Te reo Māori terms
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Learning objective overview
Master Teaching Guide coverage for this objective.
Current NZC (2007)
NA5-2NA6-6
New NZC (2026)
NZC26-P4-NUM-NSO-K-Y9-03NZC26-P4-NUM-NSO-P-Y10-02NZC26-P4-NUM-NSO-K-Y10-01NZC26-P4-NUM-NSO-P-Y10-03NZC26-P4-NUM-NSO-K-Y9-06
Resources
- CorbettMaths worksheetQuestions PDF · Answers
Terminology
- rational number
- irrational number
- surd
- pi (π)
- e (euler's number)
- terminating decimal
- recurring decimal
Task goals
- Classify a given number — an integer, decimal, surd, or π — as rational or irrational.
- Identify which of several given numbers is irrational, or decide whether a general statement about rational/irrational numbers is true or false.
- Determine which of two numbers, such as a surd and a decimal, is greater by estimating the surd's value.
- Estimate between which two consecutive whole numbers a surd lies.
- Put a mixed list of rational and irrational numbers (integers, surds, π) in ascending order.
- Evaluate and correct a claim or misconception about rational versus irrational numbers, explaining the reasoning.
Where this fits
What leads into this objective, and where it goes next.
You are here
Irrational numbers
Know
There are an infinite number of rational numbers between any two numbers; these can be represented by terminating decimals, recurring decimals, and fractions.
Statement▸
Year 9 · Number · Number structures and operations
NZC26-P4-NUM-NSO-K-Y9-03
Know
Numbers, including fractions, decimals, and percentages, can be represented using number lines.
Statement▸
Year 9 · Number · Number structures and operations
NZC26-P4-NUM-NSO-K-Y9-06
For teachers
Need the fuller teaching notes for this objective? Open the Teacher guidance PDF.