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Saint Joseph School

3712 Poblacion, Diadi, Nueva Vizcaya


st.josephschool_diadi@yahoo.com

CURRICULUM MAP
Mathematics 7
QUARTER 1: Set and Set Operations, Real Numbers and Measurements Topic: Set and Operation Set Time Frame: 6 days
STAGE 1
Content Standard: Performance Standard:
The learner demonstrates understanding of key concepts of sets and the real number system. The learner is able to formulate challenging situations
involving sets and real numbers and solve these in a
variety of strategies.
Essential Understanding (s): Essential Question (s):
Students will understand that: Students will keep considering the following questions:
U1. Concepts of sets are used in analytical evaluation of sets of things such as similarities and differences, comparison and EQ1. How important are sets?
contrast; EQ2. How can set operations facilitate the
U2. Set operations help facilitate the solutions to real-life problems routıne or non-routine; solutions to real-life problems?
U3. Several objects in the world share a characteristic/property in c common thereby grouping them together can help them EQ3. Why group?
easily identify their group or their kind; and
U4. The mathematical way to represent collections or groups of objects can be used to easily understand problems, interpret
data, and make relations between/among two or more groups.
Knowledge (K) Skills (S)
Learners will know: Learners will be able to:
K1. sets; S1. describes well-defined sets, subsets, universal
K2. Subsets; sets, and the null set and cardinality of sets.
K3. cardinality of sets; finding the intersection of sets
K4. null set; S2. illustrates the union and intersection of sets and
K5. subsets; the difference of two sets.
K6. union set; S3. uses Venn Diagrams to represent sets, subsets,
K7. intersection set; and set operations.
K8. difference of two set; S4. solves problems involving sets.
K9. Venn diagram
STAGE 2
Product or Performance Task: Evidence at the level of Understanding: Evidence at the level of Performance:
The learner should be able to demonstrate Your written mathematical computation and oral
Your group's task is to survey and use the Venn diagram to represent the understanding covering the six (6) facets of explanation will be evaluated by a select group using the
data you gathered. understanding: following rubrics.
EXPLANATION Assessment Indicators for the level of performance Score
Criteria 1 point 2 points 3 points
Group 1: Go to the Grade 9 class to survey what is dessert they want to - Describes well-defined sets, subsets, The solutions
eat (Ice Cream, Cake, Graham) Accuracy and The solutions The solutions
universal sets, and the null set and completeness are
are mostly
are complete
cardinality of sets. complete and
of solutions incomplete and accurate
accurate
Group 2: Go to the Grade 8 class to survey what brand of gadgets they INTERPRETATION The The The
want (Samsung, Apple, Huawei) - illustrates the union and intersection of Explanation
explanation is explanation is explanation is
not aligned moderately highly
sets and the difference of two sets of product
with the aligned with aligned with
Group 3: Go to the Grade 10 class to survey what is the subject they APPLICATION and process
concepts and the concepts the concepts
want (Math, English, MAPEH) - Uses Venn Diagrams to represent sets, standards and standards and standards
The
subsets, and set operations. The presentation
The
Group 4: Go to the Grade 11 class to survey what is street food they PERSPECTIVE presentation is easy to
presentation
is very easy
want to eat (kwek-kwek, tokong, kikiam) - Provide descriptive characteristics to a is difficult to follow.
to follow.
follow. The The
given set. Organization The
sequencing of sequencing of
sequencing of
EMPATHY ideas is not ideas is
ideas is very
- Your group needs to provide a visual presentation of the survey result. - Express how life could be affected by
systematic generally
systematic
and logical systematic
and logical.
sets of individuals and logical.
SELF- KNOWLEDGE TOTAL

- Provide different views of given Rating Scale


situation, (similarity or contrast., using 1-20 points – Needs improvement: There is a need to go over the lesson and do
the task again
ideas of sets e.g. develop a Venn 21-28 points – Acceptable: The output is acceptable but there is a need to
diagram for a specific group of ideas recheck the solutions/answers
(animals, nations, professions, 29-36 – Good: The output is acceptable but with minimal revisions needed.
37-40 – Excellent: No revision is needed
religion, customs, and traditions) that
will show their comparison and
contrast.
STAGE 3
Teaching/Learning Sequence:
1. INTRODUCTION
- Start the unit by asking the learners to think with the end in mind. Pose the essential questions "How important are sets: and "How can set operations facilitate the solutions to
mathematical problems “Make them aware that at the end of the unit, they are expected to work on the performance task. Explain to them the details of the performance task.
Encourage them to think of their own related task that may bring out their talents.
Activity 1: (Group Yourselves activity) Start with "Group Yourselves activity which can give the main idea of sets, that is, collections or groupings of objects which is based on a single
fundamental relation called membership. Use this activity also to develop grouping routine then, ask the essential question Why group?" Lead the class discussion and use the art of
questioning the discussion to the importance of grouping.

2. INTERACTION

Activity 2: (Describe Well Defined Sets) Ask the learners: “What is a set?” Write on the board as many descriptions they can give. Then, highlight the definition closest to the acceptable
definition of set. Do the same process for the term element of a set.
Activity 3: (Define the term) Tell the class to use the roster method in writing the members of the following sets:
1. V is the set of vowels common to the words PHILIPPINES and PANAMA.
- Discuss the concept of empty set and encourage the learner to define the term.
- Tell the class to consider the following sets:
L={1, 2, 3, 4, 5}
M={5,4,3,2, 13}
N={1,3, 4}
O={2,4, 6}
P={ }
Then, let them discuss the answers to the questions:
1. Which of the sets is an empty set?
2. Which of the sets has exactly the same elements as set L?
3. Which of the sets has all of its elements which can be found in another set?

Activity 4: ((Formative Assessment) For their exit slip for the day, ask them to answer the question: "What difficulties or confusion have you experienced in forming sets from given objects".

Activity 5: (Pair Discussion)


- Show the diagram on page 9 to the class. (UNION SET)
Let them continue exploring the union of sets. Ask them to discuss with a seatmate the solution to Example 3 on pages 9 and 10.After thoroughly discussing the solutions, tell them to answer
the question “How do you find the union of two sets?”
- Show the diagram on page 11 to the class. (INTERSECTION SET)
Then introduce the term intersection, its notations and formal definition. Let them continue exploring the intersection of sets. Ask them to discus with a seatmate the solution to Example 5 on
pages 11-13. After thoroughly discussing the solutions, tell them to answer the question “How do you find the intersection of two sets?”
- Show the diagram on page 13 to the class. (DIFFERENCE OF TWO SETS)
Let them continue exploring difference of sets. After thoroughly discussing the solutions, tell them to answer the question “How do you find the difference of two sets?”.
Activity 6: (Formative Assessment) To firm up their knowledge of the union of sets, give Written Math B (25-28) on page 18. Then give Written Math B (29 32) as homework.
3. INTEGRATION
Activity 7: (Sorting using Venn Diagram) Let them use the Venn diagram invented by John Venn to sort the pictures of things that is using in our daily lives.
Activity 8: (Problem Solving) real-life problems routıne or non-routine using the Venn Diagram
Activity 9: (Presentation of Performance Task Output) Explain in detail what you expect of each student as far as the performance task is concerned. Make the objectives, the procedures, and
the rubric to be used, clear to them. Ask the students to explain their final work, bearing in mind the rubrics set prior to the presentation. After each presentation, the teachers should be ready
to give feedback on students' performance and product.

Prepared by:

MARY JANE BUGARIN-TOLENTINO


School Registrar

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