Lesson Plan Title: 4.

4 Fractional Exponents and Radicals

Date: March 15th

Subject: Math Grade: 10
Topic: Fractional exponents Essential Question: What is the
connection between fractional exponents and radicals

Materials: Teaching Notes, Foundations, and Pre-calculus mathematics 10 textbook

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
-Identify that (Insert Radical) = (Insert Power)
-Solve questions that involve (Two things above)
-can convert a fractional power to a radical
Broad Areas of Learning:
Developing Lifelong learners
This lesson will focus on the Board area of learning of developing lifelong learners,
specifically students should be developing understandings of mathematics that will
support their learning of new mathematical concepts and applications that may be
encountered within both career and personal interest choices. This lesson is vital to
moving on in later mathematics so that is why this is the broad area of learning being
focused upon This is what most of the unit will focus on
Cross-Curricular Competencies:
Developing Thinking
This lesson allows the students to use their knowledge of graphs in order deduce how
the three types of equations will look like on a graph. This emphasizes the point of
student engagement in inquiry and problem solving when students are challenged to
think critically and creatively. This is what most of the unit will focus on

Outcome(s):
Outcome: FP10.2

Demonstrate understanding of irrational numbers in both radical (including mixed radical) and
exponent forms through: representing, identifying, simplifying, ordering, relating to rational numbers,
applying exponent laws.

PGP Goals: 2.6 ability to strive for/pursue new knowledge

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
At four points during the lesson there will be a short question work period were students
must do 3-5 questions to test the understanding of the material. This will allow me to
judge how they are doing with the material as well as allow me to gauge the speed of
the rest of the lesson.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

The assessment of learning will be an assignment that will be assigned from the
textbook, it will be homework checked by the teacher the next day to see if the students
have understood the material.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

The motivation topic is allowing the students to activate prior knowledge. They will be
given 4 questions that they already know how to complete (Simple radicals) to gain
confidence that they will know how to do this.

Main Procedures/Strategies:

The main procedure is as follow

1) Introduce the theory that (Radical) = (Fractional power) by making them calculate
one of each and seeing that the answers (and the questions) equal
2) Make sure the concept that (Radical) = (Fractional power) is understood by doing
5 examples
3) Introduce the concepts that you can do the reverse
4) Introduce the theory that (Numerator stuff)
5) Do example questions to see if the students understand (Numerator stuff)
6) Introduce that (Decimal exponent) = (Fractional exponent)
7) Do 4 practice questions of all the stuff learned

This is all shown in the pictures below

Adaptations/Differentiation:
The first adaptations are the time given for the questions during the lesson. Some
students will be done bery quick but some students will need more time to complete the
questions
The second adaptation will be the size and time for the assignment. Students that are
struggling will have a few days to work on the assignment instead of it being due
tomorrow.

Closing of lesson:
The lesson will close with a statement that reinforce the relations between fractional
exponents and radicals to hopefully keep the concept in their brain.

Personal Reflection: Overall the lesson and the flow went even better with the atmosphere
of the period 5 group. I really enjoyed teaching them and they were more interactive then
period one. I was positive they understood as well as even my quiet students that struggle
in math were showing interest and answer questions. It really should how a well-planned
lesson plan can really effect a classroom. Defiantly will be keeping this lesson for later use
down the road.