DAILY LESSON LOG OF M7NS-Ib-2 (Week Two-Day Three)
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
Grade Level Grade 7
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: Solves problems involving sets. (M7NS-Ib-2)
Learning Objectives:
1. Solve word problems involving sets with the use of Venn diagrams.
2. Apply set operations to solve variety of word problems.
3. Demonstrate cooperation in doing group activities.
Problems Involving Sets
teacher’s guide, learner’s material,
Pages 23-29
Pages 14-18
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.
The teacher asks the students: “Who among you here likes to eat in Jollibee? in
McDonalds? Both in Jollibee and in McDonalds? Or Haven’t tried any? ”
Possible responses:
Students raise their hands. Then, the teacher reviews the steps on how to solve
problems and presents the problem:
Among the 50 kids in Barangay Tabok, 33 like eating in Jollibee while 32 like
eating in McDonalds.
a. Illustrate the problem in Venn diagram.
b. How many like eating both in Jollibee and in McDonalds?
Solution:
U
Jollibee McDonalds
a.
18 15 17

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
b. 15 kids like to eat both in Jollibee and in McDonalds
The teacher lets the students realize that illustrating problems in a Venn Diagram
can be used to solve word problems involving union and intersection of sets.
The teacher lets the students, in groups of five, analyze the problem below.
Problem (5 minutes). A group of 25 high school students were asked whether
they use either Facebook or Twitter or both. Fifteen of these students use
Facebook and twelve use Twitter.
a. How many use Facebook only?
b. How many use Twitter only?
c. How many use both social networking sites?
For the solutions, please refer to pages 13-15 of the Learner’s Material
The teacher discusses with the students the process of arriving at the answer of
each problem. Furthermore, he/she asks the students about the things to
consider in answering problems involving sets.
The teacher gives another problem for the students to practice. This time, a Venn
diagram is given and the students are asked to interpret the data presented.
Mrs. Ruiz presented a diagram
showing his students’ favorite TV Stations.
1. How many students like Kapamilya? KAPAMILYA KAPUSO
2. How many students like both
Kapamilya and Kapuso?
3. How many students do not like either
Kapamilya or Kapuso?
Answer Key:
1. 26 students
2. 11 students
3. 14 students
Working in pair, the teacher lets the students answer item # 5 found on page 16
of the LM’s.
Among the 70 kids in Barangay Magana, 53 like eating in Jollibee while 42 like
eating in McDonalds. How many like eating both in Jollibee and in McDonalds? in
Jollibee only? in McDonalds only?
Answer Key:
like eating both in Jollibee and in McDonalds: 25 kids
like eating Jollibee only: 28 kids
like eating McDonalds only: 17 kids
The teacher summarizes the mathematical skills or principles used to solve word
problems involving sets with the use of Venn diagrams through questions like:
1. What are the steps in problem solving?
2. What did you do to arrive at the answer?
 3. Where there mathematical skills or principles or set operations used to
solve word problems?

Answers shall be drawn from the students.

Possible response:
1. Define the problem, look for solutions, solve, then check
2. look for pattern
3. yes, addition, subtraction, intersection, union, difference and
complement of sets were used to solve the word problems

The teacher lets the students answer individually the formative assessment.

Problem: In a group of 60 people, 27 like cold drinks and 42 like hot drinks and
each person likes at least one of the two drinks. How many like both cold drinks
and hot drinks? Illustrate the problem in Venn Diagram and solve.

Solution:
Let A = Set of people who like cold drinks.
I. Evaluating Learning B = Set of people who like hot drinks. U A B

Given
(A ∪ B) = 60 n(A) = 27 n(B) = 42 then; 27 9 42
n(A ∩ B) = n(A) + n(B) - n(A ∪ B)
= 27 + 42 - 60
= 69 - 60 = 9
=9
Therefore, 9 people like both cold drinks and hot drinks
Answer the problem by pair.
A group of 50 students went in a tour in Palawan province. Out of the 50
students, 24 joined the trip to Coron; 18 went to Tubbataha Reef; 20 visited El
Nido; 12 made a trip to Coron and Tubbataha Reef; 15 saw Tubbataha Reef and
J. Additional activities or El Nido; 11 made a trip to Coron and El Nido and 10 saw the three tourist spots.
remediation a. How many of the students went to Coron only?
b. How many of the students went to Tubbataha Reef only?
c. How many joined the El Nido trip only?
d. How many did not go to any of the tourist spots?
(Note: Depending on the level of mastery of the students)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION 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 Localization and contextualization is done during the presentation of the new
materials did I use/ discover
lesson, the discussion of new concepts and in the development of mastery
which I wish to share with other
teachers