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# Quick Quiz- Rules of Exponents

Lesson 8 of 10

## Objective: SWBAT show understanding of rules of exponents by applying them to simplify given expressions and equations on this brief formal assessment.

#### Warm Up

*8 min*

For today's Warm Up assignment, I have included two problems that allow students to practice application of several rules of exponents. The first question requires students to evaluate another's student's work (MP 3). The second question results in a negative exponent, so I ask students to rewrite with positive exponents.

Once the timer sounds, I explain to students that are going to review each of the rules we have learned during this unit in preparation for today's quiz.

- Rules of Exponents Quiz Review.notebook (SMART Notebook file)
- Rules of Exponents Quiz Review Notebook.pdf (Notebook file in PDF)

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#### Exponent Rules Review

*15 min*

We spent the next 15 minutes reviewing each of the rules of exponents in the Rules Review. I reveal five questions at a time and ask students to record the answers in their journal. We then go over the answers as a class for that section. We continue until we have reviewed all five rules. We finish with a mixed review page so that students are forced to recall each of the rules as needed to simplify.

#### Resources

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#### Let's Practice!

*7 min*

To provide a review for problems with higher depths of knowledge, I provide five more problem with Let's Practice. I challenge the students to solve these problems in their journals. I then ask them to compare answers at their tables. I do this so that the higher level students can explain their thinking, if needed, to other students at their table. I then quickly gather answers to the problem from the class to verify solutions before the quiz.

#### Resources

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#### Quiz Time!

*15 min*

When we complete the final mixed review, I reveal the Quiz Time slide and distribute a quick quiz to each student. There are six versions of the quiz so that students sitting a tables will have different questions than others at their table. This also gives students six more versions to take if they need other attempts at mastery.

I explain to students that when finished, they should turn their papers over and draw on the back until class ends. This gives me a visual way to judge student progress so that I can make note of students who seem to be struggling. This information will be helpful when I form my intervention groups.

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##### Similar Lessons

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- UNIT 1: Welcome Back!
- UNIT 2: Rules of Exponents
- UNIT 3: How Big? How Small?
- UNIT 4: So What's Rational About That?
- UNIT 5: The Fabulous World of Functions
- UNIT 6: Shapes On A Plane
- UNIT 7: What's at the Root?
- UNIT 8: Playing Around with Pythagoras
- UNIT 9: Quantum of Solids
- UNIT 10: It's All About the Rates
- UNIT 11: Oni's Equation Adventure

- LESSON 1: Organizing Rules of Exponents
- LESSON 2: Zero As an Exponent
- LESSON 3: Understanding Negative Exponents
- LESSON 4: Simplifying Power to a Power
- LESSON 5: Exponents with Coefficients
- LESSON 6: More Exponents with Coefficients
- LESSON 7: Let's Play a Game of Hoops! Rules of Exponents Review
- LESSON 8: Quick Quiz- Rules of Exponents
- LESSON 9: Extending the Use of Exponents Part I
- LESSON 10: Expanding the Use of Exponents Part II