Unit 1 Plan - Radicals

Title of Unit Radicals Grade Level Grade 10

Subject Mathematics Time Frame ~7 class days

Developed By Melissa Davies

Stage 1 - Identify Desired Results

Learning Outcomes
General Learner Outcome:
Develop algebraic reasoning and number sense.

Specific Learner Outcomes:

AN1: Demonstrate an understanding of factors of whole numbers by determining prime factors, greatest common factor, least common
multiple, square root, and cube root (5%)

AN2: Demonstrate an understanding of irrational numbers by representing, identifying and simplifying irrational numbers, and by ordering
irrational numbers. (5%)
Big Mathematical Ideas

NUMBERS: The set of real numbers is infinite, and each real number can be associated with a unique point on the number line.
EQUIVALENCE: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of
ways that have the same value.
COMPARISON: Numbers, expressions, and measures can be compared by their relative values.
(Charles, 2005)

Essential Questions
• What relationships are revealed when expressing a number as a product of prime factors?
• How are factors, multiples, and irrational numbers connected to radicals?
 Knowledge & Skills
Students will know and/or be able to…
AN1.1 Determine the prime factors of a whole number.
AN1.2 Explain why the numbers 0 and 1 have no prime factors.
AN1.3 Determine, using a variety of strategies, the greatest common factor or least common multiple of a set of whole numbers, and explain
the process.
AN1.4 Determine, concretely, whether a given whole number is a perfect square, a perfect cube or neither.
AN1.5 Determine, using a variety of strategies, the square root of a perfect square, and explain the process.
AN1.6 Determine, using a variety of strategies, the cube root of a perfect cube, and explain the process.
AN1.7 Solve problems that involve prime factors, greatest common factors, least common multiples, square roots or cube roots.

AN2.1 Sort a set of numbers into rational and irrational numbers.

AN2.2 Determine an approximate value of a given irrational number.
AN2.3 Approximate the locations of irrational numbers on a number line, using a variety of strategies, and explain the reasoning.
AN2.4 Order a set of irrational numbers on a number line.
AN2.5 Express a radical as a mixed radical in simplest form (limited to numerical radicands).
AN2.6 Express a mixed radical as an entire radical (limited to numerical radicands).
AN2.7 Explain, using examples, the meaning of the index of a radical.
AN2.8 Represent, using a graphic organizer, the relationship among the subsets of the real numbers (natural, whole, integer, rational,
irrational).
(Alberta Achievement Indicators, 2016)
Prior Understandings….
General Outcome: Develop number sense.
Grade 6 Mathematics
Specific Outcome
3. Demonstrate an understanding of factors and multiples by determining multiples and factors of numbers less than 100, identifying prime
and composite numbers, and solving problems using multiples and factors
Grade 8 Mathematics.
Specific Outcomes
1. Demonstrate an understanding of perfect squares and square roots, concretely, pictorially and symbolically (limited to whole numbers).
2. Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
Grade 9 Mathematics
Specific Outcomes
5. Determine the square root of positive rational numbers that are perfect squares.
6. Determine an approximate square root of positive rational numbers that are non-perfect squares.
 Unit Resources
Name Type Brief Description Source
Classifying Activity This group activity involves students receiving a set of Joane Cardinal-Schubert OneDrive
Numbers Activity numbers and then grouping the numbers based on their
own understandings.
Trashketball Activity Trashketball is a review activity game where students https://www.mrseteachesmath.com/201
work in teams to complete review questions. Once the 5/03/trashketball-my-favorite-review-
worksheet is completed correctly, the students can shoot game.html
the crumpled-up paper for points. (used in PSII)
Target Game Activity Another review game. Using task cards or questions on https://ideagalaxyteacher.com/18-math-
the board, students answer the questions and can shoot a review-games-middle-school/
ball at a target on the whiteboard for points.
Pearson General Resource The textbook is not directly used within the classroom; Joane Cardinal-Schubert OneDrive
Foundations and however, it is a useful resource for creating activities,
Pre-calculus planning lessons, and ensuring teacher understandings.
Mathematics 10
Textbook
Khan Academy General Resource KhanAcademy has a variety of videos and activities to
ensure teacher understandings
FNESC General The First Nations Education Steering Committee https://swswlibrary.files.wordpress.co
Teaching Resource/Teachin (FNESC) developed resources designed for m/2015/11/math-first-peoples-gr-8-
Mathematics in a g Resource mathematics teachers in BC. The resources connected 9.pdf
First Peoples mathematical understandings to Indigenous ways of http://www.fnesc.ca/wp/wp-
Context: Grade 8 knowing. These resources can be adapted for the high content/uploads/2020/09/PUBLICATI
and 9 / school setting and can be utilized as a general resource ON-Math-FP-TRG-2020-09-04.pdf
FNESC Math First or a teaching resource
Peoples Teacher
Resource Guide:
Elementary and
Secondary
Joane Cardinal- General Resource/ The OneDrive contains a variety of lesson ideas, N/A
Schubert OneDrive Teaching activities, and resources that can be used within the
Resource classroom and to ensure teaching understandings.
Desmos Teaching Desmos is an online graphing calculator with a variety https://www.desmos.com/
Resource of functions. It contains a variety of activities to be used
in the classroom.
 Stage 2 – Assessment Evidence

