BASIC INSTRUCTIONAL DESIGN PRELIMINARY PLANNING

1. What Lesson number is described in this plan?

2. What is the title of the lesson?

Operations With Exponents

3. What is the goal of the lesson?

Know and apply the properties of integer exponents to generate equivalent

numerical expressions

4. What learning standards will be taught?

Standard for Mathematical Practice:

7-look for and make use of structure
8- Look for and express regularity in repeated reasoning
Desired
Results

NC.8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.

NC.8.EE.2 Use square root and cube root symbols to: • Represent solutions to equations
of the form x 2 = p and x 3 = p, where p is a positive rational number. • Evaluate square
roots of perfect squares and cube roots of perfect cubes for positive numbers less than or
equal to 400.

5. What is the learning outcome/objective of the lesson associated to the

standard?

Be able to rewrite expressions with and without exponents.

6. What level of Bloom’s Revised Taxonomy aligns with this lesson?

Apply

7. How will students demonstrate what they have learned (What is the
Evidence of

assessment)?
Learning

Re-Write given expressions so that they no longer have an exponent.

 8. What assessment materials are available and what materials need to be
developed?

Worksheet will be given, students need a pencil and eraser and scratch
paper if desired.

9. How will the assessment be scored or evaluated?

The teacher will look at the worksheet to determine if the expression was
written correctly according to the answer key

10. How will assessment results be reported?

Students will receive feedback on their worksheet

11. What practice and follow-up assessment can be provided for students who
fall below expectations?

Students will create exponent trees

Play exponent pirate game
Exponent Otter game
Rags to Riches game

12. How will assessment results be used?

The assessment will be part of the assignments grades of their nine weeks
grade.

13. What is a motivating opening for the lesson?

I will begin the lesson with a properties of exponents chart. I will then ask
Lesson Design

the class to help me fill in the blanks.

14. What teaching strategies will be effective?

15. What learning activities will students engage in?

 True or false questions
Fill in a table
Fix incorrect statements
Online learning

16. What materials and resources are needed to support and enhance learning?

Computers

17. What opportunities will students have to reflect on their learning?

While playing the online games they will be able to see their progress.

18. How will student progress be monitored?

Observations will be conducted as the teacher walks around the room.

19. What forms of follow-up practice may be used?

Playing the online games after completing the worksheet.

20. How long will the lesson take?

This lesson will take 60 minutes

21. Are there any foreseeable pitfalls in the lesson?

Students may need more time to complete their worksheets.

22. What alternatives are there if the lesson does not work out?

I will work with the students who are not understanding the material.
BASIC INSTRUCTIONAL DESIGN PRELIMINARY PLANNING
1. What Lesson number is described in this plan?

2. What is the title of the lesson?

Scientific Notation

3. What is the goal of the lesson?

Write very large numbers and very small numbers in a simpler form

4. What learning standards will be taught?

Standard for Mathematical Practice:

2-Reason abstractly and quantitatively
Desired
Results

7-Look for and make structure

NC.8.EE.3

Use numbers Use numbers expressed in scientific notation to estimate very large or
very small quantities and to express how many times as much one is than the other.

5. What is the learning outcome/objective of the lesson associated to the

standard?

Interpret numbers in standard form and rewrite them in scientific notation.

Interpret numbers in scientific notation and rewrite them in standard form.

6. What level of Bloom’s Revised Taxonomy aligns with this lesson?

Evaluate and Apply

7. How will students demonstrate what they have learned (What is the
assessment)?
Evidence of
Learning

Given a sentence, with a large number, the students will convert the large
number into scientific notation.

8. What assessment materials are available and what materials need to be

developed?
 Worksheet will be given, students need a pencil and eraser.

9. How will the assessment be scored or evaluated?

The teacher will look at the worksheet to determine if the expression was
written correctly according to the answer key

10. How will assessment results be reported?

Students will receive feedback on their worksheet

11. What practice and follow-up assessment can be provided for students who
fall below expectations?

Students will be given worksheets with examples and extra problems.

12. How will assessment results be used?

The assessment will be part of the assignments grades of their nine

weeks grade.

13. What is a motivating opening for the lesson?

We will begin by building a scientific notation graphic organizer wheel

Then we will review the wheel

14. What teaching strategies will be effective?

Lesson Design

We will create scientific notation mazes, and sorting activities to have a

hands on lesson

15. What learning activities will students engage in?

Students will work individually and review interesting facts that have
numbers that need to be converted into scientific notation.

16. What materials and resources are needed to support and enhance learning?
 Paper
Scissors
Coloring pencils
Glue
pencils

17. What opportunities will students have to reflect on their learning?

Students will be able to look at their scientific notation puzzle and given
worksheet

18. How will student progress be monitored?

Observations will be conducted as the teacher walks around the room.

19. What forms of follow-up practice may be used?

Additional worksheets, such as comparison or ordering numbers

20. How long will the lesson take?

This lesson will take 70 minutes

21. Are there any foreseeable pitfalls in the lesson?

Not fully understanding the exponents in scientific notation.

22. What alternatives are there if the lesson does not work out?

Review exponent properties, review how to write exponents and properties

of scientific notation.