Lesson Plan Template

Name: Tucker Atwood Program: Secondary/Middle Course: Algebra 1

Education

Lesson Topic/Title: Solving for a Variable With Fractional Exponents

Lesson Date: 3/8/17, 3/9/17, Lesson Length: 3 class periods Grade/Age:

3/10/17 of 55 minutes each Freshman/Sophomore
Learning Objectives (Targets):

-Students will extend their knowledge of solving for a variable to include variables with
fractional exponents.
-Students will recognize that a rational exponent is an opposite operation of an integer-based
exponent; a square undoes a square root, and vice versa.
-Students will understand why a rational exponent is undone after multiplication, division,
subtraction, and addition have been undone.

Standards: Standards Alignment & Justification:

CCSS.MATH.CONTENT.8.EE.C.7.B This lesson follows the previous lesson

Solve linear equations with rational number
coefficients, including equations whose
solutions require expanding expressions
using the distributive property and collecting
like terms.
CCSS.MATH.CONTENT.HSA.REI.A.2
Solve simple rational and radical equations in
one variable, and give examples showing how
extraneous solutions may arise.
directly, as it takes simplification and
solution of equations with integer-based
exponents and applies it to rational
exponents. The objectives and standards both
make it clear that students are expected to
make the connection from the previous
lesson to this one. This will ensure that
students are prepared for the following
lessons involving polynomial arithmetic.

Assessment: Assessment (Data & Student Feedback):

Formative/student-peer: Students will be
sharing their knowledge of the material with
their classmates through Problem
Presentations.
Pre/Formative: Students will be completing
Quick Questions at the beginning of one class
Revised 07/16
-Problem Presentations gives students the
chance to share their new knowledge with
classmates, while giving classmates the
chance to correct them and work together to
find the solution. Also, if there are any
problems that students collectively struggle
with, then those will be the type of problems
to focus on moving forward.
and then once again at the end of the next
class.
Formative/Student-teacher: Students will be
meeting with me in 1-on-1 conferences. The
conference could include new material, old
material, and even personal issues which
might be holding the student back from
contributing as much as they can.
Summative: quiz/alternative forms of quiz.
These are described in the Instructional
Strategies section.
-Four quick questions will be given to
students either before the lesson or very
early in the lesson. After the lesson, students
will be answering the exact same questions.
The comparison will give me an idea of
exactly how much progress has been made in
the comprehension of the material.
-Theoretically, I would like a chance to talk to
all students 1 on 1, but I would like to first
focus on those that are struggling so that they
can get caught up. Throughout the
conference, we will be working on scrap
paper that I will then give to the student as a
resource for future assignments.

-In alignment with the proficiency based

education that is starting usage at Carrabec,
the students' actual grades will be based
primarily on summative assessments at the
end of every week. Each of these will be
divided evenly between new material (what
was covered that week) and old material
(what was covered in previous weeks). Since
old material will be included on new
assessments, this means that students will
have the opportunity to bring up low grades
from previous assessments. For example, if a
student doesn't know very much about
exponent properties at the conclusion of the
week it was taught (let's say they get a 75),
but they show improvement on exponent
properties by the end of the next week
(maybe they bring it up to an 85), then their
assessment grade associated with exponent
properties will be an 85, the most recent
level. For me, it isn't about whether a student
learns something by a certain date. It is more
about whether a student learns something at
some point or another.
Instructional Strategies to Differentiate Whole Class Instruction:

As a hook to this lesson, students will be performing the same hook as the previous lesson,
except they will be guiding themselves through it this time. Using blank scrap paper or graph
paper, they will be creating paper fortune tellers that focus on mathematical operations that
are inverses of each other. Addition and subtraction will be paired together; multiplication
and division will be paired together; and finally, whole number exponents and rational
exponents will be paired together. So, for example, a student would undo a number that is

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being added in the paper fortune teller by subtracting it instead. Once students realize that
they are undoing an exponent with its rational equivalent, they will understand that they
are opposite operations of each other, which will guide them right into the meat of this lesson.

The note-taking process during this lesson will be slightly different from the typical
lecture-based notes. As notes are being explained verbally, they will also be written down
with pencil and paper at the teachers desk. However, thanks to the Point-2-View camera that
connects to the projector, students will be able to follow along with the notes while taking
their own if they wish. If they would rather focus on learning the material instead of copying it
down, however, then there is another option to get a set of the pre-made notes on the same
material.

For practice with the material, students will be given a worksheet with content-related
exercises pertaining to this lesson and the previous lesson. Students will have had the option
in the previous lesson to work on the worksheet in pairs, small groups, or individually. This
will give an opportunity for students to get more individualized and personal connections to
the material. In this lesson, these worksheets will be used to provide exercises to the Problem
Presentations assessment, so even students who are not presenting the problems will already
have experience with them. Problem Presentations gives students the chance to share their
new knowledge with classmates, while giving classmates the chance to correct them and work
together to find the solution. Also, if there are any problems that students collectively struggle
with, then those will be the type of problems to focus on moving forward.

