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 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