ASU Week Three – Lesson January 30th

INQUIRY (5E) LESSON PLAN – Integer Exponents

Teachers: Lanae Schulz, Sarah Harrison Subject: Honors Algebra 2 Grade: 10-12
Common Core State Standards:
• A2.F-LE.B.5 Interpret the parameters in an exponential function with rational exponents utilizing real-world
context.
• A2.N-RN.A.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.
• A2.MP.2 Reason abstractly and quantitatively.
• A2.MP.4 Model with mathematics.
• A2.MP.7 Look for and make use of structure.
Objective (Explicit): SWBAT model exponential growth and decay from a real-world scenario and apply
properties of exponents with 70% accuracy.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
SW demonstrate mastery through completion of an Exit Ticket. (See questions below.)
• Mastery (100% accuracy): Students correctly write both equations and specify their variables. Students
accurately rewrite all 3 exponential expressions.
• Proficient (70% accuracy or more): Students write both equations with minor mistakes. For example, equations
may be missing the beginning, such as the answer to a being written as just 1440(2)−𝑛 . Students may not
specify their variables. Students accurately rewrite 2 of the 3 exponential expressions.
• Approaching (50% accuracy or more): Students make mistakes when writing their equations, such as putting
variables and numbers in the wrong place. Students do not specify their variables. Students accurately rewrite
one of the 3 expressions.
• Failing (0% accuracy): Students do not attempt to write expressions or write irrelevant expressions. Students do
not specify their variables. Students do not attempt multiple problems, or students do not accurately rewrite any
of the three expressions.

Example Exemplar Student Response:

1) Suppose your class tried to fold an unrolled roll of toilet paper. It was originally 4 in. wide and 30 ft. (360 in.) long. Toilet paper
is approximately 0.002 in. thick.
a. Create an algebraic function that describes the area in square inches after n folds. (Remember to specify what your
variables mean.)
1 𝑛
𝐴 = 1440(2)−𝑛 or 𝐴 = 1440 ( ) where A is the area in sq. in. and n is the number of folds.
2

b. Create an algebraic function that describes the thickness in inches after n folds. (Remember to specify what your
variables mean.)
𝑇 = 0.002(2)𝑛 where T is the thickness in in. and n is the number of folds.

2) Rewrite each expression in the form kxn, where k is a real number and n is an integer. Assume x ≠ 0.
a. (2𝑥 3 )(3𝑥 5 )(6𝑥 2 )
2 ∗ 3 ∗ 36𝑥 3+5+2 = 216𝑥10

3𝑥 4
b.
(−6𝑥)−2
3𝑥 4 ∗ 36𝑥 2 = 108𝑥 6

𝑥 −3 𝑥 5
c.
3𝑥 4
1 1
∗ 𝑥 −3+5−4 = 𝑥 −2
3 3

Sub-Objectives, SWBAT (Sequenced from basic to complex)

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relative to students, their lives, and/or the real world?
• SWBAT review the properties of exponents from Algebra 1.
• SWBAT apply the properties of exponents for integer exponents.
• SWBAT model real-world scenarios involving exponential growth and decay.
ASU Week Three – Lesson January 30th

Key vocabulary: Materials:

Properties of Exponents EL#1 Notes page
(https://docs.google.com/document/d/1jfRGQZhZStLaOlA8B
axGUNKl2s2XRngFrvqFs4QKujE/edit?usp=sharing)
EL#1 Exit Tickets
(https://docs.google.com/document/d/1FevZeBTKEx3qr-
lzvjq-EQ_vQ7aWzGwmb9XEdwgIUns/edit?usp=sharing)
Document Camera
Notebook Paper
Rulers (1 per student)
Optional: Calipers, student access to search engine
Engage
How will you activate prior knowledge?
How will you hook student attention?
What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
Prior to the start of class, TW set up notebook paper and
rulers at each group table.

