Lesson Plan ID: 
24079 
Title: 
Rational or Irrational? That is the question. 
Overview/Annotation: 
Students will participate in an activity that will help them obtain a feeling of how numbers are related to each other. They will determine whether a number is rational or irrational. Students will also be able to order rational and irrational numbers on a number line. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s): 
MA2015(8)  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. [8NS1] 

Local/National Standards: 
NCTM Standards: 1. Numbers and Operation. 
Podcast(s): 

Primary Learning Objective(s): 
Students will determine if a number is rational or irrational. Students will be able to order rational and irrational numbers on a number line. Students will be able to locate square roots on a number line. 
Additional Learning Objective(s): 

Approximate Duration of the Lesson: 
Time Not Specified 
Materials and Equipment: 
Rational and irrational number cards.(See attachment print off and laminate one for each student, you may add cards as needed) 
Technology Resources Needed: 
Computer with Internet access, LCD projector. 
Background/Preparation: 
Students should know the meaning of square roots. They should be able to find the square root of a perfect square and approximate the square root of a non perfect square to the nearest whole number. 
Procedures/Activities: 
1.)Print the rational and irrational number cards. You will need one for each student and one for you if you want to participate. You may need to add cards. Laminating the cards will protect them and allow you to use them more than once.
2.)Go to the following website and project the page so all students can see the information listed. Rational and Irrational Numbers. Discuss with the students the definition of rational and irrational numbers. Discuss the examples and answer any questions the students might have about rational or irrational numbers.
3.)Give yourself and every student a number card.
4.)Ask all the students holding "rational numbers" to move to one side of the room, and all the students holding "irrational numbers" to move to the opposite side of the room. Check to be sure all students are on the correct side of the room.
5.)Ask all the students holding integers to go to the front of the room and line up in numerical order. Check to make sure the students have completed this step correctly.
6.)Now have each of the remaining students one at a time place themselves in their appropriate location on the number line.
7.)Discuss with students the number line and point out any mistakes that could easily of been made. For example, graphing the square roots and fractions.
8.)If you have access to a computer lab you can take the students to the computer lab and have them go to Rational and Irrational Practice and do the practice lesson. If you do not have access to the computer lab you can project the problems using the LCD projector and the students can answer the questions from this site on paper and pencil.

Attachments:**Some files will display in a new window. Others will prompt you to download. 
Rational and irrational numbers.rtf

Assessment Strategies: 
If you have access to a computer lab you can take the students to the computer lab and have them go to Rational and Irrational Practice and do the practice lesson. If you do not have access to the computer lab you can project the problems using the LCD projector and the students can answer the questions from this site on paper and pencil. 
Extension: 
Teacher may have students go to Quia Algebra and do extra practice. 
Remediation: 
Teacher may need to review with students converting fractions to decimals so that will know their appropriate location on the number line. The teacher may also need to review how to determine the approximate value of a non perfect square root. 

Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
shortterm memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material

Environment 
Time Demands 
Materials 
Attention 
Using Groups and Peers 
Assisting the Reluctant Starter

Dealing with Inappropriate
Behavior 
Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: 