Stage 2: Assessments
Title Exit Slips Bell Work Unit Test
Learning
Outcomes Type (Formative/
F F F/S
Summative)
Weighting 100%*
AN1: Demonstrate an understanding of
factors of whole numbers by
determining prime factors, greatest
X X X
common factor, least common multiple,
square root, and cube root (5%)

AN2: Demonstrate an understanding of

irrational numbers by representing,
identifying and simplifying irrational
X X X
numbers, and by ordering irrational
numbers. (5%)

*See Rationale
 Assessment OF
Assessment Tool Brief Description Assessment FOR Learning
Learning
Near the end of indicated classes, students will be given 1 or 2
questions to answer and hand in prior to the end of class or at
Exit Slips the beginning of next class. The exit slips will be provided with X
brief feedback to ensure student understanding and to allow the
teacher to adjust lessons if necessary.
As students come into the classroom, they will complete a
warm-up activity or bell work posted on the board.
Occasionally, students will be told to hand in their work to be
Bell Work X
formatively assessed. The bell work will be provided with brief
feedback to ensure student understanding and adjust the lessons
if necessary.
The Unit Test will consist of short and long answer questions.
Each problem will indicate which Specific Learner Outcome it
Unit Test* is addressing as well as the questions level on the High School X X
Proficiency Scale (i.e. Developing, Proficient, Exemplary).
Students are asked to attempt all questions.

*See Rationale
 Content Evidence of Learning

Taxonomic Levels

Knowledge/Comprehension Application, analysis, synthesis, evaluation

AN1: Demonstrate an
understanding of
factors of whole
numbers by
determining prime
factors, greatest
common factor, least
common multiple,
square root, and cube
root (5%)
Bell Work Exit Slips Unit Test* Unit Test*

AN2: Demonstrate an
understanding of
irrational numbers by
representing,
identifying and
simplifying irrational
numbers, and by
ordering irrational
numbers. (5%)

*The Unit Test consists of different levels of questions that correspond with different levels of Bloom’s Taxonomy.
 Stage 3: Lesson Activities
# Lesson Title Lesson Activities

Outcome(s):
AN1: Demonstrate an understanding of factors of whole numbers by determining prime factors, greatest common
factor, least common multiple, square root, and cube root (5%)

Knowledge & Skills:

AN1.1 Determine the prime factors of a whole number.
AN1.2 Explain why the numbers 0 and 1 have no prime factors.

Overview:
• Definitions: Prime number, prime factorization, composite number, the Fundamental Theorem of Arithmetic
• Instructional Focus #1: Expressing numbers as products of prime factors
o Direct instruction of definitions/steps
o Work through examples (student-led)
Prime o Practice problems
1.0
Factorization • Instructional Focus #2: Divisibility Rules
o Direct instruction of steps
o Work through examples (student-led)
o Practice problems
• Class Discussion: Do 0 and 1 have prime factors?
o Allows students to apply their understanding of the definitions

Formative Assessment: Bell Work and Exit Slip

Essential Questions: This lesson involves looking at the process of prime factorization. Knowing what prime
factorization is and how to express numbers as products of prime factors will allow students to investigate the
essential questions. Now they can express numbers as products of prime factors, they can begin to explore the
different relationships.

Outcome(s):
AN1: Demonstrate an understanding of factors of whole numbers by determining prime factors, greatest common
Perfect factor, least common multiple, square root, and cube root (5%)
1.1 Squares and
Cubes Knowledge & Skills:
AN1.4 Determine, concretely, whether a given whole number is a perfect square, a perfect cube or neither.
AN1.5 Determine, using a variety of strategies, the square root of a perfect square, and explain the process.
 AN1.6 Determine, using a variety of strategies, the cube root of a perfect cube, and explain the process.
AN1.7 Solve problems that involve prime factors, greatest common factors, least common multiples, square roots
or cube roots.

