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# Subject Area

Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

Rationale:
Students will build on their understanding of radicals through manipulating them in
both expressions and equations. In this unit students are expected to solve
and variable radicands as well as solve problems that involve radical equations. The
mathematical processes that students will use are connections, mental mathematics
and estimation, problem solving and reasoning. Students are introduced to radicals
in grade 10, but the majority of them have not learned how to simplify them or use
them in expressions or equations. Both individual and group work will be integrated
into the lessons to allow students the opportunity to succeed in the unit. Amongst
the thirty some students in the classes, many different learning styles will be
preferred. To accommodate for this, there will be both direct instruction and
cooperative instructional styles used to deliver and practice the content. The unit
will span across eight days, four days of direct instruction and practice time, two
days for review (one before the quiz and one before the unit test) and two testing
days. On the review days, students will engage in hands-on activities as well as be
given time to ask questions and complete practice questions. Triangulation of
evidence is demonstrated in the unit plan assessment in order to ensure that all
students have an equal opportunity at receiving a grade they deserve.

Mathematical processes:
Connections (CN):
Students will be able to make connections as to where radicals can be used in real
world applications. They will be able to identify situations where computing radicals
can be applied to solve problems.
Mental Mathematics and Estimation (ME):
Students will be able to apply their mental math skills while simplifying radicals in
both expressions and equations.
Problem Solving (PS):
Students will demonstrate problem solving as they are completing practice
problems in their assignments. Students will demonstrate problem solving skills
when they are asked to simplify a radical expression since they will have to identify
which component(s) of the expression they have to work on.
Reasoning (R):
Students will be able to justify and reason their answer through their mathematical
steps and work shown. They will also use logical reasoning to justify if an answer is
plausible or not.

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

Established Goals:
GLO: Develop algebraic reasoning and number sense.

Understandings:
Students will understand that
That operations performed on
radicals are similar to other number
systems and algebraic operations.
extraneous roots.
There are conventions for

Essential Questions:
When is it appropriate to round or
approximate values? When are exact
values necessary?
How are operations performed on radicals
similar or different to those performed on
other number families?
How can you connect your knowledge of

## Students will be able to do

Algebra + Number 2: Solve problems that involve operations on radicals and radical
expressions with numerical and variable radicands. [CN, ME, PS, R]

## Algebra + Number 3: Solve problems that involve radical equations (limited to

square roots). [C, PS, R]

Resources Needed:
SMART Board
SMART Lessons
My Poll Everywhere questions
Cubes and questions
6 square grid paper
Poster paper
Resources Consulted:
Alberta Program of Studies mathematics

## Text Book: Pre-Calculus 11 McGraw-Hill Ryerson

WNCP Orchestrated Experiences for High School Math:
https://wncpactivemath.wordpress.com

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

Assessments
Learnin
g
Outcom
es

Title
Type
(Formative/Summativ
e)

Weighting

Name
Card
Question
s

Quiz

Unit Test

Assignmen
ts

Exit Slips

Observatio
ns

Formative

Summativ
e

Summativ
e

Summativ
e

Formative

Formative

0%

20%

75%

5%

0%

0%

PreAssessme
nt

## Algebra & Number 2:

Solve problems that
involve operations on
expressions with
numerical and variable
R]

## Algebra & Number 3:

Solve problems that
(limited to square roots).
[C, PS, R]

PreAssessme
nt

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

## Assessment Tool Overview

Assessment
Tool Title

Outcomes

Name Card
Questions
(Pre-Assessment)

Quiz
Expressions

Unit Test
Expressions and
Equations

Algebra +
Number 2

Algebra +
Number 2, 3

Brief Description

Fo
r

## On the first day of class, students will be

asked write their names on a folded piece
of paper. On the inside, there will be a
few math questions that they will be
the students will hand in their name cards

## with their answers on the inside so I can

take a look at their current understanding
of radicals. This assessment is for
learning because it allows me to get an
idea of how much the students already
Half way through the unit, the students
will be given a quiz. The quiz is comprised
questions and a graphing question. The
students will be given the entire period
20
(84 minutes) to complete the quiz, which
should be more than enough time. The

