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Activator: Label your whiteboard 1-6 and answer:

This activity aims to help students create expressions in expanded or exponential form, evaluate expressions, and determine the standard form. The students will complete at least 7 levels correctly with 100% accuracy.

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Activator: Label your whiteboard 1-6 and answer:

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  1. Activator: Label your whiteboard 1-6 and answer:

  2. Objective(S): • I will be able to: create expressions in expanded or exponential form • So I can learn how to evaluate expressions to determine the standard form • I will demonstrate my understanding by completing at least 7 levels correctly with 100% accuracy. 6.EE.A.1

  3. Vocabulary: Standard form exponential form expressions Base Exponent

  4. 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.

  5. Discussion We see that when we add five groups of 10 (10+10+10+10+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

  6. 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 25 5 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

  7. Standard form is when we EVALUATE (or solve) the expression from the expanded form Example 53 125 35 3 x 3 x 3 x 3 x 3 243

  8. How do you feel? topic.

  9. 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.

  10. How do you feel? topic.

  11. Page 16

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

  13. 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

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