8EE-Expressions+and+EquationsWork+with+radicals+and+integer+exponents

8.EE.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. 8.EE.2. Use square root and cube root symbols to represent solutions to equations of the form //x//2 = //p// and //x//3 = p, where //p// is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 8.EE.3. Use numbers expressed in the form of a single digit times a whole-number 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.// 8.EE.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. || ===‍‍‍‍‍‍‍‍‍‍**‍‍‍‍‍**Anchor Standard/Mathematical Practice(s) === EE.1 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. EE.2 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. EE.3 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. EE.4 <span style="font-family: Arial,Helvetica,sans-serif;">2. Reason abstractly and quantitatively. <span style="font-family: Arial,Helvetica,sans-serif;">5. Use appropriate tools strategically. <span style="font-family: Arial,Helvetica,sans-serif;">6. Attend to precision. || 8.TT.1 Use technology and other resources for assigned tasks. 8.SE.1 Analyze responsible behaviors when using information and technology resources. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Remembering Understanding Applying Analyzing Evaluating || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== • Bases must be the same before exponents can be added, subtracted or multiplied. (Example 1) • Exponents are subtracted when like bases are being divided (Example 2) • A number raised to the zero (0) power is equal to one. (Example 3) • Negative exponents occur when there are more factors in the denominator. These exponents can be expressed as a positive if left in the denominator. (Example 4) • Exponents are added when like bases are being multiplied (Example 5) • Exponents are multiplied when an exponents is raised to an exponent (Example 6) • Several properties may be used to simplify an expression (Example 7) irrational. Students recognize that squaring a number and taking the square root √ of a number are inverse operations; likewise, cubing a number and taking the cube root are inverse operations Students understand that in geometry the square root of the area is the length of the side of a square and a cube root of the volume is the length of the side of a cube. Students compare and interpret scientific notation quantities in the context of the situation, recognizing that if the exponent increases by one, the value increases 10 times. Likewise, if the exponent decreases by one, the value decreases 10 times. Students solve problems using addition, subtraction or multiplication, expressing the answer in scientific notation. enter scientific notation using E or EE (scientific notation), * (multiplication), and ^ (exponent) symbols. Students add and subtract with scientific notation. Students use laws of exponents to multiply or divide numbers written in scientific notation, writing the product or quotient in proper scientific notation. Students understand the magnitude of the number being expressed in scientific notation and choose an appropriate corresponding unit.
 * ===**Common Core Standard**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * 8.EE.1** Students understand:
 * 8.EE.2** Students recognize perfect squares and cubes, understanding that non-perfect squares and non-perfect cubes are
 * 8.EE.3** Students use scientific notation to express very large or very small numbers.
 * 8.EE.4** Students understand scientific notation as generated on various calculators or other technology. Students

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
work with radicals and integer exponents. I can evaluate exponents. I can use square root and cube root. I can remember the perfect squares and perfect cubes. I can express numbers in scientific notation. I can use exponents to multiply or divide numbers in scientific notation.
 * 8.EE.1**
 * 8.EE.2**
 * 8.EE.3**
 * 8.EE.4**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
laws of exponents, power, perfect squares, perfect cubes, root, square root, cube root, scientific notation, standard form of a number.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**
Station activites and hands-on activities selected based on student.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
Hands-on activity book - page 157 EE 1, page 160 EE 2, page 162 EE 3, page 165 EE 4 (select activity based on student needs)

Choice Boards
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===

Carnegie Learning
- Chapter 13 ( lessons 1 through 6) Square Root game Illustrative Mathematics

Mathematics Station Activites page 24
Quantiles EE.1 Quantiles EE.2 Quantiles EE.3 Quantiles EE.4



===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===
 * Refer to NC DPI unpacked content pages 8-12**
 * Refer to Arizona Academic Content standards pages 5-7**