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Day 16 · Make powers checkableYear 7 Inquiry · T1 W3–4 · Day 16 lesson

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Year 7 / Integrated / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Codes: AC9M7N02, AC9E7LY03. Goal: explain 72=2³×3² to a new reader, with a multiplication check. Prepare: number explanation storyboard, number Drafts A/B.

  1. Open · 3 min. Ask which draft a reader could verify and why a true equation alone may be insufficient instruction.
  2. Model · 5 min. 72=8×9=(2×2×2)×(3×3)=2³×3²; 2³=8, 3²=9, 8×9=72. Explain base and exponent separately.
  3. Investigate · 8 min. Find Draft B's false 2³=6, 3²=6; evaluate each and mark where the argument breaks. Draft A is accurate but skips explanation.
  4. Choice · 10 min. D16-A/B/C: factor-card proof, annotated error correction or younger-reader dialogue. Every route expands powers and multiplies back.
  5. Check · 6 min. Evaluate 3²×2³=9×8=72. Ask why changing order of factors does not change product.
  6. Note · 3 min. Separate arithmetic from audience clarity; prompt a new factor product if a memorised line conceals confusion.

Later/home: Optional prime-card extra; no calculator required, though a post-solution check is allowed by local plan.

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