Lesson Plan #2

Class: Honors Algebra

Grade Level: 10th/11th Grade

Unit: Radical Functions and Exponents

Teacher: Ms. Hanson

Iowa Core State Standards (ICSS)

A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it.

21st Century Skill(s)

21.9-12.ES.1 Communicate and work productively with others, incorporating different
perspectives and cross-cultural understanding, to increase innovation and the quality of
work.
 Lead or support when appropriate
 Contribute to a team by sharing information and expertise
 Collaborate effectively with other teams/team members toward a common goal
 Recognize own and other’s good efforts
21.9-12.ES.2 Adapt to various roles and responsibilities and work flexibly in climates of
ambiguity and changing priorities.
 Work independently or as a part of a team
 Learn from mistakes and accept feedback
 Consider multiple perspectives and represents a problem in more than one way
 Identifies and suggests alternative ways to achieve goals

Objectives
Students will be able to simplify radical expressions.
Students will be able to multiply and divide radical expressions.

Assessment
Lesson Check – Plickers
Exit Slip – Do You Know HOW?

Anticipatory Set
 Bell Ringer (5 minutes):
You can cut the 36-sqaure into four 9-squares or nine 4-squares. What other n-square
can you cut into sets of similar squares in two ways? Is there a square you can cut into
smaller squares in three ways? Explain your reasoning. (Give students about 2-3
minutes to examine the image, and then bring together for discussion)

Image provided for bell ringer:

Teaching: Activities
 Introduction to the Information – mini-lecture & discussion based (25 minutes)
 Multiplying Radical Expressions
 If √n a and √n b are real numbers, then √n a ⋅ √n b=√n ab.
 Can you simplify the product of the following radical expressions?
Explain.
 √3 6 ⋅ √ 2
 √3 −4 ⋅ √3 2
 If the radicands are the same, is that enough to simplify the
product?
 How can this property be used to simplify √n a ⋅ √ b when the
radicals alone cannot be simplified?
 Simplest form – if the radicand of √n a has a perfect nth power among its
factors, you can reduce the radical.
 Simplifying a Radical Expression
 What is the simplest form of √ 54 x 5?
3

 When can you simplify a cubic radical?

 What will you do first?
 Simplifying a Product
 What is the simplest form of √ 72 x 3 y ⋅ √ 10 x y 3?
2

 Solve √ 2 x 12 ⋅ √ 9 x 3 in the following two ways:

 Simplify, then multiply.
 Multiply, then simplify.
What is the solution in each case?

 Dividing a Radical Expression

√
√
n
a na
 If √ a and √ b are real numbers and b ≠ 0, then n = .
n n

√b b
 What is the simplest form of the quotient?

√ 18 x 5
√ 2 x3


√3 162 y 5
√3 3 y 2
 What are possible values of x in the first problem?
 How do a radical and simplest form compare?
 Do you need to show absolute value in your answer for the first problem?
 Partner Work Put √3 36 ⋅ √3 18 on the board and have the students turn to the
person sitting next to them and designate one person to be partner (A) and the
other to be partner (B). Starting with partner (A), how do you know if you can
 simplify a radical expression. Then starting with partner (B), do the first step
towards simplifying the expression. Once the first step is completed, partner (A)
will do the next step, then partner (B), and continue taking turns until the
expression is simplified. Once simplified, find another pair of partners, and take
turns sharing the steps used to solve it. Did the other pair simplify it differently?
Did all pairs still get to the same most simplified form? (Once the pairs have
about 2 minutes to discuss, bring the class together to share realizations)

 Transition – Lesson Check (10 minutes)

 Plickers - https://www.plickers.com/set/640ab0d8f8e59b00106f2e2d
 Link to Plickers cards (will have printed in advance) -
https://assets.plickers.com/plickers-cards/PlickersCards_2up.pdf
 Review of simplification of radicals.
 Puzzle: What’s Underneath? (20 minutes)
With a partner, students will complete the puzzle worksheet listed below. Once
students complete the puzzle, they can compare and share with other students then
bring the class together.
Closure

 Discussion (5 minutes)
o How do you know if your radical expression is simplified?
o Explain the error in this simplification of radical expressions.

 Exit Slip – Do you know HOW? (10 minutes)

Multiply, if possible. Then simplify.
1. √ 2⋅ √ 5
2. √3 −27 ⋅ √3 4
3. √3 2⋅ √2 2
4. √ 3 ⋅ √−4
Divide and simplify.
1. 3
√
3
15 x 2
√5 x
2.
√21 x 10
√ 7 x5

Independent Practice

 Homework – assigned problems from the text Algebra 2 Common Core PEARSON
Exercises: 11-51 odd

Duration

Activity Duration
Bell Ringer 5 minutes
Introduction to the Information 25 minutes
Plickers Review 10 minutes
Puzzle: What’s Underneath? 20 minutes
Discussion 5 minutes
Exit Slip 10 minutes
TOTAL: 75 minutes

Differentiation Instruction Techniques Utilized:

o Think-Pair-Share – Partners working together taking turns in taking steps to
simplify a problem and then pair with another group to share how they did it
 and discussing the similarities and differences, then a whole group discussion
of findings.
o Assessment for Understanding – The Plickers gives the teacher an idea of
where each student is with understanding what was taught moving forward in
the lesson. Using this platform also exposes students to utilizing technology to
check what they know.
o Math-Focused Puzzle – Students are working with a partner on problems
utilizing what they were taught at the beginning of class and they are working
towards a goal of completing a riddle, not just completing a list of problems
assigned.