Lesson Plan

Teacher(s) Name(s): Kevin Bogoff Class and Grade Taught: 10th grade Algebra 1 Lesson Date: 3/22/13 Lesson Logistics and Setting Unit Topic: Exponentials -

Lesson Plan Guide

Previous Lesson Topic: Properties of exponents Current Lesson Topic: Introduction to exponential functions Next Lesson Topic: Introduction to exponential graphs

Curriculum (or other resources): Higher or lower activity. Prentice Hall Mathematics Algebra 1. Lesson Objectives: (The learner will know/understand/be able to) Identify and interpret specifics relating to exponential functions Explain, using proper mathematical reasoning, the solutions each student concludes Interpret exponentials in different forms (graphically & equations) Standards Addressed: CCS A-SSE-1,2,3: Interpret expressions that represent a quantity in terms of its context. Write expressions in equivalent forms to solve the problems. A-CED-1,2: Create equations that describe number relationships. A-REI-1,7: Solving systems of equations. F-IF-1,7,9: Interpreting Functions. Understand the concept of function and use function notation. Analyze functions using different representations. HSCE A1.1.1-A1.1.4: Construction, interpretation, and manipulation of expressions. A2.1.7:Identify and interpret the key features from its graph or its formula. How will I know students have met the objectives? Students will be able to correctly solve almost all of the problems in the provided handout either individually or with their partners.

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Lesson Plan

Lesson Plan Guide

Students, when called upon, will be able to discuss any particular problem using appropriate mathematical language and justifying their arguments.

Materials Needed: - 1 packet (see attached) for each student. - Calculators Introductory Routines (announcements, homework review, etc.) - Remind students of the previous material they have learned in preparation for the handout, such as: Looking at Exponential functions (briefly), and exponential equations. - Remind students to be prepared in their seat desk cleared with pencil and calculator on their desk (daily routine).

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Lesson Plan
Lesson Activities (Attach any handouts you will use)

Lesson Plan Guide

Lesson

Students are working (details about how students are configured, what work they are doing and how they are recording their work)

Anticipated Student Thinking/Questions

Teacher Moves

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Lesson Plan
Launch (5 min) Students will be introduced and reminded of the definitions of exponentials Question: What is the basic form of an exponential equation? Solutions: Expect students to be able to recognize the idea of the problem, but may not know where to exactly begin. Responses will be written on the board by myself to provide clear expectations for the explore phase of the lesson. i.e. introducing the basic concept of exponentials and how they can be modeled

Lesson Plan Guide

Students are analyzing the problem individually, taking notes and thinking critically about linear functions. They are offering their comments and logic, using appropriate mathematical language to explain their thinking. I dont understand how to begin this problem Try to recall what you have learned previously, you can pull out work from your folders to help jog your memory. Do I have an exponent in my equation? Do your best (not trying to give away the solution) if you need to look in your folder you can if it helps you remember which equation is helpful in determining pertinent information. I will explain the context, what is expected of them, and then monitor students at work. Giving the students warning if need be, regarding the amount of time before going over the launch. I will then lead a discussion, being sure to call on a variety of students, taking volunteers at first, and moving to calling on the students if there are no volunteers, in hope to entertain the idea that there is valuable information to be taken from this equations that aid in the explore portion.

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Lesson Plan
Explore Description of Task(s) (25 minutes) Students as a class will read over the first portion of the explore (Higher or lower). Students will work in small groups composed of 3, to complete the first portion. Students will use the example provided in the launch to help them on certain aspects of the handout (exercises portion). The students will be exploring the different aspects of the equations they formulate from the given problem. Also, examine how the graphs differ or are similar amongst the problems. If there are any problems that a group seems to be stuck on, I will encourage them to think about the launch and what they exponentials (and perhaps scan the room for the graphs displayed on the wall to see if they can notice any commonalities. After the completion of the higher or lower, the students will stay in their groups to complete the exercises portion of the activity.

Lesson Plan Guide

Students are applying their previous knowledge from exponentials. They are writing thoughtful, thorough explanations on the handout. They are raising their hands if they have questions, but asking their group mates before looking to me. Students will be working in groups of 3. (In the case of absent students, I will coordinate accordingly, and if need be have a group of 2 or 4). The students will be able to move around the room to set up their groups. My requirement being that each group pushes their desks together so they are separated from the other groups and I can clearly see and monitor each group. Im not sure what the graph would look like. Try to recall what we worked on previously, try and visualize the relationship. Use your table of values to help plot the points I dont remember how to solve for y when I plug in my value for x in the exponent? Recall the properties of exponents, draw on previous examples and see what your group can come up with? OR Ask questions related to the specific problem at hand which encourage students to think but do not simply provide them with the correct response. These graphs look weird. (Push them for further explanation) What do you mean? Can you make a conjecture to what affects the orientation of each graph? Im going to pass out the whole activity (launch, higher or lower, and exercise portion of the activity) for the students to work on and use as their notes. I will instruct the class further on what is expected and get them started on the assignment. I will then monitor students, fielding any questions that may arise. Questions I would use to further student thinking could include: Can you explain to me why you think the graph is shaped like this? What to do you think the axes in the problem are pertaining to? How does this differ with the other functions that we have looked at previously this year? How is it similar? I will not provide students with any answers, but may ask them questions like above, to help direct their thinking in the right direction. After the allotted time I will call the class together to set up a class discussion revolving around the handout.

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Lesson Plan
Summarize/Share and Discuss (15 minutes) The class will first discuss any questions that were particularly confusing or led to no common consensus. I will ask for a volunteer to read the scenario aloud to the class. I will gain an idea of the problems that will most likely give students the most difficulty by monitoring during the explore portion. Also, Students will have the opportunity to state a problem that was giving them the most trouble before we go over the activity. Students will volunteer such problems and I will work through them on a classroom-wide level. Then I will ask for student input looking for multiple or different arguments. (It would be ideal for students to demonstrate their different solutions on the board.) Time permitting; a representative from each group will discuss their groups results. Time permitting; students will have the opportunity to start on their homework for the night.
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Lesson Plan Guide

Students will ask myself about the questions they found most confusing when working on the handout. Students who got different answers will all share their thinking with the class. They will justify their reasoning mathematically, beyond a merely procedural level. The class will take notes on their own handouts as the solutions are worked out on the board. They will note the similarities and differences between their work and the presenting groups work. I still dont understand why my answer is wrong. Can anybody help [student name] why thats an incorrect solution? If not, go through the problem again, perhaps in greater detail. Students may have questions specific to actual content of the problem. Regarding what method to use for solving, or specific mathematical terminology. Ask questions which probe student thinking about that topic. For example, if a student is confused on how to solve with a negative exponent, I might ask, What can we tell by looking at the equation? Is there a exponent property that indicates to us a way of proceeding? Refer to the example in the previous notes I solved my problem a different way, is it wrong? There is usually many different ways to look at a problem, lets take a look at your solution Here the students would explain there thinking, hopefully answering their own question in doing so. Expecting that each group had different numbers they choose in both the higher 6/7 or lower and the exercises portion. What will you say or do to set up the discussion of the big math ideas? Ok, lets talk about some of these problems. Which problems did you and your group members or partner really have trouble with? I will write the problems on the board trying to incorporate highlighting, followed by a discussion, asking for different answers and justifications (having the groups present under the doc cam and justify). Periodically ensure that students are recording the proper solutions or questions for the presenting group on their own handout and paying attention to the discussion. (Even though select answers may vary for the groups for the activity). At the end of class, alright class, so we incorporated a variety of methods you all have seen previously (dealing with exponents and some general familiarity with exponential graphs). It is crucial you have an understanding of how to interpret these exponential equations. Are there any specific or general questions that are still giving you confusion? I will entertain the knowledge of talk moves and provide wait time for the class to think deeply about the material covered

Lesson Plan
Summary Statement (5 minutes) (May change based on what actually happens in class)

Lesson Plan Guide

Today we reviewed different aspects of exponential equations. Many of you may already be familiar with some of these aspects from prior units. In this assignment we advanced our knowledge of exponential functions and graphs, more specifically, using different methods and noticing different aspects about them. Understanding the various information accompanied with exponential functions and graphs is critical to further developing your mathematical content. Tomorrow, we will continue on working with exponential functions (growth, decay), perhaps entertaining with a new concept relating. Are there any other questions regarding the material, that we should review before class is over? Homework: Exponential Functions exercises

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