Number Operations · JHS3 Mathematics

Lesson notes

Indicator: B9.1.2.4.1 - Identify simple and compound surds.

By the end of the lesson, learners can:

Define a surd as an irrational number that is a root of a positive integer and cannot be simplified to a whole number.
Distinguish between rational numbers and surds by testing whether a square root gives an exact whole number.
Identify simple surds such as √2, √3, √5, and √7 as roots that cannot be simplified.
Identify compound surds such as (√3 + √7 − √5) as algebraic expressions containing two or more simple surds connected by addition or subtraction signs.
Classify given expressions correctly as simple surds, compound surds, or rational numbers, explaining the reasoning behind each classification.

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Strand: Number (Strand 1)
Sub-strand: Number Operations (1.2)
Content standard: B9.1.2.4 - Demonstrate understanding of surds as real numbers, the process of adding and subtracting of surds as well as determining (using a calculator) the approximate square root of a number that is not a perfect square.
Indicator: B9.1.2.4.1 - Identify simple and compound surds.
Suggested placement: Term 1, Week 7 (Week 7 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics, Common Core Programme (JHS1-JHS3), 2023, p. 170
Transcribed from the official NaCCA publication. Check this page against the source.

E.g.
i. √2, ii. 7√3, iii. 2√5
iv. (√3 + √7 - √5)