Name: Jean Kang Teaching Mathematics Lesson Plan

Topic: Time Frame: Course: Date:

Whole Number Exponents 53 min Pre-Algebra 10/12/2020
Goals/Focus:
• To learn the vocabulary related to exponents.
• To write a standard notation to exponential expression, and an exponential
expression into standard form.
• To evaluate an exponential numerical expression.

State Core/Standard(s):
• 8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent
numerical expressions.

Language Objective(s):
• Vocabulary: Exponent, Base, Power

Task What Question(s) Will I Ask?

What Will the Students Be Saying or Doing? How Will I Assess?
Launch 1. As a warm-up, review what is double, triple, 4 times as many, etc. (5
Time: min)
25min 2. Ask students to fill Table 1 with the following two cases. (see the end of
the text) (10 min)
Materials: 3. Review how multiplication was defined: repeated addition. Similarly,
Guide Notes repeated multiplication is defined as power.
4. Give a few examples to demonstrate the definition of power as
repeated multiplication.
a. 5x5x5 = 53
b. 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 ∙ 𝑎 = 𝑎6
5. Illustrate the term of base, exponent and power using an exponential
expression.
Exponent (power)
𝑛
Base 𝑎
6. Introduce 2 ways on how to read a power.
For example: 5 to the 3rd power, or 5 to the power of 3
7. Review the math terms of squares, cubes, and ask students how to
read these with powers.

Introduction Case:
o Mary plans to deposit double the number of pennies each day
in his piggy bank as the previous day. She deposits 1 penny on
 day 0. Write the expression of how much she deposits on each
day for 5 days.
o Amy has a different plan for her piggy bank. She deposits 2
pennies more than previous day on each day. She deposits 0
penny on day 0. Write the expression of how much she deposits
on each day for 5 days.

Table 1. Pennies saved from Mary and Amy

Day 0 Day 1 Day 2 Day 3 Day 4 Day 5

Mary 1 2 2x2 2x2x2 2x2x2x2 2x2x2x2x2
Amy 0 2 2+2 2+2+2 2+2+2+2 2+2+2+2+2

Explore
Time: Students form a group of 4-5, performing the following tasks.
Materials: • Write the pennies saved into exponential form from Mary, and
multiplication form from Amy, for Day 3, Day 4, and Day 5.
• Mark Day 5’s exponential form with base and exponent; explain the
meaning of both terms.
• Build a model with the above table to demonstrate which person ‘s
pennies go up faster, using Day 3, Day 4 and Day 5 to demonstrate the
difference between repeated multiplication (exponent) and repeated
addition (multiplication).
Teacher circulate the classroom, performing discourse with group, giving hints
and help.
Groups are called on to present their result on each of the tasks.

Summarize
Time: Students talk to each other in the group, correct and clarify thinking and
Materials: concepts.
Teacher uses one of the examples above to demonstrate the exponential
form, recapping the terms, and meaning of the terms. Recap that exponents
are repeated multiplication in analogy to multiplication being repeated
addition.

Launch for Assessment

Use an exit ticket as a summative assessment to assess students’ mastery on
• the terms and their meaning
• how to convert between exponential form and standard form.
• and evaluate an exponent.
Lesson Reflection Framework:
Evidence review
Lesson plan was an example.
Lesson analysis
Lesson plan was an example.
Action planning
Lesson plan was an example.

Attach supporting documents below

Guide Notes
Warm-up
Write the expression for double, triple, 4 and 5 times as many as
• Double ___________
• Triple ___________
• 4 times ___________
• 5 times ____________

Instruction:
• Mary plans to deposit double the number of pennies each day in his piggy bank as the
previous day. She deposits 1 penny on day 0. Write the expression of how much she
deposits on each day for 5 days.
• Amy has a different plan for her piggy bank. She deposits 2 pennies more than previous
day on each day. She deposits 0 penny on day 0. Write the expression of how much she
deposits on each day for 5 days.

Table 1. Pennies saved from Mary and Amy

Day 0 Day 1 Day 2 Day 3 Day 4 Day 5

Mary 1
Amy 0

With Day 5 as an example

2 x 2 x 2 x 2 x 2 = 25

25
Base: The number that ___________________________
Exponent: How many times ___________________________
Exit Ticket:
Exit Ticket
Convert the following from standard form to exponential form,
exponential form to exponential form and evaluate the result.

25 = ____________= ______, ________ is exponent, _____________ is base.

8 × 8 × 8 × 8 = ____________= ____, 8 is _______________, and 4 is ______________.