As students enter class, TW give students a copy of the SW brainstorm the answers to the opening questions
EL#1 Notes Page and instruct them to complete the and write their predictions on their notes page.
Opening Questions as Bellwork. The questions are: SW raise their hands to answer the polls based on
1. Can you fold a piece of paper in half 10 times? their predictions.
2. How thick will the folded paper be? SW raise their hands to answer questions and will offer
3. Will the area of the paper on the top of the folded possible ways to find the thickness of a piece of paper.
stack be larger or smaller than a postage stamp?
TW provide students 3 minutes after the bell rings to
complete the Bellwork, then will discuss the questions as a
class. TW read aloud question one, then ask the class to
raise their hands if they said yes you can fold a paper 10
times. TW then ask students to raise their hands if they said
no. TW not offer an answer but will tell students that they
will be exploring this question in just a minute. TW ask
students, “What do we need to know in order to answer
question 2?” and will call on a student to respond. TW direct
the class to the fact that we need to know the thickness of a
sheet of paper if necessary. TW ask the class, “What are
some ways to determine the thickness of a paper?” and will
call on multiple students to respond. Some possible
answers include: use a tool to measure thickness (caliper),
search the thickness online, or calculate the thickness
based on the thickness of a stack. TW ask students
question 3 and ask the class to raise their hands if they
thought the area would be larger than a postage stamp. TW
repeat asking for students to raise their hands if they
thought the area would be smaller. TW reiterate that we will
be exploring this question today.
Explore
How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
TW indicate the Exploratory Challenge and explain that SW begin answering the questions in the Exploratory
students will be completing this in their groups (questions a Challenge. SW use the ruler to measure their paper and
through h). TW point out box b and note that there are many record the dimensions in box a. SW decide on a method
ways to determine this, such as the ways discussed during to measure the thickness of a paper, and will record the
Bellwork. TW offer students the choice of which method to thickness and the method in box b. SW write how they
use and will indicate the location of a stack of paper to fold the paper in box c, and will begin filling in the table
measure (pre-counted with a number of sheets) and the as they fold and measure. SW quickly realize that
caliper if they wish to use it. TW point out the table that getting to 10 folds is not possible, and will write an
students need to fill out. TW instruct students to begin the explanation of why in box e. SW come up with a formula
questions in the Exploratory Challenge in their groups. TW for thickness of the stack after n folds. SW come up with
ASU Week Three – Lesson January 30th

walk around to assist groups and monitor progress. TW a formula for the area of the top after n folds. SW revisit
ensure to use prompting questions such as, “How will your the opening exercise questions and reflect on whether
thickness change each time you fold the paper?” and “How their answers were correct.
do you know?” TW likely need to point out to groups that
they can fill in the thickness of the stack by multiplying the
previous thickness by 2. (The Exploratory Challenge and
explanation of the challenge, up to Elaborate paragraph 1,
is expected to take approximately 20 minutes.)
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
One-Teach-One-Observe: Lanae Schulz will be acting as the lead teacher while Sarah Harrison observes and
evaluates Lanae.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
The activity of folding paper is designed to engage students who are easily distracted, such as those with ADD.
Not everyone in the group needs to fold paper. Those who learn best by using tactile learning have the opportunity to
fold the paper themselves, while more audio or visual learners can watch others fold.
Students who need an additional challenge have the opportunity to lead in their groups and assist others in
understanding.
Explain
How will all students have an opportunity to share what they discovered?
How will you connect student discoveries to correct content terms/explanations?
How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
When most groups have finished, TW call the class back SW answer in chorus when appropriate. SW raise their
together to discuss their findings. TW begin by asking hands and explain their answer when called upon. SW
question e. to the class and will expect a chorus answer of give their groups’ formulas to the teacher when asked.
“no.” TW ask for one student to explain why not and will call SW defend their formulas when called upon and will
on a student to answer. TW write the students response in write the correct formulas as needed.
the box for e (something like, “No, the paper got too small
and too thick to fold,”). TW ask each group to share their
formulas for f and g, and will write each formula on the
whiteboard (in separate columns for f and g). TW ask the
class if any groups would like to explain why their formula for
f is correct, and will call on a student to respond. TW
reiterate and clarify as needed so the class understands
which formula is correct. TW write the correct formula on the
guided notes sheet. TW be sure to indicate where all
numbers and letters came from and what they mean. TW
repeat, asking for a group to explain why their formula for g
is correct. TW clarify, and will write the correct formula on the
guided notes sheet. TW remind students that these functions
are called exponential functions.

