Lesson Plan Template
2022-23
Date: 10/25/2022 Timeframe: 1 hour and 30 minutes
Subject Area/ Topic: Mathematics/Exponent Rules SBA Math or ELA Claim:
and Scientific Notation
Super Target B: Work with radicals and integer
exponents
Altus University Session Attended/Month/Year: Altus University Strategy Implemented:
Math Target B – October 2022 Use of Desmos, sentence stems, and reflections
Number of Expected Student Participants: Established Goals (CCSS/Content, ELD):
15 students CCSS [Link].1
Know and apply the properties of integer exponents
to generate equivalent numerical expressions.
[Link]
1. Exchanging information/ideas: Contribute to class,
group, and partner discussions by following turn-
taking rules, asking relevant questions, affirming
others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and
providing useful feedback.
Learning Target(s) (Students will be able to...): Essential Question(s):
Students will be able to apply integer exponents How can you develop and use the properties of
concepts as measured by completing the Illuminate integer exponents?
quiz with 80% accuracy.
Students will be able to apply scientific notation to
real-world concepts as measured by formulating
numerical expressions with 80% accuracy.
Students will be able to evaluate their peers’
responses to the practice problems as measured by
contributing to the group discussions.
1|Page
Lesson Plan Template
2022-23
Time: Instructional Activities:
Lesson Introduction:
5 minutes I will begin the lesson with an introduction that goes over the norms of our
lesson and behaviors. I will have the students briefly work in groups to create
these norms through a think-pair-share. I will ask for student volunteers to
discuss the norms that they created.
2 minutes I will then provide the students with the Desmos link for them to participate in
this lesson. This link will hold almost all of the resources and materials that the
teacher and students will access.
[Link]
dcb?collections=added-
collections,6310fd9b8cc590f2e3f91437,6310fe09bcc82d9d997727a1,631105c9
0ccfc4b2c94b418d
3 minutes The students will then complete a fun math activity on Desmos that will require
them to fix an equation to make the marble slide work. I will then ask for a
student to explain how to solve this equation to make the marble slide work.
This will help students tap into their prior knowledge and get warmed up for
new learning. (Desmos Slides 1 and 2)
2 minutes I will then ask the essential question and go over the learning target/standards
for the lesson. (Desmos Slides 3 and 4)
Lesson Body:
3 minutes I will begin the body of the lesson with a frontloaded review of exponent
vocabulary. The students will use the Desmos slide to answer two questions
regarding the common terminology of exponents by completing sentence
stems. I will display the students’ answers and hold a brief guided discussion
with them based on their levels of understanding. (Desmos Slide 5)
5 minutes I will then display a short video that explains the product of powers property.
The students will take brief notes. I will then further explain the video to my
students to ensure comprehension. (Desmos Slide 6)
8 minutes Based on the content of this video, the students will collaboratively complete a
variety of questions. After the students answer these questions, I will go over
these problems with my students and address any gaps in understanding.
(Desmos Slides 7-10)
2 minutes I will then display another short video that explains the quotient of powers
property. The students will take brief notes. I will then further explain the video
to my students to ensure comprehension. (Desmos Slide 11)
Based on the content of this video, the students will independently complete
5 minutes another variety of questions. After the students answer these questions, I will
go over these problems with my students and address any gaps in
understanding. (Desmos Slides 12-14)
I will then display another video that explains exponent rules. I will pause the
2|Page
Lesson Plan Template
2022-23
5 minutes video frequently to further explain the information, while also pointing to a
chart with the rules displayed visually. The students will take brief notes.
(Desmos Slide 15) [Link]
Based on the content of this video, the students will independently complete
5 minutes another variety of questions. After the students answer these questions, I will
go over these problems with my students and address any gaps in
understanding. (Desmos Slides 16-19)
The students will then watch two final videos on scientific notation, taking
10 minutes notes. After the videos, the students will break out into groups to complete the
remaining practice problems that dive into real-world connections to scientific
concepts. (Desmos Slides 20-26) [Link]
HlVqZPHY&feature=[Link]
[Link]
We will then come back as a whole group to discuss scientific notation and I
5 minutes review students’ responses to uncover gaps in understanding to readdress
misconceptions.
Lesson Closure:
The students will then complete a reflection activity based on real-world
5 minutes connections and the remaining practice problems to further ingrain these
concepts in students’ minds. (Desmos Slides 27-29)
The students will complete the exit ticket, in which they will sort small and large
5 minutes numbers in exponent and scientific notation form. (Desmos Slide 30)
Finally, the students will complete the Illuminate quiz independently to
20 minutes demonstrate their knowledge from this lesson.
[Link]
Assessment: Entry Level:
There are a variety of entry level assessments to begin this lesson. First, there is the
entry level assessment of the fun math activity where the students will be working to fix
an equation to make the marble slide work. I will then ask for a student to explain how
to solve this equation to make the marble slide work. This will help students tap into
their prior knowledge and get warmed up for new learning. This entry level assessment
will also provide me with critical knowledge regarding my students’ initial understanding
of these concepts.
There is also a second entry level assessment that the students will complete, such as
completing the vocabulary sentence stems. The students will demonstrate their
knowledge of the words, “base,” “exponent,” and “power.” As the students answer
these sentence stems, I will receive critical knowledge regarding my students’ prior
knowledge of these concepts before beginning the new lesson content. Based on my
students’ entry level knowledge, I can adjust instruction to meet their needs.
3|Page
Lesson Plan Template
2022-23
Formative/Progress Monitoring:
There are a variety of formative and progress monitoring assessments that I will be
using in this lesson. For example, I will be using practice problems, questioning, and
group work throughout the entire lesson to gauge student understanding and
determine what targeted adjustments need to be made to help my students
comprehend the material. During this lesson, these assessments will help inform my
subsequent instruction and next steps. As a result, these in-the-moment adjustments
may result in different goals and summative assessments.
Summative:
There are a variety of summative assessments that I will be using throughout the lesson.
For example, at the end of the lesson, I will engage my students in reflection questions,
the final practice problems, an exit ticket, and an Illuminate quiz. Using a variety of
summative assessments will allow me to receive a large sum of data to help inform
future instruction, while also providing my students with a variety of formats and
modalities to demonstrate their learning of the material.
Essential
Strategies: Indicate how the following will be used in your lesson:
Collaboration: In terms of collaboration, the students will begin the lesson with a brief activity to get
them thinking about what norms we should have for the day’s lesson. While we have
created group norms before, I like to provide periodic revision opportunities to these
norms. The students will engage in a brief think-pair-share to create these lesson
norms.
Also, the students will periodically work in small groups to answer the practice
problems and discuss their answers with each other. As the students work
collaboratively to solve these problems, they will help each other further comprehend
the content. I will walk around the classroom and answer questions, ask probing
questions, and determine what misconceptions my students still have.
4|Page
Lesson Plan Template
2022-23
Technology:
I will use a variety of technological tools during this lesson to help meet the needs of my
students and to increase student engagement and technological skill development. For
example, my students will complete this lesson fully on their Chromebooks. On their
Chromebooks, the students will be using Desmos, an interactive online website that
helps develop students’ mathematical skills in an engaging way. Desmos also allows
students to use digital calculators to solve and create mathematical equations. The
students will be going through the Desmos lesson that includes practice problems,
videos, reflections, and exit tickets. Also, the students will be using technology to access
Illuminate to take the quiz to assess student understanding of the lesson content and
concepts.
Real-World
Relevance: This lesson emphasizes real-world relevance and connections in a variety of ways. For
example, this lesson’s focus on connections to scientific concepts, such as the
relationship between exponents and scientific notation to the solar system and test
tubes, helps students explore the interconnectedness between two content areas and
real-world applications. As students learn new mathematical concepts, they also have
the opportunity to apply this new learning to practical applications in a different
discipline. Also, this lesson has real-world relevancy as students answer the reflection
questions that are based on connections to science. These questions are as follows:
1. Name two real life instances where scientific notation would be useful when looking
at very large numbers.
2. Name two real life instances where scientific notation could be used for very small
numbers.
As the students answer these questions, they will be thinking critically, applying their
new learning, and making interdisciplinary connections.
Differentiation: A variety of differentiation strategies will be used throughout this lesson to ensure that
each student’s unique needs are met. For example, I will provide adjusted modeling,
sentence stems, explicit vocabulary instruction, video captioning, adjusted practice
problems, self-pacing, guided discussions, adapted questioning, and adjusted
reflections, exit tickets, and an Illuminate quiz that is differentiated based on individual
students’ needs. These supports will be adjusted in-the-moment based on the needs of
my students as demonstrated by the entry level and formative assessments throughout
the lesson.
5|Page
