MATH GRADE 9 RATIONAL NUMBERS

Rational Numbers 9
Title of Unit Grade Level
Mathematics 11 classes (48 min periods)
Subject Time Frame
Miss Jackle
Developed By

Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

General Learning Outcome:

Develop Number Sense

Specific Learning Outcomes:

3. Demonstrate an understanding of rational numbers by: • comparing and ordering rational numbers • solving problems that involve
arithmetic operations on rational numbers. [C, CN, PS, R, T, V] [ICT: P2–3.4]

5. Determine the square root of positive rational numbers that are perfect squares. [C, CN, PS, R, T] [ICT: P2–3.4]

6. Determine an approximate square root of positive rational numbers that are non-perfect squares. [C, CN, PS, R, T] [ICT: P2–3.4]
Big Mathematical Ideas
Which big mathematical ideas (e.g. place value, algebraic reasoning, etc.) does this unit address? Consult Charles (2005) and Hurst and
Hurrell (2014)

 Between any two rational numbers there exists an infinite number of other rational numbers.
 Procedures for operations with decimals, fractions and integers are used for operations with rational numbers.
 The order of operations with whole numbers extends to exponents and can be applied to rational numbers.
 Squaring a number and taking its square root are inverse operations.
 Perfect squares and their square roots extend to rational numbers.
  The square root of a rational number that is not a perfect square can be approximated as a decimal.

Cross curricular Competencies

How will this unit promote the CCC?

Critical Thinking
Problem Solving
Managing Information
Communication
Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding)
How do rational numbers impact other topics in math?

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this unit. result of their work in this unit. These will come from the
indicators.
Students will know... Students will be able to…
 Rational numbers include any numbers that can be expressed as the  Compare and order rational numbers
quotient or fraction of two integers  Compare and order rational numbers in the same form
 Equivalent numbers are equal value but written differently
 Numbers can be ordered on a number line or by estimation or
 Compare and order rational numbers on a number line
conversion  Compare and order equivalent numbers
 Numbers can be ordered and compared in the same form  Add and subtract decimals
 Decimals can be added and subtracted, multiplied and divided using  Multiply and divide decimals
place value
 Add and subtract fractions
 Fractions can be added, subtracted, multiplied and divided
mathematically  Multiply and divide fractions
 A perfect square is the product of a rational number multiplied by  Determine square roots of rational numbers
itself
 A non-perfect square is every number that is not the result of
squaring an integer with itself
 Square roots can be determined pictorially or mathematically
 Learning Plan
What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed?

Students will be using this information for the grade 10 outcomes:

Algebra and Number Specific Outcomes

1. Demonstrate an understanding of factors of whole numbers by determining the:
 prime factors
 greatest common factor
 least common multiple
 square root
 cube root.
2. Demonstrate an understanding of irrational numbers by:
 representing, identifying and simplifying irrational numbers
 ordering irrational numbers.

Determine what students already know

Students will be using their knowledge from the grade 8 outcomes:

