Name: John Toney
Date: 1-26-15
Content Area: Mathematics
WOODLAND HILLS SECONDARY
LESSON PLANS
Length of Lesson: 20 days
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Big Ideas:
Understanding Goals (Concepts):
Exponential and Logarithmic Functions
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.
Exponential processes, properties and
representations
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.
Student Objectives (Competencies/Outcomes):
Students will be able to:
Represent exponential and logarithmic functions in
multiple ways, including tables, graphs, equations,
and contextual situations, and make connections
among representations; relate the growth/decay
rate of the associated exponential equation to each
representation.
Students will understand:
1) Evaluate and graph exponential
expressions.
2) Evaluate and graph logarithmic
expressions.
3) Expand and condense logarithmic
expressions using properties of logs.
4) Evaluate logarithmic expressions using
change of base formula.
5) Solve logarithmic equations.
6) Solve exponential equations.
Essential Questions:
Vocabulary:
How do you explain the benefits of multiple
methods of representing polynomial functions
(tables, graphs, equations, and contextual
situations)?
*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
STAGE II – ASSESSMENT EVIDENCE
Performance Task:
Formative Assessments:
Students will demonstrate adequate understanding via a chapter test.
Pre-assessments, open-ended questions, Think-Pair-Share
STAGE III – LEARNING PLAN
Interventions:
Flexible grouping, students will be encouraged to attend Trig Lab
Materials and Resources:
Textbook, notes
Assignments
Procedures
Instructional Procedures*:
Monday
Date: 1/26
Day: B
 “Do Now” – N/A
 “Mini Lesson” – N/A
 Students will complete a
review and ask
questions on
representing
exponential and
logarithmic functions in
multiple ways, including
tables, graphs,
equations, and
contextual situations,
and make connections
among representations;
relating the
growth/decay rate of
the associated
exponential equation to
each representation.
 Study for the Chapter 3
Multiple Choice
Assessment
Tuesday
1/27
Day: A
 “Do Now” – N/A
 “Mini Lesson” – N/A
 Students will complete a
review and ask
questions on
representing
exponential and
logarithmic functions in
multiple ways, including
tables, graphs,
equations, and
contextual situations,
and make connections
among representations;
relating the
growth/decay rate of the
associated exponential
equation to each
representation.
 Study for the Chapter 3
Open-Ended Assessment




Wednesday
1/28
Day: B
“Do Now” – N/A
“Mini Lesson” – N/A
Students will complete a
multiple choice
assessment on
representing
exponential and
logarithmic functions in
multiple ways, including
tables, graphs,
equations, and
contextual situations,
and make connections
among representations;
relating the
growth/decay rate of
the associated
exponential equation to
each representation.
Continue studying for
the Chapter 3 OpenEnded Assessment




Thursday
1/29
Day: A
“Do Now” – N/A
“Mini Lesson” – N/A
Students will complete
an open-ended
assessment on
representing
exponential and
logarithmic functions in
multiple ways, including
tables, graphs,
equations, and
contextual situations,
and make connections
among representations;
relating the
growth/decay rate of the
associated exponential
equation to each
representation.
No homework
Friday
1/30
Day: B
 “Do Now” – Collins
Writing – Write 3 things
you know how to do
using the calculator, and
3 things you would like
to learn on your
calculator.
 “Mini Lesson” –
Graphing Calculator
Activity
 Students will explore the
graphing calculator,
including changing
window settings, tracing
functions, finding values,
finding intersection
points, and finding
intercepts..
 Complete the Graphing
Calculator Activity.
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections