TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |3rd Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |

[pic]

|Title: |Is It Rational or Irrational? |

|Lesson TOPIC: |Rational and Irrational Numbers |

| | |

|TAKS Objective: |Objective 1: The student will demonstrate an understanding of numbers, operations, and |

| |quantitative reasoning. |

|FoCUS TEKS and Student Expectation: |Number, operation, and quantitative reasoning. The student understands that different forms of |

| |numbers are appropriate for different situations. The student is expected to: |

| |(C) approximate (mentally and with calculators) the value of irrational numbers as they arise |

| |from problem situations |

|Supporting TEKS and Student Expectations: |(14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques |

| |such as mental math, estimation, and number sense to solve problems |

[pic]

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Rational Number |A rational number is any number that can be expressed as a ratio a/b where a and b are integers and b |

| |is not equal to zero. |

|Irrational Number |An irrational number is a number that cannot be expressed as a repeating or terminating decimal. |

|Square Root |A square root is one of the two equal factors of a number. |

| | |

| | |

[pic]

[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Prior to students entering the room, write the numbers from the Rational/Irrational Number Worksheet on 3 x 5 note cards. You will need one note card per student.

As students enter the room, give each student a 3 x 5 note card with a number on it. Tell the students to take out a piece of scratch paper and write down words to describe the number they have on their note card. Allow students about four minutes to complete this activity.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

After students have been given time to describe their number, have several students tell you what they wrote down. Next ask if anyone in the class used the words rational or irrational to describe their number. Tell the class that a rational number is a number that terminates or has repeating decimals. Rational numbers can be written as a fraction if the numerator and denominator are integers. An irrational number is nonterminating and the decimal portion is nonrepeating. Inform your students that they will need to put numbers that are in square root form in decimal form to make determination of whether the number is rational or irrational. An irrational number cannot be written as a fraction where both the numerator and denominator are integers. Emphasize to the class that irrational numbers sometimes are in square root format. Tell the class that irrational numbers were known to exist at the time of Pythagoras, around 500 B.C. Next put the following examples on the board and ask the class to determine if the numbers are rational or irrational:

√49, √11, -3/4, 1.12546685212……..

C. Guided activity or strategy

For the guided activity, students will determine if the number on their note card is rational or irrational. Have the students separate into two groups (rational and irrational) when the number determination has been made. After groups have been formed, have each student tell why their number is rational or irrational.

D. Accommodations/modifications

Students requiring modifications may work with a peer to determine whether the number they have is rational or irrational.

E. Enrichment

Students requiring enrichment may assist students requiring modifications in determining whether the number they have is rational or irrational.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Is It Rational or Irrational? Worksheet individually.

B. Accommodations/modifications

Students requiring modifications may work with a peer to complete the Is It Rational or Irrational? Worksheet.

C. Enrichment

As an enrichment activity, students may be asked to research the history of irrational numbers.

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Is It Rational or Irrational? Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Is It Rational or Irrational? Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• What is the difference between rational and irrational numbers?

• In what real world applications do you see irrational numbers?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how rational and irrational numbers may look in test format by placing the TAKS question below on the overhead/board.

B. Sample TAKS question

1. Mr. Harrington wrote four irrational numbers on the board and asked Jared to choose the number closest to 3. Which irrational number should Jared choose?

A. √6

B. √10

C. √12

D. √14

V. Key Vocabulary

Rational Number, Irrational Number, Square Root

VI. Resources

A. Textbook

Math Advantage ~ Middle School Math II

Chapter 19: Number Patterns

• Exploring Irrational Numbers, pp. 378

Chapter 2: Expressing Numbers

• Modeling Squares and Square Roots, pp. 43

B. Supplementary materials

• Rational/Irrational Number Worksheet

• Is It Rational or Irrational? Worksheet

• Is It Rational or Irrational? Answer Key and Grading Rubric

C. Technology

For students requiring additional practice, the following websites may be utilized:





VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Additional activities to use with the 3 x 5 note cards and irrational/rational numbers:

• Ask students to arrange themselves in order from greatest to least

• Ask pairs of students to stand in front of the class. Have the remainder of the class determine the interval between the two numeric values

VIII. Teacher Notes

Many students think that Pi is a terminating decimal (3.14) because it is often rounded to do math calculations.

As you are teaching this lesson, keep in mind that the word “rational” comes from the word “ratio”. A number is rational if it can be expressed as the quotient or ratio of two whole numbers.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download