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Lois Wright
Student: _____________________
Rubric: Write a Real Number System Math Rap, Song, or Poem
You are to write and video record a Real Number System rap, song, poem or story. You must describe how the title is
linked to the concepts involving identifying, classifying, and comparing real numbers, i.e. "What Makes Me Real."
Writing should include the subsets(along with definitions) of whole numbers, integers, natural, rational, and irrational
numbers. Identify, classify, and compare at least 5 numbers from each subset. Describe any similarities and/or
differences between the subsets. Include music, i.e., Garage Band. There may be 3 or less people working together on
this project.
Write a Math Rap
No Credit
0 pts
ONTIME
No Credit
Late - More than
2 days
NEATNESS
No Credit
No paper or
Incomprehensible
paper turned in.
CREATIVE
No Credit
No creative
thinking by the
author. Copied
paper or copied
from another
person, book or
other written,
spoken or taped
work.
Identify/Classify/Compare
Real Numbers
No Credit
Did not identify,
classify, or
compare real
numbers.
Poor
1 pts
Fair
2 pts
Poor
Late - 2 days
Poor
Pencil copy with
mistakes. Many
Spelling and
Grammatical
Errors present.
Marks on the
paper.
Poor
Words are
incomprehensible
and do not make
sense. The
words do not
describe the
assignment.
Poor
The
identification,
classification,
and comparison
of real numbers
contained more
than 4 errors.
Good
3 pts
Fair
Late - 1 day
Very Good
4 pts
Good
Very Good
Late - 1
minute
Ontime.
Fair
Good
Written in
pen.
4 or more
Spelling and
Grammatical
errors
present.
Written in
pen or typed
copy with 23 Spelling
and
Grammatical
errors.
Fair
Words
correctly
include real
number
system
terminology
but is
incomplete
or has 3-4
mistakes.
Very Good
Good
Typed copy.
Cover page
optional.
0-2 Spelling
and
Grammatical
errors.
Very Good
Words
correctly
include real
number
system
terminology
completely
and
thoroughly
with 1-2
mistakes.
Words
correctly
include real
number
system
terminology
completely
and
thoroughly
without any
mistakes in a
unique
manner.
Fair
Good
Very Good
The
identification,
classification,
and
comparison
of real
numbers
contained 34 errors.
The
identification,
classification,
and
comparison
of real
numbers
contained 12 mistakes.
The
identification,
classification,
and
comparison
of real
numbers is
correct
without any
mistakes.
http://www.rcampus.com/rubricprinteditc.cfm?mode=1
Page 1 of 2
print rubric: RCampus.com Open Tools for Open Minds
Presentation
No Credit
The Math Rap
was not done.
11/2/11 9:57 AM
Poor
The Math Rap
was handed in
written form.
Fair
Good
Very Good
The Math
Rap was
handed in
written form
and in
electronic
form.
The Math
Rap was
handed in
written form
and in
electronic
form and
played in
front of the
class.
The Math
Rap was
handed in in
written form
and in
electronic
form and
performed in
front of the
class by the
author or
authors.
Build free rubrics at www.iRubric.com.
Math Day 2011
Rubric Code:
B645BW
40
Real Math Day 2011
41
Number System Foldable Instructions (Modified version of Eric Shippee’s foldable) Teacher Instructions 1. Have students take one 8 ½ x 11 sheet of colored paper or construction paper and five additional pieces of paper cut in various rectangular shapes. Students should write “Real Number System” at the top of the page. 2. Students begin with the smallest subset of rational numbers, the natural numbers. While students fold the smallest piece of paper in half, tell students that when they were very young, they learned to count: 1, 2, 3 and so on. These numbers are natural numbers. Write “Natural” on the outside of the smallest sheet. On the inside write “Counting Numbers” and list some examples, such as 1,2,3… 3. Share with the students that when they got a little older, they learned about another number, zero. This addition to the natural numbers creates a larger set of numbers called the “Whole Numbers.” Have students take the next largest size of paper, fold it in half and write, “Whole” on it in such a way that the first folded paper can be glued on top of it. On the inside of this sheet, describe whole numbers. For example, “Natural Numbers plus zero” and include some examples like, 0, 1, 2, 3… 4. Remind students that when they went to school they learned about negative numbers. Take the next largest size paper and fold in half, writing the word, “Integers” on the outside. Glue “Whole” and “Natural” onto the top of it. Open up the “Integer” subset and have students define integers as “Whole Numbers and their Opposites.” Use examples such as, -­‐3, -­‐2, -­‐1, 0, 1, 2, 3. 5. Explain that all of these subsets, belong to a larger group called “Rational Numbers.” Write “Rational” on the next larger size paper in such a way that it can be displayed when the paper is folded and the previous subsets glued onto it. Open up the paper and define rational numbers. Students might write, “Rational numbers include numbers such as a decimal or fraction that repeats or terminates.” Give examples such as 2/3, 0.66…, 4.521, etc. 6. Students glue these subsets to one side of the 8 ½ by 11 sheet of paper. 7. Students should take the remaining sheet of paper and fold in half, writing “Irrational” on the front. Inside they write, “ a decimal that does not repeat or terminate,” and “cannot be expressed as a ratio of integers.” Include examples such as pi and square root of 2. Students should glue the subset of Irrational Numbers on the other side of the 8 ½ by 11 paper. You Tube Video Resource: http://www.youtube.com/watch?v=1bU0uY2XcJs Math Day 2011
42
8.2
–1.5
Name/s:______________________;_________________________ Date:_____________________ Directions: Identify the subset(s) of the real number system to which each given number belongs. (modified version of Laura Bitto’s handout) National Whole Integers Rational Irrational Numbers Numbers Numbers Numbers -­‐4 11
23
5 50
⅚ ½ -­‐5 ½ √9 –108
1.3
7
24/25 √2 !
6.5 24
0.17
Graph each number on the number line. !
4
Critical Thinking Complete each statement using always, sometimes, or never. Give example/s to justify answer. 1. A negative integer is _____________________ a whole number. 2. A square root of a positive number is __________________ an irrational number. 3. A fraction is _____________________ a rational number. 4. A whole number is ___________________ an irrational number. 5. The product of two irrational numbers is ___________________ irrational. Math Day 2011
43
2
8.2
KEY Name/s:______________________;_________________________ Date:_____________________ Directions: Identify the subset(s) of the real number system to which each given number belongs. Graph each number on the number line. National Whole Integers Rational Irrational Numbers Numbers Numbers Numbers ✓ ✓ -­‐4 –1.5
11
23
5 50
✓ ✓ ✓ ✓ ⅚ ✓ ½ ✓ ✓ ✓ ✓ ✓ ✓ -­‐5 ½ ✓ √9 ✓ ✓ ✓ ✓ –108
1.3
-­‐7 7
√2 !
6.5 24
0.17
Critical Thinking Complete each statement using always, sometimes, or never. Give example/s to justify answer. 1. A negative integer is NEVER a whole number. 2. A square root of a positive number is SOMETIMES an irrational number. 3. A fraction is SOMETIMES a rational number. 4. A whole number is NEVER an irrational number. 5. The product of two irrational numbers is SOMETIMES irrational. 6. Names: ____________________________; ________________________________ 7. Why Pi? 8. Exploratory Recording Sheet 9. !
4
Math Day 2011
44
Object Distance Around the Outside of the Object (Circumference) Distance Across the Middle of the Object (Diameter) Express Circumference Divided by Diameter as a Decimal Express Circumference Divided by Diameter as a Ratio(Improper Fraction format) What is the average of the last column? What important number in mathematics
is close to your average?
Write a formula to find the circumference of all of your objects.
10. Math Day 2011
45