Lesson plan for week beginning September 24, 2018

Class Grade 1

Subject: Mathematics Window

Attainment Target:

Understanding the idea of sets. (NUMBERS)

Focus question: How do you know me?

Skills: counting, comparing, writing, drawing, making sets

Material: counters of all sorts

Content:

A set is a group of things that are placed together and is enclosed. The things in a set are
called members. We use the sign/symbol = to show that sets are the same.

Vocabulary: equal, same, more, less, set.

Day 1

Objectives: Pupils will:

 Use the word set when referring to a group.

 Use the symbol = when set are the same.
 Determine by matching members of a set with the same or fewer members than another.
 Draw sets to make it = to another/given set
 Use terms more, same, less/fewer

Activities -- Pupils will:

Engage

 Sing number song. (Ten little Indian boys) Talk about the song.
 Review what a set is.
Explore

 Use the word ’set’to describe a group of things/objects and say what their sets are
comprised of:.eg.
A set of pens

A set of pencils

A set of books

A set of bottle

 Watch as teacher puts pupils in a set, eg. A set of boys. A set of girls.
 Count to see how many are in each set.

Explain

 Observe two sets and tell what they notice about them;

AAAA OOOO
(They have the same number of members).

 Work in group / pairs to make sets show the same as another;

eg.
XXX XXX

 Given a set, then make a set that is the same.

 Listen as teacher explains EQUAL SETS

 Make sets on their desks that are the same or equal to the one on the board.

MMMM
MMMM

Timoy set Danielle set

 Tell how they know when sets are equal. (when they have the same number of members)
 Give another word that means the same as Equal -/ same.
Elaborate

 Use the word equal to talk about their sets.

Eg. My set is equal to Timoy’s set.

Danielle’s set is equal to my set.

 Tell how they know when sets are equal (when the sets have the same number of
members).

 Allow two children to come to the board, one will make a set and the other will make
another set that is equal to the first one.
 Say the number that is in their set. Eg. We have four things in our set.

Evaluate: Complete sentence about set using equal, same.

These sets are _______________

These sets are the _________________

SSSSS SSSSS
S S

Evaluation 2:
Day 2

Objectives: Pupils will:

 Use the word set when referring to a group.

 Use the symbol = when set are the same.
 Determine by matching members of a set with the same or fewer members than another.
 Draw sets to make it = to another/given set
 Use terms more, same, less/fewer

Activities Pupils will:

Engage

 Review sets.
 Look at the symbol = and tell what it is.

Explain
 Listen as teacher explains = symbol “when two sets are the same or have the same
number of members, we say that the sets are equal =.e.g.

LL LL
2 2

Explore

 Manipulate objects /counters between seat mates to make equal sets. (teacher will verify).
Use chalk to put in the = between the sets.
Elaborate:

 Make sets equal to what is seen on the board.

 Match members in sets to find out if the sets are equal or not; e .g.

A----------------A O-------------O
A----------------A O-------------O A-------
---------A O

equal not equal

 .Practice making two sets equal.,

  Mark the two sets that are equal in each row.

a)
BBB BB BBB

b) XXXX XXXX XXXX

Evaluate:

 Complete page 8 of math workbook:

eg. draw a matching set of shapes/objects.
 Math Workbook page 10. E.g.

Circle the sets that match the numeral on the left.

3 /ooo/ oooo/ ooo/

Evaluation 2:

Day 3

Objectives: Pupils will:

 Use the word set when referring to a group.

 Use the symbol = when set are the same.
 Determine by matching members of a set with the same or fewer members than another.
 Draw sets to make it = to another/given set
 Use terms more, same, less/fewer
Activities Pupils will:

Engage

 Sing number song.

 Review previous day activities through questioning.
 Look at words on the board and try to read them –fewer, less, same, equal.

Explain:

 Watch as teacher draws two set on the board and they are to tell what they notice about
the sets. Teacher writes the word same between them to show that they are equal
set A set B

SAME

 These sets are the same. They have the same number of members in them.

 Observe the ‘=’ sign placed between two sets / numbers

BBB = AAA

Explore

 Get practice in putting in the = symbol between sets that are the same.
 Observe two sets and tell the difference.

Elaborate:
 Use less or fewer to compare or describe sets.

Set D set E

 Set E has less/fewer members than set D

  Use lines to match to determine the set with fewer members.
X X
X X
X X
X X
Set G Set H

 Make sentence orally about the sets eg. “Set H has fewer members than set G.

Evaluate:

Draw sets with fewer members than that which is given.

Given set fewer/less

OOO
OOO

HHH
HH

Evaluation

Day 4

Objectives: Pupils will:

 Use the word set when referring to a group.

 Use the symbol = when set are the same.
 Determine by matching members of a set with the same or fewer members than another.
  Draw sets to make it = to another/given set
 Use terms more, same, less/fewer

Activities: Pupils will:

Engage:

 Review previous day activities through questioning and chalkboard exercise.

 Observe chalkboard exercise that show how to make sets equal =, that is anything in one
set should also be in the other set.
 Come to the chalkboard and make sets = to given sets.
Explain
 Read the MORE then observe two sets and tell which one has more.
 Listen as teacher explains that some sets have more members than others and we can find
that out by counting the members in each set.
Explore
Observe two sets and count to find out which one has more.

Elaborate
 Be allowed to come to the board in pairs.e.g. The first child will make a group of 5 and
the other will make a group that is more than 5 . Class will tell if they are correct.

Evaluate:

Make set B more than set A

Set A Set B

e.g.
0 0 0 0 0 0

Evaluation:

Day 5

Objectives: Pupils will:

 Use the word set when referring to a group.

 Use the symbol = when set are the same.
 Compare two sets and tell which has more / less / same as the other.
  Determine by matching members of a set with the same or fewer members than another.
 Draw sets to make it = to another/given set
 Use terms more, same, less/fewer
Activities:

Engage

 Review the terms more, less and same.

Explain
 Pupils will tell how they know when sets are more, less or equal to another.

Explore

 Work in groups to make sets that are equal, more or less than another.

Elaborate
 Observe a given set then make other sets that are equal, more or less than the given set.
Eg. Given set More Less Same
BBB BBBB BB BBB

Evaluate
 pupils will do activity on worksheet. See work sheet.

e.g. Given set

XXXX

XXXX

More same less

Evaluation