Mathematics 20 2 Radicals

MATHEMATICS 20-2
Radicals
High School collaborative venture with

Harry Ainlay, McNally, M. E LaZerte, Ross Sheppard, Scona,
and W.P. Wagner
Harry Ainlay: Colin Veldkamp
Harry Ainlay: Debby Sumantry
Harry Ainlay: Mathias Stewart
Harry Ainlay: Meriel Hughes
McNally: Enchantra Gramlich
M. E. LaZerte: Monique Merchant
Ross Sheppard: Jeremy Klassen
Ross Sheppard: Tim Gartke
Scona: Joe Johnston
W. P. Wagner: Kiki Brisebois
Facilitator: John Scammell (Consulting Services)

Editor: Jim Reed (Contracted)
2010 – 2011
Mathematics 20-2 Radicals Page 2 of 130

TABLE OF CONTENTS
STAGE 1 DESIRED RESULTS PAGE
Big Idea 4
Enduring Understandings 4
Essential Questions 4
Knowledge 5
Skills 6
STAGE 2 ASSESSMENT EVIDENCE
Transfer Tasks
1. How do you find the area of a triangle? (let me count the ways)
Teacher Notes for Transfer Task 7

Transfer Task 9
Rubric 15
Possible Solution 18
2. Spiralling Out of Control

Transfer Task 45
Rubric 52
2. Radical Race

Transfer Task 69
Rubric 85
STAGE 3 LEARNING PLANS
Lesson #1 What Should I Remember? 90
Lesson #2 What’s with all the Letters? 94
Lesson #3 Let’s Play Operation (Operations on Radicals) 97
Lesson #4 Radical Issues (Solving Radical Equations) 103
Appendix – Worksheets/Keys 108

Mathematics 20-2
Radicals
STAGE 1 Desired Results
Big Idea:
Understanding radicals will further develop student’s sense of exact values, and
enhance their ability to simplify expressions and solve equations.
Implementation note:
Post the BIG IDEA in a prominent
place in your classroom and refer to
it often.
Enduring Understandings:
Students will understand …
 There are restrictions on values for the variable in a radical.

 Some equations have extraneous roots, and why.
 There are appropriate forms of communications in mathematics.
 Radicals are more precise efficient, concise and accurate.
 Operations can be performed on radicals, as with other numbers and algebraic
expressions.
Essential Questions:
 Why are extraneous roots produced?

 Why is there a restriction on the domain?
 Why does your calculator say ERROR on −2 ? √
 When is an exact solution required?
 Under what circumstances would a mixed radical or an entire radical be
appropriate?
 √
When is x > y ?√
 When would you use radicals?
Ask students to consider one of the essential questions every lesson or two.
Has their thinking changed or evolved?

Knowledge:
Enduring Specific Description of

Understanding Outcomes Knowledge
List enduring List the reference The paraphrased outcome that the group is
understandings (the # from the targeting
fewer the better) Alberta Program
of Studies
Students will understand… Students will know …
 There are restrictions *NL 3.6  the square root of a negative number is not a
on values for the real number
variable in a radical.
 There are appropriate NL 3.2, 3.3, 3.5  when the expression is simplified
forms of
communications in
mathematics.
 Radicals are more NL 4.5  when it is appropriate to use an exact value

precise, efficient, versus a rounded decimal
concise and accurate.
 Operations can be NL 3.4  what like terms are

performed on radicals,  the rules for operations on radicals
as with other numbers
or algebraic
expressions.
I*NL = Number and Logic

Skills:
Enduring Specific Description of

Understanding Outcomes Skills
List enduring List the reference The paraphrased outcome that the group is
understandings (the # from the targeting
fewer the better) Alberta Program
of Studies
Students will understand… Students will be able to…
 There are restrictions *NL 3.6  identify values of the variable for which the
on values for the radical expression is defined
variable in a radical.
 Some equations have NL 4.1, 4.3  determine any restrictions on values for the
extraneous roots, and variable in a radical equation
why.  verify, by substitution, that the values
determined in solving a radical equation are
roots of the equation
 There are appropriate NL 3.2, 3.3, 3.4,  simplify radical expressions with numerical or
forms of 3.5, 4.5 variable radicands
communications in  rationalize the monomial denominator of a
mathematics. radical expression
 model a situation with a radical equation
 Radicals are more  answer questions with exact values

precise, efficient, NL3, NL4
concise and accurate.
Students will understand…

Students will be able to…
 Operations can be
performed on radicals, NL 3.4, 4.2  perform operations with radicals
as with other numbers  solve radical equations to determine the roots
or algebraic
expressions.
I*NL = Number and Logic
Teachers need to continually ask
themselves, if their students are acquiring the knowledge and skills needed for the unit.

STAGE 2 Assessment Evidence
1 Desired Results Desired Results
Teacher Notes
There are three transfer tasks to evaluate student Students must be given the transfer task & rubric at the beg
understanding of the concepts relating to radicals. A photocopy-ready version of each
transfer task is included in this section.
 The first is not as open ended as many of the other transfer tasks have been.
Glossary
absolute value – Represents how far the number is from zero
entire radical – A radical with a coefficient of 1 [Math 20-2 (Nelson: page 515)]
extraneous root – A number obtained in the process of solving an equation that does
not satisfy the equation
mixed radicals – A radical with a coefficient other than 1 [Math 20-2 (Nelson: page
516)]
perfect square – A number, from a given number system, that can be expressed as
the square of a number from the same number system
principal square root – The positive number square root
rationalize the denominator – The process used to write a radical expression that
contains a radical denominator into an equivalent expression with a rational
denominator [Math 20-2 (Nelson: page 517)]
restrictions – The values of a the variable in an expression that ensure it to be

defined [Math 20-2 (Nelson: page 517)]
secondary square root – The negative number square root
Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

(http://www.learnalberta.ca/content/memg/index.html). Some terms can be found in more
than one division. Some terms have animations to illustrate meanings.
Transfer Task 1: How do you find the area of a triangle? (let me count the
ways)

 When students choose three squares to create a triangle, the intention is that
students may reuse a square if they wish. They do not have to use three
different squares. (Student assessment Part C)
 Some combinations will not produce a triangle, i.e. 12, 12, 48 or 12, 12, 72.
 Students may need to be reminded to show their work in finding the

semiperimeter (half the perimeter) when they use Heron’s formula.
 Students will need to review the product of binomial conjugates

( ax−b ) ( ax +b ) =a2 x 2 −b2 )
This will save them significant amounts of time, when they recognize it in the
problem.
Teachers need to consider what performances and products will reveal evidence of understanding
What other evidence will be collected to reflect
the desired results?

