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You are on page 1of 30

LESSON

1.1

NAME _________________________________________________________ DATE ___________

Practice A

For use with pages 3–8

m

1. 7 % m 2. 12 $ x 3. t!12" 4.

3

5. x # 5 when x " 4 6. y % 4 when y " 19 7. 3x when x " 2.5

Lesson 1.1

8. w # 8 when w " 3.6 9. 7 % x when x " 2.9 10. 24 $ a when a " 6

g m 5

11. when g " 72 12. when m " 2.7 13. ! t when t " 16

8 3 8

2 2 24

14. h!2.5" when h " 100 15. # x when x " 16. when y " 6

3 3 y

Simple Interest " Amount of deposit ! Interest rate (decimal) ! Time (years)

4% interest 5% interest 6.5% interest

1 year 0.5 year 1.5 years

Find the average speed for the given distance and time. Include the

units of measure in your answer.

20. An airplane travels 800 miles in 120 minutes.

1

21. A friend jogs 2 miles in 2 hour.

1

22. A car travels 240 kilometers in 22 hours.

In Exercises 23 and 24, use the diagram In Exercises 25 and 26, use the diagram

below. below.

14 ft

4x 5 ft

3x

6 ft

x

5 ft

5x 2x

23. Write an expression for the perimeter of the

25. Write an expression for the perimeter of the

triangle. figure shown.

24. Find the perimeter, in feet, if x " 4 inches.

26. Find the perimeter, in yards, if x " 10 feet.

All rights reserved. Chapter 1 Resource Book

20-0102-PA.qxd 7-31-2001 3:22 PM Page 29

LESSON

1.2

NAME _________________________________________________________ DATE ___________

Practice A

For use with pages 9–14

1. three to the fourth power 2. seven squared 3. x cubed

4. y to the fifth power 5. 3 to the wth power 6. 6a cubed

7. 4 $4$4$4$4 8. a $a 9. 2$2$2

10. x$x$x$x$x$x 11. 5$5$5$5 12. 3x $ 3x

13. 42 14. 16 15. 92

16. 24 17. 33 18. 105

19. x3 when x ! 2 20. a2 when a ! 10

21. 3x when x ! 5 22. 14 # y2 when y ! 3

23. !x # y"4 when x ! 5 and y ! 3 24. a2 " b3 when a ! 7 and b ! 1

25. Floor Area Jeff plans to cover the floor of 26. Cubical Package A cubical box is con-

Lesson 1.2

his room with 1 foot square tiles. If the room structed in order to package a gift. If the edge

is a square that measures 10.5 feet on each of the cube is 8 inches, how much material is

side, how many tiles will he need? needed to make the box? (The surface area of

a cube is S ! 6s2 where s is the edge length.)

1 ft

1 ft

10.5 ft 8 in.

8 in.

10.5 ft

8 in.

27. Safe Storage A safe has a cubical storage 28. Area Rug A circular area rug has a radius of

space inside. What is the volume of a safe 3 feet. How much area does the rug cover?

with an interior length of 2 feet? (The area of a circle is A ! %r2 where

% # 3.14 and r is the radius.)

2 ft

3 ft

2 ft

2 ft

All rights reserved. Chapter 1 Resource Book

31-0103-PA.qxd 8-1-2001 9:28 AM Page 44

LESSON

1.3

NAME DATE

Practice A

For use with pages 16–22

1. 16 " 8 ! 4 2. 2 #9$3 3. 10 $ !8 " 6"

4. 16 $ 8 #2 5. 16 ! 8 $ 4 " 2 6. 5 # !4 ! 2"2

7. 3 ! 2x2 when x % 2 8. 30 " 3x2 when x % 3 9. 2y2 ! 5 when y % 3

1

10. 4 # 2a3 when a % 10 11. 2y2 " 3y when y % 4 12. 6 ! x3 when x % 2

24 x

13. a2 $ 5 ! 3 when a % 5 14. 32 " when n % 6 15. ! x2 " 2 when x % 9

n 3

16. 5 ! 2 " 3 17. 12 " 6 ! 1 18. 10 #2$4

19. 4 ! 3 #2 20. 8 # 3 " 10 21. 5 " 14 $ 7

22. 2 ! 36 $ 4 23. 10 $ 5 ! 3 #2 24. 4 " 20 $ 10 ! 7

25. 3 # 22 !1 26. 2 # 32 $3 27. 4!2 ! 3" " 18

Two calculators were used to evaluate the expression. They gave differ-

ent results. Which calculator used the established order of operations?

