Algebra 2

Millicent Powell

Radical Functions and Rational Exponents Unit Plan

Millicent Powell

Section 1: Roots and Radical Expressions Section 2: Multiplying and Dividing Radical Expressions Section 3: Binomial Radical Expressions Section 4: Rational Exponents Section 5: Solving Square Root and Other Radical Equations Section 6: Functions Operations Section 7: Inverse Relations and Functions Section 8: Graphing Radical Functions

Millicent Powell Algebra 2 Section 1: Roots and Radical Expressions

I. Benchmark A. CCSS.Math.Content.A.SSE.2: Use the structure of an expression to identify ways to rewrite it. B. Math Practice Standards 1: make sense of problems. C. Math Practice Standard 2: reason abstractly D. Math Practice Standard 3: communicate, construct arguments, and critique the reasoning of others. II. Behavioral/Objective A. Students will learn that corresponding to every exponential power, there is a root. B. Students will learn that the nth root that contains an nth power as a factor can be simplified. C. Students will be able to predict whether a rational expression will have one, two, or no real roots. D. Students will be able to find nth roots. III. Anticipatory Set A. Warm-Up Problems that ask students to put various numbers to the 2nd, 3rd, 4th, etc. powers. IV. Objective/Purpose A. I can find the roots of a rational expression. B. I can predict whether a rational expression will have one, two or no real roots. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Go through examples of how to find the square, cube, and 4th power of 3 and -3. a. Discuss how the negative numbers dont have real roots for negative radicands. 4. Discuss the two parts of a root a. Index: the number that defines the power of the radical b. Radicand: the number under the radical 5. Positive Radicand: Go through some examples with positive radicands and various indexes. a. when the index is even, we have 2 real roots i. Principal root: positive root ii. Negative root b. when index is odd, we have 1 real root 6. Negative Radicand: Go through some examples with negative radicands and various indexes. a. when the index is even, there are no real roots b. when the index is odd, there is one real root 7. Go through examples asking questions to get students to guide me along a. b. 8. Create a flow chart with the students to show the process of finding roots of radical expressions

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9. Exit Slip: Give students a few problems to work on that test their application abilities a. b. c. d. e. f. Check students work and look for points of confusion 10. Radicals and Roots with Variables a. When we have radicands with variables in them, we only find the principal root. b. Discuss how to write a radical as a fraction in the exponent i. c. Discuss how to simplify radicals of variable exponential radicands i.

ii. iii. Divide the exponent by the index and bring that number out of the radicand. Then keep the remainder under the radical. 10. Assign homework and give 10-15 minutes to work B. Thinking Levels 1. Knowledge a. Know that every nth exponent has a corresponding nth radical 2. Understanding a. Understand how positive and negative radicands with odd and even indexes affect the number of real roots 3. Application a. Simplify radicals by applying knowledge about odd and even indexes and positive and negative radicands. b. Simplify radicals of variables. 4. Analysis a. Describe why odd radicals give one real root. b. Describe why even radicals give two or no real roots. 5. Synthesis a. Create a flow chart to show how to find the real roots of a radical expression. 6. Evaluation C. Learning Styles 1. Visual 2. Auditory D. Methods and Materials 1. Verbal instruction 2. Student lead discussion 3. Questioning 4. Modeling 5. Paper for flow charts

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VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about exponents and roots VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during homework time E. Exit Ticket VIII. Guided Practice A. In class examples IX. Independent Practice A. Warm-up B. Homework X. Closure C. Assessment 1. Exit slip 2. homework

Millicent Powell Algebra II Section 2: Multiplying and Dividing Radical Expressions

I.

