Learning Experience Plan (Summarizing)

Subject: Mathematics Grade level: 8th grade

Unit: The Number System Length of LEP (days/periods/minutes): 25

minutes

Topic: Irrational/Rational Numbers

Content Standards: 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. (8.NS)

Literacy Standards: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Do Now
Students will understand the difference
Worksheet
between a rational and irrational
Exit Ticket
number in order to be able to identity
which category a number would fall
into.

Differentiation (What will you do to meet the needs of students at these different levels?)

Approaching (ELLs) On-level Beyond

The summary frame On level students will be Throughout the

questions are given to
help approaching
students be able to fill in
the summary frame. On
level and students who
are beyond could fill in
the summary frame
directly from reading the
passage without the
questions.
assessed through the
independent practice.
Through this worksheet, I
will be able to see if the
students are
understanding or not.
independent worksheet
activity, there will be such
numbers that should be
more challenging for
students (ex: 2 + the
square root of 2). Students
who are beyond should be
able to identify if these
numbers would be rational
or irrational.

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Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

By going over the definitions of irrational, terminate, and periodic, this brings
English Language Arts into this lesson. This is teaching students how to use the
meaning of words to understand how these terms apply in math. Also
understanding that pi and e are examples of irrational numbers is helpful in a
science classroom. In science pi and e are also used.

Material Procedures/Strategies
s

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Powerpoi Day 1 (add additional days as needed)
nt
Sponge Activity (activity that will be done as students enter the room to get them into the
Exit mindset of the concept to be learned)
ticket
As students walk into the room, they will be given a small packet that
workshe will go along with the Power point on the screen. The first page of the
ets packet will contain the do now question.

expo What does the word irrational mean? What are some synonyms?
markers
Students are to write down their response to this question
pencil independently.

eraser Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
As students finish up, together as a class we will orally go over what the term
irrational means including synonyms. Next, I will ask students how they think this
relates to math. I will then write the term irrational numbers on the board and
see what students think this term would mean given that we just went over what
irrational means.

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

Students will be asked who remembers what rational numbers are. As

a class we will go over the term rational numbers and give examples to
activate the students prior knowledge.

Direct Instruction (input, modeling, check for understanding)

Students will be asked to read the following passage independently:

An irrational number is a number that cannot be expressed as a fraction p/q for

any integers p and q. Irrational numbers have decimal expansions that neither
terminate nor become periodic. Every transcendental number is irrational.

The most famous irrational number is the square root of 2, sometimes called
Pythagoras's constant. Legend has it that the Pythagorean philosopher Hippasus
used geometric methods to demonstrate the irrationality of square root of 2 while
at sea and, upon notifying his comrades of his great discovery, was immediately
thrown overboard by the fanatic Pythagoreans. Other examples include square root

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 of 3, e, pi, etc. (http://mathworld.wolfram.com/IrrationalNumber.html)

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 When students are done reading, we will go over what terminate and
periodic mean together as a class because those words in the passage
may have confused students.

Terminate means for something to end. Periodic means something that

occurs regularly. Now students should understand from the passage
that irrational numbers are numbers that go on forever and do not have
a repeating pattern.

Students will be asked to answer these questions to help them to

summarize the passage and understand what the passage is saying:

1. What is being defined? Irrational Numbers

2. To what general category of things does the item belong? The Number System

3. What characteristics separate the item from other things in the general pattern?

A decimal that goes on forever, AND does not have a repeating pattern

4. What are some types or classes of the thing being defined? pi, square root of 2,

square root of 3

Students will use the answers to these questions to fill in this summary frame:

Term: Irrational Numbers

Definition: A number that can not be expressed as a fraction p/q for any integers p and q.

Classification: The Number System

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 Characteristics: A decimal that goes on forever, AND does not have a repeating pattern.

examples: pi, square root of 2

non examples (rational numbers): 2, 9000, square root of 25

Guided Practice

Students will complete a worksheet. First they will pair up with a

partner. On the worksheet is a list of numbers with rational and
irrational numbers mixed together. Students will have to go through
the worksheet with their partner labeling the number rational or
irrational. Students will only be given 4 minutes to do this. The group
that labeled the most numbers correctly gets a prize. We will go over
the numbers after and students will have to state if each number is
either rational or irrational and explain why verbally to the class.

Independent Practice

Students will complete an exit ticket to be handed in at the end of the

class. Students will have to come up with two examples of a rational
number and two examples of an irrational number. They must also
explain why each number they chose is rational or irrational.

Closure

We will go over once again what irrational and rational numbers are.
Someone will be asked to verbally tell the class the difference between
the two.

Students will be told that their homework is an online game which will
be posted on Google Classroom.

The online game is through this link:

https://www.mathgames.com/skill/8.9-identify-rational-and-irrational-
numbers

There will be 10 questions based on if a number is rational vs.

irrational. After playing the game students are to submit on Google
Classroom an answer to the question:

Whats the difference between a rational and irrational number?

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