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Simplify.
4 3
1) 3 √48 2) √72𝑚 4
3) (5x)⅕ 4) 81/3
3
5) √24𝑎 2 6) √16𝑥 4
the properties of integer exponents to those values, allowing for a notation for radicals in terms
of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● 8.EE.1 Understand, explain, and apply the properties of integer exponents to generate
● 8.EE.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.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
Lesson Objectives:
Students will master simplifying radicals in preparation for the next lessons in the Unit.
Materials Needed:
● Chrome books
● Worksheet
● Pencil
● calculator
Procedures:
Lesson Opening: Short Pre-assessment
Body of Lesson (Guided Practice): Begin with working with square roots and simplifying
them. I will give them a worksheet and work through a few examples.
Have students’ complete worksheet where they practice simplifying square roots and if
they have questions, I can help them.
Independent Practice: See body of lesson
Closing: After students finish for the most part I will go around and ask people to put their
answers up on the board so that the rest of the class can check their answers.
3
3) √100𝑛3 4) √81
3 4
5) √512𝑟 4 6) √1296𝑡 5
4 3
7) √7203𝑐 3 8) √192𝑚3 𝑛7
3 5
9) 2√8𝑡 3 𝑢5 𝑣 2 10) √6250𝑚6 𝑛5
Lesson Title: Radicals to Exponents
Lesson Summary: Students will learn to make radical expressions into exponents and vice
versa.
● 8.EE.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.
● N.RN.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 notation for radicals in terms
of rational exponents. For example, we define 51/3 to be the cube root of 5 because we
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
Opening: Give students worksheet and Bell Ringer (review from previous day -
Simplifying radicals). I have made a puzzle where the students have to match the answer with
the question but they can only figure out the puzzle by simplifying the radicals
Body (Guided Practice): Work a couple problems as examples, give them time and
then have them come up to the board and do them.
Technology: none
Reflection: There were many typos in the triangle puzzle but the students still did really well.
Next time I will have to remake the puzzle and fix all of the mistakes.
Radicals and Radical Exponents Name: ______________________
1) 71/2 2) 44/3
3) 25/3 4) (5x)-5/4
5) a5/6 6) (10n)½
3 4 6
7) √3𝑎 8) √2
√ 3 1
9) 10 10) 3
√3𝑘 5
4
11) √𝑣 12) √6𝑝
Title of Lesson: Adding and Subtracting Radicals
Lesson Summary: Students will be able to add and subtract radicals giving the answer in
simplest form.
● 8.EE.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.
● N.RN.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 notation for radicals in terms
of rational exponents. For example, we define 51/3 to be the cube root of 5 because we
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
Lesson Objectives: Students will understand how to add and subtract radicals and give the
answer in the simplest form.
4
● √1296𝑡 4 = 6t
Closing (Independent Practice): Hand out a worksheet, if they need help, I will be
circulating the classroom. Students should finish the worksheet for homework if they do not
finish in class.
Assessment and Evaluation: Wrkst then on review day they will have an IXL that I will be able
to check up on them before the checkup quiz.
Differentiation:
Students will work at their own pace getting one-on-one help when needed.
Technology:
IXL, Calculators
Reflection: I asked for a thumbs up if they understood and one girl did not so as I was handing
out the activity I made sure I gave her a medium difficulty problem that I knew she would
struggle with but when I finished handing out to the rest of the class then I came back to her and
helped her simplify her radical. Clearing up what she did not understand.
Dr. Jones came to observe me in second period when I did the above. Some of her comments
include the following:
● Put an I can statement on the board. (objective)
● Good Roaming and Circulating
● Good assessment based lesson
She asked how I used my homework and I did completion but I see where the students struggle
and I go back and review.
3 3
3) 4√6 + √54 4) √16 − √250
6
5) −3√7 + 4√7 6) √64 − √1
7) −2√3 + 3√27
3 3
8) 3√648𝑚3 𝑛 + 2𝑚 √24𝑛
Lesson Title: Multiplying Radicals
Lesson Summary: Students will be able to multiply radicals as well as foil expressions with
radicals in them as well. In order for the students to be able to do this they will have to use their
prior knowledge from earlier in the unit to simplify the radicals and at times add or subtract.
● 8.EE.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.
● N.RN.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 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.
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)
Lesson Objectives:The students should be able to simplify radicals and add when they need to
in order to give me the correct answers to the radical multiplication problems
Materials Needed:
● Multiplying radicals maze
● Whiteboard
● Marker
Students will need notes and a pencil
Procedures:
Opening: State objectives and explain to them steps to solving multiplying radicals.
● Multiply insides and outsides
● Simplify
Body (Guided Practice): Give the students a notes sheet (along with the maze
worksheet) with a couple of problems that we will walk through and then they will attempt a few
of their own before they begin the maze. In the problems that they attempt I will give them time
to struggle and I will bring the class back together to walk them through the problems.
