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Carolina Oliver-Barone

Lesson Plan: Linear and exponential functions Course: Algebra 1/Algebra 2 Review Objective: Students will compare properties of linear and exponential functions. Each represented algebraically, graphically, numerically in tables, or by verbal descriptions. Students will also be able to distinguish between situations that can be modeled with linear functions and with exponential functions. CCSS: F-LE 1 Construct and compare linear and exponential models and solve problems. Distinguish between situations that can be modeled with linear functions and with exponential functions. Anticipatory Set: I will present to students the following scenario: after a successful job interview, you future employer would like you to make a decision about your salary on the spot. Choice 1 he will pay you a yearly salary of $15,000 a month + a one time 50,000 bonus at the end of the year for perfect attendance; choice 2 he will pay you $1,000 for the first month and he will double that amount the next month, and double that amount the following month, and so on for the next 9 months. I will ask to see a show of hands for choice 1 and choice 2, and I will record the tally on the board. During this 5-minute section I hope to set the tone for the entire lesson, which is mainly about the difference between linear and exponential functions. Resources and materials: HSPA workbook (one for each student) Calculators (one for each student) Worksheet #1 (one for each student) Do now problem/exercise, written on SmartBoard Procedures: 1. As students enter the classroom the will take a copy of worksheet 1, a HSPA workbook, and a calculator. 2. 5-min. Do Now: Find rate of change Teacher will set up the exercise on the SmartBoard prior to the beginning of class (see attached). Before 5 minutes are up, the instructor will call up a volunteer to answer the question. 3. 5-min. Anticipatory set exercise (see under anticipatory set) 4. 10-min. The instructor will explain students that the worksheet they collected at the beginning of the class is a study guide for them to have as future reference. The worksheet has many blank spaces. When the worksheet is complete, students will

be able to refer back to it for key information regarding linear and exponential functions such as vocabulary and related formulas. Students will be called out to share the answers to the lank spaces with the rest of the class. 5. 15 min. Students will work with HSPA workbook. Page 161 #1-8; Page 162 #9-16 6. 10 min. Referring back to the show of hands at the beginning of the lesson, the instructor will set up 2 formulas of the board. A linear function to model choice 1 and an exponential function to model choice 2. Students will figure out both yearly salaries and they will also come up to a conclusion. 7. The instructor will give the students homework assignment. HSPA workbook page 163 #17-21 Technology: The instructor will use the SmartBoard throughout the lesson. The students will work with TI-83/84 calculators to find out and check that the graphs they came up with were correct. Extension: Students that are able to finish with their work before time is up, can start working on homework which is on HSPA workbook page 163 #17-21 Follow up: Students will use the notes created in class to work on homework exercises. See homework under procedures step #7. Modification: Some students may benefit from the use of the calculator to check their answers and their graphs.

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