Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to apply the properties of integer exponents to generate equivalent numerical expressions.
Prior Knowledge: What prior knowledge should students have for this lesson?
MAFS.5.NBT.1.2 . . . explain patterns in the placement of the decimal point when a decimal is multiplied or devided by a power of 10. Use whole-number exponents to denote powers of 10.
MAFS.6.EE.1.1 Write and evaluate numerical expressions involving whole-number exponents.
MAFS.6.EE.1.2c: ...Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
MAFS.7.NS.1.2- Students should have an understanding of what multiplication and division of rational numbers are.
Guiding Questions: What are the guiding questions for this lesson?
The following questions may be asked during the Gallery Walk and/or to start the whole class discussion when summarizing the findings of the students:
How do we define multiplication?
What are we actually doing when we multiply?
How do we define division?
What are we actually doing when we divide?
What are properties of exponents?
How can the properties of exponents help solve problems?
Could you expand the powers to better understand a property?
Teaching Phase: How will the teacher present the concept or skill to students?
In this lesson, students will be introduced to the properties of exponents and how you apply them to perform operations with exponents, including negative exponents.
Teacher preparation to be done prior to teaching the lesson: for the teacher's viewing only My Favorite No teaching strategy: http://www.youtube.com/watch?v=Rulmok_9HVs
Beginning of the class period - "TO DO NOW"
Students will be given a problem on a half sheet (which will serve as their Entrance Ticket- See "Warm-Up" To Do Now under Formative Assessments) to solve upon entering the classroom. They will have to work independently. After sufficient time, the teacher will collect all their responses and use a strategy called, My Favorite No. The teacher will look through the responses and separate them according to right and wrong. The teacher will select his/her favorite wrong response and review that anonymous student's response on the board, document camera or overhead projector, to intentionally call attention to the errors and immediately correct them by posing questions to the students and giving them a chance to respond accurately. Then the teacher may transition into the explore activity where students will participate in a "Gallery Walk" and they will discuss and write down a conclusion about their observations on the posters.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will say, "Who likes to accomplish something more efficiently? Today we will explore the Properties of Integer Exponents. Understanding and knowing these properties will help you make computations more efficiently."
During this time students will be asked to rotate to different Gallery Walk Posters (Gallery Walk Answer Key) posted in the room where they will observe the patterns occurring with the powers.
This strategy is known as a "Gallery Walk."The intent of this activity is to allow students to arrive at the properties, before the teacher discusses the properties with them and how they are applied.
After approximately 12 minutes, ask students to return to their seats and discuss their conjectures with a partner or their table mates.
Create a two column table. Elicit student conjectures to write in one column. After the students' responses have been collected, share the property (see Closure), comparing it to students' responses.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
After the teacher discusses each property, the teacher will assign Quick Check Student Worksheet (Quick Check Answer Key) to monitor the students for understanding.
The teacher will ask students to fill in the response cards and tell students on the count of 3, all students should hold up their responses, a multiple choice, A, B, C or D. The teacher can quickly scan the room and immediately address any incorrect responses.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will elicit a review of the properties and their applications from the students. The teacher will display the properties during the review that are shown below and discuss as needed.
Properties of Integer Exponents
For any nonzero rational numbers a and b and integers n and m:
When students are ready, they will be given their "Exit Ticket" where the teacher can walk around and check for understanding before the students leave the classroom if time permits; or review the responses after class and give feedback to the students at the next session, adjusting instruction accordingly. Some educators find www.edmodo.com a helpful way to administer an Exit Ticket, a free, web-based site, where the teacher can set-up an account, create classes or one big group or class, assign the Exit Ticket by posting the questions and have the students respond to the questions via a poll. The other option through Edmodo is giving a quiz that will serve as an Exit Ticket, which is not entered as a grade but a measure of where the students lie in their understanding of the topic taught. If the teacher finds the poll results reflect that the students do not understand what has been taught, he/she would need to decide how to reteach the topic.
An Exit Ticket (Exit Ticket Answer Key) will be assigned which has three problems. The problems increase in difficulty. Student response cards or a digital student response system will be used to quickly assess for understanding.
To assess prior knowledge, answer the following To Do Now questions (includes key). The problem on the attachment is segmented into three components, in order for the teacher to gain a sense of student understanding.
As students work independently, take anecdotal notes of student performance. This will help to guide instructional decisions.
Students should be expected to solve the To Do Now questions without issue. If they are unable to solve, prerequisite skills need be revisited.
During the lesson the teacher will monitor students' responses and address misconceptions with guided questions. The teacher will use this information to guide instruction as the lesson proceeds.
Feedback to Students
Specific student feedback will be provided upon completion of the formative assessment activity for prior knowledge.
Students will also receive feedback during Guided Practice and Independent Practice activities through guided questioning and individualized support.
Students will use this feedback to revise their work-in-progress.