1. HW Sheet #1 Due Monday, September 15th
DO NOW- 5 MINUTES
Take out your summer packet and leave it on your desk
Directions: Do not copy the question! Simply answer the following question in your binder.
Students pick up hw sheets and classifying numbers chart on the way in.
Shari collects summer packets and contracts and checks for supplies while Katherine marks off attendance and do now points.
5 minutes worktime, 1 student is randomly selected to share it. Did you set up the name generator? If the student is missing any, we ask volunteers for others.
Students move to new seats after share out
Think about and list the different types of numbers that you encounter in real life. List at least 3 different types. I don’t really like this DN. It doesn’t really connect to the lesson. What do you want to do then? I couldn’t think of something better.
Positive whole numbers, negative numbers (temperature, bank statements), decimals (prices), fractions (measurement), radicals (scientific equations).
I also want to change seats based on their diagnostics, but it depends if I have them completely graded by later today. I definitely want to move seats starting Monday so regardless if you have them all done we need to make a seating chart.
HW Sheet #1 Due Monday, September 15th
End

2. I can classify numbers as real, integer, rational, and/or irrational.
Learning Target:
I can classify numbers as real, integer, rational, and/or irrational.
I took out whole because it is not in the standards and also does not appear on any of the regents. It is also a word they should know from middle school so I am not worried that it appears in the definition for intergers
Student reads LT. Agenda is referenced as well (on board is: Do Now, Learning Target, types of numbers, group work, share out, summary)
Ask: Why do you think we put “and/or” in the do now? Because numbers can have more than one type of classification as we will see throughout the lesson. This learning target is important because it’s essential that we have a common language for describing numbers. This lesson is our first in on our unit on number sense. It’s a short unit and mostly review from middle school, but it provides a good foundation for our future units!

3. Take notes using your graphic organizer.
Definition
Examples
Non-Examples
Integer
Positive and negative whole numbers, including 0.
Ask: Using the definition, what are some examples of integers?
Examples: -2, 0, 1, 9… square root of 64…why is this in an integer? Have students simply on calculator. Show them where the square root symbol is on their calculator. It equals 8!
Ask: What do you think are non-examples?
Non-examples: 1.5, ¾

4. Take notes using your graphic organizer.
Definition
Examples
Non-Examples
Rational number
A number that can be written as a fraction, including 0.
In decimal form, they either terminate (end) or have an infinitely repeating pattern
Student volunteer reads definition. Ask: What does infinitely repeating pattern mean? Infinite means keeps going and repeating pattern means the same thing keeps happening (annotate definition on the board)
Ask: Based on the definition, what do you think are some examples of rational numbers?
Examples: -5 why is -5 rational? How can we write it as a fraction? Put it over 1!, 1/2, .25, …, square root of 16….ask students students why this rational…have them reduce it on their calculator it equals 4
Ask: What do you think are some non-examples of rational numbers?
Non-examples: pi, …, … Also have students do 1/3 on the calculator to see that it’s a repeating decimal with a pattern
Look at the word rational. Do you see any familiar word that we can pull out of it? Ratio! If you know what the word ratio means, then it’s easy to remember what a rational number is. Does anyone know what a ratio is? A fraction!

5. Take notes using your graphic organizer.
Definition
Examples
Non-Examples
Irrational number
A number that cannot be written as a fraction.
In decimal form, they are infinite and do not have a repeating pattern.
Student volunteer reads definition.
Ask: Based on the definition, what do you think are some examples of irrational numbers? Yes, basically the non-examples of rational numbers!!!!
Examples: pi, irreducible square roots have students type the square root of 8 on the calculator so they can see that it’s an infinite and non-repeating decimal, infinite decimals
Ask: What are some non-examples? Yes, all rational numbers!
Non-examples: 5, -2.5, ¾, …

6. Use your chart organizer to take notes on the following definitions.
Examples
Non-Examples
Real number
A number that is rational OR irrational (never both!)
Student volunteer reads definition.
Ask: Based on the definition, what are some examples?
Examples: Any number on our number line!
Non-examples: NONE! (at least not in this class…)

7. Task: In the space next to each number, write the type of number it is
Task: In the space next to each number, write the type of number it is. Remember, one number might belong to more than one classification!
6 __________________________________
-19 __________________________________
__________________________________
__________________________________
1.2828… _________________________________
I want to play a game with this, in which we ask 5 volunteers to come up to the front. Each volunteer will stand for each type of number and we will give them a sign to hold. As we go through each of these, we tell them if you think this number falls under your category, step forward. Then based on who step forward, we then fill in the powerpoint slide. I am really unclear how this activity will work. Are the students who are standing up front the only ones deciding the classification? How will the audience participate? I think this might work better if students try these on their own first…put a 5 minute timer on the slide, then after 5 minutes have students check their responses with their neighbors and then for share out have 5 volunteers put their answers on the board and have people in the audience check or do the sign thing that you want. If we do it the way you described I am fearful that we will waste time trying to get students to participate
End

8. End Group Work Turn your desk to face your group.
Use your calculator to help you!
Remember, “Ask 3 before me.”
Be prepared to present your work.
Circulate to help students
If students get stuck point out the line where the mistake is
Students should have about 15 minutes of work time
Save 7 minutes to go over work
End

9. What are some ways to help us remember the types of numbers?
Summary
What are some ways to help us remember the types of numbers?
Is this done orally? Do students write down their responses?
For the summary section this year, I actually want to cold call and ask students different things they should have retained from the lesson. Such as cold calling and asking what the definitions of each number is, and what’s an example of each type of number. Then after reviewing the lesson, if we get to it, doing the summary question orally.