WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _ Irene M Runco_____ Date 5.4.15_
Ed line was updated this week X
My class webpage was updated this week. X
Length of Lesson _15 days_
Content Area Honors Algebra 2
STAGE I – DESIRED RESULTS
LESSON TOPIC: CHAPTER 10
BIG IDEAS:
Exponential and Logarithmic Relations
Numbers, measures, expressions, equations, and
inequalities can represent mathematical
situations and structures in many equivalent
forms.
Relations and functions are mathematical
relationships that can be represented and
analyzed using words, tables, graphs, and
equations.
Families of functions exhibit properties and
behaviors that can be recognized across
representations. Functions can be transformed,
combined, and composed to create new
functions in mathematical and real world
situations.
UNDERSTANDING GOALS (CONCEPTS):
 Graphing exponential functions How are these graphs

different from those used in chapter 9?
Solve exponentials equations and inequalities Is there a
standard method to solve an exponential equation? How
does this differ from everything else learned so far this year
?
 Evaluate and solve logarithmic equations and
inequalities What do you do if the bases are not the
same ? Can you solve these ?
 Simplify expressions using properties of logarithmsWHat
about negative numbers ? Can they have logs?
 Solving logarithmic equations and inequalities involving
common logs
 Evaluating and solving equations dealing with natural
logs What is e ? How did it come about ? How and why
do we use it ?
 Use logarithms to solve problems dealing with
exponential growth and decay. What is the defining
part of the equation that leads to decay or growth ?
What does this do graphically ?
ESSENTIAL QUESTIONS:
 What are the advantages/disadvantages
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
of the various methods to represent
exponential functions (table, graph,
equation) and how do we choose the
most appropriate representation?
How do exponential equations and their
graphs and/or tables help us interpret
events that occur in the world around
us?
How do you explain the benefits of
multiple methods of representing
polynomial functions (tables, graphs,
equations, and contextual situations)?
VOCABULARY

Logarithm
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Common log
Natural log
Exponential growth
Exponential decay
Logarithmic equation
 inequality
 function
Rate of decay
Rate of growth
e
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STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
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Graphing exponential functions
Solve exponentials equations and
inequalities
Evaluate and solve logarithmic equations and
inequalities
Simplify expressions using properties of
logarithms
Solving logarithmic equations and
inequalities involving common logs
Evaluating and solving equations dealing
with natural logs
Use logarithms to solve problems dealing
with exponential growth and decay.
STAGE II – COMMON CORE STANDARDS ADDRESSED
CC.9-12.CED.1Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential functions.
CC.9-12.CED.2Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
CC.9-12.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on combinations of different foods.
CC.9-12.F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to
assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★
CC.9-12.F.IF.7  Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.★
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CCSS.Math.Content.HSF-IF.C.7a Graph linear and quadratic functions and show intercepts, maxima,
and minima.
CCSS.Math.Content.HSF-IF.C.7b Graph square root, cube root, and piecewise-defined functions,
including step functions and absolute value functions.
CCSS.Math.Content.HSF-IF.C.7c Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
CCSS.Math.Content.HSF-IF.C.7d (+) Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
CCSS.Math.Content.HSF-IF.C.7e Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline, and amplitude.
CC.9-12.F.IF.8  Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
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CCSS.Math.Content.HSF-IF.C.8a Use the process of factoring and completing the square in a quadratic
function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a
context.
CCSS.Math.Content.HSF-IF.C.8b Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y =
(0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
CC.9-12.F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for
specific values of k (both positive and negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even
and odd functions from their graphs and algebraic expressions for them.
CC.9-12.F.BF.4  Find inverse functions.
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CCSS.Math.Content.HSF-BF.B.4a Solve an equation of the form f(x) = c for a simple function f that has
an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠
1.
CCSS.Math.Content.HSF-BF.B.4b (+) Verify by composition that one function is the inverse of another.
CCSS.Math.Content.HSF-BF.B.4c (+) Read values of an inverse function from a graph or a table, given
that the function has an inverse.
CCSS.Math.Content.HSF-BF.B.4d (+) Produce an invertible function from a non-invertible function by
restricting the domain.
CC.9-12.A.REI.11  Find inverse functions.
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CCSS.Math.Content.HSF-BF.B.4a Solve an equation of the form f(x) = c for a simple function f that has
an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠
1.
CCSS.Math.Content.HSF-BF.B.4b (+) Verify by composition that one function is the inverse of another.
CCSS.Math.Content.HSF-BF.B.4c (+) Read values of an inverse function from a graph or a table, given
that the function has an inverse.
CCSS.Math.Content.HSF-BF.B.4d (+) Produce an invertible function from a non-invertible function by
restricting the domain.
CC.9-12.F.LE.4 For exponential models, express as a logarithm the solution to abct = d where a, c, and d
are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
STAGE III – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will participate in
1. class discussions,
2. guided notes & practice,
3. computer work,
4. whiteboard activities
OTHER EVIDENCE:
 Daily warm up or exit polls ,
 homework,
 Keystone Diagnostic Tool,
 Study Island and Glencoe.unit tests,
 quizzes,


formative assessments.
Student work in portfolio
STAGE IV: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
ACTIVE
ENGAGEMENT USED:
 Cooperative
learning
 Think pair share
 Notetaking
 Higher level
thinking
DESCRIBE USAGE
Students will work from
basic procedures to solve
equations
Solving world problems
Solving real world
applications
Proving properties of
algeb
SCAFFOLDING USED
:
 Chunking
 Building on Prior
knowledge
 Providing Visual
Support
MINI LESSONS:
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Sketching the
graph of an
exponential
function
Writing an
exponential
function given two
points
Changing
logarithmic form
and exponential
form
Solving a
MATERIALS AND
RESOURCES:
Unit 10 Chapter :
Exponential Equations and
Inequalities
( Glencoe Text )
Warm ups & Exit
polls(daily)
Homework (daily)
Guided practice and
Enrichment from Glencoe
Grab & Go workbooks
Glencoe teacher
works…chalkboard is
Good for Promethean
Board use. Use end of
powerpoint for extra
examples and practice.
Use 5 minute check as
exit slip.
INTERVENTIONS:
Study Island
A+ Math
Math Lab
Khan Academy
Videos
Keystone Diagnostic
Tool
National Library of
Virtual Manipulatives
is an excellent site for
use with promethean
boards for this unit.
On line activities are
very good in this
chapter for finding a
pattern and making
predictions based on
your observations.
Truly struggling
students will be
referred to
guidance/SAP (RTI)
•
Small group/
flexible grouping will
occur if necessary.
•
Students will
be encouraged to stay
for or find help with a
math teacher during
free time, after school,
or lunch.
ASSIGNMENTS:
Note: all assignment
are from the same
page, but different
questions are assigned
based on grouping by
teacher.
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Weekly blogs
Word problem
practice from
2008 copy of
Algebra 2 (on
line form
Glencoe.com)
Enrichment
from 2008
Glencoe (
advanced)
Khan Academy
videos
§ 10-1 pp 527-530
§ 10-2 pp 535-538
§ 10-3 pp 544-546
§ 10-4 pp 549-551
§ 10-5 pp 557-559
§ 10-6 pp563-565
Note: Reading with
Mathematics pages
from Grab & Go are
especially good for
standard classes.
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logarithmic
equation and
inequality
Using properties
of logarithms
Changing bases
with common logs
Using natural logs
and e
Using exponential
decay and growth
in real life
situations
Monday 156 B
Writing
exponential
expressions
and
equations
p. 528 #33-55 odd
Tuesday 157 A
Wednesday 158 B
Thursday 159 A
Friday 160 B
Logarithms and
logarithmic
functions
Small group
practice on sections
1&2
Properties of logs
Word problem
review of logs
p. 535 # 4 – 17
p. 536 # 33-66 odd
p.544 #13- 32
Worksheet
Math Lab – Tuesday, Thursdays
Wednesday- ??????