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Pythagorean Theorem and Irrational Number Lesson 2

1) The lesson teaches 8th grade algebra students how to convert numbers with repeating decimals into fractions and approximate irrational numbers. 2) Students will learn to express numbers with repeating decimals as fractions and compare the sizes of irrational numbers through approximation. 3) Assessment will be through student participation, a class activity, and homework problems involving converting decimals to fractions and approximating irrational numbers.

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216 views

Pythagorean Theorem and Irrational Number Lesson 2

1) The lesson teaches 8th grade algebra students how to convert numbers with repeating decimals into fractions and approximate irrational numbers. 2) Students will learn to express numbers with repeating decimals as fractions and compare the sizes of irrational numbers through approximation. 3) Assessment will be through student participation, a class activity, and homework problems involving converting decimals to fractions and approximating irrational numbers.

Uploaded by

api-280976198
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Nicole Wittels

Pythagorean Theorem and Irrational numbers lesson #2


Topic, class, and level: Number Systems and Irrational numbers, 8th grade algebra,
honors
Date for implementation: Thursday, January 22nd, 2015
Conceptual Framework:
How can we convert numbers with repeating decimals into fractions? How can we
approximate irrational numbers?
Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
8.NS.1 Know that numbers that are not rational are called irrational. Understand
informally that every number has a decimal expansion; for rational number, show that the
decimal expansion repeats eventually, and convert a decimal expression, which repeats
eventually into a rational number.
8.NS.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.
Knowledge/Understandings: What should the students know and understand at
the end of this lesson?
Students will understand that numbers with repeating decimals can be
turned into fractions.
Students will understand that we can approximate irrational numbers.
Skills: What will the students be able to do when this lesson is over?
Students will be able to express a number with a repeating decimal in
fraction form.
Students will be able to compare the sizes of irrational numbers by
approximation.
Assessment.
Student participation during the lesson, the class activity, and homework.
Instructional Approach: (Describe activities, allotted time, and closure)
Materials, preparation, and/or on-line resources to be used:
Classification Worksheet
Index cards with numbers and tape
Homework sheet

Hook: What question or activity might spark student curiosity and motivation?
Have the students define rational and irrational numbers. Then ask them why
numbers repeating decimals would fall under the category of rational.
Activities: What question/s might encourage the student to explore and discover
the content? What will happen during the body of the lesson?
1. Start with the opener. Students will be given three numbers and they will
need to determine whether each number is rational or irrational. (2
minutes)
2. Call on the students to explain why they classified each number in the
opener. Go through any misconceptions. (3 minutes)
3. From the previous day, check to make sure the class correctly separated
the numbers. (2 minutes)
4. Ask the students the question from the hook. (3 minutes)
5. Tell the class that we can change repeating fractions into a over b form.
Show the process of how to do this. (5 minutes)
6. Put more examples on the board and have students explain each step of the
process back. (10 minutes)
7. After they begin to understand the process, move on to approximating
irrational numbers. Show students how to figure out what each irrational
number is approximately equal to. (7 minutes)
8. Hand out a worksheet to the class and have them work on it. (12 minutes)
9. CLOSURE: With a few minutes left in class, have the students work as a
class on one more of each problem. (2 minutes)
Grouping:
There is no grouping.
Sponge activity: (to soak up extra time)
Students will need to finish the worksheet for homework so they will need extra
time to work on it.
Homework when appropriate:
Finish the approximation and converting worksheet.
Wrap-up: How will you help students make meaning from the lessons
activities?
At the end of class, we will do one more of each type of problem to ensure that
the students know the processes.
Potential Pitfalls and Reflection: What difficulties can you predict that your students
may find challenging or have misconceptions about? How will you address those
confusions?
I dont foresee any misconceptions in this lesson.

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