Session1 Cultivating Skills for problem solving

Teaching the concept and notation of

Number Systems
using an understanding of basic rules
and skills approach.
Junior Certificate-All Levels
Leaving Certificate- Foundation Level
Leaving Certificate- Ordinary & Higher Level
Section 1 Number Systems

Within Curriculum
Prior Knowledge
Future
Strands
• NumberSubjects
Systems (ℕ, ℤ & ℚ)

Real Across
Past Strands
World
Quiz
Assessment
Time…………
The Natural numbers are…..

A. The set of all whole numbers , positive, negative and 0.

B. The set of all positive whole numbers (excluding 0).

C. The set of all positive whole numbers (including 0).

The Integers are……

A. The set of all whole numbers , positive, negative and 0.

B. The set of all positive whole numbers only.

C. The set of all negative whole numbers only.

Answer True or False to the following:

‘The natural numbers are a subset of the integers’.

TRUE
FALSE
Which number is not an integer?

A. -1

B. 0

C.

D. 4.
The Rational numbers are…….

A. Any number of the form , where p, q ℤ and q≠0.

B. Any number of the form , where p, q ℤ .

C. Any number of the form , where p, q ℕ .

Which number is not a rational number?

Terminating
A. 0.3 Decimal
B. Terminating

√2
Decimal
Terminating
C. -1 Decimal
Terminating
D. Decimal

E. 0. Recurring
Decimal Decimal
expansion
F. .. that can go on
forever
without
recurring
Which number is not a rational number?

√2
The value of n for which is rational

A. 2
B. 3

C. 5

D. 4
How many rational numbers are there between
0 and 1?

A. 100
B. 10

C. Infinitely many
D. 5
Answer True or False to the following:

‘All rational numbers are a subset of the integers’.

TRUE
FALSE
Consider whether the following statements
are True or False?
Statement True or False
Every integer is a natural number False

Every natural number is a rational number True

Every rational number is an integer False

Every integer is a rational number True

Every natural number is an integer True

Which of the following venn-diagrams is correct?

ℤ
ℚ
ℕ
A.

ℚ
ℤ
B. ℕ

ℚ Natural
C. ℕ ℕ ℤ
Venn Diagram & Number Line ℕ and ℤ.

Page 23
Natural
ℕ
Venn Diagram & Number Line ℕ and ℤ.

Page 23
Integers
ℤ
Which symbol can we use for the ‘grey ‘ part of the Venn-
diagram?

ℤ ℕ

Page 23
A. ℚ\ℕ

B. ℕ\ℤ

C. ℤ\ℕ
ℤ\ℕ
Consider whether the following statement is
Always, Sometimes or Never True

‘An integer is a whole number.’

Always
Consider whether the following statement is
Always, Sometimes or Never True

‘Negative numbers are Natural numbers.’

Never
Consider whether the following statement is
Always, Sometimes or Never True

‘The square of a number is greater than that number’

Sometimes
Summary Natural
Natural numbers
Number
(ℕ) &Numbers
Integers (N)
Systems (ℤ)

Natural numbers (ℕ) : The natural numbers is the set of

counting numbers.

Page 23
ℕ=
The natural numbers is the set of positive whole numbers.
This set does not include the number 0.

Integers (ℤ) : The set of integers is the set of all whole

numbers, positive negative and zero.
ℤ=
 Rational Numbers (ℚ)
A Rational number(ℚ) is a number that can be written
as a ratio of two integers , where p, q ℤ & q≠ 0.
A Rational number will have a decimal expansion that
is terminating or recurring.

Examples:
a) 0.25 is rational , because it can be written as the ratio

b) 1.5 is rational , because it can be written as the ratio

c) 0. is rational , because it can be written as the ratio
 Interesting Rational Numbers

𝟏
=𝟎.𝟏𝟒𝟐𝟖𝟓𝟕𝟏𝟒𝟐𝟖𝟓𝟕𝟏𝟒𝟐𝟖𝟓𝟕
428
385542168674698795180722891

𝟕
566265060240
Literacy Considerations Word Bank

• Natural number
• Integer
• Rational number
• Ratio
• Whole Number
• Recurring/Repeating decimal
• Terminating decimal
• Subset
Venn Diagram & Number Line ℕ, ℤ and ℚ.

Page 23
Natural
ℕ
Venn Diagram & Number Line ℕ, ℤ and ℚ.

Page 23
Integers
ℤ
ℤ\ℕ
Venn Diagram & Number Line ℕ, ℤ and ℚ.

Page 23
Rational
ℚ
ℚ\ℤ
 𝟐 𝟑 𝟒 𝟓 𝟔
𝟐 𝟐 𝟐 𝟐 𝟐

Page 23
Rational
ℚ
 𝟒 𝟓 𝟔 𝟕 𝟖 𝟗 𝟏𝟎𝟏𝟏𝟏𝟐
𝟒𝟒 𝟒 𝟒 𝟒 𝟒 𝟒 𝟒 𝟒

Page 23
Rational
ℚ
 𝟒 𝟓 𝟔 𝟕 𝟖
𝟒 𝟒 𝟒 𝟒 𝟒

Page 23
Rational
ℚ
 𝟖 𝟗𝟏𝟎𝟏𝟏𝟏𝟐𝟏𝟑𝟏𝟒𝟏𝟓𝟏𝟔
𝟖𝟖 𝟖 𝟖𝟖 𝟖𝟖 𝟖 𝟖

Page 23
Rational
ℚ
 𝟖 𝟏𝟎 𝟏𝟐
𝟖 𝟖 𝟖

Page 23
Rational
ℚ
 𝟏𝟔 𝟏𝟖 𝟐𝟎 𝟐𝟐 𝟐𝟒
𝟏𝟔 𝟏𝟔 𝟏𝟔 𝟏𝟔 𝟏𝟔

Page 23
Rational
ℚ
 𝟏𝟔 𝟏𝟖 𝟐𝟎 𝟐𝟐 𝟐𝟒
𝟏𝟔 𝟏𝟔 𝟏𝟔 𝟏𝟔 𝟏𝟔

Page 23
Rational
ℚ
 Learning
Number Outcomes
Systems

Extend knowledge of number systems

from first year to include:
Within Curriculum Future
Strands
• Irrational numbers
Subjects
• Surds
Real
• Real number system Across
Past Strands
World
Junior Certificate-All Levels
Leaving Certificate- Ordinary & Higher Level
Student Activity 1 Calculator Activity

Number Calculator/ Decimals

(1)

(2)

(3)

(4)

(5)
(6)
(7)
(8)
(9) 1-
Student Activity 1 Calculator Activity

Number Calculator/ Decimals

(1) 2
(2) Rational
(3)
0.3
Terminating
(4)
Or
(5) 0. Recurring
(6) 2
0.8
(7) Irrational
1.414213562....
….
(8) Decimal
(9) 1- 2.828427125….
2.82842712474619009….
1- expansion
1.709975947 that can go
1.709975947
1.70997594667669681….
1.709975947….
on forever
3.14159265358979323….without
3.141592654….
recurring
-0.41421356237497912.…
-0.4142135624…
 Irrational Numbers

So some numbers cannot be written as a ratio of two

integers…….

Page 23
An Irrational number is any number that cannot be
expressed as a ratio of two integers , where p and q
and q≠0.

Irrational numbers are numbers that can be written as

decimals that go on forever without recurring.
 What is a Surd?

A Surd is an irrational number

containing a root term.
Number Calculator/ Irrational Surd
Decimals
2
0.3

0.

0.8

2
1.414213562
1.709975947
2.828427125

1-
3.141592654
-0.4142135624
1-
 Best known Irrational Numbers

Famous Irrational Numbers

Pi : The first digits look like this
3.1415926535897932384626433832795……

Euler’s Number: The first digits look like this

2.7182818284590452353602874713527….

The Golden Ratio: The first digits look like

this: 1.6180339887498948420…….

Pythagoras
Many square roots, cube roots,Hippassu
etc are also
irrational numbers.
46…… 46…… s
Irrational Numbers Familiar
irrationals
√ 2 √ 3 √ 5 √ 7𝑒 𝜋

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Rational
ℚ

Are these the only irrational numbers

based on these numbers?
 √ 2 √ 3 √ 5 √ 7𝑒 𝜋

Page 23
Rational
√𝟐 √𝟑 √𝟓
𝟐 𝟐 𝟐
ℚ
√𝟕 𝒆 𝝅
𝟐 𝟐 𝟐
 √5 √7 𝑒 𝜋
2 2 2 2

Page 23
Rational
ℚ
 √5 √7 𝑒𝜋
2 22 2

Page 23
Rational
ℚ
 Learning Outcomes

Extend knowledge of number systems

from first year to include:

• Irrational numbers
• Surds
• Real number system
 Real Number System (ℝ)

The set of Rational and Irrational numbers

together make up the Real number system (ℝ).
Real Number System (ℝ)

Real √ 𝟖
ℝ √ 𝟑+ √ 𝟓
Rational
ℚ
Irrational Numbers
ℝ\ℚ

− √ 𝟏𝟏
𝝅 𝟏 −√𝟐
 Student Activity
Classify all the following numbers as natural, integer, rational,
irrational or real using the table below. List all that apply.
Natural Integer Rational Irrational Real
ℕ ℤ ℚ ℝ\ℚ ℝ
5
   
 
 

6.  

2  
-3  
  
0    
-   
 
Now place these numbers as accurately as possible on the number
line below.
Now place them as accurately as possible on the number line
What would help us here?
below.

-10 -7.5 -5 -2.5 0 2.5 5 7.5 10

 The diagram represents the sets: Natural Numbers
Integers Rational NumbersReal Numbers ℝ.
Insert each of the following numbers in the correct place on the
diagram:
5 , 6. , 2, -3, , 0 and -

ℝ ℚ
ℚ ℤ
ℕ
ℕ
 The diagram represents the sets: Natural Numbers
Integers Rational NumbersReal Numbers ℝ.
Insert each of the following numbers in the correct place on the
diagram:

5 , 6., 2 , -3, , 0 and -

ℝ
1+ ℚ ℤ
6. ℕ 𝟑
𝟏
-3 √𝟖 5
𝟐𝝅 − 0
𝟐
-
-9.6403915…
Session 2 Investigating Surds
Pythagoras Hippassus
Show that = without the use of a calculator.
Show that = without the use of a calculator.

√ 50
√ 4 x 2+ √ 9 x 2 √ 25 x 2
4 √ 2 + √ 9 √√
2 25 √ 2
2 3

=
 Investigating Surds

Prior Knowledge

• Number Systems
(ℕ, ℤ ,ℚ, ℝ\ℚ & ℝ).
• Trigonometry
• Geometry/Theorems
• Co-ordinate Geometry
• Algebra
Investigating Surds

Plot A (0,0), B (1,1) &

C (1,0) and join them.

Write and Wipe

Desk Mats
Length
Taking a
Formula
closer look
(Distance)
at surds graphically

√( 𝒙 A𝟐 −(0,0),
| 𝑨𝑩|=Plot 𝟐
𝒙 𝟏 ) B+(1,1)
( 𝒚 𝟐 −&𝒚 𝟏)
𝟐

𝒚 √ C (1,0) 𝟐
| 𝑨𝑩|= ( 𝟏 −𝟎 ) + ( 𝟏 −𝟎 )
and join 𝟐
them.
𝑩(𝟏 ,𝟏) | 𝑨𝑩|= ( 𝟏 )
¿¿ √ 𝟐 𝟐
( 𝟏)
+Find
| 𝑨𝑩|= √𝟏+𝟏
𝒙 |𝑨𝑩|= √𝟐
𝑨 𝑪
(𝟎 ,𝟎) (1,0)
¿¿
Pythagoras’
Taking a closer
Theorem
look at surds graphically

𝟐
𝒄 =𝒂 ²+𝒃 ²
𝒚 𝒄 𝟐=𝟏 ²+𝟏 ²
𝒄 𝟐=𝟏+𝟏
𝟐
𝟏 𝒄 =𝟐
𝒄
𝒂 √ 𝒄 =√ 𝟐
𝟐
𝒙
𝟏𝒃 𝒄=√ 𝟐
Investigating Surds

1. Plot D (2,2) and E (2,0).

2. Join (1,1) to (2,2) and join
(2,2) to (2,0).

Write and Wipe

Desk Mats
Pythagoras’
Taking a closer
Theorem
look at surds graphically

𝟐
1.𝒄 Plot
=𝒂D²+𝒃 (2,2) ²and E (2,0).
𝑫 2.𝒄 𝟐Join
=𝟐(1,1)²+𝟐to²(2,2) and join
(2,2) to (2,0).
? 3.𝒄 𝟐Find
=𝟒+𝟒
𝒄𝟖
√ 𝒂
𝟐
𝒄 =𝟖
𝑩 2
√𝟐 √ 𝒄 =√ 𝟖
𝟐

𝑬 𝒄=√ 𝟖
𝑨
2
𝒃
(1) Length Formula (Distance)
¿¿
(2, 2
¿¿ 𝑫
(1,
√𝟐 | 𝑨𝑩|= √ ¿ ¿ ¿
𝑩
|𝑨𝑩|= √(2− 1)²   +   ( 2− 1)²  
|𝑨𝑩|= √       (1)²    +   (1)²  
|𝑨𝑩|= √       1    +      1  
|AB| =
(2) Pythagoras’ Theorem

𝟐
𝒄 =𝒂 ²+𝒃 ²
D 𝟐
|𝑩 𝑫| =𝟏 ²+𝟏 ²
𝟐
|𝑩 𝑫| =𝟏+𝟏
𝟐
|𝑩 𝑫| =𝟐
𝑩 𝑪
√|𝑩 𝑫| =√ 𝟐
𝟐

|𝑩 𝑫|= √𝟐
(2) Pythagoras’ Theorem

= a² + b²
𝒄
√𝟐 1 𝒂 =1²+ 1²
=1+1
1
𝒃 = 2

c =
(3) Congruent Triangles

SAS
√𝟐 1
Two sides
and the
√𝟐 1
1
included
angle
1
(4) Similar Triangles

𝒙
45°

1
45°

√𝟐 45°
1
1
45°

1
(5) Trigonometry

Page 16
𝒄 𝒂
𝒙 1
45°

1𝒃

𝑎 𝑏 𝑎
sin 𝜃= cos 𝜃 = tan 𝜃 =
𝑐 𝑐 𝑏
What are the possible misconceptions with
Multiplication of surds
?

Graphically
√𝟐

√𝟐 Algebraically

√ 𝟖= √ 𝟒 √𝟐
√ 𝟒 𝐱 𝟐= √𝟒 √𝟐
√ 𝒂 𝒃=√ 𝒂 √ 𝒃
Division of Surds

Graphically
√𝟖 = 2    or  √ 𝟖 = 𝟐 √𝟐
√𝟐 ¿𝟐
√𝟐 √𝟐 √𝟐

√𝟐 Algebraically

√ 𝟐 ¿
¿ √
=
√
√𝟖 ¿ √𝟒𝟖𝐱 𝟐
√𝟐𝟐=
𝟒 √𝟐
√ 𝟒=𝟐

√𝟐
¿√𝟒
¿𝟐
 Student Activity-White Board
Continue using the same whiteboard:

(1) Plot (3,3).

(2) Join (2,2) to (3,3) and join (3,3) to (3,0).

(3) Using (0,0), (3,0) and (3,3) as your triangle verify that the length
of the hypotenuse of this triangle is

(4) Simplify without the use of a calculator.

(5) Simplify without the use of a calculator.

(6) Simplify
 Q1,2 &3

= a² + b²
c
= 3²+ 3²
3 =9+9
a
= 18

=
3
c =
b
Q4 Simplify without the use of a calculator.

Graphically
√2
= + +

√2 =
3
√2 Algebraically
=
3
=

=
Q5. Simplify without the use of a calculator.
Graphically
√𝟏𝟖 =3
√𝟐
Algebraically
√𝟏𝟖 ¿ √𝟗 𝐱=𝟐= 3
√𝟐 √𝟐
√
¿ =
𝟗√𝟐
√𝟐
¿√𝟗
= 3
Q6. Simplify without the use of a calculator.
Graphically
√𝟏𝟖 = or = =
√𝟖
Algebraically
√𝟏𝟖 ¿=√=𝟗 𝐱= 𝟐
√𝟖 √𝟒 𝐱 𝟐
¿ √ 𝟗 √𝟐
√𝟒 =√𝟐
¿ √ 𝟗
√𝟒
=
What other surds could we illustrate if we extended this diagram ?

=1 =1
=2 =2
=3 =3
=4
=4

4
3
2
1
1
2 34
What other surds could we illustrate if we extended this diagram ?

√2 =1√2
√8 =2√2
√18 =3√2
√32 =4√2
√50 = 5√2

√72 = 6√2
5 √98 = 7√2
√128 = 8√2
√162 = 9√2
√200 =10√2
5
 Division of Surds

Graphically
√𝟓𝟎 =
√𝟑𝟐
Algebraically
√𝟓𝟎 √ 𝟐𝟓 𝑿 𝟐
¿
√𝟑𝟐 √𝟏𝟔 𝑿 𝟐
¿ √ 𝟐𝟓 √ 𝟐
√ 𝟏𝟔 √ 𝟐
𝟓
¿
𝟒
Show that = without the use of a calculator.

√ 50
√ 4 x 2+ √ 9 x 2 √ 25 x 2
4 √ 2 + √ 9 √√
2 25 √ 2
2 3

=
2 3
2

2 3

+
= 5
 +=

Pythagoras
Theorem

=
√ 𝟓
= a² + b²
b = 2²+ 1²
√𝟓 1 =4+1

c
= 5
a
=
2
c =
√ 𝟑
= a² + b²
√𝟑 =)²+ 1²
√3 11
= 2 +1
√𝟐 = 3
=

c =
 √ 𝟓
√ 𝟐𝟎 √ 𝟓
2
√𝟓

4
Graphically Algebraically
√ 𝟐𝟎 =
√ 𝟐𝟎 = +
=
√ 𝟐𝟎 =
=
=
 √ 𝟒𝟓√ 𝟓 √𝟓
3
√𝟓
√45
6
Graphically Algebraically
√ 𝟒𝟓 = ++ √ 𝟒𝟓 =
=
√ 𝟒𝟓 =
=

=
 Division of Surds
Graphically
√𝟒𝟓 =3
√𝟓
Algebraically.
√𝟒𝟓 √ 𝟗𝑿==
𝟓3
¿
√𝟓 √𝟓
¿ √ 𝟗√𝟓
√𝟓
=
¿√𝟗
= 3
 1 The Spiral of
1
1 Theodorus
1
√𝟓 √𝟒 √𝟑
√𝟔 1
1
√𝟕 √ 𝟐
√ 𝟏𝟖 1
1 √𝟖 √ 𝟏𝟕
√𝟗 √ 𝟏𝟔 1
1 √ 𝟏𝟎 √ 𝟏𝟓 1
√ 𝟏𝟏 √ 𝟏𝟐
1 √ 𝟏𝟑 √ 𝟏𝟒 1
1 1
1 1
 An Appreciation for students

 For positive real numbers a and b:

• =

 Adding /Subtracting Like Surds

 Simplifying Surds
 Spiral Staircase Problem
Each step in a science museum's spiral staircase is an
isosceles right triangle whose leg matches the
hypotenuse of the previous step, as shown in the
overhead view of the staircase. If the first step has an
area of 0.5 square feet, what is the area of the eleventh
step?

Prior Knowledge

Area of a triangle= ah
 Solution

Step 1 Step 2 Step 3 Area

Step 1=
2 Step 2 = 1
a b= √𝟐 Step 3 = 2

a² = 1 2 2 Multiplied by 2
√𝟐 √𝟖 Step 4 =4
Step 5 =8
Step 6 =16
Step 7 =32
²=1 (2)²=2 Step 8 =64
√𝟐 1 Step 9 =128
Step 10 =256
Step 11=512
1
Area= [Link] Area= [Link] Area= [Link] Area
(11th Step)
[Link]
 Solution
512 square feet. Using the area of a triangle formula, the first step's
legs are each 1 foot long. Use the Pythagorean theorem to determine
the hypotenuse of each step, which in turn is the leg of the next step.
Successive Pythagorean calculations show that the legs double in
length every second step: step 3 has 2-foot legs, step 5 has 4-foot
legs, step 7 has 8-foot legs, and so on. Thus, step 11 has 32-foot legs,
making a triangle with area 0.5(32)² = 512 sq. ft. Alternatively,
students might recognize that each step can be cut in half to make
two copies of the previous step. Hence, the area double with each
new step, giving an area of 512 square feet by the eleventh step.