5E Lesson Plan Template

Name: Stephanie Shelton

Date(s) taught January 24 – January 28, 2022: February 15 – February 18, 2022

Subject Algebra II with Stats

Grade level 11th Grade

Materials Chromebook/laptop, pencils, and paper

Standards Alabama Standards

(State and A2.13. Create equations in two or more variables to represent relationships between
ISTE quantities; graph equations on coordinate axes with labels and scales and use them to
Standards for make predictions. Extend to polynomial, trigonometric (sine and cosine), logarithmic,
Students) reciprocal, radical, and general piecewise functions.
A2.15. Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). Extend to
polynomial, trigonometric (sine and cosine), logarithmic, radical, and general piecewise
functions.
A2.16. Identify the effect on the graph of replacing f(x) by f(x)+k,k · f(x), f(k ·
x), and f(x+k) for specific values of k (both positive and negative); find the value of k given
the graphs. Experiment with cases and illustrate an explanation of the effects on the
graph using technology. Extend to polynomial, trigonometric (sine and cosine),
logarithmic, reciprocal, radical, and general piecewise functions.
A2.17. For a function that models a relationship between two quantities, interpret key
features of graphs and tables in terms of the quantities, and sketch graphs showing key
features given a verbal description of the relationship. Note: Key features include
intercepts; intervals where the function is increasing, decreasing, positive, or negative;
maximums and minimums; symmetries (including even and odd); end behavior; and
periodicity. Extend to polynomial, trigonometric (sine and cosine), logarithmic, reciprocal,
radical, and general piecewise functions.
A2.18. Relate the domain of a function to its graph and, where applicable, to the
quantitative relationship it describes. Extend to polynomial, trigonometric (sine and
cosine), logarithmic, reciprocal, radical, and general piecewise functions.

ISTE Standards for Students

Empowered Learner: Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning
sciences. Students:  Articulate and set personal learning goals, develop strategies
leveraging technology to achieve them, and reflect on the learning process itself to
improve learning outcomes.

Page 1 of 10
 Computational Thinker: Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological methods to develop
and test solutions. Students will break problems into component parts, extract key
information and develop descriptive models to understand complex systems or facilitate
problem-solving.

Creative Communicator: Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals. communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations, models or simulations

Knowledge Constructor Students critically curate a variety of resources using digital

tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. build knowledge by actively
exploring real-world issues and problems, developing ideas and theories, and
pursuing answers and solutions

Innovative Designer Students use a variety of technologies within a design process

to identify and solve problems by creating new, useful, or imaginative solutions. 

Digital Citizen Digital Citizen Students recognize the rights, responsibilities, and
opportunities of living, learning, and working in an interconnected digital world, and
they act and model in ways that are safe, legal and ethical. demonstrate an
understanding of and respect for the rights and obligations of using and sharing
intellectual property.

Objectives Alabama Standards- Objectives

The student can:
 interpret key features of exponential functions represented by graphs, tables, and
equations. 
 Graph exponentials using technology and a table of values
 Graph transformations of exponential functions showing intercepts and end
behavior. 
 Write equations in two variables that accurately model contextual situations
 Graph equations involving two variables on coordinate axes with appropriate
scales and labels, using it to make predictions.
 Accurately determine which key features are most appropriate for comparing
functions.
 Manipulate functions algebraically to reveal key functions.
 Convert a function to a different form (algebraically, graphically, numerically in
tables, or by verbal descriptions) for the purpose of comparing it to another
function.
 Identify shifts, stretches, or reflections between graphs.
 Accurately graph any relationship
 Interpret the domain from the context.

ISTE Standards – Objectives

The student can:

Page 2 of 10
  Communicate clearly and express their ideas and thoughts on exponential
translations using the Desmos “response” questions\
 Use a graphing calculator or Desmos to analyze how different values of ‘h’ ‘,k’,
and ‘a.’ translated the parent function. Example: f ( x )=a b x−h +b
 Test their solutions on Desmos slides and were able to get the graph to pass
through the given points. 
 Can break down the translated function into smaller parts and graph on paper
 Use Desmos and/or graphing calculator to predict and analyze how the graph of
the parent function was transformed on a coordinate plane 
 Reflect on their explorations with Desmos or the Graphing Calculator and came
up with rules on how the given functions where translates from their parent
functions. 
 Provide a Resources slide or page. 
 Use accurate and reliable sources for all of their information in their presentation. 

Differentiation  For one student in my class who is an ELL student. I base the
Strategies modifications on their WIDA level, which is level 1. For this assignment
they will be able to represent exponential equations through graphing on
Desmos or by hand on a paper coordinate plane. They also has the ability
to view the Desmos activity in Spanish. They will not have to do the
“response” slides, they will only be assessed by their graph
representations, to comply with the WIDA “can do” descriptors.
 Different content presentations will be available to address the different
types of learners' needs: Oral Directions, video and photos of what is
expected, and graphing calculators for students who want hands-on
learning. Graphic organizers and content chunking will also be used in the
lesson.
 Positive and descriptive feedback throughout the lesson.
 Student’s with an IEP will be able to have more time to complete the
assignment and will be able to redo if their accuracy is below a 60%

Page 3 of 10
The 5 Es

E Description

Engagement The YouTube video presented at the beginning of the Exponential and Logarithms unit talks about
real-world exponentials. https://youtu.be/Kas0tIxDvrg It is used to engage students and relate what
we are about to learn to something real-world.

