Laws of Exponents

Lesson Plan

Unit Topic/Title (all lessons should be part of an overall Unit)

Laws of Exponents

Lesson Plan Title (to differentiate each lesson within the Unit)

Laws of Exponents Game

Student Academic Standards

8.1.4 Understand and evaluate negative integer exponents.

8.1.5 Use the laws of exponents for integer exponents.

Lesson Objectives

Students will successfully use and identify the laws of exponents.

Lesson Rationale (philosophical reason for teaching the lesson (defense for teaching the
Content-gets at relevance)

Applying the laws of exponents is a fundamental skill needed. Students will build upon this skill in Algebra
and use them to perform operations with polynomials and complex expressions. Developing this skill is
critical to succeeding in more advanced math classes throughout high school and in college.

Introduction (“hook” to gain student attention) Anticipatory Set

Tell students that today they will learn some shortcuts for simplifying exponents. Let them know that certain
rules apply to exponents, and we will be using these rules and building upon them in future lessons.

Behavior Management Issues

As students enter the classroom, they are to set their homework on the edge of their desk from the night
before, then begin working on the bell work. All papers/materials will be distributed from the side, rather than
the front of the room. Students will be told to remain quiet unless called upon. They will be told to be
prepared to answer the questions, since they will be called upon randomly.
One member from each group will come up and get the game materials, which will be bundled in advance.
All game materials will need to be returned at the end of the activity.

Motivation (consider ways to motivate students:)

1. Make the lesson interesting or appealing.
2. Convince your students of the lesson’s importance.
3. Use extrinsic motivators.
4. Have concrete evidence, when possible.

Accommodation/Modification:

A group of two or three students will be located in the back of the room at the wheelchair accessible table to
accommodate one student in a wheelchair. The two students with ADHD will be allowed to move freely
during the game.

Content
The content includes identifying the different laws of exponents and using them to simplify algebraic
expressions.
Procedures/Activities (directions or instructions of how to present info) (Also, identify the teaching method)
(Activities in proper sequence to scaffold student knowledge/skill)

Write the day’s agenda on the board:

• Bell Work
• Grade Homework
• Questions?
• New lesson: Laws of Exponents
• Laws of Exponents Game
• Worksheet for homework
n
1. Bell Work: Change each expanded form into exponential form. (Example: x )

a. 3x3x3x3=
b. yxyxyxyxyxyxy=
1
c. =
7 x7 x7 x 7 x 7 x7
1
d. =
mxmxm
px pxpxp
e. =
pxp

2. Students should already have homework from the previous night sitting on their desk as part of the
classroom procedures. As they complete the bell work, walk around and check for completion of
homework and take attendance. Display the answers to the homework on the doc cam for students to
self-grade. Ask the class to raise their hand if they have a question or don’t understand something from
the homework. (spend approximately 10 minutes on grading and questions) Have students pass
homework in by passing it to the person to their right.
3. Display and discuss the answers to the bell work. Ask students to think about how the last question could
be simplified. After appropriate wait time, call on a student to share his/her thoughts.
4. Tell students that we are going to look at the different rules that apply to exponents.
5. Put the “Laws of Exponents” Watch-Help-Try sheet on the doc cam. Cover up the answers in the second
and third columns. Go through the Watch This section and explain each law to students. For the second
section, beam questions to different students, asking for help in simplifying each expression. For the third
section, let students try it on their own. Reveal the answers, once everyone has completed it. Ask
students to raise their hand if they didn’t understand a problem.
6. Tell students they will practice the laws of exponents with a game. Students will take turns until everyone
in the group has gotten at least 5 turns. Explain how to play the game:
a. Students will take turns. During each turn, the student will spin the spinner to get the first x and
exponent. Then they will flip the coin to determine the function of division or multiplication. Then
they will spin the spinner again to get the second x and exponent.
b. Students will write down their problems and answers.
c. Show students how to use their pencil and paper clip as a spinner.
7. Have each member of the group get out a piece of paper and pencil. Have students write their name and
period at the top of the piece of paper. Tell students that this will be turned in. Divide students into
groups of 2 or 3. Have one member from each group get the spinner, a paper clip, and a penny.
8. Walk around the room and observe as students complete the game. After the groups have completed
the game, have them turn in their papers, spinners, paper clips, and penny.
9. Hand out the worksheet titled “More Laws of Exponents”. If time permits, have students work on this for
the remainder of class. It is homework due the next day.

Materials
“Laws of Exponents“ watch-help-try doc cam worksheet, Spinners, Paper Clips, Pennies, Paper, Pencil, More
Laws of Exponents Worksheet. (see materials at the end of this document)
Checks for understanding (embedded assessments)

Bell Work Answers, Watch-Help-Try exercise, walking around and observing during the game, each student’s
10 problems turned in from the game, and the More Laws of Exponents game.

Conclusion (summarize, wrap up to the lesson as a whole) Closure

The class will conclude with instructions to complete the worksheet for homework if it hadn’t been completed
in class. They will be told that answers will be reviewed the next day. Students will be asked to share any
questions they had about the laws of exponents. If time permits, questions will be addressed. Otherwise,
they will be addressed in the beginning of class the next day.

Independent Practice

Watch-Help-Try exercise, Laws of Exponents game, and More Laws of Exponents worksheet.

Final Assessments

End of chapter test.

 Laws of Exponents

Watch This!
Rule Property Example
Zero Exponent x0 = 1 70 = 1
Negative Exponent x-1 = 1/x 4-1 = 1/4
Product of Powers xm xn = xm+n x2x3 = x2+3 = x5
xm
Quotient of Powers
n
= x m −n x6/x2 = x6 -2 = x4
x

How do I use it?

Expression Which Rule? Simplified
7 2
xx Product of Powers x9
y9
Quotient of Powers y4
y5
p0 Zero Exponent 1
1
x −5 Negative Exponent
x5

You Try!

Expression Which Rule? Simplified

z 8z 9 Product of Powers z 17

x11 Quotient of Powers x1 = x

x10
1 1
7 −2 Negative Exponent 2
=
7 49
y0 Zero Exponent y0 = 1

w3w3 Product of Powers w6

 Directions:

1. Spin the spinner to get your first variable with an exponent.

2. Toss a coin to determine the function.
3. Spin the spinner to get your second va riable with an exponent.
4. Write the problem and answer, using the laws of exponents.

Coin Toss:

Heads = Multiply
Tails = Divide
 Name:_______________________________________________Period_________

Rule Laws of Exponents Example

n n n 3 3 3
Power of a Product (xy) = x y (xy) = x y

n 2
x xn x x2
Power of a Quotient   = n   = 2
 y y  y y

m n mn 2 3 2×3 6
Power of a Power (x ) = x (x ) = x =x

Directions: Looking at the laws of exponents listed in the table above, simplify each expression
below and name the rule that applies.

Expression Rule Simplified Expression Rule Simplified

3
2
  (y8)8
p

(x5)2 (41)3

(xy) 4 (yz)6

0
x
(ab)8  
 y
2
t (3m)3
 
 3

Calculate each problem and determine which answer in each row is the largest and circle it.

2
 10 2 
2 2
2 x 5  2 x 10 
Row 1:  2  =   =   =
 10   2 
2
 2 x 5

(2 x 3) 2 43 3 x (4) 2
Row 2: = = =
32 (2 x 4) 1 23