Overall Unit Plan

Unit Plan; K Buckley
Kelley Buckley
Unit Plan
Table of Contents
Overview
Introduction
Standards
Goals
Learning targets
Assessments
o Formative
o Summative
Calendar/Schedule
Unit Body
4 Quick Checks
Quiz on 7-1 and 7-2
Quiz of 7-3 and 7-4
Chapter 7 Test
Reflective Evaluation
pg 4-5
pages 6-80
page 81
Reference materials
Assessments
pg 2
pg 2
pg 2-3
pg 3-4
pg 4
12 days of lessons
Bibliography
pages 2-5
pages 81-93
pg
pg
pg
pg
82-85
86-87
88-89
90-93
page 94
Question responses
Student evaluation
Personal evaluation
Overview
Introduction: This unit covers most of the 8th grade common core standards
regarding exponents. This mainly includes multiplication and division properties of
exponents, as well as working with scientific notation. My unit covers mathematical
practices 1, 2, 3, and 7. When working with simplifying expressions involving
exponents, they have to critique their work and the work of others to determine if
they have accomplished complete simplification. This requires them to make sense of
their work and persevere when they need to do multiple simplifications to finish off
one problem. When working with application problems, the students must be able to
identify the relationships given in in the situation and use these relationships with the
given quantities to answer the question. To simplify problems with multiple pieces
multiple variables, or multiple representations its key for the students to be able to
identify the structure of a single term, as well as how it relates to the terms around it.
This will allow them to completely simplify a given expression. That is how the
Common Core Standards for Mathematical Practice 1, 2, 3, and 7 are represented in
my unit on exponents in 8th grade mathematics.
Standards:
CCSSM.8.EE.A.1 : Know and apply the properties of integer exponents to generate
1
1
2
5
3
equivalent numerical expressions. For example: 3 3 =3 = 33 = 27 .
CCSS.MATH.CONTENT.8.EE.A.3
Use numbers expressed in the form of a single digit times an integer power of 10 to
estimate very large or very small quantities.
Perform operations with numbers expressed in scientific notation, including problems
where both decimal and scientific notation are used. Use scientific notation and
choose units of appropriate size for measurements of very large or very small
quantities (e.g., use millimeters per year for seafloor spreading).
Goals:
Day 1: The learner will analyze patterns to discover what happens when the exponent
(power) is 0 or negative.
Day 2: The learner will practice simplifying exponents with 0 and negative powers.
Day 3: The learner will evaluate powers of 10. The learner will analyze large and small
quantities in order to write them in scientific notation and standard form
Day 4: The learner will simplify problems with 0, positive, and negative exponents. The
learner will write numbers between standard form and scientific notation. The learner will
evaluate powers of 10.
Day 5: The learner will complete the given assessment over negative exponents, 0 as
an exponent, powers of 10, and working with numbers in scientific notation.
Day 6: The learner will identify and simplify exponent expressions involving two terms
n
m
with like bases multiplied together ( a a ) and raising an exponent to an additional
n
power ( ( a )
). The learner will evaluate two quantities multiplied together when
written in scientific notation. The learner will identify when their product is in proper
scientific notation.
Day 7: The learner will identify and simplify exponent expressions involving having a
n
product as the base of an exponent ( ( ab ) ), two terms with like bases multiplied
n
m
n
together ( a a ), and raising an exponent to an additional power ( ( a )
).
Day 8: The learner will identify non-simplified expressions involving a fraction of

xm
exponents with the same base ( x n ), and a fraction for a base (
x
y
()
). The learner
will evaluate two expressions in scientific notation when one is divided by another.
The learner will identify when their quotient is in proper scientific notation.
Day 9: The learner will identify when expressions are simplified. The learner will
simplify expressions as necessary using the multiplication and division properties of
exponents.
Day 10: The learner will identify when expressions are simplified. The learner will
simplify expressions as necessary using the multiplication and division properties of
exponents.
Day 11: The learner will complete the given assessment over negative exponents, 0
as an exponent, powers of 10, and working with numbers in scientific notation. The
learner will identify when expressions are simplified. The learner will simplify
expressions as necessary using the multiplication and division properties of
exponents.
Day 12: The learner will complete the given assessment over negative exponents, 0
as an exponent, powers of 10, and working with numbers in scientific notation. The
learner will identify when expressions are simplified. The learner will simplify
3

exponents.
Learning Targets:
I can simplify an exponent with a power of 0.
I can simplify an exponent with a negative power.
I can write large and small quantities in scientific notation.
I can find the value of powers of ten.
I can simplify exponents using the multiplication properties when:
Learning Targets (cont.)

