Numbers

Adani International School Sheetal Daga

CAIE LS Mathematics (Grade 8) A

Summary

Numbers

Subject Year Start date Duration

Mathematics Grade 8 Week 3, July 8 weeks

Description
Numbers (Indices and standard form,Rational and Irrational number,Further fraction and Decimal,Rounding and estimating
numbers,Compound Percentage,Estimating surds,Direct and Inverse proportion,)

STAGE 1: Identify Desired results

Big Ideas
Scientific notation(Standard form) is used to represent very large or small numbers

In certain situations, an estimate is as useful as an exact answer.

Scientific notation(Standard form) is used to represent very large or small numbers

A ratio is way of comparing the sizes of two or more quantities

Overarching Essential Questions / Topical Essential Question

Type Inquiry Questions

Conceptual Why square root of negative number is not possible

Conceptual Why any number raise to 0 is always 1

Factual What is irrational number

Factual What is the need of Scientific notation?

Factual Why there will be no negative answer even though power is negative

Factual Why are proportional relationships an important part of mathematics?

Factual How is proportional reasoning used to solve real-world problems?

Factual How important are estimations in real life situations?

Factual How would you define accuracy

Factual Will i get the same amout if I increase the value by 10% and then again decrease it by 10%

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Numbers
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Adani International School Sheetal Daga

CAIE LS Mathematics (Grade 8) A

Type Inquiry Questions

Factual How is proportional reasoning used to solve real-world problems?

Factual Why are proportional relationships an important part of mathematics?

Factual How the relationship between the two quantities defined

Factual What is difference between direct and indirect proportion

STAGE 2: Acceptable Evidences

Formative Assessment

Worksheet

Chapter End Test

Think -Pair-Share

Summative Assessment
Semester 1 test

STAGE 3: SOW

SOW

Unit Plan & SOW VIII.xlsx

333.94 KB

Teaching Strategies
Rational irrational numbers

Teacher will ask learners:

What is the square root of 19?How could you estimate the answer?

Learners will realise that the answer will not be a whole number, since 19 is not a square number. Establish that √19 is irrational.
They should recognise that √19 lies between 4 and 5, since 19 lies between 4^2 and 5^2. Introduce the term surd, explaining
that when we cannot simplify a number to remove a square or cube (or other) root, then it is called a surd.

Ask learners to consider the expressions below:

rational ÷ rational

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Adani International School Sheetal Daga

CAIE LS Mathematics (Grade 8) A

irrational + rational

irrational + irrational

irrational ÷ rational

irrational ÷ irrational

Teacher will ask learners to decide whether the answer to each statement is:

always rational

always irrational

or could be either

Standard Form

Teacher will ask learners to write 150 million kilometres as a number? (Answer: 150,000,000 km)Are there any other ways to write
this number?

Introduce learners to this number written in standard form: 1.5 x 10^8

Explain that the first part of the number is a value between 1 and 10, and this is multiplied by a power of ten. Demonstrate to
learners how to write a number written in normal form in standard form and vice versa.

Give learners other real-life examples of large numbers written in standard form or normal form, and ask them to convert between
the representations. For example:

Normal form Standard form

The approximate number of bricks used to build the Great Wall of China 3.873 × 10^9

The length of the Nile river in miles 4130

The cost of building the London Eye in dollars 88 546 000

Teacher will explain rules of indices and students will solve the sums based on the same.

Fractions

Teacher will ask learners to look at the two questions and discuss how the answers might be different:

1 7/10-4/5+3/4

1 7/10-(4/5+3/4)
Teacher will ask questions to learners:
Which answer do you think will be bigger? Why? Can you estimate what the answers will be? Will they be less than 1 or
greater than 1? Why?
Learners will calculate the solutions and understand the importance of order of operation.
Teacher will ask learners:Is 5 / 2 the same as 5 x 1/2? Explain your answer.What about 9/ 3 and 9 x 1/3?
Teacher will establish the ‘division as a multiplicative inverse’ rule.

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Numbers
 Numbers
Adani International School Sheetal Daga

CAIE LS Mathematics (Grade 8) A

Teacher will ask learners:What is half of one half?

