Annex 1c to DepEd Order No. 42 , s.

2016

GRADE 1 to 12 School Grade Level VII

DAILY LESSON Teacher Learning Mathematics

LOG Area

Teaching Dates and Quarter First

Time

WEEK 1 DAY 1 DAY 2 DAY 3

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedu
activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessmen
enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum

A. Content Standard Demonstrate understanding of key concepts of sets and the real number system.

B. Performance Standard The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strateg

C. Learning Competency/Objectives Describe and illustrate well-defined sets. Determine the number of subsets of a Illustrate union and intersection of set
Write the LC code for each. given set M7NS-1a-2
M7NS-1a-1
M7NS-1a-1

II. CONTENT

Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

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Annex 1c to DepEd Order No. 42 , s. 2016

III.LEARNING RESOURCES

A. References

1. Teacher’s Guide pages 1-2 2-3 5-11

2. Learner’s Materials pages 1–2 2-3 5-8

3. Textbook pages Understanding Mathematics 7 Understanding Mathematics, pages 10 Understanding mathematics

- 12
Pages 3 - 7 Pages 18 - 21

4. Additional Materials from

Learning Resource (LR)portal

B. Other Learning Resource DLP Learning Activity sheet No. 1 DLP Learning Activity Sheet No. 2 DLP Learning Activity Sheet No. 3

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new thing
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

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Annex 1c to DepEd Order No. 42 , s. 2016

A. Reviewing previous lesson or Look at the object below and answer the Recall on sets Observe the given illustrattion below
presenting the new lesson question that follows.

How can you group the objects given?

Name each groups.

How many groups can you form?

Is there an object that belongs to more How many elements are there in set A? Set B
than one group? What are those objects? How many elements are ther in set C? and D?

What do you call now these groups of How many elements are in the union o
objects you`ve formed? A and B?

How many elements are there in the

union of C and D?

Which of the following shows the

intersection of set A and set B? How
many elements are there in the
intersection of A ?
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Annex 1c to DepEd Order No. 42 , s. 2016

B. Establishing a purpose for the lesson What is a set? What do you call each Suppose A is a set and B is a set that is Let us study another set, which is the
object in a set? What is a well-defined formed only the elements of A (that is B union and intersections of sets
set? can be formed entirely by including
/excluding of A).

What can you say about these two sets?

Can you find any relationship between
sets A and B?

C. Presenting examples/Instances of the Example of well-defined set Example: Example . Let A = { a , b , c } and let
new lesson = { c , d , e}
{a subject in math 7} Let N = {Mae , Lars , Candy }
The union of set A and B, written in
Reason: beacause it is clear that the List all the subsets of T.
subject is taught in grade 7 AUB={a,b,c, d,e}
1.{ } – This set is known as the empty
Example of not well-defined set set. The union of two sets is the sets which
consists of all elements that belong to
{a good singer} 2.{Mae} both.
Reason: some people may consider a 3.{Larry} The intersection of A and B is c.
singer is good while the others may not.
4.{Candy} A ∩ B = {3 }
5.{Mae , Lars} The intersection of two sets is the set
6.{Mae , Candy} elements which are in both sets.

7.{Lars, Candy} Teacher will give more examples for

further discussion.
8.{Mae , Lars , Candy}

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Annex 1c to DepEd Order No. 42 , s. 2016
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
What are different ways of writing set?
How do you write cardinality of a set?
Write the following in rule method or
set-builder notation and find its
cardinality.
1. {1, 3, 5, . . . , 39}
2. the positive integers greater than 8
Write the following in roster method.
1. the five sense organs of the body
2. {x/x is an integer , 5≤ x ≤
12}
How many subsets in set N? How to How to find the union of a given pair
determine the number of subsets? sets
Supposed A is a subset of B , but A is How to find the intersection of a given
not equal to B. pair of sets?
Can you find any relationship between
sets A and B?
What is a proper subset? improper
subset?
How do we denote proper subset and
improper subset?
A moment ago, we listed all the subsets
of the set { Mae, Lars , Candy}
Ask.
Which of these are also proper subsets
of {Mae , Lars , Candy}
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Annex 1c to DepEd Order No. 42 , s. 2016

F. Developing mastery Let A = {x/x is a whole number less Determine the number of subsets and Given the following sets A = { 0 , 1 ,
(leads to Formative Assessment 3) than or equal to 10} list down all of them. 3,4}

Classify each statement as TRUE or 1. {a , b , c } B={0,2,4,6,8}

FALSE. 2. {2 , 4 , 6 , 8 }
3. { 1 , 2 ,3 ,4 , 5}
1. n(A) =10
2. 0 €A Determine the elements of the
3. 10 €A following:
4. 5€A 1. AUB
5. -5 €A 2. A ∩ B
3. A U B U C

( A U B) ∩ C

G. Finding practical application of Can you cite example on the usage of

concepts and skills in daily living. sets in your daily life?

Example: our bag , notebooks are keep

in a partition and all text books in
another partition.

H. Making generalizations and Why is it important to identify and Can you give a pattern on how to find Compare and contrast union and
abstractions about the lesson recognize the related terms in set? the number of subsets in a given set? intersection of sets

I. Evaluating learning What is a well-defined set? ways in Differentiate proper subset and How to determine the elements that
writing set? cardinality of set? improper subset. belong to the union and intersection o
sets.?

J. Additional activities for application

or remediation

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Annex 1c to DepEd Order No. 42 , s. 2016

V. REMARKS

VI. 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.

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?

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Annex 1c to DepEd Order No. 42 , s. 2016

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

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