Precalculus 15 

Zachary Blickensderfer | North Shore Country Day School 

 
Course Mission Statement:​ Precalculus 15 is a problem-based, collaborative, conceptual 
approach to understanding those topics necessary for calculus while developing an 
understanding of justification, clarity, and logic. 
 
Course Plan: 
Unit  Content Theme  Specific Topics  Mathematical Habits 
of Mind 

1  FUNCTIONS  Functions: Definitions & Graphs  Exploring Ideas 

2  Functions: Polynomial & Rational  Orienting and 

Organizing 

3  Functions: Exponential & Logarithmic  Thinking in Reverse 

4  TRIGONOMETRY  Trigonometry: Definitions &  Justifying I 

Identities 

5  Trigonometry: Solving Equations  Justifying II 

6  Trigonometry: Graphs & Polar  Justifying III 

Coordinates 

7  DISCRETE MATH  Discrete Math: Counting problems  Generalizing I 

 
8  Discrete Math: Probability  Generalizing II 

9  ENDGAME  Final Project  Synthesis 

 
Unit 3 Enduring Understandings (“Big Ideas”):  
 
1. As transcendental functions, exponential and logarithmic functions build off of natural 
constants to model natural phenomena that grow or decay relative to their size or 
conditions. 
2. Functional analysis, as established in previous units, can be applied to understand the 
behavior and transformations of exponential and logarithmic functions. 
3. Since exponential and logarithmic functions are inverses, their properties, graphs, and 
procedures demonstrate an inverse relationship 
4. Thinking in reverse—such as considering where a problem is headed or how it can be 
inverted—can help help us solve challenging problems and make greater sense of 
exponential and logarithmic functions. 
Prerequisites 
Conceptual Understandings  Skills & Procedures 

Exponentiation  Identifying common powers of integers  

Exponential Properties  Manipulation of exponential expressions 

Factorization and common factors  Reduction of fractions 

Domain, range, and end behavior  Graphing functions 

Inverse functions  Finding the inverse of a function 

Polynomial equations  Solving for the zeros of a polynomial 

 
 
Goals and Outcomes 
Conceptual Understandings  Skills & Procedures 

In addition to the enduring understandings,  In addition to the enduring understandings, 

students will…  students will… 
   
1. Understand that exponential and  1. Continue to apply the habits of mind 
logarithmic functions model repeated  emphasized in units 1 and 2, 
multiplication or division by the same  Exploring Ideas​ and O​ rienting and 
factor on an initial quantity over time.  Organizing. 
2. Understand that e is a transcendental  2. Learn to apply a new habit of mind, 
number representing the rate at  Thinking in Reverse. 
which a quantity naturally grows  3. Graph exponential and logarithmic 
relative to itself; thus, it can be applied  equations utilizing their 
to model exponential and logarithmic  understanding of parent functions 
relationships.  and transformations. 
3. Understand that Benford’s Law uses  4. Find the inverses of logarithmic and 
logarithms to describe the distribution  exponential functions. 
of leading digits in natural data and  5. Apply exponential and logarithmic 
can be applied to verify the validity of  properties to manipulate expressions 
data.  and solve equations. 
6. Model exponential and logarithmic 
relationships by creating or modifying 
formulae. 
7. Utilize excel/sheets to analyze data 
sets. 
 
 
 
 
Unit Structure — All Unit 3 Files can be Found H
​ ere 
Class #23  Class #24  Class #25  Class #26 

3.1: Exponential  3.2: Logarithmic  3.3: Properties of  3.1-3.3 Review 

Functions and Their  Functions and Their  Logarithms 
Graphs  Graphs 

Class #27  Class #28  Class #29  Class #30 

Skills Check 3.1  3.4: Solving  3.5: Exponential and  3.4-3.5 Review 
Exponential and  Logarithmic Models 
Logarithmic 
Equations 

Class #31  Class #32  Class #33  Class #34 

Skills Check 3.2  First Day of  Second Day of  Unit 3 Project: 
Problem-Solving:  Problem-Solving:  Leading Digit 
Paired Programming  Finish Work and  Investigation & 
and Work Time  Presentations  Benford’s Law 

Class #35  Class #36  Class #37  Class #38 

Unit 3 Project:  Unit 3 Project:  Unit 3 Project:  Unit 3 Gameday: 

Introduction to the  Self-guided Class for  Self-guided Class for  Project Presentations 
Assignment; More on  Project and Retakes  Project and Retakes   and Team Bonding 
Benford’s Law 
 
