ED 3601 Curriculum and

Instruction for Majors:

Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

Rationale
In this unit students will build on their understanding of radicals from
grade 10. Students are expected to develop their skills so that they will
be able to solve problems involving both radical expressions and
equations. They will be using 5 of the mathematical processes:
communication, connections, mental mathematics and estimation,
problem solving, and reasoning. The essential questions will help
students think about their knowledge in a more mathematical (critical?)
way. Over the course of the unit we will scaffold to the SLOs and
explore them in 6 lessons. The students will work individually and
cooperatively though out the unit. A mix of instructional strategies from
direct instruction to discovery will be used to ensure that students feel
comfortable in the learning environment but also help them expand
their comfort zones. There are multiple formative and summative
assessments being implemented so that their final grade is reflective of
their knowledge of the SLOs. With the completion of this unit, the
students will have the skills needed to look at the radical functions unit
in Math 30-1.
Mathematical Processes:
Communication: communication will be expressed when students work
together to explain their thinking and individually when they write
solutions
Connections: connections will be made as students look at how solving
radical equations is the same as/different to solving other types of
equations
Mental Mathematics and Estimation: students will develop an idea about
the size of entire and mixed radicals as they relate to other radicals and
other real numbers
Problem Solving: students will use their skills in solving radicals and
apply them to new situations
Reasoning: when the students are learning communicating their
knowledge they will discuss why they choose certain techniques to
solve that problem

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Math
20-1
Operations on Radicals
7

Established Goals:
Algebra and Number GLO: Develop algebraic reasoning and number sense
Understandings:
Students will understand that:
There are conventions for simplifying
answers after performing radical
operations.
Radicals with even indices are
limited to non-negative radicands,
while odd indices have no
restrictions on the radicands.
Solving radical equations can yield
extraneous roots.
That operations performed on
radicals are similar to other number
systems and algebraic operations.

Essential Questions:
When is it appropriate to round or
approximate values? When are exact values
necessary?
What does the square root of a negative
number represent?
How are operations performed on radicals
similar or different to those performed on
other number families?

Students will know

Students will be able to do

2. Solve problems that involve operations
on radicals and radical expressions with
numerical and variable radicands.
[CN, ME, PS, R]
3. Solve problems that involve radical
equations (limited to square roots).
[C, PS, R]

Resources Needed:

Radical unit outline

Smartboard + Smarboard lessons
Coloured popsicle sticks
Post-it notes

Popsicle sticks
Whiteboard markers
Mini white boards + markers + erasers

Learnin
g
Outco
mes

Assessments
Title
Type

(Formative/Summ

Pre
Assessm
ent
F

Qu
iz
1
F/S

Qui
z2

Unit
Test

F/S

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Practice
Question
s
F

Observati
ons

Questionin
g

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Math
20-1
Operations on Radicals
7

ative)

Weighting

SLO2: Solve
problems that
involve operations
on radicals and
radical expressions
with numerical and
variable radicands
SL03: Solve
problems that
involve radical
equations (limited
to square roots)

25

25

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

50

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

Assessment Tool Overview

Assessme
nt Tool
Title

Outcom
Brief Description
es

Pre
Assessmen
t

Quiz 1

SLO1

An online pre-assessment to assess the knowledge

and skills needed to be successful with the radical
unit. This includes knowledge of radicals from
grade 10, simplifying rational expressions, and
solving rational equations. This is for learning
because it will shape how I begin teaching this unit
and as learning because the students have the
opportunity to reflect on their work and get extra
help if they need it.
A 15 minute quiz with questions on converting
radicals to mixed radicals, preforming operations
on radical functions, and rationalizing the
denominator. Quizzes will be given back only
stating the number of questions with mistakes,
students will correct these mistakes with a partner.
This is for learning because I will use this to see if
anything was missed by earlier formative
assessments, as learning because the students
will reflect with each other on their mistakes and
they will correct them, and of learning because
this will be written after they have learned the
concepts on the quiz so it will be taken as a
summative assessment.

FO
R

AS

OF

25

25
Quiz 2

SLO2

Exactly the same as quiz 1 except the questions

will be on solving problems with radical equations.

