# Lesson: 2 - Perfect Squares and Roots

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### Lesson Objective

SWBAT convert between perfect squares and their roots between 1 - 15.

### Lesson Plan

 AGENDA KEY POINTS / ESSENTIAL QUESTIONS MATERIALS 1. Opening - active 2. Mini-Lesson – passive 3. Starbursts – active 4. MAD Minutes – passive 5. Exit / Closing - passive What does a square represent? What is a square root? - OBJECTIVE SWBAT convert between perfect squares and their roots between 1 – 15. ASSESSMENT Binder Quiz 2 / Exit Ticket 1.  OPENING (8 minutes) ACTIVE Multiplication Drill Warm-Up Students are prompted again to follow TOUCHDOWN procedure to get into classroom / complete warm-up. Drills 2.  Mini-lesson: CONTENT (10 minutes) PASSIVE Squares are a number multiplied by itself two times (EX: 3 squared = 3 x 3 = 9) Roots are the number being multiplied by itself.   Common misunderstanding (divided by 2) Students listening, asking engaging questions, and filling in notes sheet. Notes 2.2 3.  MAD MINUTES (10 mins) ACTIVE Students work in small groups of 2 to construct a musical, artistic, or dramatic representation of perfect squares. Students are working together to compose songs, draw models, or construct dramatic representations of perfect squares. 4. Independent Practice (20 minutes) ACTIVE Individual whiteboard races / speed drill on squares / perfect squares. Team with best participation / activity gets to work on carpet / clipboards Worksheet 5.  Exit Ticket and Closeout (8 mins) PASSIVE Close out activity – 3,2,1 to identify the 3 new things learned, 2 old things remembered, and 1 question you still have.   Exit ticket, silent volume. PowerPoint   Write “when finished…” directions on board.   TIMER 6. Reflection This was a successful lesson in the classes where I let them really express their creativity in their representation of squares. I used area of a 2 by 2 box to show why squares work the way they do. The most critical misunderstanding that students have with this lesson is to multiply the base by the exponent. I explain that the exponent is the little guy on the shoulder telling the base how many times to show up (can use the analogy of a manager and a performer). Also show the difference between adding the base to itself (multiplication) and multiplying the base by itself (squares). This difference is crucial.   I got overwhelmed with the activity here – with two active tense activities next to each other. I would probably not choose to do that again.

### Lesson Resources

 Notes 2.2 - Perfect Squares 1,915
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