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)

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

1. Define a set. K
2. Identify a set given a group of objects. AT
3. Name the set. K
4. Students construct an example on sets. PSY/AT

LEARNING OUTCOMES: By the end of this session learners Classification

will:
1. Define a set by identifying their shared characteristic. K

2. Identify a set given a group of objects by selecting the

elements that are distinct and have a shared characteristic. AT

3. Recalling the shared or common characteristic of the set K

determines the name of the set.

4. Students will demonstrate that they value others’ opinion, by Aff

listening when others are speaking.

5. Students construct an example of sets by placing their element PSY/AT

in the correct area on the diagram drawn on the board.
SET INDUCTION: (Time: 3 minutes) Resources
Teacher shows students 3 different pictures of groups of objects Projector
(1. Picture of different birds, 2. Picture of different flowers and 3. Laptop
Picture of different sportsmen). Teacher asks class state what Pictures
they notice about the objects in each picture. Teacher gives rise
to the response of ‘a set of birds’- common attribute: they are all
birds, ‘a set of flowers’- common attribute: they are all flowers,
‘a set of sportsmen’- common function: they all play sports.
Teacher states the topic of this class is sets.
 SECTION 1 (Time: 22 minutes)
Content: Concept of a set Associated
Objective(s):1-3

Teaching Points:

1. It is a collection of objects.
2. Each object is called an element.
3. Each element has well defined characteristics.
4. Each element has one or more characteristics that are shared by (are common
to) all.
5. These shared characteristics determine which elements belong to a set.
6. The shared characteristics determines the name of the set.
7. Together the elements are called a set.

Method
Teaching Strategy Student Activity/Task Resources

Guided discovery  Group work – Whiteboard

- Teacher gives Students are placed into groups of Markers
students worksheet 1 five and are asked to discuss and Laptop
answer questions from worksheet 1 Projector
based on the pictures from the set Worksheets 1
Guided Discussion induction. and 2
- Teacher leads a Flash cards
class discussion  Students are involved in a class
based on worksheet 1 discussion pertaining to worksheet
1.
 Students writes answers on the
board for worksheet 1.

- Teacher gives
students worksheet 2  Group work –
Students stay in their groups and
work on worksheet 2

- Teacher leads a  Students are involved in a class

class discussion discussion pertaining to worksheet
based on worksheet 2 2.
 Students writes answers on the
board for worksheet 2.
- Teacher assists class
in creating a
 Students are involved in a class
definition of a set.
discussion pertaining to how sets are
used every day (with respect to
packing their book bags, lunch kits,
uniform and meals ) and are asked to
give examples of sets found in
school.

 Students involved in final activity

Sectional Review (Assessment): (Time: 3 minutes) Associated
Outcomes:#1

 Student activity: Fill in the blanks in this statement: A set is a collection of

distinct objects whose elements share a common characteristic. (students will
be given the first letter in red)

CLOSURE: (Time: 3 minutes)

Students watch a YouTube video on what is a set.
https://www.youtube.com/watch?v=l3-A0O42Lyo
FINAL ASSESSMENT TASK/ACTIVITY: (Time: 5 minutes)
(Teacher creates flashcards that would have the following pictures on them: cricketers,
objects found in a pencil case, odd numbers, vowels, women police officers).

Each student will be given a flashcard with a picture of one of the above on them, the
teacher then writes the headings on the board eg. The set of cricketers…

The students who identified they got a cricketer on their flashcard has to come and
form a set by sticking the members to the board.

Each student takes a turn to stick their card on the board.

Reasonable level of Achievement: Outcome(s)

100% will be able to define a set. #1
90% will be able to identify a set given a group of objects. #2
100% will be able to name the set. #3

CONTINUOUS EVALUATION:
Worksheet 3
TEACHER EVALUATION OF THE LESSON:
TUTOR’S COMMENTS:

Worksheet#1

1.

SET OF ________

2.
 A SET OF ______________

3.

A SET OF _________________
Questions:

1. In all three pictures are these a collection of objects?

Note: Each object is called a member or an element.

2. Is each element distinct (no element is repeated)?

3. In each picture state what is the shared characteristic that are common to all in the
blank spaces.

4. Did you notice that the shared or common characteristic determine which elements
belong to a set? Is this true? Why or why not?

Note: The shared or common characteristic determines the name of the set.

5. Together the elements are called a _____________.

Worksheet#2
1.
a) Is this a set?

b) Why or why not?

c) If it is a set name the set.

2.

a) Is this a set?
b) Why or why not?

c) If it is a set name the set.

3.
a) Is this a set?

b) Why or why not?

c) If it is a set name the set.

4. What is your definition of a set?

Worksheet#3
1. Define a set.

2.
a) Is this a set?

b) Why or why not?

c) If it is a set name the set.

3.

a) Is this a set?

b) Why or why not?

c) If it is a set name the set.

4. State two examples of a set found in your house.