School SAN PABLO NATIONAL HIGH SCHOOL Grade Level 7

GRADE 7 Teacher MARIE JOY GALINDO-GARCIA Learning Area MATHEMATICS

DAILY
LESSON LOG Teaching Dates and Time Quarter FIRST (week 2)

MONDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sets and the real number system.
Standards
2. Performance The learner is able to formulate challenging situations involving sets and real numbers and solve these in a
Standards variety of strategies.

3. Learning
Competencies /
Objectives The learner uses Venn The learner uses Venn The learner uses Venn The learner solves
Diagrams to represent Diagrams to represent Diagrams to represent problems involving sets.
sets, subsets, and set sets, subsets, and set sets, subsets, and set (M7NS-Ib-2)
operations operations operations
(M7NS-Ib-1) (M7NS-Ib-1) (M7NS-Ib-1) a. Solve word problems
involving sets with the
a. Use Venn Diagram a. Perform the set a. Find the complement use of Venn diagrams
to represent sets operations (union and of a set and the b. Apply set operations to
and subsets. intersection of sets) difference between solve a variety of
b. Accurately illustrate b. Use Venn diagrams to sets. problems
the universal set and represent the union b. Use Venn diagrams to c. Appreciate the use of
subsets using a Venn and intersection of represent Venn diagrams in
diagram sets.
complement of a set connection to solving
c. Appreciate the c. Value accumulated
and set difference. real life problems.
importance of knowledge as means
c. Value accumulated
 representing things in of new knowledge as means
everyday life through understanding. of new
Venn diagrams. understanding.

II. CONTENT Illustration of Sets and Illustration of Sets and Illustration of Sets and Word Problems Involving
Subsets Using Venn Subsets Using Venn Subsets Using Venn Sets
Diagram Diagram Diagram
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide pages
2. Learner’s pp 6 - 9 pp 7 - 9 pp 10 - 13 pp 14 - 18
Materials
pages
3. Textbook Grade 7 Mathematics MSA Elem. Algebra pp.4- Grade 7 Mathematics MSA Elem. Algebra pp.4-
pages Patterns and Practicalities 6. Patterns and Practicalities 6.
by Gladys S. Nievera, pp. by Gladys S. Nievera, pp.
12-14 Grade 7 Mathematics 18-21 Grade 7 Mathematics
Patterns and Practicalities Patterns and Practicalities
Synergy for Success in by Gladys S. Nievera, pp. by Gladys S. Nievera, pp.
Mathematics, Singapore 18-20 22-26
Approach, pp. 6 - 8
Synergy for Success in
Mathematics, Singapore
Approach, pp. 18 - 22

4. Additional https://www.google.com.p https://pantip.com/topic/30 http://www.math-only- http://passyworldofmathem

Materials h 650453 math.com/practice-test- atics.com/venn-diagram-
from
 Learning http://www.learnnc.org/
Resource
(LR) portal
B. Other Learning Grade 7 LCTG DepEd
Resources/ Cavite Mathematics, 2016
Materials
Laptop, LCD projector/ TV
IV. PROCEDURES
A. Reviewing previous Let X = {x|x is a letter of
lesson or presenting the word ‘MATH’} and
the new lesson Y = { x|x is a letter of the
word THEMATIC}
Classify each statement
as TRUE or FALSE.
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
5. {M,A,T,H,E,I,C}
=XUY
http://www.aplustopper.co on-Venn-diagrams.html word-problems/
m/sets-venn-diagrams/
http://web.mnstate.edu/pei https://www.slideshare.net/
l/MDEV102/U1/S6/Comple bigpassy/venn-diagram-
ment3.htm word-problems
http://www.basic-
mathematics.com/differen
ce-of-sets.html
http://www.math-only-
math.com/complement-of-
a-set-using-Venn-
diagram.html
Grade 7 LCTG DepEd Grade 7 LCTG DepEd Grade 7 LCTG DepEd
Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
Laptop, LCD projector/ TV Laptop, LCD projector/ TV Laptop, LCD projector/ TV
Draw the Venn diagram of Match the Venn diagram Match the given set
the given sets, and then with the subset and set notations to its
identify the universal set operation notation. corresponding Venn
and the subsets. diagram below.
T = {all teachers of your
school}
S = {all teachers of your
grade level}
 A⊂B
A ⋂B
A⊂B
A ⋃B

B. Establishing a The municipality of 1. When faced with

purpose for the Maragondon held an problems, what do you do?
lesson annual dance contest for
Dagundong Festival. 2. When faced with word
Students from different problems, what do you do?
schools and chosen
municipal employees
participated in the said
contest. Suppose students
of Bucal National School,
students of Maragondon
From the diagram, answer 1. Give examples of colors National and students of
the following questions. formed when 2 or more PUP were held as
1. What comprises the colors are combined. winners, who lost in the
set of aquatic animals 2. What do you call the contest? Should the losers
 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. Presenting examples/ From the diagram above, 1. Find the union of the
instances of the following information
the lesson are gathered.
1. The set of aquatic
animals that can swim
is the universal set.
U is the set of aquatic
animals that can
swim.
2. The set of aquatic Solution:
animals that have fins
is the subset of the
universal set.
Illustrative example 1:
given diagram? feel bad about losing in
the contest?
Example on complement Illustrative Example:
given pairs of sets of a set using Venn A group of 30 students
using the Venn diagram: were asked whether they
diagram. Let the set of natural watch ABS-CBN TV shows
a) A = {1,2,3} numbers N = {1, 2, 3, or GMA – 7 TV shows or
B = {3,4,5,6} ………..} be the universal shows of both channels.
b) X = {2,4,6} Y = ∅ set and let A = {2, 4, 6, 8, 18 of these students watch
c) M = {a,b,c} N = ……….} ABS-CBN shows and 20
{x,y,z} watch GMA – 7 shows.
Then A' = {1, 3, 5, ………} a. How many watch ABS-
CBN shows only?
b. How many watch GMA-
7 shows only?
c. How many watch shows
of both TV channels?
Solution:
Let S1 = set of students
who watch ABS-CBN
shows only.
 Solved example to find the S2 = set of students
U difference of sets using who watch shows of
Venn diagram: both channels.
S3 = set of students
1. If A = {2, 3, 4, 5, 6, 7} who watch GMA-7
and B = {3, 5, 7, 9, 11, shows only
13}, then find (i) A – B and
(ii) B – A.
a) 𝐴∪𝐵={1,2,3,4,5,6}
Solution:
Universal set According to the given
U=A∪B statement; A = {2, 3, 4, 5,
U = {1, 2, 3, 4, 5, 6} 6, 7} and B = {3, 5, 7, 9,
11, 13} Finding the elements in
Subset
B⊂A each region
(i) A – B= {2, 4, 6} n(S1) + n(S2) + n(S3) =
{4, 5, 6} ⊂ {1, 2, 3}
A ⊄ B since A has more total no. of students asked
elements and has b) 𝑋∪𝑌={2,4,6} = 30
elements that are not GMA-7 watchers only:
found in B.
B⊂U
A⊂U

Illustrative example 2:
ABS-CBN watchers
Draw the Venn diagram of only:
the given sets, and then
identify the universal set c) 𝑀∪𝑁={𝑎,𝑏,𝑐,𝑥,𝑦,𝑧}
and the subsets. (ii) B – A= {9, 11, 13}
A = {all numbers less than 2. Find the intersection of
5} So substituting the values
the given pairs of sets of n(S1) and n(S3) :
B = {all odd numbers less using the Venn
than 10} n(S1) + n(S2) + n(S3) = 30
diagram.
 a) A = {m,a,p}, 10 + n(S2) + 12 = 30
B = {n,o,t,e} We get the users of both
b) E = {2,4,6,8,10}, social networking site
F = {4,8,12,16} which is n(S2):
c) H = {h,a,t}, n(S2) = 30 – n(S1) – n (S3)
J = {m,a,t,h,s} n(S2) = 30 – 10 – 12
n(S2) = 8
U = {1, 2, 3, 4, 5, 7, 9} Solution:
A⊂U
B⊂U
(A ∪ B) ⊂ U

a) 𝐴∩𝐵= ∅ since no
element is common to the
given sets

b) 𝐸∩𝐹= {4, 8} since 4 and

8 are in both sets.

