- 60 Views
- Uploaded on
- Presentation posted in: General

Exemplar Module Analysis

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Exemplar Module Analysis

Grade 8 – Module 1

- Become familiar with content related to Grade 8 Module 1.
- Understand the differences between the old standards and the new standards.
- Know the relationship between the concepts in Topic A, properties of integer exponents, and Topic B, scientific notation.
- Review an assessment item and participate in scoring the item through the use of a rubric.

- Topic A: Exponential Notation & Properties of Integer Exponents
- Know and apply properties of integer exponents to generate equivalent expressions
- 5.NBT.2: Use whole number exponents to denote positive powers of 10
- 6.EE.1: Use exponents with bases other than 10
- 7.G.4 & 7.G.6: Use exponents with area and volume

- Scientific notation relates to place value learned in K-5.

- Current NY Grade 8 Standard:
- Develop and apply the laws of exponents for multiplication and division
- Common Core:
- Know and apply properties of integer exponents to generate equivalent expressions
- What does it mean to know something as compared to develop?

- How many days are typically spent on these topics?
- How are concepts developed?
- How well do students retain information, what do they struggle with? In other words, what do students really know?

- Current NY Grade 8 Standard:
- Develop and apply the laws of exponents for multiplication and division
- Common Core:
- Know and apply properties of integer exponents to generate equivalent expressions

The ratio of the area of California to the area of the U.S.A. is 1:23.

- A strong foundation in properties of exponents reduces the work with scientific notation to computational exercises.
- California’s geographic area is 163,696 sq mi, and the geographic area of the U.S. is 3,794,101 sq mi. Let us round off these figures to and
- Estimate the ratio of the area of California to the area of the U.S.A.

- The average distance from Earth to the moon is about km, and in year 2014, the distance from Earth to Mars is approximately km. On this simplistic level, how many more kilometers is it to travel from Earth to Mars than travel from Earth to the moon?
- What do students need to know to answer this?

- By attending to precision with respect to definitions (MP 6),
- By looking for and making use of structure (MP 7),
- And by constructing logical arguments to build a progression of statements to explore the truth of conjectures (MP 3).

EX: Josie says that Is she correct? How do you know?

- What’s the purpose of such an exercise?

In general, for any number x and any positive integer n, xnis by definition,

- Why do we restrict m and n to positive integers?

In general, if x is any number and m, n are positive integers, then

- By analogy, this law relates to what we know about repeated addition and the distributive property:

In general, if x is any number and m, n are positive integers, then

- Suppose we add 4 copies of 3, thereby getting (3+3+3+3), and then add 5 copies of the sum. We get:

- Build logical progression of statements to explore truth of a conjecture.
- Make a conjecture: A Socratic discussion leads to the need to define as 1 (for positive number x).
- Verify the conjecture: Students check to see if the first law of exponents,
is still valid for whole numbers m and n(rather than just positive exponents in previous lessons).

- Students develop cases for m and n explore the truth of the conjecture (MP 3) made about is accurate.

- Make a conjecture: A new discussion leads to the need to define as for nonzero number x and positive integer n.
- Verify the conjecture: Again, students see, by exploring a number of cases, that this definition is consistent with for all integers m and n, and therefore a valid extension to the original definition.

- This work leads students to expanding the existing definition to positive number x and any integer b in
- Why the restrictions onx and b? How often do you put restrictions on symbols?

Then: Now:

- Importance of precise definition of , leading to an understanding of the laws of integer exponents.
- Support students, through discussion, in developing logical progression of statements.