Instructional Assignment-5-Lesson Plan

LESSON PLAN
Date: March 28, 2016

Teacher Name: Mustafa Sungur
Lesson Plan Type: Direct Instruction
Grade Level and Subject/Topic: 6th Grade, Math, Exponents
TimeLine of Lesson: One 45-minute period.
TEKS Objectives
-Translate exponents into products of the same factor
-Translate products into exponents
-Simplify and evaluate exponents
TEKS 6.7.A
Lesson Objectives
Students will be able to:
- Write the numbers and products with exponents.
- Evaluate the exponents and find the value of a numerical
expression that has exponents.
- Put the exponents in simplest form.
- Understand that an exponent is a shorthand way for
repeated multiplication.
- Learn that there are two parts in exponent notation:
exponent and base.
Materials
-Textbook
-Teachers own notebook
-Smart Board connected with a tablet called mimio pad
Introduction
Have the students work on some simple questions as bell work

before giving a lecture about exponents. So, they will get ready
and open-minded for the lesson. Examples are shown in the figure
below.
Multiply.
In the problems shown above, students just multiply the numbers

itself. Since they already learned multiplication in the previous
units, they will do it easily. In the meantime, teacher will take
attendance and make sure that everyone works on it.
After the students are done, pick a random student and ask
him/her for the answers and then go over with details. Make sure
that everyone gets it. It is a good start with a relevant question
for the students to get an idea what they will learn.
Anticipatory Set
Discuss with the students that the shorthand way to write very
large and very small numbers is to use Exponents or Scientific
Notation. For instance, instead of writing 52,000,000,000 (52
billion), there is a simpler way to write it. 52 billion in scientific
notation is 5.2 x 10 (with an exponent of 10 over 10) which means
10 is multiplied by itself 10 times as a factor.
Specific Content to Be Taught
Describe that exponent is a simpler way to write the repeated

4
multiplication. So that, 3 (three to the fourth power) equals
3x3x3x3 which is 81.
Explain that exponent contains two parts. The Exponent and the
base. The base shows which number is multiplied by itself as a
factor and the exponent shows how many time times the base is
multiplied by itself.
3
5 (five to the third power and 5 is the
For instance; 5x5x5
base, 3 is the exponent).
Instructional Activities and Procedures
After the bell work, teacher will talk about the learning objectives
and the lesson and then give a short lecturing and explain the
topic with some examples. Examples are from easier to harder
and shown in the figure below.
Ask a different student to answer each problem shown above.

Then, give the correct answer and explain the reason for each
part of the examples. Discuss number-4 and number-5 with the
students about what happens if you take the first power of a
number and if the number has a negative sign.
Model the Activity

In the table shown below, first and second examples are already
done for students to understand the pattern. Explain how to find
the product and simplified form of an exponent. Then, ask the
students to do the others. Afterwards, tell them that product is

multiplication which means multiply the same number by itself
based on the exponent and show it in expanded form. Then, put it
in simplified form in the last column.
Modifications/Differentiated Instruction
While some of students do the examples well, some others may
get stuck on the examples or may do them slowly. Ask a
challenge question for those who finish early or easily. For
instance, write this question on the board 4
or
and give
them bonus point if they turn it in at the end of the day.

For those who are struggling or doing slow, ask or write it on their
paper that multiply your age twice, three times and four times or
show them a multiplication chart and ask them to find the result
of a number times same number. For instance, 9=3x3, 16=4x4,
25=5x5 etc... Then, explain that it can be also written as an

2
2
2
exponent and show that 3x3= 3 , 4x4= 4 and 5x5= 5 .
Closure
In the last 5 minutes, give the students a short quiz which has
some exponent questions to assess learning. Make them harder
than bell work and easier than examples. Ask only 1 to 3
questions and use it as an Exit Ticket. If they turn it in, let them
leave the classroom.
Evaluation/Assessment
Guided Practice
Assign the students practice questions from the textbook. Have
them work on it after the instructional activity. They can work in
pairs and benefit from each other. While they are working on class
work, help those who need help and then go over some questions
with whole class on the board.
Independent Practice
Assign the students homework from the textbook or provide them
a worksheet as homework. Worksheet is attached at the end.
Also, provide username and password for the website
http://my.hrw.com/ where they get more practice.
Formative/Ongoing Assessment
At the beginning of the class in the bell work, ask students for
their answer to measure how much they know about
multiplication, what they remember from previous lesson and

whether they are ready and open-minded for new lesson.
During instructional activities and modeling, walk around the
classroom and make sure everyone is working and staying on task
and then pick a student to do a problem on the board in order to
check their understanding. Have them discuss about the answers
that the students show on the board. Encourage everyone
participate the class and help them join the conversation with
their classmate.
At the end of the class, in the last five minutes give the students
quiz to assess their learning of exponent.
Summative/End of Lesson Assessment
Give a Unit Test at the end of the unit in order to measure lesson
learning in the unit.
Worksheet

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LESSON PLAN

Date: March 28, 2016

Have the students work on some simple questions as bell work

In the problems shown above, students just multiply the numbers

Describe that exponent is a simpler way to write the repeated

Ask a different student to answer each problem shown above.

Model the Activity

students to do the others. Afterwards, tell them that product is

them bonus point if they turn it in at the end of the day.

25=5x5 etc... Then, explain that it can be also written as an

multiplication, what they remember from previous lesson and

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