LEARNING EXPERIENCE PLAN

Subject: Mathematics Grade level: 8th Grade

Unit: Expressions and Equations Day/periods:
Topic: Laws of Exponents
Content Standards:
Expressions and Equations (8.EE)

Work with radicals and integer exponents.

1. Know and apply the properties of integer exponents to generate equivalent
numerical expressions. For example, 32 35 = 33 = 1/33 = 1/27.
2. Use square root and cube root symbols to represent solutions to equations of the
form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots
of small perfect squares and cube roots of small perfect cubes. Know that 2 is
irrational.

Literacy Standards:
Classifying and distinguishing relationships of mathematical operations.
Distinguishing patterns of new material based off prior knowledge.

Learning Experience Outcomes Learning Experience Assessments

Students will :
understand how to simplify
expressions with exponents
know how negatives and fractions in
the exponent affect the expression
utilize the laws and properties of
exponents.
Students will use what they know about
exponents to simplify without having to
expand.
Students will be able to explain
exponentiation in terms of
multiplication and addition.

Differentiation
Approaching
The most challenging part
of this exercise is being
able to remember which
laws apply in which cases,
and using them properly
to fully simplify to a sound
solution. Further practice
is recommended.
Curriculum Integration
On-level
Students will be able to
correctly simplify
exponential expressions
through understanding of
the laws of exponents.
Beyond
Students who are beyond
may desire to move on by
experimenting with radicals
and learning the tie between
a base's index and exponent
contributing to the overall
power.

Material Procedures/Strategies
s/Resou
rces

Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
Open the lesson by showing the students an application on the
computer of circles being divided into four smaller circles and those
dividing into four smaller circles and so on. At four circles, ask "How
would you count these in the fastest way possible?" One would say to
just look and count, or mentally them. After arriving at 16, ask again.
Then the answer would probably be to count the amount in each row
and column and multiply. After arriving at 64 or more, ask again. This
time, explain that after a while our current methods could use some
expanding and introduce the concept of exponents, the next iteration
of counting past multiplication.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)

We know that when we simplify expressions, there are laws we must

follow in order to maintain the balance of the math we are performing.
Doing certain actions that are said to be "incorrect" are only so because
they contradict the core roots of numbers at its most innate nature,
whether easily noticeable or not.
We know about commutative and associative properties of
multiplication, but where do they fit in terms of exponents? Which laws
can we keep and which can we not, and why?

Activating Prior Knowledge (what information will be shared with/among students to connect
to prior knowledge/experience)
Have students recall back to the third grade when first learning about
multiplication. Have them go past their primal instincts to only revert to
times tables and really think about what multiplication is: grouped
addition.
Once students understand that multiplication is the next level of
addition, the transition between multiplication and exponentiation will
be seamless including inverses, opposites and operation.

Direct Instruction (input, modeling, check for understanding)

- Start by creating a graphic organizer with columns titled 2+3, 2*3, and
23. I will expand
each, until they result in the addition of multiple threes. This will convey
that each operation is the same, only scaled and annexed on top of itself. I
will introduce each of the following properties and prove them by
expanding it in terms of addition and multiplication which will cue them to
use prior knowledge to judge whether each law is sound or not.

1. Multiplication of like bases

2. Division of like bases
3. Bases with negative exponents
 4. Powers raised to powers

With each, I will ask students of they remember seeing something similar
in terms of multiplication and addition rules they have seen before. These
questions and cues will be the drive of the lesson.

Guided Practice (how students will demonstrate their grasp of new learning)
-I will write several various examples on the board and have students
divvy up the work in pairs or small groups. I will walk through the first
couple, but the crux of the practice is expanding the expression out to
multiplication or addition to see if the final result makes sense as a sort of
check.
-As we go over the answers, students will explain their steps by citing
which of the laws of exponents was used in each example.

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)
-Review each of the laws and properties of exponents learned in class. Also
make sure students understand how exponentiation is directly tied to their
prior knowledge of multiplication and addition through verbal explanation
-Have students complete the following exit ticket consisting of two simple
problems that will help determine precisely which students understand the
material and which students do not.
Independent Practice (what students will do to reinforce learning of the lesson)
Have students write a short journal recalling another time when a
learned topic analogously applied to a different, more difficult lesson
just as today's lesson did. This could pertain to any subject but is
preferred to be related to math. An example would be how knowing the
formulas for area of squares and rectangles contribute to learning the
formulas for surface area of three dimensional prisms via simple
addition of the faces' areas.
Exit Ticket
Directions: For each of the following, simplify each expression by
a) using the laws and properties of exponents without expanding and
b) expanding into more basic operations such as addition and multiplication.

3233
1) 34

a) b)

2
2
24 /2
2) ( 3 +

a) b)