Lesson Plan in Mathematics 7 June 18-21 2019: Content Standard

Lesson Plan in Mathematics 7
June 18-21 2019
Content Standard: The learner demonstrates understanding of the key concepts of sets, the
real number system, estimation / approximation of a square of a number and the measures of
quantities, and the applications of real numbers to measurements.
Performance Standard: The learner is able to explore set concepts and set operations.
Learning Competencies/ Objectives: The learner…

1. Describes and illustrates well-defined sets, subsets, universal set and the null set.
2. Defines and describes the union and intersection of sets and the complement of a set.
3. Uses Venn Diagrams to represent sets, subsets and set operations.
4. Solves problems involving sets.
I. Content: Numbers and Number Sense
II. Learning Resources:

VII Mathematics: Patterns and Practicalities
Materials:
Charts
Printed papers
III. Procedure
A. Before Lesson
1. Motivation & Warm up discussion:
Some possible groups are as follows:

The ball, toy car, doll and teddy bear belong to the group of toys. The mango, orange and
guava belong to the group of fruits. The toy car, cap and doll belong to the group of red objects.
B. During the Lesson

1.1 THE LANGUAGE OF SETS
A group or collection of objects is called a set. Each object in a set is called a member or
an element of a set.
Here are two ways of defining a set.

1. Roster Method (Listing the elements)
The set of objects that one can wear can be defined by listing all its elements:
{𝑠ℎ𝑖𝑟𝑡, 𝑏𝑙𝑜𝑢𝑠𝑒, 𝑐𝑎𝑝}
The set of yellow objects are: {𝑏𝑎𝑙𝑙, 𝑏𝑙𝑜𝑢𝑠𝑒, 𝑚𝑎𝑛𝑔𝑜}.

2. Set-builder Notation (Describing the elements)
Describe the elements of a set clearly

𝐴 = {𝑜𝑏𝑗𝑒𝑐𝑡𝑠 𝑡ℎ𝑎𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑤𝑜𝑟𝑛}
𝐵 = {𝑜𝑏𝑗𝑒𝑐𝑡𝑠 𝑡ℎ𝑎𝑡 𝑎𝑟𝑒 𝑦𝑒𝑙𝑙𝑜𝑤}
The roster or tabulation form is used when the set does not contain a very large number
of elements. If we are interested in the set of vowels of the alphabet, for instance, we may use
roster method to describe it. {𝑎, 𝑒, 𝑖, 𝑜, 𝑢}
Suppose you are interested in all the cities in the Philippines. Since there are too many
elements in this set, it would be better to use the set-builder notation.
𝐴 = {𝑥|𝑥 𝑖𝑠 𝑎 𝑐𝑖𝑡𝑦 𝑖𝑛 𝑡ℎ𝑒 𝑃ℎ𝑖𝑙𝑖𝑝𝑝𝑖𝑛𝑒𝑠}
read as “A is the set of all x such that x is a city in the Philippines.”
Example 1.1.1 Write each set using roster notation.

a. Distinct letters in the word HUMILITY
b. Colors of the rainbow.
Solutions: a. {𝐻, 𝑈, 𝑀, 𝐼, 𝐿, 𝑇, 𝑌}
Notice that when listing the elements of a set, identical elements
are not repeated.
b. {𝑟𝑒𝑑, 𝑜𝑟𝑎𝑛𝑔𝑒, 𝑦𝑒𝑙𝑙𝑜𝑤, 𝑔𝑟𝑒𝑒𝑛, 𝑏𝑙𝑢𝑒, 𝑖𝑛𝑑𝑖𝑔𝑜, 𝑣𝑖𝑜𝑙𝑒𝑡}
Example 1.1.2 Write each set using set-builder notation.

a. {𝑎, 𝑏, 𝑐 , 𝑑, 𝑒, 𝑓, 𝑔, ℎ, 𝑖 , 𝑗, 𝑘, 𝑙, 𝑚, 𝑛, 𝑜, 𝑝}
b. {10, 20, 30, 40, 50, 60, 70, 80, 90, 100}
Solutions: a.{𝑥|𝑥 𝑖𝑠 𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 16 𝑙𝑒𝑡𝑡𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑙𝑝ℎ𝑎𝑏𝑒𝑡}

b. {𝑥|𝑥 𝑖𝑠 𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 10 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑒𝑠 𝑜𝑓 10}
1.2 ELEMENTS OF A SET AND WELL-DEFINED SETS
C. After the Lesson
Suppose the set of students who were born in June is named set A. Jenny is
born in June. So, “Jenny ∈ A” means Jenny is an element of set A. Jed is born in
February. So, “Jed ∉ A” means Jed is not an element of se A.
Example 1.2.1 Fill in each blank with ∈ or ∉.

