Nermin Fialkowski AIL 624 Dr.

Jan Richards

Assignment Week 4
3-Day Unit Plan

Class: Pre-Calculus (Honors & Regular)

Chapter 3: Exponentials & Logarithms

Section 1: Transformations & Exponentials

Textbook: College Preparatory Mathematics, Pre-Calculus with Trigonometry

I teach a total of three Pre-Calculus classes, two Honors and one Regular. All classes are made up of junior
and seniors. This Unit Plan is intended for both levels. My Honors classes do move at a faster pace.
Students work well independently and in groups. Students in my Regular class lack procedural fluency and
algebraic skills. Unit Exams are slightly modified between levels. All classes have a handful of English
Language Learners, and there is one Special Education student in each class.
Lesson 1
3.1.1- How do kf(x) and f(kx) Transform a Graph?
Standard addressed: RATIONALE FOR INSTRUCTIONAL AND
Common Core State Standards STUDENT ACTIVITIES.
Functions: Building Functions (F-BF)
Build new functions from existing functions Students will explore the effect of multiplying
3. Identify the effect on the graph of the output and input by a number, (kf(x)) and (f(kx)),
replacing f(x) by f(x) + k, k f(x), f(kx), and respectively on the graph of y = f(x). Students will
f(x + k) for specific values of k (both explore these effects by using an interactive simulator
positive and negative); and the value of k (www.desmos.com/calculator/kai88dwx8z) that allows
given the graphs. Experiment with cases students to change the output and input values of the
and illustrate an explanation of the effects variable k, and visually see how the graph of f(x) is
on the graph using technology. transformed.
• Connectivism (Burke, 2016)
Mathematics Content Standards for California o Students use technology to complete
Public Schools the activity.
Algebra II o Four Steps
9.0 Students demonstrate and explain the 1.) Aggregation
effect that changing a coefficient has on the Students make predictions first as
graph of quadratic functions. to what effects k will have
2.) Remixing
Lesson objectives: Develop understanding of effect of
Students will explore the effect of multiplying multiplying the output and input by
the output and input by a number, (kf(x)) and a number
(f(kx)), respectively on the graph of y = f(x). 3.) Repurposing
Complete homework assignment
Lesson description: 4.) Feeding Forward
Students will explore the effect of multiplying Students solidify effect of
the output and input by a number, (kf(x)) and multiplying the output and input by
(f(kx)), respectively on the graph of y = f(x). a number.
Students will explore these effects by using an • Advanced Organizers (Week 4: Teaching
interactive simulator Approaches and Models)
(www.desmos.com/calculator/kai88dwx8z) that
allows students to change the output and input o Desmos simulator acts as advanced
values of the variable k, and visually see how the organizer.
graph of f(x) is transformed. Students have three - Divided into three sections,
focus questions to help guide them in determining one for each focus question
these transformations. For Question #1 (kf(x)) and - #1 kf(x)
#2 (f(kx)), students will select four different k - #2 f(kx)
values, and describe how k effects the graph of - #3 –1f(x) and f(–1x)
f(x). Question #3 has students narrow down their
focus specifically on k=–1. Students continue to
describe the transformational effects that k=–1 has
on f(x).

Students will then apply their findings of the

transformational effects of k. Students will graph
four transformations (a. 2f(x), b. f(2x), c. –f(x), d.
f(–x)) for the same given graph.

Assessment plan for lesson:

Students will be given about 15-20 minutes to
explore the simulator and describe the
transformational effects that k has on f(x).
Students will be informally assessed as to whether
or not they can correct identify the
transformational effects on f(x). kf(x) is a vertical
transformation (stretch if k>1 or compression if
0<k<1). f(kx) is a horizontal transformation
(stretch if 0<k<1 or compression if k<1). –f(x) is
a reflection over the x-axis and f(–x) is a reflection
over the y-axis.

As students apply their knowledge of these

transformations in graphing: a. 2f(x), b. f(2x), c. –
f(x), d. f(–x), I will be looking for the
solidification of their knowledge. In the first
activity students were able to describe the
transformations from the graph, now they will be
graphing from the transformations. Student
responses will inform me whether students can
reach the next DOK level of Extended Thinking
from Strategic Thinking (Depth of Knowledge
Overview Chart). Where they can connect the
 descriptions of the transformations and create the
new graph (What are the Types of Assessment?)

Students’ homework will be a type formative

assessment. Grading this assignment will allow
me to provide feedback to my students, as well as
identify any gaps in student knowledge that will
allow me to modify my instruction as needed
The homework assignment includes describing
three different transformations to f(x)=x2. And
finding three expressions, in function notation,
that generates transformed graphs, based on a
given function f(x).

