DAILY LESSON LOG OF M7NS–Ia–1 (Week One-Day One)
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
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. Describe well-defined sets, subsets, universal sets, null set and cardinality of sets.
2. Identify well-defined sets, subsets, universal sets, null set and cardinality of sets.
3. Demonstrate mastery on identifying well-defined sets and writing elements in Roster and
Rule Method.
Sets
learner’s material, teacher’s guide
Pages 1 - 5
Pages 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.
Ask the students:
Possible Response:
The teacher lets the students realize the importance of groupings and identifying different
groups are important skills needed to understand the concepts of sets.
Working in pairs, the teacher lets the students answer the exercise below.
Consider the set consisting of whole numbers from 1 to 20.
U = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20}.
Let this set be set U. Form subsets consisting of elements of U.
For example, let E be the set of all even numbers from 1 to 20.
E = {2,4,6,8,10,12,14,16,18,20}
1. Set A contains odd numbers from 1 to 10.
2. Set B contains even number between 8 to 20.
Possible Answers:
1. A = {1, 3, 5,7,9}
2. B = {10, 12,14,16,18}
The newly formed sets (set A and set B) are called subsets.
D. Discussing new concepts The teacher discusses thoroughly to the students the answers of the exercise. Furthermore,
and practicing new skills he/she asks the students about the mathematical skills or principles that they use. He/she tells
#1 them that the members of the set are called elements.

Given the universal set U = {1,2,3,4,5,6,7,8,9,10}.

1. What are the elements in set A containing the even numbers?

2. What are the elements in set B containing the odd numbers?
3. What are the elements in set C containing numbers divisible by 3?
4. What are the elements in set D containing even numbers greater than 10?
E. Discussing new concepts
5. How many elements in set A? Set B? Set C? Set D?
and practicing new skills
#2
Answer Key:
1. Set A = {2,4,6,8,10?
2. Set B = {1,3,5,7,9}
3. Set C = {3,6,9}
4. Set D = {} or ∅
5. n(A) = 5, n(B) = 5, n(C) = 3, n(D) = no cardinality

F. Developing mastery (leads Working in pairs, the teacher lets the student make a subset from the universal set. The teacher
to formative assessment should see to it that the students understand what are sets, subsets and universal sets, null set
3) and cardinality of sets.

1. The set consisting of whole numbers from 1 to 20.

U = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20}

2. The set of all odd numbers from 1 to 20.

O = {1,3,5,7,9,11,13,15,17,19}
The set of prime numbers from 1 to 20.
P = {1,2,3,5,7,11,13,17,19}
The set of composite numbers from 1 to 20.
C = {4,6,8,9,10,12,14,15,16,18,20}
Set O, Set P, Set C are subsets of set U

3. The set of all odd numbers from 1 to 20 has 10 elements.

n(O) = 10
The set of prime numbers from 1 to 20 has 9 elements.
n(P) = 9
The set of composite numbers from 1 to 20 has 11 elements.
n(C) = 11
Cardinality of the set

4. The set of numbers greater than 20.

X = {21, 22,23,...,} n(X) = no cardinality
Empty or Null Set

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills and principles used to recognize sets, subsets
and universal sets, null set and cardinality of sets and also the definition of sets through
questions like:
1. What is a set?
2. What is a subset?
3. What is a universal set?
4. What is a null set?
5. What is cardinality of set?
6. How will you write the cardinality of set?
H. Making generalizations
and abstractions about
the lesson
 The teacher lets the students answer individually the formative assessment.

1. Identify whether the sets are well-defined or not.

a. The collection of even numbers.
b. The collection of talented students.
2. Write the elements of the set A containing the letters of the English alphabet.
3. Write subset B containing the vowels of the English alphabet.
4. Write subset C containing the consonants of the English alphabet.
I. Evaluating Learning 5. What is the cardinality of the set A? set B? set C?

Answer Key:
1. a. well-defined b. not well defined
2. A = {a, b, c, d, e f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z}
3. B = {a, e, i, o, u}
4. C = {b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z}
5. n(A) = 26, n(B) = 5, n(C) = 21

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 wish to share with other
Localization was done in Review previous lesson or presenting the new lesson.
teachers