Set 𝐴 = {𝑒𝑣𝑒𝑛 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 0 𝑎𝑛𝑑 10}
Set 𝐵 = {𝑙𝑒𝑡𝑡𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑙𝑝ℎ𝑎𝑏𝑒𝑡 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑐 𝑎𝑛𝑑 𝑗}
1. 2___A 3. 12___A 5.g____B
2. 5___A 4. b____B 6. e____B
Solutions: 𝐴 = {2, 4, 6, 8}
𝐵 = {𝑑, 𝑒, 𝑓, 𝑔, ℎ, 𝑖}
1.2 ∈ A
2. 5 ∉ A, since 5 is not an even number.
3. 12 ∉ A, since 12 is not between 0 and 10
4. b ∉ B, since b is not between c and j.
5. g ∈ B
6. e ∈ B
In a set-builder notation, some situations exist that make it difficult to determine whether
an object belongs to the set. For instance, if we are interested in “pretty girls in the Philippines” it
might be difficult to determine if a particular girl belongs to the set. A girl who is pretty for
someone may not be pretty for another. As they say, beauty is in the eye of the beholder. Since
beauty is subjective, the set “pretty girls in the Philippines” is not well-defined.
However, if we are interested in “teachers in your school” or “distinct letters in the word
HONESTY”, we know exactly if an object is an element of the set. These sets are well-defined.
Example 1.2.2 State whether the collection is a well-defined set.

1. {𝑎 𝑠𝑢𝑏𝑗𝑒𝑐𝑡 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒 7}
2. {𝑎 𝑝𝑜𝑝𝑢𝑙𝑎𝑟 𝑎𝑐𝑡𝑜𝑟}
Solutions: 1. Yes, because it’s clear whether a subject is taught in Grade 7.

2. No, because some people may consider an actor popular while
others do not.
1.3 NUMBER OF ELEMENTS IN A SET
How many days are there in a week?
How many of these days are school days?
There are 7 days in a week. If A represents the days of the week, we denote the number
of elements in A as 𝑛(𝐴) = 7.
Loosely speaking, the answer to the question “how many” is a cardinal number. A set and
the cardinal number for a set are different. For example if 𝐵 = {𝑠𝑐ℎ𝑜𝑜𝑙 𝑑𝑎𝑦𝑠} then the set is
{𝑀𝑜𝑛𝑑𝑎𝑦, 𝑇𝑢𝑒𝑠𝑑𝑎𝑦, 𝑊𝑒𝑑𝑛𝑒𝑠𝑑𝑎𝑦, 𝑇ℎ𝑢𝑟𝑠𝑑𝑎𝑦, 𝐹𝑟𝑖𝑑𝑎𝑦} and the cardinal number is 5,
written𝑛(𝐵) = 5. We say that the cardinality of set B is 5.
Count me in!
Stand up if you are a member of this set.

𝐹 = {𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑤𝑖𝑡ℎ 𝑎 𝑓𝑎𝑐𝑒𝑏𝑜𝑜𝑘 𝑎𝑐𝑐𝑜𝑢𝑛𝑡}
𝐵 = {𝑎 𝑔𝑖𝑟𝑙 𝑤𝑖𝑡ℎ 𝑎 𝑙𝑜𝑛𝑔 𝑏𝑒𝑎𝑟𝑑}
What is 𝑛(𝐹)? What is 𝑛(𝐵)?
Notice that some sets have no elements. For instance, 𝑛(𝐵) = 0.

A set with no members is called an empty or null set. It is
denoted by the symbol { } or the Danish letter∅.
Listing the Elements of the Set
Work in pairs.
List the elements of each set.

1. The set of counting numbers less than 8
2. The set of counting numbers greater than 4
3. The set of subjects that you have in school
4. The set of stars in the sky
Can you list all the elements in each set?
Sets may be described as finite or infinite.
A set is finite set if it is empty or if it can be placed into one-to-one correspondence with
a set of the form {1, 2, 3, … 𝑁} where N is a counting number. In other words, the number of
elements in finite sets is a whole number. If a set is not finite, it is said to be infinite.
In our activity, numbers 1 and 3 are finite sets and numbers 2 and 4 are infinite sets.
Example 1.3.1 Decide whether the set is a finite set or an infinite set.
1. The set of counting numbers greater than 10.
2. The set of whole numbers less than 5.
3. The set of whole numbers less than 0.
Solutions: 1. Infinite. The elements are {11, 12, 13, 14, … }.

