SAMPLE DLL IN MATH 7
School
1. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objective
Indigenized Competency
II. CONTENT
Sub IKSP with description
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material’s Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR portal)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
TINGLAYAN NATIONAL HS Grade Level 7
Teacher JACQUELINE B. MALDIS Learning Area math
Teaching Dates and Time Quarter Week 1
Describes well-defined sets, subsets, universal sets, and the null set and cardinality of sets.
demonstrates understanding of key concepts of sets and the real number system.
The learner is able to explore set concepts and set operations.
Describe and illustrate well- defined sets, subsets, universal sets, and the null set and cardinality of sets.
M7NS-1a -1
Describes and illustrates well-defined sets by grouping fotok to iting, iting to la-om, etc.
Sets
“fotok” and “Iting”
During harvest time the pinango bundle the palay with chanog and each bundle is called fotok
Sin-Iting – a set containing 6 fotok
LM P. 1-3
Pictures
Other Real objects found in the classroom
Pictures of different objects
Video clips
-Asking questions using real objects found inside and outside the classroom.
B. Establishing a purpose for a lesson - Ask the students if they experience to manapilat.
How do you form sets of iting of pakoy which is already nisapilat?

C. Presenting examples/instances of Present video clips/ pictures of sinapilat

the new lesson Ask questions about the video clips/ pictures

D Discussing new concepts and -Present a picture or video clips like fotok which are spread on the ground for the students to group as one set (sin-iting)
practicing new skills #1
a. Call some students to count the number of fotok in one iting, iting to la-om.
b. Have students count the number of iting which they gather after the sinapilat.

F. Developing mastery Group the students into 3 groups and let them answer activity 1:
(Leads to formative assessment 3) The teacher will present a pictures of objects which is found in page 1 of the Learning Material and let each group answer
the following questions.
a. How many groups are there?

b. Does each object belong to a group?

c. Is there an object that belongs to more than one group? Which one?

G. Finding practical applications of a.) Have students put the palay in the granary by iting and la-om.
concepts and skills in daily living

b) Ask: If you are ask by your mother to help in gathering iting of palay after drying or sinapilat , how many iting in one la-om do you put?
H. Making generalizations and -How many fotok are there in one iting?
abstractions about the lesson -How many iting are there in one la-om?
Show pictures of sets. Ask the students to count the groups which the objects belong.
 I. Evaluating Learning
J. Additional activities for application
or remediation
Let us answer the questions post in the first activity.
a. How many groups are there?
b. Does each object belong to a group?
c. Is there an object that belongs to more than one group? Which one?
Do the following exercises.
1. Give 3 examples of well-defined sets.
2. Name two subsets of the set of whole numbers using both the listing method and the rule method.
3. Let B = [1, 3, 5, 7, 9}. List all the possible subsets of B.
4. Answer this question: How many subsets does a set of n elements have?

Prepared by:

JACQUELINE B. MALDIS
Teacher 111

Validated by elders:

