Running head: UNIT LESSON PLAN FOR EXPONENTS 1

Unit Lesson Plan for Exponents

Fheoshamin

University Maryland University College

Foundations of Teaching for Learning

EDTP 600

Mr. Fazio

July 25, 2016

UNIT LESSON PLAN FOR EXPONENTS 2

Unit Lesson Plan for Exponents

Unit Overview: This unit extends knowledge of numerical, algebraic expressions and equations
from previous grades. Students will learn the properties of and how to write integer exponents
and Scientific notation.

Course: Algebra

Grade Level: 8

Unit Title: Exponents, Radicals and Scientific Notation

Length of Time: 3/50 minute Class Sessions

Academic Standards:
CCSS.MATH.CONTENT.6.EE.A.1
Write and evaluate numerical expressions involving whole-number exponents.
CCSS.MATH.CONTENT.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
CCSS.MATH.CONTENT.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent numerical
expressions.
CCSS.MATH.CONTENT.8.EE.A.2
Use square root and cube root symbols to represent solutions to equations of the form 2 = p
and 3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares
and cube roots of small perfect cubes. Know that 2 is irrational.
CCSS.MATH.CONTENT.8.EE.A.4
Perform operations with numbers expressed in scientific notation, including problems where
both decimal and scientific notation are used. Use scientific notation and choose units of
appropriate size for measurements of very large or very small quantities (e.g., use millimeters per
year for seafloor spreading). Interpret scientific notation that has been generated by technology

Objective: Students will be able to apply the laws of exponents and extend previous knowledge
of arithmetic to solve exponential expressions, scientific notation, squares and roots.

Goal: Develop skills and processes for solving exponents and scientific notation: The student
will demonstrate ways of thinking and acting inherent in the practice of mathematics. The
student will use the language and instruments of math to interpret, calculate and communicate
information.
 UNIT LESSON PLAN FOR EXPONENTS 3

Lessons:

Lesson 1 o Introduction to Exponents and rules of exponents

Lesson 2 o Introduction to simplifying Radical and Integer exponents

Lesson 3 o Continuation of exponents and summative quiz

Lesson 1 - Introduction to the Properties of Exponents

Grade: 8

Time Allotted: One period (50 minutes)

Materials Needed:
Smart board
Course text
Graphing Calculator
PPT slide
Checkerboard for group activity
Rice for group activity
Computer (Teacher)
Vocabulary words
Graphic Organizer (Attached)
Copy of Rules of Exponents (Attached)

Objectives

Students will be able to identify exponents in a mathematical expression

Students will create equivalent expressions for integer exponent expressions that involve
subtraction, addition, multiplication and division
Students will analyze problems and formulate solutions.

Purpose of Instruction

Develop skills and processes for solving exponents: The student will demonstrate sound
techniques and learn mathematical terminology for the properties of integer exponents and how
to apply them to multiplication and division. Students will learn how to use the instrument of
math and abstract thought to interpret, calculate, communicate and relay information effectively

Lesson Content

All exponents have a base to a power and the same rules in solving exponents apply to both
variables and numbers.

Set of Procedures:
UNIT LESSON PLAN FOR EXPONENTS 4

Warm up (5 to 10 minutes): Provide students with formative assessment Constructive Quiz that
consists of 8 questions to check students prior knowledge of:

Students learning of the word reciprocal.

Students knowledge of commutative, associative and distributive properties of
operations.
Students knowledge of reducing a fraction to 1.
Students knowledge of the relationship between the base and the exponent of an integer
expression.
Student knowledge of the Order of Operations (PEMDAS: parenthesis, exponents,
multiply, divide addition and subtraction).
Students knowledge of a reciprocal and the equivalency value of the same integer with a
negative exponent
Student understanding of rational and irrational numbers
Inform students of Day 3 end-of-unit formative assessment test.

Motivator/Bridge:
After the students have completed the quiz, inform them that the constructive quiz was
not for a grade and was only used to assess their current understanding of exponents.
Next, ask students what is the purpose of having rules? Then explain that rules in math
are like rules in life. People who do not have a clear understanding of the rules are not
successful and those who do are. The rules guide you in developing sound techniques in
understanding and applying the properties of math for life.

Procedures (35 minutes):

Step 1: Demis One Grain of Rice: A Mathematical Folktale.

