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QUARTER I
Week 1 – Day 4

Subject: MATH Grade Level: 7

Date: __________________
Content Standard
Performance Standard
Competency
Session: 2
The learner demonstrates understanding of key concepts
of sets and the real number system.
The learner is able to formulate challenging situations
involving sets and real numbers and solve these in a
variety of strategies.
M7NS-Ia-2
Illustrates the union and intersection of sets and the
difference of two sets.

I. OBJECTIVES
Knowledge:  Defines intersection of sets.
Skills:  Illustrates the intersection sets.

Attitude:  Shows the value of orderliness in

illustrating the intersection sets.
II. CONTENT INTERSECTION SETS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Mathematics – Grade 7
Materials Pages Learner’s Material
First Edition, 2013
Pages 1-4
3. Textbook Pages e-Math Intermediate Algebra by Orlando Oronce and
Marilyn O. Mendoza, pp. 1-10
Understanding Mathematics Grade 7 by Jose S. Malate
& et. al., pp. 1-10
4. Additional Loptap and Led TV
Materials
5. Learning Resources
(LR) portal
B. Other Learning
Resources

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IV. PROCEDURES
A. Reviewing or Review of union of sets.
presenting the new A. Let U={1, 2, 4, 6,7, 9,10 }
lesson A={1, 6, 9 }
C={1, 3, 4, 5,8,10 }
Find:
a. A∪C ans. {1, 3, 4, 5,6,8,9,10 }
b. A∪U ans. {1, 2, 4, 6,7,9,10 }
B. Let U={x/x is an integer,-4≤x≤7}
P = {-4,-2,0,2,4,5,6 }
Q= {-7, 6, 9 }
Find:
a. U∪P ans. {-4,-3,-2,-1,0,1,2,3,4,5,6,7 }
b. P∪Q ans. {-7,-4,-2,0,2,4,5,6,9 }

B. Establishing a 
( The teacher may ask this question.)
purpose for the lesson Who can define intersection of sets?
 Today, let us discuss how to illustrate union
of sets.
C. Presenting examples ACTIVITY A:
of the new lesson Given: A = {1, 2, 3, 4, 5, 6}, B={2, 4, 6, }, and
C={1, 3, 5,... }
Find: a. A∩ B ans. {2, 4, 6 }
b. A∩ C ans. {1, 3, 5 }
( The teacher must explain this activity)
D. Discussing new Example 1.
concepts and Let U={1, 2, 4, 6,7, 9,10 }
practicing new skills A={1, 6, 9 }
#1 C={1, 3, 4, 5,8,10 }
Find: a. A∩ U ans. {1,6,9 }
b. A∩ C ans. {1}

E. Discussing new Example II.

concepts and Let U={x/x is an integer,-4≤x≤7}
practicing new skills P = {-4,-2,0,2,4,5,6 }
#2 Q= ={-7, 6, 9 }
Find: a. U∩ P ans. {-4,-2,0,2,4,5,6 }
b. Q∩ P ans. {-7,-4,-2,0,2,4,5,6,9 }

F. Developing Mastery Activity B:

I. Given: A = {m, a, t, h, }, B={m, u, s, i, c } ,and
C={ a, r, t }

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Find:
a. A∩B ans. {m }
b. B∩C ans. { }
II. Given: U={integers from 5 to 12 }
S= { 5,10,15 }
T={ 6,9,12,15 }
Find: a. U∩T ans. { 6,9,12 }
b. S∩T ans. {15 }
b. S∩U ans. {510 }
 ( The teacher may ask the students this: How
did you illustrate intersection of sets?)

G. Finding practical A class adviser surveys 35 of his students on the kind of

applications of pets they have at home. He found that 15 have dogs,12
concepts and skills in have cats, and 8 have birds. Five have dogs and cats, 4
daily living have dogs and birds, and 2 have cats and birds. If no one
has all three kinds of pets, how many students have none
of these pets?
Ans: 13 students
H. Making
Generalizations and Guide Questions for Generalization:
abstractions about  What is intersection?
the lesson (Expected answer: It is the set of all elements that are
members of both set A and set B.)

