TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |3rd Six Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |7 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Getting to the “Root” of the Problem |

|Lesson TOPIC: |Square root, square |

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|TAKS Objective: |Objective 1: The student will demonstrate an understanding of numbers, operations, and |

| |quantitative reasoning. |

|FoCUS TEKS and Student Expectation: |Number, operation, and quantitative reasoning. The student represents and uses numbers in a |

| |variety of equivalent forms. The student is expected to: |

| |(C) represent squares and square roots using geometric models |

|Supporting TEKS and Student Expectations: | (13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics |

| |to solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(C) select or develop an appropriate problem-solving strategy from a variety of different types, |

| |including drawing a picture, looking for a pattern, systematic guessing and checking, acting it |

| |out, making a table, working a simpler problem, or working backwards to solve a problem |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |A square is the product of a number and itself. |

|Square | |

| |A square root is one of the two equal factors of a number. |

|Square Root | |

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| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

Discuss how the ancient Greeks called the sides of a rectangle a root. Tell the class that according to the Greeks, a rectangle had two roots. Ask: “Why do you think they said there were two roots?” The answer you want from the class is that one root represents the height of the rectangle and the other was for the width. Now talk about how the Greeks viewed squares. The ancient Greeks said that a square only had one root. Ask the class: “Why do you think they said a square only has one root?” The answer you want from the class is that the square’s height and width are equal. Now ask the following question: “Are the roots of a square always going to be equal?” The answer you want from the class is “yes”. Discuss that even today we still say there is only one root for a square. We call it a square root.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Draw a small square on the board. Ask: “What would the root of the square be?” The answer you are looking for is one. Next draw the following:

Tell the class that this is a square that is made of four small squares. Ask: “What would the root of that square be?” The answer you are looking for is two. Explain to the class why this is true. Discuss that when we are trying to find a square root, what we are really trying to find is what number, times itself, will give me this square. Show what the square root symbol looks like. (√ ). Put the following on the board:

√ 16 Ask the class: “What number, times itself, will give me 16?” Make sure that each student understands why four is the correct answer.

C. Guided activity or strategy

Have students get into groups of 2 – 3. Each student will need a piece of scratch paper. Ask the following questions:

• What number times itself will give you a square of one?

• What number times itself will give you a square of four?

• What number times itself will give you a square of nine?

• What number times itself will give you a square of sixteen?

Allow students time to work together and compare answers before giving the correct answer. Next draw the following on the board:

Discuss what the model represents in terms of squares and square roots. After discussion, each student will return to seat to work on the Getting to the “Root” of the Problem Worksheet individually.

D. Accommodations/modifications

Students requiring modifications may work with a peer on the guided activity.

E. Enrichment

Students requiring enrichment may model how to find square roots during the guided activity.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Getting to the “Root” of the Problem Worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Getting to the “Root” of the Problem Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Getting to the “Root” of the Problem Worksheet Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• Why do we need to know about squares and square roots?

• Why do you think the Greeks were so interested in mathematics?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how square and square root problems may look in test format by placing the TAKS questions below on the overhead.

B. Sample TAKS questions

1.

2.

3.

V. Key Vocabulary

Square, Square Root

VI. Resources

A. Textbook

Math Advantage ~ Middle School II

Student Handbook

• Squares and Square Roots, pp. H4

B. Supplementary materials

• Getting to the “Root” of the Problem Worksheet

• Getting to the “Root” of the Problem Worksheet Answer Key and Grading Rubric

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

You may want to take your students to the computer lab to let them do research on Greeks and mathematics. This lesson would be a good introduction prior to teaching the Pythagorean thereom.

VIII. Teacher Notes

To enhance the lesson, you might want to research the Greek contribution to mathematics. Pictures and internet articles would be great to add to the introduction of this lesson.

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