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# Multiplying Radicals Lesson

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Structured activity to activate students as instructional resources for one another, and teach multiplying radicals. Based on Dylan Wiliam's 5 key strategies for embedding formative assessment.
Structured activity to activate students as instructional resources for one another, and teach multiplying radicals. Based on Dylan Wiliam's 5 key strategies for embedding formative assessment.

Published by: thescamdog on Apr 14, 2013

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07/10/2013

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Math 20-1Multiplying RadicalsWork with a partner to complete the first part of this lesson.
Find the area of the rectangle below.34
Since you’re smart kids, you probably got 12. (Some of you even probably
remembered to add u
2
at the end).
Let’s make it tougher. Write 3, 4 and 12 as radicals. Hint: 3 is

9
.Redo the questions using radicals. What do you notice?
9
Try this one. Come up with an area as a radical, rather than a big long messy decimal.
2

11
How could you check your answer to
2
´
11
using your calculator? Do it. Please.Have you seen enough to make a rule? What is
a
´
b
?A=A=A=

Work with a partner to find the area of each of the following rectangles.Please express your answer as a radical (exact value
no decimals).
You aregoing to have to figure out what to do with those tricky coefficients. (Those are thenumbers in front of the radicals)

Let’
s make it tougher. Using what you learned on the previous page, try to answerthe following. You can (and should) use your calculator to check your answers, but your answers should not have any decimals in them. They should all still haveradicals.
23
´
45

3 2 4 3 2 5

2 7 3 3 4 2 5 5
Leave your partner for a couple minutes. Find another pair that is done the threequestions above. Compare your answers with theirs. Do you agree?
It’s time to write some notes. You’re going to make your own. Flip the page, and fill it
in with a
new
partner.

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