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You are on page 1of 7

I. GRADING LEVEL

This lesson is intended for Grade 10 students.

II. GRADING PERIOD

3RD Grading Period

III. LEARNING COMPETENCY

Describe some properties of the exponential function,

f ( x )=a x ,

a>1

0<a <1

IV. TIME

1 session

V. TOPIC

VI. ACTIVITY

Paper-Folding Patterns

Take a piece of paper, and fold it in half as many times as you

can. After 1 fold, there will be 2 regions.

How many regions will occur after 3 folds? Four folds? How many

folds are possible? Complete the table below. Imagine that there

is no limit to the number of folds possible.

# of folds

0

1

2

3

4

5

Questions

# of regions

of folds. Translate this relationship into an algebraic rule. Use this

rule to determine the number of regions given 18 folds.

Complete the table under this heading.

related to the number of folds? Describe the relationship

algebraically.

VII. QUESTIONS

VIII. DISCUSSION

IX. ASSESSMENT

POSITION: MASTER TEACHER 1

DIVISION: SCIENCE CITY OF MUOZ

Fig. 6 Other sample problems that develop function concepts with concrete models

Using green pattern blocks, form the first three triangles shown

below. Notice that the triangles formed from the equilateral green

triangles are also equilateral.

Questions

1. Construct the fourth triangle in the series. If the unit area is 1

green triangle, what is the area of each of the four triangles built?

Record the resulting areas in the table below:

Triangle number

triangle number. Describe in words how you could determine the

area of the 20th triangle in the series.

triangle in the series.

what triangle number would this area be matched? Explain how

you determined the answer.

Fold a piece of string in half. While it is folded, make 1 cut. How many

pieces of string do you have? Continue with another piece of string

folded in half, making 2, 3, 4, and 5 cuts. Complete the table below.

# of cuts

# of pieces

Questions

1. Describe patterns that you observe in the table.

2. Without cutting the string, use the pattern from the table to

determine the number of pieces for 6 cuts, 7 cuts, and then 8 cuts.

Describe how you use patterns in the table to do this. [Find more than

one way to extend the table.]

cuts? Describe in words how to determine the number of pieces for 20

cuts.

4. What if you had 21 pieces, how many cuts did you make? Describe

how you solved this problem.

Predict how many pieces you would have if you made 1 cut, 2 cuts, 3

cuts. Verify your predictions by actually cutting string. Build a table of

data, and record the patterns that you see in the table. Find the pattern

that will predict the number of pieces, if you know the number of cuts.

Adapted from Sobel and Maletsky (1975)

Fig. 1 Problem modeling a linear function

bounce, how

high will the ball be:

a. On the 2nd bounce? [ 90cm ]

b. On the 5th bounce? [ 37.97cm ]

c. On the nth bounce? [ t(n) =160(0.75)n ]

Example 4: Growth

of

bacteria

JC

HL

1.

If

we

start with 1

bacterium whichby

growth

and cell division

becomes 2

bacteria

after one hour

in

other words

the number

of

bacteria

doubles

every hour

how many of

these bacteria

would

there be

at

the end of

1

day (24 hours)?

2.

Whattype of

growth

is

this

linear,

quadratic, exponential,

or

none

of

these?

3.

Would

this growth

increase

indefinitely?

Explain.

(Exponential

growth

wouldnot continue

indefinitely

the bacteria

wouldrun

out of

for

example

nutrients or

space.)

4.

Certain

bacteria

double

in

number

every 20

minutes.

Starting

with a

singleorganism with a

mass of

10-12g,

and

assuming

temperature

and food conditions allowed

it

to

grow

exponentially

for

1

day, what woul

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