DiMatteo

Mod6 Application 1

Module 6 Application Assignment
The Real Number System
Samantha DiMatteo
Marygrove College
 DiMatteo Mod6 Application 2

Number Line

-5 -4 -3 -2 -1 0 1 2 3 4 5

25 4
0 4 22
5
___ 9
17
3.7 2.35 5 0

2 6
2-1
| 3|
DiMatteo Mod6 Application 3

Traditional number lines that are used by elementary school teachers generally

emphasize a students ability to recognize the sequential order of whole numbers. They

are also expected identify and plot a given point on the number line. However, just as

with most mathematical topics, they continue to build and evolve as students advanced

through each course. The number line may start out as a simple list of whole numbers,

but students will later discover that it is representative of the entire real number

system.

The next progressive step is to introduce integers. Van De Walle, Karp, and Bay-

Williams (2013) state, Because students have only seen the negative sign when doing

subtraction, the symbolic notation for integers may be confusing (p. 480).

Additionally, Ponce (2007) explains, many students cannot make, or have a very

difficult time making, the transition from working with whole numbers to working with

integers (p. 10). One good way to address these numbers relative to their placement

on a number line is to explain to students that the negative of any number is located the

same distance away from zero as the positive but in the opposite direction. Van De

Walle, Karp, and Bay-Williams (2013) state, Negative numbers are defined in relation to

their positive counterparts (p.480). When plotting points on my number line I included

the integers -5, 0, 1, 2, 3, and 4. However, I represented each of these numbers in a

unique but equivalent fashion through the use of square roots, fractions, exponents,
!
and absolute value functions (-25 = -5, != 0, 50 = 1, 4 = 2, |-3| = 3, and 22 = 4). Van De

Walle, Karp, and Bay-Williams (2013) explain, Students should be able to explain

equivalence (p. 486). It is important that students at the middle school level can

recognize where a number is a number is located on a number line regardless of what

form it is presented in.

DiMatteo Mod6 Application 4

In addition to including integers I also included both rational and irrational

numbers. Van De Walle, Karp, and Bay-Williams (2013) state, it is a mistake to stop

with integer values, because students must understand where numbers like -4.5 and -

1 belong in relation to integers (p. 478). I included terminating and repeating

decimals 3.7 and -2.35. Van De Walle, Karp, and Bay-Williams (2013) state, Even when

numbers are written as whole numbers or as terminating decimals, they can also be

written as fractions, and thus are rational numbers (p. 486). Therefore, I also included
! !"
! and ! . I think that it important that middle school students use fractions on a

regular basis and get a sense for where they are located on a number line. I also
!
included some rational numbers that were represented by exponents (50 = 1 & 2-1 = ! ).

Exponents and their rules are often explored more in depth at the high school level,

however middle school students should be introduced to them and have a fundamental

understanding of their properties. The two irrational numbers that I included are

among the most recognized, 2 and . When these numbers are represented as

decimals, they are non-terminating and non-repeating. Once the numbers are in

decimal form students should be able to easily approximate the location of each of

these numbers on number line.

Gregg and Gregg (2007) explain, Although the metaphorical connection may

be obvious to teachers, it may not be obvious to students (p. 46). We as teachers

may assume that locating any number that is a part of the real number system is an easy

task for students, however, we cannot make such assumptions; we need to spend time

developing our students number sense. With a strong understanding of all real

numbers in all of their various forms students will have greater success with the

mathematical operations and procedures that build on this number system.

DiMatteo Mod6 Application 5

References

Gregg, J., & Gregg, D. U. (2007). A context for integer computation. Mathematics

Teaching in the Middle School, 13(1), 4650.

Ponce, G. A. (2007). Its all in the cards: Adding and subtracting integers.

Mathematics Teaching in the Middle School, 13(1), 1017.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating

high-quality units. Alexandria, Va.: ASCD.

DiMatteo Mod6 Application 6

T/F Rational & Irrational Numbers

TRUE The sum of 2 rational numbers is

rational.

- Explanation: rational numbers can be

expressed as fractions, therefore adding two
rational numbers is equivalent to adding
two fractions. When we add fractions the
result will also be a fraction.

FALSE The difference of 2 irrational numbers is

irrational.

- Explanation: Counterexample: 15 - 15 = 0

FALSE The product of a rational number and

irrational number is irrational.

- Explanation: Counterexample: 0 * = 0

FALSE The product of 2 irrational numbers is

irrational.

- Explanation: Counterexample: 2 x 2 = 2