G8

(Amit KumaranZ9-e) #1

(^) Copyright © Swun Math Grade 8 Unit 1 Lesson 2 C TE


Input/Model


(Teacher Presents)


Directions: Determine if the number is rational or irrational. Justify your answer.










Solution:


  • The number seventy-
    four hundredths is a
    terminating decimal.
    Therefore, it is
    considered to be a
    rational number.

  • It can be re-written as
    the fraction^37
    50
    2. 0.01001000100001...


Solution:


  • This is an irrational
    number. I t is a
    decimal that has no
    set pattern and it
    doesn’t terminate.

  • You cannot write this
    number as a ratio.



  1. (^) √ 7
    Solution:



  • I know that the square
    root of seven is an
    irrational number.

  • The decimal form of
    this number is
    2.64575131106... it
    never ends and it
    doesn’t have a set
    pattern or repeat.
    4. 휋휋


Solution:


  • 휋휋 is an irrational
    number.

  • When I punch π on
    the calculator, I get
    the decimal
    3.1415926535...

  • This decimal is
    neither terminating
    nor has a set pattern.


Considerations:



  • Have conversations with students stating the type of numbers that are considered rational and irrational.

  • Create a table or circle map with the center being natural numbers and in the outer circles stating every
    type of number that is considered rational. Give an example for each one.

  • Do the same task, but this time with irrational numbers. Give examples of these numbers.

  • Draw a rectangle to enclose both and label as “real numbers”.

  • When sharing the above information, justify why the numbers are irrational or rational. Add them to the
    circle map/poster you created.


v v

rational
integer
whole

Real Numbers

irrational
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