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Algebra I Exponents Intro Unit 4 Chapter 9 1. 2. 3. 4.

4. Have students get into groups of two or three and prepare to take notes. Write Exponents on a Notebook document. Instruct students to individually write down as many things as they can remember about exponents. Now have them compare these facts with their team members. Have them share out; write their facts on the board. Some things they may say and that could be covered are: a. It is quite difficult to describe without vocabulary; draw out these words: base, exponent, power, squared, cubed etc. b. Show what 4 3 means. c. Explain that 4 i 4 i 4 is the expanded form of 4 3 and that 64 is the simplified form of 4 3 . d. Where do exponents fall in O.o.O.? e. How do you read: 4 3 ? Four to the third power, or four cubed. 1.23i10 3 = 1230 f. Scientific Notation examples: 1.23i10 !3 = .00123 1 1 g. 2 !3 = 3 & !4 = 34 (Dont get too bogged down in 2 3 negative exponents today.) Write this on the board and poll them as to how many trues/falses: !32 = ( ! 3)2 True / False a. Now, have them work in team, using technology, and each other to see whether they were right. Try to persuade your teammate if you disagree. You can actually Google the left side then the right side and you will get -9 and 9, respectively. b. Then let students explain why the answer is false. c. Discuss language again: we should read !32 as the opposite of three squared and we should

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read ( ! 3)2 as negative three squared or negative three, quantity, squared. Now give them this problem: Evaluate x 2 when x = ! 4 . The point is, they cant write down ! 4 2 but must write their steps as follows: x2

= ( ! 4)2 = !4i !4 = 16 3 ! 3 Now finally give them: !2 = ( 2) True / False and have them discover and tell the class that if the exponent is odd, the statement will be true, whereas, it will be false when the exponent is even.

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HW:
HW: p. 373 1-9, 11-14, 20, 26-36 even

Jills notes on lesson:


Wow, DD! I loved your inquired based lesson on exponents today. Your willingness and ability to let the learners lead the lesson is amazing! You started with a think-pair-share to offer your learners an opportunity to reflect what they already knew about exponents. We heard "I'm a genius" a lot, but was the tone sarcastic, confident, or some of each. You then let groups share out what they knew which created that "dinner table conversation" in your classroom. A+; you know how I love that. Their struggle to communicate because of a lack of vocabulary drove home the point that they needed a common language. I love how you got them to tell you the vocab rather than telling them what they've forgotten. I thought your follow-up questions and prompting were excellent. I loved that you recorded what each student said and then revised it with them when revision was needed. Again, brava. Then, you asked for a vote: True or False? Is 3^2 = (-3)^2. And the results

showed 7-True and 7-False. Split right down the middleinteresting (and expected)! You then challenged your learners to "prove" it and offered them two GREAT hints! I love that you encouraged them to work in a group to "hash it out", and you said that you learned something about Google today. FL picked right up on the Google hint and used it as her justification. FL also used the Googled information to explain why the answer was false. It was fantastic that when you prompted your high schooler, who was working in isolation, to choose me as his partner, CC turned to him and offered to convince him that her group had the correct answer. CC's confidence to go to the SMARTBoard and use order of operations was so GREAT! The longer she talked, the more students listenedand asked questions! It was a GREAT "tangible moment of success" for CC. Then, you asked a deeper question which again caused amazing conversation between your learnersyou asked them to evaluate x^2 when x = -4. A GREAT formative assessment question to check for understanding while "leveling up." Wasn't it interesting that all of the boys thought the answer was 16 and all but one girl thought the answer was 16? Your reiteration of "use order of operations" was perfect. Finally, you asked another T/F: Is 2^3 = (-2)^3. While you asked for a vote, you didn't bother to record the vote (they all had the right answer), because it was more important to ask why? Show me why it is true. And getting them to make a ruleGREAT idea. You worked on their numeracy, fluency, and vocabulary with one problem. The atmosphere and tone of your class was very comfortable and collaborative. Students appeared confident and comfortable asking questions and saying that they need help. Thank you for letting me join in the fun!

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