1
Running head: Simplifying Radicals
Simplifying Radicals Flipped Lesson Plan
Jettie Dush
Liberty University Online
2
SIMPLIFYING RADICALS
SIMPLIFYING RADICALS FLIPPLED LESSON PLAN
I. Grade Level: High School, ninth grade
II. Topic: Simplifying Radical Expressions
III.
Standards:
 CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
 CCSS.MATH.PRACTICE.MP6 Attend to precision.
 CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
 MCC9-12.N.RN.2 Rewrite expressions involving radicals.
IV.
Objectives: Students will view online tutorials on how to simplify radical expressions,
then collaborate in class to apply and generalize their knowledge, resulting in a list of steps
students produce on how to simplify a radical.
Students will be able to:
 Use the provided resources to learn how to simplify a radical expression.
 Apply this knowledge and collaborate with peers to simplify radical expressions.
 Construct a list of steps other students may follow in order to simplify a radical
expression.
V.
Materials:
 Computer
 Internet access
 Square Roots guided note sheet
 Square Roots practice handout
 Poster board
 Markers
VI.
Procedures: Before beginning to study the quadratic formula, students will be instructed
to first learn how to simplify radicals. Students will be instructed to view the following
instructional videos (which will be linked to the teacher’s school webpage) and complete
the Square Roots guided note sheet. Students will also be instructed to log in to their IXL
account and complete at least 10 questions in EE.1 (Simplifying Radicals) and aim for at
least an 80% mastery level.
- https://www.youtube.com/watch?v=ETB94wVhgIk
- https://www.khanacademy.org/math/algebra/exponent-equations/simplifying-radicalexpressions/v/simplifying-square-roots
- http://www.ixl.com/math/algebra-1/simplify-radical-expressions
In class, students will be grouped heterogeneously and instructed to complete the Square
Roots practice activity. Students will not be completing the entire handout all at once.
Rather, they will Jigsaw the information using the following process. The teacher will
have a Post-It note for each problem (i.e., “1a”, “1b”, “1c”, “2a”, “2b”, etc. except for #6).
One member from each group will choose four of these Post-Its, from at least three
3
SIMPLIFYING RADICALS
different problems, and their group will complete those four exercises.
After approximately 10 minutes, students will form new (pre-determined) groups and each
student will share with his/her new group the four problems previously completed. After
approximately 15 minutes, all groups will be encouraged to move on to complete #6. The
teacher will circulate and facilitate thoughtful group discussion and ensure that proper
problem solving steps are followed.
Finally, each group will use the remaining 10 minutes of class to make a list of steps
another student may follow to simplify a radical expression. This list should be written on
a piece of poster board and displayed on a wall of the classroom before the period ends.
The teacher may use this as a formative assessment for the day’s lesson.
QAIT Model
 Quality: Evidence of the quality of the learning activity is present in that the lesson has
a built in “check-points” to help ensure student comprehension and correct
misconceptions. The first checkpoint is the independent IXL assignment. The second
checkpoint is the collaborative completion of four simplifying radicals exercises. The
third checkpoint asking students to explain these four exercises to their peers. The final
checkpoint is having students list the steps to simplifying a radical on a poster board to
display in the classroom.
 Appropriateness: This lesson is appropriate for a freshman algebra class in that it builds
on their knowledge of factoring and simplifying, and has reinforcement and re-teaching
activities built in for students with weak foundational skills.
 Incentive: Students will be actively engaged by means of the collaborative component
of the group work and the displayed final project at the conclusion of the lesson.
 Time: Students will be given the initial online portion of the assignment a week in
advance to allow an appropriate amount of time for students to arrange internet access
if need be, ask the teacher questions if need be, and complete all components of the
independent assignment.
VII.
Diversity / Differentiation for Exceptionalities:
A. Learning Styles: Interpersonal learners will benefit from the collaborative work.
Visual-spacial learners will benefit from the video tutorials of the lesson. Verballinguistic learners will benefit from the guided notes. Logical-mathematical learners
will benefit from the IXL practice exercises.
B. Gifted: Exceptional learners may elect to view fewer of the resources provided and
move on to the IXL assignment. These learners may also use their knowledge and
expertise to serve as a group leader when working in the collaborative in-class portion.
C. LEP: Students with limited English proficiency may receive additional clarification
from the teacher and explanation of English words as needed. They may also be
placed in groups with students who are fluent in both English and their native language
if possible. LEP students will be expected to contribute to the in-class collaboration
portion.
D. LD, ED, ADD: Students with IEP and 504 Plan accommodations will receive
prescribed accommodations. These students will also receive additional coaching from
the teacher as needed and, if necessary, may receive a modified assignment.
4
SIMPLIFYING RADICALS
VIII. Evaluation:
A. The teacher will complete identify areas of weakness based on the IXL assignment.
B. The teacher will formatively assess students throughout the group work activity and
redirect misconceptions as needed.
C. The teacher will formatively assess students culminating task of listing the steps
needed to simplify radical expressions on a poster board.
D. The teacher will summatively assess students using a follow up quiz or test.
IX.
Risk Analysis
A. The biggest risk in completing this project is the out-of-class learning component.
Because students are viewing and completing the learning portion outside of class, the
teacher must be vigilant during the in-class collaborative portion and ensure students
are accurately grasping and applying the skill properly.
B. Another risk is student absenteeism during the day of group work.
C. Yet another risk in this learning activity is a lack of participation by group members.
Careful pre-planned groups and effective facilitation are key elements to the
collaborative tasks.
D. A final risk in this project is limited access to online resources outside of school.
Students may arrange to stay after school and use the school’s media center, use the
resources at the local library, or find some other alternative solution . All students must
be responsible for the knowing the information.
5
SIMPLIFYING RADICALS
Square Roots Guided Note Sheet
6
SIMPLIFYING RADICALS
7
SIMPLIFYING RADICALS
Simplifying Radicals Practice
8
SIMPLIFYING RADICALS
9
SIMPLIFYING RADICALS
References
Common Core State Standards Initiative. (2014). Mathematics Standards. Retrieved January 20, 2015,
from http://www.corestandards.org/Math/
Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY: Pearson.
Thorsen, C. (2009). TechTactics: Technology for Teachers (3 ed.). Boston: Pearson.