Exponents

Introduction

What are exponents?

Journey through the world of exponents and you will find much more information on how we use exponents and the tricks of making them easy to compute.

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Task

Students will . . .

  • learn what an exponent represents
  • learn how to apply the exponent in the mathematical calculation process

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Process

This is where we get things rolling.  You will now move into the world of Exponents and learn some things, gather some information, and begin the process of creating a presentation, using a presentation software, such as PowerPoint or Prezi.  Remember, at the end you need to be prepared to present your findings to the class and teach us what you learned. Task #1Find the DefinitionYou can't accurately do research and make a presentation on something without being able to define it.  Start your journey by looking here to gain more knowledge about exponents and dig in.http://www.mathsisfun.com/exponent.htmlhttp://en.wikipedia.org/wiki/Exponenthttp://dictionary.reference.com/browse/exponent?s=thttp://www.purplemath.com/modules/exponent.htmhttp://www.mathsisfun.com/algebra/exponent-laws.htmlTask #2Presentation to the ClassMake your presentation to the class in the form of a PowerPoint or Prezi. http://office.microsoft.com/en-us/powerpoint/http://prezi.com/

Evaluation
Evaluation Rubric
  4 3 2 1 Score
Preparedness
of Presentation (20 points possible)		 Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. /20
Followed Instructions of WebQuest
(20 points possible)		 Completely followed all parts of instructions - no missing items. Followed 90%+ of the instructions, missing only minor pieces of instruction. Followed 80%+ of instructions. Missing a full piece of the instructional material or several major parts of the instruction. Followed less than 80% of the instructions and missing full piece or pieces of instructions. /20
Content (40 points possible) Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. /40
Speaks Clearly (20 points possible) Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces no more than five words. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than five words. Often mumbles or can not be understood OR mispronounces more than five words. /20
Conclusion

Now that our Exponent journey is complete, you should be qualified to answer the following:

  • be able to provide a definition for Exponents
  • show how an exponent is used in a mathematical expression and solve it
  • show proof of your understanding through the completion of the online work
  • have a completed presentation (PowerPoint or Prezi) for demonstration of your knowledge to the class
  • be able to teach the class about exponents.

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Credits
Teacher Page

About this Webquest:  This WebQuest was designed to increase a student's knowledge of Exponents and to allow that student to utilize their skills in various forms of technology to achieve results.  Searching for information on several websites and formulating information into a presentation will allow a student to show their creative side and allow the student to teach the rest of the class just what was learned.

Objectives/Goals: This WebQuest should be used after students have received an introduction to the concepts of Exponents.  At that point, students will have a foundational understanding of exponents, and their research towards completing this WebQuest will help them gain a full understanding of exponents.  Being able to present and teach to other students will reinforce the learning concepts and allow for assessment by the instructor.

 
  
Standards
CCSS.Math.Content.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.

CCSS.Math.Content.8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.

CCSS.Math.Content.8.EE.A.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology