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Lesson Planning Guide

Kamischke, Kamischke, and Murdock. (2004). Discovering Advanced Algebra: An

Investigative Approach Section 5.5. Emeryville, CA: Key Curriculum
Press, Inc. Section 5.5 (Pgs. 266-272)

Objective: I can find inverses of exponential equations..

Overview: The teacher will introduce the concept of inverse functions. Students will
learn how to find and graph inverse functions when given an equation.
Previous Lessons This Lesson Next Lessons
Students will be able to Students will be able to Students will be able to
graph exponential find and graph inverse evaluate equations
functions using real- functions. involving logarithms.
world situation.
Continuity:

OSPI Standards:

A1.7.A Sketch the graph for an exponential function of the form y = abn where n
is an integer, describe the effects that changes in the parameters a and b
have on the graph, and
answer questions that arise in situations modeled by exponential functions.

A2.1.D Solve problems that can be represented by exponential and logarithmic

functions and equations.

A2.2.B Use the laws of exponents to simplify and evaluate numeric and algebraic
expressions that contain rational exponents.

A2.4.AKnow and use basic properties of exponential and logarithmic functions and the
inverse relationship between them.
A2.4.B Graph an exponential function of the form f(x) = abx and its inverse
logarithmic function.

A2.4.C Solve exponential and logarithmic equations.

A2.6.E Determine if bivariate data set can be better modeled with an exponential
or a quadratic function and use the model to make predictions.

Materials: Power Point

Projector
Paper and pens
Discovering Advanced Algebra (Teacher’s Edition)

Use of Space: The desks will be arranged in four rows of ten. The dot cam will be
placed in the front corner of the room and used to draw up notes for
students to copy down.

Differential Instruction:
This plan and all lesson plans implicitly include an understanding that not
all students learn the same way and may require supplemental and/or
additional resources to meet their needs. The classroom teacher is
completely informed as to the IEPs, 504s, and other special
accommodations that must be made for these students. One student in the
class is ESL and requires translated assignments and tests. Two students
have learning disabilities and require extra time to complete tests and
preferential seating during class.

Instructional Plan:
Time Pacing Learning Experiences Assessment Strategies
5 minutes The teacher will give Observe Class for on-task
students an opportunity to behavior.
discuss any problems they
may have had with the
exam.
30 minutes Lesson 5.5: Building Take questions as
Inverses of Functions: necessary; based on
• Defin questions, assess how well
ition students are grasping the
of an material; if students are not
Inver grasping the material well,
se do more examples and slow
Funct down
ion
• Strate
gy to
find
an
inver
se
functi
on: If
you
are
given
an
equat
ion,
f(x) =
4–
3x,
rewrit
e the
equat
ion as
y=4
-3x,
switc
h the
x and
y to
make
x=4
– 3y,
and
solve
for y.
• Findi
ng
the
inver
se of
a
functi
on
when
given
multi
ple
point
s
along
the
line
• Findi
ng
the
inver
se
and
line
of
sym
metry
functi
on
when
given
the
graph
• Findi
ng
specif
ic
point
s of
inver
se
functi
ons
when
given
, for
exam
ple:
g(r) =
2+
3r,
find
g(-1)
and
g^-
1(2).

20 minutes The teacher will assign page Mrs. Bruns and I will
269 #’s 1-5, 7, and 8 for circulate around the
students to work on for the classroom answering
duration of the period. student questions and
ensuring everyone stays on
task. Students will be
reminded that they only
have the remainder of the
period to finish the
assignment.

Summative Assessment:

The theme of Unit 5 is understanding exponential, logarithmic and inverse

functions. The second quiz will assess the student’s understanding of
extracting equations using point-ratio form from story problems,
converting and graphing functions and their inverses, and solving basic
logarithmic equations.