12 Leveled Exponent Property Task Cards with Answer Sheets and Check-Ins

12 Leveled Exponent Property Task Cards with Answer Sheets and Check-Ins
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25 MB|21 pages
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Product 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
Answer Key
N/A
Teaching Duration
2 hours
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