Sandy Trinidad

Math-Grade 7
The Number Line Unit

Subject: Math
Level: 8

Grade

Unit: The Number Line

Minutes

Day/Period: 45

Topic: Rational and Irrational Numbers

Content/Literacy Standards:
Learning Standards for Mathematics

8.NS.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.
Reading Standards for Literacy in Science and Technical Subjects 6
12

4. Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6 8 texts and topics.
7. Integrate quantitative or technical information expressed in words
in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
Learning Experience Outcomes
Students will:
Understand and demonstrate
understanding the differences
between rational and irrational
numbers through graphic
organizers.
Classify numbers as rational or
irrational.
Differentiation

Learning Experience Assessments

Concept Map Graphic Organizer- Understand

and Demonstrating
Classifying Numbers as Rational and Irrational
Worksheet-Classify

Sandy Trinidad

Math-Grade 7
The Number Line Unit

Approaching
Students who are
approaching will not be able
to understand the differences
between rational and
irrational numbers. The
differences will be
understood after classifying
examples and engaging in
independent practice. Also
when completing the guided
practice approaching students
will be paired with on-level
students as well as beyond
students so that they can help
the approaching students
reach understanding and
possibly share their strategies
and point of view.
ESL
Through the graphic
organizers, ESL students
will identify words from
their native language that
would help them remember
the properties or rational
and irrational numbers and
form connections to them.

On-level
Students who are on level will
be able to state the differences
between rational and irrational
numbers. They will not be able
to give their own examples,
but will be able to do so after
teacher demonstrates some
examples him or herself.
These students will be paired
up with approaching students
and will help them gain
understanding.

Native Speakers
Native speakers will use
simple words that they might
use everyday to help them
remember the properties or
rational and irrational numbers
and form connections to them.

Curriculum Integration
Materials/Resources

Procedures/Strategies

Beyond
Beyond level students will know
how to define volume and give
examples. They will be able to aid
the approaching students in
reaching understanding also. If
these students find the work too
easy, they can begin reading on
surface area.

Sandy Trinidad

Math-Grade 7
The Number Line Unit
What makes shapes different? (3-4 minutes) (activity that will be done as
students enter the room to get them into the mindset of the concept to be
learned)
DO NOW (on blackboard): List all the different names you have
given numbers before. For example, a decimal, a negative number,
etc.

As students write silently in their journals, walk around the classroom

1) to monitor their progress and 2) to check completion of previous
nights homework.

After 3-4 minutes of silent journaling, call on students to share

answers aloud with class.

Anticipatory Set (4-5 minutes) (focus question/s that will be used to get
students thinking about the days lesson)
QUESTION: Can all numbers be written as a fraction?
If no answer, give students a hint: Can be written as a fraction?
Direct Instruction (15-20 minutes) (input, modeling, check for
understanding)
Explain that real numbers, which they should know are all the
numbers on a number line, can be separated into two different sets of
numbers including Rational and Irrational numbers.

Explain that first their going to just listen to the definitions of both
rational and irrational numbers without writing anything on their
notes. Tell them to put all writing material down, direct their attention
towards you and just simply listen.

Explain what rational numbers are:

Rational Numbers: Numbers that can be written as a fraction.
For example: The fraction 1/3, or the number 2, which can be written
as 2/1.
Ask a student to give another example.

Explain what irrational numbers are:

Irrational Numbers: Numbers that cannot be written as a fraction.
For example: 2,
Ask students to give another example.

Now, ask students: How can we represent the information non-

Sandy Trinidad

Math-Grade 7
The Number Line Unit
linguistically or a way that requires no words or other words with
other skills?

Concept
Pattern
Organizer

Classifying
Numbers
Worksheet

After some suggestions, explain to the students that they are now
going to represent the information they just listened to through a
graphic organizer, which helps organize information.

Give students empty concept pattern organizers to fill out. Explain

that in the middle they will write Real Numbers, which is their
general topic, and they will write rational numbers and irrational
numbers in two different connecting bubbles. For the bubbles
connected to rational and irrational numbers, they will write all the
properties and examples or rational and irrational numbers. Instruct
students to also other words that they can think of, including words in
other languages, that helps them form a connection to rational and
irrational numbers and remember their properties.
For example, students who speak Spanish might write the word
irrational in Spanish since they have similar pronunciation.

Also explain to students that they will have more empty bubbles
connected to the Real Numbers one because they will be adding to
their graphic organizer as they learn about other different types of real
numbers.

Have students cut and paste the graphic organizers into their journals.

Guided Practice (15 minutes) (how students will demonstrate their grasp of
new learning)
Activity: The students will work with partners, pre decided by their academic
level.
Using a different graphic organizer, students will classify a list of numbers as
rational or irrational with their partners.
Classify the first two numbers together with the class to make sure they
understand the difference between rational and irrational numbers.
Tell students to give you a thumbs-up once they are done, and afterwards go
down the list choosing volunteers to classify each number.
Closure (4-5 minutes) (action/statement by teacher designed to bring lesson

Sandy Trinidad

Math-Grade 7
The Number Line Unit
presentation to an appropriate close)
Ask students to share how the graphic organizers helped them better
understand the materials.
Then, ask students to share if they rather learn by listening or writing,
drawing, or any other nonlinguistic form of learning.
Explain the homework.
EXIT SLIP: Turn in the journal done for the do now as the
students leave the room.
Independent Practice (what students will do to reinforce learning of the
lesson)
HOMEWORK: Research another type real numbers and be ready to
present to the class through any form of non-linguistic strategy such
as a poster or any visual, an activity for the class, another graphic
organizer, or any other preferred strategy.

Classifying Numbers as Rational and Irrational

Irrational
7
0.333333
1/97
13
0
-2
2/5
0.129974034885095

Rational

Sandy Trinidad

Math-Grade 7
The Number Line Unit

1.75

Concept Pattern Organizer

Sandy Trinidad

Math-Grade 7
The Number Line Unit
Can
Can be
be
written
as
written as
fraction
fraction
Rational
Rational
Numbers
Numbers

Irrational
Irrational
Numbers
Numbers

Real
Real
Numbers
Numbers

a
a

ratios
ratios
Decimal
Decimal
numbers
numbers
that
that can
can be
be
written
as
written as
fractions
fractions
Cannot be
be
Cannot
written
as a
written as
a
fraction
fraction
square
roots
square roots
of
some
of some
numbers
numbers are
are
irrational
irrational
Decimals
Decimals
that
have
that
have
no
ending
no ending
"crazy"
"crazy"
numberss
numberss