A 70 minute summative assessment of the radical

unit. This will be once the unit is competed and it
SLO1/SL
Unit Test
is for marks so it is of learning. It could be used
O2
again when students are preparing for a midterm
or final exam to help them reflect on their work.
Practice
SLO1/SL Daily practice questions are assigned and students
Questions
O2
are expected to complete as much as they need to
understand the concept. This is as learning
because the students are thinking about their own
learning and how much practice they need. This is
also for learning because I can check in with the
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

50
O
O

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Observatio
ns

SLO
1/SLO 2

Questionin
g

SLO
1/SLO 2

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

students and see where they were having

problems. I would have students write any
problems they had trouble with on the board as
they come into the room, then I could decide how
to address these issues.
While students are working, I would be observing
the whole class and individual students. This is
for learning because I would adjust future lessons
activities and content by seeing how students
approach the problems and activities given to
them in the lesson
The key questions would be asked after students
have the time to learn the knowledge needed to
answer them. They would be asked in front of the
whole class or 1-on-1 with students. This is for
learning because I can see how the students are
using their knowledge to answer the questions
and if there are any misunderstandings.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
March 18th

March 19th

Subject Area
Grade Level
Topic
Length of Unit
(days)

March 20th

Math
20-1
Operations on Radicals
7

March 23rd

March 24th

100 Minutes
70 Minutes
65 Minutes
70 Minutes
70 Minutes
Intro to Radicals: Operations on Radicals:
Practice & ProblemQuiz & Radical
Radical Equations:
-Pre-assessments
-Review of previous Solving:
Equations:
-Quiz 2
lesson
-Quiz 1
-Review from last week
-Radical review stations
-Converting mixed and
-Finding conjugates -Steps for solving
entire radicals
-Solving radical
SLO 1 & SLO 2
radical equations with
equations that involve
-Rationalizing the
Break
one radical
factoring
denominator
Products:
-Quiz 2
-Expert groups for
SLO 1 & SLO 2
SLO 1 & SLO 2
SLO 1
restrictions,
adding/subtracting,
Products:
and multiplying/
-Quiz 1
dividing radicals.
SLO 1

March 25th
70 Minutes
Problem Solving:
-Unit test
-If students finish
early provide an
activity on the back
page of the unit test
for them to work on
until everyone is done
-If everyone finishes,
Products:
-Unit Test

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Lesson
Title/Focus

Intro to Radicals

Subject/Gra
de Level

Math 20-1

Unit

Operations on Radicals

Math
20-1
Operations on Radicals
7

Date
Time
Duratio
n
Teache
r

March 18, 2015

100 minutes
Charlotte Hiles

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop algebraic reasoning

2. Solve problems that involve operations on radicals and radical expressions
with numerical and variable radicands.
[CN, ME, PS, R]

LEARNING OBJECTIVES
Students will:
1. Recognize
2. Recognize
3. Know how
4. Know how
5. Know how

that radicals are a way of writing real numbers

that negative radicands are not allowed if the index is an even number
to change radicals between entire radical and mixed radical form
to add and subtract radicals
to multiply and divide radicals

ASSESSMENTS
Students working on activities (1, 2, 3, 4, 5)
What does a square root of a negative number represent? (2)
How are operations performed on radicals similar or different
to those performed on other number families? (3, 4, 5)
Products/Performan
ces:
Observations:
Key Questions:

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies

https://wncpactivemath.wordpress.com/
Pre-Calculus 11
Google

Radical unit outline (15)

Coloured popsicle sticks (15)
Whiteboard markers (5)
Pre-assessment sheets (15)

PROCEDURE
Prior to lesson
Introduction

Pre-Assessment

Print the unit outlines

Organize popsicle sticks
Introduction
As a class we will brainstorm any previous knowledge the
students have about radicals. This information will be used as
a whole class pre-assessment. Ideas will be recorded on the
board. The purpose is to remind students about radicals
before completing the pre-assessment.
-Go through terminology, label radical sign, index, and
radicand.
Students will complete a short pre-assessment on Edmodo of
the concepts they will already need to know to be successful
in this unit. If there are struggles in these areas I would

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Time

5 minutes

8 minutes

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Outline
Instruction

Math
20-1
Operations on Radicals
7

address them with individuals or the class as needed. There

will also be two questions on their favourite parts/challenges
in math and other areas of interest at school so that I can get
to know the students.
Body
Time
Hand out unit outlines and go through timeline, homework, quizzes, and
2 minutes
unit test dates.
Direct instruction on the converting radicals between mixed
and entire radical form.
-Show mixed and entire radials
-Demonstrate factoring the radicand and converting mixed
radicals to entire radicals and vice versa (
2 80= 2 165= 2 162 5=4 2 5 (
15
2
2
5 2 3= 522 3= 5 23= 2 75 (
minutes

x y 4 = x y 4= y 2 x= y 2 x

-Create a flashcard with this topic.

-Give 4 practice conversion questions:
100 ,7 2 , 72 , x 2 x ,
Assessments/
Differentiation:

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

Assessments (1, 2): Observe as students are working and

listening.
5 Minute Break
Expert groups:
-Based on popsicle stick colours, the students will break into 3 expert
groups.
These groups will each learn one topic (restrictions, adding/subtracting,
multiplying/dividing). This should take about 15 minutes.
15
Then they will jigsaw and form groups of 3 with 1 student from each
minutes
expert
+
group. The expert will then teach their topic to this group. Each expert
30
will
minutes
have about 10 minutes. Give time warnings to keep the students on
track.
The question sheets for the expert groups are attached to the lesson.
Assessments (2, 4, 5): Check in with each expert group to
make sure those students have a concrete understanding of
their topic before teaching it to their peers.
Practice time:
Students have a chance to practice the topics from this lesson that they
15
want
minutes
to work on.
Assessments (1, 2, 3, 4, 5): circulate and check in with
students to see if
they understand what is going on.
Differentiation: The questions at the end of the question set
are challenge questions for students who are confident with
their understanding of the topic.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
Exit Slip

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

Closure
Poll everywhere exit slip: Topic I am most confident with,
topic I am least confident with.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Time
10
minutes

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Lesson
Title/Focus

Operations on Radicals

Subject/Gra
de Level

Math 20-1

Unit

Operations on Radicals

Math
20-1
Operations on Radicals
7

Date
Time
Duratio
n
Teache
r

Tuesday
70 minutes
Charlotte Hiles

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop algebraic reasoning

2. Solve problems that involve operations on radicals and radical expressions
with numerical and variable radicands.
[CN, ME, PS, R]

LEARNING OBJECTIVES
Students will:
1. Know how to multiply and divide radicals
2. Know how to rationalize the denominator of radicals
3. Understand that there are conventions for simplifying radicals

ASSESSMENTS
Observations:
Key Questions:

Products/Performa
nces:

Students working on activities (1,2,3)

How are operations performed on radicals similar or different to
those performed on other number families? (1,2)
When is it appropriate to multiply, divide, or rationalize the
denominator? (3)
Exit slip from last class (last class objectives)
Poll everywhere question (2)

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
https://wncpactivemath.wordpress.com/
Pre-Calculus 11

MATERIALS AND EQUIPMENT

Smartboard lesson
Mini white boards + markers +
erasers (15)

PROCEDURE
Prior to lesson
Review

Learning Activity

Check exit slips to make sure the questions are good.

Introduction
Time
As students enter they will pick up someone elses exit slip
from last class. They will answer the questions on the sheet
then they will add 2
questions (one for conversation, one for add/subtract) that
they think are challenging. They will make the pages into
10
snowballs and toss them across the room. Then they will pick
minutes
up a page close to them, check the other persons work and
answer the challenge questions. Now they will put their
name on the page and toss them up to the front. I can collect
these as evidence.
Body
Time
Put the picture of the triangle on page 283 of the textbook on the
10

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
#1

Assessments/Differentia
tion:

Learning Activity
#1

Assessments/Differentia
tion:

Instruction

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

smartboard along with the question, what is the area of this triangle?
Students will do a think-pair-share, spending a few minutes working
alone,
minutes
then discussing with a partner, then formalizing concepts as a group.
As a group, define multiplication and division of radicals.
Assessments (1,3): Observe how students are working though the
problem
Differentiation: Individual help can be given to the students who need it
Students will send the front of the rows to collect mini white boards,
markers, and erasers for their row.
Once back at their desks, the students will use the white boards to 15
answer
minutes
randomly generated multiplication and division questions. Students will
have a change to work out the problem then hold up their answer
Assessments(1,3): Check student work as they hold up their
white boards
Talk with an elbow partner, what can we multiply 3 by to
get rid of the radical? Now with Consider the expression

1
. Usually we do not want the radical in the
3

denominator. So we want to multiply this expression by

something that gets rid of the radical in the denominator but
doesnt change the value of the expression. We know
multiplying by 1 doesnt change the value of the expression,
and 1=

3
3

. Show how to multiply the original expression

by this. This is called rationalizing the denominator.

