Exponent Rules and Scientific Notation Workshop

SubstitutePlans.com
Mathematics · Math 7-8 / Pre-Algebra
SP-MATH68-014 · Free to print and use in your classroom · substituteplans.com
Page 2
Exponent Rules and Scientific Notation
Workshop
Mathematics · Math 7-8 / Pre-Algebra · Grades 8 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the exponent rules on the board.
Technology
None. Calculators are optional for arithmetic only.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will apply integer exponent rules and convert numbers between standard form and scientific
notation, including products and a real-world calculation.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: aᵐ × aⁿ = aᵐ⁺ⁿ aᵐ ÷ aⁿ = aᵐ⁻ⁿ (aᵐ)ⁿ = aᵐⁿ a⁰ = 1 a⁻ⁿ = 1/aⁿ
☐ Keep the answer key on your desk. Calculators are optional.
Say this to start
Good morning! Today’s math is about exponents, which are shortcuts for repeated multiplication, and scientific
notation, which writes very large or very small numbers compactly. The rules are on the board and the worksheet
walks students through them. Your job is to keep everyone working and read the answers at the end.
Run of show
Minutes
What you do
What students do
0–5
Take attendance as the school requires. Hand out
worksheets face down.
Settle in with a pencil.
5–12
Read the rules on the board aloud. Then read this example:
2³ × 2⁴ means (2·2·2) × (2·2·2·2), which is seven 2s, so 2⁷.
Scientific notation: 45,000 = 4.5 × 10⁴ because the
decimal moves 4 places left.
Follow along and ask questions.
12–25
Tell students to complete questions 1–6 (exponent rules).
Fill in the blanks using the rules.
25–38
Tell students to do questions 7–12 (conversions and
products) and the Sort It table.
Convert numbers and multiply in scientific
notation.
38–46
Have students finish questions 13–14. Read the answers
aloud from the key.
Solve the word problem and explain a
mistake. Check their own work.
46–50
Collect all worksheets and stack them for the teacher.
Hand in the worksheet.

SubstitutePlans.com
Mathematics · Math 7-8 / Pre-Algebra
SP-MATH68-014 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students are confused by negative exponents, tell them a negative exponent means “flip it”: 4⁻² = 1/4² =
1/16. It does not make the number negative.
• If a student writes 20 × 10⁸ as the final answer to question 12, remind them scientific notation needs a
number between 1 and 10 in front.
• If students want to use a calculator, allow it for arithmetic only. The exponent steps should be done by hand.
• If a student finishes early, use the early finisher list.
Early finishers
• Write the number of seconds in a day (86,400) in scientific notation.
• Make up two exponent expressions that both simplify to 3⁵ and trade with a neighbor.
Support and challenge
• Support: Allow calculators and complete questions 1–4, 7–10 and 13 only.
• Challenge: Ask students to find (6 × 10⁸) ÷ (2 × 10³) and explain the steps (answer: 3 × 10⁵).
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: