UBD Learning Plan

September 16, 2017 | Author: Rayson Alfante | Category: Understanding, Educational Assessment, Teaching, Communication, Cognition

Description

Year: Second Year Demonstrator: Rayson C. Alfante (BSEd-III)

STAGE 1 Established Goals: The learner demonstrates understanding of the key concepts of radical expressions.

Transfer Goals: Students will be able to independently use their learning to solve radical expression and solves it by applying a variety of strategies with utmost accuracy.

Essential Understanding: Essential Question: Students will understand that only How do you determine whether the similar radicals having same index and radicals can be added and subtracted? radicand can be added or subtracted but radicals that are not similar or dissimilar should first be simplified.

Students will be able to: Students will know:  describe a radical expression  the concept of radical expressions  add and subtract similar radical  adding and subtracting similar expression radical expression  simplify dissimilar expression into  the process of simplifying similar radical expression dissimilar radical expression into similar radical expression

STAGE 2

Product or Performance Task:  involve radical expression  are solved using addition and subtraction  should be simplify if it is dissimilar radical expression

Evidence at the level of Evidence at the level understanding: of performance: Learners should be able to Assessment of demonstrate understanding by problems formulated covering the six (6) facets of based on the understanding: following:  problems Explanation: Discuss ways of solving involved similar and dissimilar radical radical expression using addition and expression subtraction.  problems are Criteria: solved using a

-

Clear Coherent Justified

Interpretation: Figure out the procedure in simplifying and solving radical expressions. Criteria: - Creative - Illustrative - Accurate Application: Use the best method in simplifying and solving radical expression. Criteria: - Accurate - Appropriate - Efficient Perspective: Compare and contrast the procedures in solving similar and dissimilar radical expression Criteria: - Clear - Credible - Insightful Empathy: Solve and simplify similar and dissimilar radical expression. Criteria: - Accurate - Clear - Understandable Self-knowledge: Recognize the right solution to a given problem regarding radical expression. Criteria: - Appropriate - Illustrative - Accurate

variety of strategies with utmost accuracy

STAGE 3 I. PROCEDURE A. Daily Routine 1. Putting class in order 2. Prayer 3. Greetings 4. Checking of attendance B. Motivation

Teacher’s Activity Class, do you know how to play the boat is sinking?

Student’s Activity Yes, Sir!

O.k. Today you will play the boat is sinking but let’s have a new version. Instead of telling directly the desired group let’s put a new changes. I will tell the desired group in the form of perfect number. What you’re going to do is find first its square root. Class, do you understand?

Yes, Sir!

Kindly move your chair to the side.

(The class will move their seat)

The boat is sinking into √144. . . . √100 . . . √64 . . . √49 . . . √25 . . . √16 . . . √25 . . . √9 . . . √4

(The class will group)

O.k. class, did you enjoy our game? Thank you for your actively participation and cooperation.

Yes, Sir!

C. Lesson Proper The activity that we’ve done is very much related tom our topic for this day. It is called “Radical” specifically the “Addition and Subtraction of Radical Expression”. But before that, I will discuss some concepts about radicals. The nth root of a number x can be written in symbol as √ The character √ is

called the radical sign. The expression x inside the radical sign is referred to as radicand. The symbol n is called the index. Are you familiar with the radicals? How about in adding and subtracting

Yes, Sir! No, Sir!

it? In adding and subtracting radicals it should have the same index and radicand which is called similar radicals. The following pairs expression are similar: 2√ , √ √ 2x2 √

, ,

18x3√

,

of

-9x2y2 √

O.k. class, did you understand?

Yes, Sir!

Who can give another example? Very Good! Another one. Nice answer! Another. Very Good!

Yes, __________

It seems that you really understand the similar radical expression. Let’s proceed in adding and subtracting it. Here are some examples on how to add and subtract radical expression. Example: Combine into single radical a. 4√ + 3√ = (4+3) √ = 7√ b. 3√

- 6√

= (3-6) √ = -3 √ c. 5√

+√

= (5+1) √ =6 √ d. 3x2 - √

- 2x √

Yes, __________ Yes, __________

= (3x2 – 2x) √ Class, did you understand?

