Teacher’s Name: Amber Rutledge
Grade: 8th
Lesson Title: Properties of Exponents cont.
Date: 9/9 – Friday Block
Anticipated Time-Frame of Lesson:
110 minutes
CCGPS or GPS Standard(s):
MGSE8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Classroom/Lesson Context (Check the Following that Apply):
____ Whole Group _____ Small Group _____ One-on-One __x___ Students with IEPs
_____ Students with 504 Plans ____ ELL Students _x___ Other (Please specify: __resource_)
Specify the Number of Students:
__2___ Girls __6___Boys
Individual Education Plan Goal(s) and Benchmarks Specific to this Lesson:
Child A: multi-digit addition/subtraction, basic division, multiplication of multi-digits.
Child B: multi-step equations, addition/subtraction fluency
Child C: Multiplying digits, adding/subtracting 3 digit with/without regrouping
Child D: single step equations with multiplication/division, multi-step equations
Child E:
Child F:
Child G:
Child H:
Learning - Focus
Strategies
Essential Question(s)
What happens when I multiply like bases with exponents?
How do I divide like bases with exponents?
How do I raise a base with an exponent to a power?
Central Focus/Lesson
Objective(s)
I can simplify multiplication problems that contain like bases and exponents.
I can simplify division problems that contain like bases and exponents.
I can multiply a base with an exponent by another power.
Academic Language
Language Functions: Simplify, Apply Solve, Generate, Transform
Language Vocabulary: Base, Power, Exponent, power rule, product rule, quotient rule
Academic Language Demand: listening/speaking and demonstrating/performing
1
Materials &
Technology
Life of Fred – Edgewood book, paper/pencil, calculators, dry erase boards, mixed problems
(mult. & div. with exponents) taped around the room, goals & objectives folders
Introduction to
Lesson
CLEAR: 20 Minutes
CLEAR:
Life of Fred Edgewood chapter- read aloud to students. Students write about and solve
problems in the “Your Turn to Play” chapter summary during specified writing time.
10 Minutes
Introduction: Review Rule Chart: zero power rule, identity rule, terms “squared” and “cubed”,
review expanded form
Body of Lesson,
Instructional
Strategies &
Learning Task
30 minutes
Instruction:
Discuss expanded form vs. exponential form, introduce a multiplication problem:
4^3 x 4^4
4x4x4 x 4x4x4x4
Have students write each term in expanded form on dry erase boards.
Students determine that the base 4 is repeated 7 times. Have students input problem into
calculator and check for accuracy.
*Brain Break* SuperBase
15 minutes
Discuss expanded form of the problem
4^7 / 4^3
4x4x4x4x4x4x4
------------------- = 4^4 (subtraction)
4x4x4
Check for understanding: mixed problems around the room
30 Minutes
Goals and Objectives Stations: Computer remediation, one on one instruction, independent
practice, vocabulary review
Closure/
Summarizing
Strategies
15 Minutes
Closing Activity: Students will fill in examples of exponent rules learned in the lesson.
Summary - DLIQ: (5 min)
What did I do today?
What did I learn?
What did I find interesting?
What questions do I still have?
Assessment/
Evaluation
Move about the room activity will assess lesson learning, goals and objectives data will be
collected and recorded, students will synthesize learning by filling in rules chart with new rules,
and will complete the DLIQ for the day.
Reflection/Analyzing
Teaching
Effectiveness
*** This Piedmont College template is adopted from other sources shared by Tennessee State University, Stanford Center
for Assessment, Learning and Equity (SCALE), and Columbus State University.
2
3