I. Evaluating learning Activity C:

Given: A = {v, e, r, s, i, o ,n }, B={w, e, n, k, },
and C={l, e, n, k }
Find:
a. B∩C ans. {e, n, k }
b. A∩C ans. {e, n }
c. B∩A ans. ={e,n }
B. Given: S={even numbers from 2 to 10 }
D= { 5,10,15 }
K={ 6,9,12,15 }
Find:
a. S∩D ans. {10 }
b. D∩K ans. {15 }
c. S∩K ans. {6 }

J. Additional Activity C:
Activities for Given: A = {c, o, l, u, r }, B={r, a, i, n, b, o, w },
application or
remediation and C={r, e, d }
Find:

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a. B∩C ans. {r }
b. A∩C ans. { }
c. B∩C ans. {r}

B. Given: S={odd numbers from 3 to 9 }

D= { 3,6,9 }
K={ 6,9,12 }
Find:
a. S∩D ans. {3,6,9 }
b. D∩K ans. {6,9 }
c. S∩K ans. {6,9 }

V. REMARKS
VI. REFLECTION
A. No. of learners who A. ____ No. Learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. ____ No. Of learners who require additional activities
require additional for remediation.
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____ No. Of learners
lessons work? No. of who have caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D.___ No. Of learners who continue to require
continue to require remediation.
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ____ Group collaboration
Why did these work? ____ Games
____ Powerpoint Presentation
____ Answering preliminary activities/ exercises
____ Discussion
____ Case Method
____ Think- Pair- Share (TPS)
____ Rereading of Paragraphs/Poems/Stories
____ Differentiated Innnstruction
____ Role Paying/Drama
____ Discovery Method
____ Lecture Method
Why?
____ Complete IMs
____ Availability of Materials
____ Pupil’s eagerness to learn
____ Group member’s Cooperation in doing their tasks

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F. What difficulties did I ___ Bullying among Pupils

encounter which my ___ Pupil’s behavior/attitude
principal and supervisor ___ Coloful IM’s
help me solve? ___ Unavailable Technology
Equipment (AVR/LCD)
___ Science /Computer/ Internet Lab
___ Additional Clerical works
___ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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ATTACHMENT
Session: 2 (4 day)

Content: SETS

DISCUSSIONS:

A. Let A and B be sets. The intersection of the sets A and B,

denoted by A ∩ B, is the set containing those elements that
belong to both A and B.

An element x belongs to the intersection of the sets A and B if and only if

x belongs to A and x belongs to B. This tells us that
A ∩ B = {x l x ∈ A and ∈ B}

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION:

Activity B:
A. Given: A = {m, a, t, h, }, B={m, u, s, i, c } ,and

C={ a, r, t }

Find:
a. A∩B∩C ans. { }

B. Given: U={integers from 5 to 12 }

S= { 5,10,15 }
T={ 6,9,12,15 }
Find: a. U∩T∩S ans. { 15 }
b. S∩T ans. {15 }
c. S∩U ans. {5,10 }

Prepared by: ROLANDO B. ABRASADO

 MATHEMATICS RESOURCE PACKAGE

Prepared by: ROLANDO B. ABRASADO

 MATHEMATICS RESOURCE PACKAGE

Prepared by: ROLANDO B. ABRASADO

 MATHEMATICS RESOURCE PACKAGE

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Elizabeth R. Aseron, & et. al. (2013) Mathematics – Grade 7 , Learner’s Material
( FirstEdition) Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007).e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Jose S. Malate, and & et. al. (2014) Understanding Mathematics Grade 7 Sta. Ana,
Manila, Philippines: Vicarish Publication and Trading , INC.

C. INTERNET SOURCES:

www.google.ph.com

Intersection of set. Retrieved on October 9, 2018from

https://en.m.wikipedia.org

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