Huda Public School

Mathematics Micro Plan

2024-25
Chapter 1- Real Numbers
Title: Real Numbers and Their Arithmetic Companions: Rational, Irrational,
HCF, and LCM
Objective:

• Students will understand the concepts of real numbers, including rational and irrational numbers.

• Students will be able to find the Highest Common Factor (HCF) and Least Common Multiple (LCM) of
numbers.

Introduction :
• Begin with a quick review of real numbers and their classifications.

• Introduce the terms “rational” and “irrational” numbers, showcasing examples.

• Provide context on how these numbers are used in everyday situations.

Duration : 5 hr

Exploration of Rational and Irrational Numbers:

• Define rational numbers as fractions and irrational numbers as non-repeating, non-terminating decimals.

• Illustrate the distinction between the two types with examples.

• Discuss the decimal representation of rational and irrational numbers.

Understanding HCF and LCM :

• Define HCF as the largest common factor and LCM as the smallest common multiple of two or more
numbers.

• Explain the importance of HCF and LCM in solving mathematical problems.

• Present methods for finding HCF and LCM, including prime factorization.

Practice with Real Numbers and HCF/LCM):

• Distribute problems that involve real numbers, including both rational and irrational, and require finding
their HCF and LCM.

• Encourage collaborative problem-solving in pairs or small groups.

Application and Real-world Context :

• Present a real-world scenario where understanding real numbers, HCF, and LCM is crucial for solving a
problem.

Discussion and Clarification :

• Review solutions to practice problems and discuss the real-world scenario as a class.
• Address any questions or concerns, emphasizing the interconnectedness of these concepts.

Conclusion :

• Summarize the key concepts learned during the lesson.

• Reinforce the practical application of real numbers, rational, irrational numbers, HCF, and LCM.

Assessment:

• Evaluate student understanding through participation, completion of problems, and the ability to apply the
concepts to real-world scenarios.

Title: Proving the Irrational numbers

Objective:

- Students will understand the process of proving a number to be irrational using a proof by contradiction.

- Students will apply the proof technique to demonstrate that √5 is an irrational number.

Introduction

- Begin with a brief review of rational and irrational numbers.

- Introduce the concept of proving irrationality through a proof by contradiction.

- State the goal of proving that √5 is an irrational number.

Proof Explanation:

- Discuss the basic structure of a proof by contradiction.

- Explain the assumption: "Let √5 be rational."

- Outline the logical steps to derive a contradiction and conclude that the assumption is false.

Proof Execution :

- Lead students through the proof by guiding them through each step.

- Start by assuming that √5 is rational and express it as a fraction (a/b) in its simplest form.

- Square both sides and show that it leads to a contradiction by revealing that a and b have a common factor.

Class Discussion:

- Engage the class in a discussion about the proof.

- Encourage questions and reflections on the significance of the contradiction.

Application and Reflection (5 minutes):

- Assign additional problems for students to practice proving irrationality.

- Ask students to reflect on the importance of proofs in mathematics.

Conclusion:- Summarize the key concepts learned during the lesson.- Reinforce the idea that the proof technique
can be used to establish the irrationality of other numbers.
Assessment:

- Evaluate student understanding through class participation, their ability to execute the proof, and their
reflections on the significance of the proof by contradiction.

Assignment: Exploring Real Numbers

*Question 1: Classification of Numbers*

a) Classify the following numbers into their respective categories: natural numbers, whole numbers, integers,
rational numbers, and irrational numbers.

i) -7

ii) 3.14

iii) 0

iv) √9

v) -5/2

*Question 2: HCF and LCM*

a) Find the Highest Common Factor (HCF) of 18 and 24.

b) Find the Least Common Multiple (LCM) of 12 and 20.

*Question 3: Irrationality Proof*

Prove that \( \sqrt{3} \) is an irrational number using a proof by contradiction.

.
*Number Line Representation: Rational and Irrational Numbers*
Consider the following numbers:

1. *Rational Numbers:*

- \( frac 3/2)

- \( frac 1/3)

- \( 2 \)

- \( frac7/4)

2. *Irrational Numbers:*

- \( sqrt)√2

- \(pi π)

*Number Line:*

-3 -2 -1 0 1 2 3 4

|------|------|------|------|------|------|------|

-1.5 1/3 2

On the number line:

- *Rational Numbers:*

- \( -\frac3/2) is placed between -2 and -1.

- \( \frac1/3) is located between 0 and 1.

- \( 2 \) is at position 2 on the number line.

- \( \frac7/4) is positioned between 1 and 2.

- *Irrational Numbers:*

- \( sqrt √2) is an irrational number between 1 and 2, but its exact placement is not shown due to its non-
repeating, non-terminating nature.

- \( pi π ) is another irrational number, commonly approximated as 3.14, but its true value extends infinitely. This
representation on the number line showcases the distribution of both rational and irrational numbers along the
real number continuum.