The unit is structured in two parts. First, it gives students experiences with the basic concepts 
and procedures associated with exponential and logarithmic functions. These “content days” 
are the majority of the unit. These lessons cover the basics of the exponential and logarithmic 
functions, their graphs, their domains and ranges, and their properties. It challenges students to 
use content and procedures learned in units 1 and 2 (such transformations, domain and range, 
finding zeros, etc.). Each content day covers a chapter of the textbook, 3.1 to 3.5. One or two 
review days may be included in the unit to support students. Students are assessed with two 
formative quizzes throughout this part of the unit, called “Skills Checks.” Each Skills Check asks 
students to demonstrate conceptual or procedural understanding of one aspect of the unit. The 
quizzes are short — about 7 questions, 30 minutes — and students have the opportunity to 
retake the quizzes three times for full credit. 
  
Each content day follows a similar structure. The lesson begins with a homework check in 
squads (small groups). After the teacher checks in with each squad (and then the class as a 
whole), there is then “lecture” about the new concepts of the day. This section (taking about 50 
minutes) includes small group work, full-class dialogue, student demonstration of example 
problems, and teacher modeling on key examples. Greater context for the topics is also given 
by the teacher. This section generally concludes with example problems in squads. 
  
If time permits, the lesson continues with a more challenging problem, the “Problem of the 
Day.” These problems synthesize the day’s material with the courselong mathematical habits of 
mind. Students tackle the problem in their squads. After an appropriate amount of time (or that 
which the schedule permits), the teacher may show a partial or complete solution. 
 
Here is an example of a Content Day lesson: 
23.   Exponential Functions — 3.1 
 
Pre-set 
A new poster with reflective questions to help students solve problems with this unit’s 
Habit of Mind, Thinking in Reverse. List these questions: 
 
● What is the desired outcome of the problem? What will it look like at the end? 
● What can the final product tell me about the solution? 
● What do I notice when I work backwards through this pattern or problem? 
● How can I break this problem into pieces? 
 
Goals 
1. To understand that transcendental functions are nonalgebraic, meaning they 
can create outputs that could never result from polynomial or rational 
functions. 
2. To understand that the exponential function models exponential growth for a 
positive base raised to a variable exponent. 
3. To understand that transformations affect the graphs of exponential functions 
in the same way they affect other functions. 
4. To understand that the natural base, ​e,​ is the base rate of growth shared by all 
continually-growing natural processes. 
 
Plan 
1. New squads! 
2. Check in 
a. Update on skills checks 
3. Lecture 
4. Exit Slip 
 
HW 
1. 3.1 5,8,9,11,15,17,21,25,31(by hand),36(by hand),37(by hand),44(by 
hand),59,65*,68-71,75 
2. Read about e ​  
 
After the content days and skills checks, the unit shifts focus to mathematical habits of mind. 
While these are referenced in the first part of the unit, the second part focuses entirely on them. 
This part of the unit presents students with an opportunity to apply their new procedural and 
conceptual understanding. First, students have two days to practice their problem-solving with 
challenging problems. These problems are designed to continue students’ development of 
mathematical habits of mind with a specific emphasis on thinking in reverse. 
 
Here is the Problem-Solving lesson plan: 
33.  Problem Day 
1. Frame and introduce paired programming 
2. Work all block! 
HW:​ Reflect on your solutions from today's problem-solving. Please update your 
problem-solving algorithms and your journals. 

34.   Problem Day 

1. Continue work (35 min) 
2. Conversation about solutions (25 min) 
a. Presentation 
b. Response 
c. Questions 
d. Photo! 
3. Pass back 3.2A skills checks, go over solutions (10 min) 
4. Exit Slip 
HW: 
1. Reflect on your solutions from today's problem-solving. Please update your 
problem-solving algorithms and your journals. 
2. Unit 3 project prep: watch t​ his​ short video on some of the functions in google 
sheets. Then, make a copy of this ​this​ sheet. Use what you’ve learned to create 
a function to count all the entries in that begin with the number 1. Share your 
sheet with Mr. Blick. 
 
 
Following the problem-solving days are four days dedicated to an applied project. This project 
asks students to use the logarithmic Benford’s Law to verify the validity of given data sets. This 
project continues to build upon the year’s focus on Presentation while providing students with 
a more authentic challenge for them to apply their skills and habits of mind. Two days are 
dedicated to discovering, deriving, and understanding Benford’s Law, and two days are 
dedicated to student-guided work in small groups on the project. 
 
Here is a Project lesson plan: 
35.   Begin Unit 3 Project: Leading Digit Investigation 
 Lesson plan h​ ere​. 
HW:​ Read through the W ​ ikipedia page on Benford’s Law​. Pay attention to sections 
1-5. After reading, write a short response to these questions: 
1. Why does Benford’s Law work? 
2. How can Benford’s Law be applied? 
  
The final day of each unit is called “Gameday.” On this day, students may volunteer to bring 
snacks for the whole team. The class has a relaxed feel, for there is no formal instruction on 
Gameday. Gameday is when all of the unit’s assignments are due. In Unit 3, Gameday included 
student presentations of their projects to a committee of four other teachers. 
 
Here is the Gameday lesson plan: 
39.  Unit 3 Gameday! 
1. Project presentations to IHSA Executive Committee 
2. Presentation Problem Presentations 
3. Puzzles and chill 
  
Inherent Challenges to Conceptual  Common Misconceptions 
Understanding 

Exponential functions are often less intuitive  Belief that “log” can be algebraically 
or familiar, especially in a symbolic context.  manipulated like a variable (i.e. distributing a 
Students often have trouble developing  log, factoring out a log, dividing by log, etc.) 
exponential functions for even fairly simple 
scenarios (e.g. it is tough for many students 
to put “the quantity doubles every three 
hours” in symbolic form). 

Students have a tough time grasping the  Belief that any one formula is a magic bullet; 
concept of e. They do not necessarily  confusing the meaning of one formula with 
understand that e represents the factor by  another; using a growth rate greater than 1 
which a quantity grows over a specified  with e. 
period of time if it is continuously growing 
at a rate of 100% over a that period. 

Some students struggle to understand that    

log​a​b means “the exponent to which a can 
be raised to equal b.” 
 
Additionally, challenges presented by North Shore students include burnout, the irregular 
November schedule (which includes two major breaks), and the stress of junior year and the 
expectation to always succeed. This last challenge led me to restructure one aspect of my 
grading policy to better support students’ willingness to engage with challenge. This 
specifically helped support students during the problem-solving and project aspects of the unit. 
   
Analysis of Student Work 
 
I view my teaching of the lessons above as fairly effective. I utilized the structures of my 
team-based classroom, making use of squads (small groups that endure for the whole unit) to 
facilitate groupwork and support during the lessons. I balanced many different modes of 
student engagement and participation, including note-taking during lecture, practice problems, 
small-group conversation, reflective writing, full-class discussion, small-group problem-solving, 
and public presentation. Strategies and questions can be found in the lesson plans and 
slideshows (linked in the title of each lesson). I assessed students’ understanding by asking 
them questions during class, posing them problems to solve in the moment, assessing them, 
and asking them to fill out an exit slip at the end of every lesson. The exit slip asks students to 
explain what they understood and what they didn’t from each lesson as well. It also asks them 
to rate their feeling for the day. Altogether, this helps me gather a quick idea of where my 
students are following a lesson, so I can plan the next lesson effectively. 
 
Here are two cases of student work: Claire and Luke. I have selected them because they both 
express genuine interest in mathematics while exhibiting very different attitudes and identities. 
 
Claire is a junior girl whose primary social group is the nerdy drama kids. She keeps her hair 
short and dyes it from time to time. She reads a lot, performs in the school plays, and runs on 
the cross country team (the least-popular fall sport). In precalc, Claire actively listens and asks a 
lot of questions. She shows enthusiasm for challenging problems and does not exhibit much 
grade anxiety. 
 
Luke is a junior boy who runs in a more popular, athletic group. He plays basketball and wears 
athletic clothing. He acts somewhat aloof, occasionally putting his head down on his desk. 
Sometimes he participates throughout the whole class; others, he is quiet. While he is not 
particularly excited in class, he shows great interest in challenging problems. He has expressed 
anxiety about grades, and he sees a math tutor outside once a week. 
 
Together, Luke and Claire represent a spectrum of student identity and interest, leading to my 
desire to compare their work. Here is work done by both on the Problem-Solving days. It 
includes photos of their math, reflections completed after the first day, and their responses to 
the unit-ending survey:   
Claire:  Luke: 

 
  

 
   
What does this work say about Claire and Luke’s progress toward the unit’s big ideas? 
Big Idea/Goals  Claire’s Evidence  Luke’s Evidence 

As transcendental functions,  Unclear, as it’s not directly  Unclear, as it’s not directly 
exponential and logarithmic  applicable to the  applicable to the 
functions build off of natural  problem-solving days.  problem-solving days. 
constants to model natural 
phenomena that grow or 
decay relative to their size or 
conditions. 