n
m
o Multiplying exponents with like bases together ( a a ),
n
o Using an exponent as a base ( ( a )
), and
n
o Having a product for a base ( ( ab ) ).
I can multiply numbers written in scientific notation.
I can rewrite numbers so they are written in proper scientific notation.
I can simplify expressions using the division properties of exponents when:

xm
o Dividing an exponent by an exponent with the same base ( x n ),
o Having a fraction for a base and a positive power (
x
y
()
), and
o Having a fraction for a base and a negative power
x
y
()
).
I can divide numbers written in scientific notation.
Assessments:
There are 4 main formative assessments for this unit, one quick check for each big
idea, or each chapter section that were learning. There are 3 summative
assessments for this unit, all district regulated. There are two quizzes and a test. The
first quiz covers sections 7-1 and 7-2, working with negative exponents, an exponent
of 0, writing numbers in scientific notation, writing numbers in standard form, and
evaluating powers of 10. The second quiz covers sections 7-3 and 7-4, multiplication
and division properties of exponents, as well as multiplying and dividing numbers in
scientific notation. The chapter test assesses what is covered throughout the 4
sections which compose the unit.
Calendar/Schedule
Unit Body
Lesson Plans
Day 1:
I. Benchmark/Standard:
1
1
2
5
3
equivalent numerical expressions. For example: 3 3 =3 = 33 = 27
II. Behavioral Objective:

The learner will analyze patterns to discover what happens when the exponent
(power) is 0 or negative.
III. Anticipatory Set:

7-1 Explore
IV. Objective/Purpose
V. Input:
a. Task Analysis
i. Information: An exponent is the base multiplied by itself with the
amount of times the base appears equal to the value of the power.
ii. Step-by-step procedures
Warm up: check answers for hw (answer key on Edmodo) (4 min total)
7
o Do exponent review activity in iBook
Agenda walkthrough (1 min)

o Binder cleanout
o 7-1 exploration
o Circle cards
o HW: 7-1 Day 1 notes
Binder cleanout (10 min)

o Students place notes from last unit in pink crate for use in preparing for
final exam
o Weekly schedules are stapled together and placed on the appropriate turnin tray
o All other materials from ch 6 are recycled (quizzes, homework, inclasses)
o Pick up this weeks schedule and the 7-1 explore sheet
Initiate explore activity
Look for patterns in the table only looking at base 5

o Review exponent terms base vs power vs exponent
o Give students 1 minute to process look only at the row of base 5s
o What patterns do you see?
Exponents decrease by 1
What it equals is decreasing by how much?
Dividing by 5 each time

o Prompting may be required (focus on these two. I multiply
25 by 5 to get 125, so what would I divide 125 by to get 25?
Where else do we see that?)
8
50
o Following that pattern, what would
Some students will say 0. Reiterate to follow the pattern. What is the
pattern? So what are we going to do to get to the next piece?
51
o Following the pattern, what would
be?
52 ?
53 ?
They will give decimals. Tell them to write them as fractions. I write
them as fractions on my table.
o Do you notice a similarity between
be? (divide 5 by 5, get 1)
51
and
51 ?
52
and
52 ?
Its flipped on its head!
o Looking at
52=
1 1
=
25 52 , could I write it that way? (25 and
52
are the
same, so yes!)
Look for patterns in row base 4

o Give students 1 min to process on their own
The exponent is decreasing by 1
What it equals is decreasing, were dividing by 4.
o So whats
o Whats
4 0 , if we follow the pattern? (one)
41 ? (1/4)
42 ?
Students will give decimals. Again, write them as fractions. Have them
do the same.
o Whats the relationship between
Repeat for
42
and
41
and
41 ? How are they similar?
42 .
Answer the questions on the sheet what patterns did we see in powers of 5
and powers of 4?
9
o Assist them with the wording. Model it on my own sheet.
Complete the table for powers of 3. (give students 1 min)

