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Lesson 1
Subject:​ Mathematics Grade level: ​6 seniors, 15 juniors, and 8 sophomores
Class Setting: ​Algebra II- inclusion class ​ Length of lesson: ​47 minutes

Unit: ​Exponential and Logarithmic Functions

Lesson Title​: Graphing Logarithmic Functions
For Unit Plan/Learning Segment​, 1 out of 3​:

Essential Question(s)​: How can graphing logarithmic functions verify that they are the inverse
operation of exponential functions?

Learning Standards:
CCSS.MATH.CONTENT.HSF.BF.B.4.B
Verify by composition that one function is the inverse of another.

CCSS.MATH.CONTENT.HSF.BF.B.5
Understand the inverse relationship between exponents and logarithms and use this
relationship to solve problems involving logarithms and exponents.

Pre-Assessment: ​In the previous lessons students have been working with exponential
functions. Students have graphed and solved exponential functions using the method of
common bases and have been assessed using this method. The method of common bases
involves getting a common base in order to set the exponents equal to one another on either
side of the equation and solve. Students have been introduced to the concept of logarithms
specifically “what power do I have to raise b to in order to get x?” in the standard form log b x.
Learning Objectives​: Assessments​:
1.Students will verify by composition on the
coordinate plane that logarithmic functions Assessment #1 - Groups graphs of y = 3x
are the inverse of exponential functions in and y = log 3 (x) on the coordinate plane
order to explain that logarithms are the
inverse operation to exponents. Assessment #2 - Exit ticket determined
based on students ability level
2. Students will be able to demonstrate that
Homework #1 - graphing a logarithmic
they can graph a logarithmic function on the
function on the coordinate plane and stating
coordinate plane.
the domain, range, and asymptote

Academic Language: ​Vocabulary - asymptote, language functions - students will explain how
the graph demonstrates that logarithmic functions are the inverse to exponential functions,
syntax - constructing graphs, and discourse - students will engage in turn and talks throughout
the lesson and work together to graph functions.

Procedure:
Anticipatory Set: “Do Now”
1. Students will take Handout #1 as they enter the classroom and paste it into their
notebooks. This handout has the do now on it which is: Do Now: Describe the following
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features of the graph of the equation y = 3x and sketch the graph. Discuss this with the
peers at your table!
Domain: Range: y-intercept:
2. The do now activity will also be displayed through a google slides presentation on the
smart board as students enter the classroom for students who prefer to see the do now
presented this way. After several minutes, a student will come to the board to
demonstrate and explain their groups responses to the do now activity.

Initial Phase: Indirect Instruction

1. We will go over the “AIM: How can graphing logarithmic functions verify that they are the
inverse operation of exponential functions?” and we will review the term asymptote (a
vertical or horizontal line that a curve approaches arbitrarily close to, but will never
touch).
2. Students will turn and talk with the peers at your table and determine what the asymptote
will be for the equation from the do now activity. After students have a minute or two to
discuss this we will discuss what the asymptote of this graph is as a whole class.
3. Students will construct a hypothesis “Based on what you know about exponential and
logarithmic functions make a prediction about what the sketch of a logarithmic function
would look like. Would logarithmic functions have the same asymptote as exponential
functions?”.
4. Each table will explain their groups prediction to the class and then we will test students
predictions/hypotheses.

Middle Phase: Guided Practice

1. Handout assessment #1 to each group. Students will work together and be able to use
their graphing calculators to do exercise 1 and 3 on the worksheet. Students will be
graphing the exponential function from the do now and it’s inverse logarithmic function to
verify that they are inverses and to explain how they know this from the graph.
2. Once students have completed this activity students will answer the statement “​Explain
what you notice about the two equations that you graphed”. Students will each write a
written response in their math notebooks to this statement. They will need to explain
how they knew that these two functions are inverses of each other (equations
symmetrical over the line y = x, the domain and range flipped ). The graphs of these
functions will be modeled through the google slides presentation on the board. After all
students have had a chance to write a response to this question in their math notebooks,
multiple students will share their response.
3. Next we will discuss what kind of asymptote an exponential vs. logarithmic function has
in terms of vertical and horizontal.
4. Students will look back at their hypotheses to compare what they predicted vs. what the
graph of a logarithmic function actually looked like and if its asymptote was either vertical
or horizontal.
5. Students will present their answers to exercise 3 on assessment #1 and we will discuss
how the asymptote can move according to different logarithmic functions and how they
translate on the graph.
6. Groups will hand in assessment #1.
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7. We will discuss where exponential and logarithmic functions appear in the real world
(appreciation or depreciation of assets, population rates, stock prices etc.). I will tell
students that we will see word problems to model these types of problems in a few days.

Concluding Phase
1. Students will self assess themselves as either red, yellow, or green. (If a student self
assesses as red it means they are still struggling with this topic, if a student self
assesses as yellow it means they have a good understanding but may still need some
practice, and lastly if a student self assesses as green it means they are confident in
their ability with this topic and are ready to move forward.)
2. Students will complete assessment #2 which is an exit ticket with 2 questions: 1) Explain
how graphing logarithmic functions can verify that they are the inverse of exponential
functions! 2) Select one based on your individual self assessment: Red: What is the
domain, range, and vertical asymptote of y = log 2 (x). Yellow: What is the domain, range,
and vertical asymptote of y = log 2 (x - 3) + 1. Green: What is the domain, range, and
vertical asymptote of y = log 2 (3 − 4x) .

Follow up: ​Homework #1​ - ​Graphing a logarithmic function on the coordinate plane- labeling
domain, range, and the asymptote of this graph.

Materials:​ The materials for this lesson will include a smart board, the google slides
presentation, handout #1, assessment #1, assessment #2, homework #1, graphing calculators,
students math notebooks, glue, and pencils.

References and Resources:

Graphs of Logarithms Common Core Algebra II. (n.d.). Retrieved February 18, 2019, from
https://www.emathinstruction.com/wp-content/uploads/2015/08/CCAlgII-U4L9-Graphs-of-Log
arithms.pdf
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Lesson 2
Subject:​ Mathematics Grade level: ​6 seniors, 15 juniors, and 8 sophomores
Class Setting: ​Algebra II- inclusion class ​ Length of lesson: ​47 minutes

Unit: ​Exponential and Logarithmic Functions

Lesson Title​: Laws of Logarithms
For Unit Plan/Learning Segment​, 2 out of 3​:

Essential Question(s)​: How do we apply the laws of logarithms to simplify logarithmic

expressions?

Learning Standards:
CCSS.MATH.CONTENT.HSF.BF.B.5
Understand the inverse relationship between exponents and logarithms and use this
relationship to solve problems involving logarithms and exponents.

Pre-Assessment: ​Students are previously learned and have been assessed on the product,
quotient, and power rule of exponents. Students have also previously learned and been
assessed on rewriting nth root radicals as fractional exponents which they will be expected to do
in this learning segment.
Learning Objectives​: Assessments​:
3.Students will be able to demonstrate that Assessment #3 - Exit ticket based on
they can apply the law of logarithms in order students ability level
to simplify logarithmic expressions.
Homework #2 - five multiple choice
questions based on simplifying logarithmic
expressions using the three logarithm laws

Academic Language: ​Vocabulary - product, quotient, and power rule of logarithms, discourse -
students will work together during the initial and middle phase of this lesson to discuss the laws
of logarithms and work together to simplify the logarithmic expressions.

Procedure:
Anticipatory Set: “Do Now”
1. Students will receive the chart below on handout #2 which they receive with handout #3
(which is the do now) as they enter the classroom which they will paste in their math
notebooks.
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2. (on handout #3 for students) Do Now: Based on your prior knowledge of exponents and
logarithms, and on the chart provided to you identify with the expressions below what
logarithm law or laws you think you would use to evaluate these logarithmic expressions!
Put your answer to 1 and 2 on the white boards. 1) log 2 8x 2) log 3 (9x2 )
3. Students will hold up their white boards at the same time and I will be able to assess
quickly how many students got these two questions right or wrong. This will allow me to
decide how long we will need to discuss this do now. Students will explain why they
identified the logarithmic law or laws that they did for each of the do now questions.

Initial Phase: Indirect Instruction

1. Go over the AIM for today, “AIM: How do we apply the laws of logarithms to simplify
logarithmic expressions?”
2. I will model on the board how to simplify the two logarithmic expressions from the do
now which will address the product, quotient, and power laws of logarithms with the help
of my students (In order to evaluate logarithmic expressions students will be reminded of
the question “what power do I have to raise b to in order to get x” of the standard
logarithmic form log b x .)
3. We will then have a class discussion on the question, “What similarities/differences do
you see between the exponent and logarithm laws?”. Students will have a chance to
discuss this question first within their groups.

Middle Phase: Guided Practice

1. Students will receive handout #4 and work together on the two practice problems on that
handout. They are encouraged to discuss and compare answers with their group. They
will work on the following practice problems: 1) If a = log3 and b = log2 then which of the
following correctly expresses log12 in terms of a and b. and 2) Write an equivalent
expression to log 2 y√x5 .
2. A student will come to the board to present and explain the steps they took in order to
simplify these logarithmic expressions.
3. Next students will work on the following question: Given the logarithmic expression,
3logx - 31 logy , what would the original expression be before it was simplified? Also
explain your work and the steps your group took to obtain the original expression. (The
group that finishes this question correctly first will get 5 extra points on the next test).
4. A student will come up to the board to explain their work.

Concluding Phase
1. Students will complete assessment #3 which is an exit ticket. Students will self assess
as red, yellow, or green and complete the problem associated with that color. Red:
Evaluate the expression log 3 (9x). Yellow: If log7 = k then write log(4900) in terms of k.
Green: If g (x) = 4x8 and f (x) = log 4 (10x) then f (g(x)) = ?

