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, name a set, represent a set,
definition of a universal set and subset, knowledge of the universal set, stating/listing
the elements of a set given worded statements, knowledge of set notations

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

1. Define the intersection of sets. AT

2. Use set notation and symbols to represent the intersection of a PS

set. 

3. Discover the relationship real life sets have in common. Aff/AT

LEARNING OUTCOMES: By the end of this session learners Classification

will:
1. Define the intersection of sets through student inductions. AT

2. Use set notation and symbols to represent the intersection of a PS

set by correct placing the of the symbol and drawing of the
diagram.

3. Discover the relationship real life sets have in common Aff/AT

through discussions from given examples in class.

SET INDUCTION: (Time: 3 minutes) Resources

Teacher plays a YouTube video Whiteboard
https://www.youtube.com/watch?v=CkV_uRErIqk Markers
laptop
Teacher asks students to state some characteristics about the diagrams
drawn. projector
Teacher gets the response of where the two circles overlap are common
traits of the two sets.
Teacher says this part of the diagram is called the intersection of the two
sets and states that Intersection of sets is the topic for this class.
 SECTION 1 (Time: 22 minutes)
Content: The intersection of two sets Associated Objective(s):1-2

Teaching Points:

1. Identify the elements of set A.

2. Identify the elements of B.
3. Identify elements in common in both sets A and B (A∩B)
4. Represent the universal set as the rectangle
5. Draw overlapping circles within the universal sets
6. Fill in overlapping circles with common elements from step 3.

7. Complete Set A with members that are remaining elements in A (A only)

8. Complete Set B with members that are remaining elements in B (B only)

9. Place remaining elements if any, outside of the intersecting circles but inside
the rectangle.

10. Write A∩B using set notation.

Method
Teaching Strategy Student Activity/Task Resources
Interactive Instruction -Group work –
(Brainstorming) Students are placed into groups of Whiteboard
- Teacher gives students handout five and are asked to brainstorm Markers
with outlined topic. and give responses to the stated Laptop
- Teacher writes important points questions on the handout 1. Each Projector
discovered by the students on the group will have 3 minutes to Handouts
board. present their findings.
Students are involved in a class
presentations pertaining to handout
1.

- Teacher asks one group to -Group work –

present their solution on question Students stay in their groups of five
1. and are asked work on questions
- Teacher writes the responses found in handout 2.
students give on the steps All groups are involved in a class
involved in solving. discussion and gives one step
- Teacher chooses two more involved in determining the
groups to present their solutions solution based on the solution from
for questions 2 and 3. question 1 and the example.
Two other groups present their
Guided Discussion solution on the other two questions.
- Teacher asks each group one
step involved in finding the
solution, till the solution is -Students are involved in a class
completed. discussion and give examples on
what two sets they may use that has
- Teacher puts up images on the items in common or intersect.
board on examples of -Student participates in final
intersection and leads class activity.
discussion on the relationship
real life sets have in common.
Sectional Review (Assessment): (Time: 2 minutes) Associated
Outcomes: 1 – 2

Student activity: Students answer the following questions:

1. Define the intersection of two sets. Response: The intersection of two sets has

only the elements common to both sets.

2. How will the intersection of two sets P and Q be denoted? Response: P ∩ Q

CLOSURE: (Time: 3 minutes)

Students recap the steps involved in determining the intersection of two sets.
FINAL ASSESSMENT TASK/ACTIVITY: (Time: 2 minutes)

Student activity: Students response must be true represented by a or false

represented by a .

Students are shown two questions with the responses and are asked to show a thumbs
up or down for each response.

Reasonable level of Achievement: Outcome(s)

100% will be able to define the intersection of two sets. 1
100% will be able to use set notation and symbols to represent the 2
intersection of a set. 

CONTINUOUS EVALUATION:
Homework questions
TEACHER EVALUATION OF THE LESSON:
 TUTOR’S COMMENTS:

Handout#1

Figure 1
The intersection of two sets.

