Pagadian Diocesan Schools
Saint Andrew’s Academy of San Pablo, Inc.
Poblacion, San Pablo, Zamboanga del Sur
Teachers Learning Plan in Grade 7 Mathematics
Activity No: 1
Activity Title: Sets and Subsets
Learning target/s: At the end of the lesson, the students can describe well-defined sets, subsets, a null
set and cardinality of sets.
Reference/s: Next Century Mathemathics 7
Value/s: Appreciate the sincerity of a person‘s life and the sense of belongingness
I - Essential Ideas:
A set is any well-defined collection or group of distinct objects. It is referred to as an
empty set or a null set,∅∨{ } or if all the elements of set A are also elements of set B, then A is a subset
of B. This relation between sets A and B can be written in symbol as ACB. Two sets A and B are equal,
and then this is equality of sets, proper subset ACB. There are two. There are two methods of describing
a set the roster method and set –builder notation.
II- Learning experiences:
A. Clarify Understanding:
Directions: tell whether each statement is true or false.
1.C∈X ____________ 4.W ∈X______________
2.XCY ___________ 5. Q ∄Z______________
3.∅ CY_____________
B. Processing Questions;
Directions: Discuss thoroughly
a. subsets c. proper subsets
b. Equal sets d. cardinality of sets
C. Assessment (formative/Summative)
What difficulties or confusion have you experienced in forming sets from given objects?
D. Framing Concepts:
Directions: Given are letters of the alphabet. Write a word that starts with letter related
to the topic being studied.
U R C F
S B D T
N E C C
G P M A
E. Mastery Exercises:
Directions: tell whether each statement is finite or infinite.
1. The set whose element s is 9.12.25. And 30
2. The set whose elements are the consonant of the English alphabet
3. The whose members are points in space
4. The whose members are the Chinese around the world
5. The set whose elements are the multiple of 5 greater than 10
6. S= {1/2, 1/3, ¼, 1/5, 1/2}
7. T= {I, II, II, IV,…., C}
8. U={X/X is a fraction}
9. V={X/X is an even numbers}
10. W={X/X ≠ 10}
F. Life Long Learning:
Express how life can be affected by sets of individuals with different sets of culture?
What is life without culture?
Pagadian Diocesan Schools
Saint Andrew’s Academy of San Pablo, Inc.
Poblacion, San Pablo, Zamboanga del Sur
Teachers Learning Plan in Grade 7 Mathematics
Activity No: 2
Activity tittle: Basic Set Operations
Learning Target/s: At the end of the lesson, the student can:
Solve problems involving sets using Venn diagram to represent sets subsets and set
operations.
Reference/s: Next Century Mathematics 7
Value/s: Appreciate the sincerity of a person’s smile and the sense of belongingness.
I. Essential Ideas:
Basic operations are done on a pair of sets to obtain a new set. All the set under
investigation will likely be subsets of a universal set which is usually denoted by capital letter U. A simple
way of illustrating set relations that may result from a set operation is referred to as Venn –Eular
diagram or simply Venn diagram.
A B The shaded part represents A ∩ B
A B The shaded part is the set show element belong to set A but which not
belong to set B
II. Learning Experiences:
A. Clarifying Understanding:
Directions: In each Venn diagram shade the given set relations.
a.
A_B
b.
A B C B-A-C
B. Processing Questions:
Shade the part of the square of the diagram that will result in a new set
whose elements of the universal set that do not belong to set A. What
A B appropriate term can be used for this process?
2. Let U={ 0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
A={ 1, 3, 5, 7, 9}
B={2, 3, 5, 7}
Find
a. A’
b.B’
c.( AUB) ‘
Questions:
How do you find the complement of a set?
What is the complement of the complement of a set?
What is the complement of the universal set?
C. Assessment (formative/Summative)
Encourage the students to think of ideas they have encountered in real life that are
similar to the idea of union of sets. Let them list as many phrases, names of group, tittles, or places using
the word union and determine if the mathematical meaning is appropriate.
D. Framing Concept:
Directions: Complete the phrases below by writing it on the different figures.
I I enjoyed…. I got confused about…..
Learned
That…
E. Mastery Exercises:
Let U={1, 2, 3, 4,……. 25}
B={3, 6, 9…..21}
C ={3,6, 9…..21}
D={6, 12, 18, 24}. Find the following:
1.BUC 6.B C
2.CUD 7. B D
3. UUD 8. C B
4.BUCUD 9. U D
5.UUBUC 10. U B C
F. Life Long Learning:
How can the operation union of sets be used to facilitate the solutions to mathematical
problems? Give examples of real –life situations.
Pagadian Diocesan Schools
Saint Andrew’s Academy of San Pablo, Inc.
Poblacion, San Pablo, Zamboanga del Sur
Teachers Learning Plan in Grade 7 Mathematics
Activity No: 3.2
Activity tittle: Properties of Real Numbers
Learning Target/s: At the end of the lesson, the student can:
1. State and illustrate the different properties of operations on the set of real numbers
2. Describe the opposite of a number
3. Represent the absolute value of a number line as the distance of the number from 0.
Reference/s: Next Century Mathematics 7
Value/s: Appreciate the wonders of God’s creations, particularly the opposites and extremities in
nature.
I. Essential Ideas:
In performing fundamental operations on real numbers, a set of mathematical laws called
properties of real numbers is needed. These properties are statements that are true to all real numbers.
Closure properties give the assurance that the sum or product of any two real numbers is also a
real number. Commutative properties state that the order of the addends or factors does not change
the sum or product, respectively. Zero (0) is the additive element, and one (1) is the multiplicative
identity element. These imply that the sum or product of any real number and 0 or 1, respectively will
result to areal number.
II- Learning Experiences:
A. Clarifying Understanding
Directions: Complete each statement using the given property.
1. 51+ 62=___________________________ Commutative property
2. -81 + 43=__________________________ Commutative property
3. 4 + (6+15)=_________________________ Associative property
4. -3. Σ(8)(9)= ________________________________ Associative property
5. -9 (16+25)=________________________________ Distributive property
6. 32. (-11 + 6) = _______________________________ Distributive property
7. 5+0= ______________________________________ Identity property
8. (3 1/5) (1)= _________________________________ Identity property
9. (5)(6) + (5)(10) ______________________________ Distributive property
10. 70+ 35 = _________________________________ Distributive property
b. Processing questions:
1. How can properties of real numbers facilitate the solutions of mathematical
problems?
2. How do you compare the distance of -5 from 0 with the distance of 5 from 0?
3. The integers 27 and -27 are opposite. Why?
c. Assessment:
Directions: Give the opposite of each number.
1. -47= 6. 169=
2. I -74 I= 7. – I 856 I=
3. –I 842 + 753 I= 8. I 623 – 499 I=
4. I -63 I + I 63 I= 9. I – 27 I – I 27 I=
5. II 23 –I- 23 II= 10. – II-9. I 49 II=
d. Framing Concept:
Directions: Complete the phrases below.
I got confused..
I learned that… I enjoyed……
I realized….
e. Mastery Exercise:
Directions: Plot the solutions of each equation on a number line.
1. I x I=10 4. I –x I= 8
2. I x I=17 5. I x-8 I=9
3. I x I=-8 6. I x-9 I= 8
f. Lifelong Learning:
Given a real number not in ratio form, how will you know if the number is rational?