How do you find the area of a triangle? - Student Assessment Task
There are many different ways to find the area of a triangle. You may recall that the
1
A= bh ,
area of a triangle is 2 but this is only one of several different formulae for
achieving the same value. In fact it is often easier to use a different formula when the
information you have is not conducive to the regular formula.
A. To start, find the area of the following equilateral triangles.
2 2
4 4
4
1
A= bh
To use the formula 2 you will first need to find its altitude. Use the following
diagram as your guide.
2 2
h
1 1
Based on your above work, if the length of the side of the equilateral triangle
is 2n, then find expressions for both the height and the area of the triangle.
Verify this with an equilateral triangle with a side length of 6 or 8.
B. Many other formulas have been developed to find the area of a triangle. The
following two formulas use just the side lengths of a triangle to determine its area.
a+ b+c
a A=√ s ( s−a ) ( s−b ) ( s−c ) , where s=
2
√ ( )
2 2 2 2
1 a +c −b
A= a2 c 2 −
c 2 2
The first equation given above is called Heron’s equation and it was published in
60 AD. In this equation s is called the semiperimeter (half of the perimeter of the
triangle). The second formula was developed independently by the Chinese and was
published in 1247 AD. Both the equations are useful, especially for oblique triangles
because all you need to find the area of the triangle is the length of its sides.
http://en.wikipedia.org/wiki/Heron%27s_formula
Verify these equations with one of the triangles you worked with originally.
Now, if you are given that the area of a triangle is 14 √ 5 units , then use the formula
2
√ ( )
2 2 2 2
1 a +c −b
A= a2 c 2 −
2 2
to find the possible exact values of the lengths of side b given that a = 12 and c = 7.
The first step has been completed for you.
b
7
1212
√ ( )
2 2 2 2
1 7 +12 −b
14 √ 5= 7 2 12 2−
2 2
C. Consider four squares with areas of 12, 27, 48 and 72 u2.
If we take three of these squares and connect their vertices as shown below…
The lengths of sides of each of the squares can be determined, hence allowing us to
determine the area of the triangle contained between.
Show that the area of the triangle in the above diagram is 3 √ 15u 2 , using Heron’s
Formula.
Given the area, determine the smallest altitude in that triangle in simplest mixed
1
A= bh
radical form, rationalizing the denominator when necessary. (Hint: use 2 )
D. Now using any three of the above squares (duplicating squares if you wish)
enclose a triangle of your own making and determine its area using Heron’s
formula, and its smallest altitude. You must connect the vertices to create a
triangle. Some combinations won’t work.
Note: this means that students can reuse a square if they wish to, but not all
combinations work together to create a triangle.
Glossary
516)]
principal square root – The positive square root

secondary square root – The negative square root

Assessment
Mathematics 20-2
How do you find the area of a triangle?
Rubric
Component Description of Requirements Assessment

- Part A IN 1 2 3 4
- Altitude and Area are determined for the two
given triangles
- Algebraic expressions for the altitude and area
are determined
- Expression is verified
- Part B IN 1 2 3 4
- Original area is verified using the two new
formulas
Mathematical - Determines the possible lengths of the sides of
Content the triangle
- Part C IN 1 2 3 4
- Determines semiperimeter value
- Shows how area is 3 √ 15u 2
- Determines smallest altitude in proper form
- Part D IN 1 2 3 4
- Creates a valid triangle
- Determines area and smallest altitude
Level Excellent Proficient Adequate Limited Insufficient
Criteria 4 3 2 1 Blank
Math All required All required Some Most No score is
Content elements elements required required awarded as
Part A are present are present elements elements there is no
and correct but may are are evidence given
contain missing, or missing or
minor contain incorrect
errors major
errors
Part B are present are present elements elements there is no
errors major
errors
Part C are present are present elements elements there is no
errors major
errors
Part D are present are present elements elements there is no
errors major
errors
When work is judged to be limited or insufficient, the teacher makes decisions about
appropriate intervention to help the student improve
Glossary
516)]
perfect square – A number, from a given number system, that can be expressed as the
square of a number from the same number system
restrictions – The values of a the variable in an expression that ensure it to be defined

[Math 20-2 (Nelson: page 517)]

Possible Solution to How do you find the area of a triangle?
There are many different ways to find the area of a triangle. You may recall that the
1
A= bh ,
area of a triangle is 2 but this is only one of several different formulae for
achieving the same value. In fact it is often easier to use a different formula when the
information you have is not conducive to the regular formula.
A. To start, find the area of the following equilateral triangles.
2 2
4 4
4
1
A= bh
To use the formula 2 you will first need to find its altitude. Use the
following diagram as your guide.
2 2
h
1 1
Sample Solution 1
Mathematics 20-2 Radicals Page of 130 18

Sample Solution 2

Based on your above work, if the length of the side of the equilateral triangle is
2n, then find expressions for both the height and the area of the triangle.
Verify this with an equilateral triangle with a side length of 6 or 8.
Sample Solution 1
Sample Solution 2

B. Many other formulas have been developed to find the area of a triangle. The
following two formulas use just the side lengths of a triangle to determine its area.
a+ b+c
a A=√ s ( s−a ) ( s−b ) ( s−c ) , where s=
2
√ ( )
2 2 2 2
1 a +c −b
c A= a2 c 2 −
2 2
The first equation given above is called Heron’s equation and it was published in 60 AD.
In this equation s is called the semiperimeter (half of the perimeter of the triangle). The
second formula was developed independently by the Chinese and was published in
1247 AD. Both the equations are useful, especially for oblique triangles because all you
need to find the area of the triangle is the length of its sides.
http://en.wikipedia.org/wiki/Heron%27s_formula

Verify these equations with one of the triangles you worked with originally.
Sample Solution 1
Sample Solution 2
Now, if you are given that the area of a triangle is 14 √ 5 units , then use the formula
2
√ ( )
2 2 2 2
1 a +c −b
A= a2 c 2 −
2 2
to find the possible exact values of the lengths of side b given that a = 12 and c = 7.
The first step has been completed for you.
b
12 7
12
Sample Solution 1
Sample Solution 2

D. Consider four squares with areas of 12, 27, 48 and 72 u2.
If we take three of these squares and connect their vertices as shown below…
The lengths of sides of each of the squares can be determined, hence allowing us to
determine the area of the triangle contained between.
Show that the area of the triangle in the above diagram is 3 √ 15u 2 , using Heron’s
Formula.
Sample Solution 1

Sample Solution 2

Given the area, determine the smallest altitude in that triangle in simplest mixed
1
A= bh
radical form, rationalizing the denominator when necessary. (Hint: use 2 )
Sample Solution 1
Sample Solution 2
D. Now using any three of the above squares (duplicating squares if you wish)
enclose a triangle of your own making and determine its area using Heron’s
formula, and its smallest altitude. (you must create a triangle with some area,
which means some combinations won’t work)
Sample Solution 1
Mathematics 20-2 Inductive and Deductive Reasoning Page 27 of 130

Sample Solution 2

Sample Solution 3

Sample Solution 4

Sample Solution 5

Sample Solution 6

Sample Solution 7

Sample Solution 8

Sample Solution 9

Sample Solution 10

Sample Solution 11

Sample Solution 12

Sample Solution 13

Sample Solution 14

Sample Solution 15

Sample Solution 16

Sample Solution 17
Note: this means that students can reuse a square if they wish to, but all combinations
work together to create a triangle.

Transfer Task 2: Spiralling Out of Control
Teacher Notes
Students may need graph paper provided for Part B.
Students may need some help in constructing the radical spiral. Remember that they
are adding isosceles triangles at every step, so this is not the same as the
Pythagorean spiral in which the outer edge always has a length of one.
The solution to the intersection of the line and circle in Part C involves solving a
quadratic equation by factoring. This is beyond the scope of the curriculum.
Glossary
Fibonacci number sequence- The sequence obtained when each term is the sum of
the previous two terms and the first two terms are 0 and 1 (alternatively the first two
terms could be 1 and 1)
516)]


Spiralling Out of Control - Student Assessment Task
Take a moment to contemplate your math education. Do you feel, as our title
suggests, that it is spiralling out of control? If it does, you may find comfort in knowing
a bit more about spirals.
Radical Spirals
Part A. To introduce how this type of a

spiral can be drawn we will start with a
basic right triangle. We will use grid
paper to draw these, because it will be far
easier to count out our lengths and draw
in our perpendicular lines.
Notice that the two legs of this triangle are

both 1 unit in length. The hypotenuse is
√ 2 units in length.
Now draw another isosceles right triangle

on top of this one using its hypotenuse as
one of the legs as shown.

