School: Grade Level:

GRADE 1 to 12 Teacher: Learning Area:

DAILY LESSON
Teaching Dates and Time: Quarter:
LOG
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Uses Venn Diagrams to represent
sets, subsets, and set operations The learner represents the absolute value
(M7NS–Ib–1)
1. Describe and define the union Learning Objectives:
of a number on a number line as the
distance
Distance Learning
of sets, intersection of sets and 1. Solve word problems involving of a number from 0. (M7NS-IC-1)
C. Learning difference of two sets through sets with the use of Venn diagrams. a. Illustrate the absolute value of a number Administration of activities Monday -
Competencies or Venn diagrams; on a number line as the distance of a
Objectives 2. Perform the union of sets,
2. Apply set operations to solve
variety of word problems. number from 0. Wednesday lesson that was not
intersection of sets and
difference of two sets using
3. Demonstrate cooperation in doing b. Find the absolute value of a number administered during the face-to-face
group activities. c. Appreciate the value of distance in real
Venn diagrams; and life situation . lesson.
3. Display patience and teamwork
during group activity.
Uses Venn Diagrams To
II. CONTENT Represent Sets, Subsets, Problems Involving Sets Absolute Value
And Set Operations
teacher’s guide, learner’s material, teacher’s guide, learner’s material,
III. LEARNING worksheets for independent learning,
RESOURCES reference books
A. References Learners Material , Teachers Guide
1. Teacher’s Guide
Pages 23-29
Pages
2. Learner’s Materials
Pages 7-11 Pages 14-18 pp. 70 -75
Pages
- Grade 7 Module LM pp.70-75
- Patterns and Practicalities on G7 Math
3. Textbook Pages pages 5 – 8 pp: 68-70 Gladys Nievera
- Math Builders 7 pp. 28 – 30 Jisela N.
Ulpina & Edna D. Licardo
4. Additional https://www.google.com.ph/search?
Materials from biw=800&bih=499&tbm
Learning Resource =isch&sa=1&btnG=Search&
q=car+#tbm=isch&q=
(LR) Portal
riding+a+bycycle+gir+and+boy+cliparts

B. Other Learning Grade 7 LCTG by DepEd Cavite

Resources Mathematics, 2016
Visual aids
IV. PROCEDURES
A. Reviewing previous The teacher asked the students The teacher together with the students While the students are seated, ask them
lesson or presenting “What are your ideas about Venn will check the activity given yesterday about the distance of their classmate if one
the new lesson Diagram?” as student’s assignments. of them will be the center. Tell that each
Possible responses: student is equivalent to 1 unit so that it will
Pictures, circles, closed curves, a be easy to identify the distance from left to
diagram representing mathematical right.
or logical sets pictorially as circles
or closed curves within an enclosing
rectangle (universal set), common
elements of the sets being
represented by the areas of overlap
among circles.
B. Establishing a The teacher lets the students realize The teacher lets the students realize that Guide Question
purpose for the that using Venn Diagram is an illustrating problems in a Venn Diagram Based on the activity, what have you
lesson important skill in solving word can be used to solve word problems noticed with the distance between your
problems involving sets. involving union and intersection of sets. classmate from the left and right? Explain
your answer.
C. Presenting The teacher lets the students, in groups Distance from Ten-ten’s house to the
examples/ instances of five, analyze the problem below. school

Problem (5 minutes). A group of 25

of the lesson high school students were asked whether
they use either Facebook or Twitter or
both. Fifteen of these students use
Facebook and twelve use Twitter.
a. How many use Facebook only? b. Distance from the school to their house.
b. How many use Twitter only?
c. How many use both social
The teacher lets the students answer networking sites?
the activity individually.
Given the sets below, determine the For the solutions, please refer to pages
elements and cardinality of: 13-15 of the Learner’s Material
U = {0,1,2,3.4, 5, 6, 7, 8, 9}
C = {0,1,2,3,4} D = {0,2,4,6,8} c. Distance from their house to the church.
E= {1,3,5,7,9}
1. D U E = ___________
n(D U E ) =
____________
2. E' = ___________
n(E')
=_____________
3. C ∩ D = ________
n C ∩ D _______
4. C-E = __________ d. Distance from the church to the Ten-
n C-E ten’s house.
E'
Answer Key:
1. D U E
={0,1,2,3,4,5,6,7,8,9}
n=10
2. E' ={0, 2, 4,6, 8, }
n=5
3. C ∩ D = {0, 2, 4 } Notice that while both are equidistant from
n= 3 the house, the two are not located at the
4. C-E = {1,3} same point. The school is 400 meters to the
n=2 right of Ten – ten’s house and vice versa
while the church is also 400 meters to the
right of the school and vice versa.

