## Exponent investigation.docx - Section 2: Investigation

# Properties of Exponents (Day 2 of 2)

Lesson 2 of 9

## Objective: SWBAT simplify Algebraic expressions using properties of exponents

#### Do-Now

*10 min*

Students will complete the Do-Now in 5 minutes. We will then review the answers as a whole group.

Next, a student will read the objective, **"SWBAT simplify Algebraic expressions using properties of exponents". **

Before moving forward, I will pass back the graded exit cards from our last class. I will call on student volunteers to explain the correct answers to the group in their own words.

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#### Investigation

*10 min*

Students will complete the Exponent Investigation with a partner using a graphing calculator. In order to complete this activity, students must express their answers as a fraction.

After completing the table, we will share out the results of the table aloud. I will ask students to share the conclusions that they were able to come up with, and then ask them to apply their conclusions to exponential expressions that contain variables.

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#### Guided Notes + Practice

*30 min*

Students will follow along using this Presentation and Guided Notes. Students should also refer to the notes we used during our last class.

For each property, I will begin by providing the class with four solved problems to write in the "Example" column in their guided notes. We will then work together as a class to derive a few sentences that explain the property for the "Rule" column. I will then ask a few student volunteers to come up to the front to use the information we concluded during our exponent investigation to prove that our explanation is correct. Students will then draw a visual example in the "Why This Works" column.

Students will complete the You Try section with a partner. We will then review the responses as a whole group.

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#### Independent Practice

*20 min*

Students will practice simplifying expressions using properties of exponents using this Handout from the Kuta Software website.

Students will work in pairs. As students are working I will circulate around the room to give assistance. I will allow students who are struggling with the concept to use Cheerios used in our last class to aid them in their mathematical reasoning.

After 10 minutes, I will call on student volunteers to come up to the front of the room to lead the whole group through a review of the correct responses.

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#### Closing

*10 min*

I will ask a few students to summarize what we learned in class today, and to describe how they would teach this content to a classmate who has been absent. Students will then complete an Exit Card.

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##### Similar Lessons

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Environment: Suburban

###### PRE-ALGEBRA: Evaluating Expressions

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Environment: Suburban

- UNIT 1: Welcome Back! - The First Week of School
- UNIT 2: Linear & Absolute Value Functions
- UNIT 3: Numeracy
- UNIT 4: Linear Equations
- UNIT 5: Graphing Linear Functions
- UNIT 6: Systems of Linear Equations
- UNIT 7: Linear Inequalities
- UNIT 8: Polynomials
- UNIT 9: Quadratics
- UNIT 10: Bridge to 10th Grade

- LESSON 1: Properties of Exponents (Day 1 of 2)
- LESSON 2: Properties of Exponents (Day 2 of 2)
- LESSON 3: Adding and Subtracting Polynomials
- LESSON 4: Multiplying Polynomials - Part I
- LESSON 5: Multiplying Polynomials - Part II
- LESSON 6: Factoring (Day 1 of 3)
- LESSON 7: Factoring (Day 2 of 3)
- LESSON 8: Factoring (Day 3 of 3)
- LESSON 9: Review Day