETS.
ANIMATE TO SHOE EXAMPLE 1 OF
APPROPRIATE VENN DIAGRAM
BASED ON THE
LESSON OR FOR THE UNIVERSAL SET :
CONTENT
U = { a, b, c, d, e, f, g, h }

FOR THE OTHER SETS:

A = { a, b, c, e }

B = { b, d }

C = { f, g }

(PAUSE TO TRANSITION)

INSERT GAP, 2 SECONDS, TO TRANSITION

ANIMATE TO PLAY MUSIC VIDEO, MUSIC VIDEO – TO PLAY

REGION 1 HYMN, TO END

SEQUENCE 5/FRAME 5 TEACHER-ON-CAM, MEDIUM SHOT TALENT (NSOT):

● TALENT AT THE
CENTER OF FRAME
● MAY CHANGE WE CAN ALSO USE VENN DIAGRAM IN
BACKGROUND PERFORMING SET OPERATIONS
APPROPRIATE
BASED ON THE TAKE NOTE OF THE SYMBOLS USED.
LESSON OR U IS USED TO REPRESENT UNION OF SETS
CONTENT WHILE ∩ IS USED TO REPRESENT
INTERSECTION OF SETS.
ANIMATE TO SHOW SYMBOLS OF
OPERATIONS ON VENN
EXAMPLES:
DIAGRAMS, MAY USE HAND
A U B = { a, b, c, d, e }
MOVEMENTS
A∩B={b}
( A U B U C ) = { a, b, c, d, e, f, g }

SET OPERATIONS CAN ALSO BE

REPRESENTED THROUGH VENN DIAGRAMS.

EXAMPLE: IF SET A AND SET B ARE

DISJOINT SETS.
 WE CAN DETERMINE THE UNION OF SET A
AND SET B. THE SHADED REGION
REPRESENTS THE UNION OF SET A AND SET
B.

WE CAN ALSO DETERMINE THE

INTERSECTION OF TWO DISJOINT SETS A
AND B.

ANIMATE “VENN DIAGRAMS (PAUSE TO TRANSITION)

SHOWING UNION AND
INTERSECTIONS OF DISJOINT
SETS”

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 6/FRAME 6 TEACHER-ON-CAM, WAIST SHOT TALENT (NSOT):

● TALENT AT THE
CENTER OF FRAME
● MAY CHANGE ANIMATE “VENN DIAGRAMS LET US CONSIDER ANOTHER EXAMPLE. WE
BACKGROUND SHOWING UNION AND CAN ALSO DETERMINE THE UNION AND
APPROPRIATE INTERSECTIONS OF JOINT SETS” INTERSECTION OF TWO JOINT SETS.
BASED ON THE
LESSON OR DO YOU UNDERSTAND?
CONTENT

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 7/FRAME 7 TEACHER-ON-CAM, WAIST SHOT TALENT (NSOT):

● TALENT AT THE PROBLEMS INVOLVING SETS MAY VARY

CENTER OF FRAME FROM EASY WHICH MAY ONLY INVOLVE C
● MAY CHANGE OUNTING TO SOLVING WITH THE AID OF
BACKGROUND VENN DIAGRAMS.
APPROPRIATE
BASED ON THE IN THIS LESSON, WE ARE GOING TO APPLY
LESSON OR OUR KNOWLEDGE AND SKILLS IN SETS, SET
CONTENT OPERATIONS AND VENN DIAGRAMS
INVOLVING TWO AND THREE SETS.

THE COUNTING PRINCIPLE FOR UNION OF

SETS WILL ALSO BE OF GREAT HELP IN
SOLVING PROBLEMS INVOLVING SETS.

IT STATES THAT FOR ANY GIVEN SETS A

AND B, THE CARDINALITY OF A UNION B IS
EQUAL TO THE CARDINALITY OF SET A
PLUS THE CARDINALITY OF SET B MINUS
THE CARDINALITY OF THE INTERSECTION
 OF SET A AND SET B.

WHERE n REPRESENTS THE NUMBER OF

ELEMENTS IN A GIVEN SET.

ANIMATE TO APPEAR “n(A U B) =

n(A) + n(B) – n(A ∩ B)”

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 8/FRAME 8 TEACHER-ON-CAM, WAIST SHOT TEACHER (NSOT):

● TALENT AT THE LEFT

SIDE OF THE FRAME
● MAY CHANGE NOW LET US CONSIDER SAMPLE WORD
BACKGROUND PROBLEMS. ARE YOU READY?
APPROPRIATE
BASED ON THE
LESSON OR EXAMPLE 1:
CONTENT
A SURVEY WAS CONDUCTED TO A GROUP
PROBLEM TEXT OF INCOMING GRADE 7 LEARNERS. THEY
WERE ASKED WHAT LEARNING MODALITY
DO THEY PREFER, ONLINE LEARNING OR
MODULAR INSTRUCTION. THERE WERE 13
LEARNERS WHO PREFERRED ONLINE
LEARNING WHILE 7 PREFERRED MODULAR
INSTRUCTION. IF 5 OF THEM LIKE BOTH
ONLINE LEARNING AND MODULAR
INSTRUCTION AND THERE WERE 3
LEARNERS WHO DID NOT LIKE ANY OF THE
LEARNING MODALITIES, HOW MANY
LEARNERS WERE ASKED?

