Lesson Plan: Unit 4 Lesson 6
Lesson Title: Writing Equations for Exponential Functions Date: 04/16/21
Unit: Unit 4 Lesson 6
Subject / Course: Algebra 2
Grade: 11
Lesson Duration: 60 minutes
CCSSM and Lesson Objective
Lesson Objective:
SWBAT create an equation for an exponential function from input-output pairs and determine what
information is needed to write an exponential equation with at least 75% accuracy on the cool-
down.
Language Criteria for Success:
Students will accurately explain their mathematical work using key vocabulary words regarding
exponential functions. For example, “The exponent represents…”, "The growth rate is..." and “ I
can see the initial value on the graph..”.
CCSSM Content Standard(s):
Addressing
HSA-SSE.A.1
Interpret expressions that represent a quantity in terms of its context.
HSF-IF.C.8.b
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as , , , ,
and classify them as representing exponential growth or decay.
HSF-LE.A.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).
HSN-RN.A.1
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a
notation for radicals in terms of rational exponents. For example, we define to be the cube root of because we want to hold, so must equal .
Materials/ Use of Technology Academic Language
Zoom Features/ Poll and Chat
Exponential Function
Desmos-
https://teacher.desmos.com/activitybuilder/custom/5f Input/Output
8f7be4270f282a4eeb514d
Growth Factor
Google Docs Decay Factor
Initial value
Y-intercept
Warm-up: Notice and Wonder Time: 11:10
This prompt gives students opportunities to see and make use of exponent structure and having prior
knowledge of rules of exponents. For this opening of this lesson, Teacher will provide and guide resources
being utilize for this lesson throughout each separate activity. Teacher will remind students where to access
Lesson Plan: Unit 4 Lesson 6
Warm-Up and review an activity for rules of exponents and understand equivalency.
Students will complete a Warm-Up on Desmos. Ask students to share their reasoning. Record and display
their responses for all to see. I will emphasize the use of academic vocabulary when they share out loud. The
Warm-Up is available to them through Desmos. Students can access Desmos through zoom chat link and
google classroom. Then transition, to guided practice questions interpreting different exponential graphs and
structures.
Teacher Modeling/ Guided Practice Time: 11:20
The teacher will model how read both a problem card and data card carefully. Teach will model their
thinking through annotations and think-aloud. Teacher will launch a poll asking check for understanding
questions. Teacher shows students the data 65% of students say 3, and 45% students say 2. Teacher
demonstrates what feedback they will receive when they input their answers. Then, teacher guides them into
evaluating what those specific solutions will be. Teacher demonstrates how to identify the y-intercept and
growth factor on the Desmos graph.
Student will take notes on the think-aloud and check where their y-intercept (solution) places on the graph.
Finally, teacher says how to determine the final exponential equation given both the data and problem card.
Students will notice the location of the y-intercept provides the initial value for the exponential function and
the growth factor b can be found through the rate of the two coordinate points. Teacher will ask guided
questions about the exponential equations.
Lesson Plan: Unit 4 Lesson 6
Independent Practice Time: 11:25
Students will be able to explore independently determining key characteristics of exponential functions.
Student’s will be able to identify the initial value (y-intercept) and growth factor by using two input-output
coordinates on the plane. Students can check their work through pressing the option that says show graph
and check and addition are given feedback through the teacher. Teacher will respond through private
messages in Zoom Chat to aid students who are struggling in getting started. In addition, teacher will provide
feedback of student’s work through Desmos.
Lesson Plan: Unit 4 Lesson 6
Group Activity
Time: 11:40
In this partner activity, Students take turns using interpreting the information on different
exponential graphs (data card) to match the information on the problem card. This will be building
their fluency identifying key features of exponential graphs including the y-intercepts and growth
rate. As students trade roles explaining their thinking and listening, they have opportunities to
explain their mathematical reasoning. Teacher will listen into students’ conversations and look for
key terms and academic vocabulary while they are explaining. Teacher will provide them guided
questions to promote group discussion.
Lesson Plan: Unit 4 Lesson 6
Lesson Synthesis/ Reflection Time: 11:55
Teacher will close the lesson through the lesson synthesis, summarizing what key information is needed to
form an exponential function. Students will be able to understand by identifying the y-intercept and one
other coordinate point on the exponential graph can they determine the exponential equation.
Closure/Student Self-Assessment Time: 12:00
Closure: For the informal assessment, Teacher will provide an exit ticket to monitor individual student
progress. Students will be assessed, through a given error and analysis Exit Ticket on Desmos. It is important
to understand the student’s level of understanding and whether they are meeting the lesson’s objective.
Lesson Plan: Unit 4 Lesson 6
Students will be able to interpret a given graph and type their response about the given error when
identifying the x-intercepts of the graph. Using the data from the Exit-ticket, I plan to prepare them for the
next lesson by reviewing any misconceptions through the Warm-Up when it comes to determining the a and
b value of exponential equations. In addition, I plan to provide my student’s an opportunity to reflect on their
academic performance and whether they met their own learning goal.
Checking for Understanding: Throughout the Desmos activity, Teacher will call on student randomly to
share with the class and are given zoom polls assessing their level of understanding. In addition, teacher will
provide reflection opportunity questions for students at the end of each activity. Teacher will monitor their
progress and accuracy on each activity slide through Desmos. Students who express they are struggling ask
me questions through private message in the zoom chat. In addition, students will complete the reflection and
guided questions through text boxes on Desmos.
Summative Assessment:
Teacher will provide students with the Mid-Unit Assessment towards the end of November assessing them
on mastery of lesson’s learning objectives. The Mid-Unit assessment will be provided through Mastery
Connect. In this unit, students assessed on their understanding of creating exponential equations. They will
understand how to interpret graphs and identify y-intercept (a) and growth factor (b) of given equation.
Student’s will monitor and reflect their results and compared them to their pre-assessment. .
Independent Practice/Homework
Students were given academic prep/homework to finish completing slide of the Cool-Down if they
have still have not finished it. Teacher will provide them a link to the Desmos through the Zoom
Chat and as well provide a Google Docs for students to type/upload a picture of their work.
Accommodation for Focus Students
Lesson Plan: Unit 4 Lesson 6
Focus student #1: Focus Student 1 needs include enhancing verbal and written skills in English. I plan to
address this by having an opportunity for academic discourse with the use of at least 3 vocabulary words in
their break-out rooms. These needs will be addressed through scaffolding strategies (word banks and
sentence starters) and placing them in groups with other EL students. For an additional accommodation for
my focus students and those who struggle accessing Desmos, will be provided a graphic organizer and word
wall.
Focus student #2: Focus Student 2 needs include completing every given task and avoid distracting
behaviors. Focus student 2 will be provided with graphic organizer and extra time to meet his/her learning
needs. In addition, focus student 2 will be given assignments with built in break tasks down into manageable
parts and provide written instructions as needed. I will provide reminders to start a task, stay on task, and
complete a task. Teachers will also provide checks for understanding.
Focus student #3: Focus student 3 is in need for a greater instructional challenge. This student excels and
he/she tends to have frequent discussions because of finishing assignments early. To accommodate, she will
be given more higher DOK level questions through the Ready for More activity. Also, this focus student will
be given opportunities to work at her/his pace independently from others.