28. 12 4 " 2 # 1 ENTER

!

Calculator 1: 5 Calculator 2: 17

29. 5 "3 ! 4 " 2 ENTER

Calculator 1: 7 Calculator 2: 22

30. 2 " 6 # 3 $ 3 ENTER

Calculator 1: 5 Calculator 2: 13

31. 10 5 " 4 $ 10 ENTER

!

Lesson 1.3

Calculator 1: 8 Calculator 2: 2

32. Shotput During a track meet, Kelly throws 33. Sales Tax You want to buy a newly released

the shotput 36 feet, 35 feet, and 37 feet. CD. The CD costs $17 plus 6% tax. Write an

Write an expression that represents the expression that represents how much money

length of his average throw in feet. Evaluate in dollars you need to buy the CD. Evaluate

the expression. the expression.

first has a length of 4 feet, a width of 2 feet,

and a height of 3 feet. The second has 3 ft

length 3 feet, width 2 feet, and height

1 ft

1 foot. Write an expression that represents

the total amount of water in cubic feet both 2 ft 2 ft

tanks will hold. Evaluate the expression. 4 ft 3 ft

Chapter 1 Resource Book All rights reserved.

42-MCRB1-0104-PA.qxd 9/7/01 11:36 AM Page 58

LESSON

1.4

NAME DATE

Practice A

For use with pages 24–30

an inequality.

1. 5x ! 9 # 12 2. 7x " 2 3. 3x " 2 ≥ 12

4. 5.5 # 3x " 9 5. 19 < 4a 6. 89 " 2a " 39

7. 2x ! 3 # 7; 4 8. 4x ! 2 # 10; 1 9. 3x " 5 # 1; 2

10. 6 # 2x " 8; 6 11. 17 " 4a # 13; 1 12. 5a " 3 # 2a; 3

13. 4y " 6 # 2y; 3 14. y ! 3y # 2y ! 4; 3 15. 5x ! 3 # x ! 7; 1

m 10

16. 4 ! # 12; 9 17. x2 " 6 # 30; 6 18. 3n ! # 17; 5

3 n

use mental math to solve the equation.

19. x " 5 # 3 20. x ! 2 # 6 21. 4 ! x # 6

22. 12 " x # 5 23. 4t # 20 24. 30 $ x # 6

x 18

25. #3 26. #3 27. x3 # 8

2 m

28. x " 5 ≤ 7; 9 29. x ! 3 > 7; 4 30. 3 ! x < 8; 5

31. 10 " x > 2; 9 32. 2x ! 1 ≥ 10; 6 33. 4x " 3 ≤ 5; 2

x

34. 3 " > 0; 2 35. 6x ! 1 ≥ 8x " 7; 2 36. 5x ! 1 ≥ x " 3; 4

2

37. Locker Installation Suppose your school is 38. Statue of Liberty The Statue of Liberty’s

replacing some of its lockers. When the old torch has 14 lamps that give off 14,000 watts

lockers are removed there is a space 144 of light. You want to know how many watts

inches long. Each new locker has a width of 8 are given off in one lamp if all the lamps are

inches. You want to know how many new identical. You write the equation

lockers can be installed. You write the equa- 14x # 14,000 to model the situation. What

tion 8x # 144 to model the situation. What do the 14, x, and 14,000 represent? Use

do the 8, x, and 144 represent? Use mental mental math to solve the equation.

math to solve the equation.

Lesson 1.4

Chapter 1 Resource Book All rights reserved.

51-0105-PA.qxd 8-2-2001 10:23 AM Page 70

LESSON

1.5

NAME _________________________________________________________ DATE ___________

Practice A

Lesson1.5

variable in your expression.

1. Three more than a number 2. Four less than a number

3. Difference of eight and a number 4. The sum of a number and one

5. Six times a given number 6. One half of a given number

7. A number divided by five 8. Seven more than twice a given number

9. Two less than a number, divided by nine 10. Two more than the product of ten and a number

11. The sum of a number and one, times three 12. The sum of a number and six, divided by two

13. Two more than a number x is ten. 14. The sum of a number y and four is 13.

15. Eight more than a number y is greater 16. The difference of a number a and two is seven.

than or equal to nine.

17. Six less than a number z is less than 15. 18. Eleven minus a number b is two.

19. The product of two and a number x is 22. 20. Twelve is less than six times a number x.

21. One more than four times a number b is five. 22. The quotient of a number t and three is eight.

23. A number a divided by two is greater 24. Four less than the product of six and a number

than five. a is eight.

