School Grade Level

GRADE 7 Bagong Silang National High School 7

LESSON Teacher AIVE MAY D. EDIG Learning Area MATH

PLAN
Dates December 3, 2021 Quarter FIRST

At the end of the lesson, students will be able to:

a. define and describe well-defined set and null set;
I. OBJECTIVES
b. determine the element/s of the given set; and
c. identify the number of elements or its cardinality.
The learners demonstrate an understanding of key concept of sets
A. Content Standards
and the real number system.
The learners shall be able to formulate challenging situations
B. Performance
involving sets and real numbers and solve these in a variety of
Standards
strategies.
C. Learning
Competencies/ The learners should be able to illustrates well-defined sets, subsets,
Objectives
universal sets, null set, cardinality of sets and set operations.
(Write the LC code)

II. CONTENT INTRODUCTION OF SETS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Learner’s material in Math 7: Quarter 1, module 1: pp. 1-9
pages
3. Textbook pages Math for the 21st Century Pp. 86-92
Objective 2
4. Additional Materials
from Learning kognity.com
Resource (LR) portal MathisFun.com

B. Other Learning
Resources
IV. PROCEDURES

Prayer: AVP
Greetings…
Attendance: Ask the class beadle of the attendance status.

In every classes starts, always remind them of the class rules.

Class rules: -(Indicator 4/Objective 5)
1. Avoid making unnecessary noise.
2. Be quiet and listen when the teacher/classmates are talking.
PRILIMINARY
3. Raise your hand to speak or ask questions.
4. Do not answer in chorus.
5. Always try your best and try new things.
6. Have Fun and Believe that you can.
Note: Always accept the learners’ opinions and answers. Correct their wrong
answer in a very nice way and don’t ever show vicious face that discourage them
to share their insights. -(Indicator 3/Objective 4)

A. Reviewing previous
lesson or presenting ELICIT
the new lesson
Activity 1 – WE BELONG!
 The teacher introduces an activity called WE BELONG in order to
challenge the students.

Group 1
They have to group the object below accordingly and label each
group. A follow up questions will be given after some activity to deepen understanding
regarding with the topic.

Group 2

Sorting out things in its proper place shows that you are
systematic person.
(3 minutes)
Problem: Marco and Tina are preparing for school. They need to
organize their things so that they will not be confused where to find
each item. Help them sort the things inside the box on its appropriate
compartment.

toothpaste ballpen eraser notebook pad paper

pencil keys face powder hair brush
pencil case grooming kit toothbrush soap coin

pencil case bag pocket

grooming kit main bag compartment

To practice positive reinforcement, chocolates will be given to those

group who can answer correctly.

Note: Remind the class of the class rules number 1 and number 5
-(Indicator 4/Objective 5)
 ENGAGE
B. Establishing a
purpose for the lesson Activity 2 – ODD ONE OUT
(Science Integration)
-(Indicator 1/Objective 1)

Read all the words carefully. Find the odd or difference in the group of
words? Explain why it is difference. Call the students one by one from row 1. Let
them give the answer and the students who got the correct answer will defend or give the
reason of being the odd of the said word. Do not let the students answer in chorus. -
(Indicator 7/Objective 8)

1. Troposphere Mesosphere Stratosphere Lithosphere

-Lithosphere is not part of the Layer of the Atmosphere
C. Presenting 2. bottle water pencil book
examples/instances -Water is a liquid while others are solid
of the new lesson 3. python cobra viper rattlesnake
(5 minutes) -all of the others are venomous, whereas the python is a constrictor
4. Carbon Diamond Gold Silver
-except carbon rest are used in jewelry
5. Fleas Grasshoppers Harbor Parrot
-except parrot rest are insects
After the students identify the words which is different from the
group, the teacher will present the topic and lesson objectives.

Note: Remind the class of the class rules number 3 and number 4
-(Indicator 4/Objective 5)

D. Discussing new
concepts and EXPLORE
practicing new skills
#1 Activity 3 – Find Me Out!
(5 minutes)
Consider the set consisting of whole numbers from 1- 20. Let this be
set U. Form smaller sets consisting of elements of U that share a
different characteristic.

1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20

1. Can you form three more such sets?

-Yes
2. How many elements are there in each of these sets?
-many
3. What are the sets creating in the universal set?
-sets of even number less than 20
-sets of odd number less than 20
-sets of prime number less than 20
-sets of composite number less than 20
…sets of multiples of 2,3,4,5,6,7,8,9, and 10 less than 20
4. Do any of these sets have any elements in common?
-Yes

5. Did you think of a set with no element?

-Yes, Null set or empty set is considered as part of a sets
Note: Always accept the learners’ opinions and answers. Correct their wrong
answer in a very nice way and don’t ever show vicious face that discourage them
to share their insights. -(Indicator 3/Objective 4)
 EXPLAIN

This part is supported by a power point presentation with video clips

to further maximize the understanding of the students and there will
be a thorough discussion and interaction between students and
teacher.
E. Discussing new
concepts and Let us answer the questions posed in the opening activity.
practicing new skills a. How many groups are there?
#2 b. Does each object belong to a group?
(5 minutes) c. Is there an object that belongs to more than one group? Which
one?

