Basic 9 Mathematics Term 1 Week 8 Lesson Plan

Begin with a visual phase1_starter. Display the following surds on the board: √12, √27, √18, √20. Ask learners to identify any patterns or similarities they notice in these surds. Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Number cards; Square-grid paper; Calculator. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Begin by simplifying surds with perfect square factors. Explain that if a radicand contains a perfect square factor, it can be simplified. Provide examples and demonstrate the process: √12 = √(4 * 3) = 2√3 √27 = √(9 * 3) = 3√3 Move on to more complex surds that require factoring and simplification. Provide examples of surds like √18 and √20 and guide learners through the simplification process: √18 = √(9 * 2) = 3√2 √20 = √(4 * 5) = 2√5 Distribute a set of surd expressions to learners, including both simple and complex surds. Encourage learners to work individually or in pairs to simplify these surds. Provide opportunities for peer teaching and collaborative problem- solving. Assessment 1. Simplify √48. 2. What is the simplified form of √75? 3. If √45 = a√5, find the value of 'a.' 4.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson

Write the following non-perfect square numbers on the board: 10, 15, 20, 25, 30 Ask learners to estimate the square roots of these numbers without using calculators

Groups draw a radicand from the Number cards and use the Square-grid paper to factor it into a perfect-square factor and a remaining factor. They simplify the surd in exact form and use the Calculator to check the decimal value without replacing the exact answer. Learners compare methods and explain why the simplified form is equivalent. Approximation with square-root tables is reserved for the next component.

Take feedback from learners and summarize the lesson.

Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Calculators; Printed square-root reference table; Number cards. Learners arrange the number cards into perfect and non-perfect squares, estimate the non-perfect square roots with the printed square-root reference table, and use the calculators to check their approximations. Provide examples of non-perfect squares, and demonstrate how to use calculators to find their approximate square roots: √10 ≈ 3.16 √15 ≈ 3.87 √20 ≈ 4.47 Explain the concept of reference tables, which are pre-calculated values of square roots for common numbers. Provide learners with a reference table for square roots of non- perfect squares. Have learners use the table to find the approximate square roots of numbers. Provide learners with a list of non-perfect square numbers and ask them to approximate the square roots using calculators and reference tables. Encourage peer discussion and sharing of methods for accurate approximation. Assessment 1. Approximate the square root of 17 using a calculator. 2. use the reference table to find the approximate square root of 28. 3. Estimate the square root of 40 without a calculator and then check your estimate using a calculator.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.