Lesson 2
Match My Exponential
Standard addressed: RATIONALE FOR INSTRUCTIONAL AND
Common Core State Standards STUDENT ACTIVITIES.
Functions: Linear, Quadratics, and Exponential
Models (F-LE) Students will be exploring the effects of initial value
Construct and compare linear, quadratic, and (a) and growth factor (b) of an exponential function,
exponential models and solve problems y = a · b , through the use of technology. Students will
x

2. Construct linear and exponential use an interactive Desmos Activity, Match My

functions, including arithmetic and Exponential. The Match My Exponential Activity is
geometric sequences, given a graph, a interactive and provides students with immediate
description of a relationship, or two input feedback. Students can make adjustments to their
output pairs (include reading these from a equations to fit the requirement of passing through two
table). 
 points. While fulfilling these requirements, they will
be able to develop an intuitive understanding of initial
Mathematics Content Standards for California value (a) and growth factor (b) of exponential
Public Schools functions, y = a · b . (Students will create a total of nine
x

Algebra II exponential graphs along with their respective

12.0 Students know the laws of fractional equations). At the end of the activity students will have
exponents, understand exponential the ability to plot their own two points and create their
functions, and use these functions in own unique graph and equation.
problems involving exponential growth and • Connectivism (Burke, 2016)
decay. o Students use technology to complete
the activity.
Lesson objectives: o Students share knowledge by
Students will explore and have an introductory completing their own unique graph and
understanding of the effects of initial value (a) and equation.
growth factor (b) of an exponential function, o Four Steps
y = a · b.
x
1.) Aggregation
Guess-and-check method for
creating an equation that satisfies
going through two points
2.) Remixing
Lesson description: Develop intuitive understanding of
Today’s activity will be completed with the use of initial value and growth factor
technology. The entire lesson will done through a of exponential functions
Desmos Activity, Match My Exponential. 3.) Repurposing
Students will be graphing and creating various Students share create their own
exponential equations. Students’ graphs and unique graph and equation
equations must satisfy passing through two points. 4.) Feeding Forward
The Match My Exponential Activity is interactive Students share their own unique
and provides students with immediate feedback. graph and equation with class
Students can then make adjustments to their • Concept Attainment (Week 4: Teaching
equations to fit these requirements. While Approaches and Models)
fulfilling these requirements, they will be able to o “Students generalize, hypothesis,
develop an intuitive understanding of initial value categorize, and use questioning
and growth factor of exponential functions. techniques in order to logically
synthesize information.”
Students will create a total of nine exponential - With the use of immediate
graphs along with their respective equations, that feedback, and a total of nine
pass through at least two given points. At the end examples, students will be able
of the activity students will have the ability to plot to develop intuitive
their own two points and create their own unique understanding of initial value
graph and equation. (a) and growth factor (b) of
exponential functions. Where
Through Desmos, I am able to view all of my (a) is the y-intercept and (b) is
students’ progress through The Dashboard. the amount needed to get to the
Students can work at their own pace throughout next point.
this activity and receive immediate feedback. The • Motivation (Motivating Students)
Dashboard home page allows me to monitor o Appeal of Subject
student progress. I can view which question they - Anticipation
are currently working on and whether they - Surprise
answered it correctly or not. With this resource, I - Feedback
am able to see and spend more time with the • Brain-Based Teaching (Jensen, 2005)
students who are struggling. o Anticipation/Curiosity
- Creates a positive state of
An overview of the Activity questions can be found hope and vigilance.
at: • Differentiation
https://docs.google.com/document/d/1Lhd0REg7 o Students share create their own
_etFg8JBg3XM58-zVXPwNMNAXs3YRIRcJyg/ unique graph and equation
edit?usp=sharing

To view the Activity, go to: student.desmos.com,

and use the code JK3ZUA

Assessment plan for lesson

Students will have 20-40 minutes to complete the
Match My Exponential Activity. During this
Activity, students will learn how to find an
exponential function in the form of y = a · b , whose
x

graph passes through two given points.

