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Jerrica Vanderkarr

Chapter 7: Exponential and Section 3: Logarithmic Functions as 4th and 5th

Logarithmic Functions Inverses

F.BF.4.a. Solve an equation of the

form f(x)=c for a simple function f

that has an inverse and write an

expression for the inverse.

F.IF.7.e. Graph exponential and

logarithmic functions, showing

intercepts and end behavior, and

trigonometric functions, showing

period, midline, and amplitude.

A.SSE.1.b. Interpret complicated

expressions by viewing one or

more of their parts as a single

entity. For example, interpret

P(1+r)n as the product

of P and a factor not depending on

P.

F.IF.8. Write a function defined

by an expression in different but

equivalent forms to reveal and

explain different properties of the

function.

F.IF.9. Compare properties of two

functions each represented in a

different way (algebraically,

graphically, numerically in tables,

or by verbal descriptions).

(can be attached)

Objective: I can:

What students will know and be able to do I can write and evaluate logarithmic expressions.

stated in student friendly language (use

Baker College Teacher Prep Lesson Plan Form

Blooms and DOK levels for higher level I can graph logarithmic functions.

thinking objectives)

Essential Question(s): How are exponential functions and logarithmic functions related?

Over-arching questions of the lesson that will How are exponential functions used in the real world?

indicate student understanding of

concepts/skills What is it you want the How are logarithmic functions used in the real world?

students to learn/know? Why?

Describe an activity that will ensure that all Write each equation in logarithmic form:

students and their voices are included at the

beginning of the lesson. 1. 64 = 43

2. 25 = 52

3. 243 = 35

Which of theses is a common log:

a. 2 4

b. 64

c. 10 100

d. 5 5

Provide an overview of the flow of the lesson.

Should also include estimates of

pacing/timing. 0:01 Upon entering the classroom students will find their assigned

seats, and begin working on their warm up that is on the board.

- During this time I will take attendance.

whole group.

0:08 After going over the warm up allow students to ask any

questions from the previous nights assignment.

- This allows me to formatively assess students on their

understanding of the material covered in last night's

homework.

page 454. Begin lesson by covering the vocabulary for this half of

the section: logarithmic function and Families of Logarithmic

Functions

- Students will take notes of the vocabulary terms.

- After covering the vocabulary the vocabulary cards are hung

on the wall next to the board and will remain there

throughout the lesson. At the end of the day they will be

moved to the back of the classroom, but will still be easily

accessible in order to accommodate student needs.

- Hand out will be given to the ELL students as well as anyone

who needs the accommodation.

problems (four and five) using the document camera and include

additional practice while taking notes as a whole group.

Baker College Teacher Prep Lesson Plan Form

- Problem Five: Translating = .

is on their assignment page) page 456-458 40-53 evens, 69-79 odd,

84 & 85.

- As students are working I will walk around the classroom

and formatively assess how they are doing with the material.

This will allow students to ask questions as they are working

on the assignment. This will also allow me to identify any at

risk students.

0:55 Regroup to whole class. This will allow for students to ask any

further clarifying questions prior to class dismissal.

0:60 Dismissal.

Research-based strategies to help students interactions. Students are allowed to express their knowledge,

think critically about the concept/skill

understandings, and opinions on a topic. Discussion promotes active

learning for students and also increases student accountability.

Student-centered strategy.

apply their knowledge on the material we are covering. This is tied

in with whole group instruction and allows for formative assessment

of student understanding.

instruction and meet the needs of our students. With responds to

informal and formal data collected from various sources, I can

construct a comprehensive profile on students interests, abilities and

challenges. Small groups also enables students to develop

relationships with their classmates.

students' learning. These tasks give both teachers and students

feedback, so that teaching and learning activities can be altered

according to the results. This allows me to begin targeted

interventions/modifications based on determined student learning

levels. Identified possible at-risk population for further

interventions.

students to ask any remaining questions, and also allows me to check

for understanding regarding todays lesson.

Baker College Teacher Prep Lesson Plan Form

Assessment: Formative:

List both formative and summative During whole group instruction when answering homework

assessments that you will use to assess student

understanding. Formative assessments are questions from the night before I can formatively assess students on

given during instruction (check for their understanding of the material covered in last night's homework.

understanding), summative are after

completion of instruction (how will you grade

quiz, test, project, paper, presentation, After instruction, during independent work, walk around the

demonstration, etc.).

classroom and assess how students are doing with the material.

Answer any questions that students may have at this time.

Summative:

Quiz over sections 7.3 and 7.4 (Monday)

Chapter 7 Test. (two weeks)

Differentiation: Accommodations:

Describe who will need additional or different ELL students

support during this lesson, and how you will

support them. Differentiated instruction could - Keeping vocabulary posted throughout the class and the

include testing accommodations, preferential lesson.

seating, segmented assignments, a copy of the

teachers notes, assignment notebook, peer - Hand out will be provided to the ELL students as well as any

tutors, etc. other student who needs the accommodation.

Provide students with a copy of my written notes for those who need

the accommodation.

Differentiation:

This class is ordinarily taught in one year, this version of the class

splits Algebra II into 2 years.

Summary, Integration and Regrouping the class after whole group discussion and partner work

Reflection: time allows for all students to ask questions prior to taking the

List the way that you will bring students material home for homework.

together to integrate and reflect on their

learning from this lesson

Accessing Prior Knowledge: What data do you have about what the students already know? What do

they need to know before they can learn this new information? What do the students know about this

topic prior to instruction? How will you engage the students, given what they already know about the

subject?

The inclusion activity is a way to incorporate prior knowledge into the lesson. Students have prior knowledge of

functions from previous lessons this semester (7-2).

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?

Welcoming students into the classroom. Letting students know that I am excited that they are present and ready

to learn. This starts the class period and the lesson off on a good note.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you

answer them?

Students have had an introduction to

Baker College Teacher Prep Lesson Plan Form

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned

material? This is the summary at the end of the lesson. What did they learn?

Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both

new and older material. Students will have time in class to begin their homework assignment and ask for

further clarification if needed.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their

own to practice the skill they learned today? Examples include practice problems, an investigation, a

game, or any other activity to apply what they just learned.

Independent practice for students. Will have some class time to start the assignment and then students

will take the remainder home for homework.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,

challenges, and possible misunderstandings.

Further Differentiation:

- Differentiation:

- High students will receive support through an advanced problem set requiring a higher

level of thinking. High students will also have the opportunity to meet with a low student in

order to help them better understand the material.

- Mid level students will receive some level of remediation based on the formative

assessment.

- Low level students will have the opportunity for remediation by assigning a more basic

problem set. Low students will also have the opportunity to partner with a high student.

- I also offer tutoring during lunch as well as after school.

High students can be assigned page 456-458: 40-53 all, 69-79 all, 84 & 85.

Medium students can be assigned page 456-458: 40-52 evens, 69-79 odd, 84 & 85.

Lows students can be assigned page 456-458: 40-51 every third, 69-79 odd.

Remediation: What else can you do/have prepared to do with the students who did not understand the

information you presented? See lesson.

Enrichment: What else can you do/ have prepared for the student who totally understood what you

taught and needs to take it a step further and extend the information taught? See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you

might want to change/ improve/ expand on in the future?

Strategy That I Could Use:

- Minds Eye with the graphing of logarithms and translating logarithmic graphs. Minds eye is a

strategy that builds students capacity to create mental images from the test, or rather in this

instance the rules for translating logarithmic graphs.

Example:

Vertical translations of a logarithmic graph: up = log + or down = log .

Baker College Teacher Prep Lesson Plan Form

For use in all Baker EDU courses: 4/13/16 per Dr. Schram

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