Name: ​Jose Bermudez

AU Professor:​ Mrs.Turner
Subject: ​Geometry
Date: ​October 2nd, 2019

1. Common Core:
G.CO.9
Prove theorems about lines and angles. Theorems include: a transversal crosses parallel
lines, alternate interior angles are congruent and corresponding angles are congruent.

G.CO.4
Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments

2. Educational Objectives:
● The students will be able to investigate relationships in lines cut by a transversal.

3. Assessment On Learning:
● Academic Language:​ Unit 2: Lines Cut by a Transversal
● Content:​ Unit 2: Lines Cut by a Transversal

4. Central Focus:
● The students will be able to simplify square roots to be written in a simpler form
by using the Product Property of Square Roots. I’m going to teach the students,
the way that I was taught how to solve for the smallest square root. I will use the
“jail cell” technique. This technique will be for the students who learn better
visually, it will be modeled, broken down and labeled.

5. Academic Language:
● Square Root:​ The number that when squared (multiplied by itself) gives n as the
product.
● Perfect Square:​ A number that can be written as the product of two equal factors.
Ex: 36,81.

6. Materials Required for the Lesson:

Teacher
● Smartboard
● Projector
 ● Wax Paper
● Blank Paper
● Colored Pencils
● Dry Erase Boards
● Dry Erase Markers
● Calculator
● Pencil
● Notes
● Unit 2: Lines Cut by a Transversal Notes

Student
● Geometry Book
● Calculator
● Paper
● Pencil
● Eraser
● Notes
● Unit 2: Lines Cut by a Transversal Notes

7. Set or Attention Getter:

● “Good morning students. Today we will be learning how to simplify and
approximate square roots. We will learn how to get a square root to be the
smallest possible square root. I want the first person to get a calculator because it
will be necessary for those of you who don’t know squared factors.”

8. Sequence of Activities:
● Attention Getter Statement
● ACADEMIC LANGUAGE
● To begin the lesson, the teacher will review the academic language with the
students.
○ Square Root:​ The number that when squared (multiplied by itself) gives n
as the product.
○ Perfect Square:​ A number that can be written as the product of two equal
factors. Ex: 36,81.
● Teacher says: ​“Okay students, to begin our lesson by reviewing what we already
know about square roots.”
● We know that ​square roots​ is ​the number that when squared (multiplied by itself)
gives n as the product.
● Teacher says:​ “Okay can anyone give me any perfect square root for any number
ranging from 1-12?”
● We now that perfect squares is a number that can be written as the product of two
equal factors. So, in this case the perfect squares would be
1,4,9,16,25,36,49,64,81,100,121, and 144.
● Teacher says:​ “Okay students, we will now go over how to model the steps to
solve for the simplest square root expressions. Let’s see how these examples
should be broken down. Lets go over the steps”
● EXAMPLES
○ PRODUCT PROPERTY OF SQUARE ROOTS
■ For any nonnegative numbers ​a​ and ​b,​ it is true that
√a * √b = √a * b .

