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Lesson Plan 2 - Sets Lesson 2

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232 views8 pages

Lesson Plan 2 - Sets Lesson 2

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api-513958066
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© © All Rights Reserved
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SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
MATHEMATICS LESSON PLAN

Teacher: School:
Date: Class: Time: 35 minutes
Unit: Sets, Relations and Functions
Topic: Sets
Pre-knowledge:

Literacy and numeracy skills, classification skills, recognition of plane shapes and
solids, Number Theory (types of numbers), definition of a set, identification of a set,
naming of a set, multiples, factors, even and odd numbers.

OBJECTIVES: By the end of this session learners will: Classification


1. Represent a set. K

2. Name the set. K


3. Deduce if sets have an order.
AT
4. Use set notation to indicate ‘is and is not a member of’ the set.
K
5. State the number of elements in a set.
K
6. Interpret how listing elements of a set can be useful in
everyday life. Aff/K

LEARNING OUTCOMES: By the end of this session learners Classification


will:
1. Represent a set using listing and diagram method. K

2. Name the set using an appropriate capital letter. K

3. Deduce if sets have an order through listing the elements of a AT


set.

4. Use set notation to indicate ‘is and is not a member of’ the set K
by writing the correct symbols.

5. State the number of elements in a set using the correct symbol K


by counting the amount of elements in the set.

6. Interpret how listing elements of a set can be useful in Aff/K


everyday life through discussions.
SET INDUCTION: (Time: 3 minutes) Resources
Teacher asks students if numbers from and including 0 to 9 is a set? The Whiteboard
teacher then asks the class to list the elements of the set. The teacher Markers
writes the elements stated by the students in random places on the
board. Teacher asks students if they believe this is how a set should be
written.
Teacher says we are going to learn how to list the elements of a set
using the correct notations and states we are continuing with the topic
sets.
SECTION 1 (Time: 23 minutes)
Content: Representation of a set Associated Objective(s):1-5

Teaching Points:

1. Each repeated element is listed once.


2. The listing method is used to represent a set by putting in curly brackets.
3. Each element within the curly bracket is separated by a comma.
4. The diagram method is used to represent a set by placing its elements within a
circle.
5. An appropriate capital letter is used to name the set.
6. Sets do not have an order.
7. The symbol ∈ represents ‘is an element of’ the set.
8. The symbol ∉ represents ‘is not an element of’ the set.
9. The number of elements is found by counting the number of elements in the
set.
10. In a set the number of elements is represented using common n and is written
as
n(set name) = a number.

Method
Teaching Strategy Student Activity/Task Resources

Think Pair Share  Pair work – Whiteboard


- Teacher gives students Students are placed into pairs Markers
handout 1 on representing and are asked to discuss and Laptop
sets. answer questions from handout Projector
1. Hersey kisses
Plicker cards
 Students lead a class discussion Cell phone
based on worksheet 1 and Interent
writes answers on the board
with the guidance of the
teacher.
Games
- Teacher gives students
handout 2.  Pair work –
- Teacher puts up the Students stay in their pairs and
reasoning/working and work on handout 2.
answer on the board. Students get rewarded with
heresy kisses for each correct
answer.
Teacher  Students are involved in a class
Guided Discussion discussion about how listing
- Teacher leads class sets can be useful in everyday
discussion on the life when packing your school
usefulness of listing sets. bag, going on field trips or
preparing for an event such as a
birthday party.
Sectional Review (Assessment): (Time: 2 minutes) Associated
Outcomes: 3 - 5

The teacher asks the following questions:

1. Do sets have an order?

2. What do the symbols; ∈ and ∉ represent?

3. How should you state the number of elements in set F given that F = {5,10,15,20}?

CLOSURE: (Time: 2 minutes)


Student are asked to state what two methods can be used to represent a set.

FINAL ASSESSMENT TASK/ACTIVITY: (Time: 5 minutes)


Teacher gives the class 3 multiple choice questions using via plickers.

Reasonable level of Achievement: Outcome(s)


90% will be able to represent a set using the two methods. #1
100% will be able to name the set. #2
100% will be able to writ the number of elements in a set. #5
CONTINUOUS EVALUATION:
Worksheet (Home work)
TEACHER EVALUATION OF THE LESSON:
TUTOR’S COMMENTS:

Handout #1
There are two methods of we will be using to represent a set at this time.

They are: (1) Listing method


(2) Diagram method

Question 1
Represent the set of natural numbers from and including 10 to 15 using both the
listing and Venn diagram method.

(1) Listing method

1. Set are always named using appropriate CAPITAL letters.


2. Since they are natural numbers we are going to name the set, N.
2. These numbers would be 10, 11, 12, 13, 14, 15.
3. Put in curly brackets and commas.

Notice no numbers are repeated!

Answer: N = {10, 11, 12, 13, 14, 15}

That’s it… DONE!

(2) Diagram method


1. Since they are natural numbers we are going to name the set, N.
2. These numbers would be 10, 11, 12, 13, 14, 15.
3. Put numbers in the circle. (no commas included)

Notice no numbers are repeated!

Answer: N
10 11
12
14 13
That’s it… DONE! 15
Question 2
Question 2

(Student team work)

Represent the set of the first 6 multiples of 2 using the listing method.

Question 3
(Student team work)

Represent the set of factors of 20 using the diagram method.

You may write answers here


Handout #2
Let’s play!

Rules:

1. You must work in your pairs.

2. The first group to finish the required question and has the correct reasoning with
the correct answer wins a reward for each part of that question!
(Please share with us how you got the correct answer)

Questions
You can win! Be fearless!

(1) This question is on the ORDER of the elements in a set.

Given the following sets:

(i) A= {1,2,3} (ii) B={2,1,3} (iii)C={3,2,1}

(a) What are the elements in each set?


(b) Are the elements the same or different in each set?
(c) Do you agree that A=B=C if yes why?
(d) What can we conclude about how we write the order of the elements in a
set?

(2) If the set V = {a, e, i, o, u} and the symbol

∈ represents ‘is an element of’ the set and ∉ represents ‘is not an element of’ the set

then write in words what the following means:


(i) a ∈ V (ii) i ∈ V (iii) c ∉ V (iv) y ∉ V

(3) If the set M = {4, 8, 12, 16, 20, 24} and

n(M) represents the number of elements in the set M, then n(M) = 6

since when counted there are 6 non- repeated elements in the set M.
Now,
what are the number of elements in the set F = {2, 6, 12, 2, 6, 3, 4,1}?

CLOSURE QUESTIONS

1. If A is the set of the first five continence in the alphabet, then the set A is

(A) A = {a, b, c, d, f}
(B) A = {b, c, d, f, g}
(C) A = {a, b, c, d, e}
(D) A = {b, c, d, e, f}

2. If M = {3, 6, 9, 12, 15, 18} then which statement is correct

(A) 4 ∈ M
(B)9 ∉ M
(C)12 ∈ M
(D)18 ∉ M

3. Given that S = {1, 1, 2, 3, 5, 8, 13, 21}, what is the number of elements in S?

(A) N(S) = 8
(B) n(S) = 8
(C) N(S) = 7
(D) n(S) = 7

WORKSHEET (Home Work)

1. (a) Given set Z = {x, y, w, y, x, z, w}, draw a diagram to represent the set Z.

(b) What are the number of elements in set Z?

2. (a) If set R is the set of real numbers from and including even numbers between 21
to 30, use the listing method to represent the set.

(b) Are the following statement True or False:


(i) 21 ∈ R
(ii) 26 ∈ R
(iii) 30 ∉ R
(iv) 20 ∉ R

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