Number
Specific Outcomes
1. Demonstrate an understanding of perfect squares and square roots, concretely, pictorially and symbolically (limited to whole numbers).
2. Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
6. Demonstrate an understanding of multiplying and dividing positive fractions and mixed numbers, concretely, pictorially and symbolically.
7. Demonstrate an understanding of multiplication and division of integers, concretely, pictorially and symbolically.
Date Lesson General Specific Outcomes Learning Activities/Teaching Assessment/ Safety
Outcomes Strategies Evaluation/ Considerations
Communication
September 5 Introduction Develop 3.Demonstrate an Introduce the term rational numbers -In class discussion -Ensure students
Lesson #1 of Rational Number understanding of rational and see what students already know -THINK PAIR are being
Numbers Sense numbers by: about rational numbers. Work as a SHARE respectful to
• comparing and ordering class to determine rational numbers -Number line other students’
rational numbers and ordering and comparing. Talk activity answers and
about important definitions and have contributions to
students fill in the blanks on their classroom
sheet as we discuss them. Discuss discussion
why it is important to compare and
order numbers? THINK PAIR
SHARE (why would we need to
order and compare numbers outside
of the classroom?) Number line
activity.
September 6 Decimal Develop 3. Demonstrate an Review place value with students. -In class discussion -Ensure students
Lesson #2 Numbers Number understanding of rational Talk about why place value is -Class problems are being
Sense numbers by: • comparing important when working with -Workbook respectful to
and ordering rational decimals. More in depth lesson on - 3.5 + .51 + 0. other students’
numbers • solving comparing and ordering decimals. = 12.23. What answers and
problems that involve Going from fractions to decimals to might the missing contributions to
arithmetic operations on order and compare. Move forward numbers be? Justify classroom
rational numbers. [C, CN, with adding and subtracting your answer. discussion
PS, R, T, V] [ICT: P2–3.4] decimals. Talk about place value
and signs. Do questions with
students during lesson. Have
students work through questions on
their own after lesson. Workbook
questions and missing numbers
questions.
September 9 Review and Develop 3. Demonstrate an Have students work on bell work -In class discussion -Ensure students
Lesson #3 multiplying Number understanding of rational questions from the previous day then -Kahoot are being
and Sense numbers by: • comparing go over questions as a class. Go -In class problems respectful to
dividing and ordering rational over any questions from the -Observations other students’
decimals numbers • solving previous two lessons. Do questions -Workbook(maybe) answers and
problems that involve together as a class for multiplying contributions to
arithmetic operations on
 rational numbers. [C, CN, and dividing decimals. Work on classroom
PS, R, T, V] [ICT: P2–3.4] questions for operations on decimals discussion
and comparing and ordering the -Ensure students
answers. KAHOOT! are staying
Have students go through quiz as a seated during
class with operations on decimals kahoot and
and ordering and comparing rational being respectful
numbers. Go over questions as a with electronics
class for the ones that students did
not get. If there is time have
students work in their workbooks.
September 10 Fractions Develop 3. Demonstrate an Begin the class with talking about -In class discussion -Ensure students
Lesson #4 Number understanding of rational fractions. How can we compare -Observations are being
Sense numbers by: • comparing fractions? Are there ways to -In class questions respectful to
and ordering rational compare fractions that are better -Comapre and order other students’
numbers • solving than others? COMPARE AND rational numbers answers and
problems that involve ORDER RATIONAL NUMBERS activity contributions to
arithmetic operations on ACTIVITY. After activity and classroom
rational numbers. [C, CN, discussion talk about numerators discussion
PS, R, T, V] [ICT: P2–3.4]
and denominators. Can we use
number lines to help us add and
subtract fractions? Work as a class
with adding and subtracting fraction
questions.
Activity sheet: Fill the empty square
with a number that, when added to
the numbers in the other three
squares, will result in a total of 5 5/8

September 11 Fractions Develop 3. Demonstrate an Begin class with bell work of -In class discussion -Ensure students
Lesson #5 continued Number understanding of rational previous lesson and review with the -Observations are being
Sense numbers by: • comparing students. Talk about rules for -In class problems respectful to
and ordering rational multiplying and dividing fractions. -Workbooks other students’
numbers • solving How are multiplying and dividing answers and
problems that involve fractions different from adding and contributions to
arithmetic operations on subtracting fractions? Work with classroom
rational numbers. [C, CN, diagrams and word problems. If discussion
PS, R, T, V] [ICT: P2–3.4]
there is time have students work in
workbooks.
September 12 QUIZ and Develop 3. Demonstrate an Begin class with quick review and -Quiz -Ensure students
Lesson #6 order of Number understanding of rational answer any questions before quiz. -In class discussion are being
operations Sense numbers by: • comparing Give students 15-20mins for quiz. If -Observations respectful to
and ordering rational any catching up on homework is other students’
numbers • solving needed, use this class for that. If not answers and
problems that involve begin discussion on order of contributions to
arithmetic operations on operations. Lesson on order of classroom
rational numbers. [C, CN, operations. Questions about rational discussion
PS, R, T, V] [ICT: P2–3.4] numbers with more than one
operation.
September 13 Order of Develop 3. Demonstrate an Review quiz with students and go -in class discussion -Ensure students
Lesson #7 operations Number understanding of rational over questions. Determine what -in class questions are being
and Sense numbers by: • comparing students know about order of -observations respectful to
evaluating and ordering rational operation. Discuss order of -order of operations other students’
one numbers • solving operations and do questions with activity answers and
expression problems that involve students as a class. ORDER OF contributions to
arithmetic operations on OPERATIONS ACTIVITY. If classroom
rational numbers. [C, CN, there is time work on word problems discussion
PS, R, T, V] [ICT: P2–3.4] for order of operations.

