Hackett 2011 Teacher Candidate: Jacob Trinkle Lesson Plan Template Date: 12/5/11

Unit Title: Exponents/Roots Subject: Mathematics Grade Level: 8 Essential Question(s): With so many BIG numbers in the world, and really no limit to how big they can get, how are we supposed to express these numbers without all of the zeros?

Lesson Title/Number

Roots/ Lesson 3

State Standards and Performance CC8.EE.2: Use square root symbols to represent solutions to Indicators equations of the form x2 = p, where p is a positive rational number. Evaluate square roots of small perfect squares. CC8.NS.1: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., 2).

CC8.NS.2: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

Lesson Objectives
(Blooms Taxonomy)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Students will be able to 1. Explain where a square root comes from and define the vocabulary associated with roots. 2. Calculate an estimated value of a square root that is not rational based upon their knowledge of perfect squares. 3. Multiply radicals and simplify expressions involving radicals. Apply the prior knowledge of factoring and perfect squares to simplify radicals. ----------------------------------------------------------------------------------Evidence that students have achieved objective # 1 1. Students will solve problems on their own with some guidance from the teacher and answer frequently asked questions. 2. Students will be able to complete the homework assignment that

Hackett 2011 tests all of the objectives.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

The students will be given a challenging problem that will force them to think critically. Using their prior knowledge of square roots they will be able to solve the first part of the problem; some people may be able to solve the final part of the problem. The purpose of this bell ringer is to get the students in the mindset of using square roots and to think critically. This question is also foreshadowing what is to come in the lesson. ________________________________________________________ *The teacher willThe students will 1. The teacher will begin the class by handing out the guided notes for the class (RBIS, Guided Notes) (visual). On the power point the bell ringer will be up and the students will spend a few minutes solving the questions. 2. Once the students have had time to finish the bell ringer ask the students if anyone would like to share their answers. Be sure to positively reinforce any student who speaks up. Explain the answers to the questions let them know if they dont understand it thoroughly they will by the end of the lesson (auditory). 3. Introduce the students to the definition of a square root and the vocabulary associated with roots. Make the students aware that notes will be checked next binder check so be sure to write this down (auditory). 4. Before moving on to the next slide, ask the students if they know what a perfect square would be. Let them answer, then present them with the definition and give them an alternate definition as well that is easier to understand (RBIS, multiple methods, auditory). 5. Have the students fill out the perfect square chart in the guided notes. Go over the chart and restate that the reason they are perfect square is because the answer is a whole number. Write on the board 2 and ask the class if what would this equal. Have the students punch it into the calculator and see what answer they get. Go to the next slide and show them that it would be irrational since its not a perfect square (auditory, visual). 6. Write on the board that the answers to the perfect squares could be negative as well. Ask them why they think this is true. Have the students finish you sentence A positive times a positive is

_______________

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Hackett 2011 positive and a negative times a negative is ______. It is negative so therefore any negative squared would equal the same as its positive squared (auditory, visual, RBIS: Review (signs)). 7. Next have the students try the next three problems using their calculators to estimate answers to the nearest thousandth. State that the class is going to have some fun with these square roots. Take out a miniature soft football and tell the class we will pass the football around to signal who answers the question. You will pass it to whoever raises their hand, they will provide an answer, and then pass it back to you (Kinesthetic). Tell the students we can do this for the rest of the class and maybe more in the future if they behave. 8. Go over the problems with the students; be sure to model on the board with the estimated problems that you could estimate your answer without using the calculator at all. You could simply find the nearest perfect squares and estimate its value since the answer will be between the outputs of the perfect squares (visual, auditory)(RBIS, Modeling). 9. That transitions right into the next slide which repeats the same concept but provides visuals within the slide (visual). 10. The next slide involves multiplying radicals when teaching this stress to the students not to over think the concept. All you have to do is just multiply what is inside the radical (auditory). 11. Have the students answer the closure questions in the guided noted. Remember to remind them that when binder check comes along, you will be checking to make sure the bell ringers and closure were completed. 12. Have the students work out the next series of questions on the guided notes. They can work together with a partner sitting next to them if they chose to; or they can move around and find a partner (kinesthetic). Walk around the class providing guidance to the students who need it, answer any questions, review concepts on the board if necessary (CFU). 13. Go over the problems as a class. Hand out a worksheet to the entire class and have them work on it for the rest of the class if time permits (this worksheet has problems that deal with the content as well as real world problems).If not, have them hold onto the worksheet and bring it in tomorrow. Tell the class we will be simplifying radicals tomorrow and reviewing more of what we did today. Day 2

