ED 3601 Curriculum and

Instruction for Majors:

Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Rationale:
The unit is focused to help students develop their fluency in algorithms
dealing with roots and powers. The SLOs are geared towards
developing students algebraic reasoning and number sense by
demonstrating their understanding of factors, irrational numbers, and
powers with integral and rational exponents and their applications laws.
These skills are important to develop at this stage, as they are
necessary for critical understanding of the complex mathematical
expressions introduced. Essential properties of algorithmic operations
are introduced in every lesson and they will be reinforced through
varied learning activities. The goal of the practice activities is to have
students overall mastery in the skills introduced and to be able to
communicate ideas clearly to peers. Key questions will be used to guide
each lesson. A variety of instructional methods and assessment
practices will ensure for appropriate scaffolding and holistic evaluation
students deserve. Because this is a 10C-AP class, selected lessons will
incorporate materials from Grade 11 Mathematics SLOs that will only
be assessed summatively through quizzes and not unit exams.
Math Processes:
Connection:
As students articulate their understanding of factors, rational and
irrational radicals, and properties of powers, they will connect these
concepts seeing how they are intertwined through algebraic
manipulation with a variety of application laws. As grade 11 curriculum
is introduced, they will connect these ideas with higher level of
mathematics as they are expressed again and being built through
scaffolding.
Communication:
Communication will be expressed through pre-assessment large group
discussions, when working in pairs or in groups when sharing reviewed
or consolidated ideas. Students will have to communicate fluently both
in words and in the language of mathematics, hence developing their
literacy and numeracy.
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Mental Mathematics and Estimation:

As students demonstrate their understanding in the ideas mentioned in
SLOs, they will develop their fluency in mental mathematics and
estimation that are required to achieve overall mastery in introduced
algorithmic properties.

Reasoning:
As students demonstrate their understanding and justify their answers
in the language of mathematics, they are demonstrating their
development of mathematical reasoning.
Problem Solving:
Problem solving is demonstrated when students develop and apply the
new exponent laws or find different strategies to manipulate radicals.
Visualization:
Visualization is demonstrated when students identify, describe, compare
the relationships among the subsets of the real numbers (natural,
whole, integer, rational, irrational).

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Established Goals:
Algebra and Number
GLO: Develop algebraic reasoning and number sense.
Understandings:
Students will understand that

Essential Questions:
How are roots and powers related?

Operations involved in powers is used

in roots.

Students will know

Students will be able to do

1. Demonstrate an understanding of factors
of whole numbers by determining the:
1. prime factors
2. greatest common factor
3. least common multiple
4. square root
5. cube root.
[CN, ME, R]
2. Demonstrate an understanding of irrational
numbers by:
1. representing, identifying and
simplifying irrational numbers
2. ordering irrational numbers.
[CN, ME, R, V]
3. Demonstrate an understanding of powers
with integral and rational exponents.
[CN, R, V]

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Resources Needed:
Irrational number cards (x 32)

Solution Sheet for the irrational number cards

Whiteboard markers (x4)

Eraser (x1)

Pearson - Foundations and Pre-calculus Mathematics 10 textbook.

Integral and rational exponent number card deck.

Solution Sheet for the exponent number card activity with proper sequence.

Math Station activity cards (x12)

Frayer Model Cards (x12)

Solution Sheet for the Math stations.

Tape

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Discussion
Observation
for preassessment

Assignment
Questions &
You Try
Questions

Exit
Slips

Frayer
Model
Cards

Quizzes

Unit
Exam

Formative

Formative

Format
ive

Format
ive

Summat
ive

Summa
tive

30%

70%

1.1, 1.2, 1.3,

1.4, & 1.5.

2.1, 2.2, & 2.3.

3.

Learnin
g
Outco
mes

Title
Type
(Formativ
e/Summat
ive)

Weig
hting

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Assessment Tool Overview

Assessment
Tool Title

Discussion
Observation for
pre-assessment
(Key Questioning
and Responses)

Outcomes

1.1, 1.2, 1.3,

1.4, & 1.5.
2.1, 2.2, &
2.3.
3.