IN ORDER FOR US TO SOLVE THE PROBLEM,

WE NEED TO REPRESENT THE GIVEN IN THE
PROBLEM AND USE VENN DIAGRAMS TO
ILLUSTRATE THEM.

(PAUSE TO TRANSITION)

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 9/FRAME 9 TEACHER-ON-CAM, WAIST SHOT LET:

O = SET OF LEARNERS WHO PREFER
● TALENT AT THE LEFT ONLINE LEARNING.
SIDE OF THE FRAME
● BACKGROUND TO TEXT “ REPRESENTATIONS”
M = SET OF LEARNERS WHO PREFER
CHANGE IN ORIGINAL MODULAR INSTRUCTION
BACKGROUND
(SEQUENCE O ∩ M = SET OF LEARNERS WHO LIKE BOTH
1/FRAME1) ONLINE LEARNING AND MODULAR
INSTRUCTION

U – ( O U M ) = SET OF LEARNERS WHO DID

NOT LIKE ANY OGF THE LEARNING
MODALITIES.

(PAUSE TO TRANSITION)

SINCE 5 LEARNERS PREFERRED BOTH

ONLINE (O) AND MODULAR(M) INSTRUCTION,
PUT 5 IN THE INTRSECTION OF O AND M.

13 PREFERRED ONLINE LEARNING (O) BUT 5

HAVE ALREADY BEEN ACCOUNTED, WHICH
MEANS THAT TO GET THE REMAINING
NUMBER OF ELEMENTS OF O, WE
SUBTRACT 5 FROM 13, SO WE GET 8.

7 PREFERRED MODULAR INSTRUCTION (M)

BUT 5 HAVE ALREADY BEEN ACOUNTED,
WHICH MEANS THAT TO GET THE
REMAINING NUMBER OF ELEMENTS OF M,
WE SUBTRACT 5 FROM 7, SO WE GET 2.

SINCE 3 LEARNERS DID NOT LIKE ANY OF

THE LEARNING MODALITIES, WE PUT 3
OUTSIDE OF THE TWO CIRCLES.
ANIMATION OF VENN DIAGRAMS
THEREFORE, 8 + 5 + 2 + 3 = 18
SO, 18 LEARNERS WERE ASKED.

NOW, BASED FROM OUR VENN DIAGRAM

HOW MANY LEARNERS PREFERRED ONLINE
LEARNING ONLY?

YES, THERE WERE 8 LEARNERS WHO LIKES

ONLINE LEARNING ONLY.

HOW MANY LEARNERS PREFERRED

MODULAR INSTRUCTION ONLY?

FROM OUR VENN DIAGRAM, THERE WERE 2

LEARNERS WHO LIKES MODULAR
 INSTRUCTION ONLY.

HOW ABOUT THE NUMBER OF LEARNERS

WHO DID NOT LIKE ONLINE LEARNING?

WE NEED TO ADD 2 AND 3 TO HAVE A TOTAL

OF 5. SO THERE WERE 5 LEARNERS WHO
DID NOT LIKE ONLINE LEARNING.

I HOPE YOU UNDERSTAND OUR FIRST

EXAMPLE.

INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 8/FRAME 8 TEACHER-ON-CAM, WAIST SHOT NOW, LET US CONSIDER EXAMPLE 2:

● TALENT AT THE LEFT

SIDE OF THE FRAME
● MAY CHANGE A CLASS OF 30 MUSIC STUDENTS INCLUDES
BACKGROUND 13 WHO PLAY THE PIANO, 16 WHO PLAY THE
PROBLEM TEXT GUITAR, AND 5 WHO PLAY BOTH THE PIANO
APPROPRIATE
BASED ON THE AND THE GUITAR. HOW MANY STUDENTS IN
LESSON OR THE CLASS PLAY PIANO OR GUITAR? HOW
CONTENT MANY PLAY NEITHER INSTRUMENT?

TO START WITH, WE NEED TO REPRESENT

THE GIVEN IN THE PROBLEM, THAT IS,

LET:

G = SET OF STUDENT WHO PLAY THE

ANIMATE TO SHOW GUITAR
REPRESENTATIONS OF THE GIVEN
PROBLEM

P = SET OF STUDENTS WHO PLAY THE

PIANO

n(G) = NUMBER OF STUDENTS WHO PLAY

THE GUITAR = 16

n(P) =NUMBER OF STUDENTS WHO PLAY

THE PIANO = 13
 G ∩ P = SET OF STUDENTS WHO PLAY BOTH
PIANO AND GUITAR

n(G ∩ P) = NUMBER OF STUDENTS WHO

PLAY BOTH PIANO AND GUITAR

INSTEAD OF USING THE VENN DIAGRAM, WE

CAN USE THE COUNTING PRINCIPLE FOR
UNION OF SETS.

