Lesson Plan SETS 2 PDF [PDF]

Citation preview

LESSON PLAN Subject



: Mathematics



Class



: 4 Bijak



Date



: 02/03/09



Time



: 5.15-5.55p.m



No. of student : 20/20 students Learning area: Sets Learning objectives: Understand and use the concept of subset, universal set and the complement of a set. Learning outcomes: At the end of the lesson, student should be able to: (i) Determine whether a given set is a subset of a specific set and use the symbol  or  . (ii) Represent subset using Venn diagram. (iii) List the subsets for a specific set.



Prior knowledge: Students have already known the concept of the group of object, definition of sets, element of a set, Venn diagrams, and empty set.



Teaching aids/resources: The mahjong paper, manila card, glue, white board, slide show, fruits, question sheet and picture



Attitudes and Values: Communications with students and teachers, cooperative, being confident and dare to try



Creative and Critical Thinking Skills (CCTS): Grouping and classifying, comparing and contrasting, relating, making generalizations and observing



STEPS



CONTENTS







TEACHER



STUDENTS



ACTIVITIES



ACTIVITIES the 



STRATEGY/ METHOD/ TEACHING AID (TA)/ ATTITUDES & VALUES (AV)/ CCTS STRATEGY/ METHOD



Set Induction



Begin with knowledge about



(5 minutes)



living things



mahjong paper about



front of class.







Set A = {animals in the



set of animal on the 



picture}



white board.



Each person given 7 TEACHING AID (TA)  The mahjong paper pieces of manila card  Manila card (pictures) and they (picture) need to fill the  glue diagram based on  White board their prior knowledge







Teacher



puts







Set B = {birds}







Set C = {insects}



from each group to







Set D = {mammals}



come in front of the







The relationship between sets



class



A, B, C and D are



diagram



B  A, C  A, andD  A



animals. 



A



and



fill



of



the



related



about



animals, birds, insect, and mammals, based on diagrams. 



Teacher explains to the



students



in



Student gives her/his opinion.







about



their relationship.



constructivism



ATTITUDES & VALUES (AV)







Being confident



CCTS







the



relationship between



D



come



about living things. 



Then, teacher asks the student



C



B



Teacher calls students



Students



Grouping classifying







Relating



and



Development (18 minutes)







A  a, e, i, o, uand B  a, e



the symbol of subset.



 Students listen to their STRATEGY/ METHOD  Explanation teacher.



Set B is a subset of set A if every 



Teacher shows the



 The



element of set B is also an



example.



Subsets



element of set A











If P  o, u, w, is P  A ? No, because set A does not contain the element of w. Another example: Given P = {even number between 1 and 9}, Q = {2, 4, 8} and R = {4, 8, 12}, determine whether each of the following is true or false?



a   Q  P b   R  P c   R  Q







Teacher introduces



Teacher asks the



volunteer



gives



 He/she may say that element of set B, a and



can see from these



e, both are in the



sets.



element of set A.



respond to his/her answer



 Students respond.



give



Questioning



TEACHING AID (TA)



his/her opinion.



volunteer what he/she



Teacher gives







their







Slide show



ATTITUDES & VALUES (AV)







Being confident



CCTS







Observing







comparing contrasting



and



The



relationship



B A



and



P  A can be illustrated by a



 Teacher explains the



Venn diagram. Note that the



concept of subset by



entire region bounded by set B is



using Venn diagram



contained in set A.



from example.



A



B A



B



A



P A



previous



u







again



P



explains to



students



o



C = {cars, vans}.



Teacher



make more



understand.







Teacher explains on



List the types of vehicles that



how to list all the



Ahmad is able to sell on a



subset of element C.



particular day that must be in the element of set C. Answer:



 , cars, vans, andcars, vans Empty set: A set with no elements.







Students listen to the STRATEGY/ METHOD  Explanation lesson and take note. TEACHING AID (TA)







Slide show







White board



ATTITUDES & VALUES (AV)







Dare to try







Being confident



CCTS







Observing







visualizing



All elements: A set with all elements. 



STRATEGY/ METHOD



If set A represent the types of 



Teacher calls



fruits, then A= {orange, red



representative from



lesson and take note.



apple, green apple}. The types of



each group to come in 



8 students come in



fruits is able to sell on a particular



front of class and



front of class.



time must be the elements of set



calls 3 more



A. It maybe one, two or all the



volunteer.



material that teacher



three types of fruits in an hour. 



