##
* *Reflection: Discourse and Questioning
Exploring Exponents - Section 4: White board show down

My original plan was to have the students work out the Showdown problems and then show me their solutions on the white board. I did do this, but I decided to have the students partner up in different ways so that they could explain their solution to a variety of partners.

The students would work on the problem in solo silent mode (alone). Then I would move them to new partners after each problem by doing the following:

Examples:

Rows 1,3, and 5 all move up one seat.

Move to the left or right one seat.

A's stand up, find an empty seat next to a B.

B's stand up, find an empty seat next to an A.

I enjoyed doing this for a couple of reasons. First, students get to partner up with other students that they may not normally work with. Students were told to explain their steps to solving their problems and each person got a chance to speak. Second, this allowed students to get up and move around which creates opportunity to re-engage with the learning. The more opportunities we give for movement, increases the prime-time learning.

*An opportunity for movement...*

*Discourse and Questioning: An opportunity for movement...*

# Exploring Exponents

Lesson 1 of 14

## Objective: SWBAT identify the parts of an exponent and find the value of each expression including variables and fractions through cooperative learning strategies.

*85 minutes*

#### DO NOW

*15 min*

Since this is the beginning of a new unit, I want to find out what students know about the vocabulary that goes along with expressions. I will be having them complete a vocabulary rating inventory sheet. This sheet has the important vocabulary for this unit. Students will look at the vocabulary words and make a decision on how much they know about each word. As you move through the unit, have students re-visit the words to see if they have moved along on the inventory sheet. Students should place this in front of the notes for this unit.

To help students out with this rating scale, read the words aloud as the students complete the inventory for each word. This inventory supports **mathematical practices 1 and 6.** Students need to explain and ask “does this make sense”. Also, using vocabulary accurately and precisely in their communications.

Tools: Vocabulary Rating Inventory for the unit on Expressions

*expand content*

#### Identifying the Parts

*15 min*

For this section, I want the students to recognize and understand the parts of an exponent. I’ve included whole number bases, fraction bases, and variable bases. These are all part of what they need to understand for the common core. I will work through the problems with the students because each one is a little different. I will be sure to explain the meaning of finding the value and repeated factor. Remind students that a factor is a number multiplied by another number. In this case, the exponent tells the base (factor) how many times it needs to be multiplied. As we get further along in the demonstration, I will ask the students to identify the parts as part of my questioning. **(SMP 1 and 2) **It will be important to remember to stress the appropriate reading of to the second power (squared) and to the third power (cubed).** (MP 6)**

#### Resources

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#### Writing in Exponential Form

*15 min*

During this section students will be looking at taking the repeated factor and putting them in to the base and exponent form. I like to tell the kids, in a big huge voice (and putting my arms out wide) “it’s a big long word”, then in a small voice “for a tiny little answer”(bringing my hands together to show small)!

In this section, I also used whole numbers, fractions, and variables for the repeated factors **(SMP 1 and 2) **

#### Resources

*expand content*

#### White board show down

*15 min*

I want the students to use white boards to represent their answers. This will give me a good indication who is getting it and who is not. I have problems involving identifying the parts, finding the value and writing in exponential form. If you get a good feel that the students are getting it, there is no need to do every problem. The final two problems will have the students perform an addition operation and make a comparison to decide which expression is larger. Students can use peer tutors to help if they are struggling to find a solution **(SMP 1,2,3)**

#### Resources

*expand content*

#### Exponents Round table

*15 min*

The students will be using a Roundtable to solve problems involving exponents. Students will be responsible for working out their own problem and checking the problem of a tablemate. **(SMP 1,2,3,6)**

*expand content*

#### Closure

*10 min*

Students will be completing a Connect 3**, **using the words base, exponent, and exponential form. A connect 3 has the students making a connection between 3 vocabulary words. Each connecting line needs a one sentence summary and in the middle, the students will complete a brief summary of their learning. **(SMP 1 and 6) **If students have time, have them share their connections with a tablemate.

*expand content*

*Wow! Â As a new math teacher, I am astounded at what a clear, straightforward lesson this is! Â Thank you so much for sharing! | 2 months ago | Reply*

Loving the connect 3.Â How did you come up with organizer?Â Is there any particular book that you can refer me to?

| one year ago | Reply

Great lesson, Michelle, thank you for breaking everything down to help students understand!!!

| 2 years ago | Reply

I really enjoyed this lesson! I found it very easy for students to comprehend. I used certain pieces and examples from this plan and added it to my ciriculum. Â I also enjoyed seeing the way Roundtable worked.

| 3 years ago | Reply

I love the Roundtable activity. Â I will definitely use it with my students.

| 3 years ago | Reply*expand comments*

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- LESSON 1: Exploring Exponents
- LESSON 2: Learning About the Orders of Operations
- LESSON 3: Orders of Operations - Stations
- LESSON 4: What is Algebra?
- LESSON 5: Evaluating Expressions and Not the Emotional Kind!
- LESSON 6: Writing Expressions the Right Way!
- LESSON 7: Working with the Properties!
- LESSON 8: Area and Expressions
- LESSON 9: Exploring the Distributive Property
- LESSON 10: Are We Alike?
- LESSON 11: Expressions in the Real World
- LESSON 12: Review 6.EE.1, 6.EE.2, 6.EE.3, and 6.EE.4
- LESSON 13: Assessment Day!
- LESSON 14: Deepening our understanding