25. Model Planes Your model plane collection 26. Bake Sale You make 3 batches of cookies

consists of 15 models. Each plane is either a for a bake sale. If you follow the recipe, three

propeller plane or a jet. There are 7 more batches makes 6 dozen cookies. Let d be the

propeller planes than jets. Let x be the number of dozen cookies in one batch.

number of jets. d

a. 3d ! 6 b. !3

a. x # !x # 7" ! 15 b. x # 7 ! 15 6

A commercial airplane has been flying for two hours and has flown a distance

of 360 miles. How fast has it been flying?

28. Use the labels to translate the verbal model into an algebraic model.

29. Use mental math to solve the equation.

30. Check to see if your answer is reasonable.

Chapter 1 Resource Book All rights reserved.

62-0106-PA.qxd 8-2-2001 10:15 AM Page 84

LESSON

1.6

NAME DATE

Practice A

For use with pages 40–45

Transportation In Exercises 1–3, use the Ratios In Exercises 4–6, use the bar

bar graph, which shows the type of trans- graph, which shows the pupil-to-teacher

portation students used to go to school at ratio for public schools in 1985, 1990, and

Adams High School in a recent year. 1995.

Number of students

250 24

Elementary Secondary

21

Number of pupils

200

Lesson1.6

150 18

per teacher

100 15

50 12

0 9

10th grade 11th grade 12th grade 6

Grade 3

Bus Drive Walk 0

1985 1990 1995

Year

1. Which class has the most students driving to

school? 4. Which year had the highest pupil-to-teacher

ratio for elementary schools?

2. Which two classes have the same number of

students walking to school? 5. What was the approximate pupil-to-teacher

ratio for secondary schools in 1995?

3. What is the most common form of

transportation among 10th graders? 6. Which pupil-to-teacher ratio had the largest

overall decrease from 1985 through 1990?

Schools In Exercises 7–9, use the follow- Business The following information

ing information, which represents the fall represents a company’s revenue and

enrollment of students (in millions) in expenses (in thousands of dollars) for six

grades K–8 for public and private schools. months.

Year 1980 1985 1990 1995 Month July Aug. Sept. Oct. Nov. Dec.

Public school 27.6 27.0 29.9 32.4 Revenue 48 39 36 42 57 62

Private school 4.0 4.2 4.1 4.4 Expenses 38 58 54 48 37 51

7. How many students were enrolled in public 10. In what month were the expenses the greatest?

schools in 1985? 11. Profit is the difference of revenue and

8. What year had the fewest total students expenses. What was the company’s profit in

enrolled? November?

9. Construct a bar graph of the combined 12. Construct a line graph of the company’s

enrollment for public and private schools. revenue.

Life Expectancy In Exercises 13–15, use the line graph, Life Expectancy in the U.S.

Life expectancy (years)

child (at birth). 75

70

13. In which decade did life expectancy increase the least? 65

60

14. In which decade did life expectancy increase the most?

55

15. Discuss what the line graph shows. 0

19 0

19 0

19 0

19 0

19 0

19 0

20 0

00

3

4

5

6

7

8

9

19

Year

Chapter 1 Resource Book All rights reserved.

73-0107-PA.qxd 8-2-2001 10:07 AM Page 98

LESSON

1.7

NAME DATE

Practice A

For use with pages 46–52

1. A ? is a relationship between two quantities, called the input and output.

2. The collection of all ? values is called the domain of the function.

3. The collection of all ? values is called the range of the function.

4. In a function, there is exactly one ? for each ? .

5. Input Output 6. Input Output 7. Input Output

2 5 5 0 1 1

4 6 4 0 1 2

6 5 3 0 2 3

8 6 2 0 2 4

3 6 4 3 1 1

Lesson 1.7

4 5 13 7 0 0

5 4 9 4 5 5

6 3 4 0 2 2

the domain.

11. y ! 2x # 3 12. y ! 3x 13. y ! 9 " x

1

14. y ! x # 5 15. y ! x # 2 16. y ! 10 " 3x

Aerobics Class In Exercises 17–19, use the Monarch Butterflies In Exercises 20 and

following information. 21, use the following information.

