1. “Day B” January 8, 2018 8:01 - 9:01 Exploratory 9:03 - 10:03
8: :01
Exploratory
9: :03
10:05 -11:05
Social Studies
11:07 -12:09
12:11 -12:41
Science
LUNCH 3rd lunch
12: :43
English
1: :45
Math

2. Activator 1. Take out your packet and homework
2. What are some things you notice, and what are some things you wonder?
-(-5)

3. Common Assessment 4 (6.NS.7)
Please get a Common Assessment #4 to complete
You will have 15 minutes to work on them (please make sure your name is on them before you hand it in)
Check it over and make sure you answered everything before turning it in.

4. Objective(S): I will be able to:
-create expressions in expanded or exponential form
So I can evaluate expressions to determine the standard form
I will demonstrate my understanding by completing at least 7 levels correctly.
6.EE.A.1

5. Language Objective
By the end of the lesson, students will be able to use the language domains of reading, writing and listening.
They will show their understanding by listening to the class mini-lesson, reading the levels and writing to convert standard expressions to exponential and exponential to standard forms.
Academic Math Language Vocabulary:
Standard form, exponential form, expressions

6. Take 2 minutes…
I’d like you to solve the 3 problems under the opening exercise on page 14, please be ready to share your answer AND how you solved the problems.

7. Discussion
We see that when we add five groups of 10 ( ), we write 5x10, but when we multiply five copies of 10 (10*10*10*10*10), we write 105
The little 5 is called the exponent, the number of times the base is being multiplied to itself
The big 10 is called the base, the number being multiplied by itself

8. Some Vocab to know! Base: the repeated factor 25 2 is the base
Exponent: the number that tells us how many times we use the base as a factor is the exponent
Power: also known as the exponent
Squared: when a number is raised to the second power
Cubed: when a number is raised to the third power
Exponential notation: a way to write longer multiplication problems in a simpler way using a base and an exponent
Expanded notation: the way to write out the longer multiplication problem using the base and the exponent.
Standard notation: the “normal” way we see numbers, it is the answer to exponential or expanded form

9. Example
Standard form is when we EVALUATE (or solve) the expression from the expanded form
Exponential Form
Expanded Form
Standard Form
5 x 5 x 5 53
125
Exponential Form
Expanded Form
Standard Form 35
3 x 3 x 3 x 3 x 3
243

10. I can use my examples to help!
Everyone independently start on LEVEL 1 half sheet.
When done, come see a teacher.
If correct, teacher will ask to move to the next level.
Our goal, complete at least 7 out of the 15 level worksheets.

11. topic.
How do you feel?

12. Page 16

13. Ticket-To-Go: -(-43) or 43 -(-5) or 5
Write 103 as a multiplication expression having repeated factors.
and
Write 8×8×8×8 using an exponent.
-(-43) or 43
-(-5) or 5

14. Accommodations
Read or reread presentation or activity directions, as needed
or after prompting
Use examples to model and act as a guide for emerging learners