After completing this tutorial, you should be able to: Jigsaw Expert Groups 10 minutes The class engages in a Jigsaw: If fractions get you down you may want to go to Beginning Algebra Tutorial 3: So 3 4 is telling you that you need to multiply 3 - 4 times.

At the link you will find the answer as well as any steps that went into finding that answer. For example, a teacher might assign the Idea Organizer as an exit ticket to wrap up this lesson or students ca come into class the next day, with the Idea Organizer completed for homework.

To review exponents, you can go to Tutorial After showing the video, I give students a couple of minutes to ask clarifying questions.

These are practice problems to help bring you to the next level. First, I like to have students hear alternate methods for solving solutions and to hear from people other than myself on how to solve different types of math problems.

Would you like to make it the primary and merge this question into it? After students have completed the Warm Up, I review it with them. I give out a reference because most of my students are familiar with working with exponents and I want to focus on the Common Core Standards for rewriting radical and rational expressions using exponential properties, not just the properties.

Merge this question into Split and merge into it SAVE In Mathematical FinanceAlgebra In this tutorial we are going to combine two ideas that have been discussed in earlier tutorials: The beauty of the jigsaw activity is students will all have a chance to teach each other.

I like to use video demonstrations for two main reasons. Which is easier to do: Another example is the opposite: In other words, if students complete the first 8 problems correctly, but then get the 9th incorrect, then they have credit for 7 in a row and need to complete 3 more problems in a row to get full credit for the assignment.

Exponential Functions for the unit for homework. The goal at the close of the mixed jigsaw group activity is for ALL students to have an understanding of how to solve all of the problems and for each student to have a completed worksheet.

As an alternative instructional strategy to the jigsaw, teachers can assign particular focus problems for groups to present on the whiteboard and explain to the class.

It will allow you to check and see if you have an understanding of these types of problems. The lesson goes much smoother if students are comfortable with working with exponents and this entry ticket has the intent of getting students to that point.

Then use that structure to rewrite it, simplify it, or change forms. For this particular activity I use a teacher-generated worksheet on rewriting radical and rational expressions. The Quotient Property - Divide the coefficientssubtract the exponents of like bases.

One such source can be found here: Expert Groups In this segment, students are all assigned to an Expert Group. I ask them to complete an Exit Ticket: One way to keep the learning going is to have pre-assigned group names that students can connect to local sports teams, community hangouts, etc.

I show the entire video for the first example without pausing. I typically have students complete ten problems in a row, with a penalty of one for an incorrect response.

In the mixed groups students are asked to go throught the worksheet as a group, taking the time for peers to ask and answer questions of each other. Another effect of using exponents is that multiplication is also easier. Writing also can help students better understand the content because the process requires students to translate their ideas and understanding into another form Exit Ticket: MERGE exists and is an alternate of.

The opposite works for division as well; simply subtract the exponents to get the divided amount. The purpose of this Warm up is to introduce students to rational exponents.1. Rewrite without rational exponents. 2. Rewrite with positive rational exponents.

3. Rewrite with rational exponents. 4. Use rational exponents to simplify.

5. Use rational exponents to write as a single radical expression. This Independent Practice is 18 questions long and probably will take the students about 25 minutes.

Learn about expressions with rational exponents like x^(2/3), about radical expressions like √(2t^5), and about the relationship between these two forms of representation. Learn how to evaluate and simplify such expressions.

Rewrite expressions involving radicals and rational exponents Rewrite expressions involving radicals and rational exponents using the properties of exponents. You can use the same properties of exponents for rational exponents as for integer exponents, apply the properties of square roots to radicals involving nth roots, and translate between radical form and rational exponent form whenever it is helpful.

In both cases, the denominator in the exponent indicates the type of root. The numerator in the exponent is a power, which can go either inside or outside the radical.

When you’re given a problem in radical form, you may have an easier time if you rewrite it by using rational exponents — exponents that are fractions. You can rewrite every radical as an exponent by using the following property — the top number in the resulting rational exponent tells you the power, and the [ ].

DownloadRe write a rational exponent as a radical expression

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