 Lesson Plan Template:

General Lesson Plan

 Learning Objectives: What should students know and be able to do as a result of this
lesson?

The students will solve simple radical equations in one variable and give examples showing how extraneous
solutions may arise. Students will solve radical equations that model real-world relationships.

 Prior Knowledge: What prior knowledge should students have for this lesson?

o The students should have a basic understanding of radicals.

o The students should have a basic understanding of solving equations.
o The students should know how to solve quadratic equations.
 Guiding Questions: What are the guiding questions for this lesson?

o What is the process for solving radical equations?

o How are radical equations different from linear equations?
o What are extraneous solutions?
o How do you determine if you have extraneous solutions?
 Teaching Phase: How will the teacher present the concept or skill to students?

The teacher will present the following slide show to assess prior knowledge and to introduce the lesson.
High School Mathematics Presents
Teacher says, "We will solve this sailboat problem later, first we need to look at solving simple radical equations."
The teacher will present the following radical equations after reviewing the "Golden Rule of Algebra" as follows:
Pose the question: "How do we solve equations? (Answer: We isolate the variable on one side by using inverse
operations.) We must remember the Golden Rule of Algebra, 'Do unto one side, as you would do to the other.' For
example, if you multiply the left side of an equation by a number, then you must multiply the other side by the same
number."
Let's try these problems:
 Say: "Sometimes radical equations produce extraneous solutions. These solutions may appear to be correct answers,
but when substituted into the equation, the result is a false statement. Let's look at an equation with extraneous
solutions."

When we square both sides we get .

When we move everything to the right side (because that is where is located) we get .
We then solve the equation by factoring:
0=(x-2)(x+1)
(x-2) = 0 and (x+1) = 0
x=2 and x=-1
We must check both answers to see if we have any extraneous solutions. The solution x = 2 produces the result 2=2
when substituted into the equation. This is a true statement. The solution x = -1 produces the result 1 = -1 when
substituted into the equation. This is a false statement; therefore, x = -1 is an extraneous solution.

 Guided Practice: What activities or exercises will the students complete with teacher
guidance?

The students will complete the following exercises for Guided Practice. Students will be assigned to groups of 2 or 3
to complete this assignment. The teacher will circulate around the room to check for accuracy and guide students
when necessary.
Try these:

[2] Daniel and Clair are sailing on a sailboat. They find the hull speed to be 10 nautical miles per hour. What is the
length of the sailboat's waterline?
 Let's recall the formula:

o represents the length of the sailboats waterline in feet.

o represents the hull speed.

We know that the hull speed, , is 10 nautical miles per hour. If we substitute in we get .

Now we need to solve for .

Answer: about 55.65 ft.

Answer: x = -1
(x = -7 is an extraneous solution.)

 Independent Practice: What activities or exercises will students complete to reinforce

the concepts and skills developed in the lesson?

The students will complete the following handout for independent practice. The teacher will check for accuracy and
review if necessary.

Independent Practice

 Closure: How will the teacher assist students in organizing the knowledge gained in
the lesson?

The students will be given an exit question to complete at the end of class.
Exit Question:
Exit Question

 Summative Assessment

The students will complete an exit question to determine if the learning targets have been reached.

 Formative Assessment

The students answer questions throughout a slide show presentation to assess prior knowledge.
 Feedback to Students

The students will complete assignments throughout the lesson to check for understanding. Students will use
corrected assignments to guide them as they complete assignments independently.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Students may receive additional time to complete the assignments. The teacher my provide step by step instructions
in written form explaining how to solve radical equations. The teacher may provide problems with some steps
completed leaving some steps for the students to complete.

Extensions:

o Show graphs of square root equations.

o Show how the graphs of radical equations differ from the original (parent graph) .

Suggested Technology: Computer for Presenter, Basic Calculators


Special Materials Needed:

o Independent Practice handouts need to be ready for distribution.

o Graphing calculators (optional) to show extraneous solutions graphically.


Further Recommendations:
Encourage students to show work and/or provide reasons for each step during their solving process.

Additional Information/Instructions
By Author/Submitter

Standards for Mathematical Practice:

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.6.1 Attend to precision
SOURCE AND ACCESS INFORMATION
Contributed by: Lisa Purvee
Name of Author/Source: Lisa Purvee
District/Organization of Contributor(s): Holmes
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial

* Please note that examples of resources are not intended as complete curriculum.