Every student has the chance to show their comprehension level through a quiz that I will
give at the end of every week. However, this will not be the only way that they can show their
comprehension level. If a student prefers project-based learning, I will sit down with them
and discuss what kind of project might be able to show what they've learned in a better way
than the quiz. In a more likely setting, if a student prefers showing me how much they've
learned through problem presentations or conversations (in a 1-on-1 setting), then I will set
up a time with them so that they can convince me that they've learned the material without
the need for a quiz. Either way, students will be aware of the Learning Goals and will always
have plenty of options as to how they show me that they've met those goals.

Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

-Pre-made notes on solving with fractional exponents will be available to students who would
rather listen and view notes instead of focusing on copying them down.
-Since the step-by-step guide will be filled out together as a class, there will be a copy
available to all students who were absent or otherwise unable to follow along during the
process of creating the guide.

In regards to assessment:
If a student prefers project-based learning, I will sit down with them and discuss what kind of
project might be able to show what they've learned in a better way than the quiz. In a more
likely setting, if a student prefers showing me how much they've learned through problem
presentations or conversations (in a 1-on-1 setting), then I will set up a time with them so that
they can convince me that they've learned the material without the need for a quiz. Either

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way, students will be aware of the Learning Goals and will always have plenty of options as to
how they show me that they've met those goals.

The following modifications and accommodations are provided during every lesson in
conjunction with individual students I.E.P.s and 504s:
-One student will be allowed to listen to music to relieve stress, as long as the music is not
distracting from the lesson. This student will also be given cool-down time when he is upset.
If consequences for his behavior need to be given, they will not be given in front of the entire
class (they will be addressed later, one-on-one). This student will also receive frequent checks
for understanding. The hands-on and visual portion of this lesson, I believe, will be a benefit
to this student and will help him get involved.
-One student will be allowed up to two extra days to complete an assignment, if necessary. In
this lesson, there are no assignments of homework, so this will probably not be necessary.
-One student will be allowed to leave the room at any time for medical reasons. This student
will also receive shorter assignments if necessary.
-One student will be allowed to listen to music to focus attention, as long as the music is not
distracting from the lesson. This student will also be provided a copy of the notes (which will
not be required for this lesson) and will be given concise oral directions limited to no more
than 2 steps. This student will also receive frequent checks for understanding.

Technology Integration: (if appropriate)

-Projector: The classroom projector will be used to display the video at the beginning of the
lesson. It will also be used to display the note-taking through the Point-2-View camera.
-Point-2-View Camera: This camera will allow notes to be taken by pencil and paper at the
teachers desk while students can follow along by viewing the notes on the projector.

Materials and Resources for Lesson Plan Development

-Scrap paper or graph paper to be used for the paper folding activity; there will need to be
enough graph paper so that each student gets a page.
-Step-by-step guide template for students to create instructions to follow on future
assignments. There should be enough so that each students gets three guides.
-Pre-made notes on solving with exponents will be available to students who would rather
listen and view notes instead of focusing on copying them down.
-SAT Problem of the Day for students to work on at the beginning of class. Once per month at
assemblies, students who get these questions correct are randomly chosen to win prizes.
-Exit tickets for students to complete at the conclusion of the lesson to gauge comprehension.
-Worksheets with content-related exercises. Students will have had worked on these in the
previous lesson in pairs, small groups, or individually. In this lesson, they will be used to
provide exercises to the Problem Presentations activity.
-These quick questions will be given to students at the beginning of the lesson and once again
after the lesson in order to see student progress.
-Scrap paper to be used during the 1-on-1 conferences with students who are struggling.
Students will be able to keep this scrap paper to help them on future assignments.
-Assessments. Students will have the option to take this quiz or choose one of the options
discussed in the Modifications/Accommodations section.

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Teaching & Learning Sequence:

Day 1:
1. Hook (5 min) Students will lead themselves through the paper fortune teller creation and
corresponding activity described in the Instructional Strategies section.
2. Quick questions-before (10 min) Students will be given four questions to answer here,
before the material has been taught, in order to show how much progress has been made by
the end of the next class.
3. Notes (15 min) An introduction to solving for a variable with fractional exponents will be
given through notes taken by pencil and paper at the teachers desk while students are
following along by viewing the notes on the projector via the Point-2-View camera.
4. SBS guide: Solving with fractional exponents (5 min) Students will be provided an
example exercise from solving for a variable with exponents, which they will then solve or
simplify while giving themselves clear and concise instructions on the other side of the page.
This will be new material.
5. Exit ticket (5 min) Before leaving class, students will show whether or not they have
learned material thus far by completing an exit ticket.
6. Wrap up (5 min) At the conclusion of class, students will remind themselves what they
learned, how it connected to previous material, and how it will connect to future material.