## quiz is a summative assessment, but it

also acts as a for learning assessment
because when the quiz is marked, the
students have the opportunity to look
over and correct their answers. If they
have questions about the quiz, there will
be time put aside for them to ask for
help.
A unit test will be administered at the end
of the unit. The test will cover all of the
outcomes and all the types of questions
that we went over in class. To prepare
students for their course final exam and
for diplomas later on, half of the test will
be multiple-choice items including a few
numerical response questions. The rest of 75
the test requires students to show their
and long answer questions. The unit test

AS

OF

Subject Area
Topic
Length of Unit
(days)

Assignments
(5 total)

Algebra +
Number 2, 3

Exit Slips
(My Poll
Everywhere and
Paper)
- Simplify
- Solve for x

Algebra +
Number 2, 3

Mathematics
20-1
8 Days

## is an assessment for learning because its

sole purpose is to examine students
overall knowledge of the entire unit. Once
they are marked, students will have a
chance to look at their mark and the test,
but they will have to return them because
the tests are secured.
The students are expected to complete
five assignments throughout the unit. The
assignments are comprised of selected
questions from the textbook. On the days
that have a lecture component, the
students will be given the rest of class
time after the lecture to work on their
homework questions. Class time is given
to students so they can get a head start,
so they dont have as much homework
and also so they can ask questions to
their peers or the teacher (as learning).
The assignments are an of learning
assessment because by making them
worth marks, it motivates students to
complete their work. They act as a
formative assessment also because it
allows me to see if students have met the
learning objectives.
I would usually not make homework
worth marks, but the math department at
my host school mandates that summative
assessments for all the same classes are
the same. One of the summative
assessments is homework, therefore
because I am not teaching all of the 20-1
classes, I have to make assignments
worth 5% of the students grade.
The students will fill two different types of
exit slips on selected lessons. The
on what the student has learned and
taken away from the lesson. The exit slips
will be used for for learning because it
will be used as a tool to gauge where
specific students need help and what

Subject Area
Topic
Length of Unit
(days)

Observations/
Anecdotal
Notes
(Throughout the
unit)

Algebra +
Number 2, 3

Mathematics
20-1
8 Days

## concepts maybe need to be re-explained

to the class as a whole. They also serve
as an as learning assessment because
the following day, I will hand back the
marked exit slips and have the students
look over their answers and correct any
Both during instruction and as students
are working on their assignment
questions, observations will be noted for
each individual student. After a few
classes of taking these notes, I will be
able to determine which have less
background mathematical knowledge.
Through observation I will also be able to
see if the majority of students understand
what was taught in the lesson, this way if
I need to review a concept, I know it do
so.
The struggling students will have more
detailed notes and I will pay closer
attention to them.

Subject Area
Topic
Length of Unit
(days)

Day 1 March 19
Time: 84 mins
Working with
Expressions
5.1
Converting
between Entire &
Subtracting
Simplifying
Restrictions
Problem Solving

Name Card
Activity
Assignment #1
Page 278

#1 - 10 , 14, 16, 18 - 20

Mathematics
20-1
8 Days

Day 2 March 23
Time: 84 mins

Day 3 March 24
Time: 84 mins

Multiplying and
Expressions
5.2
- Monomials
- Binomials
- Rationalizing
Monomial
Denominators

Multiplying &
Expressions
5.2(cont.)
- Rationalizing
Denominators
- Problem Solving
- Literal
Coefficients

Warm-up
question
Review name
card questions
My Poll
Everywhere
questions

Warm-up
question
Review My Poll
Everywhere
questions
Dice question
activity

Assignment #2

Assignment #3

Page 289

Page 289

## #9 - 11, 13, 14, 17

Day 4 March 25
Time: 84 mins
Review

Activity
Cube activity

Subject Area
Topic
Length of Unit
(days)

Day 5 March 26

Time: 84 mins
Quiz

Day 6 March 27
Time: 84 mins
Equations
5.3
- Extraneous Roots
- Problem Solving

Warm-up
question
Exit Slip
Questions +
Checklist
Assignment #4

Mathematics
20-1
8 Days

Day 7 March 30
Time: 84 mins
Review

Day 8 March 31

Grid-Snowball
Activity

Assignment #5
Page 306
#1 19

Time: 84 mins
Unit Test

Page 304
#1(a d), 2(c & d),3(b & c),
4a, 6 - 8, 10c, 11(a & c),
13(a, b & c), 14(a & c), 17,
19(a & e)

Page 300
#1(b & d), 2 - 5, 6 - 9(a & c),
10, 12, 14 - 17

Day 1 March 19
Working with
- Converting between
Entire & Mixed

Intro Activities:

## Name card / assessment of prior knowledge questions on

cards
Questions on the card - Answer one or both questions:
What do you find the most challenging in math?
What do you like the most in or about math?

Subject Area
Topic
Length of Unit
(days)

Subtracting
Restrictions
Problem Solving

Mathematics
20-1
8 Days

## Practice Question Work time: At the end of the lecture part of

the lesson, students have the rest of the class time to work
on assigned questions
If multiple students are having trouble with the same
question, do the question with the class on the white board.

Instructional Strategies:

## Direct instruction: Work through the notes and examples on

the Smartboard (students have a copy of the partially
completed notes)

Day 2 March 23
Multiplying and
Expressions
- Monomials
- Binomials
- Rationalizing
Monomial
Denominators

## Pay attention to the students involvement during the lecture

to make note of which students participate and who seems to
understand the concept (especially because it is the first
class, so this can help me get an idea of the students prior
knowledge)
As students are working on their homework questions, roam
the room to answer questions and observe students work
habits (how focused they are). Formatively assess if students
are grasping the methods of answering the questions.

Into Activities:

Warm-up question
Hand back the students their name cards
After looking at the answers to the few questions they had to
answer on the inside of the card, I will have an idea of how
of them did not answer the question accurately, go over the
two questions before starting the lecture
Address what the students said was their favorite and least

## Homework Questions Work time: At the end of the lecture

part of the lesson, students have the rest of the class time to
work on assigned questions

Instructional Strategies:

## Direct instruction: Work through the notes and examples on

the Smartboard (students have a copy of the partially

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

completed notes)

## Daily Assessment Considerations:

Day 3 March 24
Multiplying &
Expressions
- Rationalizing
Denominators
- Problem Solving
- Literal Coefficients

## My Poll Everywhere: students will be asked to use their

formative assessment will be anonymous, but it will give me
an idea of what portion of the class is grasping a concept.
Roam the room as students are working on their homework
questions. Observe students work and their progress on the
assignment.

Intro Activities:

Warm-up question
My Poll Everywhere: Show the students the responses from
the My Poll Everywhere questions that answered the day
before. If many of them got the question wrong, do the
question as a class on the board

## Practice Question Work time: At the end of the lecture part of

the lesson, students have the rest of the class time to work
on assigned questions
Dice question activity Students will work in partners or
small groups and will be given 3 dice and a Dice Question
Worksheet. On the worksheet, there will be outlines of
questions where there are the letters A, B, C in place of
numbers. The students will roll the dice 3 times, the first time
the number rolled will go in the A spot, second time in spot B
and the third time in C. Once they have written out their
expression or equation, they will solve it.

Instructional Strategies:

## Direct instruction: Work through the notes and examples on

the Smartboard (students have a copy of the partially
completed notes)
Cooperative learning

Day 4 March 25

## Sample Learning Activities:

Subject Area
Topic
Length of Unit
(days)

Review Day

Mathematics
20-1
8 Days

Learning Cubes

Instructional Strategies:

## Direct instruction: Work through the review examples on the

Smartboard (students have a copy of the partially completed
notes)
Collaborative learning

Day 5 March 26
Quiz Day

## Observation is very important for the review day because if

there are even a few students who are struggling with a
concept, now is the time to re-teach or help those students
where they are getting confused.

