8th Math LF Aug 27

Student Expectations Bundled in Lesson
Readiness TEKS:
8.2D: Order a set of real numbers arising from mathematical and
real-world contexts.
Unit 1: Rational Numbers
Supporting TEKS:
8.2A: Extend previous knowledge of sets and subsets using a visual
representation to describe relationships between sets of real
8.2C: Convert between standard decimal notation and scientific
8.2(B) approximate the value of an irrational number,
including  and square roots of numbers less than 225, and
locate that rational number approximation on a number
Process TEKS:
8th Math
LESSON DATE: August 27
1 st 6 Week Period
Objective/Key Understanding:
Approximate value of irrational numbers by using number
The student will learn about relationships between sets of real
numbers, ordering irrational and rational numbers and
scientific notation.
Scientific notation is used to write very large or very small numbers.
What is the process for converting between standard decimal notation and
scientific notation?
What is the process for converting between scientific notation and standard
decimal notation?
Closing Product/ Question/ Informal
Assessment: Numbers are interrelated.
How are different sets and subsets of numbers related?
Base, counting (natural) numbers, Decimal notation, E, Integers, and
Order numbers, Place value, Powers, Rational numbers, Scientific notation,
Whole numbers
What relationships exist within our number system, and
how are they used?
Week 1
Teaching Points & Activities:
Spiral review # 3
Do not allow students to open their Go Math: Grade 8 Student Edition. Use the numbers on page 15 from Lesson 1.2 and write them on sticky
notes. Give each group a set of sticky notes with mixed up numbers on it.
Give each group of students a large Post It with a blank “Real Number System.” I have an example saved for you titled “Real Number Graphic
Organizer” and it can be located in First Six Weeks Resources. Challenge students to remember the classifications and place the post it notes
in the correct set of numbers.
Go over “Example 1” with students from page 16 in your Go Math: Teacher Edition (TE).
Have students go over pages 16 and 17 from Lesson 1.2 by using “Think, Pair, Share.”
Strategies for “Think, Pair, Share” can be found here: http://www.readwritethink.org/professional-development/strategy-guides/using-think-pairshare-30626.html
Create four groups in your class. Assign each group a Real Number Classification.
Group 1: Rational Numbers
Group 2: Integers
Group 3: Whole Numbers
Group 4: Irrational Numbers
These groups can be tiered by level of learner to facilitate success, scaffolding, and differentiation with this activity.
Using the Guided Practice from Lesson 1.2, call out or use your Mimio Capture to show students the numbers. Have the classroom debate why
or why not the number is or is not in their classification. Set academic discourse and debate rules. Encourage the use of academic vocabulary.
Introduce “UPS Check” strategy again. Tell students your expectations for using the strategy. Challenge students to outdo one another using
“UPS Check” on “1.2 Independent Practice” in pairs. Any questions they do not finish in class will be homework.
8.1A: Apply mathematics to problems arising in everyday life,
society, and the workplace.
8.1C: Select tools, including real objects, manipulatives, paper and
pencil, and technology as appropriate, and techniques,
including mental math, estimation and number sense as appropriate,
Stop & Check for Understanding—High Level Questions
to solve problems.
The base-10 place value system is an efficient way to represent numbers and numeric relationships.
8.1D: Communicate mathematical ideas, reasoning, and their
implications using multiple representations, including symbols,
 Why is the base-10 place value system an efficient way to represent numbers?
diagrams, graphic and language as appropriate.
 Why is it important to understand the value of numbers?
8.1E: Create and use representations to organize, record, and
 What relationships exist within our number system and how are they used?
communicate mathematical ideas.
 How are numbers, large or small, represented and communicated using the base-10 place value
8.1F: Analyze mathematical relationships to connect and
communicate mathematical ideas.
8.1G: Display, explain, and justify mathematical ideas and
arguments using precise mathematical language in written or oral
Small Group Purposeful Talk Question Stems:
ELPS: c.1.A, c.1.D, c.2.I, c.4.D
Go Math
Post It
Mimio Capture
Critical Writing Prompt:
*How are counting (natural) numbers,
whole numbers, integers, and rational
numbers related?
*What types of visual representations
can be used to represent the
relationships between sets and subsets
of numbers
*How can a number belong to the same
set of numbers but not necessarily the
same subset of numbers?
Rigor & Relevance: Real World Connection:
a) Create a visual representation to organize
and display the relationship between the sets
and subsets of numbers:
counting (natural)
rational numbers
whole numbers
b) Place the numbers in the correct set or
subset within the visual representation.
c) Record two additional numbers that belong
in each set of counting (natural) numbers,
integers, and rational numbers within the
visual representation.
d) Place all of the numbers recorded within the
visual representation in ascending order and
verify the order using a calculator.