Transcript Lesson 5

Name:________________________________________________________________________________Date:_____/_____/__________
Brain blitz/ warm-up
Use repeated multiplication in order to write out the meaning
of the below exponents:
1. 83 = ____________________________________________
2. 8-3 =____________________________________________
Negative exponents DO NOT
make the base number negative!!
3. Fill-in-the-Chart:
Repeated
Multiplication
10-3
𝟏
𝟏𝟎
x
𝟏
𝟏𝟎
x
𝟏
𝟏𝟎
Fraction
Answer
Decimal
Answer
𝟏
𝟏, 𝟎𝟎𝟎
0.001
10-6
Evaluate:
4. 25 = _____
5. 6-3 = _____
Negative exponents DO NOT
make the base number negative!!
NAME:___________________________________________________________________________________Date:_____/_____/__________
This is MY
kind of lab . . .
4 un.
Cheez-it SQUARE LAB
4 un.
Directions: Use “Cheez-It” crackers in order to build squares (as outlined in table).
Assume that each cheez-it has a side-length of 1 unit. Then, fill-in the missing spaces:
Square
#
Side-Length
(# of crackers on each side)
Total # of
Crackers
1
1 un.
1
2
2 un.
4
3
3 un.
9
4
4 un.
16
5
5 un.
25
Reflection/ Discussion Questions:
1.
Study the third column of data (“Total # of Crackers”). What do these numbers
numbers represent the area for each square.
represent for each square? These
________________________________________________________________
2.
49
Without building, how many crackers would it take to build square # 7?__________
3.
144
What about square #12? __________
4.
9 un.
What would be the side-length of a square with 81 total crackers?____________
square #’s
BONUS: Do you know the special name for the #’s in the last column? perfect
____________________
roots
Do you know the special name for the side-length #’s in the middle column? square
_____________
NAME:___________________________________________________________________________________Date:_____/_____/__________
Exit Ticket - Square lab
Answer the following questions regarding the “Cheez-It Square Lab” (without
looking at lab paper) :
1. The total # of crackers used for each square represents the _______________
for that square.
2.
How many crackers would be needed to build a square with a sidelength of 8 un. ? __________
3. If we build a square using 100 total crackers, what would its side-length
be? __________
4.
What is the special name for the side-length numbers? ____________________
NAME:___________________________________________________________________________________Date:_____/_____/__________
Exit Ticket - Square lab
Answer the following questions regarding the “Cheez-It Square Lab” (without
looking at lab paper):
1. The total # of crackers used for each square represents the _______________
for that square.
2.
How many crackers would be needed to build a square with a sidelength of 8 un. ? __________
3. If we build a square using 100 total crackers, what would its side-length
be? __________
4.
What is the special name for the side-length numbers? ____________________
Today’s lesson . . .
What:
Square numbers and
Square roots
Why:
To examine the perfect square numbers
up to 400 and to find the square
root of both perfect and non-perfect
square numbers.
This square represents which perfect
16
square #?_______
area of the square.
This is also the __________
4
The square root of this square is _________
because it is a 4 x 4 square. The square
side
root is the ____________
length of the
square.
Perfect Squares
Square Roots:
1² = _____
3² = _____
1=1
4=2
9=3
4² = _____
16 = 4
5² = _____
25 = 5
6² = _____
36 = 6
7² = _____
49 = 7
8² = _____
64 = 8
81 = 9
100 = 10
2² = _____
9² = _____
10² = _____
11² = _____
13² = _____
121 = 11
144 = 12
169 = 13
14² = _____
196 = 14
15² = _____
225 = 15
16² = _____
256 = 16
289 = 17
324 = 18
361 = 19
12² = _____
17² = _____
18² = _____
19² = _____
20² = _____
Perfect Square
MEMORY
Challenge!!
Next class, you will have the
opportunity to write the perfect
square numbers up to 400.
You will only have 3 minutes to
do it, so the numbers MUST be
memorized.
Any student who CORRECTLY
memorizes ALL of them will
receive a reward (Hint: It will
be “square” in shape . . .)
Will YOU take the challenge??
Remember . . .
The PERFECT SQUARE #
is the __________
AREA of the
square!!!