In this particular task we will always be
adding isosceles right triangles no
matter what right triangle we begin with.
Now we repeat this process on the
triangle we just created as follows.
Remember that the right angle is always
created at the outer end of the previous
triangle.
And this continues on and on until you are no longer able to add triangles without
overlapping your previous work. For simplicity we will restrict our work so that no
triangle will lie adjacent to the original.

From the previous diagram determine a simplified expression for the length of the
spiral, where its length is the sum of the outer, bolded segments.
Part B. Now, using graph paper, draw your own initial right triangle. It can have side
lengths of 1 and 3, 2 and 3, 1 and 2… whatever you like; only don’t make it too big as
you will quickly run out of room. It will also help to orient your triangle so that the
longest leg is running vertically. Continue the process again, adding isosceles right
triangles on the hypotenuse of your initial triangle. Complete this process for at least
three more triangles.
Determine a simplified expression for the length of each of the spirals you generated.
Now, after considering the expressions from the previous diagrams make a
generalization about the length of a spiral.
Golden Spiral
Part C. Consider the Golden Spiral. Joining quarter-circles, whose radii are all
consecutive values in the Fibonacci sequence, as follows, creates it. Recall that a
Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, … Each value is the sum of the previous
two terms.
Now let’s sketch both of these graphs on the same grid.
If we now consider just a portion of the golden spiral, we can consider it the quarter of a
circle with the equation y= √25−x 2 , x ≥0 .
The extension of one of these segments of the radical spiral, with the equation
y=x +1 , will intersect that portion of the circular part of the golden spiral as shown
below.
Now let’s look at these two curves specifically and extended.
To make things a little more straight forward let’s remove the restriction on the domain
of the equation of the circle and just look at the two functions y= √25−x 2 , and
y=x +1 . You need to find the point of intersection of these two functions by solving
this system. The first step is done for you.
x +1=√ 25−x 2
Consider the graph provided above and compare it to your algebraic work. Do you
notice any discrepancies? Comment here.
Explain why your algebraic work may have provided more solutions than you are seeing
on the graph.
Assessment
Mathematics 20-2
Spiralling Out of Control
Rubric
.
Component Description of Requirements Assessment
- Part A IN 1 2
- Determines length of radical spiral in proper
form
- Part B IN 1 2 3 4
- Draws 3 radical spirals
Mathematical
- Determines total length of each of the spirals
Content
- Makes generalization based on results of
findings
- Part C IN 1 2 3 4
- Determines solution to radical equation
Presentation - Part B IN 1 2
of Data - Spirals are properly and neatly drawn
Explanation - Part C IN 1 2 3 4
of Findings - Explains existence of and reasons for
extraneous roots
Level Excellent Proficient Adequate Limited Insufficient
Criteria 4 3 2 1 Blank
Math All required Some No score is
Content elements required awarded as there
Part A are present elements is no evidence
and correct are missing given
or incorrect
Math All required All required
Some Most No score is
Content elements elements required required awarded as there
Part B are present are presentelements elements is no evidence
and correct but may are are missing given
contain missing, or or incorrect
minor contain
errors major
errors
Content elements elements required required awarded as there
Part C are present are present elements elements is no evidence
and correct but may are are missing given
contain missing, or or incorrect
minor contain
errors major
errors
Present Presentation Presentation Presentation of
s Data of data is of data is data is
Part B clear, vague and incomprehensible
precise and inaccurate
accurate
Explains Provides Provides Provides Provides No explanation is
Findings insightful logical explanations explanations provided
Part C explanations explanations that are that are
complete incomplete
but vague or
confusing.
Glossary
516)]
principal square root – The positive number square root

secondary square root – The negative number square root

Possible Solution to Spiralling Out of Control
Spiralling Out of Control - Key
Take a moment to contemplate your math education. Do you feel, as our title
suggests, that it is spiralling out of control? As it does so, you may find comfort in
knowing a bit more about spirals.
Radical Spirals
Part A. To introduce how this kind of a

spiral can be drawn we will start with a
basic right triangle. We will use grid
paper to draw these, because it will be far
easier to count out our lengths and draw
in our perpendicular lines.
Notice that the two legs of this triangle are

both 1 unit in length. The hypotenuse is
√ 2 units in length.
Now draw another isosceles right triangle

on top of this one using its hypotenuse as
one of the legs as shown.

In this particular task we will always be

adding isosceles right triangles no
matter what right triangle we begin with.
Now we repeat this process on the
triangle we just created as follows.
Remember that the right angle is always
created at the outer end of the previous
triangle.
And this continues on and on until you are no longer able to add triangles without
overlapping your previous work. For simplicity we will restrict our work to not even lie
adjacent to the original. Calculations:
From that picture determine a simplified expression for the length of the spiral, where
its length is the sum of the outer, bolded segments.
Part B. Now, using graph paper, draw your own initial right triangle. It can have side
lengths of 1 and 3, 2 and 3, 1 and 2… whatever you like; only don’t make it too big, as
you will quickly run out of room. It will also help to orient your triangle so that the
longest leg is running vertically. Continue the process again, adding isosceles right
triangles on the hypotenuse of your initial triangle. Complete this process for at least
three more triangles.
Determine a simplified expression for the length of each of the spirals you generated.
Starting first triangle with 2 & 3
Now, after considering the expressions you have written make a generalization about the
length of a spiral.
Golden Spiral
Part C. Now recall the Golden Spiral. Joining quarter-circles, whose radii are all
consecutive values in the Fibonacci sequence, as follows, creates it. Recall that a
Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, … Each value is the sum of the previous two
terms.
Now let’s sketch both of these graphs on the same grid.
If we now consider just a portion of the golden spiral, we can consider it the quarter of a
circle with the equation y= √25−x 2 , x ≥0 .
The extension of one of these segments of the radical spiral, with the equation
y=x +1 , will intersect that portion of the circular part of the golden spiral as shown
below.
Now let’s look at these two curves specifically and extended.
Now, to make things a little more straight forward let’s remove the restriction on the
domain of the equation of the circle and just look at the two functions y= √25−x 2 , and
y=x +1 . You need to find the point of intersection of these two functions by solving
this system. The first step is done for you.
Consider the graph provided above and compare it to your algebraic work. Do you
notice any discrepancies? Comment here.
Explain why your algebraic work may have provided more solutions than you are seeing
on the graph.
Transfer Task 3: Radical Race
Teacher Notes
The third transfer task is an option for the end of the unit on radicals (Outcomes 3 and
4). The goal of this task is to have the students practice all skills learned in the unit.
The race is composed of 11 question cards, each one in a multiple choice format. The
task the students are given is to answer the questions in a given order and choose the
next suitable location for subsequent clues, similar to a treasure hunt. The task is
designed to work at any school. The teacher will choose the 40 locations and write them
on the location list. This list, along with a map of the school will be given to the students.
Of the 40 locations, the teacher chooses 11 locations for the correct corresponding
answers. The teacher places the clues in a treasure hunt format. There is one clue per
card so that the students can clearly show their math processes for each question.
The task design allows completion by individuals or groups depending upon class
dynamics and teacher preferences.
It is advised that teachers build the treasure hunt carefully, ensuring that they clearly
record the locations for each clue on their version of the clue cards.
The correct answers are marked with a double asterisk. When building the race, choose
locations for the correct answers that you want students to access. The other 30
locations are designed as distracters.
Question card 11 requires solving a radical equation involving squaring a binomial.