o Have students give what they equal (in fraction form)
Conjecture (2 min)
o Students attempt to write a general rule about
and
Have students share their conjectures. They will have them in sentences.
o Give them the math shortcut write an equation. (Its a sentence with
less words written.)
o
a =1
an =
1
an
Model using the conjectures to answer 2 of the given problems on the sheet. (1
min)
Tell students: you will complete the sheet. When you are done, grab a partner
from your table and one set of circle cards. Orange has variables, blue and
white have numbers. Complete the circle by matching the question with the
answer. Shuffle them up (so theyre not in order) and replace them in the basket
when youre done. Try to get through two sets, have one of them be the orange
set if you can. (1 min)
Students complete sheet (~3 min)
Students grab a partner and start working on circle card sets (rest of hour)
Circulate to answer questions, keep students on task.
At end of hour: remind students the homework is to watch the video!
b. Thinking Levels: Blooms Taxonomy

Knowledge:
a =1 , and
an =
1
an
10
Understanding: Analyzing a table for patterns

c. Learning Styles and/or Accommodations
i. Remediation: Student gets teacher help during student analysis time.
ii. Extension: student can move through worksheet on own
iii. Differentiating: Two different levels of circle cards. Students get to
choose which one they use.
d. Method and Materials
i. Ways of presenting: Lecture, discussion
ii. Materials needed: Explore sheet, pencil, circle cards.
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12
13
VI. Modeling
Filling out the table. Thought process as I look for patterns. Thought process as I
write conjectures.
VII. Checking for Understanding

a. Warm-up
b. Completion of practice
VIII. Guided Practice

Explore activity
IX. Independent Practice (if appropriate)

Card sort
X. Closure (bring it back to objective)

n/a
Works Used: 7-1 Explore (On Core Mathematics, 2010, p. 3); Card sort (Maynard,
2015)
14
15
Day 2:
1
1
2
5
3

The learner will practice simplifying exponents with 0 and negative powers.

n/a
V. Input:
a. Task Analysis
i. Information: The students explored the objective the day before and
received instruction during their homework.
Warmup: simplify
and
. (1 and 1/64)
o Discuss that we memorized 1-15 squared and 1-5 cubed earlier in the
year, so we need to simplify those pieces whenever we see them.
16
Agenda:
o Class discussion (practice/review problems)
o Team discuss
Share summaries and questions
Read guided questions
o In-class: Textbook problems (see schedule)

o Quick Check paper, on round table
o HW: 7-2 video and notes
Whole class discussion (10 min)

o Difference between
92
and
(9 )2
0 2
o Simplifying two step problems ( b c
1
o What happens when the negative power starts on the bottom? ( n3 )
Briefly walk students through the agenda again. (30 secs)
Rest of hour is student directed through the agenda, which remains on the
board
I check to see if their notes are done, answer any questions from the note
packet
Keep students on task, assist with working through the problems
Remind that answer keys are at the check your work stations, and to check
every few problems.

Knowledge:
a0 =1 ,
an =
1
n
a ,
1
=an
n
a
17
Understanding: When simplifying is required.

i. Remediation: Fewer textbook problems to do. Can have practice
problems written for them.
ii. Extension: More textbook problems to do, with more steps toward
simplifying
iii. Differentiating: Self directed hour, allows students to focus on what
they need help with.
i. Ways of presenting: Lecture, video notes.
ii. Materials needed: Note packet, pre-written problems, answer keys.
VI. Modeling
When to simplify and when to not.

a. warm up
b. checking notes packets and answer questions

Whole class discussion

Textbook problems
18

n/a
Cited Works: Textbook problems from Holt (Burger & Holt, 2007); Quick Check
(Maynard, 2015)
19
20
21
Day 3:
quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific
notation that has been generated by technology
The learner will evaluate powers of 10. The learner will analyze large and small
quantities in order to write them in scientific notation and standard form.

Notes
V. Input:
a. Task Analysis
i. Information: The students got the lecture pieces in their notepacket
before class, if they did their homework. The only piece left out was application
problems.
22
Warmup: whiteboards, write
Agenda:
105
and
102
in standard form.
o Powers of 10 chart
o Ex 5 in notes
o Team Discuss
Share summaries/questions
Discuss powers of 10 based on Guided Questions.
o In-class: Practice B worksheet (see schedule for problem numbers)

o Quick Check Paper, on round table
o HW: Finish work (quick checks, in-classes)
Have students take out notes packet, turn to the 4th page. (1 min)
Read instructions aloud. Model how the chart works.
Allow students 2 minutes to fill out chart.
Fill out chart as a class have students give answers. Make sure we get
fractions and decimals.
What patterns do we see with the fractions? (the flip, just like from 7-1)
As we go down the chart, is the exponent decreasing or increasing? Is the

decimal moving to the left or right?
As we go up the chart, is the exponent decreasing or increasing? Is the decimal

moving to the left or right?
Write these patterns down.
Turn back a page, look at application problems.