Overview:
• Definitions: Radicand, Radical, Index/Root, Radical symbol, base, exponent, Perfect square, square root,
perfect cube, cube root
• Class discussion: How can we tell if a number is a perfect square or cube?
o Provides insight into students’ prior knowledge
• Instructional Focus #1: Determining perfect squares
o Direct instruction of definitions and steps
o Work through examples (Student-led)
• Instructional Focus #2: Determining perfect cubes
o Direct instruction of definitions and steps
o Work through examples (Student-led)
• Practice Problems

Formative Assessments: Bell Work and Exit Slip

Essential Questions: Within this lesson, the students will discover the relationship between prime factorization
and perfect squares/square roots/perfect cubes/perfect roots. By using prime factorization, students can reveal new
information about a number: is it a perfect square/cube? What is a numbers square root/cube root?

Textbook Questions: P.146 #4-10, 13, 17

Outcome(s):
AN1: Demonstrate an understanding of factors of whole numbers by determining prime factors, greatest common
factor, least common multiple, square root, and cube root (5%)

Knowledge & Skills:

Greatest AN1.3 Determine, using a variety of strategies, the greatest common factor or least common multiple of a set of
Common whole numbers, and explain the process.
1.2 Factor, Least
Common Overview:
Multiple
• Definitions: lowest common multiple, multiple, greatest common factor
• Instructional Focus #1: Lowest Common Multiple
o Two methods
§ Direct instruction of definitions/steps
§ Work through examples/try out methods
 • Student-led
• Instructional Focus #2: Greatest Common Factor
o One method
§ Make connections to the LCM methods
§ Direct instruction of definitions/steps
§ Work through examples/try out methods (student-led)
• Practice Problems

Formative Assessment: Bell Work

Essential Question: Within this lesson, students will use prime factorization to reveal relationships between sets of
numbers. Prime factorization allows students to determine the LCM and GCF of a set of numbers. Knowing how to
determine LCM and GCF provides students with the opportunity to explore the connection between multiples and
factors with square roots and cube roots (radicals).

Textbook Questions: P.140 #3-19

Outcome(s):
AN2: Demonstrate an understanding of irrational numbers by representing, identifying and simplifying irrational
numbers, and by ordering irrational numbers.

Knowledge & Skills:

AN2.1 Sort a set of numbers into rational and irrational numbers.
AN2.2 Determine an approximate value of a given irrational number.
AN2.3 Approximate the locations of irrational numbers on a number line, using a variety of strategies, and explain
the reasoning.
Classifying AN2.4 Order a set of irrational numbers on a number line.
Numbers AN2.8 Represent, using a graphic organizer, the relationship among the subsets of the real numbers (natural,
1.3 whole, integer, rational, irrational).
/Estimating
Square Roots
Overview:
• Definitions: irrational, rational
• Instructional Focus #1: Classifying numbers
o Classifying Numbers Activity
§ Class discussion about student findings
o Direct instruction of definitions
• Instructional Focus #2: Estimating square roots
o Direct instruction of steps
o Work through examples
 • Practice problems

Formative Assessment: Bell Work

Essential Questions: This lesson involves students learning to classify numbers. Developing an understanding of
irrational and rational numbers allows students to understand the connections that form between irrational numbers
and square roots. As well, looking at estimating square roots provides an opportunity to explore the connection
between square roots and irrational numbers. Due to the relationship between prime factorization and square roots,
it also brings into discussion the connection between prime factorization and irrational numbers.

Textbook Questions: P. 206 #1-6, P.211 #3-6, 11, 14, 15, 19, 23, 24
Outcome(s):
AN2: Demonstrate an understanding of irrational numbers by representing, identifying and simplifying irrational
numbers, and by ordering irrational numbers.

Knowledge & Skills:

AN2.5 Express a radical as a mixed radical in simplest form (limited to numerical radicands).
AN2.6 Express a mixed radical as an entire radical (limited to numerical radicands).
AN2.7 Explain, using examples, the meaning of the index of a radical.

Overview:
• Definitions: mixed radical, entire radical
• Instructional Focus #1: Entire to mixed radical
o Direct instruction of definitions and steps
1.4 Mixed and o Go over 2 methods
Entire o Work through examples (Student-led)
Radicals o Practice problems
• Instructional Focus #2: Mixed to entire radicals
o Direct instruction of steps
o Work through examples (Student-led)
o Practice problems

Formative Assessment: Bell Work

Essential Questions: This lesson allows students to explore radicals in two ways: mixed and entire radicals. It also
allows them to represent irrational numbers in two different ways. Thus, the lesson allows students to explore the
connection between irrational numbers and radicals.
 Textbook Questions: P. 218 #3-5, 7, 8, 10, 11, 13-17, 22, 23
Outcome(s):
AN1: Demonstrate an understanding of factors of whole numbers by determining prime factors, greatest common
factor, least common multiple, square root, and cube root (5%)

AN2: Demonstrate an understanding of irrational numbers by representing, identifying and simplifying irrational
numbers, and by ordering irrational numbers.

