UKanTeach 5E Lesson Plan

Author(s): Casey Kelly

Team Member(s): Casey Kelly

Title of Lesson: Sets and Unions

Dates lesson will be taught: October 2/3 Lesson Source/References: What did you use to develop this
Grade level: 9th grade Algebra 1
lesson? What lesson planning materials were provided to you? If you
Is this Teach 1 or Teach 2:
adapted a lesson(s) then list the sources here. I developed this
lesson by collaboration with Ukan teachers and with the
algebra book my mentor teacher provided.
Essential Understanding/Big Ideas: Provide a broad, global statement about the concepts, vocabulary, etc. you
want students to understand as a result of participating in this lesson. This is an overall goal statement of what you
want the students to learn.
This lesson will focus on the definition of what sets are and how you use them. This definition will
include the notation and what all the symbols for sets mean. Ex: Union and intersections.
Knowledge Package: Embed Knowledge Package here. Knowledge Package
Related and Future Knowledge
Statistics
Collection data and knowing how to separate it
Target Concepts
Union vs Intersection
What a set is
Use of Venn diagram
Possible misconceptions
Flipping union and intersection
Only correlating sets to numbers
Forgetting the universal set

Objectives: Write specific, measureable objectives using

action verbs. Prioritize the list, including at least one
higher-order objective. Use the SWBAT form.
Students Will Be Able To:
Give the definition of a set.
Use the correct notation and symbols when describing
sets.
Create a Venn diagram with data given about sets.

Aligning Assessments to Objectives: For each

objective identified on the left provide a brief statement
that explains how you will measure the objective. What
will you ask your students to do to demonstrate
understanding? What evidence will you collect?
1. The evidence will be not only defining sets but
giving examples of what they can be and what you
can do with them.
2. Ask the students to identify what symbols stand for
and have them use them in the exercises given.
3. Collect a completed Venn diagram of their own
made up sets.

Standards: Include at least one in each category.

NGSS Science and Engineering Practice Standard:
Obtaining, evaluating and communicating information.
Common Core Math Practice Standard:

Construct viable arguments and critique the reasoning of others.

Common Core Math Content Standard (for math lessons ONLY):
Understanding independence and conditional probability and using them to interpret data.
Common Core English Language Arts (ELA) Practice Standard:
They build strong content knowledge.

Accommodations: Consider teaching this lesson to any group of students. Include at least two modifications to
accommodate students with diverse needs. Consider what you have learned about your current students and include
specific accommodations for these students, if applicable.
One of my students needs a special hearing aid that requires the teacher (myself) to wear a microphone while they
teach.
I will ask specific students who are quiet in class discussion if they have any questions during work time.

Safety: Always include a general statement that indicates how you will establish a learning environment where
safety for all is assured. How will you create a classroom climate where all students feel safe participating in this
lesson? Include safety concerns specific to this lesson, if applicable.
Give instructions to raise their hands if they have questions and to also stay in their seats unless instructed to do
otherwise. To create a safe climate for the students you have to stay attentive and always monitor the classroom.
Create an atmosphere that allows the students to ask questions safely without feeling like they are asking a bad
question.

Equipment/Materials: Include a comprehensive list of all equipment and materials (and quantities, if applicable)
needed to execute this lesson. Note materials that will be used by the students and materials used by the instructor.
What advance preparation is needed to execute this lesson? Embed copies of handouts here, or in the appropriate
section of the lesson plan. Embed PowerPoints and/or other instructional materials here, or in the appropriate section
of the lesson plan. Embed copies of assessment under Evaluate section of this lesson plan.
Construction paper.

Engagement: Estimated Time: __________

What the teacher does AND how
will the teacher direct students:
(Directions)
Day 1:
Name tents
Info about me and rowing
Video

Probing Questions: Critical

Expected Student Responses AND
questions that will connect
Misconceptions - think like a
prior knowledge and create a student to consider student
Need to know
responses INCLUDING
misconceptions:
Any questions about me?
Interested in my rowing.
Day 2:
Forgetting what to do.
Forgetting vocabulary

Day 2:
Make a Venn diagram for them to fill
out with a neighbor
More for Day 2:
Bell work- Subsets.
Go over as a group

What subsets did you come up

with?
How many subsets are there?

Forgetting how to take elements and

break them down into their subsets.

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on
to the next section of the lesson.
Day 1: After I ask if students have questions
Day 2: When students finish Venn diagram

Exploration: Estimated Time: __________

What the teacher does AND
what the teacher will direct
students to do: (Directions)

Day 1:
Post it note Examples of sets
-let students talk amongst
themselves then call on a few to
share their examples and write
them on the big post it note.
-Discuss what students wrote then
begin my rowing example of sets.
Day 2:
Discuss what people wrote. Put
some work up on doc cam for all
students to see.

