5EsLessonPlanningTemplate

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Name:RyanDuong

Course/GradeLevel:8

MentorTeacherName:ChuckMabry
Standard(s)Addressed:
8.NS.2
Userationalapproximationsofirrationalnumberstocomparethesizeof
irrationalnumbers,locatethemapproximatelyonanumberlinediagram,
andestimatethevalueofexpressions.
LessonObjective
1)Whatwillstudentsdiscover?
Studentswilldiscoverhowtocomparesizesofirrationalnumbersusing
rationalapproximations.
2)Howwilltheydiscoverit?
Studentswilldiscoveritthroughuseofperfectsquares.Irrationalnumbers
willliebetweenintegersandthisfactwillbemoreobviouswiththeuseofa
numberline.
3)Howwillyoumeasuretheirunderstanding?(Usemeasurableverbs.)
Iwillmeasuretheirunderstandingusingaticketoutthedoorminiquizinwhich
theywillhavetoplaceagivensetofirrationalnumbersonanumberline.
UsetheabovetohelpyouwritetheContentObjective.
Studentswillbeabletocomparesizesofirrationalnumbersusingrational
approximationsbyusinganumberlinetobettervisualizetheirplaceamongeasier
tocalculaterationalnumbersanddemonstratethisknowledgebyparticipatingin
discussionandcompletingtheticketoutthedoor.
MaterialsUsed(bespecific):

Worksheets.

ClassroomManagement(howwillyougettheattentionoftheclass?;passout
andcollectsupplies?;willstudentsbeworkingwithapartner?ingroups?
when?):Theteacherwillpasstheworksheetsouttoeachrow.

ENGAGE:ConnecttoPriorKnowledgeandExperience,CreateEmotionallySafe
LearningEnvironment,ExciteStudentsaboutTodaysLearningObjective
Estimatedtime:10minutes
DescriptionofEngage:Theteacherwillreviewpartsofthe8.NS.1standardnecessaryfor
completionofthislesson.Someofthesepartsincludedistinguishingthatnumbersnot
rational,arecalledirrational,understandingeverynumberhasadecimalexpansionand
thatrationalnumbershavedecimalexpansionsthatrepeateventually.

TeachersRole

TeacherQuestions

Reviewthe8.NS.2
standard:
Provideandexplain
examplesofrationaland
irrationalnumbers.
Someexamplesfor
betterunderstanding
maybeanumbersuch
as1/3indecimalform
v.s.pi.

Cananyoneexplain
whatarationalnumber
is?Howaboutan
irrationalnumber?

Askforexamplesof
bothtypesofnumbers.

Whataresome
examplesofarational
number?Anirrational
number?

StudentsRole&
AnswerstoTeacher
Questions
Answerquestionsand
participateindiscussion.

Explainthedifferences
betweenthenumbers
(i.e.repeatingv.s.non
repeatingdecimal
expansion,rational
numbersareonlyofthe
forma/bwherea,bare
integersandb!=0)
Studentsmust
understandthatthe
definitionofan
irrationalnumberis
simplyonethatisnota
rationalnumber.

EXPLORE:HandsOnLearning,ContextualizeLanguage,UseofScaffolding(Graphic

Organizers,ThinkingMaps,CooperativeLearning),UseofMultipleIntelligences,Checkfor
UnderstandingEstimatedtime:15minutes
DescriptionofExplore:Studentswillbegivenaworksheetwithanumberlinelabeledwith
integersandwillbeaskedtoaccuratelyplacevariousrationalandirrationalnumbers
betweentheintegers.Studentswillbegiven5minutestoattempttoputthegivennumbers
onthenumber.Oncethe5minutesareup,theteacherwillprovidestudentswithanother
numberline,thistimelabeledwithintegersbutintheformofasquareroot(i.e.1willbe
writtenas1,1willbe1,2willbe4,3willbe9,etc.).Studentswillfillinsomeblank
integersofthesamesquarerootformatandproceedtoplaceirrationalnumbersontheir
newnumberline.

TeachersRole

TeacherQuestions

Passoutinitialnumber
line.Providerational
andirrationalnumbers
tobeplaced.

Doesanyonefind
placingallofthese
numbersdifficult?
Doesitseemlikethis
newnumberlinecould
help?

Allowfortheinitial
periodoftrialtopass,
andthenproceedto
providethenewnumber Doesanyonehaveany
line.Abriefexplanation questions?
ofthenewnumberline
maybenecessary.
Monitortheroomand
answerquestions.

StudentsRole&
AnswerstoTeacher
Questions
Studentsmaypotentially
beconfusedastohow
thefirstnumberline
couldallowforfindinga
placeforallofthe
numberswithease.
Theymaynotthink
aboutthemethodof
convertingintegersto
thesquareofthat
integerunderaradical.
Thestudent'sroleisto
overcomethisconfusion
withanewlyformatted
numberlineand
discovertheeaseof
placingirrational
numbersthatcomes
withit.
Rationalnumbers,
especiallyindecimal
form,willberelatively
easytoplacebetween
integerswiththeinitial
numberline.Students
areexpectedtouseboth
tofindaplaceforeach
oftheirgivennumbers.

