Lesson Plan #2

Lesson Plan #2
7-2: Square Roots Part B
Launch, Explore, Summarize Lesson
Teacher: Kelsey Charnawskas
Topic: Square Roots
Length of Lesson: 50-60 minutes
Goals and Objectives
Mathematical Goals
o Students will use their previous knowledge finding the square root of a number
to graph square root functions. They will recognize the effect of parameters on
the graph.
o Students will understand and properly use the following vocabulary term(s):
Square root function
Mathematical Objectives:
o Students will be able to evaluate square roots.
o Students will be able to graph square root functions.
o Students will be able to estimate what the graph of a square root function will
look like without having to calculate values or create a graph.
Previous Knowledge:
Students have prior knowledge of squaring numbers and finding the square roots of
numbers.
Students know how to find the absolute value of a given number.
Students know how to solve and graph functions involving absolute values.
Materials:
Worksheet Attached at end.
TI-Nspire one for each student
Pencil
Notebook for note taking
Visualizer
Chalkboard
Textbook pages 476-483
Anticipatory Set (10-15 minutes):
We will go over the previous nights homework and students can ask questions.

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Before beginning the lesson, an introductory game will be played. Each student will be
given a card that either has a graph of a square root or has a square root function on it.
Each square root function card has one corresponding card with a graph of that function
on it. Students will need to walk around the classroom to find their match.
Once each student has a match, the teacher will bring the class together again.
Students will be instructed to sit with their partner from the activity. The teacher will
ask students to explain how they determined who their partner was. Certain groups will
be asked to put their cards on the visualizer as they explain their ideas. Once enough
information is gathered, students will be instructed to return to their seats and write the
definition of a square root function in their notebooks
o Definition of a square root function: y = .

A sample graph of y = will be put on the visualizer for students to copy.

o
Methodology (Explore) (25-40 minutes):
Teacher
Student
The teacher will pass out the Students will move with their
attached worksheet to
partner after the worksheet is
students as well as a TIpassed out.
Nspire calculator. They will
be instructed to work with
their partner to complete
the activity.
As the students work on the
activity, the teacher will walk
around and discuss certain
questions with the students.

Rationale
Students will be able to
collaborate and share ideas
with others to figure out the
answers and explore the
topic.

This ensures the students are

on the right track or can be
redirected if needed. It also
helps the teacher gauge
where the students are and if
they understand the material.

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Students who finish early will
be encouraged to review
their work and make sure
they are confident in their
answers.

If students are confident in

their answers, they can help
another group who is not yet
finished.

Once a majority of students

have finished the worksheet,
the teacher will call the
students together again.
The teacher will go through
the worksheet one question
at a time, asking students
what conclusions/answers
they came to.

Students will stay with their

partner but will return to their
seats if they were helping
others.
Students will be called up to
the visualizer to write their
answer on a blank worksheet.
They will explain their answers
as they write them down.

Students are forced to revise

their work. By helping other
students, more groups will be
able to finish faster and if that
group was struggling, they can
receive help from a classmate
who may be able to put it into
language that they
understand. It gives the
finished students an
opportunity to explain their
thinking.

Allows students to explain

their thought process to the
class. This may help students
who did not understand as
they went through the
worksheet. It may also allow
students to self-correct as
they talk about their answers
out loud.

Checking for Understanding (Explore/Summarize):

The teacher will stop students if their answers are not correct and guide them to the
correct answer by asking questions. Other students can help the student who is
presenting if they do not know the answer.
Once the worksheet is filled out and the answers are correct, students will be asked
what the main points discovered were, to summarize the activity.
The teacher will ask if there are any questions regarding the material or the worksheet.
If there is a question or concept that needs to be further explained, the teacher will do
so.
Closure/Homework (5 minutes):
Students will be instructed to move their desks back to the original position.
Students will be able to keep the worksheet as their form of notes for this section and to
help them with their homework.

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The homework assignment will be written on the board. Students will have the
remainder of the class time to work on this assignment.
o Page 487 #1, 2, 4, 5, 8, 10, 13, and 16

Assessment:
Students will be assessed as they complete the warm-up activity. This activity will be
revisited the next day as they complete the activity again. Their answers will be talked
about the next day.
Students will be assessed as they work with their partner to complete the worksheet.
As the teacher walks around and discusses problems with the students, they will be
assessed on their understanding of the material.
Assessment will also occur during the Summarize portion of this lesson as students
explain their answers. The teacher will be able to judge whether or not the students
learned the material or if they need to go over any topics with more direct instruction.
The assigned homework will be collected the next day for 10 homework points. Points
will be awarded based on completion and an honest effort at solving the problems.
Evaluation:
Did the students understand the material?
Were the students able to complete the problems on the worksheet?
Were the problems too easy/difficult?
Were there any topics that needed to be explained further or that students struggled to
understand?

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Name________________________________

Square Root Functions

1. Graph the function y = using a table of values. Confirm your graph is correct using
your calculator.

2. What do you notice about the graph of a square root function?

3. Graph the function y =

and y =

using your calculator. Sketch the graph below.

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4. What do you notice about these graphs? How do the 2 and the 3 contribute to the
structure of the graph?

5. Graph the functions y = 2 , y = 3 , and y = - . Sketch the graphs below.

6. How do the 2 and 3 affect the graph? How does the negative sign affect the graph?

7. Graph the functions y = + 2 and y = + 5. Sketch the graphs below.

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8. What happens to the graph? How do the 2 and 5 affect the graph?

9. Graph the functions y =

and y =

. Sketch the graphs below.

10. How do the 2 and 5 affect the graph? How are these graphs different than the graphs in
question 7?

11. Sketch the graph of y = 3

using a table of
values. Check your graph using your calculator.