23
Model the first problem in EX 5. Color code.
Have students do the second problem in EX 5.
When students are done with the problem, write summary and ask a question.
Present answer. Ask if there are questions on that one.
Rest of hour is student directed, going through the agenda.
Circulate, keep on task, and record who got their notes done.
Answer questions and assist those who are stuck.

Knowledge: Evaluating powers of 10
Understanding: Writing quantities in proper scientific notation
i. Remediation: simpler numbers, fewer problems
ii. Extension: Challenge handout
iii. Differentiating: student-directed hour
i. Ways of presenting: lecture, video notes
ii. Materials needed: Notepacket, correct pages x4, answer keys
VI. Modeling
EX 5 application problems with scientific notation.

a. EX 5 pt 2 on their own
24

In-class

Quick check

n/a
Cited: Quick Check (Maynard, 2015); Practice B (Burger, et. al, 2010)
25
26
27
28
29
Day 4:
1
1
2
5
3
notation that has been generated by technology.
The learner will simplify problems with 0, positive, and negative exponents. The
learner will write numbers between standard form and scientific notation. The learner
will evaluate powers of 10.

n/a

30
V. Input:
a. Task Analysis
i. Information: This serves as an extra day of practice / review for the
upcoming quiz.
Warmup: whiteboard problems. Simplify
Agenda
o Fix/finish Quick Checks
o In-class HO
o Jeopardy
o HW: Quiz Review HO
Have students work on quick checks / in-class at own pace for 20 minutes
o Talk to students who are missing quick checks, make sure they have what
they need
o Circulate, keep on task, answer questions
After 20 minutes, have students turn in any finished work and return to their
seats
Set class into 3 teams (1, 2, 3)
Have student who has all their work done

o A) run the game. Click the questions, reveal answers.
o B) record points on board
Go over rules
31
o Team who picks get full points

o Other teams can get half points if they also get it right
o Everyone needs to agree on answer at table
o Every student needs to be working
Have team 1 pick the first question
Circulate and help students who are stuck, answer questions
Decide when were ready to end the round have students show whiteboards to
show answer
Have the game controller show the answer, score keeper award points
Run the game until end of hour
Leave time to have brief discussion on what well be doing next week, and the
ideas we talked about today.
Knowledge:
a0 =1 , and
a =
1
a n , Evaluating powers of 10

i. Remediation: Teacher help walk through problems with them
ii. Extension: Challenge sheet
iii. Differentiating: student directed for most of hour, students pick
difficulty of questions during game
i. Ways of presenting: n/a
ii. Materials needed: computer, powerpoint, whiteboards, whiteboard
markers
32
VI. Modeling
n/aVII. Checking for Understanding
a. quick checks
b. jeopardy
In-class
Quick checks
Brief discussion at end of hour
Cited: Quick Checks (Maynard, 2015); Practice B on In-Class handout (Burger et. al,
2010)
33
34
35
36
37
38
39
40
41
Day 5:
1
1
2
5
3

The learner will complete the given assessment over negative exponents, 0 as an
exponent, powers of 10, and working with numbers in scientific notation.

n/a

42
V. Input:
a. Task Analysis
i. Information: This is an assessment day.
Warmup: Write in standard or scientific notation on whiteboard (5 min)
Agenda
o Vocab discussion
o Grade quiz review
o Fix/finish QCs
o See teacher for other directions, if you have more time
o Quiz (~15 min)
o 7-3 Activity (~15 min)
o HW: 7-3 video, notes, WSQ
Have students pull out notes to powers of 10 flow chart
First two vocab pieces: circle standard and scientific notation. Talk about the
difference
o Next: Value means write in decimal form.
o Circle POWERS OF 10 at top of flow chart. Write brief definition.
Let students do what they need to in order to prepare for the quiz. Studentdirected. 15 minutes.
43
Call students together, turn in work, settle, start quiz.
Instruct to finish quiz, turn into turn in tray, and grab the 7-3 activity and work
on it for the rest of the hour.
Knowledge:
a0 =1 , and
an =
1
n
a , Evaluating powers of 10

