Department of Education

Region III
DIVISION OF MABALACAT CITY
Madapdap Resettlement High School
San Fernando Ave., Dapdap, Mabalacat City, Pampanga

DAILY LESSON LOG IN MATHEMATICS 7

School Madapdap Resettlement High School Grade Level 7

Teacher JENNY LYN M. TOLENTINO Learning Area Mathematics
Date & Time September 11– 15, 2023 Quarter FIRST

WEEK ____ Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content
The learner demonstrates understanding of key concepts of sets and the real number system.
Standard
B. Performance
The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
Standard
The learner uses Venn Diagrams The learner uses Venn The learner uses Venn Diagrams The learner solves problems
C. Learning to represent sets, subsets, and Diagrams to represent sets, to represent sets, subsets, and involving sets.
Competency set operations subsets, and set operations set operations (M7NS-Ib-2)
(Write the Code for
each LC) (M7NS-Ib-1) (M7NS-Ib-1) (M7NS-Ib-1)

1. Use Venn Diagram 1. Perform the set operations 1. Find the complement of a set and 1. Solve word problems involving
to represent sets (union and intersection of sets) the difference between sets. sets with the use of Venn diagrams
and subsets
2. Accurately illustrate the universal 2. Use Venn diagrams to represent 2. Use Venn diagrams to represent 2. Apply set operations to solve a
set and subsets using a Venn the union and intersection of sets. complement of a set and set variety of problems
D. Specific
diagram difference.
Objectives
3. Appreciate the importance of 3. Value accumulated knowledge 3. Value accumulated knowledge 3. Appreciate the use of Venn
representing things in everyday life as means of new understanding. as means of new diagrams in connection to solving
through Venn diagrams understanding. real life problems.

II. CONTENT Illustration of Sets and Illustration of Sets and Illustration of Sets and Subsets
Word Problems Involving Sets
Subsets Using Venn Subsets Using Venn Diagram Using Venn Diagram

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 Diagram
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s pp 6 - 9 pp 7 - 9 pp 10 - 13 pp 14 - 18
Materials Page
3. Textbook Pages Patterns and Practicalities on G7- MSA Elem. Algebra pp.4-6. Grade 7 Mathematics Patterns and MSA Elem. Algebra pp.4-6.
Math pages: 12-14 Gladys Nievera Grade 7 Mathematics Patterns and Practicalities by Gladys S. Nievera,
Practicalities by Gladys S. Nievera, pp. 18-21 Grade 7 Mathematics Patterns and
Synergy for Success in Mathematics, pp. 18-20 Practicalities by Gladys S. Nievera,
Singapore Approach, pp. 6 - 8 Synergy for Success in pp. 22-26
Mathematics, Singapore Approach,
pp. 18 - 22
4. Additional https://www.google.com.ph https://pantip.com/topic/ http://www.math-only-math.com/ http://
Materials from http://www.learnnc.org/ 30650453 practice-test-on-Venn- passyworldofmathematics.com/
Learning
Resource (LR)
http://www.aplustopper.com/ diagrams.html venn-diagram-word-problems/
Portal sets-venn-diagrams/ http://web.mnstate.edu/peil/ https://www.slideshare.net/
MDEV102/U1/S6/ bigpassy/venn-diagram-word-
Complement3.htm problems
http://www.basic-
mathematics.com/difference-of-
sets.html
http://www.math-only-math.com/
complement-of-a-set-using-Venn-
diagram.html
B. Other Learning Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd Cavite Grade 7 LCTG DepEd Cavite
Resources Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Mathematics, 2016

