Sorry! This resource requires special permission and only certain users have access to it at this time.
Lesson Content

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
By the end of this lesson, students will be able to apply the Product of Powers Property to write equivalent exponential expressions that involve the multiplication of factors with common bases and positive exponents:
 Express an exponential expression as repeated multiplication.
 Express the product of common bases as the common base with the exponents added.
 Identify when to apply the Product of Powers Property and when it is not applicable.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with:
 Numerical expressions and equations
 Algebraic expressions and equations
 Equivalent expressions and equations
 Onevariable equations and inequalities
 Properties of operations
 Whole number exponents

Guiding Questions: What are the guiding questions for this lesson?
At the beginning of the Teaching Phase, as you review the concept of repeated multiplication, ask:

When you see an exponential expression, how might you express it in another way?

What would be the simplest or shortest form to write this expression?

Why do you think a mathematician identified this property? (it's a shortcut, for a faster way to write the expression)

What condition must exist for this property to be used? (bases must be the same)

As the new concept is presented and explained, continue asking what each new equivalent expression means to them and how the equivalent expression evolved from the previous expression.
Be aware of the facial expressions, the body language, and/or comments of the students as you introduce a new concept. Often, these will tell you that the student does not understand, but he/she will not raise a hand to ask questions. Call on a student who is showing these doubts and ask the student to express what they are thinking or not understanding. This will provide the opportunity to rephrase the concept and address any particular questions students may ask.

Teaching Phase: How will the teacher present the concept or skill to students?
Proceed with the Teaching Phase as described in the attached document. Please use the Guiding Questions to help students derive the conditions and wordings of the property rather than just telling them.
Teaching Phase
Elicit answers from students for other students to hear and see, whenever possible, rather than telling them. Use a share with your partner strategy so that each student has the opportunity to express their thinking.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Provide the following problems for the students to do in class and then guide them through the process with questions. Again, use the Guiding Questions to help students think about the property rather than just a memorized response.
Guided Practice

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Have the students work on the following problems on their own in class:
Independent Practice Worksheet
Independent Practice Answers
Shuttle Power Activity
Shuttle Power Activity Answer Key
When the students have completed these exercises, discuss their answers and resolve any misconceptions and errors.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Ask for a student volunteer to summarize the Product of Powers Property. Ask if any student would add to the first student's response.
Elaborate on the student responses to include 
When you have a common base, the product of exponential expressions can be rewritten by keeping the base the same and adding the exponents. This property can be used when the base is the same in each of the exponential terms being multiplied. The base can be a number or a variable.
Ask for some examples and nonexamples.

Summative Assessment
Administer the summative assessment.
Summative Assessment
Summative Assessment Answer Key

Formative Assessment
Project the following Matching Game on the screen, tell the students to take out a piece of paper and write the numbers 1 through 8 in a column on the lefthand side of the paper. Tell them to write their letter answer next to each number.
Matching Game
Matching Game Answer Key
Call on students for answers. Check for understanding by asking the students the reason for their answers.
Use the responses to adapt the lesson, as needed.

Feedback to Students
During the Teaching Phase, ask random students questions regarding the step or process just described to determine their level of understanding. If needed, clarify or correct any doubts or misconceptions the students have expressed.
Possible misconceptions could be:
 Students multiply the base by the exponent. Remind the student that the exponent indicates how many times we use the base as a factor.
 Students multiply or add the bases instead of keeping the common base.
 Students multiply the exponents instead of adding them.
 Students apply the Product of Powers Property when the bases are different.
In these last three instances, review the definition of the Product of Powers Property with the student.
When discussing the answers to the Matching Game, tell the students to explain their answer and discuss their reasoning process as needed. By providing immediate feedback to the students, they will be able to minimize mistakes on the Summative Assessment.
Assessment
 Feedback to Students:
During the Teaching Phase, ask random students questions regarding the step or process just described to determine their level of understanding. If needed, clarify or correct any doubts or misconceptions the students have expressed.
Possible misconceptions could be:
 Students multiply the base by the exponent. Remind the student that the exponent indicates how many times we use the base as a factor.
 Students multiply or add the bases instead of keeping the common base.
 Students multiply the exponents instead of adding them.
 Students apply the Product of Powers Property when the bases are different.
In these last three instances, review the definition of the Product of Powers Property with the student.
When discussing the answers to the Matching Game, tell the students to explain their answer and discuss their reasoning process as needed. By providing immediate feedback to the students, they will be able to minimize mistakes on the Summative Assessment.
 Summative Assessment:
Administer the summative assessment.
Summative Assessment
Summative Assessment Answer Key
Accommodations & Recommendations
Accommodations:
A paper can be prepared with a written explanation of how the Product of Powers Property is used to write an equivalent exponential expression and with some additional solved examples.
Simpler examples could be used.
Extensions:
A link to an interactive exponents rule game will provide additional practice opportunities.

Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector
Special Materials Needed:
Paper
Pencil
Worksheets
Further Recommendations:
Make sure students clearly understand which number is the base and which number is the exponent in an exponential expression and the relationship between the two.
Additional Information/Instructions
By Author/Submitter
Standard of Mathematical Practice 7 (MAFS.K12.MP.7.1):
Look for and make use of structure. Students might notice that
equals 3 x 3 and
equals 3 x 3 x 3. Later, they would see that
x
equals (3 x 3) x (3 x 3 x 3) and that this is the same as
, with the new exponent being equal to the sum of the original exponents.
Source and Access Information
Contributed by:
Jose Camps
Name of Author/Source: Jose Camps
District/Organization of Contributor(s): Volusia
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.