
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 recall the properties for simplifying integer exponents expressions that involve multiplication and division.
Students will be able to create equivalent expressions for integer exponent expressions that involve multiplication and division.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students have learned the word reciprocal.
Students are able to recognize like bases.
Students have learned the concept of reducing a fraction to 1.
Students know the relationship between the base and the exponent in an integer expression.
Students know the equivalency value of an integer with a negative exponent

Guiding Questions: What are the guiding questions for this lesson?
When an exponent is negative, does it make the equivalent value negative?
What are integer expressions?
What are integer properties?

Teaching Phase: How will the teacher present the concept or skill to students?
Begin the class by having students complete the formative assessment as referenced above and in the attachment.
Explain to students that today they will be investigating the properties for creating equivalent expressions when multiplying and dividing integer exponents.
Use the attached PowerPoint to guide the lesson and questions. Properties_of_Integer_Exponents.pptx
 Students will be seated in pairs based on levels of student understanding gauged from the formative assessment: match a struggling student with a student with higher understanding.
 Teacher needs to reiterate that there must be LIKE bases when multiplying/dividing with integer exponents.
 Teacher should model with the students how to use the chips to represent exponents and create expressions.
 Students will follow along with the PowerPoint using their chips to evaluate the expression.
 When modeling division, make emphasis on reducing to 1, NOT canceling.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
 Slide 1 sets the understanding of how to represent the chips.
 Teacher will guide students through the first example (slides 1 and 2) by modeling the chips.
 Allow students to try the expression on Slide 3 using their chips. Give students 3 minutes to work the problem. The teacher should circulate the room and answer any questions. Have a volunteer group explain the process they used. When choosing the first group, it may be a good idea to pick a group that you know will respond correctly. For the remaining examples, continue this same process, but you may choose random groups (or groups that you know are struggling) so that students can assist one another in correcting misconceptions through a whole class discussion.
 Go to Slide 3  6 (negative exponents) and have students evaluate the expression using the steps from # 3 above. Ask students what they think needs to be done get the result. Have students walk through their process for the class.
 Continue from slide 3 to illustrate multiplication expressions with negative exponents for those students who are still struggling and may not fully understand the concept. If all students show an understanding through class discussion and your observations, then you can skip these slides.
 Slide 8  12 describe division with positive and negative exponents. Allow students to work for 3 minutes and ask for volunteers to explain. Answer any questions that still remain.
 Slides 13  15 introduce the zero exponent. Allow students to use the chips to work through the problem. Ask the students what they think would happen if the term in the numerator and denominator had the same exponent? A common misconception here would be that the zero exponent means the value of the entire expression is also zero instead of one. You may have to spend extra time explaining the concept of reducing to one and how this applies in this division problem. You may want to use additional examples as time permits to allow students to grapple with this concept.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Have students solve the following problems by drawing circles instead of using the chips to illustrate the answer.
As students finish, have them compare their answer with their partner to check.
Students will be assigned to work on a worksheet for Homework to practice this skill. Homework_Problems.pdf

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will use Slides 16 to 21 to summarize the properties that the students have discovered in the lesson. Allow students to volunteer to explain the properties in their own words to the class.

Summative Assessment
Students will take a short quiz using properties of integer operations to evaluate numerical expressions. Equivalent_Numerical_Expressions_QUIZ.pptx
The answer key is in the notes of the PowerPoint

Formative Assessment
Begin the class by presenting the activity provided in this document: Bellwork_for_Exponential_Chips.pptx
Use this activity to lead a whole class discussion to check students' understanding of equivalent numerical expressions using integer exponents. The Bellwork assignment is also attached to this lesson plan.

Feedback to Students
During the course of the lesson, teacher will analyze the responses to questions posed (see PowerPoint for suggestions) and discuss any misconceptions that appear during each student lead explanation. In addition, while students are working, teacher should walk around the room and provide feedback on student methods, answer any individual questions, and correct any misconceptions of students.