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Key Words: Exponent, Exponential Function, Exponential Growth, Exponential Decay, Growth
Factor, Decay Factor
Students will explain how the definition of the meaning of rational exponents follows from
extending the properties of integer exponents to those values, allowing for a notation for radicals
in terms of rational exponents [N.RN.1]. Students will also be able to graph exponential
functions and understand exponential behaviors [F.IF.8.b].
Established goals:
Students will be able to simplify expressions involving exponents in order to solve exponential
functions.
Students will analyze and graph exponential growth and decay and compare them.
What key knowledge and skills will students acquire as a result of this unit?
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Stage 2: Determine Acceptable Evidence
Students will work with in pairs on How to Survive a Zombie Attack which models
exponential growth of the zombie virus. Students will be creating an exponential formula,
a table, graph, and answering questions to go along with the attack.
Students will discuss the best choice if they were given the option of more zombies but a
slower growth rate, or fewer zombies but a faster growth rate.
Students will then be given the cure to zombieism and create a new formula measuring
the exponential decay of the zombie virus. Students will conclude how long, if ever, it
will take for all of the humans to be cured.
Each group will come up with their ideal zombie apocalypse and present it to the class,
using explanations of exponential growth and decay.
Students will turn in exit tickets that include questions they may still have from the
days lesson
Students will be given feedback on their practice the next day as we go over
answers and explain problems still not understood
Practice simplifying expressions using zero and negative exponents out of the E2
textbook, starting off working alone and then in partners
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Introduce multiplying powers with the same base E1
Introduce real world examples that use exponential functions, such as interest O
rates and carbon dating.
Students will be divided into groups of two to create, make a table for, and graph T
the zombie virus exponential function
Each group will be paired with another to discuss the choice of more zombies but T
a slower growth rate, or fewer zombies but a faster growth rate
In their original groups, students will then be given the cure to zombieism and T
create a new formula measuring the exponential decay of the zombie virus.
Students will conclude how long, if ever, it will take for humankind to be cured.
Each group will pair back up with their other group of two to come up with their T
ideal zombie apocalypse.
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Groups will present their ideal apocalypse to the class, using explanations of T
exponential growth and decay.
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