## Reflection: Student Ownership Getting Started: Investigating Exponents - Section 4: Closure

This exit ticket allowed students to show some ownership by designing expressions of their own.  These are just two examples of work that I received from students.  You can see in the first example of student work (student_work1.jpg), the student chose to use the rules of exponents in order to determine the three expressions.  The second student (student_work2.jpg) used a scaffold of showing the initial expression (written as a fraction).  In both cases the students were able to take the end result and work backwards to determine what the question needed to be.

Students work like this gives me some really important feedback.  I can see that students are comfortable working with exponents (an eighth grade skill).  That fluency will be important as we begin to graph exponential functions and students need to be able to manipulate various expressions that are raised to both positive and negative exponent values.

Student Ownership: Students Create Expressions

# Getting Started: Investigating Exponents

Unit 7: Exponential Functions
Lesson 1 of 13

## Big Idea: This lesson provides a foundation for students to fluently work with geometric sequences and exponential growth.

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Standards:
Subject(s):
Math, Exponents, exponential function, exponential growth, linear functions, Function Operations and Inverses, geometric patterns, negative exponents, Pre Algebra, exponential decay
40 minutes

### James Bialasik

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