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A1-N-1-2

Page history last edited by Brenda Butz 6 years, 3 months ago

A1.N.1.2 Add, subtract, multiply, and divide square roots of monomial algebraic expressions and divide square roots of whole numbers, rationalizing the denominator when necessary.

In a Nutshell

Students will recall their knowledge of operations and exponents of whole numbers and apply them to square root expressions. Understanding the reasons behind these operations, they will be able to create equivalent expressions and provide justification for their processes.

Student Actions	Teacher Actions
Students will exhibit procedural fluency by performing operations on radicals which may include whole numbers, fractions, and variables. Students use their knowledge of whole numbers and generating equivalent expressions to reason mathematically and apply this knowledge to radical expressions. Students will communicate mathematically as they justify their processes to teachers and peers, using appropriate mathematical notation and vocabulary.	Provide students with opportunity to show evidence of their thinking as they justify operations related to both whole numbers and variables within radicals rather than having students memorize a series of steps. Create examples and pose purposeful questions that Allow students to distinguish between parts of a root that change and parts that stay the same. Assist students in proper use of mathematical notation. Discuss common errors and ensure students have meaningful and accurate meaningful discourse concerning operations on radicals and proper mathematical notation.
Key Understandings	Misconceptions
Add and subtract radical expressions, recognizing that radicals must be in simplest form to determine whether they are like terms. Examples: Multiply radical expressions, remembering to simplify answers Example: Divide square roots, rationalizing the denominator and simplifying. Example:	Students add both the coefficient and the radical, rather than treating them as like terms. Examples: Students fail to simplify the radical in their answer. Example: Students fail to rationalize the denominator of a fraction Example: