CEP Lesson Plan Form

Teacher: Mr. Smith Date: 4/4/2018

School: Rocky Mountain High School Grade Level: 9 - 11 Content Area: Mathematics

Title: Exponential Functions Lesson #: 1 of TBD

Lesson Idea/Topic and
Rational/Relevance:
This lesson is focusing on the concept of inverse functions – how they are
graphed, how they are found algebraically, and how we verify that two
functions are inverses. The lesson falls towards the end of a unit covering
radical functions and rational exponents, the reason for this being that
students need algebraic skills pertaining to radicals and rational exponents
to compute inverse functions.

Student Profile:
The students in this class are mostly 9 th graders, with a few 10th graders, and
one 11th grader. In terms of their mathematical proficiency, the class
presents a unique challenge. About 60% of the students are performing at
an advanced or proficient level, with the remaining students struggling.
There seems to be no “average” performers in the class.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

CDE Mathematics Standard 2.1 – “Functions model situations where one quantity determines another and can be represented algebraically, graphically, and
using tables.”

Understandings: (Big Ideas)

Exponential functions increase or decrease at a high rate.

Inverse functions have different pieces that influence different characteristics of their graphs.

Situations can change rapidly.

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How do the parts of the general exponential function effect the function’s graph?

How are exponential functions related to graphs we are familiar with?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)

Students will be able to interpret the different pieces of exponential functions and graph them.

This means that students understand how the pieces of the exponential function effect the function’s graph.

List of Assessments:

Exploration of exponential functions using Desmos

Independent practice determining if an exponential function represents exponential decay or growth

Independent practice graphing exponential functions

Discussion at the end of class.

Assigned practice problems.

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Planned Lesson Activities

Name and Purpose of Lesson Exponential Functions

Purpose: The purpose of this lesson is to come to a precise understanding of what the
general form of an exponential function is and how it’s respective pieces influence the
graph of the function.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 70 minutes

Materials: Smart board, laptops, white boards, individual white boards, markers.

Anticipatory Set The strategy I intend to use is: Real-world connection of material. Initial questioning.
I am using this strategy here because: I try to begin every math lesson with a question for
students to ponder rather than information for them to understand. In this case,
exponential functions lend themselves very well to tangible applications in the real world.
For that reason, I will begin with a “real life” question for students to consider. This is also
a pragmatic group of students that often asks for the purpose behind the material we
cover in class.
Procedures The strategy I intend to use is: Guided inquiry learning, questioning strategies, modeling,
independent practice.
I am using this strategy here because: I will use each of these strategies at different points
throughout the lesson when appropriate.

Teacher Actions Student Actions Data Collected

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Check – in question.
Humorous question
unrelated to material that
welcomes students to class.

In groups, I will present Discuss as a class.

students with a “real world”
question pertaining to
exponential growth.
Students will discuss the
question before I introduce
the topic for the lesson,
exponential functions.

Show students functions we Sketch graphs on individual

already know how to graph whiteboard and show them
and ask them to draw the to teacher.
sketches of their graphs.

Show students equation for Sketch graphs on individual Check students sketches for
general exponential whiteboards and then accuracy.
function. Ask students to discuss questions with
sketch what they feel the group mates
graph will look like. Then
ask students to discuss
questions on board
pertaining to graphs.

Let students begin the In groups, begin working Exploration will be

exploration on Desmos in
their groups. Monitor the
class and ask clarifying
questions to specific
groups.
through online exploration. submitted to the teacher
Discuss with group mates when finished.
and answer questions
throughout exploration.

Ask groups to share out Discuss as a class.

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Closure The strategy I intend to use is: Exit ticket. I will end class by simply asking students to tell
me what they learned today.
I am using this strategy here because: It will bring a clear close to the lesson, as well as
prompt students to recap the lesson’s main points.

Differentiation Content Process Product Environment

Modifications: Struggling During Students will Students can
students can independent work on work on
participate in practice time, problems that individual
group students can meet their whiteboards
exploration and choose practice developmental independently
discussions problems that needs. or in small
along with allow them to Students may groups. They
classmates. practice the also progress will also be
They may also skills taught at through grouped with
choose to do a level of exploration at students of
practice algebraic rigor their own pace. similar ability
problems that suitable for during
fit their level of them. During exploration.
understanding. the exploration,
struggling
students will
also be
grouped
together.

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Extensions: Advanced During Students will Students can

students can be independent work on work on
prompted to practice time, problems that individual
stretch their as students stretch their whiteboards
understanding finish example mathematical independently
during group problems, they proficiency. or in small
exploration and may go onto They may also groups.
discussions. further move through Advanced
During problems while the group students will
independent other students exploration at also be grouped
practice time, work. These their own pace. with other
they may go on problems will students of
to problems challenge their similar ability.
that challenge algebraic skill.
their ability. Advanced
students will
also be
grouped
together to
allow for easier
questioning
from the
teacher.
Assessment Independent practice placed throughout the lesson will serve as a formative assessment
at a few points during class. The guided exploration will also act as both a formative and
summative assessment, along with the assigned practice problems.

For a clear summative assessment, I will ask students at the end of class to answer the
question, “what did you learn today?” This will not only conclude the lesson, but also
provide one final formative assessment for the next day’s lesson.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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