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Lowndes County Public Schools
LESSON PLANS
Teacher: Sacouya Robertson
Date: August 8th-12th , 2016
Subject: 8th Grade Math
Block: Periods 2/3
Alabama COS: standards
Unit 1:Strategies For Exponents
Domain 1:The Number System & Expressions and Equations
Lesson 1:Rational and Irrational Numbers (8.NS.1, 8.NS.2, 8.EE.2)
Standards
Know that there are numbers that are not rational, and approximate them by rational numbers.
CCSS.MATH.CONTENT.8.NS.A.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.
CCSS.MATH.CONTENT.8.NS.A.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 (e.g.,
π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
CCSS.MATH.CONTENT.8.EE.A.2
Use square root and cube root symbols to represent solutions to equations of the formx2 = p and x3 = 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.
ACTIVATING LEARNING STRATEGY:
KWL
Survey
Word Splash
Possible Sentence
First Word
Concept Map
Word Map
Frayer Model
Engagement Strategies:
- Collaborative Group Work
- Questioning Techniques
Technology Integration:
Smart board
COGNITIVE TEACHING STRATEGIES:
Anticipation Guide
Think-Pair-Share
Vocabulary Overview
Daily Language Practice
(DLP)___________________
- Writing to Learn
- Scaffolding Text
Document Camera
IPADS
Lecture
Reading
Graphic Organizer/VLT
Pictograph
Model
Diagram
Hands-on
Mind Map/Visual Guide
- Literacy Groups
-Classroom Talk
Mac Books
Computers
Poem, Rhymes, etc.
Acronyms/Word
Writing
Other: ____________
TWIRL
Other:_______________________________
Kindles
Interactive Tablets
Digital/ Video Camera
Clickers
ACCESS
Computer Program:________________________________
Other:______________________________________
This Week’s Vocabulary: Rational Number, Irrational Number, Natural Number, Whole Number, Integer, Repeating Decimal, Terminating Decimal, Perfect Square, Perfect
Cube, Square Root, Cube Root, Exponent, Base, Factor
PROCEDURAL CONTENT (application)
Essential
Question
Objective(s)
Preview
(Before)
Monday
How can you find the values
of rational and irrational
numbers?
Tuesday
How can you find the values
of rational and irrational
numbers?
Wednesday
How can you find the values
of rational and irrational
numbers?
Thursday
What do I need to know that
will empower me to be
successful this year?
Friday
How can you find the
values of rational and
irrational numbers?
Students will:
*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.
*Use rational approximations
of irrational numbers to
compare the size of irrational
numbers, locate them
approximately on a number
line, and estimate the value of
expressions.
*Use square root and cube
root symbols to represent
solutions to equations of the
form x squared=p and x
cubed=p where p is a positive
rational number. Evaluate
square roots of small perfect
cubes. Know that the square
root of 2 is irrational.
Students will:
*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.
*Use rational approximations
of irrational numbers to
compare the size of irrational
numbers, locate them
approximately on a number
line, and estimate the value of
expressions.
*Use square root and cube
root symbols to represent
solutions to equations of the
form x squared=p and x
cubed=p where p is a positive
rational number. Evaluate
square roots of small perfect
cubes. Know that the square
root of 2 is irrational.
Students will:
*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.
*Use rational approximations
of irrational numbers to
compare the size of irrational
numbers, locate them
approximately on a number
line, and estimate the value
of expressions.
*Use square root and cube
root symbols to represent
solutions to equations of the
form x squared=p and x
cubed=p where p is a positive
rational number. Evaluate
square roots of small perfect
cubes. Know that the square
root of 2 is irrational.
Students will:
*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.
*Use rational approximations
of irrational numbers to
compare the size of irrational
numbers, locate them
approximately on a number
line, and estimate the value
of expressions.
*Use square root and cube
root symbols to represent
solutions to equations of the
form x squared=p and x
cubed=p where p is a positive
rational number. Evaluate
square roots of small perfect
cubes. Know that the square
root of 2 is irrational.
Bell Ringer: Basic Skills-2
by 2 digit multiplication
Bell Ringer: Basic Skills-3
by 3 digit multiplication
Bell Ringer: WritingStudents will explain their
current understanding of the
difference between rational
Bell Ringer: Multiplying
decimals
Students will:
*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.