Hackett 2011 1. Start off the class with a three review problems on the board and have the students write their answers in their notes. Make the class aware that there will be no guided notes today, but you expect these notes to be in the binder when binder check comes. 2. Go over the review problems and be sure to ask why 2 is irrational. Remind them of how they punched it in the calculator yesterday and the number didnt end. Since its not a perfect square it will be irrational (Auditory). 3. Next, ask the students what they know about factors. Write factor on the board and ask students for their thoughts. Provide positive feedback and write the answers on the board if they are appropriate. Hopefully a student response will provide a perfect transition into the next slide (auditory, RBIS: Review (factors)). 4. Define a factor and explain the example provided on the slide. Have the students list all of the factors of 45, walk around the room monitoring student progress and providing help (CFU). 5. Go over all of the factors of 45 with the class and state that we will be using the concept of factoring with simplifying radicals. Model an example on the power point and go over it with the class giving the students opportunities to think it out. Have the students try to predict what will happen next and ask why they think that will happen (visual, auditory, RBIS, modeling). 6. Explain how the main idea of simplifying radicals is factoring out the perfect squares within the expression. Ask the class If you are pulling out factors that arent perfect squares what are you going to do with it? They must be perfect squares so you can simplify into a whole number answer (auditory). 7. Have the students answer the next three questions on the power point. Ask students if they would like to come up and write out a solution on the board (kinesthetic). 8. Once the solutions are presented, put the students into groups and have them work on the worksheet that was handed out yesterday. Count off by fours in order to create these groups. Let them know that they should be working together and helping each other out as much as possible (RBIS, Cooperative Learning). 9. At this point once the groups have been established you will split up the rest of the class spending time with each group providing help. If there is not enough time to assess each and every group time will be carried over into the next class. Ask all students questions in each group (CFU).

Hackett 2011 10. At the end of the class period let the students know the class will be moving into scientific notation tomorrow and will actually be able to write a googol in a much simpler form!

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

1. Teacher will be walking around the class checking for understanding multiple times throughout the course of this lesson. 2. When the students are working in groups the teacher will sit with each group individually challenging students with questions. 3. Teacher will be asking questions all throughout the lesson pushing students to critically think out the content. During this process the teacher will be making sure he/she and the class are on the same page.

Assessment Type and purpose

(sometimes called evaluation)

1. Students will be completing a worksheet throughout the course of this lesson that will be looked at by the teacher based out of the content and objectives. That way the teacher has a good idea of where the class stands and if they are on the right track for the upcoming test. Re-teach anything if you need to. This worksheet provides real work applications of square roots and reviews concepts such as area. 2. There will be a test coming up; the test will include this material and the students will be assessed appropriately. Day 1: At the end of the lesson students will answer some closure question on the board. Then they will pair up if they want and will work on a worksheet until the end of the period. Day 2: Students will be placed into groups of four to work on the worksheet. At the end of the class period let the students know the class will be moving into scientific notation tomorrow and will actually be able to write a googol in a much simpler form!

Closure

Accommodations and/or Interactions with Support Staff

Power point, guided notes for day 1, worksheet, dry erase markers. Resources/Materials

Hackett 2011 Time Required 2-2.5 class periods