ED 315 LESSON PLAN Lesson #___8___ Format and Cooperating Teacher Feedback Form Name: Date: Dionetta Piazzo

4-29-13 Content Area: Algebra 9

Grade Level:

Use this template to plan, removing the notes in parentheses and this box. Give this form to your cooperating teacher for review and a signature before you teach your lesson.

Goal(s):

Expressions and Equations The Real Number System

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Pre-assess:

Students covered the investigation at the beginning of this chapter on Thursday. They looked at definitions for constant multipliers, base, exponent, and exponential equation. On Friday students looked at exponential equations. Y= a variable x a constant multiplier to an exponent. A majority of the class has IEPs. My CT has not revealed what each student may struggle with so Ill read questions aloud for each student, give a little extra time to each student for exercises, and not assume to much prior knowledge.

I can: Work with radicals and integer exponents. 1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Objective(s)::

Assessment:

Informal: Ill mark whos taking notes, answering questions, and working on the solution for the activity. Formal: Students will be taking a test on this at a later date. Chalk board, over head 50 Minutes total 5 Opening 15 Min Notes 20 Min Activity 3 Min closure

Materials Needed: Total time needed:

Procedures: Total time needed:

Procedures: (Include time allotments)

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Introduction: The other day Carmelo so nicely asked when hed ever use this so I 2008SP

figured wed look at when. Who uses exponents? Scientist use exponents when radiocarbon dating animal fossils. This can determine how long ago something died. Ecologist use exponents to calculate growth of populations. Tradesmen use exponents to find dimensions of areas and volumes. They rely on polynomial equations and slopes. Electricians use them for watts in a circuit. Accountants use them for different computations on financial data. Engineers use it for wind flow and structural stress. (5 Min) Steps for instruction: What do we do with our exponents when we multiply the bases? What do we do with our exponents when we raise a power to a power? What do we do with exponents when we divide bases? Alright lets look at negative and zero exponents now. Negative exponents are similar to dividing exponents. Lets look at how. If we have 52 / 55 what would we end up with. 52-5 = 5-3. Its easiest to understand this in expanded form. 5 * 5 / 5 * 5 * 5 * 5 * 5. So 1 is left on top and 53 on the bottom. The rule is b-n = 1/bn and vice versa 1/b-n = bn. Were going to look at a base number raised to the 0 power. If we have 52/ 52 what do we do with the exponents? This gives us 52-2 = 50 = 1. 52/52 looks just like 5/5 which is one right. Lets look at the exponents in this. 51 / 51. 51-1 or 50 which is 1. Any number over itself is 1 so this rule applies all of the time. 52 / 52 is the same number over itself so its one. (20 Min) Have the students race to finish set problems. Hand out candy to the winners. Anyone that finishes gets a candy bar or two starburst. You have to have these in correct form. If it is a negative exponent we have to remember the rules. You MUST raise your hand and be called on to answer or no one will win. 33 / 36 = 50= 66/ 62= (74)2= 64/ 69= 45 * 43= x0 = x4y3 * x2y5= 2008SP 3-3 or 1/33 1 64 78 6-5 or 1/65 48 1 x6y8

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Not like terms so we cant add these. Our rules of exponents

only works for multiplication and division of exponents. We have to remember our rules for adding and subtracting like terms. 17/ 113= (P7)2= number? What happens to the exponents if we have an exponent expression raised to a power? Now who can tell me the one similarity and one difference between dividing exponents? What is any number raised to the 0 power? Closure: Lets review what we learned today? Discuss with your closest neighbor what we do with a number if its raised to a negative power? I will randomly call on one of you to answer this question. What is a number raised to the zero power? Discuss this with your neighbor again and then Ill call on one of you again to tell me the answer. (3 min) 1-6 or 1/16 Which is what.Just 1 right! P14(20 Min)

Questions: What happens to the exponents if we divide two terms with the same base

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