**Title:** What's My Number -- How to estimate the square root of a number that is not a perfect square

**Description:**
In this lesson, eighth grade students will learn the steps necessary to approximate the square roots of numbers that are not perfect squares. Students will use a number line as a visual aid to complete this task.
**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]

**Subject:**Mathematics (8)

**Title:**What's My Number -- How to estimate the square root of a number that is not a perfect square

**Description:**In this lesson, eighth grade students will learn the steps necessary to approximate the square roots of numbers that are not perfect squares. Students will use a number line as a visual aid to complete this task.

**Title:** The Elephants Truncate Roots

**Description:**
Students will learn the process of finding where the square root of 2 is on the number line by truncating the square of a number between 1 and 2. They will also work with other square roots to learn how to order them on the number line. The process can be done with a calculator, or with the attached spreadsheet.
**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]

**Subject:**Mathematics (8)

**Title:**The Elephants Truncate Roots

**Description:**Students will learn the process of finding where the square root of 2 is on the number line by truncating the square of a number between 1 and 2. They will also work with other square roots to learn how to order them on the number line. The process can be done with a calculator, or with the attached spreadsheet.

**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]

**Subject:**Mathematics (8)

**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?

**Title:** Approximations of Pi

**Description:**
This student reproducible, from an Illuminations lesson, provides information about and several examples of approximations for the constant pi.
**Standard(s): **

[MA2015] AM1 (9-12) 12: Calculate the limit of a sequence, of a function, and of an infinite series. (Alabama)

**Subject:**Mathematics

**Title:**Approximations of Pi

**Description:**This student reproducible, from an Illuminations lesson, provides information about and several examples of approximations for the constant pi.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8