The textbook has no questions like this but it was felt that with the skill learned in 10C
that this would be appropriate.
The rubric focuses on the calculations and the explanations supporting these
calculations.
Teacher Materials
 Question Cards with space for solutions

 Location list
 School map
 Answer key
 Pencil or pens
Rules
 No running
 No loud noises coming from group
 Justify all answers mathematically

Assessment:
 Correct answers recorded for all 11 questions with worked out solutions
 Self assessment

Location List:
Location 1: Location 11: Location 21: Location 31:

Teacher Notes on Questions Cards:
Card 1: Outcome 3: Achievement indicator 3.2

 Express an entire radical with a numerical radicand as mixed radical

 Comparing and ordering radical expression with numerical radicands

 Express a mixed radical with a numerical radicand as an entire radical.

 Perform one or more operations to simplify radical expressions with numerical or
variable radicands.
Card 5: Outcome 3: Achievement indicator 3.4 – It was felt that this aspect of the
curriculum warranted more than one question.
 Perform one or more operations to simplify radical expressions with numerical or
variable radicands.

 Rationalize the monomial denominator of a radical expression.

 Determine any restrictions on values for the variable in a radical equation.

 Determine algebraically, the roots of a radical equation

 Verify, by substitution, that the values determined in solving a radical equation
are roots of an equation.

 Solve problems by modeling a situation with a radical equation and solving the
equation.

 Explain why some roots determined in solving a radical equation are extraneous.
Note:
Outcome 3: Achievement indicator 3.6 was not included as it was felt that the concept
was sufficiently covered with achievement indicator 4.1

Glossary
516)]



Transfer Task 3: Radical Race - Student Assessment Task
CARD 1:
Express each of the following as an entire radical.

i) 2 √13
ii) 3 √6
iii) 4 √5
iv) 5 √2
1. √ 26, √18, √ 20, √10 Go to location one

2. √ 15, √9, √ 9, √9 Go to location two
3. √ 11, √3, √ 1, √−3 Go to location three
4. √ 52, √ 54, √ 80, √50 Go to location four
CARD 2:
Arrange the following in order from least to greatest.

i) 2 √13
ii) 3 √6
iii) 4 √5
iv) 5 √2
1. 2 √13, 3 √ 6, 4 √5, 5 √ 2 Go to location five

2. 2 √13, 5 √ 2, 3 √ 6, 4 √ 5 Go to location six
3. 5 √ 2, 2 √13, 3 √ 6, 4 √5 Go to location seven
4. 2 √13, 4 √5, 5 √ 2, 3 √6 Go to location eight
Card 3:
Convert the following mixed radicals to entire radical.

i) 2 √ x3
ii) a2 √ a
iii) x 5√ xy
3 xy 3 √2 z 4
3
iv)
4 √ x 3 , √ a3 , √ x 6 y , √27 x 3 y 9 z 4
3
1. Go to location nine
4 √ x 3 , √ a5 , √ x 11 y , √ 27 x 3 y 9 z 4
3
2. Go to location ten
4 √ x , √ a , √ x y , √ 27 x y z
3 3 11 3 3 9 4
3. Go to location eleven
4 √ x 3 , √ a5 , √ x 11 y , √ 54 x 3 y 9 z 4
3
4. Go to location twelve
Card 4:
Simplify the following expression by combining like radicals

3 5 1
−5 √ 128 + √ 8 - √ 48 + √ 50
4 4 2
1. 41 √ 2 Go to location thirteen
2. −36 √ 2−5 √ 3 Go to location fourteen
3. −44 √ 2−5 √3 Go to location fifteen
4. −31 √5 Go to location sixteen
Card 5:
2
Expand and simplify
( 2 √ 18 - √ 27 )
1. 99−36 √ 6 Go to location seventeen
2. 4 √18−27 Go to location eighteen
3. 27−4 √18 Go to location nineteen
4. 36 √ 16−99 Go to location twenty
Card 6:
18 √ 2
When expressed in simplest form √ 3 equals
1. 2 √ 6 Go to location twenty-one
2. 6 √ 5 Go to location twenty-two
3. 18 √ 6 Go to location twenty-three
4. 6 √ 6 Go to location twenty-four
Card 7:
Given the equations:
I.
√ 6 x+4−2=1
II. 5+ √ 8 x+12=6
III.
√ 15 x+10−3=1
IV.
√ 9 x+6+5=9
V.
√ 2 x +3−3=5
VI. 6+ √30 x +20=10
The four equations that have the same restrictions for x are:
1. II, III, VI, V Go to location twenty-five

2. I, II, IV, V Go to location twenty-six
3. I, III, IV, VI Go to location twenty-seven
4. II, IV, V, VI Go to location twenty-eight
Card 8:
Determine, algebraically, the roots of the equation: √ 4 x +5=2

1. No solution Go to location twenty-nine
1
x=
2. 4 Go to location thirty
1
x=−
3. 4 Go to location thirty-one
1 1
x= or x=−
4. 4 4 Go to location thirty-two
Card 9:
Determine the correct combination of equations and answers from the following.
Equations Answers
1.
√ 3 ( 2x+1 )=−3 P. x=7
√
2. 1 Q. x=4
( 3 x −2 )=2
4
3. 1 R. x=6
√ 5 x−4+ 2=4
2
4.
√ 25−3 x−5=−3 S. No Solution
1. Equation 2 and answer P Go to location thirty-three
2. Equation 3 and answer Q Go to location thirty-four
3. Equation 1 and answer R Go to location thirty-five
4. Equation 4 and answer S Go to location thirty-six

Card 10: Two squares are shown.
The side length of the smaller square is 6 cm. The

perimeter of the larger square in simplified form is:
1. 12 √2 Go to location thirty-seven
2. 3 √ 2 Go to location thirty-eight
3. 6 √ 2 Go to location thirty-nine
4. 24 √2 Go to location forty
Card 11:
Solve the equation x +1=√ x 2−25. Explain your result.