TW invite students to look at their responses to question h, SW raise their hands and respond when called upon.
and will ask, “If we could fold the paper 10 times, how could SW write down the expressions dictated by the teacher
we figure out its thickness?” TW call on a student to respond. and that the area is not bigger than a postage stamp.
If necessary, TW guide the students to the formula. TW write
the formula, replacing n with 10, and solve it while dictating
the process. TW repeat for the area of the paper, by writing
down the formula using 10 for n, and dictating the process.
TW ask students, “Is this area bigger than a postage stamp?”
(which is about 0.87 in. x 0.979 in., or 0.852 sq. in.,) and will
write down when the class responds that it is not bigger.
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
One-Teach-One-Observe: Lanae Schulz will be acting as the lead teacher while Sarah Harrison observes and
evaluates Lanae.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
Students who are confident or gifted are more likely to answer questions or offer explanations.
ASU Week Three – Lesson January 30th

By speaking and having students write the notes, the teacher is attempting to accommodate both auditory and
kinesthetic learners.
Elaborate
How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a
deep level?
How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

TW ask the class, “What are some ways to increase the SW attempt to apply their research to the question
likelihood that you could successfully fold a piece of paper in posed and raise their hands to answer. SW write down
half more than seven or eight times?” TW call on individual the class’ ideas in the box.
students to respond and will write down some of their ideas.
Extension: Depending on time, TW show students a 3-
minute video extending this idea. The video shows the
MythBusters folding a very thin sheet of paper the size of a
football field 11 times. Teacher may opt to show this at the
end of class. (https://www.youtube.com/watch?v=kRAEBbotuIE)

[Explain]
TW read aloud Example 1, and will explain the chart. TW SW listen to the teacher and finish filling in the chart.
remind students that a negative exponent means that you
are dividing by that number, or that it is in the denominator.
TW demonstrate this by writing 100*2^-2 = 100/(2*2). TW
ask students to finish filling in the table and will give them a
moment to do so. (Example 1 is expected to take
approximately 5 minutes.) SW write down the properties of exponents as the
TW remind students of the properties of exponents. In the teacher dictates them. SW copy down the examples in
first box, TW write the rule for negative exponents, and will Example 2. SW attempt exercises 1-4, asking for help
reiterate the explanation. In the second box, TW write the as needed.
rule for multiplying expressions with the same base, and will
explain it as she is writing. TW continue to write and explain
each rule until the boxes are completed as follows:
1 𝑥 𝑎 ∗ 𝑥 𝑏 = 𝑥 𝑎+𝑏 𝑥𝑎 (𝑥 𝑎 )𝑏 = 𝑥 𝑎∗𝑏
𝑥 −𝑛 = = 𝑥 𝑎−𝑏
𝑥𝑛 𝑥𝑏
(𝑥𝑦)𝑎 = 𝑥 𝑎 𝑦 𝑎 𝑥 𝑎 𝑥𝑎 𝑥0 = 1
( ) = 𝑎
𝑦 𝑦
TW remind students of how to use the exponent rules by
walking them through the problems in Example 2. TW then
have students practice applying the exponent rules by
completing exercises 1-4. TW walk around to help students
and check for misunderstandings. (Properties of Exponents,
Example 2, and Exercises are expected to take
approximately 10 minutes.)
Co-Teaching Strategy
What co-teaching approach will you use to maximize student achievement?
One-Teach-One-Observe: Lanae Schulz will be acting as the lead teacher while Sarah Harrison observes and
evaluates Lanae.
Differentiation Strategy
What accommodations/modifications will you provide for specific students?
How will you anticipate students that need an additional challenge?
The properties of exponents are explicitly written to accommodate students who need the extra reminder, such as
students with memory problems. Students who are more advanced will find the video extension interesting, and a good
way to wrap up this idea.
Evaluate
How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

TW pass out the EL#1 Exit Ticket, and instruct students to SW complete the Exit Ticket questions and turn in the Exit
turn it in before they leave class. Ticket.

Exit Ticket Questions:

1) Suppose your class tried to fold an unrolled roll of toilet
ASU Week Three – Lesson January 30th

paper. It was originally 4 in. wide and 30 ft. (360 in.) long.
Toilet paper is approximately 0.002 in. thick.
a. Create an algebraic function that describes the
area in square inches after n folds. (Remember
to specify what your variables mean.)
b. Create an algebraic function that describes the
thickness in inches after n folds. (Remember to
specify what your variables mean.)
2) Rewrite each expression in the form kxn, where k is a real
number and n is an integer. Assume x ≠ 0.
a. (2𝑥 3 )(3𝑥 5 )(6𝑥 2 )
3𝑥 4
b.
(−6𝑥)−2
𝑥 −3 𝑥 5
c.
3𝑥 4

TW walk around to offer clarifications as needed. (The Exit

Ticket is expected to take approximately 3 minutes, but
students will have until the end of the class period.)
ASU Week Three – Lesson January 30th