Direct instruction

Teacher(s): Shelby Weiss Subject: Mathematics

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

A1.F-LE.A (Construct and Compare linear, quadratic, and exponential models and solve problems.)

A1.F-LE.A.1: Distinguish between the situations that can be modeled with linear functions and with
exponential functions

A1.F-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a
graph, a description of a relationship, or input/output pairs.

A1.F-LE.A.3: Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a
quantity increasing linearly or quadratically.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.

Presentation of Knowledge and Ideas

3. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Employability Skills and Lesson Components

a) Math strategies/procedures
b) Thinks critically
c) Solves problems
d) Reasons
e) Understands teamwork and works with others
f) Negotiates to resolve conflict
g) Respects individual differences
h) Analyzes
i) Communicates
j) Communicates verbally
k) Listens actively
l) Comprehends written material
m) Observes carefully
n) Understands and uses technology
Objectives (Explicit): Use Blooms verbiage and formula

Students will identify differences between linear and exponential functions by looking at graphs and
tables of functions.
Students will demonstrate their understanding of the differences between linear and exponential
functions by creating a scenario which is represented by an exponential function.
Students will express understanding of exponential functions by working with groups to illustrate
their scenario and its function on a poster.
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Summative Assessment:

Students will be given a short quiz as a ticket out the door. The quiz will require students to find the function which is
described by a graph given to them. They will also need to create a scenario which can be represented by this graph and
define variables accordingly.

Students will be awarded 4 points for having the correct function definition (they will receive one point for correctly
including the function name, initial value, growth rate, and independent variable as exponent).

Students will be awarded 3 points for creating a scenario represented by the function (2 points for defining independent and
dependent variables, 1 point for creating a scenario that represents exponential change).

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.

Students will discuss differences between exponential and linear functions

Students will create scenarios in groups
Students will illustrate their scenarios on posters
Students will present their ideas to the class
Key vocabulary: Exponential, Quadratic, Linear, infinitely, Materials/Technology Resources to be Used:
change, constant rate of change, average rate of change,
Desmos online graphing calculator

Geogebra (model function behavior)

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Begin with warm-up activity. Graph of some linear function will be put on the SMART board. Students goal will be to
tell me everything they know about this graph. Answers should include: this is a linear function, the slope, function
definition, positive or negative, constant rate of change, initial value, how x and y are changing. This activity is great for
making hypotheses. Students need to look at given material and determine what they are given and what they can do with it,
and what it tells them. Students can work with shoulder partners on this activity. After a few minutes we will discuss as a
class and students will be allowed to illustrate their findings on the SMART board.

Teacher Will: Be specific Student Will: Be specific

Instructional Input

Next we will look at the graph of an exponential
function. We will as a class discuss the graph, what it
might mean, why it is different from the previous graph.
Teacher will guide students to understanding an
exponential graph does not have a constant rate of change
and that rather the outputs change with a constant rate for
Discuss differences from this graph versus previous.
They will discover what an exponential function is by
this compare and contrast discussion.
Participate in assessment to determine whether class is
 equal changes in input. ready to move on by participating in plickers activity.

Why is this function different from the previous?

How does this graph change as the x values increase?

Formative Assessment:

Put graphs of linear and exponential functions on board,

have class choose which is which. Use plickers to have
students choose exponential or linear and use the results
to track understanding. If the class as a whole seems to
understand the concept we can move on, if the answers
are mostly incorrect we may need to circle back and
explore exponential functions some more before moving
on.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Clues can be given to guide students in finding differences between the two graphs. For instance, what
does the slope look like here compared to the first? Students may also have a personal copy of the graph
so they can mark on it and explore more tangibly.

Teacher Will: Be specific Student Will: Be specific

Look at an exponential function and work in the opposite
direction to find the graph of this function. Teacher will
connect dots to students in this way by showing what the
function looks like, how a table can be created, and then
creating a graph from the table. A real world scenario
can also be discussed in order to apply the mathematics.
Follow with teacher in notes. Actively participate in
discussion and participate on SMART board in
interpreting what different parts of the function mean,
finding points in the table, and graphing the points on a
coordinate plane.

Can you make a conjecture about the shape of this

function? Participate in assessment to determine whether class is
ready to move on by answering questions on Socrative.
Guided Practice

What does the initial value represent?

Formative Assessment:

Have students determine initial values of various

functions based on graphs, tables, or function definitions.

Students will use socrative to respond to questions so

instructor can quickly assess understanding of class in
order to decide whether its time to move on.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?

Students should be participating in discussion, cues they are understanding will be that they can find points after
one is given, and they are able to finish graphing after a few points have been plotted. They will also be able to
predict what will happen continuously on the graph. Students who do not understand may have straight lines on
 their graphs, or refer to constant rates of change during discussion.

Teacher Will: Be specific Student Will: Be specific

Facilitate students creating their own scenarios which Create a scenario which can be represented by an
may be represented by an exponential function. Teacher exponential function. They will find this function and
will supply students with flip chart paper so they may write on a poster explaining their function. The poster
illustrate their scenario how they see fit. will include a table and graph.

Is there something you can think of that would be

represented by an exponential function?
Independent Practice

How would this scenario be different if it represented a

linear function?

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Teacher can assist groups of students who need accommodations. Teacher can supply a scenario for these
students to illustrate on posters. Students who need differentiation or accommodation can be placed with
students in class who show understanding and leadership and may be able to help and guide their
classmate. Grouping students of different learning styles together may be helpful so that they can work to
their strengths but also be challenged. For instance, a student who likes to work independently may be
forced to work with a group and contribute ideas and a student who likes to present will have the ability
to do so, but also have to work with a group to create a poster.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

Students will understand what an exponential function is and how it differs from a linear function. Some groups
may present their scenarios to the class. Big takeaways will be that exponential functions have constant rate of
change between outputs for equal changes in input.

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