Title of Unit Exponential Growth Grade Level 8th Grade Algebra

Curriculum Area Algebra Time Frame 2 weeks

Developed By Eric Rood
Identify Desired Results (Stage 1)
Content Standards
a. 8.EE.3
i. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or
very small quantities, and to express how many times as much one is than the other. For example, estimate
the population of the United States as 3 times 108 and the population of the world as 7 times 109, and
determine that the world population is more than 20 times larger.
b. 8.F.5
i. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the
function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features
of a function that has been described verbally.
c. 8.F.1
i. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is
the set of ordered pairs consisting of an input and the corresponding output.
d. 8.F.2
i. Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table
of values and a linear function represented by an algebraic expression, determine which function has the
greater rate of change.
e. 8.F.3
i. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples
of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of
its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a
straight line.
 Understandings Essential Questions
Overarching
Overarching Understanding Topical
In this unit, students will look at real-life examples that reveal exponential patterns What is the relationship How can you
of growth. They will understand that populations increase over time at increasing between the x and y-values determine if a
rates of growth. Students will learn the standard form of an exponential equation of the table? relationship between
as y=a(bx), where a is the initial value and b is the growth factor. Students will What happens when variables is an
develop flexibility in moving among different representations of exponential x goes up? What, if example of
relationships, i.e. verbal/written descriptions, equations, tables, and graphs. any, patterns do you exponential growth?
Students will also learn about non-whole-number growth factors and and relate see? How can an
them to growth rates. Students will learn how the growth rate and the initial What does the graph look exponential
value affect the growth pattern. like? Have we seen this relationship be
Related Misconceptions before or something similar? detected in a table,
Is there a y-intercept/ graph, or equation?
Students may confuse the going up pattern as linear. They may see the
starting value for this? What is the growth
increasing pattern and think it is an addition pattern rather than a
Did it make since in factor?
multiplication pattern.
the last unit to have a How can you
Students may confuse exponential with other relationships we have
y-intercept? determine an
studied in the past (i.e. inverse variation, linear)
Where else have we equation that models
In most written descriptions, the story problems say something
seen a y-intercept? the data in a table?
like, a rate of 4% per year and students may confuse that with
What does a doubling How can you
linear because we had told them that keywords for linear are
growth factor mean? determine an
per and each
Tripling? equation that models
Students may mix up the growth factor with the initial value while writing
What if we wanted a the pattern in a
an exponential equation or vise versa.
decimal instead of a graph?
When switching a number between growth factor and growth rate,
whole number? What can you learn
students may mix up the steps. The process from going from growth
What information would we about a situation by
factor to growth rate is reverse from the other way around.
need to create an equation? studying a table,
What do we know graph, or equation of
about the problem? an exponential
What is given to us relationship?
and how can we use How do exponential
it? relationships
How are graphical or symbolic compare to other
models used to describe types of relationships
patterns in data? that you have
How can you represent studied?
relationships with words, If we know the initial
tables, graphs, and value, what is the x
equations? value? How do we
know?
 What is the significance of
constant additive growth?
How can we use exponents to
express large and small
quantities?
How can we use graphical or
symbolic models to describe a
pattern in data?
How do we recognize and
describe situations that can
be modeled by exponential
relationships?
What is the significance in
shapes of graphs and
patterns in tables of
exponential relationships?

Objectives
Knowledge Skills
Students will know
Students will know:
how to recognize situations in which one variable is an exponential
function of another variable.
how to recognize the connections between exponential equations and
growth patterns in tables and graphs of those equations.
how to construct equations to express exponential patterns that appear in
data tables, graphs, and problem conditions.
how to apply the rules for operating on numerical expressions with
exponents.
how to solve problems about exponential growth from a variety of
different subject areas, including science and business.
how to compare exponential and linear relationships.
Students will be able to
Students will be able to:
recognize exponential growth in verbal descriptions, tables,
graphs and equations.
determine and interpret the y-intercept (initial value) for an
exponential relationship based on verbal descriptions, tables,
graphs, and equations.
determine the growth factor based on verbal descriptions,
tables, graphs, and equations.
solve problems involving exponents and exponential growth.
determine growth rates from verbal descriptions, tables, and
equations.
relate growth rates and growth factors.

Assessment Evidence (Stage 2)

Performance Task Description
Goal Continue working with exponential growth
Role Teacher
Audience Students
 Situation Population growth, investments
Product/Performance Evidence Packets
Standards 8.EE.3 8.F.5 8.F.1 8.F.2 8.F.3

Other Evidence

Learning Plan (Stage 3)

Day in Unit Lesson Topic Lesson Learning Description of how lesson Assessment activities
Objective contributes to unit-level
objectives
1 (Wed) Killer Plant Strikes Students will be able to Students will read about a real-life Students will be asked to:
Lake Victoria recognize exponential situation in which a nonnative plant create and fill out a table
growth in verbal spreads rapidly and begins to from a verbal description of
descriptions, tables, and cover a lake. In the problem, the a situation
equations. surface area of the plant doubles determine growth factor
Students will be able to each month, and the starting value and y-intercept (initial
determine and interpret is greater than 1 (1000 sq. ft.). value) from the table/verbal
the y-intercept (initial Given the description, students will description
value) for an exponential be asked to create a table that explain what the y-intercept
relationship. models the growth pattern of the represents in the situation
Students will be able to plant. From the table and verbal write an exponential
determine the growth description, students will identify equation that represents
factor based on a verbal the growth factor and starting the growth pattern
descriptions. surface area (initial value) of the use their equation to
Students will be able to plant and create an exponential determine a population
solve problems involving equation that models this growth after a specific time period
exponents and exponential pattern. They will then
growth. compare/contrast this exponential
equation with exponential
equations from the previous
investigation. This investigation
involves starting values that are
greater than 1, and the previous
investigation only had starting
values of 1. Students will then
graph the equation and
compare/contrast it with
 exponential graphs from the
previous investigation. By
comparing/contrasting equations
and graphs, students will recognize
exponential growth, while seeing
the difference in initial values
(y-intercepts). Students will then be
asked to use their equation,
graphs, or tables to determine plant
surface area after x amount of
years and determine how long it
will take for the plants to
completely cover the lake
(25,000,000 sq. ft).
2 (Thurs) Growing Mold Students will be able to Students will read about an Students will be asked to:
recognize an exponential experiment conducted at a middle determine the growth
relationship from an school. In this experiment, factor and y-intercept
equation. students grew mold on a loaf of (initial value) from given
Students will be able to bread and recorded the area of the equations
determine the growth mold each day. Students are given determine populations after
factor and y-intercept an equation that models the growth a specific time period using
based on an equation for of the mold. From the equation, an exponential equation
an exponential students will be asked to determine determine a monetary
relationship. the area of mold at the start of the value after a certain
Students will be able to experiment and the growth factor. number of years using an
solve problems involving Students will then determine the exponential equation
exponents and exponential area of the mold after x amount of
growth. days using the equation. They will
also determine which day mold will
reach a specific area. Students will
then be given the standard form of
an exponential equation (y=a(bx))
and will be asked to determine
what value a and b have in the
mold equation and what these
values represent.
3 (Fri) Growing Mold Students will be able to
recognize an exponential
relationship from an See Above
equation.
 Students will be able to
determine the growth
factor and y-intercept
based on an equation for
an exponential
relationship.
Students will be able to
solve problems involving
exponents and exponential
growth.

4 (Mon) Studying Snake Students will be able to Students will read about a garter Students will be asked to:
Populations recognize exponential snake population that has been create a graph that models
growth in graphs. introduced to a new area. They an exponential relationship
Students will be able to will be given a graph that shows given a verbal description
determine and interpret the population of garter snakes and/or table
the y-intercept of an growing at an exponential rate determine the growth
exponential relationship. yearly. Students will then factor and y-intercept
Students will be able to determine how they would find the (initial value) using a graph
determine the growth growth factor/what it is and of exponential growth
factor based on a graph of determine snake populations at create an exponential
an exponential specific years from the graph. equation that models the
relationship. Students will use their findings to data in the graph
Students will be able to determine the population at year 1 determine a population
write an equation for an and then describe how to find the after a specific time period
exponential relationship y-intercept for any exponential using the data from their
from its graph. graph. In addition, students will graph and/or the equation
Students will be able to use the information from the graph they created
solve problems involving to write an exponential equation
exponents and exponential that models the snake population
growth. growth. They will then use this
equation to determine what year
the the snake population will reach
a specific amount.
5 (Wed) Reproducing Students will be able to Students will read about a situation Students will be asked to:
Rabbits determine a non-whole- in which rabbits were introduced to look at a table of given
number growth factor Australia in 1859. These rabbits values and determine the
using information in a became a serious problem because growth factor and initial
table or equation. the population grew at a rapid rate value/y-intercept.
Students will be able to and began to eat all the grass create an equation from the
use sample population intended for sheep and cattle. information given from the
 data to write an equation Students will be given a table that table and what they could
to model population shows the growth in population of find by analyzing the data.
growth. rabbits over a 4-year period. Using use their equation to
the table, students will find a determine the value after
non-whole number growth factor given a specific x-value.
using the same method they had to determine the growth
use with the garter snake problem factor and y-intercept
and write an equation that models (initial value) from given
the rabbit population growth yearly. equations.
They will then use this equation to
determine rabbit populations for
specific amounts of years, and
determine when the rabbit
population will exceed one million.
Students will then be given an
equation that models the rabbit
population growth at a different
time period. They will then
determine the growth factor and
initial population from the equation.
Students will then use the equation
to determine how many years it will
take for the population of rabbits to
double based from populations at x
amount of years. Students will
then compare doubling times and
determine if the doubling time will
be the same for the relationship no
matter what year they start with.
6 (Thurs) Investigating for Students will be able to Students will review the previous Students will be asked to:
the Future investigate the growth of problem involving the growth of a determine the growth
an investment with a given rabbit population. Students will be factor from a given growth
growth rate (percent introduced to the concept of a rate.
increase). growth rate by comparing the determine the growth rate
Student will be able to increase in rabbit population from from a given growth factor.
relate growth rates and year to year. They will find the create an exponential
growth factors. percent increase in rabbit equation from the given
Students will be able to population from year to year, and information (i.e. table,
review and extend define that increase in percentage verbal description).
understanding of as a growth rate. From this,
percentages. students will read about a seventh
 grader who has a stamp collection use the equation to
worth $2500 that is going to determine the value after
increase in value over time. given a specific x-value.
Students will be given the percent
at which the stamp collection is
going to increase every year and
make a table that shows the value
of the stamp collection from year to
year. Students will then determine
if the pattern in the table is
growing exponentially. They will
then determine the growth factor
and starting value from the table or
verbal description and create an
equation that models the data.
Students will then compare the
growth rate and growth factor and
come up with a rule for turning a
growth rate into a growth factor
and vise versa. Students will be
given multiple growth rates and
growth factors to determine a way
to get from one to another.
7 (Fri) Investigating for Students will be able to
the Future investigate the growth of
an investment with a given See Above.
growth rate (percent
increase).
Student will be able to
relate growth rates and
growth factors.
Students will be able to
review and extend
understand of percent.
8 (Mon) Making a Students will be able to Students will review the previous Students will be asked to:
Difference investigate the growth of problem involving a stamp determine a growth factor
an investment with a given collection that is increasing in value and growth rate from a
growth rate (percent by a specific growth rate yearly. verbal description and/or
increase) Students will look at the increase in table of values in a
value from year to year and be situation modeling an
introduced to the concept of investment
 Students will be able to
understand the concept of
compound growth.
Students will be able to
relate growth rates and
growth factors.
Students will be able to
understand the role of
initial value (y-intercept) in
compound growth.
Student will be able to
review and extend
understanding of percent.
9 (Tues) Making a Students will be able to
Difference investigate the growth of
an investment with a given
growth rate (percent
increase)
Students will be able to
understand the concept of
compound growth.
Students will be able to
relate growth rates and
growth factors.
Students will be able to
understand the role of
compound growth. Students will turn growth rates into
then read about a problem growth factors
involving two college funds set up turn growth factors into
for two sisters. Each sister has a growth rates
different amount initially invested
into their college fund, but both of
them have the same interest
percentage from year to year.
Students will create a table to show
the amount in each fund from year
0 to year 10. They will then create
equations to show the relationship
between the number of years and
the amount of money in the fund.
Students will then compare the
equations and data in the tables to
determine how the initial value of
the fund affects the yearly value
increases, how the initial value
affects the growth factor, and how
the initial value affects the final
value. Students will then look at
another fund for the sisters
younger brother and determine the
initial value, growth rate, and
growth factor from the verbal
description given.
See Above.
 initial value (y-intercept) in
compound growth.
Student will be able to
review and extend
understanding of percent.
10 (Wed) Review Students will be able to Students will read over a problem Students will be asked to:
apply their understanding about MSU interns infecting them determine growth factor
of exponential equations with a zombie disease and how fill out tables according to
by: they must infect one person a day that growth factor
figuring out in order to stay alive. Students will graph their points and
growth factors then have to figure out the growth create equations
from tables factor, the initial value, equations use equations to figure out
picking out key and determine how long before x-values when given a
information from their class, their school and their specific y-values.
story problems city are all infected with the
create tables, disease.
graphs and
equations from Additional growth factor to growth
those stories rate and vice versa.
11 (Thurs) Quiz
See below
Name___________________________________________Hour_________Date____________

Growing, Growing, Growing Investigation 2 & 3 Quiz

1.
Turn the following growth rates into Turn the following growth factors into
growth factors. growth rates.

a. 35% a. 1.07

b. 117% b. 1.53

c. 4% c. 1.6

2. What is the growth factor and the initial value of the following exponential equations?

a. y = 31(5x )
Growth Factor: ___________ Initial Value:___________

b. y = 10(9.4x )
Growth Factor: ___________ Initial Value:___________

c. y = 2, 556(5.7x )
Growth Factor: ___________ Initial Value:___________

3. You buy a vintage comic book at a garage sale. Later, you find out that the comic book was limited edition and is worth $100. The
table below shows the increase in value for the comic book after each year.
Year 0 1 2 3 4 5

Value $100 $130 $169 $219.70 $285.61 $371.29

a. What is the growth factor? _________________

b. How did you find the growth factor? (Show work)
 c. What is the growth rate?_______________
d. What is the y-intercept?____________ What does it represent?

e. Write an equation that represents the growth pattern of the comic book value.

f. What will the value be in year ten? (Show work)

4. Its 2085, and the first case of a zombie outbreak has been reported in New York City. Researchers found 50 reported cases at the
beginning of the outbreak and discovered that the zombie population is increasing by a factor of 3 every week.
a. Fill out the table for the population of zombies after each week.
Weeks 0 1 2 3 4 5

Population

b. Graph the data. Dont forget to label the x and y-axis.

 ___________
c. What is the growth factor?

d. What is the y-intercept?____________ What does it represent?

e. Write an equation that represents the growth pattern of the zombie population.

f. In how many weeks will the zombie population be over one million? (Show Work)