WE USE THE FORMULA:

n(G U P) = n(G) + n(P) – n(G ∩ P)

IN GETTING THE NUMBER OF STUDENTS

WHO PLAY PIANO OR GUITAR.

ANIMATE TO SHOW THE FORMULA SO, WE HAVE,

n( G U P ) = n(G) + n(P) – n(G ∩ P)

n( G U P ) = (16 + 13 ) – 5

n( G U P ) = 29 – 5

n( G U P ) = 24

SO, THE NUMBER OF STUDENTS IN THE

CLASS WHO PLAY PIANO OR GUITAR IS 24.

ON THE OTHER HAND, TO FIND THE NUMBER

OF STUDENTS WHO PLAY NEITHER
INSTRUMENT, WE SUBTRACT 24 FROM 30,

THAT IS 30 – 24 = 6.

THAT’S HOW WE SOLVE PROBLEM

INVOLVING TWO SETS.
 INSERT GAP, 2 SECONDS, TO TRANSITION

SEQUENCE 8/FRAME 8 TEACHER-ON-CAM, WAIST SHOT NOW LET US CONSIDER PROBLEMS

INVOLVING THREE SETS. STUDY
● TALENT AT THE LEFT CAREFULLY THIS EXAMPLE AND TRY TO
SIDE OF THE FRAME ANSWER THE QUESTIONS THAT FOLLOW.
● MAY CHANGE
BACKGROUND THE VENN DIAGRAM SHOWS THE
APPROPRIATE DIFFERENT SOCIAL NETWORKING SITES
BASED ON THE ANIMATE TO SHOW VENN USED BY HIGH SCHOOL STUDENTS. WE
LESSON OR DIAGRAM PROBLEM 3 HAVE FACEBOOK, TWITTER AND
CONTENT INSTAGRAM.

SO, BASED FROM THE DIAGRAM HOW MANY

PREFERRED FACEBOOK?

IN ORDER TO DETERMINE THE NUMBER OF

STUDENTS WHO PREFERRED FACEBOOK
ANIMATE TO SHOW QUESTIONS
WE ADD 11 + 7 + 6 + 8 = 32. SO, 32
AND ANSWERS FOR 2 SECONDS
STUDENTS PREFERRED FACEBOOK.
EACH UNTIL THE END.

HOW MANY PREFERRED INSTAGRAM?

AGAIN WE ADD 6 + 8 + 5 + 10 = 29.
THEREFORE, THERE ARE 29 STUDENTS
WHO PREFRRED INSTAGRAM.

HOW MANY PREFERRED TWITTER?

THERE ARE 29 STUDENTS WHO PREFERRED

TWITTER. HOW DID WE GET 29? SIMPLY ADD
7 + 9 + 8 + 5 = 29

HOW ABOUT THE NUMBER OF STUDENTS

WHO PREFERRED OTHER SOCIAL
NETWORKING SITES?

THERE ARE ONLY 4 STUDENTS WHO

SELECTED OTHER SOCIAL NETWORKING
SITES. THEY ARE FOUND OUTSIDE THE SETS
WHERE FACEBOOK, TWITTER AND
INSTARAM ARE LOCATED.
NOW, TRY TO ANSWER THESE QUESTIONS.

1.HOW MANY PREFERRED FACEBOOK

ONLY?

DID YOU GET 11? VERY GOOD!

2.HOW MANY PREFERRED INSTAGRAM OR

TWITTER?

SIMPLY ADD 6 + 8 + 5 + 10 + 7 + 9 = 45

DID YOU GET THE SAME?

3.HOW MANY PREFERRED FACEBOOK BUT

NOT TWITTER?

THERE ARE 17 STUDENTS WHO SELECTED

FACEBOOK BUT NOT TWITTER. HOW? WE
ADDED 11 + 6 = 17.

4.HOW MANY PREFERRED INSTAGRAM AND

TWITTER?

THERE ARE 8 + 5 = 13 STUDENTS WHO

CHOSE INSTAGRAM AND TWITTER.

5.HOW MANY PREFERRED TWITTER AND

INSTAGRAM BUT NOT FACEBOOK?

THERE ARE ONLY 5 STUDENTS WHO CHOSE

TWITTER AND INSTAGRAM BUT NOT
FACEBOOK.

6.HOW MANY DID NOT PREFER FACEBOOK?

FOR THOSE WHO DID NOT CHOSE

FACEBOOK WE DETERMINE IT BY ADDING 10
+ 5 + 9 + 4 = 28.
DID YOU GET THE SAME ANSWERS? VERY
GOOD!

I HOPE YOU LEARNED SOMETHING FROM

OUR LESSON TODAY ABOUT PROBLEMS
INVOLVING SETS.

AGAIN, I AM TEACHER JENA SAYING KEEP

SAFE EVERYONE. GOODBYE AND HAVE A
NICE DAY!

(WAVE HANDS AND SMILE)