Benchmark a. CCSS.Math.Content.A.SSE.2: Use the structure of an expression to identify ways to rewrite it. b. Math Practice Standard 1: Make Sense of Problems c. Math Practice Standard 2: Reason abstractly d. Math Practice Standard 3: Communicate, construct arguments, compare arguments, and critique the reasoning of others. II. Behavioral/Objective A. Students will learn the rules for simplifying, multiplying, and dividing radical expressions. B. Students will be able to multiply and divide radical functions. III. Anticipatory Set A. Warm-Up Problems that ask students to demonstrate their application and analysis abilities about finding roots of radical expressions. (reviews previous lesson) IV. Objective/Purpose A. I can multiply radical expressions. B. I can divide radical expressions. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around DAY 1 (multiplication) 3. Work through a couple examples of multiplying radical expressions together. a.

is the same as

b. c. Ask the students if they observe any patterns about the radicand and index in those two multiplication problems. Lead them to the more formal multiplication of radical expressions property. 4. Give the multiplication property of radicals: a. Discuss how we cannot use this property if the indexes are different b. 5. Go through some examples where the students use the multiplication property of radicals and then find the real roots if possible a. , no real roots b. , one real root c. , one real root 6. Discuss how to break down and simplify radicals with the multiplication property of radicals a. b. c. DAY 2 (division) 1. Begin with a couple of examples of dividing radical expressions

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a. b.

c. Ask the students if they observe any patterns about the radicand and the index in those two division problems. Lead them to the more formal division of radicals property. 2. Give the division property of radicals:

a. discuss how we cannot use this property completely if the indexes are different b.

2. Go through some examples of how to apply the division property of radicals. a. b.

3. Rationalize the denominator: Demonstrate some problems that use a combination of the multiplication and division of radicals properties to get expressions without radicals in the denominator. The goal is to change the denominator of the fraction so that it can be written without a radical. a. b.

i. Multiply by a fraction equivalent to 1 that simplifies with the given index of the radical c.

i. Simplify the radical in the numerator and denominator so that there is no longer a radical expression in the denominator 4. Exit Slip: give students some problems to work on that show their abilities to multiply, divide, and use the change of base formula 5. Assign Homework from the book and give 10 minutes to work in class B. Thinking Levels 1. Knowledge a. Know the how to multiply and divide radicals 2. Understanding a. Understand that when two radical expressions have the same index, they can be multiplied and divided just as non-radical expressions are 3. Application a. Apply the multiplication and division properties of radical expressions b. Remove any radicals in the denominator by rationalizing the denominator 4. Analysis

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a. Describe when the multiplication and division properties of radical numbers can and cannot be applied b. Breakdown the process of rationalizing the denominator into its parts i. Multiply by a fraction equivalent to 1 that simplifies with the given index of the radical ii. Simplify the radical in the numerator and denominator so that there is no longer a radical expression in the denominator 5. Synthesis a. Creating different strategies for rationalizing the denominator i. multiply n times by a fraction equivalent to 1 with numerator and denominator equal to the original denominator ii. multiply by a fraction equivalent to 1 that will make the denominator easily simplified by the nth root 6. Evaluation a. Decide which method for rationalizing the denominator is more efficient and choose which method to become an expert with C. Learning Styles D. Methods and Materials 1. Verbal instruction 2. Student lead discussion 3. Questioning 4. Notes VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about operations and rational expressions VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during homework time E. Exit slip about simplifying radical expressions VIII. Guided Practice A. Warm-up B. In class examples IX. Independent Practice A. Warm-up B. Homework C. Exit slip X. Closure A. Knowledge B. Comprehension C. Assessment 1. Exit slip 2. homework

Millicent Powell Algebra II Section 3: Binomial Radical Expressions I. Benchmark

A. CCSS.Math.Content.A.SSE.2: Use the structure of an expression to identify ways to rewrite it. B. Math Practice Standard: Reason abstractly and quantitatively. II. Behavioral/Objective A. Students will be able to add and subtract rational expressions. B. Students will be able to multiply and divide binomial rational expressions. III. Anticipatory Set A. Warm-Up Problems that ask students to multiply and divide rational expressions. IV. Objective/Purpose A. I can add and subtract rational expressions. B. I can multiply and divide binomial rational expressions. C. I can simplify a binomial radical expression and recognize when it is fully simplified. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Show an example of how adding and subtracting terms with like radicals is similar to adding and subtracting terms with like variables a. Need same index and radicand b. Add/Subtract the coefficients out front and keep the radical the same c. d. 4. 5. 6. Show examples that are wrong a. b. cannot be added 7. Have students work through some examples a. b. 8. Breaking down variable radical expressions a. Simplify the radical expression one term at a time and then simplify through addition and subtraction b. c. 9. Solving binomial radical expressions a. Foil the radical expressions just as when we foil real number and variable binomial expressions b. c. ( ) 10. Conjugates

