In the lesson, note that the numbers represented by the geometric squares are called square numbers. As a final note, I would quickly draw each square, and reiterate why it is called a square number.
Students can then write in their math journals two to three paragraphs describing what they did, what they learned, and what they still have questions about.
Day 2: Introduce the “game” that was presented at the beginning of this paper. Try the number 6, which has the interesting property that it has two pairs of factors such that the sum of one pair equals the difference of the other.