Overview:
Review
• The review lesson will consist of a direct instruction review of the big ideas and then a review game covering
1.R
all required outcomes
• Ideas:
o Trashketball
o Target game

Essential Questions: Review acts as a consolidation of learning which reinforces student understanding and allows
students the opportunity to look back at the essential questions of this unit.

Outcome(s):
AN1: Demonstrate an understanding of factors of whole numbers by determining prime factors, greatest common
factor, least common multiple, square root, and cube root (5%)

AN2: Demonstrate an understanding of irrational numbers by representing, identifying, and simplifying irrational
numbers, and by ordering irrational numbers.
1.UT Unit Test
Overview:
• Students will be given the entire period to complete the Unit Test
• The teacher will go around the classroom and answer any student questions that support their demonstration
of learning.

Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the curriculum
content (not outcomes),
instructional practices, and/or
the learning environment to
meet the learning needs of all
my students?
Rationale
Comments
Using the backwards approach as well as the resources provided to me by my TM, I began with the
outcomes and essential questions. Focusing on the outcomes ensured that my lessons and activities
aligned with the understandings and skills I wanted the students to achieve. The essential questions
caused me to think about how each lesson is connected to one another and the bigger picture of the unit.
Mathematics contains a variety of different skills: specific skills such as estimating square roots and real-
life skills such as problem-solving. Like all skills, students must practice these skills to improve. By
providing opportunities within class time for students to complete problems, it gives them chances to
develop and strengthen their skills. Additionally, providing both individual, group, and partner work
periods allows for mathematical conversations that can strengthen understandings further.
This unit originally included exponent laws, negative exponents, and fractional exponents. Exponents are
a concept many students struggle with in Grade 10. As a result, my TM and I decided to separate
Exponents (AN3) into its own unit. As a result, the length of this unit has shortened and due to time
constraints, the only summative assessment is the Unit Assessment. To ensure that the students are
giving adequate opportunities to demonstrate their learning, I will be incorporating a lot of formative
assessment and feedback through exit slips and bell work. As well, if the formative evidence I collect
demonstrates a stronger understanding than the Unit Assessment, I will adjust grades accordingly and
fairly. Additionally, throughout the semester, we will refer to the High School Proficiency Scale, and the
Program of Studies, to ensure students are aware of the expectations of each unit.
After further discussion with my TM and the other 10C teachers, the unit assessment may change from a
formal unit test to a partner problem set or some other form of assessment. We want to assess AN1 &
AN2 separately from AN3 instead of a single cumulative exam to ensure student success in all 3
outcomes.
My TM explained to me that some students within the 10C class are more likely to experience success in
Mathematics 10-3. By providing several opportunities for formative feedback, it will help me quicker
address the learning needs of my students. Not only will formative assessments provide feedback for my
teaching but help my TM and I ensure that all of our students are being set up for success within
mathematics whether in 10C or 10-3.

Instructional Approaches:
Do I use a variety of teacher
directed and student-centered
instructional approaches?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and promoted
diversity while honoring each
child’s identity?
Once I meet my students, I will further adjust my lessons and assessments to accommodate the needs of
my students.
Despite being a shorter unit, I have planned to incorporate a variety of instructional approaches. These
approaches include class discussions, partner work/peer review, group activities, review games, direct
instruction, and individual work periods. When working through examples, I refer to that as student-led
because it does not consist of myself going over the examples. Rather it is a student-led activity as I
facilitate their understanding and have them lead through their understandings.
Within the front matter of the Alberta Mathematics 10-12 Program of Studies, it emphasizes that oral
communication and practical applications and experiences are important to FNMI student learning and
understanding. Within the unit, I often incorporated class discussions or opportunities within groups for
mathematical conversations. These mathematical conversations support all students including FNMI.
Within the practice problems I provide, I try to incorporate problems that have relevance to students’
lives and thus, have meaning. As well, it is important to go beyond incidental inclusion to create deeper
understandings. I did not want to include surface level approaches to Indigenous ways of knowing in
mathematics. Within this unit, I felt that incorporating oral communication and practical experiences
would be more beneficial to FNMI student understanding and would be an opportunity to foster
appreciation for Indigenous ways of knowing.
Despite not knowing who my students are, there are already ways I will nurture and promote diversity.
These include providing a safe learning environment free from any form of bullying and discrimination. I
will do this by having a zero-tolerance policy for any sort of this behavior. Additionally, I will try to
create an environment where students feel comfortable sharing and participating within the class.