Feb9th:Integrated1BUnit5ExpGrowth/DecayReview

LessonBackwardPlanner

Course:
Integrated1B

Teammemberspresent:
Storey,Anderson,
Schechinger(outsideevaluator)

SMARTGoalforthislesson:

90%ofstudentswillbeabletorecognizethedifferencebetweenexponentialgrowthand
decayingraphsandrules.Studentswillbeabletochosethecorrectrateofgrowthordecayif
givenapercentage(ex40%growthisrepresentedas1.4inafunction)

LessonPlanforTue,Feb9th

MaterialsRequired:
Textbook
Whiteboardandmarkers
Teamcolormarkers
KahootExponentialGrowthandDecayReview:

tps://play.kahoot.it/#/k/0bc3173fd53b434583a43e799d963cf2

Teacher

Students

Time

DoItNow,Attendence.
DiscussessolutiontotheDo
ItNow.

WritedownanswertoDoIt
Nowproblem,participatein
discussion.

5min

Discussconceptof
depreciation,giveexample.
Focusonhow20%canbe
writtenhas.8xor(x.2x).
Maybecomparewiththeball
bouncingexample?Use
stickstocallonstudents

Listen,takenotes

10min

PGW:Tellstudentstoworkin
groupsorindividuallyon
problem#6,pg.340,writea
fewadditionalproblemson
board:Whatifdepreciation

Studentsworkonproblem,
donotknowwhichproblem
theywillbecalledonto
demonstrate.Afterteacher
writesthegrouponthe

1015min

percentageisgreaterthan1? board,studentswritetheir
Whatmightthatbecalled?
answersanddefendsthem
Whatissomethingthatmight asneedbe.
dothat?
PGW:BringsupKahoot
(
tps://play.kahoot.it/#/k/0

Studentsformpairs,loginto
Kahoot,playKahoot

2025min

Assignhomework:OYOpg.
345,#20,21

Studentsmayworkon
assignmentwithremaining
time

Remainingtime

bc3173fd53b434583a4
3e799d963cf2
)Instructs
studentstoformpairsandlog
inontheirphones

Whatdowewantstudentstolearn?(Phase1)

Icanstatements:

Academicvocabulary:
Icanrecognizethedifferencebetweenlinearand Exponentialgrowth
Exponentialdecay
exponentialfunctions
Linear
Icanrecognizethedifferencebetween
Depreciation
exponentialgrowthanddecay
Icanapplyexponentialgrowthanddecayrulesto Interest

solveproblemsincontext

Icanconverta%depreciationintoaformula

Highlevel/Scaffoldedquestions/Prompts/Cues:
Wouldyoupaymoreforanewcaroracarthatisoneyearold?
Whataboutforacarthatisoneyearoldoracarthatisfiveyearsold?
Ifmyrateis20%,whatmultiplierwouldIuseinanequationtorepresentthat?
Whyarex.2xand.8xthesame?

Whatifmydepreciationwasgreaterthanone?Whatmightgaininterest/appreciate
overtime?

Processes/Strategies:
Focuslesson
Guidedinstruction
PGW
Independentwork(OYOs)

Text/Resources:

HowcanweEstablishPurposethroughouttheunit?

SeeIcanstatement

ProficiencyStatement

Criteria

Verbal
Communication
(parta,cdescribe)

Symbolic
Representation
(partcgraph)

ProblemSolving
(partb)

Advanced

*Precisemathlanguageisusedto
consolidatemaththinkingandto
communicateideas.
*Communicationofargumentis
supportedbymathematical
properties.

*Abstractorsymbolic
representationsareconstructedto
analyzerelationships,extend
thinking,andclarifyorinterpret
phenomena.

*Evidenceofanalyzingthe
situationinmathematicalterms,
andextendingpriorknowledgeis
present.

*Formalmathlanguageisused
throughoutthesolutiontoshare
andclarifyideasandcontainsa
labeledresponse.

*Appropriateandaccurate
mathematicalrepresentationsare
constructedandrefinedtosolve
problemsandportraysolutions.

*Acorrectstrategyischosenon
mathematicalsituationinthe
task.

*Anattemptismadetoconstruct
mathematicalrepresentationsto
recordandcommunicateproblem
solving.

*Apartiallycorrectorcorrect
strategyischosen,oracorrect
strategyforonlysolvingpartof
thetaskischosen.

Proficient

Basic

*Someformalmathlanguageis
used,andexamplesareprovided
tocommunicateideas.

*Thestudentmustachievea
correctanswer.

*Thestudentmustachievea
correctanswer.

*Studentachievesanincorrector
partiallycorrectanswer

BelowBasic

*Littleornocommunicationis
evident.

*Noattemptismadetoconstruct
mathematicalrepresentations.

Or
*Everyday,familiarlanguageis
usedtocommunicateideas.

*Nostrategyischosen,ora
strategyischosenthatwillnot
leadtoacorrectanswer

FormativeAssessmentActions:Giventhedatafromyourassessments,whatwill
wedoiftheyhaventlearned?(Phase3)

Flexiblesmallgroup
#1Guidedinstruction:

(nosymbolic
representation)
Reviewworkforwhat
agraphofexponential
growth/decaylooks
like

Flexiblesmallgroup
#2Guidedinstruction:

(noverbal
communication)
Reviewhowto
explainagiven
solutionusing
appropriatemath
language

Flexiblesmallgroup
#3Guidedinstruction:

(noproblemsolving)
Reviewproblem
solvingstrategieson
howtocreateatable
ofvaluesandhowto
usearuletofind
solutions(mayuse
technology)

Flexiblesmallgroup
#4Guidedinstruction:

pg.345#20

Havepartnerscreate
theirownfunctions
andgivetoapartner
todetermine
growth/decayandself
checkontechnology

IndividualGuided
Instruction:

Utilizeonline
resourcessuchat
KhanAcademyand
Mathtv.com
virtualnerd