Number Sense & Operations – Subset of Real Numbers (Notes)
Name
Date
I can …
Essential Question(s):
Key Concepts
All real numbers fall into one of
two groups…
1. Irrational Numbers

Definition

Examples
2. Rational Numbers

Definition

Examples
There are 3 subsets of rational
numbers. They are…
1) Natural Numbers

Definition

Examples
2) Whole Numbers

Definition

Examples
3) Integers

Definition

Examples
Notes
Examples
Directions: For the following
problems, list ALL the groups that
the number falls in (real, rational,
irrational, natural, whole, and
integer)
1) – 2
2) √
3) 0
4) 8
5)
4.5 ̅
6)
7)
√
Summary, Reflection, & Analysis
Number Sense & Operations – Subset of Real Numbers (Exercise)
Name
1)
Date
Which best describes the number – 9,852?
a) Rational, real
b) Integer, rational, real
c) Irrational, real
d) Not real
2)
Which best describes the number √ ?
a) Rational, real
b) Integer, rational, real
c) Irrational, real
d) Not real
3)
Which of these numbers is a rational number?
a) – 4.83799512…
b) – 0.39393939…
c) 5.652859…
d) 6.836270432…
4)
Which of these numbers is an irrational number?
a)
b)
c)
d) √
5.391753
5)
Which of these numbers is a rational number?
a) – 3.165716571657…
b) 2.59015526486…
c) √
d) 112.7142881532…
6)
Which of these numbers is an irrational number?
a) √
b) √
c) √
d) √
7)
If X is a real number, which of these statements must be false?
a) X can be both an integer and an even number.
b) X can be both an integer and a rational number.
c) X can be both a rational number and a negative number.
d) X can be both a rational number and an irrational number.
8)
Explain how integers are different than whole numbers.
9)
List all the sets of numbers that √
would fall in. Explain your answer.
APPENDIX 5
Maple Heights City Schools
Common Core Standards
(*codes)
Jeff Rice
Subject: Math Transition 2
Length: 0.5 days
See Below
Topic: Subsets of Real Numbers
Design Qualities of Choice (select at least one)
How did you incorporate it?... list below
__ Affiliation
__ Novelty & Variety
__ Choice
_X_ Authenticity
_X_ Affirmation of Performance
_X_ Product Focus
Mr. Rice LESSON PLAN
Procedures – Organization of Knowledge
Day 1
Block
ALL
Objective(s):
I can:
1. Classify numbers
into sub categories.
Essential Question(s):
What are the types of
numbers and their
similarities and differences?
Daily Math Review – Bell Work
Answer questions from yesterday, go over homework
Eno Board with notes
Guided Practice
Independent Practice
Exit Problem
Design Qualities:
Product Focus – students are aware that they are working towards
mastering the OGT, in which this material will help them towards that goal.
Authenticity – students will perceive that the quality of their product will
have consequences for them as a result to the OGT.
Affirmation of Performance – Other than myself, students will have the
chance to go to the board to work on problems and group work, allowing
their products to be made sufficiently public.
otes (optional):
bject to change due to student understanding and based on each
ys exit problem(s) results.
e following are the standards that will be used during daily math
view and the unit:
NS.2. Use rational approximations of irrational numbers to compare the
e of irrational numbers, locate them approximately on a number line
gram, and estimate the value of expressions (e.g., π2). For example, by
Assessment
Clear Product Standards
__ rubric
_x_ observation
_x_ evaluation – self/peer/group
_x_ quiz/test
__ other ______________
Modifications
Protect – Adverse
Consequences
__ drafts/revisions
_x_ graphic org
__ conference
__ individual plan
ncating the decimal expansion of √2, show that √2 is between 1 and
then between 1.4 and 1.5, and explain how to continue on to get better
proximations.
E.4. Perform operations with numbers expressed in scientific notation,
luding problems where both decimal and scientific notation are used.
e scientific notation and choose units of appropriate size for
easurements of very large or very small quantities (e.g., use millimeters
r year for seafloor spreading). Interpret scientific notation that has been
nerated by technology.
E.2c. Evaluate expressions at specific values of their variables. Include
pressions that arise from formulas used in real-world problems. Perform
thmetic operations, including those involving whole number exponents,
the conventional order when there are no parentheses to specify a
rticular order (Order of Operations). For example, use the formulas V =
and A = 6 s2 to find the volume and surface area of a cube with sides of
gth s = 1/2.
RP.3c.Find a percent of a quantity as a rate per 100 (e.g., 30% of a
antity means 30/100 times the quantity); solve problems involving
ding the whole, given a part and the percent.
RP.2. Recognize and represent proportional relationships between
antities.
RP.3. Use proportional relationships to solve multistep ratio and percent
oblems. Examples: simple interest, tax, markups and markdowns,
atuities and commissions, fees, percent increase and decrease, percent
or.