This document contains a math worksheet with 20 questions about solving equations involving square numbers. The questions progress from simple equations like 2 x = 22 to more complex problems finding sums of squares or identifying Pythagorean triples. The document provides the questions, spaces to write answers, and a final slide with the correct answers. The goal is for students to practice solving problems involving square numbers at a Level 4 challenge and identify Pythagorean triples at Level 5.
23. Today I will learn to solve problems
involving square numbers Level 4
Challenge Objective: identify a
Pythagorean triple Level 5
Key Words
Square, Pythagoras, Pythagorean, Sum, Ad
d, Describe, Solve
24. • All will find square
numbers
• Most will solve problems
involving square numbers
• Some will identify
Pythagorean triples
25. Square numbers
1² = 1 x 1 = 1
2² = 2 x 2 = 4
• Draw a diagram/picture for the 1st 10 square
numbers in your book.
• You must say what the number is you are squaring
and what the answer is.
• You’ll need this to help you solve problems in a bit...
34. Answers
2 b square numbers c square numbers d odd
numbers
e The difference between any two consecutive square
numbers is an odd number.
3 e 4 + 9 f 1 + 16 g 9 + 16 h 9 + 25 i 16 + 25
j 25 + 25 or 1 + 49 k 9 + 49 l 16 + 49 m 4 + 64
n 9 + 64 o 16 + 64 p 9 + 81 q 16 + 81 r 25 + 81
s 49 + 81 t 81 + 81
35. Using your planners which is correct
Write 41 as a sum of square numbers
36 + 5 20 + 21 25 + 16
42. Today I will learn to solve problems
involving square numbers Level 4
Challenge Objective: identify a
Pythagorean triple Level 5
Key Words
Square, Pythagoras, Pythagorean, Sum,
Add, Describe, Solve
43. • All will find square
numbers
• Most will solve problems
involving square numbers
• Some will identify
Pythagorean triples
44. Plenary
www…ebi
what went well … even better if
45. If you would like to print out as
a worksheet, please print the
following two slides.
These can be printed as 2
handouts per page or as
individual slides.
This is an ideal activity to use mini whiteboards, or alternatively you can do as a quick quiz in the students books. The following slides are timed and will move on automatically.
These are the answers if you have done the entry activity using the students book as a quiz. Not needed if you are using the whiteboards.
Share the objectives with the class
All, Most, Some
Students to show the colour of the correct answer. This will help you to check the progress of the class.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Share the objectives with the class
All, Most, Some
Students to show the colour of the correct answer. This will help you to check the progress of the class.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Share the objectives with the class
All, Most, Some
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Share the objectives with the class
All, Most, Some
This is a really quick plenary. Get students to write in their book www (what went well) something they found that they were good at and are confident with. They then need to write ebi (even better if) so something that they would like to improve in their work. Get students to share what they have written.
It maybe helpful to print out the following two slides, as this means that you can let students work at their own pace a bit more and it is easier to differentiate.