FRANCISCO DALIYONG ROMAN MACAIBA SR LUIS VIERNES

ELDER ELDER ELDER

1. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objective
Indigenized Competency
II. CONTENT
Sub IKSP with description
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material’s Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR portal)
B. Other Learning Resources
IV. PROCEDURES
School TINGLAYAN NATIONAL HS Grade Level 7
Teacher JACQUELINE B. MALDIS Learning Area math
Teaching Dates and Time Quarter Week 1
Solve problems involving sets
demonstrates understanding of key concepts of sets and the real number system.
The learner is able to explore set concepts and set operations.
Solve problems involving sets
M7NS-1b-2
-Solve problems involving sets like iting/ la-om/charan of palay piled in the granary (arang)
Sets
“Iting” and la-om
During harvest time the pinango bundle the palay with chanog and each bundle is called fotok
Sin-Iting – a set containing 6 fotok
La-om – a set containing 2 iting
LM P. 14-16
Pictures
Other Real objects found in the classroom
Pictures of fotok/ iting/la-om
Video clips
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for a lesson
C. Presenting examples/instances of
the new lesson
D Discussing new concepts and
practicing new skills #1
F. Developing mastery
(Leads to formative assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
-let the students recall their past lessons on how to identify group of sets. How to illustrate sets in a venn diagram?
How do we form a set of la-om?
Let the students tell the importance of grouping iting to la-om and la-om to charan/
Present a picture of a person who is carrying a set of dried palay ready to be piled (Maponpon) inside the granary (arang)
How many iting of dried palay are there in the fatawin which the boy is carrying?
Present a problem to the students:
One Saturday,Kinnuwan helps his father in carrying the dried palay to be stored in the granary using fatawin. His
father told him to arrange the palay according to their kinds. If Kinnuwan carry 20 iting of diket, 10 iting of unoy and
piled or ponpon it according to their kinds. How many la-om of diket and la-om of unoy did Kinnuwan piled in the
granary if Kinnuwan carried 40 itings of diket and 50 iting of unoy? How many palay was piled in the arang?
Let the students analyze the simple problem and let them illustrate in a table.
Diket unoy
iting 10 20 30 40 iting 10 20 30 40 50
La-om 5 10 15 20 La- 5 10 15 20 25
om
How do we find the number of la-om of diket and unoy?
How do we find the number of pakoy piled in the arang?
Try solving the following problem: Group the students into 3 .
In a class of 40 students, 17 have eaten a banana, 28 have eaten a guava. 10 have eaten papaya, 12 have eaten both a
banana and guava. 3 have eaten papaya only and 4 have eaten banana only. Some students in the class have not eaten
any of the three kind of fruits and an equal number have taken all three.
a. How many students have eaten the three kinds of fruits?
b. How many students have eaten only the guava?
-How many iting are there in la-om?
-How many la-om are there in charan?
Show pictures of sets of iting, la-om and charan of pakoy.
Let us answer the problem presented using Venn Diagram
a. How many students have eaten the three kinds of fruits?
b. How many students have eaten only the guava?
 J. Additional activities for application
or remediation
Solve the given problem. Illustrate in a venn diagram.
Among 70 kids in barangay Luplupa, 53 like eating patupat while 42 like eating hot cake.
a. How many kids like eating both patupat and hotcake?
b. How many kids like eating patupat only?
c. How many kids like eating hot cake only?

Prepared by:

JACQUELINE B. MALDIS
Teacher 111

Verified by the Elders:

FRANCISCO DALIYONG ROMAN MACAIBA SR LUIS VIERNES

ELDER ELDER ELDER
 School TINGLAYAN NHS Grade Level 8
Teacher JACQUELINE B. MALDIS Learning Area Math
Teaching Dates and Time Quarter 1
1. OBJECTIVES
A. Content Standards - demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations
and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
B. Performance - is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Standards inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these
problems accurately using a variety of strategies.
C. Learning Illustrate the rectangular coordinate system and its uses. M8AL-1e-1
Competencies/Objective

IndigenizedCompetency
Illustrates the rectangular coordinate system and its uses during the orag system.
II. CONTENT
Sub IKSP with Pajaw, Pachug, Man-orag
description
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material’s LM P 119-127
Pages
3. Textbook Pages
4. Additional Materials Pictures taken in the rice field during planting season.
from Learning Resources
(LR portal)
B. Other Learning Video clips
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for a lesson
C. Presenting
examples/instances of the
new lesson
D Discussing new
concepts and practicing
new skills #1
F. Developing mastery
(Leads to formative
assessment)
G. Finding practical
applications 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
Introduce an indigenized song with the tune “Planting Rice”
Ask the students who among them experience “man-orag”.
What is formed from the pachug that were planted in the pajaw?
Presents pictures/ video clips of pajaw, pachug and a rice field which was already planted.
Ask questions about the video clips
Discuss the important terms related to rectangular coordinate system and its uses.
-Present a picture or video clips of pajaw that were already planted and let the students identify points, lines and plane.
-Present real-life problems involving coordinate planes and let the students do the prepared activity in PowerPoint
presentation.
-The pajaw/ rice fields represent plane.
-The pachugs that were being planted in the pajaw represents points.
-The pachugs when conneted to each other represent lines.
-Let the students plot given points in the plane and let them connects the plotted points to form line.
Group the students into 3 and let them answer activity 7 on p.126- 127which is found in the learner’s module.