Today's lesson began the second part of our unit on exponents covering scientific notation. In this first lesson, we introduce the concept of looking at the size of numbers by their integer power of 10--their magnitude. In subsequent lessons, we'll focus on single digits multiplied by powers of ten, and then finally introduce the convention of formal scientific notation. ![]()
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This is the study sheet I passed out last week, with the answer key on the backside of the page. ![]()
This lesson summarized the laws of exponents that we introduced thus far in the school year (students were expected to fill this out on their own after the first example), and introduced the concept of exponents simplified as a product of distinct primes. ![]()
We worked on this activity to help students better understand the concepts around negative exponents and begin to better understand exponential growth. ![]()
On Friday, we saw how to treat negative exponents. We used rules of exponents to help us figure out what to do. ![]()
Today we understood why any number raised to the zero power equals 1. We looked at division and multiplication that we had previously learned to explain this concept. ![]()
This lesson involved raising products and quotients to powers themselves. It builds on the exponent rules that students have already learned. ![]()
Today we looked at performing operations on expressions written in exponential notation--specifically we multiplied and divided exponents that have the same base. Students are set up well to understand what happens when we raise powers to powers, which is the next lesson. ![]()
Our first lesson of the school year is in the books! This lesson introduced students to writing numbers using correct exponential notation. ![]()
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May 2016
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