Lesson Plan

Kemeisha Reid – Onfroy

ID#: 2201010162

Elesia Myers

ID#: 2201010402

School of Education: Moneague College (Linstead)

MT300PRB: Teaching Mathematics at the Primary level

Mrs Edith Hibbert

November 30, 2023

Subject: Grade: 5 Strand: Number Duration: 45 mins
Mathematics
Topic: Set Focus Question: In what ways are sets
represented?
Standard: Know the value of numerals, associate them with their names, ordinals and use

concrete objects to model patterns, expressions and numbers.

Students’ Mathematical Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

Specific Objectives:

Students should be able to:

1. Accurately and clearly define the concept of a “Set” in mathematical terms.

2. Use their hands on materials from the environment with 90% accuracy form sets
during class activity.

3. Correctly differentiate between sets of counting, whole, odd, even, prime and
composite numbers during a class activity.

4. Show interest by eagerly sharing a real-world example of the set theory during a
discussion.

5. Work in groups collaboratively and respect the views of their classmates.

Teaching/Learning Resources:

Model patterns, charts, bottle top counters, laptop, projector, math text book, work sheets,
video.

Websites that was used to assist in learning:

(52) What is a Set? | Classifying into Sets | Kinder Mathematics | Teacher Ira - YouTube

(70) Introduction to Sets for Roster Method & Set Builder Form | Algebra | Math | Letstute
- YouTube

Prerequisite knowledge/skills:

Students should already know:

1. The concept of a set

2. Name and list members of any given set

3. Understand types of numbers

4. Name any set using braces

Key Vocabulary:

sets, element, member, wing bracket, even, whole, prime, composite

Learning expectations:

Students will be able to:

 Collect and classify sets

  Show the difference between sets

 Work cooperatively in groups

Content Summary:

In everyday life, we often talk about the collection of objects such as a bunch of keys, a

flock of birds, a pack of cards, etc. In mathematics, we come across collections like even

numbers, whole numbers, prime and odd numbers. For sets, we use a capital letter to name

a set. Eg. S= {2, 4, 6, 8} We can denote a set S in writing by listing all of its elements in

curly braces. We have learnt about representing sets in roster form and rule (describing its

members) form.

A set is a collection of objects that have something in common or follow a rule. The

objects in the set are called its elements. A set must be properly defined so that we can find

out whether an object is a member of the set.

➢ Students will apply and review the concept of describing sets using

counting, .whole, odd, even, prime and composite numbers.

1. A set is denoted by a capital letter.

Example: Set A, Set B, Set N etc.

2. The elements of a set are denoted by small letters. All elements are written in

curly brackets { } separated by comma (,).

Example: {a,b,c,x,y}

3. In set notation, elements are not repeated.

Example: A is a set of letters in the word good,

then set A = {g, o, d}.

 4. The order of elements in a set does not matter.

1. Listing the elements (Roster Method)

The set can be defined by listing all its elements, separated by commas and enclosed within

braces. This is called the roster method.

Example:

B = {2, 4, 6, 8, 10}

X = {a, b, c, d, e}

However, in some instances, it may not be possible to list all the elements of a set. In such

cases, we could define the set by method 2.

2. Describing the elements

The set can be defined, where possible, by describing the elements. This is called the set-

builder notation.

Example:

C = {Parishes in Jamaica}

We should describe a certain property which all the elements C, in a set, have in common

so that we can know whether a particular thing belongs to the set.

∈ denotes “is an element of’ or “is a member of” or “belongs to”

∉ denotes “is not an element of” or “is not a member of” or “does not belong to”

Example:
If A = {1, 3, 5} then 1 ∈ A and 2 ∉ A

Teaching/Learning Activities (Focus Task):

 Real- Life Set Examples

 Group projects

 Set operations

 Story Problems

 Interactive games.

Essential questions:

 In what way are sets represented?

 What are sets, and how can we use them to group and organize objects or

numbers?

 Which everyday situation can be represented using sets?

Assessment evidence:

 Accurately define the terms

 Accurate display of sets

 Work cooperatively in group

Engage:

Activity to start class

 ➢ The teacher will brainstorm the students to find out what they know about sets.

Using the “Quick Write” strategy, students will write all they remember about sets.

➢ Students will then write a definition for what they think a “set” is and share with

class.

Students will go on the website and research what is a set on their own.

