To begin the unit, students completed a project titled “You Be the Teacher” in which they worked in pairs to discover six different exponent rules (including scientific notation) and then taught them to each other in a jigsaw.
LAP 1
Timed Agenda LAP 1 Day 1
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LAP 1 Reflection
Students then practiced simplifying exponential expressions on worksheets using the exponent rules they had learned in the jigsaw.
LAP 2
Timed Agenda LAP 2 Day 1
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LAP 2 Reflection
Using exponent rules, students worked to identify equivalent exponential expressions though a series of different card games.
LAP 3
Timed Agenda LAP 3 Day 1
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LAP 3 Reflection
With this fourth lesson, the focus of this unit shifted more to scientific notation and how the exponent rules can be used to perform operations with numbers in scientific notation. Students reviewed how to convert between scientific notation and standard notation, which they had learned during the jigsaw at the start of the unit, and then practiced doing so on a worksheet.
LAP 4
Timed Agenda LAP 4 Day 1
LAP 4 Reflection
Students discovered how they can use division to compare two numbers in scientific notation, and how that allowed them to use the quotient rule. Students also looked at different real-world quantities that were expressed in scientific notation and talked about the significance of their comparisons.
LAP 5
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LAP 5 Reflection
From division, students naturally transitioned to multiplying two numbers in scientific notation. They discovered that they could use the product rule to make multiplication simpler, and reenforced this skill through completing a worksheet.
LAP 6
Timed Agenda LAP 6 Day 1
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LAP 6 Reflection
To end the unit, students worked in pairs to solve five different PARCC problems that were mostly real-world problems involving scientific notation.. This served as a review of the entire unit.
LAP 7
Timed Agenda LAP 7 Day 1
Timed Agenda LAP 7 Day 2
LAP 7 Reflection