Name: Kerri Horvath

Date: 2/6/15

Subject: Math

Grade: 5

I Lesson Focus and Explanation of Context/Rationale

The reason for this lesson is to develop concepts that are related to exponential
notation. Such concepts include scientific notation, order of operations, and
multiplying powers of 10. This is important because the concept will be used
continuously throughout the rest of the students math lessons in middle school,
high school and college. Students will also recognize patterns such as ones in
Fibonacci Numbers. This is important because patterns occur in a persons life
every single day, whether it is looking at a calendar, temperatures, or
measurements of time.

The real life application: Exponents play a crucial role when finding population
increases, designing computer games, and basic sales increases/decreases.
Link for students: Imagine your favorite computer game. Maybe its on
KhanAcademy or its Pokmon. Well to create all of the movements and
interactions that happen throughout your favorite game, designers had to use
math equations with exponents in them. Because the designers are working with

very large numbers, they can use exponents to make computations easier when
creating new games.

II Objectives

Students will be able to write numbers in standard and exponential notation.

Students will compare numbers written in exponential notation.

Students will be able to describe the number patterns inherent to exponential

notation by writing the expression out.

III Resources and Instructional Aids:

Whiteboard

Dry Erase Marker

Marker eraser

Everyday Mathematics Math Journal (pg. 210)

Everyday Mathematics Math Masters (p. 188 and 189)

Calculator

Pencil

ChromeBook

IV Procedure:
A.

Introduction to the lesson (Anticipatory set or hook)

I will start the lesson off by asking the students to take out their whiteboards, a
marker, and eraser. I ask the students, Please write the prime factorization for the
number 6. When you are done, please put your whiteboard in the air with your
answer. While students begin to lift their whiteboards, I will scan the room to look for
any incorrect answers. I will review the answer and then have the students find the
prime factorization for the number 9.

If all of a majority of students show the answer: 3 3, I will ask if there is

another way they could write the answer. If students cannot find another way, I
will ask them if they remember exponential notation from unit 1.

Once students find that 32 is equivalent to 3 3, I will ask them to find the prime
factorization for the number 8 with exponents in the answer. Once the students have
completed this, I will give them the challenge to find the prime factorization for the
number 20.

Students should make the answer be 5 2 2 = 5 2 2

After students finish discussing the answer, I will ask them to take out their math
journals and turn to page 209 and see if they can use their knowledge of exponents

to complete the first problem. Students will be able to use a partner to discuss their
process to answering the problem along with what the answer is.

B.

Development of the Lesson

I will start the lesson off by asking the orange group to meet me at the carpet
and to cash in their orange cube. While the orange group works with me, the
blue group is instructed to work on page 210 in their Math Journal and page
188 in their Math Masters book on their own. When the students have
gathered to the carpet I will then say, Good morning boys and girls. Today I
want you to imagine your favorite computer game. I will then ask two to three
students what is their favorite computer game for a variety of game options. I
will then give my input by saying, I know my favorite computer game is Candy
Crush. I love that game when you can get a striped candy and it gets rid of the
row or column. To create all of the movements and interactions that happen
throughout Candy Crush, designers had to use math equations with exponents
in them. Without these important math equations, or if the designers didnt
know how to properly use them, Candy Crush wouldnt play like you would
want it to. Earlier in unit 1, you were exposed to exponents as well as standard
notation. Today, we are going to expand our knowledge on this concept.

After introducing the lesson, I will ask the students to look at the first problem
on their student page in their math journal on page 210. Boys and girls, Im
going to ask you to please look at the first problem on page 210 in your math
journal. It says, Find the mistake: 52 = 5 2 = 10. Now students, back in unit
1, we remember that the exponent tells us how many times the base is
repeated. In this case, the 5 should be multiplied two times. Since we are
multiplying 5 times 5, the answer should be equal to 25 not 10.

Next, I will ask the students to try the second problem with me.
o Now that we have solved the first problem, lets try the second problem
together.

I will have a student read the problem out loud while I write it on the board. I
will then choose another student to address what the mistake is in the problem
and how it can be fixed.

Once the second problem is complete, I will have the students complete the
third problem independently. Once the students have completed the problem
and are looking back up at the board, I will have them discuss with a partner
what their strategy was to find the mistake. After a minute of partner
discussions, I will call their attention back by saying 3 eyes on me, 2 voices
off, 1 I will then ask the students if any of them would like to share their

strategy or their partners strategy for finding the solution. We will then work on
2 problems from questions 7-16 at random to see if the students are capable
of doing this portion on their own. If students can complete the two problems
and understand it all, they will be allowed to go work; if there are a few
students that struggle, I will allow the rest of the group to work independently
while I work with the remaining students on an extra problem.

Once the students have agreed on the answer, I will instruct them to finish
problems that we have not worked on from 7-16 on their own at their desk
quietly. If they finish the worksheet, they will complete page 188 in their math
masters workbook. Once that is complete, if there is enough time the students
will be able to take out their ChromeBook and work on their next mission
activity on KhanAcademy.

When the orange group goes back to their desks, I will ask the blue group to
put away the assignment they were working on and to come down to the
carpet with their Math Masters book and a pencil.

When the blue group sits down at the carpet, I will ask them to name some
patterns they have seen in their day allow 2 or 3 students to answer. When
the students are done discussing patterns they have seen, I will write the
Fibonacci sequence on the board and ask the students if they can find the

pattern. After they figure out the pattern, the students will fill in the next three
Fibonacci numbers in problem 1 with a partner.

Once the students have completed the three Fibonacci numbers, we will work
on problem 2 together. Looking at the pattern given, I will work line by line with
the students:
o 12 + 1 2 = 1 2

In this problem, I will show students how to solve the addition

portion by solving for the exponents first. Then, students should
realize that both sides are equal to one another.

o 12 + 12 + 22 = 2 3

With this problem, I will have students talk through the steps to
see if both sides are equal to one another.

o For the next two lines, students will partner up and check that both
sides are equal to one another. Once they have completed the lines,
they will work together to find the next two number sentences in the
pattern and describe the pattern in their own words. After 10 minutes of
collaborating, I will refocus the students to discuss their answers.

Next, I will have the students independently work on the third problem. I will
talk with the students through the first equation to evaluate their understanding

of order of operations with exponents. After, students will work on the rest of
the worksheet independently. If a student has completed all of his or her work,
they may take out their Chromebook and complete the next mission activity on
Khan Academy

C.

Closure to the lesson

When both groups are sent back to their seats, I will allow 5-10 minutes of the
period to be independent work on their math boxes. After the 5 minutes, I will
instruct the students to put their belongings away and give me their attention
once their desk is clear. Once every student has their desk clear, I will thank
them for working hard on their lesson today and ask if someone could give me
one fact that they learned from todays lesson. After the discussion, I will then
instruct the students to finish any work that was not completed for homework. I
will then pass out an exit slip with 3 questions on them related to what their
group worked on that day. The exit slips will be collected and evaluated to see
if the lesson should be re-taught, partially taught, or moved on from.

V.

How will you assess the students learning?

To assess the students learning, I will have multiple forms of formative assessment
throughout the lesson along with an exit slip with exponential questions that the
students should be capable of answering. The exit slip will have three multiple-choice
questions that the students should be capable of answering by the end of the lesson.
Once the slips are filled out and collected, they will be evaluated to see if the lesson
should be reviewed, partially reviewed, or the students are capable of moving on.

VI Follow/Up Reinforcement/ Extension

Possible ideas:

Follow up lesson: Students will have to create their own pattern and switch
with a partner to figure out the pattern in the sequence.

Students can identify all of the square numbers and show their exponential
expression.