MercyhurstUniversityLessonPlan

PreserviceTeacherLexiZappitello

CooperatingTeacher:Mrs.Irwin

th
School/Grade:ParkerMiddleSchool/8

gr.PreAlgebra

DateReceived__________DateReviewed_________
(CooperatingTeacherInitialsRequired)

LessonTitle:PowersandExponents

TeachingTime:25Minutes

LessonConcept:Studentswilllearnthedifferentpiecesofexponents,andhowtosolvethemgivendifferenttypesofproblems.
Standards:
A1.1.1.1Representand/orusenumbersinequivalentforms(e.g.,integers,fractions,decimals,percents,squareroots,and
exponents).
A1.1.1.3Useexponents,roots,and/orabsolutevaluestosolveproblems.
A1.1.1.3.1Simplify/evaluateexpressionsinvolvingproperties/lawsofexponents,roots,and/orabsolutevaluestosolve
problems.
CC.2.1.HS.F.1Applyandextendthepropertiesofexponentstosolveproblemswithrationalexponents.
CC.2.2.8.B.1Applyconceptsofradicalsandintegerexponentstogenerateequivalentexpressions.
Objectives
1.Studentsshouldbeabletoidentifythepiecesofapower.
2.Studentsshouldbeabletoapplyexponentialoperationsand
simplifytheirresult.

Assessments
1.Studentswillcompleteafoldableinclassthatlabelsthepieces
ofpowers.
2.Studentswillcompleteafoldableinclassthathasdifferent
examplesthatneedtobesolvedandsimplified.

Materials:Smartboard,copiesforeachstudentofthefoldabletemplate,scissors,pencils,andcalculatorsforeachstudent.

AnticipatorySet:Theobjectivesofthelessonwillbelistedontheobjectiveboardwhenstudentswalkin.
ActivatingPriorKnowledge:Studentswillcompeteabellringerthatasksthemtosimplifydifferentexponents.
Procedure:
TeacherActions
1.Havethebellringerupontheboard.(4minutes)

StudentActions
1.Studentswillcomeinandcompletethebellringerassignment
astheydoeveryday.Theywillwriteontheirbellringersheet.

2.Passoutthefoldableworksheet.(1minute)

2.Studentswillbeputtingawaytheirbellringersheetand
grabbingthenewhandoutgiventothem.

3.Explaintostudentshowtocutandfoldthefoldable(3
minutes)

3.Studentswillcutandfoldtheappropriatespotsoftheir
foldable.

4.Wewillfilloutthefoldableonesquareatatime,stoppingto
askstudentsforsolutionsandalsotoclerifyanythingtheydont
understand(17minutes)

4.Studentswillbecopyingwhatwearedoingontheboardinto
thefoldableaswellasparticipatingandaskingquestions.

5.WewillcontinueonpracticewithanactivitywithMrs.Irwin.I
willbeassistingwithanyquestionsstudentsmayhaveduringthe
activity.

5.Studentsmayputawaytheirfoldableorkeepitoutfor
reference.TheywillthencompleteafollowupactivitywithMrs.
Irwin.

Closure:Iwillbeabletoaskquestionsrelatedtothefoldable,suchasWhatisthedifferencebetweenapowerandanexponent?or
Whenisanexponentialexpressiongoingtohaveanegativeanswer?

AdditionalConceptRelatedActivity:Studentswillworkonaworksheetthathaspropertiesofpowersandexponents.

PreserviceTeacherSelfEvaluation/Reflection:
Thoroughlyrespondtothefollowingquestions/prompts.

1.Weretheobjectivesofthislessonmet?HowdoIknowthis?

Yes.Moststudentscompletedtheirfoldableandparticipatedin
class.Theyaskedquestionswhentheydidntunderstand
somethingasIguidedthemtotherightanswer.Afterwalking
aroundandhelpingthemduringtheactivityMrs.Irwinwas
doing,Icouldseewherestudentswerestrugglingandhelpthem
asneeded.Manytimestheywouldrealizetheirownmistakeifit
wasexplainedtotheminadifferentway.

2.Rateyourmanagementoftheclassroom.Youcanuseascale
of1(low)to5(high)ifyoudlike,andprovidestatements
supportingyourrating.

IthinkImanagedtheclassroomverywelltoday.Therewasalot
oftalkingandstandingaroundwhenclassfirstbeganbecauseof
somethingleftontheboardduringthelastclass.Afterthebell
rangIhadthestudentsbackintheirseatsandfocusedonthetask
athand,thebellringer.IwishIcouldhavehadeveryone
participateintheclassdiscussion,buttherewerenotenough
questionstohaveeverysinglestudentparticipate.

3.Howwellwastheinstructionaltimeutilized?

IthinkIusedmytimewell.Thelessonwasbasicallytomake
somethingthestudentshadtorefertowhenitcametoanytypeof
exponenttheywouldcomeacrosswhensolvingforequations.
AfterwestartedanactivitywithMrs.Irwin,someofthestudents
wouldactuallyusethefoldableasareferenceforsimplifyingthe
equations.
IthinkIdidfairlywellatgettingthestudentsattentionand
keepingitthroughoutthelessonandthroughoutMrs.Irwins
activity.IalsothinkthatsinceIhadbuiltarelationshipwiththese

4.WhatdidIdowell?

5.Weretherepartsofthislesson,includingmypresentationof
thelessonthatcouldbeimproved?Specificallyexplain.

6.IfIhadachancetoreteachthislesson,Iwould(address
yourcommentsfrom#5).

studentsbeforemylessontheyfeltmorecomfortableaskingme
questionsthantryingtowaitforMrs.Irwintocomearound.
Icouldhavecomeupwithabetterwaytoexplainthefoldable
thanwhatIhadsaidinclass.IthinkhadIpracticeditmorebefore
Iusedit,itwouldhavewentalotsmoother.IalsowishIhad
includedwhensomethingisraisedtothepowerof0because
duringMrs.Irwinsactivitythatwasamatchtheyhadtomake,
andtheyreallystruggledwiththeidea.
Iwoulddefinitelyexplainthefoldabledifferently.Iwouldalso
notallowstudentstogetscissorsbeforeIexplainedhowtofoldit
becausemanystudentsgotscissorhappybeforeIcouldeven
finishpassingoutthepapers.Iwouldalsomaybeaddmorefolds
ifthisisgoingtobetheirprimaryresourceforexponential
simplifications.