1. Brain blitz/ warm-up 10-3 𝟏 𝟏𝟎 x 𝟏 𝟏𝟎 x 𝟏 𝟏𝟎 𝟏 𝟏,𝟎𝟎𝟎 0.001 10-6
Name:________________________________________________________________________________Date:_____/_____/__________
Brain blitz/ warm-up
Use repeated multiplication in order to write out the meaning
of the below exponents:
83 = ____________________________________________
8-3 =____________________________________________
3. Fill-in-the-Chart:
Evaluate:
= _____
= _____
Negative exponents DO NOT
make the base number negative!!
Repeated
Multiplication
Fraction
Answer
Decimal
10-3
𝟏 𝟏𝟎 x 𝟏 𝟏𝟎 x 𝟏 𝟏𝟎
𝟏 𝟏,𝟎𝟎𝟎
0.001
10-6
Negative exponents DO NOT
make the base number negative!!

2. (# of crackers on each side)
Cheez-it SQUARE LAB
NAME:___________________________________________________________________________________Date:_____/_____/__________
This is MY kind of 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:
Reflection/ Discussion Questions:
Study the third column of data (“Total # of Crackers”). What do these numbers represent for each square? ________________________________________________________________
Without building, how many crackers would it take to build square # 7?__________
What about square #12? __________
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? _____________
Square #
Side-Length
(# of crackers on each side)
Total # of Crackers 1
1 un. 2
2 un. 3
3 un. 4
4 un. 5
5 un. 1 4 9 16 25
These numbers represent the area for each square. 49
144
9 un.
perfect square #’s
square roots

3. Exit Ticket - Square lab
NAME:___________________________________________________________________________________Date:_____/_____/__________
Answer the following questions regarding the “Cheez-It Square Lab” (without looking at lab paper) :
The total # of crackers used for each square represents the _______________
for that square.
How many crackers would be needed to build a square with a side-
length of 8 un. ? __________
If we build a square using 100 total crackers, what would its side-length
be? __________
What is the special name for the side-length numbers? ____________________
Exit Ticket - Square lab
NAME:___________________________________________________________________________________Date:_____/_____/__________
Answer the following questions regarding the “Cheez-It Square Lab” (without looking at lab paper):
The total # of crackers used for each square represents the _______________
for that square.
How many crackers would be needed to build a square with a side-
length of 8 un. ? __________
If we build a square using 100 total crackers, what would its side-length
be? __________
What is the special name for the side-length numbers? ____________________

4. 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.

5. 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. 16
area 4
side

6. 1² = _____ 2² = _____ 1 = 1 3² = _____ 4² = _____ 4 = 2 5² = _____
Perfect Squares
Square Roots:
1² = _____
2² = _____
3² = _____
4² = _____
5² = _____
6² = _____
7² = _____
8² = _____
9² = _____
10² = _____
11² = _____
12² = _____
13² = _____
14² = _____
15² = _____
16² = _____
17² = _____
18² = _____
19² = _____
20² = _____
1 = 1
4 = 2
9 = 3
16 = 4
25 = 5
36 = 6
49 = 7
64 = 8
81 = 9
100 = 10
121 = 11
144 = 12
169 = 13
196 = 14
225 = 15
256 = 16
289 = 17
324 = 18
361 = 19
400 = 20

7. 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??

8. is the __________ of the __________ length of the
Remember . . .
The PERFECT SQUARE #
is the __________ of the
square!!!
AREA
The SQUARE ROOT #
represents the
__________ length of the
square!!!
SIDE

9. Perfect square EXAMPLES:
√64 = √225 =
3. √ 36 = √ 169 =
5. √ 400 = √ 25 = 8 15 6 13 20 5

10. 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?
√22 lies between _____ and _____.
√54 lies between _____ and _____.
3. √133 lies between _____ and _____.
4. √320 lies between _____ and _____. 4 5 7 8 11 12 17 18

11. IXL HOmework
I.9 - Square Roots of Perfect Squares
EARN a Smart Score of 70 (or higher)!
DON’T FORGET TO LOG IN!
(You won’t receive credit for doing your homework if you are not logged in!)
TO LOG IN:
CLICK on the IXL button on the Simpson Home Page (left side)
Username: given to you by your teacher
(Usually the initial of your first name, followed by full last name)
Password: math7
(you will receive a personalized password soon)
Once you are logged in, you can click on the links above
to get to the skill(s) assigned for homework
OR you can do the following:
CLICK on MATH
CLICK on 7th GRADE
CLICK on the skill(s) assigned for homework
EARN a Smart Score of 70 on the assigned skill(s),
then you are done!

12. 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.

13. (# of crackers on each side)
Cheez-it SQUARE LAB
NAME:___________________________________________________________________________________Date:_____/_____/__________
This is MY kind of 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:
Reflection/ Discussion Questions:
Study the third column of data (“Total # of Crackers”). What do these numbers represent for each square? ________________________________________________________________
Without building, how many crackers would it take to build square # 7?__________
What about square #12? __________
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? _____________
Square #
Side-Length
(# of crackers on each side)
Total # of Crackers 1
1 un. 2
2 un. 3
3 un. 4
4 un. 5
5 un.

14. is the __________ of the __________ length of the
Math -7 NOTES
DATE: ______/_______/_______
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.
NAME:
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 = _____
2² = _____
3² = _____
4² = _____
5² = _____
6² = _____
7² = _____
8² = _____
9² = _____
10² = _____
11² = _____
12² = _____
13² = _____
14² = _____
15² = _____
16² = _____
17² = _____
18² = _____
19² = _____
20² = _____
1 = 1
4 = 2
The PERFECT SQUARE #
is the __________ of the
square!!!
The SQUARE ROOT #
represents the
__________ length of the
square!!!

15. Perfect square EXAMPLES:
Evaluate:
√64 = √225 =
3. √ 36 = √ 169 =
5. √ 400 = √ 25 =
NON-PERFECT SQUARE # EXAMPLES:
Between which two consecutive whole numbers do the following #’s fall between?
√22 lies between _____ and _____.
√54 lies between _____ and _____.
√133 lies between _____ and _____.
√320 lies between _____ and _____.

16. “Square Roots and Perfect Square Numbers”
INDIVIDUAL practice
NAME:________________________________________________________________________________DATE: _____/_____/__________
“Square Roots and Perfect Square Numbers”
Find the square root of the following numbers:
= __________
= __________
= __________
= __________
= __________
= __________
= __________
= __________
= __________
= __________
= __________
= __________
Between which two consecutive WHOLE numbers do the following #’s fall between?:
lies between __________ and __________.
lies between __________ and __________.
lies between __________ and __________.
lies between __________ and __________.
Short Answer:
Draw a picture that models the following perfect square number: 9
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 #)?
What perfect square # does the square to the right represent? __________
What would its square root be ? __________

17. continued
Shade the following grids in order to model square numbers and square roots. The first
2 are done for you . . .
Side-length is