Richland Parish School Board



Scope of lesson plan:Lessons 1-5Teacher name:Grade:8Subject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Exponential Notation (S)1Long-term Targets:(Common Core standards addressed)8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27. Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students know what it means for a number to be raised to a power and how to represent the repeated multiplication symbolically. Students know the reason for some bases requiring parenthesesAgenda(Activities / Tasks)1. Classwork A. Socratic discussion (15 minutes) B. Exercises 1-10 (5 minutes)C. Exercises 11-14 (15 minutes) 2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Students begin by learning the precise definition of exponential notation where the exponent is restricted to being a positive integer.TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Multiplication and Division of Numbers in Exponential Form (S)Long-term Targets:(Common Core standards addressed)8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective s: Students use the definition of exponential notation to make sense of the first law of exponents. Students see a rule for simplifying exponential expressions involving division as a consequence of the first law of exponents. Students write equivalent numerical and symbolic expressions using the first law of exponents.Agenda(Activities / Tasks)1. Classwork A. Socratic discussion (8 minutes) B. Exercises 1-20 (9 minutes)C. Socratic discussion (9 minutes) D. Exercises 21-32 (10 minutes)2. Closing and Assessment A. Closing (3 minutes) B. Exit ticket (2 minutes)= 41 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Students discern the structure of exponents by relating multiplication and division of expressions with the same base to combining like terms using the distributive property, and by relating multiplying 3 factors using the associative property to raising a power to a power.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Numbers in Exponential Form Raised to a Power (S)Long-term Targets:(Common Core standards addressed)8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students will know how to take powers of powers. Students will know that when a product is raised to a power, each factor of the product is raised to that power. Students will write simplified, equivalent numeric and symbolic expressions using this new knowledge of powers.Agenda(Activities / Tasks)1. Classwork A. Socratic discussion (10 minutes) B. Exercises 1-6 (10 minutes)C. Socratic discussion (10 minutes)D. Exercises 7-13 (10 minutes) 2. Closing and Assessment A. Closing (2 minutes) B. Exit ticket (3 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Students discern the structure of exponents by relating multiplication and division of expressions with the same base to combining like terms using the distributive property, and by relating multiplying 3 factors using the associative property to raising a power to a power.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Numbers Raised to the Zeroth Power (E)Long-term Targets:(Common Core standards addressed)8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students know that a number raised to the zeroth power is equal to one. Students recognize the need for the definition to preserve the properties of exponents.Agenda(Activities / Tasks)1. Fluency activity (10 minutes)2. Classwork A. Concept development (5 minutes)B. Exploratory challenge (10 minutes)C. Exploratory challenge 2 (10 minutes)D. Exploratory challenge 3 (5 minutes)2. Closing and Assessment A. Summary discussion (3 minutes) B. Exit ticket (2 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Lesson 4 expands the definition of exponential notation to include what it means to raise a nonzero number to a zero power; students verify that the properties of exponents developed in Lessons 2 and 3 remain true.FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Negative Exponents and the Laws of Exponents (S)Long-term Targets:(Common Core standards addressed)8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students know the definition of a number raised to a negative exponent. Students simplify and write equivalent expressions that contain negative exponents.Agenda(Activities / Tasks)1. Classwork A. Socratic discussion (10 minutes) B. Exercises 1-10 (10 minutes)C. Socratic discussion (5 minutes)D. Exercises 11-12 (5 minutes) E. Exercises 13-14 (10 minutes) 2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes)= 50 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Properties of exponents are extended again in Lesson 5 when a positive integer, raised to a negative exponent, is defined. In Lesson 5, students accept the properties of exponents as true for all integer exponents and are shown the value of learning them, i.e., if the three properties of exponents are known, then facts about dividing numbers in exponential notation with the same base and raising fractions to a power are also known. ................
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