Quiz

Day 6 March 27
Equations
-

Extraneous Roots
Problem Solving

## Before giving students the quiz, go over my quiz expectations

with students (because this will be the first summative
assessment I will be conducting with the students)

Intro Activities:

Warm-up question

## Practice Question Work time: At the end of the lecture part of

the lesson, students have the rest of the class time to work
on assigned questions
Exit slip

Instructional Strategies:

## Direct instruction: Work through the notes and examples on

the Smartboard (students have a copy of the partially
completed notes)

Exit slip

Subject Area
Topic
Length of Unit
(days)

Day 7 March 30
Review Day

Mathematics
20-1
8 Days

## Grid Snowball Activity: Students will be given a grid with 6

squares. In the top 3 squares the students have to come up
with 3 different radical expressions or equations that they
would be able to solve. Students will then crunch up their
paper and throw it across the room. They will pick up a new
paper and sit down and answer the questions. They will then
crunch it up and throw it again and pick up a new one. This
time they will check the answers. If they think there is an
error in the question correct it. If the question is tough, we
can do it on the board as a class.

Instructional Strategies:

## Direct instruction: Work through the review examples on the

Smartboard (students have a copy of the partially completed
notes)

Day 8 March 31
Unit Test Day

## As students are working on the homework questions move

around the classroom to see some students are struggling on
the same type of questions. If so, do some questions with the
class.

Unit test

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

Lesson Plan 1
Lesson
Title/Focus

Date

Subject/Gra
de Level

Math 20-1

Time
Duratio
n

84 minutes

Unit

Teacher

Kirsten Grant

General
Learning
Outcomes:
Specific
Learning
Outcomes:

## Develop algebraic reasoning and number sense.

Algebra + Number 2: Solve problems that involve operations on radicals
R]
Algebra + Number 3: Solve problems that involve radical equations
(limited to square roots). [C, PS, R]
LEARNING OBJECTIVES

Students will:

vice versa.
2. Identify the range and domain of radical functions.
3. Perform one or more operations (limited to addition and/or subtraction) to simplify radical
expressions with numerical or variable radicands.
ASSESSMENTS
Observations:

Key Questions:

Observe as students:
Try example questions on the board during the lecture.
Work on their assignment questions individually or in partners.
What is the difference between an entire and a mixed radical?

Subject Area
Topic
Length of Unit
(days)

Products/Performan
ces:

(LO 1)
What does a radical look like when it is graphed? (LO 2)
What needs to be the same when adding and subtracting
Name card pre-assessment
Lecture participation and engagement
Assignment #1

Mathematics
20-1
8 Days

## WNCP Orchestrated Experiences for High

School Math:
https://wncpactivemath.wordpress.com
Text Book: Pre-Calculus 11 McGraw-Hill
Ryerson

Smartboard
Smartboard Presentation (notes)
White Board
White board markers
Folded paper (name cards) (61)
Pre-Assessment question glued on
inside of name card

PROCEDURE
Attention Grabber

Assessment of
Prior Knowledge

Introduction
Name Card Activity
Had out to students a blank name card and ask them to write
their names on the front so I will be able to read them from
the front of the room. Have students open the cards and
answer either one, or both of the questions written on the
board:
1. What do you find the most challenging in math?
2. What do you like the most in or about math?

## Also on the inside of the name cards, there will be 4

questions involving radicals that students have to solve.
Have students open the name cards, and answer the few
questions as best as they can.
Emphasize to students that they should try their best to
answer the questions on their own and explain that this is
just a way for me to see where the class is at with radicals.
The 4 questions will just ask students to solve what the
3

Expectations for
Learning and
Behaviour

Organizer/Agenda
Learning Activity
#1

8,

64 ,

24 ,

Time

5 mins

5 mins

x2

## Students are expected to:

Actively participate during the lecture component of
the lesson
Stay on task while given time to work on their
assignment questions
1. Name card activity
2. Direct Instruction
3. Assignment Work Time
Body

1,2,3)

Time
40 mins

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

## Before starting to go through the notes, ask

Work through the notes and examples on the
Smartboard. Ask students the following questions
on specific slides:
Can a radical expression have a negative
What is the difference between an entire and
What does a radical look like when it is
graphed? (LO 2)
What needs to be the same when adding and

## Students have a copy of the partially completed

notes so they should be following along and filling
in the answers to the examples.
As we get to the end of the Smartboard
presentation, instead of right away doing the
example with the students, give them a few
minutes to try it on their own.

