Unit 10 - Exponential Graphing
Day 1
Day 2
M&M Activity (shared Use a table and the
folders)
graphing calculator
to identify end
behaviors of linear
and exponential
functions
Notation:
x→ +∞, 𝑓(𝑥) →? ?
𝑥 → −∞, 𝑓(𝑥) →? ?
*Discuss constraints
Day 6
Use a table, graph,
equation, situation and
set of values to
determine
arithmetic/linear,
geometric/exponential
sequence
Day 7
Write arithmetic
sequence in slope
intercept form after
calculating the yintercept
Day 3
Identify patterns
given a sequence
and table of
values (linear,
exponential,
recursive,
Fibonacci
sequence, etc)
Identify patterns
given a sequence
of pictures
Day 8
Write geometric
sequences in
exponential form
𝑦 = 𝑎 ∙ 𝑏 𝑥−1
Honors: Neither as an
option for sequences
Day 4
Write an
arithmetic
function rule
based on a
pattern
ie 𝑓(3) =
𝑓(2)+?
Day 12
Apply shifts and
growth factors of
arithmetic and
geometric sequences
without technology
(sketch functions)
Day 13
Filler Day
Transition to
𝑓(𝑛) =
𝑓(𝑛 − 1) ∗ ?
Transition to
𝑓(𝑛) =
𝑓(𝑛 − 1)+?
Day 9
Given an
equation
determine what
the numerical
values mean.
(slope,
yintercept,
beginning
values, growth
factor,
coefficients)
Day 10
Discussion with
growth factors
Day 14
Review for Test
Day 15
Test
Continue to write
arithmetic/ geometric
function rules based
on information given
(table, graph,
sequence, etc)
Day 11
Explore and find
patterns using
technology to
determine shifting and
growth factors of
arithmetic and
geometric sequences
(transformations)
Day 5
Write an geometric
function rule based
on a pattern
ie 𝑓(3) = 𝑓(2) ∗?
*Note in purple and highlighted reflect missed Common Core Standards
ie: a penny
doubled a day vs. a
set amount of
money, folding
paper, etc.
*Discuss factors,
exponents,
coeffients
Unit 10 - Exponential Graphing
Day 1
Warm-Up of Writing
linear eqtns from table
& graph
Day 2
Identifying linear vs.
exponential growth
and decay with
tables and graphs
Day 3
Write exponential
functions from
tables and graphs.
Day 4
Write
exponential
functions from
situations
M&M Activity (shared
folders)
Discussion with
growth factors
** Discussion of
(growth vs. decay)
constant growth being
linear, vs what does
non-linear growth look
like
*Discuss factors,
exponents, coeffients
Day 6
Quiz
Day 5
Given a graph,
table, or situation
write an
exponential or
linear equation
*Discuss
constraints
ie: a penny doubled
a day vs. a set
amount of money,
folding paper, etc.
Day 7
What is a sequence?
Day 8
Write arithmetic
sequences
Day 9
Write geometric
sequences
Use a table, graph,
equation, situation
and set of values to
determine
arithmetic/linear,
geometric/exponenti
al sequence
Day 9B
Honors:
Recursively
defined arithmetic
sequences
Could non-honors
do this?
Honors: Neither as
an option for
sequences
Day 9C
Honors: Recursively
defined geometric
sequences
Could non-honors do
this?
Day 10
Graphing review
Day 11
Apply shifts and
growth factors to
arithmetic/linear,
geometric/expone
ntial sequences
without
technology
Day 12
Apply shifts and
growth factors to
arithmetic/linear,
geometric/expon
ential sequences
with technology
Day 14
Test
*Note in purple and highlighted reflect missed Common Core Standards
Day 13
Review for Test