Date Class Period Absence

Unit 1 lesson 1
Cartesian Product

Unit’s Learning By the end of this unit students should be able to

outcome 1. We will learn how to perform a Cartesian product and use the operations applied on sets.
2. Recognize the concept of the Cartesian product of two finite sets and infinite sets
Represent the Cartesian product of two finite sets by arrow diagram and Cartesian diagram
Lesson’s Objectives Students will be able to:
At the end of the lesson students will be able to:
1) Return the elements of the Cartesian product of two sets (knowledge)
2) Understand the concept of the Cartesian product and be able to apply it to solve problems involving sets and
ordered pairs.(comprehension)

Duration: 2 class periods (approximately 90 minutes)

Scientific terms Cartesian Product, 1st projection , image or 2nd projection.

References School Book pages:

2, 3, 4, 5, 6, 7,8
 Materials ● School book – PPT – Video –practice sheet.

session (1)
Induction Let's say we have two sets of free meals available on my vacation. Set A = {coffee, tea, milk}. These are my choices of free beverages. Set B
= {breakfast, lunch}. These are the free meals with my vacation.
The Cartesian product, written A x B, is putting the elements from set A and elements in set B together. So the Cartesian product
A x B = {(coffee, breakfast), (coffee, lunch), (tea, breakfast), (tea, lunch), (milk, breakfast), (milk, lunch)}. The Cartesian product is
always written like an ordered pair: (first element, second element).
So I can have coffee with breakfast or lunch, tea with breakfast or lunch, or milk with breakfast or lunch. It is like you distribute set
A into set B: coffee distributed to breakfast and lunch, tea distributed to breakfast and lunch, milk distributed to breakfast and lunch. It
would give us our answer A x B = {(coffee, breakfast), (coffee, lunch), (tea, breakfast), (tea, lunch), (milk, breakfast), (milk, lunch)}.
If I have the Cartesian product B x A, we would have B x A = {(breakfast, coffee), (breakfast, tea), (breakfast, milk), (lunch, coffee),
(lunch, tea), (lunch, milk)}. In this case, I can have breakfast with coffee, breakfast with tea, or breakfast with milk. I can also have
lunch with coffee, lunch with tea, or lunch with milk. It is like you distribute set B into set A: breakfast distributed to coffee, tea, and milk;
lunch distributed to coffee, tea, and milk. It would give us our answer B x A = {(breakfast, coffee), (breakfast, tea), (breakfast, milk), (lunch,
coffee), (lunch, tea), (lunch, milk)}. This is the Cartesian product.

Skills; Teacher’s role Students’ role

Group work; Using the picture from the PowerPoint the Students will collect the meals and form the
collaboration teacher will direct the students to reach the sets.
definition of Cartesian
Practice Teacher’s Role Explore (10 mins) 5. Student’s Role:
Share real-life examples where the Cartesian product is6. Sharing and Discussion (10 minutes):
used, such as coordinates in a map, combinations of 7. Have each group share their findings and the ordered pairs they
item Write the ordered pairs on the board or chart paper.
Student will discuss with each other any patterns or observations

Teacher’s role Student’s role

3. Introduction to the Cartesian Product (10 minutes): 2. Understanding Sets (15 minutes): (remembering)
1. Introduce the symbol used for the Cartesian product: × 1. Review the concept of sets with the students if
(read as "cross"). necessary.
2. Explain that the Cartesian product of two sets, A and B, 2. Discuss elements, subsets, and set notation.
denoted as A × B, is the set of all possible ordered pairs 3. Provide examples of sets and ask students to identify
3. Where the first element is from set A and the second the elements and write them down.
element is from set B.
4. Show an example on the board: A = {1, 2} and B = {a, b}. Students describes and interprets what they see in
The Cartesian product A × B would be {(1, a), (1, b), (2, a), (2, another examples using x and y.
b)}.
 Students will apply what they learnt to complete this
exercise throughout the (taken notes)

Skills:
(Application)
 Explain (15 mins)

Evaluate -
Teacher reflection:
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Action plan if needed:

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Section (2)
Induction ● Engage: ( 5 mins )
(Reminder) Review the concept of sets with the students if necessary. Discuss elements, subsets, and set notation.

Teacher’s role Student’s role

Put an example related to our lesson but in the Students will answer alone
student’s prior knowledge.

Practice

Explore(15 minutes) Student’s role:(apply on the idea)

Discuss this idea:

Teacher’s role (5 minutes) Student’s role

Demonstrate the idea that the coordinates divide the After discussing the quadrants students will be able to
 plane into 4 quadrants students will be able to put answer the examples applied on the quadrants
the sign of each quadrant
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Teacher’s role Student’s role

7. . Summary and Closure (10 minutes): Ask students to reflect on the importance and practical
Recap the key points of the lesson, emphasizing the uses of the Cartesian product in various fields.
Evaluate concept of the Cartesian product and its application Answer any questions or concerns the students may have.
(critical to sets and ordered pairs.
thinking) Theatre seating layout

Note: The duration of each activity can be adjusted

based on the pace and needs of the students.

Parking layout design

(10 mins) Problem solving board

Page 8 (10 mins)

Second no 1, 3
Third no 1a, 1c
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Action plan if needed:

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