# Q1 W3 August 26-30 Pre-Algebra Teacher Stephanie Durrance 8th Grade Math (Pre-Algebra) 8th 3 Focus 1: Rational and Irrational Numbers
Standard(s) Taught
 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.

MAFS.8.EE.1.2: Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Learning Targets and Learning Criteria
 • 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.  • recognize perfect squares and non-perfect squares and numbers that are perfect cubes. • recognize taking a square root of a number as the inverse of squaring that number and taking a cube root of a number as the inverse of cubing that number.  • evaluate the square root of a perfect square and the cube root of a perfect cube  • justify that the square root of a non-perfect square will be irrational and that the cube root of a non-perfect cube will be irrational.  • determine positive solutions for equations of the form x2=p and x3=p   • explain why √2 is irrational.

recognize a square root is the length of the side of a square and a cube root is the length of the side of a cube.

Classroom Activities
 Monday: Bellringer: Number Sense Problem 4 (5 min) Whole Group: Interactive Student Notebook (ISN) – Estimating Irrational Radicals using Perfect Squares and Fractions (30 min)   Small Group: Three rotations at 20 minutes each. (1 hour) Rotation 1 – Teacher Group (Ready Math Book) – Pages 26-27 Estimating Irrational Numbers Rotation 2 – Partners (Worksheet)/Intervention Teacher –  Finish Locating Irrational Numbers on a Number Line Task Cards Rotation 3 – Independent (Technology) – IXL: F.15, F.17 Exit Ticket:  Index Card – Estimate the square root of an irrational radical. (6 min) Wednesday: Bellringer: Number Sense Problem 5 (6 min) 1st Period – Peace Assembly with Jeff Veley (9:15-10:00) I-Ready Diagnostic Thursday: Bellringer: Number Sense Problem 6 (5 min) Whole Group: SMT 1 Lunch All IEP and ESOL accommodations provided daily.
Assignments Due
 ·         Homework: Complete IXL standards F.15 and F.17. ·         Exit Tickets: Estimating an Irrational Radical

SMT 1