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Simplifying Surds & Rationalizing Denominator

The document discusses a mathematics lesson on simplifying surds. It defines surds, provides examples of simplifying surd expressions using laws and prime factorisation, and gives practice problems for students to solve involving rationalizing denominators and solving equations with surd expressions.

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Noori Shaik
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38 views17 pages

Simplifying Surds & Rationalizing Denominator

The document discusses a mathematics lesson on simplifying surds. It defines surds, provides examples of simplifying surd expressions using laws and prime factorisation, and gives practice problems for students to solve involving rationalizing denominators and solving equations with surd expressions.

Uploaded by

Noori Shaik
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The Oxford School, Dubai

Subject: Mathematics Year :12


TOPIC: Algebraic Expressions
Demo Text
LO: Simplifying Surds
Teacher: Ms. Hudha
Day & Date:29-8-2023
t
Relevance of Surds t

@oxfordschooldubai
Key Teaching to Help
t YOU Learn
Prior Learning:
A surd is a root of a number that does not simplify to a
rational number. Learning Objective:(What?)

Laws:
𝑎× Context:
𝑏 = (Why?)
𝑎𝑏 Skills: (How?)
Lesson resources: (manipulatives)
𝑎 Defining
𝑎 the key vocabulary of the learning objectives:
=
𝑏 𝑏
Surds are examples of irrational numbers . The decimal
expansion of a surd is never ending and never repeats .
Success Criteria
t
SOLO Level

I can find surds using Prime factorisation


Click to add text
SOLO Level

I can compute different forms of surds

SOLO Level

I can apply the concept of surds with real life scenarios

SOLO Level

I can multiply the numerator and denominator of a fraction by a suitable value to eliminate
the surd from the denominator(rationalizing the denominator)
Key Application to Help YOU
t Learn
Test your understanding Prior Learning:
Success Criteria:
3 5×2 5 = 𝟑𝟎 I can find find surds using
Learning Objective:(What?) Prime factorisation
8= 4 2 =𝟐 𝟐
12 + 27 = 𝟐 𝟑 + 𝟑 𝟑 =Context:
𝟓 𝟑 (Why?) Skills: (How?)
8 + 1 Lesson
2 −resources:
3 = (manipulatives)
𝟏𝟔 − 𝟑 𝟖 + Defining
𝟐 − 𝟑 the key vocabulary of the learning objectives:
= 𝟒−𝟔 𝟐+ 𝟐−𝟑
= 𝟏−𝟓 𝟐 Who is assessing
Reference Link: my work?
https://www.youtube.com/watch?v=ziMiuyuQKNE T = My teacher
Using myimaths: S = Me
https://app.myimaths.com/2945-lesson/surds-part-1
P = My peer
Key Application to tdevelop YOUR Skills
Prior Learning:
Test your understanding

Next week’s learning:


Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Key Application to tdevelop YOUR Skills
Prior Learning:
Assessment

Next week’s learning:


Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Key Teaching to Help
t YOU Learn
Prior Learning:
RATIONALISE THE DENOMINATOR
Next week’s learning:
Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Key Application to Develop
t YOUR Skills
Prior Learning:
Reference Link: https://app.myimaths.com/2946-lesson/surds-part-2

Next week’s learning:


Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Key Application to tdevelop YOUR Skills
Prior Learning:
Assessment

Next week’s learning:


Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Nrich Math Question: t
Prior Learning:

Next week’s learning:


Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:

https://nrich.maths.org/901
Plenary t
Prior Learning:
Jan 2019 Question:4

Next week’s learning:


Learning Objective:(What?)

May 2019Question:4
Context: (Why?) Skills: (How?)
Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Key Application to tdevelop YOUR Skills
Prior Learning:
Assessment

Next week’s learning:


Learning Objective:(What?)

Context: (Why?) Skills: (How?)


Lesson resources: (manipulatives) Defining the key vocabulary of the learning objectives:
Progress Check t

4
9 𝑥
Solve 5 = 3
27
How did you think about the problem?

What decision do you think he/she should


make?

What problem have we solved that is


similar to this one?

How are they the same? How are they


different?
t

4
1 1
2 4
32 3 32 −
1
5 = 1 = 3 =3 10
33 33 5 35
1
𝑥
But 3=3
𝑥
1 1
∴ =− → 𝑥 = −10
𝑥 10

@oxfordschooldubai
Assignment / HW
t
Expand and simplify:
5+3 5−2 5+1 = 𝟒

Rationalise the denominator, giving your answer in the form 𝑎 +


𝑏 3.
3 3+7
= 𝟑𝟏 + 𝟏𝟖 𝟑
3 3−5

Solve 𝑥 4 − 6 = 10 giving your answer in the form 𝑎 + 𝑏 6.


10
𝑥= = 𝟒+ 𝟔
4− 6

Solve 𝑦 1 + 2 − 2 = 3
3+ 2
𝑦= = 𝟐 𝟐− 𝟏
1+ 2
Simplify:
𝑎+1− 𝑎
= 𝟐𝒂 + 𝟏 − 𝟐 𝒂 𝒂 + 𝟏
𝑎+1+ 𝑎

@oxfordschooldubai

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