5 3

75

5 32 2 3 37 2

Assessments/
Differentiation:

Learning Activity
#2

## Depending on the student involvement and how

well they are grasping the concept, have some
students who finish an example on their own come
up to the board and write their answer (including
the steps)

## Pay attention to the students involvement during the

lecture to make note of which students participate and
who seems to understand the concept (especially
because it is the first class, so this can help me get an
idea of the students prior knowledge).
Assignment Work Time (LO 1,2,3)
At the end of the lecture part of the lesson, students
have the rest of the class time to work on the
assigned questions for their assignment.
Students can work individually or in partners, but I
expect them to stay on task.
If multiple students are having trouble with the same

34 mins

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

## question, do the question with the class on the white

board.
Observation: As students are working on their homework
questions, roam the room to answer questions and
observe students work habits (how focused they are).
Formatively assess if students are grasping the methods
**Make sure that students are able to convert an entire
**Make sure that when students are adding and
subtracting radicals, they are combining like terms.

Assessments/
Differentiation

## Differentiation: For weaker students, give them the option

to only do every second question when the question has
multiple parts (a,b,c). Once they have finished these
questions, have them self-assess and reflect on if they
seem to understand how to answer those specific
questions. If they do, then they can move on. If they do
not, encourage students to go through and work through
the problems that they did not complete yet.
Assessment of/for
Learning:
Feedback To
Students

Closure
Assignment #1 will not be collected yet, but students are
expected to spend time finishing the rest of the questions. If
they have questions they should bring them to the next class
so we can answer them with the whole class.
Thank students for answering the questions on the inside of
their name cards. Collect them as students are leaving the
room. Tell students that next class we will be learning how to

Time

1 minute

Lesson Plan 2
Lesson
Title/Focus

Expressions

Date

Monday, March 23

Subject/Gra
de Level

Math 20-1

Time
Duratio
n

84 minutes

Unit

Teacher

Kirsten Grant

General
Learning

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

Outcomes:
Specific
Learning
Outcomes:

## Algebra + Number 2: Solve problems that involve operations on radicals

R]
LEARNING OBJECTIVES

Students will:
1. Rationalize

## the denominator of a rational expression with monomial

denominators.
2. Perform one or more operations (multiplication and/or division) to simplify
ASSESSMENTS

Observations:

Observe as students:
Solve the warm-up question

Key Questions:

Products/Performan
ces:

## Work on their assignment questions to make sure students are

When can you multiply or divide two radicals together? (LO 2)
What does rationalizing the denominator mean? (LO 1)
How do you rationalize a denominator? (LO 1)
Warm-up question
Lecture participation and engagement
Assignment #2
My poll everywhere exit slip

## WNCP Orchestrated Experiences for High

School Math:
https://wncpactivemath.wordpress.com
Text Book: Pre-Calculus 11 McGraw-Hill
Ryerson

## MATERIALS AND EQUIPMENT

Smartboard
Smartboard Presentation (notes)
White Board
White board markers
Name Cards
My Poll Everywhere

PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge

Introduction
Have students pick up their name cards.

Warm-Up Question
warm up question on the board:
2
Express 25a f as a mixed radical.
Simplify:

Expectations for
Learning and

Time

24 5 27 54 3 12

## One the majority of students finish the question, do the

question as a class so all the students have the correct

## Students are expected to actively participate in the lecture

component of the class (keeping up and writing down answers

5 mins

Subject Area
Topic
Length of Unit
(days)
Behaviour

Organizer/Agenda
Transition to Body
Learning Activity
#1

Mathematics
20-1
8 Days

to examples).
Students will stay on task during the assignment work time
and will ask questions is they need help understanding how to
1. Warm-up question
2. Direct instruction
3. Assignment Work Time
4. My Poll Everywhere
their feelings towards math.
Body

Time

## Direct Instruction Multiplying & Dividing Radical

Expressions (LO 1, 2)
Work through the notes and examples on the
students:
When can you multiply or divide two radicals
together? (LO 2)
What does rationalizing the denominator
mean? (LO 1)
How do you rationalize a denominator? (LO 1)

