DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII

Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: June 10-13, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
1. Teacher’s Guide pages 1-5
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
Show some objects and divide the class.
B. Establishing a purpose for the lesson
The groups are called sets for as long as the objects in the group share a characteristic and are
thus, well defined
C. Presenting examples/Instances of the new lesson
Problem: Consider the set consisting of whole numbers from 1 to 200. Let this be set U. Form
smaller sets consisting of elements of U that share a different characteristic. For example, let E
be the set of all even numbers from 1 to 200.
Can you form three more such sets? How many elements are there in each of these sets? Do
any of these sets have any elements in common?

Did you think of a set with no element?

D. Discussing new concepts and practicing new skills # 1
The following are terms that you must remember from this point on.

1. A set is a well-defined group of objects, called elements that share a common characteristic. For
example, 3 of the objects above belong to the set of head covering or simply hats (ladies hat, baseball
cap, hard hat).

2. The set F is a subset of set A if all elements of F are also elements of A. For example, the even
numbers 2, 4 and 12 all belong to the set of whole numbers. Therefore, the even numbers 2, 4, and 12
form a subset of the set of whole numbers. F is a proper subset of A if F does not contain all elements
of A.

3. The universal set U is the set that contains all objects under consideration.

4. The null set is an empty set. The null set is a subset of any set. 5. The cardinality of a set A is
the number of elements contained in A.
 E. Discussing new concepts and practicing new skills # 2
You will learn some of the notations and symbols pertaining to sets.
1. Uppercase letters will be used to name sets and lowercase letters will be used to refer to any
element of a set. For example, let H be the set of all objects on page 1 that cover or protect the
head. We write
H = {ladies hat, baseball cap, hard hat}
This is the listing or roster method of naming the elements of a set.
Another way of writing the elements of a set is with the use of a descriptor. This is the rule
method. For example, H = {x| x covers and protects the head}. This is read as “the set H
contains the element x such that x covers and protects the head.”
Sets and subsets may be represented using Venn Diagrams. These are diagrams that make use
of geometric shapes to show relationships between sets.

F. Developing mastery(leads to Formative Assessment 3)

Do the following exercises. Write your answers on the spaces provided:
1. Give 3 examples of well-defined sets.

G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

You learned about sets, subsets, the universal set, the null set and the cardinality of the set. You
also learned to use the Venn diagram to show relationships between sets.
I. Evaluating learning
Draw a Venn diagram to show the relationships between the following pairs or groups of sets
J. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: June 24-27, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
performs fundamental operations on integers. M7NS-Ic-d-1
performs fundamental operations on integers. M7NS-Ic-d-1
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource
 Metered stick
 Colored chalk

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
Ask students to recall the relationship of the set of rational numbers to the set of integers
and the set of non-integers.
B. Establishing a purpose for the lesson
Give as many rational numbers as class time can allow. Give them in different forms:
integers, fractions, mixed numbers, decimals, repeating decimals, etc.
C. Presenting examples/Instances of the new lesson
Consider the following examples and answer the questions that follow:
a. 7 ÷ 2 = 3 ½ , b. (-25) ÷ 4 = -6 ¼ c. (-6) ÷ (-12) = ½
D. Discussing new concepts and practicing new skills # 1
The word rational is derived from the word “ratio” which means quotient. Rational
numbers are numbers which can be written as a quotient of two integers,
where b ≠ 0.
E. Discussing new concepts and practicing new skills # 2
F. Developing mastery(leads to Formative Assessment 3)
1. Locate ½ on the number line. a. Since 0 < ½ < 1, plot 0 and 1 on the number line.
2. Locate 1.75 on the number line. a. The number 1.75 can be written as
G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

In this lesson, you learned more about what rational numbers are and where they can be
found in the real number line. By changing all rational numbers to equivalent forms, it is
easy to arrange them in order, from least to greatest or vice versa.
I. Evaluating learning
1. Locate and plot the following on a number line (use only one number line).

J. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: July 1-4, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
 The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
performs fundamental operations on integers. M7NS-Ic-d-1
illustrates the different properties of operations on the set of integers. M7NS-Id-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
This lesson is a review and deepening of the concept of addition of integers. Keep in
mind that the definitions for the operations on integers must retain the properties of the same
operations on whole numbers or fractions. In this sense, the operations are merely extended to
cover a bigger set of numbers. We present here two models for addition that have been used to
represent addition of whole numbers.

B. Establishing a purpose for the lesson

Study the following examples:
Addition Using Number Line
1. Use the number line to find the sum of 6 & 5.
On the number line, start with point 6 and count 5 units to the right. At what point on the
number line does it stop ? It stops at point 11; hence, 6 + 5 = 11.
C. Presenting examples/Instances of the new lesson
Try the next two problems? a. (-5) + (-4) b. (-8) + (5)
D. Discussing new concepts and practicing new skills # 1
Addition Using Signed Tiles
This is another device that can be used to represent integers.The tile represents
integer 1, the tile represents -1, and the flexible + - represents 0.
Recall that a number and its negative cancel each other under the operation of addition.
This means 4+(-4) =0
15+(-15)= 0
-29+29=0
In general, n+(-n) =0 .
E. Discussing new concepts and practicing new skills # 2
Get the students to model the above equations using signed tiles or colored counters.
Using the above model, we summarize the procedure for adding integers as follows:
1. If the integers have the same sign, just add the positive equivalents of the integers and
attach the common sign to the result.

a. 27 + 30 = + (/27/ + /30/)
= + ( /57/ )
= + 57
b. (-20) + (-15) = - (/20/ + /15/)
= - ( 20 + 15 )
= - ( 35 )
= - 35
2. If the integers have different signs, get the difference of the positive equivalents of the
integers and attach the sign of the larger number to the result.

a. (38) + (-20)
Get the difference between 38 and 20: 18 Since 38 is greater than 20, the sign of the sum is
positive. Hence 38+(-20)=18
 b. ( -42 )+16 Get the difference between 42 and 16: 26 Since 42 is greater than 16, the sum
will have a negative sign. Hence ( -42 )+16=-26

F. Developing mastery(leads to Formative Assessment 3)

1. (-5) + (-11)
2. (6) + (-9)
G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Adding a positive integer n to m means moving along the real line a distance of n units to
the right from m . Adding a negative integer – n to m means moving along the real line a
distance of n units to the left from m .

I. Evaluating learning
A. Who was the first English mathematician who first used the modern symbol of equality
in 1557?

(To get the answer, compute the sums of the given exercises below. Write the
letter of the problem corresponding to the answer found in each box at the bottom).
A 25+95 C. (30) + (-20) R 65 + 75
B 38+(-15) D. (110) + (-75) O (-120) + (-35)
O 45+(-20) T. (16) + (-38) R (165) + (-85)
R (-65)+(-20) R (-65) + (-40) E 47 + 98
E (78) + (-15) E (-75) + (20)

J. Additional activities for application or remediation

Add the following:
1. (18) + (-11) + (3)
2. (-9) + (-19) + (-6)
3. (-4) + (25) + (-15)
4. (50) + (-13) + (-12)
5. (-100) + (48) + (49)

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC
 DAILY LESSON PLAN
School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: July 8-11, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
illustrates the different properties of operations on the set of integers. M7NS-Id-2
1. State and illustrate the different properties of the operations on integers
a. closure d. distributive
b. commutative e. identitiy
c. associative f. inverse
2. Rewrite given expressions according to the given property.

II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
1. Teacher’s Guide pages 49-60
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource
 TILES
 BALLS

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
Review the Operations on integers
B. Establishing a purpose for the lesson
In this lesson will hopefully give the students a tool for creating their own procedures in
solving equations involving operations on integers. These are the basic rules of our
system of algebra and they will be used in all succeeding mathematics. It is very
important that students understand how to apply each property when solving math
problems.
C. Presenting examples/Instances of the new lesson
1. Give at least 5 words synonymous to the word “property”.
D. Discussing new concepts and practicing new skills # 1
SHOW AND TELL! Determine what kind of property of real numbers is being illustrated in
the following images:
A. Fill in the blanks with the correct numerical values of the motorbike and bicycle riders.
_______ _______
 If a represents the number of motorbike riders and b represents the number of bicycle
riders, show the mathematical statement for the diagram below.
_______ + _______ = _______ + _______ Expected Answer: a + b = b + a

