5E Lesson Plan Template

Teacher Terrell Price

Date March 29th – April 5th

Subject Mathematics/Pre-Algebra/8th grade

area/course/grad
e level

Materials YouTube, NearPod, Kahoot, Math Play, Quia, CoolMath, Maneuvering in

the Middle.

Standards (State Know and apply the properties of integer exponents to generate equivalent
and ISTE numerical expressions. [8-EE1].
Standards for
Students)
I strive to utilize technology to not only improve my work ethic, but also to
inform others, whether it be in working with a team or by myself, of what I
have learned.

Objectives I can develop and apply properties of integer exponents to create

numerical and algebraic expressions.

Differentiation This lesson is being presented to students with varying abilities and needs.
Strategies (How To accommodate the needs of these specific students, I have incorporated
will the lesson methods to help them learn best through the use of multiple intelligences. I
address the will utilize visual, auditory, mathematical, and a physical component to
various learning augment student learning. Visual learners will benefit from the use of
styles of the different colors that are used to highlight the strategic method of
students and the information. Use of the interactive exercises in CoolMath.com will benefit
needs of those students who learn best engaging in mathematical experiences.
with special
needs?)

The 5 Es

E Description

Engagem Students will be encouraged to engage with the attached YouTube Video
ent introducing them to mathematical concepts prior to their developing of the skills:
https://www.youtube.com/watch?v=QIZTruxt2rQ

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 E Description

Engagem The following purposeful questions will be incorporated to activate and engage
ent students with prior knowledge of exponential functions. As students are recalling
Assessm their previous experience, have them change the following questions from
ent expanded form to exponential form by asking:
 How can the following questions be written as exponents (number whose
base is raised to a power)?
1. 3 ×3 ×3 × 3× 3=¿
2. y × y × y × y × y × y × y × y=¿
1
3. =¿
6 ×6 ×6 × 6 ×6
s×s×s
4. =¿
s×s×s×s ×s

Exploratio Students will demonstrate their understanding of the content by engaging in this
n activity where they will have hands on practice with the properties of exponents.
This activity will consist of 4 stations where students will be positioned at each
station. Students will receive numerous solutions to their stations but not all
solutions to their problem will be at their station. Students will have to answer solve
the solution to their problem and locate where their solution is before the 45-minute
timer erupts. The game is the following and has been modified to match the
requirements of this activity. (https://kami.app/EYf-awU-Eyc)

For students with a smaller grasps on the concept, they will be prompted to engage
themselves in the Nearpod (https://share.nearpod.com/PLMLNXbRPbb) as well as
the following game while also being provided a rule sheet
(https://kami.app/ffOtytwPtRon) for each rule to assist them in their journey
throughout this racing game (https://www.mathgametime.com/games/otter-rush-
exponents-game)

For students with a quicker grasp on the concept, they will be required to play the
attached games as additional practice demonstrating their knowledge of the
material. (1) http://www.math-play.com/exponents-pirate-game/exponents-pirate-
game_html5.html (2) https://www.quia.com/rr/180013.html

Exploratio While actively engaging in the following Kahoot

n (https://create.kahoot.it/share/exponents-review/c87a4ed6-db85-47f6-91ec-
Assessm 523a8631c24c) students will be able to develop and apply properties of integer
ent exponents to create numeric and algebraic expressions with 80% accuracy.

Explanati -In what kinds of situations would it be useful to express a value using exponential
on notation?
-How can expressions with integer exponents be simplified?

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 E Description

(1) Exponent Notes Part I (https://kami.app/VMM9kDWLLb1S)

(2) Exponent Notes Part II (https://kami.app/KmZsklnIsoob)
Once the rules/concepts have been finalized, a graphic organizer will be created
displaying the (i) laws of exponents, (ii) property with explanation, (iii) examples.
Students will also receive a blank copy to complete using their own examples.

Explanati Students will, once again, practice these skills using the website CoolMath.com.
on Using their chromebooks, they will be directed to Algebra lessons, Introduction
Assessm Exponents where they will review the lesson at their own pace. 
ent

Elaborati That attached project has instructions on what is to be expected as well as an

on example embedded within the assignment of what students should complete:
https://docs.google.com/document/d/1L8NZAadIvVybsJu-
mEa4IZNkeBIT0GHJUtmT_meIKiA/edit?usp=sharing

Page 3 of 5
 E Description

Evaluatio Rubric Made Using:

RubiS tar ( http://rubis tar.4te ac he rs .org )

Math - Laws o f Expone nts : Individual Pro je c t

Teacher Name: Mr. Pric e

Student Name: ________________________________________

CATEGORY 15 - 20 10 - 14 5-9 0-4 To tal Po ints Earne d

Mathe matic al Explanation Explanation Explanation Explanation
Co nc e pts shows shows shows some shows very
complete substantial understanding limited
understanding understanding of the understanding
of the of the mathematical of the
mathematical mathematical concepts underlying
concepts used concepts used needed to concepts
to solve the to solve the solve the needed to
problem(s). problem(s). problem(s). solve the
problem(s) OR
is not written.
Mathe matic al 90-100% of Almost all (85- Most (75-84%) More than
Erro rs the steps and 89%) of the of the steps 75% of the
solutions have steps and and solutions steps and
no solutions have have no solutions have
mathematical no mathematical mathematical
errors. mathematical errors. errors.
errors.
Me e ts Pro je c t Correct Correct Minimally There is little
inclusion of all inclusion of includes use, or a lot of
Crite rio n
portions most portions portions inappropriate
indicated in indicated on indicated on use, of
instructions the instructions the instructions instruction with
with minimal or with minimal with moderate significant
no errors. errors. errors. errors.
Explanatio n Explanation is Explanation is Explanation is Explanation is
detailed and clear. a little difficult difficult to
clear. to understand, understand
but includes and is missing
critical several
components. components
OR was not
included.
Ne atne s s and The work is The work is The work is The work
presented in a presented in a presented in appears
Org anizatio n
neat, clear, neat and an organized sloppy and
organized organized fashion but unorganized. It
fashion that is fashion that is may be hard to is hard to know
easy to read. usually easy to read at times. what
read. information
goes together.

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

Page 4 of 5
National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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