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
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Number Tricks

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

Objective: SWBAT: • Define and identify inverse operations • Represent number tricks using algebra tiles • Explain why number tricks work using algebra tiles

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.

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4 teachers like this lesson
Math, Algebra, Expressions (Algebra), 6th grade, master teacher project, inverse operations
  50 minutes
unit 6 15 image
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