## 6-2 zero and negative exponents_video narrative_POTD.MOV - Section 2: Play of the Day

*6 - 2 POTD80 Zero and negative exponents.docx.doc.docx*

*6-2 zero and negative exponents_video narrative_POTD.MOV*

# Zero and negative exponents

Lesson 2 of 10

## Objective: SWBAT explore zero and negative exponents.

## Big Idea: Use logic to prove the rules of zero and negative exponents. These rules are not made up - they make mathematical sense!

*75 minutes*

#### Warm Up

*10 min*

Each day, students complete a warm-up that usually consists of spiraling the previous day's material, in addition to older material. Warm-up problems also sometimes extend lessons that students have encountered before to more unfamiliar contexts.

For a video narrative about how I structure each lesson, and how the warm-up fits in, click here.

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#### Huddle

*10 min*

In this lesson, I like to close the lesson by asking two kids to come up to the board and prove that:

1) anything to the zero power is 1; and

2) the properties of negative exponents.

The first one is generally much easier than the second; the second one requires quite a bit of guidance, but it is pretty powerful to get kids to do this. I try to do this over the course of a few days to ensure spiraled review.

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#### Homework

*15 min*

Homework is to be completed at home and should take students approximately 15 minutes.

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*Responding to Thad Kull*

Just downloaded and saw your notes - thanks a ton. Haha sorry about that.

| one year ago | Reply

Many thanks, Jeff, for this and all the other strong lessons.

My question is about the the blanks in the "Play of the Day" document: the guided notes are great, and I can come up with fitting words and phrases myself, but I imagine that yours (since you designed the lesson) are the optimal ones. I'm wondering especially about "what negative means in math terms," "When you have a negative exponent..." (is it "flip" and "positive"?) and "When you have a negative exponent WITHIN a fraction" ("top" side?).

Many thanks, again, and thanks in advance for your help.

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

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- UNIT 1: FLUENCIES AND THE LANGUAGE OF ALGEBRA
- UNIT 2: SOLVING LINEAR EQUATIONS
- UNIT 3: INTRODUCTION TO FUNCTIONS
- UNIT 4: INTERPRETING AND COMPARING LINEAR FUNCTIONS
- UNIT 5: SYSTEMS OF LINEAR EQUATIONS
- UNIT 6: EXPONENTS AND SCIENTIFIC NOTATION
- UNIT 7: PARALLEL LINES, TRANSVERSALS, AND TRIANGLES
- UNIT 8: CONGRUENCE AND SIMILARITY THROUGH TRANSFORMATIONS
- UNIT 9: PATTERNS OF ASSOCIATION IN BIVARIATE DATA
- UNIT 10: SLOPE REVISITED
- UNIT 11: VOLUME OF CYLINDERS, CONES, AND SPHERES
- UNIT 12: POLYNOMIALS AND FACTORING
- UNIT 13: QUADRATIC FUNCTIONS

- LESSON 1: Laws of exponents
- LESSON 2: Zero and negative exponents
- LESSON 3: Apply properties to general equivalent expressions
- LESSON 4: Scientific Notation
- LESSON 5: Perform operations with scientific notation 1
- LESSON 6: Perform operations with scientific notation 2
- LESSON 7: Scientific notation - How many times larger?
- LESSON 8: Flexible problem solving with scientific notation
- LESSON 9: Review exponents and scientific notation
- LESSON 10: Assessment #11 - Exponents Unit Assessment