# Q1 W2 August 19-23 Pre-Algebra

Teacher Stephanie Durrance 8th Grade Math (Pre-Algebra) 8th 2 Focus 1: Rational and Irrational Numbers
Standard(s) Taught
 MAFS.8.NS.1.1: Know that numbers that are not rational are called irrational.  Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually and convert a decimal expansion which repeats eventually into a rational number.

MAFS.8.NS.1.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions.

Learning Targets and Learning Criteria
 • convert a rational number into a decimal. • classify a number as a rational or irrational based on whether the decimal form is repeating, terminating, or does not repeat or terminate.   • convert a repeating and terminating decimal into a rational number (fraction). • estimate the value of an irrational number by rounding to a specific place value.  • locate irrational numbers approximately on a number line.  • compare the size of two irrational numbers by using a number line.

use reasoning to determine between which two consecutive whole numbers a square root will fall on a number line.

Classroom Activities
 Monday: Bellringer: Number Sense Problem 1 (5 min) Whole Group: Interactive Student Notebook (ISN) – Rational and Irrational Numbers (30 min) Small Group: Three rotations at 20 minutes each. (1 hour) Rotation 1 – Teacher Group (Ready Math Book) – Pages 22-23, Practice converting fractions to decimals to fractions. Rotation 2 – Partners (Worksheet)/Intervention Teacher – Sorting Rational and Irrational Numbers Rotation 3 – Independent (Technology) – IXL D.4, D.5 Lunch Exit Ticket: Index Card Response “Rational or Irrational?” (6 min) Wednesday: Bellringer: Number Sense Problem 2 (5 min) Whole Group: Review identifying rational and irrational numbers. Explain small group project. (5 min) Small Group: Each group will create a number line and glue irrational numbers to their approximate location. (30 min) Thursday: Bellringer: Number Sense Problem 3 (5 min) Whole Group: ISN – Estimating Irrational Numbers (30 min) Small Group: Three rotations at 20 minutes each. (1 hour) Rotation 1 – Teacher Group (Ready Math Book) – Pages 24-27, Practice comparing irrational numbers using a number line. Rotation 2 – Partners (Worksheet)/Intervention Teacher – Locating Irrational Numbers on a Number Line Task Cards Rotation 3 – Independent (Technology) – IXL D.7, D.8 Lunch Exit Ticket: Task Cards #25-28 (6 min) All IEP and ESOL accommodations provided daily.
Assignments Due
 Homework: Complete IXL standards D.4, D.5, D.7, and D.8 at 80% or higher. Exit Tickets: Rational or Irrational, Estimating an Irrational Number