Assignment
Questions & You
Try Questions

1.1, 1.2, 1.3,

1.4, & 1.5.
2.1, 2.2, &
2.3.
3.

Brief Description
Throughout the lessons, students interest
will be prompted by the hook questions
that are open-ended to provoke curiosity
and engagement. It will be used for
learning as a formative assessment to
assess where the students are at and
better fill in the possible gap where they
need more help with understanding.
Student centred discussion facilitated by
the instructor will give fair chance for
students to contribute to group
discussion. Students will develop their
literacy as they contribute verbally and
listen to others.
Students will fill out You Try Questions
on their own following the introduction of
new concepts in each lesson. They may
check their answers as I move around the
room but they may also work in pairs to
collaborate but must justify their answers
and their methods to answers when
working in pairs rather than simple copy
& paste their partners answer. This must
be done in the language of mathematics
rather than to explain verbally to focus on
developing in their numeracy. This
assessment is for learning as students
receive feedback on their progress and
as learning as they are justifying their
position step-by-step and hence
identifying the strength and the weakness
of their argument. Once they are aware of
the weakness of the argument, they are
thinking of what they have done and how
they can improve it. This process of
metacognition will help them progress
towards the desired goal.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Fo
r

AS

OF

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

The same is applied to Assignment

Questions that follow You Try Questions.

1.1, 1.2, 1.3,

1.4, & 1.5.
Exit Slips

2.1, 2.2, &

2.3.
3.

1.1, 1.2, 1.3,

1.4, & 1.5.
Frayer Model
Cards

2.1, 2.2, &

2.3.
3.

1.1, 1.2, 1.3,

1.4, & 1.5.
Quizzes

2.1, 2.2, &

2.3.
3.

On selected lessons, students will fill out

exit slips writing 2 things they learned, 1
thing that they are still unsure or have
questions about that needs clarification.
This assessment is for learning as this
will help me adjust the following lessons
to better meet student learning needs.
The common concepts that needed
clarification on exit slips will be
collectively pooled over the course of the
unit to be brought up again in review
session before the unit exam.
For review session, students will
collaborate in small groups using Frayer
Model Cards to explore the key concepts
they have been going over in the unit. As
the group collaborates to fill in all the
boxes together, this assessment is for
learning because the areas of accurate
understanding are strengthened and
areas for improvement are identified
through peer and teacher (facilitator)
feedback and discussion.
Students will complete quizzes after
indicated number of lessons. The
questions will cover materials given in
lessons including components from rich
tasks. This is of learning as it is used for
summative assessment.
The quizzes are for learning as students
will be given their quizzes back and be
asked to review and fix their mistakes. If
they are unsure how to fix their mistakes
they should either ask a peer for help or
the teacher.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

30
%

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan
1.1, 1.2, 1.3,
1.4, & 1.5.
Unit Exam

2.1, 2.2, &

2.3.

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

The final unit exam is required to be

written at the end. This assessment of
learning will include the questions
covered in lessons & quizzes, that satisfy
the goals defined by SLOs.

3.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

70
%

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

* Chapters

Day 1.
Mar. 10 (Tues)

Day 2.
Day 3
Day 4
Mar. 11 (Wed) Mar. 12 (Thurs) Mar. 13 (Fri)

Day 5
Mar. 16 (Mon)

Time: 1 hr. 28 min.

Time: 1 hr. 28 min. Time: 1 hr. 28 min.
Time: 1 hr. 4 min. Time: 1 hr. 28 min.
*4.1 Estimating Roots 4.3 Mixed and Entire Gr. 11 material on
Quiz #1 (4.1 4.3)4.4 Fractional
4.2 Irrational NumbersRadicals & Multiplying
Radicals
- Summative
Exponents.
Radicals.
assessment.
4.5 Negative Exponents.
- Inquiry based discussion
- Introduce with
- Students explore
as review & pre-assess- Inquiry based discussion
brief review of last
- Time left over canexponent
be
laws on their
What is
as review focusing lesson on radicals.
used to work on
own in small groups
perfect square&cube?on the most popular - Operations with
assignments/reviewrelating whole,
- Students practice
topic of unclear concept
Radicals Row Game. on quiz material. fractional, and negative
determining radicals asfrom last exit slip. - Student reinforce
exponents.
exact values or
- Students compare their material through
Instructor facilitates
approximate.
and contrast the
worksheet.
discussions with
- Students complete the
similarities and the (Material will only be
prompting questions.
Real Number Sys. Chart.
differences between assessed during quiz,
- Students practice
mixed & proper
NOT unit exam)
on their own through
1.1, 1.2, 1.3, 1.4, & 1.5.
fractions vs. mixed &
practice questions.
2.1, 2.2, & 2.3.
entire radicals.
- Frayer Model Cards
- Exit Slip
Students complete
3.
Write 2 things
1.1, 1.2, 1.3, 1.4, & 1.5.
definition, characteristic,
- Exit Slip
learned,
2.1, 2.2, & 2.3.
example, & non-example
1 thing not sure
- Exit Slip
boxes on various topics.
about.

Day 6
Mar. 17 (Tues)

Day 7
Day 8
Mar. 18 (Wed) Mar. 19 (Mon)

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Day 9
Day 10
Mar. 20 (Tues) Mar. 21 (Wed)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan
Time: 1 hr. 28 min.

Subject Area
Grade Level
Topic
Length of Unit
(days)

Time: 1 hr. 28 min. Time: 1 hr. 28 min.

Mathematics
10C-AP
Roots and Powers
10 days

Time: 1 hr. 4 min. Time: 1 hr. 28 min.

4.4 & 4.5 continued.

Quiz #2 (4.4 4.5) 4.6 Applying the

Review Day
Unit Exam
- Summative
exponent laws
- Gr. 10 material only.
- Summative assessment
- Main areas that needassessment.
on grade. 10 material.
- Review Exponent Laws
clarification from
- Review activities
through word cloud Frayer Model Cards - Time left, students
exit slip feedback
- Time left over can be
except laws are produced
are focused
used to work on
may work on riddles
through direct instruction
assignments/review around the cloud.
- Triangle puzzle
available at the back
and large group discussion
on quiz material.
activity where
quietly.
- Exponents Row Game
guided by
students put the
key questions.
different shapes
1.1, 1.2, 1.3, 1.4, & 1.5.
- Application of
- Math Stations activity
together with
2.1, 2.2, & 2.3.
exponent laws reinforced
where students in
matching sides that3.
through determined have solutions to
small groups rotate
exercizes as student work
around stations with
questions.
on their own.
varying practice problems on
negative and factoral
- Math Stations
3.
exponents.
Students work in
groups solving stations
Exit Slip
3.
in rotations.
- Frayer Model Cards.

Lesson Plan 1 Mar. 11/2015 Wed.

Stage 1: Desired Results

Learnin
g
Outcom
e(s)

2. Demonstrate an understanding of irrational numbers by:

1. representing, identifying and simplifying irrational numbers
2. ordering irrational numbers.
[CN, ME, R, V]

Learnin
g
Objectiv
es

Students will:
1. compare and contrast patterns between mixed & proper fractions vs. mixed &
entire radicals.
2. sequence irrational numbers both mixed & entire radicals in a number line.
3. solve problems that involve multiplication of radicals.
4. identify properties of simplest form.

Key
Questio
n

What are some strategies used to change mixed radicals to entire

radicals and vice-versa?

Stage 2: Assessment Evidence

Summat
ive
Assessm

N/A

*Formati
ve
Assessm

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Exit Slip from last lesson - Observation on

Inquiry based discussion.
1. Observation on large group discussion.

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

ent

Mathematics
10C-AP
Roots and Powers
10 days

2. Observe correct sequence in number line.

3. Observe students giving peer-feedback in
simplifying problem exercizes.
4. Observe student response in closure
question.

ent

*Assessments have been paired with the numbers corresponding to the LOs
assessed.

