Lesson Plan

Subject: Mathematics 7

I. Objectives:
1. describes well-defined sets, subsets, universal sets, and the null set and cardinality of sets.
st
21 Century Skills: describing

II. Codes from the Dep Ed Learning Competencies: M7NS-Ia-1

Topic: Sets: An Introduction
Resources:
Reference Book: Mathematics in the 21st Century Learner’s Textbook
Pages : 3-12
Materials: Cards, Manila paper, laptop, PowerPoint Presentation

III. Pedagogy:
Preliminaries:
Prayer
Greetings/Reminders

A. Introduction
A.1 Review/Drill
Singing Action Song

A.2 Motivation
Ask students to get any object in their bags, hand them over to you, and that the things they handed over will be
returned after the discussion. Collect all object and place them on the table. May I have any representative to make group
out of the things they gave ( e.g group of notebook, group of pens, ect.)

A.3 Presentation of the Lesson:

So, be with me this morning class as we discuss on Sets: An Introduction.

Statement of the Aim:

1. Describes well-defined sets, subsets, universal sets, and the null set and cardinality of sets.
2. Illustrates the union and intersection of sets and the difference of two sets.

B. Interaction
B.1 Varied Engaging Activities (Group Activity)
Now class, I want you to open your book on page 3. Then do the Exploration, name each group or
collection of objects shown.

B.1 Process question Group Dynamics

In your group answer the following questions: based on our activity.
1. What are the different groups formed?
2. How did you come up with those groups?
3. What did you consider in assigning them as a group?
4. Do the things have similarities? What are those similarities?
Name all the groups they made by using the word SET
5. What is a set?

B.2 Processing of the Group Dynamics

Set – a collection of well-defined objects that share the same characteristics.

So now who can describes well-defined sets, subsets, universal sets, and the null set and cardinality of sets.

How are you going to right roster method and set-buider notation or Rule Form?

B.2 Other classroom activities or creativity to depend the lesson

 I will group you into 5 groups then open your book on page 8-12. All you have to do is to answer the
challenge corresponding to the number of your group, if your group 1 your will answer challenge number 1,
if group 2 challenge 2 and so on. I will give you 5 minutes to answer then choose one representative to
discuss your group work. The group that can derive the correct answer will get perfect score.

B.3 Assessment:
On your quiz notebook. Answer the items in Perform C on page 9-10.

C. Integration
C.1 Gospel Reading related to the lesson
Okay class from the bible verse Genesis 1:17 “And GOD set them in the firmament of the heaven to give light
upon earth.”

C.2 Real Life Situation Related to the lesson

*Based on our discussion this morning how are you going to apply in your real life situation?
*Is this important to your daily life?

C.3 Closure of the Lesson

Do you have any other questions or clarification class?

IV. Assignment
Class for you assignment I want you to make 7 Daily Life Examples of Sets that you can see in your home.
Write it in your assignment notebook.

Lesson Plan
Subject: Mathematics 7

I. Objectives:
1. illustrates the union and intersection of sets and the difference of two sets.
2. uses Venn Diagrams to represent sets, subsets, and set operations.
3. . solves problems involving sets.
21st Century Skills: illustrating and solving

1. Codes from the Dep Ed Learning Competencies: M7NS-Ia-2, M7NS-Ib-1 and M7NS-Ib-2

Topic: Additional Terms on Sets

Resources:
Reference Book: Mathematics in the 21st Century Learner’s Textbook
Page :
Materials: Cards, Manila paper, laptop, PowerPoint Presentation

2. Pedagogy:
Preliminaries:
Prayer
Greetings/Reminders

A. Introduction
A.1 Review/Drill
Word Hunt (worksheets)

A.2 Motivation
I will group the class into two. In each group, make smaller groups based on sex: boys and girls. And each group
should have two smaller subgroups. Recreate the diagram on the right on the blackboard. Then write the name of the group
in the diagram. Be guided by grouping and subgrouping as they wrute their names.

Group 1 Group 2

A.3 Presentation of the Lesson:

So, be with me this morning class as we discuss on Additional Terms on Sets.

Statement of the Aim:

1. illustrates the union and intersection of sets and the difference of two sets.
2. uses Venn Diagrams to represent sets, subsets, and set operations.
3. . solves problems involving sets.
 B. Interaction
B.1 Varied Engaging Activities
Now let’s have an activity. This activity called pick me and paste. Go to your group then follow the instruction. I
will only give 3 minutes to do the activity.

Is the totality of the elements

Venn diagram
Joint set
Can illustrates sets

Universal set Two set have common elements

Disjoint set Do not have same or common element

B.1
Process question Group Dynamics

Universal set
Is the totality of the elements

Joint
Two set have common set
elements

Disjoint set Do not have same or common element

Venn diagram
Can illustrates sets
State that the universal set is their section “Grade 7 _____________”’ and then define what universal set
is.
Then give example of universal set.

