Grade 8 Mathematics, Quarter 2, Unit 2.

Rational and Irrational Numbers

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Overview
Number of instructional days: Content to be learned
Understand real numbers that are not rational are called irrational. Understand that every rational number has a decimal expansion that either repeats or terminates. Convert a repeating decimal to a fraction. Evaluate square roots of small perfect squares. Evaluate cube roots of small perfect cubes. Solve equations involving square and cube roots. Know the square root of non-perfect squares is irrational. Locate irrational numbers on a number line. Estimate the value of irrational square roots (see example on 8.NS.2). 8. Look for and express regularity in repeated reasoning. Awareness of repeated calculations. Continually evaluate the reasonableness of the result.

11

(1 day = 4560 minutes)

Mathematical practices to be integrated

5. Use appropriate tools strategically.
Detect possible errors by using estimations and other mathematical knowledge.

7. Look for and make use of structure. Understand that squaring and cubing represents repeated multiplication. Recognize patterns.

Essential questions
What is the difference between a rational and irrational number? How can you represent any rational number as a fraction? How would you convert a repeating decimal to a rational number? How can you decide the location of irrational numbers on a number line? What does the square root of a number mean? What does the cube root of a number mean? How do perfect squares help you estimate the square root of non-perfect squares? What is the relationship between squaring and taking the square root of a number? What are the steps in converting a repeating decimal to a rational number?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Expressions and Equations
Work with radicals and integer exponents. 8.EE.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 2 is irrational.

8.EE

The Number System

8.NS

Know that there are numbers that are not rational, and approximate them by rational numbers. 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. 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., 2). For example, by truncating the decimal expansion of 2, show that 2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

8.NS.2

Common Core Standards for Mathe matical Practice

5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the d istributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding (x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Clarifying the Standards

Prior Learning In seventh grade, students became fluent in rational number operations. Current Learning This unit is a supporting cluster. Students learn about irrational numbers. They understand that a number that is not rational is irrational. Students learn how to find the approximate value of an irrational number and its location on a number line. They also estimate the value of expressions with irrational numbers. Students use square roots and cube roots to solve equations (x2 = p and x3 = p, where p is a positive rational number). They evaluate square roots of small perfect squares and cube roots of small perfect cubes. Later in eighth grade, students use their knowledge of square roots, cube roots, and rational numbers in their study of the Pythagorean Theorem, volume, and rules with exponents. Future Learning In high school, students will extend the properties of integer exponents to rational exponents. They will use the properties of rational and irrational numbers to solve problems in a variety of contexts.

Additional Findings
According to Principles and Standards for School Mathematics, Use and understand the inverse relationships of square and finding square roots to simplify computations and solve problems. (p. 393) According to the PARCC Model Content Frameworks, by working with equations such as x2 = 2 students enlarge their concepts of numbers beyond the system of rationals to include irrational numbers. (p. 35)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014