OVERVIEW

Fairly straightforward radical equation in the title but there is so much hidden potential here for students in Alg 2/Precalculus.

Fairly straightforward radical equation in the title but there is so much hidden potential here for students in Alg 2/Precalculus.

REFLECTIONS

• The solutions to the equation above are -1 and 0. No big deal, right? The usual algorithm --- just square both sides and solve the resulting quadratic by any one of several methods. Done. Cheerio. But wait...

• The solutions to the equation above are -1 and 0. No big deal, right? The usual algorithm --- just square both sides and solve the resulting quadratic by any one of several methods. Done. Cheerio. But wait...

• We can encourage students to "make it simpler" by substituting 'a' for x+1 obtaining a^(1/2)=a, square both sides yielding a=a^2 which gives 2 easy solutions 0,1 and then x+1=0,1 producing the final result. Not that big a deal though except...

• A graphical interpretation of these equations is illuminating and illustrates multiple representations/The Rule of 4. You could demo this with the graphing calculator displayed on your smart board or have the students graph by hand or on their device. The graphs of y=x^(1/2) and y=x intersect at x=0 and x=1 then, by translation, the graphs of y=(x+1)^(1/2) and y=x+1 will intersect at x=-1 and x=0. Students should be asked for this conclusion BEFORE checking the graphs to verify!

• Is that all there is? Hardly! The current trend on assessments and hopefully in texts is to have students analyze a family of equations using a parameter. But first we can generalize numerically:

Solve

(i) (x+4)^(1/2)=x+2

(ii) (x+9)^(1/2)=x+3

Solve

(i) (x+4)^(1/2)=x+2

(ii) (x+9)^(1/2)=x+3

Are there still 2 solutions for each of these? Solving just a couple of these and recognizing extraneous or apparent solutions would traditionally have been the WHOLE lesson! Not any more...

By the way - why the "4" and "9"? Did I change the pattern from the original equation?

• Now for the parametric form:

(x+k^2)^0.5=x+k

What questions should STUDENTS be asking themselves BEFORE WE ASK THEM?

• Students can certainly be asked to solve the latter equation for x in terms of k. Some will struggle with the procedure/algorithm. Hopefully someone in each group (or the whole class!) will obtain x=0 and x=1-2k. BUT WILL THEY CHECK THE 2nd SOLUTION! The use of a parameter goes beyond making a better standardized test question. Now the student has to recognize that, in order for there to be 2 solutions, k must be less than or equal to 1 which was suggested by the numerical examples above.

• Of course I'm anticipating most teachers' reactions to an exploration like this. I've provided much more than can reasonably fit in a 40 min lesson. Use it as you see fit or just ignore it. It will go away or will it?

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