Lesson Plan

Audrey Brassell
Rewrite expressions involving radicals and exponents
Objective: The students will be able to comprehend the properties of exponents by converting
expressions involving radicals and rational exponents. (Vice-versa)
College and Career Ready Standard:
HS.N-RN.A.2
High School, Real Number System, A.2
A.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
Mathematical Practices: HS.MP.7. Look for and make use of structure.
Anticipatory Set:
Recall the components of a radical expression. Please write and label the components of a radial
expression on your half sheet (radical symbol, radicand, index, and exponent)

After the students answer the question on their own, we will ask what each component (index,
exponent, radical symbol, and radicand) is by calling on students using popsicle sticks.
Aligned Information
In this lesson we will be using the components of radical expressions, to switch between radical
expressions and their fractional exponent form.
Model
During the extent of the lesson the two forms will stay written on the board for students to
reference back to. The first example is going to be done by asking for volunteers (students will
have their cheat sheet)
EX 1: Convert this fractional exponent to a radical expression: X^(2/7)

The radical is already going to be written on the board and we will ask for the specific
parts from students (using popsicle sticks) to completely rewrite the expression
Q: What goes underneath the radical? A: the radicand, X (teacher writes the x
underneath the radical on the board)
Q: What part of the fraction goes on the index of the radical, the numerator or the
denominator? A: The denominator, 7 (teacher writes the denominator as the index of the
radical on the board)
Q: What part of the fraction represents the exponent of the radicand underneath the
radical, the numerator or the denominator? A: The numerator, 2 (teacher writes the
numerator as the exponent of the radicand on the board)

The rest of the examples are going to be done using the flash it activity with white boards.
EX 2: Convert this fractional exponent to a radical expression: x^(3/4)
Answer: x^3
EX 3: Convert this radical expression to a fractional exponent: (index 5) x^2
Answer: x^(2/5)
EX 4: Convert this fractional exponent to a radical expression: x^(1/3)
Answer: (index 3) x
EX 5: Convert this radical expression to a fractional exponent: (index 23) x^14
Answer: x^(14/23)

*Wall Activity (Guided Practice)*

On the wall there will be papers representing a radical and exponential expression. Six students
will be wearing name tags that says Base (2), Numerator, Denominator, Index, and Exponent.
With the help of their classmates and teacher, the volunteers will go to the correct spot on the
diagram that is on the wall, according to what their name tag states. This activity will help
students understand the relationship between radical and exponential form.

Teacher will ask for six volunteers to come up to the front of the room and distribute the
name tags to the students.
Teacher will state to the class:
We have six components of a radical and exponential expression. Your job is to help
your classmates find there correct spot on the diagram.
Teacher will now ask the class:
Were does the base go in the two diagrams?
Where does the other base go in the diagram?
Where does the numerator go?
Where does the denominator go?

Where does the Index go?

Where does the exponent go?
*As the class answers the question the student with the appropriate name tag will move to
the correct place on the diagram. Teacher may guide the students to the appropriate place on the
wall if needed.

After the volunteers are placed appropriately along the wall. The teacher will ask the
class
Who is the Indexs partner in the exponential expression? Answer: Denominator
Who is the numerators partner in the rational expression? Answer: Exponent
Who is the bases partner in the exponential expression? Answer: the other base
*Teacher can redo this activity with different students as many times as needed or if other
students would like to participate in this activity. As the activity continues the teacher can
slowly provide less instruction so students can have somewhat of an independent
practice.

Whip Around Activity (Dependent Practice)

Once all the students are sitting next to their Elbow Partner and have their materials ready,
students may move their chairs back to back and place their materials on their lap. A problem
will be written on the board that the students have to try and solve it independently first with the
aid of their notes. If help is needed the teacher may assist the student. Once one partner is
finished they will lean back towards their partner and ask are you done? If they are both
finished solving the expression, simultaneously they will whip around their papers and
compare answers and assist one another as needed. Once the students have completed the
expression the teacher will get the students attention with an auditory signal (1, 2, 3, eyes on me)
and review the answer on the board with the students help. After the review the next question
will be posted for the students to work on. Students have 3 minutes to work each expression but
more time can be given if needed.

