# Lesson: 3 - Roots and Powers on a Number Line

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### Lesson Objective

SWBAT place perfect squares, square roots, and positive and negative exponents on a number line.

### Lesson Plan

 AGENDA KEY POINTS / ESSENTIAL QUESTIONS MATERIALS 1. Opening - active 2. Mini-Lesson – passive 3. Team Showdown – active 4. IP – passive 5. Exit / Closing - passive What is a number line used for? How do I arrange numbers on a number line? - OBJECTIVE SWBAT place perfect squares, square roots, and positive and negative exponents on a number line. ASSESSMENT Place the following on the number line given: 32, -(5)0, 1-1, and (square root of) 25 1.  OPENING (8 minutes) ACTIVE Multiplication Drill Warm-Up Students are prompted again to follow procedure to get into classroom / complete warm-up. Drills 2.  Mini-lesson: CONTENT (10 minutes) PASSIVE Hook: Using the numbers on the board (5, 12, 15, 22), spell a word describing how you feel about math. Explain that it's almost impossible to do, but if we have a hint on how to convert from numbers to letters (1 = A, 2 = B, etc.) it becomes a lot easier to work it out. Answer = LOVE.   Procedure: 1. Simplify the terms given. 2. Put them in order from least to greatest. 3. Place them on the number line given. Students work out the riddle based on the hint.       Students listening, asking engaging questions, and filling in notes sheet. Notes 2.3 3.  Team Showdown (10 mins) ACTIVE Split students into 2 teams. Put an exponent or square root on the board and using projector's number line, ask students to put it on the number line. They can discuss with one partner, but rotate who has to come to the board to show where the value should be on the number line. Switch back and forth between teams. Students are working together to compose songs, draw models, or construct dramatic representations of perfect squares. 4. Independent Practice (20 minutes) PASSIVE Complete worksheet on back of notes. Team with best participation gets to work on carpet / clipboards Worksheet 5.  Exit Ticket and Closeout (8 mins) PASSIVE Exit ticket, silent volume. TIMER 6. Reflection This lesson requires that students have already been exposed to number lines extensively. Specifically, students should be able to recognize intervals and label a number line based on this first.   I only had about 12 minutes for independent practice on this lesson, which was by far not enough for the number of problems on the worksheet. The sheet would probably take 20 – 25 minutes.

### Lesson Resources

 Presentation 2.3 Rational Numbers on Number Line 578 Notes 2.3 Rational Numbers on Number Line 567