Date/Grade & Section: June 17, 2020/ Grade 7-CAMIA Class Period: 8:30 - 9:30

Department of Education
Schools Division of Sorsogon

MAGALLANES NATIONAL HIGH SCHOOL
Magallanes, Sorsogon
A Semi-Detailed Lesson in Mathematics

Grade 7
Date/Grade & Section: June 17, 2020/ Grade 7-CAMIA

Class Period: 8:30 – 9:30
Content Standard: The learner demonstrates understanding of key concepts of set and the real
number system.
Performance Standard: The learner is able to formulate challenging situations involving sets and
real numbers and solve these in a variety of strategies.
I. Objectives
With the use of interactive hypermedia, the Grade 7 students are expected to do the
following with 90% proficiency:
a. illustrates the union and intersection of sets and the difference of two sets.
b. state the importance of the union and intersection of sets in real life.
II. Content and Materials
A. Topic: Union and Intersection of Sets

B. Materials:
1. PowerPoint Presentation
C. References:
1. DEPED. K to 12 Mathematics Curriculum Guide. DepEd Complex, Meralco
Avenue, Pasig City, Philippines, page 80, 2013
 M7NS-Ia-2
2. Mathematics – Grade 7 Learner’s Module. Book Media Press. Inc., 21- E
Boni Seranno Ave., Quezon City, page 70, 2013.
D. Method of Teaching: 4A’s
III. Procedure
1. Activity
The discussion will start by introducing the terms used in the topic through a game
called 4 Pics 1 Word. The teacher will interact with the students by engaging them in the use
of technology. The students will identify what word is being described by the pictures
presented in the game.
2. Analysis
The teacher will ask the following questions with regards to the activity:
Guide Questions:
1. Are you familiar with the words associated in the game?
2. In your own words, what is a set?
3. In your own words, what is union?
4. In your own words, what is intersection?
3. Abstraction
The teacher will show the students a problem.

Mrs. Decosta, a Mathematics teacher wants to know who among her students can do
arithmetic and who among her students can solve complex problems.
Set A Set B
Students who can do Arithmetic Students who can solve complex
problems
Marjorie Jeff
Lovely Jonel
Jeff Jake
Jonel Milbert
Jake John Mark
Milbert
Roxette
John Mark
Mickee
Students who can do arithmetic or can solve complex problems are Marjorie, Lovely,
Jeff, Jonel, Jake, Milbert, Roxette, John Mark, and Mickee.
Students who can do arithmetic and can solve complex problems are Jeff, Jonel,
Jake, Milbert, and John Mark.
The teacher will ask the following questions:
1. What can you observe in the table?

2. What does the statement “Students who can do arithmetic or can solve complex
problems” implies?
3. What does the statement “Students who can do arithmetic and can solve complex
problems” implies?
The teacher will start discussing the union and intersection of sets by defining each
term.
Two sets can be added together. The union of A and B, denoted by A  B, is the set
of all things that are members of either A or B. For example:
{1, 2, 3}  {3, 4, 5} = {1, 2, 3, 4, 5}
The teacher will go back to the problem given earlier and will ask the students the
union of students who can do arithmetic and the students who can solve complex problems.
A new set can also be constructed by determining which members of two sets have
“in common”. The intersection of set A and B, denoted by A  B, is the set of all things that
are members of both A and B. If A  B = , then A and B are said to be disjoint. For
example:
{1, 2, 3}  {3, 4, 5} = {3}
The teacher will go back to the problem given earlier and will ask the students the
intersection of students who can do arithmetic and the students who can solve complex
problems.
The teacher will present a problem and solve it interactively with the students.
There are 500 students in a school, 200 like science subject, 180 like math and 40
like both science and math.
How many students like Science only?

