1. LESSON TEMPLATE CONSTRUCTIVIST FORMAT
CURRICULAR STATEMENT
To understand about division of irrationals and its importance in mathematics through
observation, discussion and analyzing the prepared notes of the pupil.
CONTENT ANALYSIS
New terms: Division of irrationals
Fact : For any positive numbers x and y, √ 𝑥 × √ 𝑦 =√ 𝑥𝑦
Concept : Concept of division of irrationals.
Process : Process of dividing irrational numbers.
LEARNING OUTCOMES
The pupil will be able to:-
1. Recall the term product of irrationals.
2. Recognize division of irrational numbers.
3. Identify the concept of irrational numbers.
4. Give illustration for irrational numbers.
5. Through familiar examples an unfamiliar situation is made clear.
6. Discuss the problem of division of irrationals with other students.
7. Ask questions to know more about division of irrational numbers.
8. Read charts quickly and accurately on division of irrational numbers.
Name of the teacher: Shylabeegam A
Subject : Mathematics
Unit : Irrational numbers
Subunit : Division of irrationals
Name of the school : Mount tabor girls HSS,
Pathanapuram
Standard : IX F
Strength :36/42
Date : 10. 8 .15
Time :40 min
2. PRE- REQUISITES :- Students have knowledge on irrationals, product of irrationals and
simplification of irrationals.
TEACHING LEARNING RESOURCES :-Usual class room aids, chart.
LEARNING SRATEGIES :- Group discussion, individual work, observation and explanation by the
teacher.
Class room interaction procedure Expected pupil responses
INTRODUCTION
ACTIVITY 1
1. What is irrational number?
2. What is the approximate value of √2, √3
and √5?
3. What is√ 𝑥 × √ 𝑦 ?
By asking these questions the teacher leads
the students to the topic.
PRESENTATION
ACTIVITY 2
Teacher shows the chart containing the
equation of the product of irrationals.
“for any positive numbers x and y
√ 𝑥
√ 𝑦
= √ 𝑥
𝑦⁄ ”
Teacher asked to read it and to write down.
ACTIVITY 3
Teacher provides a problem that the length of
a square is 1m. Find the length of its side correct to
centimeters.
Whole pupils answer correctly.
Pupil says that √ 𝑥 × √ 𝑦 =√ 𝑥𝑦
Pupil reads the chart
3. Class room interaction procedure Expected pupil response
Teacher draws the figure on black board.
x
x
Teacher asks the students that how can we use
Pythagorus theorem here.
x2+x2 =1
2x2 = 1
X2 =½
x = √1
2⁄
=
1
√2
Multiply √2 on both numerator and denominator
we get
1
√2
=
1×√2
√2 √2
= 1
√2
Teacher asks the students that what is the
approximate value of √2
So
1
√2
≈
1.414
2
= 0.707 m [BB]
= 70.7 cm
Pupil says that x2+x2 =1
Pupil says that √2 ≈ 1.732
Pupils understand and write down.
4. Class room interaction procedure Expected pupil response
Thus the side of our square is about 70.7 cm.
ACTIVITY 4
Teacher provides a problem that using
√3 ≈ 1.732 , compute
1
√3
up to three
decimals.
Teacher explains that first we write
1
√3
=
1×√3
√3 √3
=
√3
3
≈
1.732
3
= 0.577 [BB]
CLOSURE
ACTIVITY 5
Teacher concludes the class by saying
about the division of irrationals.
REVIEW
ACTIVITY 6
Teacher asks some questions about product
and division of irrationals.
FOLLOWUP ACTIVITY
Using √3 ≈ 1.732 , find √
3
4
correct to three decimals ?
Pupils listen and write down.
Pupil answer correctly with interest.
