Exponent War

Name: Kesha Prince Date: 1/29/2013 Grade Level: 6TH GRADE

1. Content Objective(s)/State Standards:

Mathematics:
Apply and extend previous understandings of arithmetic to algebraic expressions. 1. Write and evaluate numerical expressions involving whole-number exponents.

Behavior:
Every student in the room is required to participate in the game. No outside activity, like reading or homework can be going on. Sound level may get a little noisy because of the excitement, but please keep the talking to as much of a minimum as possible. 2. Instructional Focus: I will be able to use knowledge of exponents, that I learned yesterday, to play Exponent War 3. Interesting Texts/Materials for Instruction What text(s)/materials are you using for your lesson? *Deck of cards for every table, the bigger tables may need two decks. *Paper *Pencil 4. Student Engagement: What engagement principle(s) are you choosing for this lesson? ______choice, __X__collaboration, __X__building concepts, ___relevancereal world interaction I will engage students in this lesson by: Playing a game, this is called exponent war, so the students can show their knowledge of the exponents that we learned yesterday. This is a review game. 5. Student Activity/Differentiation. What will your students be doing to meet the purpose of your lesson? (listening, reading, searching, writing, strategy instruction, group work, etc.) What my students are actually DOING: Before, During, and After. Before: Before I start the full lesson I will review with them what we have learned about exponents and different parts of equations. I will then go over all the information and rules of the exponent war game, which will be projected on the board- I will keep these rules up the entire game just in case people come in late or there are any questions. I will show them an example once We go through the rules/ During: Step 1: Choose your first dealer. This will not be your only dealer. You will rotate counter clockwise every time your cards run out and they have to be re-dealt out. Step 2: The dealer will deal out the cards to each player until the deck is gone. Make sure you deal the cards face down. Step 3: Once everyone has cards you will then start the game. RULES OF THE GAME: *First card that is drawn and set down is your BASE, the second one is your EXPONENT. The person with

the highest TOTAL wins the round and gets everyones cards. When your team runs out of cards, the person at the end with the most in his or her pile wins! You will be playing more than once *Every card has the number value that is stated on it. However, if you draw : Jack= 1 Queen= 2 King= 3 IF YOU GET A JOKER OR AN ACE YOU AUTOMATICALLY LOSE THAT ROUND AND YOU HAVE TO GIVE YOUR PILE OF WINNINGS TO THE PLAYER ON YOUR RIGHT! I will tell the students: Clear everything off your desks, the only thing I want to see on your desk is a pencil and a blank sheet of lined paper for any math that needs to be done. After: Once we are done I will have the students clean up all their cards, put the rubber band around it, and place the card stack on one desk so I can come around and pick them up. We will play until there is about 10 minutes to recess. That way they can clean up, get their little math books, and get started on the Math work. How will you differentiate your instruction for struggling/gifted students? For students like Jeremy, Raynie, Kaylee, and Niousha- being in a group will give them the opportunity to catch on to the concept of the exponents by learning through others in their group. I will also be there for any questions, like how to solve a math problem. I am okay that the rounds do not go quickly; it is okay that they take their time to solve it. (Michael will be out of the room) This is a perfect opportunity for our gifted learners to expand their knowledge by helping those around them. Someone like Mohammad or Alexis can be big helpers for the lower level students at their desk. 6. Writing/Communicating/Assessment: How will you know students have met the purpose of the lesson? What will students do to record their understanding? The book work will be their assessment, it is in their little book p123-p124, this assignment will be done right after the lesson and a little in to tomorrows math lesson; we will go over it and correct it the next day. Also, I will see how the students are doing by keeping my proximity around the room and answering any math or game question while the game is going on.