DAILY School RANOM ILOCO NATIONAL HIGH SCHOOL Grade Level GRADE 7

Teacher CHRISTINE IVY L. SERRANO Learning Area MATH

LESSON
Teaching Dates August 25-26, 2022 |
PLAN and Time
FIRST
9:45-10:45 (7-Zinnia) , 10:45-11:45 (7-Lily) Quarter

I. OBJECTIVES:
A. Content Standards The learners demonstrate an understanding of:
 key concepts of sets and the real number system.
B. Performance The learners shall be able to:
Standards  formulate challenging situations involving sets and real numbers and solve these in a
variety of strategies.
C. Learning Learning Competency: The learners should be able to…
Competencies and  illustrate well-defined sets, subsets, universal sets, null set, cardinality of sets, union and
Objectives intersection of sets and the different of two sets

Competency Code:

Objectives:
At the end of the lesson, the students should be able to:
1. describe and define union and intersection of sets;
2. find the union / intersection of sets;
3. find the difference of two sets; and
4. value accumulated knowledge as means of new understanding
Module No. 1
II. CONTENT: Lesson No. 3
Topic: Union and Intersection of Sets and the Difference of Two Sets

Learner’s Material ADM – Mathematics 7, Quarter 1 – Module 1: Sets

III. LEARNING Other Resources https://www.cemc.uwaterloo.ca/events/mathcircles/2016-17/Winter/
RESOURCES: Junior78_Feb21.pdf
Materials Pictures, Chalk, Board
Values Integration Equal Opportunity
Teaching Strategies Inquiry-Based
DI / ICT

IV. LEARNING PROCESS:

A. Reviewing previous FAVORITE SUBJECTS
lesson or presenting the Ana and Jay are talking about their favorite subjects
new lesson

Answer the following questions:

1. If we will combine all their favorite subjects, what are they?
2. Is there a subject that they both like? What is this?
3. Do you have your favorite subjects too?
B. Establishing a purpose Given the pictures below, answer the following questions:
for the lesson/
Motivation/ Motive
Questions

1. Which of the following shows the combination of set A and set B? How many elements are
there?
A B C

2. What element/s contain/s in both A and B How many element/s is/are there?
A B C

C. Presenting examples/ OPERATION OF SETS

instances of the new
lesson

UNION OF SETS
The union of sets A and B, written as A ∪ B, is the set of elements that are members of A, or
members of B, or members of both A and B.

Example:
1. If A = {1, 2, 3} and B = {1, 2, 4, 5, 6}, then A ∪ B = {1, 2, 3, 4, 5, 6}
2. If A = {a, b, c, d, e} and B = {a, e, i, o, u}, then A ∪ B = {a, b, c, d, e, i, o, u}
3. If A = {Monday, Tuesday, Wednesday, Thursday, Friday} and
B = {Saturday, Sunday}, then A∪B = {Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday}
INTERSECTION OF SETS
The intersection of two sets A and B, written as A ∩ B, is the set of all elements common to
both sets A and B.
 Example:
1. If A = {1, 2, 3} and B = {1, 2, 4, 5, 6}, then A ∩ B = {1, 2}
2. If A = {a, b, c, d, e} and B = {a, e, i, o, u}, then A ∩ B = {a, e}
3. If A = {Monday, Tuesday, Wednesday, Thursday, Friday} and B = {Saturday, Sunday}, then
A∩B = { } or ∅

DIFFERENCE OF TWO SETS

The difference of set A and B, written as A – B, is a set of elements in A that are not in B.

Example:
1. If A = {1, 2, 3} and B = {1, 2, 4, 5, 6}, then A – B = {3} while, B – A = {4, 5, 6}.
2. If A = {a, b, c, d, e} and B = {a, e, i, o, u}, then A – B = {b, c, d}, while B – A = {i, o, u}.
3. If A = {Monday, Tuesday, Wednesday, Thursday, Friday} and B = {Saturday, Sunday}, then A –
B = {Monday, Tuesday, Wednesday, Thursday, Friday} while B – A = {Saturday, Sunday}.

D. Discussing new Perform the following operations on sets.

concepts and practicing
new skills #1 Given:
A = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
B = {2, 4, 6, 8, 10}
C = {1, 3, 5, 7, 9}

1. A ∩ C = __________________________________________________________
2. B ∩ C = __________________________________________________________
3. A ∩ B = __________________________________________________________
4. A ∪ B = __________________________________________________________
5. B ∪ C = __________________________________________________________
6. A ∪ C = __________________________________________________________
7. A – C = __________________________________________________________
8. B – C = __________________________________________________________
9. A – B = __________________________________________________________
10. C – A = __________________________________________________________
E. Discussing new Answer the following:
concepts and practicing
new skills #2 Given:
Set X is the set of months in a year.
Set Y is the set of months that ends in “ber”. Set Z is the set of months that has 31 days.

Find:
1. X ∩ Y = ________________________
2. Z ∩ X = ________________________
3. Z ∪ Y = ________________________
4. Y ∪ Z = ________________________
5. X – Z = ________________________
F. Developing mastery Answer each of the ff:
(leads to Formative 1. Is A a subset of B, where A = {1, 3, 4} and B = {1, 4, 3, 2}?
Assessment 3) 2. Let A be all multiples of 4 and B be all multiples of 2. Is A a subset of B? And is B a subset
of A?
3. True or False. The empty set is a subset of every set, including the empty set itself.
4. Given the set {1, 2, 3, 4, 5}. A subset of this is {1, 2, 3}. Another subset is {3, 4, 5, 6}.
5. {1, 6} is not a subset, since it has an element (6) which is not in the parent set.
G. Finding practical THINK-PAIR-SHARE:
applications of concepts Given:
and skills in daily living P= { 1,2,3,4,5,6,}, Q= {2,4,6,8 }, and R= {1,3,5}

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Find:
a. P ∪Q b. P ∪ R c. P∩ R d. Q ∩ R
- What are the operations on set?
- What is the difference between union of sets and intersection of sets?
- How to find the difference of sets?
A = {0, 1, 2, 3, 4}
B = {0, 2, 4, 6, 8}
C = {1, 3, 5, 7, 9}

Given the sets above, determine the elements and cardinality of:
1. A U B = 4. B ∩ C =
2. A U C = 5. A U B U C =
3. A ∩ B =
J. Additional activities for Given:
application or A= {1,2,3,4,5,6,7,8}
remediation B= { 2,4,6,8,10}
Find:
1. A U B 2. A ∩ B

V. REMARKS:

VI. REFLECTION:
No. of learners who earned
80% of the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did 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 worked?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use or discover
which I wish to share with
other teachers?

Prepared by:

CHRISTINE IVY L. SERRANO

Teacher I
Reviewed/Checked by:

RONNIE N. NAVARRETE
Principal IV