Day/Date Lesson Activity

Monday Intro/Simplifying Radicals Pretest and Wrkst

Tues. SR activity and Radical exponents Puzzle and wrkst

Wednesday Review whiteboards

Thursday +/- Radicals Wrkst

Friday (peprally) Review IXL (Algebra 2 L.9)

Monday Mult. Radicals and distribution wrkst

Tuesday Review IXL (L.7 and L.10)

Wednesday Checkup quiz Quiz

Thursday Div. Radicals Wrkst

Friday Snow day

Monday Div. Radicals White Board Review

Tuesday Solving Equ W/ radicals wrkst

Extra Day if time is needed

Wednesday Review Google classroom wrkst

Thursday Review IXL and wrkst

Friday Unit Test Final test

PreTest Name: ___________________

Simplify.

4 3
1) 3 √48 2) √72𝑚 4

Write each exponent in Radical Form.

3) (5x)⅕ 4) 81/3

Write each Radical in Exponent Form.

3
5) √24𝑎 2 6) √16𝑥 4

Compute and Simplify.

7) −3√2 + 3√20 − 3√2 8) 3√5 − 4√20

Compute and Simplify.

9) √5 × √10 10) √18𝑎4 × 4√3𝑎2

Title of Lesson: Simplifying Radicals
Lesson Summary: Students will review radicals and practice simplifying square roots and
eventually higher roots.
Subject: Algebra III
Length of Time: 4-5 class periods
District, State, National Standards Covered:
● N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending

the properties of integer exponents to those values, allowing for a notation for radicals in terms

of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want

(51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of

exponents.

● 8.EE.1 Understand, explain, and apply the properties of integer exponents to generate

equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

● 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form

x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect

squares and cube roots of small perfect cubes. Know that √2 is irrational.

● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and

explain different properties of the function.

○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Lesson Objectives:
Students will master simplifying radicals in preparation for the next lessons in the Unit.
Materials Needed:
● Chrome books
● Worksheet
● Pencil
● calculator
Procedures:
Lesson Opening: Short Pre-assessment
Body of Lesson (Guided Practice): Begin with working with square roots and simplifying
them. I will give them a worksheet and work through a few examples.
Have students’ complete worksheet where they practice simplifying square roots and if
they have questions, I can help them.
Independent Practice: See body of lesson

Closing: After students finish for the most part I will go around and ask people to put their
answers up on the board so that the rest of the class can check their answers.

Assessment and Evaluation:

Preassessment, IXL, worksheets
Differentiation:
Student paced, they know what they need to get done and they will have until the end of the
week to hand it in.
Technology:
IXL, Calculators
Reflection:
First period I did not have the students put their answers on the board for the rest of the class to
check their answers and there was a lot of free time at the end of the period that I changed in the
following periods by having the students write the problems on the board.
I circulated the class well and was able to answer a lot of the questions that the students still had
after my couple examples.
Simplifying Radicals Name: ______________________
Simplify.
1) √125𝑛 2) √512𝑥 3

3
3) √100𝑛3 4) √81

3 4
5) √512𝑟 4 6) √1296𝑡 5

4 3
7) √7203𝑐 3 8) √192𝑚3 𝑛7

3 5
9) 2√8𝑡 3 𝑢5 𝑣 2 10) √6250𝑚6 𝑛5
Lesson Title: Radicals to Exponents

Lesson Summary: Students will learn to make radical expressions into exponents and vice
versa.

Subject: Algebra III

Length of Time: 1 Class period

District, State, National Standard Covered:

● 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form

x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect

squares and cube roots of small perfect cubes. Know that √2 is irrational.

● N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending

the properties of integer exponents to those values, allowing for a notation for radicals in terms

of rational exponents. For example, we define 51/3 to be the cube root of 5 because we

want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of

exponents.

● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and

explain different properties of the function.

○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Lesson Objectives: Be able to make radicals exponents and exponents radicals.

Materials Needed: Pencil and wrkst

Procedures:(shortened periods)

Opening: Give students worksheet and Bell Ringer (review from previous day -
Simplifying radicals). I have made a puzzle where the students have to match the answer with
the question but they can only figure out the puzzle by simplifying the radicals

Body (Guided Practice): Work a couple problems as examples, give them time and
then have them come up to the board and do them.

Closing (Independent Practice): See Body

Assessments and Evaluations: Completion of problems on board

Differentiation: Help students that need help.

Technology: none

Reflection: There were many typos in the triangle puzzle but the students still did really well.
Next time I will have to remake the puzzle and fix all of the mistakes.
Radicals and Radical Exponents Name: ______________________

Write each expression in radical form.

1) 71/2 2) 44/3

3) 25/3 4) (5x)-5/4

5) a5/6 6) (10n)½

Write each expression in exponential form.

3 4 6
7) √3𝑎 8) √2

√ 3 1
9) 10 10) 3
√3𝑘 5

4
11) √𝑣 12) √6𝑝
Title of Lesson: Adding and Subtracting Radicals
Lesson Summary: Students will be able to add and subtract radicals giving the answer in
simplest form.

Subject: Algebra III

Length of Time: 1 day

District, State, National Standards Covered:

● 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form

x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect

squares and cube roots of small perfect cubes. Know that √2 is irrational.

● N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending

the properties of integer exponents to those values, allowing for a notation for radicals in terms

of rational exponents. For example, we define 51/3 to be the cube root of 5 because we

want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of

exponents.

● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and

explain different properties of the function.

○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Lesson Objectives: Students will understand how to add and subtract radicals and give the
answer in the simplest form.

Material Needed: pencils, wrkst

Procedures:

Lesson Opening: Simplifying radicals warmup

● √100𝑛3 = 10n√n

4
● √1296𝑡 4 = 6t

Body of Lesson (Guided Practice):

I will begin by giving them some rules to keep in mind when adding radicals and walk
them through a couple of examples to demonstrate how to add and subtract radical expressions.
Hand out activity where students will get a card with a radical expression on it and they
will have to simplify their radical. From there the students will need to find their group (their
group being the either √2, √3, etc.) then they will need to add or subtract their radicals and give
show me their answer.

Closing (Independent Practice): Hand out a worksheet, if they need help, I will be
circulating the classroom. Students should finish the worksheet for homework if they do not
finish in class.

Assessment and Evaluation: Wrkst then on review day they will have an IXL that I will be able
to check up on them before the checkup quiz.

Differentiation:

Students will work at their own pace getting one-on-one help when needed.

Technology:

IXL, Calculators

Reflection: I asked for a thumbs up if they understood and one girl did not so as I was handing
out the activity I made sure I gave her a medium difficulty problem that I knew she would
struggle with but when I finished handing out to the rest of the class then I came back to her and
helped her simplify her radical. Clearing up what she did not understand.

Dr. Jones came to observe me in second period when I did the above. Some of her comments
include the following:
● Put an I can statement on the board. (objective)
● Good Roaming and Circulating
● Good assessment based lesson
She asked how I used my homework and I did completion but I see where the students struggle
and I go back and review.

Adding & Subtracting Rad. Expressions Name: __________________

Simplify.

1) 3√6 − 4√6 2) −3√7 + 4√3

3 3
3) 4√6 + √54 4) √16 − √250

6
5) −3√7 + 4√7 6) √64 − √1

7) −2√3 + 3√27

3 3
8) 3√648𝑚3 𝑛 + 2𝑚 √24𝑛
Lesson Title: Multiplying Radicals

Lesson Summary: Students will be able to multiply radicals as well as foil expressions with
radicals in them as well. In order for the students to be able to do this they will have to use their
prior knowledge from earlier in the unit to simplify the radicals and at times add or subtract.

