RHS Daily Lesson Plan
Analytical Geometry
Day & Date: Monday, March 30
Standard:
MCC9-12.N.RN.3 Explain why the sum or product of rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and an
irrational number is irrational.
Essential Question/Learning Goal:
 When are radicals completely simplified?
Learning Goal:
 Students will completely simplify radical expressions.
Lesson Opener: (10 min.)
Practice questions for the EOCT
Procedures/Strategies: (40 min.)

Watch video and take notes on simplifying radicals

Work with table groups on simplifying radical expressions

Put answers on the board

Discuss any misconceptions
Lesson Summarizer: (5 min.)
Assessment/Evaluation:
 Practice questions for the EOCT, group work, discussion, Mrs. Dempsey’s questions
Materials Needed:

smart board, iPad,
1
Day & Date: Tuesday, March 31
Standard:
MCC9-12.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.
Essential Question/Learning Goal:
How can I tell the difference between a Rational number and an Irrational number?
Learning Goal:
Students will determine the difference between a Rational number and an Irrational number.
Lesson Opener: (10 min.)
Practice questions for the EOCT
Procedures/Strategies: (40 min.)

Look at Fryer Models of Rational and Irrational Numbers

Smart board activity sorting rational and irrational numbers

Predict whether a sum, difference or product will be rational or irrational
Lesson Summarizer: (5 min.)

Ticket out the Door: Determine whether the sum of a rational number and an irrational number will be
rational or irrational. Provide at least 3 examples to justify your conclusion.
Assessment/Evaluation:
 Practice questions for the EOCT, activities, ticket out the door
Materials Needed:

smart board, iPad, clickers
2
Day & Date: Wednesday, April 1
Standard:
MCC9-12.N.RN.3 Explain why the sum or product of rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and an
irrational number is irrational.
Standard:
MCC9-12.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.
MCC9-12.N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
MCC9-12.N.RN.3 Explain why the sum or product of rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and an
irrational number is irrational.
Essential Question/Learning Goal:
 What information do I need to gather to create a presentation that displays my knowledge of radical and
rational expressions
Learning Goal:

Student will complete study guide on how to rewrite radical and rational expressions, simplify radical
and rational expressions, and determine if values are rational or irrational numbers.
Lesson Opener: (10 min.)
Practice questions for the EOCT
Procedures/Strategies: (40 min.)

Give students a copy of study guide. Discuss.

Watch educannon video

Students will gather information and complete study guide
Lesson Summarizer: (5 min.)

Stuck on a Sticky: Students will be given a sticky note to write questions or issues they are having in the
study guide
Assessment/Evaluation:

Practice Questions, stuck on a sticky
Materials Needed:

smart board, iPad, model presentation, rubric
3
Day & Date: Thursday, April 2
Standard:
MCC9-12.N.RN.3 Explain why the sum or product of rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and an
irrational number is irrational.
Standard:
MCC9-12.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.
MCC9-12.N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
MCC9-12.N.RN.3 Explain why the sum or product of rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and an
irrational number is irrational.
Essential Question/Learning Goal:
 What information do I need to gather to create a presentation that displays my knowledge of radical and
rational expressions
Learning Goal:

Student will know how to rewrite radical and rational expressions, simplify radical and rational
expressions, and determine if values are rational or irrational numbers.
Lesson Opener: (10 min.)
Practice questions for the EOCT
Procedures/Strategies: (40 min.)

Students will take Unit 5 test.
Lesson Summarizer: (15 min.)

Students will discuss test with other students and teacher when finished.
Assessment/Evaluation:

Practice Questions, Test
Materials Needed:

smart board, iPad, rubrics
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