## Categorizing Numbers and Number Lines

This week my students explored how to categorize numbers. By then end of the week students were expected identify integers and rational numbers and apply them to real-world contexts. The class reviewed what and where to place numbers on a number line and how to classify them as whole, counting, integers, rational, and/or irrational numbers.  This was an introductory lesson and the term rational and irrational were new to them.  After a brief class conversation about the differences between rational and irrational numbers the class took a deeper dive into how to identify the characteristics of each classification.  The class looked at a few true/false statements:

• Is 1,000,000 a counting number?
• Is 1,000,000 an integer?
• Is every rational number in an integer?
• Is zero is a counting number?

The class went through these types of questions and were able to respond and justify their answers.  The questions started to get more challenging as students needed to circle  multiples answers.

• Circle all of the numbers that belong to each set.

Integers:   4.5       2/3     102     -6       8       0

This was more challenging and took some time to categorize each number to see if it fit accordingly.  Students were then asked to place numbers on vertical and horizontal number lines.  I was glad to see how well the students responded to the vertical number line as I don’t believe they get enough practice with those.

Students had about 20 minutes left and one project to complete.  I introduced students to a number line project.  I ended up going with Google Draw for this project because I don’t have enough access to iPads at the time and I was able to checkout a Chromebook cart for this particular lesson.  Students were given a prompt to use dice to create numbers and fractions to place on a number line.  They rolled and found their numbers.  Students used their Chrombooks to access bit.ly/mrcoaty.

Students make a copy of the Google Drawing and added their numbers to the number line.  It took some work to manage the tools involved in this platform.

I explained what each icon meant and how they could use it to make the number line their own.  It wasn’t as smooth of a transition as I thought it’d be, but students persisted and were eventually able to place the numbers they created on the number line and dragged the label to each number.  Students were then expected to take their drawing, save it as an image and place it in their individual SeeSaw account.

Not all students finished this in class and I sent it home as optional homework for students to complete.  The above example is from one student that took it home and completed it before putting it into their SeeSaw account.

Next week the class will be investigating the number line in more detail and continue to categorize numbers.