Lesson 1

Lesson Plan #1
Lesson Plan #1
7-2: Square Roots Part A
Teacher: Kelsey Charnawskas
Topic: Square Roots
Length of Lesson: 50-60 minutes
Goals and Objectives
Mathematical Goals
o Students will use their previous knowledge about squaring numbers and
absolute values to reverse the process and find the square root of a number.
o Students will understand and properly use the following vocabulary term(s):
Square Root
Radical Symbol
Principal Square Root
Rational Number
Irrational Number
Mathematical Objectives:
o Students will be able to simplify and evaluate square roots.
o Students will be able to recognize when a value is rational or irrational.
o Students will be able to solve equations using square roots.
Previous Knowledge:
Students have prior knowledge of squaring numbers.
Students know how to find the absolute value of a given number.
Students know how to solve and graph functions involving absolute values.
Materials:
TI-Nspire one for each student
Pencil
Notebook for note taking
Visualizer
Chalkboard
Textbook pages 476-483
Anticipatory Set: (10-15 minutes)
We will go over any questions students have from the previous nights homework
assignment.
Lesson Plan #1
Students will be asked what it means to square a number. Students will then be asked
to square the following numbers:
o 2, 4, 8, 9, and 11
The answers will be written on the board.
I will ask students to think of ways they can get these answers back to the original
numbers. We will discuss these answers. Most students will be unaware of the square
root function. At this time, the square root will be defined. The number c is the square
root of a if c2 = a.
Methodology (30-35 minutes):

The lecture portion will begin by defining the following terms:
o Radical Symbol: denotes the principal square root of a number
o Rational Number a number that can be expressed as the quotient of two
integers.
c = x/y where x and y are integers. Example: 1.5 = 3/2
o Irrational Number A number that cannot be expressed as the quotient of two
integers.
c x/y where x and y are integers. Example:
Teacher
Student
Rationale
The teacher will ask students
Answer is 9 for both methods. Students work on their basic
to calculate the square root of
math skills and make
81 by hand. They will then be
connections to prior
asked to use their calculator
knowledge of squaring
and the square root function
numbers to get 81. They also
to find the square root of 81.
become familiar with the
square root function on their
calculator.
Students will be asked to
Answer 64
square 8
Students will be asked to find Not possible the calculator
This introduces the concept of
the square root of 64.
gives an error
imaginary numbers so when it
is taught later on, students
understand that the square
root cannot be taken.
Students will be asked to find Work with a partner or
Students see how to find the
the square root of 900
individually to break down the square root if a calculator is
without using a calculator.
number and find the answer
not available.
Students will be given 2-3
is 30
minutes to do so.
Students will be asked how
Students will explain to the
Students work on their ability
Lesson Plan #1
they arrived at their answer
by writing their process on
the board. About 2-3
different answers will be
examined.
class how they broke down

the number to get to their
answer
5 other examples will be

written on the board and
students will be directed to
break down each number to
find the answer.
Problems:
The teacher will put page 478

of the textbook on the
visualizer for students to
complete the Try It section.
The answers will be collected
as the exit ticket.
Students work with a partner

or individually to find the
answers.
to explain their thought

process and communicate
with others their thinking.
This also helps students who
struggled with this concept
and did not know how to get
this answer.
Students apply the knowledge
they just learned to answer
the problems. Gives them
practice of the new concepts.
Answers:
50
5
18
40
13
Students will complete the
problems. Each student has
to write out the answers but
they may ask their partner
questions.
The exit ticket allows the

teacher to judge whether or
not the students understood
the material. They also
receive extra practice of the
material learned that day.
Closure/Homework (5 minutes):
Students will be asked to make sure their name and hour are on the exit slips. The
desks will be returned to their original positions if moved. The homework will be written
on the board.
o Page 480 #3-12, 14-19, 26, and 28.
Students will turn in the exit slips as they leave the classroom.
Assessment:
Students will be assessed as they work with their partner to complete the problems on
the board. The teacher will walk around and listen to their discussions, pausing to talk
to some students about their thinking. Students will also be assessed as they explain
the solution they have written on the board.
The exit ticket will be another form of assessment that will count for 5 points. The
points will be awarded based on completion and an honest effort at solving the
problems.
Lesson Plan #1
The assigned homework will be collected the next day for 10 homework points. Points
will be awarded based on completion and an honest effort at solving the problems.
Evaluation:
Did the students understand the material?
Were the students able to complete the problems on the board?
Were the problems too easy/difficult?

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Lesson Plan #1

Methodology (30-35 minutes):

class how they broke down

5 other examples will be

The teacher will put page 478

Students work with a partner

to explain their thought

The exit ticket allows the

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