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From Karnataka Open Educational Resources
Relationship between Area of a square and its Sidelength- Activity 1 (view source)
Revision as of 07:37, 11 November 2019
, 07:37, 11 November 2019no edit summary
=== Objectives ===
=== Objectives ===
# Understanding the geometric meaning of square root.
# Finding square root of a perfect square number by prime factorisation.>
# Finding square root of a number by division method.
# Finding square root of a decimal number.
=== Estimated Time ===
=== Estimated Time ===
40 minutes.
=== Prerequisites/Instructions, prior preparations, if any ===
=== Prerequisites/Instructions, prior preparations, if any ===
# The students should know tables and multiplication .
# They should know that the product obtained by multiplying the same number twice is called a perfect square number and the number itself is called its square root.
# They should know a square , its side length and finding area of a square.
=== Materials/ Resources needed ===
=== Materials/ Resources needed ===
Laptop, geogebra file, projector and a pointer.
=== Process (How to do the activity) ===
=== Process (How to do the activity) ===
# Initially the teacher can discuss about a square, its sides and area of a square.
# Tell the students that each small inner square measures 1 unit .
# Formula to find area of square is side X side.
# Each inner square's area is 1 sq unit.
# Start with a outer big square of side length 3, which gives an area of 9. Then after doing side lengths of 3-5, put up a square and say the area is 64, so what must the side lengths be? The students will know it must be 8. Do this a few times and then introduce the new notation saying that the side length for the square with area 64 is the sqrt(64) = 8, and that is along the side of the square. Similarly repeat for area 144 and write it as square root of 144 =12 on the side length. Tell them that a square root is the inverse of squaring a number.
# Introduce the symbols forsquare and square root.
Extending the analogy to the area of a square and its side length helps students visualize the geometric meanings of square and square roots. [Note : Disadvantage of this activity: here we can consider only positive numbers as square roots. Hence in further classes the concept of square root should be extended to negative numbers as well.]
* Developmental Questions:
# What is the figure called ?
# How do you know its a square ?
# Why is the figure called a perfect square ?
# What are the dimensions of each inner smaller square ?
# What is the area of each small inner square ?
# What is the area of two such small squares ?
# What is the area of 9 such small squares ?
# If the small squares are of 1 unit dimension, and area of each such square is one sqcm, can we say that the whole area is equal to the total number of smaller squares.
# (The number of cells/small squares in each row) x (number of rows) gives us ________.
# If the number of cells in each row and number of rows is same then we multiply the _________ number twice.
# Conversely if area is known, then its ___________ can be found out.
# For ex : If the area of a square is 81, then what would be its side length?
=== Evaluation at the end of the activity ===
=== Evaluation at the end of the activity ===
# Did students make the connection between the area of a square and square numbers? How do you know?
# What evidence helped you assess students' understanding of the geometric meaning of square root?
=== Question Corner: ===
# If you know the side length of a square, how can you determine its area?
# If you know the area of a square, how can you determine its side length?
