Grade 4: Introduction To Sets – Week 2

Here’s a Grade Four Mathematics lesson plan focused on the objectives “Define the concept of a set” and “Describe a set,” aligned with Jamaica’s National Standard Curriculum and incorporating the 5Es, along with differentiated activities for tiers 1, 2, and 3.

Grade 4 Mathematics Lesson Plan

Topic: Introduction to Sets
Duration: 60 minutes
Objectives: Students should be able to:

1. Define the concept of a set.
2. Describe a set using real-life examples.

Key Vocabulary

Set, Element, Member, Empty set

Teaching Resources/Materials

Flashcards with objects (fruits, shapes, numbers), Chart paper/whiteboard and markers, Counters (e.g., buttons or beans), Cut-out shapes, Activity sheets, Interactive set games (optional, if using technology)

Lesson Content Summary

Definition of a Set: A set is a collection of objects that share a common property. The objects in a set are called elements or members of the set.

Examples:

• Set of fruits: {apple, orange, banana}
• Set of even numbers less than 10: {2, 4, 6, 8}
• Empty set: {} or ∅ (a set with no elements)

Teaching/Learning Procedure:

Engage:

Show students a collection of different objects (e.g., fruits, shapes, or classroom items) and ask them, “What do you notice about these objects? Can you group them in any way?”

Students will observe the objects and share ways to categorize them. Encourage diverse responses (e.g., size, color, type).

Purpose: To spark curiosity and activate prior knowledge.

Explore:

Divide students into small groups and provide each group with a set of objects (e.g., buttons, beans, shapes). Ask them to group the items based on certain characteristics (e.g., color, shape, or size).

Students will work in groups to classify the objects into different sets.

Purpose: Hands-on activity to understand sets through grouping similar items.

Explain:

Explain that a set is a collection of objects or things that share a common property. Each object in a set is called an element. Use the examples students worked with to illustrate this. Define and describe key terms (set, element, empty set).

Students will listen to the explanation and ask questions for clarity. Teacher will then show examples of different types of sets (e.g., set of fruits, set of even numbers).

Provide formal definitions and clear examples for sets and their elements.

Elaborate:

Give each student a worksheet with different groups of objects and ask them to identify which objects belong in a set and why. Include both empty and non-empty sets.

Students will complete the worksheet individually or in pairs. Discuss their answers in class.

Purpose: Deepen understanding through individual practice and application of the concept.

Evaluate:

Assess students’ understanding by asking them to define a set in their own words and describe a real-life example. Allow students to share different types of sets.

Students will provide verbal responses and examples, and the teacher will evaluate comprehension.

Purpose: To check for understanding and mastery of the concept of sets.

Differentiated Instruction

Tier 1: Below Grade Level (Struggling Learners)

Provide additional guidance and examples. Use simpler sets with fewer elements (e.g., 3–4 objects). Allow students to work with a partner to identify sets.

Materials: Flashcards with images of easily recognizable objects (e.g., apples, pencils, etc.).

Support: Teacher-led small group discussions and modeling of how to group objects.

Tier 2: On Grade Level (Average Learners)

Ask students to create sets using classroom objects (e.g., pencils, erasers) and describe the rule for inclusion in the set. Provide more variety in the types of sets (e.g., sets based on color, size, shape).

Materials: Counters or various objects from around the room.

Support: Peer collaboration and teacher feedback during group work.

Tier 3: Above Grade Level (Advanced Learners)

Challenge students to come up with abstract sets (e.g., set of numbers divisible by 2, set of names starting with the letter “A”). Have them create both empty and non-empty sets and explain their reasoning.

Materials: Numbers, letters, and other abstract representations.

Support: Independent exploration and an extension task where students describe more complex sets (e.g., sets of even numbers greater than 10).

By the end of the lesson, students should be able to define and describe sets using real-life examples, identify elements within a set, and distinguish between empty and non-empty sets.