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

Set Induction

Begin with knowledge about

(5 minutes)

living things

TEACHER

STUDENTS

ACTIVITIES

ACTIVITIES

Teacher

puts

the

Students

come

in

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

constructivism

mahjong paper about

front of class.

Set A = {animals in the

set of animal on the

picture}

white board.
Teacher calls students

Each person given 7 TEACHING AID (TA)

The mahjong paper
pieces of manila card
Manila
card
(pictures) and they

Set B = {birds}

Set C = {insects}

from each group to

need

Set D = {mammals}

come in front of the

diagram

The relationship between sets

class

A, B, C and D are

diagram

of

the

related

about

the

(picture)

fill

the

based

on

glue

their prior knowledge

White board

about living things.

Then, teacher asks the

student

fill

animals.

B A, C A, andD A

and

to

Student gives her/his

opinion.

ATTITUDES & VALUES (AV)

CCTS

and mammals, based

on diagrams.

Teacher explains to
the

students

about

their relationship.

Grouping
classifying

relationship between
animals, birds, insect,

Being confident

Relating

and

Development
(18 minutes)

Subsets

Teacher

A a, e, i, o, u and B a, e

introduces the symbol

Set B is a subset of set A if every

of subset.

element of set B is also an

If P o, u, w , is P A ?

Teacher shows the

example.

element of set A

Students listen to STRATEGY/ METHOD

Explanation
their teacher.
The

volunteer

gives his/her opinion.

He/she may say

Teacher asks the

that element of set B, a

No, because set A does not

volunteer what he/she

and e, both are in the

contain the element of w.

can see from these

element of set A.

Another example:

sets.

Given P = {even number between

Teacher gives respond

1 and 9}, Q = {2, 4, 8} and R =

to his/her answer

{4, 8, 12}, determine whether

each of the following is true or
false?

a Q P
b R P
c R Q

Students
their respond.

Questioning

TEACHING AID (TA)

Slide show

ATTITUDES & VALUES (AV)

Being confident

CCTS

give

Observing

comparing
contrasting

and

The

relationship

BA

and

P A can be illustrated by a

Venn diagram. Note that the

Teacher explains the

entire region bounded by set B is

concept of subset by

contained in set A.

using Venn diagram

from

BA
A

P A

example.

previous

Teacher
again

to

explains
make

students

more

understand.
C = {cars, vans}.

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.

Students listen to the STRATEGY/ METHOD

Explanation
lesson and take note.
TEACHING AID (TA)

particular day that must be in the

Slide show

element of set C.

White board

Answer:
, cars , vans , and cars, vans

Empty set: A set with no

elements.

ATTITUDES & VALUES (AV)

Dare to try

Being confident

CCTS

Observing

visualizing

All elements: A set with all

elements.
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.

three types of fruits in an hour.

material to the

sells on a particular time are the

listen

the

The students see the

STRATEGY/ METHOD

Inductive

Explanation

TEACHING AID (TA)

Fruits

material that teacher

Teacher shows her

Thus, the sets of types of fruits

Student

bring.

ATTITUDES & VALUES (AV)

The students listen to

Cooperative

students.

the explanation from

subsets of set A. They are

confident

Teacher explains the

their teacher.

{oranges}, {red apples}, {green

element of set.

apples}, {oranges, red apples},

{orange, green apples}, {red

Teacher asks students

The students take the CCTS

fruits. They maybe
creative

to take fruits and ask

take one, two, three

apples, green apples}, {oranges,

to think the element

red apples, green apples} and

and

subsets that will be.

should did not get the

Teacher gives
explanations about
activity that they have

one

person

fruit.

Students listen to the

explanation

from

generating ideas

done.
The number of subsets of a set
containing

elements

Hence, the number of subsets of

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

formula of 2 n .
Teacher asks

No.
No. of
element subsets
of set

Student fill the empty

student to fill the

box then predict the

empty box and list all

no. of subset of set H

the element of subset

without

if the set have 1, 2 or

element first.

3 elements.

its

Student

listen

the

explanation given by

2 )

the teacher.

Then teacher ask

student to find the no.
of subset of set H (4
element) without
listing it subset first.

TEACHING AID (TA)

manila card

white board

ATTITUDES & VALUES (AV)

listing those element (

n

Explanation

Students explain what

finish the activity.

student about what

they have found after

listing

they have got after

Teacher asks

Students follow the

instruction given and STRATEGY/ METHOD
deductive
carry out the activity

table to construct the

is 2 n .

a, b, c, d is 2 4 , that is 16.

Teacher show

their teacher.

confident

CCTS

observing

generating ideas

Teacher explains
further about the
concept of subset.
Teacher
try

Evaluation

Challenge!

(12 minutes)

If X Y and Y X , what is the

challenge

relationship between sets X and

based

Y?

understanding.

Worksheet

to Students answer the STRATEGY/ METHOD

discussions
student
question and explain

on

their

Teacher

their
TEACHING AID (TA)

question sheet to each

the question in their

group to answer the

group.

Teachers ask them to

After

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

on

gives The students answer

answer in 3 minutes.

based

understanding.

question given.

it

students

reward.

get

cooperative

being confident

CCTS

communications
with students and
teacher

Closure

Summary about the subset, Venn

The

(5 minutes)

diagram and listing the subsets

students to summarize

for a specific set.

the lesson and state The students say what

teacher

asks The

what they know about

Homework:

the subsets so far.

Question number 4, 5 and 6 in

The teacher thanks

text book at page 54.

the students for their

students

summarization.

do STRATEGY/ METHOD
questioning

they have learned.

Students will do their
homework

ATTITUDES & VALUES (AV)

CCTS

The teacher gives

homework

Communications
with teacher

attentiveness and
good behaviors.

Being confident

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

(b) P

(c) Q

(d) R

(e) Q

(f) P

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