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Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Felipe Esquivel


Grade Level(s):
8th Grade

Know that there are numbers that are not rational, and
approximate them by rational numbers.
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.

Date: 04-28-2015
Single/Multi-Day Lesson:
Single Day Lesson

Standard: Written Language

Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
Standard: Oral Language
Comprehension and Collaboration:
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others' ideas and expressing their
own clearly.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Find the difference between an irrational number and rational numbers.
The student will find the difference between an irrational number and rational numbers.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
The lesson comes after the students learn the basic number system, knowing what numbers are between 1
and 2 such as 1.5 and 1.6. Students after this lesson will be ready to compute rational and irrational
A. ENGAGEMENT (Motivational Activities): With a number line on the white board, and every
student will be given an index card with a decimal number on it. Students will be asked: Why did
you decide to place that number on that specific place? What lead you to your decision? Do you
know what the number you have is called? What is the table on the white board called?
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Collect the data (using the number line and index card)
a. Pairs of students will go up and place their index card on the number line.
b. Teacher will help students place index card and record data.
Step #2 Youtube Video (Rational vs Irrational Numbers Rap)
*Note: Use CTRL + TAB for indents in outline format.

a. Students will be engaged in the Youtube video that raps the definition and differentiates
rational and irrational numbers
b. Teacher will encourage students to sing along after watching the video.
Step #3 Rational vs. Irrational Numbers
a. Students are writing down definition and different examples of rational and irrational
Example of rational numbers: 8 is a rational number because it could be turned into a
fraction of 8/1.
Example of irrational number: is an irrational number because it cannot be turned into a
b. Teacher is writing down definitions and examples of rational and irrational numbers.
Step #4 Application Activity
a. In pairs students distinguish between rational and irrational numbers that are written on the
white board. Students will also discuss and explain why they are rational or irrational
b. Teacher will assist students with distinguishing numbers and scan around for help.
Step # 5 Exit Ticket
a. Given 2 numbers students will distinguish between rational and irrational numbers and
explain their reasoning in at least two sentences.
Examples: Is the number 4 a rational number and why or why not? Is the square root of 2 a
rational number why or why not?
b. Teacher will collect data from students.
D. APPLICATION ACTIVITY (Practice and/or Reflection):
See step #4 for application activity.
Number line poster
White sheets of paper
Index card
Vocabulary chart
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Step #3 and #4
Summative: Step #5
Hands on activities
Group Collaboration
Lesson was interactive
Student discussions

*Note: Use CTRL + TAB for indents in outline format.