MATHEMATICS LESSON PLAN

Grade – 7 Chapter – 4 EXPONENTS

Subject: Mathematics No. of Periods – 8

Learning Objectives
Students will learn

 To discuss and explain the concept of exponents (only natural

numbers) as the base number being multiplied index number of
times (with a positive index).
 To explain and give practice for the laws of exponents.
 To discuss and explain the Decimal Number System as a system
using the powers of 10 (positive and negative) to express a given
number in decimal form.
 To teach expressing large numbers in the standard form.
● Previous Knowledge

●Students know about large numbers, fractions, integers, decimals,

mathematical operations on numbers such as addition, subtraction,
multiplication and division.

Period 1

Warm-up Activity
●

 Prepare a chart paper sheet by drawing a 5 × 5 or 6 × 6 sized

square with 25/36 , etc. smaller squares inside the big square in
the form of a grid. Now, write a question inside each of the
squares. For example, 26 or 64.
● Now if the question is 26 ,26, then the answer is of course 64,
but if the question is 64 then the answer can be 43 or 26 or
even 82 . After preparing the sheet with questions, place ‘post it’
 squares on each of the questions just to be used as a flap. Form
a convenient number of groups and decide a logo for each group
say, a star/a circle/an ellipse, etc. When the turn comes, each
group has to send their representative forward.
 The students should stand in front of the chart paper sheet
(which should be stuck on the wall/ board), open a flap of his/her
choice, read the question and write down the answer inside the
square and enter the logo for identification. The team with
maximum correct entries will be the winner.

Skills applied: This activity will help students get creative and also
understand the concept of solving /forming questions on indices.

Teacher will ask a question to students …. Why to learn Exponents ?

Real - Life Examples

Exponents are used in Computer Game, Physics, pH and Richter Measuring

Scales, Science, Engineering, Economics, Accounting, Finance, and many
other disciplines.

Exponential Growth is a critically important aspect of Finance,

Demographics, Biology, Economics, Resources, Electronics and many other
areas.

Exponential Decay is associated with Light, Sound, Sporting Fixtures,

Dangerous Chemicals, and Radioactive Waste.

● Terms

Exponent, base, power

Audio Visual Support

https://youtu.be/etMK3xViMAc

Period 2

Activity - 1

Aim: Terms related to exponents

Material required: pack of playing cards, chart paper, glue/tape

procedure: Divide the class into two groups. Each group should be given a
pack of
playing cards. The cards should be assigned numbers from 1 to 13 as we
move up
from an ace to a king. Once the time starts, groups have to make use of
the cards, stick
them in base–index way on the chart paper and write the value of each
pair and make
the total of all values. The team that submits the highest total in a given
time will be
the winner.

Questionnaire: Write in exponent form with the lowest base, the value of
4 x 4 x4 x 8x 8x 8 x 2x 2x 2x 2.
Skills applied: This activity will enhance their thinking and mathematical
skills and help in better understanding.
.
Classwork: Teacher will start with Ex. 4.1 give few questions as H.W. after
explanation.

Period 3

Activity - 1

Aim: applying laws of exponents

Procedure: Match the Cards – Make some exponent rule question cards and
corresponding exponent rule answer cards. Divide the class in two groups
and give each group one set of cards. Let one student of a group read the
question and the students look for their corresponding answer partner.
The teacher checks for the correctness and then scan switch the cards of
the two groups and repeats the game
Questionnaire : 1) Is x3y4 the same as x4y3?

2) What will be the product of 021x 049?

Skills applied: This activity will enhance their thinking and mathematical
skills and help in better understanding.
Class work : will be able to finish Ex 4.1

Period 4

AIM: understanding exponential form

PROCEDURE: This is like the good old ‘Chinese whisper’ game. The class
should be divided into two groups. First, the time for the first group starts,
the teacher should whisper one number and a rule to one of the students.
For example, two raised to two,double it. So, the first student should
whisper two raised to two double it into the next student’s ear. Next
should actually be two raised to three, double it, but in a hurry the
student might say two raised to four double it, and in this way the last
person may or may not say the last number correctly. The team which
gives the correct answer in the end (which the teacher should have
calculated before) would be the winner. Note that all the numbers in the
game should be said only in exponent form.

QUESTIONNAIRE: 34 44 = 34 28. True or False. Justify your answer.

SKILLS APPLIED: This activity will enhance their thinking and problem-
solving skills and help in better understanding.

Period 5

LAWS OF EXPONENTS:

1. Multiplying Powers with same Base

For example: x² × x³, 2³ × 2⁵, (-3)² × (-3)⁴

In multiplication of exponents if the bases are same then we need to add the
exponents.

Consider the following: 

1.  2³ × 2² = (2 × 2 × 2) × (2 × 2) = 23+2 = 2⁵

2. Dividing Powers with the same Base

For example: 

2⁷ ÷ 2⁴ = 27/24
            = 2×2×2×2×2×2×2/2×2×2×2           

= 27−4

            = 2³

3.Multiplying Powers with the same Exponents

For example: 3² × 2², 5³ × 7³

We consider the product of 4² and 3², which have different bases, but the same
exponents. 

 4² × 3² [here the powers are same and the bases are different] 

= (4 × 4) × (3 × 3) 

= (4 × 3) × (4 × 3) 

= 12 × 12

= 12²

Here, we observe that in 12², the base is the product of bases 4 and 3. 

4.Power of a Power

For example: (2³)², (5²)⁶, (3² )−3

In power of a power you need multiply the powers.

Consider the following

(i) (2³)⁴

Now, (2³)⁴ means 2³ is multiplied four times

i.e. (2³)⁴ = 2³ × 2³ × 2³ × 2³

=23+3+3+3
=2¹²
5. Negative Exponents

If the exponent is negative we need to change it into positive exponent by writing the
same in the denominator and 1 in the numerator.

If ‘a’ is a non-zero integer or a non-zero rational number and m is a positive integers,

then a−m is the reciprocal of aᵐ, i.e., 

2−1 = 1/2

6.Dividing Power with same Exponents.

Consider 54÷34
=5x5x5x5/3x3x3x3

=(5/3)x(5/3)x(5/3)x(5/3)

=(5/3)4

 After doing explanation of all the laws of Exponents teacher can start Textbook
sums.
Classwork: Start with Ex 4.2 and few questions as H.W.

Period 6

Classwork: Teacher will continue with the Ex 4.2 after asking doubts from students ,if
not able to finish the ex. After giving few questions as H.W.

Period 7
Standard Form of a numbers
(i) We can write -5 × -5 × -5 × -5 in the exponential form as (-5)⁴ and is read as -5
raised to the power 4. Here, (-5) is the base.

(ii) Also, 3/2 × 3/2 × 3/2 × 3/2 × 3/2 in the exponential form is written as (3/2)⁵ and
is read as 3/2 raised to the power 5. Here, 3/2 is the base, 5 is the exponent.

After explanation of Standard Form of a numbers teacher will start Textbook sums.
Classwork: Ex. 4.3 and few questions as H.W from Ex.4.3
Audio Visual Support
https://youtu.be/Zt2fdy3zrZU

Can share this Video link to the students in class group so they will get clear idea
about the Algebraic Expression.or if time permit they can show in class.

Period 8
Teacher will ask about the doubts from all the exercises if yes,solve them.
Then give worksheet ( pg. No. 83) as Home assignment after explaining all the sums
given in worksheet , and assign one week’s time for submission for the same. It will
be like practice sums for them as well as consider this under multiple assessment.

Learning Outcome:
Students will be able
 explain What is mean by exponent
 to define base and power.
 to differentiate between terms exponential form and standard form
 to find out the laws of exponents.
 to find the standard form of numbers

Summary – AVs – 2
Activities – 3
Real Life Application – banking- for doing various types of calculations
People who use Exponents are Economists, Bankers, Financial Advisors,
Insurance Risk Assessors, Biologists, Engineers, Computer Programmers,
Chemists, Physicists, Geographers, Sound Engineers, Statisticians,
Mathematicians, Geologists and many other professions.