Begin reading the story but after reading Ranis proposal, ask students if they were the
Raja, would they agree to Ranis terms? Why or why not? (Wait time)
How many grains of rice would Rani have after 5 days? What was the thought process in
getting the right or wrong answer?

Step 2: Smart board examples

Provide students with the lessons math vocabulary list and properties of exponent
graphic organizer to assist them during the lesson.
Write the example 5+5+5+5+5 = 25 on the Smart board.
Ask students to find at least three other mathematical ways to get the answer 25? Level of
understanding for correct answers is strong = 3 and above, medium = 2 and SIP =0 to 1.
Explain Exponents to express the product of an expression that is used repeatedly.
Provide an example: 82 (read as 8-squared where 8 is the base and 2 is the exponent) = 8
8 = 64
For SIP or SLD students, color coordinate the base in blue and exponent in red.
UNIT LESSON PLAN FOR EXPONENTS 5

Explain that the exponents or power tells you how many times the base is multiplied by
itself.
Provide students with five examples to try for themselves. Level of understanding in
answering questions correctly for strong = 5 or higher, medium = 3 to 4 and SIP 0 to 2.
Provide gifted students with three additional and more difficult examples to solve.

Step 3: Simplifying Exponents

Define the natural number exponents: If b is any real number and n is any natural
number, then = b x b x b x .. x b as n factors of b
Define (1 ) = b and vice-versa b = (1 )
1 1
Define negative powers and = and vice versa =

Provide G-Whiz information to solidify rule. The bar that separates the numerator from
the denominator is known as the Vinculum. It looks like a subtraction sign so when
dealing with negative exponents, cross the line and switch the sign.
Explain the zero property 0 as any nonzero real number b, 0 = 1.
Explain that the rule is for any constant or variable to the power 0 equals 1.
Define the properties of exponents
Explain Product property (Add exponents)
( )( ) = +
Explain Quotient property (Subtract exponents)
( )
= Iff b does not equal to 0.
( )
Explain Power property When raising a power to a power, multiply the exponents.
(2 )3 = (2 3 ) = ( 6 ) = (aa)(aa)(aa)
( ) =

( ) = Iff b does not equal 0.

Important note! The rules for exponent rules can only be used with like bases such as the
same number or letter.
Note: If a constant or variable does not have a written power (exponent) then the power
is automatically 1. Refer students back to the Natural number exponent rule ((1 ) = b and
vice-versa b = (1 )
Provide students with five examples for students to try on their own and assess their
understanding as strong = 5 or higher, medium = 3 to 4 and SIP 0 to 2 for
questions answered correctly.

Step 4: Project Based Learning Game (10 of 40 minutes)

Provide students with a calculator and group them into strong/SIP and medium/medium
groups depending on class size.
Give each group a checkerboard and a half-cup of rice (Stress importance of rice needing
to stay on the checkered board (Rice on the floor means that you will not be able to
complete the activity).
 UNIT LESSON PLAN FOR EXPONENTS 6

Tell the students that each square on the checkerboard represents one day. Reading the
squares from left to right, tell students to place one piece of rice on square one for the
first day and place two pieces of rice on square two for the second day.
For example:
Day 1 = Rani gets 1 x 1 = 1 grain of rice
Day 2 = Rani gets double the amount from prior day or 1 x 2 = 2 grains of rice
Day 3 = Rani gets double the amount from prior day or 2 x 2 = 22 = 4 grains of rice
Day 4 = Rani gets double the amount from prior day or 2 x 2 x 2 x 2 = 24 = 42 = 16
grains of rice
Ask students what patterns they see?
Ask students to use those patterns and, in exponential and standard form, represent the
amount of rice Rani receives each day for 30 days.

Step 4: Collect game and student worksheets.

Evaluation and Summary (5 minutes):

Use the sheet to assess students attempts at solving the problems.

Conduct a formative assessment Exit Slip on exponents and collect from students (Ask
gifted students to stand and explain how he/she got the answers for Ranis proposal).
Reiterate the importance of knowing the laws of exponent for lifetime use.
Give student homework sheet and practice problems

Lesson 2 Simplifying rational exponents and radical expressions

Grade: 8

Time Allotted: One period (50m)

Materials Needed:
Smart board
Course text
Graphing Calculator
PPT slide
Copy of worksheet Having your cake and eating it too. The worksheet is based on the story
Alice in Wonderland and shows the relationship between the properties of exponents.
Computer (Teacher)

Objectives
Students will be able to identify and apply the properties of Rational and Radical exponents.
Students will be able to simplify radical expressions and exponential expressions using correct
order of operations, squares and cubes.
Students will analyze problems and formulate solutions.