I will ask the students if they can think of more things that could be represented as an exponential
graph?

Then the Desmos activity will be introduced. It is a game-like activity where students must create
an exponential graph that will act as a slide for marbles to slide down. The goal is to collect all the
stars on the coordinate plane. It is called Marbleslides: Exponentials.

(This Desmos activity will build on their prior knowledge of graphing exponential parent functions
and also how they translated quadratic and linear functions. )

Page 4 of 10
 E Description

Engagement Lesson engagement will be assessed by the students' responses to the

Assessment question, "Can you think of anything else that can be represented using an
exponential function?" The ELL and IEP students will be given options to answer
"yes" or "no." For example: "Could you represent your savings account interest
earned in an exponential graph?" another example: "Is the following graph an
exponential graph?"

Lesson engagement can also be assessed by attempting slide 1 of the Desmos

activity pictured below:

Exploration Using online graphing technology, students will explore what happens when you
change specific values in an exponential function. They will explore, predict, and
verify their work. The teacher will model how to do the first slide by encouraging
students only to change one number at a time (the slide is pictured above). After
they complete a few '" marble slides," there will be a "predict" slide. The teacher
can assess the student's thought process on what they have explored up until
that point. The predict slide is pictured below:

Page 5 of 10
 E Description

The students will share their responses with the class. This way, the other
students can see how others interpret the work.
As the students continue working through the slides they should discover what
happens to the function f ( x )=a b x−h +b when b is positive, b is negative, h is
positive, and when h is negative.

Exploration The students will be assessed in their exploration activity by their responses
Assessment from the Desmos slides. On the “fix it” slides I will be able to tell if their graph
goes through all the stars

On the “predict” slides, they will be assessed on their typed predictions

Page 6 of 10
 E Description

On the verify slides, the teacher will just make sure they changed the function to
verify their predication

On the challenge slides, the teacher will assess which students got it, and which
may need more help

Explanation Each student will need a graphing calculator for the lesson, or they can use the
Desmos online graphing calculator. My in-class students will use the classroom
TI-84 calculators.

Page 7 of 10
 E Description

We will start the explanation of the lesson by identifying key features of

exponential functions. We will begin by defining exponential function. The
teacher will then show the students how to graph f ( x )=2x on the graphing
calculator. The teacher will also show the students how to go from a graph to a
table on the graphing calculator. We will discuss key features of the graphs. We
will define the domain, range, asymptotes, end behaviors and the y-intercept
using the graph and the table of values.

x
1
We will then do the same thing but with the function g ( x )=5( ) . The teacher
2
will then prompt the students to use and connect mathematical representations
by considering the two functions they just graphed, and answering the question
“What information tells you whether the functions are increasing or decreasing?”

We will then move to Graphing transformations of exponential functions, which is

what they did for their exploration activity. The teacher graph the function
x x
g ( x )=−3 and its parent function g ( x )=3 . We will then describe the graph in
terms of transformations of the parent function. We will talk about how the
asymptotes and intercept of the given function compare to that of the parent
function. Differentiation: For my ELL student, I will direct him to consider the
relationship between the parent function and the transformed function in each
graph. I will give him a Venn diagram to compare and contrast the everyday use
of the term parent with the mathematical use of term. I can also ask the question
to the ELL student: “what word related to parent could be used to describe a
transformed function?” (answer is ‘child’)

Explanation For the formative assessment the student will be asked to complete the following
Assessment questions that are different DOK levels. They will be required to graph their
functions using technology.

Page 8 of 10
 E Description

Questions 9 and 13 are DOK level 2. Questions 14-17 are DOK level 1.
Question 26 is DOK level 3.

Elaboration Students will work with a partner to make a presentation on how Covid-19 affected
different parts of the world. They will compare the “positive rates” of two countries
of their choice and the US. They will model this by using their knowledge of graphs
and functions and explain their findings. They will use Google Slides to present their
material and Desmos online graphing calculator to export the image of their graph
to their presentation.

Evaluation How scores will be evaluated: 150 points

 Researched two different countries and created a graph to represent their

reported COVID positive rates 30 points
 Analyzed their graphs and discussed why they were the same and

Page 9 of 10
 E Description

different. 30 points
 Came up with ideas on what we could have done or could do to slow down
the spread of the virus. 30 points
 Provided a Resources slide, page, or at the bottom of their infographic. 10
points
 Use accurate and reliable sources for all of their information in their
presentation. 10 points
 Did not plagiarize or use Copyrighted material without permission. 10
points
 Presentation was organized and the information was presented well. 10
points
 Collaborated with their partner and divided the work into equal parts. 10
points
 Combined their work with a partner and shared their different viewpoints
on how they perceived the data and solutions to solve the problems. 10
points

References
3Blue1Brown (2020, March 8). Exponential Growth and Epidemics [Video]. YouTube
https://youtu.be/Kas0tIxDvrg

Desmos (2022) Marbleslide:Exponentials. Retrieved from https://teacher.desmos.com/ on

1/27/22

Kennedy, D., Milou, E., Thomas, C., Zbiek, R., and Cuoco, A. (2022). Algebra 2 Envision
Math.

Page 10 of 10