##
* *Reflection: Connection to Prior Knowledge
Laws of Exponents - Section 3: Find the Error

I have to say that this is a great way to review a skill that needs refreshing but is understood at a relatively deep level. My students have seen the laws of exponents several times already. Most have a decent to strong understanding. However, enough of them needed refreshing that this was a necessary lesson. Rather than give them a short lesson and a sheet full of practice problems, I decided to access **Math Practice 3** (Construct viable arguments and critique the reasoning of others.)

I was pleased with the number of students that were successful with this lesson. Here is a sample Student Assignment. Next time I do this lesson, I think I will require complete sentences as many only wrote a word or two.

*Connection to Prior Knowledge: Great Way to Review*

# Laws of Exponents

Lesson 1 of 15

## Objective: Students will be able to identify and correct errors in problems using the laws of exponents.

*50 minutes*

#### Warm up and Homework Review

*10 min*

I include **Warm ups **with a **Rubric **as part of my daily routine. My goal is to allow students to work on **Math Practice 3 **each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations. The Video Narrative explains how this lesson’s Warm Up- Laws of Exponents draws on students prior knowledge of exponent rules.

I also use this time to correct and record any past Homework.

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#### Laws of Exponents

*17 min*

I begin this lesson by explaining the goal of this unit is to make sure my students' algebraic tools are sharp and prepared. Exponent rules are introduced in Common Core Grade 8 and Algebra 1 yet I find many students have conceptual understanding issues. Therefore, I approach this lesson from an error analysis point of view in hopes of addressing misconceptions in advance.

The first activities ensure that students are confident with the laws of exponents. Rather than have students write down formal definitions and do practice problems, we approach the work from a conceptual point of view and derive patterns ourselves (**Math Practice 7**). I want students to know the laws (or shortcuts) but I encourage them to write things out. For example, (2x^{2}y)^{3}(5x^{3}y^{6})^{2} can be rewritten as (2x^{2}y) (2x^{2}y)(2x^{2}y) (5x^{3}y^{6}) (5x^{3}y^{6}). This takes longer but I prefer that to plethora of errors that come up when students depend formulaically on rules (exponent laws).

For each law, I give the students simple practice problems reflecting that law and ask them to determine the pattern. We then try several more difficult problems including ones with variable exponents (**Math Practice 1 and 8**).

We then extend this knowledge to distribution using a monomial and a polynomial. Again, the final problem uses variables as exponents. I have specifically avoided dealing with integer and rational exponents as these will be covered later in the course.

#### Resources

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#### Find the Error

*20 min*

The remainder of the class will be spent on an activity that asks students to identify the error in an exponent problem, explain why it is a mistake, and correct it (**Math Practices 1 and 3**). I chose to do this activity because students tend to feel confident in their ability to simplify these types of problems but also tend to make a lot of errors. By having to identify not only the error, but WHY the error was made, students will deepen their own understand and hopefully avoid these errors in the future.

I have my students work on these in pairs. I expect complete sentences in their explanations. Anything not finished in class will be homework.

Some great links that identify common mistakes students make using exponents can be found here and here. I used these websites in planning this activity.

#### Resources

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#### Exit Ticket

*3 min*

I use an exit ticket each day as a quick formative assessment to judge the success of the lesson.

Today's Exit Ticket asks students to find (3x^{2}yz)^{3}(-10x^{5}y^{7}z)^{2}.

#### Resources

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*Responding to Bettina Bairley*

Hello Bettina,

Thanks for catching those. I hope the lesson went well for you!

Amelia

| one year ago | Reply

I really like this lesson and am going to use it this week. On the assignment, #5 has an answer choice of 35m^15. Did you mean that to be an f? Otherwise, I don't see four that are correct, only 3. Also, on #12 the equation has m and n and the answer is a and b.

Thank you for this lesson, I'm looking forward to teaching it!

| one year ago | Reply##### Similar Lessons

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- UNIT 1: Modeling with Expressions and Equations
- UNIT 2: Modeling with Functions
- UNIT 3: Polynomials
- UNIT 4: Complex Numbers and Quadratic Equations
- UNIT 5: Radical Functions and Equations
- UNIT 6: Polynomial Functions
- UNIT 7: Rational Functions
- UNIT 8: Exponential and Logarithmic Functions
- UNIT 9: Trigonometric Functions
- UNIT 10: Modeling Data with Statistics and Probability
- UNIT 11: Semester 1 Review
- UNIT 12: Semester 2 Review

- LESSON 1: Laws of Exponents
- LESSON 2: Sorting Polynomial Equations and Identities
- LESSON 3: Operations with Polynomials Day 1 of 2
- LESSON 4: Operations with Polynomials Day 2 of 2
- LESSON 5: Products of Polynomial Functions
- LESSON 6: Factoring GCF and Grouping
- LESSON 7: Factoring Trinomials
- LESSON 8: Special Factoring Situations
- LESSON 9: Polynomial Quiz and Factoring Puzzle
- LESSON 10: Factoring Completely
- LESSON 11: Modeling Equations and Functions with Factoring
- LESSON 12: Polynomial Inequalities
- LESSON 13: Polynomial Review Day 1
- LESSON 14: Polynomial Review Day 2
- LESSON 15: Polynomial Test