Lesson: Exponents
Lesson Objective
Lesson Plan
Standard

6.NSOC.15 apply laws of exponents to multiply whole numbers with like bases


Objective

Essential Question


SWBAT evaluate and use exponents in problem solving 
How are exponents and multiplication similar? 

Lesson Agenda


Agenda Item/ Time (Board Configuration)

5 E’s

Learning Activities




Teacher will do…

Students will do …

10 min 
Daily Math Review (WarmUp/ Do Now)

1. 3 x 3 x 3= 2. 12 x 12 = 3. 4 x 4 x 4= 4. (2 x 2 x 2 x 2) ÷ ( 2 x 2 x 2)= 
Take out homework and complete the DO NOW 
5 min 
Math Vocabulary

Exponent: a number that shows how many times a base is used as a factor Power: any expression in the form a^n. also used to refer to the exponent. Base: the repeated factor of a number written in exponential form. 
Take notes and give an example/non example of each 
15 min 
Explore (Conceptual Development)

Just as multiplication is repeated addition, raising a number to a power is a mathematical operation. It is repeated multiplication. Since this operation is an extension of a basic operation, multiplication, its’ higher order of operations. In the order of operations after you do all operations within parenthesis you evaluate any terms with exponents Steps to write repeated multiplication in exponential form. 1. count number of times base is multiplied 2. Place this number (exponent) above the base Ex 1: 3 x 3 x 3 = 12 x 12 =
Steps to multiply exponents with the same base: Step 1: keep the base the same Step 2: Add the exponents
Ex 2: 2^3 x 2^4 3^5 x 3^7
Steps to divide exponents with the same base: Step 1: keep the base the same Step 2: subtract the exponents
Ex 3: 5^7 ÷ 5^3 7^8 ÷ 7^5 
Actively listening and taking notes Why do you add for multiplication and subtract for division? Write out the exponential equation in example 2 and example 3: 2x2x2 x 2x2x2x2 = 2^7 which is the same as if you would have just added the exponents
5x5x5x5x5x5x5 5x5x5 If you eliminate the ones that are the same on the top and bottom you will get 5^4
Or since division is the inverse of multiplication: 5^7 ÷ 5^3 = 5^4, since 5^7 = 5^3 x 5^4

1o min 
Explain
(Guided Practice)

Explain why the rules for multiplying and dividing exponents with like terms works: Why do you add for multiplication and subtract for division? Write out the exponential equation in example 2 and example 3: 2x2x2 x 2x2x2x2 = 2^7 which is the same as if you would have just added the exponents
5x5x5x5x5x5x5 5x5x5 If you eliminate the ones that are the same on the top and bottom you will get 5^4
Or since division is the inverse of multiplication: 5^7 ÷ 5^3 = 5^4, since 5^7 = 5^3 x 5^4

Actively listening and taking notes 
15 min 
Extend (Independent Practice)

Give students 10 minutes to solve 10 problems then cold call or preselect students give their answer for the 10 questions 
If students agree with the answer being given they should give a thumbs up. If they disagree with the answer being given they should give a thumbs down. 
10 min 
Evaluate
(Assessment/ Closure)

Write the following in exponential form: a. 4x4x4x4x4 b. 12x12x12x12x12x12x12x12
Solve the following: (leave in exponential form if possible) a. 4^3 x 4^2 b. 2^5 ÷ 2^ 3
c. 2^ 3 x 4^2 d. 4^3 ÷ 2^4 
Students will complete problems 6062 on page 135 and attempt problem 63 for extra credit if they have time 
Homework

Reteaching 21 in math workbook 

Core

exponent, power, base 

Lesson

Check students understanding throughout lesson and make sure to check on those students that seemed to be having difficulty during guided practice. For those that mastered understanding have them create their own quiz and solve the problems 
Lesson Resources
6 NSO C 15exponents Classwork 
2,212

6 nsoc15 Review 
939

6 NSOexponenets Review 
996

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