Download 7NS2.3RATL__LP

Subject Area: Mathematics
Lesson Design
Mathematics
Grade Level: 7 & CAHSEE
Benchmark Period: 2
Duration of Lesson: 1-2 Days
Standard(s): Number Sense 2.3 - Students use exponents, powers, and roots, and use exponents in
working with fractions: Multiply, divide, and simplify rational numbers by using exponent rules. (1
question on CAHSEE)
Learning Objective:
Students will simplify numerical expressions involving exponents.
Big Ideas involved in the lesson:
The laws of exponents
As a result of this lesson students will:
Know:
 Vocabulary: rational number, simplify, evaluate, exponent, power, product, quotient, reciprocal,
factor, numerator, denominator.
 Rules of Exponents (Multiplication, division, zero, & negative)
 Multiplication tables.
Understand:
 Positive whole-number powers can be expressed as repeated multiplication.
 Negative whole-number powers can be expressed as repeated division (or repeated multiplication
by the reciprocal).
 A number raised to a negative power is equal to the reciprocal of the given number to the opposite
power.
 Why any nonzero number raised to the power of 0 is 1.
 The difference between –42 & (-4)2.
Be Able To Do:
 Use order of operations to simplify expressions
 Use the rules of exponents (individually & combined) to evaluate expressions
 Multiply rational numbers
 Divide rational numbers.
Assessments:
Formative:
CFU Questions:
 Describe a rule for multiplying rational expressions with
What will be
 ABWA
evidence of student  DWA
exponents.
knowledge,
 Describe a rule for dividing rational expressions with exponents.
understanding &
 Summative:  How do you know when you can add exponents?
ability?
CST
 How do you know when you can subtract exponents?
 Give an example of the power to a power rule.
Lesson Plan
Anticipatory Set:
See handout “Save While You Grow” NS 2.3 AS
a. T. focuses students
Which account do you think will earn more money after the 20 years?
b. T. states objectives
In order to solve this problem we will need to use the formula I = Prt
c. T. establishes purpose of the
lesson
d. T. activates prior knowledge
Instruction:
a. Provide information
 Explain concepts
 State definitions
 Provide exs.
 Model
1
Teachers will continue to explore the “Save While You Grow” problem. This
problem is a real life example to practice simplifying rational expressions with
exponents.
See handout 7 NS 2.3 Instruction – Which savings account earns the best interest?
Complete spreadsheet with students. Teacher shows examples first, and then
7 NS 2.3 Lesson Plan
b. Check for Understanding
 Pose key questions
 Ask students to explain
concepts, definitions,
attributes in their own words
 Have students
discriminate between
examples and non-examples
 Encourage students
generate their own examples
 Use participation
Guided Practice:
a. Initiate practice activities
under direct teacher
supervision – T. works
problem step-by-step along
w/students at the same time
b. Elicit overt responses from
students that demonstrate
behavior in objectives
c. T. slowly releases student to
do more work on their own
(semi-independent)
d. Check for understanding that
students were correct at each
step
e. Provide specific knowledge of
results
f. Provide close monitoring
What opportunities will students
have to read, write, listen & speak
about mathematics?
Closure:
a. Students prove that they
know how to do the work
b. T. verifies that students can
describe the what and why of
the work
c. Have each student perform
behavior
Independent Practice:
a. Have students continue to
practice on their own
b. Students do work by
themselves with 80%
accuracy
c. Provide effective, timely
feedback
2
Lesson Design
Mathematics
guides students through examples and then allowing students to try some problems
on their own.
Check for understanding by randomly asking questions:
What is any non-zero number to the zero power?
What is the rule for multiplying powers with the same base?
What is the rule for dividing powers with the same base?
Give an example of a power to a power.
What is the rule for multiplying a power to a power?
Riverdeep: Algebra Course 2 - Module: Powers and Polynomial Unit: Polynomial
Arithmetic Tutorial 1: Working with Powers
Workout 1 and 2 Choose the
“show me” option.
Go through each problem with the entire class.
Check for understanding with whiteboards.
Workout #1:
What is 2 4 written as an positive exponent?
What is the solution to 16 x 2 4 ?
What is any non-zero number to the zero power?
Why is 2 4 x 2 4 equal to zero?
Workout #2:
Give an example of the commutative property of multiplication.
Give an example of the associative property of multiplication.
What rule allows us to add exponents?
See Guided Practice Attachment
Work through each problem with students. Randomly ask students questions as
you go through the problems.
Students will be listening to the Riverdeep program. Writing on the whiteboards, the
worksheets and in their notes. Speaking as they answer questing and reading the
problems.
Simplify the following expression
5
 2  2
  •  
3
3
2
Explain how you simplified the problem on your white board.
See worksheet 7 NS 2.3 IP
7 NS 2.3 Lesson Plan
Resources: materials needed to
complete the lesson
3
Lesson Design
Mathematics
7 NS 2.3 Anticipatory Set File
7 NS 2.3 Independent Practice File
7 NS 2.3 Guided Practice File
7 NS 2.3 Independent Practice File
7 NS 2.3 Lesson Plan