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The Neals
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TpT Digital Activity

PDF (44 MB|21 pages)
\$3.49
TpT Digital Activity
Add notes & annotations through an interactive layer and assign to students via Google Classroom.
\$3.49
TpT Digital Activity
Add notes & annotations through an interactive layer and assign to students via Google Classroom.
The Neals
61 Followers

Also included in

1. This bundle includes some of my best resources for simplifying algebraic expressions, including those that have exponents.Expressions Study GuideSimplifying Algebraic Rational Expressions Activity8 Step-by-Step Graphic Organizers for Applying Exponent Properties12 Leveled (Differentiated) Exponent P
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Description

Includes:

• 12 leveled task cards for the properties of exponents - each level gets more complicated
• Answer sheets for students to fill-in
• A short formative check-in to follow each card
• A mixed practice check-in to do after cards 1 - 9

Skills:

• Product Property of Exponents
• Power Property of Exponents
• Quotient Property of Exponents
• NO negative exponents or rational exponents
• There are 4 levels of problems for each topic. They begin with very straightforward, basic problems, and move to more challenging problems at the end, incorporating skills with fractions, integers and decimals.

Equipment – if you have it:

• Dry-erase pockets, markers and erasers
• If you don’t have these, you could print out the answer sheets for students to write their answers in, then they could check them.

Timing:

It depends on if you want every student to complete every problem. If so, the timing could vary widely. I found that nearly all of my students could complete the first 10 cards in 3 class periods – spending about 35-40 minutes per class on them.

The task cards can also be printed out as a practice booklet for students.

How I ran this self-paced activity:

• I first introduced the basics of exponents and explained to students about expanding expressions with exponents.
• Students worked in pairs. I had them start with the first task card, taking turns explaining what they understood about the example problems to their shoulder-partner, until they felt like they understood it.
• Students each did the practice problems on their own, then checked their answers, which were on the back of the cards.
• If they were stuck, they had to help each other (the person doing the talking is doing the learning).
• Once they felt they understood it, I had them do the check-in for that card and I quickly checked it. If they were correct, I put a check-mark on their check-in and they went on to the next card.
• If they had misconceptions, I could either help them, or direct them to a student in the class who did understand the problem.
• Students continued to do a card, do the problems, check their answers, then move on to the check-in until they had completed cards 1 – 9.
• Then I had students do the Mixed Practice Check-In to see if they could apply the skills when they were mixed up.
• Once that was checked, students moved on to cards 10 – 12, which are more challenging and were designed for my more advanced students.
Total Pages
21 pages
N/A
Teaching Duration
2 hours
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