By the end of this section, students will be able to expand their use and understanding of exponents as they encounter positive and negative integers as exponents. When comparing equivalent expressions students will make use of repeated reasoning to justify the exponent properties. Students will apply exponent properties to base-ten system and scientific notation to represent and compute with very large and very small quantities.

PACING = 3 weeks

Essential Learning Outcomes (ELO)

∎ Students will make use of structure when applying properties of integer exponents to simplify expressions.  (8.EE.1) (MP.7)

Learning Targets:

• I can explain why a zero exponent produces a value of one. (8.EE.1)

• I can explain how a number raised to an exponent of -1 is the reciprocal of that number. (8.EE.1)

• I can use and explain the properties of integer exponents to generate equivalent numerical expressions. (8.EE.1)

∎ Students will express and compare numbers in scientific notation, and precisely calculate operations of numbers expressed in scientific notation.  (8.EE.3, 8.EE.4) (MP.1, MP.2)

Learning Targets:

• I can use scientific notation to express very large and very small quantities. (8.EE.3)

• I can express numbers as a single digit multiplied by an integer power of 10. (8.EE.3)

• I can perform operations using numbers expressed in scientific notation. (8.EE.4)

• I can interpret scientific notation that has been generated by technology. (8.EE.4)

• I can use scientific notation to estimate very small and large numbers. (8.EE.3)

• I can compare quantities to express how much larger one is compared to the other. (8.EE.3)

• I can choose appropriate units of measure when using scientific notation. (8.EE.4)

∎ Students will use square and cube roots with precision to solve equations involving integers.  (8.EE.2) (MP.2)

Learning Targets:

• I can evaluate square roots of small perfect squares. (8.EE.2)

• I can evaluate cube roots of small perfect cubes. (8.EE.2)

• I can understand that the square root of 2 (or another imperfect square) is irrational. (8.EE.2)

• I can explain why the square root of 2 (or another imperfect square) is irrational. (8.EE.2)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Continue Launching number talks & routines (see Q0: First Five Days)

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 21: Metric Maze

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 23: The Root of It

Nearpod Math lessons Open Middle tasks

Interactive manipulatives