LESSON PLAN

Date: October 28 to November 8, 2024 Grade: 8M&Y

Duration: 8 hours Sessions: 6, 2 x 40 mins
Unit Title:
Lesson Theme/Topic: Indices Supervisor: Mrs. Marcia Evans

STEM Inclusion:

Prior knowledge/Learning: Students would have done number base systems and will be familiar with exponents
use in ascertaining placement value.
Attainment Target: Students will demonstrate an understanding of indices (exponents) and
their applications in simplifying expressions, solving equations, and understanding scientific
notation.

General Objectives: At the end of lesson students should be able to

1. To understand the concept of indices and their properties.

2. To apply the laws of indices in simplifying mathematical expressions.
3. To solve problems involving indices in real-world contexts.

Specific Objectives:
Objectives: By the end of the lesson students will be able to:
Students at the end of the lesson should be able to:
from a parallel circuit
Cognitive Domain:

 Week 1:
 Students will define indices and explain their significance in mathematics.
 Students will identify and apply the laws of indices (product, quotient, power of
a power).
 Week 2:
 Students will simplify expressions using the laws of indices.
 Students will solve equations involving indices.

Affective Domain:
  Students will appreciate the relevance of indices in scientific notation and real-world
applications.
 Students will demonstrate a positive attitude towards problem-solving using indices.

Psychomotor Domain:

 Students will accurately perform calculations involving indices using calculators and
by hand.
 Students will create visual aids (posters) to demonstrate the laws of indices.

Resource Material(s):

 Whiteboard and markers

 Projector and screen for presentations
 Hand-outs with definitions and laws of indices
 Worksheets for practice problems
 Calculators
 Visual aids (posters, charts)
 Online resources (videos, interactive quizzes)

KEY VOCABULARY/ CONTENT OUTLINE

Key Vocabulary:

 Indices (Exponents)
 Base
 Power
 Product Law
 Quotient Law
 Power of a Power Law
 Scientific Notation
Content Outline:
 Session 1:
 Introduction to indices: Definition and significance.
 Explanation of base and exponent.
 Introduction to the laws of indices (Product Law).
 Session 2:
 Continuation of laws of indices (Quotient Law).
 Group activity: Identifying and applying laws of indices in examples.
 Session 3:
 Power of a Power Law.
 Practice problems on applying laws of indices.


 Session 3 (continued):
 Review of the laws of indices through interactive exercises.
 Homework assignment: Simplifying expressions using the laws of indices.

Week 2: Application of Indices

 Session 4:
 Recap of the laws of indices.
 Introduction to simplifying expressions with multiple laws.
 Group activity: Solve complex problems involving multiple laws of indices.
 Session 5:
 Introduction to solving equations involving indices.
 Step-by-step examples of how to isolate variables in equations with indices.
 Practice problems on solving equations.
 Session 6:
 Application of indices in scientific notation.
 Real-world examples of indices in science and technology.
 Summative assessment preparation: Review key concepts and practice test
questions.
Teaching and Learning Strategies: (put a √ next to those that you address in your lesson)
Preparation Scaffolding Grouping Options Other
☒ Adaptation of ☒ Modelling ☒ Whole Class
content
☒ Links to ☒ Guided practice ☐ Small groups
background
☒ Links to past ☐ Independent practice ☐ Partners
learning
☒ Strategies ☒ Verbal scaffolds ☒ Independent
incorporated
☐ Procedural scaffolds
Integration of Processes Application Assessment
☒ Listening ☐ Hands-on ☒ Individual
☒ Speaking ☐ Authentic ☒ Group
(Meaningful)
☒ Reading ☒ Linked to objectives ☒ Written
☒ Writing ☒ Promotes ☐ Oral
engagement ☒ Model project
Lesson Procedure
Session 1: Introduction to Indices
Engage:

 Begin with a real-world scenario: Ask students how they would express very large or
very small numbers (e.g., the distance to stars or the size of atoms). Introduce
scientific notation and its reliance on indices.
 Show a short video clip that illustrates the use of indices in science and technology.

