esson Objectives: Given an exponential function,students will graph the function by making a table of
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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
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the Unit? knowledge?
● Located in the middle of the unit. ● Students were taught how to identify
● Refers to the main form of exponential arithmetic and geometric sequences, how to
functions that will be used commonly represent both sequences as both recursive
throughout future mathematics classes. or explicit formulas, and how to use them to
● Prerequisite Skills and Knowledge: model situations.
○ A-F-BF-2: Write arithmetic and ○ I will build on this knowledge by giving
geometric sequences both recursively more context-based questions that
and explicitly, and model situations have geometric sequence review
weaved into the problem.
Essential Question(s) ultiple representations to engage in and/or
M
● What are the key features of an exponential build upon mathematical reasoning, conceptual
function? understanding, procedural fluency, and/or
● How do the key characteristics of an problem solving:
exponential function correlate to parts of the ● Using a table of points allows students to see
equation? the exponential functions’ values while
○ How do the key characteristics of the graphing the points allows students to
exponential function correlate to the visualize the drastic increase in values, both
context? of which help with the conceptual
● How do we graph an exponential function? understanding of an exponential function
● What is an asymptote? ● The process of finding the table of points
● How do we identify the key features (domain, when given the exponential function, then
range, y-intercept, asymptote) from the graph graphing the points, then identifying the
of an exponential function various key characteristics based off of the
Standards for Mathematical Practice: graph and/or the equation allows students to
● MP4: Model with mathematics practice with mathematical reasoning and
○ Students will be able to engage in this procedural fluency.
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.
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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
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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)
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■ “ 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
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