E. Discussing new concepts and practicing new skills # 2

Guide Questions:
What operation is used in illustrating the diagram? Addition
 What happened to the groupings of the given sets that correspond to both sides of the
equation? The groupings were changed.
 Based on the previous activity, what property is being applied? Associative Property
of Addition For integers a, b and c, (a + b) + c = a + (b + c)
 What if the operation is replaced by multiplication, will the same property be
applicable? Give an example to prove your answer.
(2 • 3) • 5 = 3 • (2 • 5)
6 • 5 = 3 • 10
30 = 30
Associative Property of Multiplication
For integers a, b and c, (a• b)c = a(b• c)
 Define the property.
Associative Property
Changing the grouping of numbers that are either being added or multiplied does not
change its value.
 Give a real life situation wherein associative property can be applied. An example is
preparing instant coffee – even if you combine coffee and creamer then sugar or coffee
and sugar then creamer the result will be the same – 3-in-1coffee.
 Test the property on subtraction and division operations by using simple examples.
What did you discover? Associative property is not applicable to subtraction and division
as shown in the following examples:
(6 – 2) – 1 = 6 – (2 – 1) (12 ÷ 2) ÷ 2 = 12 ÷ (2 ÷ 2)
4–1=6–1 6 ÷ 2 = 12 ÷ 1
3≠5 3 ≠12
 Define the property.
Distributive Property
When two numbers have been added / subtracted and then multiplied by a factor,
the result will be the same when each number is multiplied by the factor and the
products are then added / subtracted.
In the said property can we add/subtract the numbers inside the parentheses and
then multiply or perform multiplication first and then addition/subtraction? Give
an example to prove your answer.
In the example, we can either add or subtract the numbers inside the parentheses
first and then multiply the result; or, we can multiply with each term separately
and then add/ subtract the two products together. The answer is the same in both
cases as shown below.
2(4 + 3) = (-2 • 4) + (-2 • 3)
-2(7) = (-8) + (-6)
-14 = -14 or
-2(4 + 3) = -2(7)
-2(7) = -14
-14 = -14
 Give a real life situation wherein distributive property can be applied. Your
mother gave you four 5-peso coins and your grandmother gave you four 20-peso
bills. You now have PhP20 worth of 5-peso coins and PhP80 worth of 20-peso bill.
You also have four sets of PhP25 each consisting of a 5-peso coin and a 20-peso
bill.
D. Fill in the blanks with the correct numerical representation of the given
illustration.
Guide Questions:
 Based on the previous activity, what property is being applied in the images
presented? Identity Property for Addition
a+0=a
 What will be the result if you add something represented by any number to
nothing represented by zero? The result is the non-zero number.
  What do you call zero “0” in this case? Zero, “0” is the additive identity. 
Define the property. Identity Property for Addition states that 0 is the additive identity,
that is, the sum of any number and 0 is the given number.

 Is there a number multiplied to any number that will result to that same
number? Give examples. Yes, the number is

1. Examples: 1•2=2 1•3=3 1•4=4

 What property is being illustrated? Define. Identity Property for Multiplication

says that 1 is the Multiplicative Identity - the product of any number and 1 is the given
number, ax 1 = a.

 What do you call one “1” in this case?

One, “1” is the multiplicative identity

 Define the property.

Inverse Property for Addition
- states that the sum of any number and its additive inverse or its negative, is
zero.
 What do you mean by reciprocal and what is the other term used for it?
The reciprocal is 1 divided by that number or the fraction 1/a, where a represents
the number. The reciprocal of a number is also known as its multiplicative inverse.
 What if you multiply a number say 5 by its multiplicative inverse 1/5 , what
will be the result? 5 • 1/5= 1
 What property is being illustrated? Define.
Inverse Property for Multiplication - states that the product of any number
and its multiplicative inverse or reciprocal, is 1.
For any number a, the multiplicative inverse is 1/a.

