NEW GENERATION INTERNATIONAL SCHOOL, INC.

ニュー・ジェネレーション インターナショナルスクール
Main Campus: Tres Cruses Rd., Brgy. De Ocampo, Trece Martires City, Cavite
SHS Campus: #9044 Happy Building, Governor’s Drive, San Agustin, Trece Martires City, Cavite
Tel Nos. (046) 419-2272, 419-1982, Cell No. 0998-859-7940
E-mail: deocampo@ngis.edu.ph / sanagustin@ngis.edu.ph

Name of Teacher: Gerald Romeo A. Vivo Grade/Year Level: Grade 7

Learning Area: Mathematics 7 Quarter: 1
Competencies:
 Illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets, union and intersection of sets and
the different of two sets.
 Solves problems involving sets with the use of Venn Diagram.
CHAPTER 1: Set Theory Duration: September 7,2022 (Face to face)
Lesson 1.3: Pairs of Sets September 9, 2022 (Online)
Time: 10:30 -12:00 ; 1:00-2:30
Key  There are many ways of representing sets.
Understandings  Set operations create relationships between sets.
to be developed  Pair of sets shows different relationships.
Learning Knowledge Identify relationships between pairs of sets.
Objectives Attitudes Recognize examples of pairs of sets in a real-life context..
Skills Illustrate pairs of sets.
Resources Reference: Advance With Math 7: Work text in Mathematics
Needed Advance With Math 7: Teacher’s Resource Material
Materials: Power Point Presentation , Whiteboard marker, Pentab, Laptop, T.V.
Elements of the Plan Methodology
Preparations Introductory Daily routine
- How will I make the Activity Greetings
learners ready? Checking of Attendance
- How do I prepare the Review
learners for the new
lesson? Motivation
(Motivation /Focusing (___ minutes) “Engage”
/Establishing Mind-set
Ask the students to read text on pairs of sets in their worktext. They
/Setting the Mood
should be guided by the following questions:
/Quieting /Creating
Interest - Building
1. What are the different pairs of sets?
Background Experience –
Activating Prior
2. How would you describe each pair of sets?
Knowledge/Apperception
- Review – Drill)
- How will I connect my
new lesson with the past
lesson?
Presentation Activity
- (How will I present the (___ minutes)
new lesson?
- What materials will I Activity: Think-Pair-Share
use?
- What generalization Let each student find a partner. Instruct them to discuss what they have
/concept /conclusion read on pairs of sets. Ask them to focus their attention on the answers to
/abstraction should the the given guide questions.
learners arrive at? Circulate among the pairs to monitor and question their progress.
(Showing/ Demonstrating/ Provide scaffolding to the pairs who seem to be struggling in
Engaging/ Doing understanding the topics.
/Experiencing /Exploring
/Observing Select one representative from each pair to share what they have learned
- Role-playing, dyads, from reading and pair discussion activities on the following pairs of sets:
dramatizing,
brainstorming, reacting,  Equal set
interacting  Equivalent set
- Articulating  Disjoint set
observations, finding,  Overlapping set
conclusions,
generalizations,
abstraction
- Giving suggestions, Analysis
reactions solutions (___ minutes) 1. What are the various pairs of sets?
recommendations)
2. What is the difference in between pairs of sets?

3. How to illustrate pairs of sets using the Venn diagram?

Abstraction
(___ minutes) Pairs of Sets

Pairs of Sets – refer to sets that show some relation between two sets.
These pairs of sets include equal sets, equivalent sets, disjoint sets and
overlapping sets. Each pair of set may be represented by a Venn
diagram.

Venn Diagram is a pictorial representation of a set or sets. It is consist

of a box that represents the universal set, and, and U and circles that
represent subsets of the universal set.

Equal Sets - are sets that contain the same elements.

Example 1.1 Are sets A and B equal sets?

A = {2,4,6,8}
B = {x|x is an even number, x < 10}

Given: A = {2,4,6,8}
B = {x|x is an even number, x < 10}
Find: If A = B

Solution: Write B in the form of roster notation and compare its

elements with the elements of set A.

A = {2,4,6,8}
B = {2,4,6,8}

Since sets A and B have the same elements, then A = B

Equivalent sets - are sets that contain the same number of elements. In
other words their cardinal numbers are the same. It is denoted as A↔B

Example 1.2 Are sets A and B equivalent sets?:

A = {a,e,i,o,u}
B = {x|x is a letter on the word April}

Given: A = {a,e,i,o,u}
B = {x|x is a letter on the word April}
Find: If A ↔ B
Solution: Find the cardinal number of each set.

A = {a,e,i,o,u} has 5 elements n(A) = 5

B = {A,p,r,i,l} has 5 elements n(B) = 5

Since n(A) = n(B), then A ↔ B

Disjoint sets - are sets that do not have a common element.

Example 1.3 Are sets A and B disjoint sets?

A = {x|x is an even prime number}

B = {x|x is an odd prime number x < 10}

Given: A = {x|x is an even prime number}

B = {x|x is an odd prime number x < 10}
Find: If A and B are disjoint sets.

Solution: Express both sets in roster notation

A = {x|x is an even prime number} = {2}

B = {x|x is an odd prime number x < 10} = {1,3,5,7}

Sets A and B are disjoint sets because there is no common element in

them.

Overlapping sets - are sets that contain common elements. This is also
called as Joint set.

Example 1.4 Are sets A and B overlapping sets?

A = {h,e,a,r,t}
B = {b,r,e,a,k}

Given: A = {h,e,a,r,t}
B = {b,r,e,a,k}

Find: If A and B are overlapping sets.

Solution: Examine the elements of sets A and B. Notice that there are
three elements that are common to them. These are a,e, and r.

Therefore, set A and set B are overlapping sets.

 Practice Exercise
Tell if the following pairs of sets are equal, equivalent, disjoint, or
overlapping set. Draw a Venn diagram to represent each pair of set

1. A = {a,b,c} and B = {p,e,t}

2. A = {1,3,5} and B = {10,20,30,40}
3. A = {1,3,5} and B = {1,2,3,4,5}

Practice Application
- What practice (___ minutes) The learners will identify whether the following pairs of sets are equal,
exercises/application equivalent, disjoint or overlapping set.
activities will I give to the
learners? The learners will illustrate pairs of sets using the Venn diagram.
(Answering practice
exercise - Applying
learning in other
situations/actual
situations/real-life
situations - Expressing
one’s thoughts, feelings,
opinions, beliefs through
artwork, songs, dances,
sports - Performing
musical numbers/dances,
manipulative activities,
etc.)
Assessment Matrix
Levels of Assessment What will I assess? How will I assess? How will I score?
Knowledge
(refers to the substantive Learner’s knowledge about Identify whether the Number of correct items.
content of the curriculum, the basic concepts and following pairs of sets are
facts and information that examples of pairs of sets. equal, equivalent, disjoint
the student acquires) or overlapping set.
What do we want students
to know?
A (relevance and adequacy)
S How do we want students
S to express or provide
E evidence of
S what they know
S Process or Skills
M (Refers to skills or Learner’s skill in Illustrating pairs of sets Number of correct items
E cognitive operations that illustrating pairs of sets using Venn diagrams.
N the student performs on using the Venn diagram.
T facts and information for .
the purpose of
constructing meanings or
understandings.)
Skills as evidenced by
student’s ability to
process and make sense
of information, and may
 be assessed in the
following criteria:
understanding of content
and critical thinking
Understanding(s)
(refers to enduring big
ideas, principles and
generalizations inherent
to the discipline, which
may be assessed using the
facets of understanding
or other indicators of
understanding which may
be specific to the
discipline
Products/performances
(Transfer of .
Understanding)
(refer to the real-life
application of
understanding as
evidenced by student’s
performance of authentic
tasks)
A Reinforcing the day’s
s lesson
s Enriching the day’s
i lesson
g Enhancing the day’s
n lesson
m Preparing for the new
e lesson Read and review Lesson 1.4: Set Operations
n
t