Stage 1- (Desired Results)

Established Goal(s): Include content standards, CCSS, course or program objectives, learning outcomes, etc.
Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1-3 above.)
Reading Standard 4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Extend the properties of exponents to rational exponents. (CCSS: NRN)
I. Explain how the definition of the meaning of rational exponents follows from extending the properties of
integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.1
(CCSS: N-RN.1)
II. Rewrite expressions involving radicals and rational exponents using the properties of exponents. (CCSS: NRN.2)
Understanding(s): Students will understand that(big ideas)

Essential Question(s):

1. That one expression or number can be written in a infinite

number of ways which is why we want to simplify to something
common that we can connect to and understand.
2. Exponents tell us how quickly something is changing whether
that be growing or shrinking
3. Graphs of exponents will always either increase the whole time
or decrease the whole time since they change the numbers in
the same way.

How do the rules of exponents give us information about a

number or expression?

Students will know:

Students will be able to:

What effect integers have as exponents (positive and

negative)

Solve equations with exponents

What effect zero has as an exponent

Simplify equations to have only positive exponents

What effect rational numbers less than 1 have as

exponents

Determine if two terms have a common base

How to multiply two terms with a common base (add

exponents)

Define the term rational

Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what
authentic
performance task(s)
will students
demonstrate the
desired
understandings?
- By what criteria
will performances
of understanding be
judged?
Other Evidence

Project 1- Students will solve an exponents worksheet that will give them a combination of
coordinates for places around the school that they will need to compare with given maps to
find or room numbers where students will go to get their next problem in a treasure hunt
organization
Project 2- Students will be given 4 numbers and they will be tasked with finding two not
simplified exponents problems that when simplified get the number assigned
Ex: assigned number 15:
Desired Understandings: Concepts and Skills

1. Positive and To be able to solve problems that have integer

Negative, and exponents
Zero Exponents
WS
2. WS 1
3. Quiz 1

To understand how to convert negative and zero

exponents to positive exponents
All of the content from assignments 1 & 2

4. Rational
Exponents WS 2 Rewrite expressions involving radicals and rational

exponents using the properties of exponents

5. All Together
WS
Be able to combine both integer and non-integer

components.
6. Test

Explain how the definition of the meaning of

rational exponents follows from extending the
properties of integer exponents to those values,
allowing for a notation for radicals in terms of
rational exponents

Data Collected

A set of questions having students

solve problems with integer
exponents

A set of expressions to simplify by

changing all exponents to only
positive
Grade on Quiz in SBS (1-4)
A set of problems to convert
between radicals and rationals
A set of expressions with positive
and negative integer and noninteger number with both
multiplication and addition to
combine
Grade on the Test in SBS (1-4)

Stage 3- (Daily Instruction)

Key
Vocabulary

exponents

Learning
Target(s):
W- where is
lesson going

Students will be able to:

Explain what 0 does to a number when it is an exponent
Explain what effect a negative number has when it is an exponent.

Standard(s)

Extend the properties of exponents to rational exponents. (CCSS: NRN)

I.
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing
for a notation for radicals in terms of rational exponents.1 (CCSS: N-RN.1)
II.
Rewrite expressions involving radicals and rational exponents using the properties of exponents. (CCSS: N-RN.2)

Do Now
H- hook
students

Whiteboard warm-up:
Graph the following: a) y=1/3x+4 b) y=-2x+3
Put in point-slope form: 3x-5y+15

What I am doing?

What the students are doing?

What data am I collecting?

1. How many tries it is taking for students to
get it right? Which problems is thee class as a
whole struggling with?

1. Warm-up (giving yes/no to whiteboard answers) 1. Answering the questions on whiteboards

Learning
Activities
E- equip
2. Opening assignment to review it
R- rethink and
revise
E- evaluate
3. PowerPoint on zero and negative exponents
T- tailor
instruction
O- be
organized 4. 5 Question TOD (5 minutes to complete it)

5. Pass out and help with homework assignment

2. Take out assignment to review

2. Are students copying the answers? What

do they have questions on?

3. Take notes on blue notes page

3. Do the students look like they are

understanding?

4. Complete TOD

4. How many of the five students are getting

correctly? Wheat are common errors?

5. Work on homework assignment

5. What are common mistakes I am seeing?

In order to differentiate this lesson, I provided notes sheets to students so that it helps the ones who were struggling with how to take notes. Those that want
Differentiation to take there own still may do so, however, most students utilize the notes sheet.

Solve the following: 1.

2.

Ticket out the Make all of the exponents positive: 3.

4.
Door
Combine like terms and make all exponents positive. 5.

6.