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Ms. Jemise Sawyer ~ Algebra I ~ 8th grade ~ 8:03 – 8:51 & 11:43 - 12:31 ~ 1st & 5th Period
Monday, May 7, 2018 – Friday, May 11, 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?

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

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.

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

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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

## BODY OF THE LESSON

Monday: Monday will be an introduction to radicals. I would like to first explore the
thought of how roots and applying exponents are inverses. WARMUP What is 1, 2, and 3
squared? What is 3 cubed? NOTES Show the radical symbol. Just like we can raise
numbers to any power, we can take the root of any number. 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. CLASSWORK Going back to the warmup and understanding that applying exponents is
the opposite of roots let’s try to undo the squares and cubes in the warm-up. If 1 squared is 1 then
the square root of 1 is 1. If 2 squared is 4 then the square root of 4 is 2. If 3 cube is 27 then the
cube root of 27 is 3. NOTES Some numbers are called perfect squares because its root is a whole
number. How to find the square root of a number:
1. Is it a perfect square?
a. If yes, then you are done. (Example: sqrt(36))
b. If no, then go to step two. (Example: sqrt(75))
2. Is one of the factors in this number a perfect square?
a. If yes, multiply the two factors under the radical symbol. sqrt(75) = sqrt(25*3).
Now split into two root problems and multiply them. sqrt(25)*sqrt(3). Simplify
by finding the root if you can. 5*sqrt(3).
b. If no, then go to step three.
3. If it is not a perfect square or if there is not a perfect square in the number, then you are
done. (Example: sqrt(39)) 4. If there is a number outside of the root, multiply it by the results
after you do steps 1 - 3.
EXIT TICKET Write down anything you did not understand in class today.
HOMEWORK Practice Worksheet

Tuesday: Students will utilize the whiteboards in class to practice simplifying radicals
that have a coefficient, perfect squares, and roots that can’t be simplified.

## Thursday: Students will be introduced to adding and subtracting radical expressions.

WARMUP Simplify 5*sqrt(144) sqrt(6) sqrt(56) NOTES In order to add or subtract
or subtract the coefficients only and keep the radical. Show examples. Sometimes, you
may need to simplify a radical first and then add or subtract. CLASSWORK Students
will work on adding and subtracting radical expressions. I will do a problem first for
students to have for their notes. Then, I want the students to work on the next problem on

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their whiteboards. EXIT TICKET In order to add or subtract radical expressions…

## Friday: Students will be introduced to multiplying and dividing radical expressions.

Teacher should make sure that every step involves an example.
NOTES:
1) If you multiply two radicals without coefficients, multiply the two numbers under
one radical symbol. Simplify. (sqrt(3) * sqrt(8) = sqrt(24) = sqrt(6*4) = 2 sqrt(6) )
2) If you multiply a number with a radical expression, multiply the coefficients and
keep the radical. If there is only a radical, the coefficient is 1. (3 * sqrt(6) = 3 * 1
* sqrt(6))
3) If you multiply two radicals with coefficients, multiply the coefficients outside of
multiplying or dividing them?

## Monday: Students will be grouped in twos or fours (depending on amount of whiteboards

available). Students will work together to practice simplifying, adding, subtracting,
multiplying and dividing radical expressions. HOMEWORK Practice Worksheet
including more of the same classwork problems.

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.

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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