Laptop, LCD projector/ TV
IV. PROCEDURES
Let X = {x|x is a letter of the word
‘MATH’} and
Y = { x|x is a letter of the word
A. A. Reviewing THEMATIC}
previous lesson or Classify each statement as TRUE
presenting the new or FALSE.
lesson. 1. {T,A,M,E} ⊂ X
2. {C,A,S,E} ⊂ (X U Y)
3. {L,A,M,E} ⊂ (X ∩ Y)
4. {M,A,T,H} = X ∩ Y
Laptop, LCD projector/ TV Laptop, LCD projector/ TV Laptop, LCD projector/ TV
Draw the Venn diagram of the Match the Venn diagram with the Match the given set notations to
given sets, and then identify the subset and set operation its corresponding Venn diagram
universal set and the subsets. notation. below.
T = {all teachers of your
school}
S = {all teachers of your
grade level}

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5. {M,A,T,H,E,I,C}
=XUY

A ⊂ B
A ⋂ B
A ⊂ B
A ⋃ B

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From the diagram, answer the
B. B. Establishing a following questions.
purpose for the 1. What comprises the set of
lesson. aquatic animals that can
swim?
2. What comprises the set of
aquatic animals that have
fins?
3. Is the set of aquatic animals
that can swim a part of those
that have fins?
4. Is the set of aquatic animals
with fins a part of those that
can swim?
5. What diagram was used to
show the relationship between
the two sets?
C. C. Presenting
examples/
instances of the
new lesson.
1.Give examples of colors
formed when 2 or more
colors are combined.
2. What do you call the
given diagram?
1.Give examples of colors
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The municipality of Maragondon 1. When faced with problems,
held an annual dance contest for what do you do?
Dagundong Festival. Students 2. When faced with word
from different schools and chosen problems, what do you do?
municipal employees participated
in the said contest. Suppose
students of Bucal National
School, students of Maragondon
National and students of PUP
were held as winners, who lost in
the contest? Should the losers
feel bad about losing in the
contest?
The municipality of Maragondon 1. When faced with problems,
held an annual dance contest for what do you do?
Dagundong Festival. Students 2. When faced with word
from different schools and chosen problems, what do you do?
municipal employees participated
in the said contest. Suppose
students of Bucal National
School, students of Maragondon
National and students of PUP
were held as winners, who lost in
the contest? Should the losers
feel bad about losing in the
 From the diagram, answer the
following questions.
1. What comprises the set of
aquatic animals that can
swim?
2. What comprises the set of
aquatic animals that have
fins?
3. Is the set of aquatic animals
that can swim a part of those
that have fins?
4. Is the set of aquatic animals
with fins a part of those that
can swim?
5. What diagram was used to
show the relationship between
the two sets?
A. Draw the Venn diagram of the
given sets, and then identify
the universal set and the
subsets.
1. A = set of letters
B = set of consonants
2. U={1,2,3,4,5,6,7,8,9,10}
A = {2,4,6,8,10}
D. D. Practicing new
B = {1,2,3,4,5}
concepts and
practicing new
skills #1
formed when 2 or more contest?
colors are combined.
2. What do you call the
given diagram?
1. Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, Solve using a Venn diagram.
10} Eight girls decided to go
A = {2, 4 ,6, 8} Trece Martirez City to shop for
B = {1, 2, 3, 4, 5} shoes. Four of the girls want the
Illustrate the following set shoes at Walter Mart for their
operations using a Venn diagram: cheap price, 3 girls likes to buy
a. (A ∪ B)′ pretty shoes in SM mall, 2 of the
b. (A ∩ B)′ girls likes to check for the shoes
From the Venn diagram, find:
c. A – B in SM Mall and Walter Mart.
1. 𝐴 ∪ 𝐵 d. B – A a. How many girls will go to
2. A ⋂ B
2: Given A = {b, d, e, g, a, f, c}, Walter Mart only?
3. C ∪ 𝐵 and B = { k, h, u, a, f, c}, b. How many girls will go to
4. C ⋂B draw a Venn diagram and SM mall only?
5. 𝐴 ∪ C find:
6. A ⋂ C a. A – B
b. B – A
c. (A ∪ B)’
d. (A ∩ B)’

E. E. Discussing new
concepts and
practicing new
skills #2
F. F. Developing Draw the Venn diagram of the Show by Venn diagram the Let U = {1, 2, 3, 4, 5, 6, 7, 8, 9, Solve the Problem. List the

