## Reflection: Intervention and Extension Number Tricks - Section 1: Do Now

Students struggled to identify the inverse of raising a number to the second power.  Some students shared that the inverse would be to divide by the starting number.  I asked them to prove it and students gave a few examples.  I also explained that taking the square root of a number is also the inverse of raising a number to the second power.   I showed students the square root symbol and put the square roots of 4, 9, 16, and 25 up on the board.  Students were able to identify the answers.

As extension questions I asked, “What is the square root of 10,000?” and “What would you estimate the square root of 10 to be?”  Students participate in a Think Pair Share.  Students were excited to be working on challenging questions.  I called on students to share out their ideas.  For the second question, a student explained that they think the square root of 10 would be between 3 and 4, since the square root of 9 is 3 and the square root of 16 is 4.  I asked, “Do you think the answer is closer to 3 or 4 and why?”  A different student explained that they thought the answer was closer to 3, since 10 is closer to 9 than it is to 16.

Extension Questions
Intervention and Extension: Extension Questions

# Number Tricks

Unit 6: Expressions, Equations, & Inequalities
Lesson 15 of 20

## Big Idea: Why do these number tricks work? How do these tricks connect to inverse operations? Students work with algebra tiles to understand how and why these number tricks work.

Print Lesson
4 teachers like this lesson
Standards:
Subject(s):
Math, Algebra, Expressions (Algebra), 6th grade, master teacher project, inverse operations
50 minutes

### Andrea Palmer

##### Similar Lessons

###### Determining Solutions
Big Idea: How can we prove equality? In this lesson students determine if a given number is a solution to an equation. Skill mastery is a focus.
Favorites(10)
Resources(20)
New Haven, CT
Environment: Urban

###### Distributive Property
6th Grade Math » Properties of Math
Big Idea: Students will compare the distributive property to sending invitations at a birthday party.
Favorites(14)
Resources(13)
Brooklyn, NY
Environment: Urban