 The intersection of two sets A and B is

shown
in figure 1 to the left.
 The intersection of two sets A and B is
denoted
by A ∩ B.

Figure 2

 Here in figure 2 the intersection of sets A and

B is written in set notation and denoted by
A ∩ B = {3, 4}.

Figure
3



 Can you identify the intersection of the
sets
P and Q?
  Write in set notation the intersection of the
the sets P and Q.

Figure 4

 In figure 4 what are the elements that

are
common to both A and B?
 Use set notation to represent the elements
common to both A and B.

Figure 5

From figure 5:
 List the elements of P
 List the elements of Q
 Identify by circling in the listed elements above
the element/s that is/are common to both P and
Q.
 Use set notation to represent the element/s that
is/are common to both P and Q

Questions
1) Determine the intersection of the sets X and Y given,
X = {1,2,5,7,9,10} and Y = {1,3,4,5,6,8,10}

Please be guided by the following steps: 1) Identify the elements that both sets have in
common by circling these elements.
2) Use set notation and state the solution for X ∩ Y

2) Determine the intersection of the sets P and Q given,

P = {factors of 18} and Q = {natural numbers less than 6}.

Please be guided by the following steps:

1) List the elements of P
2) List the elements of Q
3) Identify by circling in the listed elements above
the element/s that is/are common to both P and Q.
4) Use set notation to represent the element/s that is/are common to both P and Q
3) How would your group define the intersection of two sets?

Handout#2

Example:

If P = {multiples of 3 between 1 and 20} and Q = {even natural numbers up to 15}.

Draw a Venn diagram to represent the relationship between the sets.

Solution:
P = {multiples of 3 between 1 and 20}, therefore P = {3,6,9,12,15,18}
Q = {even natural numbers up to 15}, therefore Q = {2,4,6,8,10,12,14}
Hence, P ∩ Q = {6,12}
U

P Q

3 9 2 4
6 8
15 12 10
18 14

Questions:

1. If P = {multiples of 3 between 1 and 20} and Q = {odd natural numbers up to 15}.

Draw a Venn diagram to represent the relationship between the sets.
(One group presents this solution and each group has a turn to state one step involved in solving)

2. Draw a Venn diagram to represent the relationship between the sets A and B given the following:
A = {natural numbers from and including 1 to 10}
B = {factors of 18}

3. If the sets X and Y were given to be X = {multiples of 2 between 1 to 10} and Y = {odd natural
numbers up to 10}. Draw a Venn diagram to represent the relationship between the sets.
 CLASS DISCUSSION IMAGES

1) Let B = {students who have brothers} and S = {students who have sisters}
Place yourself within the appropriate space on the Venn diagram.

U
1)
B S

2) Let F = {students who have joined Facebook} and

T = {students who have joined Twitter}
Place yourself within the appropriate space on the Venn diagram.

U
1)
F T
 Final Assessment

1) Draw a Venn diagram to represent the relationship between the sets A and B given the
following: A = {factors of 12} and B = {factors of 18}

Solution: A = {1,2,3,4,6,12} and B = {1,2,3,6,9,18}

U
1)
A B

4
2 9
12 1
3
6 18
1

Is this solution true or false?

2) If V = {vowels} and T = {the letters of the word towels}, draw a Venn diagram to represent
the relationship between the sets V and T.

Solution: V = {a,e,i,o,u} and T = {t,o,w,e,l,s}

U
1)
V T

a
e t
i w
l
o
u s

Is this solution true or false?

 Homework Questions

1) If F = {The first 7 letters in the alphabet} and G = {the letters of the word
great}, draw a Venn diagram to represent the relationship between the sets F
and G.

2) Draw a Venn diagram to represent the relationship between the sets A and B
given the following:
A = {natural numbers from and including 1 to 15}
B = {factors of 24}