## Students have a copy of the partially completed

notes so they should be following along and filling
in the answers to the examples.
Multiply and simplify: (4 5)(3 6)
Expand and Simplify: 2 5(3 45 8 5 3 20 )
Simplify:

## As we get to the end of the Smartboard

presentation, instead of right away doing the
example with the students, give them a few
minutes to try it on their own:

Rationalize

Assessments/
Differentiation:

35 mins

40
5

4 11
y3 6

## Depending on the student involvement and how

well they are grasping the concept, have some
students who finish an example on their own come
up to the board and write their answer (including
the steps)

## Pay attention to the students involvement during the

lecture to make note of which students participate and
who seems to understand the concept. Hopefully students

Subject Area
Topic
Length of Unit
(days)

Learning Activity
#2

Assessments/
Differentiation

Mathematics
20-1
8 Days

## will feel more comfortable answering questions.

Assignment Work Time (LO 1,2)
At the end of the lecture part of the lesson, students
have the rest of the class time to work on the
assigned questions for their assignment.
Students can work individually or in partners, but I
expect them to stay on task.
If multiple students are having trouble with the same
question, do the question with the class on the white
board.

39 mins

## Observation: As students are working on their homework

questions, roam the room to answer questions and
observe students work habits (how focused they are).
Formatively assess if students are grasping the methods
**Look that students are completely simplifying the
**Look that students are rationalizing the denominator.
Differentiation: For weaker students, give them the option
to only do every second question when the question has
multiple parts (a,b,c).

Learning Activity
#3

## Exit Slip: My Poll Everywhere (LO 1,2)

My Poll Everywhere: students will be asked to use their
board. This formative assessment will be anonymous,
but it will give me an idea of what portion of the class
is grasping a concept.
The questions will require students to simplify radical
expressions. The my poll everywhere will be one
multiple choice question and one true/false question.

1.
choice)
3

2. When
Assessments/
Differentiation

25

34

7 3 15

## Formative assessment: Students will text in their answers, but

they will not be able to see what they peers are texting in.
After class and all the students have sent in their answers,
check to see what portion of students got the correct answer.
This will allow me to see if the students understood what was
taught in class.

5 mins

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

## As students are answering the questions, roam the room to

make sure that students arent just copying their partner and
that they are actually solving the question themselves.
**Look that students are simplifying completely and that they
notice that they CAN multiply the radicals together because
they have the same index.
Assessment of/for
Learning:
Feedback To
Students

Closure
Assignment #2 is not collected yet. Students are expected to
finish the questions at home.
After class, look at the exit slip questions to see if more time
needs to be spent on concepts that were taught that lesson.
Tell students they were working hard on their assignment
questions. Tell them that next class we will be working more
with multiplying and dividing radicals. Again collect the name
cards at the end of the class.

Time

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

Lesson Plan 3
Lesson
Title/Focus

Expressions

Date

Tuesday, March 24

Subject/Gra
de Level

Math 20-1

Time
Duratio
n

84 minutes

Unit

Teacher

Kirsten Grant

General
Learning
Outcomes:
Specific
Learning
Outcomes:

## Develop algebraic reasoning and number sense.

Algebra + Number 2: Solve problems that involve operations on radicals
R]
LEARNING OBJECTIVES

Students will:
1. Rationalize the denominator of a rational expression with monomial or binomial denominators.
2. Perform one or more operations to simplify radical expressions with numerical or variable
3.

Solve a problem that involves radical expressions.
ASSESSMENTS

Observations:

Key Questions:

Products/Performan
ces:

Observe as students:
Solve the warm-up question
Participate in the dice question activity
Work on their assignment questions to make sure students are
When is multiplying a radical expression by its conjugate
useful? (LO 1
How do you isolate a variable that has a power? (LO 1)
Warm-up question
Lecture participation and engagement
Participation in the dice radicals activity
Assignment #3

Subject Area
Topic
Length of Unit
(days)

## WNCP Orchestrated Experiences for High

School Math:
https://wncpactivemath.wordpress.com
Text Book: Pre-Calculus 11 McGraw-Hill
Ryerson

