Direct instruction

Subject: Mathematics

at are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational num
pansion which repeats eventually into a rational number.

rs using graphic organizers to define the relationship between real numbers. Each student will understand the difference between rational, ir

_____ is a natural number. ________ is an irrational number.

e graded by putting numbers into a compare and contrast graphic organizer. They will be given a list of numbers and put them into a compar

zers for instructional input as well as guided practice. The students will also be asked to define what rational, integer, whole, natural, and irra
exact, as long as the students understand what each of those types of numbers are. This graphic organizer will be graded by an answer key c
Since all students will have the same list of numbers given to them that they must categorize the same numbers making the assessment stru

complex):

nitions.

f numbers through distinguishing between different categories of numbers.

Irrational

Materials/Technology Resources to be Used:

Worksheet, Pencil, Paper, Whiteboard/Smartboard, list of

ing, and make RELEVENT to real life)

s, students, different cliques that the students can relate to. Afterwards let the students know we do the same thing with numbers and begin t

f categorization to the students through grouping different people together in

e concept of breaking numbers into different groups and talk about what types
and go over the basic structure of the graphic organizer the students will

Student Will: Students will get take notes on the different

real, rational, irrational, integers, whole, and natural numb
number goes into each classification.

on

on will get a graphic organizer filled out for their notes, so they can follow along and will have fill in the blanks for the students a
ent examples which will be labeled in different colors to clearly see why each number goes into each category.

he graphic organizer, and explain why the number goes into each section. I will
r why each number goes into each category. The students will explain their

Student Will: Fill in their charts and explain why each num
on their logic behind each decision made for each number

on/ Students who need differentiation will be given a multicolored pen as well as a category colored graphic organizer so they can related th
on will form a small group together and explain why they chose the category for each number. After which I or the co-teacher can explain w
also collaborate together.

phic organizer and number chart for the students to fill out as well as the blank
ut. The teacher will then walk around the classroom answering any questions
hey are struggling with the work.

Student Will: Work on the graphic organizer and write the

based on the number chart they are given with the graphic

on: There will be less numbers given on the number list for students who need differentiation. If students are having trouble they can ask stu
spective on how to categorize the numbers and why.

ds into a chart of people they know in their life. The students should be able to relate the number categorization to their friends a
type of way.