Updates - Remediation/Retesting Protocol
- Unit 2 Test on Friday, 2/6!
Bell Ringer
Which of the following represents the simplified form of  ? 
none of the above
Solve for x in the following equation: 
Input your answer in the Other box. Solve for x in the following equation: 
Input your answer in the Other box.
Review- Prerequisites
- Exponents
- Relationship to multiplication
- Factors
- Reciprocal
- Monomials
- Multiplying Monomials
- Dividing Monomials
Lesson
Exit Ticket- Posted on board at the end of the block
| Lesson Objective(s)- How are monomials simplified using multiplication?
- How are monomials simplified using division?
- How can rules be created for simplifying monomials using multiplication and division?
Standard(s) - CC.9-12.A.APR.1 Perform arithmetic operations on polynomials. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
- CC.6.EE.1 Apply and extend previous understandings of arithmetic to algebraic expressions. Write and evaluate numerical expressions involving whole-number exponents.
- CC.9-12.N.RN.1 Extend the properties of exponents to rational exponents. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3 = 5^[(1/3) x 3] to hold, so [5^(1/3)]^3 must equal 5.
Mathematical Practice(s) - #1 - Make sense of problems and persevere in solving them
- #2 - Reason abstractly and quantitatively
- #7 - Look for and make use of structure
Past Checkpoints- Multiplying Monomials
- Dividing Monomials
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