Community Program A&E

ALTERNATIVE Learning Center

LEARNING SYSTEM Learning Facilitator Literacy Level JHS

DAILY LESSON Month and Learning Strand LS3 Mathematical

PLAN Quarter and Problem Solving
Skills

I. OBJECTIVES
A. Content Standards Numeracy Skills

B. Performance Standards Show desirable attitudes and values in the application of mathematics in daily life

C. Learning Competencies/ Objectives Knowledge:

Write the LC code for each.  Discuss the different kinds of sets
(LS3MP-NN-PSB-JHS-125);
 Determine the intersection of two sets
(LS3MP-NN-PSB-JHS-131)
 Express satisfaction in mastery of new ways of thinking through
application of mathematics
(LS3MPNS-PSA-BL/LE/AE/JHS-3)
Skill: Perform the given tasks individually, by pair and by group.

Attitude: To learn what is the different kinds of sets.

II. CONTENT(Subject Matter) SETTING IT UP

III. LEARNING RESOURCES

A. References
1. Session Guides pages

2. Module pages UNESCO ALS LS3 Module 1 Lesson 2

3. Curriculum Guide ALS K to 12 Basic Curriculum Guide 2019, LS 1 Communication Skills page 134
B. Other Learning Resources Pictures, Laptop, Projector, Manila Paper
https://www.cuemath.com/algebra/sets/
https://www.youtube.com/watch?v=WL46UtTPr_c
IV. PROCEDURES
A. Springboard/Motivation Guess the Game!
(Establishing a purpose for the lesson)
Gues what game is being illustrated in the pictures and tell how many
members are there in a different set of games.

(en.wikipedia.org
n.d.)

(Morales n.d.)
 B. Activity Pre-Test
(Review of previous lesson/s or presenting the
new lesson)  Learners will answer the pre-test questions using the worksheets.

A. Directions: Match the correct word to the definition.

B. State, whether the given set is infinite (i), finite (f) or null(n).

C. Analysis Let’s Try This Out (Group Work)

(Presenting examples/instances of the new
lesson)
Directions: Tito Gino is in-charge of recording the weight of the items sold
to the junk shop. His boss asked him to group the weights according to the
conditions stated in each set below. Help Tito Gino identify which weights
belong to which set.

D. Discussing new concepts and practicing new Let’s Learn!

skills (sub-activity #1)
Look at the measurements of the items brought to the shop that Tito Gino
recorded. If you grouped them the way they are grouped below,
congratulations! You did a good job.

As you can observe, there are some sets that has only one
element, some sets that share the same elements with other
sets, and some sets that do not contain anything. Let us get
to know what each of these sets are called.
 Let’s Watch It!
For better understanding of the lessons lets watch a video all about
sets, why it is important and how do we represent sets.

https://www.youtube.com/watch?v=WL46UtTPr_c

Refer to the UNESCO ALS Modules LS3 Mathematics and Problem-Solving

Skills Module 1 Lesson 2 page 16-43 or in the Power Point Lessons.

E. Abstraction Ask
(Making generalizations about the lesson)
 What is set?
 What is union of sets?
 What enclosed a set?
 Each number inside a set is called ______.
  Why should the elements of set is well defined?

F. Application Engage
(Developing mastery)  Let learners answer the different questions below.
Activity 1

Directions: Identify the kind of set given in each item. Choose your
answers from the names in the box. Justify your answer. Write your answer in
your worksheets. Item 1 serves as an example.

Activity 2 (Group Work)

Directions: Identify the subsets of the main set in each item. Choose
all letters that apply. Justify your answer. Write your answer in your
worksheets.

G. Valuing (Finding practical application Why it is important to know how to sort out things in each prescribe sets?
of concepts and skills in daily living)
H. Evaluation Directions: Identify the elements of the given intersection of sets.
(Assessing learning)

I. Agreement (Additional activities for application Study the lesson for better comprehension.
or remediation)
V. REFLECTION
A. A. No. of learners who earned 80% in
the evaluation

B. B. No. of learners who require

additional activities for remediation
C. C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this 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?

Prepared by:
_____________________________
DALSC

Process Observers:

_________________________
Education Program Specialist II

_________________
Education Program Supervisor