Sets

Topic: Sets

Objectives & Outcomes

• Students will be able to define a set and explain how it differs from a group or a collection.

Materials

• Whiteboard or blackboard
• Markers or chalk
• Examples of sets (e.g. {a, b, c} or the colors red, blue, and green)
• Examples of groups or collections (e.g. {a, b, c, d} or red, blue, green, and yellow)

Warm-up

• Have students spend a few minutes thinking about groups or collections they are familiar with.
• Have them share their ideas with a partner.
• Have a few pairs share their ideas with the class.

Direct Instruction

• Introduce the concept of a set using cards or objects as an example.
• Show how a set can be formed by putting one or more objects or cards into a group.
• Explain that a set can have zero or more objects in it.
• Explain that a set can also have no objects in it, when we say that a set is empty.

Guided Practice

• Divide the class into small groups and give each group a set of objects or cards.
• Let the children work together to form sets, encouraging them to sort the objects or cards into groups.
• Have the children demonstrate their set formation skills by presenting their sets to the class.

Independent Practice

• Give each child a set of objects or cards to work with.
• Encourage the children to form sets on their own, and provide assistance as needed.
• Have the children create a collective set by sorting the objects or cards into groups.
• Have the children present their sets to the class.

Closure

• Review the vocabulary words used during the lesson.
• Ask the children to share their understandings of sets and how they can be used.
• Encourage the children to create their own sets and use the vocabulary words to describe them.

Assessment

• Observe the children during independent practice and take note of their use of vocabulary words and their ability to create their own sets.
• Collect and review their class-created sets to assess their understanding of the concept of sets.