This lesson lays the groundwork for the topic Integer Exponents. Students will be ready to work with negative bases. As a result, it is important for students to comprehend and investigate the significance of parentheses in such scenarios with realistic base values.
Factors in the classroom and among students:
This lesson is intended to be used in a classroom of forty pupils. The learner should be familiar with numbers, squares, and square roots.
National / State Learning Objectives:
1. Frequently practice doing radicals as well as integer exponents.
2. Comprehend the association that exists between proportionate relationships, lines, and linear equations
3. Carefully evaluate and work out mathematical problems that consist of linear equations as well those having sets of simultaneous linear equations
4. Write numbers with exponents and evaluate the numerical expressions containing exponents
Specific learning target(s) / objectives:
By the end of the lesson, pupils should be able to:
Pupils should understand what is meant by a number being raised to a power and how to represent the repeated multiplication symbolically.
Pupils should understand why some bases require parentheses.
Teaching notes:
This lesson falls under Developmental Algebra. By applying the standards outlined above, I will succeed in equipping the students with adequate knowledge and expertise required to effectively work out algebraic expressions, linear equations, square roots, graphing linear functions, and also factoring polynomials.
Agenda:
Present a Rubik’s Cube to the pupils and ask them ifhas ever tried to answera Rubik’s Cube. Tell the pupils that according to the producer; there are 43 different possible steps on the Rubik’s Cube.
Formative assessment:
Quizzes to assess learning of exponent form
Assign students to write a script for a video explaining exponents. A sample of such a video is available in the Exponents Learning Resource on the Usable Algebra website.
Academic Language:
Key vocabulary:
Parentheses, times, multiplication.
Function:
Provide pupils with problems where they can write the expanded multiplication in exponent form.
Form:
Assign homework for pupils
Instructional Materials, Equipment and Technology:
Course text
Rubik’s cube
Textbook
Grouping:
Grouping of the students should be competitive i.e. the students should be grouped in a cross-sectional manner; intelligent students should be grouped together with the less intelligent to challenge each other. The top performing students will teach their counterparts the concepts that have not yet been grasped and thus impact them positively.
II. Instruction
A. Opening
Prior knowledge connection:
In our previous class on algebra, we learned how algebra is used. In today’s lesson, we are going to use algebra to develop Exponential Notation
Anticipatory set:
A clear knowledge on Exponential Notation will save writing. Similarly, Exponential notation is used for recording scientific measurements of very large and very small quantities. It is
indispensable for the clear indication of the magnitude of a number
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
Provide examples of Exponential Notation
Based on the provided examples, the students should attempt the unit exercise
In areas where pupil find difficulties, they should consult the teacher
III. ASSESSMENT
Summative Assessment:
Based on the examples done, the student shouldbe able to answer the unit test
Differentiation:
Based on the unit test provided, group should give answers and exchange the answers to another group for discussion
Closure:
Why should we bothered with exponential notation? Why not just write out the multiplication?
Engage the class in discussion, but remember to address at least the following:
Like all notation, exponential notation saves time in writing
Exponential notation is used for recording scientific measures of very large as well as small quantities. It is, therefore,indispensable for clear indication of the same magnitude of a number
Here is an example of the labor-saving aspect of the exponential notation: Suppose a colony of bacteria doubles in size every eight hours for a few days under tight laboratory conditions. If the initial size is B, what will be the size of the colony after two days?
In two days, there will have six 8-hourperiods; thus, the size will be 26B.
If all allows, give more examples as a lead intoLesson 2
Homework:
a. Express the following in exponential notation:
(−13) × ⋯× (−13) =
⏟35 times
b. Will the product be a negative or a positve?Please explain your answer.
Fill in the blank:
2/3× ⋯×2/3 = (2/3)4⏟
_______times
Mary wrote
(−3.1) × ⋯× (−3.1) =-3.14⏟
4 times
Was Mary correct? The base -3.1, should be in parentheses to prevent ambiguity. At present notation is not