(52) What is a Set? | Classifying into Sets | Kinder Mathematics | Teacher Ira - YouTube

Explore:

➢ In groups, the teacher will give the students the following instructions below. They
 will seek to represent each set in the roster form.

➢ The teacher will facilitate students as they try to complete the activity.

There are three sets. Set A, Set B and set C.

● Set A contains even numbers between 1 and 9.

● Set B contains odd numbers between 2 and 10

● Set C contains the first four whole numbers.

Answer:

Set A= {2, 4, 6, 8}

Set B= {3, 5, 7, 9}

Set C = {0, 1, 2, 3}

Explain:

Students will be engaged in a class discussion. The teacher will clear misconceptions when

necessary.

➢ The teacher will ask the students if they think it is always possible to list the

elements in a set. In some instances, it may not be possible to list all the elements of

a set. Students will be introduced to another method that can be used to define sets.

Method #2: Describing the elements

The set can be defined, where possible, by describing the elements. This is called the
statement form. Example:

B = {Even numbers from 2 to 10}

X = {First 5 letters of the English alphabet}

➢ Students will talk about the basic symbols used in a set notation e.g. curly braces, ∈

denotes “is an element of’ or “is a member of” or “belongs to”, ∉ denotes “is not

an element of” or “is not a member of” or “does not belong to”

1. A set is denoted by a capital letter.

Example: set A, set B, set N etc.

2. The elements of a set are denoted by small letters. All elements are written in {

} (curly) brackets separated by, (comma).

Example: a, b, c, x, y etc.

3. In set notation, elements are not repeated.

Example: A is a set of letters in the word good,

then set A = {g, o, d}.

4. The order of elements in a set does not matter.

➢ The teacher will ask the students to look back at their sets that were done in the

explore part of the activity to ensure that they are correctly written. The teacher will

clear up any misconceptions.

➢ (70) Introduction to Sets for Roster Method & Set Builder Form | Algebra | Math |
 Letstute - YouTube

Elaborate/Extend:

➢ The teacher will provide students with readily available materials such as small

stones and bottle covers. Students will form their own sets using the materials.

➢ Students will be asked to describe each set formed both by listing its members and

giving a description.

➢ The teacher will ask the students how they classified the sets, (colour, size, how it

feels and weight)

➢ The teacher will bring across to the students that they were able to classify certain

attributes as a set because they had something in common, whether shape or size

etc.

Evaluate:

Whole class activity -

Write each of the following sets: Group 1-3 will do all the questions while group 4 will

do from a-d.

a. The set of whole numbers less than 5.

b. The set of whole numbers less than 20 and divisible by 2.

c. All prime numbers between one and twenty.

 d. The counting numbers between 15 and 35.

e. The names of all the continents in the world.

f. The names of types of matter.

Write the following sets in Descriptive form: Group 1-3 will do all the questions while

group 4 will do 1 and 2.

1. A = {1, 3 5, 7, 9}

2. C = {a, e, i, o, u}

3. D = {violet, indigo, blue, green, yellow, orange, red}

4. E = {January, March, May, July, August, October, December}

Answers

Task 1:

A = {0, 1, 2, 3, 4}

B ={3, 6, 9, 12, 15}

C = {3, 6, 9, 12, 15, 18}

D= {2, 3, 5, 7, 11, 13, 17, 19}

E= {triangle, circle, square, pentagon}

F= {18, 24, 30}

`

G= {Asia, Africa, North America, South America, Antarctica, Europe, Australia}

H= {solid, liquid, gas}

Task: 2

A= {odd numbers less than 10}.

C = {vowels in English alphabet}.

D = {colours in rainbow}.

E = {months having 31 days}.

Teacher evaluation:

 Evaluate students based on their participation in class activities, completion of

worksheets and understanding demonstrated during discussions.

 Identify their strength and weakness

 Teacher demonstrate a strong understanding of the concept of sets.

 Prerequisite knowledge and skills clearly identified and objectives were aligned

with the lesson.

 Visual aids and manipulatives were used to support understanding.

Mr Lev Vygotsky’s is a Socio-cultural theorist in teaching and learning. Therefore this

lesson plan incorporates elements of collaborative learning, scaffolding, peer interaction,

and reflective discussions, all of which resonate with Lev Vygotsky's socio-cultural theory.
The plan emphasizes the importance of social interaction, peer collaboration, and gradual

learning progression, aligning well with Vygotsky's views on how learning occurs within

social and cultural contexts.