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.
The learner describes well- Illustrates difference of two sets. Uses Venn Diagrams to represent sets,
defined sets, subsets, universal (M7NS–Ia–2) subsets, and set operations
sets, and the null set and 1. Describe and define difference of (M7NS–Ib–1)
cardinality of sets. two sets. 4. Describe and define the union of Distance Learning
(M7NS-Ia-1) 2. Perform the difference of two sets. sets, intersection of sets and
C. Learning 1. Identify the number of subset a 3. Show mastery in performing difference of two sets through
Competencies or set has. operations on sets specifically Venn diagrams; Administration of activities Monday -
Objectives 2. List all the subsets of the given difference of two sets. 5. Perform the union of sets, Wednesday lesson that was not
set. intersection of sets and difference
of two sets using Venn diagrams; administered during the face-to-face
and
6. Display patience and teamwork classes.
during group activity.
Number of Subsets a Set Has Operations on Sets (difference of two Uses Venn Diagrams to represent sets,
II. CONTENT sets) subsets, and set operations
teacher’s guide, learner’s material, teacher’s guide, learner’s material,
III. LEARNING worksheets for independent learning, worksheets for independent learning,
RESOURCES reference books reference books
A. References Learners Material , Teachers Guide
1. Teacher’s Guide
pp. 1 - 7
Pages
2. Learner’s Materials pp. 1 - 3
Pages 7-11
Pages
3. Textbook Pages Learner’s Material Lesson 1, page 5 – 8 pages 5 – 8
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
IV. PROCEDURES
A. Reviewing previous Review of the previous lesson Conduct a short drill on the union and The teacher asked the students “What
lesson or presenting discussed. intersection of sets. are your ideas about Venn Diagram?”
the new lesson Given : Possible responses:
True or False. A= {1,2,3,4,5,6,7,8,9} B = { 2, 4, 6, 8} Pictures, circles, closed curves, a
1. An empty set is a subset of any C = { 1, 3 , 5 ,7, 9} diagram representing mathematical or
 set. Find:
2. The members of a set are called 1. A U B
elements. 2. A U C
3. An empty set has cardinality. 3. A U B U C
logical sets pictorially as circles or
4. A ∩ B closed curves within an enclosing
Answer Key: 5. B ∩ C rectangle (universal set), common
1. True elements of the sets being represented
Answer Key:
2. True by the areas of overlap among circles.
1.A U B = {1,2,3,4,5,6,7,8,9}
3. False
2.A U C = {1,2,3,4,5,6,7,8,9}
3.A U B U C = {1,2,3,4,5,6,7,8,9}
4.A ∩ B = {2,4, 6, 8}
5.B ∩ C = { } or ∅
B. Establishing a The teacher lets the students realize The teacher let the students realize that it The teacher lets the students realize that
purpose for the that identifying the number of subset is needed to master the union and using Venn Diagram is an important
lesson a set has is important in listing down intersection of sets so that it will be easy skill in solving word problems
its subset. for them to solve for the difference of involving sets.
sets
C. Presenting Set A is a set of odd numbers The teacher lets the students answer the
examples/ instances less than 10. activity individually.
Given the sets below, determine the
of the lesson How many subset a set A has? elements and cardinality of:
What are those subsets? U = {0,1,2,3.4, 5, 6, 7, 8, 9} C =
{0,1,2,3,4} D = {0,2,4,6,8} E=
The teacher lets the students do Activity {1,3,5,7,9}
1 by pair which is presented on the 1. D U E = ___________
board. n(D U E ) = ____________
Given: 2. E' = ___________
A={ 2, 3, 4} n(E') =_____________
B= { 4,5,6, } 3. C ∩ D = ________
The teacher asks volunteers from the n C ∩ D _______
class to get A- B and B – A . 4. C-E = __________
What are the elements in A – B ? n C-E
What are the elements in B –A ? E'
Answer Key: Answer Key:
A-B = { 2,3} 1. D U E ={0,1,2,3,4,5,6,7,8,9}
B-A = {5,6} n=10
2. E' ={0, 2, 4,6, 8, } n =
5
3. C ∩ D = {0, 2, 4 } n=
3
4. C-E = {1,3}
n=2
D. Discussing new Present the concept on identifying The teacher discusses that answer of the The teacher discusses with the students
concepts and the number of subset a set has and board activity. If A and B are two sets, the process of arriving at the answer of
listing all subsets of a set. The then their difference is given by A-B or the activity. Furthermore, he/she uses
practicing new skills teacher and the student will fill the B-A. A-B means elements of A which Venn Diagram in performing the union
table simultaneously. are not the elements of B. of sets, intersection of sets and
#1 In general, B-A = {x:x ∈ B, and x ∉ A} difference of two set.
If A and B are disjoint sets, then A-B
and B-A =B
Examples:
1. A = {1,2,3} and {5,6,7} Find
the difference between two
 sets:
Solution:
The two sets are disjoint as they do
not have any elements in common.
A-B = {1, 2, 3} =A
B-A = {4, 5, 6} = B

E. Discussing new Based on the activity, ask the The teacher provides illustrative
concepts and following: examples on the board. The teacher
1. What is the relation of discusses and illustrates thoroughly the
practicing new skills identifying the cardinality of the use of Venn diagram in performing the
set in identifying the number of operations of set specifically union,
#2 subset a set has? intersection and difference of sets.
2. Do you see a pattern between
the cardinality of the set and the The teacher discusses another example. • A rectangle is used to represent a
number of subset? 2. Let A = {a,b,c,d,e,f} and B = universal set. 
3. What do you think is the {b, d,f,g} • Circles or ovals are used to represent
pattern? Find: other subsets of the universal set. 
A-B and B-A
Possible Response: Solution:
1. As the cardinality of the set A-B ={ a,c,e} therefore, the
increases, the number of subsets elements a, c,e belongs to A but not
increases. to B
2. Yes B-A = {g} therefore, the element
2n where n is the cardinality of the g belongs to B but not to A.
set

F. Developing mastery B = {days of the week} Working in pairs, the teacher lets the Working in pair, The teacher lets the
students answer these: students answer problem:
(Leads to Formative
How many subset a set B has? Given: three sets P, Q, and R such that:
Assessment 3) What are those subsets? P = {x : x is a natural number between
10 and 16},
Q = {y : y is an even number between 8
and 20} and
R = { 7, 9,11, 14, 18, 20 }
Find:
1. P-Q
2. Q-R
3. R-P
4. Q-P
Answer Key:
According to the given statements:
 P = {11,12,13,14,15}
Q = 10,12, 14,16, 18}
R = {7,9 11,14, 18,20}
1.P-Q = {11,13,15}
2.Q-R = {10,12,16}
3.R-P = {7,9,18,20}
4.Q-P = {10,16,18}
G. Finding practical Identify the number of subset does Sam had P836 in a savings account and withdrawn
Show the following information using a
applications of set A have. List down all the subsets for P429. How much money did Sam have in the Venn diagram.
concepts and skills account after the withdrawal? 1. “A class of 28 students were
set A = {paper, ballpen, pencil, Hint: surveyed and asked if they ever
in daily living 1. Let the universal set U be the P836 Sam originally
notebook, book} has in the savings account and let A be the set had dogs or cats for pets at home; 8
of the P429 of the withdrawal. The students said they had only ever
complement of set A would be the set of the had a dog, 6 students said they had
remaining balance in the savings account. only ever had a cat, 10 students
2. Let the universal set U be the set of all Philippine
pesos, let set A be the set of P836 Sam originally has said they had a dog and a cat, 4
in the savings account, and let B be the set of the students said they had never had a
P429 withdrawal. Then the set difference of A and B dog or a cat.”
would be the remaining in the savings account.

H. Making The teacher summarizes the principles Venn diagrams are very useful in
generalizations and 2n , where n is the cardinality of the and mathematical skills used in the illustrating sets and their relationships
abstractions about set is used to identify the number of difference of two sets. with each other. Set operations could
subset a set has. 1. Describe the difference of two are also best illustrated using Venn
the lesson
sets? diagrams. With full understanding of
Answer: the concept behind sets, subsets, and set
The difference of two sets, written A-B operations, students could easily
is the set of all elements of A that are not illustrate even very complex set
elements of B. operations.
I. Evaluating learning The teacher lets the students answer The teacher gives the formative
Answer the Exercise found on the individually the formative assessment. assessment.
page 3 of the Learner’s Material. Directions: Write the letter of the correct
answer.
Answer Key: Given:
A = {2,4,6,8,10,12}, B= {3,6,9, 12. 15,
18}, C = {0,6,12,18}
1. What is A-B?
a.{2,4,6,8,9} b. {2,4,6,8}
c. {3,6,9,12,15,18} d.{2,4,8,10}
2. What A-C?
a. {2,4,6,8,9} b. {2,4,8,10}
c. {3,6,9,12,15,18} d.{2,4,8,10}
3. What is B-C?
a. {3,9,15} b. {3,6,15,18}
c. {3,6,9,,15,18} d.{3,4,6,8,10}
4. What is A U B?
Answer key:
a. {2,4,6,8,10} b.
1. Set B
{2,3,4,6,8,9,10,12,15,18} c. {2,4,5,6,9}
2. A U B
d. {0,2,4,6,8,9}
3. Set A
5. What is A∩ B? 4. A-B
a. {b,d} b. {4,12} 5. B-A
c.{6,12} d. {3,4} 6. A ∩ B
Answer Key:
1. d
2. b
 3. a
4. b
5. c
J. Additional activities
for application or
remediation

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 …

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Checked by: