Exponential vs Linear Functions

Title of Lesson: Exponential vs linear functions

Subject/Topic: Differences and similarities of exponential and linear functions
Grade level: 11th

Objective:
Students will be able to graph and determine the equation of linear and exponential equation and be able
to explain the differences of these functions using academic vocabulary through discussion and application.

Performance expectations & Standards:

Building towards: Understanding exponential and linear functions and being able to describe graphs and
their characteristics.

HSF.IF.C.7 Graph functions expressed algebraically and show key features of the graph, with and without
technology

HSF.LE.A.2 Construct linear and exponential equations, including arithmetic and geometric sequences

Estimated time required: 75 minutes

Lesson overview
To start this lesson, students will begin with a 5 minutes warm-up to recall and practice the use of
geometric and arithmetic sequences. Each group will be given a problem to begin working on, which they
will have access to through google slides by table number. In the google slides will be a link to google sheets
where each group will have a tab and will have to solve the problem given to them on their tab. They will
be required to solve the problems as a group by deciding with career option is better and showing their
decision is accurate with evidence (table and graph). Each group will be required to present to their
“partner” group. We will then come together as a class and discuss. Each group that talks will be required
to discuss their “partner” groups findings. The students will then be given precut butcher paper, where
they will graph what they completed on their spreadsheet. Each will be given a piece of paper with some
questions that they will have to include on their butcher paper. The students will then do a gallery walk. We
will come back as a class to discuss misconceptions and findings. To end the lesson, students will be given
an exit slip that will be required to leave class.

Key words: exponential, linear, y-intercept, slope, growth rate, decay, initial value

UBD learning objectives: What students will understand (big ideas), know (specific content or vocabulary),
and be able to do (skills)?
Students will understand:
How an exponential equation is different and similar to a linear equation
Students will know:
The difference between slope, y-intercept, initial value, and growth rate and how each applies to given
equations.

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 Students will be able to:
Recognize an equation and be able to identify if it is a linear or exponential equation and describe its
graph without a calculator

Materials: Google Chromebook, excel, desmos, markers, projector, butcher paper, PowerPoint for
introduction and exit slip.

Troubleshooting/Safety: There are no apparent safety concerns for this lesson.

Procedure:
o Engage: (10 minutes)
Students are placed in groups and in assigned seats upon entering the room. The warm-up will be posted
on the board for 5 minutes. At the end of 5 minutes, randomly selected students will show the correct
answer on the whiteboard and explain to the class. I will then move to the next few slides on the
Powerpoint which will review the objective for the day, explaining group roles, explaining the activity, and
what my expectations are for this activity. Each group will then be instructed to logon to google classroom
and click on the appropriate link and begin working.

Explore: (25 minutes)

Each group will begin working on their assignment as instructed. . Each group will have 20 minutes to solve
the problem, create a table, and a graph on google sheets. I will walk around the room to assist with any
questions that the students might need help with. This will help me assess them and understand which
questions they will be struggling with. After 20 minutes, each group will go present their problems to their
“partner” group. For examples, group 1A will go present to group 1B for 2.5 minutes then group 1B will
present to group 1A for 2.5 minutes.

Explain: (5 minutes)
I will use a group spinner and group member (for ex. I ask all facilitators to speak) to speak about their
partners project. We will then discuss a few questions regarding the projects that are listed on the
PowerPoint for all to see. I will give individuals time to think solely then think as a group before picking
someone to answer in front of the class.

Elaborate: (40 minutes)

I will instruct students to graph a piece of butcher paper and guided questions, which they can find on the
same table. They will then transfer all their findings on the butcher paper and answer the questions given.
Students will be given 15 minutes to rewrite that information. Then students will compete a whip around
where each group will move in 2 minutes increments to read each other’s findings and write any question
they may have. After the whip around is complete, each group will end up at their own station and will be
given 3 minutes to answer the questions asked by the other groups.

Explain: (5 minutes)

As a class, we will discuss the questions asked and how they answered, if answered. We will clear up any
misconceptions during this time
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Guiding Questions: When you hear the word linear, what do you think of? When you hear the word
exponential, what do you think of? Would this situation represent a linear function or a exponential function
and how do you know?

o Evaluate: (10 minutes)

As a ticket out, students will be given a small exit slip that asks to students to identify if the 4 equations
are exponential, linear, or neither and describe their characteristics.

Options for differentiation

To help students who are struggling, I will monitor each group as they are working. I will visit those tables
that are struggling more often to make sure they are grasping the concept fully. I will also have extra
resources for them and a list of guided questions to ask them if they are to make sure that they fully grasp
the concept.

Extensions: More advanced students can be given more difficult questions to address during the lesson
such as writing their equation in sigma notation or adjusting their equation to create a quadratic function.