Grade 7 LP 2nd Quarter Week 7 Day 1

Republic of the Philippines
Department of Education
Region _____________
Division of _____________
_____________HIGH SCHOOL
Lesson Plan in Teaching Mathematics Grade 7

MATATAG CURRICULUM
CONTENT STANDARD
The learners should have knowledge and understanding of sets and subsets, and the union and intersection of sets
using Venn diagrams.
PERFORMANCE STANDARD
By the end of the quarter, the learner is able to describe sets and their subsets, and the union and intersection of
sets. (NA).
LEARNING COMPETENCIES AND OBJECTIVES

The learners describe sets and their subsets, the union of sets, and the intersection of sets.
A. Define set.
B. Express sets using the roster and description method
C. Appreciate the importance of set in the real-life experience.
CONTENT: Sets
INTEGRATION: Data Organization, Collaboration, Technology
II. Learning Resources:

Alternative Delivery Mode. Quarter 1 – Module 1. Sets
Learners Material for Mathematics 7(DepEd Textbook) Quarter 1. Pages 1-3.
Teachers Guide for Mathematics 7 (DepEd Material) Quarter 1 Pages 1-3.
III. Teaching and Learning Procedures

Preparatory Activities
1. Routinary Activities
a) Prayer
b) Greetings
c) Classroom Management
d) Checking of Attendance
A. Activating Prior Knowledge
1. Short Review (Engage)
The class will be divided into 4 groups. Each group will be given envelopes which contain pictures of different
objects. The group will identify the objects which belong to the same group. They will paste them on the piece of paper
being provided and let them label the group they created. The pictures of the objects are shown below.
After doing the activity, the groups’ output will be posted on the board and ask the following guide questions:
1. How many groups are being created?
2. Do the objects which belong to the group share a common characteristic?
3. Is there an object that belongs to more than one group? Which one?
B. Establishing Lesson Purpose

1. Lesson Purpose
Begin this phase of lesson by asking students to share their own ideas about sets, to give their own examples of
sets, and ask them why do we have to study about sets?
Sample questions.
1. In your respective houses, do you see things which are used in cooking?
2. When shopping in the mall, do you have ideas in your mind where to go when you want to buy toys?
3. When going to school, what are the things you put in your bags?
4. When in school, do you follow certain rules?
Based on your answers to the questions, we can say that sets can be seen everywhere.
2. Unlocking Content Vocabulary
A set is a well-defined group or collection of objects that share common characteristics. The objects contained in
the set are called elements.
C. Developing and Deepening Understanding
1. Explicitation (Explore)
Begin the lesson by asking the learners if they have an idea of the term “set” in general and in a mathematical
context. Draw figure on a manila paper and post it on the board. Divide the class into 4 groups. Ask the group to
brainstorm on their understanding of sets. Let them write their answers in the box assigned to each group.
Introduce “Set” as “a collection of well-defined distinct objects. The objects contained in the set are called
elements.” Emphasize and explain the keywords: elements, collection, well-defined, and distinct.
Present examples of a set and let the students identify the elements of each set. Present examples of “well-
defined sets” and “not well-defined sets”.
• Well-defined set: The set of odd numbers between 5 and 15.

• Not well-defined set: The set of pretty ladies in Grade 7.
Provide another sample of sets and let the students determine whether it is a well-defined set or not well-
defined sets.
Sample of sets to be given.
1. Set M is the set of primary colors. (Well-defined)

2. Set Y is the set of all multiples of 5. (Well-defined)
3. Set E is the set of all even numbers. (Well-defined)
4. 4. Set O is the set of letters in the word orange. (Well-defined)
5. The set of famous dancers. (Not well-defined)
6. The set of punctual students in your class. (Not well-defined)
7. The set of honest people in Butuan City. (Not well-defined)
Next, discuss the concepts that follow. Set notation is used in mathematics to essentially list numbers, objects, or
outcomes. Set notation uses curly brackets {}, which are sometimes referred to as braces. Objects placed within the brackets
are called the elements of a set, and do not have to be in any specific order. Sets are named using capital letters, with some
sets having predefined names, like N for natural numbers and W for whole numbers. A set can be named using capital letters
like A, B, C, D…Z and we use braces {} to group the elements of set separated by commas. If a set contains many elements,
we often use three dots, …, called ellipsis.
2. Worked Example
Example 1:
A is the set of prime numbers less than 10.
A = {2, 3, 5, 7}
B is the set of letters in the word “brain.”
B = {a, b, i, n, r}
C is the set of primary colors.
C = {blue, red, yellow}
N is the set of counting or natural numbers.
N = {1, 2, 3, 4, 5...}
S is the set of perfect squares less than 100.
S = {0, 1, 4, 9, 16, 25, 36, 49, 64, 81}
WAYS OF DESCRIBING A SET

There are two basic methods to describe or express a set.
A. Verbal Description Method
The set is described in words using a verbal statement.
B. Roster or Listing Method
The elements of the set are listed in a row, separated using commas, and enclosed with
braces.
Example 2:
Examples of sets written using the verbal description method:
1. The set of colors in the Philippine Flag.
2. The set of odd numbers less than 10.
3. The set of Grade 7 subjects in the MATATAG curriculum.
Examples of sets written using the roster or listing method:

1. A = {blue, yellow, red, white}
2. B = {1, 3, 5, 7, 9}
3. C = {Math, Science, English, Filipino, AP, MAPEH, VE, TLE}
3. Lesson Activity
The teacher checks students’ understanding of the concepts presented by giving an activity or a quiz.
Describe the following sets using the Roster Method. (This could be done using Kahoot to integrate
interactive technology-based assessment.) If there is a time constraint, this could be given as an assignment.
1. Set A contains the surnames of women Presidents of the Republic of the Philippines.
2. Set B contains the surnames of male classmates born in the month of December.
3. Set C contains even integers between 10 and 20.
D. Making Generalizations
1. Learners’ Takeaway
Ask the learners to define sets based on their learnings from the discussion. Ask also the two different
methods in writing/expressing a set.
2. Reflection on Learning
Ask the learners to create an acronym for SETS based on their understanding.
IV. Evaluating Learning: Formative and Teacher’s Reflection

A. Evaluating Learning
1. Formative Assessment
Complete the table below by applying the concepts you have learned about sets.
Set Roster or Listing Method
Set A is the set of months with 30 days only.
Set B is the set of days in a week.
Set C is the set of planets in the solar system.
B. Teacher’s Remarks
Note observations on any of the following Effective Practices

areas:
Strategies Explored
Materials Used
Learner Engagement/Interaction
Others
C. Teacher’s Reflection
• Principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
• students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
• Ways forward
What could I have done differently?
What can I explore in the next lesson?

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Republic of the Philippines

Lesson Plan in Teaching Mathematics Grade 7

LEARNING COMPETENCIES AND OBJECTIVES

II. Learning Resources:

III. Teaching and Learning Procedures

B. Establishing Lesson Purpose

C. Developing and Deepening Understanding

• Well-defined set: The set of odd numbers between 5 and 15.

Sample of sets to be given.

1. Set M is the set of primary colors. (Well-defined)

WAYS OF DESCRIBING A SET

Examples of sets written using the roster or listing method:

IV. Evaluating Learning: Formative and Teacher’s Reflection

Note observations on any of the following Effective Practices

Why did I teach the lesson the way I did?

What did my students learn? How did they learn?

What can I explore in the next lesson?

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