TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: Algebra 1
Date for Planned Lesson: Monday - Beginning of Tuesday
LessonTitle
MN/CCStateStandard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
CentralFocus
- derived from standard,
- communicates general goal
LearningTargetforthis
Lesson
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
*Examples are given in the right hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Real World Exponents
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of
the graph, by hand in simple cases and using technology for more
complicated cases.
CCSS.MATH.CONTENT.HSF.IF.C.7.E
Graph exponential and logarithmic functions, showing intercepts
and end behavior, and trigonometric functions, showing period,
midline, and amplitude.
CCSS.MATH.CONTENT.HSF.IF.C.8.B
Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of change
in functions such as y = (1.02), y = (0.97), y = (1.01)12, y =
(1.2)/10, and classify them as representing exponential growth or
decay.
CCSS.MATH.CONTENT.HSF.LE.A.2
Construct linear and exponential functions, including arithmetic
and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from
a table).
Write and solve expressions and equations for real-world exponential
settings (e.g., population growth)
Develop skills and knowledge to understand growth and decay
functions, and understand what a and b represent. Students should
be able to graph and write exponential functions from various
representations
 AcademicLanguage(AL)
a. Domain-specific Acad
vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear in
TPA videotape segments
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources&materials
needed
LessonPart
Phase1
StateTarget&Activate
PriorKnowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
a. Exponential growth, exponential decay, exponential equations,
rate, percentage, function, graph, parent function
b. Population, increase, decrease, predict, represent
c. The difference between exponential growth and decay is that
growth occurs when b is greater than 1 and decay occurs when b is
between 0 and 1.
d. In the In class practice part of the lesson, students will be asked to
share and explain work to a partner using the following words:
growth, decay, function, and y-intercept.
Abby: Have partner read to her the in class practice problems.
Teacher reads exit slip out loud to her and parents will help read
homework to her.
Dillion: Does homework and exit slip in resource class where he can
get extra support and more time.
Paul: Have para help him read and write
Samir: Allow him to complete the assignment in a completely
different manner (orally, written in his native tongue then translated,
etc.) and Partner him up with another expert student for modeling
and guidance.
Juanita: Give extra time to do homework in class so she has time to
help her parents at home
Daniella: Give sheet of vocab for her to take home to practice
Luke: Give work for the week for him to do. If/when he finishes he
can work on other subjects.
Note handouts, In class practice worksheet, homework worksheet,
Exit slip, Teacher notes for hook activity, vocab sheet for students
who need them, extra pencils, marker board, markers and ipads
Activity description / teacher does Students do
a) The learning target will be written on the a) Listen to teacher
board before hand by me, and to start the read learning target
lesson (before the hook activity), i will read it and write it down in
to the class and tell them to keep it in mind notes
as we go through the lesson
b) Using students prior
knowledge about how to
graph functions using
 b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase2TeacherInput/ After beginning activity I will hand out notes
Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase3GuidedPractice After notes, students will be given a
- Paired/collaborative work
- Teacher(s) may roam &
assist
Phase 3 Assessment
Explain the plan to check for
ability to apply
b) To engage students prior knowledge of data points listed in a
how to graph functions, I will give them 2 table, students will be
given two exponential
functions to graph and work through them functions with different b
together graphing them on the board. values to graph. The goal
of the activity is to get
students to see patterns
from the table to the
graph of the function and
what the b value does to
the function.
Mentally note how many students Participate in activity
participate and analyze how the discussion
goes to see if students fully understand the
process of graphing functions.
Students will take
to the students. For the next 10 to 20 notes and answer
minutes we will go over notes and any assessment
questions they might have. questions as well as
Notes will begin and talk about the form of ask any questions
an exponential function and what each that may arise
component contributes to the graph of the
function. Next we will go over how to use
graphs, tables and coordinate points to write
and represent exponential equation.
Lastly we will go over a different version of
an exponential equation e.i. A(t)= a(1+/- r)^t
Throught the note taking time I will stop and Students will answer
use Socrative to ask students simple Socrative questions
questions to make sure they are paying on ipads and
attention. Questions such as: What does a participate the best
b=.5 do to the values function? What does they can during note
the a value give you on a graph? taking
Students will
worksheet to complete on their own at first complete an in class
and then with their elbow partner. I will be practice sheet by
walking around helping students who need themselves for the
it, listening to see if students have first 5-6 minutes then
understood my instruction, and reteaching talk it over with their
to students who hasnt grasped the concept elbow partner. If they
yet. If a lot of students are having trouble still have questions
with a certain concept then i will reteach to then they will ask the
the whole class. teacher.
Walk around and make note of overheard
misconceptions. Address misconceptions
individually or as a whole class if needed.
 demonstrated
steps/procedures during
guided practice

Phase4Independent After group work, students will be given Complete brochure in

practice
- Individual student work
Phase 4 Assessment
Explain plan to check for
ability to apply
demonstrated
steps/procedures during
independent practice
Phase5Restatement& Students will raise 1 to 3 fingers in the air to
Closure a) Restate
learning target
b) Explain a planned
opportunity for students
to self-assess their
perceived level of
mastery for the target.
some in class time to create a brochure the perspective that
about everything someone needs to know whomever is reading,
about exponential functions. Students will has no knowledge of
include: Parts of the equation, tips on how the topic and wants to
to graph, different representations, and know everything.
examples. What they dont get done in
class will be homework
At the beginning of the next class i will have the Write up summary
students write a short paragraph summary to paragraph to be
hand in on what is on their brochure and why handed in. Pair up
and questions they still have. (Students will be and read over
keeping their brochures to use to aid them in partners brochure.
homework and other work). Students will then Discuss similarities
exchange their brochures with a partner, read and differences with
through it and then discuss similarities and
partner and fill out
differences of the two. They will then complete
venn diagram
a venn diagram representing the two of them.
Partners will then present and talk about venn
representing the two
diagram to the class of them. Partners will
present and talk
about venn diagram
to the class.
Students will assess
indicate how solid their understanding is their level of mastery
from 3 (I could explain this to someone else) of the learning target
to 1 (I want would want it explained to me
again before explaining it to someone else)
Introduce Big Debate project that overlaps
science, math, and social studies. I will
explain that over the next couple days the
techniques we use to learn about
exponential functions will be what they use
for artifacts and arguments in the debate.

Phase6SummativeNext Make note of what number students used to

Steps self assess their understanding and either
Attach a class roster (first individually meet with students who still
names only) with space need help or address the whole class
to indicate for each
 student the needed next
steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

Hannah, I see you have written a unit plan on real world exponents relating to population growth. Thank
you for that. I notice strong evidence of differentiation and formative assessment. However, I do not notice
strong evidence of three reading strategies. I would encourage you to review strategies listed in A,P,G
Chapters 7 and 8, to find specific strategies that could be used to introduce vocabulary, show
relationships between content vocabulary, etc, and add them into your unit plan. Please make these
changes in advance of our conversation on Wednesday or Thursday, and email me when you are done.

*Updated* Hannah, I see you have written a unit plan on real world exponents relating to population
growth. Thank you. I notice significant revisions based off the first round of feedback. In addition, I notice
evidence of reading/writing strategies that are appropriate for the activity. This unit plan fulfills all
requirements of the assignment. No revisions necessary.