Math g8 m7 Topic B Lesson 11 Teacher

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 8•7

Lesson 11: The Decimal Expansion of Some Irrational
Numbers
Student Outcomes
 Students approximate the decimal expansions of roots of integers.
Lesson Notes
In this lesson, students use their calculators to help them determine the decimal expansions of given square roots. This
may seem odd to them since the calculator is also capable of computing these roots directly. Make the point, when
appropriate, that we don’t have the means to compute these roots by pencil and paper alone, but in this lesson they see
how to approximate these roots by hand. The method followed involves many long multiplication calculations, which
could be done by hand, but the calculator is used here to save time on that computational work.
Classwork
Opening Exercise (5 minutes)
Opening Exercise
Place √𝟐𝟖 on a number line. Make a guess as to the first few values of the decimal expansion of √𝟐𝟖 . Explain your
reasoning.
Lead a discussion where students share their reasoning as to the placement of √28 on the number line. Encourage
MP. students to critique the reasoning of others while evaluating their own arguments. Consider having students vote on the
3 placement they think is most correct.
Discussion (10 minutes)

 We have seen thus far that numbers whose decimal expansions are infinite and do not repeat (Lesson 8) are
irrational. We saw from the last lesson what kinds of numbers (fractions with denominators that are a
multiple of 9, or simplified multiple of 9) produce decimals expansions that are infinite but repeat. What kind
of number produces a decimal expansion that is both infinite and nonrepeating?
 Students may conjecture that square roots of non-perfect squares would have decimal expansions that
are infinite and nonrepeating. The lesson investigates the decimal expansions of non-perfect squares.
 So far, we have been able to estimate the size of a number like √3 by stating that it is between the two perfect
squares √1 and √4, meaning that √3 is between 1 and 2 but closer to 2. In our work so far, we have found
the decimal expansion of fractions by using long division or by noting that the denominator of a fraction is a
product of 2’s and 5’s. Numbers written with a square root symbol require a different method for determining
their decimal expansions. The method we will develop gives a sequence of finite decimals that approximate
the root with more and more accuracy.
Lesson 11: The Decimal Expansion of Some Irrational Numbers

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Example 1
Example 1
Consider the decimal expansion of √𝟑.
Find the first two values of the decimal expansion using the following fact: If 𝒄𝟐 < 𝟑 < 𝒅𝟐 for positive numbers 𝒄 and 𝒅,
then 𝒄 < √𝟑 < 𝒅.
First approximation: Because 𝟏 < 𝟑 < 𝟒, we have 𝟏 < √𝟑 < 𝟐.
 We learned in Lesson 3 that if 𝑐 and 𝑑 are positive numbers, then 𝑐 2 < 𝑑 2 implies 𝑐 < 𝑑 and, conversely, if
𝑐 < 𝑑, then 𝑐 2 < 𝑑 2 . It follows from this that if 𝑐 2 < 𝑁 < 𝑑 2 , then 𝑐 < √𝑁 < 𝑑. (And, conversely, if
𝑐 < √𝑁 < 𝑑, then 𝑐 2 < 𝑁 < 𝑑 2 .)
 Since 1 < 3 < 4, we get our first approximation: 1 < √3 < 2.
 To get more precise with our estimate of √3, we can look at the tenths between the numbers 1 and 2.
Second approximation:
 Is √3 between 1.2 and 1.3?

