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Find the area of the rectangle below.

3

A=

4 Since you’re smart kids, you probably got 12. (Some of you even probably remembered to add u2 at the end). Let’s make it tougher. Write 3, 4 and 12 as radicals. Hint: 3 is Redo the questions using radicals. What do you notice?

9.

9

A=

Try this one. Come up with an area as a radical, rather than a big long messy decimal. A=

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?

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 are going to have to figure out what to do with those tricky coefficients. (Those are the numbers in front of the radicals)

Let’s make it tougher. Using what you learned on the previous page, try to answer the 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 have radicals. Question Exact Value Answer (radicals) Calculator Check

2 3´4 5

3 2 4 32 5

2

7 3 3 4 2 5 5

Leave your partner for a couple minutes. Find another pair that is done the three questions 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.

Math 20-1 Multiplying Radicals Notes According to __________________ and _______________________, the rules for multiplying radicals are as listed below.

a b

Rule in your own words:

a b c d

Rule in your own words:

Numerical Example:

Numerical Example:

a b c d e f

a

b c d

e

f g h

Rule in your own words:

Rule in your own words:

Numerical Example:

Numerical Example:

Math 20-1 Multiplying Radicals Exit Slip

Name: ________________

**Complete each of the following, on your own, before you leave class.
**

3 24 3

4 2 3 3 2 10

5 2 3 7

Math 20-1 Multiplying Radicals Exit Slip

Name: _________________

**Complete each of the following, on your own, before you leave class.
**

3 24 3

4 2 3 3 2 10

5 2 3 7

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.

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