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Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1. General Information
Teacher: Bethany Herdzina Subject: Algebra 2
Mentor: Stephen Dorris
Grade: Secondary
Date: 11/24/14
Time Allowed: 50

Number of Students: 25, 28


Lesson Number: 31
Lesson in Sequence: 1
Unit Title: Exponential and
Logarithmic Functions

2. Topic
Section 7.4 Properties of Logarithms
3. Subjects Integrated
Algebra I
4. Readiness and Background Knowledge
In previous chapters, students have shown mastery on summative assessments in
the following areas:
o Properties of Exponents (Section 1.5)
Students were proficient on formative assessments in the following areas:
o Inverse Functions (Section 7.2)
o Logarithmic Functions (Section 7.3)
Todays learning objectives are connected to what students have previously
learned.
5. Goals
CCSS.MATH.CONTENT.HSF.LE.A.4 - For exponential models, express as a
logarithm the solution to abct = d where a, c, and d are numbers and the base b is
2, 10, or e; evaluate the logarithm using technology.
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.
6. Objectives
Student Learning Objectives:
Students will be able to use properties of exponents and logarithms to simplify
logarithmic expressions.
Students will be able to use the inverse relationship between exponents and
logarithms to simplify logarithmic expressions.

Teacher Learning Objectives:


I will work on encouraging student participation.
I will work on staying on schedule while being flexible and allowing for
change based on students needs.
Assessment:
Bellringer Students will be asked four questions from the first part of
Section 7.4. This will assess whether or not students are able to use the
Product Property of Logarithms and the Quotient Property of Exponents to
simplify logarithmic expressions.

Formative Assessment Students will be given a variety questions to answer


and hand in at the end of class. Students will work in groups of 3 or 4 to
complete the problems. This exit slip will be used as a check for
understanding of todays objectives, and it will help guide my instruction for
tomorrows lesson.

7. Resources and Materials


Demonstration materials whiteboard, Algebra II textbook, lesson plan,
problems prepared for group work (handouts 25 copies 4th period, 28 copies
6th period)
o Written on the board before class begins:
Section 7.4 homework problems
HW: pp.516-517 (#21-35odd, 34, 40-46all)
Quiz Tuesday, 11/25 over Sections 7.1-7.4

Objectives:
I can use properties of exponents and logarithms to
simplify logarithmic expressions.
I can use the inverse relationship between exponents
and logarithms to simplify logarithmic expressions.

Student materials pencil, textbook, notes journal

8. Instructional Model, Procedures, and Strategies


a. Attention Signal (about 2 minutes)
Walk to the front of the room, and greet students.
Please take out your notes journal, a piece of paper, and a pencil.
b. Opening and Advanced Organizer (about 13 minutes)
Bellringer
o This assessment will cover material from Fridays lesson on
Section 7.4.
o Directions: Express as a single logarithm, and simplify.
o Be sure that students know that they must express each expression
as a single logarithmic to receive full credit.

1.
Solution: 2
2.
Solution: 3
3.
Solution: 1
4.
Solution:
o Go over the solutions to the bellringer problems.
I will ask for four volunteers to work the bellringer
problems on the board. Students will also explain their
solutions to their peers.
What properties did students use?
The book uses the word property, and Mr. Dorris
uses the word rule. I will try to use rule, but
they can be used interchangeably.
Point out that these properties of logarithms are like the
properties of exponents that they learned in Chapter 1
(activate prior knowledge).

Announcements
o We will finish Section 7.4 Properties of Logarithms today.
o The only additional homework problem that was not assigned
Friday is number 34. Students are to continue working on the
homework problems, and they should be able to complete all of
them by the end of todays lesson.
o There will be a quiz over Sections 7.1, 7.2, 7.3, and 7.4, tomorrow
(Tuesday, November 25). I will take some time at the beginning of
class tomorrow to answer any questions.