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d. Two binomial expressions that when multiplied together wont have a middle term e. ( )( ) 11. Assign homework and give 10 minutes to work B. Thinking Levels 1. Knowledge a. Know the how to add, subtract, multiply, and divide numbers and expressions 2. Understanding a. Understand how adding and subtracting radical numbers is similar to adding and subtracting with variables 3. Application a. Apply the processes of adding, subtracting, multiplying, and dividing real numbers to radical numbers 4. Analysis a. Distinguish between expressions that can and cannot be simplified based on whether or not they have the same radicand and index 5. Synthesis a. Create strategies for simplifying and expanding radical expressions 6. Evaluation C. Learning Styles D. Methods and Materials Verbal instruction Student lead discussion Questioning VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about expressions with variables VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during homework time VIII. Guided Practice A. Warm-up B. In class examples IX. Independent Practice A. Warm-up B. Homework X. Closure A. Knowledge B. Comprehension C. Assessment 1. Exit slip 2. homework

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Millicent Powell Algebra II Section 4: Rational Exponents I. Benchmark

A. CCSS.Math.Content.N.RN.2: Rewrite expressions involving radicals and rational exponents using properties of exponents. B. Math Practice Standard 3: Communicate, construct argument, compare arguments, and critique the reasoning of others. II. Behavioral/Objective A. Students will make conjectures about and gain insight into the relationship between rational exponents and integer roots and powers. III. Anticipatory Set A. Warm-Up Problems that ask students to simplify binomial radical expressions with multiplication, division, addition, and subtraction. IV. Objective/Purpose A. I can apply the properties of exponents to rational exponents to simplify radical expressions. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Start the lesson by reviewing the properties of exponents that the students have learned in past math classes. Give an associated example. a. b. c. d. e. f. ( ) 4. Introduce how the rational exponents have the same properties as whole number exponents. Give examples first and have the students guide me to the actual property. a. i. b. i. c. students do: ; d. continue this type of process and compare the examples to problems with whole number exponents i. Multiplying Rational Exponents ii. Negative Rational Exponents iii. Dividing Rational Exponents 5. Have students work through more challenging problems in partners or on their own. The problems should allow for each level of learner to be challenged so that there is a mixture of difficulties for them to work through. ; ; ; ;

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6. Have the students complete an exit slip that assess their ability to use each property at least once. B. Thinking Levels 1. Knowledge a. Know the properties of whole number exponents b. Know properties of rational numbers and expressions 2. Understanding a. Understand how radical expressions can be written using rational exponents 3. Application a. Apply the properties of rational exponents to solve, simplify, and expand radical expressions 4. Analysis a. Realize how the properties of whole number exponents apply to 5. Synthesis a. Creating the properties of rational exponents to solve equations with radical expressions and rational exponents 6. Evaluation a. Each student is given the opportunity to decide the most efficient way to solve the problems and the order in which to use the properties C. Learning Styles D. Methods and Materials Verbal instruction Student lead discussion Questioning VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about exponents VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during work time E. Exit slip about composite functions VIII. Guided Practice A. Warm-up B. In class examples C. Creating the properties of rational exponents based on the properties of whole number exponents IX. Independent Practice A. Warm-up B. In class work X. Closure A. Knowledge B. Comprehension C. Assessment 1. Exit slip 2. homework

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Millicent Powell Algebra II Section 5: Solving Square Root and Other Radical Equations I. Benchmark

