**Title:** Those number aren't just moody. They're completely irrational!!

**Description:**
Rational numbers can sometimes cause problems when they're converted to repeating decimals. That, we can handle. But, what about those irrational numbers that can only be "sort of, like approximated"? How can we expect students to compare their values, much less graph them on a number line?

**Standard(s): **

[MA2015] (8) 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., π^{2}). [8-NS2]