ALEX Lesson Plan

Hip to be Square

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This lesson provided by:
 Author: Bob Cloud System: Auburn City School: Drake Middle School
General Lesson Information
 Lesson Plan ID: 26359 Title: Hip to be Square Overview/Annotation: This lesson will guide students through the discovery of naming square roots of perfect squares.  Students will build squares and determine the side lengths to notice the relationship between the side lengths and the area of the squares.  This could be a hands-on or technology based activity. This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Associated Standards and Objectives
Content Standard(s):
 TC2 (6-8) 14. Use digital tools to generate new ideas, products, or processes. Examples: ideas—predictions, trends products—animation, video processes—models, simulations MA2015 (8)

Local/National Standards:

NCTM

Number and Operations
Understand meanings of operations and how they relate to one another.

Primary Learning Objective(s):

Naming square roots of perfect squares through 225.

Preparation Information
 Total Duration: 31 to 60 Minutes Materials and Resources: Graph paper, colored pencils, index cards Technology Resources Needed: Interactive whiteboard Background/Preparation: Teacher prep:  Introduce the lesson by playing the song "Hip to be Square", available for download on iTunes. For an interactive whiteboard, teacher should have graph paper prepared.  For those not using an interactive whiteboard, teachers will need to have graph paper available.  The graph paper for demonstration could be display on a document camera or an overhead projector.  The teacher will need to divide students into groups of three or four.  Consideration should be given to the math background of all students. Students need to have background knowledge of basic polygons (squares), exponents, and determining the area of a square.
Procedures/Activities:

 Attachments:**Some files will display in a new window. Others will prompt you to download. squareroot.rtf
Assessment
 Assessment Strategies ENGAGE:While students are working, notice the types of things students are saying in their groups.  Students should mention four right angles and four congruent sides.  Students may also include parallel opposite sides and diagonals are perpindicular bisectors.  Other properties of squares may be mentioned.EXPLORE:Walk around the room providing encouragement as students work.  Aide students that are having difficulty creating the next square.  Ask students if adding one square could make a new square.  Ask them if adding two squares would make a new square.  Continue this process until the next square is found.  Once students are familiar with creating the squares, guide students toward the relationships between the side lengths and the area of each square.  Ask the students if there is a relationship between these.  Ask if they see any patterns occuring in the table they made.  For students struggling with this, it may become clear during the summarization of the lesson. EXPLAIN:Students will be sharing their discoveries as a whole group.  Students should see the connection between the side lengths and the area of the square.  Ask if this will work for squares bigger than what we worked with in our problem. EXTEND:Students will have completed the worksheet either in class or for homework.  The answers are provided on the same link as the problems.
 Acceleration: A website students can go to for extra practice with square roots can be found here. Intervention: Reduce the number of squares that students will be responsible for. Provide an example of several of the smaller squares (1 square, 2x2, & 3x3)  ask the student to explain to you or a peer helper the concept that is being presented.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

 Presentation of Material Environment Time Demands Materials Attention Using Groups and Peers Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.