Lesson Plan Guide

Teacher Name: Sarah DiMaria Class and Grade Taught: Algebra 2 11th grade Lesson Date: 11/15/12 Lesson Logistics and Setting Unit Topic: Ch 7 Radical Exponents and Rational Exponents Previous Lesson Topic: Binomial Radical Expressions Current Lesson Topic: Rational Exponents Next Lesson Topic: Solving Radical Equations

Lesson Objectives: (The learners will know/understand/be able to ) - The Ideal: o Students will be able to Identify Rational Exponents Discover and use a method to simplifying rational exponents Convert to and from radical form Use prior knowledge from the chapter to apply to current work - The actual: o Students know how to ... manipulate radical expressions manipulate exponential expressions with fractional exponents Multiply and divide binomial expressions Adding and subtracting radical expressions Rationalizing the denominator Use exponent rules - The Gap: o Students will need to work on converting from exponential form to radical form and vice versa

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Lesson Plan Guide

Apply exponent rules to new notation of exponential form Notice the link between radical form to the new fractional exponent from Be able to represent fractional exponents in many forms

Standards Addressed: o 8.EE Work with radical and integer exponents o N-RN Extend the properties of rational exponents Goal: o o o o o

Students will be able to recognize exponential from and radical form Students will be able convert between the two forms. Students will be able to simplify rational expressions to simplest form. Students will be able to simplify fractional from to simplest from Students will be able to simplify using two different methods of simplification

o How will I know students have met the objectives? Students will have completed and checked their homework and have thoughtful questions for the following day. Students will successfully complete work with pairs. Students will complete warm-up the following day successfully Materials Needed: Calculator, Worksheet, Pencil, Paper Introductory Routines (announcements, homework review, etc.) Students will come into the classroom, check out a calculator if needed.

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Lesson Plan Guide

Lesson Activities (Attach any handouts you will use) Students are working Lesson Launch
.
(details about how students are configured, what work they are doing and how they are recording their work)

Anticipated Student Thinking/Questions

Teacher Moves Start class off with welcoming students into class and reminding them to grab a calculator and get Started on a short warm up

Students will be grouped in a pair arrangement of desks Students will come into class and start on the expression sort placed on their desks. Agenda for the day will be on the board.

Students complete an expression sort warm up.

Teacher will hand out worksheet and give instructions for the day. Today we will look at rational exponents. This worksheet is going to help us. I want you to use this activity to discover our new material for the day.

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Lesson Plan Guide

The first 10 minutes I want you to work individually part 1 of the worksheet. I will then let you know that you can work with your pair partner. I will be coming around if you need help. Try to complete part 1. After the work time I will be calling on pairs to display their work on the board. Any questions? Did everybody get a worksheet? Ok lets get started! Remember the first 10 minutes is silent work time. Students now work individually on the task. Teacher circulates to check for students working and to help with any questions. How do I type this into my calculator? I dont know how to write the pattern. press 4, ^, (, , ) enter press math, 5, and enter in the root here shows on calculator Describe whats happening in words. Relate what is happening from this new exponential form to rational form that we already know how to use. Then think of how you can represent whats happening in this example symbolically

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Lesson Plan Guide

Explore Description of Task(s) Students now work individually on the task. Teacher circulates to check for students working and to help with any questions. How do I type this into my calculator? press 4, ^, (, , ) enter press math, 5, and enter in the root here shows on calculator

Exploration of Rational Exponents Worksheet. Worksheet lets students discover patterns between radical expressions and rational exponent expressions while using their calculators and then they develop a pattern from their calculator work.

Ok now you may work with your pair. Compare answers and talk about the patterns you might be seeing. For the one with 25 we got different answers. Which one is right? Types in calculator. Ohm I forgot the negative sign!

Check them in your calculator again to check whos right

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Lesson Plan Guide

Our patterns are different. Which one is right? Yes. He wrote his with the exponent on the inside of the radical and mine is on the outside. Can that happen? How do both patterns relate? Good. Maybe you both could add to your patterns to show both ways. Addresses Class: Take about two more minutes on this and we will discuss it as a group. Summarize/Share and Discuss part 1 Summary of Worksheet one. Students attention is brought to the front of class for full class discussion. Teacher chooses 2-3 samples (I will be expecting some students to have written sentences about the pattern and some to have written it symbolically. My goal will be to bring up a sentence one first then a symbolic one then if there is another interesting representation to bring that one up as well,) of student work to look at under the ELMO for the class discussion. Work is briefly discussed and then student response to work is asked. Do both patterns work every time?

Student A describes their work for the chart and pattern.

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Lesson Plan Guide

What questions do you have for Student A? Not expecting them to say much Student B comes up to the Elmo. Ok thank you student A. Can I have student B come up and show us what your pattern looks like?(Student A ideally will have a written pattern while B will have a symbolic pattern) What differences do you see from student A to student B? Good! Student B can you tell us how you came up with that? Student B describes method. Nope. Does anybody have any questions or comments for student b? At this time if another student came up with anything very interesting the teacher will bring that work to the board. If not she will direct the students to the second worksheet. Students will work in pairs on the second worksheet with teacher help.

Student A used words and Student B used variables

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Lesson Plan Guide

We complete a couple more questions at the board using our new pattern. Then send them to complete part B.

Possible Questions: Do I add or multiply the exponents? This one. Points to problem

Which problem are you looking at? Look at your notes to remind you. Here we are adding because of this property. Points to property in notes You can do either depending on which method you would like to use to solve.

Do I put this in a radical or square it first? Do I just leave this variable like this or do I need to put it in the denominator?

The same rules apply here we need to put negative exponents in the denominator

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Lesson Plan Guide

Is this one right? Huhn... Yes. Trust your partner and ask her first. Does this zero just mean it goes away? In the exponent does it just go away? 1. Oh so does it equal one? Can you say more about that? Check with your calculator to see what lets see what 4^0 equals. Good thinking! Continuing circulating the classroom helping with questions. Ask your partner. Did they get the same answer?

Summary Statement:
(May change based on what actually happens in class)

So today we were able to use our calculators to discover a pattern to convert between radical expression form and exponent form and then how to simplify the exponential form. Tonight we will be able to finish the odds of the practice worksheet.

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Lesson Plan Guide

Task: 7.4 Rational Exponents (see attached worksheet)

Homework: pg382 #11-25odd and 31-49odd Data Collection: Data collection will be done by Kevin through notes he takes during class. Samples of student work will also be collected and the class will hopefully be video tapped. Samples of students work from the day will show the level of engagement throughout the lesson and samples of homework will show comprehension. Angelique and Kevin will be taking notes. Angelique will be taking notes on my teacher moves and clarity of lesson delivery while Kevin will take notes on student interaction and general documentation of the lesson with more of a focus on the students.

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