i. Remediation: student can work in hall, have extra time
ii. Extension: extra work problems before quiz
iii. Differentiating: student-directed at the start of the hour
ii. Materials needed: Quizzes, pencil.
VI. Modeling
n/a
a. Quiz
n/a
n/a
44
n/a
Cited: Quiz (ZPS, 2015)
45
46
47
48
49
Day 6:
1
1
2
5
3

The learner will identify and simplify exponent expressions involving two terms with
n
m
like bases multiplied together ( a a ) and raising an exponent to an additional
n m
power ( ( a )
). The learner will evaluate two quantities multiplied together when
written in scientific notation. The learner will identify when their product is in proper
scientific notation.

7-3 activity

n
m
o Multiplying exponents with like bases together ( a a ), and
n m
).
I can rewrite numbers so they are written in proper scientific notation.
50
V. Input:
a. Task Analysis
i. Information: 7-3 activity and 7-3 Day 1 notes should be accomplished
prior to class starting
Warmup: simplify two terms (5 min)
Agenda
o Edit schedule
o Make study aid (Flapper)
o Team Discussion
Read summaries and questions
o In-class: Practice B handout (see schedule for #s)

o HW: 7-3 Day 2 video and notes
Have class take out schedule. State why the schedule is changing (no more
GVSU visit this week). (5 minutes)
o Model the schedule changes, using Elmo to project schedule.
Make study aid have student volunteer pass out blank paper to students.
Show students what final product will look like while the paper is passed out.
(10 minutes total)
Walk students through the folds and cuts step by step, modeling by holding up
the page, putting under Elmo as necessary.
Once aid is folded and cut as needed, fill out the first four flaps (one whole
side).
o Flap 1:
on front.
on the inside with two examples.

51
o Flap 2:
xn
o Flap 3:
x x
o Flap 4:
( xn)
on front.
1
xn
x
on front,
on front,
m+n
nm
Students keep out study aid as they begin their team discussions.
packet
every few problems.
Knowledge: What the multiplication properties are.
Understanding: When an expression is simplified.
i. Remediation: Fewer problems to do. Can have practice problems written
for them.
ii. Extension: Additional textbook problems to do, with more steps toward
simplifying

i. Ways of presenting: Video notes (Lecture)
ii. Materials needed: Note packets, copied handouts, answer keys, blank
paper, scissors
52
VI. Modeling
Editing the schedule, making the study aid.
a. notes check
In-class
n/a
n/a
Cited: Study Aid (Maynard, 2015); Practice B (Burger et al., 2010)
53
54
55
56
57
Day 7:
CCSSM.8.EE.A.1 : Know and apply the properties of integer exponents to generate equivalent
numerical expressions. For example:
3 3 =3 =
1
1
=
3
3 27 .

The learner will identify and simplify exponent expressions involving having a product as the
base of an exponent ( ( ab )
), two terms with like bases multiplied together ( a a
raising an exponent to an additional power (
( a n)
), and
).

n/a

n
o Multiplying exponents with like bases together ( a a

n
o Having a product for a base ( ( ab )
),
), and
).
V. Input:
a. Task Analysis
i. Information: 7-3 Day 2 notes should be accomplished prior to class
starting.
58
Agenda
o Add to study aid (Flapper)
o Application Problems (handout)
o Team Discussion
o In-class: Textbook problem (see schedule for #s)

o Quick Check Paper at round table
o HW: 7-3 Day 2 video and notes
Have students pull out study aid
Add one property to study aid on the side with all blank flaps (5 minutes)
o Flap 1:
( ab )n
on front,
an bn
on the inside with two examples
Have student volunteer to pass out Applications Handout

o Have sheet projected on screen while its being passed out. Have student
volunteer to read question #3 aloud.
Model thought process with question #3. Walk through solving. (2 min)
Work on question #1. Ask student questions throughout the process what
should I focus on next? what do I need to look for? what do I know?
Have students launch the team discussion
board
59
packet
every few problems.

