## 1. Objectives: Students should be able to understand and apply the properties of integer exponents to generate equivalent numerical expressions.

## 2. Big Ideas: Students will be able to use the properties of exponents to generate equivalent numeric expressions, and identify the appropriate property to use and apply it correctly

### 2.1. Scaffolding Strategies

2.1.1. First and foremost, I will use the white board, cards and other visual cues to demonstrate to students the steps and strategies that they should use or follow to solve problems involving exponents

2.1.2. Students will work individually on an assessment or task designed to test their current understanding of exponents

2.1.2.1. I will observe them as they practice applying the strategies

2.1.3. I will collect the assessment and make some notes on what their work discloses about their current levels of comprehension and their different problem solving approaches.

2.1.4. Students who share similarity in their problem solving approaches work in group. Each student will have his or her own work to do but are allowed to collaborate

## 3. Key Factors

### 3.1. Student's prior knowledge

### 3.2. Student’s learning profile

### 3.3. Student's current performance level

## 4. Instructional Questions

### 4.1. What should the students know, understand or be able to do?

### 4.2. How will the students demonstrate mastery of the lesson?

### 4.3. How should I instruct them so they can reach that level of mastery?

## 5. Students Support

### 5.1. It is important to promote constructive and collaborative work. Remind students to look at the white board, notes and slides for instructions on how to solve the problems

5.1.1. Check that students listen to each other and encourage them to do any necessary calculations on their mini-whiteboards