Now consider an expression where the denominator is a
binomial. Students will answer the questions (a+b)(a+b) and
(x-y)(x+y). Notice that
when the signs are different, the middle terms cancel out.
Pairs of numbers that have this property are called
conjugates. What happens for
radicals? Try ( u+ v )( u v ) . Notice that the numbers
are now
rational (the radical signs are gone). Work through

Learning Activity
#2

1
2+7

together.
Students will try problems from page 288 of text.
Students will write down two problems, one easier and one
challenge, from the material we have learned today. They will
also write down their answer (but keep it hidden).
Students will move around the room and find a partner. They
will answer one or both of their partners questions. Once all
have completed the questions they will move on to a new
partner. By the end they should have answered all the
questions in the room.
Their answers will be recorded on a sheet which can be
brought it.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

12
minutes

15
minutes

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
Assessments/
Differentiation

Exit Slip

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

Assessment (2,3): Observe and question as students are

working. Could take in student worksheet as evidence.
Differentiation: The questions the student picks can be at
their level, also the students who developed the question will
be there to help them if they get stuck.
Closure
Three poll everywhere questions: Simplify

8
, What
4 6 t

do you understand well? What are you still confused about?

Sponge
Activity/Activities
Reflections from
the lesson

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Time
8 minutes

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template
Lesson
Title/Focus

Practice

Subject/Gra
de Level

Math 20-1

Unit

Operations on Radicals

Math
20-1
Operations on Radicals
7

Date
Time
Duratio
n
Teache
r

Wednesday Part 1
70 minutes
Charlotte Hiles

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop algebraic reasoning

2. Solve problems that involve operations on radicals and radical expressions
with numerical and variable radicands.
[CN, ME, PS, R]

LEARNING OBJECTIVES
Students will:
1. Know how to rationalize the denominator of radicals
2. Understand that there are conventions for simplifying radicals
3. Recognize that negative radicands are not allowed if the index is an even number

ASSESSMENTS
Observation and converstations while students are working (1,2)
How are operations performed on radicals similar or different to
those performed on other number families? (1)
When is it appropriate to multiply, divide, or rationalize the
denominator? (2)
What does the square root of a negative number represent? (3)
Products/Performan
ces:
Observations:
Key Questions:

LEARNING RESOURCES CONSULTED

Alberta Program of Studies
https://wncpactivemath.wordpress.com/
Pre-Calculus 11

MATERIALS AND EQUIPMENT

Whiteboard markers
Station folders
Confidence Checklist (15)

PROCEDURE
Prior to lesson
Introduction

Learning Activity
#1

Set up review stations.

Introduction
Students will split into groups of 3 and answer entrance
questions on the whiteboard. These questions (and groups)
will be chosen by what the students say is still a challenge for
them. For example, one group may be working on questions
about multiplying radicals while another spends more time on
rationalizing the denominator.
Body
Students will re-group and everyone will simplify a radical
expression involving variables. Then using a think-pair-share
students will discuss what restrictions there are on the
variables in the expression. As a class, we will restate the
concept that you cannot have a negative number as the
radicand for a radical with an even index. With their partners,
students will then have a change to change the expression so

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Time
15
minutes
Time
20
minutes

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Math
20-1
Operations on Radicals
7

that it does not have any restrictions. Then they can create
their own radical expressions with and without restrictions on
the variable. Ideas will be written on the board so the class
can see how different situation effect the restriction of
variables.
Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Closure

Assessments: Observation and discussions with students (3)

As a review of all the topics, students will work through 4
stations with 8 minutes each. Directions will be explained
beforehand and there will be a wrap-up at the end. The topics
for the stations will be: multiplication & division, addition &
subtraction, simplification, and rationalizing the denominator.
Questions will include general understanding as well as
computation questions. Students will work in pairs or small
groups so that they have a chance to talk the answers over
with each other. This also gives me time to check in with the
students about individual questions or misunderstandings.
Assessments: Observations and conversations with students
as they work (1,2)
Differentiation: Different level of questions will be available at
each station. It will be noted which are meeting grade level
expectations and which are exceeding them.
Closure
Students will re-group for any final questions before break.
After break is quiz 1.

Sponge
Activity/Activities
Reflections from
the lesson

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

35
minutes

Time
1 minute