Description
These are Common Core Aligned Scaffolded Notes. They are made to be used as a note-taking guide in the classroom, particularly in states like Utah where Core-aligned books are not as readily available to match the state core. These notes include group exploration activities and classroom discussion. I have included a set of the "teacher's notes" that a teacher can use to review the lesson and also share on a class website with students who were absent the day of the lesson. This particular lesson gives a visual representation of the difference between rational and irrational numbers. It shows how real numbers can be divided intuitively into 2 groups: those with order and those that are chaotic. It helps students to see why repeating decimal are obviously rational without relying on the somewhat intensive process of converting a repeating decimal to a fraction.
*Designed for: Math 1 & Math 2
*Designed for: Math 1 & Math 2
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Highlights
Digital downloads
Grades
8th - 11th
Standards
CCSSHSN-RN.B.3
CCSSMP2
CCSSMP3
Pages
1
Answer Key
Included
Teaching Duration
45 minutes
Description
These are Common Core Aligned Scaffolded Notes. They are made to be used as a note-taking guide in the classroom, particularly in states like Utah where Core-aligned books are not as readily available to match the state core. These notes include group exploration activities and classroom discussion. I have included a set of the "teacher's notes" that a teacher can use to review the lesson and also share on a class website with students who were absent the day of the lesson. This particular lesson gives a visual representation of the difference between rational and irrational numbers. It shows how real numbers can be divided intuitively into 2 groups: those with order and those that are chaotic. It helps students to see why repeating decimal are obviously rational without relying on the somewhat intensive process of converting a repeating decimal to a fraction.
*Designed for: Math 1 & Math 2
*Designed for: Math 1 & Math 2
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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This was an interesting concept to explain rational and irrational numbers.
Helpful when using to create notes for students to reference.
Cool, thanks!
AMAZING! Your visuals really help the students understand the vocabulary. I'm teaching students with special needs and ELL'sā¦ this was perfect! I wish there was a draw your own, but I will make one.
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSHSN-RN.B.3
Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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