Belmont Lesson Plan Template

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Lesson Planning Document
1

General Information
Teacher: Bethany Herdzina Subject: Algebra I
Mentor: Linda Conley
Grade: 7th and 8th
Date: 4/1/15, 4/2/15
Time Allowed: 45

Number of Students: 18, 19, 14, 20

Lesson Number: 10
Lesson in Sequence: Day 1
Unit Title: Radicals

Topic
Day 1 Simplifying Radicals (Part I)

Subjects Integrated
N/A

Readiness and Background Knowledge

Students must be able to take the square roots of perfect square numbers.
Students must be able to take the square root of perfect square variables.
Based on formative and summative assessments from Chapter 6, students
are ready for this lesson.

Goals (CPA Mathematics Algebra I Standards)

Explains processes and identifies specific properties used to arrive at an answer.
Recognizes that there are different methods to solve a problem, each producing a
correct solution.

Objectives
Student Learning Objectives:
Students will be able to simplify a radical expression.
Teacher Learning Objectives:
The teacher will work on pacing the lesson appropriately.
The teacher will work on classroom management, especially for B Class and
E Class.

Resources and Materials

Demonstration materials elmo, pens, paper, lesson plan notes, Chapter 8 Test
answer key, graded Chapter 8 Tests, copies of Day 1 Kuta worksheet, Day 1
bellringer
Student materials pencil, paper, Day 1 Kuta worksheet, graded Chapter 8
Test

Instructional Model, Procedures, and Strategies

a Attention Signal (5 minutes)
Once the bell rings, direct students to the bellringer on elmo.
Give directions for the bellringer, and briefly remind students how to take
the square root of perfect square variables.
Bellringer is activating prior knowledge that students will need for
todays lesson.
b Opening and Advanced Organizer (5 minutes)
Discuss the solutions to the bellringer.
Tell students about the new unit Mrs. Conley created this unit, so it is
not in your textbook. We will be using worksheets for all homework
assignments.
Tell students how to label notes and assignments for this unit Label
today Day 1.
c

Behavioral Expectations
Students are expected to be respectful by actively listening and
participating during instruction.

d Instructional Steps
1 Day 1 Simplifying Radicals Lesson (Teacher has detailed notes for
this step.) (about 20 minutes)
Remind students that all bellringer problems were perfect squares.
Today, one of the things we will be learning is how to take the square
root of imperfect squares, but we will be using our perfect square
knowledge throughout this lesson (connecting new material with
prior knowledge).
We are not using calculators for this unit!
Our first couple examples will be taking the square roots of numbers.
The next couple examples will be taking the square roots of
variables, and then we will go over how to take the square root of
expressions that have both numbers and variables.
Write the perfect squares through 13. Make sure students write these
down so they can refer to them throughout the unit.

Example A: Simply 50 .
Use Lindas jail and perfect people metaphor.
Students are looking for factors of 50 where one of the factors
is a perfect square.
Break the original apart into two square roots.

25 2
Simplify (free when using the jail metaphor) the perfect
square.

5 2 - final answer
Example B: Simplify 63 .
See Example A for steps.
Example C: Simplify x5 .
Remind students that variables are perfect squares when the
exponent is EVEN. Here the exponent is ODD.
When the exponent is ODD, one of the variables must stay in
jail.

x4 x
Simplify (free) the perfect square. Do this by dividing by 2,
which is what we did on the bellringer.

x2 x
Example D: Simplify x21 .
See Example C for steps.
Example E: Simplify 48 x 7 .
Tell students that they are going to see problems like this
example on your homework.
There are two steps for simplifying a radical expression with
numbers and variables.
1. Remove the perfect square factors.
2. Remove the variable factors. If the exponent is
EVEN, divide by 2. If the exponent is ODD, leave one
in jail and divide by 2.

16 x 6 3 x

4 x 3 3 x
Show students how to do this problem if they did NOT choose
the largest perfect square factor. You will still get the same
answer! Students may have to do this on some of the
homework problems if the original number is too large.
Pass out Kuta worksheet. Students will be assigned all even
problems for homework. Make sure they see the front and back of
the worksheet.

Tell students we are going to do some of the odd problems together.

This is not time for them to start their homework.
Choose 2 or 3 odd problems on the front and 2 or 3 odd problems on
the back to work with the class. Let students try a couple of these
odd problems on their own while the teacher walks around the room
to answer questions and check for understanding.

Pass back and go over Chapter 8 Test (10 minutes)

Put answer key on elmo.
Answer questions.
Pass out retake contracts and collect tests from students who are not
retesting.

Begin homework (see Feedback and Evaluation) (if time at the end of
class)

Lesson Closure
Ask students if they have any questions on simplifying radicals.
Preview tonights homework Remind students they are just responsible
for all even problems.

Feedback and Evaluation

Students will have opportunities to work a couple example problems
independently throughout the lesson. Students may also be given time to
begin their homework. During these times, teacher will walk around room
to informally assess whether or not students are mastering learning
objectives and give students feedback.

Modifications
N/A