The subsets of the big circles are the small circles.

In determining the number of subsets, observe the formula by using the table below.
Set Number of elements Subsets Number of Subsets
{} 0 { } 1
{a} 1 { }, { a } 2
{ a, b } 2 { },{ a },{ b },{ a,b }, 4
{ a, b, c } 3 { }, { a}, { b }, { c }, 8
{ a,b },{ a,c },{ b,c},
{ a,b,c},
{ a, b, c, d } 4
{ 1, 2, 3, …..} N

The number of subsets of any given set is given by the formula 2 n, where n is the number of element(s) in a set. Emphasize
that an empty set is always a subset of sset based on the definition of a subset. A is a subset of B, denoted by A B,if and
only if all elements of A is in B there is no element in an empty set that is not in the other set and that makes it a subset of
any set.

B.2 Other classroom activities or creativity to depend the lesson

Now let’s have another activity choose your partner. Then all you have to do is to make an illustration the union and
intersection of sets and the difference of two sets. I will give you 10 minutes.

B.3 Assessment:

In your quiz notebook copy and answer the following. Determine the number of subsets.
 1. {letters in the word BRAVE} 4. { Valentine’s Day in a year}
2. { one thousand pesos bill with 4 faces} 5. { 1, 2, 3, 4, 5, 6, 7, 8}
3. { 0, 1, 2}

C. Integration
C.1 Gospel Reading related to the lesson
From our reading gospel today from the book of Matthew how are you going to relate our lesson?

C.2 Real Life Situation Related to the lesson

In our real life situation we can also apply sets.
At the most basic level (or the purest level, perhaps) sets give us a means with which to
formalize and logically systematize core mathematical concepts like numbers and operations.
Numbers can be viewed as sets of sets in succession, and operations can be seen as changes to sets
based on rules derivable from the properties of sets. This may not seem like a big deal, but the ability
to ground numbers and operations in a less complex way allows us to do things like axiomatizing
number theory and clarify the rules on which we’re basing our discrete mathematics. This has
allowed for all kinds of advances in mathematics, logic, and computer programming, like providing
novel proofs of De Morgan’s laws.

Sets and set theory can also be fruitfully applied in logic, where we can use sets to develop
“higher-order” logics with predicates that range over sets or sets of sets rather than just particular
variables. This allows our logic to be more expressive and to have a wider range of applications in
things like logic and computation.

C.3 Closure of the Lesson

This time I want to race your questions about our topic. I will give you 5 minutes to do that afterwards you
will chose a classmates to answer.

IV.Assignment
In your assignment notebook I want you to write an essay about our topic that you can relate in the
environment at your home.
 Lesson Plan

Subject: Mathematics 7

I. Objectives:
1. illustrates the union and intersection of sets and the difference of two sets. M7NS-Ia-2-1
21st Century Skills: illustrating

II. Codes from the Dep Ed Learning Competencies: M7NS-Ia-2-1

Topic: Operation on Sets
Resources:
Reference Book: Mathematics in the 21st Century Learner’s Textbook
Page :
Materials: Cards, Manila paper, laptop, PowerPoint Presentation

III.Pedagogy:
Preliminaries:
Prayer
Greetings/Reminders

A.Introduction
A.1 Review/Drill

A.2 Motivation
Now, I want everyone to choose three subjects that you like most. Then I will get the two most liked subject and
write your name in the circles. Write the names that occur in both subjects in the overlapping part of the circles.
Write the names of the students who did not choose any of the two subjects outside the circles.

A.3 Presentation of the Lesson:

So be with me this morning as we explore to the world of mathematics “Operation on Sets”.

Statement of the Aim:

Listen very carefully because at the end of the lesson you are expected to illustrates the union and
intersection of sets and the difference of two sets.

B.Interaction
B.1 Varied Engaging Activities
Go to your groups and answer the following questions, you will base on our activity.
a. Who were the students who chose both of the two subjects?
b. Who were the students who chose the first subject only?
c. List all the students written in the circles.
d. Who were the students who did not choose the first subject?
e. Who were the students who did not choose the second subject?

B.1 Process question Group Dynamics

Through to our activity, illustrate the intersection, union, difference, and complement of sets.
So I want you to define the different operations on sets. Use the definition in your textbook.

B.2 Processing of the Group Dynamics

Intersection of the sets – the set containing the common elements.

Union set – is the set containing all the elements in A or in B or in both A and B.
 Complement of the given set – the set containing all elements in the universal set but not in the given set.

