DAILY LESSON LOG OF M7NS–Ia–2

School TABINA NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher RAMIL I. OCAY Learning Area Mathematics
Teaching Date and
SEPTEMBER 5, 2022 Quarter First
Time
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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and
solve these in a variety of strategies.
Learning Competency: Illustrates the union, intersection of sets and the difference of two sets.
(M7NS–Ia–2)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Define union and intersection of sets.
2. Illustrate union and intersection of sets.
3. Demonstrate mastery in performing union and intersection of sets.
II. CONTENT Union and Intersection of Sets
III. LEARNING RESOURCES teacher’s guide, learner’s material
A. References
1. Teacher’s Guide Page 6 – 10
2. Learner’s Materials page 5 – 8
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Global Mathematics, page 10 – 13
Synergy for Success in Mathematics, pages 14 – 22
Skill Book in Mathematics 7 – 9
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
IV. PROCEDURES 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 reviews the previous lesson.
Consider Set A = {1,2,3,4,5,6,7,8,9,10}.
1. What are the elements of Set A?
2. What is the cardinality of Set A?
A. Review previous lesson or
3. How many subsets does Set A have?
presenting the new lesson
Possible Response:
1. 1,2,3,4,5,6,7,8,9,10
2. n(A) = 10
3. 2n = 1,024
B. Establishing a purpose for The teacher lets the students realize that the skill on identifying elements in a given set is
the lesson important to perform the operation on union and intersection of sets.
Let the student answer Activity on page 5 – 6 on the Learner’s Material. This will be done orally.
The teacher guides the student to come up with a conclusion.
- Aside from the word union, what one word would best describe the union of Set A
C. Presenting examples/ and B?
instances of the new - Aside from the word intersection, what one word would best describe the
lesson intersection of Set A and B?
Possible Responses:
- Combination
- Common
D. Discussing new concepts
and practicing new skills Given set A and set B, let the student find the union of set A and set B.
#1

Answer:
{Ethan Molina, Chris Clemente, Angela Dominguez, Mayumi Torres, Joanna Cruz,
 Janis Reyes, Nathan Santos}

Question:
What have you observed on the union of set A and set B?

Possible Response:
The elements were combined.

Discuss the union of sets found in the Important Terms/Symbols to Remember on page 8 of the
Learner’s Material.

Present the examples.

Given the sets:
C = {0,1,2,3,4} D = {0,2,4,6,8} E = {1,3,5,7,9}
Find:
The teacher will answer number 1 as an example

1. C ∪ D = {0,1,2,3,4,6,8}

The students will answer number 2 and 3.

2. D∪E = {0,1,2,3,4,5,6,7,8,9}
3. C ∪ E = {0,1,2,3,4,5,7,9}

Given set A and set B, let the student find the intersection of set A and set B.

Answer:
{Ethan Molina, Chris Clemente, Mayumi Torres}

Question:
What have you observed on the intersection of set A and set B?

E. Discussing new concepts Possible Response:

and practicing new skills The elements were common in set A and set B.
#2
Discuss the intersection of sets found in the Important Terms/Symbols to Remember on page 8
of the Learner’s Material.

Present the examples.

Given the sets:
C = {0,1,2,3,4} D = {0,2,4,6,8} E = {1,3,5,7,9}
Find:
The teacher will answer number 1 as an example

1. C ∩ D = {0,2,4}

The students will answer number 2 and 3.

2. C ∩ E = {1,3}
3. D∩E = ∅
F. Developing mastery (leads
to formative assessment Board work:
3) Call student representatives to answer the Exercise number 2 on page 8 of the Learner’s
Material on the board.
Answer Key:

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes and leads the students to the mathematical skills used to illustrate
union and intersection of sets.
1. Given Set A and Set B, define union of sets?
2. Given Set A and Set B, define intersection of sets?

H. Making generalizations
and abstractions about
the lesson

Let A, B and C be three sets such that:

A = {2, 4, 6, 8, 10, 12} B = {3, 6, 9, 12, 15} C = {1, 4, 7, 10, 13, 16}.
Find:
1. A ∪ B = ________________________
2. A ∩ B = ________________________
3. B ∩ C = ________________________
4. B ∪ A = ________________________
I. Evaluating Learning
5. B ∪ C = ________________________

Answer Key:
1. {2,3,4,6,8,9,10,12,15}
2. {6,12}
3. {}
4. {1,3,4,6,7,9,10,12,13,15,16}
5. {1,3,4,6,7,9,10,12,13,15,16}
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
teachers