Follow up: ​Homework #2 - 5 multiple choice problems based on simplifying logarithmic

expressions using the logarithm laws,
Students with specific learning needs will receive handout #8 for homework as well. On the top
right hand corner of the handout is a code to scan. Students will scan this code and it will bring
them to a video by eMATHinstruction. This video will guide students through the this worksheet
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and will help these students for tomorrow’s lesson. These students will benefit from watching
this video before class.

Materials:​ The materials for this lesson will include a smart board, the google slides
presentation, handout #2, handout #3, handout #4, assessment #3, homework #2, handout #8,
graphing calculators, students math notebooks, white boards, dry erase markers, erasers, and
pencils.

References and Resources:

Logarithm Laws Common Core Algebra II. (n.d.). Retrieved February 18, 2019, from
https://www.emathinstruction.com/wp-content/uploads/2015/08/CCAlgII-U4L10-Logarithm-La
ws.pdf
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Lesson 3
Subject:​ Mathematics Grade level: ​6 seniors, 15 juniors, and 8 sophomores
Class Setting: ​Algebra II- inclusion class ​ Length of lesson: ​47 minutes

Unit: ​Exponential and Logarithmic Functions

Lesson Title​: Solving Exponential Equations using Logarithms
For Unit Plan/Learning Segment​, 3 out of 3​:

Essential Question(s)​: How do we solve exponential equations using logarithms?

Learning Standards:
CCSS.MATH.CONTENT.HSF.BF.B.5
Understand the inverse relationship between exponents and logarithms and use this
relationship to solve problems involving logarithms and exponents.

Pre-Assessment: ​Students have previously been assessed on the method of common bases
to solve exponential equations. In this method the students rewrite one side or both sides of the
equation to have common bases. Then they can set the exponents equal to each other to
solve.
Learning Objectives​: Assessments​:
4.Students will be able to solve exponential Assessment #4a/4b - This will be an activity
equations using logarithms in mathematical that groups complete together and will be
and real world situations. collected at the end of class.

Homework #3- Solving mathematical and

real world problems involving exponents
and logarithms

Academic Language:​ Vocabulary - common log, discourse - students will work together and
discuss the steps taken in order to solve an exponential equation using logarithms in the initial
phase and will work together and discuss in order to solve the problems during the middle
phase.

Procedure:
Anticipatory Set: “Do Now”
1. Students will receive handout #5 to glue into their math notebooks. This has the do now
on it which is: “Do Now: Solve for x in the following equation using the method of
common bases. Remember to check your answer! 36x = 216 ”
2. A student will come up to the board to present and explain their work to the class.

Initial Phase: Indirect Instruction

1. Go over the AIM for today’s lesson, “AIM: How do we solve exponential equations using
logarithms?”
2. Go over that the common log uses base 10 (if no base is present then log x = log 10 x ).
This is the common log because it is the most popularly used. It is used to measure a
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substance’s pH level, for decibels which measure sound intensity, and for the Richter
scale which measure the intensity of an earthquake.
3. I will write PEMDAS on the board. We will go through as a class the inverse operation of
each letter. For example the inverse operation of subtraction is addition and the inverse
operation of exponents is either the nth root radical or logarithms. We will discuss this
difference in order to help students with the following activity.
4. I will give each group of students the same problem as the one in the do now completed
using the logarithm approach on assessment #4a or assessment #4b. The groups job is
to analyze and discuss the problem and to write each step that was taken in order to
solve this problem using logarithms. Groups should also be able to explain why you are
able to do that step.
5. As a class we will go over the steps that each group came up with and groups will hand
in this assessment. Students will then receive handout #6 which has the steps labeled
for them to solve an exponential equation using logarithms with the both examples we
just did.

Middle Phase: Guided Practice

1. Students will receive handout #7 and begin with questions 1 and 2 which are as follows:
1) 2x = 18 2) 7x+2 = 500 .
2. A student will come to the board to present and explain their work for each of these
problems.
3. Students will work on question 3 on handout #7 which is a word problem: “Jess loves
sneakers and has brand new, never worn, original Jordan’s that she purchased for $100
when they first came out in 1985. The sneakers have appreciated at a rate of 5% each
year. Write an equation to represent this scenario. In 2018, Jess wants to use the
money from her sneaker sale to pay for books in college, will she have enough if the
books cost $510.32?” Students will set up an exponential equation from the word
problem and solve with logarithms to figure out if Jess will have enough money from her
sneaker sale to pay for her college books.

Concluding Phase
1. A student will come to the board to present and explain their groups work to the class.
2. Students will receive homework #3.

Follow up: ​Homework #3 - Solving mathematical and real world problems involving exponents
and logarithms

Materials:​ The materials for this lesson will include a smart board, the google slides
presentation, handout #5, handout #6, handout #7, assessment #4a/4b, homework #3, graphing
calculators, students math notebooks, erasers, glue and pencils.

References and Resoucres:

Solving Exponential Equations Using Logarithms Common Core Algebra II. (n.d.). Retrieved
February 18, 2019, from
https://www.emathinstruction.com/wp-content/uploads/2015/08/CCAlgII-U4L11-Solving-Expone
ntial-Equations-Using-Logarithms.pdf