Diocesan Schools of Urdaneta

ST. PHILOMENA’S ACADEMY

Pozorrubio, Pangasinan

SUBJECT: MATHEMATICS QUARTER: 1

GRADE LEVEL: 7 TOPIC/s: BASIC SET THEORY

LEARNING PLAN
EXPLORE
This unit is about the key concepts about basic set theory. More often than not we
encounter objects in a collection. These collections of objects come in a spectrum-
beyond the most basic things we encounter in our daily lives through the most
complicated ideas that we could hardly imagine. In this chapter, we will dwelve into
the basic theory of sets.

Activity: A hat contains 20 slips numbered consecutively fom 71 to 90. Karen draws
10 slips from the hat including the “74”. Rob draws the other 10 slips including the
“89”. Each adds the numbers written on his or her slips. What is the largest amount
by which Karen’s total can be greater than Rob’s total?

K-W-H-L CHART
Topic: Set of Theory
What I Know What I Want to How will I Found What I Learn
Learn Out

End of explore:
Now you have your own initial ideas about basic set theory. Take note of these
ideas and allow yourself to compare them to the ideas presented as you go
through this chapter.

LEARNING FIRM-UP (ACQUISITION)

COMPETENCY
LC1: Activity 1
illustrates well-defined I. State whether each of the following sets is well-defined or not. Explain.
sets, subsets, universal 1. The set of honest people.
sets, null set, cardinality 2. The set of enjoyable subjects in high school.
of sets, union and 3. The set of dedicated teachers
intersection of sets and 4. The set of even counting numbers.
the different of two sets 5. The set of prime numbers.
6. The set of all factors of 12.
7. The set of big people

II. List all possible subsets of each set.

Learning Targets: 8. { c , d } 11. { 7 , 5 , 3 }
I can illustrates well- 9. { 1 , 2, 3 , 4 ,5 } 12. { 1 , 3 ,5 }
defined sets, subsets, 10. { m , a ,t , h }
universal sets, null set,
cardinality of sets, union
and intersection of sets
and the different of two
sets

LC2: Activity 2
illustrates the different Fill in the blanks to make each statement true.
properties of operations 1. If x and y are real numbers, then xy is a/an ____________ number.
on the set of integers.. 2. x . y = ___ . x
3. x + (y + z) = _____ + z
4. x + y = y + ____
5. (xy) z = ____ (yz)
Learning Targets: I 6. x(y +z) = ___ +xz
can illustrates the 7. 0 + x = ____
different properties of 8. x . 1 = _____
operations on the set 9. 0 is the ____ element for addition
1
of integers. 10. If x ( x ) = 1, where x ≠ 0, then x and ____ are called reciprocals of each other.
LC 3 Activity 3
determines between I. Fill in each to make each statement true.
what two integers the

√
square root of a number 9 169
is. 1. 2
= 289 2. 2
= 841 3. 2
= 4. √ 625 = 5. =
121 196

Learning Targets: II. Find the principal square root of each of the following.
I can determines
between what two
integers the square root
6. √ 25 7. √ 225
III. Replace each
8. √ 144 9. √ 49 10.
121
169 √
with =, <, or > to make a true statement.
of a number is.
11. √ 49 + √ 25 √ 49+25 12. √ 49 - √ 25 √ 49−25
13. √ 81 x √ 25 √ 81 . 49

LC 4 Activity 4
illustrates the different Fill in the blanks to make each statement true.
subsets of real numbers. 1. A _______ is a collection of objects.
2. Set A is a _________ of set B if every element of A is also an element of B.
3. If set A has four elements, then set A has _______ subsets.
4. The set of _______ is the set { 1 , 2, 3 , 4 ,5 , … }.
5. The numbers 0,1,2,3,4,5,... from the set of ______ numbers.
Learning Targets: I 6. The set of ______ is the set { … ,−5 ,−4 ,−3 ,−2 ,−1 , 0 ,1 , 2 ,3 , 4 , 5 ,… }.
can illustrates the 7. π is an example of a/an ____ number.\
different subsets of real 8. A ____ is any number that can be written as a fraction with an integer numerator
numbers. and a nonzero integer denominator.
9. Since every integer is also a rational number, the set of integers is called a/an ___
of the set of rational numbers.
10. The figure is called a/an _______ line.
 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC 1: Activity 1: decide whether the statement is True or False. In each case, explain
represents the absolute your reasons.
value of a number on a 1. If the first integer is greater than the second integer, is the opposite is the first
number line as the integer less than the opposite of the second integer? Discuss.
distance of a number
from 0. ___________________________________________________________
___________________________________________________________
Learning Targets: ___________________________________________________________

I can represents the 2. Two different integers have the same absolute value. What can you say about the
absolute value of a two integers?
number on a number
line as the distance of a ___________________________________________________________
number from 0. ___________________________________________________________
___________________________________________________________

LC 2: expresses rational Activity 2

numbers from fraction 1. Explain how to convert from a mixed number to an improper fraction.
form to decimal form
and vice versa. 2. Explain how to write 0.072 as a qoutient of integers.

3. Explain how to write 0.5 as a qoutient of integers.

Learning Targets: I can
4. Explain how to order integers. Use examples.
express rational
numbers from fraction
5. Explain why the qoutient of two integers is not always an integer.
form to decimal form
and vice versa.

LC 3: Activity 3
describes principal roots Directions: Tell whether the product of a rational number like 7 and an irrational
and tells whether they number like √ 5 is rational or irrational. Explain your answer.
are rational or irrational.

Learning Targets:
I can describes principal
roots and tells whether
they are rational or
irrational.
LC 4: Activity 4
represents real-life Anton and James are travelling south in separate cars on South Superhighway near
situations and solves Alabang, Muntinlupa. While they are speaking to each other on mobile phones,
problems involving real Anton gives his location as kilometers marker x and James gives his location as
numbers. kilometers marker y. Which of the following expressions gives the distance
between them? Explain your answer.
Learning Targets:
a. y-x b. x-y
I can represent real-life
situations and solves c. │x-y│ d. │y-x│
problems involving real e. │x│+ │y│
numbers.
 LEARNING TRANSFER
COMPETENCY
LC1: Activity 1
solves problems The Venn Diagram below represents the people at the party who drinks juice (B),
involving sets with the shake (W), or yogurt (S).
use of Venn Diagram. U= people at the party
B= people who drink juice
W= people who drink shake
S= people who drink yogurt

Find the number of people who:

1. are at the party
Learning Targets: 2. drink juice
3.Drin juice only
I can solves problems 4. do not drink any of the beverages
involving sets with the 5. drink yogurt only
use of Venn Diagram. 6. drink both juice and yogurt
7. drink yogurt and shake but not juice
8. do not drink shake
9. do not drink juice
10. drink all three drinks
11. do not drink yogurt
12. drink shake only
13. drink both shake and juice
14. drink both yogurt and shake

LC 2: Activity 2
performs fundamental Write a number sentence that can be used to represent each problem, the solve.
1. Mrs. Bernardo owed Php670 on her bank credit card. She charged another item
operations on integers.
costing Php1,070. Find the amount that Mrs. Bernardo owed the bank.

2. Japhet hiked 958m down the kennon road. He climbed back up 496m, and the
rested. Determine the distance from where he had started hiking.
Learning Targets:
3. An airplane 2475 m above sea level dropped an object into the ocean. It settled at a
I can perform point 586m below sea level. How far did the object fall?
fundamental operations
on integers.

LC.3: Activity 3:
A. Which pairs of segments are equal? Use a compass to decide your answer.
uses a compass and
straightedge to bisect
line segments and
angles and construct
perpendiculars and
parallels.

Learning Targets:
uses a compass and
straightedge to bisect
line segments and
angles and construct
perpendiculars and
parallels.
 B. Segments of lenghts x and y are shown.

1. Construct a segment of length 2x.

2. Construct a segment of length x + y.
3. Construct a segment of length y – x.
4. Construct a segment of length 2x – y.

LC4.1:
solve problems involving Activity 4: Find the value of x and y
sides and angles of a
polygon 1. Rhombus

Learning Targets:
I can solve problems
involving sides and angles
of a polygon

2. Rectangle

3. Square

4. Kite
LC4.2:
constructs triangles, PERFORMANCE TASK: Living Room Design
squares, rectangles, You are newly architect of construction company that bilds of condominium. You are
regular pentagons, and tasked to make a design of the living room of each unit. The design must be creative,
regular hexagons.
accurately drawn, and supported with mathematical justification.
Learning Targets:
Criteria Exemplary Proficient Progressing Beginning
I can construct triangles, (4) (3) (2) (1)
squares, rectangles, Accuracy of Polygons and Polygons and Some of the Most of the
regular pentagons, and the drawing circles used in circles used in polygons and polygons and
regular hexagons. the drawing the drawing circles used in circles used in
are accurately are accurately the drawing the drawing
and neatly drawn are not are not
drawn. accurately accurately
drawn drawn.
Creativity of The design The design The design The design
the design shows shows shows does not show
originality and originality. It originality but originality and
inventivenes. is also is not inventivenes.
The design appealing. appealing. The design is
can be copied from
compared to a other design.
work of a
professional
designer
Content of The The The The
the justification is justification is justification justification is
Justification clear and clear and shows partial erroneous.
supported in supported in understanding The concepts
detail by the by the of polygons of polygons
various knowledge on and circles. and circles
geometric polygons and were not used
relationships circles. to justify the
project.

LC 5: Activity 5: A circle is divided into four congruent arcs.

Solve problems involving
1. Using the figure below, find the measure of the following:
circles and its term

a. ^
AB
Learning Targets: ^
b. BC
I can solve problems c. ^
CD
involving circles and its
d. ^
AD
term
e. ^
ABC

2. Find m∠1, m∠2, and m∠3.

3. Compare m∠1 and m∠2 with the measures of their intercepted arcs,
respectively.
4. What conjecture can you make on the relation of the inscribed angles with
their intercepted arcs?

Prepared by:

MARKBERT B. CINCO

ANGELICA B. NACIS
Subject Teachers
 Checked by:

ANGELEE MAE E. VALENCIA

Registrar

Counterchecked by:

ARMANDO C. ESPIRITU
Asst. Principal

Certified Correct/Approved:

MAYFLOR O. CAYETANO, EDd.

Principal