## Activating students as owners of their own learning.mov - Section 2: Beginning the Activity + Homework

*Activating students as owners of their own learning.mov*

# Laws of Exponents - Power Raised to a Power

Lesson 7 of 19

## Objective: Students will be able to use conceptual approach to enable students to establish deep understanding of the properties of exponents that can be used to raise a power to a power. Conceptually understand exponents to expand exponents with the same base and different bases. By expanding the multiplication, students will develop the rule of multiplying exponents by applying grouping and the associative property.

## Big Idea: Memorization is short term knowledge but understanding endures time. Create the rules for exponents by expanding the bases to understand.

*51 minutes*

##### Resources (10)

##### Resources (10)

#### Resources

*expand content*

8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^{2} × 3^{–5} = 3^{–3} = 1/3^{3} = 1/27.

Collaboratively grouping students to become resources for one another in working through the activity to show ownership of learning brings in math practice standard one.

**MP1 Make sense of problems and persevere in solving them.**

Applying the strategy of mini-wrap ups that are student centered will directly bring math practice standard 3 into the lesson.

**MP3 Construct viable arguments and critique the reasoning of **

Asking students to speak using correct vocabulary to explain their thinking applies math practice standard 6.

**MP6** **Attend to precision. **

Asking students to expand expressions to see the pattern of multiplication and then reason to create a rule for performing the multiplication faster through using exponents employes two mathematical practices - one for seeing the structure of the expanded form of the expression and another for expressing the regularity of the pattern as a rule:

**MP7 Look for and make use of structure.**

**MP8**** Look for and express regularity in repeated reasoning.**

*expand content*

I liked how you set up the investigation chart. Â It allows the students to discover the rule on their own and therefore are more likely going to remember the rule. Â Thank you

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

Environment: Urban

###### Racing Molecules

*Favorites(8)*

*Resources(14)*

Environment: Rural

###### Where Does My Stuff Come From? Part 4: U.S. Trade Data

*Favorites(1)*

*Resources(16)*

Environment: Urban

- LESSON 1: Understanding Perfect Squares and Square Roots
- LESSON 2: Understanding Perfect Squares and Square Roots Continued
- LESSON 3: Understanding Perfect Cubes and cube Roots
- LESSON 4: Understanding Perfect Cubes and Cube Roots Continued
- LESSON 5: Law of Exponents - Multiplication with Like Bases
- LESSON 6: Laws of Exponents - Division with Like Bases
- LESSON 7: Laws of Exponents - Power Raised to a Power
- LESSON 8: Laws of Exponents - Negative and Zero Powers
- LESSON 9: Laws of Exponents - Negative and Zero Powers Continued
- LESSON 10: Reviewing Scientific Notation
- LESSON 11: Operations With Numbers in Scientific Notation Day 1 of 2
- LESSON 12: Operations with Numbers in Scientific Notation Day 2 of 2
- LESSON 13: Comparing Computer Bytes Day 1 of 2
- LESSON 14: Comparing Computer Bytes Day 2 of 2
- LESSON 15: Applying Scientific Notation - Formative Assessment Lesson
- LESSON 16: Applying Scientific Notation - Formative Assessment Lesson Continued
- LESSON 17: Applying Scientific Notation - Formative Assessment Lesson Completed
- LESSON 18: Exponents and Radicals Unit Assessment Day 1 of 2
- LESSON 19: Exponents and Radicals Unit Assessment Day 2 of 2