DAILY LESSON LOG OF M7NS–Ia–1 (Week One-Day One)

School Bangcal High School Grade Level Grade 7

Teacher Rosally C. Pi Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are
I. OBJECTIVES
assessed using Formative Assessment Strategies. Valuing objectives
support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of sets and the
real number system.
B. Performance The learner is able to formulate challenging situations involving sets and
Standards real numbers and solve these in a variety of strategies.
Learning Competency: Describes well-defined sets, subsets and universal
sets, and the null set and cardinality of sets. (M7NS–Ia–1)
Learning Objectives:
C. Learning 1. Describe well-defined sets, subsets, universal sets, null set and
Competencies/ cardinality of sets.
Objectives 2. Identify well-defined sets, subsets, universal sets, null set and cardinality
of sets.
3. Demonstrate mastery on identifying well-defined sets and writing
elements in Roster and Rule Method.
II. CONTENT Sets
III. LEARNING learner’s material, teacher’s guide
RESOURCES
A. References
1. Teacher’s Guide Pages 1 - 5
2. Learner’s Materials Pages 1 – 4
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Global Mathematics, page 2 - 18
Resources Synergy for Success in Mathematics, pages 2 – 13
Skill Book in Mathematics 2 – 6
These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by
IV. PROCEDURES
providing pupils/students with multiple ways to learn new things, practice
the learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.

Motivation
Below are some famous characters. Which do you think does not belong to
A. Review previous the group?
lesson or presenting
the new lesson

B. Establishing a Ask the students to look at the objects below and answer the following
purpose for the questions:
 a. Which objects belong together?
lesson b. How many number/elements are there in each set?
c. Is there an object which belongs to more than one group? Which
one?

Based on the activity, ask the students the following questions:

a. Did you group the objects correctly?
b. How many elements are there in each set?
Can you give your own example of well-defined sets or null set?
Working in pairs, the teacher lets the students answer the exercise below.

Consider the set consisting of whole numbers from 1 to 20.

U = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20}.
Let this set be set U. Form subsets consisting of elements of U.
For example, let E be the set of all even numbers from 1 to 20.
C. Presenting
E = {2,4,6,8,10,12,14,16,18,20}
examples/ instances
1. Set A contains odd numbers from 1 to 10.
of the new lesson
2. Set B contains even number between 8 to 20.
Possible Answers:
1. A = {1, 3, 5,7,9}
2. B = {10, 12,14,16,18}

The newly formed sets (set A and set B) are called subsets.
A set is a collection of objects, things, or symbols which are clearly defined.
The objects in the previous activity are the sets of:
1. Set of school supplies
2. Set of gadgets
3. Set of things worn by boys
4. Set of things worn by girls
The groups are called sets for as long as the objects in the group share a
characteristic and are thus, well-defined.

We have four well-defined sets in the objects above.

 The individual objects in a set are called the members or elements of
the set.
Ex. Three of the elements in set 1 belong to a set of school supplies (ruler,
ballpen, and notebook).
D. Discussing new The symbol “Є” is used to indicate that an object is an element or member of
concepts and the set.
practicing new skills  When we define a set, if we take pieces of that set, we can form a
#1 subset.
Ex. If we have {1, 2, 3, 4, 5}. A subset is {1, 2, 3}. Other subsets are {3, 4}, {2,
3, 5}, or even the {1}.
A symbol for subset is “Ϲ”.
 The universal set U is the set that contains all objects under
consideration. At the start “object” is our universal set.
 The null set is an empty set.
Ex. If H is the set of boys in an exclusive school for girls, then H is called an
empty set since there were no boys in that school. The null set is a subset of
any set. The symbol Ø or { } is used to refer to an empty set or null set.
 The cardinality of a set is the number of elements contained in that
set.
Ex. In the objects given on the previous activity, the cardinality of the set of
gadgets is 3, set of things worn by boys is 2. The cardinality of a set A is
written as n(A).
 Let the students identify the elements, subsets, and cardinality of the given
set.
E. Discussing new 1. L = {letters of English alphabet up to c}
concepts and
practicing new skills Answer Key:
#2 1. L = {a, b, c}
L = { }, {a}, {b}, {c}, {a, b}, {a, c}, {b, c}, {a, b, c}
n(L) = 3
F. Developing mastery
(leads to formative
assessment 3)
Let the students do the following exercises.
Directions: Write your answers on the spaces provided.
1. Give 3 examples of well-defined sets in real life situations.
G. Finding practical
____________________________________
applications of
____________________________________
concepts and skills in
____________________________________
daily living
2. Name two subsets of the set of whole numbers
____________________________________
____________________________________

The teacher summarizes the mathematical skills and principles used to

recognize sets, subsets and universal sets, null set, and cardinality of sets
and the definition of sets through questions like:
 What is a set?
A set is a well-defined group of objects, called elements that share a
common characteristic.
H. Making
 What is a subset?
generalizations and
When set is contained in another set B, we say that set A is a subset
abstractions about
of set B.
the lesson
 What is a universal set?
Universal set is the set that contains all objects under consideration.
 What is a null set?
The null set is an empty set. It is a subset of any set.
 What is cardinality of set?
The cardinality of set A is the number of elements contained in A.

The teacher lets the students answer individually the formative assessment.

1. Identify whether the sets are well-defined or not.

a. The collection of even numbers.
b. The collection of talented students.
2. Write the elements of the set A containing the letters of the English
alphabet.
3. Write subset B containing the vowels of the English alphabet.
4. Write subset C containing the consonants of the English alphabet.
I. Evaluating Learning
5. What is the cardinality of the set A? set B? set C?

Answer Key:
1. a. well-defined b. not well defined
2. A = {a, b, c, d, e f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z}
3. B = {a, e, i, o, u}
4. C = {b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z}
5. n(A) = 26, n(B) = 5, n(C) = 21

J. Additional activities
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
 pupils/students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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
Localization was done in Review previous lesson or presenting the new
did I use/ discover
lesson.
which I wish to share
with other teachers