CEP Lesson Plan Form

Teacher: Kendra Gardner Date: 11/14/17

School: Rocky Mountain High School Room #: Content Area: Algebra 2

Title: Lesson 6.6 Day 1 Lesson #:2 of 2

Lesson Idea/Topic and
Rational/Relevance: What are
you going to teach and why is
this lesson of importance to
your students? How is it
relevant to students of this age
and background? Why are you
teaching this lesson now (what
came before/what will come
after)? What teaching
methods/strategies will you use
and why?
I will be teaching more on logarithmic and exponential functions. Over
the past week or two they have been learning all of the ways to solve
these functions- which have been broken up into each lesson. On
Tuesday, we will be combining all of those methods and solving the
equations using the method that best fits each equation. So far they
have been told in each lesson what process to use. This lesson
combines all processes and makes them choose the one that fits best.
This is relevant to the students because these types of problems are
used when dealing with population problems and financial
applications. After looking at this lesson they will look at modeling
with exponential and logarithmic functions and look more at
technology applications. I will be using a direct teach to go through
the guided notes, but will be using the I do, we do, you do.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

For exponential models, express as a logarithm the solution to abc = d where a, c, and d are numbers and the base b is 2,
10, or e; evaluate the logarithm using technology. (CCSS: F-LE.4)
Understandings: (Big Ideas)

Be able to solve exponential equations when given situations of exponential and logarithmic functions. See and solve real
world applications.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

Depending on the problem, how are you able to tell the best way to solve it?

In what ways can exponential functions be used in the real world?

Which financial applications can be modeled with exponential functions? Linear functions?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective

I can: Solve exponential and logarithmic equations using any method.

This means: That students will be able to solve for the unknown variable using a variety of methods that they have used
over the past week. At least 75% of students will be able to solve each exponential and logarithmic equation using the
method of their choice.

List of Assessments: (Note whether the assessment is formative or summative)

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CEP Lesson Plan Form

Formative: Check-ins throughout the lesson. Summative: Exit ticket of 3 problems letting them choose their method of
choice.

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title - Think of the purpose as
the mini-rationale
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The hook to grab students attention. To put
students into a receptive frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Exponential and Logarithmic Functions
Purpose: To be able to apply all of the methods they have learned in the past week to a
variety of different types of logarithmic and exponential functions. Also, to see more
examples of real world problems.
~45 Minutes
Review what they have learned so far and ask for their opinion on which method they
would use to solve to complete some problems.
Now that we have become more comfortable with solving exponential and logarithmic
functions, how do you choose the best method to solve each problem? How would you
know?
The strategy I intend to use is discovery.
I am using this strategy here because:
Its important for them to see the difference of why we use different methods to solve for
logarithmic and exponential functions.
I will know they get it if they are able to see which type of problem they have and solve it
correctly.
My CFU: Warm up questions that allow them to start to see the difference.
Teacher Actions Student Actions
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CEP Lesson Plan Form
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson in minutes.
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:-whole-class practice, group
practice, individual practice, check for
understanding, other
How do you intend to engage your students in
thinking during Procedure?
Why are you using it at this point in your lesson?
How will you know they get it?
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during the Closure?
Why are you using it at this point in your lesson?
How will you know they get it?
Colorado State University College of Health and Human Sciences
5-10 minutes- Warm up and go Go through warm up and review
over review of common common mistakes made
misconceptions Go through guided lesson and ask
20-25 minutes- Go through guided questions when needed
notes on Smart Board. Model I do, Complete exit ticket
we do, you do. Work on homework
5-10 minutes- Exit Ticket
The strategy I intend to use is direct teach with turn and talks, cold calls, and class
collaboration.
I am using this strategy here because: it allows us to get through the guided notes with
them having input and explain their reasoning.
My CFU? One through five of understanding. Talk around the room on the problem they
do on their own.
Throughout the lesson I hope to ask thought provoking questions that challenge them.
Some of these questions would be:
What type of function is this?
Would we use natural logs or logs to solve this? Why?
What information are we missing?
How can we find this information?
Which variable is that represented by?
The strategy I intend to use is an exit ticket.
I am using this strategy here because:
It allows me to do a data analysis to see their progress and if they understand the
concepts of the lesson.
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My CFU? At least 75% of students will score a 75% or higher on the exit ticket.

Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?

Assessment Reflection: (data analysis)

How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

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CEP Lesson Plan Form

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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