Q1 W2 August 19-23 Pre-Algebra

TeacherStephanie Durrance
Subject Area8th Grade Math (Pre-Algebra)
Grade Level8th
Week #2
Unit of InstructionFocus 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)

Khan Academy video  https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:irrational-numbers/x2f8bb11595b61c86:irrational-numbers-intro/v/introduction-to-rational-and-irrational-numbers

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 

 

Additional Resources

Khan Academy videos – type any topic in search bar followed by Khan Academy to find an instructional video for additional support.

  IXL – Provides support for any grade level math standard.