Taking the Square Root of Both Sides

I wanted to create a knowledge gap so that they hungry to know what's happening and then saying, well, what we're doing over time. So I might say, you know, the last two steps show taking the square root of both sides. The generalization being if an equation is c squared equals something, you can get the solution by undoing the swearing with the square root or something like that. But I really like, why didn't the student find this square root? Because maybe even I'd say, how did the student know that they shouldn't calculate the value of thesquare root of 29? That's a really good question.