Scribd Logo
Upload

Welcome to Scribd!

  • 45 views

    School Grade Level Quarter Learning Area Section and Time Date

    Uploaded by

    Peterson Dela Cruz Enriquez
    This document contains a daily lesson plan for a Grade 7 mathematics class covering sets and unions and intersections of sets. The lesson plan outlines objectives, procedures, examples, learning tasks, and an evaluation. It provides context for students in the class and defines key terms. The lesson aims to teach students to illustrate unions and intersections of sets through examples, practice problems, and an assessment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    School Grade Level Quarter Learning Area Section and Time Date

    Uploaded by

    Peterson Dela Cruz Enriquez
    45 views3 pages
    This document contains a daily lesson plan for a Grade 7 mathematics class covering sets and unions and intersections of sets. The lesson plan outlines objectives, procedures, examples, learning tasks, and an evaluation. It provides context for students in the class and defines key terms. The lesson aims to teach students to illustrate unions and intersections of sets through examples, practice problems, and an assessment.

    Original Title

    A (8-31-2022)

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document contains a daily lesson plan for a Grade 7 mathematics class covering sets and unions and intersections of sets. The lesson plan outlines objectives, procedures, examples, learning tasks, and an evaluation. It provides context for students in the class and defines key terms. The lesson aims to teach students to illustrate unions and intersections of sets through examples, practice problems, and an assessment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    45 views3 pages

    School Grade Level Quarter Learning Area Section and Time Date

    Uploaded by

    Peterson Dela Cruz Enriquez
    This document contains a daily lesson plan for a Grade 7 mathematics class covering sets and unions and intersections of sets. The lesson plan outlines objectives, procedures, examples, learning tasks, and an evaluation. It provides context for students in the class and defines key terms. The lesson aims to teach students to illustrate unions and intersections of sets through examples, practice problems, and an assessment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3

    Republic of the Philippines

    DEPARTMENT OF EDUCATION
    MIMAROPA Region
    Schools Division of Occidental Mindoro
    Daily Lesson Plan
    School CAMINAWIT NATIONAL HIGH SCHOOL San Jose, Occidental Mindoro
    Grade GRADE 7 Quarter FIRST
    Level
    Learning MATHEMATICS Section and A.Molina(8:30-9:30);
    Area Time L.Celerio (10:45-11:45);
    Date August 31, 2022 F.Amorsolo (1:00-2:00)

    Content Standard The learners demonstrate understanding of key concepts of sets and the real number
    system.
    Performance Standard The learners are able to formulate challenging situations involving sets and real numbers
    and solve these in a variety of strategies.
    Learning Competencies (M7NS-Ia-1): The learners illustrate well-defined sets, subsets, universal sets, null set,
    cardinality of sets, union and intersection of sets and the different of two sets.
    Content Numbers and Number Sense
    Reference/s LM (pp. 1 – 4) ; TG (pp. 1 – 5)
    E-Math (pp. 2 – 9)
    Objectives In this lesson, the learners are expected to illustrate the Union and Intersection of Two Sets.

    PROCEDURES
    A. Reviewing previous 1. Preliminary Activities (Checking of Attendance)
    lesson or presenting the 2. Review:
    new lesson 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?
    3.How many subsets does Set A have?
    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 Discussion:
    for the lesson In Grade 7 Newton, six students joined the Math Club: Anne, Jonathan, Kaira, Patrick,
    Rhea and Teejay. In the same section, five students joined the Yes-O Club:Alan, Jayvee,
    Kaira, Nica and Teejay. Answer the following questions:

    a. Suppose the members of the two clubs decided to combine as one group, who are
    the members of this new club?
    b. Name the students who joined both the Math Club and the Yes-O Club.

    Let’s assume that A is the set containing the students who joined the Math Club and B is
    the set containing the students who joined the Yes-O Club. We have,
    A = { Anne, Jonathan, Kaira, Patrick, Rhea, Teejay}
    B = { Alan, Jayvee, Kaira, Nica, Teejay }

    The set containing all the students who joined the Math Club or the Yes-O Club or both the
    Math Club and the Yes-O club is called the union of sets. The union of two sets A and B is
    denoted by 𝑨∪𝑩. Thus, we have
    𝑨∪𝑩 = { Anne, Jonathan, Kaira, Patrick, Rhea, Teejay, Alan, Jayvee, Nica}

    The union of sets A and B, written as 𝑨∪𝑩, is the set of all elements that are in A or B, or
    in both A and B. In symbols, A ∪ B = { x / x ∈ A or x ∈ B}.
    The set containing the students who joined both the Math Club and the Yes-O Club is
    called the intersection of sets. The intersection of two sets A and B is denoted by 𝑨∩𝑩.
    𝑨∩𝑩 = {Kaira , Teejay}

    The intersection of set A and B, written as 𝑨∩𝑩, is the set containing the elements that are
    in both A and B. In symbols, A ∩ B = { x / x Є A and x Є B}.
    C. Presenting examples / Watch Me! Let us find the union and intersection of two sets. Try the following examples.
    instances of the new
    lesson 1. Given: A =

    B=

    Find: a. 𝑨∪𝑩 b. 𝑨∩𝑩


    D. Discussing new concepts Learning Task: Individual
    and practicing new skills If W = {1, 2, 3, 4, 5, 6, 7} and Y = {1, 3, 7, 9, 11}, find
    #1 a. W ∩ Y b. W ∪ Y
    E. Discussing new concepts Learning Task: Think – Pair - Share
    and practicing new skills D = {counting even numbers less than 17} ,E = {set of factors of 18} and
    #2 F = { set of multiples of 3 less than 20}. Find the elements of (D ∩ E) ∩ F.
    F. Developing mastery Learning Task: Give at least 3 examples of well – defined sets
    (leads to Formative Given the following sets:
    Assessment 3) A = {1, 2, 3, 6, 7, 11, 16, 4} Find the following.
    B = {1, 2, 3, 7} 1. C ∪ A
    C = {6, 7, 10} 2. B ∪ C
    3. A ∩ B
    4. A ∪ C
    5, A ∩ B
    G. Finding practical Learning Task:
    application of concepts Let A, B and C be three sets such that:
    and skills in daily living A = {3, 6, 9,12,15}, B = {prime numbers less than 15} and
    C = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}.

    List the elements of the following sets.


    1. A ∪ C 5. B ∪ C
    2. A ∩ C 6. Is A ∪ B = B ∪ A?
    3. B ∩ A 7. Is A ∩ C = A ∪ C?
    4. B ∪ A

    H. Making generalizations Summing Up


    and abstractions about
    the lesson Remember:
    The union of two sets A and B is the set of elements which are in A, in B, or in both A and
    B. In symbols, A ∪ B.
    The intersection of two sets A and B is the set of elements that are in both sets A and B. In
    symbols, A ⋂ B.

    1. Given: P = {apple, banana, papaya, lanzones} ; Q = { grapes, pears, apple, banana}.


    What is P ∩ Q?

    2. If A = { set of all factors of 24 } and B = { set of all factors of 36}, what is A υ B?what is A
    ∩ B?
    I. Evaluating learning 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 = ________________________
    5. B ∪ C = ________________________

    J. Additional activities for If A = {1, 3, 7, 9, 10}, B = {2, 5, 7, 8, 9, 10}, C = {0, 1, 3, 10}, D = {2, 4, 6, 8, 10}, E =
    application or {negative natural numbers less than –11} and F = {0}
    remediation
    Find:
    1. A ∪ B 4. B ∪ F
    2. E ∪ C 5. A ∩ B
    3. C ∪ F

    REMARKS Lesson not yet done

    Lesson done
    REFLECTION Date REFLECTION Date
    A. No. of learners earned Molina B. No. of learners who Molina
    80% in the evaluation. Celerio require additional activities Celerio
    Amorsolo for remediation. Amorsolo
    E. Did the remedial lessons Molina F. No. of learners who Molina
    work? No. of learners continue to require
    who have caught up with Celerio remediation Celerio
    the lesson.
    Amorsolo Amorsolo
    I. Which of my teaching
    strategies worked well?
    Why did these work?
    J. What difficulties did I
    encounter which my
    principal or supervisor
    can help me solve?
    K. What innovative or
    localized materials did I
    use / discover which I
    wish to share with other
    teachers?
    PDE.

    Prepared by:

    PETERSON D. ENRIQUEZ
    Teacher III

    Checked:

    EMELITA D. GONDA
    Principal I

    You might also like