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Laws of Exponents Two: Power of a Power & Power of a Product

written by: Ginean Royal • edited by: Carly Stockwell • updated: 2/5/2013

This is a lesson plan that will demonstrate to students how to solve problems when variables and exponents are involved.

  • slide 1 of 2

    Lesson Overview

    Once the students have learned the basics of exponents, (base, exponent, power, factor), now students will learn how to multiply two or more powers that have the same base.

    Common Core State Standards

    A.SSE.2: Use the structure of an expression to identify ways to rewrite it.

    F.IF.8b: Use the properties of exponents to interpret expressions for exponential functions

    Mathematical Practice(s): 8. Look for and express regularity in repeated reasoning.

    Learning Target(s)

    • I can explain why equivalent expressions are equivalent.
    • I can look for and identify clues in the structure of expressions in order to rewrite it another way.

    Essential Question(s)

    Why structure expressions in different ways?


    • Monomial
    • Equivalent expressions
    • Base
    • Exponent
    • Power
    • Factor
  • slide 2 of 2



    • Review the vocabulary.
    • Add to the Foldable.
    • Write Power of a Power on the tab below Product of Powers and provide a basic example. Ex: (k5)9 = k45
    • Now lift up the tab and write on the top portion – Multiply the exponents. On the bottom portion that says, “Power of a Power", provide two examples and explain each example in detail.
    • Also note the if no exponent is written, the exponent is one (1). Give some examples.
    • Write Power of a Product on the tab below Power of a Power and provide a basic example. Ex: (-2xy)3 = -8x3y3
    • Now lift up the tab and write on the top portion – Raise everything inside the parentheses to the exponent. On the bottom portion that says, “Power of a Product", provide two examples and explain each example in detail.

    * Now you have the basis of your lesson and you can move on to Guided Practice.

    Guided Practice: 3-6 practice problems. You can do 1or 2 problems with the students at the board (Smart Board, Elmo, etc.) and then put them in small groups of no more than 3 to do the rest. These problems can be pulled from any textbook or other resource.

    Independent Practice: Approximately 5 problems to be done alone.

    Closure/Review: Ask 1-3 questions relating to today’s lesson to be answered by the class as a whole. This will give you a general idea of the class’ understanding of today’s topic.

    Exit Ticket: This is to be done the last 3-5 minutes of class and given to you (by hand or in a designated area of your room) as they leave class. Possible question(s): 1) Express the area of an equilateral triangle with a height of 3a and a base of 6ab3 as a monomial.

    Below is the entire foldable with examples in a Word document. Each day you can add to the foldable and at the end of the lessons/unit, you will have notes for each area in one location. This attachment will be at the end of each lesson for Laws of Exponents.


    (Foldables are interactive organizers created by Dinah Zike). This foldable is the Layered-Look Book.

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