Teacher shows her



bring.



Thus, the sets of types of fruits



material to the



sells on a particular time are the







Student



listen



the







Inductive







Explanation



TEACHING AID (TA)



The students see the







Fruits



ATTITUDES & VALUES (AV)



 The students listen to







Cooperative



students.



the explanation from







confident



subsets of set A. They are 



Teacher explains the



their teacher.



{oranges}, {red apples}, {green



element of set.



apples}, {oranges, red apples}, 



Teacher asks students



fruits. They maybe







creative



{orange, green apples}, {red



to take fruits and ask



take one, two, three







generating ideas



apples, green apples}, {oranges,



to think the element



and



red apples, green apples} and 



subsets that will be.



should did not get the



Teacher gives



fruit.



.







explanations about











The students take the CCTS



one



person



Students listen to the



activity that they have



explanation



done.



their teacher.



from



The number of subsets of a set  containing



n



elements



is 2 n .



Hence, the number of subsets of



a, b, c, d is 2 4 , that is 16. sets



G= { } B= {cat} C= {cars, vans} A={1,2,3} H={a,b,c,d}







No. No. of element subsets of set



Teacher show table to  construct the formula



Students follow the STRATEGY/ METHOD  deductive instruction given and



of 2 n .



carry out the activity



Teacher asks student



box then predict the



and list all the



no. of subset of set H



element of subset if



without



the set have 1, 2 or 3



element first.



its



Students explain what they have got after



about what they have



finish the activity.



those element ( 2 n ) Then teacher ask student to find the no. of subset of set H (4 element) without listing it subset first. 



listing



Teacher asks student



found after listing 







Teacher explains further about the concept of subset.







Explanation



Student fill the empty



to fill the empty box



elements. 











Student



listen



TEACHING AID (TA)







manila card







white board



ATTITUDES & VALUES (AV)







confident



the CCTS explanation given by  observing the teacher.  generating ideas







to  Students answer the STRATEGY/ METHOD  discussions student question and explain



Evaluation



Challenge!



(12 minutes)



If X  Y and Y  X , what is the



challenge



relationship between sets X and



based



Y?



understanding. 







Worksheet



Teacher



try



on



their



question sheet to each



the question in their



group to answer the



group.



Teachers ask them to



After



3



minutes,



teacher



calls



one



person



from



one



solution. Teacher check and gives respond to the answer from student.



the answer.  The







question sheet



ATTITUDES & VALUES (AV)



 The student presents



group to present the 



TEACHING AID (TA)



gives  The students answer



Teacher



answer in 3 minutes. 



based on their



understanding.



question given. 



it



students



reward.







cooperative







being confident



CCTS



get







communications with students and teacher



Closure



Summary about the subset, Venn 



The



(5 minutes)



diagram and listing the subsets



students



for a specific set.



summarize the lesson  The



teacher



asks  The to



students



summarization. students



say



they



have



and state what they



what



Homework:



know



learned.



Question number 4, 5 and 6 in



subsets so far.



text book at page 54.







about



the



The teacher thanks the students for their attentiveness and good behaviors.







The teacher gives homework



do STRATEGY/ METHOD  questioning



 Students will do their homework



ATTITUDES & VALUES (AV)







Being confident



CCTS







Communications with teacher







Recall



WORKSHEET 1. Given P = {1, 2, 3}, Q = {factors of 6}, R = {factors of 9}, and S = {factors of 18}. List the element of Q, R and S, then insert the symbol  or  into the spaces provided. Q= R= S=



(a) P



Q



(b) P



R



(c) Q



S



(d) R



S



(e) Q



R



(f) P



S



2. Represent the relationship of sets A, B and C using a Venn diagram. (a) A = {s, o}, B = {s, o, m, e} and C = {s, o, m, e, d, a, y}



(b) A= {2, 3, 4, 5, 6, 7}, B = {2, 4, 7} and C = {5, 6}



3. Given that A = {factors of 15} (a) List the element of A A= (b) Find the number of subset of set A



(c) List all the subsets of set A which contain (i) 2 elements



(ii) 3 elements