Megan Connor, Samantha Mojica, Emily Machado

EDUC 359
Fall 2015
Title
Subject Area
Grade Level
Summary of the Lesson

Title of the Lesson

Academic Standards
Objectives

Vocabulary: Three Tier

Estimated Time
Materials Required

Procedure

Irrational and Rational Numbers

Mathematics
7th Grade
The students will learn the definitions of
rational and irrational numbers and
understand the differences between the two
concepts.
Irrational and Rational Numbers
CC. 2.1.8.E.1: Distinguish between rational
and irrational numbers using their properties.
1. Students will be able to write the
differences between rational and
irrational numbers.
2. Students will be able to identify and
distinguish rational and rational
numbers
1. Irrational numbers
2. Rational numbers
3. Real numbers
4. Unreal numbers
35-40 minutes
Smart board lesson
Paper cut up into chain links
Pencil
The teacher will tap into the students prior
knowledge of whole numbers and fractions.
The teacher will do this by asking the student
to draw a pie chart and divide the chart into
groups and label the graph. The teacher will
show a video of a young girl making an
irrational decision to spark discussion on
irrational and rational numbers. The teacher
will have the student come up to the board
and show prior knowledge of fractions using a
pie chart.
Then the teachers will be using chain links

and number lines, and t- chars to state the

differences between rational and irrational
numbers. The teacher will define the
differences and provide examples of each
number. The students will create their own
chain link that includes the definition and
different examples. After the student will
come up to the board and complete a chart
that asks student to use higher order thinking
and justify their answer. There is a slide to
explain the vocabulary words of real and
unreal numbers.
The teacher will provide meaningful activities
by having the student complete a T- chart to
sort the differences on the numbers. Next the
student will complete the smart board page of
circling whether or not the example is rational
and irrational.
Incase of extra time is available and there is a
need for extra reinforcement, the teacher will
have the student moving by solving irrational
and rational number problems on white board
and solving them against a timer. The timer
will keep the student active and out of their
seat.
Formative Assessment

The teachers will provide ongoing formative

assessments to check for understanding. An
example of this would be the T-chart, chain
links, and examples page.

Student Resources

Chain Links
Smart board lesson