Students will develop an intuitive understanding of
initial value and growth factor of exponential
functions, through the use of various interactive
examples. The purpose is for students to pick up
on pattern relations. Pattern recognition is essential
for improving and understanding recall (Doyle &
Zakrajsek, 2013)

By the end of the activity students should have an

introductory understanding of the effects of initial
value (a) and growth factor (b) of an exponential
function, y = a · b .
x

The Match My Exponential Activity is a type of

Formative Assessment but can also be labeled as a
Diagnostic Assessment. The reason it can be
labeled a Diagnostic Assessment is because I did
not provide students with any prior information that
in an exponential function y = a · b , (a) is the
x

initial value and (b) is the growth factor. The plan

is for students to come to that conclusion on their
own through pattern recognition. Diagnostic
Assessments identify “students’ current knowledge
of a subject, their skill sets and capabilities, and
clarify misconceptions before teaching takes place
(Formative and Summative Assessment).”

As a Formative Assessment, student responses will

be observed for accuracy, but will be done so
informally (students’ grades would not be affected
by this activity). Additionally, students’ accuracy
on the Activity will guide my instruction for the
next lesson.

Lesson 3
3.1.2- How Do I Find Exponential Functions?
Standard addressed: RATIONALE FOR INSTRUCTIONAL AND
Common Core State Standards STUDENT ACTIVITIES.
Functions: Linear, Quadratics, and Exponential Models
(F-LE) Students will work through 3.1.2 of their textbook,
Construct and compare linear, quadratic, and using Guided Notes. Students will find exponential
exponential models and solve problems functions in the form of y = a · b , that passes
x

2. Construct linear and exponential through two given points. Students will then apply
functions, including arithmetic and this knowledge and skill to real-world situations.
geometric sequences, given a graph, a • Direct Instruction (Week 4: Teaching
description of a relationship, or two input Approaches and Models)
output pairs (include reading these from a
 table). 
 o Guided Notes
1.) Introduction/Review
Mathematics Content Standards for California Public Initial value (a) and growth
Schools factor (b) of exponential
Algebra II functions, y = a · b .
x

12.0 Students know the laws of fractional 2.) Development

exponents, understand exponential Model expected learning
functions, and use these functions in outcomes.
problems involving exponential growth and “If teachers’ expectations are
decay. communicated to students and
those expectations affect
Lesson objectives: student’s confidence, then
Students will learn how to algebraically find an achievement can be impacted
exponential function of the form y = a · b whose graph
x
as well” (Woolfolk, 2017,
passes through two given points. p.416).
3.) Guided Practice
Lesson description: Workout first questions from
Students will work through 3.1.2 of their textbook, textbook with students.
using Guided Notes. Students will find exponential “Modeling can be most
functions in the form of y = a · b , that passes through
x
effective when the teacher
two given points. Students will then apply this makes use of all elements of
knowledge and skill to real-world situations. observational learning-
attention, retention, production,
The first questions in their textbook walks them and especially reinforcement
through a step-by-step process needed to algebraically and practice” (Woolfolk, 2017,
find an exponential function that passes through two p.419).
points. The process has students start with a system of 4.) Closure
two equations by replacing the x and y-values of the Highlight key components of
two points with x and y of y = a · b . Next is a
x
how to solve for (a) and (b)
substitution process used to solved for a and b. algebraically
5.) Independent Practice
Using real-world situations, students learn about half- Students solve real-world
life of radioactive isotopes. A table of time versus problems using the
amount of radioactive isotope remaining is completed method/procedures from the
using half-life. Students then select two values from first problem in the notes
the table to create an exponential function to model the 6.) Evaluation
amount of radioactive isotope after t minutes. Students work on homework
• Motivation
Using the table, students will be able to identify the o Relevant curriculum (Jensen,
initial value (a) and growth factor (b) of an exponential 2005)
function, y = a · b .
x - Real-World Situations
- Surprise
Guided Notes for this lesson can be found at: - Feedback
(https://docs.google.com/document/d/1PsZAHATfKhb- o Authentic Assessment (Woolfolk,
4SDIcndNMBZfTuy6Yt- 2017)
hpWCETvYe3Co/edit?usp=sharing). - Formative assessment
• Connectivism (Burke, 2016)
o Take Match My Exponential
activity and build on it.
Assessment plan for lesson - Solidify intuitive
As a type of formative assessment, students will be understanding of
assessed informally as they complete their guided notes initial value and growth
for this lesson. The first part of the notes walks factor
students through a step-by-step process needed to
algebraically find an exponential function that passes
through two points. This process will be modeled by
me, while providing students the opportunity to
algebraically solve for a and b.

Students will then be asked to repeat this algebraic

process with a peer. During this time, I will be
monitoring student learning. It will help me identify
any gaps in my instruction (from today and the
previous day); from which I can provide students with
feedback and adjust my instruction (What are the Types
of Assessment?). “Formative assessment measures
student progress but it can also assess [my] own
progress as an instructor” (Formative and Summative
Assessment).

After my instruction has been modified based on

students’ feedback, students will complete a question
on their own for homework that has them find an
exponential function that models the temperature of
coffee based on the amount of time that has passed
since it was poured. Students will be able to apply
what they have learned about modeling real-world
situations with exponential functions, by selecting two
data points. This homework questions is still a type of
formative assessment, but students will no longer be
assessed informally. I will be looking for students to
be able to appropriately and independently apply their
knowledge from today’s lessons to their homework.
Then based on students’ accuracy, I can make a
decision about my instruction, move on, or re-teach.

Write a summary of your thoughts on the value of using the Models, Connectivism, Motivation,
Creativity, and Brain-based Learning in your teaching. What have you already been doing? What
will you change? How will this information help you to become a more effective teacher?

With the implementation of Common Core State Standards in Mathematics, there has been a shift from Direct
Instruction to Group Investigation. My curriculum of College Preparatory Mathematics (CPM), implements
Group Roles as a way to structure Group Investigation. These group roles include: facilitator, resource
manager, recorder/reporter, and task manager. These group roles to help contribute to the learning process.
The purpose of working in small groups is for students to become active participants of their learning. In
these groups students are able to “discuss, share ideas, and articulate their thinking” (“Using Team Roles,”
n.d.). Additionally, students are able to “make connections to different ideas through their communication
with [other] students who see things differently, and are encouraged by their peers to put their ideas into
word” (“Using Team Roles,” n.d.). Although the shift has moved away from Direct Instruction, it is still a
 valid teaching model. And that there are times in class when Direct Instruction is the most efficient way to
present students with content material.

Student motivation is a concept that appeals greatly to me on a personal level. After taking this class I have a
better understanding of student motivation. All students are motivated, but the question is, what are they
motivated to do? This is where I need to consider student learning styles to best meet their needs of being
motivated to do work, learn, and participate. I now have a better understanding of how to apply strategies to
help increase student motivation. Additionally, there is both Intrinsic and Extrinsic Motivation and each has
its own advantages and disadvantages (Motivating Students).

What I have been doing as a part of my instruction is dividing my instruction into sections of before, during,
and after. The Teaching Model described by Jensen (2005) has 10% time dedicated to before instruction
(pre-exposure and physical learning environment), 80% during instruction (engagement, framing, acquisition,
elaboration, and memory strengthening), and 10% after instruction (settling time and rest, and review and
revision). Moving on, I will place more emphasis on physical learning environment, framing, and settling
time.

I will continue implementing Concept Attainment activities for students, where “students generalize,
hypothesis, categorize, and use questioning techniques in order to logically synthesize information” (Week 4:
Teaching Approaches and Models). I have found that students actually enjoy these activities. They like
being in control and having a say in creating their own categories.

To become a more effective teacher, I will provide my students with more differentiated learning
opportunities, where students are given a choice. This provides students with a more authentic learning
experiences and allows them to deepen their understanding. In addition, students are able to demonstrate
their creativity.

Resources

Burke, S. (2016, Febuary 26). Connectivism [Video file]. Retrieved from: https://youtu.be/-20Oqm1GvsU

Depth of Knowledge (DOK) Overview Chart [PDF document]. Retrieved from Northern

Indiana Educational Services Center. Website: http://www.niesc.k12.in.us/index.cfm/

staff-development/public-consulting-group-co-teaching-session/depthofknowledgechart-

pdf/

Doyle, T., & Zakrajsek, T. (2013). The New Science of Learning. Sterling, VA: Stylus

Publishing, LLC.

Formative and Summative Assessment [PDF document]. Retrieved from Northern Illinois University.

Website: https://www.niu.edu/facdev/_pdf/guide/assessment/formative%20and_summative_

assessment.pdf
Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and

Curriculum Development

Motivating Students. Retrieved from: https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/#intrinsic

Using Team Roles. (n.d.). College Preparatory Mathematics. [PDF file]. Retrieved from:

https://pdfs.cpm.org/studyTeam/Using_Team_Roles_with_Study_Teams.pdf

Week 4: Teaching Approaches and Models. [PowerPoint Slides]. Retrieved from: https://nu.blackboard.com

/webapps/blackboard/content/listContent.jsp?course_id=_87543_1&content_id=_6592947_1&

mode=reset

What are the Types of Assessment? Retrieved from: https://www.onlineassessmenttool.com/knowledge-

center/assessment-knowledge-center/what-are-the-types-of-assessment/item10637

Woolfolk, A. (2017). Educational Psychology. Boston, MA: Pearson