2. Finite. The elements are{4, 3, 2, 1, 0}
3. Finite. It is an empty set.
C. After the Lesson

1. Generalization
a. What is set? What is element?

b. Differentiate well-defined sets to not well-defined sets.
c. What is a finite and infinite set?
2. Evaluation: [10 minutes]

Direction: Show your work whenever appropriate for full credit.
1. Write the following {0, 1, 2, …, 10} in set-builder notation.
___________________________________________
2. Write out the set {x: x is an integer less than 4} in roster notation.
___________________________________________
3. How many subsets of {a, b, c, d, e, f, h, i} are there? Show how you determined it.
___________________________________________
4. Write each of the following in set builder notation.
a. {0, 1, 2, 3, 4, 5, 6, 7} ______________________________________
b. {January, February, March, April, May} ___________________________________
5. List all the subsets of {t, i, m}.
________________________________________________________________________
6. Cinthia has 237 minutes remaining on her cell phone this month and wants to use them
about equal to call her 11 good friends. Show how to use compatible numbers to determine
the number of minutes she can talk to each of her friends
3. Applications [10 minutes]

Direction: Work in pairs. Answer the following in ½ crosswise for 10 minutes.
1. Consider the set of counting numbers from 1 to 100. Let this be U. Form smaller sets
consisting of elements of U that share a different characteristic. For example, let A be the
set of all multiples of 10 from 1 to 100.
a. Form five more such sets?

b. How many elements are there in each set?
c. Which sets have elements in common?
d. Which sets do not have elements in common?
e. Think of a set with no elements.
IV. Assignment
Direction: Copy and answer the following in your notebook.

Let set L = {oak, maple, elm}
Let set T = {yellow, red, brown}
Find L x T.
{(oak, yellow), (oak, red), (oak, brown), (maple, yellow), (maple, red),
(maple, brown)}
{(yellow, oak), (red, oak), (brown, oak, (yellow, oak), (red, elm),
(brown, elm), (yellow, maple), (red, maple), (brown, maple),}
{(maple, red), (maple, brown), (elm, yellow), (elm, red), (elm, brown)}
{(oak, yellow), (oak, red), (oak, brown), (maple, yellow), (maple, red),
(maple, brown), (elm, yellow), (elm, red), (elm, brown)}

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Lesson Plan in Mathematics 7

June 18-21 2019

Learning Competencies/ Objectives: The learner…

I. Content: Numbers and Number Sense

II. Learning Resources:

Some possible groups are as follows:

B. During the Lesson

Here are two ways of defining a set.

The set of yellow objects are: {𝑏𝑎𝑙𝑙, 𝑏𝑙𝑜𝑢𝑠𝑒, 𝑚𝑎𝑛𝑔𝑜}.

Describe the elements of a set clearly

Example 1.1.1 Write each set using roster notation.

Example 1.1.2 Write each set using set-builder notation.

Solutions: a.{𝑥|𝑥 𝑖𝑠 𝑜𝑛𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 16 𝑙𝑒𝑡𝑡𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑙𝑝ℎ𝑎𝑏𝑒𝑡}

1.2 ELEMENTS OF A SET AND WELL-DEFINED SETS

C. After the Lesson

Example 1.2.1 Fill in each blank with ∈ or ∉.

Example 1.2.2 State whether the collection is a well-defined set.

Solutions: 1. Yes, because it’s clear whether a subject is taught in Grade 7.

1.3 NUMBER OF ELEMENTS IN A SET

How many days are there in a week?

How many of these days are school days?

Stand up if you are a member of this set.

What is 𝑛(𝐹)? What is 𝑛(𝐵)?

Notice that some sets have no elements. For instance, 𝑛(𝐵) = 0.

Listing the Elements of the Set

List the elements of each set.

Can you list all the elements in each set?

Sets may be described as finite or infinite.

Solutions: 1. Infinite. The elements are {11, 12, 13, 14, … }.

C. After the Lesson

a. What is set? What is element?

2. Evaluation: [10 minutes]

5. List all the subsets of {t, i, m}.

3. Applications [10 minutes]

a. Form five more such sets?

Direction: Copy and answer the following in your notebook.

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