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Ms. Jemise Sawyer ~ Algebra I ~ 8th grade ~ 8:03 – 8:51 & 11:43 - 12:31 ~ 1st & 5th Period
Monday, May 14, 2018 – Friday, May 18, 2018

OVERVIEW/ RATIONALE
Roots (or radicals) are the inverse operation of applying exponents; we can undo a power with a
radical, and we can undo a radical with a power. The symbol to find roots is called the radical
symbol. We can raise numbers to powers other than just 2; we can cube things (being raising
things to the third power), raise them to the fourth power (or "to the power 4"), raise them to the
100th power, and so forth. In the same way, we can take the cube root of a number, the fourth
root, the 100th root, and so forth. Just as the square root undoes squaring, so also the cube root
undoes cubing, the fourth root undoes raising things to the fourth power, etc. To indicate some
root other than a square root when writing, we use the same radical symbol as for the square root,
but we insert a number into the front of the radical, writing the number small and tucking it into
the "check mark" part of the radical symbol. This tucked-in number corresponds to the root that
you're taking.

ENDURING UNDERSTANDINGS
Operations create relationships between numbers. The relationships among the operations and
their properties promote computational fluency.

ESSENTIAL QUESTIONS
How are expressions involving radicals and exponents related?
What is the difference between adding & subtracting radicals versus multiplying and dividing

GOALS/OBJECTIVES
Students will rewrite radical expressions that can be simplified to one term and perform
operations on radical expressions.

STANDARDS

CONTENT
Expressions and Equations Work with radicals and integer exponents.
CCSS.MATH.CONTENT.8.EE.A

## Extend the properties of exponents to rational exponents.

CCSS.MATH.CONTENT.HSN.RN.A.1

PRACTICES

Expressions and Equations 8.EE Work with radicals and integer exponents. 1. Know and
apply the properties of integer exponents to generate equivalent numerical expressions.
For example, 32 × 3–5 = 3–3 = 1/33 = 1/27. 2. Use square root and cube root symbols to
represent solutions to equations of the form x2 = p and x3 = p, where p is a positive
rational number. Evaluate square roots of small perfect squares and cube roots of small
perfect cubes. Know that √2 is irrational.

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The Real Number System N-RN Extend the properties of exponents to rational
exponents. 1. Explain how the definition of the meaning of rational exponents follows
from extending the properties of integer exponents to those values, allowing for a
notation for radicals in terms of rational exponents. For example, we define 51/3 to be
the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

MATERIALS
Smartboard, mini whiteboards, dry erase markers, erasers, calculators, student journals,
and textbooks

VOCABULARY WORDS
Radical/Roots Perfect Square Perfect Cube

## BODY OF THE LESSON

Monday: CLASSWORK Students will practice a worksheet that includes adding, subtracting,
dividing, and multiplying radical expressions. I would like to go over some of the problems on
the last worksheet I gave them.
EXIT TICKET Students will solve four radical problems; each focusing on one operation.

Tuesday: NO SCHOOL

## Wednesday: WARMUP 1) sqrt(2^2) 2) sqrt(9^2) 3)sqrt(5*5) CLASSWORK Reinforce

that a radical symbol without a number is automatically known as square root. There can also be
cube root, fourth root, etc. Reinforce that exponents undo radicals and vice versa. QUESTIONS
Will the cube root of a number be undone by squaring it? How can I undo a cube root?

Students will understand how to simplify radical expressions with the radicals in the denominator.
Steps: Identify the radical in the denominator. Multiply the numerator and denominator by the
radical in the denominator. Simplify.
BRING CANDY; REWARD PARTICIPATION
HOMEWORK Finish the worksheet # 33 until the end.

Thursday: (I only see 8B) Go over any questions they had on the radical worksheet starting at #
33. After answering questions, students will work on a study island assignment on their
chromebooks.

Friday: (HALF DAY) Students will be assessed on their knowledge of adding, subtracting,
multiplying, and dividing radical expressions. (NOTES for the teacher Include an extra credit that
involves FOILing and simplifying. Maybe include that part in the denominator.)

CLOSURE
Students will understand simplifying, adding, subtracting, multiplying and dividing

DIFFERENTIATIONS

Students who finished early were assigned to be “mini teachers.” Their task is to help the other
students near them.

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They can also rethink how they would simplify radical expression. I would encourage them to
think deeply with questions such as:
“Can a number contain more than one perfect square?”
“Which way is most effective in simplifying radical expression; factoring out the highest perfect
square or the lowest?”

ASSESSMENT/EVALUATION
Exit Tickets, group discussion, homework

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