A. CCSS.Math.Content.A.CED.4: Rearrange formulas to highlight quantity of interest, using the same reasoning as in solving equations. B. CCSS.Math.Contnet.A.REI.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. C. Math Practice Standard 1: Make sense of problems D. Math Practice Standard 2: Reason abstractly, reason quantitatively E. Math Practice Standard 3: construct arguments, compare arguments, critique the reasoning of others II. Behavioral/Objective A. Students will learn that a radical equation can be solved by isolating the radical on one side of the equation, then raising each side to the power suggested by the index. III. Anticipatory Set A. Warm-Up Problems that ask students to apply the properties of rational exponents to several examples and simplify them. IV. Objective/Purpose A. I can solve a radical equation for x by applying the properties of rational exponents. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Divide the students into pre-made groups a. the groups were created based on each group having one student with a leadership quality and another with high achieving math skills. b. One student in each group will act as a leader, one as a writer, one as a checker, and one as a presenter. i. leader: keep group on task, include all people, encourage positivity ii. writer: record the final work for the presenter to use and any questions that come up iii. checker: plug the value they found for x back into the equation to check if the solution is correct iv. presenter: present the problem and their solution in front of the class and be able to answer any questions that I or other students have c. Half of each group members grade will be based on their ability to fulfill their job requirements 4. Hand out the worksheet that includes 6 or 7 different problems, one for each group to work on. a. each group will be responsible for a presentation of the problem at the end of the hour. 5. Give the students 15-20 minutes to work a. walk around to each group and listen to the discussions b. assist any groups that have a misconception c. give hints that guide them in the correct direction 6. Have the students present their work a. help the student who is presenting clearly narrate each step they took to solve the equation for x.

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Millicent Powell
7. As a recap to the activity, have the students decipher general steps for solving radical equations. a. get radical on one side of equation by itself b. get rid of the radical(rational exponent) by putting both sides of the equation to the power corresponding to the index( or the inverse of the rational exponent) c. solve for x 8. Have the students turn in their final copy a. be sure to pass out a copy of a worksheet with everyones presented work so that students have notes to refer to later on B. Thinking Levels 1. Knowledge a. Know the properties of exponents and how they are used 2. Understanding a. Understand that we must use the properties of exponents to remove the radical/rational root that is connected to the variable 3. Application a. Apply a succession of steps including adding, subtracting, multiplying, dividing, taking the nth root, and putting something to the nth power to both sides of an equation in order to solve the equation for x 4. Analysis a. 5. Synthesis a. Create strategies for solving for x based on what the given equation is 6. Evaluation a. Decide which strategies that classmates create work and which ones dont work (which ones break the rules of equations and exponents?) C. Learning Styles D. Methods and Materials Verbal instruction Student lead discussion Questioning VI. Modeling A. Visual and verbal modeling/explanations b. Connections to previous knowledge about exponents and rational exponents VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the worksheet problems C. Verbal checks for understanding D. Walk around during group work time E. Presentations of the group work VIII. Guided Practice A. Warm-up IX. Independent Practice A. Warm-up X. Closure A. Knowledge B. Comprehension C. Assessment 1. Presentations, group work, individual roles fulfilled

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Millicent Powell Algebra II Section 6: Functions Operations I. Benchmark

A. CCSS.Math.Content.F.BF.1 Write a function that describes a relationship between two quantities. B. CCSS.Math.Content.F.BF.1.b Combine standard functions types using arithmetic operations. C. Math Practice Standard 1: Make sense of problems D. Math Practice Standard 2: Reason abstractly, reason quantitatively E. Math Practice Standard 3: Construct arguments, critique the reasoning of others II. Behavioral/Objective A. Students will be able to add, subtract, multiply, and divide functions based on how the operations are performed on real numbers. B. The students will be able to explain how the domain of each function effects the new function resulting from performing operations. III. Anticipatory Set A. Warm-Up Problems that test students ability to solve functions for x by applying rules for fractional exponents and radical expressions. VI. Objective/Purpose A. I can add, subtract, multiply, and divide functions based on how you perform these operations for real numbers. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Finnish the previous lesson and talk about how to solve radical functions for x a. Get the radical/fractional exponent on one side and everything else on the other b. Get rid of the exponent/radical i. Put both sides of the equation the reciprocal power of the fractional exponent c. Solve for x 4. Function Addition a. b. Explain the domains of and c. Example shown by me d. Explain the domain of 5. Students do an example a. Function Subtraction b. c. Based on what we did for addition of functions what do you think we will do with subtraction of those functions? d. Example shown by me i. Explain the domain of 6. Function Multiplication a. b. Example shown by me i. domain

