Inquiry Rational and Irrational Numbers

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Rational and Irrational Numbers
SUBJECT:
Math Grade 8
TEACHERS:
Leta Barnes
STANDARD:
 8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that
every number has a decimal expansion; for rational numbers show that the decimal expansion
repeats eventually, and convert a decimal expansion which repeats eventually into a rational
number.
OBJECTIVE (EXPLICIT):
 Students will determine if a number is rational or irrational by comparison.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
 I can categorize a number as rational or irrational.
 I can define a number as rational or irrational.
KEY VOCABULARY: rational number, irrational
MATERIALS: Worksheet: Rational and
number, decimal expansion, terminate, repeat,
Irrational Numbers List, Paper, possibility of
pattern, fraction, integer
calculators
BEFORE
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
TEACHER WILL:
Ask: What is the difference between a
rational and an irrational number? Give me
an example of both.
STUDENT WILL:
Students will think about the question
quietly for thirty seconds.
Teacher will list on the board several of the
students’ thoughts (No thought is
incorrect).
Students will share several of their
thoughts.
CO-TEACHING STRATEGY IF APPLICABLE
DURING
TEACHER WILL:
Give the students a list of rational numbers
and a list of irrational numbers.
What pattern that can be determined to
classify a number as rational or irrational?
Using tools available to you. i.e pencil
paper, calculator
CO-TEACHING STRATEGY IF APPLICABLE
STUDENT WILL:
Working in pairs students will look for a
pattern to determine what makes a number
rational or irrational.
TEACHER WILL:
Restate previous question: What is the
difference between a rational and an
irrational number?
STUDENT WILL:
Students will respond to teacher prompted
questions.
AFTER
Ask: What was the pattern you discovered
from your pair work?
Ask: Does your original thought still match
the pattern you discovered? Teacher will
alter the original written thoughts on the
board.
Now create a definition for what it means to
be a rational number and an irrational
number.
CO-TEACHING STRATEGY IF APPLICABLE
Student will write their definition on the
bottom of their worksheet.
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