Stage 3: Learning Experience

Tech
to
Do

Lesson Delivery
document on
Smartboard.

Resour
ces to
Bring

Irrational number cards

(x 32)

Time

Content/Description

Prior to 9:00
am

9:00 am
10 minutes

Exit Slip Review

Briefly have large group discussion on the most
popular topics that were marked unclear from last
lessons exit slip.

9:10 am
10 minutes

9:20 am
15 minutes

9:35 am
45 minutes

Check resources are in order.

Examples for LA#2

Large group discussion

After introducing an exemplar of mixed and
entire radicals on the Whiteboard, ask a
prompting question Compare & Contrast:
What pattern do you see between mixed &
proper fractions vs. mixed & entire radicals?
Number Sequence Activity
Everyone is given a card from the irrational
number card deck randomly.
Each card has an irrational number, either in
mixed or entire form.
Students are to sequence themselves using
mental mathematics and estimation along the
number line that will be along the Whiteboard.
Allow students to struggle and work together.
(Role as facilitator).
Practice Questions (simplifying irrational
numbers)
Before students begin, introduce the key
question What are some strategies used to
change mixed radicals to entire radicals and
vice-versa?
Students are to work on designated questions
that require simplifying irrational numbers.
Students work in partners quietly for work

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Solution Sheet for the irrational

number cards
Whiteboard markers (x4)
Eraser (x1)
Pearson - Foundations and Precalculus Mathematics 10 textbook.

Notes
- Document for lesson delivery is
up and running on Smartboard.
- Irrational number card deck
shuffled.
- Be open to any other questions
that need to be clarified.
- If time runs out, save these
topics for review lesson later on in
the unit. (or after class meeting).
- Pattern is that the mixed
fractions and radicals both have a
co-efficient or a whole number in
front. Proper fractions and entire
radicals dont.
- Open-ended discussion.

Differentiation
- If students struggle without
progress, help facilitate the
activity by allowing calculators.
- Challenge students to finish in
10 minutes.

Designated questions
pp. 218 #4a,c,e,g. 5a,c,e,g.
10a,c,e,g,i, 11a,c,e,g,i, 12a,c,e,g,i,
15-18, 22a, 24
Differentiation
- For students, to keep in mind
the key question as you progress
through practice questions.
- For students finishing early,

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

10:20 pm
10 minutes

Subject Area
Grade Level
Topic
Length of Unit
(days)

check and peer-feedback.

When working in partners, students are to
collaborate and identify the properties of
simplest form.
At the end, observe for student response which
strategies they have discovered and worked
best.
If students dont finish, the questions are then
for homework.
Closure & Exit Slip
ASK: what are the properties of simplest
form?
Today, we learned about irrational numbers and
their properties dealing with multiplication.
We also learned about mixed and entire forms
when expressing radicals.
Students are to fill out exit slip, write two things
they learned and one thing that is unclear from
todays lesson.
Next class, we will learn more about operations
on Radicals. (Grade 11 material) And well play
a game!

Mathematics
10C-AP
Roots and Powers
10 days

there are pre-selected additional

problems in textbook available.

- Student response to key

question may vary. Anything
along the line of having the
radicand being the simplest form
determines the radical number in
simplest form.

Reflection
s and
Follow Up

Lesson Plan 2 Mar. 16/2015 Mon.

Stage 1: Desired Results

Learnin
g
Outcom
e(s)
Learnin
g
Objectiv
es

3. Demonstrate an understanding of powers with integral and rational

exponents.
[CN, R, V]
Students will:
1. Demonstrate an understanding of the properties for fractional exponents.
2. Demonstrate an understanding of the properties for negative exponents.
3. Compare and contrast the properties for fractional and negative exponents.
4. Sequence numbers with integral and rational exponents in a number line.

Stage 2: Assessment Evidence

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Summat
ive

Assessm
ent

*Formati
ve
Assessm
ent

N/A

Mathematics
10C-AP
Roots and Powers
10 days

Exit Slip - Observation on Inquiry based

discussion.
1.2.&3.
Observation large group discussion for
appropriate responses.
4. Observe correct sequence in number line.
1.&2. Peer-feedback in practice problem
exercizes.

