In each of the following problems, a number is given. If possible, determine whether the given number is rational or irrational. In some cases, it may be impossible to determine whether the given number is rational or irrational. Justify your answers.
The given number may be irrational; part (c) gives an example of a situation in which the sum of two irrational numbers is irrational. However, \(x + y\) could be a rational number. Suppose that \(x = \pi\) and \(y = -\pi\). We know that \(x\) is irrational, and \(y\) is also irrational since the opposite of an irrational number is irrational. But \(x + y\) is zero, which is clearly rational.
Therefore, the sum of two irrational numbers can be rational or irrational.
Commentary
This task makes for a good follow-up task on rational irrational numbers after that the students have been acquainted with some of the more basic properties (e.g., that \(\pi\) and square roots non-square integers are irrational, and that a rational plus an irrational is again irrational, etc.), asking students to reason about rational and irrational numbers (N-RN.3) in a variety of ways. In addition to eliciting several different types of reasoning, the task requires students to rewrite radical expressions in which the radicand is divisible by a perfect square (N-RN.2).
The solutions to this task are written as formal arguments; teachers are encouraged to engage students in a dialogue (or have them engage each other in groups) to help them develop rigorous arguments for the rationality and irrationality of each of the given numbers.