Leyte Normal University

College of Education
Mathematics Unit
Tacloban City

A Semi-Detailed Lesson in Mathematics

Grade 7

Lhinever T. Gilhang Cristobal A. Rabuya Jr., M. Ed

Student, BSED 3-6 Teacher, Strategies in Teaching Mathematics

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.
Reference:

Mathematics – Grade 7 Learner’s Module. Book Media Press. Inc.,

21- E Boni Seranno Ave., Quezon City, page 76, 2013.