Teacher Name: Emily Werner

Grade: Grade 11-12
Subject: Math

Topic: Solving Radical and Rational Equations

rational exponents, radicals, solving, equations, order of
Content:
operations
This lesson will take two days. In the first day, the goal is to show
students how to solve equations with rational exponents and/or
Goals: radicals. The second day is used to extend students' knowledge of
solving to where an equation has either two radicals or two
expressions with rational exponents.
1)Show students what solving radical equations means. 2)Give
students the expression Isolate-Eliminate-Solve, to help them
remember what they need to do first in solving. 3)Give students
practice solving equations with radicals and equations with
Objectives:
rational exponents. 4)show students how to solve equations that
have more than one radical or expresssion with a rational
exponent. 5)Students get some practice solving with multiple
radicals and/or rational exponents.
overhead, overhead markers, transparencies, whiteboard,
Materials:
whiteboard markers
1)Teacher will introduce section be asking students to remind her
what an equation is, and what solving means. Teacher then gives a
Introduction:
definition of a radical equations and some examples of such.
2)Teacher reminds students of what they did the previous lesson.
1)Teacher then gives students examples of solving equations with
radicals using the Isolate-Eliminate-Solve method. Next the
teacher gives students examples of solving equations with rational
Development:
exponents using the Isolate-Eliminate-Solve method. 2)Teacher
shows students how to solve equations with multiple radicals using
the Isolate-Eliminate-Solve method.
 1)Students get two or three examples of solving equations with
radicals and two to three examples of equations with rational
Practice: exponents. 2)Students get a few examples that have more than
one radical and more than one expression with a rational
exponent.
Accommodations: verbal and visual explanations and directions, different colors
Teacher will have students work together on some examples, and
Checking For
Understanding:
then will call on students to tell her what she will do to solve the
problem.
Teacher wraps up lesson by giving the students the homework
Closure:
assignment.
Evaluation:
Teacher Reflections:

Students will rewrite radical expressions that can be simplified to one term and perform
operations on radical expressions. They will solve problems in a Row-by-Row activity. Pairs
of students work on different problems at different complexity levels that lead to the same
solution. The students will challenge each other to prove their solutions are correct. This
activity does not address rational exponents.
Subject(s): Mathematics
Grade Level(s): 8, 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD Projector
Instructional Time: 1 Hour(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: operations on radicals
Instructional Component Type(s): Lesson Plan
Resource Collection: CPALMS Lesson Plan Development Initiative

ATTACHMENTS
Lesson_Assessment.docx
Lesson_Assessment_Key.docx
Row_by_Row_Form_A(r).docx
Row_by_Row_Form_B(r).docx
Row_by_Row_Key(r).docx
Suggested_Examples(r).docx

LESSON CONTENT
 Lesson Plan Template:

General Lesson Plan

 Learning Objectives: What should students know and be able to do as a result of this
lesson?

Students will rewrite expressions involving operations on radical expressions (i.e., , ,

, )

 Prior Knowledge: What prior knowledge should students have for this lesson?

In previous lessons, students should have acquired the prerequisite knowledge on simplifying radicals to their lowest
radical form from:

o MAFS.8.NS.1.1 - Know that numbers that are not rational are called irrational. Understand informally that
every number has a decimal expansion; for rational numbers show that the decimal expansion repeats
eventually, and convert a decimal expansion which repeats eventually into a rational number.
o MAFS.8.EE.1.2 - 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.

Student understanding need only be at a low complexity level, only requiring recall.

 Guiding Questions: What are the guiding questions for this lesson?

o How can you determine if a radical expression can be simplified?

o How can you determine if a radical expression is completely simplified?
o When can radical expressions not be combined?
 Teaching Phase: How will the teacher present the concept or skill to students?

o The teacher will begin the lesson by displaying the set of numbers provided in the Suggested
Examples document (see attached) and have the students group the numbers into the two categories,
Rational or Irrational. This activity may also be done as a sort, where the numbers are printed/written on
cards (card stock or index cards) and the students physically move the numbers (cards) into the correct
category.
o The teacher will review the solutions and clarify the reason for each number's placement as needed.
o After determining whether the students understand the difference between rational and irrational numbers,
teacher will need to determine whether the students understand whether terms are considered like or unlike
in order to combine radical expressions.
o The goal is for students to understand that only like terms can be added or subtracted, and that terms do not
need to be like to be multiplied together or divided.
 o Once the teacher has determined the students have a firm understanding, he or she should proceed with the
teaching phase.
o The teacher should present the following expressions and direct students to simplify (dry erase boards are
best.):

 Students should respond with 4.