You join an aerobics class at the local gym. The When the monarch butterfly is migrating to the

cost is $3 per class plus $10 for the initial mem- south, it has an average speed of 80 miles per day.

bership fee. 20. Write an equation that shows the relationship

17. Write an equation that shows the relationship between the number of days t and the dis-

between the number of classes n you attend tance (in miles) it has traveled d.

and the amount you pay p. 21. Evaluate the equation for t ! 2, 5, 8, and 10.

18. Evaluate the equation for n ! 1, 2, 5, 8, and Organize your results in an input-output

10. Organize your results in an input-output table.

table.

19. Draw a line graph to represent the data in the

input-output table.

Chapter 1 Resource Book All rights reserved.

Lesson Plan: 8.NS.A.1: Are You Rational or Irrational?

(This lesson should be adapted, including instructional time, to meet the needs of your students.)

Background Information

Content/Grade Level Number Systems/Grade 8

Unit/Cluster Know that there are numbers that are not rational, and approximate them by rational numbers.

Understandings Addressed in the How can you determine if a number is rational or irrational?

Lesson What are the characteristics of a rational number?

What are the characteristics of an irrational number?

Enduring Understandings:

Rational numbers include integers, fractions, terminating and repeating decimals.

Rational numbers can be represented in multiple ways.

Any rational number can be expressed as a fraction in an infinite number of ways.

All real numbers, which include rational and irrational numbers, can be plotted on a number line.

An irrational number cannot be represented as a simple fraction.

Irrational numbers are those real numbers that cannot be represented as terminating or repeating decimals.

Standards Addressed in This Lesson 8.NS.A.1: Understand informally that every number has a decimal expansion; the rational numbers are

those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers

are called irrational.

It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities

throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be

evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which

to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

Page 1 of 23

Relevance/Connections 8.NS.A.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.,

π2).

8.EE.A.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and

x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and

cube roots of small perfect cubes. Know that √is irrational.

8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-

world and mathematical problems in two and three dimensions.

8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

Student Outcomes Students will be able to identify and describe rational and irrational numbers.

Prior Knowledge Needed to Support 7.NS.A.2: Apply and extend previous understandings of multiplication and division and of fractions to

This Learning multiply and divide rational numbers.

2b. Understand that integers can be divided, provided that the divisor is not zero, and every

quotient of integers (with non-zero divisor) is a rational number.

2d. Convert a rational number to a decimal using long division; and know that the decimal form of

a rational number terminates in 0s or eventually repeats.

Method for determining student Use the warm-up as a starting point to determine students’ abilities to identify characteristics of numbers.

readiness for the lesson

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

Warm Up Teacher Notes:

Definition of Natural Numbers: Natural numbers are 1, 2,

3, 4, 5, 6…

Definition of Whole Numbers: Whole numbers are 0, 1, 2,

3, 4, 5, 6…

Definition of Integers: A positive or negative number that

can be written without fractions or decimal components.

…-5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, …

Page 2 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

Definition of Rational Numbers: A rational number is any

number that can be expressed as the quotient or fraction of

𝑝

of two integers, with the denominator q not equal to zero.

𝑞

Definition of Irrational Numbers: An irrational number is

𝑎

any real number that cannot be expressed as a ratio , where

𝑏

a and b are integers and b is non-zero. Irrational numbers

include 𝜋, e, nonterminating and nonrepeating decimals.

Warm-Up:

Make a set of number cards for each group of

students. (Attachment #4)

Put students into groups of three or four. Give each

group a set of warm-up number cards.

Have the students work together to sort the numbers

using any attributes they choose. (for example,

positive, negative, fractions, decimals, whole

numbers, integers)

Lead a discussion which will allow the students to

share and discuss their sorting methods.

Questions to Summarize:

What are whole numbers?

What are integers?

What is the difference between whole numbers and

integers?

Why do we have different ways to represent

numbers?

Resort the fractions into more than one group.

Explain.

Resort the decimals into more than one group.

Explain.

Page 3 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

Explain why fractions and decimals can be in the

same group.

Are whole numbers integers? Explain.

Are decimals or fractions part of the integer group?

Why do you think that?

Motivation

We want the students to be able to identify and describe

rational and irrational numbers. Use the comic strip to

capture their interest. Tell them that by the end of class they

will understand the meaning behind the comic.

(Attachment #5)

Principle I: Representation is present in the activity numbers using the Think, Pair, Share activity

UDL Components as students write their conclusions on chart paper for and persevere until the whole group agrees.