Functional analysis, as  Unclear; Claire believes that  Unclear; Luke believes that 
established in previous  math is more about  math is more about hierarchy 
units, can be applied to  connections than hierarchy,  than connections, which may 
understand the behavior  which may help her make  prevent him from making 
connections to previous units.  connections to previous units. 
and transformations of 
exponential and logarithmic 
functions. 

Since exponential and  Unclear, as it’s not directly  Unclear, as it’s not directly 
logarithmic functions are  applicable to the  applicable to the 
inverses, their properties,  problem-solving days.  problem-solving days. 
graphs, and procedures 
demonstrate an inverse 
relationship. 

Thinking in reverse—such  Unclear; Claire approached  Somewhat; Luke approached 

as considering where a  uses inverse processes in her  his problem-solving from 
problem is headed or how it  work, but she does not  both sides of the equation 
can be inverted—can help  address this idea in her  and expressed this strategy in 
problem-solving algorithm.  his journal, so it looks like he’s 
help us solve challenging 
beginning to get it. However, 
problems and make greater 
he never directly addresses it. 
sense of exponential and 
logarithmic functions. 

Apply exponential and  Yes; Claire demonstrates  Yes; Luke demonstrates these 
logarithmic properties to  these in her work (see  in his work (see picture). 
manipulate expressions and  picture). 
solve equations. 

Continue to apply the habits  Yes; Claire demonstrated both  Yes; Luke demonstrated both 
of mind emphasized in units  while working in class, while  while working in class, while 
1 and 2, Exploring Ideas and  presenting, and in her  presenting, and in his 
Orienting and Organizing.  problem-solving algorithm.  problem-solving algorithm. 
Analysis of Whole Class Assessment 
 
All assessments for the unit can be found ​here​, and the course’s grading structure can be found 
here​. Unless otherwise noted, students receive partial credit for demonstrating partial 
understanding of the concept being assessed. A distribution of student’s scores on the skills 
checks can be found h​ ere​. 
 
Assessment  Part  Concept Assessed 

Skill Checks  #1, 2  ● Graph exponential and logarithmic equations utilizing 

3.1A, 3.1B,  their understanding of parent functions and 
3.1C  transformations. 

#3  ● Find the inverses of exponential and logarithmic 

functions. 

#4, 5  ● Apply exponential and logarithmic properties to 

manipulate expressions and solve equations. 

#6  ● Model exponential and logarithmic relationships by 

creating or modifying formulae. 
● Understand that exponential and logarithmic functions 
model repeated multiplication or division by the same 
factor on an initial quantity over time. 

Skill Checks  #1, 2  ● Apply exponential and logarithmic properties to 

3.2A, 3.2B,  manipulate expressions and solve equations. 
3.2C 
#3, 4  ● Model exponential and logarithmic relationships by 
creating or modifying formulae. 
● Understand that e ​ ​ is a transcendental number 
representing the rate at which a quantity naturally grows 
relative to itself; thus, it can be applied to model 
exponential and logarithmic relationships. 

Unit 3 Project  All  ● Understand that Benford’s Law uses logarithms to 
describe the distribution of leading digits in natural data 
and can be applied to verify the validity of data. 
● Utilize excel/sheets to analyze data sets. 
● Model exponential and logarithmic relationships by 
creating or modifying formulae. 
● Continue to apply the habits of mind emphasized in units 
1 and 2, E​ xploring Ideas​ and O
​ rienting and Organizing. 
● Learn to apply a new habit of mind, T ​ hinking in Reverse. 
 
 
 
Reflection 
Overall, I think Unit 3 was my most successful of the year. My students showed extraordinary 
growth in their mathematical mindsets, as shown in their work on the problem-solving days 
and the Benford’s Project. Their work in class, the responses to the exit survey, the 
presentations, and the Benford Project reports all show continuing application of the 
mathematical habits of mind. Additionally, these projects showed student buy-in to the team 
environment, and it continued to affirm my belief that well-supported authentic challenge 
empowers positive, meaningful mathematical development. 
 
The unit can be improved around the content-specific big ideas. I feel that the retake process on 
the straightforward skills checks allows students to learn (as shown by their increased scores 
after retaking). However, the questions on the skills checks could be improved to better align 
with the big ideas and content goals. I intend to revisit these as I continue to improve my 
practice.