Purpose of Instruction
 UNIT LESSON PLAN FOR EXPONENTS 7

In this lesson students will be learn the properties of Rational and Radical exponents and how to
apply their properties to simplify and solve exponential equations. Students will develop skills
and demonstrate sound mathematical techniques. Students will use cognitive thinking to
mathematically interpret, calculate and communicate information effectively

Lesson Content

The components of an exponent are the base raised to a power and, when multiplying, dividing
and raising powers to powers, a thorough understanding of the properties of exponents is
required.

Set of Procedures:

Warm up (5 minutes): Take attendance and collect homework.

Conduct formative assessment Admittance slip and ensure adequate wait-time for
students thought process.
Ask five pre-planned and emerging questions to capture students depth and breadth of
previous lessons understanding.
Reiterate Day 3 end-of-unit formative assessment test.

Procedures (40 minutes):

Step 1: Use smart board and power point slides for exponent presentation (30 of 40
minutes)
Show students a short video presentation, from Khan Academy which provides an
illustration, explanation and visual for the story One Grain of Rice: A Mathematical
Folktale
(https://www.khanacademy.org/math/in-seventh-grade-math/exponents-powers/in-
exponents/v/exponents-warmup)
Define (1/ ) = b for all powers n, either a positive or a negative (multiply power
Define( / ) = (1/ ) = ( )1/ for all positive integers m and n
Define Properties of Radical Expressions
Product Rule

( )( ) = ,
Quotient Rule


=

Power Rule

=
Describe and illustrate how to combine and multiply radical expressions and how to
rationalize the denominator..
Identify the radicand and index of the radical
Provide examples for solving roots of different indices.
Explain unique cases for positive and negative radicands
UNIT LESSON PLAN FOR EXPONENTS 8

Explain Scientific notation as a compact method of writing very large or very small,
positive or negative numbers using the exponent theorem.
Explain scientific notation form: a * 10
Allow students to use calculators to check their work and to gain an understanding of
how expressions are entered into the calculator.

Step 2: Project Based Learning Game: Alice in Wonderland (10 of 40 Minutes)

Partner students into strong/SIP and medium/medium groups based on learning abilities
and class size.
Provide students with worksheet Having your cake and eating it too from the website
http://usablealgebra.landmark.edu/algebra/exponents/rules.php, explain the task and have
them solve the problems on the sheet. Tell students that when Alice eats 1 ounce of cake,
her height doubles and when she drinks one ounce of juice, her height is halved. Both the
cake and juice have a base 2 unit of measure.
Monitor the classroom and help students with any difficulties

Step 3: Collect student worksheets

Evaluation and summary (5 minutes):

Conduct formative assessment A-B-C exercise on the properties of exponents. Explain

the exercise and assign each student a letter of the alphabet. Each student must think of a
word, from the days lesson, that starts with that alphabet and explain, to the class, how it
relates to the topic of exponents
Adjust requirements for strong/weak students and assess their learning of exponents as
strong, medium or SIP based on their explanations, understanding and application of
exponents, scientific notation and their properties.
Provide students with practice problems for the upcoming quiz
Inform students of upcoming quiz for next lesson and that we will have a10 minute
warm-up period for questions on anything they do not understand.

Lesson 3 Lesson 1 & 2 review and Quiz on Integer and Rational Number Exponents:

Grade: 7

Time Allotted: One period (50m)

Materials Needed:
Smart board
Course text
Calculator
PPT slide
Computer (Teacher)

Objectives
 UNIT LESSON PLAN FOR EXPONENTS 9

Students will be able think abstractly in applying the properties of exponents.

Students will differentiate between the rules of exponents to solve rational exponents, radical
expressions and scientific notation fluently.
Students will understand meanings of operations and how they relate to one another to make
reasonable estimates.
Students will complete a formative assessment for grade.

