Student explaining which numbers are affected by the exponent. It feels like we’ve been working on this long enough that kiddos who weren’t initially into it are getting it and explaining to each other.

What do you notice? What do you wonder?

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Student explaining which numbers are affected by the exponent. It feels like we’ve been working on this long enough that kiddos who weren’t initially into it are getting it and explaining to each other.

What do you notice? What do you wonder?

More practice simplifying exponents in leveled groups.

Appreciating how kiddos are writing out (expanding) the exponents and how we’re able to show them in different forms.

What do you notice? What do you wonder?

Students showing their thinking about exponents. If I take away nothing else, this unit will have felt successful for getting students to write out their thinking.

New unit on exponents, about to be differentiated like whoa.

We started off with a group task (with varying levels of success) about a pyramid scheme. Lots of modeling. Sometimes I wish I’d done more, though frankly the class where I opted to not do modeling got the furthest.

Photo: We made posters. I told them I cared more about their process than their aesthetics. (One kiddo pays the first kiddo on a list $3, then makes 8 of their friends the next kiddo $3. Those 8 kiddos choose 8 friends to pay the next kiddo $3 and so on)

What do you notice? What do you wonder?