Knowledge: What the multiplication properties are.
for them.
simplifying
ii. Materials needed: Note packets, copied handouts, answer keys, study aids
VI. Modeling
Application problems, filling out the study aid.
a. Notes check
Application problems, inclass
60

Quick check
n/a
Cited: Textbook problems (Burger & Holt, 2007); Quick Check, study aid, and
application problems (Maynard, 2015);
61
62
63
Day 8:
3235=33=
1
1
=
3
.
27
3

The learner will identify non-simplified expressions involving a fraction of exponents
xm
with the same base ( x n ), and a fraction for a base (
x
y
()
). The learner will
evaluate two expressions in scientific notation when one is divided by another. The
learner will identify when their quotient is in proper scientific notation.

n/a

xm
x
y
()
), and
x n
y
).
()
64
V. Input:
a. Task Analysis
i. Information: 7-4 notes should be accomplished prior to class starting.
Agenda
o Add to study aid (Flapper)
o Application Problems (handout)
o Team Discussion
o In-class: Handout (see schedule for #s)

o Quick Check Paper at round table
o HW: Finish quick checks / in-classes
Have students pull out study aid
Add three properties to study aid on the side with three blank flaps (10 minutes)
o Flap 2:
xm
n
x
n
o Flap 3:
x
y
()
o Flap 4:
x
y
on front,
()
on front,
on front,
mn
xn
yn
yn
xn
65
Have students pull out Application Problems from yesterday. Were working on
the 7-4 (blank) side now.
Model thought process with question #3. Walk through solving. (2 min)
Work on question #1. Ask student questions throughout the process what
should I focus on next? what do I need to look for? what do I know?
Have students launch the team discussion
board
packet
every few problems.
Knowledge: What the division properties are.
for them.
simplifying
ii. Materials needed: Note packets, copied handouts, answer keys, study aids
66
VI. Modeling
Application problems, filling out the study aid.
a. Notes check
Application problems, inclass
Quick check
n/a
Cited: Handout (Burger et. al, 2010); Quick checks, study aid, and application
problems (Maynard, 2015).
67
68
69
70
71
Day 9:
1
1
2
5
3

The learner will identify when expressions are simplified. The learner will simplify
exponents.

Red stinky foot on whiteboard

n
m
n m
), and
n

o I can rewrite numbers so they are written in proper scientific notation.

72
xm
x
y
()
), and
x n
y
).
()
V. Input:
a. Task Analysis
i. Information: This is review for the upcoming quiz. No new content.
Warmup: Silently use study aid to study (3 min)
Agenda
o Fix/finish quick checks
o Stinky foot (small group)
o HW: Quiz Review HO
Allow students 10 minutes to work on quick checks
Bring students together to introduce stinky foot, small group version
Walk through all rules (one foot per table, one point keeper, two vs two,
everyone works, etc.)
Rearrange students as needed to have at least 4 people per table.
73
Have one person pull up pdf from Edmodo. Have one person organize the point
keeping. Have one person draw the foot.
Let students self direct for the rest of the hour.
Circulate, keep students on task, correct misconceptions (game or content)
Assist in explaining problems
Have students pick up quiz review HO before they leave (students start working
on hw when finished w/ stinky foot)
Knowledge: multiplication and division properties of exponents
Understanding: when an expression is simplified
i. Remediation: extra teacher assistance
ii. Extension: more challenging stinky foot problems
iii. Differentiating: student-paced, student-directed
i. Ways of presenting: Game, iPad
ii. Materials needed: iPads, pdf on Edmodo, point cards, whiteboards,
scrap paper
VI. Modeling
How the game is run
a. quick checks
b. stinky foot
74

Stinky foot
Quick checks, quiz review
n/a
Cited: Stinky Foot (Alyssa, 2013); Quiz Review Handout is a variation of the Quiz from
(ZPS, 2015).
75
76
77
78
79
Day 10:
3 3 =3 =
1
1
=
3
3 27 .