Yes, Sir!

O.k. try to solve this following problem. Combine into a single radical. a. 2√ + √ b. 4√ - 9√ c. -4x√ d. 13√

- 3x√ - b√

+ 5a√

Kindly solve the letter a into the board. . . . the letter b . . . the letter c . . . the letter d

Yes, __________ Yes, __________ Yes, __________ Yes, __________ Expected Answer: a. 2√ + √ = (2 + 1) √ = 3√ b. 4√ - 9√ = (4 - 9) √ = -5 √ c. -4x√

- 3x√

= (-4x – 3x) √ = -7x √ d. 13√ - b√ + 5a√ = 13 – b √ + 5a √ Kindly explain your answer for letter

(The students will explain her work)

a. Very Good! . . . for letter b Excellent! . . . for letter c Very Good! . . . for letter d Excellent! O.k. class, did you know how to add and subtract similar radical expression? Let’s proceed in adding and subtracting dissimilar radical expression. Dissimilar radical expression doesn’t

(The students will explain his work) (The students will explain her work) (The students will explain her work)

Yes, Sir!

have same index and radicand. In adding and subtracting dissimilar radical expression you must first simplify to make it similar radical expression. Let’s consider the following examples: Examples: Make each pair of radical expression similar. a. √ , √ =√ , √ = 2√ , √ b. √ , -2√ = 3√ , -2√ = 3(2)√ , -2(4)√ = √ , -8√ c. √ =

=

,

, ,

O.k. class, did you understand? Try these following problems on your seat. a. √ + √ -√ b. x√ - 2√ c. √ + √ d. √

- √

Yes, Sir!

+ √ -√

Who want to solve for letter a? . . . for letter b? . . . for letter c? . . . for letter d?

Yes, __________ Yes, __________ Yes, __________ Yes, __________ Expected Answer: a. √ + √ -√ =√ + √ = 4√ + 3√ = 2√ b. x √

- 2√

- √ √ + √

= x√ - 2√ + √ = x(2)√ - 2(3x)√ + 4 √ = 2x √ - 6x √ + 4√ = -4x √ + 4 √

c. √

+ √

=√ + √ = 3√ + 2√ =3+2√ = 5√ d. √

- √

= 21√ - 4a√ = (21 – 4a – 1) √

-√ - √

(The students will explain her work)

(The students will explain her work) (The students will explain her work) (The students will explain her work)

Yes, Sir!

Yes, Sir!

1, 2, 3, 4, 5, . . .

Yes, Sir! Problem 1: 3√ Time is up! Show your answer Problem 2: 6√ - 4√ + 2√

Expected Answer: 1. 2√ + 5√

+ 2√

2. 2√

+ √

3.

+

4. 4√ 5. 3√

+ 3√

6. 3 + √ 7. 1 - 11√ 8. -4√ 9. 10√ - 10√ 10. 4

-7√ +3√ +3√ 2√ + 8√ - √ √ + √ x√ + √ + √ (The students will start answering)

Are you all finished class? O.k., please pass your paper in front properly.

Yes, Sir!

III. ASSIGNMENT In ½ sheet of paper, answer the following radical expression. 1. -√ + √ - √ 2. 2√ - 3√ -√ 3. 45√ + 6√ + 2√ That’s all for today! And now let’s call this day “A DAY” Goodbye class!

“A DAY” Goodbye Sir!

Materials needed: Manila paper, scotch tape, chalkboard, chalk, cardboard, colored paper Reference: Diaz, Zenaida E. et. al., Intermediate Algebra

Prepared by:

RAYSON C. ALFANTE (BSEd-III) Checked and Approved by:

DR. CECILIA G. SALAZAR (Professor in Principles of Teaching II)