B.2 Other classroom activities or creativity to depend the lesson

Group work
Intersection and Union Puzzle
The goal is to associate the symbolic graphics with the expressions by dragging them with the expressions by
dragging them with the mouse into the free marked fields.

B.3 Assessment:
In your textbook answer the items in Perform A on page 25. Write it in your quiz notebook.

C.Integration
C.1 Gospel Reading related to the lesson
In our lesson this morning we talking about Operations on Sets we can relate this one in the bible verse.
Matthew 19:6  so they are no longer two but one flesh. What therefore God has joined together, let not man separate.

C.2 Real Life Situation Related to the lesson

Sets are useful because they are so incredibly general by their very nature.

C.3 Closure of the Lesson

This time I want that each group make at least two questions. Afterwards the group leader will choose whose
group to answer.

IV.Assignment
For your assignment I want you to compose an essay about our lesson today. At least two paragraph,
write it in your assignment notebook.

Lesson Plan
Subject: Mathematics 7
I. Objectives:
arranges rational numbers on a number line.

21st Century Skills: arranging

Codes from the Dep Ed Learning Competencies: M7NS-Ie-2

Topic: Integers on the Number Line
Resources:
Reference Book: Mathematics in the 21st Century Learner’s Textbook
Page :
Materials: Cards, Manila paper, laptop, PowerPoint Presentation

II. Pedagogy

III. Preliminaries:
Prayer
Greetings/Reminders

A. Introduction
A.1 Review/Drill
Go to your group and answer the following I will give you two minutes.
Arrange the following in ascending order.
1. -1, 2, -3, -4, 5
2. 9, -8, 7, 6, -5
3. -28, -16, -30, -18, -13
4. 2, 0, -7, -8, 6
5. 9, -4, 6, 3, 0

A.2 Motivation
Represent the following real life situations using integers:
1. The temperature in Baguio dropped to 10 0. Answer: -100 C
2. An eagle can fly 10 000 feet above sea level. Answer: 10 000 feet
3. The basketball team has 5 loses. Answer: -5 wins
4. An employee received 587 pesos salary increment. Answer: 587

A.3 Presentation of the Lesson:

Be with me this morning as we explore world of mathematics in talking about Integers on the Number Line.

Statement of the Aim:

Listen very carefully because at the end of the lesson you are expected to arranges rational numbers
on a number line.

B.Interaction
B.1 Varied Engaging Activities
Okay, this time I want you to go in your group then chose four representative to answer this following questions:
In each item below, which do you think is the better value – the first or the second?
1. 200 increase or 100 deduction
2. 500 debt or 1 gain
3. 25 debt or 80 debt
4. No gain nor loss or 75 debt

B.1 Process question Group Dynamics

1. Comparing and Ordering Integers

Give the following examples, how do you compare integers? Which is greater if you compare:
a. Two positive numbers?
b. Two negative numbers?
c. 0 and a positive number?
d. O and a negative number?
e. A negative number and a positive number?
 Now I want you to compare and state the rules in comparing integers in connection with real life examples.
2.Absolute Value
Consider the number line.

B.2 Processing of the Group Dynamics

In comparing positive integers with negative integers, positive integers have greater value as compared with
negative integers. Zero is always greater.

Absolute Value – the distance from a number to zero, denoted / /. Therefore, to get the absolute value of the number, just
disregard the sign of the number.

B.2 Other classroom activities or creativity to depend the lesson

This time I want you to prepare you flashcards the like sign and unlike sign, all you have to do is to race the
life sign if the statement is correct and unlike sign if it is incorrect.
1. Zero is less than any negative number.
2. The sign of the absolute value of any number can be negative.
3. Winning in eight games can be represented by the item -8.
4. Zero is an integer.
5. Negative and positive numbers constitute the set of integers.

B.3 Assessment:
In your mathematics book, answer the exercises in Perform C on page 35. Write in your quiz notebook.

C.Integration
C.1 Gospel Reading related to the lesson
Let’s look this bible verse Deuteronomy 31:6
Be strong and of a good courage, fear not, nor be afraid of them: for the LORD your God, he it is that does go with you;
he will not fail you, nor forsake you. How can you relate this one into our real life situation? Give some scenario or
example.

C.2 Real Life Situation Related to the lesson

From our lesson this morning you can apply this every day for example when you have money to compare
which have bigger value or smaller value by the help of this lesson Integers on the Number Line.
C.3 Closure of the Lesson
Now, I have here questions for you to answer.
1. How are you going to compare the value of integers?
2. What is/are ways to get the absolute value of integers?

IV.Assignment
For your assignment I want you to make a scenario which is about our lesson this morning. Write it in your
assignment notebook.