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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?
The student will know how to apply the properties of integer exponents to simplify numerical and algebraic expressions.

Prior Knowledge: What prior knowledge should students have for this lesson?
Simplifying numerical expressions with exponents.

Guiding Questions: What are the guiding questions for this lesson?
 What does an exponent instruct us to do?
Questions patterned after the following example using 4 to the third power:
 What does the expression 4^3 mean?
 If 4^3 is multiplied times 4^5, then how many 4's are being multiplied?
When developing the rule for 0 and negative exponent:
 What is the pattern in the result of 3^5, 3^4, 3^3, etc.

Teaching Phase: How will the teacher present the concept or skill to students?
 Begin the lesson by having students write expressions like the following using exponents:
 2 x 2 x 2; 2 x 2 x 2 x 4 x 4 x 5 x 5 x 5 x 5; n*n*m*m*m*m; 3*3*5*5*5*x*x*y*y*y*y*z
 Reinforce that an exponent tells how many times a number or variable is being multiplied.
The following directions reference attachments:
DOC 1 TPGP
 document 1 teaching phase/guided practice
DOC 2 IP
 document 2 independent practice
DOC 3 TPGP
 document 3 teaching phase/guided practice
 Have students make a heading on their paper with three columns labeled: Expression  Rewrite  Simplify. See DOC 1 TPGP for a series of problems to use at this point. This consists of a set of problems for two rules of exponents: product of powers, power to a power. Through this sequence of problems, the student will reason through examples and be able to find results without knowing the formal rules. After the first set and after the last set, the teacher can guide the students to write each of the rules for exponents if the students discussion leads to do this.
 After students complete DOC 1 TPGP and do the independent practice (see DOC 2 IP) to reinforce the skills learned from the first part of the teaching phase, the teacher moves on to develop the skill of 0 and negative exponents.
 To teach the concept of 0 and negative exponents, the teacher will use a pattern. See DOC 3 TPGP.
 After the students complete problems on DOC 3 TPGP, students will complete independent practice (see DOC 2 IP) to reinforce skills.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The DOC 1 TPGP is provided for the teacher's use as a guide to teaching the lesson and to provide the students guided practice The DOC 3 TPGP is used by the teacher to develop further exponent rules and to provide the students guided practice.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
DOC 2 consists of two sets of problems. The first set is to completed after DOC 1, the teaching phase, to develop two rules for exponents. The second set is to be completed after DOC 3, the teaching phase to develop the rules for 0 and negative exponents. The teacher writes the answers on the board in a random order or in a "cloud" so they are referred to as the "cloud of answers." The problems are given to the students on a small slip of paper. The students work the problems and find the answer on the board. Some problems can be done mentally so the student can just write their answer once they find it on the board.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The students complete the attached puzzle (DOC 4) "Math is Exponentially Fun!"
Directions for puzzle: The students are given the handout and they cut the rectangles apart. Then, put the pieces back together forming a 4 by 4 rectangle just like the original so that the sides that touch are equivalent expressions. Students can glue the rectangles to a sheet of notebook paper. The letters in the middle of the individual rectangles do not assist in putting the puzzle together; they are to help the teacher grade the puzzle. Sides of the individual pieces that do not have any written expression will be on the outside of the 4 x 4 rectangle which will help the student solve the puzzle.

Summative Assessment
An end of unit test will be given. The test will be designed so there are sections to cover the various rules of exponents so the teacher can see which of the rules needs remediation. The final section of the test will include a mixture of the rules to be applied.

Formative Assessment
 A bell ringer to include
 simplifying numbers raised to exponents
 order of operations with expressions involving more than one operation and including exponents
 The student's work is monitored with careful attention to:
 adding numbers instead of multiplying
 a negative answer for a negative exponent
 an answer of 0 for a number raised to the 0 power

Feedback to Students
Through continuous monitoring of the student's work, the teacher will give immediate feedback about any errors. The more common errors will be addressed with the whole group.
Assessment
 Feedback to Students:
Through continuous monitoring of the student's work, the teacher will give immediate feedback about any errors. The more common errors will be addressed with the whole group.
 Summative Assessment:
An end of unit test will be given. The test will be designed so there are sections to cover the various rules of exponents so the teacher can see which of the rules needs remediation. The final section of the test will include a mixture of the rules to be applied.
Accommodations & Recommendations
Additional Information/Instructions
By Author/Submitter
Standard for Mathematical Practice  MAFS.K12.MP.2.1  Reason abstractly and quantitatively
Intended as a grade 8 lesson, but may be used as an assess point for grades 912
Source and Access Information
Contributed by:
Tami Parish
Name of Author/Source: Tami Parish
District/Organization of Contributor(s): Washington
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.