F. Developing mastery(leads to Formative Assessment 3)

Rewrite the following expressions using the given property.

1. 12a – 5a Distributive Property (12-5)a

2. (7a)b Associative Property 7(ab)
3. 8 + 5 Commutative Property 5+8
4. -4(1) Identity Property -4
5. 25 + (-25) Inverse Property 0
G. Finding practical application of concepts and skills in daily living
The lesson on the properties or real numbers explains how numbers or values are
arranged or related in an equation. It further clarifies that no matter how these numbers
are arranged and what processes are used, the composition of the equation and the final
answer will still be the same. Our society is much like these equations - composed of
different numbers and operations, different people with varied personalities, perspectives
and experiences. We can choose to look at the differences and forever highlight one's
advantage or superiority over the others. Or we can focus on the commonality among
people and altogether, work for the common good. A peaceful society and harmonious
relationship starts with recognizing, appreciating and fully maximizing the positive traits
that we, as a people, have in common.
H. Making generalizations and abstractions about the lesson
The following are terms that you must remember from this point on.
1. Closure Property
Two integers that are added and multiplied remain as integers. The set of integers is
closed under addition and multiplication.

2. Commutative Property Changing the order of two numbers that are either being
added or multiplied does not change the value.
3. Associative Property Changing the grouping of numbers that are either being added
or multiplied does not change its value.
4. Distributive Property

When two numbers have been added / subtracted and then multiplied by a factor, the
result will be the same when each number is multiplied by the factor and the products
are then added / subtracted.
 5. Identity Property
Additive Identity - states that the sum of any number and 0 is the given number. Zero, “0” is
the additive identity.
Multiplicative Identity - states that the product of any number and 1 is the given number, a •
1 = a. One, “1” is the multiplicative identity.
6. Inverse Property
In Addition - states that the sum of any number and its additive inverse, is zero.
The additive inverse of the number a is –a.
In Multiplication - states that the product of any number and its multiplicative inverse or
reciprocal, is 1.The multiplicative inverse of the number a is 1/a.

I. Evaluating learning
Fill in the blanks and determine what properties were used to solve the equations.
1. 5 x ( -2 + 2) = 0
2. -4 + 4 = 0
3. -6 + 0 = -6
4. (-14 + 14) + 7 = 7
5. 7 x (0 + 7) = 49
J. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: July 15-18, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
 The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
In this lesson, you, the students, are expected to
1. Define rational numbers;
2. Illustrate rational numbers on the number line;
3. Arrange rational numbers on the number line.

II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
Ask students to recall the relationship of the set of rational numbers to the set of integers
and the set of non-integers
B. Establishing a purpose for the lesson
Determine whether the following numbers are rational numbers or not.
-2, 16, -1.89,
Π,
C. Presenting examples/Instances of the new lesson
Consider the following examples and answer the questions that follow:
a. 7 ÷ 2 = 3 ½ ,
b. (-25) ÷ 4 = -6 ¼
c. (-6) ÷ (-12) = ½
D. Discussing new concepts and practicing new skills # 1
The word rational is derived from the word “ratio” which means quotient. Rational
numbers are numbers which can be written as a quotient of two integers,
where b ≠ 0. The following are more examples of rational numbers: 5 = 5/1
0.06 = 6/100 1.3= 13/10

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery(leads to Formative Assessment 3)
Exercises 1.
Locate and plot the following on a number line (use only one number line).
a. -10/3
b. 12
c. 24
d. -1.01
G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

In this lesson, you learned more about what rational numbers are and where they can be
found in the real number line. By changing all rational numbers to equivalent forms, it is
easy to arrange them in order, from least to greatest or vice versa.

