Lesson Plan

Date: __9/27/2020_________

Instructor: Ashley Hayer and Jaeley Huelskamp

Course:
Concept: Exponential Functions and Average Rate of Change
Type of lesson (introductory, review, new concept…):

PRE-CLASS INFORMATION

I. INTRODUCTION (Learning Objectives: State what you want the students to learn/be able to do as a result of your
instruction. Include the desired learning behavior, the conditions for the learning, and the desired standard of
performance.)

Content Standard:
Students will be able to distinguish between situations that can be modelled with linear functions and exponential functions. They will
be able to recognize that exponential data grows by a percent rate and linear data grows at a constant rate. The students are exploring
these concepts numerically and graphically. Students will collaborate and discuss the problems with their partner and with the class.

Mathematical Practices:
 Construct viable arguments and critique the reasoning of others
 Model with mathematics
 Make sense of problems and persevere in solving them

Functions:
 Construct and compare linear, quadratic, and exponential models and solve problems
 o CCSS.MATH.CONTENT.HSF.LE.A.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
 Interpret functions that arise in applications in terms of the context
o CCSS.MATH.CONTENT.HSF.IF.B.6
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from a graph.
 Analyze functions using different representations
o CCSS.MATH.CONTENT.HSF.IF.C.8.B
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent
rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y = (1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as
representing exponential growth or decay.

Statistics:
 Calculate expected values and use them to solve problems
 Summarize, represent, and interpret data on a single count or measurement variable
o CCSS.MATH.CONTENT.HSS.ID.A.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).

II. MATERIALS (List all materials that you will use/need for this lesson.)
 Their textbook
 Graphing calculator
 Student Notebook / Paper
 Sticky notes
CLASSROOM INTERACTION

III. LAUNCH (Opening problem or situation that sets the stage for the concept or exploration. Describe how you will tap
prior knowledge, motivate student interest, set the context for the lesson.)

Teacher Actions Student Actions Rationale & Expectations

Ask students to get out their homework Discuss with their partner their answer Allows students to compose their
and discuss/justify their answer to thoughts before the group discussion
question 3 with their partner

Ask students to put a sticky note on the
board over the answer they came up
with. Answers on the board will be:
Right answer, SUPER HUGE
NUMBER, (1.09 x 10^-9), (4.579x10^10)
Students will put a sticky note over the These answers are listed because they
answer they came up with and wait are possible answers if the unit
conversion was messed up

Call on students to explain how they got

that answer. Show their work under the
document camera. Start with correct
and then incorrect
Students will explain their answer and Students are practicing communicating
rationale. Students with incorrect mathematics, justifying their thinking,
answers will also share and figure out and critically thinking and analyzing
where they messed up with the help of others’ work.
the class. I messed up the unit
conversion. My proportion was flipped...I
forgot to switch units...

Tell students to look over the data from

A Crowded Place
 IV. EXPLORE (Describe how students will be engaged in exploring the concept. Check for understanding: What questions
will you pose to determine whether students understand what you’re teaching? How will you elicit responses? How will
students interact with each other during the exploration?)

Teacher Actions Student Actions Rationale & Expectations

Ask students to complete Part I of How Students complete Part I To start the lesson
Many More People
Begin talking about all the different
types of graphs/equations we’ve worked
with. Tell students this is an exponential
type of graph. Define it. What
characteristics do you notice about it?
What other examples can you think of
that might have a graph like this? What
do you think happened around 1950 to
make the graph change like that?
Have students complete Part II
Students discuss in partners the answers
to the two questions.
It is kind of linear and then curves up
sharply.
Share their answers in a group
discussion
Students complete Part II
Comparing exponential functions and
linear functions is a CCSS
Cross disciplinary connection to Baby
Boom
Continue activity

Ask students What equation or formula

they used to figure out average rate of
change? Does this look familiar? Have
them draw a line between the two points
for #2 and #3 if they are not making the
connection. If they did, still have them
do this. (individually then group)
Students think about this individually Connect slope to average rate of change
-It is slope! visually and algebraically
-Had to draw line and then came up
with slope.
Group discussion

Students will extend their lines.
What would our population be if we used
this line to estimate the population in
2005? What was our actual population?
Do you think these lines are good ways to
estimate or predict the population?
Explain how there is an error that
occurs when estimating the population
with linear functions.
Learn to use a linear graph to estimate
and think critically about the different
graphs to represent population
Answers questions and justifies.
No these aren’t good ways because there
is a big difference between the estimate
and actual.

Have students complete Part III Students complete Part III Continue lesson
Discuss.
Now, can you predict the population
today?
Have students work in small groups or
partners and try to find what the
population of the current year would be
Is the population on Earth today
5,676,803,542?
What can we say about the exponential
regression line and the formula?
Discuss with partner their answers and Communicate content
justify.
Discuss the best formula to use. Using This is getting students to apply their
the formula for exponential regression new knowledge. They should be able to
on the CAS or continuing the curve on communicate what they notice about the
hand drawn graph. Students will slope of the graph.
probably plug in 2020 for x in this
formula. This gives 5,676,803,542.
No, it is greater than that.
It has a less steep slope compared to
what the actual population is.
 V. SUMMARIZE (Describe how you will draw the lesson to a close, and involve the students in discussion of the exploration.
What questions might you ask? What responses do you expect from the students? How will you handle unexpected
responses? Describe how you might tie this lesson to past and future activities.)

Teacher Actions Student Actions Rationale & Expectations

CLASS DISCUSSION
What were some key words from our
activity today? Have the students write
them down in their notebooks as the
teacher calls on students for answers.
How would you describe them? Once
again, students will be writing as the
group is discussing
Writes down key words
Raises hands and shares words like:
average rate of change, slope,
exponential...
Students are practicing communicating
mathematics, explaining concepts, and
ask questions for clarification.
Students have a tangible object of their
learning from today’s lesson

How do we distinguish between an
exponential graph and a linear graph?
How do they look different?
What do we define them with?
An exponential graph is curved, and a
linear graph is straight.
An exponential graph has an average
percent rate of change, and a linear
graph has a constant rate of change.
This ensures students can achieve the
learning objective that correlates with a
Common Core standard

What else did you take away from this We used this in science when we talked Students can make sure they are taking
activity? This could be examples or other about bacteria growth. We have also used away the right ideas.
applications for these concepts. this type of graph when we talked about They are also making cross curriculum
 radioactive decay. connections.

What other questions do you have?

VI. ASSESSMENT (describe potential means you will use to assess the learning objectives for this lesson)

Teacher Actions Student Actions Rationale & Expectations

Students must turn in their paper from Student hands in their paper as they Students have a summary of the lesson
the summarizing class discussion as an walk out the door and terms to look back onto. The
exit ticket. teacher can see if they took away what
was necessary and can answer their
questions.

Teacher analyzes exit tickets to ensure If anything was commonly missed, the
all students understood the content. teacher can address the missed content
in class the next day before handing
back the exit ticket.

Hands back exit tickets the next day.

VII. ACCOMMODATIONS
 Provide students with a graphing calculator or prelabeled graph
 Provide students with more prompting or questions during the activity