LESSON PLAN

FORM :

4 Angkasa

DATE : 15 December 2015

LEVEL :

Moderate

TIME : 1.00-1.30 p.m.

TOPIC :

Chapter 3 (Sets)

SUBTOPIC : 3.1 Understand the concept of Set.

LEARNING OBJECTIVE : Students will be taught to understand the concept of set.
LEARNING OUTCOMES :
At the end of the lesson, students should be able to:
1. Sort given object into groups.
2. Define sets by ;
a) descriptions,
b) using set notation.

3. Identify whether a given object is an element of a set and use the symbol or
.
4. Represent sets by using Venn diagrams.
MORAL VALUE :
In Malaysia, we need to be united, even we have different set of cultures.
EDUCATIONAL EMPHASIS :Connections and Communication in Mathematics
INSTRUCTIONAL AIDS :
Marker pen, white board, set of butterflies, set of fruits, set of random objects, manila card,
colour papers
PREVIOUS KNOWLEDGE : -REFERENCES :
1. Lim, S.H. , Koo, S.H. , Chong, G.C. and Samadi Bin Hashim (2011). Matematik
Tingkatan 4. Kuala Lumpur : Darul Fikir.
2. Huraian Sekatan Pelajaran, Mathematics Form 4 (2006) . Kuala Lumpur, Ministry
of Education Malaysia.

3. Siow, N.C. , Hamzah bin Sahrom and Chua, L.T. (2005), Mathematics Form 4.
KDEB Anzagain Sdn. Bhd.
TEACHING PROCEDURES :
STAGE
SET
INDUCTION

INSTRUCTIONAL ACTIVITY

LEARNING ACTIVITY

1.
1. Teacher greets the students.
1. 1. Students greet the teacher.
2. Teacher shows students a picture 2. 2. Students respond towards
of butterflies and asks them.

teachers question.

[ 5 minutes ]
What you see at this picture?
3. Teacher shows students a group of
fruits.
4. Teacher picks two students to
bring their pencil case and school
bag to show that a set of

3. 3. Students respond towards

stationaries and set of books.

teacher with bring their pencil

and school bag.

5. Teacher explains that every things

in our life can be grouped includes
fruits and animals.

4. Students pay attention to

teachers explanation.

DEVELOPMENT
[ 20 minutes ]

1. Teacher explains the word of set

refers to any collection or group of
object.
2. Teacher shows example that relate
with students surroundings.
a) Object in rectangle shape
Object = book, calculator,
pencil case
b) Object in blue colour
Object = pencil case, bag

1. Students focus on the

explanation.

c) Object of electric component

Object = computer, projector
3. Teacher asks students whether they
understand the definition of sets.

2. Students respond towards

teachers question.
1. Teacher explains that in

1. Students focus on teacher

Mathematics, sets can be defined by

and take note of the

description and using set notation.

examples.

2. Teacher shows the symbol of set

notation, {} and gives example of
using set notation.
A = set of colours on Malaysias
flag
A= {blue, red, yellow, white }

B = set of symbol in mathematic

B = { +, - , * , / , = }
3. Teacher shows on how to describe
a set and gives example of
description.
P = { January , June , July }

P is a set of month that starts

with J.

4. Teacher emphasizes on same

2. Students respond towards

element in sets need not be

teachers question.

repeated and usually denoted by

capital letters.
W is a set of word APPLE
W = { A, P, L, E }
5. Teacher asks students whether they
understand the lesson.

Activity 1

1. Teacher asks students whether they 1. Students answer teachers

know the symbol

(epsilon).

question.

Did you know this symbol refer

to what?
2. Students focus on the
2. Teacher explains to students that
the symbol

explanations.

is refers to is an

element o or is a member of in
3. Students discuss answer

sets.
3. Teacher gives example :
A = { 1, 2, 3, 4}
B = { 2, 3, 5, 7, 11, 12, 17}
a) 3 A
b) 12

4. Teacher explains to students that

the symbol

is read as is not

with teacher.

an element of or is not a member

of.
4. Students respond towards

5. Teacher gives example

A = {3,6,9,12}
B = {odd number }

b) 10

a) 8

teachers question.

6. Teacher asks students whether they

understand the lesson.
1. Teacher forms three geometric
shapes such as rectangle, circle and
triangle.

2. Teacher explains to students that

geometrical diagram can be used to
represent a set, which is known as
Venn diagram.

3. Teacher gives example to draw a

Venn diagram
S = { H,I,S,T,O,R,Y}
Set S
repres
ented
a
circle

.H
.S
.O

Every point
represented an
element

.I
.Y
.T

1. Students pay attention and

take note the explanation.

4. Teacher asks students whether they

understand the lesson.

2. Students respond towards

teachers question.
CONCLUSION
[ 5 minutes ]

1. Teacher asks students about what

they have learnt through the topic.
2. Teacher makes the summary of the
lesson.

1. Students explain what

they have learnt in the
topic.
2. Students listen to the
summary of the lesson
from teacher.

FOLLOW-UP ACTIVITIES :
1. Teacher gives exercises to students as homework and asks them to submit in the next
class.

SELF- EVALUATIONS :
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SUPERVISORS COMMENT :
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SETS
Set { } a collection of elements
Element / elemen ( ) value in the set read as an element of or a member of
If not ( ) not an element of or not member of

Universal sets / Set Semesta ( ) value in a Venn diagram

Example :
A = {1,2,3,4,5,6,7,8,9,10}
B = { March , May }
C = { even number less than 10 }

6 A , 9 A , 13
B is a set of month that start with M . June
C

8
2
6
4

Exercises
1.

X = { Factors of 12 }
Y = {Multiples of 3 }
a) 6
X
b) 5

2. S = { x: x prime factor of 12}

Therefore , S = { ,