Unit 6, Lesson 9
Exponent Rules
Extra Support Materials for Algebra 1
9.1
Warm-up
Standards Alignment
Building On
8.EE.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.
Addressing
Building Toward
Materials
NoneActivity Narrative
This Math Talk focuses on exponent rules. It encourages students to think about the meaning of exponents and to rely on what they know about exponent rules to mentally solve problems. The understanding elicited here will be helpful later in the lesson when students find the value of expressions involving exponents.
To find the value of expressions involving exponents, students need to look for and make use of structure (MP7).
Launch
Tell students to close their books or devices (or to keep them closed). Reveal one problem at a time. For each problem:
- Give students quiet think time, and ask them to give a signal when they have an answer and a strategy.
- Invite students to share their strategies, and record and display their responses for all to see.
- Use the questions in the Activity Synthesis to involve more students in the conversation before moving to the next problem.
Keep all previous problems and work displayed throughout the talk.
Action and Expression: Internalize Executive Functions. To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization
Supports accessibility for: Memory, Organization
Activity
NoneFind the value of each expression mentally.
Activity Synthesis
The goal of this discussion is to review students’ strategies for finding the value of expressions involving exponents.
To involve more students in the conversation, consider asking:
- “Who can restate ’s reasoning in a different way?”
- “Did anyone use the same strategy but would explain it differently?”
- “Did anyone solve the problem in a different way?”
- “Does anyone want to add on to ’s strategy?”
- “Do you agree or disagree? Why?”
- “What connections to previous problems do you see?”
MLR8 Discussion Supports. Display sentence frames to support students when they explain their strategy. Examples:
Advances: Speaking, Representing
- “First, I because .”
- “I noticed , so I .”
Advances: Speaking, Representing
9.2
Activity
Instructional Routines
NoneMaterials
NoneActivity Narrative
The purpose of this activity is for students to practice applying their knowledge of exponent rules to expressions. Students will use exponent rules to find the value of some expressions and to rewrite other expressions to have a single exponent. This connects to the associated Algebra 1 lesson in which students use exponent rules to rewrite expressions involving fractional exponents. By using their knowledge of exponent rules, students look for and make use of structure (MP7).
Launch
Arrange students in groups of 2. Consider creating a semipermanent display of these exponent rules to remain visible in the classroom until the end of the unit.
9.3
Activity
Instructional Routines
NoneMaterials
NoneActivity Narrative
This activity is an opportunity for students to practice evaluating expressions involving exponents. This will be useful when students make connections between expressions involving exponents and expressions involving roots in the associated Algebra 1 lesson. The structure of a row game gives students an opportunity to construct viable arguments and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2 and assign one student as partner A and the other as partner B. Explain to students that there are two columns of problems and that students do only the problems in their column. They should pause after each row to see if their answers match, and if not, work together to resolve any errors.