Beyond the Basic Productivity Tools (BPT) Lesson Idea

This is the BBPT lesson idea template for this semester.

Use the italicized text to guide your responses.
Before submitting the lesson, please remove all italicized guidance text.
Lesson Title
Working With Radicals
Content Area
Algebra 2

Content Standards

AA.FGR.4.1 Rewrite radical expressions as expressions with rational

exponents. Extend the properties of integer exponents to rational
exponents.
Technology Standards

Empowered Learner
- 1.1.c Students use technology to seek feedback that informs
and improves their practice and to demonstrate their
learning in a variety of ways.
Digital Citizen
- 1.2a Students cultivate and manage their digital identity and
reputation and are aware of the permanence of their actions in
the digital world.
- 1.2b Students engage in positive, safe, legal and ethical
behavior when using technology, including social interactions
online or when using networked devices.
- 1.2c Students demonstrate an understanding of and respect for
the rights and obligations of using and sharing intellectual
property.
- 1.2d Students manage their personal data to maintain digital
privacy and security and are aware of data-collection technology
used to track their navigation online.

Integrated Technology
Popplet and Access to laptops devices
Reference or
Supporting Resources “More face-to-face interaction. A good HyperDoc runs itself, allowing
students to work through it without needing you to guide them through
each step. ‘Although it seems odd that you’re putting a student in front
of a device,’ Landis notes, “really what it’s doing is freeing you up to
move around and have increased face time with the students.’”
(GONZALEZ)

How HyperDocs Can Transform Your Teaching | Cult of Pedagogy

Bloom’s Taxonomy
Levels Remember

Understand

Apply
Integration Level
Level 2: Exploration

Level 3: Infusion

Level 4a: Integration (Mechanism)

Level 4b: Integration (Routine)

Universal Design The video allows students a couple of different ways to express radicals
Rationale in different ways, satisfying the multiple means of representation
(symbols and language). Students although students are not given
many options for multiple means of expression, due to the limitation of
procedural fluency, I due give students the option to work in groups, by
themselves, and above all use the internet, which satisfies the multiple
means of engagement.
Lesson Idea
While the students work on the worksheet, I will go around to each
group/person and ask them posing/guiding questions based off their

work, like , “what happens if we have the √𝒙 , 𝟐 ” “how would we

express it as a fractional exponent?”.
If I notice that one problem is causing a lot of students issues, I will
bring the class together to talk about it. This lesson will be introduced
by giving the students the link on a shared medium (google classroom,
canvas, or other platforms I am working with) to access the Popplet.
The student work will be accessed for completing not accuracy, as
these are formative assessments and I want to use them to provide
feedback to the students. Essentially, I will grade their work for
completion on the next lesson and go over a select few important
problems plus the ones students have questions over, and then
afterwards, I will recollect the students’ worksheets to provide some
feedback during my planning period and give it back to them the next
day.
The final product differentiates instruction by allowing students
access to multiple resources (via other classmates, the teacher, and the
internet) to guide them through the worksheet. I can extend student
learning to a higher level having them solve some challenging problems
from a given YouTube video that goes over the same topic. This lesson
will conclude with the worksheet since it acts as both their in-class
assessment and homework (if they do not finish in class).
Design Reflection
This activity can positively impact student learning because it gives
them an in-depth mechanism for why radical expressions are equivalent
to fractional exponents instead of just telling the students. This activity
also allows students to apply what they have learned from the video to
problems that they are familiar with from algebra 1, since we will expand
upon these in the next lesson with more complex problems. I could
further extend this question by asking my students to do some sort of
proof or assignment that leads them into the next part of this topic
(solving radical equations), which deals with different techniques of
solving radical equations, such as multiplying by the conjugate which
would be a vocab term I would include in the next Popplet. Smartboards
could also be useful for when I bring the class back together to talk
about a problem, I could allow a student to use the smartboard which
will adapt to their style of doing mathematics.