Day 2:
1. SAT Problem of the Day (5 min) Students will settle into class by trying to figure out the
answer to an SAT problem provided by the SAT prep teacher.
2. Review worksheet/1-on-1 conferences (15 min) Students who are feeling confident about
the material will continue reviewing the worksheet that they will present from. Students who
are struggling will have time to go over specific material in 1-on-1 conferences.
3. Problem Presentations (20 min) Students will take over the class one by one and show each
other how to solve or simplify the content-related exercises to the rest of the class.
4. Quick questions-after (10 min) Students will be given four questions to answer here, after
the material has been taught, in order to show how much progress has been made since the
beginning of the previous class.
5. Wrap up (5 min) At the conclusion of class, students will remind themselves what they
learned, how it connected to previous material, and how it will connect to future material.

Day 3:
1. Assessment (55 min) Most students will be taking this quiz on material relating to this
lesson as well as the previous lesson. For alternate forms of assessment, review the
Modifications/Accommodations section.

Content Knowledge Notes: (if applicable/instructor discretion)

The opposite operation of whole number exponents are rational exponents, both of which are
summarized below:
-Basic exponent properties:
x a * x b = x a+b
(x a ) b = x ab
xa
xb
= x ab
x a = x1a
Revised 07/16
x0 =1
x1 =x
-A rational exponent performs the opposite action from a whole number exponent. For
example:
16 2 = x asks the question 16 multiplied by 16 is what?
16 1/2 = x asks the question What multiplied by what is 16?
Rational exponent can also be thought of as roots; something raised to the one-half power is
being square rooted, something raised to the one-third power is being cube rooted, and so on.
-If you add 6 to 3, you might think that it would be something like 9, but a closer look into the
ancient works of the legendary Leonhard Euler will show that it is actually equal to 8.
-Since these are opposite operations, one solves for a variable by square rooting something
that is being squared, and vice versa. For example:
x 2 = 16 (x 2 ) 1/2 = 16 1/2 x = 4

Common Core Teacher Standards (CCTS) Alignment & Justification: (Field/Student Teaching
Only)

Standard #5: Innovative Applications of Content

In the sections Instructional Strategies to Differentiate Whole Class Instruction and Content
Knowledge Notes, I have demonstrated that I have a readily available knowledge of the material and I
am able to apply that to unique and meaningful learning experiences. With the paper fortune teller
hook, I have provided students with an easily reproduced resource capable of showing them how new
algebraic operations work and how two of them are connected to each other. By showing students the
history behind certain mathematical concepts and why they were created in the first place, I have
displayed my ability to relay information to students in a creative and engaging way.

Standard #6: Assessment

In the sections Assessment (Data and Student Feedback), Modifications / Accommodations /
Extensions For Individual Students with Identified Needs, and Instructional Strategies to
Differentiate Whole Class Instruction, I have demonstrated that I have created different modes of
assessment which provide each student with a unique way of showing me that they have learned the
material. I have accounted for multiple intelligences as well as different learning styles and have used
that to create multiple forms of assessment, which includes an individualized aspect that can be seen
in the 1-on-1 conferences along with the specialized summative assessments.

Post-Lesson Reflection:

The motivation level for the students is definitely improving, which has in turn created more
interactions and better attitudes about the material than in previous lessons, though the
structure and routine of each lesson has stayed about the same. Students are understanding
connections between subtopics at a deeper level than simple regurgitation, which has shown
them why they are learning certain material. Of course, some students have yet to see the
light, and are still confused and frustrated. However, all students are showing improvement of
some sort, which has been a major positive throughout this unit.

Since this lesson was so closely related to the previous one, the transition between them
seemed very smooth and natural, and some students actually thought they were doing the
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same thing as before. The same common misconceptions are still there: students thinking an
exponent means multiplication, a square root means dividing by two, etc. I have tried to put
an emphasis on the difference between multiplication and exponents--multiplication is a
summary of how many times something is added to itself, exponents are a summary of how
many times something is multiplied by itself. I am assuming that students will gradually get a
better sense of how exponents are different from anything else that theyve seen, and with
extra practice they will develop a deeper understanding of how exponents relate to the rest of
the material that they have learned through this year.

If I were to teach this lesson again, I would include more activities for students who are
starting to get enthusiastic about the material. Doing the same notes/worksheets routine that
they have gotten used to might not be enough for these students, so the next few lessons I
teach will most likely have some activities involved to really bring students into the learning. I
want students to be excited to come into my classroom; at the moment, they are learning, but
could definitely use some more interactions with the material.

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