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Teacher: Madison Rhodes Date: 4/30
Title: Intro to Logarithms Lesson #:__ of __
Lesson Idea/Topic and Introducing students to logarithms gives students a way to solve for unknown exponents in exponential
Rationale/Relevance: equations. They will be slowly learning that exponentials and logarithms are inverses, just like
multiplying and dividing are inverses. This lesson is just getting the pattern down and using what we
know from last unit with exponentials to solve for logarithms.
Student Profile: The class is comprised of 24 students, 14 boys and 10 girls. 16 are juniors while 4 are sophomores and 2
are seniors. There is one student labeled GT and one ELL student who has English fluency. The class has
several very motivated students who tend to be the main participants, although I encourage other
students to participate as well.
There are a few students who typically arrive late in the class, most having gone off campus for lunch.
The students who do typically struggle and I try to encourage them to arrive on time but they don’t seem
to care. However it is better than not coming at all, and I’m not sure what I could do to get them to come
in promptly since they don’t seem too grades motivated.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.MATH.CONTENT.HSF.BF.B.5
(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems
involving logarithms and exponents.
Understandings: ( Big Ideas)
To be able to go between two forms, logarithmic and exponential, representing the same information, one old and one new, and using what we
have already practiced and used to solve for the information in the new form.
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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
If we can solve for logarithms using exponential equations, why do we need logarithms?
What information can be gained with logarithms that may be harder or unavailable to get in exponentials?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)
I can:
Switch between an exponential equation and the equivalent logarithmic equation.
Use my knowledge of exponentials to solve for a logarithmic equation I don’t know the answer to yet.
This means:
I will go f rom a = b c to c = log b a and back
I will solve for c in the exponential equation to solve for c in the exponential
List of Assessments: (Write the number of the learning target associated with each assessment)
Informal: Check in during work time. Asking students to guide the switch between exponentials and logarithms after the first few examples.
Formal: Students will have an exit ticket that I will look over to see how well students understood the switching between the two forms, and see
if there are any common mistakes that I need to address, or if I need to re‐teach anything.
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Planned Lesson Activities
Name and Purpose of Lesson Intro to logarithms
Purpose: to be able to find the inverse of an exponential function. This will end up giving
students a way to solve for x when you cannot set exponential functions to an easy base.
Co‐Teaching Which model(s) will be used?
Will co‐teaching models be utilized in this lesson? One teach / One assist
Yes _x__ No ___ Why did you choose this model(s) and what are the teachers’ roles?
I chose this model as Mrs Martinison is typically in the background to remind me if I have
forgotten anything important content or management wise, but does not take over the
classroom when a mistake is made, just assists with a small corrective action and then
fades back.
Approx. Time and Materials Warm up ‐ 3 minutes
Instruction ‐20 to 25 minutes
Work time ‐ 20ish minutes
Materials: 8‐1 worksheet and homework, pencil and eraser or pen, calculator (Optional)
Promethean board/pen, computer with presentation, timer, index cards
Anticipatory Set The strategy I intend to use is: Having students work on a problem about inverses with a
linear equation.
I am using this strategy here because: They are going to be learning how to find a new
kind of inverse today and being able to get on the inverse mindset is very important to
when going into logarithms since they are so closely tied with exponentials.
Procedures The strategy I intend to use is: I do, we do, you do
I am using this strategy here because: This allows for students to tell me what to do, and
make it so that I can get a general feel for who is catching on.
Teacher Actions Student Actions Data Collected
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CEP Lesson Plan Form
to help convert it to
exponential then reminding
them they’ve done this kind
of problem before.
Have students convert and
then solve with the Converting the problems How many students are
exponential equations, from logs to exponentials struggling and how many
assisting those who are and then solving the are doing the problems
struggling on the board. exponentials like they’ve without help.
been doing throughout the
last unit. Discussing the
question with me on the
board if they are confused
At the end of instruction I
will ask that everyone fills Students will do their exit How students are doing in
out the last question on an ticket and then turn it into terms of converting
index card I will pass out as the box before working on between forms and then
an exit ticket, and that once homework solving the exponential
they are done they can equation.
work on the homework for
the rest of class and turn
their card into the box.
If they are stuck they
should ask a student near
them for assistance and
then ask me if they are still
stuck.
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During homework time I
will go around checking in Students will work on the Any common questions or
on students, asking them homework either confusion the students
questions about the individually or groups, have
homework to test their asking questions for help on
understanding, or help any confusion.
them with any confusion
that they are having.
Closure The strategy I intend to use is: Exit ticket
I am using this strategy here because: The students will know whether they understand
what the lesson covered and then they can think about what they do or do not
understand, whether that's solving exponentials or not knowing where to start. They can
then ask for assistance in order to better understand the material.
Differentiation Content Process Product Environment
Modifications: Walking Students who
through the are having a
problem with more difficult
the students time with the
guiding it on material are
the board and given extra
providing time to
prompting complete the
questions to assignment, or
get students to have certain
start making problems
connections initialed off if
between steps. they need a
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CEP Lesson Plan Form
shortened
version of the
homework.
Extensions: Students who
are quicker
than the others
do their
homework in
the time
between
finishing a
problem and
starting the
next in the
lesson. This is
an added
benefit for
them as it
usually makes it
so that they
finish their
homework
completely in
class and do
not have to
take it home.
Assessment Formative: Collecting the exit tickets to see what students are understanding from the
lesson.
Collecting homework the next day to get a better idea of any common mistakes or
misconceptions.
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