How many like Math only?
How many like Math or Science?
Let S= students who like science (200)

M= students who like math (180)
P1= students who like math only
P2= students who like math and science
P3= students who like science only
Solution:
n(P1) = n(M)-P2
= 180-40
n(P1) = 140
n(P3) = n(S)-n(P2)
=200-40
n(P3) =160
n(M U S)= n(P1)+ n(P2) + n(P3)

=140 + 40 +160
n(M U S)= 340
Therefore,
160 students like science only
140 students like math only
340 students like science or math.
4. Application
The teacher will let the students answer questions through an interactive media. The
teacher will call the students in random and answer the question by manipulating the laptop
or simply clicking the correct answer.
1. {1, 3, 5, 7, 9}  {1, 2, 3, 4, 5}
a. {1, 2, 3, 4, 5, 6, 7, 9}
b. {1, 3, 5}
c. {1, 2, 3, 4, 5, 7, 9}
d. {}
2. {7, 11, 13}  {13, 17, 19}

a. {13}
b. 
c. {7, 11, 13, 17, 19}
d. {7, 11, 17, 19}
3. {1, 2, 3}  {5, 10, 15}
a. {1, 2, 3, 5, 10, 15}

b. {1, 2, 3}
c. {5, 10, 15}
d. 
4. {1, 2, 3, 4, 5}  {2, 4, 6, 8, 10}
a. {1, 2, 3, 4, 5, 6, 8, 10}
b. {1, 2, 3, 4, 5}
c. {2, 4}
d. {2, 4, 6}
After the interactive media presentation, the teacher will divide the class into five
groups. The teacher will provide the same problem for the class and will answer it by group.
In a school, there are 20 teachers who teach Mathematics or Physics. Of these, 12

teach mathematics and 4 teach both physics and mathematics. How many teach physics?
IV. Evaluation
Do the following exercises. Write your answers on the spaces provided:
A = {0, 1, 2, 3, 4}
B = {0, 2, 4, 6, 8}
C = {1, 3, 5, 7, 9}
Test I. Given the sets above, determine the elements and cardinality of:
a. A U B = {0, 1, 2, 3, 4, 6, 8}; n (A U B) = 7
b. A U C = {0, 1, 2, 3, 4, 5, 7, 9}; n (A U C) = 8
c. A U B U C = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}; n (A U B U C) = 10
d. A  B = {0, 2, 4}; n (A  B) = 3
e. B  C = Ø; n (B  C) = 0
f. A  B  C = Ø; n (A  B  C) = 0
g. (A  B) U C = {0, 1, 2, 3, 4, 5, 7, 9}; n ((A  B) U C) = 8
Test II. Solve the problem and show necessary solution.
1. A group of 25 high school students was asked whether they use either
Facebook or Twitter or both. Fifteen of these students use Facebook, and twelve use
Twitter.
a. How many use Facebook only?

b. How many use Twitter only?
c. How many use both social networking sites?
Test III. Write a brief essay about the importance of union and intersection of sets in
everyday life.
V. Assignment
Read in advance about the absolute value of a number on a number line.
Prepared by:
ELFRED G. SY
Subject Teacher
Approved by:
MELANY D. PANGILINAN
Master Teacher II

Date/Grade & Section: June 17, 2020/ Grade 7-CAMIA Class Period: 8:30 - 9:30

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Department of Education

Schools Division of Sorsogon

A Semi-Detailed Lesson in Mathematics

Date/Grade & Section: June 17, 2020/ Grade 7-CAMIA

II. Content and Materials

A. Topic: Union and Intersection of Sets

The teacher will show the students a problem.

1. What can you observe in the table?

How many students like Science only?

Let S= students who like science (200)

n(M U S)= n(P1)+ n(P2) + n(P3)

2. {7, 11, 13}  {13, 17, 19}

3. {1, 2, 3}  {5, 10, 15}

a. {1, 2, 3, 5, 10, 15}

4. {1, 2, 3, 4, 5}  {2, 4, 6, 8, 10}

In a school, there are 20 teachers who teach Mathematics or Physics. Of these, 12

Do the following exercises. Write your answers on the spaces provided:

g. (A  B) U C = {0, 1, 2, 3, 4, 5, 7, 9}; n ((A  B) U C) = 8

Test II. Solve the problem and show necessary solution.

a. How many use Facebook only?

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