Long Form Lesson #___4___ Format and Cooperating Teacher Feedback Form Name: Date: Dionetta Piazzo 4-22-13

Content Area: Grade Level: Algebra 9

Use this template to plan, removing the notes in parentheses and this box. Give this form to your cooperating teacher for review and a signature before you teach your lesson.

Goal(s):

Expressions and Equations The Real Number System

8.ee n-rn

Pre-assess:

Students have looked at multiplying exponents, power to a power, and scientific notation with big numbers. A majority of the class has IEPs. My CT has not revealed what each student may struggle with so Ill read questions aloud for each student, give a little extra time to each student for exercises, and not assume to much prior knowledge.

I can: Work with radicals and integer exponents. 1.Know and apply the properties of integer exponents to generate equivalent numerical expressions. Extend the properties of exponents to rational exponents. 1.Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. 2.Rewrite expressions involving radicals and rational exponents using the properties Assessment: of exponents.

Objective(s)::

Informal: Mark down who is answering questions, who is asking questions, and who refuses to participate. Materials Needed: Formal: Students will be taking a test on this at a later date.

Total time needed:

Chalk board, notecards, worksheet 50 Minutes total 5 Opening Activities 20 Min Activity 10 Min notes 3 Min closure rocedures:

Procedures:

Introduction: Have students work on 101- 102 = 1 and 62- 63 = 1. You can move only one number or digit to make these true statements. (If they need a hint I will remind them we are working on exponents this week) (5 Min) Answer: 101 102 =1 and 2008SP

62 63 = 1 Steps for instruction: Lets review multiplying exponents: If we have 24 x 25. What is it that we did with the exponents? = (2)(2)(2)(2) x (2)(2)(2)(2)(2) Its easy to see if we write this in Expanded form we can count all of the twos together to get 29. So we can deduce we add the exponents. Lets see this with our notecards. You have 3 minutes to finish the next two on the worksheet the same way we did the first one. Lets look at dividing in general. 10/5 gives us what? 2. So 5 goes into 10 two times. And what about 5/10? We get 1/2. We can simplify this down. What about 5/5=1 and 5/1 = 5. Now this is important to remember when we divide exponents. Hand out note cards with numbers on them. 8 with number 2 on

them. 11 with number 3. 10 with number 4.

o Activity instruction: I will write 26 / 22. I will need 6 students with the number two stand in the front of the room and 2 students with the number 2 to kneel in front of them. We are dividing exponents. So lets pretend the students standing are the numerator and the students kneeling are the denominator. What do we know about a number over the same number like 2/2? Right it equals one so we can cancel these out. Can someone tell me why its ok to just cancel these out? So two of you can pair up and sit down. What does that leave us with? Do this with 3s and 4s. (20 Min) I want you to tell me what we would do with 25 / 23? What do we do with these exponents? Lets look at it the other way now 23 / 25. Lets look at how these are similar to 10/5 and 5/10. If we divide with exponents with matching base we subtract the exponents. bn/ bm we can subtract n-m to get bn-m.(10 Min) Questions: What do we do to the exponents if we multiply two numbers with the same base? What happens to the exponents if we divide two terms with the same base number? What happens to the exponents if we have an exponent expression raised to a power? 2008SP

Academic Language focus: Exponents, division, multiplication These terms have been discussed and defined at earlier dates but we will cover how to work with them today through our activity and in our notes. Closure: Lets review what we learned today? Discuss with your closest neighbor what we do with an exponent if we multiply them? I will randomly call on one of you to answer this question. What do we do with exponents when we divide them? Discuss this with your neighbor again and then Ill call on one of you to tell me the answer. (3 min) Student Accommodations: I would have a worksheet with more blanks filled in for them to work with and look at. Name:________________________________________ Date:_________________________

Exponent Worksheet Multiplication

Expressi on 26 * 22 Expression written in expanded form Expression written in exponential form What did we do to the exponents?

37 * 34

45 * 45

Division
Expressi on 26 22 Expression written in expanded form Expression written in exponential form What did we do to the exponents?

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37 34

44 46

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