● The first step is to divide the square root into two different factors, and if the
factors are divisible then the factors will need to be simplified. Once the factor
can no longer be simplified then each double will be eliminated. In this example,
the 8 was divided by 4 and 2. And since the 4 is divisible by 2 and 2, then these
are the simplest factors. Now since there are 3 factors of 2, then for each pair of
factors, one will go out of the square root, one will be eliminated and the
remaining factors will be multiplied together.
● Teacher says: ​“Okay students, we will now go over some examples together.”
● 2.)
√80 = √8 * √10 = (2√2) * (√10) = 2√20 = 2(√5 * √4) = 2(2√5) = 4√5
● We will follow the steps as indicated before. We will divide the square root and
simplify, until the factors are prime. Next, we will simplify each pair of similar
factors.
● Teacher says:​ “Okay students, now that we have gone over some examples can
we notice any repetition or pattern? Let’s go over some examples, this time I want
you to work on them by yourselves or work with a partner.”
 ○ State whether each expression is in simplest form. If it isn’t, simplify it.
■ 3.) √18
■ 4.) √7
■ 5.) √32
■ 6.) √99
● We will follow the steps as indicated before. We will divide the square root and
simplify, until the factors are prime. Next, we will simplify each pair of similar
factors.
● Teacher says:​ “Okay students, we will continue to do some more examples as
this is the main grasp of our lesson.”
● Example
○ Use the table on page 566 when needed. State whether each number is a
perfect square. Yes or No answers.
■ 7.) 200
■ 8.) 576
■ 9.) 400
■ 10.) 625
○ State whether each expression is in simplest form. If it isn’t, simplify it.
■ 11.) √ 14
■ 12.) √50
■ 13.) √24
■ 14.) 3√12
○ Simplify each expression.
■ 15.) √ 20
■ 16.) √27
■ 17.) √48
■ 18.) √75
● We will follow the steps as indicated before. We will divide the square root and
simplify, until the factors are prime. Next, we will simplify each pair of similar
factors.
● Teacher says:​ “Okay students, that will conclude lesson for today. If there are
any questions please ask away before you take your individual assessment.”
● The general education teacher will then collect the students’ task sheets and will
assign their homework for their next class.

9. Questions to Ask:
 ● Knowledge:​ “By looking at the example, what can we say about ​Square Roots​?”
We can say that ​Square Roots,​ is ​the number that when squared (multiplied by
itself) gives n as the product.
● Analysis:​ “Now can we use this definition to solve for simplest square root?” We
can solve for the simplest square root by factoring, eliminating pairs, and
multiplying the remaining factors.

10. Conclusion and Summary:

● To conclude the lesson, the teacher will answer any questions in regards to the
lesson or individual work. The teacher will also collect the tasks sheets. Once the
lesson is concluded, the general education teacher will give the students their
assignment for their next class period.
● Teacher says:​ “Okay students, that will wrap up our lesson for today. We have
cleared up any questions in regards to Chapter 12.2. Thank you for being such
great students and being patient with me and my process to become a better
teacher.”
11. Self Reflection:
● Journal: Assessment on Teaching and Learning
Chapter 12.2 Simplifying and Approximating
Square Roots Notes
Name: ____________

Definitions
● Square Root:​ The number that when squared (multiplied by itself) gives n as the
product.
● Perfect Square:​ A number that can be written as the product of two equal factors. Ex:
36,81.

● PRODUCT PROPERTY OF SQUARE ROOTS

○ For any nonnegative numbers ​a​ and ​b,​ it is true that √a * √b = √a * b .

Problem 1.​ Follow along to properly simplify a square root.

In this case √8 is simplified to 2√2 . This is because the 8 was ​divided by two factors​, then the
rest of the factors were ​simplified until they were prime​. Next, pairs of the same factor were
eliminated and moved outside of the square root​, and the ​remaining factors were
multiplied​.

Problem 2.​ Another example of how √80 was simplified to …

√80 = √8 * √10 = (2√2) * (√10) = 2√20 = 2(√5 * √4) = 2(2√5) = 4√5

For these next examples, work individually and try for yourself. We will review the questions
together.

● State whether each expression is in simplest form. If it isn’t, simplify it.

○ 3.) √18
○ 4.) √7
○ 5.) √32
○ 6.) √99

● Use the table on page 566 when needed. State whether each number is a perfect square.
Yes or No answers.
○ 7.) 200
○ 8.) 576
○ 9.) 400
○ 10.) 625

● State whether each expression is in simplest form. If it isn’t, simplify it.

○ 11.) √ 14
○ 12.) √50
○ 13.) √24
○ 14.) 3√12

● Simplify each expression.

○ 15.) √ 20
 ○ 16.) √27
○ 17.) √48
○ 18.) √75

Chapter 12.2 Simplifying and Approximating

Square Roots Individual Assessment
Name: ____________

Simplify each Square Root...

● √155

● √170

● √289

● √300