School: Fiat Lux Academe of General Trias Grade Level: 7

GRADES 1 to 12 Teacher: Gim B. Sadol Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: June 22 – 28, 2019 ( Week 2 ) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Describe well-defined sets, and null set, Identify the elements, subsets and cardinality of a set, Appreciate the importance of sets
A. Content Standard The learner demonstrate an understanding of key concepts of sets and the real number system
B. Performance Standard The learner shall be able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies
C. Learning Competency/Objectives uses Venn Diagrams to represent sets, subsets, and set solves problems involving 1. Get at least 75% Use Venn diagram to create a model in
Write the LC code for each. operations. sets. proficiency level in the organizing toys section to be hired as the
MATH7I-3C MATH7I-4D test store supervisor
2. Answer the questions
correctly
3. Show honesty in
answering the test

II. CONTENT
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
E. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
Using Venn Diagram to
represent Complement and
Difference of Sets
LM pp. 9-12
How do we represent Union
and Intersection of sets using
venn diagram?
What about compliment and
differene on sets? On your
opinion, how do we use Venn
Diagram to represent it?
Think: Analyze the given
Using Venn diagram on Problem Solving on Sets 1st Chapter Test Performance Task
word problems
LM pp. 13-17
Spiral Mathematics for Growth Mindset 7 pp. 20-40
Powerpoint Presentation, Activity Sheets
Game Review: Group the What are the steps on using Use Venn diagram to create a model in
students into three. The venn diagram to represent organizing toys section to be hired as the
teacher will pose several word problems? store supervisor
questions regarding the last
topic on venn diagram. Each
group must have a
representative to write their
answer on the board
This lesson aims to solve This lesson aims to break
problems involving sets down the inclusion-exclusion
using venn diagrams and to principle to determine the
apply set operations to solve number of elements in a set.
variety of world problems.
Pose a question that involves Explore. Ask the students how
 the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
examples, how do you think
did we come up with a certain
answer? (Refer to Textbook p.
21
Talk: discuss compliment and
difference of sets in Venn
diagram
Ask:
How do we solve for the
following problems? (Refer to
LM pp. 9-10)
Read and answer each
problem carefully.
In a population of 8000
students, 2100 are Freshmen,
2000 are Sophomores, 2050
are Juniors and the remaining
1850 are either in their fourth
or fifth year in university. A
student is selected from the
8000 students and it is not a
sophomore, how many
possible choices are there?
(Refer to LM p. 10)
How do we use venn diagram
to represent complement and
difference on sets?
Quiz.
Shown in the table are names
of students of a high school
class by sets according to the
definition of each set.
Solve for the following and
represent it using the venn
the use of venn diagram in
set operations. (Refer to
textbook p. 22)
-Boardwork
Activity: Pair Share
Find a pair and solve the
given problems (Refer to
textbook p. 16)
What are the steps in solving
word problems involving
sets?
Quiz.
Solve for what is asked.
Represent the set by drawing
a Venn Diagram
Among the 70 kids in
Barangay Magana, 53 like
eating in Jollibee while 42
like eating in McDonalds.
How many like eating both in
are they going to identify the
number of elements in a set.
(Refer to textbook p. 28)
In sets what does the word and
& or signifies?
Discuss how to use the
Inclusion-Exclusion Principle
in determining the number of
elements in a particular set or
operation on set.
Test your knowledge and
skills (Refer to textbook p. 31-
32)
Refer to p. 40 of learner’s textbook
When do we use the Inclusion-
Exclusion Principle? How do
we use it?
On your own, Answer Checking of papers Use rubric in evaluating the performance
questions on the page 33 of of the learners. (See p. 40 of the learner’s
your textbook Recording of the result textbook)
 diagram Jollibee and in McDonalds?
1. A’ U B in Jollibee only? in
2. C – A’ McDonalds only?
3. A-B
4. C’ – B’ (see LM p. 17)
5. B – D’
(Refer to LM p. 11-12 and
textbook pp. 23-25)
J. Additional activities for application
or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other teachers?