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Students practice setting up equations involving squares, cubes, square roots, and cube roots from geometric contexts.
Arrange students in groups of 2.
Ask students to recall these geometry facts.
Remind students that when an object is scaled so that lengths are multiplied by the scale factor
The last question refers to finding volume by water displacement. If any students ask about this process, ask the class if they have ever found the volume of an object this way in their science classes. If necessary, explain that the volume of an object can be found by pouring a known volume of water in a container and then submerging the object. The volume of the object is the combined volume of the object and the water minus the known volume of the water before the object was added. In this case, it can be difficult to find the volume of an airplane either by geometric or displacement methods, but a scale model is small enough to have its volume measured in this way.
Encourage students to discuss their thinking with their partner. If partners disagree, they should work to reach agreement.
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Select students to share their responses. If it is helpful, share that 1,000,000 square centimeters is 100 square meters or about 120 square yards and that 1,000,000 cubic centimeters is 1 cubic meter or about 35 cubic feet.
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Students create their own equations involving radicals that have different numbers of solutions. Generating new questions requires more innovative thinking than solving given equations, allowing students to better make sense of radical equations (MP1).
Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Arrange students in groups of 2. Give students 8–10 minutes of quiet work time followed by discussion with a partner and whole-class discussion.
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If students struggle longer than is productive, consider saying:
“Can you explain how you solved the equations from the Warm-up.”
“What is the relationship between the number of solutions for an equation and the graphs of each side of the equation?”
Ask students to check their solutions with their partners. Ask students to share any equations they felt helped them learn the most and discuss those equations with the class. If any students used graphs to help figure out their equations, invite them to share and display their visuals for all to see.
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