Flipped+Classroom+Plan


 * Flipped Classroom Lesson Plan**
 * __Authors__**: Michael Ginter, Laura Glassmann, and Megan VanDenHengel
 * __Lesson Title__**: Having fun with Exponents! J
 * __Subject Area(s__**): Math
 * __Grade Level__**: 6-8
 * __Time Needed__**: 60-90 minutes
 * __PA Academic Standards__**:
 * 2.1.6.A.: Model and compare values of whole numbers, mixed numbers, fractions, and decimals.


 * 2.8.6.E.Use combinations of symbols and numbers to create ** expressions, equations, ** and
 * inequalities ** that model mathematical situations.


 * 2.1.8.F.Understand the concepts of ** exponents ** and ** roots ** and use the ** inverse ** relationships between ** exponents ** and ** roots ** to determine unknown quantities in ** equations **.


 * __Learning Objectives__**:
 * As a result of this lesson, students will learn the fuction of exponents.
 * As a result of this lesson, students will learn important vocabulary related to exponents (base, power)
 * As a result of this lesson, students will be able to solve exponents similar to the ones from the video viewed at home, without referring to any information sheets for help. (Behavioral)
 * As a result of this lesson, students will be able to recognize the base and power (Behavioral)

//Materials to prepare:// //Survey learning outcomes through the KWL chart:// //Address Common Problems and Facilitate Whole Group Discussion:// __Introduction__: As the students enter the class, have them watch the Exponent Song by Colin Dodds on smart board at: [|Exponent Song] and pause long enough toward the end when there is the “Pop quiz” on the screen to allow students to fill out the missing forms as a warm-up activity. Students should then find a partner and compare answers. __Mini-Lesson__: As a class, have groups report out their answers and expand with quick explanations of how they knew what the exponent form and standard form would look like. Through this conversation, remind/review with students the vocabulary of “base,” “power” and “exponent,” along with the idea that powers are repeated multiplication. As a class, complete one example (examine the difference between( (-3)^2 and -3^2) by having the students write out in words what each of the quantities is asking for and explaining the difference. Discuss the difference as a class. Not understanding the difference between the two is a common mistake found many times in higher level math students. As a small closure for the mini-lesson, have students contemplate and discuss with a partner why will always be negative no matter what value x is. //Differentiation/Individualization:// //Leveled Group Activities:// //Guide by the side:// Formative Assessment: Summative Assessment: Challenging Questions for Higher Performers:
 * __Student Learning Resources at Home__**:
 * Go to the website: [] and read through steps 1-4 to make sure you have an understanding of exponents. You can try step 4 (workout) if you want to get more practice, but it is not required.
 * Watch a video on exponents for 4 minutes at: [|exponent explanation video]
 * Play “Alien Exponent Game” to practice exponents. There are different levels to choose from. You can get more practice by choosing different levels. The game can be found at: [|Alien Exponents]. You should play the game for at least 5 minutes to get practice with exponents. If you are having more difficultly, you should go back to the first website and read through steps 1-4 again for review.
 * Take interactive [|Quiz] to assess how well you are doing with exponents.
 * __Student Learning Activities at Home__**:
 * Have students take out their KWL chart and fill in the first column for “What do you already know about exponents?” [|KWL exponents chart.docx]
 * The students will go to the first website on exponents and read through steps 1-4, which give a brief overview of exponents and visually lays out the information for students to see.
 * The students will then go to the second website and watch a teaching video on exponents for 4 minutes.
 * When students are done with both videos, they will fill-in the rest of their K-W-L charts and answer the brief questions below the chart for class the following day.
 * Students will need to get their KWL charts signed by their parents to indicate completion of watching the videos.
 * Students will then play two games. The first game is an “Alien Exponent Game.” This game will help students practice what they just learned. This game gives three choices for students to pick the answer from so it will be a good practice for them.
 * Students will then do a game that serves as a self-assessment. The basketball exponent game has students type in the answers to the questions, which is a much more difficult task. This will help show students if they need more practice by going back and reviewing the videos.
 * After students have completed the games and videos, they will need to do 5 problems on a worksheet for practice and then submit to the teacher via email. [|Exponent Worksheet.docx]
 * __Classroom Activities__**:
 * Teacher will need to prepare for centers by setting up a laptop station and making sure they are all up with the correct links. In addition, the teacher will need to have all worksheets copied and manipulatives ready to go for the centers.
 * Teacher will collect the student’s KWL chart and look over to see if any specific questions need to be addressed before beginning the lesson. Teacher will also pull-up a similar KWL chart on the smart board to address questions the class may have as a whole.
 * A brief mini-lesson will be used to address common problems students may have had while watching the videos:
 * The teacher will use the KWL charts to determine which students were able to view and participate in the at-home lesson, as well as which students had difficulty with the new concepts of exponents. The teacher will then know which students are in need of more assistance and will group students accordingly during the center rotations.
 * Students will be grouped in mixed groups with higher and lower level students in the same group to allow for students to learn from each other. The higher level students can help assist the students who may have more difficulty with the new concept.
 * __Station 1__: laptop center. Students will each get a laptop and will get to review their exponent skills by taking a practice quiz at:[|quiz]
 * __Station 2__: Manipulative Center. Give students tens/ones blocks and have them display different exponent problems with their blocks. Write different problems on the board for them to display with their blocks (ex: 2^2, so students would show 2x2 using their blocks)
 * __Station 3__: worksheet. Students will complete a worksheet that can be found on [|Practice Sheet]
 * The teacher will monitor student work by going to each center. The teacher will scaffold where needed and will informally assess student work through observations of their center rotations.
 * __Assessment__**:
 * The teacher will informally assess student work through completion of the KWL chart and through monitoring student work during the center rotations.
 * Worksheet [|Exponent Worksheet.docx] will serve as a formal assessment of completion of in-home assignment.
 * Exponent Quiz:[|exponent quiz]
 * Students who are grasping on to exponents at a quicker pace than the rest of the class will be challenged by having exponents in the form of addition, subtraction, and multiplication problems. In addition, negative numbers will be thrown into the mix too.