Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Empty Layer.

Home

Professional Learning

Instructional StrategiesLesson PlansProfessional Learning

BetterLesson helps teachers and leaders make growth towards professional goals.

See what we offerLearn more about

- 8.NS.A.1Know 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.NS.A.2Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., Ï<sup>2</sup>). For example, by truncating the decimal expansion of â2 (square root of 2), show that â2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

8.NS.A.2

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., Ï^{2}). For example, by truncating the decimal expansion of â2 (square root of 2), show that â2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

Exponents and Radicals Unit Assessment Day 1 of 2

8th Grade Math

Â» Unit:

Exponents and Radicals

Big Idea:Assess mastery of exponents, radicals, and scientific notation through a variety of high level questions

Day Four & Five

8th Grade Math

Â» Unit:

Welcome Back!

Big Idea:To help guide instruction for the year and establish a baseline for quarterly benchmark assessments, students will take a benchmark test aligned to the CCSS.

Operation Rational Irrational Numbers

8th Grade Math

Â» Unit:

Relationships between Quantities/Reasoning with Equations

Big Idea:Real numbers are either rational or irrational. But do we know the nature of sums and products of these real numbers?

Simplifying Radical Expressions

Algebra I

Â» Unit:

Quadratic Functions

Big Idea:Students need to understand that radical expressions really represent an irrational number and be able to estimate its value.

Round Robin Review (Unit 1)

8th Grade Math

Â» Unit:

Number Sense

Big Idea:Tackling questions in Round Robin fashion is a great way to review and practice for standardized exams.

What's Rational About That? Day 3

8th Grade Math

Â» Unit:

So What's Rational About That?

Big Idea:Students will get practice truncating the decimal expansions of non-perfect square numbers in order to accurately place them on a number line.

What's Rational About That? Day 4

8th Grade Math

Â» Unit:

So What's Rational About That?

Big Idea:Often times, students need several exposures to material before it begins to sink in. Today, we will play an online sorting game in teams to provide that needed practice identifying rational and irrational numbers before manipulating them mathematically.

What's Rational About That? Day 5

8th Grade Math

Â» Unit:

So What's Rational About That?

Big Idea:Today's activity will give students the opportunity to solidify their understanding of rational and irrational numbers by creating sorting cards for their partners. This activity will serve as a quiz review.

First Marking Period Exam

Algebra I

Â» Unit:

Creating Linear Equations

Big Idea:The first exam of the year is yet another chance for students to see how this course works. It's summative assessment, sure, but everything is formative!

Problem Set: Number Lines

Algebra I

Â» Unit:

Number Tricks, Patterns, and Abstractions

Big Idea:A number line gives us a way to visualize order of operations, bridging the gap between abstract and quantitative reasoning . As we begin, students pay close attention to scale.

Introducing the Number Line Project

Algebra I

Â» Unit:

The Number Line Project

Big Idea:Introducing the year's second project! Hard work and organization are emphasized, and here students learn some structures to promote both.

Workshop Period: The Number Line Project

Algebra I

Â» Unit:

The Number Line Project

Big Idea:Students continue their work on the Number Line Project by staying organized, thoughtfully defining their tasks, and getting done what they need to do.

The Number Line Project: More Unit Lines and Finishing Up

Algebra I

Â» Unit:

The Number Line Project

Big Idea:Swapping units can change everything about a data display. Students build their background knowledge on this idea by constructing their own number lines for distance conversions.

Project Collection Day, and an Introduction

Algebra I

Â» Unit:

The Number Line Project

Big Idea:One of my goals this year is to cultivate in students an ability to explain what they've learned. Today's reflection serves as a baseline assessment in that work.

Review: What Can You Do So Far?

Algebra I

Â» Unit:

Solving Linear Equations

Big Idea:Just because we worked on it five weeks ago doesn't mean it ceases to exist...

8.NS.A.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.NS.A.2

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., Ï^{2}). For example, by truncating the decimal expansion of â2 (square root of 2), show that â2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.