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With so many BIG numbers in the world, and really no limit to how big they can get, how are we supposed to express these numbers without all of the zeros?

Lesson Title/Number

State Standards and CC8EE: Work with radicals and integer exponents. Performance Indicators CCMP8: Make sense of problems and persevere in solving them. CCMP8: Look for and make use of structure.

Lesson Objectives

(Blooms Taxonomy)

Students will be able to 1. Be able to define an exponent and be able to recognize and describe the different forms exponents can be expressed. 2. Define and explain the zero power through patterns of exponents. (x0) 3. Understand how to simplify and solve expressions that involve positive and negative exponents. ----------------------------------------------------------------------------------Evidence that students have achieved objective # 1 1. The students will participate by filling out the guided notes provided. 2. Students will complete a homework assignment that tests all of the objectives above.

---------------------Acceptable Evidence

*Could be collected for accountability/auditing purposes.

Hackett 2011

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Introduction into the unit: 1. Teacher will put a power point on the board explain that we are starting a new unit on exponents and square roots. 2. Let the students know they have seen exponents before and present a slide that says Big Numbers. 3. Ask the students if they can think of any big numbers. Let them know that there is limit to how big or small a number can be and ask how are we supposed to express these numbers? 4. Reveal to them the googol as an example of a big number explain what this number is and let them know that by the end of this unit we will be able to express this number in a much easier form. ________________________________________________________ *The teacher will The students will Introduction/Review 1. At the beginning of class the teacher will hand out guided notes. Tell the students to put it straight into their binders holes are already punched in it. 2. Next run through the introduction and start the power point at this time the students will take out a pen or pencil and follow along by filling out the guided notes. Development

_______________

Procedure

Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

1. Teacher will model an exponent on the power point and inform the students of the vocabulary associated with an exponent (visual, auditory, RBIS, modeling). 2. With the next slide the teacher defines the different forms of exponents and explains what they mean and how they are all equal to the same core answer. While doing this ask a lot of questions to the students similar to what do you think expanded form means, what does expand mean, so what can we conclude? (Visual, auditory). 3. The teacher will go further into the meaning of an exponent with the next few slides explaining to the students every time the exponent is raised, you are just multiplying by the base an extra time (RBIS, multiple methods, visual, auditory). 4. Conversely, tell the students you are dividing by the base one time every time the exponent drops by one. So if 41=4, then what would 40 equal.

Hackett 2011 5. Listen to their answers and reiterate that you are dividing by the base one more time so 4/4=1. So anything raised to the zero power will always equal 1, even if its a googol because you are just dividing it by itself to get there. 6. Next, ask them what 4-1 would look like, again explain you are dividing by the base one more time and since 40=1, then 4-1=1/4. Guided Practice 1. In the guided notes is a table of exponents both positive and negative exponents, have the students fill out the table. Walk around and provide guidance to the students who are having trouble. Repeat step two to the students who are having trouble until they understand it (CFU, kinesthetic, visual). 2. Next have the students complete the next couple of problems on the guided notes. Then walk around and provide positive feedback to those that understand and guidance to those who struggle (CFU). Closure 1. The teacher will next have the students complete the closure on the guided notes and will go over it with them (auditory). 2. This closure involves review as well as questions that touch all of the objectives covered in class that day (RBIS, Practice and review). Independent Practice 1. On the back of the guided notes is the homework assignment, have the students spend the remainder of class working on this assignment. 2. Tell the student they are to complete this assignment on a separate sheet of paper let them know you wont be helping them unless they really need; in that case they will come up to you for assistance. Also let them know this assignment will be collected the next day with the closure. Evaluation 1. The homework assignment will be collected also the closure and will be graded. 2. All of the objectives covered in this lesson will be assessed on the unit test.

1. The teacher will ask questions all throughout the lesson making sure the students have a firm grasp of the concepts taught.

Hackett 2011 2. During the guided practice the teacher will avidly be checking on the student providing all of the guidance necessary to make sure the content is understood.

(sometimes called evaluation)

1. The homework assignment will be collected also the closure and will be graded. 2. All of the objectives covered in this lesson will be assessed on the unit test.

Closure

1. The teacher will have the students complete the closure on the guided notes and will go over it with them. 2. This closure involves review as well as questions that touch all of the objectives covered in class that day.

Guided Notes, Power point, Dry erase markers. Resources/Materials 50-60 minutes Time Required

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