*Use rational
approximations of
irrational numbers to
compare the size of
irrational numbers, locate
them approximately on a
number line, and estimate
the value of expressions.
*Use square root and cube
root symbols to represent
solutions to equations of
the form x squared=p and
x cubed=p where p is a
positive rational number.
Evaluate square roots of
small perfect cubes. Know
that the square root of 2 is
irrational.
Bell Ringer: Multiplying
decimals
Students will view the
Students will view the
following video on rational
and irrational numbers.
https://www.youtube.com/wat
ch?v=ORYBFNfs9_g
and irrational numbers. They
will provide 3 examples and
explain why each one is a
rational or irrational number.
following video on square
roots:
https://www.youtube.com/wa
tch?v=ltX6_J0iafc
Turn and Talk: Students
will turn and talk about the
video shown. Students will
draw conclusions and make
inferences about rational and
irrational numbers.
Vocabulary Overview:
Frayer Model
Turn and Talk: Students
will turn and talk about the
video shown. Students will
draw conclusions and make
inferences about square roots.
Vocabulary Overview:
Frayer Model
Vocabulary Overview:
Frayer Model
Vocabulary Overview:
Frayer Model
Thinking KAP Question:
Samir is calling people at his
school to let them know about
a change in the schedule for
the baseball game. He calls 5
people. Then, each of those
people calls 5 more people,
Then, each of those people
call 5 more people. Samir
figures that 5^3 people will
be called in the last round of
calls. How many people is
that? (Visual provided)
Instruction
(During)
Include small
group plans
Students will complete
classroom pretest on the
following standards:
8.NS.1, 8.NS.2, 8.EE.2
Students will finish
completing vocabulary on
graphic organizers-Frayer
Model:
Rational Numbers
Irrational Numbers
Natural Numbers
Whole Numbers
Integers
Terminating Decimal
Repeating Decimal
MODEL:
-Review Rational Numbers
and Classifications
-Introduce Converting
between Fractions and
Decimals.
GUIDED:
-Students will be guided
through the “TRY IT OUT
EXERCISE”
Turn and Talk
INDEPENDENT: Students
will complete problems on
their own.
Students will complete
vocabulary on Frayer
Models:
Students will complete
vocabulary on Frayer
Models:
Perfect Square
Perfect Cube
Square Root
Cube Root
Exponent
Base
Factor
MODEL:
-Introduce students to squares
and cubes
-Introduce perfect squares
and perfect cubes
GUIDED:
-Students will be guided
MODEL:
-Introduce square roots
-Discuss estimation versus
exact answers
GUIDED:
-Students will be guided
through the “TRY IT OUT
EXERCISE”
Quiz: Determining if
selected numbers are
rational or irrational and
explain answers.
MODEL:
-Further discuss irrational
numbers
-Discuss irrational
numbers and square roots
-Discuss that students can
use inverse operations to
solve problems with
irrational numbers
GUIDED:
-Students will be guided
Collaborative: Students will
be engaged in Kahoot.it in
order to increase
understanding and practice of
the content learned during
lesson.
Vocabulary Overview
(After)
Exit Slip: Convert the
following: 4/9, .25,
.66666666
through the “TRY IT OUT
EXERCISE”
Turn and Talk
through the “TRY IT OUT
EXERCISE”
Think-Pair-Share
INDEPENDENT: Students
will complete problems on
their own.
Think-Pair-Share
INDEPENDENT: Students
will complete problems on
their own.
Exit Slip: List 1 perfect
square and 1 perfect cube and
explain your reasoning for
choosing your examples.
Collaborative: Students will
be engaged in a game on
mathplay.com in order to
increase their understanding
in classifying rational and
irrational numbers in an
interactive way.
Exit Slip: Find the square or
cube root of the followinground decimals to the nearest
hundredth: √16, √24
INDEPENDENT:
Students will complete
problems on their own.
Notebook Quiz
Collaborative Work: Begin
Classifying Rational and
Irrational Numbers
Performance Task!!!!
Exit Slip: Use the inverse
to solve: √y =9
Explain why the √2 is
irrational. Discuss decimal
expansion.
Extension/
Refining
Homework
Assessment (formal or informal):
Summarizing:
3-2-1
class work
Ticket out the Door
notebook
homework
The Important Thing
quizzes
Cue Cards
tests
computer activities
Teacher Questions
collaborative work
Student Summary
project based
Other:___
Other:_______________________