*Formative assessments have been paired with the numbers corresponding to the
LOs assessed.

Stage 3: Learning Experience

Tech
to
Do

Lesson Delivery
document on
Smartboard.

Resour
ces to
Bring

Integral and rational

exponent number card deck.

Solution Sheet for the exponent

number card activity with proper
sequence.
Whiteboard markers (x4)
Eraser (x1)
Pearson - Foundations and Precalculus Mathematics 10 textbook.

Time

Content/Description

Notes

Prior to 9:00
am

Check resources are in order.

Quizzes are marked and ready to be returned.
Quiz Review
Marked Quiz #1 returned with mistakes indicated
without answers.
Students are to review and fix their mistakes.
They may collaborate in small groups to correct
their errors.
Large group discussion
5. Briefly discuss and review in large group the
exponent laws. (Prior knowledge activated
for scaffolding).
6. Brainstorm different exponent laws on the
Whiteboard.
7. Have example of a fractional exponent,
negative exponent, and a whole number
exponent on whiteboard.
8. i.e.: ,
,
,
9. Ans: 4, 2, , .
10. Have students explore and find the pattern
in the example.
11. From the patterns discovered, students are
to produce an expression for the properties
of fractional and negative exponent.
12. Observe response.

- Document for lesson delivery is

up and running on Smartboard.

9:00 am
20 minutes

9:20 am
20 minutes

13. Response should align with (

)&(

).
14. ASK: Compare and contrast the properties
of fractional and negative exponents, do

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

- I am facilitating review session.

- Give help when its needed.

- Have the property of fractional

exponent and negative exponent
on the Whiteboard throughout the
lesson as a reference (after
students explore). (

)&(

)
- Facilitate open-ended discussion
with guiding questions.

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

9:40 pm
15 minutes

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

you find any patters, similarities or

differences?
Break Activity
15. Everyone is given a card from integral and
rational exponent deck randomly.
16. Each card has a number with integral and
rational exponents.
17. Students are to sequence themselves using
mental mathematics and estimation along
the number line that will be along the
Whiteboard.
18. Allow students to explore and work
together. (Role as facilitator).

9:55 am
30 minutes

Practice Questions
Students consolidate their new understanding
of fractional and negative exponent properties
through practice questions.
Students may work in partners to collaborate.
Students must show their work with clarity to
show their understanding and competency in
numercy.

10:25 am
5 minutes

Closure & Exit Slip

ASK: what are the properties of rational and
fractional exponents?
Answer may vary but should include
Reciprocal & roots.
Today, we reviewed our prior knowledge of
exponent laws and introduced new properties
of exponents.
Students are to fill out exit slip, write two things
they learned and one thing that is unclear from
todays lesson.
Next lesson, we will be scaffolding by applying
exponent laws on the fractional and negative
exponents.

Reflection
s and
Follow Up

Lesson Plan 3 Mar. 17/2015 Tues.

Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

Questions
pp. 227-228 #3,4,7,10-12,16,17,21
pp.233-234 #6-9,13,15,19
Differentiation
- Students working in partners to
help each other for peer
feedback. This gives a chance to
students for formative
assessment.
- For students finishing early,
there are pre-selected additional
problems in textbook available.

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Mathematics
10C-AP
Roots and Powers
10 days

Stage 1: Desired Results

Learnin
g
Outcom
e(s)
Learnin
g
Objectiv
es

3. Demonstrate an understanding of powers with integral and rational

exponents.
[CN, R, V]
Students will:
5. Apply the exponent laws to expressions with rational and variable bases and
integral and rational exponents.
6. Develop strategies to simplify expressions with rational and integral exponents.

Stage 2: Assessment Evidence

Summat
ive

Assessm
ent

*Formati
ve
Assessm
ent

N/A

Exit Slip - Observation on Inquiry based

discussion.
1.&2.Observe student collaborating small
groups and giving peer-feedback during
stations activity. Give appropriate feedback
for any important details missing.

*Formative assessments have been paired with the numbers corresponding to the
LOs assessed.

Stage 3: Learning Experience

Tech
to
Do

Lesson Delivery
document on
Smartboard.

Resour
ces to
Bring

Math Station activity cards

(x12)
Frayer Model Cards (x12)

Solution Sheet for the Math stations.

Whiteboard markers (x4)
Eraser (x1)
Pearson - Foundations and Precalculus Mathematics 10 textbook.
Tape

Time

Content/Description

Notes

Prior to
10:30 am

Check resources are in order.

Quizzes are marked and ready to be returned.
Exit Slip Review
Briefly have large group discussion on the most
popular topics that were marked unclear from last
lessons exit slip.
Discussion guided by key question: How are the
exponent laws related to the properties of
fractional and negative exponents?
Observe response.

- Document for lesson delivery is

up and running on Smartboard.

10:30 am
10 minutes

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

- Be open to any other questions

that need to be clarified.
- If time runs out, save these
topics for review lesson later on in
the unit. (or after class meeting).

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

Summary of Exponent Laws.

Law/Property
Product Law
Quotient Law

Power of a Product

10:40 am
36 (12
stations x 3
minutes per
station &
movement)
+
24 minutes
for
discussion,
group and
peer
formative
assessment.

Math Stations activity

Briefly discuss and review in large group the
exponent laws. (Prior knowledge activated for
scaffolding).
In small groups of 3 or 4, students are to solve
problems at each station.
Write solutions on blank papers. (Everyone
writes, not one per group).
Stations of problems to solve are taped to the
wall around the room.
Timer will go and ring at every 2 minutes.
ASK: What were some of the strategies you
used to solve or simplify station problems?
What were some of the difficulties? (To assess
learner styles)
What were some of the most difficult
problems?
Is there only one way to solve a problem?
Observe response.
After students have gone through the stations,
have students share the response and refrain
from giving out the answers right away.
If students disagree with some of their answers
then encourage peer-feedback and peer
assessment and finally evaluate with the key.

x m x n x mn
xm
x mn
xn
( xy ) m x m y m

Power of a Quotient

x
xn
n
y
y

Power of a Power

( x m ) n x mn

Zero Exponents

x0 1

Rational Exponents

Negative Exponents

xn

xm

1
xm

- Have the chart and the property

of fractional exponent and
negative exponent on the
Whiteboard throughout the lesson
as a reference.
(

)&(

- Facilitate open-ended discussion

with guiding questions.
- Note the different learning styles
from the group response to guide
the following lessons. If majority
of the students prefer to work on
their own and not in groups then
focus more on individual learning
activities rather than in groups for
future references.
Differentiation
- Station problems vary in
difficulty.
- Vary the timer length depending
on how fast the students in
general are progressing.

11:40 am
15 minutes

Frayer Model Cards Review.

A card per group and working as the same
groups from the stations activity, students are
to complete frayer model cards with
appropriate definition, characteristic, example,
& non-example boxes on various topics.
Small groups meet with another to exchange
and present on their expertise.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

- A person has to explain at least

one box to avoid having one
person explain everything and to
ensure group cooperation and
collaboration.

ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Mathematics
10C-AP
Roots and Powers
10 days

11:55 am
5 minutes

Repeat the process as many as you see fit.

Post all the Frayer Model Cards on whiteboard
and have students take pictures of the ones
that they need to focus on.
Follow up on the activity by adding anything
that needs to be added on the boxes for
effective feedback.
Closure activity
Post all the Frayer Model Cards on whiteboard
and have students take pictures of the ones
that they need to focus on.
Today we explored and practiced on applying
exponent laws that deals with fractional and
negative exponents.
Tomorrow is the quiz. If you have any unclear
topics, I encourage you to refer to the frayer
model cards you made today and focus on
practice problems related to those topics.

Reflection
s and
Follow Up

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

- Be available for student

questions after class.