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c. Students do an example i. domain 7. Function Division a. ( ) and b. Example shown by me i. domain c. Students do an example i. Domain 8. Composite Functions a. ( ) b. ( ) c. Show examples i. Domains of and B. Thinking Levels 1. Knowledge a. Know the how to add, subtract, multiply, and divide numbers 2. Understanding a. Understand what the symbolic structure of and ( ) Application a. Apply the processes of adding, subtracting, multiplying, and dividing real numbers to functions 4. Analysis a. Finding the domains of each function 5. Synthesis a. Creating steps to solve equations with radical expressions 6. Evaluation C. Learning Styles D. Methods and Materials 1. Verbal instruction 2. Student lead discussion 3. Questioning VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about operations VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during homework time E. Exit slip about composite functions VIII. Guided Practice A. Warm-up B. In class examples IV. Independent Practice A. Warm-up B. Homework

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X. Closure A. Knowledge B. Comprehension C. Assessment 1. Exit slip 2. homework

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Millicent Powell Algebra II Section 7: Inverse Relations and Functions I. Benchmark

A. CCSS.Math.Content.F.BF.4.a: Solve an equation of the form for a simple function f that has an inverse and write an expression for the inverse. B. CCSS.Math.Content.F.BF.4.c: Read values of an inverse function from a graph or a table, given that the function has an inverse. C. Math Practice Standard 1: Make sense of problems D. Math Practice Standard 2: Reason abstractly E. Math Practice Standard 3: Communicate, construct arguments, critique the reasoning of others II. Behavioral/Objective A. Students will learn about domains and ranges of functions and their inverses. B. Students will learn about how a function and its inverse relate to one another based on their domains and range, a table of values, graphs, and written equations. C. Students will learn how to find the inverse function of an original function. III. Anticipatory Set A. Warm-Up Problems that ask students add, subtract, multiply, and divide functions based on how the operations are performed on real numbers. IV. Objective/Purpose A. I can determine the inverse function of an original function. B. I can observe how the original function and its inverse are related with graphs, domains and ranges, a table of values, and through written equations. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Start by discussing what the domain and range are of a function with a basic x-y value table. (access previous knowledge about functions, graphing, and value tables) a. Domain is made up of all possible x-values b. Range is made up of all possible y-values c. The table of values gives the coordinate points for the graph of our function 4. Discuss the inverse of that function a. Show that the x and y values have switched in the value table b. Show that the values in the domain and range have switched c. The table of values gives the coordinate points for the graph of our inverse function 5. Graph the function and the inverse function a. Show how the original function is reflected over the line y=x to create the inverse function 6. Give the class a function a. Discuss how to find the domain and range i. Domain is all real numbers ii. Range is all real numbers b. Discuss how to find the inverse function i. step 1: replace f(x) with y ii. step 2: switch x and y iii. step 3: solve for y to find new function

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iv. step 4: replace y with c. The inverse function is i. Domain is all real numbers ii. Range is all real numbers 7. Have the students work through an example: a. Have the students find the inverse function b. Have the students find the domain and range of each function c. Walk around as students work to clear up misconceptions d. Have students compare what they did/got with their neighbor 8. Assign homework that asks the students to find the inverse function and find the domains and ranges of and . Give time to work in class if available B. Thinking Levels 1. Knowledge a. Know that the domain is the collection of all x-values possible for a function and the range is the collection of all y-values possible for a function. 2. Understanding a. Understand that the domain and range of the function are the range and domain of the inverse function respectively. 3. Application a. Apply the processes of finding the inverse function of a given function. 4. Analysis a. Determine the domains and ranges of a function and the inverse function. 5. Synthesis 6. Evaluation a. Decide whether or not two functions are inverses based on their domains and ranges, table of values, or equation. C. Learning Styles D. Methods and Materials Verbal instruction Student lead discussion Questioning VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about operations VII. Checking for Understanding A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during homework time VIII. Guided Practice A. Warm-up B. In class examples IX. Independent Practice A. Warm-up B. Homework X. Closure A. Knowledge

