Detailed Lesson Plan in Mathematics

By Jamaica Aquino

I. Objectives:
At the end of the lesson, the students must be able to:
1. Defines sets.
2. Illustrates sets.
3. Observes the value of cleanliness in illustrating set.

II. Subject Matter:

Unit Concept : Basic Operation Involving Sets
Topics : Sets
References : College Algebra and Trigonometry – 7th Edition Handbook of
Mathematics – 6th
Edition Learner’s Material Grade 7 - Mathematics
By : Aufmann et al., Bronshtein et al.
Materials : Power Point Presentation, Marker, Whiteboard

I. Procedure:

Teacher’s Activity Student’s Activity

A. Routinary Activities:
1. Prayer
“Before we start our lesson for today,
let’s all stand for a prayer.”
(Presenting a worship song)

2. Greeting the class “Good morning, Miss Jamaica.”

“A pleasant morning for each of us”

3. Checking of the attendance

“Okay, may I know if there any “There is no absent today.”
absent today?”
4. Observing the orderliness of the
classroom
5. “Thank you, Miss secretary, everyone
please arrange your chair and sit in
your assigned sits.

B. Review: “Ma’am, real numbers are all the

“Now class, last time we discussed about the
numbers in the number line. It
Real Number System? Anyone, who would
like to share his/her insights about our contains all the rational and
previous discussion?” irrational numbers.”

“That is correct. What else?” “Ma’am, rational number. Rational

“Very good! Last one?”
“Okay. Excellent class. It seems that you can
still recall our past lesson.”
numbers are those numbers which
can be expressed as a ratio between
two integers. It includes all the
integers and decimals which
terminate and has repeating pattern.”
“Ma’am, integers. Integers are the
set of real numbers consisting of the
natural numbers, their additive
inverses and zero.”

C. Motivation:

“Today, we are going to proceed to our next

topic, but before that let’s first have a short
game.”

“I am sure that all of you are familiar with this “Yes, Ma’am”
game. This morning we will play “BRING
ME”. I will divide the class into 5 groups. I
will tell you later what you will need to bring
to me in front. I will be giving you just 5
seconds to bring to me the object. Every time
your group can provide the item, you will earn
one point. The group that will gain the
greatest number of points will be declared as
the winner and will have an incentive in our
quiz later. Okay. Are you ready?”

“Count off 1-5. Go to your respective stations (Students go to their respective

quietly.” stations.)

“Bring me any writing material…” (Students may bring pen, marker,

pencil, typewriting, yellow paper,
etc.)

“Bring me a Peso bill less than Php 500.” (Students may bring a 20, 50, 100, or
200-Peso bill)

“Bring me any piece of cloth.” (Students may bring towel, tie, shirt,
socks, etc.)

“Last, Bring me, any food.” (Students may bring crackers, candy,
etc.)

D. Discussion:
“Now, I have here all the objects that I told “Ma’am, group of writing
you to bring to me. And I’m not going to materials.”
return it anymore. Just a joke. But kidding
aside, here in the table, we have 4 groups of
objects. Can anyone name the first group?”

“Correct! What about the second group?” “Ma’am, group of peso bills.”

“That is also correct. The third group?” “Ma’am, piece of cloth group.”

“Okay, thank you! What about the last “Ma’am, food group.”
group?”
“Very good. Now there is a term that is used
to refer to collection of objects. Anyone, who
“Ma’am, a set!”
knows the term?”

“Correct. And that is what we are going to

discuss today!”

“Now, what is a set? A set is more specifically

defined as a collection of certain different
things (objects, ideas, numbers, letters) that
belong together for a certain reason. Let’s take
the first group of objects as an example. This
is a set consisting of a pencil, a marker, a pen “Ma’am, because they are all writing
and typewriting. Why can we consider this as materials.”
a set?

“Correct! Meaning to say, these objects share (Student’s answer may vary)
the same characteristics. What about the
second group? Third group? Fourth group?”

“Next, the objects that constitute a set are “Yes, Ma’am”

called elements. We can indicate that an
element is a member of a set by using the
symbol for set membership (∈). Let’s apply
the concepts of sets to the set of real numbers.
For instance, we can state that 1 is an element
of the set of natural or counting numbers 1 ∈
N . We can also indicate an element is not a
member by using the negation of this
symbol , for example we can state that ½ ∈ N.
Can you follow?”
“Okay. Can you give me a well-defined set?” (Student’s answer may vary)

“Let’s now proceed to the Notations and

symbols for sets. Uppercase letters will be
used to name sets, and lowercase letters will
be used to refer to any element of a set. Say
for example, we can name our first set as A.
Certain important sets are designated with
special symbols like the sets of the various
number types which are discussed in pre-
algebra. The set of Natural Numbers is
denoted by bold faced letter N, likewise the
set of integers is designated with the letter Z,
the set of rational numbers with letter Q and
real number with R. Now, Consider the set of
natural numbers from 1 to 5. Let this set be set
A. How are we going to write this set. One
way is through listing or Roster Method. Here,
we write the list of the elements of a set,
separated by commas and enclosing the list in
braces.
A = {1,2,3,4,5}
(The teacher will give more examples)”

“An important rule when listing the members

of the set is that each element must be unique,
no to members of the set may be the same.”
(Teacher gives example)

“What about if there are lots of members? “An ellipses can be used to indicate
a continuation of the pattern.”

“Very good! Say the set of integers from 3 to “{…-3, -2,-1,0,1,2….}”

100 could be written like this…
{3,4,5….100}. Another example, set of
natural numbers, can be written with an
ellipsis following the first few numbers to
indicate that the list continues. What about the
set of integers? How can we use the ellipses
there?”

“Instead of listing each member, a set can also “B = {odd numbers less than 30}”
be defined by stating the properties that its
members must satisfy. Example, instead of
listing all the elements of set A, we can just
write it as A is the set of all natural numbers
less than six or A = {natural numbers less than
six}. Let’s have another example, let’s say B
= {1,3,5,7…….29}, how will we rewrite this?

“Correct! Now, there is more rigorous “None, Ma’am!”

mathematical notation for describing a set
called set builder notation. To define a set
using set builder notation we use a symbol
typically a small letter to represent any
element of the set, for example x to represent
an element in set A. Now in the braces we
right x followed by a vertical bar and then
state the properties that element x must
satisfy.
A = {1,2,3,4,5}
A is the set of natural numbers less than 5.
A = {x| x ∈ N, x < 6}
Okay, do you have questions?”
 “Okay! Let’s try another one convert this to “B = {x| x ∈ R, x >2}”
set builder notation.
B is the set of real numbers greater than 2.

There is also a way to show the elements of a

set by listing the elements inside of brackets. A
roster method example is to write the set of
numbers from 1 to 10 as 1, 2, 3, 4, 5, 6, 7, 8, 9,
and 10. This is a roster method.
Roster form is one of three ways to describe a
set. Roster form lists the elements of a set inside
of curly brackets, separated by commas. This is a
way to communicate each individual element
within a set instead of a description outlining the
set's parameters.
To write a roster form, use curly brackets to
contain the list of elements within the set,
separated by commas. The roster form should be (The set of letters in the word
inclusive of all elements dictated by the set. "California," for example, is written
as A = c, a, l, i, f, o, r, n.)
can anyone give an example of roster method?

That’s great A = x | x is a letter of the word

"California" (or) A = x: x is a letter of the word
"California" in set builder form.

Another example of writing the set of odd

positive integers below 10 in both forms is
shown below.
 E. Application:
“Okay class, get one whole sheet of paper.
Answer this on your notebook.

A. Use the roster method to specify the

elements of the set given below.

a. A= {vowels of the word

“Mathematics”}.

ans. A= {A, E, I}

b. B= {x/ x is a prime number less than

ten}

ans. B= {2,3,5,7}

B. Write each of the following using set-

builder notations.

a. R= {Saturday, Sunday}

ans. R= {x/ x is a week end

day}

C. Let A= {x/ x is a whole number less than

or equal to 10}

Classify each statement as TRUE or

FALSE.

0∈A ans. FALSE

10∈A ans. TRUE

 5∈A ans. TRUE

-5∈A ans. FALSE

12∈A ans. FALSE

F. Generalization:
“Again class, what is a set?” “Set is a well-defined collection of
objects that share a common
characteristic.”

“What is a roster form?” “Roster form is one of three ways to

describe a set. Roster form lists the
elements of a set inside of curly
brackets, separated by commas.
This is a way to communicate each
individual element within a set
instead of a description outlining
the set's parameters.”

“Very good class. It seems that you really did

understand our topic for today.”

IV. Evaluation

I. List the elements of set using roster method.

a. The set of counting numbers less than 10.

ans. C= {1,2,3,4,5,6,7,8,9 }

b. The set vowels of the word “MISSISSIPPI”.

ans. W= {I}

II. Write the rule method of the set with the given elements.
 a. D= {5,10,15,20,25}

ans. D= {x/ x is counting number divisible by 5 and less than or equal to 25}

III. State whether the collection is a well-defined set.

a. {collection of all Math teachers in a particular school}

ans. Yes because we can identify all Math teachers in a particular school.

V. Assignment

Research and study about the subset, universal set; null set and cardinality of set.

Teaching Approaches and Method

In this detailed lesson plan, I use deductive approach that is more teacher-centered
learning, to prepare students for the application of the concept and explain causal relationships
between concepts and variables. I used discussion method that can help to stimulate thinking and
interest and to secure student participation. This method can also develop imaginative solutions
to problems and to summaries, clarify points or review.

The strategy and technique I used in this lesson plan is Explicit instruction also known as
direct instruction, this teaching strategy is highly teacher-centered, and focuses on frequent
questioning and guided practice to help pupils learn a topic. The backbone of explicit instruction
I use in this detailed lesson plan is the use of the worked example in an Example-Problem Pair.
This involves demonstrating a worked example in its entirety in silence alongside a problem that
pupils will then attempt. Silence is important to ensure pupils’ attention is not split between the
example and the spoken explanation, making it more likely that both will be more fully absorbed
and retained. In normal school math intervention will necessarily have all other distractions
eliminated so they can focus entirely on the information on the white board and what the
facilitator is asking them to do, educators can present a worked example in real time in a learning
environment without any visual or auditory disruption.