 Students should respond with 7, however, the teacher should elicit from students why
this expression is able to be simplified, despite appearing to not have like terms. Students should
be able (or lead) to explain that each term in the expression can be simplified (rewritten) before
being combined.
 Students should respond with 2(2) + 2(3) = 4 + 6 = 10 and should be able (or lead) to
explain as above.
 This problem ramps up the level of knowledge needed, as students should see
that , then . In this case, the 2s are considered to be
coefficients. Because they are alike, they can be combined, and
 The following is an example where the student can simplify part of the
expression:
 Guided Practice: What activities or exercises will the students complete with teacher
guidance?

The teacher will present the problems provided in the Suggested Examples (see attached document), projected or
written on the front board, and the students will work along with the teacher to rewrite the radical expressions. The
students may work on individual dry erase boards or on paper (notes) if dry erase boards are not available.

 Independent Practice: What activities or exercises will students complete to reinforce

the concepts and skills developed in the lesson?

Students will complete a Row-by-Row Activity (see attached) for independent practice. The teacher will assign pairs
of students of mixed ability, one high ability/one medium ability or one medium ability/one low ability student. The
lower ability student should be given Form A, while the more able student receives Form B. The answers are the
same for each problem on both forms, so Form A problem 1 and Form B problem 1 have the same answer.
Students work each problem one at a time, compare answers, and if they are not in agreement, they will each show
the procedure used to find their answer and use error analysis to find any mistake. If they both arrive at the same
solution, they proceed individually to the next problem.
The students will provide each other with feedback as they proceed through each problem. They will use the
feedback to hone their skills.

 Closure: How will the teacher assist students in organizing the knowledge gained in
the lesson?
 The teacher will bring the class back together as a whole and review the concepts by eliciting the following
information from the class:

o How can you tell if an expression can be simplified? (check to see if all like terms have been combined and
pairs of factors have been moved out of the radical)
o Why would radical terms not be able to be simplified into one term? (they do not have the same simplest
radical that is like)
o When do you know that a radical term is in its simplest form? (the number under the radical has no factors
that are perfect squares)
o Can radical expressions be simplified into rational numbers? (yes, if you multiply two radicals and the
product is a perfect square or the cube root is a perfect cube)
 Summative Assessment

Students will be given a Lesson Assessment at the end of the lesson to determine mastery of the concepts taught
during the instructional period. The teacher will use these results to adjust the direction of the curriculum in the next
lesson, or to review this topic further.

 Formative Assessment

The teacher will assess students' prerequisite knowledge during class discussion. The teacher will check student
work while circulating among students, or have each student use a desk top dry erase board and show their answers
and work as the teacher poses questions. The teacher will adjust instruction according to class needs, reviewing if
foundational knowledge of properties of exponents are not firm or advancing directly to the lesson if it appears the
students have sufficient operational skills.

 Feedback to Students

Students will receive verbal feedback from the teacher on their individual responses to questions during the teaching
phase. The students will use that feedback to correct their process of rewriting radical expressions.
Students will receive instant feedback from their peers during the row-by-row activity, in which two students of
different ability levels are paired. The students will simultaneously work on different problems that result in the
same solution. If their answers are different, they will have to explain their process to each other to determine which
answer is correct or incorrect. Students will use this feedback to adjust their work in future problems.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Students with visual processing issues should be provided with a copy of notes in skeletal form that have certain key
terms or values missing. The students still need to take notes, but do not have to take everything down, and can
focus on the content being presented while still attending to the notes being given to the class.
 The teacher should provide support for English Language Learners with translations, dictionaries, and/or examples
for unfamiliar vocabulary words.


Suggested Technology: Computer for Presenter, LCD Projector


Special Materials Needed:

Teacher materials:

o copies of Independent Practice for each student

o copies of Row-by-Row Form A and Form B one of each for each pair of students

Student materials:

o desk top dry erase boards (optional)

o dry erase markers/erasers (optional)


Further Recommendations:
It is not recommended that students have calculators, as the concept targeted in this lesson does not require finding
the actual irrational (approximate decimal) value. Instead, students must require expressions so that simplified
radicals can be compared and, if possible, combined.

Additional Information/Instructions
By Author/Submitter

This resource is likely to support student engagement in the following Mathematical Practices:

 MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

 MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
 MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.

SOURCE AND ACCESS INFORMATION

Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
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3) Objectives- Identify the objectives that you hope your students will achieve in the
tasks that will engage them in the learning process. Objectives are behavioral in nature
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4) Introduction- Describe or list a focusing event or attention grabber that will motivate
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introduction will set the stage for the rest of the lesson.
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7) Independent Practice- List or describe ways to provide opportunities for your students
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9) Checking For Understanding- - List or describe ways that you will check for
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