HCS Lesson Plan Math 8.NS.1

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Halifax County Schools Lesson Plan Format
Secondary
Teacher Name
Lesson Title
Curriculum Area
Grade Level
School-based Initiatives
Curriculum Standard(s)
Technology Objective(s):
from Common Core & Essential
Standards
Essential Question(s):
What question should students be able
to answer at the end of the lesson?
Learning Target(s): The What-What
students should know and be able to
do. Students should to be able to
articulate the learning target for and
for others.
Higher Order Thinking (Revised
Bloom’s & DOK) Connection/Extension
Lesson Summary: Describe the
strategies and the activities you will
use to teach new information to
students.
Date(s):
Rational vs. Irrational numbers
Number Sense
8th
AVID___________ WICR___________ Schoolnet____X______ ClassScape___________
8.NS.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.
8.TT.1 Use technology and other resources for assigned tasks.
How can I determine the difference between rational and irrational numbers?
In what ways can rational numbers be useful?
Students distinguish between rational and irrational numbers. Any number that can be
expressed as a fraction is a rational number.
Students recognize that the decimal equivalent of a fraction will either terminate or
repeat. Fractions that terminate will have denominators containing only prime factors of
2 and/or 5.
Activity (Creating and comparing)
http://www.elmers.com/teachers/lesson-plan/building-a-chain-of-rational-andirrational-numbers
Rational vs. Irrational rap (5 min)
https://www.youtube.com/watch/?v=KKfoORhiSA0
PowerPoint (15)
http://tw.aisj-jhb.com/sbuzan/files/2013/05/REAL-NUMBERS-rational-and-irrational.ppt
Note-taking guide and interactive notebook pages(see attached)(independent
practice)(15 min)
Video (5 min) http://www.khanacademy.org/math/algebra/solving-linear-equationsand-inequalities/conv_rep_decimals/v/coverting-repeating-decimals-to-fractions-1
Written instructions http://mathforum.org/library/drmath/view/57041.html
Group activity Task cards (see attached)
Academic/Content Vocabulary
Multiple Intelligence Alignment
 Verbal/Linguistic
 Musical/Rhythmic
rational numbers
relatively prime
irrational numbers
real numbers
integers
repeating decimals
terminating decimals
 Musical/Rhythmic – YouTube Video
 Visual/Spatial – Khan video, Instructional PowerPoint
 Bodily/Kinesthetic – Password game
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Visual/Spatial
Bodily/Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existential


Intrapersonal – independent Practice, School Net Assessment questions
Interpersonal-Task Cards group work
Circle multiple intelligence
incorporated in lesson plan
Differentiation: How will you
differentiate instruction to meet the
needs of all students?
Closure: What type of formative
The use of scaffolding with notes, flexible grouping which permits peer tutoring, student
interest by implementing the music and relatable subjects in Password game,
SchoolNet Assessment questions using googledocs.
assessment will be used to determine
level of mastery by all students?
Lesson Reflection: What went well?
What would you do differently?
Resources and Materials
What resources and materials are
needed to teach this lesson?
Computer
Speakers
Projector
Scissors
Glue sticks
Construction paper
Task cards
Task card recording sheet
SchoolNet assessment
PowerPoint
Graphing calculator
Re-teaching and Enrichment Activities
How would you extend students’
understanding of the lesson concepts
through another activity or lesson?
Password vocabulary game (see attached)
Modifications
Are there any students for whom you
need to make modifications?
Modify the number of links the students create and task cards, modification of the
number of answer choices,
Adapted from North Carolina Teacher Academy
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