Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Lesson Title: Grade/Period:

Chapter 7: Exponential and Section 3: Logarithmic Functions as 4th and 5th
Logarithmic Functions Inverses
Section 4: Properties of Logarithms
CCSS or State Standards:
F.BF.4.a. Solve an equation of the
form f(x)=c for a simple function f
that has an inverse and write an
expression for the inverse.
F.IF.7.e. Graph exponential and
logarithmic functions, showing
intercepts and end behavior, and
trigonometric functions, showing
period, midline, and amplitude.
A.SSE.1.b. Interpret complicated
expressions by viewing one or
more of their parts as a single
entity. For example, interpret
P(1+r)n as the product
of P and a factor not depending on
P.
F.IF.8. Write a function defined
by an expression in different but
equivalent forms to reveal and
explain different properties of the
function.
F.IF.9. Compare properties of two
functions each represented in a
different way (algebraically,
graphically, numerically in tables,
or by verbal descriptions).
F.LE.4. For exponential models,
express as a logarithm the solution
to abct = d where a, c, and d are
numbers and the base b is 2, 10, or
e; evaluate the logarithm using
technology.

Resources and Materials:

(can be attached)
 Baker College Teacher Prep Lesson Plan Form
Algebra 2 Common Core
7.3-7.4 Review Sheet A
7.3-7.4 Review Sheet B
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
I can:
I can write and evaluate logarithmic expressions.
I can graph logarithmic functions.
I can use the properties of logarithms.
How are exponential functions and logarithmic functions related?
How are exponential functions used in the real world?
How are logarithmic functions used in the real world?
Warm up:
1. Write as a logarithm. 54 = 625
1
2. Evaluate. 5 125
3. Condense. 3 2
4. Expand. 3 3 2
0:00 Students are welcomed into the classroom.
0:01 Upon entering the classroom students will find their assigned
seats, and begin working on their warm up that is on the board.
- During this time I will take attendance.
0:06 Once students have completed their warm up, go over it as a
whole group.
0:08 After going over the warm up allow students to ask any
questions from the previous nights assignment.
- This allows me to formatively assess students on their
understanding of the material covered in last night's
homework.
0:10 Explain the assignment for the day.
- Students will be assigned partners.
- Students will be given review sheet A or review sheet B in
their pair.
- They will work together utilizing the Reciprocal Learning
approach to coach on another through the review sheet.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
- The answers to review sheet A are on the back of review
sheet B, and the answers to review sheet B are on the back of
review sheet A.
0:15 I will announce student partners.
- I will choose partners in order to ensure that students are
paired up to help one another.
- One high student or medium student paired with a low
student.
0:18 Students will have the remainder of the hour to work together
to coach one another through the review assignment.
- As students are working I will walk around the classroom
and formatively assess how they are doing with the material.
This will allow students to ask questions as they are working
on the assignment. This will also allow me to identify any at
risk students.
0:58 Regroup to whole class. This will allow for students to ask any
further clarifying questions prior to class dismissal.
0:60 Dismissal.
Whole group discussion is an effective way to focuses on
interactions. Students are allowed to express their knowledge,
understandings, and opinions on a topic. Discussion promotes active
learning for students and also increases student accountability.
Student-centered strategy.
Partner work is an effective way to allow for students to apply their
knowledge on the material we are covering, while working with
someone else. Students are paired based on formative assessment of
their understanding so that partners can help coach one another
through the material. Student partnership improves social
interactions,
Small group instruction is an effective way to differentiate
instruction and meet the needs of our students. With responds to
informal and formal data collected from various sources, I can
construct a comprehensive profile on students interests, abilities and
challenges. Small groups also enables students to develop
relationships with their classmates.
Lesson closure ends a lesson and creates a lasting impression, allows
students to ask any remaining questions, and also allows me to check
for understanding regarding todays lesson.
Reciprocal learning maximizes the learning and the retention
potential of student partnerships by asking each student to play two
 Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
separate roles. As a player, the student attempts to complete the
worksheet provided by the teacher. In this role the student should try
to think out loud so that the second player the coach can help coach
or provide encouragement, praise, feedback or clues to the student
through completing the exercise.
Formative:
During whole group instruction when answering homework
questions from the night before I can formatively assess students on
their understanding of the material covered in last night's homework.
After instruction, during partner work (Reciprocal Learning) walk
around the classroom and assess how students are doing with the
material. Answer any questions that students may have at this time.
Summative:
Quiz over sections 7.3 and 7.4 (Monday)
Chapter 7 Test. (two weeks)
Tired partnerships allow high students or medium students to help
coach low students through the assignment.
I will be walking around during the partner work time in order to
formatively assess and work with partners who need assistance.
The number of questions on the review worksheet can be shortened
for those students who may need.
High student can receive both of the worksheets with the answer
keys removed. I will keep a copy of both answer keys at the front of
the class so that these students may check their work and ask
questions.
This class is ordinarily taught in one year, this version of the class
splits Algebra II into 2 years.
Regrouping the class after whole group discussion and partner work
time allows for all students to ask questions prior to taking the
material home for homework. This also allows students to ask
questions prior to studying for the quiz on Monday.