Purpose of Instruction

In this lesson a review of the properties of exponents will be conducted. Students will be
assessed on their understanding of exponents and their skills in applying the rules of exponents.

Lesson Content

A 10-minute review of lessons 1 & 2 should be conducted to answer any questions students may
have and clarify any misconceptions on the subject of exponents. Once complete, students will
take a 15 question summative assessment to assess their level of understanding.

Set of Procedures:

Warm up (5 minutes): Laundry day

Take attendance and collect homework

For Laundry day, identify three walls in the room as high, medium and SIP
understanding. Then allow students to, according to their own assessment of he required
content, chose and stand against a wall relative to their understanding. Allow students to
ask questions and, along with help from students with high level or mastery of the lesson
content, provide answers to those questions.

Procedures (45 minutes):

Step 1: (10/40 minutes): Use smart board and conduct review on Exponents
Conduct review on Lesson 1 and Lesson 2 and address students concerns.

Step 2: (30/40 minutes): Exponent formative assessment test

Explain formative assessment criteria
Summative assessment will consist of
5 questions each
Write the expanded and standard form for two exponential expressions and
compare whether their products are <, > or =.
Word problems involving area of a square, volume of a box and cube.
Evaluate exponential expression that requires knowledge of all rules for
exponents.
Evaluate Scientific notation.
Bonus Question: Answer the following question and show your reasoning.
UNIT LESSON PLAN FOR EXPONENTS 10

A new version of Halo 3 has just been released and you want it. You know the
cost of the game will be $107. You are offered a weekly job to cut your
neighbors lawn. He offers you your choice of payment. The first option is to pay
you $1 the first week and double the earnings each week through for 7 weeks or a
flat fee of $15 each week. Which offer do you take given the cost of game? Create
a chart and show your work for the amount of money earned each week for both
options. (Consider looking for repeated reasoning when deciding your answer.
Begin test

Step 3: End test

Collect student test
Ask students how they felt about the test.

Evaluation:

Grade test and provide students with feedback.

Summary/Closer (5 minutes)

Conduct formative assessment Metacognition table.

Ask students what we learned and why? Ask how to apply it. (Refer to Criteria
Assessment for evaluation guidelines).
Provide students a brief overview of the next lesson, Polynomials.
Provide students with a list of vocabulary words for the upcoming lessons that they will
need to define and know.

Formative Assessment

A-B-C exercise Assign each student a letter of the alphabet. Each student selected must
think of a word, from the days lesson, that starts with that alphabet and explain, to the
class, how it relates to the topic of exponents

Constructive Quiz Quizzes that are given at the beginning of a chapter or lesson but
not graded. Use these to assess students level of understanding in the content area and to
help students evaluate their own learning. More importantly, use this type of quiz to
adjust instruction for specific students.

Metacognition Assessment that involves asking students probing questions and

providing time for students to respond using higher-order thinking. This assessment can
be conducted at the end of class. Ask students questions such as what they learned, what
part of the lesson was most challenging, how can they apply what they learned and what
was most confusing part about the lesson.

Laundry day - Assessment where students evaluate themselves and their own learning in
preparation for a chapter or unit test. Identify three walls in the room and identify them as
UNIT LESSON PLAN FOR EXPONENTS 11

high, medium and low understanding. Then allow students to, according to their own
assessment of he required content, chose and stand against that wall. The teacher will
readily assess the students' level of understanding of the basic concepts covered and
provide support as needed, as well as help from students who have a high level-of-
understanding or have mastered the content.

Exit Slip - Written responses to questions the teacher poses at the end of a lesson or a
class to assess student understanding of key concepts. They should take no more than 5
minutes to complete and are taken up as students leave the classroom. The teacher can
quickly determine students level-of-understanding and can better adjust the instruction in
order to accommodate students' needs for the next class.

Admit slip Conducted prior to or at the beginning of the class. Students may be asked
to reflect on their understanding of their previous night's homework, or they may reflect
on the previous day's lesson if the question required a longer response time.

Summative Assessment

Student will be given an End-of-unit/chapter test to evaluate student learning, skill

acquisition, and academic progress and achievement at the conclusion of lesson 3.
Assessment will consist of 20 questions (10 multiple choice, 10 short answer).