Explore:

 Provide students with a set of numbers to convert into scientific notation. Allow them
to work in pairs to discuss their methods and findings.
 Introduce the concept of base and exponent through hands-on activities, such as
using blocks to represent powers (e.g., 2^3 = 2 × 2 × 2).

Explain:

 Define indices (exponents) and explain the significance of the base and exponent.
 Introduce the Product Law of indices (a^m × a^n = a^(m+n)) with examples on the
whiteboard.

Elaborate:

 Have students create visual aids (posters) that illustrate the Product Law of indices,
including examples and non-examples.
 Encourage students to present their posters to the class, explaining their
understanding of the law.

Evaluate:

 Conduct a quick formative assessment through a quiz on the definitions and the
Product Law of indices.
 Collect and review the posters for understanding and creativity.
Session 2: Exploring More Laws of Indices
Engage:

 Start with a review of the Product Law. Pose a question: What happens when we
divide numbers with the same base?

Explore:

 Introduce the Quotient Law of indices (a^m / a^n = a^(m-n)). Provide practice
problems for students to solve in small groups.
 Allow students to use calculators to check their answers and discuss any
discrepancies.

Explain:

 Present the Quotient Law on the whiteboard, providing clear examples and non-
examples.
 Discuss the Power of a Power Law ( (a^m)^n = a^(m*n) ) and provide examples.

Elaborate:

 Engage students in a group activity where they identify and apply the laws of indices
in various examples.
 Challenge them to create their own problems using the laws learned and exchange
them with another group to solve.

Evaluate:

 Administer a short quiz on the Quotient Law and Power of a Power Law.
 Review group

Session 2: Exploring More Laws of Indices (Continued)

Evaluate:

 Administer a short quiz on the Quotient Law and Power of a Power Law.
 Review group-created problems for accuracy and creativity, providing feedback on
 their understanding of the laws of indices.

Session 3: Application of Indices in Real-World Contexts

Engage:

 Present a scenario involving exponential growth, such as population growth or viral

spread, and ask students how they think indices might apply to these situations.
 Show a video or infographic that illustrates real-world applications of indices.

Explore:

 Provide students with data sets that involve exponential growth or decay (e.g.,
bacteria growth, investment growth).
 In pairs, have them analyze the data and identify how indices are used to represent
these changes.

Explain:

 Discuss how indices are used in various fields such as finance, science, and
technology.
 Explain the concept of logarithms as the inverse of indices, providing a basic
introduction.

Elaborate:

 Assign a project where students must choose a real-world phenomenon that involves
indices (e.g., compound interest, population growth) and create a presentation
explaining the role of indices in that context.
 Encourage creativity in their presentations, allowing them to use visuals, graphs, and
real data.

Evaluate:

 Have students present their projects to the class, assessing their understanding of
how indices apply to real-world situations.
  Use a rubric to evaluate their presentations based on clarity, understanding of the
concept, and creativity.

Session 4: Review and Summative Assessment

Engage:

 Begin with a fun review game (e.g., Kahoot or Quizizz) that covers all the laws of
indices learned in previous sessions.
 Encourage friendly competition to motivate students.

Explore:

 Provide a review worksheet that includes a variety of problems involving all the laws
of indices. Allow students to work in pairs to solve the problems collaboratively.

Explain:

 Go over the answers to the review worksheet as a class, clarifying any

misunderstandings and reinforcing key concepts.
 Highlight common mistakes and how to avoid them.

Elaborate:

 Discuss the importance of indices in higher-level mathematics and how they will
encounter these concepts in future studies.
 Encourage students to think about how they can apply what they've learned in other
subjects.

Evaluate:

 Administer a summative assessment that includes a mix of multiple-choice, short

answer, and problem-solving questions related to indices

Chatly: GPT-4
Session 4: Review and Summative Assessment (Continued)
Evaluate (Continued):

 After administering the summative assessment, provide students with feedback on

their performance. Highlight areas of strength and areas that may need further
review.
 Consider conducting a reflection session where students can discuss what they found
challenging and what strategies helped them understand the laws of indices better.

Session 5: Extension Activities and Further Exploration

Engage:

 Introduce a real-world problem that requires the application of indices, such as

calculating the future value of an investment with compound interest. Pose questions
to stimulate discussion about how indices play a role in financial literacy.

Explore:

 Provide students with various scenarios involving exponential growth and decay, such
as radioactive decay or the spread of a virus. Have them work in groups to analyze
these scenarios and present their findings.

Explain:

 Discuss the relationship between indices and logarithms in more detail, explaining
how logarithms can be used to solve equations involving exponents. Provide
examples of how this is applicable in real-world contexts, such as in sound intensity
(decibels) or pH levels in chemistry.

Elaborate:

 Challenge students to create their own real-world problems involving indices and
logarithms. They can exchange these problems with peers to solve, fostering
collaboration and deeper understanding.

Evaluate:
  Conduct a final assessment that includes a mix of practical applications, problem-
solving, and conceptual questions related to indices and logarithms. Use this
assessment to gauge students' overall understanding and readiness to apply these
concepts in future mathematical contexts.

Session 6: Reflection and Future Learning

Engage:

 Start with a discussion on how the understanding of indices and logarithms can
impact their daily lives, such as in technology, finance, and science.

Explore:

 Have students reflect on their learning journey throughout the sessions. They can
write a short essay or create a visual representation (like a mind map) of how their
understanding of indices has evolved.

Explain:

 Summarize the key concepts learned throughout the sessions, emphasizing the
importance of indices in mathematics and their applications in various fields.

Elaborate:

 Encourage students to think about how they can continue to explore the topic of
indices in higher-level mathematics or in other subjects, such as physics or
economics.

Evaluate:

 Conclude with a feedback session where students can share their thoughts on the
lessons, what they enjoyed, and what could be improved. This will help inform future
lessons and ensure that students feel their voices are heard.

Session 6: Reflection and Future Learning (Continued)

Engage (Continued):
  Facilitate a discussion on specific examples where indices and logarithms are used in
technology, such as in algorithms, data analysis, or computer science. Encourage
students to share any personal experiences or observations related to these concepts
in their daily lives.

Explore (Continued):

 Organize a gallery walk where students can display their essays or mind maps. This
allows them to share their reflections with peers and gain insights from different
perspectives. Encourage them to ask questions and provide feedback to one another.

Explain (Continued):

 Reinforce the connection between indices and logarithms by demonstrating how

logarithmic scales are used in various fields, such as measuring earthquake intensity
(Richter scale) or sound levels (decibels). Provide real-life examples to illustrate these
concepts.

Elaborate (Continued):

 Challenge students to research a topic that interests them related to indices or

logarithms, such as their role in population growth models or financial forecasting.
They can present their findings to the class, fostering a deeper understanding and
encouraging independent learning.

Evaluate (Continued):

 Conduct a final reflective assessment where students can express what they have
learned about indices and logarithms, how their understanding has changed, and how
they plan to apply this knowledge in the future. This could be in the form of a written
response, a presentation, or a creative project.
Assessment Activities:

Classwork Activities

1. Indices and Logarithms Quiz:

 Objective: Assess understanding of key concepts and definitions.

 Activity: A short quiz consisting of multiple-choice and short-answer questions
covering:
 Basic properties of indices (e.g., (a^m \times a^n = a^{m+n}))
 Conversion between indices and logarithms (e.g., (a^x = b \Rightarrow x
= \log_a(b)))
 Simple calculations involving indices and logarithms.

2. Group Problem-Solving:

 Objective: Encourage collaboration and application of concepts.

 Activity: In small groups, students will solve a set of problems that require
them to apply indices and logarithms in real-world scenarios, such as:
 Calculating the pH of a solution (using logarithms).
 Determining the growth of a population using exponential growth models.
 Each group will present their solutions and reasoning to the class.

3. Mind Map Creation:

 Objective: Visual representation of understanding.

 Activity: Students will create a mind map that illustrates the relationships
between indices, logarithms, and their applications. They should include:
 Key properties and rules.
 Examples of real-world applications.
 Connections to other mathematical concepts.

Homework Activities

1. Reflective Essay:
  Objective: Encourage personal reflection and deeper understanding.
 Activity: Write a short essay (300-500 words) reflecting on the importance of
indices and logarithms in mathematics and their applications in fields such as
science, economics, or technology. Students should:
 Summarize what they learned.
 Discuss how their understanding has evolved.
 Provide examples of how they might use these concepts in the future.

2. Research Project:

 Objective: Foster independent learning and exploration.

 Activity: Choose a topic related to indices or logarithms (e.g., their role in
financial forecasting, population growth models, or technology). Students will:
 Conduct research and gather information.
 Prepare a presentation (slide deck or poster) to share their findings with
the class in the next session.
 Include real-life examples and applications of the chosen topic.

3. Problem Set:

 Objective: Reinforce skills through practice.

 Activity: Complete a problem set that includes:
 Simplifying expressions with indices.

Step 5: Evaluation (Assessment Activity to include Reflection)

Administer formative assessment (although checking for understanding should be done throughout the lesson). Rubrics should be used to
assess skill development
Evaluation A

Students will be given assessment activities during lessons.

They will answer questions related to objectives taught.
Work sheets will be given to students to assess knowledge of :
Laws of Indicies
Evaluation B:
Quiz, Homework, Worksheets, Monthly Test, Exit Tickets, Peer Presentation, Reflective Assignment
Evaluation (Teacher’s reflection on the lesson and the lesson objectives) 8M
The lesson (was / was not) completed. Reason was not:
All lesson objectives (were / were not) achieved. List objective/s not done:
Learning Outcome:
Methodology used (was / was not) appropriate. Reason was not: ________________________________________
Classroom management (was / was not) effective. Reason was not: _____________________________________
Instructional Materials used (were / were not) appropriate. Reason were not: _____________________________
Students’ Participation Grade: Students’ Behaviour:
Students’ degree of completion of assigned tasks:
Workbook Page(s): ___________________________ Worksheet Activity: ____________________________
Special comments:

Evaluation (Teacher’s reflection on the lesson and the lesson objectives) 8Y

The lesson (was / was not) completed. Reason was not :
All lesson objectives (were / were not) achieved. List objective/s not done:
Learning Outcome:
Methodology used (was / was not) appropriate. Reason was not: ________________________________________
Classroom management (was / was not) effective. Reason was not: _____________________________________
Instructional Materials used (were / were not) appropriate. Reason were not: _____________________________
Students’ Participation Grade: Students’ Behaviour:
Students’ degree of completion of assigned tasks:
Workbook Page(s): ___________________________ Worksheet Activity: ____________________________
Special comments:
 Assessment Activities
Classwork Activity: Laws of Indices*

*Part 1: Worked Examples (10 questions)*

1. Simplify: 2^(3) × 2^(4)

2. Evaluate: (3^(2))^(3)

3. Simplify: 4^(2) ÷ 4^(1)

4. Solve: x^(2) × x^(5) = x^(?)

5. Simplify: (2^(3))^(2)

1. Evaluate: 5^(0)

2. Simplify: 3^(4) × 3^(2)

3. Solve: (x^(2))^(3) = x^(?)

4. Simplify: 2^(5) ÷ 2^(3)

5. Evaluate: (4^(1/2))^(2)

*Part 2: Multiple Choice Questions (10)*

Choose the correct answer for each question.

