Molloy College

Division of Education

Unit Plan
Student: Lissette Marmol Professor: Esposito
Course: EDU 521 Date: June 2014
Grade: 9 Topic: Exponential Functions Content Area: Math


Instructional Objective(s)

After viewing a brief YouTube video, students will compare functions, by constructing an
exponential function graph using a graphing calculator and by solving follow up problems, with
and accuracy of at least 85%.


CCLS / +NYS STANDARDS AND INDICATORS

Mathematics(A-CED): Creating Equations
Students will create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
2. Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.

Indicator:
This will be evident when students graph exponential functions using their graphing
calculators.

Mathematics(F-IF): Interpreting Functions
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude.

Indicator:
This will be evident when students graph exponential functions using their graphing calculators.


MOTIVATION

For this lesson students will be motivated by viewing a YouTube video on exponential and linear
functions.


MATERIALS

Smart Board, Notebook File, Graphing Calculators, Graph Paper, & Algebra Textbooks.

STRATEGIES

Cooperative learning: This will be evident when students discuss the differences between
exponential and linear functions.
Individual Instruction: This will be evident when students complete examples independently
about exponential functions.
Integrating Technology: This will be evident when the students use their graphing calculators to
complete the assigned worksheet.
Active Learning: This will be evident when students apply the knowledge that they learned in
this lesson to their butterfly growth projects.
Direct Instruction: This will be evident when Im explaining the differences between an
exponential function, a linear function and a quadratic function.


ADAPTATIONS

The student who is an English language learner will be provided with content specific
vocabulary words prior to the lesson to help the student get a better understanding of the
topics.
For the student who has difficulty relating mathematics to the real world, will work on his
butterfly project in class. This student will be able to directly see how exponential
functions relate to their butterfly project.
For the student who has a visual deficit, will be given an iPad to use inside of the
classroom with the lessons already downloaded into it. This student will have the ability
to enlarge texts as needed.

DIFFERENTIATION OF INSTRUCTION

Tier One: Students will complete a worksheet on graphing exponential functions. Additionally,
they will complete the assigned problems on exponential graphs. They may use their notes as a
guide and will use the information learned in class to continue working on their butterfly
projects.
Tier Two: Students will use a lower level math textbook to help aide in the completion of the
assigned problems. They will also refer to the word wall to help in the acquisition of new
vocabulary words.
Tier Three: Students will complete a simpler worksheet on graphing exponential functions.
These students will have all handouts pre-printed for them and lower level textbooks available.
These students will also work intensively in a group setting after school to help bring them
towards working at Tier 2 and eventually Tier 1.



DEVELOPMENTAL PROCEDURES

Students will be given two equations and will be asked to find the differences among
them. (What do we know about each equation?)
The students will be asked to analyze the two equations. (How are the equations
different?)
The students will come up to the SmartBoard and fill in the table. (Which type of
equation looks most like your projects and why?)
The students will then be asked to draw a sample graph of an exponential function, a
quadratic function and a linear function.
The students will then take notes on the three types of functions. (Do exponential
functions have a constant slope? Why or why not?)
The students will then complete a classwork sheet on exponential functions.
If time permits, students will analyze the data that they have collected for their butterfly
growth projects and work on them in class in their partnerships.

ASSESSMENT

Students will successfully complete the exponential functions worksheet.
Students will accurately plot the points from a table, creating an exponential function.
Students will accurately plot the points from their butterfly projects, creating an
exponential function.


INDEPENDENT PRACTICE

Following the lesson, the students will be assigned a homework activity determining the better
option: $10,000 upfront or a penny doubled for a month.
Then students will create a table and graph their results on a graph paper.
The student will then formulate a conclusion and determine which is the better option.


FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT

The results of the assessment will identify those students who mastered the objective(s) and
those who did not. Follow-up activities occur after completion of the lesson.

Direct Teacher Intervention:

The student, under direct intervention with the teacher, will use the following website and
complete all six sections to help them get a better understanding of exponential functions.
https://www.khanacademy.org/math/algebra2/exponential_and_logarithmic_func/exp_gr
owth_decay/v/exponential-growth-functions


Academic Enrichment:

The student will create a prezi presentation on exponential functions, and share his/her
findings with the class.
o The students will share additional applications of exponential growth/decay
For Example: Stock Market, Bacterial Growth, & Bank Accounts








































TEACHER REFERENCES

https://www.khanacademy.org/math/algebra2/exponential_and_logarithmic_func/exp_growth_d
ecay/v/exponential-growth-functions

http://www.youtube.com/watch?v=LfGjru8RrPg&feature=youtu.be

http://www.youtube.com/watch?v=9SOSfRNCQZQ&feature=youtu.be