1. Which number is greater?
Compare rational and irrational numbers.

2. Focus 4 - Learning Goal #2: Students will work with radicals and integer exponents.3 2 1
In addition to level 3.0 and above and beyond what was taught in class, students may:
- Make connection with other concepts in math
- Make connection with other content areas.
Students will work with radicals and integer exponents.
- Use square root & cube root symbols to solve equations in the form x2 = p and x3 = p.
- Evaluate roots of small perfect square.
- Evaluate roots of small cubes.
- Apply square roots & cube roots as it relates to volume and area of cubes and squares.
Students will be able to:
- Understand that taking the square root & squaring are inverse operations.
- Understand that taking the cube root & cubing are inverse operations.
With help from the teacher, I have partial success
with level 2 and 3.
Even with help, students have no success with the unit content.

3. Rodney thinks 𝟑 𝟔𝟒 is greater than 17/4
Rodney thinks 𝟑 𝟔𝟒 is greater than 17/4. Sam Thinks that 17/4 is greater. Who is right and why?
3 64 = 4
17/4 = 4 ¼
Because 4 < 4 ¼, then < 17/4. So, is smaller.
On a number line would be left of 17/4.
Therefore, Sam is correct.
𝟑 𝟔𝟒
4 ¼ 4 5

4. Which number is smaller, 𝟑 𝟐𝟕 or 2.89? Explain.
3 27 =3
Because 2.89 <3, then 2.89 <
On a number line, 2.89 is left of 3.
Therefore, 2.89 is smaller than 𝟑 𝟐𝟕 .
2.89
𝟑 𝟐𝟕
2.5
3.5
3.0

5. Which number is greater, 𝟓𝟎 or 319/45? Explain.
50 is irrational.
7.1•7.1 = 50.41
7.09•7.09 =
7.08•7.08 =
7.07•7.07 =
𝟓𝟎 is about 7.07
319/45 = 7 4/45
4/45 = …
319/45 is about 7.09.
Since 7.07 < 7.09,
then < 319/45.
The greater number is 319/45.

6. Which number is greater, 5/11 or 0.4? Explain.
5/11 is equal to 0.45
Since … < …,
then 0.4 < 5/11.
The greater number is 5/11.