Holly Springs Summer School 2010
Ms. M-V.
8th gr. Pre-Algebra
Period 3
Thursday, June 10th
OBJECTIVES:
TSW convert between expanded and exponential forms. (DOK 2) (1.e)
TSW evaluate exponential expressions by first converting to expanded form. (DOK 2)(1.e)
TSW name exponential expressions using “squared, cubed and to the power.” (DOK 1) (1.e)
MATERIALS:
Overhead Projector, blank transparencies, worksheet transparency, wet erase pens, exponents flash cards, handouts.
DO NOW: (5 min)
As students enter, there will be a transparency up with instructions and 4 applied arithmetic problems to work. When finished, students will make name cards for themselves.
AGENDA/ANNOUNCEMENTS ( 3 min )
SET: (7 min)
First, TTW introduce the topic.
Say: Now we are going to turn to a new topic for today. In the “do now” and in our last few lessons we were talking about adding, subtracting, multiplying and dividing; and in particular we have seen some real world situations that relate to each operation. Well, this block we are going to move on to the next really important operation and that is exponents, and it turns out that you already know a good deal about this topic. Can anyone look at this pair of words and tell me what the relationship, or connection, is between them? [ Shaquille o’neal – shaq, wait for student response]… yes that’s great, “shaq is a nickname or an abbreviation… what are some reasons why we might use a nickname?”
Next, TTW go on to ask students to volunteer answers to fill in a table of terms and abbreviations culminating in the idea that 5+5+5+5 can be “abbreviated” by saying “5 times 4.”
Finally, TTW ask students to reflect: “what pieces of information do we need to know in order to use a nickname or abbreviation” [possible student answers: real name, short name, to whom it refers/what it means, how to say it]
TTW connect 3 important pieces of information to objectives: “ well it turns out that exponents are really just a special kind of abbreviation and our goal for today is to learn how to use them, so from what you all are telling me that means that we need to know what the nicknames are, which “long names” they stand for and what numbers the actually represent”
PROCEDURES:
1. (1 min) Students will summarize their set participation in the “warm-up” section of the Guided Notes.
2. (5 min) TTW use the overhead projector to present Guided Notes (see attached). TSW fill in their own notes as the teacher presents key definitions and examples.
3. (5 min) TTW present examples of how to expand and solve exponential expressions. After modeling one problem of each problem type, TTW solicit directions and answers from the class.
4. (9 min) TSW complete an independent practice that matches the group practice. TTW circulate to answer questions and make corrections. If she observes common struggles she may call students back together for additional review.
5. (2 min) TTW remind students briefly of how to read and exponent by doing 3-4 quick examples as a whole group. TTW then present expectations for the following activity.
6. (5 min) Flash-Card 100% participation review. TTW circle the room asking students in order to read an exponential expression off of a notecard. Students will have an opportunity to respectfully correct teacher’s ability to remember their names. Teacher will have an opportunity to respectfully correct their understanding of exponent related nomenclature.
CLOSURE (5 min)
TTW ask students to put in their own words what we learned today.
TSW look at an example of an exponential expression and answer the following:
What does the base tell us?
What does the exponent tell us?
What is the first step we need to take to solve and exponent problem?
TTW ask leading questions to guide students through 112 times 114.(preview)
TSW complete an exit slip on which they:
1) Write 4 * 4 * 4 * 4 * 4 * 4 * 4 as an exponent.
2) Solve 26 .
ASSESMENT/ EVALUATION
Objective: TSW convert between expanded and exponential forms. (DOK 2) (1.e)
TSW evaluate exponential expressions by first converting to expanded form. (DOK 2)(1.e)
Assessment:
(informal) TTW walk around during the independent practice to check (M) that students are appropriately distinguishing between the exponent (how many times) and the base (what number to multiply) (C).
(formal) There will be a first week test (M) to check students mastery of problems from the first week’s material(C) and grades will be entered in the gradebook online (D).
Objective: TSW correctly read exponential expressions. (DOK 1) (1.e)
Assessment:
(informal) TTW ask (M) each student to read an exponential expression from a notecard ( C)
(formal) There will be a first week test (M) to check students mastery of problems from the first week’s material(C) and grades will be entered in the gradebook online (D).