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 given sets.
1. L = {letters of English
alphabet up to h}
V = {all the vowels of
English alphabet}
2. C = {4 scenic spots in
mastery (leads to Cavite}
Formative P = {Pico de Loro,
Assessment #3) Corregidor}
3. C = {Cavite Cities}
T = {Mendez, Tagaytay
City, Indang}
union and intersection of the
following pairs of sets.
1. X = {Regions of Luzon}
Y = {Cavite, NCR}
2. S = {singers among Eat
Bulaga hosts}
A = {actors among Eat
Bulaga hosts}
3. C = {Cities of Cavite}
T = {Mendez, Tagaytay
City, Indang}
D = {Biñan}
10} elements of the sets using a
A = {1, 2, 4, 6, 8, 10} Venn Diagram.
B = {1, 3, 5, 7, 8, 9} 1.Twenty-five students had
Draw the Venn diagram and find: auditioned to do a dance
(a) A' number in a school program; 16
(b) B' students were chosen to dance
(c) A' - B' the Cha Cha, 12 students were
(d) A' ∩ B' chosen to dance the Tango, and
(e) (A - B)' 5 were chosen to dance both
Cha Cha and Tango. How many
students were chosen to dance
the Cha Cha only? How many
students were not chosen?

With the universe as the Given the following sets: Sam had P836 in a savings
universal set, in 1 minute write Set A = {1,2,3,4,5}, account and withdrawn for P429.
as many subsets as you can. Set B = {2,4,6}, and How much money did Sam have
Set C = {1,3,6}. in the account after the
Illustrate by Venn diagram the withdrawal?
following: Hint:
1. 𝐴∪𝐵 1. Let the universal set U be the
2. 𝐴∩𝐵 P836 Sam originally has in the
3. 𝐵∪𝐶 savings account and let A be
G. G. Finding 4. 𝐵∩𝐶 the set of the P429 of the
practical 5. 𝐴∪𝐶 withdrawal. The complement
application of 6. 𝐴∩𝐶 of set A would be the set of the
concepts and skills 7. U remaining balance in the
in daily living. savings account.
2. Let the universal set U be the
set of all Philippine pesos, let set
A be the set of P836 Sam
originally has in the savings
account, and let B be the set of
the P429 withdrawal. Then the
set difference of A and B would
be the remaining in the savings
account.
Show the following information
using a Venn diagram.
1. “A class of 28 students were
surveyed and asked if they
ever had dogs or cats for pets
at home; 8 students said they
had only ever had a dog, 6
students said they had only
ever had a cat, 10 students
said they had a dog and a
cat, 4 students said they had
never had a dog or a cat.”
2. “A class of 28 students were
surveyed and asked if they ever
had dogs or cats for pets at
home;18 students said they had
a dog,16 students said they had
a cat, 4 students said they had
never had a dog or a cat.”