Mathematics
20-1
8 Days

Smartboard
Smartboard Presentation (notes)
White Board
White board markers
Name Cards

PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge

Introduction
Have the warm up question on the board.
Warm-Up Question
warm up question on the board.
Ask students to complete the questions on a loose piece of
paper and when they have completed the questions, bring
it up to the front.
As students are handing in their answers, just by glancing
at the students work, group the pieces of paper in three
groups: got it, almost, and need more work. These
students within the same groups will be paired together
for the dice radicals activity later.
The questions students will be asked are:

Time

5 mins

4 (5 3 6 3 3 7 )
2 51
4 5n
Divide:
and
3
3 2
Simplify :

Expectations for
Learning and
Behaviour

Organizer/Agenda

Learning Activity
#1

## Students are expected to actively participate in the lecture

component of the class (keeping up and writing down answers
to examples).
Students will stay on task during the assignment work time
and will ask questions is they need help understanding how to
1. Warm-up question
2. Review exit slip from last class
3. Direct instruction
Body

## Direct Instruction Multiplying & Dividing Radical

Expressions
Work through the notes and examples on the
Smartboard
Students have a copy of the partially completed notes
so they should be following along and filling in the
Multiply the following by its conjugate: 2 5

Time
35 mins

Subject Area
Topic
Length of Unit
(days)

Mathematics
20-1
8 Days

## Rationalize the binomial denominator:

Assessments/
Differentiation:

Learning Activity
#2

2 3
32 5

## As we get to the end of the Smartboard presentation,

instead of right away doing the example with the
students, give them a few minutes to try it on their
own.
Depending on the student involvement and how well
they are grasping the concept, have some students
who finish an example on their own come up to the
board and write their answer (including the steps)

## Pay attention to the students involvement during the

lecture to make note of which students participate and
who seems to understand the concept. Hopefully students
will feel more comfortable answering questions.

Students will work in partners or small groups and will
be given 2 dice and a Dice Question Worksheet.
On the worksheet, there will be outlines of questions
where there are the letters A and B in place of
numbers.
The students will roll each dice once, the number
rolled one of the dice will go in the A spot, and the
other number goes in spot B. Once they have written
out their expression replacing the letters with
numbers, they will solve it.
To make the activity different than just answering
questions, the students will use mini whiteboards to
**The activity is intended for students to practice
simplifying radicals and converting them between
mixed and entire form. Once students have finished all
of the questions on the sheet they have the choice of
either re-starting and trying again or they can go on
and work on their assignment questions.

Assessments/
Differentiation

## Observation: As students are participating in the activity,

walk around and observe. Note which students are easily
completing the activity and which ones are struggling
more.
**Look that students are simplifying completely
**Look that students are rationalizing the denominator
Differentiation: Based on the students performance on

10 mins

Subject Area
Topic
Length of Unit
(days)

Learning Activity
#3

Mathematics
20-1
8 Days

## the warm-up questions, pair up students of similar ability

together for the dice activity.
Assignment Work Time
At the end of the lecture part of the lesson, students
have the rest of the class time to work on the
assigned questions for their assignment.
Students can work individually or in partners, but I
expect them to stay on task.
If multiple students are having trouble with the same
question, do the question with the class on the white
board.

## Observation: As students are working on their homework

questions, roam the room to answer questions and
observe students work habits (how focused they are).
Formatively assess if students are grasping the methods
** Make sure that students are using conjugates to
eliminate a radical as a denominator.
**Look that they understand that the conjugate is NOT
multiplying the same binomial (that it is the conjugate
and it has the opposite sign).
Closure
Assessment of/for Observe to see if students are grasping the concepts
Learning:
from the last 3 lessons. The warm-up questions will
allow me to see if the students feel comfortable with the
material and if they are working on their own to answer
questions.
Feedback To
Tell students that the next class will be a review day. Ask
Students
them to go through their assignment questions they
have competed so far, and note, if any, the ones they
had trouble with so we can go over them in class. Also
tell students that on their quiz day, the day after the
review, I will be collecting their assignments (#1,2,3).

33 mins

Assessments/
Differentiation

Time

1 min