Exemplar: Location List Harry Ainlay High School
Location 1: Location 12: Location 23: South Location 34: Office

Exit 15 entrance to the Entrance
Exit 1 West Court yard

Exit 2 Exit 16 Wellness Centre South entrance to
Desk east courtyard

Exit 5 Exit 17 Dance studio Outside entrance to
Entrance the Auto
Location 4: Location 15: Location 26: Location 37:Inside

Exit 4 Outdoor class room Cosmetology Entrance to
Parking Propane Construction
tank storage
Exit 6 Exit 14 North east corner of Inside entrance to
the temporary Design Studies
library
Exit 8 Exit 13 Southeast corner of Centre Table of the
the rotunda Rotunda
Location 7: Location 18: Location 29: Book Location 40:

Visitor Parking Stall North East Parking Room 304 Room 384
# 116 lot Student Bench
Location 8: Location 19: Location 30:

Exit 10 Exit 19 Drama room

Bike Racks Exit 20 Theatre Entrance

Exit 11 South entrance to Athletics Office
student activities
Location 11: Location 22: North Location 33:

Exit 12 East corner of the Student Services
Rotunda and Career Centre
Student checklist of skills: This can be done by reading out the skills and having
students think about how they would rank themselves.
Analysis of skills: On a scale of 1 to 10, where 1 is no confidence and 10 is you are

ready to teach this concept, rank yourself on the following:
Card 1: Express an entire radical as a mixed radical
Card 2: Comparing and ordering radical expressions
Card 3: Express a mixed radical as an entire radical.
Card 4: Simplify and add or subtract radicals.
Card 5: Multiply and simplify radicals.
Card 6: Rationalize the denominator of a radical expression.
Card 7: Determine any restrictions on values for the variable in a radical equation.
Card 8: Determine algebraically, the roots of a radical equation
Card 9: Verify, by substitution, that the values determined in solving a radical

equation are roots of an equation.
Card 10: Solve problems by modeling a situation with a radical equation and solving
the equation.
Card 11: Explain why some roots determined in solving a radical equation are
extraneous.
Radical Race - Student Assessment Task
Glossary
516)]


Assessment
Mathematics 20-2
Radical Race
Rubric
Level
Excellent Adequate Limited
3 2 1
Criteria
Performs Performs precise Performs appropriate Performs superficial

Calculations and explicit and generally accurate and irrelevant
calculations. calculations. calculations.
Explains Shows a solution Shows a solution for the Shows a solution for
Choices for the problems; problem; provides the problem but no
provides an explanations that are supporting
insightful complete but vague. mathematics.
explanation.
Glossary
516)]


Possible Solution to Radical Race
Questions Cards: Master List – Answers marked with a double asterisk
Card 1: Express each of the following as an entire radical.

i. 2 √13
ii. 3 √6
iii. 4 √5
iv. 5 √2
1. √ 26, √18, √ 20, √10 Go to location one
2. √ 15, √9, √ 9, √9 Go to location two
3. √ 11, √3, √ 1, √−3 Go to location three
4. √ 52, √ 54, √ 80, √50 Go to location four **
Card 2: Arrange the following in order from least to greatest

i) 2 √13
ii) 3 √6
iii) 4 √5
iv) 5 √2
1. 2 √13, 3 √ 6, 4 √5, 5 √ 2 Go to location five

2. 2 √13, 5 √ 2, 3 √ 6, 4 √ 5 Go to location six
3. 5 √ 2, 2 √13, 3 √ 6, 4 √5 Go to location seven **
4. 2 √13, 4 √5, 5 √ 2, 3 √6 Go to location eight
Card 3: Convert the following mixed radicals to entire radical.

i) 2 √ x3
ii) a2 √ a
iii) x 5√ xy
3 xy 3 √2 z 4
3
iv)
4 √ x 3 , √ a3 , √ x 6 y , √27 x 3 y 9 z 4
3
1. Go to location nine
2. 4 x , a ,√ 3 √ 5 √ x 11 y , √ 27 x 3 y 9 z4
3
Go to location ten
4 √ x 3 , √ a3 , √ x 11 y , √ 27 x 3 y 9 z 4
3
3. Go to location eleven
√3 √5 √
4. 4 x , a , x y , 54 x y z
11
√3 3 9 4
Go to location twelve **
Card 4: Simplify the following expression by combining like radicals
3 5 1
−5 √ 128 + √ 8 - √ 48 + √ 50
4 4 2
1. 41 √ 2 Go to location thirteen
2. −36 √ 2−5 √ 3 Go to location fourteen **
3. −44 √ 2−5 √3 Go to location fifteen
4. −31 √5 Go to location sixteen
Card 5: Expand and simplify

1. 99−36 √ 6 Go to location seventeen **
2. 4 √18−27 Go to location eighteen
3. 27−4 √18 Go to location nineteen
4. 36 √ 16−99 Go to location twenty
Card 6: When expressed in simplest form equals

1. Go to location twenty-one
2. Go to location twenty-two
3. Go to location twenty-three
4. Go to location twenty-four **
Card 7: Given the equations:
I.
II.
III.
IV.
V.
VI.

The four equations that have the same restrictions for x are:
1. II, III, VI, V Go to location twenty-five

2. I, II, IV, V Go to location twenty-six
3. I, III, IV, VI Go to location twenty-seven **
4. II, IV, V, VI Go to location twenty-eight
Card 8: Determine, algebraically, the roots of the equation:
1. No solution Go to location twenty-nine
2. Go to location thirty
3. Go to location thirty-one **
4. Go to location thirty-two
Card 9: Determine the correct combination of equations and answers from the following.
Equations Answers
1. P. x=7
2. Q. x=4
3. R. x=6
4. S. No Solution
1. Equation 2 and answer P Go to location thirty-three

2. Equation 3 and answer Q Go to location thirty-four **
3. Equation 1 and answer R Go to location thirty-five
4. Equation 4 and answer S Go to location thirty-six
Card 10: Two squares are shown.
The side length of the smaller square is 6 cm. The perimeter of the larger
square in simplified form is:
1. 12 √2 Go to location thirty-seven
2. 3 √ 2 Go to location thirty-eight
3. 6 √ 2 Go to location thirty-nine
4. 24 √2 Go to location forty **

Card 11: Solve the equation x +1=√ x 2−25. Explain your result.
2 2
x +2 x+1=x −25
x=−13
Check: (−13 )+1=√ (−13 )2−25
−12=12 No Solution

STAGE 3 Learning Plans
Lesson 1
What Should I Remember?
STAGE 1
BIG IDEA: Understanding radicals will further develop student’s sense of exact values, and enhance
their ability to simplify expressions and solve equations.
ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

 Under what circumstances would a mixed
 There are appropriate forms of radical or an entire radical be appropriate?

communications in mathematics.
Radicals are more precise efficient, concise  When is √x > √y?
and accurate.
KNOWLEDGE: SKILLS:
Students will know … Students will be able to …
 when the expression is simplified  simplify radical expressions with numerical or

variable radicands
Each lesson is a conceptual unit and is not intended to be taught on a one lesson per block ba

Lesson Summary
This lesson will review prior knowledge needed in this unit.

 Definitions of square roots, cube roots, perfect squares, perfect cubes and radicals
 Estimate radicals
 Compare and order numbers
 Mixed to entire radicals
 Entire to mixed radicals
 Review operations on polynomials so as to connect those with operations on
radicals
Lesson Plan
Hook
What do you see? (Think Pair Share)
3
25 5 27
5 3
3
 Have a Think-Pair-Share discussion involving the picture above in relation to

square roots, cube roots, perfect squares, perfect cubes, factors, etc.
 After the Think-Pair-Share ask students to define the following
o Square Root
o Cube Root
o Perfect Square (List as many as you can)
o Perfect Cube (List as many as you can)
Lesson Goal
 Activate prior knowledge

Lesson
Sorting Activity
 Create groups and handout a number card from the same set to each member of
the group. The group must sort themselves from lowest to highest. Each member
should try to determine the approximate value of his or her card. Not allowing a
calculator will help students refine their number sense.
 Possible sets of numbers
o √ 2 ,1 . 9 , 3√9 , √ 8 , 3√27 , 4 . 9 , √26
o √ 5,2 √ 3, 3. 9, 2 √7, 3 √ 5 ,6 , √ 51
o 2 3√ 2, √3 27 , 2 3√ 4 , 3√64 , 4 . 1 ,3 √3 3 ,5
L1 Sorting Activity (3 sets of numbers)

 files were added to Appendix
 files were added to the EPSB Understanding by Design share site
Entire to Mixed / Mixed to Entire Puzzle Activity

