WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name _Steve Flanders__________
Date 1-24-14
Length of Lesson __4 weeks_____ Content Area Trigonometry_______
Edline was updated this week: x
My class website was updated this week: x
STAGE I – DESIRED RESULTS
LESSON TOPIC: Exponential and Logarithmic Functions
BIG IDEAS:
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.
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
UNDERSTANDING GOALS (CONCEPTS):
Exponential processes, properties and representations
Students will understand:
1.
2.
3.
Evaluate and graph exponential expressions.
Evaluate and graph logarithmic expressions.
Expand and condense logarithmic expressions using
properties of logs.
4. Evaluate logarithmic expressions using change of base
formula.
5. Solve logarithmic equations.
1. Solve exponential equations.
VOCABULARY:
*Exponential functions, natural base e, natural exponential
function, continuous compounding
*Logarithmic functions, natural logarithmic function
*Inverse properties
*Exponential growth, exponential decay, Gaussian, logistics
growth, logarithmic models
M11.A.1.1 Represent and/or use numbers in equivalent forms
(e.g., integers, fractions, decimals, percents, square roots,
exponents, and scientific notation).
M.11.A.2.2 Use exponents, roots and/or absolute value to solve
problems
M.11.D.1.1 Analyze and/or use patterns or relations.
M.11.D.2.2 Simplify expressions involving polynomials.
M.11.D.4.1 Interpret and/or use linear, quadratic and/or
exponential functions and their equations, graphs or tables.
ESSENTIAL QUESTIONS:
How do you explain the benefits of multiple methods of
representing polynomial functions (tables, graphs, equations, and
contextual situations)?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Represent exponential functions in multiple ways, including tab
les , graphs, equations, and contextual situations, and make
connections among representations; relate the growth/decay rate
of the associated exponential equation to each representation.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will demonstrate adequate understanding via a
chapter test.
FORMATIVE ASSESSMENT:
#1 Pre-Assessment
#2 Open-Ended Questions
#3 Think-Pair-Share
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagement use:
#1 Note-Taking
#2 Cooperative Education
Textbook
Notebook
Projector/Promethean Board
Scaffolding used:
#1 Guided Notes
#2 Build on prior knowledge
INTERVENTIONS:

Limited small group/
flexible grouping will
occur.

Students will be
encouraged to stay for
math lab, or find help
with a math teacher.
ASSIGNMENTS:
p. 306-309
p. 317-320
p. 325-327
p. 335-338
p. 346-351
MINI LESSON:
*Evaluate exponential
expressions.
*Graph exponential
expressions
*Evaluate logarithmic
expressions.
*Graph logarithmic
expressions
*Expand and condense
logarithmic expressions using
properties of logs.
*Evaluate logarithmic
expressions using change of
base formula.
*Solve logarithmic equations.
*Solve exponential equations