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B. Comprehension C. Assessment 1. homework

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Millicent Powell Algebra II Section 8: Graphing Radical Functions I. Benchmark

A. CCSS.Math.Content.F.IF.7: Graph functions expressed symbolically, and show key features of the graph, by hand in simple cases and using technology for more complicated cases. B. CCSS.Math.Conent.F.IF.7.b: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. C. CCSS.Math.Conent.F.IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. D. Math Practice Standard 1: Make sense of problems E. Math Practice Standard 2: Reason abstractly F. Math Practice Standard 3: Communicate, construct arguments, critique the reasoning of others G. Math Practice Standard 5: Use appropriate tools II. Behavioral/Objective A. Students will make comparisons between radical functions and their inverses. B. Students will be able to make graphs of radical functions and their inverse quadratic functions. C. Students will learn how the constants a, h, and k effect the radical function in general form . III. Anticipatory Set A. Warm-Up Problems that ask students to find the inverse of a function and determine the domains and ranges of each. IV. Objective/Purpose A. I can graph a radical function of the form with different a, h, and k values. B. I can describe how the graph of a radical function will be affected by with different a, h, and k values without graphing the function. V. Input A. Task Analysis 1. Begin by allowing students 5 minutes to work on the warm-up a. Walk around and observe students thinking and work 2. Go over the warm up and have some of the students guide me a. Address any problems that I saw while walking around 3. Graph the quadratic function: a. Review the students previous knowledge about graphing quadratic functions of the form . b. Use a table to values to make a simple graph c. Use Desmos to graph the function on the computer more exactly d. Discuss how this function is related to its parent function, e. Graph the parent function, , on Desmos f. Show and explain to the students how the parent function graph has been shifted down two and to the left 7, which corresponds to the h and k values 4. Find the inverse function of 5. Graph the inverse function, a. Use a table of values to make a simple graph b. Remind the students that the x-values from the quadratic function will be the y-values of the radical function and the y-values of the quadratic function will be the x-values of the radical function c. Use Desmos to graph the function

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d. Discuss how this function is related to its parent function, e. Graph the parent function, on Desmos f. Show an explain to the students how the parent function graph has been shifted down 7 and to the left 2 6. Show the quadratic function and the radical function on the same screen of Desmos and discuss how they are reflections across the line y=x 7. Have students complete an example that requires them to find the inverse function of the quadratic function. Then, create a table of values and graph each function. a. b. 8. Divide students into their groups and work for 10 minutes to create a graph of the function you give them. 9. After 10 minutes of collaborative work, have the students graph each of their functions on the black board (on prepared x- and y-axes) a. go through each function and determine how the a, h, and k values affected each graph 10. Prepare a final version of the graphs for notes the next day to give to the students B. Thinking Levels 1. Knowledge a. Know the how a, h, and k effect a quadratic function. b. Know how to plot the points of a graph. c. Know the graphs of a function and its inverse reflect across the line y=x. 2. Understanding a. Understand 3. Application a. Apply the processes of finding an inverse function. b. Graph each function using a table of values. 4. Analysis a. Compare the parent function to the quadratic or radical function being graphed 5. Synthesis a. Create methods for knowing how the radical functions graph is different from the parent function without making an actual graph. 6. Evaluation a. Decide what the rules will be for how a, h, and k affect the graph of a radical function. C. Learning Styles D. Methods and Materials Verbal instruction Student lead discussion Group discussion and work Questioning VI. Modeling A. Visual modeling B. Verbal explanations C. Connections to previous knowledge about graphing quadratic functions VII. Checking for Understanding

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A. Observing students work in warm up B. Observing how students complete the example problems C. Verbal checks for understanding D. Walk around during group work time E. End presentations of graphs VIII. Guided Practice A. Warm-up B. In class examples IX. Independent Practice A. Warm-up B. Examples X. Closure A. Knowledge B. Comprehension C. Assessment 1. warm-up 2. groups graph

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