1. What is the value of 2^(3) × 2^(2)?

A) 2^(5)
B) 2^(6)
C) 2^(1)
D) 2^(0)

1. Which of the following is equivalent to 3^(4)?

A) 3 × 3 × 3 × 3
B) 3 + 3 + 3 + 3
C) 3^(2) × 3^(2)
D) 3^(2) + 3^(2)

1. What is the value of x^(2) × x^(3)?

A) x^(5)
B) x^(6)
C) x^(1)
D) x^(0)

1. Which of the following is true?

A) a^(m) × a^(n) = a^(m+n)

B) a^(m) × a^(n) = a^(m-n)
C) a^(m) ÷ a^(n) = a^(m+n)
D) a^(m) ÷ a^(n) = a^(m-n)

1. What is the value of (2^(3))^(2)?

A) 2^(6)
B) 2^(5)
C) 2^(4)
D) 2^(1)

1. Which of the following is equivalent to 5^(0)?

A) 1
B) 0
C) 5
D) -5

1. What is the value of 3^(2) ÷ 3^(1)?

A) 3
B) 9
C) 1
D) 0
1. Which of the following is true?

A) a^(0) = 1
B) a^(0) = 0
C) a^(0) = a
D) a^(0) = -a

1. What is the value of (4^(1/2))^(2)?

A) 4
B) 2
C) 16
D) 1

1. Which of the following is equivalent to x^(2) × x^(4)?

A) x^(6)
B) x^(8)
C) x^(2)
D) x^(1)

*Answers*

Part 1:

1. 2^(7)
2. 3^(6)
3. 4^(1)
4. x^(7)
5. 2^(6)
6. 1
7. 3^(6)
8. x^(6)
9. 2^(2)
10. 4

Part 2:

1. A) 2^(5)
2. A) 3 × 3 × 3 × 3
3. A) x^(5)
4. A) a^(m) × a^(n) = a^(m+n)
5. A) 2^(6)
6. A) 1
7. A) 3
8. A) a^(0) = 1
9. A) 4
10. A) x^(6)

Homework Activity
*Homework Activity: Laws of Indices*

*Section A: Simplification (10 questions)*

1. Simplify: 2^(3) × 2^(2)

2. Simplify: (3^(2))^(3)

3. Simplify: 4^(2) ÷ 4^(1)

4. Simplify: x^(4) × x^(3)

5. Simplify: (2^(4))^(1/2)

6. Simplify: 5^(3) × 5^(2)

7. Simplify: (x^(2))^(4)

8. Simplify: 3^(5) ÷ 3^(3)

9. Simplify: (4^(1/2))^(4)

10. Simplify: x^(6) × x^(2)

*Section B: Evaluation (5 questions)*

1. Evaluate: 2^(5)

2. Evaluate: (3^(2))^(1/2)

3. Evaluate: 5^(0)

4. Evaluate: (2^(3))^(2)

5. Evaluate: x^(2) × x^(3)

*Section C: Multiple Choice (5 questions)*

1. What is the value of 2^(3) × 2^(4)?

A) 2^(5)
B) 2^(6)
C) 2^(7)
D) 2^(1)

2. Which of the following is equivalent to 3^(4)?

A) 3 × 3 × 3 × 3
B) 3 + 3 + 3 + 3
C) 3^(2) × 3^(2)
D) 3^(2) + 3^(2)

3. What is the value of x^(2) × x^(5)?

A) x^(6)
B) x^(7)
C) x^(10)
D) x^(3)

4. Which of the following is true?

A) a^(m) × a^(n) = a^(m+n)
B) a^(m) × a^(n) = a^(m-n)
C) a^(m) ÷ a^(n) = a^(m+n)
D) a^(m) ÷ a^(n) = a^(m-n)

5. What is the value of (4^(1/2))^(2)?

A) 4
B) 2
C) 16
D) 1

*Submission Instructions:*

- Write your answers clearly and concisely.

- Show your work for simplification and evaluation questions.
- Choose the correct answer for multiple-choice questions.

*Grading Criteria:*

- Accuracy (80%)
- Completeness (10%)
- Clarity and organization (10%)