I. Evaluating learning
J. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due
VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: July 22-25, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
1. Teacher’s Guide pages 1-5
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the new lesson
D. Discussing new concepts and practicing new skills # 1
E. Discussing new concepts and practicing new skills # 2
F. Developing mastery(leads to Formative Assessment 3)
G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I. Evaluating learning
J. Additional activities for application or remediation
V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: July29-31, August 1, 2019 Quarter: 1st Quarter

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
C. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
1. Teacher’s Guide pages 1-5
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
 C. Presenting examples/Instances of the new lesson
D. Discussing new concepts and practicing new skills # 1
E. Discussing new concepts and practicing new skills # 2
F. Developing mastery(leads to Formative Assessment 3)
G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

I. Evaluating learning
J. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: June 10-13, 2019 Quarter: 1st Quarter

I. OBJECTIVES
D. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
E. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
F. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES
 A.REFERENCES
5. Teacher’s Guide pages 1-5
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
K. Reviewing previous lesson or presenting the new lesson
L. Establishing a purpose for the lesson
M. Presenting examples/Instances of the new lesson
N. Discussing new concepts and practicing new skills # 1
O. Discussing new concepts and practicing new skills # 2
P. Developing mastery(leads to Formative Assessment 3)
Q. Finding practical application of concepts and skills in daily living

R. Making generalizations and abstractions about the lesson

S. Evaluating learning
T. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

vv DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: June 10-13, 2019 Quarter: 1st Quarter

I. OBJECTIVES
G. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
H. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
 I. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
9. Teacher’s Guide pages 1-5
10. Learner’s Materials pages
11. Textbook pages
12. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
U. Reviewing previous lesson or presenting the new lesson
V. Establishing a purpose for the lesson
W. Presenting examples/Instances of the new lesson
X. Discussing new concepts and practicing new skills # 1
Y. Discussing new concepts and practicing new skills # 2
Z. Developing mastery(leads to Formative Assessment 3)
AA. Finding practical application of concepts and skills in daily living

BB. Making generalizations and abstractions about the lesson

CC. Evaluating learning
DD. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: June 10-13, 2019 Quarter: 1st Quarter

I. OBJECTIVES
J. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
K. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
L. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
13. Teacher’s Guide pages 1-5
14. Learner’s Materials pages
15. Textbook pages
16. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
EE.Reviewing previous lesson or presenting the new lesson
FF.Establishing a purpose for the lesson
GG. Presenting examples/Instances of the new lesson
HH. Discussing new concepts and practicing new skills # 1
II. Discussing new concepts and practicing new skills # 2
JJ. Developing mastery(leads to Formative Assessment 3)
KK. Finding practical application of concepts and skills in daily living

LL. Making generalizations and abstractions about the lesson

MM. Evaluating learning
NN. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION
Submitted by: Checked by:
DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC

DAILY LESSON PLAN

School: Tingalan Integrated School Grade level: VII
Name: Dearly A. Cagalawan Learning Area: Mathematics
Teaching Dates: June 10-13, 2019 Quarter: 1st Quarter

I. OBJECTIVES
M. Content Standard
The learner demonstrates understanding of key concepts of sets and the real
number system.
N. Performance Standard
The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.
O. Learning Competency/Objectives- Write the LC code for each.
describes well-defined sets, subsets, universal sets, and the null set and
cardinality of sets. M7NS-Ia-1
illustrates the union and intersection of sets and the difference of two sets. M7NS-
Ia-2
II. CONTENT
Numbers and Number Sense

III.LEARNING RESOURCES

A.REFERENCES
17. Teacher’s Guide pages 1-5
18. Learner’s Materials pages
19. Textbook pages
20. Additional Materials from Learning Resource (LR)portal- math learner’s module
B. Other Learning Resource

IV.PROCEDURES/PAMAMARAAN
OO. Reviewing previous lesson or presenting the new lesson
PP. Establishing a purpose for the lesson
QQ. Presenting examples/Instances of the new lesson
RR. Discussing new concepts and practicing new skills # 1
SS. Discussing new concepts and practicing new skills # 2
TT.Developing mastery(leads to Formative Assessment 3)
UU. Finding practical application of concepts and skills in daily living

VV. Making generalizations and abstractions about the lesson

WW. Evaluating learning
XX. Additional activities for application or remediation

V.REMARKS
Objectives had
Attained: __________
Not attained due

VI.REFLECTION
Submitted by: Checked by:
DEARLY A. CAGALAWAN ALBIN S. MABAO
Teacher-I T-III/ SIC