‭ esson Objectives‬‭: Given an exponential function,‬‭students will graph the function by making a table of‬

L
‭points and determine its key characteristics by identifying its domain, range, y-intercept, and asymptote.‬
‭Language Objective‬‭: Students will describe key characteristics‬‭of graphed exponential functions by stating‬
‭the equation component that correlates to the characteristics, and justify why it results in those‬
‭characteristics.‬
‭Overarching Goal of the Unit‬‭: Properties and Applications‬‭of Exponential Functions‬

‭Key CA Common Core Standards‬‭:‬

‭●‬ ‭A-F-IF-2‬‭: Use function notation, evaluate functions‬‭for inputs in their domains, and interpret‬
‭statements that use function notation in terms of a context.‬
‭●‬ ‭A-F-IF-7‬‭: Graph functions expressed symbolically and‬‭show key features of the graph, by hand in‬
‭simple cases and using technology for more complicated cases.‬
‭○‬ ‭F-IF-7E‬‭: Graphing exponential functions, showing intercepts,‬‭domain, range, and asymptotes.‬
‭●‬ ‭A-F-LE-2‬‭: Construct exponential functions given a‬‭description of a relationship‬
‭Key ELD Standards‬‭: 2 Emerging, 1 Expanding, 6 Bridging,‬‭13 RFEP‬
‭●‬ ‭SL.9-10.1, 6; L.9-10.3, 6‬‭: Exchanging information‬‭and ideas with others through oral collaborative‬
‭discussions on a range of social and academic topics‬

‭ ow does this lesson relate to the Big Ideas of‬

H ‭ hat was taught before and will you build on this‬
‭the Unit?‬
‭●‬ ‭Located in the middle of the unit.‬
‭●‬ ‭Refers to the main form of exponential‬
‭functions that will be used commonly‬
‭throughout future mathematics classes.‬
‭●‬ ‭Prerequisite Skills and Knowledge:‬
‭○‬ ‭A-F-BF-2: Write arithmetic and‬
‭geometric sequences both recursively‬
‭and explicitly, and model situations‬
W
‭knowledge?‬
‭●‬ ‭Students were taught how to identify‬
‭arithmetic and geometric sequences, how to‬
‭represent both sequences as both recursive‬
‭or explicit formulas, and how to use them to‬
‭model situations.‬
‭○‬ ‭I will build on this knowledge by giving‬
‭more context-based questions that‬
‭have geometric sequence review‬
‭weaved into the problem.‬

‭Essential Question(s)‬ ‭ ultiple representations to engage in and/or‬

‭●‬ ‭What are the key features of an exponential‬
‭function?‬
‭●‬ ‭How do the key characteristics of an‬
‭exponential function correlate to parts of the‬
‭equation?‬
‭○‬ ‭How do the key characteristics of the‬
‭exponential function correlate to the‬
‭context?‬
‭●‬ ‭How do we graph an exponential function?‬
‭●‬ ‭What is an asymptote?‬
‭●‬ ‭How do we identify the key features (domain,‬
‭range, y-intercept, asymptote) from the graph‬
‭of an exponential function‬
‭Standards for Mathematical Practice‬‭:‬
‭●‬ ‭MP4: Model with mathematics‬
‭○‬ ‭Students will be able to engage in this‬
‭standard during both the body of the‬
‭lesson and the exit ticket by using‬
‭graphs to help visualize and keep‬
‭track of the number of sick students‬
‭given the initial contexts.‬
M
‭build upon mathematical reasoning, conceptual‬
‭understanding, procedural fluency, and/or‬
‭problem solving‬‭:‬
‭●‬ ‭Using a table of points allows students to see‬
‭the exponential functions’ values while‬
‭graphing the points allows students to‬
‭visualize the drastic increase in values, both‬
‭of which help with the conceptual‬
‭understanding of an exponential function‬
‭●‬ ‭The process of finding the table of points‬
‭when given the exponential function, then‬
‭graphing the points, then identifying the‬
‭various key characteristics based off of the‬
‭graph and/or the equation allows students to‬
‭practice with mathematical reasoning and‬
‭procedural fluency.‬
‭1‬
‭Engagement‬‭:‬
‭●‬ ‭Students will be able to engage in group discussions with their neighboring peers and talk about‬
‭various prompts that they initially work on alone. (think pair share)‬
‭●‬ ‭Students will be able to stand up and simulate getting each other sick.‬
‭●‬ ‭Students will be asked questions that go beyond procedural thinking to allow them to continue to‬
‭engage in discussions.‬
‭Mathematical Knowledge‬‭:‬
‭●‬ ‭Students know how to graph linear equations and inequalities by identifying the y-intercept and the‬
‭slope, then identifying key characteristics such as domain and range. Students can use this‬
‭knowledge to help them graph and analyze exponential functions.‬
‭●‬ ‭Students are able to generate a sequence of numbers given a context, and how to derive an explicit‬
‭formula from the sequence of numbers. This allows me to be able to give more context-based‬
‭questions that have geometric sequence review weaved into the problem, and allows me to leverage‬
‭their proficiency with sequences of numbers when dealing with tables of points.‬
‭Funds of Knowledge‬‭:‬
‭●‬ ‭Students understand that when someone is sick, interacting with other people runs the risk of getting‬
‭those people sick as well.‬
‭Transfer Goal‬‭:‬
‭●‬ ‭Students will use this knowledge to help them conceptualize how to work with exponential functions‬
‭for the rest of the unit. The next few days will focus on students being able construct exponential‬
‭functions given different contexts, and then being able to graph the functions and analyze key‬
‭characteristics.‬
‭●‬ ‭In relation to everyday life, this allows students to begin to see how they can apply the concept of‬
‭exponential functions to various things, such as stocks, bacteria, and more.‬

‭Anticipated Struggles‬‭:‬
‭●‬ ‭Students will struggle with the conceptual problems, as the department here prefers to teach in a‬
‭procedural manner, and assess in a procedural manner, so they are still getting used to responding to‬
‭conceptual prompts and to think past the procedure of the problem.‬
‭●‬ ‭Students will struggle with drawing the exponential function on the graph based off of a few points,‬
‭due to exponential functions looking drastically different from linear functions (ex. based off of 3-5‬
‭points, students may not know or be used to the idea of drawing the function curving to the‬
‭asymptote, and may graph the function over the asymptote).‬
‭Addressing Them‬‭:‬
‭●‬ ‭Generally, make conceptual problems more of a routine throughout the class. Have them get more‬
‭and more used to it.‬
‭●‬ ‭Center the exponential function in the context, and why the asymptote and range would make sense‬
‭given what the variable‬‭y‬‭represents in the context.‬

‭Uncovering Student Thinking‬‭:‬

‭●‬ ‭During the opening, I plan to have students simulate getting each other sick, where students will‬
‭stand up once they are sick, that way they can see a visualization of the sickness spreading, and how‬
‭the numbers on the table map to reality.‬
‭●‬ ‭During the body, as they already know how to graph points, it is all about linking their understanding‬
‭of the table of points that they derived from the simulation to the exponential function that the‬
‭situation represented, which they were able to derive from the table of points (which they can view as‬
‭a sequence of numbers).‬
‭●‬ ‭The exit ticket will uncover how students approach a problem without step by step scaffolding.‬
‭PART 2: Planned Formative and Summative Assessments‬
‭What will it tell you about student thinking? Propose Instructional Moves?‬
‭●‬ ‭Warm Up‬‭:‬‭classwide discussion‬‭using different questions,‬‭allowing students to share their answers‬
‭2‬
 ‭aloud to the class‬
‭○‬ ‭how students would fare on sequences review after a long weekend‬
‭○‬ ‭if students are able to compose an explicit equation given a geometric sequence of numbers‬
‭●‬ ‭Body‬‭:‬‭think pair share‬‭followed by‬‭classwide discussion‬‭for several prompts‬
‭○‬ ‭reveals students’ initial ability to graph table of points‬
‭○‬ ‭reveals students’ initial ability to identify key characteristics of an exponential graph‬
‭ ‬ ‭Exit Ticket‬‭:‬‭classwide discussion‬‭if time permits‬
●
‭○‬ ‭reveals students’ ability to graph an exponential function by generating a table of points‬
‭○‬ ‭reveals students’ ability to identify key features of exponential graphs‬
‭PART 3: Instructional Sequence: Engaging Students in the Learning Process‬
‭Teacher Actions and Questions‬ ‭Student Actions and Possible Responses to Thinking‬

‭Warm Up: 15 minutes‬‭Warm Up Worksheet‬‭:‬

‭●‬ ‭Students will pick up a worksheet on their way in, and they are expected to work on it as they get‬
‭settled into class. They are expected to work on the warm up worksheet as announcements play,‬
‭aware that they are free to work independently or‬‭with peers‬‭as long as they are not overly disruptive.‬
‭●‬ ‭Once announcements are over (anywhere between 3 mins in and 10 mins), I will facilitate a‬
‭classwide discussion‬‭using different questions, allowing‬‭students to share their answers aloud to the‬
‭class.‬
‭○‬ ‭What is the 1st (or 2nd, 5th) term?‬
‭○‬ ‭What is the constant ratio?‬
‭○‬ ‭What are the components to a recursive (or explicit) equation?‬
‭●‬ ‭Student Actions / Possible Thinking‬‭:‬
‭○‬ ‭Students should know how to answer these questions, because it was previously taught, but‬
‭they may need support through probing questions because it has been a few days since this‬
‭material was touched.‬
‭Introduction: 5 minutes‬‭Simulation (Slide 4)‬‭: (‬‭mixture‬‭of class discussion, group discussion, and individual‬
‭work time‬‭)‬
‭●‬ ‭Go over agenda for the day, then introduce the new context to students‬
‭●‬ ‭Student-volunteer is selected via‬‭equity wheel‬‭. Student-volunteer‬‭is designated as the initial sick‬
‭student, and is asked to stand up to represent being sick.‬
‭○‬ ‭“How many sick students do we currently have at Day 0?” (‬‭1‭)‬ (‬‭write down on iPad)‬
‭●‬ ‭Student volunteer is told to select one other student to “get sick”, who then has to stand.‬
‭○‬ ‭“How many sick students do we now have on Day 1?” (‬‭2‬‭) (‬‭write down on iPad)‬
‭●‬ ‭Moving onto Day 2, both “sick” students are told to each select yet another student to also “get sick”,‬
‭who then also have to stand up‬
‭○‬ ‭“Now at Day 3, how many sick students do we have?” (‬‭4‬‭) (‬‭write down on iPad)‬
‭●‬ ‭Repeat this process of advancing in days until we reach 16 total sick students at Day 4, due to the‬
‭next day being past our number of students. (‬‭write‬‭down on iPad‬‭)‬
‭Body of the lesson: 17 minutes‬
‭●‬ ‭Now show the class the completed table of all four days of the sickness spreading (Slide 6).‬‭Think‬
‭pair share‬‭for 2 mins total (1 min think, 1 min pair,‬‭30 sec share) for first question, second question is‬
‭classwide discussion‬‭.‬
‭𝑥‬
‭○‬ ‭“What do you think the equation for this data set would be?” (‬‭𝑎‬‭𝑛‬ = ‭1(‬ ‭2)‬ ‭)‬
‭■‬ “‭ How did you derive this equation?”‬‭(‭w
‬ e started with‬‭1 student on Day 0, and each day‬
‭our number of sick students doubled, so our rate is 2.‬‭)‬
‭●‬ ‭Now that students know what the equation is, give them 2 mins to graph the equation (with the table‬
‭of points provided). Once the 2 mins are up, have them share with a neighboring peer for 1 min (‬‭think‬
‭pair share‬‭). During these 3 minutes, circulate and‬‭make note of student responses. Once these 3‬
‭mins are up, share with class the responses you made a note of (either via picture of worksheet or‬
‭pear-deck response)‬
‭ ‬ ‭Now that everyone sees how Days 0-4 graphed look like, have them hypothesize:‬
●
‭○‬ ‭“What would the graph look like, if we go backwards?” (‬‭1 min total of think pair share‬‭)‬

‭3‬
 ‭■‬ “‭ If we go forward by doubling, how would we go backwards?” (classwide discussion)‬
‭(‭d‬ ividing by two‬‭)‬
‭■‬ ‭“If we keep dividing by two as we move backwards in time, do we ever reach zero sick‬
‭students?” (classwide discussion) (‬‭no‬‭)‬
‭●‬ ‭(Slide 9) Show students the function fully graphed, and explain that since we never reach zero sick‬
‭students as we move backwards, that the line gets infinitely closer to zero, but never actually reaches‬
‭it. Explain the line (‬‭𝑦‬ = ‭0‭)‬ that the graph approaches but doesn’t meet, is called the asymptote.‬
‭●‬ ‭Now have students find the other key characteristics of the graph (domain, range, y-intercept), and‬
‭explain what these mean in the context of the problem.‬‭(‬‭think pair share‬‭)‬
‭●‬ ‭Circulate and provide guiding questions such as:‬
‭○‬ ‭“What does x represent?” (‬‭Days‬‭) “Is there a restriction‬‭on how far forward and backwards we‬
‭can go in time?” (‬‭no‬‭) “If there is no restriction,‬‭then what is my domain?” (‬‭(-∞, ∞)‬‭)‬
‭○‬ ‭“What does y represent?” (‬‭# of sick students‬‭) “Like‬‭we discussed earlier, can we go past 0‬
‭sick students?” (‬‭no‬‭) “Then is there a limit to how‬‭many sick students we can have moving‬
‭forward?” (‬‭no‬‭)‬
‭○‬ ‭“When does the function “intercept” the y-axis?” (‬‭at‬(‭0‬, ‭‬‭1)‬ ‭) “What is our number of sick‬
‭students on Day 0?” (‬‭1‬‭)‬
‭Exit Ticket: 10 minutes‬‭Exit Ticket‬‭:‬
‭●‬ ‭Now, have students try their hand at graphing an exponential context problem for the rest of the‬
‭period (‬‭individual or with peers‬‭). If time permits,‬‭go over answers via‬‭classwide discussion‬‭. While‬
‭students are attempting the problem, circulate and provide guiding questions:‬
‭○‬ ‭“How many students are sick at the beginning?” (‬‭3‬‭)‬
‭○‬ ‭“How many people are each sick person talking to and getting sick?” (‬‭1‬‭)‬
‭■‬ ‭“So how does that affect our total number of sick students?” (‬‭it doubles it!‬‭)‬
‭■‬ ‭“If we are starting with 3 on Day 0, and it doubles each day, how many would we have‬
‭on Day 1?” (‬‭6‭)‬ ‬
‭○‬ ‭“What line does our function look like it’s going to touch, but won’t?” (‬‭𝑦‬ = ‭0‬‭)‬
‭○‬ ‭<same questions for domain, range, and y-intercept as above>‬
‭PART 4: UDL Strategies and Accommodations‬
‭UDL Strategies‬‭:‬
‭●‬ ‭Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships‬‭(body of the‬
‭lesson)‬
‭○‬ ‭Use different colors to help students distinguish between which parts of the equation correlate‬
‭to which key characteristic.‬
‭○‬ ‭Use different colors to show the steps of graphing the equation and where key characteristics‬
‭can be found in the graph‬
‭○‬ ‭Emphasize how an exponential equation looks graphed‬
‭Accommodations‬‭:‬
‭●‬ ‭Body of the Lesson‬‭: prompts are read aloud, and allowed‬‭to be answered verbally‬
‭○‬ ‭For? Student with learning disability‬
‭○‬ ‭Why? Student has impacted reading and writing skills‬
‭○‬ ‭When? While I am circulating nearby, or at the end of the class.‬
‭●‬ ‭Exit Ticket‬‭: prompts are read aloud, and allowed to‬‭be answered verbally, and extended due date‬
‭○‬ ‭For? Students with learning disabilities‬
‭○‬ ‭Why? Students have impacted reading, writing, and calculation skills‬
‭○‬ ‭When? During exit ticket/closure time, and/or up to two days after the initial due date‬
‭●‬ ‭Additional Strategies for students of varied levels of language proficiency‬‭: translations on all‬
‭materials, low-stake conversations, collaborations, and worksheets, visual and physical stimulation,‬
‭all text read aloud‬
‭○‬ ‭For? MLL (Multilingual Learners) (also known as ELL (English Language Learners))‬
‭○‬ ‭Why? To support and encourage the participation of students who struggle with English‬
‭○‬ ‭When? Entire lesson‬

‭4‬