Common Core Mathematics Lesson Plan

Lesson Title:
Linear & Quadratic Equations -- Solving Equations With Inequalities

Standards Addressed in the Lesson: Create equations

and inequalities with one variable including ones with
absolute value and use them to solve problems. Include
equations arising from linear and quadratic functions and
simple rational and exponential functions. (A.CED.1)

Instructional Resources/Materials: PowerPoint

video, doc camera, calculators & poster paper
and/or computers, highlighter(s).
Key Vocabulary: Inequality, rational, exponential,
square root.

**this particular lesson will focus on exponential

functions with inequalities

Lesson Topic: Creating exponential equations and

applying them to real-world scenarios.

Grade Level(s): 9-11 SPED Class (mixed disabilities)

Time Frame: 1 Week

Intended Learning Outcomes for Students:

Students will be able to solve problems with simple
exponential functions and apply them to real-world
scenarios.

Teacher Actions

Arrangement of Environment: Independent seat

work for the introduction of the lesson and
PowerPoint presentation then move to partners for
think, pair, share assessment of basic concept
and project. For students with special
needs/disabilities, there will be a table in the back
with an instructional aide for any necessary
assistance. Students with specific modifications
will be given a modified project based on their
accommodations.

Prerequisite / Background Knowledge:

Understanding of inequalities, solving basic
equations; introduction to simple rational and
exponential functions.

Student Actions

Initial Instruction: To activate students prior knowledge,

I will start with an open-ended question such as, If you
were to be given $1,000,000 today or 1 penny today that is
doubled each day for 30 days, which would you choose?
After some deliberation, I would make students take a vote
as to which option they would choose and then proceed to
solve the equation for option 2 on the board.
Guided Practice: After solving the initial equation on the
board, I will break students into pairs and give them
another similar equation that they can now solve with a
partner. While they are solving it, I will walk around the
room and monitor their progress while answering any
questions of uncertainty. Once students have solved the
equation, we will come together again and interpret the
results. From there, we will solve a final equation again as
a class (step-by-step) and stop in between for discussion if
needed. After we have solved the equation, I will pursue
further discussion as to what these equations mean and
how they can help us solve problems in the real world.
Independent Practice: After our discussion, students will
complete a handful of sample problems of exponential
equations independently through a variety of materials
such as equation word banks, hidden message equations,
and Kahoot!
Check
Lesson Development: As the lesson progresses throughout
the week, students will be assessed via the 3 Things
model or the Ticket Out the Door model.
**For students that require special assistance or
accommodations, verbal checkpoints and/or guided cloze
notes will be given as well as an option to give an oral
report or do a PowerPoint for their activity. If none of the
proposed alternatives will work for the student, then they
can complete a virtual project of the proposed lesson via
Mathalicious, Illustrative Mathematics, or Powtoon
websites.

Monitor: Checks for understanding/assessment

Formative Assessment Activities (done throughout the
week):
3 Things Model: (Day 1) Write down 3 things that a
fellow student might misunderstand about our lesson on
exponential equations. (Day 3) Write down 3 different
types of exponential equations. (Day 5) Write an equation,
solve it, and make a word problem about it.
Ticket Out the Door: (Day 2) Solve various
exponential equations that have the same bases and work
backward to understand how an exponent can be
expressed. (Day 4) Solve the two exponential equation on
the board and orally explain the steps to the person next to
you afterwards.
Formative Final Assessment Activity:
Students will break up into pairs and create a poster or
PowerPoint presentation of how to solve exponential
equations using at least 3 steps. From there, students will
give an example of how an exponential equation can be
used in a real life scenario. Once students have
completed their projects, they will stand up and share with
the class.

Scoring Guide(s): The scoring guide for this project

focuses on whether or not the students understand the idea
of applying rational and exponential functions to real-life
scenarios.
Assessment Rubric:
Score

Requirements

Student did not participate/show

any type of effort

Students illustration meets

prompt but lacks understanding
of how to solve equations with
exponentials.

Students illustration meets

prompt and shows some
understanding of intended
learning outcome.

Students illustration meets

prompt and shows understanding
of intended learning outcome
and can explain it step by step to
the class.

Students illustration meets

prompt and shows thorough
understanding of intended
learning outcome and can
provide added insight.

Comments

Wrap Up: I will wrap up the lesson by explaining how an

exponential equation can portray a numeric sequence and
then restate the intended learning outcomes for the lesson
and ask if everyone feels that we have met the outcomes.
After, I will ask a couple of open-ended questions on what
they thought about the lesson. I want to inspire them to
further their curiosity with this newly acquired knowledge
of solving exponential equations. Lastly, I would finish by
asking them to look out for some examples in their
everyday lives and bring them back to class.