How I Will Assign Groups:

Students will be paired up with their Elbow Partner for the Whip Around Activity. As
students enter the class room, the teacher will stand by the door and give verbal instructions to sit
next to their Elbow Partner, take out 2 to 3 pieces of paper, a pencil, and something hard to
write on. These directions will also be written on the board for a visual reminder. Once all
students enter the classroom the teacher will wait 1 minute for the students to get situated.

Ask:

Before the activity begins the teacher will ask:

What materials do you need to play whip around?

Can you use your notes to help you solve the expression?
How will you know when to whip around your paper?
Can you help your elbow partner once you whipped your paper around?
How will you sit with your elbow partner?

Materials Needed:

Something hard to write on (textbook, notebook, etc.)

Pencil/eraser
At least 2 or 3 pieces of paper
Properties of exponents notes
If available students may just use a white board and a dry erase marker

Procedure
1) Write a problem on the board and have the students convert it on their paper, or white
board, that is on their lap. While students are working, teachers will be walking around
the class
2) After most students have whipped around their paper teacher will say 1, 2, 3, eyes on
me. Depending on if the students correctly answered the problem, the teacher can ask
for a volunteer to answer the problem on the board, call on a student that answered it
correctly on their paper, or answer it themselves and have the students explain how to
solve the problem.
3) This process will repeat for the following problems.

n am =

(2 x )

1
3

6
3

42

=
4

(8 x3 ) 3

125

an

42

= 4 =
2
3

3 2 x

4 ( xy )

4 81 x 8 y 3 =

= (8 x )
3

3 4

= 16

x4

=8

= 4 ( xy )
3

1
3 4

(81 x y )

=3

x2 y3

25 2

= 25

More Practice with Rational and Exponential Form

Students should have a pretty good grasp on how to convert between the two forms. Now
we will add to our previous knowledge and use conversion when dealing with radicals in
the denominator and exponential terms that consist of a negative in the exponent. For the
following problems the procedure below will take place.

The teacher will state to the students, on these next examples you will work individually
first to solve the problem. Once all of you have completed the problem, I will give you
instructions to turn to your elbow partner to check your answers. While youre working
individually there should be no talking. If you have any questions please raise your hand
and I will be happy to help you.
Check for Understanding:
Ask: Point to your elbow partner.
Once I write the problem on the board, can you work with your elbow partner?
After I give the signal to work with your elbow partner, what are you supposed to do?
While youre all working individually on the problem, what should you not be doing?
If you have a question what should you do?

Teacher will write equation on the board and state, Convert the following problem to
exponential form. Or they will state, Convert the following problem to radical form.
For the first example the teacher will provide a model on how to solve or simplify the
problem. The teacher will state, Reminder when there is a negative in the exponent that
is in the denominator, switch it to the numerator. When there is a negative in the
numerator switch it to the denominator.
While the students are working individually and with their elbow partner, the teacher will
be walking around the room.
Next the teacher will then solve the problem on the board with the help of the students.
The following process will take place for the examples below.

5x

4x

2
3

1
2

3 2
= 5 x

4
x

1
2

1
x

5
4

x
4

= x

1
2

= x =x x
5

= (7 x)

(7 x) 4
1
x

1
2

1
(3 k )5

(3 k )

5
1

343

(3 k )

3
4

1
343 =
1
2

7
3x

1
2

7 x 7x
=
3
3

Homework (Independent Practice):

Convert to exponential form

1) 9
45

2)

5)

4 x3

3
3) 10 2 x

4
9 y

Convert to radical form

1
3

1)

2)

(10 n) 3

3)
4)

5)
5

6)

7 x9
x

3
2

(6 x)

7
9

2
3

7)

(2 x) 5

8)
9) Closure:
10) On a sticky note write this fractional exponent as a radical expression:
11) X^( / )
12) Simplify the following expressions:

3 27 a12 =

13)

3
5

14)

1
12 3

(7 x)

(27 a ) =3 a4
15)
16)
17) Assessment: Convert to its opposite form.

1) x
2)

( 10 n )

3
2

3
3) (7 y )

4) 3

3
4

8)

(11 x)

9)

6
y

3 x5

6)

1
2

7) 8 y

10)

11)

2
4 y

5)

3
8

12)

5
6

7x

2
3

1
(7 x)3
5

13)
14)
15)
16) Materials:

Popsicle sticks
Wall diagram
6 name tags
Whiteboards/ Marker
Sticky notes
Pencil/ Eraser
Paper
Dry erase marker

17)