EXPLAIN:Listening,Speaking,Reading,andWritingtoCommunicateConceptual

Understanding,DefineVocabularyEstimatedtime:15
DescriptionofExplain:Studentswillvolunteertocomeupandsharewheretheyplaceda
givennumberonanumberline(alargernumberlinemaybeplaceinthefrontofthe
classroomforthestudentstovolunteerandwritedirectlyon.)Anincentivemaybe
necessary.Theclasswilldiscusswhetherornotthiswasthecorrectplacement.The

teachermayalsoprovidetheapproximatedecimalexpansionoftheirrationalnumber
usingacalculatortoshowtheclassiftheywereaccurateornot.

TeachersRole

TeacherQuestions

Quicklyaskfor
feedbackaboutthe
completedtask.

Cananyonesharehow
theyfeltaboutthetask?
Whatdidyoudowhen
thenumberswereclose
toeachother?

StudentsRole&
AnswerstoTeacher
Questions
Studentsshouldactively
participate.Students
shouldattemptto
volunteer.

Provideanexplanation
ofaccuracyofplaced
Studentsmaycomment
numbers,especiallyif
aboutconfusionwith
theyappearbetweenthe Whatdidyoudowhena placingaspecific
sametwointegers.
numberwasnegative?
categoryofrationalor
irrationalnumber(i.e.
Askforvolunteers.
Whatifthenumberwas rationalnumberswith
irrationaltobeginwith, verylongdecimal
Irrationalnumberssuch butalsowasdividedby expansions,negative
asasquarerootofa
aninteger?
irrationalnumbers,
nonperfectsquare
irrationalnumbers
dividedbyaninteger
dividedbyintegers,etc.)
(i.e.(42)/2)maystillbe
difficultforthestudentto
place.Theteacherwillask
foranyvolunteersto
providetheirexamplesof
suchirrationalnumbers.
Theteacherwillproceedto
showtheclasshowto
approximatetheseirrational
numbersbyfirstfindingthe
distance(taking(42)/2as
anexample)of42from0
andproceedingtodivide
thatdistanceupby2tofind
anapproximateplaceonthe
numberline.

EVALUATE:ThinkingMaps,SummarizeLessonandReviewVocabulary,Varietyof

AssessmentTools,GamestoShowUnderstanding,TestStudentsontheLearningObjective
Estimatedtime:5
DescriptionofEvaluate:Studentswillbegivenaticketoutthedoorduringthelast57
minutesbeforeclassends.Theticketoutthedoorwillconsistofagivensetofirrational
numbersthestudentsmustcorrectlyplaceonaprovidednumberline.

TeachersRole

TeacherQuestions

Passoutticketoutthedoor.

Doesanyonehaveany
questions?

Quicklyansweranylast
questionssothestudentscan
getoutontime.

StudentsRole&
AnswerstoTeacher
Questions
Completetheticketout
thedoorandhanditin.

EXTEND/ELABORATE:GroupProjects,Plays,Murals,Songs,ConnectionstoReal

World,ConnectionstoOtherCurricularAreasEstimatedTime:

5
DescriptionofExtend/Elaborate:Theteacherwillprovideanapplicationofapopular
irrationalnumber,.Theteacherwillconfirmwiththeclassthatpiisanirrational
numberandgiveabriefexplanationwhy.Anexampleoffindingpimaybeusefulusinga
circlewithadiameterof1footandtakingastripofpaperthesamelengthasthe
circumference.Thiswouldconnecttoanothercurriculararea,geometry.

TeachersRole

TeacherQuestions

StudentsRole&
AnswerstoTeacher
Questions
Theteacherwillexplain Cananyonetellmewhat Answerquestions.
thesignificanceof
isusedfor?
withexamplesofcircles.
Participate.
Whatcanwesayabout
Theteacherwillfirst
acirclewithadiameter
findwithadiameter
of1unit?
of1foot.The
circumferencewillbe.
Thecircumferencecan
beshowntohavea
linearrelationshipwith
thediameter,with
examplesandthe
formulaC=d.

CommonCharacteristicsofLessonPlans
GetStudentsintotheLearningConnecttoTheir
PriorKnowledge
Exploration/Investigation/HandsOnLearning
MakingMeaningTeachersandStudentsTogether
Evaluation/Assessment
ExtensiontotheRealWorldorOtherCurricular
Areas

OtherAspectstoConsider:
ThelessonisStudentCenteredthestudentis
listening,speaking,reading,writinganddrawing.The
studentisthinking.
ThereismoreStudentTalkthanTeacherTalk.