DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: ___X_

ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Alina Sturgis Date:
2/9/17

Content Area: Math Grade Level: 8

Subject Matter: Rational Exponents & Scientific

notation

Lesson Content Description:

-The lesson is part II of rational exponents (carrying
over from prior day) and multiplying and dividing with
scientific notation.

Instructional Strategies/Method of Delivery:

- Class notes (white board), examples/ guided practice problems,
assignment in small groups/ partners.
Common Core Standard:
CCSS.Math.Content.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent
numerical expressions. For example, 32 3-5 = 3-3 = 1/33 = 1/27

CCSS.Math.Content.8.EE.A.4
Perform operations with numbers expressed in scientific notation, including
problems where both decimal and scientific notation are used. Use scientific
notation and choose units of appropriate size for measurements of very large
or very small quantities (e.g., use millimeters per year for seafloor
spreading). Interpret scientific notation that has been generated by
technology)
ELD Standard:
Interpretive expanding
6. Reading/viewing closely
a. Explain ideas, phenomena, processes,
and text relationships (e.g., compare/
contrast, cause/effect, problem/solution)
based on close reading of a variety of
grade-appropriate texts and viewing of
multimedia, with moderate support.
Common Core Lesson Objective:
Students will use what they know about bases and property of equality to
solve rational exponents.
Assessment:
Formative: Oral questioning, discussion, circulating the room, guided practice
problems, homework assignment

Summative: none
Lesson/Assessment Modifications: ELL: Special Needs
-peer tutor (work in pairs), copy of notes
Technology: Describe the types of technology you will be utilizing in your
lesson to create and enhance instruction
If no technology is used, please explain why.
Publisher video used as an example

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

Multiplication / division, associative property
Review sub-skills required for this lesson/objective
Exponents/ square roots, radicals to the nth power

June 2014

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Quick review of lesson the day prior on simple radical problems to
make sure students understand the beginning steps of the new lesson.
Students should take out notes from day prior
7-4: scientific notation. Re-explain what product and quotient mean.
Talk about why scientific notation is important

THROUGH

Step-by-Step Modeling/Presentation of the Objective

State that this is a continuation of the 7-3 lesson, and the objective of
the day is to simplify rational exponents by finding same bases and
using the property of equality
7-4: show quick sample of scientific notation for vocab. Discuss
objective of finding the product and quotient of numbers in scientific
notation.

Step-by-Step Guided/Structured Practice of the Objective: Gradual

Release of Instruction
Example of a fraction exponent, compare to regular radicals and
regular exponents
Example of using property of equality to find the value of a variable
that is in the exponent
Go to section 7-4 and show example of converting a number from
standard form to scientific notation and the other way around
Go over steps: move decimal, how many did you move? Which
direction- left is positive and right is negative.
 One example of taking the product of numbers in scientific notation
and one example of taking the quotient of numbers in scientific
notation.

Technology used to create and enhance modeling examples:

-show a publisher video from the book website as an example

Technology used to create and enhance Guided Practice examples:

Checking for Understanding/Formative Assessment of Each

Students Performance/Closure of Instruction
Guided practice problem of each of the example problems to give
students a chance to try the content on their own
Teacher calls on students to describe their steps / put work on the
board.
Facilitate class discussion throughout GP- take class votes (who got
this answer, who thinks we need to do __)
EL: teacher stands by EL to help and guide explanation of student work

BEYOND

Independent Practice/Summative Assessment of Each Students

Performance

-Students are able to continue to work on the rest of their 7-3 assignment
and then move on to the new assignment for lesson 7-4. Students can work
in pairs, but each student needs to complete their own work.
-Teacher asks for students to summarize the learning of the day/ restate
objective

June 2014