Criteria for assessment

Strong Students should be able to think abstractly and cognitively apply knowledge in
solving problems, to include real-world problems, with at least 90% accuracy.
Medium Students should be able to positively comprehend and apply knowledge in
solving problems with at least 70% accuracy.
SIP (Student in Progress) - Students should be able to identify with some problems with
at least 50% accuracy.

Differentiation/Adaptation strategies

Student with a Learning Disability: Childrens literature keeps students with learning
disabilities engaged. It allows students to make meaningful connections between math
and the story, ultimately making math more tangible and fun. Students should be seated
close to the teacher and teachers should ensure students are listening, engaged and paying
attention. Student progress should be constantly monitored by frequently asking them
questions to assess their comprehension and understanding of the content. Additionally,
provide students with learning disabilities a version of the classroom examples so
students can participate and engage in class activity. To assess student understanding,
ensure students have, at a minimum, the knowledge and comprehension skills to recall
methods and make sense of ideas and material being communicated.
UNIT LESSON PLAN FOR EXPONENTS 12

Student with ADHD Students with ADHD have short attention spans, trouble
following instructions and a lack of executive skills for studying and sequencing
activities. Therefore ADHD students require a variety of methods and instruction, to
include Multiple Intelligence strategies, to keep them engaged. Seat ADHD student away
from distractions such as windows and doors and close enough for teachers to focus on
them. Include instructional techniques such as, but not limited to, visual aids, calendars,
organization, direct questioning throughout the lesson, leniency in accepting late work,
breaking up tasks into obtainable steps and defining, explicitly, the requirements for
completing an assignment. To assess student understanding, ensure ADHD students are
organized, completing assignments as scheduled, given simple, concrete instructions and
provided worksheet checklist criteria.

Gifted/Talented Students Gifted and talented have particular weakness/strengths.

Ensure students that are challenged and remain engaged. Use Multiple Intelligence
strategies to assign students higher-level activities for independent study. To assess
student understanding, ensure students are able to display a cognitive understanding of
powers and quickly assess how powers and numbers grow.

Behavioral Management Plan

Behavioral management Behavioral management is a contract between the teacher

and student that clearly states the rules and consequences for violating them. It is
necessary for successful classroom management. It begins with the teachers personality,
getting to know your students, building a rapport and treating them with respect.
Additionally it entails clearly defining student responsibility, expectations, procedures,
standards and consistent enforcing them so students know where the line is. Therefore,
rules will be clear, specific and include eventuality. Students should:
1. Listen, intently, to understand and not to refute
2. Follow directions and pay attention to details
3. Raise your hand before speaking or leaving your seat
4. Keep hands, feet, objects and negative comments to yourself
After the rules have been set, explain the positive correlation between the rules and
student learning. This will encourage students to become more invested in the rules. In
addition to the established rules, a societal behavioral code of values will be established.
1. Integrity, the source of self control
2. Respect and treat others as you would like to be treated
3. Patience and dedication in all you do
4. Trust and confidence in yourself and your teammates.
This will allow students to be aware of how their personal behaviors and actions can
positively or negatively affect other students progression. To ensure a safe,
uncompromised and effective learning environment, rules will be enforced unequivocally
and with zero tolerance for bullying, harassment and assault or crime of any kind on
school grounds. Violation for the rules will include the following:
First Offense Verbal warning, stern look or name put on board
Second Offense Teacher/student conference/change of seating
UNIT LESSON PLAN FOR EXPONENTS 13

Third Offense Teacher/Student conference/call home/administrative actions

(Counseling or dismissal)
Disciplinary actions will be implemented for any violation or deviation from the rules.
Additionally, a detailed anecdotal report that outlines the record of events, infractions and
unacceptable student behavior will be recorded and provided as evidence and to
efficiently conference with all parties and effectively elevate disciplinary actions to the
next level should it be necessary.

Graphic Organizer At the beginning of the unit lesson plan, provide each student with a copy
of the attached graphic organizers that outlines the requirements for the lesson.

Exponents

Power Rule
Key Vocabulary

Zero Power Rule Quotient Rule

Negative Power
Rule

Rules of Exponents http://usablealgebra.landmark.edu/algebra/exponents/rules.php

UNIT LESSON PLAN FOR EXPONENTS 14

Rubric

Exponents

Mathematical Concepts
UNIT LESSON PLAN FOR EXPONENTS 15

Explanation shows complete understanding of the mathematical concepts used to solve the
problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve
the problem(s).
Explanation shows some understanding of the mathematical concepts needed to solve the
problem(s).
Explanation shows very limited understanding of the underlying concepts needed to solve
the problem(s) OR is not written.

Mathematical Reasoning

Uses complex and refined mathematical reasoning.

Uses effective mathematical reasoning
Some evidence of mathematical reasoning.
Little evidence of mathematical reasoning.

Mathematical Errors

90-100% of the steps and solutions have no mathematical errors.

Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.

Working with Others

Student was an engaged partner, listening to suggestions of others and working

cooperatively throughout lesson.
Student was an engaged partner but had trouble listening to others and/or working
cooperatively.
Student cooperated with others, but needed prompting to stay on-task.
Student did not work effectively with others.

Explanation

Explanation is detailed and clear.

Explanation is clear.
Explanation is a little difficult to understand, but includes critical components.
Explanation is difficult to understand and is missing several components OR was not
included.

Checking

Two classmates have checked the work and all appropriate corrections made.
One classmate has checked the work and all appropriate corrections made.
One classmate has checked work but some corrections were not made.
UNIT LESSON PLAN FOR EXPONENTS 16

Classmate did not check work OR no corrections were made based on feedback.

Neatness and Organization

The work is presented in a neat, clear, organized fashion that is easy to read.
The work is presented in a neat and organized fashion that is usually easy to read.
The work is presented in an organized fashion but may be hard to read at times.
The work appears sloppy and unorganized. It is hard to know what information goes
together.

Completion

All problems are completed

All but one of the problems are completed.
All but two of the problems are completed
Several of the problems are not completed

Mathematical Terminology and Notation

Correct terminology and notation are always used, making it easy to understand what was
done.
Correct terminology and notation are usually used, making it fairly easy to understand what
was done.
Correct terminology and notation are used, but it is sometimes not easy to understand what
was done.
There is little use, or a lot of inappropriate use, of terminology and notation.

Strategy/Procedures

Typically, uses an efficient and effective strategy to solve the problem(s).

Typically, uses an effective strategy to solve the problem(s).
Sometimes uses an effective strategy to solve problems, but does not do it consistently.
Rarely uses an effective strategy to solve problems.

Reflection

I began developing my lesson plan with the concept of conceptual understanding

in mind. After reading on it, I concluded that the concept is a difficult goal to achieve and there

is no guarantee that it can be reached because it requires a mastery of the subject and years of

experience. I then switched my direction to a term known as functional understanding. Keith

UNIT LESSON PLAN FOR EXPONENTS 17

Devlin, a British mathematician and co-founder and Executive Director of Stanford Universitys

Human-Sciences and Technologies Advanced Research Institute, developed the term. He defined

the goal as the responsibility of leaving open the possibility of future refinement or revision of

the learner's concept as and when they progress further (Devlin, 2007). Therefore, I believe the

acquisition of rule-based skills and a systematic approach are great methods for building a solid

foundation of math. However, students interpret math differently and understanding math is

gained when students make a meaningful connection with something they know. This captures

the true beauty of mathematics. So I approached this task by simply wanting to equip students

with a solid foundation of math and allow them to expand upon it.

In developing my lesson plan, I thought the most difficult parts in creating it was how to

drive home my instruction while incorporating differentiation method. Students interpret math

differently and understanding it only becomes meaningful when students can connect it with

their world or things they know. So I planned my lesson plan around eventuality. I incorporated

story telling for my SIP (Student in Progress) and individual creativity for gifted students.

However, I understand that there are multiple avenues for differentiation and, as my teaching

experience increases, my knowledge, maturity and ability to utilize those methods will also

increase.

As a beginner, lesson plans difficult. It takes plenty of thought, high level of content

knowledge, keen awareness of students and their needs and a creative mind to develop them. As

everyone knows, you can not beat experience so I will get to know my fellow teachers and,

hopefully, find a mentor that can develop and guide my understanding and learning in the field

of pedagogy. Teaching is going to be an exciting and interesting journey that I am ready to take.

Reference
UNIT LESSON PLAN FOR EXPONENTS 18

Devlin, K. (2007, September). What is conceptual understanding? Devlins Angle. Retrieved

from https://www.maa.org/external_archive/devlin/devlin_09_07.html