Encourage students to write this in different ways (e.g. 1/2 /2 and 1/2 x 1/2).
Teacher will ask class to explore the question: 3/5 / 1/5 Can this be written as a multiplication?
Learners will be able to understand that finding how many fifths are in a number is equivalent to multiplying the number by
5 (since there are five fifths in one whole). 3/5 × 5/1
At this stage, teacher will introduce cancelling common factors :
3/(5×1) × (5×1)/1
Teacher will give learners a selection of multiplication and division questions, where common factors can be cancelled.
Teacher will remind learners to change any division questions into equivalent multiplications first before
calculating.Also,Teacher will solve few questions of textual exercises on Smart board and help students to solve the
remaining.

Terminating and recurring Decimals

Teacher will ask learners to use a written division method to convert these fractions into equivalent decimals.

1/9 3/4 7/8 2/3 1/5 5/6

Teacher will ask learners:

· Which of these decimals terminate and which recur?
· How do you know that one of your recurring decimals will not eventually terminate?
· Do you notice anything about the properties of the fractions that have a recurring decimal equivalent?

Then ask learners to make conjectures about when a fraction will have a recurring decimal equivalent. Learners will
show they are conjecturing (TWM.03) when they form ideas which may or may not be correct such as:
· Fractions with an odd denominator will always have a recurring decimal equivalent.
· Fractions with a denominator which is a multiple of 3 will always have a recurring decimal equivalent.
· Fractions where the numerator and denominator are prime numbers will always have a recurring decimal
equivalent.

This activity can be extended by asking learners to investigate and explain whether their conjectures were correct or
incorrect. Learners will give evidence by using examples of other fractions or explaining their reasoning.

Decimal multiplication

Teacher will show learners these four questions and ask them to predict which will have answers smaller than 0.5 and
which will have answers greater than 0.5.
0.5 * 2.5,0.5 *0.25, 0.5 /2.5,0.5 / 0.25
Then teacher will ask learners to arrange the four questions from smallest to largest value.

teacher will ask learners: Did any of the answers surprise you? Why? Why not?
Learners will begin to recognise the effects of multiplying and dividing a number by a decimal and are able to explain
their answers to the following questions:
•What happens when you multiply a number by a decimal greater than 1?
•What happens when you divide a number by a decimal greater than 1?
•What happens when you multiply a number by a decimal between 0 and 1?

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Numbers
 Numbers
Adani International School Sheetal Daga

CAIE LS Mathematics (Grade 8) A

•What happens when you divide a number by a decimal between 0 and 1?

This activity can be extended by asking learners to also consider multiplying and dividing by decimals between 0 and
-1, and by decimals smaller than -1.
Teacher will ask learner to solve textual exercises. Teacher will also expalin how to to do decimal multiplication with
multiples of 10.

Teacher will ask learners to work in pairs to calculate 1384 × 10^5.

Teacher will Explain that by using knowledge of indices the calculation could be written as 1384 × 100 000, and by
applying understanding of place value they can calculate the answer 138 400 000.
Repeat this activity with other multiplication and division questions, including those with decimals and negative powers.
For example:

•4.53 × 104
•4671 × 10-2
•2.9 × 10-5
•3398.3 × 100

•15 ÷ 103
•319.89 ÷ 102
•4671 ÷ 10-2
•2.9 ÷ 10-5

Ratio and Proportion

Teacher will explain the real life example of ratio, teacher will share recipe of lemonade and ask students the ratio of
different ingredient. Teacher will ask questions to students based on activity like what if quantity of one of the ingredient
doubled? how would it affect the taste? What should we do to make the taste same?
To know the difference between ratio and proportion, teacher will show video.
Teacher will take real life examples to explain direct and Inverse proportion.
Students will solve the exercises based on the topic.

Differentiation

https://www.youtube.com/watch?v=TXS-62eP0Pc - Basics terminology of fraction

https://www.youtube.com/watch?v=v7WsRs1t388 Basics of rounding off

https://www.youtube.com/watch?v=eCJIpWc0vzo

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 Numbers
Adani International School Sheetal Daga

CAIE LS Mathematics (Grade 8) A

To understand difference between ratio and proportion

Different worksheet with different difficulty level

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