“Sets of Numbers”

Essential Question: Why are some numbers members of different sets at the same time?

Lesson Objective: We will compare number sets to find out if different numbers belong
to more than one set and why, using the correct notation.
I will analyze numbers to group them in the correct set.

Direct Teach/Demonstration/Modeling:
Attention grabber (to introduce that a number can be an element
of multiple sets):
1. Show a map of El Paso and Texas, ask “is El Paso an
element of Texas?”
2. Show a map of Texas and the U.S., ask “is Texas an
Lesson Activities element of the U.S.?”
3. Show a map of the United States and North America, ask
“is the U.S. an element of North America?”
4. Show a map of North America and the Earth, ask “is
North America an element of Texas?”
5. Show a picture of the Earth and Mars, ask “is the Earth
an element of Mars?” since it is not ask, the next question.
6. Show a picture of the Solar System, ask “Are the Earth
and Mars elements of the Solar System?”

Guided Practice/Whole Group Instruction/Scaffolding:

Notes: Connect the “solar system” attention grabber with the set
of Real Numbers. Fill out the notes handout as a class with
examples of each number set and their notation.

Individual/Group Practice/Independent Reading/Writing:

“Classifying real numbers is a cakewalk?”: (based on musical
chairs) students will walk around the room with music playing.
When the music stops, they will have to run to the nearest group
table that still has space (only as many students permitted as
chairs, so 4). Every group table will have a paper plate with a
number (ex. 7, ½, sqrt(2), etc.). Then, I will tell them a statement
such as “my number is an element of the rational numbers,” if it
is true they will sit down. Repeat the process.
Lesson Resources:
 PowerPoint showing the maps and pictures, the notes that should go in the pre-
made notes handout, the instructions for the “cakewalk,” and the exit ticket
question.
 Notes handout
 Paper plates with numbers
 Post-its

Closing Task:
Exit ticket: On a post-it, students will write a number that is an element of at least two
sets of numbers and why.

Power Zone Notes:

Walk around the room and engage with students during the activity to make sure all
students are participating.

Recognizing/Reinforcing Notes:
I will reinforce student participation by engaging with them during activities and offer
continuous feedback.