The learner will identify when expressions are simplified. The learner will simplify
exponents.

n/a

n
m
n
), and
n

80
xm
x
y
()
), and
x n
y
).
()
V. Input:
a. Task Analysis
i. Information: This is an assessment day.
Warmup: simplify 2 problems on the board (10 min)
Agenda:
o Fix/finish quiz review
o Fix/finish quick checks
o Grade quiz review
o Quiz
o HW: Test Review HO
Student directed until quiz time
Circulate, keep kids focused, give extra work as needed, answer questions
Have students put things away, keep out calculator and pencil, get separators
up
81
Have students start quiz
Turn in on turn in tray when finished, pick up test review as homework next to
the turn in tray.
Knowledge: what the multiplication and division properties are
Understanding: what a simplified expression is.
i. Remediation: extra time to study / work on quiz
ii. Extension: Challenge questions
iii. Differentiating: student directed time.
ii. Materials needed: quizzes, answer keys, test review handouts
VI. Modeling
n/a
a. quick checks
b. quiz
n/a
n/a
82
n/a
Cited: Quiz (ZPS, 2015); Test Review is a variation of the test from (ZPS, 2015)
83
84
85
86
87
88
89
Day 11:
1
1
2
5
3

exponent, powers of 10, and working with numbers in scientific notation. The learner
will identify when expressions are simplified. The learner will simplify expressions as
necessary using the multiplication and division properties of exponents.

n/a

90

n
m
n
), and
n


xm
x
y
()
x
y
()
), and
).
V. Input:
a. Task Analysis
i. Information: This is in preparation for the final summative assessment.
Warm up: put in proper scientific notation (5 min)
Agenda:
91
o Go over quiz
o Correct Test Review
o In-class: Choice! With Degree Partner 180.
A) Around the Room first
B) Matching Card Sort first
o HW: Choice; any 30 min
Go over big quiz issues. Varies from class to class.

o Model thinking process and key parts to look for
Rest of the hour is student-directed.
Last 5 minutes: Choice HW?

o Call students together, have them write down on the schedule what
THEY need to do for homework.
1. Fix/Finish quick checks
2. Fix/finish test review
Rewatch videos
Book problems
Stinky foot problems
Redo quiz mistakes
Have students do around the room if there is more time.

Knowledge: Exponent properties. How to write numbers in scientific
notation and standard form.
Understanding: When an expression is simplified
92

for them.
simplifying
ii. Materials needed: n/a
VI. Modeling
n/a
a. matching card sort
Test review activities
Homework: test review
n/a
Cited: Around the Room setup (Maynard, 2015); Matching Card Sort (Maynard, 2015).
93
94
95
96
Day 12:
1
1
2
5
3

exponent, powers of 10, and working with numbers in scientific notation.The learner
will identify when expressions are simplified. The learner will simplify expressions as
necessary using the multiplication and division properties of exponents.

n/a

97

n
m
n m
), and
n


xm
x
y
()
x
y
), and
()
).
V. Input:
a. Task Analysis
i. Information: This is for the final summative assessment.
98
Warm up: grade test review: get % on the page and turn in to turn in tray (3
min)
TR Qs before the test? (go over 13, 24 & 25 briefly)
Announce there is a teacher feedback survey designed to see how I did this
semester through the students eyes
o Its anonymous. Be honest, and constructive.
Test begins
Survey becomes homework if they dont finish it.

