Topic/Them e: Exponents

Time frame: 3 weeks Class/Grade Level: 9 th Grade State Content Standards: (What state standards will you be addressing in this unit?) Linear, Quadratic, and Exponential Models F-LE 1. Distinguish between situations that can be modeled with linear functions and with exponential functions. a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. (FLE.1.) 2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). (F-LE.2.) 3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. (F-LE.3.) 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. (F-LE.4.) Interpret expressions for functions in terms of the situation they model 5. Interpret the parameters in a linear or exponential function in terms of a context. (F-LE.5.) What skills and/or abilities should students acquire by the end of the unit? What facts and basic concepts should students know Students Will: by the end of this unit? 1. Evaluate expressions involving exponents when given variables x^a*x^b = x^(a*b) what a linear function is with given values and exponents. x^a/x^b = x^(a-b) what an exponential function is 2. Apply exponent properties involving products and quotients. x^0 = 1 what a logarithm is 3. Evaluate expressions with zero and negative exponents. -1^2 = -1 (x^a*y^b)^c = x^ac*y*bc 4. Apply scientific notation with exponents when given terms in (-1)^2 = 1 scientific notation that are multiplied or divided by one another in (x^a)^b = x^ab order to understand how scientific notation works. x^-a = 1/x^a 5. Graph exponential growth and decay functions when given Multiplying variables with exponents results in exponents being equations that model exponential growth and decay functions. added. Dividing variables with exponents results in exponents being 6. Solve word problems involving the application and evaluation of subtracted. exponents.

UbD Template Adapted from Wiggins and McTighe

Stage 1Desired Results (Meaning)

What Enduring Understandings/Big Ideas do you want students to take away from this unit? An exponent denotes the number of times a term is multiplied by itself. Exponents are a form of mathematical shorthand/language governed by its own set of rules.

Stage 1Desired Results (Continued) (Meaning)

What are the Essential Questions will you use to guide the learning in this unit? 1. 2. 3. 4. What are the positives of using exponents? What are the rules that govern the use of exponential language? What is the effect of an increase or decrease in an exponent? How do exponential functions differ from logarithmic and linear functions?

Summative Assessment (Performance-based): (How will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plan to teach in this unit? Students will: 3. Solve problems that involve variables with exponents. Variables will include positive and negative numbers. 4. Solve problems that involve multiplied variables and coefficients with exponents that are then taken to the power of a number. 5. Solve problems that involve multiplied and divided variables and coefficients with exponents that are then taken to a power of a number. 6. Take two terms in scientific notation that are multiplied or divided by one another and solve for the answer in scientific notation. 7. Take equations involving a number with a coefficient taken to the power of x and graph the equation. The number taken to the power of x will be greater than 1 and less than 1.

Stage 2Evidence of Desired Results

Other Summative Assessments (selected-response, extended written response, personal communication, performance-based): (How else will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plan to teach in this unit?) Students will: 1. Solve, when given word problems that involve exponents needed to solve the answer. 2. Describe the difference between linear, exponential and logarithmic functions.

Pre-assessments I will give an ungraded test on the material covered in the exponent unit. If a student has already acquired the knowledge or skill that I plan to teach, they will be able to take the unit test whenever they want to receive a grade for the unit.

Introductory Lessons & Assessments I will introduce students to the state standards by giving examples of what the standards demonstrate. I will show the students how to apply the material to real life examples. One of the main hooks I will use will be to demonstrate how money that is put in to a investment fund generating interest will grow over time exponentially. To begin with, I will address the basics, how to find the volume of a cube, and how we can use exponents to demonstrate the volume. I will show how multiplying a 2 dimensional object by a one-dimensional object results in a three-dimensional object, and that is representative of the exponent properties. I will show students how to take a number to a power. I will also highlight the difference between -1^2 and (-1)^2. I will instruct students by doing examples on the board, asking students to come up with problems on the board. I will ask students to raise their hand to check for understanding as well as a quiz at the end of the first week. Interm ediate Lessons & Assessments In the middle part of the unit, I will teach the skills of distributing an exponent to all terms inside parentheses, multiplying terms with exponents, dividing terms with exponents, and also solving when the exponent is zero or negative. I will teach these skills by doing examples for the class, as well as asking students for examples to apply the lesson to. Formative assessment will be hand raising, individually helping students, and an ungraded quiz at the end of the week. Students will be prepared for summative assessment by receiving feedback on their quizzes, which are similar to the test. Students will also be prepared by receiving a practice test that will be very similar to the test. This practice test will be reviewed in class with answers given.

Stage 3Learning Plan

Ending Lessons & Assessments The end of the unit will cover applying scientific notation effectively, graphing and solving exponential growth and decay, and applying exponents to world problems. My instructional strategies will include showing graphs of exponential growth and decay and demonstrating how to apply word problems to exponents. There will be a quiz as well as hand raising to formatively assess the student understanding. Also, the quiz will be used to prepare students for summative assessment.