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MATHEMATICS 7 Week 3

This lesson plan outlines a mathematics lesson on sets and absolute value for 7th grade students. The learning objectives are for students to solve problems involving sets using Venn diagrams and apply set operations. The lesson will review sets using a Venn diagram example and ask students mental math questions involving absolute value. Students will then work on examples using Venn diagrams and sets to solve word problems about fruits, phone ownership, and tourist spots. For assessment, students will use a Venn diagram to solve a problem about physical examinations of students. The homework assignment asks students to find possible values of x to make inequalities involving absolute value true.

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Roselle De Guzman
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66 views

MATHEMATICS 7 Week 3

This lesson plan outlines a mathematics lesson on sets and absolute value for 7th grade students. The learning objectives are for students to solve problems involving sets using Venn diagrams and apply set operations. The lesson will review sets using a Venn diagram example and ask students mental math questions involving absolute value. Students will then work on examples using Venn diagrams and sets to solve word problems about fruits, phone ownership, and tourist spots. For assessment, students will use a Venn diagram to solve a problem about physical examinations of students. The homework assignment asks students to find possible values of x to make inequalities involving absolute value true.

Uploaded by

Roselle De Guzman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Name of School: PULO INTEGRATED SCHOL Date:

Name of Teacher: ROSELLE C. DE GUZMAN Week: 3

Subject MATHEMATICS 7 Quarter: 1st

I. Learning Objectives

Content Standard: The learner demonstrates understanding of key concepts of sets and the
real number system.

Performance Standard: The learner can formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.

Learning Competency Code: The learner solves problems involving sets (M7NS-Ib-2)
a. Solve problems involving sets with the use of Venn diagrams.
b. Apply set operations to solve a variety of problems; and
c. Appreciate the use of Venn diagram in connection to solving real life problems.
II. Subject Matter

A. Topic: Word Problem Involving Sets and Absolute Value

B. References: K to 12 Mathematics Curriculum Guide, August 2016

C. Materials: Activity sheet, Pencil / Ball pen

D. Values: A clear understanding of the concepts in this lesson will help you easily grasp

number properties and enable you to quickly identify multiple solutions involving sets of

numbers.

E. Strategies: Question and Answer, Collaborative Learning

III. Procedures:

Teacher’s Activity Learner’s Responses

A. Daily Routine

Prayer
Everybody stand up and let us pray. Who (Everyone stands and leads the prayer)
wants to lead the prayer? Classmates, let us pray. In the name of the
Father…Amen.
Greetings
Good morning class! Please take your
seats. Good morning, maam!
Checking of Attendance
Let me check your attendance. Say
“present” as I call your name. (Teacher will
checks the attendance)

B. Review of the Past Lesson


Ask two students to draw the
following sets on the board
using Venn Diagram.
U = {1,2,3,4,5,6,7}
A = {2,4,6,7}
B= {1,2,4,5,7}

Use Venn Diagram to answer the given


problem.
A group of 62 students were surveyed, and
it was found that each of the students
surveyed liked at least one of the following
three fruits: pineapples, bananas, and
mangoes.
34 liked pineapples.
30 liked bananas.
33 liked mangoes.
11 liked pineapples and bananas.
15 liked bananas and mangoes.
17 liked pineapples and mangoes.
19 liked exactly two of the
following fruits: pineapples,
bananas, and mangoes

While the students are


seated, ask them about the
distance of their classmate if
one of them will be the
center. Tell that each
student is equivalent to 1
unit so that it will be easy to
identify the distance from
left to right.

Mental Math
Give the absolute value of
the following:
1. |16|
2. |-67|
3. - |5|
4. - |-20|
5. |46 – 25|
C. Motivation

What set operations did you used to draw


the given sets using the Venn Diagram?
2. Give the difference between union and
intersection of sets.

How many students liked pineapples, but


not bananas or mangoes?
b. How many students liked mangoes, but
not bananas or pineapples?
c. How many students liked all the following
three fruits: pineapples,
bananas, and mangoes?
d. How many students liked pineapples and
mangoes, but not bananas?

D. Presentation
The diagram below shows which brand of
phone teachers own. Samsung (S). Asus
(A),Iphone (I).

Answer
1. 6
2. 2
3. S U A = {Cath, Che}

Answer the following:


1. How many people owned a Samsung
phone?
2. How many people owned ONLY a
Samsung phone?
3. SUA= _________

E. Discussion

Using the same example:


1. How many people owned
an Asus phone?
2. How many people owned
an Iphone?
3. How many people owned
ONLY a Samsung phone?
4. How many people owned
ONLY an Asus phone?
5. I ∩ A = _______
F. Application

a. How many of the students went to


People’s Park only?
b. How many of the students went to Picnic
Grove only?
c. How many joined the Sky Ranch trip
only?
d. How many did not go to any of the tourist
spots?

IV. Assessment

Use Venn Diagram to answer the given


problem.

Routine physical examinations of 400


Grade 7 students revealed that 40
had dental problems, 45 had vision
problems, 55 had hearing problems, 15 had
dental and vision problems, 15 had dental
and hearing problems, 20 had vision and
hearing problems, and 10 had dental,
vision, and hearing problems. How many of
the students had none of the three kinds of
problems?

V. Assignment:

Critical Thinking
Find the possible values of x
to make the inequality true.
1. 5 < |x| < 10
2. -7≤|x|≤0

Prepared by:
ROSELLE C. DE GUZMAN
LSB Teacher

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