Date: 11/15/23 TeacherName: Jordan Tress Class: Algebra 2

Grade Level: Unit Name/Topic: Graphing exponential Lesson Number: 1 Length: 60 minutes
Algebra functions

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

AII.EL.1: Graph exponential and logarithmic functions with and without technology. Identify and describe key features, such as
intercepts, domain and range, asymptotes, and end behavior. Know that the inverse of an exponential function is a logarithmic
function

Mathematics Process Standard(s):

PS.1: Make sense of problems and persevere in solving them.
PS.5: Use appropriate tools strategically.
PS.6: Attend to precision
PS.7: Look for and make use of structure

Academic Content Language (content vocabulary, discourse, syntax):

Exponential and logarithmic function, Domain and Range, Asymptote, End behavior, Inverses

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
- Exponential and logarithmic graphs have an inverse relationship.
- The formation of asymptotes with exponential and logarithmic
functions based on the domain and range.
Students will keep considering . . .
- What patterns do you see when looking at the exponential and
logarithmic graphs?
- What does it mean for functions to be inverse of one another?
- What does the appearance of the graphs themselves mean?

Questions to elicit deeper thinking or build upon about the topic...

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
1. Students will be able to graph exponential functions without the use of a calculator or graphing tool.
2. Students will be able to identify and describe the relationship between exponential and logarithmic functions.
3. Students will be be able to identify key features of both exponential and logarithmic functions.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative: This assignment will be used as a formative
Matching game- Students will work with a partner to complete a matching
assessment that will allow me to provide instruction that is
game, where they have to match functions to their graph and they will be
given more functions than there are graphs so they cannot solely use the more tailored to the unique needs of students to set them up
process of elimination. As students complete the matching, they will return for success in the future.
to their seats. I will provide them the answers, and students who have
incorrect answers will be directed to use desmos to use as a tool to help
them and make corrections and explain in writing the corrections they
made and why. Students who got all answers correct will be given a more Summative (if any beyond the performance task): While there
challenging version of the game. is no summative assessment for this task in particular, at the
Evaluative Criteria: end of the unit there will be an assessment of some sort to
Students success would look like. .
test their knowledge of the skills learned throughout the unit.
Students will turn in the worksheet(s) to me and I will assess them both on
their correct answers, and explanations for problem corrections to wrong
answers. I will use this data to identify areas of struggle and success by
looking at answers, corrections, and their explanations.
 Stage 3: Learning Plan To Support Mathematical Proficiency

Mathematics Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Learning Writing Lab Learning Stations Problem Trail Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other:

Mathematical Thinking & Literacy Skills:

(Highlight all that apply) (linking to objectives and literacy standards & content standards)

Problem Solving Reasoning & Proof Communications Connections Representations

Declarative Knowledge Procedural Knowledge Conceptual Knowledge Conducting Research Other:

Mathematics Tools:
(Highlight all that apply)

Manipulatives Graph/Patty Paper Calculators & Technology Ruler/Protractor/Compass Colors

Formulas/Identities Proofs Data Students' Work Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Desmos (an online graphing calculator) may be used to check
Specific Support Who will provide that Why? What’s the intention answers as well as easily manipulate graphs to explore their
Needed (Special support? Where will that properties.
Education Support support be provided?
and/or
accommodations
and
modifications)

Provide Teacher- list of Vocabulary

images and important terms to supports can allow
additional know given as well an ELL student to
vocabulary as supplemental continue
support. images and access developing
to translation language skills and
programs as added images
needed. allows for more
connection
between definitions
and their
applications. These
can help reduce
student anxiety
around not
knowing the
language well
 Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect to Rationale: (Based on
& build in checks for understanding) prior knowledge & assets): Research/theory)

5 min Take attendance and take care of concerns Answer the bell work questions: Students are given an
such as providing absent students with opportunity to think
materials from days missed. Without actually graphing it, describe back on previous
what the graph of y=3(x-1)^2=2 skills and get the
equals class thinking about
graphs and how they
are shifted in each
direction.

2 min Teacher will ask students to tell the class Students will take turns sharing This give students a
information they know about the bell-work bell-work responses. chance to listen to
problem one another and
build thoughts off of
what their peers say.

13 min Teacher will show another example similar Students can take notes if they This will give students
to the bellwork and review the properties choose, but this will be a quick a chance to learn
of a quadratic function graph that all refresher for most during the some of the very
students should be familiar with and use it quadratic section. During the section basic information
to talk about graph translations and how with the exponential and logarithmic because the goal is
each one works. (x-a) moves the graph graphs. for them to be able
right, (x+b) moves, etc. They will then show to explore how this
the basic forms of the graphs and how works on their own
those same translations look on and use that for the
exponential and logarithmic graphs because game
they work similarly to one another. They
will also talk about how exponential and
logarithmic graphs are inverses and briefly
explain what that means.

20 min Teacher will give students the worksheet for Students begin the worksheet and Students will get to
the game, give directions, and have find their matches. They will be explore and begin to
students work with a partner to complete connecting what we talked about create their own
it. The teacher will be walking around and with the translations and using that connections and
monitoring what students are doing, information to complete the sheet. methods that make
answering questions and redirecting as this topic make sense
needed. Teachers should not give direct to them.
answers, only guide on correct paths.

15 min Teacher will show students the answer key Students who made errors will use This will allow
then walk around as students begin making desmos to compare graphs and figure struggling students to
corrections/moving onto harder problems. out why theirs was not correct and take the time they
write down what they need to do need to develop the
differently next time. Students who skills and concept
don’t make errors will be given a ideas needed, while
similar, more challenging worksheet. giving the students
As students finish corrections, they who were not
will also be given the more struggling a chance
challenging worksheet just to try to further push
answers out. themselves.
5 min Teacher will close out class and make sure Students can ask remaining questions This will allow for
all students have access to both worksheets and talk about things they time to debrief and
and ask students to share some of their understood and things they still need clarify any
discoveries and thoughts. to practice. outstanding
questions before
students are
dismissed.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Was there any patterns, collective misconceptions/gaps? Who
needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you
anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.