Closing (Independent Practice): Students will complete the maze which helps them
practice multiplying radicals and also give them practice in simplifying. If they finish early they
can complete the multiplication worksheet.
Assessments and Evaluations: check up quiz and IXL assignment the following day.
Reflection: When multiplying radicals I need to stress that they need to multiply the outsides
with the outsides and the insides with the insides because many students were still confused
about what to do with the numbers out front the radical.
Multiplying Radicals Name:_______________
Simplify.
1) √5 × √10 2) √6 × √6
3 3
3) −4√15 × −√3 4) 3 √10 × √12
4
1) √125𝑝2 2) √1,296𝑘 5
5 4
6) √36𝑥 2 7) √729 8) √10𝑥
Simplify
9) -3√24 + 3√20 - 3√24 10) 2√3 − 5√27
3 4
11) √8 − √81 12) √12𝑎4 × 4√2𝑎2
4
1) √45𝑝2 2) √512𝑘 4
5 4
6) √16𝑥 4 7) √12 8) √3𝑥
Simplify
3 4
11) √27 − √16 12) √18𝑎4 × 4√3𝑎2
Lesson Summary: Students will be presented with examples that they will then repeat by
themselves for practice while I circulate and work with the struggling students before I bring the
class back together and walk them through the problem. Then present them with more difficult
problems and show them how to work those and v=give them a few to try on their own while I
circulate.
● 8.EE.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.
● N.RN.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 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.
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)
Lesson Objectives: Students will be able to rationalize the denominator of a fraction in order to
get the radical out of the bottom.
Procedures:
Opening: Begin by stating objectives and then doing two problems on the board and
explaining it so that they see and understand the steps.
Body (Guided Practice): Give the students a problem to try on their own after they
attempt the problem bring them back in and walk them through the problem then show them a
couple more problems that are a little more difficult then let them try one similar and after they
try bring them back together to walk them through the steps.
Technology: none
3
Reflection: In teaching rationalizing the denominator I gave the problem and when
3√2
explaining how to rationalize a student asked why I did not multiply by 3√2 instead of just
multiplying the top and bottom by √2. I said well you can but lets do it your way and see what
happens. In the end the students did not follow and got confused and spent the rest of the class
period teaching them to simplify. In the following classes they did not get the privilege of seeing
what happens when you multiply by the 3 out in front.
Dividing Radicals Name _______________________
Simplify.
8
√ 3√20
1) 2)
√100 2 √4
3 3
2 √8 √ 64𝑚4
3) 3 4) 3
√16 √ 32𝑚
√3𝑥 2 𝑦 3
5) 6)
4√5𝑥𝑦 3
7) 8)
9)
Lesson Title: Solving Radical Equations
Lesson Summary: Students will solve for x value terms using radicals and squares to solve.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)
Lesson Objectives: I can correctly solve radical equations and properly simplify my answers.
Procedures:
Opening: Introduce the objective of the lesson and explain that to solve exponential
equations we use PEMDAS backwards which is SADMEP.
Body (Guided Practice): I will give them their worksheet and walk them through a few
different kinds of problems that they would be encountering.
Technology: Calculators
Reflection: Some of the problems that I gave 1st period were too hard so for the rest of the day
I avoided the more difficult questions and stuck to simple ones that did not trip up the students.
Solving Radical Equations Name_____________
Solve for x.
1) 5 = √𝑥 + 2 2) 5√𝑥 − 3 + 4 = 184
3) 6 = 12√2𝑥 − 42 4) √5𝑥 + 1 − 6 = 0
5) 2 + √5𝑥 = 7 6) √𝑥 2 − 4𝑥 = −4 + 𝑥
7) 7𝑥 2 − 5 = 23 8) √3𝑥 − 4 = √2𝑥 + 9
9) 𝑥 1/2 + 7 = 12 10)
3
√𝑥 3 − 3𝑥 2 + 2 = 𝑥 − 1
Radical Final Review
Simplify.
3 4
1) 3√54 2) √625𝑚8
3) 7𝑦1/7 4) 54𝑚1/3
3
5) √(8𝑎3 ) 6) √(36𝑥 8 )
3 3
7) √16 − √250 8) −2√3 + 3√27
Solve.
13) √𝑥 2 − 4𝑥 = −4 + 𝑥 14) 7𝑥 2 + 5 = 33
Hint: FOIL
Name: ___________________
Final Test Show you work for credit
Simplify.
4 3
1) 3 √48 2) √72𝑚 4
3) (5x)⅕ 4) 81/3
3 2)
5) √(24𝑎 6) √(16𝑥)4
2 √8 √3𝑥
13) 14)
5− √3 4√5𝑥
Solve.