STEPP Lesson Plan Form

Teacher: Blake Jones

School: PHS
Algebra 2

Date: 24 Feb
Grade Level: High School

Content Area:

Title: Unit 6: Radical Multiplication

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Lesson

Content Standard(s) addressed by this lesson:

2.3 Prepared graduates understand that equivalence is a foundation of
mathematics represented in numbers, shapes, measures, expressions, & equations.

Understandings:
I want students to understand that expressions can be represented in multiple,
equivalent forms.

Inquiry Questions:
-

When is it appropriate to simplify expressions?

Why must the numbers be real to multiply them together?

How can we recognize when its not possible to multiply them together?
(Imaginary)

Can we relate multiplication to being another tool to help us simplify a radical

expression?

Evidence Outcomes: (Learning Targets)

Students can multiply radical expressions on the assigned HW with 85% or greater
success rate.
Students can multiply radical expression on the Recap Quiz with 80% or greater
success rate.

Assessment of Evidence Outcomes:

-

Pre Assessment delivered to class and collected 1 class period before Lesson

Checking for understanding Asking for student feedback throughout lesson.

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-

Recap Quiz

Homework

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Planned Lesson Activities

Activity Name

Radical Multiplication Partner Puzzle

Approx. Time

80 minutes

Anticipatory
Set

Grab attention with brain teasers. My hope is to not only engage the students at the beginning of
class, but also give them an opportunity to relax so that they may refocus before jumping into
the second half of the class period.

Teaching/
Presentation:
(Direct
Instruction)
(Select the most
appropriate
model for
teaching, direct
instruction is a
basic example)

1. Warm Up Activity (10 minutes)

As students come in to class, they will be expected to find their seat, and begin
working on the warm up (PowerPoint slide has expectation and problems clearly
stated)
Problems are reviewed as a class, giving students a recap of the previous lesson.
(Teacher will cold call students for how they did a problem)
2. Note Taking (20 minutes)
Teacher will introduce todays topic by stating the Learning Target that is written
on the board.
Students will take notes as outlined by Teacher and attempt the examples provided.
(See Attached Outline)
At the conclusion of the notes, teacher will bullet point the main steps discussed.
After Notes class will take a 4 minute Brain Break
3. Group Work (30 minutes)
Students will be grouped by using grouping cards.
Students will work in assigned groups to complete the group assignment.
Teacher will circulate between groups provided assistance when needed. Teacher is
attempting to keep groups on pace to finish.
Implement differentiation activity for advanced groups upon completion of

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Teaching
Strategy:
(Guided Practice)

assignment.
4. Recap Quiz (15 minutes)
Teacher will hand out Recap Quiz explaining to students that they have 10 minutes
to complete.
Teacher will have student self-assess their understanding on the quiz.
Teacher will collect Quiz
5. Closure (5 minutes)
Teacher will review the days lesson while calling on students to answer questions
regarding how to solve problems we covered today.
The students will be given an opportunity to show their understanding during the group activity
in which the teacher will observe student progress.

Teaching
Strategy:
(Independent
Practice)

Each student will be given an opportunity to independently practice multiplying radical

expressions after the group activity. The opportunities will be the Recap Quiz and the homework.

Closure

With 6 minutes until the end of class the teacher will begin collecting the Recap Quiz. The
teacher will then review the days lesson while calling on students to answer questions regarding
how to solve problems we covered today. The teacher will write on the board what homework
problems are to be assigned.
When multiplying radicals, what happens to the terms on the outside?
What happens to the terms on the inside?
What happens when there is a negative on the inside of a radical? (even/odd root)
Page 377 #1-22
Pencil, spiral notebook, calculator, grouping cards, group activity handouts, Recap Quizzes

Materials

Differentiation

I was informed that there were not any 504s that needed to be considered during my lesson. For

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this reason, the modification I would implement for a student that is having difficulty is to give
them some individualized instruction during the group activity. If the activity is too easy for some
students there are built in challenge problems that they will be asked to do.
Assessment

The pre-assessment showed me that only one of the students already knew how to
multiply radical expressions, and that I should not advance the curriculum.
I will check for student understanding throughout the lesson by asking them to self-assess
and work through examples as a class. This will help me to know if I am covering material
at an appropriate pace.
The Recap quiz will allow me to compare the problem solving ability of the students
compared to before teaching the lesson. I will see to what degree the lesson objectives
were achieved.
The homework is another chance to see how well the student works in an individualized
setting.

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