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1: Exponents School: Detroit International Academy District: Detroit Public Schools GLCE/HSCE L2.1.2 Calculate fluently with numerical expressions involving exponents; use the rules of exponents; evaluate numerical expressions involving rational and negative exponents; transition easily between roots and exponents. Objectives Students will be able to: 1. Use properties of exponents to evaluate and simplify expressions involving powers. Learning Resources and Materials Microsoft Powerpoint Large Whiteboard Projector Computer TI-Nspire handhelds Miniature White-boards Development of Lesson Introduction Bellwork: Evaluate the expressions: Sqrt(9) Sqrt(16) Sqrt(25) Now evaluate these expressions: 9^(1/2) 16^(1/2) 25^(1/2) Explain what you notice about the results of the two sections. (i.e. similarities, differences.) What can you conclude about the two notations? Students will then turn-in their bell-work and we will have a discussion about what they wrote and discovered. This will then segue into the lesson located on the PowerPoint. Methods/Procedures Outline of the procedures:
Bell Work Bell Work Discussion Lecture Sequence Guided Practice Group Practice Exit Ticket
~10 Minutes ~ 5 Minutes ~15 Minutes ~10 minutes ~25 minutes ~5 minutes
When students first walk in, they will get a calculator from the calculator cart, a textbook from another cart located in the rear of the room, take out a loose piece of paper, and begin working on the bell work assignment that is located in the front of the room. Once students are done with the bell-work and we have discussed their answers, I will then ask all students to take out their notes and we will begin with a short lecture on exponents and their properties. Within this PowerPoint, there are a variety of different guided practice problems for students to complete. For this guided practice, I will have each of the students complete them on their own. Once the lecture is done, I will have students break into small groups and using miniature white-boards, they will answer a variety of other problems located also in the PowerPoint. For each problem, I will give a set amount of time, one or two minutes, and will circulate around the room checking students work, answering any questions they might have, and making sure they are on task. I will then call the class back to order, show the answer, and answer any additional questions they might have. Accommodations/Adaptations Ms. Brown or Ms. T will be in the room working with students who have special needs. Within the class, there are a variety of special needs including hearing impaired, emotionally impaired, and other impairments that hinder learning. Most work can be done using the TI-Nspire handheld calculator. I want each student to be proficient on the calculator in order for them to be ready for the ACT. Students will be able to use their books, notes, and calculators for any homework or assessment they have. I will be circulating around the room as much as possible throughout practice so that I can answer any questions they may have and provide extra scaffolding. Practice Guided: See Powerpoint entitled 6.1 Laws of Exponents part 2. Independent: Pg. 326 #16-23, 32-39, 48-49 Check for Understanding/Closure EXIT TICKET:
students perform the given problems in their small groups and assessing how their If students do not understand the problem well, I will help Threeunderstanding. things that went well: 1) students The group activity went very well because every student in the material and those arrive at the correct answer and try towas fill engaged in any holes that exist in seemed to be able to answer the problems effectively. their understanding. If I find many students do not understand a particular 2) Chunking time by giving a setover amount of problem time for each problem and regaining problem, I will spend time going that with the whole class. their
attention after each problem. I believe this worked well because it kept students engaged in the problems, not giving them much room to begin to socialize if they finished early. 3) The amount of material covered was a good amount I believe because the students did not feel overwhelmed by it and were able to grasp the material that was given. The smaller amount of material allowed me to have a shorter lecture, which left more time for the group practice, which the students seemed to enjoy a lot.
Possible Improvements: - Spend more time figuring out a plan B for the exit ticket in case I do not get through all of the material I intended to get through in a given session. - One of the qualms I encountered was that I was raising my voice a little too much in order to regain the attention of the students after they solved the problem. A possible fix to this issue might be to have a timer with an alarm and set a rule that once the alarm sounds, they are to shift their attention to the front in order to see if they did the problem correctly and so that we can have a discussion as a whole class. - At the end of this lesson, I failed to hand out homework. It might be a good idea to send them home with a few practice problems that night so they would be able to come back to school the next day having worked through those problems and we would have a discussion regarding any questions they might have. It turned out that we did not have school the day after this lesson was taught, so it would have been even more helpful to send them home with practice problems so they would have been able to retain the information a little better.