Knowledge: Exponent properties. How to write numbers in scientific
notation and standard form.
Understanding: When an expression is simplified
i. Remediation: n/a
ii. Extension: n/a
iii. Differentiating: n/a
ii. Materials needed: tests, surveys
VI. Modeling
n/a
a. Test
99
n/a
n/a
survey
Cited: Test (ZPS, 2015).
100
101
102
103
104
Bibliography
On core mathematics: Middle school (Common core ed., p. 3). (2010). Orlando,
Fla.: Houghton Mifflin Harcourt.
Maynard, T. (Teacher) (2015, March). Teaching 8th Grade Mathematics. Lecture
conducted from , Zeeland, Mi.
Burger, E., Chard, D., Hall, E., Kennedy, P., Leinwand, S., Renfro, F., . . . Waits, B.
(2010). HOLT ALGEBRA 1: CHAPTER 7 RESOURCE BOOK. Austin, Texas: Holt Rinehart
Winston.
Teaching In The Fast Lane: Making Test Prep Fun 5-Stinky Feet. (2013, April 14).
Retrieved March 12, 2015, from http://4thgraderacers.blogspot.com/2013/04/makingtest-prep-fun-5-stinky-feet.html
Burger, E., & Holt, R. (2007). Algebra 1 (p. 514). Austin, Tex.: Holt, Rinehart and
Winston.
Zeeland Public Schools (2015). Curriculum assessments. Zeeland, Mi.
Assessments
Formative:
4 Quick Checks
Summative:
2 Quizzes
1 Chapter Test
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106
107
108
109
110
111
112
113
114
115
116
117
Reflective Evaluation
Questions
Day 1: Explore went swimmingly by 2nd hour. Kids were more awake and participated
more, my questions and answers were more concise.
Day 2: Practice went well. Felt like I was getting around to groups quicker.
Day 3: Changed how I went through the power of 10 chart, modeled more. Filling out
the table seemed to help.
Day 4: Game went o.k., I enjoyed being able to help kids and having other kids run
the game. They seemed to enjoy it too.
Day 5: Quiz review before the quiz went pretty well. Got lots of good questions asked.
Day 6: Quizzes were ok, not stellar. 7-3 explore helped the kids a lot.
Day 7: The added on multiplication problem was no biggy until we started combining
stuff.
Day 8: Division with scientific notation? Didnt go over in notes, forgot to touch on it
outside of application problems in class. Woops.
Day 9: Quiz Review kids loved the small group stinky foot. I loved that they were all
practicing, all engaged, having fun, and were able to go at a pace suited for them.
Day 10: Quizzes were low C on average. Wish I had more time to practice division with
them. Rethinking how I do quiz days to help with that.
Day 11: Kids ate up the choice to pick what to do, and they were much more involved.
Will do again.
Day 12: Test Day. Few questions before the test. Instructions on survey went over
well. Kids had fun drawing pictures.
Student Evaluation
Evaluations will not be collected until after the unit test, which is not until the
upcoming week. This will be updated at such time that the evaluations are completed.
Reflection of Overall Unit
I like the overall layout. I wish I would have done an explore with division properties
too, I believe that wouldve helped a lot. Rearranging the allotted days to spend more
time with multiplication and division would be helpful as well. We completed the unit
in 11 days; I feel an additional one or two would have been greatly beneficial.
118

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Unit Plan; K Buckley

Unit Plan; K Buckley

Unit Plan; K Buckley

). The learner will evaluate two quantities multiplied together when

Day 8: The learner will identify non-simplified expressions involving a fraction of

Unit Plan; K Buckley

expressions as necessary using the multiplication and division properties of

I can simplify an exponent with a power of 0.

I can simplify an exponent with a negative power.

I can write large and small quantities in scientific notation.

I can find the value of powers of ten.

I can simplify exponents using the multiplication properties when:

Learning Targets (cont.)

I can multiply numbers written in scientific notation.

I can rewrite numbers so they are written in proper scientific notation.

I can simplify expressions using the division properties of exponents when:

o Having a fraction for a base and a positive power (

Unit Plan; K Buckley

o Having a fraction for a base and a negative power

I can divide numbers written in scientific notation.

Unit Plan; K Buckley

Unit Plan; K Buckley

II. Behavioral Objective:

III. Anticipatory Set:

I can simplify an exponent with a power of 0.

I can simplify an exponent with a negative power.

Unit Plan; K Buckley

o Do exponent review activity in iBook

Agenda walkthrough (1 min)

Binder cleanout (10 min)

Initiate explore activity

Look for patterns in the table only looking at base 5

What it equals is decreasing by how much?

Dividing by 5 each time

Unit Plan; K Buckley

o Following that pattern, what would

o Following the pattern, what would

o Do you notice a similarity between

be? (divide 5 by 5, get 1)

Its flipped on its head!

Look for patterns in row base 4

The exponent is decreasing by 1

What it equals is decreasing, were dividing by 4.

4 0 , if we follow the pattern? (one)

o Whats the relationship between

41 ? How are they similar?

Unit Plan; K Buckley

o Assist them with the wording. Model it on my own sheet.

Complete the table for powers of 3. (give students 1 min)

Students complete sheet (~3 min)

Circulate to answer questions, keep students on task.

At end of hour: remind students the homework is to watch the video!

b. Thinking Levels: Blooms Taxonomy

Unit Plan; K Buckley

Understanding: Analyzing a table for patterns

Unit Plan; K Buckley

Unit Plan; K Buckley

Unit Plan; K Buckley

VII. Checking for Understanding

VIII. Guided Practice

IX. Independent Practice (if appropriate)

X. Closure (bring it back to objective)