September 16 Square root Develop 5. Determine the square Introduce square roots. Lesson on -in class discussion -Ensure students
Lesson #8 introduction Number root of positive rational square roots and work with diagrams -in class questions are being
Sense numbers that are perfect as a class. Have students have grid -observations respectful to
squares. [C, CN, PS, R, T] paper and work through questions. -finding square other students’
[ICT: P2–3.4] Go through example questions of roots activity answers and
square roots. FINDING SQUARE contributions to
6. Determine an ROOTS ACTIVITY. classroom
approximate square root discussion
of positive rational
numbers that are non-
perfect squares. [C, CN,
PS, R, T] [ICT: P2–3.4]

September 17 Square Develop 5. Determine the square Review square roots with students. -in class discussion -Ensure students
Lesson #9 Roots Number root of positive rational Have students complete bell work -in class questions are being
Continued Sense numbers that are perfect questions and go over questions to -observations respectful to
squares. [C, CN, PS, R, T] begin class. Lesson on perfect -activities other students’
[ICT: P2–3.4] square and non-perfect squares. answers and
PERFECT SQUARE DIAGRAM contributions to
6. Determine an questions. Have students use the classroom
approximate square root square diagram to show a perfect discussion
of positive rational
 numbers that are non- square equals a certain number.
perfect squares. [C, CN, Work through questions as a class
PS, R, T] [ICT: P2–3.4] about perfect squares. What if a
question isn’t a perfect square?
What does this mean? How can we
determine the answer? Go over
questions with students about
perfect squares. If time do Perfect
Squares-How Many Ways activity.
September 18 REVIEW!! Develop 3. Demonstrate an -Hand out study guide and review -review activity -Ensure students
Lesson #10 Number understanding of rational questions for each topic. Do review -observations are being
Sense numbers by: • comparing activity with students. -in class respectful to
and ordering rational discussion/questions other students’
numbers • solving answers and
problems that involve contributions to
arithmetic operations on classroom
rational numbers. [C, CN, discussion
PS, R, T, V] [ICT: P2–3.4]

5. Determine the square

root of positive rational
numbers that are perfect
squares. [C, CN, PS, R, T]
[ICT: P2–3.4]

6. Determine an
approximate square root
of positive rational
numbers that are non-
perfect squares. [C, CN,
PS, R, T] [ICT: P2–3.4]

September 19 EXAM Develop 3. Demonstrate an Students will come to class prepared -Exam -Ensure students
Lesson #11 Number understanding of rational for exam. Students will have the are being
Sense numbers by: • comparing full class to complete exam. respectful to
and ordering rational other students’
numbers • solving answers and
problems that involve contributions to
arithmetic operations on classroom
rational numbers. [C, CN, discussion
PS, R, T, V] [ICT: P2–3.4]
5. Determine the square
root of positive rational
numbers that are perfect
squares. [C, CN, PS, R, T]
[ICT: P2–3.4]

6. Determine an
approximate square root
of positive rational
numbers that are non-
perfect squares. [C, CN,
PS, R, T] [ICT: P2–3.4]
LESSON ACTIVITIES

Pre assessment lesson Have a conversation about what rational numbers are. Get students to give examples of what numbers they
#1 know. Once about 10 examples have been given. Have students decide which numbers are rational (most likely
all will be). Talk about what numbers are not rational and why. Ask students if they can order the numbers from
least to greatest on their own. Do as a class after.
Lesson #1 Number Line This activity will get students comfortable with using a number line and comparing and ordering numbers such
Activity as decimals and fractions (equivalent).
Lesson #4 Comparing The following activity connects students' understanding of comparing and ordering positive fractions to
and Ordering Rational comparing and ordering rational numbers. Use the digits 1 through 9 to write as many positive and negative
Numbers Activity proper and improper fractions as you can. Both the numerators and denominators should be single digits. Make a
list of the fractions you compose. Part A Order your fractions on a number line from least to greatest. Answer the
following questions:  Which fractions are less than –1?  Which fractions are between –1 and 0?  Which
fractions are between 0 and 1?  Which fractions are greater than 1? Part B Write each fraction as a decimal. Use
the decimals to check the accuracy of your number line
OR: Use the digits 1 through 9 to write as many positive and negative proper and improper fractions as you can.
Both the numerators and denominators should be single digits. Make a list of the fractions you compose.
Have students order the numbers themselves. When students have had some time to determine the order, get
them to check their work with a partner. Once they have done that get the students to try and order them as a
class and see if they could get it. Ask students what methods they used to compare and order the fractions (did
they create equivalent fractions, make decimals or just estimate?) Go over each method after.
Order of Operations Use at least three of the numbers 16, 10, 7, 5 and 2 (each number may only be used once) and any of the
Acitivty Lesson #7 operations +, –, ×, and ÷, as well as squaring a number and taking the square root of a number, to find as many
different expressions as you can to reach the target number 20.
Finding Square Roots Place one square root, one integer, one fraction and one decimal on the number line below. How did you decide
Activity Lesson #8 where to place your numbers?

Lesson #9 Perfect For each set of numbers, find as many results as you can by combining the numbers by either squaring, finding
Squares-How Many the square root or using any of the operations +, –, × and ÷.  1 2 1 4 80 2  1 0.25 0.5 10  1 2 4 9 1 16 100 
Ways? 6.25 0.4 20 1.2