DAILY LESSON LOG OF M7NS–Ia–1
School TABINA NATIONAL HIGH SCHOOL
Teacher
Teaching Date and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 7
RAMIL I. OCAY Learning Area Mathematics
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
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.
Learning Competency: Describes well-defined sets, subsets and universal sets, and the null set
and cardinality of sets. (M7NS–Ia–1)
Learning Objectives:
1. Write sets using Roster and Rule Method.
2. Identify the number of subsets in a given set.
3. List all the subsets of the given set.
4. Demonstrate mastery on writing sets using Roster and Rule Method and listing all the
subsets of the given set
Roster Method, Rule Method, Number of Subsets a Set Has
teacher’s guide, learner’s material
Page 1– 5
page 1 – 4
Global Mathematics, page 2 - 18
Synergy for Success in Mathematics, pages 2 – 13
Skill Book in Mathematics 2 – 6
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn
well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative
assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.
Review of the previous lesson discussed.
True or False.
1. An empty set is a subset of any set.
2. The members of a set are called elements.
3. An empty set has cardinality.
Answer Key:
1. True
2. True
3. False
The teacher lets the students realize that identifying sets, the common characteristics of the
element and identifying the cardinality of a set are important skills needed to understand the
concepts of Roster Method, Rule Method and the number of subset a set has.
Working in pairs, the students will do the Activity.
A. List down the elements of the following sets:
1. Set A is a set of odd numbers less than 10.
2. Set B is a set of prime numbers between 0 and 10.
3. Set C is a set of factors of 12.
B. Determine the category of the elements of the following sets.
4. Set D = {Tuesday, Thursday}
5. Set E = {1,2,4,8}
Answer Key:
A. 1. A = {1,3,5,7,9}
2. B = {1,2,3,5,7}
3. C = {1,2,3,4,6,12}
B. 4. Days of the week that starts with T
5. Factors of 8
 Discuss thoroughly to the students the answers of the exercise. Ask the students:

1. What have you observed on the way the sets were presented on Test A of the exercise?
2. What have you observed on the way the sets were presented on Test B of the exercise?
D. Discussing new concepts
Possible Response:
and practicing new skills
1. The elements were listed.
#1
2. The elements were given a category where they share a common characteristic.

The teacher then tells the students that those are ways of writing sets, Set A is written in Roster
Method and Set B is written in Rule Method. He /She will further define the Roster and Rule
Method which is found in page 2 of the Learner’s Material.

Present the concept on identifying the number of subset a set has and l isting all subsets of a
set. The teacher and the student will fill the table simultaneously.
CARDINALITY NO. OF
SET SUBSETS
OF THE SET SUBSETS
1) A = {1} n(A) = 1 {1}, {} 2
2) B = {1,2} n(B) = 2 {1}, {2}, {1,2}, {} 4
3) C = {1, 2, 3} {1}, {2}, {3}, {1,2}, {1,3},
n(C) = 3 8
{2,3}, {1,2,3} , {}
4) D = {1, 2, 3, 4} {1}, {2}, {3}, {4}, {1,2},
{1,3}, {1,4}, {2,3}, {2,4},
n(D) = 4 {3,4}, {1,2,3}, {1,2,4}, 16
{2,3,4}, {1,3,4}, {1,2,3,4},
{}
5) E = {1, 2, 3, 4, 5} {1}, {2}, {3}, {4}, {5},
{1,2}, {1,3}, {1,4}, {1,5},
E. Discussing new concepts {2,3}, {2,4}, {2,5}, {3,4},
and practicing new skills {3,5}, {4,5}, {1,2,3},
#2 {1,2,4}, {1,2,5}, {1,3,4},
n(E) = 5 32
{1,3,5}, {1,4,5}, {2,3,4},
{2,3,5}, {2,4,5}, {3,4,5},
{1,2,3,4}, {1,2,3,5},
{1,2,4,5}, {1,3,4,5},
{2,3,4,5}, {1,2,3,4,5}, {}
Based on the example above, ask the following:
1. What is the relation of identifying the cardinality of the set in identifying the number of
subset a set has?
2. Do you see a pattern between the cardinality of the set and the number of subset?
3. What do you think is the pattern?
Possible Response:
1. As the cardinality of the set increases, the number of subsets increases.
2. Yes
3. 2n where n is the cardinality of the set

F. Developing mastery The student will answer the exercise by pair.

(leads to formative
assessment 3) 1. Write in Roster Method.
B = {days of the week}
2. Write in Rule Method.
E = {1,2,3,4,5}
3. Given that Set X = {5,6,7}. How many subsets does Set X has? Write all subsets of Set X.

Answer Key:
1. B = {Monday, Tuesday,..., Sunday}
2. E = {x|x is a counting number less than 6}
3. 2n = 23 = 8
{5}, {6}, {7}, {5,6}, {6,7}, {5,7}, {5,6,7}, {}

G. Finding practical Working in pairs, let the student do the following:

applications of concepts 1. Using Roster Method, write all the colors you see inside your classroom.
and skills in daily living 2. Write set A = {paper, ballpen, pencil, notebook, book} in Rule Method.
 The teacher summarizes and leads the students to the mathematical skills and principles used to
write sets in roster and rule method, and identify the number of subsets in a given set.

H. Making generalizations
and abstractions about
the lesson
ROSTER METHOD
- each element are listed and enclosed in {}
Example:
Set A is a set of vowel letters. Answer: R = {a, e, i, o, u}
RULE METHOD
- Instead of listing down the elements, the rules for membership/category is indicated
and is written in the form {x/x...} read as “set of all x such that x is a/an ...B = {2,4,6,8}
Example:
B = {2,4,6,8} Answer: A = {x/x is an even integer less than 10}

2n , where n is the cardinality of the set is used to identify the number of subset a set has.
Answer the Exercise found on the page 3 of the Learner’s Material.

Answer Key:

I. Evaluating Learning

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else
VI. REFLECTION needs to be done to help the pupils/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% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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 Localization and contextualization was done along the development of the lesson.
wish to share with other teachers