TEXT FEATURES

LANGUAGE STRAND: RESEARCH & STUDY SKILLS

FOCUS QUESTION:

What was Jamaica's Road To Independence?

SPECIFIC OBJ.:

1. Review and use external text features previously learned-headings, sub-headings, bullets, illustrations, italics, etc.

CONTENT SUMMARY

Text features include all the components of a story or article that are not the main body of text. These include the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams. 

ENGAGE

Students I want you to listen to the rap song below carefully and then tell me what it is all about.

Rap Song

Let's have a discussion on what you were able to glean from the song.

EXPLORE

Now that you know what text features are, let's see if we can identify any other in this chart below.

Open the link below and let's complete the activity together .

Text feature activity.

EXPLAIN

Now can you explain what text features are and give some examples?

Ok you may use your Social Studies Text (Jamaica Primary Social Studies) to do this activity.

Turn to chapter 2 of your SS Book.- The Struggle For Independence. 

I want you to scan through the pages and see how many of the different text features you can identify. Be ready to share with your teacher.

 

EXTEND/ELABORATE

Choose some of the nonfiction books around the classroom to complete the activity sheet below.

EVALUATION

Complete the charts below.

FOLLOW UP PRACTICE EXERCISES

Activity 1    drag and drop on appropriate picture

Activity 2     read definition and name text feature defined

Activity 3      name features shown

Activity 4      look at illustration and and answer questions

Activity 5      match words to pictures

Activity 6      drag pictures to text feature box

Activity 7      match text feature to definition

Activity 8       matching activity

Activity 9

Activity 10

Activity 11      multiple choice

Activity 12

Activity 13

Activity 14      drag and drop

Activity 15

Activity 16

Activity 17

Activity 18

Activity 19       multiple choice

Activity 20

SETS / SUBSETS

FOCUS QUESTION:

What are the special symbols and language I use when I work with sets?

 

SPECIFIC OBJECTIVE:

1.       Associate the members of a set with the properties of that set. (Subsets)

CONTENT SUMMARY:

ENGAGE:

Ok students today we will be looking at a new topic in sets. That is SUBSETS. What do you think this means?

Now let's read the dictionary meaning to see if you were correct.

subset

/ˈsʌbsɛt/

noun

plural noun: subsets

1. a part of a larger group of related things.

   "computer vendors usually only support a small subset of the disks available"

   • Mathematics

     a set of which all the elements are contained in another set.

     
     

EXPLORE:

Now we are going to learn more about the topic. I want you to watch the video clips below.

Watch this video.

Watch this video on subsets to learn more about the topic.

What is your understanding of the clips. Is there anything else you have learned? Do you fully understand what they are depicting?

Now I want you to write all the subsets of the Set P {1, 2, 3}

Well if you got these below, then you are right.

EXPLAIN:

Now students I want you to explain what a subset is and give me examples.

Differentiate between Proper and Improper subsets.

EXTEND/ELABORATE:

Now students, what do you know about a Food Web?

What is the difference between a Food web and a food chain?

Let's look at  examples of each below.

Based on the Food Webs you have seen and the different Food Chains, would you say then that the Food Chain is a subset of the Food Web?

Explain your answer.

Other video you can watch.

EVALUATE:

1. Form three (3) subsets from the Food Web below.

# 2

(A) Consider the Set Y{o, r, w, q}. Form all the subsets of this set. How many did you get?

(B) Group the subsets as Proper and Improper.

 

#3

#2

Write all the subsets of B{ A, B, C, }

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

ACTIVITY 8

SETS - EQUAL and EQUIVALENT

FOCUS QUESTION:

What are the special symbols and language I use when I work with sets?

SPECIFIC OBJ.

Associate the members of a set with the properties of that set.

(Distinguish between equivalent and equal sets).

CONTENT SUMMARY

＝       Equal

≠        Not Equal

↔️       Is Equivalent

↮        Not Equivalent

ENGAGE 

Students, I want you to think about two words: EQUAL and EQUIVALENT. What is the meaning of the two words? They are both used to describe sets.

Ok I want you to use your dictionaries to help you.

Let's use the definition from the internet now. Can we read together?

                                 

equivalent

/ɪˈkwɪv(ə)l(ə)nt/

See definitions in:

all

mathematics

chemistry

adjective

adjective: equivalent

1. equal in value, amount, function, meaning, etc.

   "one unit is equivalent to one glass of wine"

   h

   Similar:

   equal

   identical

   similar

   parallel

   analogous

   comparable

   corresponding

   correspondent

   interchangeable

   like

   commensurate with

   the same as

   synonymous with

   much the same as

   amounting

   tantamount

   approximate

   near

   close

   of a kind

   of a piece

   coequal

   h

   Opposite:

   different

   dissimilar

   • having the same or a similar effect as.

     "some regulations are equivalent to censorship"
   • Mathematics

     belonging to the same equivalence class.

noun

noun: equivalent; plural noun: equivalents; noun: equivalent weight; plural noun: equivalent weights

1. 1.

   a person or thing that is equal to or corresponds with another in value, amount, function, meaning, etc.

   "the French equivalent of the Bank of England"

   h

   Similar:

   counterpart

   parallel

   alternative

   match

   complement

equal

/ˈiːkw(ə)l/

adjective

adjective: equal

1. 1.

   being the same in quantity, size, degree, or value.

