INSTRUCTIONAL PROJECT 5: LESSON PLAN
Date: 4/12/2016
Teacher: Mr.Orman
Grade: 8th, Algebra 1
Content Area: Mathematics / Algebra 1
Lesson: 9-2 Exponential Growth and Decay
Timeline: 90 Min (block schedule) or two 50 minutes period.
Materials: Projector, Laptop, Graphing Calculators, copy of handouts for students.
Reporting Category: 9. Exponential functions and equations
Description of the Lesson: The student applies the mathematical process standards when using
properties of exponential functions and their related transformations to write, graph, and
represent in multiple ways exponential equations and evaluate, with and without technology, the
reasonableness of their solutions. The student formulates statistical relationships and evaluates
their reasonableness based on real-world data.
TEKS:
A.9(C) (Readiness) Write exponential functions in the form f(x) = abx (where b is a rational
number) to describe problems arising from mathematical and realworld
situations, including growth and decay.
A.9 (D) (Readiness) Graph exponential functions that model growth and decay and identify key
features, including yintercept and asymptote, in mathematical and real
world problems.
A.9 (A) (Supporting) Determine the domain and range of exponential functions of the form
f(x) = abx and represent the domain and range using inequalities.
ELPS: Use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language.[2E]
Objectives: After completion of this lesson students will be able to
a)
b)
c)
d)
discover the common characteristics of exponential functions.
analyze equations, graphs, tables, and verbal explanations of exponential functions.
identify, graph, and determine the domain and range of exponential functions.
model real-world situations involving exponential growth and decay.
Introduction:
Warm up: (5 min) Students will work on warm up questions while I take attendance, pick up
homework for 5 minutes. Then, we will go over questions for 5 minutes. I put warm up questions
on screen using the projector. Warm up will help students to recall the concepts we learned in
chapter 6 which help us to build concept of exponential growth and decay.
Hook: (10 min) I ask students if they were offered two different jobs, which of offers they would
accept and why?
1) First job pays them $500 per day,
2) Second job pays them 1 penny for first day, 2 pennies for second day, 4 pennies for third
day, 8 pennies for day 4 and keep doubling amount each day for a month.
I let them to discuss with their group before sharing their answer and reasons. After they discuss
with their group, students share their choice and supporting reasons. After whole class
discussion, I ask how much they would get from each job. They can easily find how much they
would get from first job which is for a 30 days month, it would be
30*$500= $15000.
How about second job? How much they could get from second job? That is the part which gets
students interest. I let students to discover this part with their group via doubling penny
activity. (Another great activity is story of chess board which has the similar logic. I sometimes
share it with my students while they are working on the activities.)
Whole Class Activity:
Doubling Penny Activity :( 15 min) Students will work on doubling penny activity with their
group to figure out how much they would get if they accept the second job.
Students will complete the chart for each day and add them up. Once students finish they will
share their results. The activity helps them to grasp the exponential growth concept and how
rapidly numbers can grow.
Real Life Application: (15 min) there are many real life applications of exponential functions
and equations such as population growth/decay, compound interest, Half-life. I will introduce the
formulas for each part. Students will be given graphic organizer which includes real life
examples and comparison of exponential growth and decay. I will solve question 1 and 3 and
have students to solve question two.
9.2 Exponential Growth and Decay Graphic Organizer
Differentiating Instruction:
Name:
Thinking Dots Activity :( 25 min) I use this activity to let students to choose problems they
want to work on. There dots on top of each question. 1 dot means that the question is 1 point, 2
dots means it is two points and so on. Challenging questions worth more points which are 5 or 6
point questions. Students can get maximum 21 points from each side. Both sides add up to 42
points. Students may choose any questions they would like to solve. I let each student to know
their goals. If they solve extra questions, they get extra credit. I usually set goals for my G/T as
30 points, for on level students as 25 points and for below level students as 20 points. I walk
around the help students when they have any question or need guidance.
Evaluation: (15 min) I will use TIC-TAC-TOE worksheet. There are 9 questions on the
worksheet. Students need to choose 3 questions in a row, in a column or in a diagonal.
Closure: (5 Min.) We will wrap up the concept with students feedback. Students will write one
real life example for exponential growth and one for decay on their link card and turn it in
before leaving classroom.
