Eddie McCarthy

This lesson is meant to be used as guided notes for a whole class. Students begin by learning what IS and IS NOT a monomial. They then multiply some monomials in order to discover the rule: We can add their exponents. After solving a few problems, they do the same thing with dividing monomials to discover that rule: Subtracting the exponents. Finally, students are shown a proof/explanation as to why a number raised to the power of 0 equals 1. *This lesson is definitely just an intro to multipl

This lesson is meant to be used as guided notes for a whole class. Students begin by learning the rule for negative exponents, followed by a simple proof/explanation of why. After learning that 1 raised to any number equals 1, they begin working with negative exponents. They are shown how to rewrite negative exponent expressions with positive exponents, and vice versa. Next, they are challenged to rewrite fractions as expressions with negative exponents. For example, they see how to rewrite 1/2

This lesson is meant to be used as guided notes for a whole class. Students begin by learning what exponentiation really means. They are shown that exponentiation is shorthand for repeated multiplication in the same way that multiplication is shorthand for repeated addition. Next, they learn terms such as base, exponent, and power. Before solving any problems, they are taught what it means to have 1 or 0 as an exponent, as students frequently confuse these basic properties. Then they learn how

This lesson is meant to be used as guided notes for an entire class. In the beginning of the lesson, students are encouraged to add and subtract integers intuitively, rather than memorizing a bunch of rules. They then learn the importance of rewriting expressions that have multiple symbols, such as -7 + - 3 or 9 - - 10. After much group practice, there are problems to attempt individually. The included assignment is based off of the guided notes. Answer keys included!

This lesson is meant to be used as guided notes for an entire class. Students begin by discussing what it means for an algebraic expression to be simplified by relating it to real life: “I bought 3 apples and 5 apples” just does not sound right. We then simplify expressions by combining like terms in an organized way, starting off with positive coefficients and then mixing it up. The included assignment is based off of the guided notes, but unlike the notes, the students eventually combine like

This lesson is meant to be used as guided notes for an entire class. Students begin by defining a numerical expression. After some vocabulary review (sum, product, squared, cubed, etc.) the class begins translating verbal expressions into numerical expressions. Common mistakes are then discussed (7 less than, 3 more than, twice the sum of, etc.). Finally, students work backwards: we are given a numerical expression and asked to fill in blanks in order to write it as a verbal expression. The in

This lesson is meant to be used as guided notes for an entire class. Students begin by discussing the distributive property: We can represent “7 times x”, but what about “7 times x + 3” ? After learning how to use the distributive property, students get a good amount of practice, with emphasis on the signs of the coefficients. Finally, the expressions get more complicated, requiring combining like terms after distributing. The included assignments are based off of the guided notes. Answer keys