More for Day 2:

Partner work- Venn diagram over
movies: Horror vs Comedy.
Have each group write down one of
their elements from their Venn
diagram on the board.

Probing Questions: Critical

questions that will guide
students to a Common set
of Experiences
What is a set?
Are sets just made out of
numbers?
Where can you find sets?

Expected Student Responses AND

Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:
Day 1: Not knowing that a set doesnt
have to be numbers.

Day 2: Not knowing how to set up the

Venn diagram.
Responses will be either confused or
actually knowing what to do.
What is the area that connects
the Venn diagram?
What would you call it?
Do labels matter?

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to
the next section of the lesson.
Day 1: When students finish discussing their examples.
Day 2: After reviewing what students put on their Venn diagrams.
Explanation: Estimated Time: __________
What the teacher does AND
what the teacher will direct
students to do: (Directions)

Day 1:
-Show how rowing is a set to all
athletes
-Go back to our examples on the
post it note
-Then introduce subsets with rowing
examples
-Look at our examples and make
subsets
Day 2:
Go back to rowing example. Apply
intersection.
Show the old example with circles
not intertwined and then mix them
together
More for Day 2:
Ask questions about the Venn
diagram.

Clarifying Questions: Critical

questions that will help
students Clarify their
Understanding and
introduce information
related to the lesson
concepts & vocabulary
check for understanding
(formative assessment)
What do subsets look like with
numbers?
Can you make subsets out of our
examples?

What is the connecting part?

Are there symbols that we can
use?
What is the full set of this
subset?
What is the difference between
union and intersection?
If I want to watch a scary movie
or a funny movie what part of
the Venn diagram would I
include?
Scary movie AND funny movie?

Expected Student Responses AND

Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:

Day 1: Not understanding universal

sets.
Have trouble making subsets to their
examples.

Day 2: Trouble distinguishing between

symbols.

Adding a movie that isnt a scary or

funny movie.

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to
the next section of the lesson.
Day 1: After we talk about our examples of subsets.
Day 2: After everyone writes their piece of the Venn diagram on the board.

Elaboration: Estimated Time: __________

What the teacher does AND
what the teacher will direct
students to do: (Directions)

Day 1:
Example
{3,4,5}

Probing Questions: Critical

questions that will help
students Extend or Apply
their newly acquired
concepts/skills in new
situations
How many subsets are there?
How do you make them?
Is there a set without any
numbers?

Expected Student Responses AND

Misconceptions - think like a
student to consider student
responses INCLUDING
misconceptions:
Not knowing what a null set is.
Thinking they can just rearrange the
elements to change the set.

Find the subsets

Day 2:
3-8
#22,23
(other examples from the book)
More for Day 2:
Giving the students the words union
and compliment.
Talking with neighbors then class
discussion about union, intersection
and compliment and using our
movie Venn diagram to explore what
the words look like with data.

What is the union in this Venn

diagram?
Compliment?
What do you think the symbols
for intersection and union are?

Not paying attention and having to

reask questions.
Mixing up union and intersection.

Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to
the next section of the lesson.
Day 1: After we discuss what each subset is for {3,4,5}.
Day 2: Finish discussing the movie Venn diagram.

Evaluation: Estimated Time: __________

Critical questions that ask students to demonstrate their understanding of the lessons performance
objectives.
Formative Assessment Day 1: Explain the types of formative assessment you will use to monitor student
learning within this lesson (e.g., observations, bell ringers, exit slips). Embed student copies of these
assessments, if applicable. Embed copies of the rubric or answer keys you will use to evaluate responses, if
applicable. Identify the formative assessment you will give to all students at the end of Day 1. This has to be
something you can collect and bring back with you.
Exit slip summary of what they learned on back of their name tents. This wont be graded but used for feedback
for the teacher.

Formative Assessment Day 2: Explain the types of formative assessment you will use to monitor student
learning within this lesson (e.g., observations, surveys, white boards). Embed student copies of these
assessments, if applicable. Embed copies of the rubric or answer keys you will use to evaluate responses, if
applicable.
The papers they used all lesson to write down their Venn diagrams. These were turned in but not graded and
used for feedback for the teacher.

Summative Assessment (at the end of Day 2): Explain the summative assessment you will use to provide
evidence that students have met the objectives of the two-day lesson. Embed a student copy of this final
assessment. Embed a copy of the rubric or answer key you will use to evaluate responses.
Food Venn diagram that was done individually. These were turned in but not given a formal grade.
Extension activities/Back up plans: Include a brief summary of some extension activities you could draw
upon if you have extra time and/or you are not able to execute this lesson as planned (e.g., technology issues
prohibit you from doing so).
Some additional extension activities could be giving the students the elements that goes in a Venn diagram
instead of letting them make up the elements that they put within their Venn diagrams and also have them label
the categories after being given the elements.