```Expressions and Equations – Apply and extend previous understandings
of arithmetic to algebraic expressions.
TEACHERS: Pemberton
STANDARD:
 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.
OBJECTIVE (EXPLICIT):
 Use models to analyze and solve mathematical expressions involving whole number
exponents.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
 I can explain the meaning of a number raised to a power.
 I can write numerical expressions involving whole-number exponents.
 I can evaluate numerical expression involving whole-number exponents.
KEY VOCABULARY:
MATERIALS:
Color tiles (91 per group)
Base
Inch Grid Paper
Exponent
(http://www.printablepaper.net/preview/grid-portraitEvaluate
letter-1-noindex )
Square
Colored Pencils
Cube/Cubic
Review: Order of Operations
Learning Resources pg. 38 & 39
BEFORE
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST) You have the option of earning \$35.00 a week for your allowance or
earning \$1 on Monday, but then doubling the previous days amount for the remaining days of the
week. Which would you choose?
TEACHER WILL:
to this question: If you called 3
friends after you ate breakfast, 3
more at lunch time and 3 more after
dinner, how many friends have you
called by the end of the day?
 Ask students to T-P-S the meaning
of base and exponent and how to
evaluate expressions involving
exponents.
 Tell students that you “forgot to tell
friends prior to having breakfast.”
How does that change our
expression?
STUDENT WILL:
 T-P-S (Think-Pair-Share) Model the
given question on your white board
to show the total number of friends
called by the end of the day and then
write an expression for it.
 T-P-S the meaning of base and
exponent and how to solve a power.
 T-P-S how can you include the six
friends that you forgot you called into
DURING
AFTER
TEACHER WILL:
STUDENT WILL:
 Distribute bags of color tiles and 1
 Use color tiles to model show what
inch grid paper.
1, 2, 3, 4, 5, 6, 7, 8 to the powers of
1 and 2 look like.
 Model how to show various bases
raised to various powers. (1, 2, 3, 4,
 Record their “squared” answers on
5, 6, 7, 8 to the powers of 1 and 2)
chart to guide them to discovering a
using “squared” for the power of two.
pattern. (attached)
 Ask students to look for a pattern
 Follow examples of how to use grid
while evaluating the powers. Guide
paper to solve expressions
them to notice that the base gets
containing exponents.
multiplied by itself as many times as
 Use white board to review Order of
the exponent tells us to.
Operations.
 Review Order of Operations giving
 Follow teacher example to solve the
review problems involving +, - , x
following expressions. (32 + 4; 42 +
and ÷.
11; 62 + 8)
 Model how to use grid paper to solve
expressions containing exponents
using the following examples: (32 +
4; 42 + 11;62 + 8) Sample attached.
TEACHER WILL:
STUDENT WILL:
 Ask students the engage question
 In groups or pairs, discuss an
from above. With shoulder partner
words and numbers.
pictures, words and numbers.
 Ask students to write a paragraph
 Write a paragraph explaining how to
explaining how to evaluate
evaluate expressions involving
expressions involving exponents and
exponents and give a real-world
give a real-world example.
example.
https://www.georgiastandards.org/C
ommonCore/Common%20Core%20Framew
t3SE.pdf pg.10
 file:///C:/Users/terri%20pemberton/D
uationsTeacherModule.pdf pg.6
 http://www.slcschools.org/departmen
ts/curriculum/math/documents/Inquir
yLessonExponents.pdf
Square
Square Root
1 x 1 = 1 =  = 1
√1 = 1
+ 4 = 12
```