Name: Ryan Aker

Subject/Grade Level: Algebra II / 9th – 12th Grade

Unit: 5.4
Lesson Title: Graphing Exponential Functions
Text or Resource and Relevant Pages: Kamischke, Kamischke, and Murdock. (2004).
Discovering Advanced Algebra: An Investigative Approach Section 5.4. Emeryville, CA: Key
Curriculum Press, Inc. Section 5.4 (Pgs. 261-265)
Homework: Pg. 263 (#1-5)
Rationale: This is the fourth section of Unit 5. We will go over a real world example of using
exponential decay equations in scenarios involving the distance of a pendulum from a motion
sensor as it swings from one end to the other. Students will recognize that the data collected
creates an exponential decay function. In the previous lesson, students were assessed on their
knowledge and understanding of solving equations involving rational exponents through a quiz.
Objective(s)/Learning Target(s): Students will be able to graph an exponential decay function
using the data collected from a TI Motion Sensor of the movement of a pendulum.
OSPI Standard(s):
A1.7.A Sketch the graph for an exponential function of the form y = abn where n is an
integer, describe the effects that changes in the parameters a and b have on the
graph, and answer questions that arise in situations modeled by exponential
functions.

A1.7.B Find and approximate solutions to exponential equations.

A2.1.D Solve problems that can be represented by exponential and logarithmic functions
and equations.

A2.2.B Use the laws of exponents to simplify and evaluate numeric and algebraic
expressions that contain rational exponents.

A2.4.AKnow and use basic properties of exponential and logarithmic functions and the inverse
relationship between them.

A2.4.B Graph an exponential function of the form f(x) = abx and its inverse logarithmic
function.

A2.4.C Solve exponential and logarithmic equations.

A2.6.E Determine if a bivariate data set can be better modeled with an exponential or a
quadratic function and use the model to make predictions.

Assessment of learning: I will move from group to group and ask students questions that test
their understanding of what the data they receive from the motion sensor represents, how to
interpret that data to create a table, how to turn a table into an appropriate graph, and how to
recognize that each graph will represent exponential decay.
Use of Space: The desks will be arranged in groups of four. The groups will be scattered
around the room. The teacher will use the whiteboard in the front of the
classroom to draw exponential graphs and equations as examples at the start of
class.
Differential Instruction:
This plan and all lesson plans implicitly include an understanding that not all
students learn the same way and may require supplemental and/or additional
resources to meet their needs. The classroom teacher is completely informed as
to the IEPs, 504s, and other special accommodations that must be made for these
students. One student in the class is ESL and requires translated assignments and
tests. Two students have learning disabilities and require extra time to complete
tests and preferential seating during class.

Instructional Plan (55 Minutes)

Teacher Instruction Student Tasks
The teacher’s job will be to introduce the The students will be responsible for making up
lesson by making sure all students have the their own groups of four and sitting in listening
required materials and are aware of what is to the instructions at the beginning of class and
expected of them before starting their group asking questions if they are unclear about
work. The teacher will then be responsible for anything. They will also be responsible for
facilitating within small groups and answering staying on task and helping any fellow group
any necessary questions that arise. member or members who do not understand a
lesson concept while working in small groups.
Before (Launch): The teacher will spend the If everyone in the group is unsure about
first five minutes of class by reviewing what something, they will call over the teacher to
the general form of an exponential function is: clarify. The students are expected to collect
y = ab^x. The teacher will then graph the data from a TI motion sensor. The sensor will
exponential functions of y = 2^x and y = be set up approximately 1.25 meters from the
(.8)^x. The teacher will explain that, because tennis ball at rest. Students will be instructed
the b-value in growth is greater than one and to pull the tennis ball away from the motion
the b-value in decay is less than one, growth is sensor and measure the distance. Students will
exponentially increasing and decay is then let the tennis ball go. The distance of the
exponentially decreasing. The teacher will tennis ball from the motion sensor will be
then show the students how to operate the measured as it swings freely back and forth.
motion sensor and read the data by performing When the tennis ball comes to rest, the
a sample run with the pendulum (See Student students will use the data collected by the
Tasks for a full explanation of how the motion sensor to create a graph of the tennis
pendulum data will be collected). ball’s maximum distance from the motion
sensor on each swing. The x-axis of the graph
During (Explore): Students will have 30 will represent the swing number and the y-axis
minutes to duplicate the experiment of the graph will represent the distance of
demonstrated by the teacher in groups. They tennis ball from the motion sensor. Students
will use the data to make a group graph which will discover that the shape of the graph
will be presented to the class with fifteen represents exponential decay as the tennis ball
minutes left in the period. loses energy and comes to rest.

Closure: The teacher will have a hat with each

student’s name in it. As the teacher walks
around the class towards the end of the period,
the teacher will ask random students to draw
names out of the hat. For each name that is
drawn the student will answer a question
related to the day’s material. A right answer
will get a small piece of candy.

Materials Needed:
Seven TI Motion Sensors
Seven Pendulums (Tennis Balls tied to a string and attached to a stand)
Paper and pens
Discovering Advanced Algebra (Teacher’s Edition)

Modifications (Gear Up/Gear Down): For students that are having problems with
understanding, the teacher will meet with them after class to find out the reasons and, if possible,
the teacher will amend the lesson to better meet the students needs. Ensuring student success is
all about communication. The teacher needs to be as accessible and helpful during group work.
This will help students feel more comfortable with seeking help when they are unsure about
something. The students who finish early will be encouraged to work on their poster with the
incentive that the best poster gets a prize.

Feedback: This in-class assignment will count as one homework assignment. Every group
should be able to come up with a graph within the allotted time. If a group does not complete a
graph, but is diligently working the entire time, the student will still get full credit if they turn in
the graph by the following day. Group members who are not adequately working and do not
complete a graph or contribute to their group’s progress, will receive no credit for the
assignment.

Reflection on Planning Process: I thought the planning process went well. Coming up with
seven tennis ball pendulums was harder than I expected. Looking back, having students pick
their own groups was a little too time consuming. I would have assigned groups beforehand and
put them on a Power Point slide. A vital time-saving tool was having the motion sensor and
pendulum set-up and tested before class.

Summative Assessment:

The theme of Units 5 and 6 is understanding exponential, logarithmic and inverse

functions. The second quiz will assess the student’s understanding of extracting
equations using point-ratio form from story problems, converting and graphing
functions and their inverses, and solving basic logarithmic equations.

All additional notes for this assignment are handwritten and available upon request