8/3/2019 Exponents Intro-DD Lesson Notes

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Algebra I – Exponents Intro – Unit 4 – Chapter 9

1. Have students get into groups of two or three andprepare to take notes.

2. Write “Exponents” on a Notebook document. Instructstudents to individually write down as many things asthey can remember about exponents.

3. Now have them compare these facts with their teammembers.

4. Have them share out; write their facts on the board.Some things they may say and that could be coveredare:

a. It is quite difficult to describe without vocabulary;

draw out these words: base, exponent, power,squared, cubed etc.

b. Show what 43means.

c. Explain that 4 i 4 i 4 is the expanded form of 43  

and that 64 is the simplified form of 43 .d. Where do exponents fall in O.o.O.?

e. How do you read: 43? Four to the third power, orfour cubed.

f. Scientific Notation examples: 1.23i

10

3=

1230

1.23i10!3= .00123

 

g. 2!3=

1

23&

1

3!4= 3

4 (Donʼt get too bogged down in

negative exponents today.)5. Write this on the board and poll them as to how many

trues/falses: !32= (

!

3)2

True / False a. Now, have them work in team, using technology,

and each other to see whether they were right.“Try to persuade your teammate if you disagree”.You can actually Google the left side then the rightside and you will get -9 and 9, respectively.

b. Then let students explain why the answer is false.

c. Discuss language again: we should read!32as“the opposite of three squared” and we should

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read (!

3)2 as “negative three squared” or

“negative three, quantity, squared”.

6. Now give them this problem: Evaluate  x 2 when

 x =!

4 . The point is, they canʼt write down !

42 but

must write their steps as follows:

7. Now finally give them: !23= (

!

2)3

True / False andhave them discover and tell the class that if theexponent is odd, the statement will be true, whereas,it will be false when the exponent is even.

HW:

HW: p. 373 1-9, 11-14, 20, 26-36 even

Jillʼs notes on lesson:

Wow,DD!Ilovedyourinquiredbasedlessononexponentstoday.Your

willingnessandabilitytoletthelearnersleadthelessonisamazing!

Youstartedwithathink-pair-sharetoofferyourlearnersanopportunityto

reflectwhattheyalreadyknewaboutexponents.Weheard"I'magenius"

alot,butwasthetonesarcastic,confident,orsomeofeach.Youthenlet

groupsshareoutwhattheyknewwhichcreatedthat"dinnertable

conversation"inyourclassroom.A+;youknowhowIlovethat.Their

struggletocommunicatebecauseofalackofvocabularydrovehomethe

pointthattheyneededacommonlanguage.Ilovehowyougotthemto

tellyouthevocabratherthantellingthemwhatthey'veforgotten.Ithoughtyourfollow-upquestionsandpromptingwereexcellent.

Ilovedthatyourecordedwhateachstudentsaidandthenreviseditwith

themwhenrevisionwasneeded.Again,brava.

Then,youaskedforavote:TrueorFalse?Is–3^2=(-3)^2.Andtheresults

 

 x 2

= (!

4)2

=!

4 i!

4

=16

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showed7-Trueand7-False.Splitrightdownthemiddle…interesting(and

expected)!Youthenchallengedyourlearnersto"prove"itandoffered

themtwoGREAThints!Ilovethatyouencouragedthemtoworkinagroup

to"hashitout",andyousaidthatyoulearnedsomethingaboutGoogle

today.FLpickedrightupontheGooglehintanduseditasherjustification.FLalsousedtheGoogledinformationtoexplainwhytheanswerwas

false.Itwasfantasticthatwhenyoupromptedyourhighschooler,who

wasworkinginisolation,tochoosemeashispartner,CCturnedtohimand

offeredtoconvincehimthathergrouphadthecorrectanswer.CC's

confidencetogototheSMARTBoardanduseorderofoperationswasso

GREAT!Thelongershetalked,themorestudentslistened…andasked

questions!ItwasaGREAT"tangiblemomentofsuccess"forCC.

Then,youaskedadeeperquestionwhichagaincausedamazingconversationbetweenyourlearners…youaskedthemtoevaluatex^2when

x=-4.AGREATformativeassessmentquestiontocheckforunderstanding

while"levelingup."Wasn'titinterestingthatalloftheboysthoughtthe

answerwas–16andallbutonegirlthoughttheanswerwas16?Your

reiterationof"useorderofoperations"wasperfect.

Finally,youaskedanotherT/F:Is–2^3=(-2)^3.Whileyouaskedfora

vote,youdidn'tbothertorecordthevote(theyallhadtheright

answer),becauseitwasmoreimportanttoaskwhy?Showmewhyitistrue.Andgettingthemtomakearule…GREATidea.Youworkedontheir

numeracy,fluency,andvocabularywithoneproblem.

Theatmosphereandtoneofyourclasswasverycomfortableand

collaborative.Studentsappearedconfidentandcomfortableasking

questionsandsayingthattheyneedhelp.

Thankyouforlettingmejoininthefun!