Subject: Algebra III

Length of Time: 1 Day

District, State, National Standard Covered:

● 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2
= p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect
squares and cube roots of small perfect cubes. Know that √2 is irrational.
● N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending
the properties of integer exponents to those values, allowing for a notation for radicals in terms
of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want
(51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Lesson Objectives:The students should be able to simplify radicals and add when they need to
in order to give me the correct answers to the radical multiplication problems

Materials Needed:
● Multiplying radicals maze
● Whiteboard
● Marker
Students will need notes and a pencil
Procedures:

Opening: State objectives and explain to them steps to solving multiplying radicals.
● Multiply insides and outsides
● Simplify

Body (Guided Practice): Give the students a notes sheet (along with the maze
worksheet) with a couple of problems that we will walk through and then they will attempt a few
of their own before they begin the maze. In the problems that they attempt I will give them time
to struggle and I will bring the class back together to walk them through the problems.

Closing (Independent Practice): Students will complete the maze which helps them
practice multiplying radicals and also give them practice in simplifying. If they finish early they
can complete the multiplication worksheet.

Assessments and Evaluations: check up quiz and IXL assignment the following day.

Differentiation: Student paced and option of the amount of problems

Technology: IXL on their Chromebooks and a calculator.

Reflection: When multiplying radicals I need to stress that they need to multiply the outsides
with the outsides and the insides with the insides because many students were still confused
about what to do with the numbers out front the radical.
Multiplying Radicals Name:_______________

Simplify.

1) √5 × √10 2) √6 × √6

3 3
3) −4√15 × −√3 4) 3 √10 × √12

5) −3√7𝑟 3 × 6√7𝑟 2 6) 2√5 (√6 + 2)

7) −3√3 (−5√10 + √6) 8) (√5 − √3) (√5 + √3)

Radical Checkup Review Name:______________________

4
1) √125𝑝2 2) √1,296𝑘 5

Write in Radical Form and Simplify:

3) 44/3 4) (803)½ 5) (34)½

Write in Exponential Form:

5 4
6) √36𝑥 2 7) √729 8) √10𝑥

Simplify
9) -3√24 + 3√20 - 3√24 10) 2√3 − 5√27

3 4
11) √8 − √81 12) √12𝑎4 × 4√2𝑎2

13) −5√5(−3√2 + √4) 14) (√6 − √9)(√6 + √9)

Radical Checkup Quiz Name:______________________

4
1) √45𝑝2 2) √512𝑘 4

Write in Radical Form and Simplify:

3) 44/3 4) (803)½ 5) (34)½

Write in Exponential Form:

5 4
6) √16𝑥 4 7) √12 8) √3𝑥
Simplify

9) -3√2 + 3√20 - 3√2 10) 3√6 − 4√216

3 4
11) √27 − √16 12) √18𝑎4 × 4√3𝑎2

13) −3√3(−5√10 + √6) 14) (√5 − √3)(√5 + √3)

Lesson Title: Dividing Radicals

Lesson Summary: Students will be presented with examples that they will then repeat by
themselves for practice while I circulate and work with the struggling students before I bring the
class back together and walk them through the problem. Then present them with more difficult
problems and show them how to work those and v=give them a few to try on their own while I
circulate.

Subject: Algebra III

Length of Time: 2 days

District, State, National Standard Covered:

● 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2
= p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect
squares and cube roots of small perfect cubes. Know that √2 is irrational.
● N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending
the properties of integer exponents to those values, allowing for a notation for radicals in terms
of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want
(51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
● N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Lesson Objectives: Students will be able to rationalize the denominator of a fraction in order to
get the radical out of the bottom.

Materials Needed: notes and pencils

Procedures:

Opening: Begin by stating objectives and then doing two problems on the board and
explaining it so that they see and understand the steps.

Body (Guided Practice): Give the students a problem to try on their own after they
attempt the problem bring them back in and walk them through the problem then show them a
couple more problems that are a little more difficult then let them try one similar and after they
try bring them back together to walk them through the steps.

Closing (Independent Practice): White board review.

Assessments and Evaluations: White board review and final test

Differentiation: One-on-One walkthroughs with students that are struggling.

