Grade/Subject: Math 20-2

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Unit: Radicals

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
- Develop number sense and logical reasoning.
Specific Learning Outcomes:
- SLO 3: Solve problems that involve operations on radicals and radical expressions with
numerical and variable radicands (limited to square roots).
- SLO 4: Solve problems that involve radical equations (limited to square roots or cube roots).
ASSESSMENTS
Observations:
- Understanding during class discussions and questions
- The amount of questions asked during class and the types of questions being asked
- Discussion throughout homework and practice examples are informative and useful
Written/Performance Assessments:
- Thumbs up and thumbs down
- Observational assessment
- Performance on quizzes
- The exam marks
PROCEDURE (Wednesday, Sept 7th)
Focus of Inquiry: Getting started

Assessments:

This is the first academic class I will have with my

students. Therefore I will start with two distinct steps:
- I will go over the course outline and specifically focus
on the class expectations with my students.
- I will get the students to fill out the worksheet called
All about me
With the extra time I have left I will pull up their first set of
notes and go through 4.1 radicals with them.
- They have the notes and we fill in examples together
as a class so that we can learn together.
- Throughout the notes I will use thumbs up and thumbs
down to help assess how the understanding of each
step.

Observe:
Students engaged in the new topic.
Instead of confusion, I hope to observe
engagement when answering the
questions. If there are difficulties, then
we will elaborate when necessary using
examples.
Be sure to discuss:
- The important terms!
- The repetition of the important
terms
- How to use steps to always solve
entire and mixed radicals.

PROCEDURE (Thursday, Sept 8th)

Focus of Inquiry: Review and Practice 4.1 Radicals

Assessments:

Yesterdays class was quick when dealing with radicals.

Therefore, we are starting with a review of how to break
down an entire radical to mixed radical and vice versa.
- Start with a few practice examples as a class.
Following all the steps we discussed the day before.
- Get the students to PRACTICE!

Be sure to discuss:
- What is a mixed radical
- What is an entire radical
- What are the steps you need to
follow

PROCEDURE (Friday, Sept 9th)

Focus of Inquiry: Adding and subtracting radicals

Assessments:

Todays focus is on adding and subtracting radicals.

- The
biggest
focus is that if you have the same index
Spring
2016:
Marynowski
and the same radicand that adding and subtracting or
Adapted from Wiggins and McTighe (2005)
radicals can occur.
- The second biggest thing is that if the above applies
that you add and sub the coefficients but leave the

Be sure to discuss:
- The importance of mixed radicals
- How to view radicals and notice
similarities and how to simplify
from there.