Illustrative Examples
Find the absolute value of the following
a. │3│=3, since 3 is 3 units
away from 0.
b. │0│=0, since there is no
movement.
c. │-5│=5, since -5 is 5 units
away from 0.
D. Discussing new The teacher discusses with the The teacher discusses with the students The teacher discusses with the students the
concepts and students the process of arriving at the process of arriving at the answer of process of arriving at the answer of the
the answer of the activity. each problem. Furthermore, he/she asks questions. Furthermore, he/she introduces
practicing new skills Furthermore, he/she uses Venn the students about the things to consider the term ABSOLUTE VALUE.
 Diagram in performing the union of in answering problems involving sets. The following are terms that you must
#1 sets, intersection of sets and remember from this point on.
difference of two set. 1. Absolute Value – of a number is the
distance between that number and zero on
the number line.
2. Number Line –is best described as a
straight line which is extended in both
directions as illustrated by arrowheads.
A number line consists of three elements:
a. set of positive numbers, and is located
to the right of zero.
b. set of negative numbers, and is located
to the left of zero; and
c. Zero.
Notations and Symbols
The absolute value of a number is denoted
by two bars ││.
E. Discussing new The teacher provides illustrative The teacher illustrates the distance of the
concepts and examples on the board. The teacher number from 0 through illustrative
discusses and illustrates thoroughly examples.
practicing new skills the use of Venn diagram in A. Find the absolute value of each
performing the operations of set a. 9 b. -4
#2 specifically union, intersection and B. Simplify
difference of sets. a.│5│+ │-8│ b.│-9│+ │-10│

• A rectangle is used to represent a Solutions

universal set.  A. a. Since 9 is 9 units to the right of zero;
• Circles or ovals are used to │9│= 9
represent other subsets of the 9 units
universal set. 

-10 -5 0
5b. Since -4 is10
4 units to the left of zero,
│-4│= 4
4
unit
s

-10 -5 0
5 10
B. Simplify
a.│5│+ │-8│= 5 + 8 = 13
b.│-9│+ │-10│ = 9 + 10 = 19

F. Developing mastery Working in pair, The teacher lets Working in pair, the teacher lets the Working in pair, the teacher lets the
the students answer problem: students answer item # 5 found on page students answer the following:
(Leads to Formative
16 of the LM’s. A. Illustrate the absolute value of the
Assessment 3) following:
 Among the 70 kids in Barangay a. -7 b. 6
Magana, 53 like eating in Jollibee while B. Simplify
42 like eating in McDonalds. How many a.│15│+ │-7│=
like eating both in Jollibee and in b.│-20│+ │-1│ =
McDonalds? in Jollibee only? in Answer Key:
McDonalds only? A. a. Since -7 is 7 units to the left of zero,
│-7│= 7
Answer Key:
like eating both in Jollibee and in
McDonalds: 25 kids
like eating Jollibee only: 28 kids
like eating McDonalds only: 17 kids
b. Since 6 is 6 units to the right of zero,
│6│= 6

B. Simplify
a.│15│+ │-7│= 15 + 7 = 22
b.│-20│+ │-1│ = 20 + 1 = 21
G. Finding practical Show the following information The teacher asks the students: “Who Solve the problem.
applications of using a Venn diagram. among you here likes to eat in Jollibee? The bicycle joyride of James and Daniel
concepts and skills 1. “A class of 28 students were in McDonalds? Both in Jollibee and in James and Daniel were at Enrique’s house.
surveyed and asked if they ever McDonalds? Or Haven’t tried any? ” James rode his bicycle 3 miles west of
in daily living
had dogs or cats for pets at Enrique’s house, and Daniel rode his
home; 8 students said they had Possible responses: bicycle 4 miles east of Enrique’s house.
only ever had a dog, 6 students Students raise their hands. Then, the Who travelled greater distance from
said they had only ever had a teacher reviews the steps on how to Enrique’s house Daniel or James?
cat, 10 students said they had a solve problems and presents the
dog and a cat, 4 students said problem:
they had never had a dog or a
cat.” Among the 50 kids in Barangay Tabok,
33 like eating in Jollibee while 32 like
eating in McDonalds.
a. Illustrate the problem in
Use the given picture below to prove your
Venn diagram.
answer.
b. How many like eating
both in Jollibee and in
McDonalds?
Solution:
U
a. Jollibee McDonalds