To clearly understand what is “Sets”, translate the word in

“bisaya/mansaka” term.
-(Indicator 2 and 9/Objective 3 and 10)

F. Developing mastery
(leads to Formative EXTEND
Assessment)
Activity 4- Collaborative Learning Activity
-(Indicator 6/Objective 7)

(Araling Panlipunan Integration)

-(Indicator 1/Objective 1)

The students will be grouped into 6. They will be given a task

according to their skills and talents/expertise.
-(Indicator 8/Objective 9 and Objective 16)

Three (3) groups will be given a task to identify and list all the
elements of the given set and another 3 groups who are going to
present the works of the corresponding partner group.

Each group has its corresponding members that will do different task
and present their output on the entire class. Each group must assign
a leader, secretary, reporter if needed and members.
-(Indicator 6/Objective 7)

In doing the group task, remind the students of the class rules
-(Indicator 7/Objective 8)

Group Sun-
Set S = {seven continents of the world}
- Identify the seven continents of the world and make a poem
regarding with it.
(members of this group are linguist students- expert in writing a poem)

Group Pluto-
- Present the work of Group Sun in lively JINGLE.
(members of this group are top 5 students who has an average of 79 below with
the help of the top 5 students with an average of 90 and above)

Group Meteor
Set M = {languages uses by the people of Davao de Oro}
- Translate “Davao do Oro Hymn” in mansaka language
-(Indicator 9/Objective 10)
(members of this group are students with expertise in mansaka language- students
belongs to mansaka group)

Group Uranus
- Present the work of Group of Meteor by singing the translated
mansaka language of Davao de Oro Hymn
(members of this group are students with a good voice)

Group Star
Set E = {kinds of land formation}
- Draw and create a brochure of the different kinds of land
formation.
Criteria:
Format and Craftsmanship- 15pts
Color scheme- 10pts
Neatness- 5pts
Total- 30pts

Group Earth
- Present the identified land formation of Group Star through
body movements
(members of this group are students with a good dance groove)

They will be given 5 minutes to practice and answer some important

details in their given set and 3-5 minutes for their presentation, after
which, they will present their group’s output. Here’s the rubric on how
I am going to grade their presentation. (Please refer to Appendix A for
the rubric)

Note: Remind the class of the class rules number 1, 2, 5 and 6.

-(Indicator 4/Objective 5)
 ELABORATE

The teacher encourages all the students to give/site an example of

G. Finding practical sets found in: (call the students/learners one by one)
applications of -(Indicator 5/Objective 6)
concepts and skills in
daily living Row 1: sets of things inside the bedroom
Row 2: sets of things found in the kitchen
Row 3: sets of things found inside the classroom
Row 4: sets of things found inside the school campus

Note: Always accept the learners’ opinions and answers. Correct their wrong
answer in a very nice way and don’t ever show vicious face that discourage them
to share their insights. -(Indicator 3/Objective 4)

Then allow the learners to give their understanding about the

importance of sets in their day to day living -(Objective 16). After the
students recited, the teacher will then give her own point of view in
H. Making
applying the lesson in daily living.
generalizations and Use the example given by the students individually as guide to
abstractions about answer the following questions in finding practical application of the
the lesson lesson.

1) What is the basis of identifying sets?

2) How can we describe sets?
3) What are some real-life applications of sets?

Note: Remind the class of the class rules number 2, 3 and 4.

-(Indicator 4/Objective 5)

I. Evaluating learning EVALUATE

(10 minutes)
Brain Attack
Before the question is read, each group must raise the chalk. I will
say “GO” and only then the team be allowed to write the answer.
When you hear to word “STOP” the team should stop writing and
raise their answer pad.

I. Read each item carefully. Choose the letter of the best answer.

1. Which of the following is the set of all suits in a standard deck of

playing cards?
A. R= {ace, jack, queen, king}
B. S= {hearts, diamonds, clubs, spades}
C. T= {jokers}
2. Which of the following is the set of all types of matter?
A. X= {iron, aluminum, nickel, copper, gold, silver}
B. Y= {hydrogen, oxygen, nitrogen, carbon dioxide}
C. Z= {liquids, solids, gases, plasmas}
3. Jennifer listed the set of all letters in the word “library” as shown
below. What is wrong with this set?
A= {l,i,b,r,a,r,y}
A. A capital letter is used to represent this set.
B. It uses curly braces.
C. The objects in this set are not unique.
4. Which of the following is a well-defined set?
A. A set of Philippine Presidents
B. A set of good basketball players
 C. A set of beautiful sceneries

5. Which of the following set has the cardinality equals to 5?

A. Set A is the set of counting numbers less than 5.
B. Set B is the set of letters in the word “RACER”.
C. Set C is the set of positive multiples of 5.

II. Fill in each blank with Є or Є.

Set A = {even numbers between 0 and 10}
Set B= {vowel letters of the English Alphabet}
Set C= {months of the year ending in “ber”}

1. 2 ____ set A 4. December ____ set C

2. August ____ set C 5. e ____ set B
3. b ____ set B

Note: Remind the class of the class rules number 2, 3 and 4.

-(Indicator 4/Objective 5)

EXTEND
Do the following exercises.
I. Tell whether each of the following sets is well-defined or not.
______________________1. The set of admiring places.
J. Additional activities
______________________2. The set of all counting numbers.
for application or
remediation ______________________3. The set of workaholic teachers.
______________________4. The set of letters in the word
“father”.
______________________5. The set of all factors of 36.
REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
No. of learners who earned 80%
in the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:
Checked by:

AIVE MAY D. EDIG ERWIN A. MANUEL

Teacher I Teacher-In Charge