Geoff Brenno EDU 5170A

April 10, 2014 Vega

Lesson Plan
Sets and Venn Diagrams

Standards: 1. Content Area:

Model with Mathematics:

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Use appropriate Tools Strategically:

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 7.PS Problem Solving: Students will build new mathematical knowledge through problem solving. 7.PS.1 Use a variety of strategies to understand new mathematical content and to develop more efficient methods 7.PS.2 Construct appropriate extensions to problem situations 7.PS.3 Understand and demonstrate how written symbols represent mathematical ideas

2. Technology: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a) Apply existing knowledge to generate new ideas, products, or processes b) Create original works as a means of personal or group expression c) Use models and simulations to explore complex systems and issued d) Identify trends and forecast possibilities Lesson Objective(s): 1. Content Area: Students will be able to understand how to make combinations of various elements, and then group them into sets (through the use of unions and intersections) and what characteristics will be identified by placing elements into a Venn diagram. Students will be able to construct multiple sets and Venn Diagrams to create a visual interpretation of unions and intersections derived from combinations of certain elements.

2. Technology: Students will be able to understand how to use the Smart Board to construct sets and Venn Diagrams. Once this information is obtained, students will be able to use this information to make sets showing unions and intersections between multiple sets and then place the newly formed information into a Venn diagram. Introduce the Learning Activity: Teacher will load up Sets and Venn diagram Lesson on the Smart Board. Once this file h as been properly, loaded on the Smart Board, the teacher will begin to introduce what todays lesson will be on. It will be important to make the real world connection that can be associated with the creation of sets and Venn diagrams. Also, it should be stressed how this new found knowledge (hopefully not for all) and understanding, can be used to help with other areas of content. Sets and Venn diagrams can be used to create various sets that can hold many combinations of elements, ideas, concepts, etc. Through the process of a Venn diagram, those sets can help aid in visualization of ideas. Provide Information: The beginning of the lesson will begin with sets. The teacher will describe the purpose of sets and their benefits. There will then be an introduction to unions and intersections; where elements with the combinations located in sets overlap over various sets. Unions or or are all the elements of selected sets combined and placed into a unique set; containing all the elements. Intersections or and are sets that contain special elements, elements that are contained by all sets being observed. A Venn diagram will be used to use visualization of sets. These concepts are important to help in the process of organizing data, elements, and ideas; will be stressed during the lesson. Provide Practice: After the lesson has been introduced, the teacher will provide an example. The teacher will move their name (located on the smart Board slide) into the sets that are the themes/genres preferred by the teacher. Students will follow the example by moving their names into the sets that describe their preference. Sets will then be examined during the next slide. The following slide introduces the concepts of unions and intersections. Students will complete the slide by filling in the example sets and set questions on the slide. After this slide has been completed, the next slide will begin the process of completing a Venn diagram. The Venn diagram will be filled in through the same process, of sliding ones name into the section of the Venn diagram circle which illustrated their preference. The Venn diagram will then be reviewed by the teacher and observed by the students. Discussion will begin about,

what movie preference seems to be the most popular, which seems to be the least? This will display how this strategy of organization can assist with difficult decisions while at the same time providing statistical proof to back up your reasoning. The next slide will dig even further. Students will be asked to try to find a movie to watch, one that will be accepted by all. A slide with names of movies will be provided. Students will take turns going in front of the board, moving movie titles they are familiar with, into sections of a Venn Diagram that have been labeled: sexual content, tear -jerker, rated R, and vulgarity. After this has been completed, students will be asked how could we now found which movie would be best for the group as a whole? This would lead the group to need to create sets which would identify which categories of movies (using labels provided) would be accepted by everyone. This could be given as homework or allow the students to use the visual interpretation provided to think abstractly. Which movie titles allow for variety, which ones only target certain people? If time allows, there is an online interactive activity that can be played by the students. This activity asks the participant to place figures (shapes) into the correct parts of a Venn diagram, and keeping score at the same. Depending on time, homework will either be to create sets for which movie should be played for everyone. This will have to be completed by surveying all classmates on their preference from: rated R, sexual content, vulgarity, and tear-jerker. A second assignment could be to have each student select 4 restaurants that they really enjoy. After, ask the students to create a bunch of entree selections that they tend to always order or just love. Now, they will create sets for which restaurants serve their favorite entrees. After, they will need to create a Venn diagram.

Provide Knowledge of Results: Students progression of understanding and knowledge will be witnessed throughout the lesson. However, further assessment will be provided through the homework assigned at the end of class. Each student will be held accountable for creating sets and a Venn diagram. The next class period, they will be asked to present their Venn diagram to the class. This will be counted as a presentation grade; out of 25 points. Review the Activity: Review for the lesson will be included during the closure. As directions are being communicated, each part of the instructions will be explained. This includes the review of key concepts such as: unions, intersections, sets, and Venn diagrams. This will also allow the teacher to introduce the next lesson, which will involve the creation of data tables and graphs. At continue of the use of graphic organizers to help organize data, ideas, and results. Method of Assessment: 1. Content Area: A. Homework Assignment- Students will create their own sets and Venn Diagrams using their own Favorite Restaurants and Favorite Dishes/Appetizers. B. Homework Assignment- Students will create their own sets and Venn Diagrams using their own Favorite Restaurants and Favorite Dishes/Appetizers. 1. Technology: A. Classroom Activity- Students will place their names into sets of the types of movies they enjoy watching. After, students will then place the information from the sets into a Venn diagram. B. Online Interactive Activity- Students will participate in an online interactive game that challenges them to create Venn diagrams according to information provided on shapes.