Introduce todays lesson.


o Section 7.4 Properties of Logarithms (continued)
On Friday, Mr. Dorris covered the beginning of Section
7.4. This includes the Product Property of Logarithms, the
Quotient Property of Logarithms, and the Power Property
of Logarithms.
o By the end of the lesson, I expect everyone to be able to use the
properties of exponents and logarithms as well as the inverse
relationship between exponents and logarithms to simplify
logarithmic expressions (student learning objectives).

c. Behavioral Expectations
Students are expected to listen respectfully and participate during whole
class instruction.
Students are expected to be respectful and stay on task during small group
work.
d. Instructional Steps
Whole Class Instruction (about 17 minutes)
o Power Property of Logarithms
The bellringer problem asked students to use the Product
and Quotient Rule. Ask students if they remember the
other rule they learned on Friday. Remind students of Mr.
Dorriss nickname for the rule.
What does the power rule tell us?
You can bring the power out front and multiply it
by the logarithm.
Example: Express as a product. Simplify, if possible.

Why does this property help us? Show students how this
problem would turn out without this property.

Check for Understanding: What does the Power Rule tell


us?
Student Response: You can multiply the logarithm
by the exponent.

o Inverse Properties of Logarithms and Exponents


What is the relationship between exponential and
logarithmic functions? They are inverses of each other.
This means that they undo each other.
Example: Using what we learned in Section 7.3 and earlier
in this section, simplify
.

One of the Inverse Properties tells us


,
so in our example, we can tell right away that the
answer will be .
Example: Simplify
.

The other Inverse Property tells us


.
Example: Simplify
.

Check for Understanding: What is it about exponential


and logarithmic functions that allows us to simplify like
this?
Student Response: They are inverse functions.

o Change of Base Formula


How would you evaluate
? This isnt a fun one to do
by hand, and our calculator can only compute base ten
logarithms.
The Change of Base Formula allows you to change a
logarithm in one base to a logarithm in another base.

Think the base goes in the basement (a.k.a. the


denominator).
Example: Evaluate
.

Then, use a calculator to calculate the logarithms


and divide.
Solution:
You do not have to change the base to 10. We can choose
anything we want; however, your calculator can only do
base
or
Example: Evaluate
.
I will model this example for students using the
think-aloud strategy.

Why did we choose for our base?


Check for Understanding: When would we want to use
the Change of Base Formula?
Student Response: This formula will help with
calculating logarithms on the calculator. It will also
come in handy when you have a logarithm that may
not be very simple by hand. This is when we
choose a clever base so that we are able to evaluate
the logarithm.

Small Group Work (about 15 minutes)


o Students will work in groups of 3 or 4. In the past, I have noticed
that this group of students works best when they get to choose their
own groups. Because of this observation, students may group
themselves; however, I expect everyone to stay on task.
o Once students are in their groups I will let them choose roles. The
group facilitator will make sure that everyone in the group
contributes ideas, helps others, and listens. The timekeeper will
keep track of time and make sure the group stays on task. The
recorder will write the official answers that will be turned in;
however, all students are encouraged to jot down solutions on their
own paper. For groups of four, the fourth role is the liaison who
will get the teachers attention to ask for help. For groups of three,

o
o

the role of the liaison will go to the group facilitator. Once groups
are settled, I will check with each group to make sure each student
has a role.
Students will turn in one paper per group with each group
members name on the paper. This will help ensure that both the
group as a whole as well as each individual are held accountable.
I will stop students with about 3 minutes left of the period to
quickly summarize Section 7.4. This will help ensure that students
take away the appropriate information and bring the class to a
close.
During this time I will circulate to monitor student work, answer
questions, and provide feedback to help accommodate individual
student needs. I will also reward and reinforce student effort in the
form of verbal praise.
Each group will write a few sentences describing the main idea of
the lesson and why properties of logarithms are useful on the
bottom of their exit slip.
Problems to be attached.

e. Lesson Closure (about 3 minutes)


Call the class back together.
Questions to check for understanding and to summarize the lesson:
o What is the Product Property of Logarithms?
Review from Part 1 of Section 7.4.
o What is the Quotient Property of Logarithms?
Review from Part 1 of Section 7.4.
o What does the Power Property allow us to do?
Why would we want to use it?
o Exponential and logarithmic functions undo each other because
they are
o What is the Change of Base Formula?
Why would we want to use it?
Remind students to hand in one paper per group with everyones name on
it.
f. Feedback and Evaluation
Both the Section 7.4 bellringer and the small group exit slip will be used
as a check for understanding, and it will help guide my instruction for
tomorrows lesson. Based on students understanding, I will know how
much and what I need to review tomorrow before the quiz over Sections
7.1-7.4.
9. Modifications
6th period IEP Copy of class notes

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