 If 1.2 < √3 < 1.3, then we should have 1.22 < 3 < 1.32 . But we don’t: 1.22 = 1.44 and 1.32 = 1.69. These
squares are too small.
 Is √3 between 1.8 and 1.9?
 If 1.8 < √3 < 1.9, then we should have 1.82 < 3 < 1.92 . But we don’t: 1.82 = 3.24 and 1.92 = 3.81. These
squares are too large.
 Can you find the right tenth interval in which √3 belongs?
 After some trial and error, students see that √3 lies between 1.7 and 1.8 . We have 1.72 = 2.89 and
1.82 = 3.24, and so 2.89 < 3 < 3.24.
 So the decimal expansion of √3 begins 1.7…. How could we pin down its next decimal place?
 Look for where √3 lies in the interval between 1.7 and 1.8. Divide that interval into ten parts, too.
 Let’s do that!
Third approximation:
Have students use trial and error to eventually establish that √3 lies between 1.73 and 1.74: we have 1.732 = 2.9929
and 1.742 = 3.0276 and 2.9926 < 3 < 3.0276.
 So what are the first two places of the decimal expansion of √3?
 We have √3 = 1.73….

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 What do you think will need to be done to get an even more precise estimate of the number √3?
 We will need to look at the interval between 1.73 and 1.74 more closely and repeat the process we did
before.
 Would you like to find the next decimal place for √3 just for fun or leave it be for now?
 Give students the option to find the next decimal place if they wish.
Scaffolding:
 How accurate is our approximation √3 = 1.73…? (If students computed
√3 = 1.732…, adjust this question and the answer below appropriately.) Defining the terms
approximate, approximately,
 We know √3 = 1.73𝑎𝑏𝑐… for some more digits 𝑎, 𝑏, 𝑐, and so on. Now and approximation may be
1.73 and 1.73𝑎𝑏𝑐 … differ by 0.00𝑎𝑏𝑐…, which is less than 0.01. A useful to English language
decimal expansion computed to two decimal places gives an learners.
approximation that is accurate with an error that is at most 0.01.
Consider using an online calculator, or any calculator that can show more than 8 decimal digits, that gives the decimal
expansion of the number √3. The calculator located at http://keisan.casio.com/calculator requires you to enter sqrt(3)
and click execute to see the decimal expansion. You can increase the number of digits displayed by using the Digit
dropdown menu. Once displayed, ask students to examine the decimal expansion for any patterns, or lack thereof.
Discussion (15 minutes)

The following discussion revisits the Opening Exercise. Before you begin, ask students to reevaluate their own
reasoning. If they voted, consider asking them to vote again to see if anyone wants to change their mind about the best
approximation for √28.
Example 2
Example 2
Find the first few places of the decimal expansion of √𝟐𝟖.
First approximation:
 Between which two integers does √28 lie?

 Since 25 < 28 < 36, we see 5 < √28 < 6 .
 In which tenth between 5 and 6 does √28 lie?
Second approximation:

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 How do we determine which interval is correct?

 What if we just square the numbers 5.0, 5.1, and 5.2 and see between which two squares 28 lies?
After all, we are hoping to see that 5.3 < √28 < 5.4, in which case we should have 5.32 < 28 < 5.42 .
(This interval is probably not correct, but we can check!)
Provide students time to determine in which interval the number √28 lies. Ask students to share their findings, and then
continue the discussion.
 Now that we know that the number √28 lies between 5.2 and 5.3, let’s look at hundredths.
Third approximation:
 Can we be efficient? Since 5.202 = 27.04 and 5.302 = 28.09, would an interval to the left, to the middle, or
to the right likely contain √28?
 We suspect that the interval between 5.29 and 5.30 might contain √28 because 28 is close to 28.09.
Provide students time to determine which interval the number √28 will lie between. Ask students to share their
findings, and then continue the discussion.
 Now we know that the number √28 is between 5.29 and 5.30. Let’s go one step further and examine intervals
of thousandths.
Fourth approximation:
 Since 5.2902 = 27.9841 and 5.3002 = 28.09, where should we begin our search?
 We should begin with the intervals closer to 5.290 and 5.291 because 28 is closer to 27.9841 than to
28.09.
Provide students time to determine which interval the number √28 will lie between. Ask students to share their
findings, and then finish the discussion.
 The number √28 lies between 5.291 and 5.292 because 5.2912 = 27.994681 and 5.2922 = 28.005264. At
this point, we have a fair approximation of the value of √28. It is between 5.291 and 5.292 on the number
line:
 We could continue this process of rational approximation to see that √28 = 5.291502622….
As before, use an online calculator to show the decimal expansion of √28. Once displayed, ask students to examine the
decimal expansion for any patterns, or lack thereof.

