Lesson Plan Title: 4.

1 Evaluating and Estimating Radicals (P1)

Date: March 8th

Subject: Math Grade: 10
Topic: Evaluating and Estimating Radicals Essential Question: How can we use are
evaluating skills to estimate and evaluate radicals.

Materials: Teaching Notes, Foundations, and Pre-calculus mathematics 10 textbook

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
How to Evaluate radicals that are perfect roots (Perfect squares, cubes, 4 th, 5ths etc.

Broad Areas of Learning:

Developing Lifelong learners
This lesson will focus on the Board area of learning of developing lifelong learners,
specifically students should be developing understandings of mathematics that will
support their learning of new mathematical concepts and applications that may be
encountered within both career and personal interest choices. This lesson is vital to
moving on in later mathematics so that is why this is the broad area of learning being
focused upon This is what most of the unit will focus on
Cross-Curricular Competencies:
Developing Thinking
This lesson allows the students to use their knowledge of graphs in order deduce how
the three types of equations will look like on a graph. This emphasizes the point of
student engagement in inquiry and problem solving when students are challenged to
think critically and creatively. This is what most of the unit will focus on

Outcome(s):
Outcome: FP10.2

Demonstrate understanding of irrational numbers in both radical (including

mixed radical) and exponent forms through: representing, identifying,
simplifying, ordering, relating to rational numbers, applying exponent laws.

PGP Goals: 1.4 a commitment to service and the capacity to be reflective, lifelong
learners and inquirers.
Stage 2- Assessment

Assessment FOR Learning (formative):

Multiple questions done through-out the lesson. The students will also share the ideas
with the class related to the questions to see if everyone has a full understanding.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
At the end of the period there will be an assignment. There will also be an exit slip the
students will complete with an estimating question of (square root of 40) and an
evaluate question (5th root of 243)
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

To start off I will show them something that is already know by the class. I will
explain square, cube, fourth and fifth roots to the class. This will get them
interested in the content
Main Procedures/Strategies:
The main procedure will be completing the table. Each student will be given time to
complete the table and then we will move on to evaluating some radicals using the
table. Finally, once evaluation of radicals has been perfected we will use the new-found
knowledge in order to estimate radicals. The assignment will then be given which is also
attached to the end of this lesson plan.

Adaptations/Differentiation:
The first adaptations are the time given for the questions during the lesson. Some
students will be done bery quick but some students will need more time to complete the
questions
The second adaptation will be the size and time for the assignment. Students that are
struggling will have a few days to work on the assignment instead of it being due
tomorrow.

Closing of lesson:
The closing of the lesson will be a question with asking what happens when a
radical multiple a radical. This will begin the process of thinking about
exponent laws, which will be talked about later in the unit as well as in the
next lesson.

Personal Reflection: This lesson went bad. The flow of the lesson was just not there and
the basic understanding was not met. Through on the foot thinking I modified the lesson to
make sure the content worked but the overall planning was not met. I thought about this
and changed this whole lesson plan around for P5 the same day. Sometimes a plan just
does not work and you must work on your feet, that is what this showed me.

4.1 Estimating Roots

Review of roots
The square of a number is a number multiplied by itself two times.
Ex)
When a number can be written as a product of two equal factors, then the factor
is the square root of the original number.
Ex)
A cube of a number is a number multiplied by itself three times.
Ex)
When a number can be written as a product of three equal factors, then the
factor is the cube root of the original number.
Ex)
Since 32 = 9, then _________ is the square root of ________. We write __________
Since 33 = 27, then _________ is the cube root of ________. We write __________
Since 34 = 81, then _________ is the forth root of ________. We write __________
(Show this with just numbers)
How would you write the number 5 as a square root? A cube root? A fourth root?
25 =5

125 =5

625 =5

Number you can easily take the square root of are called Perfect Squares
When you take the square root of a perfect square, you always get a whole
Number

Ex) 49

Number you can easily take the cube root of are called Perfect Cubes.
When you take the cube root of a perfect cube, you always get a whole number
Ex)

Perfect Perfect
Number Pefect Square Perfect Cube
Fourth Power Fifth Power
(n) (n2) (n3)
(n4) (n5)

1 1 1 1 1

2 4 8 16 32

3 9 27 81 243

4 16 64 256 1,024
 5 25 125 625 3,125

6 36 216 1,296

7 49 343 2,401

8 64 512

9 81 729

10 100 1000

11 121

12 144

13 169

14 196

15 225

Evaluating Radicals
A radical is any number the is under a radical sigh. A radical sign is
3 3 4
Examples of radicals are 49 ; 2; 8 ; 10; 16
3
In the radical 8 , 8 is the radicand and 3 is the index

Identify the index and radicand for each of the following and evaluate
Radical Index Radicand Answer
36 2 36 6
3 27 3 27 3
4 81 4 81 3
 2 16 4/6
16
36 36

0.81 2 0.81 0.9

Estimating Radicals
To estimate Radicals, we must find the two closes radicals to the given radical that
will result in a whole number

For this example, we will be 45

Step 1: We need to figure out the two closest perfect squares to 45, they are 36
and 49
The square root of 36 is equal to 6. The square root of 49 is equal to 7

This means that 45 is between 6 and 6

Since 45 is closer to 49, we know the answer will be closer to 7

Now we test numbers to try numbers and get a solution close to the correct value
of 45
6.6, 6.7, 6.8, we will realize the answer is 44.89 which rounds to 45,

45 (approximate sign) 6.7 because 6.7 X 6.7 is approximately 45

Ex) 22

4.1 Estimating Roots Assignment Handout

1. Determine whether each of the following numbers is a perfect square, a perfect cube, both, or neither. Justify
your choices mathematically.
a) 196
b) 200
c) 343
d) 625
e) 729
f) 3375
2. Evaluate using prime factorization.
 256
a)
225
b)
3
1000
c)
1681
d)
3
512
e)
3
64
f)

3. Evaluate.
289
a) -( )
1444
b)
3025
c)
3
1728
d)
3
5832
e)
3
8000
f)
4. The area of a square city block is 62 500 m2. Calculate the length of a side.

5. A cubic aquarium for five sea lions has a volume of 216 m3. Calculate the dimensions of the aquarium

6. The volume of a cube is 125 cm3. Calculate the total length of all the edges.

7. Complete this table.

Is the Value Exact or

Radical Value
Approximate?
 16

27

16
81

0.64

3 16

3 27

3 16
81

3 0.64

3 0.64

4 16

4 27

4 16
81

4 0.64

8. Complete the Table

2 625=25
49=7 .25=.5
49
=
625 25
7

2 4= 2 .25=
4=
169
225
=
 2 64= 2 .36=
1=
256
121
=

2 100=
81= 1.96=
324
361
=

9.