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Lesson Title: Exponential Growth and Decay Functions

Date: _____________ Teacher(s): ____________________

Course: SC Algebra II
Start/end times: _________________________

Lesson Objective(s): What mathematical skills and understanding will be developed?


The student will recognize and graph exponential growth and decay functions and interpret real-world situations
using exponential functions.
(Also Common Core Algebra I/Data Analysis)

Lesson Tasks, Problems, and Activities (attach resource sheets): What specific questions, problems, tasks,
investigations, or activities will students be working on during the lesson?
Note: Depending on length of the class period, this lesson may take a few class periods to complete.
1. Warm-Up: Ask students to share all that they know about exponential functions using the Frayer Model
(This will be used as a pre-assessment of what students already know/understand). Have a few students
share their model under the document camera, but do not comment on what is correct. (UDL Principle?)
2. Menu Choice Board Investigation: Go over the objective for the lesson and tell students they will be
completing a series of investigations (in pairs or trios) to: develop understanding of the exponential
functions (including graphical behavior and patterns in tables/equations), applying exponential functions to
real-world situations. Students will be able to select from a variety of activities on the Menu Choice Board
including an activity to synthesize key information; tasks provide high tech and low-tech optionssee
attachment. (Alternate audio and visual options will be available to student who need these assistive
technologies). (UDL Principle?)
3. When groups complete the Main Course, they need to pair with another group that completed the other
option to discuss their task and share what was learned as a result of completing their task. What were
similarities and differences in their models? (UDL Principle?)
4. Dessert Presentations: Allow groups to share various presentations. Post glogs or other written
presentations for students to examine and review. (UDL Principle?)
5. Revisiting the Frayer Model: Students will revisit and revise their Frayer Model and modify/add to their
original formation of definition. Collect Frayer Models and display side by side on the wall for students to
complete a gallery walk of the formulated definitions. Make sure to point out inconsistencies between
models and ask students to elaborate why they wrote certain things. (UDL Principle?)
6. Lesson Closure: Each group will share one big idea/relationship they discovered as a result of this lesson.
Evidence of Success: What exactly do I expect students to be able to do at the end of the lesson, and how will I
know? That is, deliberate consideration of what performances will convince you (and any outside observer) that
your students have accomplished your objective.
Students need to be able to recognize what an exponential growth and decay function is, identify key graphical
features/behaviors, and apply exponential functions to real-world situations. Evidence of success will be measured
through student participation, successful completion of menu board options, presentations, and successful revision of
Frayer Model.
Lesson Launch Notes: Exactly how will you use the
first five minutes of the lesson?

Lesson Closure Notes: Exactly what summary activity,


questions, and discussion will close the lesson and provide
a foreshadowing of tomorrow?

Frayer Model Activity will help students access


background knowledge and set a purpose for learning
for the lesson.

First, revisiting the Frayer Model/Gallery Walk will help


students generate a formal understanding of exponential
functions. The final closure provides an opportunity for
students to share one thing learned through these activities.

Notes and Nuances: Vocabulary, connections, common mistakes, typical misconceptions, etc.
HCPSS Secondary Mathematics Office; adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student achievement.
Portsmouth, NH: Heinemann.

Lesson Title: Exponential Growth and Decay Functions


Course: SC Algebra II
Date: _____________ Teacher(s): ____________________
Start/end times: _________________________
Exponential function, growth, decay, horizontal asymptote, common (constant) ratio, base
Resources: What materials or resources are essential
for students to successfully complete the lesson tasks or
activities?

Homework: Exactly what follow-up homework tasks,


problems, and/or exercises will be assigned upon the
completion of the lesson?

Frayer Model worksheet


Menu choice boards
Breadsticks station worksheets
Spaghetti chessboard problem with instructions
Chicken Parmesan decay lab guide
Computers with Internet access
Graphing calculators
Document camera or TI-SmartView
Manipulatives (Katie Kubes)
Graph paper, chart paper
Bags of pennies
Bags of thumb tacks
Paper plates
Bags of unpopped popcorn

Depending on time, students may either complete the


Dessert station as homework or may be tasked to revise
their Frayer Model as homework.

Post Lesson Reflections: What questions, connected to the lesson objectives and evidence of success, will you use
to reflect on the effectiveness of this lesson?
What concepts do students have a strong understanding of?
What concepts/skills do students need additional support/reinforcement?
The follow-up lesson will be focused on additional applications relating to exponential functions-- Can students
apply their understanding of exponential functions to other lessons?

HCPSS Secondary Mathematics Office; adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student achievement.
Portsmouth, NH: Heinemann.