Technology: none

3
Reflection: In teaching rationalizing the denominator I gave the problem and when
3√2
explaining how to rationalize a student asked why I did not multiply by 3√2 instead of just
multiplying the top and bottom by √2. I said well you can but lets do it your way and see what
happens. In the end the students did not follow and got confused and spent the rest of the class
period teaching them to simplify. In the following classes they did not get the privilege of seeing
what happens when you multiply by the 3 out in front.
Dividing Radicals Name _______________________
Simplify.

8
√ 3√20
1) 2)
√100 2 √4

3 3
2 √8 √ 64𝑚4
3) 3 4) 3
√16 √ 32𝑚

√3𝑥 2 𝑦 3
5) 6)
4√5𝑥𝑦 3

7) 8)

9)
Lesson Title: Solving Radical Equations

Lesson Summary: Students will solve for x value terms using radicals and squares to solve.

Subject: Algebra III

Length of Time: At most two days

District, State, National Standard Covered:

● F.IF.8 Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
○ i. Focus on exponential functions evaluated at integer inputs. (A1, M2)

Lesson Objectives: I can correctly solve radical equations and properly simplify my answers.

Materials Needed: Worksheet and pencil

Procedures:

Opening: Introduce the objective of the lesson and explain that to solve exponential
equations we use PEMDAS backwards which is SADMEP.

Body (Guided Practice): I will give them their worksheet and walk them through a few
different kinds of problems that they would be encountering.

Closing (Independent Practice): Let them finish the worksheet

Assessments and Evaluations: Final test and worksheet

Differentiation: Extended time for the worksheet as well as plenty of practice.

Technology: Calculators

Reflection: Some of the problems that I gave 1st period were too hard so for the rest of the day
I avoided the more difficult questions and stuck to simple ones that did not trip up the students.
Solving Radical Equations Name_____________
Solve for x.
1) 5 = √𝑥 + 2 2) 5√𝑥 − 3 + 4 = 184

3) 6 = 12√2𝑥 − 42 4) √5𝑥 + 1 − 6 = 0

5) 2 + √5𝑥 = 7 6) √𝑥 2 − 4𝑥 = −4 + 𝑥

7) 7𝑥 2 − 5 = 23 8) √3𝑥 − 4 = √2𝑥 + 9

9) 𝑥 1/2 + 7 = 12 10)
3
√𝑥 3 − 3𝑥 2 + 2 = 𝑥 − 1
Radical Final Review

Simplify.
3 4
1) 3√54 2) √625𝑚8

Write in radical form then simplify if possible.

3) 7𝑦1/7 4) 54𝑚1/3

Write in exponential form.

3
5) √(8𝑎3 ) 6) √(36𝑥 8 )

Compute and Simplify.

3 3
7) √16 − √250 8) −2√3 + 3√27

9) −4√15 × −√3 10) (√5 − √3) (√5 + √3)

 √3𝑥 3
2 √8
11) 12) 3
4√5𝑥 √16

Solve.

13) √𝑥 2 − 4𝑥 = −4 + 𝑥 14) 7𝑥 2 + 5 = 33
Hint: FOIL
 Name: ___________________
Final Test Show you work for credit

Simplify.

4 3
1) 3 √48 2) √72𝑚 4

Write each exponent in Radical Form.

3) (5x)⅕ 4) 81/3

Write each Radical in Exponent Form.

3 2)
5) √(24𝑎 6) √(16𝑥)4

Compute and Simplify.

7) −3√2 + 3√20 − 3√2 8) 3√5 − 4√20

Compute and Simplify.

9) √5 ⋅ √10 10) √18𝑎4 ⋅ 4√3𝑎2

11) (√17 − 4)(√17 + 4) 12) 2√5 (√6 + 2)

2 √8 √3𝑥
13) 14)
5− √3 4√5𝑥

Solve.

15) √𝑥 2 − 4𝑥 = −4 + 𝑥 16) 7𝑥 2 + 4 = 116