Name: D.J.

Oberdorf
Title of Unit: Integers and Exponents
Title of Lesson: Properties of Exponents
Grade Level: 7th (Whole group of students, afternoon time)
Goal: Students will understand, apply, and evaluate the properties of exponents.
Objective(s):
Students will:
1. Identify the
base and
exponent
2. Apply the
properties of
exponents
including
multiplication
and division of
powers with
same base
3. Evaluate the
zero exponents
4. Understand
that exponents
with different
bases cant be
multiplied

Standard/Assessment
Anchor(s):
PA Academic Standards
1. 2.1A: Represent and use
numbers in equivalent
forms (e.g., integers,
fractions, decimals,
percents, exponents,
scientific notation, and
square roots).
2. 2.1B: Simplify numerical
expressions involving
exponents, scientific
notation, and using order of
operations.
3. 2.1E: Simplify and expand
algebraic expressions using
exponential forms.
4. 2.4B: Combine numeric
relationships to arrive at a
conclusion.
PA Assessment Anchors
1. M8.A.1.1.1: Represent
numbers using scientific
notation and/or exponential
forms.
PA Common Core Standards:
1. CC.2.2.8.B.1: Apply
concepts of radicals and
integer exponents to
generate equivalent
expressions.
M08.B-E.1.1.1
(Cooperating teacher will be
furthering the lesson to end up
meeting this standard.)
Common Core Practice Standards:
1. Make sense of problems
and persevere in solving

Formative Assessment:
1. Students will be
given a card with a
numeric or algebraic
expression or a card
with a solution. They
will be responsible
to find the match
(either the solution
or expression to
their card) in the
classroom. Once
they find their pair,
they will present the
expression and
solution to the class.
2. Students will be
given practice
problems during the
lesson and will solve
them on the white
boards. The teacher
will walk around
making sure to
check answers.
3. Questioning

them.
2. Construct viable arguments
and critique the reasoning
of others.
NCTM Standards:
1. Numbers and Operations
2. Algebra

Rationale: Exponents can be extremely important when working with large

numbers. Large numbers should not intimidate students, and they shall be
comfortable working with them in the classroom and also in real life situations. We
use exponents in everyday life, for example when working with units (square feet,
square inches, cubic feet, cubic inches, etc.). They are also used when dealing with
large and small quantities.

Content Knowledge:
Prior Knowledge: Evaluate exponents, Basic Operations with integers, Order of
Operations, Solve Equations
Current Knowledge: Apply properties of exponents including multiplication and
division of powers with same base and the zero power
Future Knowledge: Look for a pattern in integer exponents, evaluate and apply
negative exponent rule
Procedure:
Lesson Beginning:
Good morning class today, we will be learning and introducing the properties of
exponents. We are first going to do a couple problems as a warm up before we go
into the lesson.
The teacher will then put the warm up onto the projection so all the students in
the classroom can see it. The teacher will ask the students to independently and
quietly finish the warm up that should only take about five minutes.
Warm Up:
Evaluate.
1.

33

2.

4444

3.

b2

4.

n2 r for n=3 and r=2

for b=4

After students finish the warm up, the teacher will go over the correct
answers as a class. Next the teacher will begin to introduce very
important definitions for the lesson starting with base and exponent. The
teacher will ask a student to come up to the board and with a given
example (#1 on warmup) show the class what the base and the exponent
is in the expression.

**The exponent represents how many times the base is used as a factor
(important when talking about zero power).

Transition: We will now look at three important rules in the properties of

exponents.
Lesson Development:

Next the teacher will write up three different expressions that require 3 separate
10
6
10 x
0
x

x
,
,x
5
rules to find the solution. (
x

The teacher will show and explain all three rules listed in 2-7 Properties of
Exponents. (pg. 88-91)
n

n+m

1.

a a =a

2.

a
=a nm
m
a

3.

a =1,if a 0

The teacher will write out a problem to show students WHY these rules that they
are applying will always work! Ex:
will cancel) =

x 10
x5

x x x x x x x x x x
x x x x x

(show the xs

x5

Next the teacher will introduce an expression that cannot be simplified for
example,
o

x 10 z 12 .

The teacher will then ask students to discuss in groups and write down
thoughts on why the exponents cannot be added in the product,

10

x z

12

. (Bases could be multiplied under the same exponent!)

Lastly, students will be evaluated with practice problems taken from the book.
(pg. 90-91) The teacher will give them an expression to simplify and they will
independently simplify and show work on their white board for the teacher to
come around and check.
o This will give the teacher a quick understanding of which students
understand the content and which students are having a hard time.

Transition: Okay class, we are now going to review what we learned today.
Lesson Ending:

Scripted Conclusion: Alright class we are going to wrap it up, but first lets
discuss what we learned today. I need to hear at least three different things from
three different people.
o The teacher will anticipate what the students may say guiding them in the
right direction. Some of the most important items in the lesson were the
base, exponent, and the three rules. The teacher will also introduce and
preview the idea of implementing the negative exponent rule in the
next lesson. Please return all belongings back to the appropriate place,
and have a great day!

If Time Activity: Students will be given a card with a numeric or algebraic

expression or a card with a solution. They will be responsible to find the match
(either the solution or expression to their card) in the classroom. Once they find
their pair, they will present the expression and solution to the class.

Materials:
White Boards and markers
Projector
Game cards
Reference(s):
Pennsylvania Teachers Edition Holt, Pre-Algebra 2008 (2-7 Properties of
Exponents)
Mrs. Angela Mitchell (Cooperating 7th grade teacher)
Mode: Independently and small groups
Special Adaptations: For accelerated math, have more challenging problems
ready.
Anticipated Difficulties: Students may mistake numbers without an exponent is
equal to zero, but a number with no exponent is assumed to be one. ( 5=5

),

Students might read problems and evaluate when they should have simplified or
vice versa, Students might have trouble understanding the zero power rule.
Reflection/Summary: This lesson ran very smoothly. My block partner and I are
were thrilled with how well behaved the students were. The students were eager to
learn and hear what we had to say. They respected us as educators. The students
were comfortable with the lesson. They knew what they were doing and handled it
well. If they were confused we either addressed them as a class or individually.
There was a lot of adaption throughout the lesson because we anticipated the
students to not know as much as they did about the properties of exponents. We
made sure to ask how they got their answer or why they did a certain thing to get to
an answer. We made it challenging for them. They students really had fun
interaction with the If-Time activity game we got to play with them. They got to get
out of their seats and collaborate with their peers. The content in the lesson was
rather simple for an advanced seventh grade mathematics class. However, we
adapted well and made it an effective lesson. I feel science was integrated through
the students having to classify their expressions and answers in the matching game
we played. The objectives of this lesson were met and the students exceeded

expectations from the very start. Our formative assessments line up perfectly with
our objectives. We could tell that the students understood the lesson when we
asked them what they learned at the end of it. This lesson was an effective one, but
I would just make the content a little more challenging if I was teaching it to another
advanced middle school class.