WHOLE-BRAIN LESSON PLAN

1ST QUARTER
SUBJECT: Mathematics GRADE: 7
UNIT TITLE: Numbers & Number Sense WEEK: 2
LESSON TITLE: Problems Involving Sets SESSIONS: 1-2
I. LEARNING OUTCOMES (ENDSTATES):
What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what degree should students be
assessed?
● THINK: Solves problems involving sets( M7NS-Ib-2)
● FEEL: Upholds honesty, accuracy and precision in finding the solution regarding set problems.
● DO/COMMUNICATE: Applies learned concepts and skills in solving problems involving sets.
● LEAD: Encourages mastery of problem- solving skills involving sets
● INTUIT: Predicts probable outcomes of mathematical solutions of problems involving sets and reflects beneficial effects of making accurate
decisions.
● BE: Accurate mathematician
● ETHICAL FORMATION: Upholds truth and honesty in treating data and information.
● SOCIAL RESPONSIVENESS: Upholds equality and fairness to all people

II. CRITICAL QUESTION:

How can we apply set operations to address problems in life?

III. CONTENTS, KNOWLEDGE AND PRINCIPLES

● Importance of Solving Problems involving Sets
● Use Venn Diagrams to represent the solution to the problem involving sets
IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Session1:

Activity 1: Act on It.

Try solving the following problem:

In a class of 40 students of Grade 7-Chrysanthemum, 17 have ridden
an airplane, 28 have ridden a boat. 10 have ridden a train, 12 have ridden
both an airplane and a boat. 3 have ridden a train only and 4 have ridden an
airplane only. Some students in the class have not ridden any of the three
modes of transportation and an equal number have taken all three.
a. How many students have used all three modes of transportation?
b. How many students have taken only the boat?

2) ACQUIRE Activity 2: Discussion

A. Discuss on how Venn Diagrams can be used to solve word problems
involving Union and Intersection of Sets.
B. Give plenty of examples an. Here are some worked out examples:
A group of 25 high school students were 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?
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Session 2:
Activity 3: Individual Exercises

Formative Assessment: (Localization)

Do the following exercises. Represent the sets and draw a Venn diagram
when needed.

1. Among the 70 kids in Barangay Tonoton in Piddig, Ilocos Norte, 53

like eating in Jollibee while 42 like eating in McDonalds. How many
like eating both in Jollibee and in McDonalds? in Jollibee only? in
McDonalds only?

Assignment:
The following diagram shows how all the Grade 7 students of Piddig National
High School go to school.

a. How many students ride in a car, jeep and the MRT going to their school?
_______
b. How many students ride in both a car and a jeep? _______
c. How many students ride in both a car and the MRT? _______
d. How many students ride in both a jeep and the MRT? _______
e. How many students go to school
 in a car only ______ a jeep only _______
in the MRT only ______ walking _______
f. How many Grade 7 students of Piddig National High School are there?
________

4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Activity 4: Journal Writing

Self-assessment: Make a self-reflection on the importance of:
1. solving problems systematically
2. the art of mathematical thinking
(Use rubric for assessment of outputs)
RUBRICS FOR ASSESSMENT:

RUBRIC FOR PROBLEM FORMULATED

Score Descriptors
Poses a more problem with 2 or more possible correct solutions and communicates ideas accurately, shows in-depth comprehension of
5 the pertinent concepts and/or processes, and provides explanations whenever possible.

Poses a complex problem and finishes all significant parts of the solution and communicates ideas accurately, shows in-depth
4 comprehension of the pertinent concepts and/or processes.

Poses a complex problem and finishes all significant parts of the solution and communicates ideas accurately, shows comprehension of
3 the major concepts although neglects or misinterprets less significant ideas or details.

Poses a problem and finishes some significant parts of the solution and communicates ideas accurately but shows gaps on theoretical
comprehension.
2

Poses a problem but demonstrates little comprehension, not being able to develop an approach.
1

RUBRIC FOR PERFORMANCE TASKS

(Simple Survey Report and Brochure)

Standards 5 POINTS 4 POINTS 3 POINTS 2 POINTS

Understanding of Demonstrates a substantial Demonstrates understanding of Demonstrates gaps in their Demonstrates minimal
 Task understanding of the content, the content and task, even understanding of the content understanding of the
(Accuracy) processes and demands of the though some supporting ideas and task. content.
task. or details may have been
overlooked or misunderstood.
Completion of Fully achieves the purpose of the Accomplishes the task. Completes most of the task. Attempts to accomplish the
Task task, including thoughtful, task, but with little or no
(Quality) insightful interpretations and success.
conjectures.
Communication Communicates their ideas and Communicates their findings Communicates their ideas and Does not finish the
of Findings findings effectively, raised effectively. findings. investigation and/or were
( Presentation) interesting and provocative not able to communicate
questions, and went beyond ideas very well.
what was expected.
Group Process Uses all their time productively. Works well together most of the Works together some of the Does not work very
(Cooperation) time. time. productively as a group.
Everyone is involved and
contributed to the group process They usually listen to each other Not everyone contributes equal Not everyone contributes to
and product. and used each other’s ideas. efforts to the task. the group effort.

RUBRIC FOR PROBLEM SOLVING

Category 4 POINTS 3 POINTS 2 POINTS 1 POINT

Mathematical Errors 90-100% of the steps and Almost all (85-89%) of the Most (75-84%) of the steps More than 75% of the steps
solutions have no steps and solutions have no and solutions have no and solutions have
mathematical errors. mathematical errors. mathematical errors. mathematical errors.
Explanation Explanation is detailed and Explanation is clear. Explanation is a little difficult Explanation is difficult to
 clear.
Neatness and The work is presented in a
Organization neat, clear, organized
fashion that is easy to read.
Diagrams and Sketches Diagrams and/or sketches
are clear and greatly add to
the reader’s understanding
of the procedure(s).
Composition All problems are completed.
Prepared by:
JOMEL A. ASPILI
Teacher I
Piddig National High School
The work is presented in a
neat and organized fashion
that is usually easy to read.
Diagrams and/or sketches
are clear and easy to
understand.
All but one of the problems
are completed.
to understand, but includes
critical components.
The work is presented in an
organized fashion but may be
hard to read at times.
Diagrams and/or sketches
are somewhat difficult to
understand.
All but two of the problems
are completed.
understand and is missing
several components or was
not included.
The work appears sloppy and
unorganized. It is hard to
know what information goes
together.
Diagrams and/or sketches
are somewhat difficult to
understand or are not used.
Several of the problems are
not completed.