Subject: Mathematics
Grade: 2
Strand: Number
Duration: 60
minutes
Te
Topic: Comparing Sets
Standard:
Students will demonstrate an understanding of numbers, types of numbers, numeration systems; the relationship
numbers, and apply number theory concepts to compute fluently and solve problems.
Benchmark:
Demonstrate understanding of groups or sets using actual objects or pictures of objects.
Attainment Target:
Demonstrate an understanding of the ideas of sets.
Standards for Mathematical Practices:
( ) 1. Make sense of problems and persevere in solving them.
( ) 2. Reason abstractly and quantitatively.
( ) 3. Construct viable arguments and critique the reasoning of others.
( ) 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
( ) 6. Attend to precision.
( ) 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:
Students should be able to:
- Count
- Identify numbers
- Make comparisons
Specific Objectives:
The students should be able to:
- Compare the size of a set of objects (larger, smaller, largest, smallest).
Teaching/Learning Resources:
-
Cartridge or plain paper
Crayons
Markers
Key Vocabulary:
- Set
- Group
- Larger/smaller
- Largest/smallest
- More than
- Less than
Content Outline:
When we compare sets we look at which set is less/more, larger/smaller or largest/smallest.
Engage:
In pairs students will roll 2 dice and record a 2-digit number in the table below formed with the numerals on the
will be repeated 2 times, after which students will put their numbers in order from least to greatest.
2- Digit
Number
Tens
Ones
2- Digit
Number
Tens
Ones
2- Digit
Number
Tens
Explore:
In pairs students will create sets to represent each set a
name. Student may draw sets or f After which students
will record five (5) fac
Numbers ordered from least to great
Ones
the num
bers from the engage activity, giving
orm phys ts with things in the classroom
about t
representation.
For example:
Boys
Girls
Facts:
Books
1. There are 24 girls in the set of
girls.
2. There are 11 boys in the set of boys.
3. There are 13 books in the set of books.
4. The set of boys is less than the set of girls.
5. There are 13 more girls than boys.
6. There are 2 less boys than books.
7. The set of girls is the biggest set.
Explain:
Students will be randomly selected to present their representation to the class and share their facts about their se
In their explanation, students should be able to state how much larger(est)/smaller(est) (less/more) each set is. S
be guided with the following questions:
- How many ‘things’ are in each of you sets? - Which set has/
is the most/more?
- Which set has the least/ is less? - By how much less/more
Elaborate/Extend:
Students will be given the activity which box holds more? (See below) where they will be required to identify a
which of two (2) boxes would be more suitable to hold a set of items.
Evaluate:
Complete the task of which box holds more..
Teacher evaluation:
Strengths
____________________________________________________________________________
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____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
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Actions to be taken
____________________________________________________________________________
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Which box holds more?
A. Circle the box you think can hold all the set of toys below.
B. Draw the toys on/in the box you chose.
Name: ______________________________
Date: _______________________________
1. Circle the set that has more and write how much more.
A.
B.
2. Colour the set that is less and write how much less.
A.
B.
Subject: Mathematics
Topic: Equivalent Sets
Grade: 2
Strand: Number
Duration: 60
minutes
Term: 1
Standard:
Students will demonstrate an understanding of numbers, types of numbers, numeration
systems; the relationship among numbers and apply number theory concepts to compute
fluently and solve problems
Benchmark:
Associate number with the members in a set of objects, representations of objects or symbols
Attainment Target:
Demonstrate an understanding of the ideas of sets
Standards for Mathematical Practices:
( ) 1. Make sense of problems and persevere in solving them.
( ) 2. Reason abstractly and quantitatively.
( ) 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
( ) 6. Attend to precision.
( ) 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Pre-requisite knowledge/skills:
Students should know how to:
- Use objects to create sets
- Identify sets with up to 100 members
- Count the number of objects in a set
- Matching members of a set-fewer/more/same
- Compare numbers
- Compare the size of a set of objects
- Compare sets
Specific Objectives:
At the end of the lesson, students should be able to:
- Identify sets with the same number of members (equivalent sets).
Teaching/Learning Resources:
-
Different sets of objects displayed in activity sheet Counters/manipulative
Key Vocabulary:
-
Equivalent sets
Content Outline:
Equivalent sets have the same cardinal number, the sets should be a one to one matching of
items in both the sets and this means that for each element in the set A, there exists an element
in the set B until the sets get exhausted.
Examples of pairs of sets that are ‘Equivalent’:
In the sets below; though they have different members, they each have the same number of
elements.
Engage:
Students will work in groups. Each group will be given a stack of number cards 1-10. They
will pull a number from a stack of number cards and demonstrate that number in 2 groups/sets
using counters and manipulatives. They are to tell their shoulder buddy/ group member
something they notice about the 2 sets of objects.
Explore:
After a review of number values with pictorial representations, students will assist the teacher
in constructing sets with similar number of objects.
Students will also work in pairs, using different objects to build equivalent sets.
Students will identify several sets of objects as equivalent or non-equivalent.
They will change the number of objects of non-equivalent sets to make them equivalent.
Students will now try to create equal sets. So if set A has 5 green corks, set B must have 5
green corks too and no other colours. If set A has 2 boy and 3 girl then set B must have 2 boy
and 3 girls too not 3 boys and 2 girls. See activity sheet 1
Explain:
They will tell why two sets are equivalent or not equivalent. They will justify their responses
with the concrete objects and explain orally to their partner.
From the sets they created in the ‘Exploration activity’
Ask: What can be done to get the sets equal? Or call one set of 5 students and ask the class to
create a set equivalent to the 5 students.
Then ask: How we can make the sets equal.
Elaborate/Extend:
Group 1: Students will find another student in their group with the same number of objects.
Recall activity: Students will stand and share an equivalent set.
Group 2: Students will find another student in their group with the same number of objects.
Both students will place their objects in the two circles. Students will draw this in their math
journal. Students will share with three other students what they have drawn, using the word
equivalent.
Group 3: Students will find another student in the group with the same number of objects to
be their partner. Partners will place their objects in the two circles. Students will share their
drawing with the others in the group using the term equivalent share and count both sides of
their drawing.
Students share what their group discovered about equivalent sets.
Evaluate:
Students will complete worksheet.
Teacher evaluation:
Strengths
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Weaknesses
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Actions to be taken
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Student Worksheet 1
Identify the number of elements in each set, compare the number of elements and state whether
they are equivalent.
1.
________________________
3.
2.
________________________________
4.
_____________________________
___________________________________
Student Worksheet 2