 Groups of students receive the puzzle in pieces and perhaps a blank nine by nine
grid. A math joke is presented to them “What does the little mermaid wear?” and
they have to assemble the puzzle correctly by lining up the entire radical side with
its corresponding mixed radical side. The letters on the puzzle make up the answer
(the answer is “an algae-bra”). NOTE: the orientation of the letters has been
scrambled to avoid giving directional clues.
L1 Puzzle Activity
 file was added to Appendix
 file was added to the EPSB Understanding by Design share site
Going Beyond
Resources
Math 20-2 (Nelson: sec 4.1, page(s) 176-183)
Supporting

Assessment
Glossary
516)]
perfect cube – A number, from a given number system, that can be expressed as the
cube of a number from the same number system.

than oneOther
division. Some terms have animations to illustrate meanings.

Lesson 2
What’s with all the Letters?
STAGE 1

 Why is there a restriction on the domain?
 There are restrictions on values for the  Why does your calculator say ERROR on
variable in a radical. √−2 ?
 There are appropriate forms of  Under what circumstances would a mixed
communications in mathematics. radical or an entire radical be appropriate?
KNOWLEDGE: SKILLS:
 the square root of a negative is not a real  identify values of the variable for which the
number radical expression is defined
 when the expression is simplified  simplify radical expressions with numerical or
variable radicands

Lesson Summary
 Warm Up Activity
 Development
 Binomial Radicands Restriction
 Entire to Mixed Radicals with Variables
 Mixed to Entire Radicals with Variables
Lesson Plan
Warm Up Activity
Option A: Determine two identical numbers that will give these products.
1 25 16
100 , 49 , 225 , 0, −36 , −16 , , 54 , , - , 1 . 21, 27 . 04
4 9 49
Discuss what the restrictions would be in the value(s) of:

1. the product
2. the identical numbers
Option B: Sort these numbers according to some sort of criteria (can be done individually
or in groups)
√ 16
√ 100 , √38 , √−36 , √ 49 , − , √ 325 , √1 . 44 , √ 0 ,
81
Ask students how they sorted these values.
√25
, √ 9 .61
9
Questions to ask:
1. Are there answers for all of these? (Discuss what’s defined.)
2. Are there any interesting unexpected answers?
Option C: Have students generate a list of square roots where the radicand is positive or
negative, then evaluate these. Questions to ask:
1. Are there answers for all of these? (Discuss what’s defined.)

2. Are there any interesting unexpected answers?
To meet curricular objectives consider repeating using cubic roots for all options.
The intent of the warm-up would be for students to discover the restriction on square
roots (which doesn’t apply to cubic roots) is that the radicand must be greater than or

equal to zero. This should be summarized and recorded in some way. To enhance the
understanding
of restrictions DI Suggestions
students Consider an extension to roots beyond cubic, looking for patterns
should also between odd an even indexed roots
see radicals of Consider a graphing activity designed to explore the domain of
the form square and cubic roots
√ ax +b .
Development
Present students with the following list and ask them to identify the perfect squares:
x , x2 , x3 , x 4 , x5 , x6
Using this knowledge try simplifying the following list:
√ x , √ x2 , √ x3 , √ x 4 , √ x5 , √ x6
Note that the accurate simplification for √ x 3 would be |x|√ x, but we will always assume
the principal root for the purposes of this course and will instead simplify √ x to x √ x .
3
It would be beneficial for students to be introduced to numerical coefficients combined

with variable radicands before having students practice this concept. For example,
2 √18 x 5 can be rewritten as 6 x 2 √ 2 x .
An optional activity would be to have students take mixed radicals (with variable in the
coefficients) and convert these to entire radicals (ie working backwards from previous
method). However, there are no questions provided in this resource.
Sorting Activity
Provide students with a list of numbers and ask them to sort them according to criteria of
their choice. Guide them toward selecting defined and undefined.
Start with a list of positive and negative square roots. (Include 0)

Next make a list of positive and negative cube roots (Include 0).
DI Suggestion
Make a list of positive and
negative even and odd indexed

DI Graphing Activities
Graph basic square root and cube root functions to
analyze the domain.
Extension: Have students plot the given numbers (x is
radicand and y is square root of radicand).

Binomial Radicands Restriction
√
Once students understand the basic restrictions on x, extend it to binomials. This was
previously mentioned in Warm Up Activity, Option C.
Entire to Mixed Radicals with Variables
Start with a list to see a pattern.

√ x, √ x 2 , √ x 3 , √ x 4 , .. .
and then practice.
L2 Converting Entire to Mixed Worksheet

Mixed to Entire Radicals with Variables
Compare to the numerical strategy and practice.
L2 Converting Mixed to Entire Worksheet

Going Beyond
Resources
Math 20-2 (Nelson, page 211, #1, 2, 3, 11)

Worksheet
Supporting
Assessment

Glossary
516)]


Other Some terms have animations to illustrate meanings.
than one division.

Lesson 3
Let’s Play Operation (Operations on Radicals)
STAGE 1
Students will understand …  When is an exact solution required?

 There are restrictions on values for the radical or an entire radical be appropriate?
variable in a radical.  When would you use radicals?
 There are appropriate forms of
 Radicals are more precise efficient, concise
and accurate.
 Operations can be performed on radicals, as
with other numbers or expressions.
KNOWLEDGE: SKILLS:
 when the expression is simplified

 what like terms are  identify values of the variable for which the
 the rules for operations on radicals radical expression is defined
 simplify radical expressions with numerical or
variable radicands
 rationalize the monomial denominator of a
radical expression
 perform operations with radicals

Lesson Summary
 Students will explore and practice the operations on radicals.
Lesson Plan
Add / Subtract Radicals
Adding and Subtracting Radicals Discovery Activity

 This activity will ask students to discover and practice the rules for adding and
subtracting radicals.
 The false examples may be used to discuss common errors.
 Challenge questions extend concept to include variables and more complex
questions.
L3 Adding and Subtracting Radicals Discovery Activity

L3 Adding and Subtracting Radicals Key

 PDF file was added to the EPSB Understanding by Design share site
Visual Representation
 A visual representation may be used to reinforce the concept of adding and
subtracting like radicals. There is a file with examples of the visualization in use
(Example Add Subtract Visual) and then a file to be used to solve additional
questions (Interactive Add Subtract Visual).
L3 Visual Representation
 notebook files were added to the EPSB Understanding by Design share site
Reinforce concepts with practice from textbook.
Multiplying Radicals
Multiplying Radicals Discovery Activity

 This activity will ask students to discover and practice the rules for multiplying
radicals.
 The false examples may be used to discuss common errors.
 Challenge questions extend concept to include variables and more complex
questions.