Multiple Means of the gallery walk. (SMP#1)

Representation

Multiple Means for Principle II: Expression is present in the activity as Students need to communicate clearly on the

Action and the students use the Think, Pair, Share activity to posters so that everyone understands each

Expression express in their own words what they perceive to be others’ thinking.

Multiple Means for the ways to group numbers. (SMP#6)

Engagement

Key Questions Principle III: Engagement is present in the activity as

Formative Assessment they explain to others what they are thinking about

Summary the activity.

Page 4 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

organize the numbers using Think-Pair-Share. (Attachment

# 1)

them for the class. (Note to teacher: See directions below.)

Walk titles-Decimals, Integers, Fractions, and

Miscellaneous on large sheets of self adhering chart,

post-it paper, self supporting flip charts, whiteboards

(34" x 24"), or simply write on pieces of normal

loose leaf paper.

class, giving sufficient separation space between

sheets.

Group Students and Assign Roles -- Arrange

students into teams of three to five. Provide each

group with a different colored marker, pen, or

crayon. Ask that each group member introduce

themselves. If cooperative learning techniques will

be used, assign roles like leader, reporter, monitor,

and recorder.

Begin Gallery Walk -- Direct teams to different

charts or "stations." Upon arriving at the station,

each team writes comments for the question posed at

the station.

Page 5 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

Rotate to New Station and Add Content -- After a

short period of time, say three to five minutes but the

exact time will depend upon the nature of the

question, say "rotate." The group then rotates,

clockwise, to the next station. At the new station the

group adds new comments and responds to

comments left by the previous group. To involve all

group members, switch recorders at each station.

Instructor Monitors Progress -- As groups rotate,

the instructor nurtures student discussion and

involves all group members. Be ready to rephrase

questions or to provide hints if students either don't

understand or misinterpret questions; be ready to

provide instructions for those that still don't

understand how to conduct a Gallery Walk.

Return to Starting Point -- Teams continue to

review the answers already contributed by previous

groups, adding their own comments.

Report -- In the "Report" stage, the group

synthesizes what has been written about their

original discussion question. Allow about ten

minutes for the group to synthesize comments. The

"reporter" chosen earlier, summarizes the group's

comments with the help of other group members and

makes an oral presentation to the class using the

blackboard or on an overhead projector.

Gauge for Student Understanding -- During

"Report" stage, the instructor reinforces correctly

expressed concepts and corrects for misconceptions

and errors. What, for example, did students seem to

readily understand? What did they find difficult and

Page 6 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

how can I adjust my teaching to accommodate

students?

The teacher will summarize the lists and post them across

the front of the classroom to be used for the next activity.

Principle I: Representation is present in the activity in solving them as they see various

UDL Components as students use their conclusions from the gallery representations in both decimals and fractions

Multiple Means of walk to put information into categories. and notice that they can both be grouped in the

Representation same category.

Multiple Means for Principle II: Expression is present in the activity as (SMP#1)

Action and the students discuss the new categories and the

Expression placement of the cards. Students need to communicate clearly on the

Multiple Means for posters so that everyone understands each

Engagement Principle III: Engagement is present in the activity as others’ thinking.

Key Questions they explain to others what they are thinking about (SMP#6)

Formative Assessment the activity of sorting into categories.

Summary

Exploration Activity:

Copy the numbers cards for activity 2 and cut out

enough so that each group has their own set.

(Attachment #6)

Using the information that we have summarized in the

chart paper the students will work together again to sort

the numbers into the following categories:

o positive

o negative

o fractions

o decimals

Page 7 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

o whole numbers

o integers

o square roots

o non-repeating and non-terminating decimals

Ask the students to share how they categorized their

numbers.

Using a graphic organizer, the teacher and the students

will summarize the properties Rational Numbers,

Integers, Whole Numbers, Natural Numbers and

Irrational Numbers. (Attachment #2) (Answer Key:

Attachment #3)

Now that the graphic organizer has been created, student

groups will go back and re-sort the number cards into

the appropriate place.

Have students complete the Rational and Irrational

Independent Practice Worksheet. (Attachment # 7)

(Answer key Attachment #8)

Note to Teacher: During middle school, fractions are

augmented by negative fractions to form the rational

numbers. In grade 8, students extend this system once

more, augmenting the rational numbers with the

irrational numbers to form the Real Numbers. Have a

short discussion with the students about Real Numbers.

again with the student.

Show the Comic Strip Again (attachment #5). Have one

of the students explain the meaning behind the comic.

Exit Ticket (attachment #9) Note there are three exit

tickets on a page. Answer to Exit Ticket is in

Attachment #10.

Page 8 of 23

Learning Experience

Which Standards for Mathematical Practice(s)

Component Details does this address? How is the Practice used to

help students develop proficiency?

Supporting Information

Interventions/Enrichments Students with Disabilities/Struggling Learners

Students with Teacher should create groups before class and not use random grouping in these activities. Peer

Disabilities/Struggling tutoring should evolve.

Learners Create a vocabulary wall/list and discuss meanings of words.

ELL ELL

Gifted and Talented Create a vocabulary wall/list and discuss meanings of words.

Students should create their own comic strip describing the difference between rational and

irrational numbers.

Warm up Number Cards

Think Pair Share Summary Sheet

The Real Number System: Rational and Irrational Graphic Organizer

The Real Number System: Rational and Irrational Graphic Organizer Answer Key

Activity #2 Number Cards

Rational and Irrational Independent Practice Worksheet

Answer Key to Rational and Irrational Independent Practice Worksheet

Exit Ticket

Answer to Exit Ticket

Post It Chart Paper, flip chart or white boards

Markers

Technology Document camera

Page 9 of 23

Page 10 of 23

Attachment #1

Think-Pair-Share

Summary Sheet

Think Pair Share

Page 11 of 23

Attachment #2

Rational Numbers

ii Integers

Whole Numbers

Irrational Numbers

Natural Numbers

Page 12 of 23

Attachment #3

Graphic Organizer

Real Numbers

Answer Key

Rational Numbers Fractions, Terminating and

Repeating Decimals: .5, .33333…,

2.6, 2/3, 7/2

Integers

Whole Numbers and their

opposites: …-3, -2, -1, 0,

1,2,3 … (no fractions or

decimals)

Whole Numbers

0, 1,2,3,4,5,6…

Irrational Numbers

nonrepeating decimals: 𝜋, 3,

1,2,3,4,5,6…

2 , 3.121221222….

Page 13 of 23

Attachment #4

2 3 1 21

3

3 4 2 9

_

0.2 0.27 4.157

12

0 -2 15

12

Page 14 of 23

Attachment #4 continued

3 9

16 8

0.123456324… √

25

Page 15 of 23

Attachment #5

Page 16 of 23

Attachment #6

2 1 7 17

4

3 4 8 3

20

16.3 1.21221222... 23.64

5

_

0. 5 0.83 9.875

2 6 1

0

3 1 1

Page 17 of 23

Attachment #6 continued:

25 144 26 81

100 50 17 56

4 25

1 2

9

Page 18 of 23

Attachment #7

Independent Practice

1. Sort the numbers into 2 groups, rational or irrational. Write the numbers in the appropriate bubble.

3 2 12

75 6 12.67 121

7 7 5

Rational Irrational

2. Graph and label each number on the number line below. You may label the number with the letter.

A 0.75

B 3

C 9

1

D 2

2

15 -5 -4 -3 -2 -1 0 1 2 3 4 5

E

10

F 2.6

G 2

H

Page 19 of 23

Attachment #8

1. Sort the numbers into 2 groups, rational or irrational. Write the numbers in the appropriate bubble.

3 2 12

75 6 12.67 121

7 7 5

Rational Irrational

3 2 12

100 6 121

7 7 5

2. Graph and label each number on the number line below. You may label the number with the letter.

A 0.75

B 3

C 9

1 D EG A B F CH

D 2

2

15 -5 -4 -3 -2 -1 0 1 2 3 4 5

E

10

F 2.6

G 2

H

Page 20 of 23

Attachment #9

Describe the difference between rational and irrational numbers. You can use examples to help support your

answer.

7

3.676776777…. 12.67 32 49

5

Describe the difference between rational and irrational numbers. You can use examples to help support your

answer.

7

3.676776777…. 12.67 32 49

5

Describe the difference between rational and irrational numbers. You can use examples to help support your

answer.

7

3.676776777…. 12.67 32 49

5

Page 21 of 23

Attachment #10

Answer Key

Exit Ticket – Rational and Irrational Numbers Name ________________________

answer.

Sample answer: Rational numbers are numbers that can be written as ratios. This includes fractions,

terminating decimals, repeating decimals, and integers. Irrational numbers can’t be written as ratios.

Irrational numbers include square roots that don’t work out to be ratios (no perfect answers) and decimals that

don’t repeat but that never end.

7

3.676776777…. 12.67 32 49

5

Page 22 of 23

Page 23 of 23

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