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Throughout this unit, students will begin to explore properties of a new type of function. Up until
this point in algebra 1, students have been using linear functions to explore domain and range,
transformations of functions, and model real-world situations. This unit is their first expansion into
a new family: exponential functions.
Students will begin by using a story to explore the property of exponential growth before using
patterns in tables of numbers to develop a general equation to model exponential growth. The
use of exponential functions to model a situation and make predictions is one of the enduring
understandings across the entire algebra 1 framework.
After extending their knowledge of exponential growth patterns to solve story problems, students
will begin exploring these patterns represented graphically. Using Desmos, students will have
the opportunity the observe how the “a” and “b” values in 𝑦 = 𝑎 ∙ 𝑏 & transformation the graph by
stretching, shrinking, or reflecting the graph. Students will also be introduced to the concept of an
asymptote during this investigation.
After exploring exponential growth, students will begin small group investigations into real-world
situations related to exponential decay such as the depreciation of a car or the dwindling
population of African elephants.
As a summative performance task, students will be asked to research the concept of a 401(k) and
prepare a presentation aimed to convince young employees to begin investing money as soon as
possible. They will use the concepts that they learned in this chapter, along with the mathematical
representations we have discussed throughout the year, to prepare this argument. Students will
give presentations in small groups and be asked to evaluation their peers’ presentations before
self-reflecting on their own presentation.
Finally, students will take a traditional summative assessment on the properties of exponential
growth and decay through the lenses of tables of numbers, conceptual graphical understanding,
and story problems.
Understanding by Design
Final Design Template
Essential Questions:
• How can we use functions to find patterns and make predictions?
• What characteristics of a given situation necessitate the use of different types of
mathematical models?
• How can we use exponential growth to plan investments for the future?
Students will be assigned to a group of 2 or 3. They will pretend that they are the HR
representatives for a company, working with new hires to start a 401K-style investment portfolio.
Their job is to convince new hires that they should start saving money right away (as opposed to
waiting 10, 15, or 20 years to start investing).
Students will use the simple interest formula 𝐴 = 𝑃 1 + 𝑟 - , assuming the interest will be
compounded annually.
Students will analyze the effects of time and interest rate in relation to compounding interest.
Students will attempt to convince the new hires to invest early through the use of a graphical
representation, a table of numbers, an equation to represent the situation, and an explanation in
words. This information will be presented via a PowerPoint or poster.
Students will share their work in small groups to compare and contrast their findings. Each student
will provide an evaluation of the “thoroughness” and accuracy of each presentation.
By what criteria will student products and performances be evaluated? Provide standards or
rubrics by which the task will be judged.
CATEGORY 4 3 2 1
Graphical Graph is correct, Graph is correct and Graph is mostly correct, Graph is mostly
Representation accurately labeled, accurately labeled, but but contains some incorrect.
and clearly does not clearly errors. Comparison Comparison
represents represent the between situations is between situations
comparison between comparison between the ambiguous. does not exist.
the different situations.
situations.
Numerical The table of numbers The table of numbers The table of numbers The table of
Representation accurately displays contains some minor contains more significant numbers is mostly
the pattern of mathematical errors and computation errors and incorrect.
(Table of Numbers) exponential growth. does not display clearly does not represent the
represent the situation. situation clearly.
Verbal Representation Student shows depth Student can explain the Student cannot clearly Student cannot
(Individual) of understanding in patterns displayed in the explain the pattern in the explain the pattern
their explanation of big three given situation, but in words at all.
the benefits of representations, but shows some
investing early. They cannot clearly articulate understanding about the
understand how to why the situation needs relationship between the
model the situation to be modeled with an representations.
with a function and exponential function.
can articulate why an
exponential growth
equation is
appropriate.
Stage 3-Plan Learning Experiences and Instruction
Lesson 11 – Assessment
• Students will take a traditional unit assessment so that I can properly gauge whether or not
we achieved the goals of:
o Understanding transformations of exponential parent functions
o Finding, articulating, and representing patterns in various function families
o Making predictions about real-life situations based on a student-created model of
exponential growth or decay