*Lesson:* 4 / 5 - Multiplying and Dividing Bases

### Lesson Objective

### Lesson Plan

**KEY POINTS / ESSENTIAL QUESTIONS**

- When multiplying exponents with same bases, add the exponents.

- When dividing exponents with same bases, subtract the exponents.

**AGENDA**

1. Opening - *active*

2. Mini-Lesson – *passive*

3. 4 Corners – *active*

4. Review – *active*

5. IP - *passive*

6. Exit / Closing *- passive*

**ASSESSMENT**

QUESTION #1

What is the simplified form of the expression x4y-2 x-9y4 ?

1. x-5y2

2. x-13y6

3. x13y-6

4. X5y-2

**1. OPENING (8 minutes) ACTIVE**

Have students answer mental math lesson coming in thru door.

Adding and Subtracting Negative Numbers Warm-Up (materials available with this lesson)

**2. Mini-lesson: CONTENT (10 minutes) PASSIVE**

Do Q1.

Before Q3, intro “variable” as a mystery number. I don’t know the number, but it’s still real. If the variable is “x,” every “x” that I see in one problem is the same. If I see an “x” and “y” in the same problem, those two can be different.

Students listening, asking engaging questions, and filling in notes sheet.

**3. Guided Practice (30 mins) ACTIVE**

PowerPoint (attached to lesson)

1. Three examples as partner practice

2. You Try It / Show me 1 for A, 2 for B, 3 for C, 4 for D CFU

3. Try FIVE. Allow students to do five problems. Give answers. Fist to five to see how many correct.

Students are working together to compose songs, draw models, or construct dramatic representations of perfect squares.

**4. Independent Practice (20 minutes) ACTIVE**

Practice problems on back. (Worksheet provided with lesson)

**5. Exit Ticket and Closeout (8 mins) PASSIVE**

Close out activity – 3,2,1 to identify the 3 new things learned, 2 old things remembered, and 1 question you still have.

Exit ticket, silent volume.

**6. Reflection**

I adapted this lesson to my four different classes' needs. Some classes, I taught this lesson(s) over two days, multiplying on the first day and dividing on the second day. With two of my classes, I taught the whole thing together and saw that conceptual understanding increased because of this switch.

- Recognize that different variables cannot group together.

- Draw out the exponents. IE: X5 = x . x. x. x. x …. This way, you can see why the exponents are being added. The warm up discovery activity helped immensely for conceptual understanding.

- I also used a song / dance to remind students of the rule which is successful for lower level comprehension (When I multiply my bases – cross forearms into an X – I ADD up my exponents – turn your crossed arms sideways to make a giant plus sign)