D. Discussing new A. Draw the Venn diagram
concepts and of the given sets, and
practicing new skills then identify the
#1 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}
B = {1,2,3,4,5}
c) 𝐻∩𝐽={ℎ,𝑎,𝑡} since h, a,
and t are in both
sets
1. Let U = {1, 2, 3, 4, 5, 6, Solve using a Venn
7, 8, 9, 10} diagram.
A = {2, 4 ,6, 8} Eight girls decided to
B = {1, 2, 3, 4, 5} go Trece Martirez City to
Illustrate the following set shop for shoes. Four of the
operations using a Venn girls want the shoes at
diagram: Walter Mart for their cheap
From the Venn diagram, a. (A ∪ B)′ price, 3 girls likes to buy
find: b. (A ∩ B)′ pretty shoes in SM mall, 2
1. 𝐴 ∪ 𝐵 c. A – B of the girls likes to check
2. A ⋂ B d. B – A for the shoes in SM Mall
3. C ∪ 𝐵 2: Given A = {b, d, e, g, a, and Walter Mart.
4. C ⋂B f, c}, and B = { k, h, u, a. How many girls will go to
5. 𝐴 ∪ C a, f, c}, draw a Venn Walter Mart only?
6. A ⋂ C diagram and find: b. How many girls will go to
a. A – B SM mall only?
b. B – A
c. (A ∪ B)’
d. (A ∩ B)’
 Let U = {1, 2, 3, 4, 5, 6, 7,
8, 9, 10}
A = {multiples of 3 less
than 10}
B = {1, 3, 5, 7, 8, 9}
Use the Venn diagram to
find:
1. A’
2. B’
3. A - B
4. B - A
5. (A - B)’
6. (A ⋂ B)’
C. Developing mastery Draw the Venn diagram of Show by Venn diagram Let U = {1, 2, 3, 4, 5, 6, 7, Solve the Problem. List the
(Leads to Formative the given sets. the union and intersection 8, 9, 10} elements of the sets using
Assessment 3) 1. L = {letters of English of the following pairs of A = {1, 2, 4, 6, 8, 10} a Venn Diagram.
alphabet up to h} sets. B = {1, 3, 5, 7, 8, 9} 1.Twenty-five students had
V = {all the vowels of 1. X = {Regions of Luzon} Draw the Venn diagram auditioned to do a dance
English alphabet} Y = {Cavite, NCR} and find: number in a school
2. C = {4 scenic spots in 2. S = {singers among Eat (a) A' program; 16 students
Cavite} Bulaga hosts} (b) B' were chosen to dance
P = {Pico de Loro, A = {actors among Eat (c) A' - B' the Cha Cha, 12 students
Corregidor} Bulaga hosts} (d) A' ∩ B' were chosen to dance
3. C = {Cavite Cities} 3. C = {Cities of Cavite} (e) (A - B)' the Tango, and 5 were
T = {Mendez, Tagaytay T = {Mendez, Tagaytay chosen to dance both
City, Indang} City, Indang} Cha Cha and Tango.
D = {Biñan} How many students were
chosen to dance the Cha
Cha only? How many
students were not
chosen?
D. Finding practical With the universe as the Given the following sets: Sam had P836 in a Show the following
applications of universal set, in 1 minute Set A = {1,2,3,4,5}, savings account and information using a Venn
concepts and skills write as many subsets as Set B = {2,4,6}, and withdrawn for P429. How diagram.
in daily living you can. Set C = {1,3,6}. much money did Sam 1. “A class of 28 students
Illustrate by Venn diagram have in the account after were surveyed and
the following: the withdrawal? asked if they ever had
1. 𝐴∪𝐵 Hint: dogs or cats for pets at
2. 𝐴∩𝐵 1. Let the universal set U home; 8 students said
3. 𝐵∪𝐶 be the P836 Sam they had only ever had
4. 𝐵∩𝐶 originally has in the a dog, 6 students said
5. 𝐴∪𝐶 savings account and they had only ever had
6. 𝐴∩𝐶 let A be the set of the a cat, 10 students said
7. U P429 of the withdrawal. they had a dog and a
The complement of set cat, 4 students said
A would be the set of they had never had a
the remaining balance dog or a cat.”
in the savings account. 2. “A class of 28 students
2. Let the universal set U were surveyed and
be the set of all asked if they ever had
Philippine pesos, let dogs or cats for pets at
set A be the set of home;18 students said
P836 Sam originally they had a dog,16
has in the savings students said they had
a cat, 4 students said
account, and let B be
they had never had a
the set of the P429 dog or a cat.”
withdrawal. Then the
set difference of A and
B would be the
remaining in the
savings account.
E. Making The universal set, or
generalizations and simply the universe,
abstractions about denoted by U, contains all
the lesson 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 represent other subsets
of the universal set.
This shows that every
element of A is in the
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.
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
 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.
F. Evaluating learning Let U = {2,3,4,5,6,7,8,A,
B,C,J,K,Q},
H = {J,Q,K},
L = {A,B,C},
F = {5,J}, and
N = {A,2,3,4}.
Illustrate the universal set
and its subsets using the
Venn diagram.
G. Additional activities 1. How will you relate
for application or universal set and
remediation subsets to your life?
2. Study: Set operations
and Venn diagram
these unknown values.
(Work from the Inside
Out).
d. Check that all the
numbers on the final
diagram add up to the
universal set.
A survey asked 200 Grade
7 students whether they
like the meals in
McDonald’s or Jollibee .
75 students like
McDonalds and Jollibee.
55 like Jollibee only. 30
From the given Venn like other fast food chain.
Find: diagram , find the a. Draw a Venn Diagram
1. U following: that displays these
2. X U Y 1. E’ results.
3. Y 2. C - E b. How many students like
3. E – C Jollibee meals?
4. X ∩ Y
4. (E – C)’ c. How many students like
5. X
5. (C - E)’ McDonald meals only?
Write the elements of the Study: Solving word Study: Solving word
given set according to problems involving Venn problems involving 3 circle
Venn diagrams. diagrams Venn diagrams
1. 𝑈 = _______________
𝐴∪𝐵 = _______________
 𝐴∩𝐵 = _______________

2. 𝑈 =________________
𝑋∪𝑌 =________________
𝑋∩𝑌 =________________

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative
assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work?
 No.of learners who
have caught up with
the lesson.
4. No.of learners who
continue to require
remediation
5. Which of my
teaching strategies
worked well? Why
did these work?
6. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by: Noted:
MARIE JOY GALINDO-GARCIA CLARIZA C. SATORRE, PhD
Math Teacher Asst. School Principal
Checked:
DENNIS B. RUBIN, MTI MA. TERESITA H. ESCOBIA
Master Teacher School Principal III