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 The universal set, or simply the
universe, denoted by U, contains
all the elements being considered
in a given situation.
What are Venn diagrams?
Pictorial representations of sets
represented by closed figures are
called set diagrams or Venn
diagrams. Venn diagrams are
used to show relationships
between sets and to illustrate
various operations like union,
intersection, and difference.
We can express the relationship
among sets through this in a
more significant way. In this, A
rectangle is used to represent a
universal set.
Circles or ovals are used to
H. H. Making
represent other subsets of the
generalizations and
abstractions about universal set.
the lesson. This
shows
that
every
element
of A is in
the
universal set.
If a set A is a subset of set B,
then the circle representing set A
is drawn inside the circle
representing set B.
The union of a set is the result
of adding or combining the
elements of two or more sets.
The union of A and B, denoted
by A U B and read as “A union
B”, is the set of all elements
belonging to either of the sets.
The intersection of sets A and
B, denoted by 𝑨∩𝑩, is the set of
elements which are common to
both sets A and B. Sets with no
common elements are disjoint
sets.
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Complement of Set A
Given a set A, the complement of
A is the set of all element in the
universal set U, but not in A.
We can write Ac or A’.
Difference between Sets
Given set A and set B, the set
difference of set B from set A is
the set of all element in A, but
not in B.
We can write A – B.
Given set A and set B, the set
difference of set A from set B is
the set of all element in B, but
not in A.
We can write B – A.
In solving word problems
involving Venn diagrams, it is
extremely important to
1. Read the question carefully
and not down all key
information.
2. Know the standard parts of a
Venn diagram.
3. Work in a step by step
manner.
4. Check in the end that all
numbers add up properly.
Three Circle Venn Diagrams
can take a quite a bit of
working out.
The steps to follow are generally
these:
a. Get the information from the
question that can go straight
onto the Venn Diagram and
place it there.
b. Work through the remaining
information, a bit at a time,
to work out each of the
missing values.
c. Often we work from the
center of the diagram
outwards, when finding
these unknown values.
(Work from the Inside Out).
d. Check that all the numbers
on the final diagram add up
to the
universal set.
 Let U = {2,3,4,5,6,7,8,A, A survey asked 200 Grade 7
B,C,J,K,Q}, students whether they like the
H = {J,Q,K}, meals in
L = {A,B,C}, McDonald’s or Jollibee . 75
F = {5,J}, and students like McDonalds and
N = {A,2,3,4}. Jollibee. 55 like Jollibee only. 30
Illustrate the universal set like other fast food chain.
I. Evaluating and its subsets using the a. Draw a Venn Diagram that
learning
From the given Venn diagram ,
Venn diagram. find the following: displays these results.
Find: b. How many students like
1. U 1. E’
2. C - E Jollibee meals?
2. X U Y c. How many students like
3. Y 3. E – C
4. (E – C)’ McDonald meals only?
4. X ∩ Y
5. X 5. (C - E)’

1. How will you relate
universal set and
subsets to your life?
2. Study: Set operations
and Venn diagram
Write the elements of the given Study: Solving word problems Study: Solving word problems
set according to Venn diagrams. involving Venn diagrams involving 3 circle Venn
1. 𝑈 = _______________ diagrams
𝐴∪𝐵 = _______________
𝐴∩𝐵 = _______________
2. 𝑈

