Name:_Cory Flake_____________________________________________ DATE:__04/26/11_____________ GRADE___9-12___________________ LEVEL:___Algebra 2 Regular level______________________ TITLE:_____Exponential Equations_(50 minutes)_____________ OBJECTIVE(S): Students will understand characteristics

of exponential equations. Students will know what exponential equations are and the shape of their graphs. Students will be able to graph exponential equations. ALIGNMENT OF OBJECTIVE(S) TO STATE CONTENT AREA STANDARDS Content Area: Patterns, Algebra, Functions Standard Label: Concept 2: Functions and Relationships Grade Level Span: 11 - 12 Performance Indicator(s): PO1. Express and solve problems that can be modeled using linear, quadratic, logarithmic, exponential, cubic, reciprocal, absolute value, and step and other piecewise-defined functions; interpret their solutions in terms of the context. PO4. Graph exponential functions identifying their key characteristics. Rationale: Students need to apply what they have learned to exponential equations before ending the unit on functions and their graphs. ASSESSMENT: Formative: I will invite 4 5 students to model examples on the board. Their solutions will help me to see that they understand the concept. I will ask a few students about the process to graph these functions and gauge their understanding from the answers. I will observe their progress as I walk about the room. Summative: A test on use of functions will be given at the end of the unit.

PRIOR KNOWLEDGE/SKILLS: The students know about powers and exponents. They know how evaluate functions for values. The students know how to graph functions on graph paper. INTEGRATION OF SUBJECT MATTER: Not applicable during this lesson GROUPINGS: Students will discuss instruction with partners and during the lesson and closure activity. DIFFERENTIATED INSTRUCTION STRATEGIES:

Verbal The students will discuss lesson with partners. Logical Students will evaluate exponential equation for several values. Visual Examples will be modeled on the board. Students will graph equations during lesson. Intrapersonal Not applicable for lesson Interpersonal Group discussions on the material. Kinesthetic Students will move to the board for examples. Musical Not applicable for lesson

MODIFICATIONS/ACCOMODATIONS: I will review student's IEP/504 and make appropriate modifications and accommodations. EXTENSIONS: History and Biology MATERIALS, RESOURCES, and TECHNOLOGY: Teacher materials: Projector, podium camera, white board, dry erase markers, graph paper (see attached) and pencil, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text. Student Materials: Writing utensils, calculator, graph paper and pencil, Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, Student Edition. SOURCE FOR LESSON PLAN AND RESEARCH: Larson, R. Boswell, L. Kanold, T. D., Stiff, L. (2004). Algebra 2. McDougal Little: Illinois, teacher annotated text.

LESSON: See DETAILS of LESSON PLAN: ARIZONA STANDARDS FOR INITIAL CERTIFICATION: I am meeting the following standards though this lesson plan: Standard 5: The Teacher collaborates with colleagues, parents, the community, and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and to transition from school to work or post-secondary education. The performance assessment shall measure the extent to which the teacher: 5.2 Collaborates with other professionals and agencies to improve the overall learning environment for students 5.3 Accesses community resources and services to foster student learning 5.5 Collaborates with colleagues to meet school and district goals Standard 7: The Teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards: 7.1 Skills and concepts related to the subject area 7.1b At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she being certified to teach 7.3 Debates and processes of inquiry that are central to the discipline 7.5 Connections between knowledge of the subject areas and real life situations at the level of the students being taught Standard 8: The Teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and asses student learning. The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 8.4 Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 8.6 Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community of student learning 8.7 Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8.8 Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 8.11 Services and resources to meet the needs of exceptional children and how to access the services and resources 8.12 Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system8.13 Laws and ethics related to student, parent, and teacher rights and responsibilities

DETAILS OF LESSON PLAN PARAGRAPH ONE: The classroom should be arranged in one block of desks facing the main white board. There should be 5 columns with 5 rows of desks. The class seating chart is located to the right of my computer and should have current pictures with names for easier recognition. There is a podium to the right of the White Board to stand while giving instruction. Make 60 copies of the graph paper (see attached) before class starts. This lesson will explain the use of exponential equations to observe the behaviors of population growth in history. It will also show the behaviors of bacteria growth from biology. This is the last function to be taught in the unit plan of functions and their graphs. See standards for Arizona Math above ANTICIPATORY SET: (3 minutes): Bell Work. The procedure for this activity is that the students walk in quietly, take out a piece of paper, and complete the bell work on their own. Write the following questions on the board before class walks in. 1. What kind of equation would you use to explain population growth that starts very small and grows increasingly fast? 2. How would a graph look that describes the growth of bacteria in biology that also behaves like population growth? While students are working on the Anticipatory Set, attendance must be taken and reported on the computer for any absences or tardies. After attendance is taken walk around the room to observe their progress. The class should have followed established procedures to turn homework in before starting the anticipatory set. All previous homework assignments are on the board to the left of the main whiteboard so there should not be any questions from the students. PARAGRAPH THREE: (5 minutes) Class discussion: Ask 4-5 students what their responses were to the bell work questions. Discuss with the class that the answer to the first question is exponential equations and draw the simple graph for the second question. Tell them that the graph starts small, but the growth explodes just like population and bacteria growth given the right conditions. PARAGRAPH FOUR: (8 minutes) Direct instruction: Turn to pg. 466. Write the function f(x)=(1/2)*3x on the board and ask three different students how they would approach graphing it. Show the students how to make a table with X values on the left and f(x) blanks on the right. Show a separate evaluation for each number between -2 and 2 including 0 and fill in the table with the results. Then plot each point on a graph paper (see attached) using the podium camera. Ask the students for questions. Write the function f(x)=-(3/2)x and repeat the above procedures for this example.

PARAGRAPH FIVE: (8 minutes) Class practice: Invite 4 students to the board to complete an example for the class. Have them write the function f(x)=5x. Invite one student to the podium to graph the results from the four student volunteers on the podium camera using graph paper (see attached). PARAGRAPH SIX: (21 minutes) Independent practice: The procedure for this activity is for the students to work quietly. They are to raise their hand if they need help and wait patiently until they are given help. To help the students, mention the step that they appear to be missing from the examples and move on. The students know that this is all the help they will get as others in the class may need the same help. Write the assignment pg. 470 #s 25-30, 43-45 on the board. Tell the students that they will need to complete the rest of the assignment at home if they do not complete it in class. CLOSURE: (5 minutes) Partner discussion: Ask the students to turn to the student on their right and discuss what they found out about exponential equations and their graphs. Also discuss how this type of equation can best describe population and bacteria growth. The last column can turn around to the student behind them. The procedure for this activity is for one person to talk while the other person listens intently for 1.5 minute. The teacher then calls switch and the other person shares their opinion. Have the students write down why exponential equations fit best in explaining population and bacteria growth on a piece of paper to give to me before leaving class. REFLECTION: