Audience Description: This lesson has been designed for my average

level 8th grade math class. There are 23 students in this class. Their
desks are arranged into rows and columns. At this point, the students
will have limited knowledge of exponents and their properties. They
will have had lessons on the Product of Powers and Quotient of Powers
rules.
Lesson Title: Exponent Properties: Power to a Power
Length of Lesson: 47 minutes (8:10-8:57)
Objectives:
Students will be able to explain the Power to a Power rule.
(Blooms Taxonomy: Understand)
Students will be able to write exponents as repeated
multiplication in order to simplify expressions. (Blooms
taxonomy: Apply)
Students will be able to simplify expressions applying the power
to a power property. (Blooms Taxonomy: Apply)
Standards:
Domain: Expressions and Equations 8.EE
Cluster: Work with radicals and integer exponents.
Standard: 1. Know and apply the properties of integer exponents
to generate equivalent numerical expressions. For example, 32
1
1
3-5 = 3-3 =
=
.
3
27
3
Anticipatory Set (10 minutes): Bellwork will be written on the board
for students to work on as soon as class begins. They will be asked to
simplify the following:
a5
1 2
Answer: a3
a
75
2)
Answer: 74
7
3
10 m
3)
Answer: 5m
2
2m
Students will have time to work on these problems on their own. When
it appears that mostly everyone has finished, we will go over the
problems as a class. This is content that the students should already
know how to do. I will walk around the room to assess how the
students did and whether or not one of the problems needs further
explaining.

Lesson Activities (30 minutes):

Activity: Whats the Rule?: I will write four equations on the board:
1) (a5)2 = a10
2) (23)4 = 212
3) (5m2)10 = 510m20
4) (93a2b)3 = 99a6b3
Give the students time to analyze and find patterns within those four
equations. They should notice that the exponent of the answer is the
difference of the two exponents given. After 3-5 minutes, ask the
students to write what they think the rule is on their white boards. As a
class, we will discuss what patterns and rules everyone came up with. I
will then give the students four more expressions. This time, the
students will attempt to simplify each expression on their own:
1) (a4)3
Answer: a12
2) (36)2
Answer: 312
5 5
3) (2n )
Answer: 25n25
4) (72mn8)4
Answer: 78m4n32
I will check the students white boards to see how they are applying the
rule that they discussed.
After the activity, the students will be asked to put their white boards
and markers under their desks and to take out their exponent notes
packet. We will turn to the third page of their packets. We begin by
writing two expressions as repeated multiplication and then
simplifying.
(45)3 = (4 4444 (44444)( 44444) I will ask the
students, how many 4s are being multiplied? They should see that
there are fifteen 4s being multiplied. How do we write this as a power?
415.
(x3)2 = (x xx (xxx) How many xs are being multiplied? 6. How
do we write this as a power? x6
What happens to the base when we take its exponent to another
exponent? We are multiplying the exponents.
They will take this information and simplify (62m4)5. I will give the
students a few moments to try to simplify this expression on their own.
I will ask students what they came up with and ask other students if
they agree with his or her response.
It is simplified to 610m20.
Whenever you take a power to a power, you __________ the exponents
together and leave the __________ the same. I will give the students
time to read this statement and think about the activity they just
completed. I will remind them to think about the vocabulary we

discussed a few days ago. They should notice the pattern that the
bases are staying the same and the exponents are being multiplied.
I will define the Power to a Power rule as (am)n = amn.
Power of a Product: (am bn)x = (amx bnx)
am
amx
Power of a Quotient: ( n )x = ( nx )
b
b
The students will then attempt to simplify the last two expressions on
this page of their note packet. They must have their answers checked
by me before they can begin to work on their homework. They will
work on their homework until I give further instructions.
(35 x 9)4
3 14 x 36
=
12
y
36 y 12
45 x 9
( 3 ) = 418x9
4
Modifications: The note packet they receive guides the students
through their thinking. The packet allows the students to focus on the
content rather than their ability to take good notes.
Closure (7 minutes): To close, I will give the students problems to
simplify on their white boards. I will write the problems on the board at
the front of the class and they will have about a minute to work out the
problems. These problems will include the power to a power rule that
they learned today as well as the product of powers and quotient of
powers rules they learned previously.
1) 8m2 2m3 = 16m5
2 x9
2)
= x3
2 x6
3) (9x2)5
3 y 42 y 2
4)
= 2y3
3
3y
Formative Assessment: I have multiple moments of formative
assessment throughout the lesson. I will be checking for understanding
by listening to the discussions by the students. The white boards will
also serve as a formative assessment. The students will simplify the
expressions and I will quickly be able to see whether or not the
students understand the material.
Resources: White boards, markers, Exponent Notes Packet
Assessment Items:

Simplify.

(2x2y5)3
Answer: 8x6y15

3 3 m6 4
)
3 m2

Answer: 38m16