L3 Multiplying Radicals Discovery Activity
L3 Multiplying Radicals Key

Dividing Radicals
Dividing Radicals Introduction

 Warm Up
o Review squaring radicals and equivalent fractions.
 Define and Discuss Rationalizing
o Reasons for rationalizing include consistency, communication, and
comparisons.
 Examples: Division & Rationalizing
o Discuss various strategies to solve the problem (division, simplifying, or
rationalize first)
o Nelson Principles of Mathematics 11 has an excellent example of multiple
strategies on pages 194-196.
L3 Dividing Radicals Introduction

L3 Dividing Radicals Key

Remember: when dealing with expressions with variables you should state the
restrictions on the variable.
Explain a Process Assignment
This type of assignment may be used for each operation on radicals. The assignment
simply involves students writing an explanation of how to do the operation and providing
an example of a solution.
This assignment may reinforce/assess understanding while working on communication

skills.

Going Beyond
Resources

Assessment
Glossary
extraneous root – A number obtained in the process of solving an equation that does not
satisfy the equation
516)]
contains a radical denominator into an equivalent expression with a rational denominator

Other

Lesson 4
Radical Issues (Solving Radical Equations)
STAGE 1
 There are restrictions on values for the  Why are extraneous roots produced?
variable in a radical.  Why is there a restriction on the domain?
 Some equations have extraneous roots, and  Why does your calculator say ERROR on

why.
There are appropriate forms of
√−2 ?
 When is an exact solution required?
 Radicals are more precise efficient, concise
radical or an entire radical be appropriate?
and accurate.
 When would you use radicals?
 Operations can be performed on radicals, as
with other numbers or expressions.
KNOWLEDGE: SKILLS:
 the square root of a negative is not a real  determine any restrictions on values for the
number variable in a radical equation
 all roots determined algebraically need to be  verify, by substitution, that the values
verified determined in solving a radical equation are
 when it is appropriate to use an exact value roots of the equation
versus a rounded decimal  model a situation with a radical equation
 what like terms are  solve radical equations to determine the roots
 the rules for operations on radicals

Lesson Summary
 Use a table with appropriate data to introduce a cubic root function.

 Explore methods to solve radical functions.
Lesson Plan
Provide students with the following data table. Have students look for a pattern, to make
it easier for them you may want to inform them that it’s a cubic root function.
x y
5 4
24 6
61 8
132 10
213 12
For students that are struggling you may want to inform that the function is of the form
y=a 3√ x +b
Solution:
y=2 √3 x+ 3
Discuss the solution with respect to the domain of x. Are there any restrictions?
Here is a link to some application questions that could be used as examples or have
students work through together in an attempt to understand the solving process.
http://cnx.org/content/m21965/latest/
One example from the site:

Answers:
(a) 7.96 (b) 5
Other problems that could be searched:

 Using the distance formula
 Meteorology problems: length of time vs. diameter of storm
 Length of diagonal in a cube
 Given an expression representing the volume of a 3D object, calculate the surface
area (or vice versa)
 Numerous problems from Physics texts. (Questions involving periods, kinetic
energy, etc)
Discussion during the problem solving process should involve extraneous roots. To
assist in the discussion students must know how to verify their answers.
From here contrast between exact values vs. approximate value answers.
Example:
Calculate the side length of a cube that has a volume of 375 cm3. From there calculate
the surface area of the cube.
Approximate Solution: Exact Solution:

r=3√375
3
r=√375
=7 . 2 3 3
=√ 125× √3
3
=5 √ 3
SA=6 ( 7 .2 )2
=311 cm2 2
SA=6 ( 5 √ 3 ) cm2
3
=150 ( √9 ) cm2
3
=312 cm2
Using this value for volume it is interesting to note that the answers differ by 1 cm 2. It
may be worthwhile having a discussion whether or not this is significant. What if the
volume was greater?

The remainder of the lesson should be spent on rearranging radical equations to isolate
the unknown. The focus should be on performing opposite operations. A comparison to
equations solved in previous years is suggested.
Linear Radical
3x = 9
divide both sides by 3
√ x=25
Square both sides
x=3 x = 625
3(x + 2) = 9
Divide both sides by 3
√ x+ 2=25
Square both sides
x+2=3 x + 2 = 625
Subtract both sides by 2 Subtract both sides by 2
x=1 x = 623
3(x + 2) – 6 = 9
Add both sides by 6
√ x+2−6=19
Add both sides by 6
3(x + 2) = 15
Divide both sides by 3 √ x+ 2=25
x+2=5 Square both sides
Subtract both sides by 2 x + 2 = 625
x=3 Subtract both sides by 2
x = 623
After guiding students through a few of these it would be beneficial to present students
with a more complicated equation to work on individually or in groups. For example,
8=3 √2 x−25−13
x = 37
In order to assist in the transfer task students should be exposed to equations that are not
limited to variable as radicands only. For example
3+ √ x−1=x
Going Beyond
Resources
Math 20-2 (Nelson, page 222, #1-17)

Supporting
Assessment
Glossary
extraneous root – A number obtained in the process of solving an equation that does not
satisfy the equation
516)]
contains a radical denominator into an equivalent expression with a rational denominator

secondary square root – The negative r square root

Other

Appendix
Copies of worksheets for Lessons 1 – 3 follow:
Lesson 1 Radicals Sorting Number Set 1

Lesson 1 Mixed to Entire Puzzle Activity & Answers
Lesson 2 Converting Entire to Mixed & Answers

Lesson 2 Converting Mixed to Entire Radical Worksheet & Answers
Lesson 3 Adding and Subtracting Radicals & Answers

Lesson 3 Multiplying Radicals & Answers
Lesson 3 Dividing Radicals Introduction & Answers
Lesson 3 Converting Mixed to Entire Radical Worksheet & Answers

M20-2 Lesson 1 Radicals Sorting Number Set 1
√2 1 .9 √9 3
√8 3
√ 27 4 . 9
√ 26
√ 5 2 √3 3.9
2 √7 3 √ 5 6
√ 51
3
2 √3 3
√ 27 2 √ 4 3
3 3
√ 64 4 .1 3 √3
5
M20-2 Lesson 1 Mixed to Entire Puzzle Activity
Preparation: copy and cut along the gridlines.

M20-2 Lesson 1 Mixed to Entire Puzzle Activity – Student Answers
What does the little mermaid wear?”
Answer: AN ALGAE-BRA

M20-2 Lesson 2 Converting Entire to Mixed Worksheet (Variable
Radicands)
Simplify the following.
1. √ x8 9. √3 −1000 x3
2.
3.
√ 49 x 2
√ 125 x 4
10.
√
3 27 6
64
x
11. √3 −125 x 8
4. √ 48 x 5
12. √3 363 x16
5.
√ 9 10
4
x
13.
√
3 1 12
8
x
6. √ 1.69 x 3
14. √3 0.125 x 9
7.
√ 64 7
9
x
15. 2 √3 216 x 5
√ 4.41 x 9
√
8. 3 8 7
16. 10 x
125
Extra Problem
√3 −3375 x−12 y 21

Answers:
1. x
4
9. −10 x
2
2. 7x 3
10. x
5 x √5
2
3. 4
4. 4 x √x
2
11. −5 x 2 √3 x 2
5
5.
3 12. 11 x 5 √3 3 x
x
2 1
4
6. 1.3 x √ x 13. x
2
8 3 14. 0.5 x 3
7. x √x
3 15. 12 x √3 x 2
2.1 x √ x
4
8. 16. 4 x 2 √3 x
Extra Problem
−4 7
−15 x y

M20-2 Lesson 2 Converting Mixed to Entire Radical Worksheet
1. 3 x √ 2 x 6. 2 x ∙ √3 x 2
3 2 1 2 3
2. x √x 7. x ∙ √2 x
4 3
3. 5 x 3 √ 3 8. 1.2 x ∙ √3 5
4.
2
y
√
1 3 3
2
y 9. 2 y ∙ √3 125 y
5. 5.1 y √ 7 y 10. 3.4 y 3 ∙

√ 2
5
Extra Problem
3 2√
2 3 2 33 2
x y ∙ xy

Answers:
1. √ 18 x3
2.
√ 9 5
16
x
3. √ 75 x6
4.
√ 3 7
8
y
5. √ 182.07 y 3
6. √3 8 x 5
7.
√
3 2 7
27
x
8. √3 8.64 x 3
9. √3 1000 y 4
10. √ 4.624 y 6 OR
√ 578 6
128
y
Extra Problem
√
3 4 10 3
9
x y

M20-2 Lesson 3 Adding and Subtracting Radicals
Discovery Activity
If these are true …………………………………………………………………… and these are false.
3 √ 5+6 √ 5=9 √ 5 3 √ 5+6 √ 5=9 √ 10
8 √ 7−3 √7=5 √7 8 √ 7−3 √7=5 √ 0
√ 13+5 √13=6 √ 13 √ 13+5 √13=5 √ 13

√ 8+3 √ 2=5 √ 2 √ 8+3 √ 2=4 √ 10
√ 27+√ 12=9 √3+4 √ 3
√ 27+ √ 12=5 √ 3 =13 √3
then find the answer to these:
(Hint: Think about

4 √11+ √ 11= 20 √ 13−10 √ 13= addition &
subtraction of
polynomials.)
√ 8+√ 18= 2 √12+ √ 48=
… and now see if you can do these!
7 √ 5+ √ 3= 3 √ 27−5 √ 12+ √ 75=

4 √ x+3 √ x−5 √ x= 3 √ x3 +x √ x + √ 3= Answers:

M20-2 Lesson 3 Multiplying Radicals
Discovery Activity
If these are true …………………………………………………………………… and these are false.
( √ 3 ) ( √ 7 )= √21 ( √ 3 )( √ 7 )= √10
( 3 √ 2 )( 4 √ 5 ) =12 √ 10 ( 3 √ 2 )( 4 √ 5 ) =7 √10
( √ 5 ) ( √ 5 )= √25=5 ( √ 5 ) ( √ 5 )= √25=√5
( √ 3 ) ( √ 3 )=3 ( √ 3 ) ( √ 3 )=9
( 2 √ 2 )( √6 )=2 √12=4 √3 ( 2 √ 2 )( √6 )=2 √12=24
then find the answer to these:
( √ 2 ) ( √11 )= ( 3 √ 5 )( 2 √2 ) = (Hint: Think about

addition &
(√ 8) (√ 8)= ( 5 √ 6 )( 3 √ 3 )= subtraction of
polynomials.)
… and now see if you can do these!
( 2 √ x )( 5 √ x )= ( x √ 2 x 3 )( 5 √ x 4 )=
( 4 √ x ) (7 √ x 3)= ( 2 √ 3 )( 3 √7−8 √ 8 )=

Answers:

M20-2 Lesson 3 Dividing Radicals Introduction
Warm Up
Solve the following: Write three equivalent fractions

for each of the following:
√ 2⋅√ 2=_______ 2
√ 3⋅√ 3=_______ 3
=
√ 4⋅√ 4=_______
√ 5⋅√ 5=_______ 6
=
12
Rationalizing
What is rationalizing? Why do we rationalize?
Examples
√5 = 6 √7 x
=
√2 b)
5 √3 x
a)
2 √10
=
√6 = 4 √2
d)
c)
√3
and now… 3 √5−9 √ 24 x 5

=
3√x
3 √12+7 √ 6
=
√ 3

Answers:

M20-2 Lesson 3 Converting Mixed to Entire Radical Worksheet
11. 3 x √ 2 x 16. 2 x ∙ √3 x 2
3 2 1 2 3
12. x √x 17. x ∙ √2 x
4 3
13. 5 x 3 √ 3 18. 1.2 x ∙ √3 5
14.
2
y
√
1 3 3
2
y 19. 2 y ∙ √3 125 y
15. 5.1 y √ 7 y 20. 3.4 y 3 ∙

√ 2
5
Extra Problem
3 2√
2 3 2 33 2
x y ∙ xy

Answers:
11. √ 18 x3
12.
√ 9 5
16
x
13. √ 75 x6
14.
√ 3 7
8
y
15. √ 182.07 y 3
16. √3 8 x 5
17.
√
3 2 7
27
x
18. √3 8.64 x 3
19. √3 1000 y 4
20. √ 4.624 y 6 OR
√ 578 6
128
y
Extra Problem
√
3 4 10 3
9
x y

Mathematics 20 2 Radicals

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Mathematics 20 2 Radicals

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MATHEMATICS 20-2

High School collaborative venture with

Facilitator: John Scammell (Consulting Services)

Mathematics 20-2 Radicals Page 2 of 130

STAGE 1 DESIRED RESULTS PAGE

STAGE 2 ASSESSMENT EVIDENCE

Teacher Notes for Transfer Task 7

2. Spiralling Out of Control

Teacher Notes for Transfer Task 44

Teacher Notes for Transfer Task 65

STAGE 3 LEARNING PLANS

Lesson #1 What Should I Remember? 90

Lesson #2 What’s with all the Letters? 94

Lesson #3 Let’s Play Operation (Operations on Radicals) 97

Lesson #4 Radical Issues (Solving Radical Equations) 103

Appendix – Worksheets/Keys 108

Mathematics 20-2 Radicals Page 3 of 130

STAGE 1 Desired Results

Students will understand …

 There are restrictions on values for the variable in a radical.

 Why are extraneous roots produced?

Mathematics 20-2 Radicals Page 4 of 130

Enduring Specific Description of

Students will understand… Students will know …

Students will understand… Students will know …

Students will understand… Students will know …

 Radicals are more NL 4.5  when it is appropriate to use an exact value

Students will understand… Students will know …

 Operations can be NL 3.4  what like terms are

I*NL = Number and Logic

Mathematics 20-2 Radicals Page 5 of 130

Enduring Specific Description of

Students will understand… Students will be able to…

Students will understand… Students will be able to…

Students will understand… Students will be able to…

Students will understand… Students will be able to…

 Radicals are more  answer questions with exact values

Students will understand…

I*NL = Number and Logic

Mathematics 20-2 Radicals Page 6 of 130

1 Desired Results Desired Results

absolute value – Represents how far the number is from zero

principal square root – The positive number square root

restrictions – The values of a the variable in an expression that ensure it to be

secondary square root – The negative number square root

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

Mathematics 20-2 Radicals Page 7 of 130

 Students may need to be reminded to show their work in finding the

 Students will need to review the product of binomial conjugates

Mathematics 20-2 Radicals Page 8 of 130

A. To start, find the area of the following equilateral triangles.

absolute value – Represents how far the number is from zero

principal square root – The positive square root

restrictions – The values of a the variable in an expression that ensure it to be

secondary square root – The negative square root

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

How do you find the area of a triangle?

Component Description of Requirements Assessment

principal square root – The positive square root

restrictions – The values of a the variable in an expression that ensure it to be defined

secondary square root – The negative square root

Glossary hyperlinks redirect you to the Learn Alberta Mathematics Glossary

A. To start, find the area of the following equilateral triangles.