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* *Reflection: Student Feedback
What's At the Root? Day 3 - Section 1: Warm Up

*Square Roots Discourse.MP4*

*What's At the Root? Day 3*

# What's At the Root? Day 3

Lesson 3 of 5

## Objective: SWBAT use square root and cube root symbols to represent solutions to equations in the form of x^2 = p and x^3= p, where p is a positive rational number.

#### Warm Up

*7 min*

For today's Warm Up assignment, I have given students three problems that build upon the previous days' lessons. The first problem asks students to find the dimension of a large cube formed from 27 smaller cubes. The second problem asks students to simplify an expression with both a cube root and square root. The third asks students to recall the largest prefect square number under 200.

As students work, I move about the room redirecting students as needed. Once the timer sounds after 5 minutes, I call the class to the Smart board where we work together to come to consensus on the answers to the warm up problems. I do this by calling students at random (from a cup of name sticks) to answer each problem. I then ask for any dissenting opinions. If some occur, I ask each student to justify his/ her answer. I then check for student agreement before moving on to the next problem.

- Whats at the Root- Day 3.notebook (SMART Notebook)
- What's At the Root- Day 3.pdf (Notebook in PDF)

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#### Learning Objective

*1 min*

After Warm Up, I briefly display today's Learning Objective so that students are aware of our target for the day. I explain that the game we will play will require them to recall the learning from previous days so that they understand we are reviewing a concept learned previously.

#### Resources

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#### Let's Play!

*35 min*

For today's work time, we are going to play a review game called BONK- Roots. BONK is a popular game with students played on the Smart board. Student teams take turns spinning the spinner as many times as they would like, adding the points with each spin. If however, the spinner lands on BONK, the team loses all their points for that round as well as their turn. Students only earn their points if they answer one of their four questions correctly. To keep the game interesting, I do allow other teams to "steal" points if they are able to provide the correct answer when the original team given an incorrect one.

The game ends when any team has answered all four questions. The team with the most points accumulated wins the game.

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#### Quick Check

*2 min*

For closure, I give students a "Quick Check" over perfect cube roots. I want them to be able to recall them with ease, yet also understand how to find a cube root if they can't recall from memory. Students write their answers on a 3 x 5 note card, which I collect as the students exit the classroom.

#### Resources

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- UNIT 1: Welcome Back!
- UNIT 2: Rules of Exponents
- UNIT 3: How Big? How Small?
- UNIT 4: So What's Rational About That?
- UNIT 5: The Fabulous World of Functions
- UNIT 6: Shapes On A Plane
- UNIT 7: What's at the Root?
- UNIT 8: Playing Around with Pythagoras
- UNIT 9: Quantum of Solids
- UNIT 10: It's All About the Rates
- UNIT 11: Oni's Equation Adventure