J. J. Additional
activities for
application or
remediation =________________
𝑋∪𝑌 =________________
𝑋∩𝑌 =________________

V. REMARKS

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VI. REFLECTION
A. No. of learners
who earned 80% ____ of learners earned 80% above ____ of learners earned 80% above ____ of learners earned 80% above ____ of learners earned 80% above
in the evaluation
B. No. of learners
who require
additional ____ of learners require additional activities for ____ of learners require additional activities ____ of learners require additional activities for ____ of learners require additional activities
activities for remediation for remediation remediation for remediation
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
____ Yes ____ No ____ Yes ____ No ____ Yes ____ No ____ Yes ____ No
of learners who ____ of learners caught up with the lesson ____ of learners caught up with the lesson ____ of learners caught up with the lesson ____ of learners caught up with the lesson
have caught up
with the lesson
D. No. of learners
continue to ____ of learners continue to require ____ of learners continue to require ____ of learners continue to require ____ of learners continue to require
require remediation remediation remediation remediation
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration
____ Games ____ Games ____ Games ____ Games
____ PowerPoint Presentation ____ PowerPoint Presentation ____ PowerPoint Presentation ____ PowerPoint Presentation
____ Answering preliminary activities/ ____ Answering preliminary activities/ ____ Answering preliminary activities/ ____ Answering preliminary activities/
exercises. exercises. exercises. exercises.
____ Discussion ____ Discussion ____ Discussion ____ Discussion
____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS)
____ Use of Graphic Organizers ____ Use of Graphic Organizers ____ Use of Graphic Organizers ____ Use of Graphic Organizers
____ Rereading of paragraphs/ poems/ stories ____ Rereading of paragraphs/ poems/ ____ Rereading of paragraphs/ poems/ stories ____ Rereading of paragraphs/ poems/
____ Differentiated Instruction stories ____ Differentiated Instruction stories
E. Which of my
____ Role playing/ Drama. ____ Differentiated Instruction ____ Role playing/ Drama. ____ Differentiated Instruction
teaching ____ Discovery method ____ Role playing/ Drama. ____ Discovery method ____ Role playing/ Drama.
strategies worked ____ Video Presentation ____ Discovery method ____ Video Presentation ____ Discovery method
well? Why did ____ Hands-on activity ____ Video Presentation ____ Hands-on activity ____ Video Presentation
this work? ____ Class demonstration ____ Hands-on activity ____ Class demonstration ____ Hands-on activity
____ Lecture method ____ Class demonstration ____ Lecture method ____ Class demonstration
____ Lecture method ____ Lecture method
Why? Why?
____ Complete IMs Why? ____ Complete IMs Why?
____ Availability of materials ____ Complete IMs ____ Availability of materials ____ Complete IMs
____ Learners’ eagerness to learn. ____ Availability of materials ____ Learners’ eagerness to learn. ____ Availability of materials
____ Group members’ cooperation in doing ____ Learners’ eagerness to learn. ____ Group members’ cooperation in doing ____ Learners’ eagerness to learn.
their tasks. ____ Group members’ cooperation in doing their tasks. ____ Group members’ cooperation in doing
____ Individual activity (Learning by doing) their tasks. ____ Individual activity (Learning by doing) their tasks.
____ Individual activity (Learning by doing) ____ Individual activity (Learning by doing)
____ Bullying among learners. ____ Bullying among learners. ____ Bullying among learners. ____ Bullying among learners.
F. What difficulties ____ Learners’ behavior/ attitude ____ Learners’ behavior/ attitude ____ Learners’ behavior/ attitude ____ Learners’ behavior/ attitude
did I encounter ____ Unavailable Technology Equipment ____ Unavailable Technology Equipment ____ Unavailable Technology Equipment ____ Unavailable Technology Equipment
which my (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
principal or ____ Science/ Computer/ Internet Lab ____ Science/ Computer/ Internet Lab ____ Science/ Computer/ Internet Lab ____ Science/ Computer/ Internet Lab
supervisor can ____ Reading Readiness ____ Reading Readiness ____ Reading Readiness ____ Reading Readiness
help me solve? ____ Lack of Interest among learners ____ Lack of Interest among learners ____ Lack of Interest among learners ____ Lack of Interest among learners
____ Take home activities. ____ Take home activities ____ Take home activities ____ Take home activities

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 Planned Innovations Planned Innovations Planned Innovations Planned Innovations
G. What innovation ____ Localized videos ____ Localized videos ____ Localized videos ____ Localized videos
or localized ____ Interactive Videos ____ Interactive Videos ____ Interactive Videos ____ Interactive Videos
materials did I ____ Use of recycled/ real objects ____ Use of recycled/ real objects ____ Use of recycled/ real objects ____ Use of recycled/ real objects
____ Use of PowerPoint Presentations ____ Use of PowerPoint Presentations ____ Use of PowerPoint Presentations ____ Use of PowerPoint Presentations
use/discover ____ Use of manipulative materials ____ Use of manipulative materials ____ Use of manipulative materials ____ Use of manipulative materials
which I wish to ____ Flashcards ____ Flashcards ____ Flashcards ____ Flashcards
share with other ____ Pictures ____ Pictures ____ Pictures ____ Pictures
teachers? ____ Apps (Games/Activity) for Android/IOS ____ Apps (Games/Activity) for Android/IOS ____ Apps (Games/Activity) for Android/IOS ____ Apps (Games/Activity) for Android/IOS
gadgets gadgets gadgets gadgets

Prepared: Checked: Reviewed: Noted:

JENNY LYN M. TOLENTINO ROMELA O. JOSE BETTY P. GAGUI LEMUEL S. DIZON

Teacher III Master Teacher I Head Teacher III Principal II

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