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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.
I. Procedure:
C. Motivation:
“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?”
“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! Meaning to say, these objects share (Student’s answer may vary)
the same characteristics. What about the
second group? Third group? Fourth group?”
“What about if there are lots of members? “An ellipses can be used to indicate
a continuation of the pattern.”
“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?
ans. A= {A, E, I}
ans. B= {2,3,5,7}
a. R= {Saturday, Sunday}
F. Generalization:
“Again class, what is a set?” “Set is a well-defined collection of
objects that share a common
characteristic.”
IV. Evaluation
ans. C= {1,2,3,4,5,6,7,8,9 }
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}
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.
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.