Subject Area: Algebra I Grade Level: 9th Grade Unit Title: Exponents Lesson Title: 6.2/6.

3 Laws of Exponents- Formalized Standards: Numbers-- Real Numbers Objectives Students will be able to explain what an exponent is Students will be able to show how to simplify expressions with exponents Students will be able to use the laws of exponents Materials/Resources Needed: CME Algebra I textbook Document reader that projects images to the white board or projection screen Objective/Purpose This lesson is meant to help students discover the laws of exponents and learn how to use them. This will be important so they know how to simplify problems with exponents. Then, the work with exponents will help Anticipatory Set 10 minutes In block 4: Divide class into four groups. Have each group work with a few possible identities. The students should plug in numbers for the variables and test the validity of the following statements. Group I a b =(- a)
? ? b

Group II ab = ba a b a c = a bc
b bc (a ) = a c ? ? ?

a b +c = a b + a c a b +c = a b a c Group III
?

b b (a ) = a ? b c b

c ?

Group IV
c c c ( ab) = a b c ? ?

(a ) = a a a b ? b- c =a ac

a b = a( a b - 1)
c ( ab) = a(b ) c ?

Students are encouraged to use calculators. Hint to share with students: Before you begin, pick an a, b, and c for your experiments. Beware that using more than one 2 in any problem could give your group some false ideas. Every student should be writing and the work should be done independently but discussion should be occurring in the small group. In blocks 5 and 6: Have students work through the following problem independently, then as a class. There are 9 square feet in a square yard. There are 27 cubic feet in a cubic yard. Explain. In all classes see who did the homework and give points for completion. Hand back any that were handed in. I will walk around the room and do this as the students are working on the warm up. Model In block 4: Using their group numbers from the previous section, students will individually do part of the following problem Group 1a Group 2b Group 3c Group 4d Write each expression as a power of 6. Do not try to solve it. a) 6 516 48 5 7 b) (6 )

25 14 c) 6(6 6 ) 6 95 d) 19 6

Give the students 2-5 minutes Then, have one student from each group explain their problem to the rest of the class. Invite them to the board or ELMO

In blocks 5 and 6: Students will work through Group I as a small group, then groups 2, 3, and 4 in pairs

When they are finished, I will check to see if they saw a pattern. I will also have three different students explain the truth-value of each problem. While the students are doing the group work, I will walk around the classroom to make sure they are on task, discussing the content, doing the correct problems, and taking notes I chose to split the class into groups to utilize a variation of the Jigsaw reading strategy. I wanted to incorporate reading and small group work into the lesson to differentiate the lesson for the different ways that students may learn.

Check for Understanding All Classes As a class, we would rewrite the following expressions using exponents a) x x x 33y y b) a b b b 3b a b a c) 2 3m m m m 1 d) x x x x x x Depending on their answers to number 9 I will understand how well they comprehend the way exponents affect integers. Guided Practice (40 Minutes) What pattern are you seeing? o Introduce PMA diagram

(this is for BASES!!)

If you have a power to a power, you multiply the exponents o

3 3*4 12 (2 ) = 2 = 2 4

If you have similar bases multiplied together, you add their exponents o

2 3 * 2 4 = 2 3+4 = 2 7

If you have bases added together, you do nothing to combine the terms but simplify by multiplying out each term and adding the terms o

23 + 24 = ?

o Have students brainstorm how to find answer Which problems used which of these rules?

Take notes on Page 506 of the CME Algebra textbookThis will formalize what they have already discovered in class The Law of Exponents: For any number a and positive integers b and c, a b * a c = a b +c Discussion Question: There is a rule that when we are multiplying bases we add exponents. What can we expect to happen when we divide bases? Take notes on Page 512 Theorem 6.2: For any number ab b is greater than c, c = a b- c a and positive integers b and c where

While students are writing the theorems in their notes for future references, I will provide problems that students can use for practice.

Ex:

10 9 32 , 10 5 36

Take notes on page 513 Theorem 6.3: For any number a and positive integers b and c, ( a b ) = a bc Practice: Expand the following expression: (2 3 ) Take notes on page 514 Theorem 6.4: For any number a and b, and positive integer m, m m m ( ab) = a b What does this remind you of? Where you take something from outside the parenthesis and move it in? Take notes on the following Corollary 6.4.1 as well (division version of above)
2 c

Closure For extra credit, correctly answer number 9 on page 515 Independent Practice Additional Practice page 37 (6.2/6.3) Skip numbers 3 and 4