Quarter II : Radical Expression and Equation And Variation

Topic: Radical Expression and Equation Sub-Topic: Expressions with Rational Exponents written in Radical Form and vice-versa Stage 1 Performance Standard:

Time Frame: 3 days

Content Standard: The learner demonstrates understanding of the key concepts of radical expressions and equations.

The learner creates real-life problems involving radical expressions and equations, and solves these by applying a variety of strategies with utmost accuracy. Essential Question (s): How can the knowledge of radical expressions and equations be used to solve real-life problems? The learner will be able to: Write expressions with rational exponents as radicals and vice-versa.

Essential Understanding (s): Unknown quantities in some real-life problems may be solved by applying the procedures in solving radical equations. The learner will know: That expressions with rational exponents can be written in radical form and vice-versa.

Stage 2 Product or Performance Task: Writing of journal regarding the advantages and disadvantages of transforming ones self Portfolio of expressions with rational exponents written in radical form and vice-versa Evidence at the level of understanding: The learner should be able to demonstrate understanding of algebraic expressions using the six (6) facets of understanding: Explanation Discuss ways writing expressions with rational exponents to radical form and vice-versa. Criteria: Clear Coherent Justified Interpretation Interpret how expressions with rational exponents are written in radical form and vice-versa. Criteria: Accurate Creative Illustrative Application Use the best method in writing expressions with rational exponents to radical form and vice-versa. Criteria: Accurate Appropriate Efficient Perspective Compare and contrast different ways of writing expressions with rational exponents to radical form and vice-versa. Criteria: Clear Credible Insightful Empathy Role-play a situation showing the advantages and disadvantages of transforming ones self. Criteria: Authentic Perceptive Sensitive Self-Knowledge Recognize the best method of writing expressions with rational exponents to radical form and viceversa. Criteria: Insightful Open Reflective Evidence at the level of performance Assessment of problems formulated based on the following suggested criteria: real-life problems; problems involve rational algebraic equations; problems are solved using a variety with utmost accuracy. Tools: Rubrics for assessment of problems formulated and solved.

Authentic Performance Task/s using G.R.A.S.P.S

Stage 3 Teaching/Learning Sequence:

DAY 1: ______________________
1. Explore Initially, begin with some interesting and challenging exploratory activities on rational equation that will make the learner aware of what is going to happen or where the said pre-activities would lead through meaningful and relevant real life context. Activity 1: a. Below are different expressions. Use the expressions to answer the questions that follow

b. Ask the learners the following question: 1. Describe the given expressions? 2. Which of the given expressions are familiar to you? Why? 3. How do you differentiate those expressions that are familiar to you and those which are not? 4. How do you describe expressions such as , , and

TEACHERS INTERVENTION
Index

Radical Sign

Discuss to students the definition of Radical Expression and its parts Radical Expression an expression containing radicals. Radical Sign a symbol used to indicate taking the root Radicand the quantity under a radical sign Index the number on the upper left of radical symbol to indicate the root to be taken

Radica nd

c.

Let the students pick radical expression with its equivalent exponential expression from the selection in Activity 1 and answer the ff. equation:

a.

= = =

b.
c.
1. 2. 3. 4.

What observations can you make about the above pairs of expressions? How exponents and indices used in each pairs of expressions? How are these expressions with rational exponent written in radical form? How are these radical forms written in exponential form?

TEACHERS INTERVENTION
In writing rational exponents to radical form or vice versa

Activity 2: a. Write each expression in radical form: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ( )

b. Change each problem expression into a radical expression 1. 6. 2. 3. ) 7. ( ) 8. 9.

Teaching Notes :

4. (

5.

10.

DAY 2: _________________
2. Firm Up Activity 3: Find the value of the numbers in each set then answer the question that follows.

SET A
6. 7. 8. 9. 6. 7. 8. 9. 1. 2. 3. 4. 5.

SET B
6. 7. 8. 9.

10.

10.

10.

1. How would you describe the values you obtained in Set A? 2. How about the values you obtained in Set B? 3. How would you compare the values you obtained in Set A and Set B? Activity 4: Simplify the following radicals.

1. 2. 3. 4. 5.
Activity 5:
3
3

6. 7. 8. 9. 10.
4

72x 4 y 8

a 20

32x12

24a 3
8x 6 y 9 x 3 y15

24x 5
x8
3

27a b

Simplify the following radicals.

1. 2. 3. 4. 5.

6. 7.

8. 9. 10.

Which of the following is in simplest form:

a. 4x b. Teaching Notes :

c. 3x

DAY 3: _________________
3. Deepen Activity 6:

Simplify the following radicals: 1. 2. 3.

4. 2 5. 3x2y

Activity 7: Answer the following

1. Bensal says that 2. Marky says that

Do you agree with him? Explain . Do you agree with Marky? Explain . Justify your answer

3. Do you agree that

4. Show that the mathematical statement is true.

5. Write in single radical

4. Transfer Applications of learners understanding on expression with rational exponent

SEE ATTACHED ACTIVITY

Teaching Notes :