18 15 17

b. 15 kids like to eat both in Jollibee and

in McDonalds
H. Making Venn diagrams are very useful in The teacher summarizes the The teacher summarizes the mathematical
generalizations and illustrating sets and their mathematical skills or principles used to skills or principles encountered in
abstractions about relationships with each other. Set solve word problems involving sets with identifying the absolute value of a number
operations could are also best the use of Venn diagrams through through questions like:
the lesson
illustrated using Venn diagrams. questions like: 1. What do you mean by absolute value?
With full understanding of the 1. What are the steps in problem 2. How do you simplify absolute values?
concept behind sets, subsets, and set solving?
operations, students could easily 2. What did you do to arrive at the The absolute value of a number is the
illustrate even very complex set answer? distance on the number line between the
operations. 3. Where there mathematical skills or number and zero without any regard to its
principles or set operations used to direction. Thus, the absolute value of any
solve word problems? number is a nonnegative number.
For any number n,
Answers shall be drawn from the
students.
Possible response:
1. Define the problem, look for
solutions, solve, then check
2. look for pattern
3. yes, addition, subtraction,
intersection, union, difference and
complement of sets were used to
Speaking mathematically,
solve the word problems
│5│= 5 is read as “the absolute value of 5
is 5.”
│-5│=5 is read as “the absolute value of
negative 5 is 5.”
I. Evaluating learning The teacher gives the formative The teacher lets the students answer The teacher lets the students answer
assessment. individually the formative assessment. individually the formative assessment.

Problem: In a group of 60 people, 27 Simplify the following:

like cold drinks and 42 like hot drinks 1. │+15│
and each person likes at least one of the 2. │-65│
two drinks. How many like both cold 3. │+5│+ │-5│
drinks and hot drinks? Illustrate the 4. │-23│- │+8│
problem in Venn Diagram and solve. 5. │12│+│-14│

Solution: Answer Key:

Let A = Set of people who like cold 1. 15 2. 65 3. 10 4. 31 5. 26
drinks.
B = Set of people who like hot
drinks.
Answer key:
1. Set B U
A B
2. A U B
3. Set A
4. A-B
5. B-A 27 9 42
6. A ∩ B
 Given
(A ∪ B) = 60 n(A) = 27 n(B)
= 42 then;
n(A ∩ B) = n(A) + n(B) - n(A ∪ B)
= 27 + 42 - 60
= 69 - 60 = 9
=9
Therefore, 9 people like both cold drinks
and hot drinks
J. Additional activities The teacher gives another problem Answer the problem by pair. List at least two integers that can replace N
for application or for the students as assignment. This A group of 50 students went in a tour in such that.
remediation time, a Venn diagram is given and Palawan province. Out of the 50 1. │N │= 4
the students are asked to interpret the students, 24 joined the trip to Coron; 18 2. │N │< 3
data presented. went to Tubbataha Reef; 20 visited El
Nido; 12 made a trip to Coron and
Mrs. Ruiz presented a diagram Tubbataha Reef; 15 saw Tubbataha Reef
showing his students’ favorite TV and El Nido; 11 made a trip to Coron
Stations. and El Nido and 10 saw the three tourist
spots.
KAPAMILYA KAPUSO a. How many of the students went to
Coron only?
b. How many of the students went to
Tubbataha Reef only?
c. How many joined the El Nido trip
only?
d. How many did not go to any of the
tourist spots?

(Note: Depending on the level of

mastery of the students)
1. How many students like
Kapamilya?
2. How many students like both
Kapamilya and Kapuso?
3. How many students do not like
either
Kapamilya or Kapuso?

Answer Key:
1. 26 students
2. 11 students
3. 14 students

V. REMARKS

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons 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?

VI. REFLECTION
I realized/observed
that …

Prepared by:

Checked by: