LESSON PLAN: MATHEMATICS, GRADE 8

Teacher: Deepika Dhadral Date: February 24, 2020

Subject/Grade/Unit: Math/ Grade 8/ Unit 1 Duration: 90 mins (2 Periods)

Lesson Title: Number Sort

Learning Objectives:
 Identify sets and subsets of various real numbers.
 Describe relationships between sets of numbers

TEKS:
 Extend previous knowledge of sets and subsets using a visual representation to describe
relationships between sets of real numbers.

ELPS:
 Speak using grade-level content area vocabulary in context to internalize new English
words are build academic language proficiency (ELPS c.3.D)
 Demonstrate listening comprehension of increasingly complex spoken English by
following directions, retelling or summarizing spoken messages, responding to questions
and requests, collaborating with peers, and taking notes commensurate with content and
grade-level needs. (ELPS c.2.1)

Modifications/Differentiated Instruction:
 ELLs: visual cues, graphs, extra time on assessments (when applicable)
 SPED/504: shortened/chunked assignments, extended time
 Struggling Learners interactive notes, interactive demos, foldables, manipulatives
 Advanced Learners: open H.O.T questions for discussion, exercises are graded

21st Century Skills:

 Reasoning effectively, solve problems, make judgement and decisions, modeling

Key Vocabulary:
 Natural numbers, real numbers, whole numbers, repeating decimals, integers, rational
numbers, terminating decimals, rational numbers, irrational numbers, fraction, decimal,
mixed number, percent, positive, negative, square root, exponent.

Materials/Resources:
 Texas GO Math! Grade 8
 Motivation Math Level 8
 KUTA Software and ALEKS
Anticipatory Set: Hook/Prior Knowledge/Focus: K-W-L
 Warm-Up

Lesson Components:
 Instructional Delivery (Whole group instruction): In this section use the understanding
real numbers can be divided into subsets.
o Warm-Up Group discussion (15 mins): Students begin warm-up as they walk
in. Discuss answers after 5 mins and have students turn and talk to answer the
questions. Choose volunteers to share their answers.

o Lecture/Discussion (20 mins): Start with page 1 of the GN page. Allow students
time to read the directions, clarify expectations as needed.

 Students will work in pairs to cut out thirty numbers from the Numbers
Page and group them into categories based on their own understanding.
 Students will cut out the numbers, group them, glue/tape them to a sheet
of construction paper labeling the group and providing the rationale.
Students will also record their information on their GN sheet.
 Students will move to Page 2 and compare their groupings with two other
student pairs.
 Students will list the types of number groupings made by the two other
student pairs, recording their information on their GNs page in the
provided section.
 Students will independently complete the STOP & THINK questions.
 The goal is for students to recognize that numbers can belong to different
groups, such as (Negative, Fraction) and (Whole Number, Fraction,
Percent).
 Teacher facilitates conversation of student understanding of Number
Grouping through Cold Calls.

o Guided Practice (20 mins):

 Teacher will guide students through the front page of the Key Points
document, demonstrating to students that numbers can belong to more
than one group: particularly through converting those numbers to various
forms.
  Students will complete the back page of Key Points sheet
independently.
 With a partner, students compare conversions and groups that the
number belongs to.
 Teacher cold calls students to list all the groups that each number belongs
to. Students must provide justification (0.25 is also a percent because it
can be converted to 25%).

o Independent Practice (40 mins):

 PAGE 3: Student work independently to complete problems. Students
check work with each other. If correct, students write check mark with
AGREE. If incorrect, students explain their work to each other and correct
errors. Teacher circulates and then posts answer key.
 PAGE 4: Student work independently to complete problems 4-6. Students
check work with each other. If correct, students write check mark with
AGREE. If incorrect, students explain their work to each other and correct
errors. Teacher circulates and then posts answer key.
 PAGE 5: Student work independently to complete problems 7-8. Students
check work with each other. If correct, students write check mark with
AGREE. If incorrect, students explain their work to each other and correct
errors. Teacher circulates and then posts answer key.
 PAGE 6: Student work independently to complete problems 9-13.
Students check work with each other. If correct, students write check mark
with AGREE. If incorrect, students explain their work to each other and
correct errors. Teacher circulates and then posts answer key.
 Checks for understanding (5 mins):
o Students complete the exit ticket.
 GUIDED NOTES
Number Sort: NUMBERS PAGE

3
𝜋 0.25 −
8

−101 20% |−3|

−6.41 ̅̅̅̅
0. 91 √100

2
627,513 0.001 −
3

0 √2 0.5%

100
1,000,872.0245 42
11

−√9 |2| −1

9
−√2 1.523232323… √
16

1
−0. 3̅ 64 √0.25

212% −|3| 53
Name: Date:

Lesson 1.1 Number Sort

Mathematics is the science of patterns and relationships. Looking for patterns and sorting
objects into different groups can provide valuable insights. In this lesson, you will analyze many
different numbers and sort them into various groups.

1. Cut out the thirty numbers from the Numbers Page. Then, analyze and sort the numbers
into different groups. You may group the numbers in any way you feel is appropriate.
However, you must sort the numbers into more than one group.
In the space provided, record the information for each of your groups.
a. Name each group of numbers.
b. List the numbers in each group.
c. Provide a rationale for why you created each group.

GROUP NAME Rationale for placing numbers in this group.

2. Compare your groupings with your classmates’ groupings.
a. Create a list of the different types of numbers you noticed from your classmates.
b. If there are numbers that they placed in a different group than you did, record those
numbers in the table below.
CLASSMATE #1
Types of Number Numbers Placed in Different Groups than Mine
Groupings
Number Classmate’s Group My Group

CLASSMATE #2
Types of Number Numbers Placed in Different Groups than Mine
Groupings
Number Classmate’s Group My Group

STOP & THINK

Were there any numbers that your classmates
placed in a different group than you did?
If yes, write down one number that your
classmates place in a different group than you.
Why do you think you placed this number in one
group and your partner placed the same number
in a different group?
Key Point #1: A number can belong to more than one group (or category).
Some Examples are: Whole Number [ _________], Fraction [ _________], Decimal [ _____],
Percent [ _________ ], Mixed Number [ _________ ], Positive, Negative [ _________ ],
Integer[ _________ ], Exponent[ _________ ], Square Root[ _________ ]

0.25

3
−
8

42

212%

|−3|

Try these with a partner…

2
−
3

1
6
4

−√9

0.5%

1.523232323…
Some students sorted these numbers into groups.

1 Franco used the rule shown to create a group of numbers.

. • The numbers are negative integers.
Identify all the numbers that meet Franco’s rule.

2 Mai used the rule shown to create a group of numbers.

. • The numbers are repeating decimals.
Identify all the numbers that satisfy Mai’s rule.

3 Lauren stated that these numbers belonged to the same category.

.

Why do you think Lauren put these numbers in the same category?
4 Tim grouped these numbers together.
.

What rationale could Tim provide?

5 Look at the 30 numbers that we categorized at the beginning of the lesson.

. Isaac used the reasoning shown when creating one of his categories of
numbers.
The numbers are between 0 and 1.
Identify all the numbers that satisfy Isaac’s reasoning.

6 Lezlee grouped these numbers together.

.

What could Lezlee name the group? Explain your reasoning.

Matt and Sofia sorted these numbers into groups.

7. Matt used the rule shown to create a category of numbers.

• The numbers can be written as mixed numbers (whole number and part).
Identify all of the numbers that meet Matt’s rule.

8. Sofia used the rule shown to create a group of numbers.

• The numbers are between 0 and 1.
Identify all the numbers that meet Sofia’s rule.
 9. Zane and Tanya provided the same rationale for one of their categories of numbers.
However, the numbers in their categories were different.

ZANE TANYA
42 42
|−3|, √100, 627,513, 6 , 42, |2| 20%, √100, 627,513, 6 , 42, |2|, 212%

When I simplify each number, it is a When I simplify each number, it is a

positive integer. positive integer.

Who is correct? Explain your reasoning.

List all possible groups that the number could belong to: Whole Number, Fraction, Decimal,
Percent, Mixed Number, Positive, Negative, Integer, Exponent, Square Root, Absolute Value,
and/or more.

10. 315% 11. −√36

12. 72 13. 36
9
Name: Date:
Number Sort Exit Ticket
Some students sorted these numbers into groups.

1 Kate used the rule shown to create a group of numbers.

• The numbers are mixed numbers (whole numbers with a part).
Identify all the numbers that meet Kate’s rule.

2 Ahmad used the rule shown to create a group of numbers.

• The numbers are between 0 and 1.
Identify all of the numbers that meet Ahmad’s rule.
3

4 List all the possible number groups that − 21 could belong to.
5

5 Kendra stated that 62 is only an exponent, but Melissa disagreed and said that 62 could
belong to other number groups.
Who is correct?
Explain your reasoning.