Today's estimation was the length of Queen's "We Will Rock You." Students loved it and laughed when it sped up. Most students accurately estimated that 1/6 of the song was finished, and multiplied 21 seconds by 6. Once again, we discussed place value when it came to minutes and seconds and how 126 seconds was regrouped into 2 groups of 60 seconds with 6 seconds left over.
|A common line of thinking.|
|The warm up questions.|
|More of the work.|
|Using centimeter grid paper to visualize right triangles.|
In accelerated I reviewed the difference between x squared times x to the third and x squared to the 3rd. We re-established that when multiplying power numbers you add the exponents. When you raise a power number to another power, we multiply the exponents. We said that after students told me how to rewrite x squared, to the third power.
|Establishing background knowledge.|
|Solving exponential equations.|
One part that concerned me was that students thought they were getting rid of the base by dividing both sides by 2. I asked them what exponent does 2 have? (1). So, what happens when you divide it? It actually makes the problem a little more complicated, because the exponents are being subtracted. For example, if you divide both sides of the equation in part A by 2, you would get 2^x+3-1 = 2^2x-1 which doesn't make the problem easier to solve.
|A little hard to see, but students were successful here.|