Assessment and Review! Operations w Radical Functions & Solving Radical Equation
Mr Kanes Counting Corner
1 Follower
Resource Type
Standards
CCSSHSA-SSE.A.2
CCSSHSA-REI.A.2
CCSSMP3
CCSSMP4
CCSSMP5
Formats Included
- Zip
Mr Kanes Counting Corner
1 Follower
Products in this Bundle (3)
Also included in
- This bundle includes 13 lessons + teacher guides, 3 quiz/mid-unit assessments + reviews. Topics include:- Operations on functions- Inverse relations and functions- nth Roots and rational exponents- Graphing radical functions- Operations with radical functions- Solving radical equationsPrice $31.50Original Price $35.00Save $3.50
Description
This bundle includes an assessment (formative, summative or quiz), as well as an accompanying review + answer key. Topics include:
- Add/Subtract radical expressions
- Multiply radical expressions
- Rationalize denominators containing radical expressions
- Solve radical equations algebraically (square root, cube root, nth root)
- Solve radical equations using desmos
Aligns with the following lessons:
- Guided Notes - Lesson 6.5, part 1 - Operations with Radical Functions
- Guided Notes - Lesson 6.5, part 2 - Operations with Radical Functions
- Guided Notes - Lesson 6.5, part 3 - Operations with Radical Functions
- Guided Notes - Lesson 6.6, part 1 - Solving Radical Equations
- Guided Notes - Lesson 6.6, part 2 - Solving Radical Equations
Total Pages
Answer Key
Included
Teaching Duration
2 days
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Standards
to see state-specific standards (only available in the US).
CCSSHSA-SSE.A.2
Use the structure of an expression to identify ways to rewrite it. For example, see ๐นโด โ ๐บโด as (๐นยฒ)ยฒ โ (๐บยฒ)ยฒ, thus recognizing it as a difference of squares that can be factored as (๐นยฒ โ ๐บยฒ)(๐นยฒ + ๐บยฒ).
CCSSHSA-REI.A.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.