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6.2-6.3

# 6.2-6.3

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04/01/2012

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Subject Area:
Algebra I
9
th
Unit Title:
Exponents
Lesson Title: 6.2/6.3
Laws of Exponents- Formalized
Standards:
Numbers-- Real Numbers
Objectives
Students will be able to explain what an exponent is
Students will be able to show how to simplify expressions with exponents
Students will be able to use the laws of exponents
Materials/Resources Needed:
CME Algebra I textbook Document reader that projects images to the white board or projection screen
Objective/Purpose
This lesson is meant to help students discover the laws of exponents and learn how to usethem. This will be important so they know how to simplify problems with exponents.Then, the work with exponents will help
Anticipatory Set – 10 minutes
In block 4:Divide class into four groups. Have each group work with a few possibleidentities. The students should plug in numbers for the variables andtest the validity of the following statements.Group I
a
b
=
?
-
a
()
b
a
b
+
c
=
?
a
b
+
a
c
a
b
+
c
=
?
a
b
·
a
c
Group II
a
b
=
?
b
a
a
b
·
a
c
=
?
a
bc
a
b
()
c
=
?
a
bc
Group III

a
b
()
c
=
?
a
b
c
a
b
()
c
=
?
a
b
·
a
c
a
b
a
c
=
?
a
b
-
c
Group IV
ab
()
c
=
?
a
c
·
b
c
a
b
=
?
a a
b
-1()
ab
()
c
=
?
a b
c
()
Students are encouraged to use calculators.Hint to share with students: Before you begin, pick an a, b, and c foryour experiments. Beware that using more than one 2 in any problemcould give your group some false ideas.Every student should be writing and the work should be doneindependently but discussion should be occurring in the small group.In blocks 5 and 6:Have students work through the following problem independently, thenas a class. There are 9 square feet in a square yard. There are 27 cubic feet in acubic yard. Explain.
In all classes see who did the homework and give points forcompletion. Hand back any that were handed in.
I will walkaround the room and do this as the students are working on the warmup.
Model
In block 4:Using their group numbers from the previous section, students will individually do partof the following problemGroup 1
aGroup 2
bGroup 3
cGroup 4
dWrite each expression as a power of 6. Do not try to solve it.a)
6
51
6
48
b)
6
5
()
7

c)
66
25
6
14
()d)
6
95
6
19
Give the students 2-5 minutes
Then, have one student from each group explain their problem tothe rest of the class. Invite them to the board or ELMO
In blocks 5 and 6:Students will work through Group I as a small group, then groups 2, 3, and 4 in pairsWhen they are finished, I will check to see if they saw a pattern. I will also have threedifferent students explain the truth-value of each problem.
While the students are doing the group work, I will walk around theclassroom to make sure they are on task, discussing the content, doingthe correct problems, and taking notesI chose to split the class into groups to utilize a variation of the Jigsawreading strategy. I wanted to incorporate reading and small group workinto the lesson to differentiate the lesson for the different ways thatstudents may learn.
Check for Understanding –All Classes
As a class, we would rewrite the following expressions using exponentsa)
x
×
x
×
x
×3×3×
y
×
y
b)
a
×
b
×
b
×
b
×3×
b
×
a
×
b
×
a
c)
2×3×
m
×
m
×
m
×
m
d)
x
×
x
×
x
×
x
×
x
×1
x
Depending on their answers to number 9 I will understand how well theycomprehend the way exponents affect integers.
Guided Practice
(40 Minutes)
What pattern are you seeing?
o
Introduce PMA diagram

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