Lesson Plan

Course/Class: Math 10 Name: Ian Mackendrick Date: October 3,

2019
Topic: Exponents and Radicals Unit: 1 Grade: 11
A. Intents/Objectives/Purpose :

The goal of this lesson will be to get students to explore the properties of Exponents and
Radicals. Specifically, the relationship between the two and how to interchange
between the two and simplify complex expressions. The concept of a function and its
inverse will also be introduced and will lead to the difference between a function and a
relation.

AN3: Demonstrate an understanding of powers with integral and rational components

B. Activities C. Resources D. Students

are…
Administration/Homework PowerSchool In their seats
At the start of class take attendance and check homework from last and getting out
day homework homework
clipboard
1. Introduction/Set/Advanced Organizers Smartboard Listening and
• Begin by reminding the students what a square root is. The rememberin
inverse of x*x or x2. Show them fractional powers and relate g what does
it to the inverse of squaring a function and note the point it mean to
where the power becomes 2/2 and becomes 1 to define the take a square
square root. root

Aoki (1979), Hunter (1982), and Rosenshine and Stevens (1986)

 Lesson Plan
2. Clarifying/Creating-Understanding/Concept-Development My Textbook Students
• Begin to develop understanding of different fractional section listening
powers such as 1/3 , ¼ and 1/5. The cubed root, fourth handwritten with their
root, and fifth root of a function. notes on books open
• Show graphs of all the radical functions and relate them fractional to the page
back to the powers so, x3 , x4 and x5 powers, we are at
• Explain the Domain of a radical expression for both even simplifying and are
and odd functions. Explain the difference between a radicals and copying
function and a relation. domain/range down
• Even fractional exponents (1/2, 1/4…) are relations unless examples to
we restrict their domain Constructed be reviewed
• Give all topics using worked examples worked later during
examples seatwork.
Ex: Rewrite using fractional powers from textbook
x possibly
Solution: adapted
X1/2 slightly for
time

3. Coached/Guide-Practice/Seatwork Printed Students are

worksheet on expected to
• Give them a worksheet that contains, simplifying radicals, simplifying be working
expressing radicals as fractional powers and determining the radicals, in groups no
domain of functions expressing larger than 3
• Circle the class radicals and on the
domains of worksheet
functions and ask for
help when
needed
4. Closure/Summary Worked Students are
• Show them the trick of vertical line test to determine if the examples from to hand in
given expression is truly a function or a relation class that class
showed the worksheet
• Show them homework game
difference regardless of
between progress for
functions and formative
relations assessment
5. Homework http://www Students
• See the highest score you can get on “square root millionaire” .math- leave
• The object of the game is to estimate the value of the root, this play.com/sq happy
will help when simplifying radical expressions by deconstructing
into a perfect square and another radical
uare-roots-
game.html

EDFX 200—Aoki (1979)—and EDPS 310 cited research—Hunter (1982), Rosenshine and Stevens (1986)—+ homework.
 Lesson Plan
6. Review/Assessment Daily
Students now understand how to demonstrate an understanding of agenda
powers with integral and rational components

EDFX 200—Aoki (1979)—and EDPS 310 cited research—Hunter (1982), Rosenshine and Stevens (1986)—+ homework.