Alyssa Angelo

04/22/2015

As I walked in, you were reviewing answers for the exponent

worksheet.
8:38 Put the Do Now in the center of your table.
WaitDid anyone have a good growth factor definition?
You allowed a student to share. Can anyone repeat what she said?
No?
Displayed on the Smartboard.
Growth factor is the constant factor that each value in an exponential
equation is multiplied by to get the next value. The growth factor is the
base in an exponential growth equation.
(Here you might have the student repeat it before moving onbe
careful not to take on the learning responsibilities for them).
In this equation, which one would be the growth factor?
Y= 2 x 3x
What is the growth factor? 2

Who thinks 2?

It would be 33 is the base.

Does everyone understand that? Yes, no maybeWere tired today.
Love that you are aware of the mood of the class.
You demonstrated how to complete the string activity. Directions were
posted visually and you walked students through the steps of cutting the
string, completing the charts, and completing the graphs.
Your monitoring led you to be aware of students difficulties with
completing the table as they got to the smaller cuts. You stopped students
after cut 4 to review the table. I recorded this portion of your lesson.
You directed students to complete graphs. As students worked, you
monitored again. You showed great AWARENESS (withitness). You collected
scissors and rulers. You chose individual students who were finished to
complete graphs on the Smartboard (and thought to remind one that only
one pen could be used at a time). You noticed students who were finished
early and had some exponents practice ready to give them. This worksheet
aligned with your objectives and did allow for practice with skills.

It was fun to watch you interact with students during this work time.
Your rapport with them was clear. You joked with one student who was
talking while working. You checked one students work
You began reviewing the first graph. You directed students to compare
linear and exponential graphs. This involved peer discussions.
You led students in a discussion of the comparison. It was very clear
that you were knowledgeable about the content as well as the sequence of
the content. You referred to learning about decay on Thursday. Two
important vocabularygrowth and decay were introduced.
You shared that the main thing you wanted them to know was that in
an exponential graph, the rate of growth is either multiplied and divided.
You shared that the graph would increase very quickly after a few data
points and would almost turn into a straight line. Do you feel students
understand? Here again, I would allow students to take a stronger role in
participating in the discourse of this content.
What is the growth factor?
What did I do to get the next number? Doubled it (multiplied by 2).
You referred back to the table of data and showed students that the growth
factor is 2.
You prompted students to discuss questions assigned on the
worksheet.
You discussed question number 8 in whole group. You drew linear
lines and exponential growth and asked students what they perceived to be
the difference. Constant rate of change in linear. Youre adding.
In exponential, you are multiplying
(Big ideas hereget those students more involved in the discussion).
You prompted students to complete number 10How many strands
would there be after 10?
It appeared as if you were figuring this out with students. This
question had them apply to some degree what they had learned. A great
way to end the lesson.
I saw you be very watchful of time todaygreat awareness.