   "add equal amounts of water and flour"

   h

   Similar:

   identical

   uniform

   alike

   like

   the same

   one and the same

Now would you say the two words mean the same?

Lets relate these words to sets. Give me your understanding of the two terms.

EXPLORE

Now I want you to examine the video clip below.

Look at this video clip. 

Let's do some re-cap now. Read the notes below.

EXPLAIN

Now you should be able to differentiate between EQUAL SETS and EQUIVALENT SETS.

Can you now provide examples of each type?

Write the symbols that represent the following.

 equal -----

 not equal _____

 equivalent ______

 not equivalent ____

EXTEND/ELABORATE

You can watch this video clip to glean more information.

EVALUATION

Task # 1

Indicate if the sets below are equal or equivalent.

1. Set A { vowels}

    Set B {a, e, i, o, u}

2. Set R { factors of 8}

    Set M { 1, 2, 4,}

3. Set C {Prime factors of 10}

    Set W {2, 5}

4. Set F { r, p, j, q}

    Set U {5, 9, 7}

5. Set O {odd numbers less than 10}

    Set L  {first 5 counting numbers}

Task #2

Write 3 examples of equivalent sets and 3 examples of equal sets below.

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY

ACTIVITY

ACTIVITY

ACTIVITY

Lesson Title: Understanding Equivalent and Inequivalent Sets

Grade Level: 6
Duration: 1 Hour
Strand: Sets
Focus Question: What are the special symbols and language I use when I work with sets?
Objectives:

1. Associate the members of a set with the properties of that set.

2. Distinguish between equivalent and equal sets.

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🌟 5E Lesson Model Plan

1. Engage (5-7 minutes)

Activity: "Mystery Bag Challenge"

• Teacher presents two "mystery bags" (physical or virtual) each with 4 random classroom objects.

• Students describe the objects and determine whether the bags have the same number of items and/or same items.

• Use this to introduce the terms:

  • Equivalent Sets: Same number of elements.

  • Equal Sets: Same number and identical elements.

❓ Ask: “How can we describe sets that have the same number of items but not the same items?”
🔤 Highlight key vocabulary: Set, element, cardinality, equivalent (∼), equal (=), inequivalent

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2. Explore (10-15 minutes)

Activity: “Set Sorting STEM Task”

• In small groups, students are given a mix of image cards or objects related to STEM themes (e.g., types of energy sources, simple machines, planets, geometric shapes).

• Students group them into sets based on criteria (e.g., color, type, shape, use).

• Then they compare sets:

  • Count elements in each set.

  • Use symbols to label:
    A ∼ B (equivalent), A = B (equal), A ≁ B (inequivalent)

Materials: Printed cards or virtual slides with items, Venn diagrams, Set symbol posters.

🧠 Observation: Which sets are equivalent? Which are equal? Which are neither?

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3. Explain (10 minutes)

Mini-Lesson + Notes:

• Define:

  • Set: A collection of distinct objects.

  • Equivalent sets: Sets with the same number of elements. (Symbol: ∼)

  • Equal sets: Sets with the same elements. (Symbol: =)

  • Inequivalent sets: Sets with different numbers of elements. (Symbol: ≁)

• Use examples from previous activity.

• Highlight symbols and language used with sets.

💡 Write on board:
Set A = {1, 2, 3}, Set B = {a, b, c}, Set C = {1, 2, 3}
➤ A ∼ B, A = C

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4. Elaborate (15 minutes)

Activity: “Set Scenarios - Real-World STEM”

• Students complete a worksheet with scenarios (see examples below).

• For each pair of sets, students must:

  1. List the elements.

  2. Determine whether the sets are equal, equivalent, or inequivalent.

  3. Justify with a sentence using appropriate language/symbols.

Example Scenarios:

• Set A: planets in the solar system | Set B: days of the week

• Set C: types of energy (solar, wind, thermal) | Set D: {wind, solar, thermal}

🧠 Extension/Challenge: Students create their own sets from a STEM topic (e.g., animals with vertebrae vs. invertebrates) and compare them.

Differentiated Support:

• Tier 1: Use concrete objects or drawings.

• Tier 2: Provide sentence starters and vocabulary support.

• Tier 3: Students create and compare abstract sets independently.

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5. Evaluate (10 minutes)

Three-Tier Evaluation Task

Tier	Activity	Focus
Tier 1	Match sets with symbols: ∼, =, ≁	Recall and identification
Tier 2	Complete chart with sets and explain the relationship (equivalent, equal, inequivalent)	Understanding and explanation
Tier 3	Create 2 original sets: one that is equivalent but not equal, and one that is inequivalent; justify each	Application and analysis

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🌱 STEM Integration

• Sets drawn from Science (e.g., organs, planets, types of energy), Technology (e.g., devices, apps), Engineering (e.g., simple machines), and Math (e.g., types of angles, polygons).

• Students are encouraged to apply logical reasoning, categorize, and model their thinking using set notation.

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✏️ Materials Needed:

• Mystery bag items or cards

• Worksheets/slides

• Markers, chart paper, or digital whiteboard

• STEM-themed item cards or images

• Vocabulary posters with symbols: =, ∼, ≁

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🔁 Wrap-Up (2-3 minutes)

• Recap focus question:
  “What are the special symbols and language I use when I work with sets?”

• Ask for quick oral examples: “Give me two sets that are equivalent.”

• Share one new thing they learned today.