Nicole Wittels

Pythagorean Theorem and Irrational numbers lesson #3

Topic, class, and level: Number Systems and Irrational numbers, 8th grade algebra,
honors
Date for implementation: Friday, January 23rd, 2015
Conceptual Framework:
Why do we approximate irrational numbers?
Standards: MA, Common Core, WIDA or other Standards for this lesson or unit:
8.NS.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.
Knowledge/Understandings: What should the students know and understand at
the end of this lesson?
Students will understand that we approximate irrational numbers so that
we can compare their sizes and put them on a number line.
Students will know that rational numbers can approximate irrational
numbers.
Skills: What will the students be able to do when this lesson is over?
Students will be able to approximate irrational numbers with rational
numbers.
Students will be able to label an irrational number on a number line.
Students will be able to compare the sizes of irrational numbers.
Assessment.
Student participation during the opener and the group activity.
Instructional Approach: (Describe activities, allotted time, and closure)
Materials, preparation, and/or on-line resources to be used:
5 bags with 8 irrational numbers each
5 pieces of chart paper
Hook: What question or activity might spark student curiosity and motivation?
Have the students compare 5 pairs of numbers by putting either and greater than
or less than sign in between them.
Activities: What question/s might encourage the student to explore and discover
the content? What will happen during the body of the lesson?

1. Start with the 5 opener questions. Have students work individually to

answer the questions. (5 minutes)
2. Go over then opener by asking class for answers. (2 minutes)
3. Have one person from each table come up and take a plastic bag of
numbers. As a table, have them to put the numbers into groups based on
their approximate value. (0-4, 4-8, 8-12, 12-16, and 16-20) (8 minutes)
4. Assign each table a section (0-4, 4-8, 8-12, 12-16, and 16-20) and have
students distribute the numbers they approximated onto the correct tables.
Then have the students go back to their seats and closely approximate their
tables irrational numbers. (10 minutes)
5. Give each table a piece of chart paper and have them make a number line
with intervals on one half for their given range. They will then proceed to
place their eight irrational numbers on the line. (10 minutes)
6. When they are finished, have each group take a new table and calculate
the actual values of each irrational number rounded to three places after
the decimal point. They will write these below the numbers. (5 minutes)
7. Students will go back to their original tables and fix any mistakes they
have made. Then they will glue down the numbers and finish their posters.
(5 minutes)
8. CLOSURE: Have the students tape all of the number lines together to
create one large number line. This number line will show the
approximation and plotting of numerous irrational numbers. (5 minutes)
Grouping:
The students are at table of four, so their groups are by their tables. I am
grouping the students because this is a collaborative task where they need to work
together.
Sponge activity: (to soak up extra time)
If the class finishes early, we can come up with some more irrational numbers and
place them on out number line.
Homework when appropriate:
No homework!
Wrap-up: How will you help students make meaning from the lessons
activities?
When we put the number lines together to create one large one, the students can
see how we approximated all of these irrational numbers and placed them on a
number line to compare them to each other.
Potential Pitfalls and Reflection: What difficulties can you predict that your students
may find challenging or have misconceptions about? How will you address those
confusions?
I think some of the students may have a difficult time approximating so
many irrational numbers which is why I have them working together.