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Consider going back to the Opening Exercise to determine whose approximation was the closest.
 Can we conduct this work to also pin down the location of √121 on the number line?
 No need! √121 = 11, so we know where it sits!
Exercise 1 (5 minutes)
Students work in pairs to complete Exercise 1.
Exercise 1
In which interval of hundredths does √𝟏𝟒 lie? Show your work.
The number √𝟏𝟒 is between integers 𝟑 and 𝟒 because 𝟗 < 𝟏𝟒 < 𝟏𝟔. Then, √𝟏𝟒 must be checked for the interval of
tenths between 𝟑 and 𝟒. Since √𝟏𝟒 is closer to 𝟒, we will begin with the interval from 𝟑. 𝟗 to 𝟒. 𝟎. The number √𝟏𝟒 is
between 𝟑. 𝟕 and 𝟑. 𝟖 because 𝟑. 𝟕𝟐 = 𝟏𝟑. 𝟔𝟗 and 𝟑. 𝟖𝟐 = 𝟏𝟒. 𝟒𝟒. Now, we must look at the interval of hundredths
between 𝟑. 𝟕 and 𝟑. 𝟖. Since √𝟏𝟒 is closer to 𝟑. 𝟕, we will begin with the interval 𝟑. 𝟕𝟎 to 𝟑. 𝟕𝟏. The number √𝟏𝟒 is
between 𝟑. 𝟕𝟒 and 𝟑. 𝟕𝟓 because 𝟑. 𝟕𝟒𝟐 = 𝟏𝟑. 𝟗𝟖𝟕𝟔 and 𝟑. 𝟕𝟓𝟐 = 𝟏𝟒. 𝟎𝟔𝟐𝟓.
Closing (5 minutes)
Summarize, or ask students to summarize, the main points from the lesson.
 We have a method of finding the first few decimal places of square roots of non-perfect squares.

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Lesson Summary
To find the first few decimal places of the decimal expansion of the square root of a non-perfect square, first
determine between which two integers the square root lies, then in which interval of a tenth the square root lies,
then in which interval of a hundredth it lies, and so on.
Example: Find the first few decimal places of √𝟐𝟐.
Begin by determining between which two integers the number would lie.
√𝟐𝟐 is between the integers 𝟒 and 𝟓 because 𝟏𝟔 < 𝟐𝟐 < 𝟐𝟓.
Next, determine between which interval of tenths the number belongs.
√𝟐𝟐 is between 𝟒. 𝟔 and 𝟒. 𝟕 because 𝟒. 𝟔𝟐 = 𝟐𝟏. 𝟏𝟔 < 𝟐𝟐 < 𝟒. 𝟕𝟐 = 𝟐𝟐. 𝟎𝟗.
Next, determine between which interval of hundredths the number belongs.
√𝟐𝟐 is between 𝟒. 𝟔𝟗 and 𝟒. 𝟕𝟎 because 𝟒. 𝟔𝟗𝟐 = 𝟐𝟏. 𝟗𝟗𝟔𝟏 < 𝟐𝟐 < 𝟒. 𝟕𝟎𝟐 = 𝟐𝟐. 𝟎𝟗𝟎𝟎.
A good estimate of the value of √𝟐𝟐 is 𝟒. 𝟔𝟗. It is correct to two decimal places and so has an error no larger than
𝟎. 𝟎𝟏.
Notice that with each step of this process we are getting closer and closer to the actual value √𝟐𝟐. This process can
continue using intervals of thousandths, ten-thousandths, and so on.
Exit Ticket (5 minutes)

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Name Date
Exit Ticket
Determine the three-decimal digit approximation of the number √17.

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Exit Ticket Sample Solutions
Determine the three-decimal digit approximation of the number √𝟏𝟕.
The number √𝟏𝟕 is between integers 𝟒 and 𝟓 because 𝟏𝟔 < 𝟏𝟕 < 𝟐𝟓. Since √𝟏𝟕 is closer to 𝟒, I will start checking the
tenths intervals closer to 𝟒. √𝟏𝟕 is between 𝟒. 𝟏 and 𝟒. 𝟐 since 𝟒. 𝟏𝟐 = 𝟏𝟔. 𝟖𝟏 and 𝟒. 𝟐𝟐 = 𝟏𝟕. 𝟔𝟒. Checking the
hundredths interval, √𝟏𝟕 is between 𝟒. 𝟏𝟐 and 𝟒. 𝟏𝟑 since 𝟒. 𝟏𝟐𝟐 = 𝟏𝟔. 𝟗𝟕𝟒𝟒 and 𝟒. 𝟏𝟑𝟐 = 𝟏𝟕. 𝟎𝟓𝟔𝟗. Checking the
thousandths interval, √𝟏𝟕 is between 𝟒. 𝟏𝟐𝟑 and 𝟒. 𝟏𝟐𝟒 since 𝟒. 𝟏𝟐𝟑𝟐 = 𝟏𝟔. 𝟗𝟗𝟗𝟏𝟐𝟗 and
𝟒. 𝟏𝟐𝟒𝟐 = 𝟏𝟕. 𝟎𝟎𝟕𝟑𝟕𝟔.
The three-decimal digit approximation is 𝟒. 𝟏𝟐𝟑.
Problem Set Sample Solutions
1. In which hundredth interval of the number line does √𝟖𝟒 lie?
The number √𝟖𝟒 is between 𝟗 and 𝟏𝟎 but closer to 𝟗. Looking at the interval of tenths, beginning with 𝟗. 𝟎 to 𝟗. 𝟏,
the number √𝟖𝟒 lies between 𝟗. 𝟏 and 𝟗. 𝟐 because 𝟗. 𝟏𝟐 = 𝟖𝟐. 𝟖𝟏 and 𝟗. 𝟐𝟐 = 𝟖𝟒. 𝟔𝟒 but is closer to 𝟗. 𝟐. In the
interval of hundredths, the number √𝟖𝟒 lies between 𝟗. 𝟏𝟔 and 𝟗. 𝟏𝟕 because 𝟗. 𝟏𝟔𝟐 = 𝟖𝟑. 𝟗𝟎𝟓𝟔 and
𝟗. 𝟏𝟕𝟐 = 𝟖𝟒. 𝟎𝟖𝟖𝟗.
2. Determine the three-decimal digit approximation of the number √𝟑𝟒.
The number √𝟑𝟒 is between 𝟓 and 𝟔 but closer to 𝟔. Looking at the interval of tenths, beginning with 𝟓. 𝟗 to 𝟔. 𝟎,
the number √𝟑𝟒 lies between 𝟓. 𝟖 and 𝟓. 𝟗 because 𝟓. 𝟖𝟐 = 𝟑𝟑. 𝟔𝟒 and 𝟓. 𝟗𝟐 = 𝟑𝟒. 𝟖𝟏 and is closer to 𝟓. 𝟖. In the
