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.