Aug Lesson Plan.

LESSON PLAN
SCHOOL: FLAMINGO DATE: 03/AUG/2023

NAME: Shaun Wittes STUDENT NUMBER: 201900309 SUBJECT: GRADE: 7
MATHEMATICS
Lesson topic: EXPONENTS

1. Situation analysis of the classroom context
Develop positive relationships and attitudes with other peers. Engage learners and share their
knowledge. Develop skills, understandings and attitudes. Develop team work skills. Reflect on their
individual experiences
2. Draw a X over the intended aim(s) for your lesson:

(a)identify and solve (d)work effectively as g)demonstrate an
problems individuals and with others understanding of the world as a
as members of a team set of related systems
(b)engage in critical and (e)collect, analyse, organise and
creative thinking critically evaluate information
(c)communicate effectively (f)science and technology effectively

using visual, symbolic and critically showing responsibility
and/or towards the environment and the
language skills in various health of others
modes
3. Indicate the specific aims for your subject as it relates to your lesson:
The only specific aim for this lesson is for the learners to understand the laws of
exponents
4. Objective(s) for the lesson:
- At the end of the lesson, the learners will be able to demonstrate how to solve
expressions which consists of laws
- The learners will be able to understand the laws of exponents
5. Teaching strategy: Direct teaching strategy
The learners will be given the introduction of the topic, I will write down the important
notes that the learners will need. The learners will be given examples from the
examples, the learners will give or say their understanding of the topic or content. The
learners will elaborate what they understand and then they will be given the activities
to work independently with their peers
6. Introduction to the lesson:
A good understanding of the Laws of Exponents is the key to being good at Algebra which forms
the basis of all High School mathematics. Exponents and powers are ways used to represent very
large numbers or very small numbers in a simplified manner. For example, if we have to show 3 x 3
x 3 x 3 in a simple way, then we can write it as 34 , where 4 is the exponent and 3 is the base. The
whole expression 34 is said to be power.
7. Body:
Learning content (See the Sequencing of content Learning activities (List the
CAPS) activities learners will be
engaged in) and pacing
1) What are Exponents and powers involve
exponents and repeated multiplication. Complete the following work
powers Exponential notation provides an 1. 𝑎2 × 𝑎
efficient mathematical notation for 2. 2𝑦 × 4𝑦2
describing repeated multiplication. 3. 2𝑦2÷2y
Exponential laws provide shortcuts
4. (𝑥2 ÷ 2𝑦)
for working with powers and
5. 𝑎2 × 𝑎
exponents. Exponential growth
describes the growth of things that 6. 7𝑎0 × 𝑎
change by doubling, tripling,
halving, etc. like compound interest
and the growth of bacteria.
2) Exponential
notation Look at these 2 examples: 2 × 2 × 2
×2×23×3×3×3×3×3×3×3×
3 × 3 × 3 × 3 × 3 × 3 × 3 Do you see
that it is difficult to read an
expression where a number is
multiplied by itself many times? It
also takes up a lot of space. To deal
with both problems,
mathematicians invented
exponential notation.
Exponential notation involves a
base and an exponent. There are
two examples alongside. In the first
example, the base is 2 and the
exponent is 5. In the second
example, the base is 3 and the
exponent is 15. We write the
exponent as a superscript. The base
and exponent together form a
power. We say “2 to the power of
5” or “2 to the exponent 5” or “2 to
the 5” which means we are
multiplying 2 by itself 5 times and
we say “3 to the power of 15” or “3
to the exponent 15” or “3 to the 15”
which means we are
multiplying 3 by itself 15 times
According to the definition, we can

use any value as a base, except 0.
3) What kinds of Bases can be natural numbers,
numbers can we use integers and even fractions. Here
for bases? are some examples:
𝟏 𝟐, (𝟑)𝟐
, (𝟐𝒙)
𝟐
4) The laws of If we multiply the power of the

exponents same bases,
(𝟑)𝟐 × (𝟑)𝟐 = 𝟑𝟐+𝟐 = (𝟑)𝟒
we add the exponents.

If we divide powers of the same, we
subtract the exponents.
(𝟑)𝟐 ÷ 𝟑 = 𝟑𝟐−𝟏 = 𝟑
8. Assessment
Complete the following table when planning for assessment:

Teaching and Assessment Assessment purpose Assessment Assessment Assessment Assessment
learning topic task (Form of approach method instrument tool
assessment)
Exponents In- The aim is to Observation Diagnostic Diagnostic Question

Formal track and
understanding portfolio
of the learners
Include the questions that you will ask during the lesson to formatively assess learners:
1. Represent the following in simplest exponential form:

a) 3x3x3x3x3x3x3
b) a x a x a x a x a x b x b x c
c) c x c x c x m x m x m x p 2. Simplify the following
a) 𝒂𝟐 x a x a x 𝒎𝟐x 𝒎𝟐
b) 𝟐𝒎𝟐 x 𝒎𝟐
9. Alignment
• What should learners be able to demonstrate at the end of a learning experience?
How the laws of exponents work when we solve an exponential expression
• Which most suitable teaching and learning activities will enable learner engagement to attain
the learning objectives?
The learners will work in pairs
I will bring media that will benefit the teaching and learning
The learners will work in group
• How will the successful attainment of the learning objectives be determined

The successful attainment will be determined when I can observe that the learners master, knows
how to demonstrate the work and understands the content
10. Teacher-learner participation
Plot (“X”) and motivate the teacher-learner participation as you envisaged in your planning of the
lesson on the continuum below.
The lesson is learner centred, as throughout the lesson I will be asking questions and learners will be
expected to answer and give solutions to question. And I will be facilitating the lesson. The learners
will have the chance to ask, share or put inputs of their view in class.
Teacher- centred Learner- centred

11. Conclusion of the lesson
Exponents are the way to understand the algebraic expression for the grade and higher grades. The
laws of exponents play a very important role on algebraic expressions. Simplifying, factorise and
expansions, they are based from the laws of exponents.

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LESSON PLAN

SCHOOL: FLAMINGO DATE: 03/AUG/2023

Lesson topic: EXPONENTS

2. Draw a X over the intended aim(s) for your lesson:

(c)communicate effectively (f)science and technology effectively

According to the definition, we can

4) The laws of If we multiply the power of the

we add the exponents.

Complete the following table when planning for assessment:

Exponents In- The aim is to Observation Diagnostic Diagnostic Question

1. Represent the following in simplest exponential form:

• How will the successful attainment of the learning objectives be determined

10. Teacher-learner participation

Teacher- centred Learner- centred

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