Student Response and Assessment Tools

Lesson Title Simply Radical

Content Area Fundamentals of Algebra: Simplifying Radicals. 9th Grade Lesson.

Content Standards MFA.AA.1 Students will generate and interpret equivalent numeric and
algebraic expressions.
Technology 1c) Students use technology to seek feedback that informs and improves their
Standards practice and to demonstrate their learning in a variety of ways.
2b)Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked
devices.
6c) Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or simulations.
Reference or https://teacher.desmos.com/activitybuilder/custom/591915bb49759709bc60c2f1
Supporting http://burnsmath.blogspot.com/2017/05/a-visual-representation-of-square-
Resources roots.html

Integrated Tool Kahoot!

Pacing Teacher Paced.
Hardware Used Phone or other handheld device.

Bloom’s Taxonomy Remembering, Understanding, Applying, Analyzing

Levels
Integration Level Level 1: Awareness, Level 2: Exploration, Level 3: Infusion

Universal Design Multiple Means of Representation: Students are given a large variety of options
Rationale for comprehensions which included using metaphors to help students to
remember how to group when doing factor trees, visualizations of how radicals
might relate to area (the side length of a “square” represents the radical
meaning. Color coding and graphics will help give them perceptually. Virtual
manipulatives will also be used to demonstrate the area model. However,
students will also be shown the radical graphically and algebraically.
Multiple Means of Expression: Students may have variety in how they simplify
radical expressions since there is no set order in which to do these problems.
They may also use graphical and visual understanding to have multiple means
of expression.
Multiple means of Engagement: Students are given the freedom to explore their
individual thinking on many occasions throughout the class in “why” they think
the radical simplification makes sense. Questions such as “why do we like
simplifying things” are used as entry points to get students engaged. The
design of the use of the Kahoot is also made to maximize engagement by
incorporating collaborative work and time before doing the kahoot! so that they
may be motivated to work without time constraint.

Lesson Idea - Prior 1. Students will engage in an opening in which they explore the radical
sign and its meaning visually by using visual models such as: = 3,
representing the side length of the 3x3 square. Notice: (3x3=32=9).
2. Instruction time: Students will be taught how the area model relates to
the meaning of the radical function. The relation of – We start with a
number. The exponential function gives that number to the n power.
The radical is the inverse of the exponential function so it gets us back
to the starting number before it was raised to a power.
 3. Explain how students might use factor trees in these problems (prime
factorization).
4. Students will complete a worksheet of problems, in which some of the
problems are left out in their individual sheet, but may be on someone
else’s. The aim is for students to work individually as the teacher
circulates the room, then the teacher will initiate a period of time to
collaborate with peers. The students must however follow the rule that
an explanation of a problem a student may not have must be
exchanged for an explanation a problem the student does have. This
gives each student the opportunity to learn from others in areas they
were struggling (the questions on the kahoot! will be a selection of
some of the more difficult worksheet problems, and will be used as
incentive for students to complete the problems and work with others so
they may do good on the kahoot! to get a prize).
5.
SRAT Purpose The SRAT purpose is to illuminate common misconceptions, and for Formative
assessment of content knowledge (for purpose of differentiation and mastery for
ALL students).
Question Types Multiple Choice

Lesson Idea - As mentioned above, students will be given a worksheet of practice problems
During which has “holes” or missing sections where some of the problems are not
present. Students are encouraged to bargain with their peers to make sure they
have all of the answers for the kahoot game (they may exchange 1 question
explanation for another, where each student has to explain their process.
Students may not simply give the question or only give the solution. This is
discouraged using the Kahoot game, where it may feel unfair to students to give
out answers or receive only the problems. Once time has been given to this,
students will be directed to participate in a Kahoot! which has 8 of the questions
from the worksheet. The Kahoot! will hopefully get student engaged in
participating during each part of this activity, and help engage them in being
interest in how they may have made mistakes.

Lesson Idea - After The lesson will wrap up with a Nearpod activity. This will give students the
chance to reflect upon the material of the lesson and give the teacher the
chance to summarize the big takeaways:
Items that are quite complicated can often be “chunked” into easier to
digest and simpler.
The radical function is the inverse of an exponential function.
A perfect square is a radical value that may be simplified as a whole
number. In other words, if like terms can make a pair, they can leave the
“house” aka the radical sign. Otherwise, the square root of a number generally
yields a decimal.
https://app.nearpod.com/command?puid=dfb66f344f5f0444b765481ff39c9289-
1&sid=92ca441ddf8e589c20595511810f0281&origin=My%20Library

Data Plan The data collected will be used to get a benchmark to measure how well the
entirety of the class is doing. This will primarily be collected in the form of
percentages of which questions gave students the most trouble, and trying to
understand why. The data will be used by the teacher to design the next day’s
class around these common misconceptions and mistakes and to address them
again to make sure students understood why they got them incorrect and to
help them improve in the future.
Personal Learning Something I am trying that I have not before is designing a lesson that has
Goals students complete problems on kahoot! beforehand. The aim of this was to
 make the class more student paced than it would be otherwise, and to allow
them to complete problems and receive immediate support. Teachers may not
give them the answers but can help their thought process, and the teacher will
have the ability to refocus confusion by having students work with others in
exchanging problems. I hope to learn from this activity how this affect student
motivation and engagement. I hope to help students learn to use the supports
they have to succeed and to have productive struggle and to persevere in
solving problems that challenge them.

Design Reflection I believe this activity could impact student learning by making an online SRT
more interactive. What I mean by that is giving students more time and
resources during this sort of SRT so that they may succeed. What might further
enhance this activity is some way to expound upon the students’ conceptual
understanding since this was focused more upon procedural fluency. This might
be a closing activity like nearpod, or exploratory activity that uses virtual
manipulatives such as Desmos or Geogebra.