Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher:
Day 2
Grade Level or Course: 8th Grade
Strand: Number and Number Sense
STAGE 1: What will students be learning?
SOL 8.2
SOL/Learning Objective
The student will…
Describe orally and in writing the relationship between the subsets of the real
number system
Students will be able to:
Essential Questions &
Understandings/Big Ideas
Key Vocabulary
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Describe orally and in writing the relationships among the sets of
natural or counting numbers, whole numbers, integers, rational
numbers, irrational numbers, and real numbers.
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Illustrate the relationships among the subsets of the real number
system by using graphic organizers such as Venn diagrams. Subsets
include rational numbers, irrational numbers, integers, whole
numbers, and natural or counting numbers.
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Identify the subsets of the real number system to which a given
number belongs.
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Determine whether a given number is a member of a particular
subset of the real number system, and explain why.
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Describe each subset of the set of real numbers and include
examples and non-examples.
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Recognize that the sum or product of two rational numbers is
rational; that the sum of a rational number and an irrational
number is irrational; and that the product of a nonzero rational
number and an irrational number is irrational.
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Subset
Real Numbers
Rational numbers
Irrational numbers
Integers
Whole numbers
Natural numbers
Counting numbers
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Richmond Public Schools 2014-15
Essential elements version
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Lesson Plan Template
Snapshot / Warm-up
Activity 5 min
Teaching and Learning
Activities
Exploratory Activity
max 10 min
Direct Instruction -10 min
Guided Practice - 5 min
Stations (Differentiation)
– 15 min each (30 total
time)
(Stages adapted from the UBD model by McTighe and Wiggins)
Can You Guess Who I Am? (See Activity section)
Students are to place the following names on the their backs, then the person
should give them clues so they can guess the name on their back.
 Whole Number
 Integers
 Rational Numbers
 Irrational Numbers
 Real Numbers
Teacher Knowledge:
Review with students the different types of numbers in the Number System.
Today’s lesson will help students classify numbers into subsets. Students
should understand that subsets are can be placed into each other. Subsets are
similar to Venn Diagrams. Meaning a number can fit into more than one
category but we place it in the least subset.
A great way to help students understand subsets, is to use nesting boxes.
Nesting boxes:
The biggest box represents All Real Numbers
Then two boxes to represent Rational and Irrational Numbers
A smaller box to represent Integers
A smaller box to represent whole Numbers
A smaller box to represent Natural Numbers
Exploratory Activity/ Direct Instruction (20 min)
After reviewing the types of rational numbers, place several numbers in the
biggest box (see section labeled resources) , then have students work through
the numbers placing them in their least subset.
Direct Instruction/Guided Practice (10 min)
Have students create a foldable as you discuss what subsets each number
should fit in. (see section labeled student notebook)
Have students complete notes on identify each subset to which each number
belong (see students notes)
Stations: (See section 9)
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Checking for
Understanding
Classifying Real Number Cake Walk
Popsicle Sort
Real Number Concentration
Real Number Tic- Tac- Toe
Identifying Real Numbers Carousel
Pin the Real Number Tail on the Diagram
Real Number Basketball
Real Number Task Cards
Use Stations to make sure students understand subsets of Real number
Richmond Public Schools 2014-15
Essential elements version
2
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
STAGE 4: Closure ~ What did the students master & what are they missing?
Word Splash
Lesson Closure & Student
Summarizing of their
Learning 5 min
Daily 3 questions
Students will complete a Word-splash- given several concepts from the lesson,
students should write one sentence about each word connecting it to the key
concept. (See section 9)
Assessment
Refer to Section Daily Assessment
Teacher Reflection / Effectiveness of Learning
1. Can students identify all subsets that a number can belong?
2. Can students identify the least subset a number can belong?
Richmond Public Schools 2014-15
Essential elements version
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