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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
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.
3
𝜋 0.25 −
8
−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:
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.
CLASSMATE #2
Types of Number Numbers Placed in Different Groups than Mine
Groupings
Number Classmate’s Group My Group
0.25
3
−
8
42
212%
|−3|
2
−
3
1
6
4
−√9
0.5%
1.523232323…
Some students sorted these numbers into groups.
Why do you think Lauren put these numbers in the same category?
4 Tim grouped these numbers together.
.
ZANE TANYA
42 42
|−3|, √100, 627,513, 6 , 42, |2| 20%, √100, 627,513, 6 , 42, |2|, 212%
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.
12. 72 13. 36
9
Name: Date:
Number Sort Exit Ticket
Some students sorted these numbers into groups.
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.