interval of hundredths, the number √𝟑𝟒 lies between 𝟓. 𝟖𝟑 and 𝟓. 𝟖𝟒 because 𝟓. 𝟖𝟑𝟐 = 𝟑𝟑. 𝟗𝟖𝟖𝟗 and
𝟓. 𝟖𝟒𝟐 = 𝟑𝟒. 𝟏𝟎𝟓𝟔 and is closer to 𝟓. 𝟖𝟑. In the interval of thousandths, the number √𝟑𝟒 lies between 𝟓. 𝟖𝟑𝟎 and
𝟓. 𝟖𝟑𝟏 because 𝟓. 𝟖𝟑𝟎𝟐 = 𝟑𝟑. 𝟗𝟖𝟖𝟗 and 𝟓. 𝟖𝟑𝟏𝟐 = 𝟑𝟒. 𝟎𝟎𝟎 𝟓𝟔𝟏 but is closer to 𝟓. 𝟖𝟑𝟏. Since 𝟑𝟒 is closer to
𝟓. 𝟖𝟑𝟏𝟐 than 𝟓. 𝟖𝟑𝟎𝟐, then the three-decimal digit approximation of the number is 𝟓. 𝟖𝟑𝟏.
3. Write the decimal expansion of √𝟒𝟕 to at least two-decimal digits.
The number √𝟒𝟕 is between 𝟔 and 𝟕 but closer to 𝟕 because 𝟔𝟐 < 𝟒𝟕 < 𝟕𝟐 . In the interval of tenths, the number
√𝟒𝟕 is between 𝟔. 𝟖 and 𝟔. 𝟗 because 𝟔. 𝟖𝟐 = 𝟒𝟔. 𝟐𝟒 and 𝟔. 𝟗𝟐 = 𝟒𝟕. 𝟔𝟏. In the interval of hundredths, the number
√𝟒𝟕 is between 𝟔. 𝟖𝟓 and 𝟔. 𝟖𝟔 because 𝟔. 𝟖𝟓𝟐 = 𝟒𝟔. 𝟗𝟐𝟐𝟓 and 𝟔. 𝟖𝟔𝟐 = 𝟒𝟕. 𝟎𝟓𝟗𝟔. Therefore, to two-decimal
digits, the number √𝟒𝟕 is approximately 𝟔. 𝟖𝟓
4. Write the decimal expansion of √𝟒𝟔 to at least two-decimal digits.
The number √𝟒𝟔 is between integers 𝟔 and 𝟕 because 𝟔𝟐 < 𝟒𝟔 < 𝟕𝟐 . Since √𝟒𝟔 is closer to 𝟕, I will start checking
the tenths intervals between 𝟔. 𝟗 and 𝟕. √𝟒𝟔 is between 𝟔. 𝟕 and 𝟔. 𝟖 since 𝟔. 𝟕𝟐 = 𝟒𝟒. 𝟖𝟗 and
𝟔. 𝟖𝟐 = 𝟒𝟔. 𝟐𝟒. Checking the hundredths interval, √𝟒𝟔 is between 𝟔. 𝟕𝟖 and 𝟔. 𝟕𝟗 since 𝟔. 𝟕𝟖𝟐 = 𝟒𝟓. 𝟗𝟔𝟖𝟒 and
𝟔. 𝟕𝟗𝟐 = 𝟒𝟔. 𝟏𝟎𝟒𝟏. The two-decimal approximation √𝟒𝟔 is 𝟔. 𝟕𝟖.

