Name: Ryan Aker
Subject/Grade Level: Algebra I / 9th – 11th Grade
Unit: 7.1
Lesson Title: Graphing Exponential Functions
Text or Resource and Relevant Pages: Kamischke, Kamischke, and Murdock. (2002).
Discovering Algebra: An Investigative Approach Section 7.1. Emeryville, CA: Key Curriculum
Press, Inc. Section 7.1 (Pgs. 366-373)
Homework: Pg. 370 (# 1-3, 6a-b, 7a)
Rationale: This is the first section of Unit 7. We will go over the use of recursive routines in
geometric sequences. Students will recognize that a constant multiplier is used to increase a
decrease numbers within a given sequence. We will apply recursive sequence to applications
involving population growth and boat depreciation.
Objective(s)/Learning Target(s): Introducing students to using recursive sequences as a
precursor to evaluating expressions involving exponents. (I can use a recursive routine to model
a geometric sequence)
OSPI Standard(s):
A1.7.C: Express arithmetic and geometric sequences in both explicit and recursive forms,
translate between the two forms, explain how rate of change is represented in
each form, and use the forms to find specific terms in the sequence.
Assessment of learning: I will use note cards to ask random students section-related material as
I lecture. While students are working on board problems, I will be walking around and assessing
their general understanding of the material. If a majority of students are either not
comprehending the material or finishing and bored, I will re-assess my lesson pace. During
group work, I will be walking around and looking at student work. If students are behind, I will
review any areas they may be deficient in from the lesson. If students are ahead, I will ask them
to try a “challenge problem” (pg. 372 #10) to test their skills.
Use of Space: The desks will be arranged in four rows and broken down into three sections. .
The teacher will use the whiteboard and smartboard in the front of the classroom
to lecture.
Differential Instruction:
This plan and all lesson plans implicitly include an understanding that not all
students learn the same way and may require supplemental and/or additional
resources to meet their needs. The classroom teacher is completely informed as
to the IEPs, 504s, and other special accommodations that must be made for these
students. One student in the class is ESL and requires translated assignments and
tests. Two students have learning disabilities and require extra time to complete
tests and preferential seating during class.
Key Terms:
Recursive Routine
Constant Multiplier
Instructional Plan (55 Minutes)
Teacher Instruction Student Tasks
The teacher’s job will be to introduce the The students will be responsible for making up
lesson by making sure all students are on task their own groups of four and sitting in listening
and aware of what is expected of them before to the instructions at the beginning of class and
starting lecture. asking questions if they are unclear about
anything. They will also be responsible for
Before (Launch): The teacher will spend the staying on task and helping any fellow group
first five minutes of class by checking in with member or members who do not understand a
the students and seeing how they felt about the lesson concept while working in small groups.
final. The teacher will then put up the warm- If everyone in the group is unsure about
up for the day. Warm-ups are utilized as a tool something, they will call over the teacher to
to scaffold learning from previous units to clarify. The students are expected to collect
better prepare for the end of year exam and data from a TI motion sensor. The sensor will
more advanced mathematics courses. Please be set up approximately 1.25 meters from the
see Powerpoint document: Warm-up Slides for tennis ball at rest. Students will be instructed
Algebra One.ppt for specific problems. to pull the tennis ball away from the motion
sensor and measure the distance. Students will
During (Explore): The teacher will spend the then let the tennis ball go. The distance of the
next 20 minutes of class going over the tennis ball from the motion sensor will be
Powerpoint slide measured as it swings freely back and forth.
When the tennis ball comes to rest, the
Closure: The teacher will use his note cards to students will use the data collected by the
ask random students in the class motion sensor to create a graph of the tennis
ball’s maximum distance from the motion
sensor on each swing. The x-axis of the graph
will represent the swing number and the y-axis
of the graph will represent the distance of
tennis ball from the motion sensor. Students
will discover that the shape of the graph
represents exponential decay as the tennis ball
loses energy and comes to rest.
Materials Needed:
Power Point Presentation (Lesson 7.1.ppt)
Power Point Presentation (Warm-up Slides for Algebra One.ppt)
Paper and pens
Discovering Advanced Algebra (Teacher’s Edition)
Modifications (Gear Up/Gear Down): For students that are having problems with
understanding, the teacher will meet with them after class to find out the reasons and, if possible,
the teacher will amend the lesson to better meet the students needs. Ensuring student success is
all about communication. The teacher needs to be as accessible and helpful during individual
work and office hours. This will help students feel more comfortable with seeking help when
they are unsure about something.
Feedback: This homework will count as one assignment. Students will be given 20 minutes to
work on their assignment at the end of class. Students will be asked to complete an exit slip
during the last five minutes of class. The question will be “
Reflection on Planning Process: To be completed after lesson.
Summative Assessment:
The theme of Unit 7 is understanding exponents and exponential models. The
quiz will assess the student’s understanding of evaluating geometric sequences
using recursive routines, evaluate exponential growth and decay
situationsextracting equations using point-ratio form from story problems,
converting and graphing functions and their inverses, and solving basic
logarithmic equations.
All additional notes for this assignment are handwritten and available upon request
