Kelsey Johnson
Exponential Functions
Grade: 11th
Class: Algebra II
Unit: Exponential Functions
Lesson Title: Comparison of Exponential Functions
Objective: Given one exponential function as an equation and another as a
graph the student will analyze data from the graphs to determine which
function is increasing or decreasing at a greater rate answering 4 questions
with no error.
• Time: 50 minutes
• Timeline:
Warm-up questions as a review of exponential functions
Comparison worksheet
Practice example problem with group
Complete the worksheet during the remainder of the hour
Review the comparisons and discuss any conclusions made
• Materials:
Warm-up activity
Comparison worksheet
•
•
Lesson Title: Comparison of Many Functions & Exponential Growth
Objective: Given a linear and an exponential function on a graph the student
will identify which function is increasing or decreasing at a faster rate and
propose a trend in the results they find with answering 4 of 5 questions
correctly.
• Time: 50 minutes
• Timeline:
Warm-up with multiple various functions to compare rates
Go to computer lab to create exponential and linear functions using Desmos
Paste creations on Edmodo for partner to compare and conclude the rates
Complete the assignment for 25 minutes
Review the comparisons and discuss any conclusions made
For remainder for hour discuss exponential growth the example of athletes
salaries (using projector screen to create the function on the graph with the entire
class)
• Materials:
Warm-up activity
Computer lab with one-to-one ratio of students to computers
Blank graph and athlete salaries to graph
• Whiteboard and projector
•
•
Kelsey Johnson
Lesson Title: Exponential Growth
Objective: Given a function on a graph the student will collect and analyze
data from the graph to derive the exponential function with answering no
error.
• Time: 150 minutes
• Timeline:
Warm-up on Day 3 will be review questions on exponential growth, Day 4 and 5
will not have warm-ups
Groups will be formed based on Biology class and students will begin the project
In the computer lab (Day 3-5) students will document and interpret their data
they have collected on the plant leaf growth over the past few weeks
Students will complete the project through a presentation created on
PowerPoint, Prezi or any other presentation system
Day 5 will be the last in-class day for students to work as a team to create their
presentation
• Materials:
Warm-up activity
Google Spreadsheet with data sheet from Biology Class
Computer lab with one-to-one ratio of students to computers
•
•
•
Assessment
During class time I will be aiming to interact with all students at some
point of the hour. While they work in their groups, I will be circulating and
listening to their communication, making sure they remain on task and to
address any major misconceptions. Work will be turned in on day 1 and day
2 of this lesson, therefore I will be grading the group work and evaluating the
students’ overall understanding. One great way that I am able to assess my
students is having them complete a warm-up activity that sometimes
includes review questions. This allows for my students to get their minds
into “math-mode,” and is a wonderful way for me to see if I need to stop my
plans to reteach any particular lesson. Lastly, for this lesson students will be
working in groups to complete a project based on their data collected in
biology class. This is another way for me to assess their abilities to connect
real-world application to exponential growth functions.
To evaluate the project I will be using a rubric. The rubric will be
created and handed to each student, so they know what to aim towards. I will
be looking at their overall contributions to the group, and will allow for each
group member to assess each other’s contributions. Most importantly, the
project will give me the opportunity to recognize any misconceptions with
exponential growth functions. I will be able to assess the students’ abilities to
create a graph and create a function that best fits the graph. Overall, the
project will ultimately determine if the students conceptually understand the
idea of exponential growth and are ready to move on.
Kelsey Johnson
Rubric for Plant Leaf Growth Project
Points 
Mathematics
Includes: the graph of
the data, the function,
and the data
4
All mathematics is
correct, with no
errors
Presentation
All are present, on
time, and all
elements are
included in pwrpt
or prezi
Organization
Presentation and
work is clear,
creative, and
practiced (no reading
Group
Contribution
3
Almost all of the
mathematics are
correct with one or
two minor errors
All are present, ran
a little long or
short, and all
elements are
included in pwrpt
or prezi
Presentation and
work is clear and
practiced (small
off slides)
amount of reading off
slides)
All members
contributed to
project and
presentation
Most members
contributed to
project and
presentation
2
Almost all of the
mathematics are
correct with one or
more major errors
All are present, ran
a little long or
short, and an
element is missing
in pwrpt or prezi
Presentation and
work was not
clear, creative, or
practiced (large
amount of reading off
slides)
One or two
members
contributed to
project and
presentation