The SQUARE ROOT #
represents the
__________
SIDE length of the
square!!!
Perfect square EXAMPLES:
1. √64 = 8
2. √225 = 15
3. √ 36 = 6
4. √ 169 = 13
5. √ 400 = 20
6. √ 25 = 5
How do we find the square root
of non-perfect square #’s??
We can ESTIMATE . . .
Between which two consecutive whole
numbers do the following #’s fall between?
4 and _____.
5
1. √22 lies between _____
8
7 and _____.
2. √54 lies between _____
12
11 and _____.
3. √133 lies between _____
18
17 and _____.
4. √320 lies between _____
IXL HOmework
I.9 - Square Roots of Perfect Squares
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END OF LESSON
The next slides are student copies of the notes for this
lesson. These notes were handed out in class and
filled-in as the lesson progressed.
NAME:___________________________________________________________________________________Date:_____/_____/__________
This is MY
kind of lab . . .
4 un.
Cheez-it SQUARE LAB
4 un.
Directions: Use “Cheez-It” crackers in order to build squares (as outlined in table).
Assume that each cheez-it has a side-length of 1 unit. Then, fill-in the missing spaces:
Square
#
Side-Length
(# of crackers on each side)
1
1 un.
2
2 un.
3
3 un.
4
4 un.
5
5 un.
Total # of
Crackers
Reflection/ Discussion Questions:
1.
Study the third column of data (“Total # of Crackers”). What do these numbers
represent for each square? ________________________________________________________________
2.
Without building, how many crackers would it take to build square # 7?__________
3.
What about square #12? __________
4.
What would be the side-length of a square with 81 total crackers?____________
BONUS: Do you know the special name for the #’s in the last column? ____________________
Do you know the special name for the side-length #’s in the middle column? _____________
Math -7 NOTES
NAME:
What:
Why:
DATE: ______/_______/_______
Square numbers and square roots
To examine the perfect square numbers up to 400 and to find the square
root of both perfect and non-perfect square numbers.
This square represents which perfect square #?_______
This is also the __________ of the square.
The square root of this square is ________because it is a 4 x 4
square. The square root is the ____________ length of the
square.
Perfect Squares
Square Roots:
1² = _____
1=1
2² = _____
4=2
3² = _____
4² = _____
5² = _____
6² = _____
7² = _____
The PERFECT SQUARE #
is the __________ of the
square!!!
8² = _____
9² = _____
10² = _____
11² = _____
12² = _____
13² = _____
14² = _____
15² = _____
16² = _____
17² = _____
18² = _____
19² = _____
20² = _____
The SQUARE ROOT #
represents the
__________ length of the
square!!!
Perfect square EXAMPLES:
Evaluate:
1. √64 =
2. √225 =
3. √ 36 =
4. √ 169 =
5. √ 400 =
6. √ 25 =
NON-PERFECT SQUARE # EXAMPLES:
Between which two consecutive whole numbers do the following #’s
fall between?
1.
√22 lies between _____ and _____.
2.
√54 lies between _____ and _____.
3.
√133 lies between _____ and _____.
4.
√320 lies between _____ and _____.
NAME:________________________________________________________________________________DATE: _____/_____/__________
INDIVIDUAL practice
“Square Roots and Perfect Square Numbers”
Find the square root of the following numbers:
1.
25 = __________
2.
81 = __________
3.
169 = __________
4.
49 = __________
5.
225 = __________
6.
9 = __________
7.
36 = __________
8.
144 = __________
9.
196 = __________
11.
289 = __________
12.
10. 400 = __________
64 = __________
Between which two consecutive WHOLE numbers do the following #’s fall between?:
13.
14 lies between __________ and __________.
14.
88 lies between __________ and __________.
15. 130 lies between __________ and __________.
16.
32 lies between __________ and __________.
Short Answer:
17. Draw a picture that models the following perfect square number: 9
18. Jerry is designing a square patio. The patio has an area of 98 square feet. About how long
is each side of the patio (will be a decimal #)?
19. What perfect square # does the square to the right represent? __________
20. What would its square root be ? __________
continued . . . .
Shade the following grids in order to model square numbers and square roots. The first
2 are done for you . . .