OAT Lesson 13: Expressions with Exponents

Last updated over 2 years ago

23 questions

Lesson Synthesis: - (5 min)

OAT Lesson 13: Expressions with Exponents

Last updated over 2 years ago

23 questions

Develop Understanding
Today's Learning Goal: (G6, U6, L13)
Critique (orally and in writing) arguments that claim two different numerical expressions are equal.
Justify (orally and in writing) whether numerical expressions involving whole-number exponents are equal.
Today's Materials:
Laptop
Laptop charger
Pen/Pencil/Paper/Expo Marker (optional)
Please complete the Jump Start (activator). You have 5 minutes before we review. This is independent it should be silent.
Reminders:
1. Ready for class
2. No cellphones
3. Volume must be low.
4. Read and follow all directions
5.) Take your bag off and immediately begin the Activator.

JUMP START: Which One Doesn't Belong? - ( 5min) 

Required

Launch: Pratcice Problems - (10 min) 
I do (question 2)
We do (question 3
You do (question 4) 

Required

Activity 1: Is the Equation True - (10 min) 

Required

Activity 2: What's Your Reason?
(Groups of 2)

Required

Lesson Synthesis: - (5 min)

When working with exponents, the bases don’t have to always be whole numbers. They can also be other kinds of numbers, like fractions, decimals, and even variables. 
For example, we can use exponents in each of the following ways:

Cool Down: Coin Calculation - (5 min)

Andre and Elena knew that after 28 days they would have
 coins, but they wanted to find out how many coins that actually is. Andre wrote:
Elena said, “No, exponents mean repeated multiplication. It should be, 28 x 28 which works out to be 784.”

Required

Do you agree with either of them? Explain your reasoning

Closure Questions:
What is an exponent?
What is a power?
What is a base? 

OAT Lesson 13: Expressions with Exponents

Lesson Synthesis: - (5 min)

OAT Lesson 13: Expressions with Exponents

JUMP START: Which One Doesn't Belong? - ( 5min)

Launch: Pratcice Problems - (10 min)

Activity 1: Is the Equation True - (10 min)

Activity 2: What's Your Reason?

(Groups of 2)

Lesson Synthesis: - (5 min)

When working with exponents, the bases don’t have to always be whole numbers. They can also be other kinds of numbers, like fractions, decimals, and even variables.

For example, we can use exponents in each of the following ways:

Cool Down: Coin Calculation - (5 min)

Do you agree with either of them? Explain your reasoning

Closure Questions:

JUMP START: Which One Doesn't Belong? - ( 5min)

Which One Doesn't Belong?

Launch: Pratcice Problems - (10 min)

Select all expressions that are equal. to: 3 x 3 x 3 x 3 x 3

Is this equation true? Show or explain.

Activity 1: Is the Equation True - (10 min)

Decide whether each equation is true or false, and explain how you know.

Activity 2: What's Your Reason?

(Groups of 2)

Your partner listens to your explanation. If you disagree, explain your reasoning until you agree. Switch roles for each list

In each list, find expressions that are equivalent to each other and explain to your partner why they are equivalent.

List #2

List #3

List #4

List #5

List #6

When working with exponents, the bases don’t have to always be whole numbers. They can also be other kinds of numbers, like fractions, decimals, and even variables.

For example, we can use exponents in each of the following ways:

Cool Down: Coin Calculation - (5 min)

Do you agree with either of them? Explain your reasoning

Closure Questions:

Which One Doesn't Belong?

Select all expressions that are equal. to: 3 x 3 x 3 x 3 x 3

Is this equation true? Show or explain.

Decide whether each equation is true or false, and explain how you know.

Your partner listens to your explanation. If you disagree, explain your reasoning until you agree. Switch roles for each list

In each list, find expressions that are equivalent to each other and explain to your partner why they are equivalent.

List #2

List #3

List #4

List #5

List #6

Select all expressions that are equal.
to: 3 x 3 x 3 x 3 x 3

Select all expressions that are equal.
to: 3 x 3 x 3 x 3 x 3