Teacher Candidate Name: Lexie Tisdale 1

Learning Segment Title: Properties of Exponents

Learning Segment Daily Lesson Plan: Lesson ___3___ of ____3_____
Date: 4/2/19

Part 1: This Lesson is one daily lesson that is part of a multi-day learning segment.

Lesson Goal(s): Students will be able to determine equivalent forms of exponents and radicals,
using mathematical reasoning.

Academic Language and/or Language Function used in the lesson:

1. Language Function:
-Students will determine and explain their answers, involving exponents and radicals,
using mathematical reasoning.

2. Vocabulary:
-Students will already have a prior knowledge of these vocabulary words from previous
math classes.
 Exponent, root, radical, rational and irrational numbers, product, quotient,

3. Discourse and/ or Syntax

-Discourse: Students will use their knowledge from the first two lessons to create their
own “train” expression and explain their expression using mathematical reasoning.
Students will be given an online quiz to assess their understanding of the learning
segment goal which closely relates to the central focus.

Part 2: Lesson Plan

Materials needed for the lesson:

-Students will need their notebook each day.
-Teacher will supply paper and markers for “Train Gang” Activity. The teacher will also supply iPads
for the quiz.

BEFORE THE LESSON ACTIVITIES:

Bell ringer:
 Description of activity: After the bell rings students will open their notebooks and solve the
following problem. Today’s bell ringer problem is an old question from the ACT.
Give students 90 seconds to solve the problem and write down an answer.
1. Which of the following is a rational number?
A. √2
B. √𝜋
C. √7
16
D. √ 9
E. 0.3030030003

Answer: D

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004
Teacher Candidate Name: Lexie Tisdale 2
Learning Segment Title: Properties of Exponents
Learning Segment Daily Lesson Plan: Lesson ___3___ of ____3_____
Date: 4/2/19

Take a poll of all of their answer choices. The teacher will reveal which is the correct answer.
The teacher will ask “Would anyone who got it right like to explain their answer?” A student
should answer. This technique of timed problem solving will help students not only perform
better on standardized test like the ACT but will also help students become more
comfortable and less anxious in timed scenarios.
 Approx. time required: 3-5 minutes
 Accommodation or modification if included in this activity: No accommodations needed.

Review of relevant, previously learned information (should be an activity): Warm Up!

 Description of activity: Now the teacher will refocus the students back on the learning
goals they have covered over the last two days. The teacher will remind the students that
they have discussed properties and rules of exponents and radicals. The students will
complete this review problem listed below and must show all of their work.
1. Rewrite the following radical expression in exponential form.
4
(√10𝑣 )5
5
Answer: (10𝑣)4
Once completed the teacher will ask for students to share their answers to see if anyone got
a different answer. If more than one answer is given allow students to debate over which one
is correct. The teacher will then reveal which answer choice is correct, which will lead into
today’s lesson.
 Approx. time required: 5 minutes
 Accommodation or modification if included in this activity: No accommodations needed.

DURING THE LESSON ACTIITIES:

Introductory Activity (should be an activity):

 Description of activity: The teacher will tell the students to write down 10 different
numbers on a piece of paper. The number can be anywhere from 0-100. Now the
teacher will assign students to groups of 4. Each group of four students should
compile their numbers into one list.

 Approx. time required: 3-5 minutes

 Accommodation or modification if included in this activity: No accommodations

needed.

Body of the lesson (thoroughly describe all aspects of the lesson): “Train Gang”
 Description of activity: The teacher will tell the students that using their list of 40 numbers
each group must create their own “train” or expression using exponents and radicals like we
have seen over the last two days. The teacher will tell the students that their “train” must be
in the simplest form, solved (if possible), and students must write out an explanation using
mathematical reasoning to support their findings. Students should draw out their
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook © 2004
Teacher Candidate Name: Lexie Tisdale 3
Learning Segment Title: Properties of Exponents
Learning Segment Daily Lesson Plan: Lesson ___3___ of ____3_____
Date: 4/2/19

expressions to look like a train with each individual term in its own train car. Students will
then present their trains to the class and submit their work to the teacher. The group of
students with the longest train will receive bonus points.
 Approx. time required: 30 minutes
Accommodation or modification if included in this activity: No accommodations should be
required; However, the teacher will be walking around it assist if needed.

Closing the lesson Activity: Quizizz

 Description of activity: The teacher will pass out the iPads to the students and direct them
to the Quizizz website. https://quizizz.com/admin/quiz/5ca3f70ba69c62001b966f82 The
teacher will post the code to join and all students will enter their first name. The students
will answer their questions individually and may have paper to work out the problems. The
teacher can see on her screen how each student is doing question by question. The teacher
can also see the overall score for the entire class. If the overall grade falls below 70% then
the teacher should stop and go over the questions with the students to see what went wrong.
If the overall grade stays above 70%, at the end of the quiz go over the problems that were
most missed.
 Approx. time required: 10 minutes
 Accommodation or modification if included in this activity: No accommodations should
be required; However, the teacher will be walking around and will be able to help without
giving away the correct answer. Possible modifications could include giving a paper copy of
the quiz, allowing the student to take the quiz in a different place or receive extended time.

Related out of class assignment: None.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook © 2004