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5. Explain how to improve the accuracy of the decimal expansion of an irrational number.
In order to improve the accuracy of the decimal expansion of an irrational number, you must examine increasingly
smaller increments on the number line. Specifically, examine increments of decreasing powers of 𝟏𝟎. The basic
inequality allows us to determine which interval a number is between. We begin by determining which two integers
the number lies between and then decreasing the power of 𝟏𝟎 to look at the interval of tenths. Again using the
basic inequality, we can narrow down the approximation to a specific interval of tenths. Then, we look at the
interval of hundredths and use the basic inequality to determine which interval of hundredths the number would lie
between. Then, we examine the interval of thousandths. Again, the basic inequality allows us to narrow down the
approximation to thousandths. The more intervals we examine, the more accurate the decimal expansion of an
irrational number will be.
6. Is the number √𝟏𝟒𝟒 rational or irrational? Explain.
The number √𝟏𝟒𝟒 is 𝟏𝟐, a rational number.
7. ̅̅̅̅ = 𝟎. 𝟔𝟒𝟔𝟒𝟔𝟒𝟔𝟒𝟔… rational or irrational? Explain.

Is the number 𝟎. 𝟔𝟒
We have seen that every number that has a repeating decimal expansion is a fraction; that is, it is a rational
𝟔𝟒
number. In this case, 𝟎. 𝟔𝟒𝟔 𝟒𝟔𝟒 𝟔𝟒𝟔… = , and is therefore a rational number.
𝟗𝟗
𝟑𝟓𝟐
8. Henri computed the first 𝟏𝟎𝟎 decimal digits of the number and got
𝟓𝟒𝟏
𝟎. 𝟔𝟓𝟎𝟔𝟒𝟔𝟗𝟓𝟎𝟎𝟗𝟐𝟒𝟐𝟏𝟒𝟒𝟏𝟕𝟕𝟒𝟒𝟗𝟏𝟔𝟖𝟐𝟎𝟕𝟎𝟐𝟒𝟎𝟐𝟗𝟓𝟕𝟒𝟖𝟔𝟏𝟑𝟔𝟕𝟖𝟑𝟕𝟑𝟑𝟖𝟐𝟔𝟐𝟒𝟕𝟔𝟖𝟗𝟒𝟔
𝟑𝟗𝟓𝟓𝟔𝟑𝟕𝟕𝟎𝟕𝟗𝟒𝟖𝟐𝟒𝟑𝟗𝟗𝟐𝟔𝟎𝟔𝟐𝟖𝟒𝟔𝟓𝟖𝟎𝟒𝟎𝟔𝟔𝟓𝟒𝟑𝟒𝟑𝟖𝟎𝟕𝟕𝟔𝟑𝟒𝟎𝟏𝟏𝟎𝟗𝟎𝟓𝟕𝟑𝟎𝟏𝟐𝟗𝟒….
He saw no repeating pattern to the decimal and so concluded that the number is irrational. Do you agree with
Henri’s conclusion? If not, what would you say to Henri?
𝟑𝟓𝟐
The fraction is certainly a rational number, and so it will have a repeating decimal expansion. One probably has
𝟓𝟒𝟏
to go beyond 𝟏𝟎𝟎 decimal places to see the digits repeat.
(This decimal actually repeats after the 𝟓𝟒𝟎th decimal place.)
9. Use a calculator to determine the decimal expansion of √𝟑𝟓. Does the number appear to be rational or irrational?
Explain.
Based on the decimal expansion, the number √𝟑𝟓 appears to be irrational. The decimal expansion is infinite and
does not appear to have a repeating pattern.
10. Use a calculator to determine the decimal expansion of √𝟏𝟎𝟏. Does the number appear to be rational or irrational?
Explain.
Based on the decimal expansion, the number √𝟏𝟎𝟏 appears to be irrational. The decimal expansion is infinite and
11. Use a calculator to determine the decimal expansion of √𝟕. Does the number appear to be rational or irrational?
Explain.
Based on the decimal expansion, the number √𝟕 appears to be irrational. The decimal expansion is infinite and does
not appear to have a repeating pattern.

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12. Use a calculator to determine the decimal expansion of √𝟖𝟕𝟐𝟎. Does the number appear to be rational or
irrational? Explain.
Based on the decimal expansion, the number √𝟖𝟕𝟐𝟎 appears to be irrational. The decimal expansion is infinite and
13. Use a calculator to determine the decimal expansion of √𝟏𝟕𝟗𝟓𝟔. Does the number appear to be rational or
irrational? Explain.
Based on the decimal expansion, the number √𝟏𝟕𝟗𝟓𝟔 is rational because it is equivalent to 𝟏𝟑𝟒.
𝟑 𝟑 𝟐
14. Since the number is rational, must the number ( ) be rational as well? Explain.
𝟓 𝟓
𝟑 𝟑 𝟐
𝟑 𝟐
𝟗
Yes, since is rational it makes sense that ( ) would also be rational since ( ) = is a ratio of integers.
𝟓 𝟓 𝟓 𝟐𝟓
15. If a number 𝒙 is rational, must the number 𝒙𝟐 be rational as well? Explain.
𝒂 𝒂𝟐
If 𝒙 is rational, then we can write 𝒙 = for some integers 𝒂 and 𝒃. This means that 𝒙𝟐 = 𝟐 and so is necessarily
𝒃 𝒃
rational as well.
𝟑
16. Challenge: Determine the two-decimal digit approximation of the number √𝟗.
𝟑 𝟑
The number √𝟗 is between integers 𝟐 and 𝟑 because 𝟐𝟑 < 𝟗 < 𝟑𝟑 . Since √𝟗 is closer to 𝟐, I will start checking the
𝟑
tenths intervals between 𝟐 and 𝟑. √𝟗 is between 𝟐 and 𝟐. 𝟏 since 𝟐𝟑 = 𝟖 and 𝟐. 𝟏𝟑 = 𝟗. 𝟐𝟔𝟏. Checking the
𝟑
hundredths interval, √𝟗 is between 𝟐. 𝟎𝟖 and 𝟐. 𝟎𝟗 since 𝟐. 𝟎𝟖𝟑 = 𝟖. 𝟗𝟗𝟖𝟗𝟏𝟐 and 𝟐. 𝟎𝟗𝟑 = 𝟗. 𝟏𝟐𝟗𝟑𝟐𝟗. The
𝟑
two-decimal digit approximation√𝟗 is 𝟐. 𝟎𝟖.

145

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 8•7

Discussion (10 minutes)

Lesson 11: The Decimal Expansion of Some Irrational Numbers

Consider the decimal expansion of √𝟑.

First approximation: Because 𝟏 < 𝟑 < 𝟒, we have 𝟏 < √𝟑 < 𝟐.

 Is √3 between 1.2 and 1.3?

Lesson 11: The Decimal Expansion of Some Irrational Numbers

Discussion (15 minutes)

Find the first few places of the decimal expansion of √𝟐𝟖.

 Between which two integers does √28 lie?

Lesson 11: The Decimal Expansion of Some Irrational Numbers

 How do we determine which interval is correct?

Lesson 11: The Decimal Expansion of Some Irrational Numbers

In which interval of hundredths does √𝟏𝟒 lie? Show your work.

Lesson 11: The Decimal Expansion of Some Irrational Numbers

Example: Find the first few decimal places of √𝟐𝟐.

Exit Ticket (5 minutes)

Lesson 11: The Decimal Expansion of Some Irrational Numbers

Lesson 11: The Decimal Expansion of Some Irrational Numbers

Determine the three-decimal digit approximation of the number √17.

Lesson 11: The Decimal Expansion of Some Irrational Numbers

Exit Ticket Sample Solutions

Determine the three-decimal digit approximation of the number √𝟏𝟕.

The three-decimal digit approximation is 𝟒. 𝟏𝟐𝟑.

Problem Set Sample Solutions

1. In which hundredth interval of the number line does √𝟖𝟒 lie?

2. Determine the three-decimal digit approximation of the number √𝟑𝟒.

3. Write the decimal expansion of √𝟒𝟕 to at least two-decimal digits.

4. Write the decimal expansion of √𝟒𝟔 to at least two-decimal digits.

Lesson 11: The Decimal Expansion of Some Irrational Numbers

6. Is the number √𝟏𝟒𝟒 rational or irrational? Explain.

The number √𝟏𝟒𝟒 is 𝟏𝟐, a rational number.

7. ̅̅̅̅ = 𝟎. 𝟔𝟒𝟔𝟒𝟔𝟒𝟔𝟒𝟔… rational or irrational? Explain.

(This decimal actually repeats after the 𝟓𝟒𝟎th decimal place.)

Lesson 11: The Decimal Expansion of Some Irrational Numbers

15. If a number 𝒙 is rational, must the number 𝒙𝟐 be rational as well? Explain.

Lesson 11: The Decimal Expansion of Some Irrational Numbers

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