Education Department

Lesson Plan Number Sets

University of Scranton
Volk Ayres
EFND 510
10/19/2016
After completing the heading, please list the following content for
the plan:
Title
Subject Area(s)
Grade Level
Summary of the Lesson

Standards:

Identifies the lesson topic

List the subject area for the
lesson. If it is integrated list all
subjects covered.
List the grade level for the
lesson
Introduce the concept of
different ways to group/classify
numbers, and explain that the
groups can, and do overlap.
This lesson was originally
devised with no standards in
mind, and as a result is (basic)
content appropriate for a
college sophomore/junior.
The PDE has no standards
related to set theory.

Essential Questions

Objectives

Can the student distinguish

between natural numbers,
Integers, Rational numbers,
Real Numbers, and complex
numbers?
Identify the set a number
belongs to.

Vocabulary:

Estimated Time

Materials Required
Procedure
Each professor may choose
to align this section to
his/her content areas.
This section will include
anticipated areas of
differentiated instruction.

Describe the sets of numbers.

Describe when each set is
appropriate
Natural Numbers (0,1,2,3,4)
Integer (0,-1,1,-2,2,-3,3)
Rational Numbers
(0,1,1/2,2,1/3,2/3)
Real Numbers (R)
Complex Numbers
2 minute for Natural Numbers
2 minute for Integers
3 minutes for Rational numbers
5 minutes for Real numbers
3 minutes for Complex
numbers
5 minutes for Class
Assessment
10 minutes for relating each
set to uses in the real world.
List all materials needed for
the lesson
In a succinct way, describe the
step by step format for your
lesson. It is not necessary to
script the lesson. Demonstrate
your knowledge of
differentiation and scaffolding.
You will use the
Before/During/After format.
Discuss the following
components:
BEFORE:
We are going to learn
more about numbers, and
how we classify them, in
order to better
understand how to use
them

Formative Assessment

Student Resources

Accommodations

Assessment

When you divided 5 by 2,

you get the answer 2
remainder 1. However,
when you divide 7 by 3,
you get the answer 2
remainder 1. Does this
mean they are equal? Of
course not. We need to
think about numbers in
another way. (relate
content to simple
division)
DURING:
Questioning
Pie. a pie is not 0
remainder 1 pie. It is a
pie. Fractions are valid
numbers
Classroom activity from
initial pseudo lesson
AFTER:
See Assessment below
After defining each set, ask,
and possibly provide examples
of cases in the world. (Natural
numbers for counting, Integers
for finances, Rationals for
recipes, reals and complex in
science)
No planned extra resources.
Students expected to reproduce drawings on board
unless
For students with dexterity
based disadvantages, printed
images may be made
available.
For the assessment at the end
of the class period, students

will be tasked with

brainstorming examples of
when to use each number
system (e.g. customary system
for rational numbers-half and
quarter inch, geometry-square
roots)